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Synthetic phonics

Synthetic phonics, also known as blended phonics or inductive phonics, is a method of teaching English reading which first teaches the letter sounds and then builds up to blending these sounds together to achieve full pronunciation of whole words.

Overview
Synthetic phonics refers to a family of programmes which aim to teach reading and writing through the following methods:
 * Teaching students the correspondence between written letters (graphemes) and speech sounds (phonemes). For example, the words me and pony have the same sound at the end, but use different letters.
 * Teaching students to read words by blending: identifying the graphemes (letters) in the word, recalling the corresponding phonemes (sounds), and saying the phonemes together to form the sound of the whole word.
 * Teaching students to write words by segmenting: identifying the phonemes of the word, recalling the corresponding graphemes, then writing the graphemes together to form the written word.

Synthetic phonics programmes have some or all of the following characteristics:
 * Teaching grapheme-phoneme (letters-sound) correspondence out of alphabetic order, following an order determined by perceived complexity (going from easiest to hardest to learn).
 * Teaching the reading and writing of words in order of increasing irregularity, in other words teaching words which follow typical grapheme-phoneme correspondence first (e.g. ape and cat), and teaching words with idiosyncratic or unusual grapheme-phoneme correspondence later (e.g. eight and duck).

Synthetic phonics programmes do not have the following characteristics:
 * Encouraging students to guess the meaning of words from contextual clues (see whole language method).
 * Encouraging students to memorise the shape of words, to recall them by sight (see Look say method).
 * Teaching grapheme-phoneme correspondence on a "when needed" basis or as applied to particular groups of words, when these words arise in other forms of reading instruction (see embedded phonics in Whole language).

Methodology
Synthetic phonics teaches the phonemes (sounds) associated with the graphemes (letters) at the rate of about six sounds per week. The sounds are taught in isolation then blended together (i.e. synthesised), all-through-the-word. For example, learners might be taught a short vowel sound (e.g. a as in cat) in addition to some consonant sounds (e.g. s, t, p). Then the learners are taught words with these sounds (e.g. sat, pat, tap, at). They are taught to pronounce each phoneme in a word, then to blend the phonemes together to form the word (e.g. s - a - t; "sat"). Sounds are taught in all positions of the words, but the emphasis is on all-through-the-word segmenting and blending from week one. It does not teach whole words as shapes (initial sight vocabulary) prior to learning the alphabetic code.

Synthetic phonics develops phonemic awareness along with the corresponding letter shapes. It involves the learners rehearsing the writing of letter shapes alongside learning the letter/s-sound correspondences preferably with the tripod pencil grip. Dictation is a frequent teaching technique from letter level to word spelling, including nonsense words (e.g. choy and feep) and eventually extending to text level. It does not teach letter names until the learners know their letter/s-sound correspondences thoroughly and how to blend for reading and segment for spelling. Often when letter names are introduced it is through singing an alphabet song.

Synthetic phonics teaches phonics at the level of the individual phoneme from the outset; not syllables and not onset and rime. Synthetic phonics does not teach anything about reading as a meaning-focused process. It highlights decoding and pronunciation of words only. Teachers are to put accuracy before speed, because fluency (i.e. speed, accuracy, expression) and comprehension will come with time.

Synthetic phonics involves the teaching of the transparent alphabet (e.g. c as in "cat") before progressing onto the opaque alphabet (e.g. ch as in "school"). In other words, learners are taught steps which are straightforward and 'work' before being taught the complications and variations of pronunciation and spelling of the full alphabetic code. It introduces irregular words and more tricky words (defined as words which cannot be pronounced phonically – English has a surprisingly large number of these, usually the commonest words of all such as 'to', 'of', etc.) slowly and systematically after a thorough introduction of the transparent alphabet code (learning the 44 letter/s-sound correspondences to automaticity and how to blend for reading and segment for spelling). Phonics application still works at least in part in such words.

Synthetic phonics involves a heavy emphasis on hearing the sounds all-through-the-word for spelling and not an emphasis on "look, cover, write, check". This latter, visual form of spelling plays a larger part with unusual spellings and spelling variations although a phonemic procedure is always emphasised in spelling generally. Teachers read a full range of literature with the learners and ensure that all learners have a full range of experience of activities associated with literacy such as role play, drama, poetry, but the learners are not expected to 'read' text which is beyond them, and the method does not involve guessing at words from context, picture and initial letter clues.

Typical programme

 * learning letter sounds (as distinct from the letter names);
 * For example, mmm not em, sss not ess, fff not ef. The letter names can be taught later but should not be taught in the early stages.

 * learning the 40+ sounds and their corresponding letters/letter groups;

 * The English Alphabet Code 'Key': 40+ phonemes with their common 'sound pattern' representations. (This is based on the British pronunciation. The number and mixture of the 40+ phonemes will vary for other English speaking countries such as Australia, Canada and the United States.

 * Vowels:

 * a - mat
 * a-e - ape, baby, rain, tray, they, eight
 * air - square, bear
 * ar - jar, far
 * e - peg, bread
 * ee - sweet, me, beach, key, pony
 * eer - deer, hear
 * er - computer, doctor
 * i - pig, wanted
 * i-e - kite, wild, light, pie
 * o - orange, quality

 * oa - oak, rope, bow, piano
 * oi - coin, boy
 * oo - (short) book, would, put
 * oo - (long) moon, crew, blue, fruit, few
 * ow - down, house
 * or - fork, ball, sauce, law,
 * u - plug, glove
 * ur - burn, teacher, work, first
 * u-e - tune, unicorn, hue
 * uh - button, hidden

 * Consonants:

 * b - boy, rabbit
 * c / k - cat, key, duck, school, quit
 * ch - chip, watch, statue
 * d - dog, ladder
 * f - fish, coffee, photo, tough
 * g - gate, egg, ghost
 * h - hat, whole
 * j - jet, giant, cage, bridge
 * k-s - box

 * l - lip, bell, sample
 * m - man, hammer, comb
 * n - nut, dinner, knee, gnat
 * ng - ring, singer
 * p - pan, happy
 * r - rat, cherry, write
 * s / c - sun, dress, house, city, mice
 * sh - ship, mission, station, chef

 * t - tap, letter, debt
 * th - thrush
 * th - that
 * v - vet, sleeve
 * w - wet, wheel, queen
 * y - yes, new
 * z - zip, fizz, sneeze, is, cheese
 * g-z - exist
 * zh - treasure

 * learning to read words using sound blending in which each individual sound is joined together to form a word (e.g. c - a - t= cat).;
 * reading stories featuring the words the students have learned to sound out;
 * demonstration exercises to show they comprehend the stories;

Systematic phonics
Systematic phonics is not one specific method of teaching phonics; it is a term used to describe phonics approaches that are taught explicitly and in a structured, systematic manner. They are systematic because the letters and the sounds they relate to are taught in a specific sequence, as opposed to incidentally or on a "when needed" basis.

The National Reading Panel (NRP) concluded that systematic phonics instruction is more effective than unsystematic phonics or non-phonics instruction. The NRP also found that systematic phonics instruction is effective (with varying degrees) when delivered through one-to-one tutoring, small groups, and teaching classes of students; and is effective from kindergarten onward, the earlier the better. It helps significantly with word-reading skills and reading comprehension for kindergartners and 1st graders as well as for older struggling readers and reading disabled students. Benefits to spelling were positive for kindergartners and 1st graders but not for older students.

Systematic phonics does not include methods such as embedded phonics and phonics mini lessons which are found in the Whole Language approach and the Balanced Literacy approach.

Systematic phonics is sometimes mischaracterized as "skill and drill" with little attention to meaning. However, researchers point out that this impression is false. Teachers can use engaging games or materials to teach letter-sound connections, and it can also be incorporated with the reading of meaningful text.

Phonics can be taught systematically in a variety of ways, such as: analogy phonics, analytic phonics, phonics through spelling, and synthetic phonics. However, their effectiveness vary considerably because the methods differ in such areas as the range of letter-sound coverage, the structure of the lesson plans, and the time devoted to specific instructions.

Systematic phonics has gained increased acceptance in different parts of the world since the completion of three major studies into teaching reading; one in the US in 2000, another in Australia in 2005, and the other in the UK in 2006.

In 2009, the UK Department of Education published a curriculum review that added support for systematic phonics. In fact, systematic phonics in the UK is known as Synthetic phonics. It’s often referred to as ‘systematic’ synthetic phonics because children learn about the various sounds, spellings, and grapheme-phoneme correspondences (GPCs) in a structured manner.

Beginning as early as 2014, several states in the United States have changed their curriculum to include systematic phonics instruction in elementary school.

In 2018, the State Government of Victoria, Australia, published a website containing a comprehensive Literacy Teaching Toolkit including Effective Reading Instruction, Phonics, and Sample Phonics Lessons.

Analytic phonics and analogy phonics
Analytic phonics does not involve pronouncing individual sounds (phonemes) in isolation and blending the sounds, as is done in synthetic phonics. Rather, it is taught at the word level and students learn to analyse letter-sound relationships once the word is identified. For example, students might be asked to practice saying words with similar sounds such as ball, bat and bite. Furthermore, students are taught consonant blends (separate, adjacent consonants) as units, such as br in break and or shr in shrouds.

Analogy phonics is a particular type of analytic phonics in which the teacher has students analyse phonic elements according to the speech sounds (phonograms) in the word. For example, a type of phonogram (known in linguistics as a rime) is composed of the vowel and the consonant sounds that follow it (e.g. in the words cat, mat and sat, the rime is "at".) Teachers using the analogy method may have students memorize a bank of phonograms, such as -at or -am, or use word families (e.g. can, ran, man, or may, play, say).

There have been studies on the effectiveness of instruction using analytic phonics vs. synthetic phonics. Johnston et al. (2012) conducted experimental research studies that tested the effectiveness of phonics learning instruction among 10-year-old boys and girls. They used comparative data from the Clackmannanshire Report and chose 393 participants to compare synthetic phonics instruction and analytic phonics instruction. The boys taught by the synthetic phonics method had better word reading than the girls in their classes, and their spelling and reading comprehension was as good. On the other hand, with analytic phonics teaching, although the boys performed as well as the girls in word reading, they had inferior spelling and reading comprehension. Overall, the group taught by synthetic phonics had better word reading, spelling, and reading comprehension. And, synthetic phonics did not lead to any impairment in the reading of irregular words.

Synthetic phonics
Synthetic phonics uses the concept of 'synthesising', which means 'putting together' or 'blending'. Simply put, the sounds prompted by the letters are synthesised (put together or blended) to pronounce the word.

Common terminology
Some common terminology used within this article includes:
 * alphabetic code (in synthetic phonics): The relationship between sounds (phonemes) and the letter/s (graphemes) that represent them are referred to as a "code". For example, the sound ay can be represented in many ways (e.g. cake, may, they, eight, aid, break, etc.). See also: Alphabetic principle
 * decoding skills (in phonics): Without the use of context, to pronounce and read words accurately by using the relationship between the letter(s) and the sounds they represent. (i.e. cat is k - a - t, plough is p - l - ow, and school is s - k - oo - l. Encoding skills (i.e. spelling) is the same process in reverse.
 * Direct instruction (also known as Explicit Instruction ): A teaching style that is characterized by "carefully designed instruction" that usually includes a fast pace, small steps, demonstrations, active participation, coaching, immediate correction, and positive feedback.
 * intensive instruction: teaching or tutoring that include some of the following: more time; peer-assisted strategies; and instruction in small groups or one-on-one.
 * peer-assisted literacy strategies: learners work in pairs (taking turns as teacher and learner) to learn a structured sequence of literacy skills, such as phonemic awareness, phonics, sound blending, passage reading, and story retelling.
 * supportive instruction: teaching or tutoring that supports the student both emotionally and cognitively. This includes encouragement, immediate feedback, positive reinforcement, and instructional scaffolding (i.e. clear structure, small steps, guiding with questions).

History
The teaching of reading and writing has varied over the years from spelling and phonetic methods to the fashions for look-say and whole language methods. In America in the eighteenth century, Noah Webster introduced spelling approaches with syllabaries and in England the use of James Pitman's Initial Teaching Alphabet was popular in the 1960s. Recently phonic methods have been revived.

Australia
In December 2005 the Department of Education, Science and Training of the Australian Government published a report entitled a National Inquiry into the Teaching of Reading. The report recommends direct and systematic instruction in phonics as the foundation of early reading instruction. It is not clear if all of the findings of the report are reflected in the Australian Curriculum. The report was critiqued by Phillip Cormack, University of South Australia, who states that the key to success in a reading lesson is the relationship between the teacher, the child and the material to be read.

Some of the findings of the report are:

 * Among the successful schools visited, there were a number of key similarities. Three of those similarities are:
 * a belief that each child can learn to read and write regardless of background;
 * an early, systematic, and "explicit" (i.e. specific and clear) teaching of phonics;
 * the phonics instruction was followed by "direct teaching".

 * Students learn best from an approach that includes phonemic awareness, phonics, fluency, vocabulary knowledge and comprehension. (Executive Summary)
 * A whole-language approach, "on its own, is not in the best interests of children, particularly those experiencing reading difficulties". (Pg. 12)
 * Where there is unsystematic or no phonics instruction, children do not perform as well in such areas as reading accuracy, fluency, writing, spelling and comprehension. (Pg. 12)
 * A recommendation that teachers provide "systematic, direct and explicit phonics instruction". (Pg. 14)

Dr Jennifer Buckingham, Senior Research Fellow, Centre for Independent Studies, AU published a research brief in June 2018 explaining Systematic Synthetic Phonics and the evidence supporting it.

As of October 5, 2018, The State Government of Victoria, Australia, publishes a website containing a comprehensive Literacy Teaching Toolkit including Effective Reading Instruction, Phonics, and Sample Phonics Lessons. It contains elements of synthetic phonics, analytic phonics, and analogy phonics.

Canada
In Canada, public education is the responsibility of the Provincial and Territorial governments. There is no evidence that systematic phonics (including synthetic phonics) has been specifically adopted by any of these jurisdictions.

On the one hand, the curriculum of all of the Canadian provinces include some of the following: phonics, phonological awareness, segmenting and blending, decoding, phonemic awareness, graphophonic cues, and letter-sound relationships.

On the other hand, some of the practices of whole language are evident, such as: "use language prediction skills to identify unknown words"; "using three cueing systems: meaning, structure, and visual"; "reading on, omitting words, rereading and making substitutions"; "predict on the basis of what makes sense"; and "a wide variety of sight words".

Yet, systematic phonics and synthetic phonics received attention in the following publications:

 * In 2005 the Ministry of Education for the government of Ontario published a report entitled Early Reading Strategy: The Report of the Expert Panel on Early Reading in Ontario and Early Math Strategy. The report states "This Expert Panel supports the position of the National Reading Panel (2000) that phonics instruction should be integrated into a comprehensive and balanced reading program. Instruction in phonics and decoding should not be conceived of as a total reading program, but neither should it be neglected." Pg 104
 * The Canadian Language and Literacy Research Network published a report entitled Foundations for Literacy: An evidence-based Toolkit for the Effective Reading and Writing Teacher. It is a practical toolkit helping teachers to a) understand research in order to keep informed, b) understand how children develop reading and writing skills, and c) understand how to use effective instruction techniques. It also includes explanations of phonological awareness, phonemic awareness, the alphabetic principle (including systematic phonics and synthetic phonics instruction).
 * In 2009, the Ministry of Education for the province of British Columbia posted a discussion paper on their Read Now website entitled Reading: Breaking Through the Barriers. The paper states that explicit and synthetic phonics needs to be taught directly in the classroom because it works "for all students but are particularly helpful for students at risk for reading difficulty".  (Pg. 8) There appears to be no evidence, however, that systematic phonics (or synthetic phonics) is a part of the teaching pedagogy.
 * In 2010, The Literacy and Numeracy Secretariat of Ontario, Canada, published a report entitled Capacity Building Series: Reading Fluency that offers practical strategies to teach reading comprehension. This includes Automaticity (the ability to automatically decode words), Phrasing (reading phrases not only words), and Expression (moving from a monotone delivery to a natural rise and fall in pitch, tone and rhythm). In the section about decoding it discusses the importance of Phonological Awareness (hearing words in sentences and individual sounds in words), Alphabetic Letter Knowledge (identifying, naming and writing letters), and the Alphabetic Principle (understanding that letters represent the sounds of spoke language). In the latter, in addition to other suggestions, it is emphasized that teaching should include instruction in segmenting and blending alongside the explicit teaching of letter sounds.
 * Dr. Robert Savage, formerly of McGill University and now at UCL Institute of Education, University College London, concludes that, with respect to remedial programs, we should not wait for children to fail before using phonics programs. He also recommends the teaching of such skills as segmenting and blending alongside the "explicit teaching" of letter sounds. He also says there is a need for more randomized controlled trials in order to produce more definitive conclusions. In another report about effective early reading instruction and inclusion, Savage states that "a heavy and early structured approach to early reading intervention focused on mastering the use of the alphabetic principle to decode as a self-teaching mechanism is enough to allow many children to take off into reading without further focused support beyond good regular classroom teaching".
 * In 2011, Dr. Janette Pelletier, OISE, University of Toronto published a paper entitled Supporting Early Language and Literacy that outlines several key findings from early literacy research, including the importance of teaching phonological awareness and the "knowledge of letter names and letter-sound correspondences" also known as decoding.

In 2021, the province of New Brunswick introduced a new English Language Arts curriculum that includes phonological awareness, phonics, fluency, vocabulary and reading comprehension. Notably, the teaching of alphabetic skills based on the science of reading has replaced the use of various cueing systems and a variety of strategies to construct meaning from text. It is not yet clear whether the teaching practices will lean towards synthetic phonics, or analytic phonics, or a combination of the two.

On January 27, 2022, the Ontario Human Rights Commission (OHRC) released a report on its public inquiry into the right to read. The OHRC's report deals with all students, not just those with learning disabilities. The inquiry found that Ontario is not fulfilling its obligations to meet students' right to read. The Minister of Education for Ontario responded to this report by saying the government is taking immediate action to improve student literacy and making longer-term reforms to modernize the way reading is taught and assessed in schools, with a focus on phonics. Their plan includes "revising the elementary Language curriculum and the Grade 9 English course with scientific, evidence-based approaches that emphasize direct, explicit and systematic instruction and removing references to unscientific discovery and inquiry-based learning, including the three-cueing system, by 2023." It remains to be seen whether Ontario's curriculum will lean towards synthetic phonics, analytic phonics, or a combination of both.

United Kingdom
A review of the teaching of early reading was undertaken by Sir Jim Rose at the request of the Department for Education. While the report often uses the term "Systematic Phonic work", it appears to support "Synthetic Phonics" as evidenced in the Rose Review in 2006. In fact, the Department of Education, England uses the term "systematic synthetic phonics". The following is a summary of the report's observations and recommendations concerning phonics:
 * 1) The skills of speaking, listening, reading and writing are used by (and are supported by) what it refers to as "high quality, systematic phonics".
 * 2) Young children should receive sufficient pre-reading instruction so they are able to start systematic phonics work "by the age of five".
 * 3) High quality phonics work should be taught as "the prime approach" to teaching reading, writing, and spelling.
 * 4) Phonics instruction should form a part of "a broad and rich language curriculum". Note: critics of this report point out that the report does not explain what they mean by this, nor does it offer any details on how to achieve this within the framework of synthetic phonics' instruction.

Critics of the report

 * In a report dated April 2007, professors Dominic Wyse and Morag Styles conclude that the evidence "supports" systematic phonics; however, the Rose Report's assertion that synthetic phonics should be the "preferred method" is "not supported by research evidence". This criticism is based on the way the research was conducted and how the results were interpreted.
 * In October 2011, The National Campaign for Real Nursery Education web site (U.K.) comments on the U.K. government's intent to impose a specific type of phonics teaching (i.e. systematic, synthetic phonics) in the nursery and reception years, and suggests that this decision was not supported by the "research evidence".

Developments following the Rose Report

 * Following the adoption of the phonics approach in its schools, the Department of Education, England provided a great deal of online support for teachers wishing to learn more about effective phonics teaching strategies. In 2010, the U.K. Office for Standards in Education (Ofsted) released a report entitled Reading by Six - How the best schools do it.  It reported that twelve successful schools employed common methods of teaching reading using systematic phonics with features such as; having a clearly defined and incremental approach to the correspondence between the letters and the sounds; applying the blending of the sounds all through the word; and segmenting the phonemes (sounds) to spell the words.
 * In March 2011 the Department of Education, England released its White paper entitled "The Importance of Teaching". In the Executive Summary, item 12 of the curriculum section states their commitment to support "systematic synthetic phonics, as the best method for teaching reading."
 * As of 2013, all (local-authority-maintained) primary schools in England have a statutory requirement to teach synthetic phonics in years one and two. In addition, any pupil who is struggling to decode words properly by year three must "urgently" receive help through a "rigorous and systematic phonics programme".
 * In 2014 Ofsted updated their guidance for school inspectors to include practical tips on how schools should teach reading with systematic phonics, including "Getting them Reading Early". It describes "The simple view of reading" as the word recognition processes (recognizing the words on the page, free of context and using phonics) and the language recognition processes (understanding the meaning of the language). It also includes some videos to illustrate its principles.
 * The Progress in International Reading Literacy Study (PIRLS 2016) report was released in December 2017. It reports on the reading abilities of students aged 9 and 10 in 50 countries, and shows that England has risen to Joint 8th place in 2016; its best since 2001. This confirms "that our approach is working", according to Minister Nick Gibb. PIRLS 2016 has a summary of England's Language/Reading Curriculum in the Fourth Grade that shows the increased emphasis on "phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent".
 * In 2016 the London School of Economics published a paper that supports the teaching of synthetic phonics to disadvantaged children because it helps to close the literacy gap.
 * Some critics continue to raise concerns about how Systematic Synthetic Phonics is being taught and assessed, and whether it puts too much emphasis on decoding at the expense of other factors such as vocabulary and "learning to read".
 * In 2018, Ofsted, as part of its curriculum research has produced a YouTube video on Early Reading. It states "It is absolutely essential that every child master the phonic code as quickly as possible ... So, successful schools firstly teach phonics first, fast and furious." As of September, 2019, the Ofsted inspections will focus more on what is taught and how it is taught, and less on the test data.
 * While there has been concern expressed about the phonics screening test at the end of year one, some report that phonics is especially valuable for poor readers and those without English as a first language. In January 2019 Ofsted published a report entitled Education inspection framework: overview of research that further supports systematic synthetic phonics together with phonemic awareness, fluency, vocabulary and comprehension.
 * In January 2022, a report from University College London said that the current emphasis in English schools on synthetics phonics is not underpinned by the evidence. It says their analyses of the PISA data suggest that teaching reading in England has been less successful since the introduction of more emphasis on synthetic phonics, "although the correlations reported here require further research". In addition, statisticians from several universities question the validity of the PISA results. The report also says "although there remains no doubt that phonics teaching in general is one important component in the teaching of reading, the research certainly does not suggest the complete exclusion of whole language teaching". It recommends that the national curriculum policy be changed and that the focus of political control over curriculum, pedagogy and assessment should be reevaluated. The researchers were among 250 signatories to a letter to the education secretary calling on the government to allow for a wider range of approaches to teaching reading. A Department for Education spokesperson said "Since the introduction of the phonics screening check in 2012, the percentage of Year 1 pupils meeting the expected standard in reading has risen from 58% to 82%, with 92% of children achieving this standard by Year 2".

Scotland
Education Scotland found that explicit, systematic phonics programmes, usually embedded in a rich literacy environment, give an additional four months progress over other programmes such as whole language, and are particularly beneficial for young learners (aged 4–7). There is evidence, though less secure, that synthetic phonics programmes may be more beneficial than analytic phonics programmes; however it is more important to systematically teach to the children's needs.

Synthetic phonics in Scotland has its roots in the Clackmannanshire Report, a seven-year study that was published in 2005. It compared analytic Phonics with synthetic Phonics and advantaged students with disadvantaged children. The report concluded that "the synthetic phonics programme led to children from lower socio-economic backgrounds performing at the same level as children from advantaged backgrounds for most of their time in primary school. It also led to boys performing better than or as well as girls."

Critics of the report claim that the results were exaggerated and due to more than just synthetic phonics.

A five-year follow-up of the study concluded that the beneficial effects were long-lasting, in fact the reading gains increased.

United States
The United States has a long history of debate concerning the various methods used to teach reading, including phonics. In 1999, The National Institute of Child Health and Human Development (NICHD) appears to conclude that systematic phonics programs are "significantly more effective" than non-phonics programs. It also concludes that they found no significant difference between the different phonics approaches, while suggesting that more evidence may be required.

The NICHD has come out in support of phonics instruction. The institute conducts and supports research on all stages of human development. The institute conducted a meta-analysis and, in 2000 it published a report entitled Report of the National Reading Panel: Teaching Children to Read. Some findings and determinations of this report are:

 * Teaching phonemic awareness (PA) to children was "highly effective" with a variety of children under a variety of conditions. (Note: Phonemic Awareness is the ability to manipulate sounds (phonemes) in spoken syllables and words. Phonemes are the smallest units of sounds comprising spoken language. For example, the words go and she each consist of two sounds or phonemes, g-o (IPA ) and sh-e (IPA ), respectively.
 * Reading instruction that taught PA improved the children's reading ability significantly more than those that lacked this instruction.
 * PA helped normally achieving children to spell but was not effective in helping disabled readers to spell better.
 * "Systematic synthetic phonics" instruction had a positive and significant effect on helping disabled readers, low achieving students, and students with low socioeconomic status to read words more effectively than instruction methods that lacked this approach.
 * Systematic Phonics instruction improved the ability of good readers to spell. Poor readers experienced a small improvement in spelling.

Other findings of this report are:

 * Guided Oral Reading (reading out loud and receiving systematic and explicit feedback from a teacher) "had a significant and positive impact on word recognition, fluency, and comprehension".
 * The value of Independent Silent Reading is unclear; however it is clear that it should not be the only type of reading instruction to develop fluency and other reading skills.
 * Vocabulary, both oral and print, should be taught directly and indirectly because it leads to gains in comprehension.
 * Teaching a combination of reading comprehension techniques is the most effective, however more research is needed to determine which techniques are the most effective.

In 2014 the California Department of Education stated "Ensuring that children know how to decode regularly spelled one-syllable words by mid-first grade is crucial". It goes on to say that "Children need to be phonemically aware (especially able to segment and blend phonemes)". The skills of segmenting and blending phonemes are a central aspect of synthetic phonics. In grades two and three children receive explicit instruction in advanced phonic-analysis and reading multi-syllabic and more complex words.

In 2015 the New York State Public School system began a process to revise its English Language Arts Learning Standards. The standards were revised in 2017 and call for teaching involving "reading or literacy experiences" as well as phonemic awareness from prekindergarten to grade 1 and phonics, word recognition, and word analysis skills in decoding words from grade 1 to grade 4. They will become effective at the beginning of the 2020-2021 school year.

In 2015 the Ohio Legislature set minimum standards requiring the use of phonics as a technique in teaching reading. It includes guidelines for teaching phonemic awareness, phonics, fluency, vocabulary and comprehension. The Ohio Department of Education has created a guidance manual for the year 2018–2019 that outlines the requirements for Researched-Based Reading Instruction. By 2019 the new curricula appears to be paying off. Edweek.org reported that one elementary school in Ohio found that "3rd grade test scores went from the worst in the district—44 percent proficient in 2016—to the best, 71 percent in 2019." They also say "Third grade reading proficiency districtwide moved from 53 percent in 2016 to 64 percent in 2019".

In 2016 the What Works Clearinghouse and the Institute of Education Sciences, an independent and non-partisan arm of the U.S. Department of Education, published an Educator's Practice Guide (with evidence) on Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. It contains four recommendations to support reading: 1) Teach students academic language skills, including the use of inferential and narrative language, and vocabulary knowledge, 2) Develop awareness of the segments of sounds in speech and how they link to letters (phonemic awareness and phonics), 3) Teach students to decode words, analyze word parts, and write and recognize words (phonics and synthetic phonics), and 4) Ensure that each student reads connected text every day to support reading accuracy, fluency, and comprehension. Some universities have created additional material based on this guide

In 2018 The Association for Psychological Science published an article entitled Ending the Reading Wars: Reading Acquisition From Novice to Expert. The purpose of the article is to fill the gap between the current research knowledge and the public understanding about how we learn to read, and to explain "why phonics instruction is so central to learning in a writing system such as English". It points out that if reading instruction relied only on the association between the printed word and meaning (as in Whole Language) it would require the memorization of thousands of individual words. Thus, "systematic phonics instruction should be viewed as a natural and logical consequence of the manner in which alphabetic writing systems represent spoken language". There is, however, still a debate as to which systematic phonics method is most effective, synthetic or analytic. The article also explains that despite the weight of evidence supporting systematic phonics, it has only been fully implemented in England. The United States does have Common Core State Standards Initiative that include recommendations for Print Concepts, Phonological Awareness, Phonics, and Fluency; however not all states have adopted these standards.

In 2018 the Arkansas Department of Education, Literacy Support Unit, published a report about their new initiative known as R.I.S.E., Reading Initiative for Student Excellence, that was the result of The Right to Read Act, passed in 2017. This was inspired because, as of 2015, less than half of their students were reading at grade level, placing them in the bottom third of States in relation to national reading assessments. The first goal of this initiative is to provide educators with the in-depth knowledge and skills of "the science of reading" and evidence-based instructional strategies. This includes a change of focus to research-based instruction on phonological awareness, phonics, vocabulary, fluency, and comprehension. Specific requirements are that reading instruction be systematic and explicit, and include decoding techniques. Part of the instruction involves the use of a book and study guide entitled Essentials of Assessing, Preventing and Overcoming Reading Difficulties, by David Kilpatrick.

In 2019 the International Literacy Association released a report entitled Meeting the Challenges of Early Literacy Phonics Instruction The report clearly supports the use of phonics instruction that is explicit and systematic, stating that "phonics instruction is helpful for all students, harmful for none, and crucial for some". It also offers an opinion on the ten most common causes of Phonics Instructional Failure, namely: inadequate time devoted to mastering a new phonics skill such as blending (4–6 weeks recommended); lack of application to real reading instruction; inappropriate reading material to practice the skills; too much teacher instruction, and too little reading by the student; lost time during instructional transitions; the teacher's attitude and knowledge of phonics instructional material; lessons that are not fast-paced and rigorous; lack of assessments over an extended period of time; waiting too long to transition to multi-syllable words; and over emphasis of phonics drills at the expense of other aspects such as vocabulary.

title: Synthetic phonics


text:
Wikipedia:Articles for deletion/John Gillen

 This page is an archive of the discussion about the proposed deletion of the article below. This page is no longer live. Further comments should be made on the article's talk page rather than here so that this page is preserved as an historic record. The result of the debate was delete. Mindspillage (spill yours?) 15:44, 24 Apr 2005 (UTC)

John Gillen
I cannot verify this, sounds supsiciously like a hoax -- Ferkelparade π 12:55, 14 Apr 2005 (UTC)
 * Neither can't I. Delete unless somebody does come up with verifiable evidence. Lupo 12:58, 14 Apr 2005 (UTC)
 * Note: creator IP (134.226.1.136 is a known hoaxter. Lupo 13:47, 14 Apr 2005 (UTC)

 * Delete: known vandal. Check user history and this page - Pete C (talk) 15:33, 14 Apr 2005 (UTC)

 * Delete, although I did laugh pretty hard when I read it Foodmarket 17:43, 14 Apr 2005 (UTC)
 * Strong Delete, not notable, vanity, and the anonymous author of that article vandalised my user page. Megan1967 07:32, 15 Apr 2005 (UTC)
 * Delete. A boxing "superstar" in the 16th century? I don't think so. Wmahan. 23:10, 2005 Apr 18 (UTC)
 * This page is now preserved as an archive of the debate and, like some other VfD subpages, is no longer 'live'. Subsequent comments on the issue, the deletion, or the decision-making process should be placed on the relevant 'live' pages. Please do not edit this page.

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


text:
Talk:System analysis

MIMO
I don't think that MIMO should be redirected to this page. Maybe a link in MIMO, but not erasing that page directly. There could be MIMO information in the other page lost by moving. --Ncc1701zzz 12:55, 14 Apr 2005 (UTC)
 * I haven't received any comment in 24h, so I will change it, recovering the redirected page to this one and making a link in MIMO.--Ncc1701zzz 11:22, 15 Apr 2005 (UTC)
 * Changed. If anybody thinks I'm wrong, please add a comment in the discussion, don't change it silently.--Ncc1701zzz 11:34, 15 Apr 2005 (UTC)

It is interesting that this article relates systems analysis to only one discipline (EE). I don't think that this definition works considering the discipline of System Engineering, etc. Could we agree that this article discusses a specialty area of systems analysis -- perhaps "Systems Analysis (EE)"? Cask05 15:04, 8 January 2006 (UTC)

this article needs some drastic formatting, especially getting rid of all capitals and indents that cause boxed text. for anyone who is interested in this task, a good reference on wikipedia formatting is at Cheatsheetfrymaster 07:32, 9 December 2006 (UTC)

What is the purpose of this article?
What is this article for? It seems to just be a collection of loosely-connected thoughts, badly formatted, with no references. For example, why does the article delve into a discussion (albeit brief) about LTI systems? The general theme of the article appears to be software development procedures, but this sort of thing is already covered in Software_development_model and the like. I would imagine that this article is verging on appropriate for deletion. Oli Filth 19:42, 12 March 2007 (UTC)

 * Ah, I see now. At some point in the recent past, someone added a load of irrelevant guff.  I've now brought the article back to something approaching a sensible state.  Oli Filth 19:52, 12 March 2007 (UTC)

List of System Analysis Tools and techniques
I would like to see a good list of system analysis tools and techniques. This would include:

Flowchart, Venn diagram, Decision Table, Decision Tree, Decision Matrix, Matrix – many kinds, Cause, effect diagram,

Along with others I can’t think of. Where should this best appear? Should it be a section in this article or a separate list? What tools and techniques should be added? Thanks! —Preceding unsigned comment added by Lbeaumont (talk • contribs) 12:39, 26 April 2008 (UTC)

Mathematical rigor
I feel that there really needs to be a rigorous formal mathematical definition of what a "system" is here. As far as I can tell, it seems to be sort of like an operator, but one that is perceived as running "in real time" along with its input. I hope someone who knows more than me can add a section formally defining what a system is. --1.122.182.53 (talk) 19:40, 21 August 2014 (UTC)

title: Talk:System analysis


text:
Wikipedia:Articles for deletion/Heier

 This page is an archive of the discussion about the proposed deletion of the article below. This page is no longer live. Further comments should be made on the article's talk page rather than here so that this page is preserved as an historic record. The result of the debate was delete. Mindspillage (spill yours?) 15:45, 24 Apr 2005 (UTC)

Heier
Article about a Norwegian surname, not exactly encyclopedic material -- Ferkelparade π 12:56, 14 Apr 2005 (UTC)
 * Delete. Of no particular interest. -- Egil 16:58, 14 Apr 2005 (UTC)
 * This page is now preserved as an archive of the debate and, like some other VfD subpages, is no longer 'live'. Subsequent comments on the issue, the deletion, or the decision-making process should be placed on the relevant 'live' pages. Please do not edit this page.

title: Wikipedia:Articles for deletion/Heier


text:
József Schunda

József Schunda (1818–1893) and Vencel József Schunda (19 May 1845 – 26 January 1923) were uncle and nephew and Czech-born Hungarian musical instrument makers.

József Schunda started a workshop in Pest in 1848, and his brother joined him as an apprentice in 1856, advancing to become a partner, and later the owner of the factory. The workshop produced the first pedaled Hungarian concert cimbalom in 1874 and also redesigned a modern tárogató, a clarinet-like instrument specific to Hungary. The workshop was closed in World War II.

title: József Schunda


text:
Peace line

Peace line may refer to:

 * Syngman Rhee Line, South Korean marine boundary line established in 1952 by Korean Prensident Rhee Syng-man
 * Peace lines, separation barriers in Northern Ireland between predominantly Republican/Nationalist Catholic neighbourhoods and predominantly Loyalist/Unionist Protestant neighbourhoods

title: Peace line


text:
Huang Fan

Huang Fan (Chinese:黃凡) is a contemporary Taiwanese writer, born in 1950.

He grew up in a family dependants community, like many people from Mainland China who arrived with Chiang Kai-shek in 1949. His educational background is in engineering. He is now a professional writer.

His fiction is urbane and often experimental in technique.

He had been disappeared in the literary circle for more than 10 years, from about 1990 to 2003.

title: Huang Fan


text:
Talk:Orchestrion

Untitled
This article belongs in several musical instrument categories, not just pipe organ, as it describes several different instruments. Andrewa 13:00, 14 Apr 2005 (UTC)

In principle orchestrions are more or less pipe organs. Those in the 18th century were individual items as well as the Kaufmann-Orchestrion. But the big mass of orchestrions from the 1850 on, developed from the flute-clock, were all pipe organs with additional mechanisms. Gerhard51 19:23, 14 March 2006 (UTC)

 * Not pipe organs as such, but more like reed organs if I recall correctly. Kortoso (talk) 23:57, 17 September 2014 (UTC)

The name "orchestrion" has also been applied to three specific musical instruments
... and it goes on to name 3; none of these, however, are the one in the picture? —porges(talk) 00:02, 9 October 2007 (UTC)

What is an orchestrion?
Hello everyone,

The early definitions (presumably from an equally early dictionary) in your article are interesting and probably true, however they stop in the 1850's, and [in my opinion, based upon what I have seen] most orchestrions existing today were built circa 1880-1930. I think it is more in order to define what an orchestrion is as relates to existing, mass-produced general sub-categories of instruments, rather than referring to three specific, unique early instuments, none of which (to my knowledge) survives today. So, keep the early definitions for the origin of the word, and some flavor, and here goes:

---

Basically, in a nutshell, an orchestrion is an self-playing, INDOOR instrument (this disqualifies fairground organs, which are generally voiced loudly and originally intended for outdoor use only), which is SELF-CONTAINED in one or several decorated cabinets, (rather than dance organs which have several cabinets to which a facade is attached, like a fairground organ).

The action of the orchestrion may be mechanical, pneumatic, or electric (or some combination of the above), but usually it contains either a PIANO, ORGAN pipes, or both, plus additional instruments.

The earliest orchestrions did not always have percussion (some early Black Forest instruments, early Imhof and Mukle, etc.), but generally, most orchestrions are distinguished from mere player pianos and player pipe organs by the added PERCUSSION instruments, as well as (usually) pipes which are voiced to imitate as closely as possible the sounds of orchestral instruments. In a few rare cases, an orchestrion may contain real violins, but most automatic violin players have just violin(s) and piano, (or only the violin) and thus are not normally considered orchestrions.

Street pianos with drums are generally not orchestrions, although they are very close cousins of the coin-operated cylinder pianos with extra instruments (used in cafe's, beer halls, etc) which are. In fact, the only real distinction in many cases is that the latter are self-powered via a weight, spring, etc. whereas the former need the constant attention of an operator (hand-cranking), but occasionally, one might sometimes find a hand-cranked street piano with drums brought indoors and used to entertain patrons. (Then again, one might sometimes find street barrel organs brought inside for the same purpose; they are still obviously not the same as indoor cylinder organs considered "orchestrions").

---

Instruments which are considered true orchestrions are:

A. cylinder-operated pianos (usu. mechanical action) with drums, occasionally other tuned percussion, pipes, etc. which are designed for indoor use and self-powered (and often, though not always, coin-operated).

B. cylinder-operated pipe organs (mechanical or pneumatic action) with drums, and usually no keyboard for manual playing, and generally with the pipes voiced to imitate as closely as possible orchestral instruments, rather than reproducing normal organ (even late romantic/orchestral organ) tones. (and designed for indoor use, and self-powered)

C. disc-operated pianos (mechanical action) with drums, and occasionally bells, organ pipes, etc.

D. cardboard-book operated pianos (mechanical or pneumatic action) with drums and usually other instruments, designed for indoor use and self-powered.

E. cardboard-book operated organs (usually pneumatic action) with drums which are self-contained with a furniture-type front, voiced softly for indoor use, and usually set up for some kind of automatic attendant-free operation.

F. paper-roll operated pianos (mechanical, pneumatic, or electric action) with drums and often other instruments, which are self-powered.

G. paper-roll operated organs (usu. pneumatic or rarely, electric action) with drums and often other instruments, which are self-powered, self-contained, and designed for indoor use.

Of course, many consider the "ultimate" "classic" orchestrions to be the cabinet-style instruments combining piano (and usually, many organ pipes), and many percussions, into a cohesive ensemble, controlled by a paper roll. These "piano-orchestrions" by Hupfeld, Weber, Philipps, Popper, Losche, etc. in Europe, and Seeburg, Nelson-Wiggen, Coinola, etc. in the U.S., are considered defining examples of what an orchestrion is, and were almost always originally designated "orchestrion" by the makers, regardless of what subsequent collectors called them over the years.

The largest models (such as the Hupfeld Helios V, Popper Goliath, Philipps Monstre Paganini or Pianella Orchestra, etc.), contain so many pipes, voiced so characteristically, and with many extending all the way into the low bass range, that they can properly be considered equally piano-type and organ-type orchestrions, rather than the smaller types where the piano tends to dominate and/or provide a necessary foundation for the pipes. Such an orchestrion, especially with a large percussion section, is considered by some to be "complete", although a few other smaller orchestrions have bowed- or plucked-string instruments in addition to the piano, pipes, and percussion.

In all cases, there are five defining factors which make each instrument an "orchestrion":

1. they are SELF-CONTAINED in a case or cases (no additional carved facade, except in a couple of rare instances),

2. they are SELF-POWERED (using a weight, spring, water motor, electric motor, etc),

3. they are designed for INDOOR USE only and thus are voiced more softly than outdoor instruments, and not built as robustly,

4. they usually have PERCUSSION effects of some kind, and finally,

5. they play ALL the instruments AUTOMATICALLY, themselves, without requiring an operator to manually play any of the contained effects. (This is to rule out photoplayers, where sound effects and (sometimes) the pipe registers and percussion effects must be played by hand, by an attendant operator.)

---

Of course, there are exceptions to every rule. Here are some of the more notable ones:

1. "no separate facade" rule:

The rare Gavioli Piano-Quator orchestrion (only one known example existing today) has a carved facade similar to a fairground organ, separate from the main case. However, this is most definitely an orchestrion with a (keyboardless) piano, softly-voiced pipes for indoor listening, and a triangle. Interestingly, the chassis of the instrument is built similar to a normal fairground organ, and it even plays carboard books using a keyframe. However, this was NOT meant to be an outdoor instrument, nor can it be considered a "dance organ". The facade is finished in normal wood colors and thus can be considered a "furniture front" despite the form and carving which are essentially in the style of a regular small fairground organ.

the organ-orchestrions of Mortier, Decap, Bursens, etc. are built similar to a regular dance organ (by the respective maker) except that they are generally contained in one case instead of several cases. The "front" is a facade attached to the chassis in the manner of a fairground or dance organ; however the character of the front is markedly different; instead of the flat panels with ostentatious carving, many colors, and gold (or silver) leaf, the fronts of the orchestrion-organs are subued furniture-style fronts with hanging lamps, mirrors, mesh panels with fretwork etc. in the manner of most European piano-orchestrions, and are thus quite different in execution than a dance organ facade.

3. "indoor-use only" rule:

The Welte brass band orchestrion series was highly unusual in that they were loudly voiced to imitate a brass band, and were designed to compete with fairground and band organs made by others (Welte also sold regular fairground organs made by other makers). I do not know if they brass band series were built in any special way to handle the climate changes of outdoor use, but probably not. From all appearances, they were built exactly like the normal Welte organ-type orchestrions, except for the much louder pipe voicing and special pipe voices they selected. However, old photos show these instruments being used in outdoor band shells and also in carousels, thus substituting for the regular band organs. There are only two Welte brass band orchestrions exisiting today, and both were originally used indoors in huge dance pavilions. So far as is known, no other orchestrion manufacturer attemped to introduce another series of orchestrion for outdoor use, at least not without radically modifying the design and layout of components.

4. "must have percussion" rule:

Certain early cylinder organ-orchestrions from the mid-19th century (such as a few made by Imhof and Mukle and others) have no percussion effects of any sort, yet are considered orchestrions because of the very characteristic nature of their pipework (different in voicing, and sometimes construction, from normal pipe organ pipework) and the layout and design of their components. The musical arrangements on the cylinders are also in what might be called an orchestrion "style", rather than the style reserved for more typical chamber pipe organs played by cylinder. Examples of these percussion-less orchestrions may be found in the photos sections of the book "Barrel Organ" by Arthur W.J.G. Ord-Hume. A known American organ-orchestrion by the Buffalo, NY builder Bernhard Dufner has no drums or cymbals, but a set of tuned bells as the only percussion complement to the pipes, and yet is certainly an orchestrion.

Some European collectors, museum curators and enthusiasts call pianos with one or two extra instruments (such as organ pipes, a xylophone, or real violins) an "orchestrion", and the jury is still out on whether or not they are right.

Certainly, both in Europe and America around the turn of the 20th century, the definition of "orchestra" was rather different than it was today. An "orchestra" could consist of as little as three musicians, such as a pianist, a flautist, and a violinist. Sometimes there would be a drummer but not always. Today, we would call such small groups a "trio" (or quartet, etc.) or maybe a "band" or even a "combo" depending upon the style of music, but "orchestra" today connotes a much larger ensemble.

A Weber Unika with a piano and single rank of finely-voiced violin pipes may be more properly considered a violin imitator than an orchestrion, while the American Seeburg E coin piano with violin pipes is just that, a coin piano with pipes, with no additional expression mechanisms to add dynamics to the pipes, nor any particularly realistic voicing of the pipes themselves. A Seeburg KT with pipes and small percussion, or a style L orchestra with pipes and drums, is more properly an orchestrion.

5. "must play every instrument automatically" rule:

The exceptions to this rule are a few extremely rare varieties of piano orchestrion.

Early Peerless and Berry-Wood orchestrions, such as the Peerless DX, DM, and A; and the Berry-Wood A.O.H. (and A.O.H.R.), contained organ pipes or tuned percussions but had no way of turning those extra instruments on and off automatically from the roll. They simply played continuously along with the piano unless shut off manually by the operator. Later orchestrions by these same makers took into account the innovations of others and quickly adopted new roll scales with automatic register holes for pipe control. Wurlitzer was the only American holdout who still kept an inadequate system of controlling extra instruments, in their APP and Pianino roll scales.

The above instruments did not control everything automatically; the below instruments, on the other hand, DO play everything automatically PLUS have the unusual feature of also being hand-playable:

The larger Rhapsodist orchestrions, "manufactured" in Louisville, Kentucky, all apparently had extra switches to the sides of the piano keyboard (plus extra foot pedals, and apparently a "neutral" feature for the music roll) whereby a human musician could turn on the pumps of the instrument and then play the entire thing by hand, pipes, drums and all, besides the regular paper roll feature.

A very few Seeburg and Coinola instruments (the latter sold by Welte under the "Multitone" name) had extra foot pedals and switches in exactly the same manner, where a human musician could play the orchestrion entirely by hand. This is extremely unusual, and the one known custom Seeburg G orchestrion of this type appeared on Ebay a few years ago and brought a suitably impressive price. In most keyboard-type orchestrions, only the piano is playable by hand, and of course, in cabinet-type orchestrions, NOTHING is playable by hand.

5a. Photoplayers:

I made mention of theatre photoplayers earlier. Basically, a photoplayer is a large piano orchestrion (or rarely, a self-contained theatre organ without a piano, using a vacuum rather than electro-pneumatic action), which is entirely hand-playable, and built in a series of low, nondescript cabinets for placement beneath a movie screen, for the purposes of accompanying silent movies. In all photoplayers, however, at least some of the sound effects are in no way playable by the paper roll and must be operated manually by an attendant while watching to properly "cue" the film.

Photoplayers came in many different varieties. Some of them used regular home player piano rolls (American, and some Wurlitzer and Seeburg), while others used orchestrion rolls (most Wurlitzer, Seeburg, etc). A few used special photoplayer rolls (Cremona, North Tonawanda, etc.). In the latter cases, even the special photoplayer rolls did not automatically activate the sound effects, such as horse trot, bird whistle, fire gong, etc. since these were expected to be manually "cued" to the movie. And, of course, the photoplayers which used regular 88-note rolls required the operator to do EVERYTHING short of playing the actual notes on the keyboard, in order to keep up the effect of having a small orchestra or organist accompanying the picture. ("everything" included turning on and off ranks of pipes at appropriate times, playing all the untuned percussion parts on the buttons, foot pedals, and pull cords, and adding sound effects at appropriate moments). Of course, no matter what kind of roll the instrument used, a classy theatre expected the operator to switch between rolls fairly often to "cue" the changing scenes for appropriate emotions, action, and setting.

Some original ignorant photoplayer owners were content to turn them on and let them play all day without regards to the changing requirements of the movie on the screen, but this had been done earlier with normal orchestrions (before audiences became critical of having the music match the picture), and this was not what photoplayers were designed for.

There are very few photoplayers existing today (probably less than a hundred out of the thousands that were built) and they are considered very close cousins of the orchestrion, but not "pure" orchestrions themselves. They have a lot in common with the later theatre organ.

---

"classic" examples of the different types of orchestrion which can be depicted by photos on the Wikipedia page include:

A. a cafe cylinder piano-orchestrion with percussion (too many different makers to list), this type piano made all over Europe, in France, Germany, Czechoslovakia, etc.

B. an early Welte or Imhof and Mukle cylinder organ-orchestrion

C. Polyphon Concerto orchestrion (disc-operated piano with drums)

D. an early 1890s Frati piano-orchestrion, book-operated, with pipes, drums, etc.

E. a Mortier (or Joseph Bursens, Decap etc) book-operated organ-orchestrion, (with a furniture-type front etc.)

F-1. a Seeburg G piano-orchestrion (tall case, keyboard) [alternatives: Cremona J, Wurlitzer BX, CX, Peerless Arcadian, etc.)

F-2. a Coinola X piano-orchestrion (short case, keyboard) [alternatives: Coinola C-2, etc.]

F-3. a Hupfeld Helios piano-orchestrion (tall case, no keyboard) [alternatives: many by Hupfeld, Philipps, Popper, Weber, Losche, etc.]

F-4. a Nelson-Wiggen model 4X piano-orchestrion (short case, no keyboard) [alternatives: Seeburg KT, KT Special; Link 2-B; Nelson-Wiggen model 6, etc.]

G. a Welte cottage or concert organ-orchestrion, such as a model 2, 3, or 4.

---

I hope this isn't too confusing, invite others to join the debate, and encourage you to try to figure it out on your own.

sincerely, Andrew Barrett

P.S. I refer you to the "Dictionary" section in the back of Q. David Bowers' monumental tome, "The Encyclopedia of Automatic Musical Instruments" (Vestal Press, 1972) for a more concise definition of what an orchestrion is.

P.P.S. the photo in your article is of an important Welte orchestrion built in 1862 for a German noble. It was not the first Welte orchestrion but was an especially large and fine one and was bought back and kept on display in the showroom/museum near the factory, until the entire complex was obliterated by Allied bombs during WWII.

As related in Arthur Ord-Hume's book, "Barrel Organ", the earliest orchestrions were experimental orchestral-type cylinder organs with percussion effects. Notable among these are Maelzel's Panharmonicon, and Gurk's Panharmonicon (apparently a similar, but different instrument), both from the 1830s or earlier. Michael Welte's first Orchestrion dated to 1848 or 1849, depending on the source. Kaufmann's Orchestrion was from 1851.

-- 98.148.94.170 (talk) 09:28, 3 April 2009 (UTC)

 * they can be played without the typical mechanics Prisms and rain (talk) 06:02, 5 July 2009 (UTC)

NPOV?
"...to produce a synergy that resulted in some of the most spectacular music machines ever built!"

I suggest stongly the entire sentence to which this clause is the tail, be stricken from the article. B. Polhemus (talk) 02:49, 31 July 2011 (UTC)

title: Talk:Orchestrion


text:
European School, Bergen

The European School, Bergen (in Dutch: Europese School Bergen, in French: École Européenne de Bergen, in German: Europäische Schule Bergen) (or ESB) is one of the thirteen European Schools. It is located in the town of Bergen in the Dutch province of North Holland. The school prioritises, for enrolment purposes, the children of European Union staff. Students must enrol in either the English, French or Dutch language sections of the school.

History
The European School, Bergen was established in 1963 primarily to provide an education to the children of staff employed by the European Atomic Energy Community's (Euratom) nuclear research facility in nearby Petten - today under the remit of the European Commission's Joint Research Centre.

EMA relocation
In 2019, enrolment in the school increased by 20% as a result of the relocation of the European Medicines Agency (EMA), its staff and their families to Amsterdam, as part of arrangements for the UK's withdrawal from the European Union. This increased the daily number of students commuting from Amsterdam to the school to 20% of total enrolment. As a result, the Dutch education ministry announced in late 2019 that it was investigating relocating the school to a new campus in 4 or 5 years time, with the municipalities of Alkmaar, Castricum and Zaanstad expressing interest in hosting the school. Eventually Zaanstad and Alkmaar filed motions to apply for this right. On July 9, 2021, the decision was made to move the school to Alkmaar.

title: European School, Bergen


text:
User:Nandhpm

nandhpm is nandhp's alternate account which is set to use a mobile-friendly template.

title: User:Nandhpm


text:
Grigore Antipa

Grigore Antipa (27 November 1867 in Botoșani – 9 March 1944 in Bucharest ) was a Romanian naturalist, zoologist, ichthyologist, ecologist, oceanologist, Darwinist biologist who studied the fauna of the Danube Delta and the Black Sea. Between 1892 and 1944 he was the director of the Bucharest Natural History Museum, which now bears his name. He is also considered to be the first person to modernize the diorama by emphasizing the three-dimensional aspect and first to use dioramas in a museum setting. He is the scientist who reorganized the Grigore Antipa National Museum of Natural History in the new building that today bears his name, designed by the architect Grigore Cerchez, built in 1906 and inaugurated by Carol I of Romania in 1908. He was elected as member of the Romanian Academy in 1910 and was also a member of several foreign academies. Grigore Antipa founded a school of hydrobiology and ichthyology in Romania.

Biography
Grigore Antipa spent his childhood in Botoșani, in a neighborhood inhabited by many Armenians and Jews, who taught him in foreign languages. His father was a lawyer, but he lost his parents early and was raised by his aunts in a modest environment. Thanks to his older brother, Nicolae, who was a parasitologist, he obtained a royal scholarship and studied at Jena (Germany), with the famous naturalist Ernst Haeckel (1834-1919), the inventor of ecology. He submitted his dissertation ''Die Lucernariden der Bremer Expedition nach Ostspitzbergen im Jahre 1889. Nebst Anh. üb. rudimentäre Tentakel bei Lucernariden'' in 1891 and obtained his Dr. phil..

Afterwards continued his scientific research in France and Italy. A study on the evolution of the thymus in fish dates from this period.

Career

Near the island of Capri (Italy), Antipa discovered a new species of fixed jellyfish, Capria sturdzii. He devoted himself to the study of the Danube and the Black Sea.

Antipa founded in 1932 the Biooceanographic Institute of Constanța, with the two reservations and research stations, the one in Agigea (created by Ioan Borcea) and the one at Cape Caliacra.

Grigore Antipa, with the support of kings Carol I and Ferdinand, devised a plan for the rational exploitation of fisheries in the Danube meadow and delta, and in the estuaries (the Bessarabian and Dobrogean estuaries north and south of the Danube mouths). The ecological policy of optimizing natural phenomena, called by Grigore Antipa geonomy was replaced by one to counteract them, which logically led to the acceleration of canal currents, eutrophication of stagnant areas, and the collapse of fish productivity (partially offset today through fish farming).

He was director of the Grigore Antipa National Museum of Natural History (1892 - 1944). His paper Principes et moyens pour la réorganisation des musées d'histoire naturelle was published in 1934. Starting from the reorganization of the Bucharest museum, in 1907 biological dioramas were used for the first time. The first dioramas illustrated the Carpathian Mountains, the Bărăgan Plain, and the Danube Delta. The Museum of Natural History also has dioramas depicting the fauna of the tundra, prairie, savannah or Sahara desert regions. Several museums worldwide asked for his assistance as a consultant as a result of this work. Grigore Antipa was a member of the Romanian Academy

Works

 * On the need to introduce a systematic fish farming in Romanian waters (1892)
 * Studies on fisheries in Romania (1895)
 * Draft Law on Fisheries (1896)
 * The Fischerei-Verlaltnisse Rumaniens (1899)
 * Ichthyological fauna of Romania (1909)
 * Fisheries and the flood region of the Danube in the national and world economy (1932)
 * Iconography of Black Sea Sturgeons and Clupeids (1934)
 * The Black Sea and its ichthyology (1941)

In memoriam
The National Museum of Natural History in Bucharest is named after the scientist, as well as the National Institute for Marine Research and Development "Grigore Antipa" in Constanța.

One of the annual awards given by the Romanian Academy is named after Grigore Antipa.

Also, the marine research ship "Grigore Antipa", which belongs to the Diving Center in Constanța, bears his name.

The Danube delta gudgeon, Romanogobio antipai is named after him as he collected the type specimen.

Notaphilia and numismatics
In 1992, the National Bank of Romania issued a circulation banknote, with a face value of 200 lei, with the portrait of Grigore Antipa on the obverse.

On December 4, 2017, the National Bank of Romania put into circulation a gold commemorative coin, with a face value of 100 lei, on the occasion of the 150th anniversary of the birth of Antipa. The coin has a fineness of 900 (90% pure gold), weighs 6.452 g, has a diameter of 21 mm, and has a serrated edge; it has been issued in 250 copies, all of proof quality.

title: Grigore Antipa


text:
Wikipedia:Recent additions 26

Did you know...

 * ...that the 1402 Korean Kangnido map fully depicts the Old World, from Europe and Africa to Japan, long before European explorations?
 * ...that actress Peggy McCay, now known for her role on Days of our Lives, first became popular as the heroine on Love of Life in 1951?
 * ...that in 1969 noted writer Norman Mailer ran for Mayor of New York City advocating New York City secession?
 * ...that Joseph Haines was a well-known London song-and-dance man, comedian, and eccentric in the 17th century?

 * ...that death due to the Parapoxvirus is one of the main reasons for the decline of the number of Red squirrels on the British Isles?
 * ...that Roman embassies to China are reported in Chinese historical accounts from as early as 166?
 * ...that United Kingdom corporation tax is charged with reference to accounting periods?
 * ...that Angel Ramos, the founder of the second-largest Spanish speaking television network in the United States, Telemundo, was orphaned at the age of 3?

 * ...Gilbert Stuart's famous Lansdowne portrait of George Washington was given as a gift to William Petty, Lord Shelburne?

 * ...that although Admiral Robert Calder arguably saved Britain from invasion in the battle of Cape Finisterre he was court-martialled for his failure to win a more decisive victory?
 * ...that Disney characters will regularly appear in 3D on television for the first time in the children's television series Mickey Mouse Clubhouse?
 * ...that the Panjdeh Incident in 1886 almost led to full-scale war between the British Empire and Imperial Russia over their competing interests in Afghanistan?
 * ...that a bass run is an instrumental break in which the main vocal or melody line rests and the bass instruments and line are given the forefront?

 * ... that the General Ban Chao led a Chinese military expedition to the doorstep of Europe during the 1st century CE?
 * ...that Queen Wilhelmina of the Netherlands appointed the task of guarding the royal palaces to the Koninklijke Marechaussee (Royal Constabulary) in 1908?
 * ...that Antonín Dvo&'s Cello Concerto in b minor was considered so great, that Johannes Brahms, the composer's mentor who had never written one himself, commented: "Why on earth didn't I know that one could write a cello concerto like this? If I had only known, I would have written one long ago!"?

 * ...that the Williams X-Jet is a tiny flying platform that can carry a person for up to 45 minutes at speeds of up to 60 miles per hour (96 km/h) and heights of up to 10,000 ft (3,050 m)?
 * ...that the BBC coat of arms was adopted in 1927 and uses heraldic symbols to depict the various qualities of broadcasting?
 * ...that blues-harp, rather than a type of harp, is a style of playing an ordinary diatonic harmonica that originated in the blues in which the in-drawn notes are made primary and the blown notes secondary?
 * ...that England football captain Eddie Hapgood was forced by diplomats to give a Nazi salute before a match with Germany in 1938?

 * ...that a congressional reporter mistranscribed testimony about a U.S. nuclear test from the 1962 Sedan nuclear test, leading to fears that a nuclear weapon had actually been tested in the Sudan?
 * ...that tree frogs have been used as barometers because they respond to approaching rain by croaking?
 * ...that Stan Mortensen scored a hat-trick in the 1953 FA Cup Final at Wembley, becoming the first player ever to do so?
 * ...that the passamezzo antico, a favorite chord progression in sixteenth-century Europe, whose variants later include the passamezzo moderno or Gregory Walker, the American Gregory Walker, and the twelve bar blues?

 * ...that The J.M. Smucker Co. was granted a patent on a sealed crustless sandwich, a type of peanut butter and jelly sandwich and it is often used as an example of a frivolous patent?
 * ...that Robert Mardian, the political co-ordinator for the Committee to Re-elect the President, was convicted for his part in the Watergate scandal but later had the conviction overturned because his lawyer had fallen ill?
 * ...that with the Secret Treaty of Dover signed between England and France, King Charles II attempted to convert England to Catholicism?
 * ...that a double tonic is a basic chord progression or melodic motion extremely common in African, Asiasn, and European music consisting of a "regular back-and-forth motion" most commonly between notes a whole tone apart?

 * ...that rocket engine maker Thiokol, who made the Space Shuttle's booster rockets, also built airbags for Mars Pathfinder and the Mazda Miata?
 * ...that the sled dog Togo is considered one of the heroes commemorated by the Iditarod dog sled race which is currently running across the U.S. state of Alaska?
 * ...that the Bovo-Bukh, a very popular chivalric romances written in Yiddish, was based on the Anglo-Norman romance of Sir Bevis of Hampton, by way of the Italian language romance of Buovo d'Antona?
 * ...that the flightless adzebill was a large predatory bird that lived in New Zealand, and was initially thought to be a kind of moa?

 * ...that sandwich toasters are sometimes called "jaffle irons" in Australia?
 * ...that Nat Lofthouse was the England football team's highest goalscorer of all-time for eight years?
 * ...that parlour music is a term used to describe the unified style common to popular and semi-popular European lite-classical and popular, and folk-like music from 1790 until 1900?
 * ...that Kyiv Arsenal is one of the oldest and most famous industrial companies of the Ukrainian capital Kiev?

 * ...that the High Bridge that still stands over the Harlem River in New York City was designed by John B. Jervis as part of the Croton Aqueduct project in the 1840s?
 * ...that the 2004 Dean v. Utica U.S. federal case expanded the First Amendment rights of high school journalists, which had been limited by the Supreme Court's 1988 Hazelwood v. Kuhlmeier ruling?
 * ...that despite a sight-impairment disability, Carl G. Fisher became a notable American entrepreneur, who helped develop sealed beam headlights, the Lincoln Highway (the first U.S. transcontinental paved roadway), the Indianapolis Motor Speedway, and the resort city of Miami Beach, Florida?
 * ...that Lysa Hora hill in the Ukrainian capital Kiev is both a historical fortress and a mystical"bald mountain" where the witches are believed to gather for their sabbaths?

title: Wikipedia:Recent additions 26


text:
Wikipedia:Recent additions 27

Did you know...

 * ...that "The Fires of Pompeii", an episode in the British TV show Doctor Who, is the first appearance of Karen Gillan as the Soothsayer?
 * ...that the broadfish tapeworm is the longest tapeworm in humans, averaging ten meters long and that it can shed up to a million eggs a day?
 * ...that during the Elizabethan era in England, theaters were constructed of wood and were circular in form, open to the elements and with a large portion of the audience standing directly below the stage?
 * ...that "I Want You Back," the 1969 debut single by The Jackson 5, was originally intended for both Gladys Knight & the Pips and Diana Ross, and has been sampled by Blackstreet, Jay-Z, and Lil' Romeo?
 * ...that Google Gulp, a fictional drink developed by Google as an April Fool's Day hoax, is said to boost the intelligence of the drinker?
 * ...that Wilfredo Gomez and Wilfredo Benitez share not only their first name, but also their Puerto Rican nationality? (They also won three world boxing titles each.)
 * ...that DJ Grand Mixer DXT is credited with inventing turntablism, the rhythmic scratching of a record on a turntable using different velocities to alter the pitch of the note or sound on the recording, making the turntable a fully performable and improvisational instrument?
 * ...that Robert Dick Wilson was a leading Bible scholar who was able to read the New Testament in nine different languages while still at Princeton University, and strongly defended the Bible's historical accuracy?

 * ...that the 1459 Fra Mauro map reports that "a junk from India" rounded the Cape of Good Hope in 1420, around 70 years before the navigations of Vasco da Gama?
 * ...that The Brady Bunch actress Maureen McCormick was one of the many people who voiced the 1960s toy Chatty Cathy?
 * ...that Flying Dog Brewery employs the unusual artwork of Ralph Steadman on its labels, best known for his work as the illustrator of the works of Hunter S. Thompson?
 * ...that Arthur Owens, codenamed SNOW, was a vital double agent who supplied information to German intelligence under the direction of British MI5 during the early years of World War II?

 * ...that the history of sushi shows that although sushi is famous for its use in the Japanese cuisine, it actually originated in China in the 3rd or 4th century BCE, more than 900 years before its first known appearance in Japan?
 * ...that Ray Wilson, who was the eldest member of England's victorious 1966 World Cup team, became an undertaker after he retired from football?
 * ...that pilot Victor Chapman died after being attacked by German enemies while on flight to carry oranges to a wounded friend?
 * ...that Eli H. Janney whittled the prototypes for his railroad coupler design out of wood in 1873?
 * ...that Bunchy Carter founded the Southern California chapter of the Black Panther Party?
 * ...that adult attention-deficit disorder (AADD) affects an estimated 30 percent of people who suffered from attention-deficit hyperactivity disorder (ADHD) in childhood?
 * ...that from 1926 to 1940, the Union Minière du Haut Katanga had a virtual monopoly of the world uranium market?
 * ...that on March 4, 1839, William F. Harnden became the first person to send an express freight shipment by rail?

 * ...that although Gridley Bryant invented many of the basic railroad technologies in the early 1820s, including tracks and wheels, he never patented them?
 * ...that Arcadia University changed its name from "Beaver College" because the latter "...too often elicited ridicule in the form of derogatory remarks"?
 * ...that the protagonist of Alexandre Dumas' rediscovered last novel The Knight of Sainte-Hermine has a pivotal encounter with the British admiral Horatio Nelson during the Battle of Trafalgar?
 * ...a coping skill is a behavioral tool used to overcome adversity, disadvantage, or disability without correcting or eliminating the underlying condition?

 * ...that a bulbous bow can increase a ship's fuel efficiency by as much as 15 percent?
 * ...that the Sedlec Ossuary is a chapel decorated with the bones of 40,000 people?
 * ...that A Year in the Merde by Stephen Clarke is a humorous look at the tense Franco-British relations during the time of the 2003 invasion of Iraq?
 * ...that the BMT Sea Beach Line has at times hosted the fastest express train service between Manhattan and Coney Island, but now carries only local trains of the New York City Subway, and doesn't even reach Coney Island due to reconstruction?
 * ...that tiao-kuai is the quasi-federal administration system in China?

 * ...that King George V of the United Kingdom was a member of the Society for the Prevention of Calling Sleeping Car Porters "George"?
 * ...that C is for Cookie is a song by Joe Raposo, first performed on Sesame Street by Cookie Monster on March 28, 1972?
 * ...that Loys Bourgeois, a French Renaissance composer, was sent to jail for changing a few notes in a hymn tune?
 * ...that the Swedish government canceled a short film about AIDS that they commissioned from film director Roy Andersson because he had made it "too dark in its message"?

 * ...that Admiral Alexander Hood, 1st Viscount Bridport of the Royal Navy was elevated to the peerage for his exploits in the Battle of the Glorious First of June?
 * ...that the eighth century bishop and saint Rupert of Salzburg set up his base in the old Roman town of Juvavum and renamed it Salzburg?
 * ...that Alvin Adams founded Adams and Company, forerunner to Adams Express Company, to haul express freight shipments by rail in 1840?
 * ...that the world's first geothermal power station was built in Larderello, Italy in 1911?

 * ...that an automatic number plate recognition system uses optical character recognition to read the license plates on vehicles?
 * ...that enaptin has the second-longest chemical name to be written down, at 64,060 letters?
 * ...that, in the 1996 film The Pompatus of Love, the main characters sit around discussing the meaning of the word "pompatus"?
 * ...that Captain Alexander Hood of the Royal Navy was killed in battle between his ship Mars and the French Hercule in 1798?

 * ...that sashimono were small banners worn on the backs of Japanese medieval troops for identification during battles?
 * ...that the Soviet Red Army's T-10 heavy tank was originally named IS-10 for Iosif Stalin (Joseph Stalin), but renamed in the climate of de-Stalinization, after Stalin's death in 1953?
 * ...that the Interactive Urine Communicator is a guerilla marketing device for urinals?
 * ...that the crews of even the most heavily-armoured tanks try to take advantage of protective terrain in combat, by moving their vehicles into hull-down positions whenever possible?

 * ...that John S. Collins, who came to southern Florida to grow vegetables and coconuts on a barrier island, built 2.5 mile long wooden Collins Bridge across Biscayne Bay in 1913 which led to the development of Miami Beach?
 * ...that the famous Hit Factory recording studio in New York City recently closed down after 12 years of operation?
 * ...that Double Gloucester cheese is made from a mixture of milk taken in the morning and evening?
 * ...that Rose is the first new episode of Doctor Who to be shown since 1996?
 * ...that fans in the Dawg Pound at Cleveland Browns Stadium used to throw dog food at opposing players?
 * ...that the Florida Lottery's Lotto game was the first single-state lottery in the United States to have a jackpot over US$100 million, on the September 14, 1990 drawing?
 * ...that Alonzo C. Mather was awarded a medal in 1883 by the American Humane Society for the humane treatment of the livestock transported in railroad stock cars he designed?

 * ...that Anthony T. Rossi operated a grocery store, began making gift boxes of Florida oranges, invented a process to pack pure chilled orange juice, and in 1947 founded Tropicana Products?
 * ...that cardiac surgeon William Mustard developed the Mustard cardiovascular procedure to correct blue baby syndrome, saving thousands of children worldwide?
 * ...that Mather Tower, the headquarters building for Mather Stock Car Company built in 1928 in Chicago, Illinois, has the smallest floor size of any of Chicago's skyscrapers?
 * ...that the Common Travel Area which allows Irish and British people to travel without passports between their countries is not the result of any treaty or law, but simply the lack of any law requiring a passport?

 * ...that Ninety Mile Beach in Victoria, Australia is the longest uninterrupted stretch of sandy coastline in the world?
 * ...that in Operation Saturn, the Red Army drove the Axis Powers out of the Caucasus and back across the Donets River in the winter of 1942–1943?
 * ...that Russian-born Yiddish playwright Peretz Hirshbein tried his hand at farming, both in the Catskills and in Argentina?
 * ...that Dr. Angel Ramos is one of the few deaf Hispanics in the United States to hold a doctorate?

 * ...that in the 1950s and 1960s, some residents of mid-rise apartment buildings would sleep outside on the unsafe platforms of their fire escapes during hot summers?
 * ...that the England football squad for the 1986 World Cup in Mexico contained two players called Gary Stevens?
 * ...that up to 2 million people may be living in an unknown number of Russian closed cities, which are off-limits to foreigners because they have sensitive military and nuclear industry?

title: Wikipedia:Recent additions 27


text:
Wikipedia:Articles for deletion/Forward Area

 This page is an archive of the discussion about the proposed deletion of the article below. This page is no longer live. Further comments should be made on the article's talk page rather than here so that this page is preserved as an historic record. The result of the debate was delete. Mindspillage (spill yours?) 15:46, 24 Apr 2005 (UTC)

 * Addendum: The article has been recreated multiple times since this last AfD, and for the time being, has been protected from recreation. Please see the talk page of the article for details. Thank you. --HappyCamper 02:32, 28 April 2006 (UTC)

Forward Area
Appears to be band vanity, delete--nixie 13:05, 14 Apr 2005 (UTC)
 * Delete. No evidence of notability. Zzyzx11 | Talk 16:43, 14 Apr 2005 (UTC)
 * This page is now preserved as an archive of the debate and, like some other VfD subpages, is no longer 'live'. Subsequent comments on the issue, the deletion, or the decision-making process should be placed on the relevant 'live' pages. Please do not edit this page.


text:
Ministry of Energy, Northern Development and Mines

The Ministry of Energy, Northern Development and Mines (MENDM) was the ministry responsible for developing a safe, reliable and affordable energy supply across the province, overseeing Ontario’s mineral sector and promoting northern economic and community development. The ministry's head office is located in Sudbury. The last Minister of Northern Development and Mines was Hon. Greg Rickford. The Ministry's programs also include the Northern Ontario Heritage Fund, and the creation and funding of local services boards to provide essential services in remote Northern Ontario communities which are not served by incorporated municipal governments.

In 2021, Premier Doug Ford separated the Ministry of Energy, Northern Development and Mines into the Ministry of Energy and the Ministry of Northern Development, Mines, Natural Resources and Forestry, by merging the ministry (excluding Energy, which was made into its own portfolio) with the Ministry of Natural Resources and Forestry.

History

 * 1842 - Geological Survey of Canada formed by the Province of Canada
 * 1846 - Commissioner of Crown Lands (Province of Canada) assumed control for mines and mining.
 * 1867 - Responsibility for mines and mining transferred to the Ontario Commissioner of Crown Lands. The Montreal-based Geological Survey of Canada became part of the new federal government and moved to Ottawa in 1881.
 * 1890 - Royal Commission on Ontario's Mineral Resources (Chairman, John M. Charlton)
 * 1891 - Ontario Bureau of Mines established with Alexander Blue as its first director.
 * 1905 – The first cabinet minister from Northern Ontario, Sudbury's Frank Cochrane, is appointed. Cochrane serves as minister of the new Department of Lands, Forests and Mines until 1911.
 * 1912 – The Department creates a Northern Development Branch to further support growth in the North. In 1926, this branch becomes the Department of Northern Development.
 * 1930s – The Department of Northern Development merges with the Department of Highways. Its purpose: to build and maintain roads and bridges in Northern Ontario.
 * 1970 – The government creates a new Department of Mines and Northern Affairs in response to northerners' concerns about the lack of access to provincial government information. Twenty-four Northern Affairs offices in the region bring the Ontario government to northerners. This department changes name and responsibilities throughout the 1970s and early 1980s due to government restructuring.
 * 1985 – The government creates a new Ministry of Northern Affairs and Mines. Later that year, the name becomes the Ministry of Northern Development and Mines. The change emphasizes the province's commitment to greater social and economic development in the north.
 * 1990 – The ministry headquarters are re-located to two new buildings in Sudbury.
 * 2009 – The realignment of forestry from the Ministry of Natural Resources to the Ministry of Northern Development and Mines is announced reflecting the importance of forestry to many northern and rural communities. The renamed Ministry of Northern Development, Mines and Forestry now leads the business and economic aspects of forestry, including industrial strategy, forest sector competitiveness programs, softwood lumber and wood allocation, pricing and licensing.
 * 2011 – Forestry is once again allocated back to the Ministry of Natural Resources and the name shortened to its original 'Ministry of Northern Development and Mines'. Honourable Minister Rick Bartolucci, former Minister of Community Safety and Correctional services, is appointed Minister of Northern Development and Mines on October 20.
 * 2013 - Premier Kathleen Wynne appoints Michael Gravelle as Minister of Northern Development and Mines, on February 11.
 * 2018 - Premier Doug Ford appoints Greg Rickford as Minister of Northern Development and Mines, on June 29.
 * 2019 - Premier Doug Ford renames the Ministry to Ministry of Energy, Northern Development and Mines.
 * 2021 - Premier Doug Ford separates the Ministry to Ministry of Energy and Ministry of Natural Resources & Forestry, Northern Development and Mines

Ministry agencies

 * Council of The Association of Professional Geoscientists of Ontario
 * Independent Electricity System Operator
 * Northern Ontario Heritage Fund Corporation
 * Ontario Energy Board
 * Ontario Power Generation

OBM Progress Medal
The OBM Progress Medal was given out by the Ontario Bureau of Mines and the Ministry of Northern Development and Mines in 1991 to celebrate 100 years of progress. Featuring a Trillium grandiflorum laid over a Pickaxe, the Medal weighs 17 grams.


text: User talk:219.77.245.191

title: User talk:219.77.245.191


text:
User:Kierano/sandbox

Blah blah dolor ipsem blat

ANd some testing of cite ISBN

And regular refs

title: User:Kierano/sandbox


text:
Wikipedia:Articles for deletion/Kevin Woodson

 This page is an archive of the discussion about the proposed deletion of the article below. This page is no longer live. Further comments should be made on the article's talk page rather than here so that this page is preserved as an historic record. The result of the debate was delete. Mindspillage (spill yours?) 06:54, 27 Apr 2005 (UTC)

Kevin Woodson
Delete The page looks like it was merely a copy of William James Sidis with the name changed in the first sentence. I can find no reference to anyone named Kevin Woodson connected to Sidis, so I'm guessing this is someone's very poor attempt at a joke or a vanity page. -GamblinMonkey 13:08, 14 Apr 2005 (UTC)
 * Delete, possible hoax. Megan1967 07:35, 15 Apr 2005 (UTC)
 * DELETE: a really really bad attempt at vanity... or serial killer?! --Addama 20:51, 15 Apr 2005 (UTC)
 * This page is now preserved as an archive of the debate and, like some other VfD subpages, is no longer 'live'. Subsequent comments on the issue, the deletion, or the decision-making process should be placed on the relevant 'live' pages. Please do not edit this page.


text: User:Kierano/sandbox/ethnictemplate

title: User:Kierano/sandbox/ethnictemplate


text:
File:Eddy current tpb cover.jpg

Fair use rationale
Front cover of the collected edition of Eddy Current by Ted McKeever. The original series was published by Mad Dog Graphics, the collected edition by Dark Horse Comics.

title: File:Eddy current tpb cover.jpg


text:
Jean Duceppe

Jean Hotte-Duceppe (25 October 1923 – 7 December 1990) was a Canadian stage and television actor from Montreal, Quebec.

Early life and education
Born on 25 October 1923 to a family of local shopkeepers in working-class Montreal, Jean Duceppe came to the theatre with no formal training and was completely self-taught.

Career
Duceppe began performing at the Arcade, seven days a week. Between 1941 and 1947, he performed in 34 different plays. He appeared in more than 160 plays on radio, on television, and in films.

He hosted radio shows and collaborated on numerous radio and TV series, including the first one broadcast on 3 August 1952, on SRC, Le Seigneur de Brinqueville. From 1953 to 1959, he appeared in La famille Plouffe.

Some of his greatest successes were his portrayals of Willy Loman in La Mort d'un commis-voyageur (Death of a Salesman) and Premier Maurice Duplessis in Charbonneau et le chef (Charbonneau and the Chief).

He founded the Compagnie de théâtre Jean Duceppe (Jean-Duceppe Company) in 1973.

Views
He supported the yes option in the first Quebec sovereignty referendum in 1980. One of his sons is the Canadian politician Gilles Duceppe, a supporter of the independence of Quebec from Canada and a former leader of the Bloc Québécois.

Recognition
Duceppe was the recipient of numerous awards and honours.

In 1957 he was named performer of the year.

In 1968 he was awarded the Prix Victor-Morin from the Société Saint-Jean-Baptiste.

In 1971, Duceppe won an Etrog from the Canadian Film Awards for best performance by lead actor for his role in the film Mon oncle Antoine.

In 1978, for his outstanding contribution to theatre, he was awarded the Molson Prize from the Canada Council.

In 1979, he won the Prix Marc-Lescarbot as well as the Prix Denise-Pelletier, awarded by the Minister of Cultural Affairs of the Government of Quebec.

In 1985, he was made a Knight of the National Order of Quebec.

In 1987 he became an inductee of the Academy of Great Montrealers in the Cultural category.

In 2016 he was made a Commander of the Order of Montreal.

Death
He died at the age of 67 on 7 December 1990.

title: Jean Duceppe