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Pete Pihos

Peter Louis Pihos (October 22, 1923 – August 16, 2011) was an American football player and coach.

Pihos played college football as an end and fullback for the Indiana Hoosiers from 1942 to 1943 and 1945 to 1946. He was selected as a first-team All-American in 1942, 1943 and 1945. His college playing career was interrupted by service in the United States Army during World War II. He was inducted into the College Football Hall of Fame in 1966, the first Indiana player to be so honored.

Pihos played in the National Football League (NFL) for the Philadelphia Eagles from 1947 to 1955. While with the Eagles, he helped the team win back-to-back NFL championships in 1948 and 1949. He was selected six times to play in the Pro Bowl (1950–1955) and six times as a first-team All-Pro (1948, 1949, 1952–1955). During his career, he was one of the NFL's leading receivers. He was named to the NFL 1940s All-Decade Team in 1969 and inducted into the Pro Football Hall of Fame in 1970.

After his playing career was over, Pihos was the head football coach for National Agricultural College (later renamed Delaware Valley University) from 1956 to 1958. He also held coaching positions with Tulane University (assistant coach, 1959–1960) and the Richmond Rebels (head coach, 1964–1965).

Early life
Pihos was born in 1923 in Orlando, Florida. His parents, Louis and Mary Pihos, were Greek immigrants. On July 31, 1937, when Pihos was 14 years old, his father, the operator of a breakfast restaurant in Orlando, was murdered. His body was discovered behind the counter of the restaurant with his skull fractured in 12 places. Police concluded he had been struck with a hatchet. A young truck driver was arrested and charged with the murder but was not convicted.

Pihos attended Orlando High School where he played football as a tackle and basketball as a guard. When he was a junior in high school, his mother moved the family to Chicago, where he attended Austin High School.

1942 and 1943 seasons
Pihos attended the Indiana University and played for the Indiana Hoosiers football team, first as an end in 1942 and 1943. As a sophomore in 1942, Pihos caught 17 passes for 295 yards. He scored the only touchdown in a 7–0 upset victory over the seventh-ranked Minnesota Golden Gophers, which came in the game's closing minutes and ended Minnesota's hope of a third straight Big Ten Conference title. He was named to the All-America team selected based on the votes of 1,706 fellow players, earned honorable mention on the United Press (UP) All-America team, and was a second-team selection on the UP's All-Big Ten team.

As a junior in 1943, Pihos caught 20 passes for 265 yards and four touchdowns and scored two rushing touchdowns. He led the Hoosiers to a 34–0 victory over Wisconsin; after catching a touchdown pass from Bob Hoernschemeyer in the first half, head coach Bo McMillin moved him into the backfield for the second half where he scored two rushing touchdowns. He was named a first-team All-American by Sporting News, Collier's Weekly, and The New York Sun. He was also a unanimous selection by conference coaches as a first-team end on the 1943 All-Big Nine Conference football team. On January 1, 1944, Pihos and teammate Bob Hoernschemeyer played for the East team in the East–West Shrine Game, with Hoernschemeyer throwing a touchdown pass to Pihos in a 13–13 tie game.

World War II
Pihos was drafted into the United States Army in January 1944. He served in the 35th Infantry Division under George S. Patton. Commissioned as a second lieutenant on the battlefield, he was awarded the Bronze Star and Silver Star medals for bravery. He was granted a furlough to return to Indiana University in September 1945 while awaiting his final discharge.

1945 and 1946 seasons
When Pihos returned to Indiana after his military service, he played at the fullback position for the 1945 Indiana Hoosiers football team that compiled the only undefeated record (9–0–1) in Indiana football history, won the program's first Big Ten Conference championship, and finished the season ranked No. 4 in the final AP Poll. He had only two days of practice before his first game back, Indiana's second game of the season, against Northwestern. He scored Indiana's only touchdown in the game, when he caught a pass at the Northwestern five-yard line and dragged three defenders with him over the goal-line. He scored the first two touchdowns in Indiana's 26–0 win over Purdue in the final game of the year. Pihos finished the season having carried the ball 92 times for 410 yards and seven touchdowns. He earned first-team All-America honors from Yank, the Army Weekly magazine, and finished eighth in voting for the Heisman Trophy.

As a senior, Pihos played three positions (fullback, halfback, and quarterback) and was named the most valuable player on the 1946 Indiana Hoosiers football team. In a show of versatility, and despite suffering from a throat infection and thigh injury during the 1946 season, he carried the ball 76 times for 262 rushing yards, completed seven of 12 passes for 84 passing yards, had ten catches for 213 receiving yards, and scored eight touchdowns. He ended his college career by scoring three touchdowns against the Purdue Boilermakers, helping the Hoosiers win the Old Oaken Bucket for that year. Pihos finished third in the voting for the Chicago Tribune Silver Football as the most valuable player in the Big Nine Conference.

In four seasons at Indiana, Pihos scored 138 points, which was then the school's all-time scoring record. He also broke Indiana career records for touchdowns and receptions. Bo McMillin, Indiana's head football coach since 1934, called Pihos "the greatest all-around football player our team has known in my time at Indiana."

Professional football player
Pihos was selected by the Philadelphia Eagles in the fifth round (41st overall pick) of the 1945 NFL draft, but he continued to play for Indiana in 1945 and 1946. In February 1947, he signed to join the Eagles after his graduation in June. In his first NFL season, he caught 23 passes for 382 yards and seven touchdowns. He also blocked a punt by Sammy Baugh and returned it 26 yards for a touchdown against the Washington Redskins.

The Eagles made it to the NFL Championship Game in each of Pihos' first three seasons with the team. In 1947, the team captured its first division championship. In the playoff game against the Pittsburgh Steelers for the Eastern Division title, Pihos blocked a punt to set up the first touchdown in the Eagles' 21–0 win. The Eagles then lost 28–21 to the Chicago Cardinals in the 1947 NFL Championship Game. Pihos caught three passes for 27 yards in that game and intercepted a pass while playing defense. The Eagles then won consecutive NFL championship games in 1948 and 1949. Pihos scored the only offensive touchdown of the 1949 championship game via a 31-yard reception in the second quarter during a heavy downpour.

Pihos' 766 receiving yards and 11 receiving touchdowns in 1948 were both the second-most in the NFL that season. He earned first-team All-Pro recognition in 1948 from United Press (UP), New York Daily News, Chicago Herald-American, and Pro Football Illustrated and in 1949 from the International News Service, UP, Associated Press, and New York Daily News. He was invited to his first of six-straight Pro Bowls after the 1950 season. In 1951, Pihos led the Eagles in receptions and receiving yards and intercepted two passes as a defensive end.

Pihos caught only 12 passes and scored only one touchdown in 1952, causing the Eagles front office to suspect he was washed up. However, he still managed to make the Pro Bowl and earn first-team All-Pro honors by the AP as a defensive end. Not willing take a pay cut and be an exclusive defensive end, he trained heavily during the off-season prior to 1953. He went on to have his greatest statistical success over the next three seasons, which were ultimately his final three; he recorded similar statistics over that three-year span (185 receptions, 2,785 yards, and 27 touchdowns) to his first six seasons (188 receptions, 2,834 yards, and 34 touchdowns). Pihos led the NFL in receptions in each of his final three seasons, in receiving yards twice, and in receiving touchdowns once. In 1953, he became the third different player to record a "triple crown" in receiving; he led the NFL in receptions (63), receiving yards (1,049), and receiving touchdowns (10) that season.

In November 1955, Pihos announced that the current season would be his last as a player. In his final NFL game, on December 11 against the Chicago Bears, he caught 11 passes for 114 yards. He retired after playing in the Pro Bowl that January, in which he caught four passes and scored the East's first touchdown by out-leaping defender Jack Christiansen to snag a 12-yard pass from Eddie LeBaron. During his nine seasons of play with the Eagles, Pihos missed just one game.

National Agricultural
In March 1956, shortly after retiring from the NFL, Pihos was hired as the head football coach at National Agricultural College (later renamed Delaware Valley University) in Doylestown, Pennsylvania. He had been an advisory coach for the college in 1955 and also taught classes in business law. He remained in the position for three years and led the 1958 National Aggies to a 5–2–1 record. His contract was not renewed after the 1958 season.

Tulane
In August 1959, Pihos was hired as an assistant coach under head coach Andy Pilney for the Tulane Green Wave football team. He was given responsibility for coaching the ends. He spent two years coaching at Tulane with the team compiling 3–6–1 records in both 1959 and 1960. In December 1960, Pihos resigned his position at Tulane.

Cincinnati
In February 1961, Pihos was hired by a group seeking to secure a professional football franchise for Cincinnati in the American Football League (AFL) for the 1962 season. He was the general manager of the enterprise and was also slated to be head coach of the proposed team. However, when the AFL announced its expansion plans for 1962, Cincinnati was not awarded a franchise.

Semipro and minor league football
In 1962 and 1963, Pihos served as the head coach of the Hammonton Bakers, a semipro football team in Hammonton, New Jersey.

In 1964, Pihos served as the head coach of the Richmond Rebels of the Atlantic Coast Football League. He remained with the Rebels in 1965 as the team joined the Continental Football League. He led the Rebels to records of 8–5–1 in 1964 and 6–8 in 1965. He stepped down as the coach of the Rebels in February 1966.

Honors
Pihos received numerous honors for his accomplishments as a football player. His honors include the following:
 * In October 1961, he was named to the Helms Athletic Foundation's Major League Football Hall of Fame.
 * In February 1966, he was elected to the College Football Hall of Fame. He was the first Indiana Hoosiers football player to receive the honor. In a halftime ceremony during the opening game of Indiana's 1966 season, the school presented Pihos with a special citation for his contribution to the university through football.
 * In August 1969, as part of the NFL's 50th anniversary, the Pro Football Hall of Fame selected all-decade teams for each of the league's first five decades. Pihos was selected as an end on the NFL 1940s All-Decade Team.
 * In February 1970, he was elected to the Pro Football Hall of Fame. At the induction ceremony in August 1970, a telegram was presented from Vice President Spiro Agnew calling Pihos "the golden Greek of football" and "the most durable and versatile football player" of his time.
 * In 1978, Pihos was inducted into the Indiana Football Hall of Fame.
 * In 1982, he was one of the inaugural inductees into the Indiana Hoosiers Hall of Fame.
 * In November 1987, he was one of the 11 inaugural inductees into the Philadelphia Eagles Honor Roll.

Family and later years
Pihos was married four times. In May 1944, he married Dorothy Lansing at the First Methodist Chapel in Bloomington, Indiana. Pihos was at that time a private in the Army stationed at Camp Reynolds. They met while both were students at Indiana University. She became a pediatrician. They were divorced in 1949.

Pihos was next married in December 1949 to model Mary Cecile Clark, also known as Cecile Chandler. He and his second wife separated in 1965 and were divorced in 1967. He was married for a third time to Charlotte Berlings Wolfe in November 1967. His fourth marriage was to Donna Ballenger. Donna was a high school librarian. They had a daughter together named Melissa Pihos. Donna lovingly took care of him through his descent in Alzheimer's disease until he passed away.

After retiring from football, Pihos had a business career. As of 1970, he was a vice president of Regal Home Improvement Co. in Richmond, Virginia. In 1977, he was living in Fort Wayne, Indiana, and was employed as a vice president of Franklin National Life Insurance Co.

In 2001, Pihos was diagnosed with Alzheimer's disease. In 2004, he was victimized by a con artist who acquired Pihos' lifetime collection of sports memorabilia in exchange for $30,000 in bogus checks. He spent his last years at home with Donna and as the Alzheimer's disease worsened into the latter stages, he was at the Grace Healthcare nursing home in Winston-Salem, North Carolina. He died there at age 87 in August 2011. His neurologist opined that Pihos' dementia was caused by blows to the head during his career as a football player. Pihos was buried at Bethel United Methodist Church Cemetery in Winston-Salem.

Pihos' daughter Melissa Pihos made a series of documentary films about her father. She began in 2010 with a documentary short titled Dear Dad juxtaposing photos and footage from his days as a football player with images of him as he fought the disease. She also created Pihos: A Moving Biography, exploring aspects of her father's life and his struggle with Alzheimer's disease through film and dance. Her efforts culminated in a feature-length documentary titled Pihos: A Life in Five Movements.

title: Pete Pihos


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Crenshaw Boulevard

Crenshaw Boulevard is a north-south thoroughfare in Los Angeles, California, United States, that runs through Crenshaw and other neighborhoods along a 23-mile (37.76 km) route in the west-central part of the city. The street extends between Wilshire Boulevard in Mid-Wilshire, Los Angeles, on the north and Rolling Hills, on the south. Crenshaw marks the eastern boundaries of Torrance, and Hawthorne and the western border of Gardena.

The commercial corridor in the Hyde Park neighborhood is known as "the heart of African American commerce in Los Angeles".

History
Crenshaw Boulevard was named after banker and Los Angeles real estate developer George Lafayette Crenshaw who also developed the Lafayette Square.

The southern end of Crenshaw Boulevard was at Adams Street until 1916-1918, when the road was extended between Adams on the north and Slauson Avenue on the south. The extension saved 3 miles in travel over the nearest through road (Western Avenue) and 5 miles over the nearest paved road (Vermont Avenue).

The street became a major transportation route with tracks for the 5 Line streetcar line in the median between Leimert Boulevard on the north close to Florence Ave on the south. With the abandonment of the streetcar system in the 1950s, the railway median was narrowed, the driving lanes improved and the street reconfigured for automobiles, buses and trucks.

Revitalization project
Many local residents were disappointed that 71 mature street-line trees were cut down in 2012 to make way for the Space Shuttle Endeavour to be moved from LAX to the California Science Center in nearby Exposition Park. About 1,000 10 to 14 foot high trees were replanted in 2013. The construction of the K Line required the removal of additional trees in 2014. City officials promised that more trees would be planted than were removed. The improvements will include bike lanes, wider sidewalks, new Metro bus stops, LED traffic lights and street lights. The revitalization was coordinated with the construction of Destination Crenshaw. A 1.3 mile portion of Crenshaw Boulevard in the Hyde Park and Leimert Park neighborhoods will become an open-air museum dedicated to preserving the history and culture of African Americans. The project includes pocket parks, outdoor sculptures, murals, street furniture, and landscaping.

Malcolm X Route
In 2023, a 5 mile of Crenshaw Boulevard in Leimert Park, transacting the Rosa Parks Freeway, Obama Boulevard, Martin Luther King Jr. Boulevard, and Nipsey Hussle Square, was designated Malcolm X Route in honor of the minister and civil rights leader.

Metro Local
Metro Local lines 40 and 210, and Torrance Transit line 10 serve Crenshaw Boulevard; Metro line 210 run through the majority of Crenshaw Boulevard to Artesia Boulevard, Metro line 40 from Crenshaw District to Hyde Park, and Torrance Transit line 10 south of Artesia Boulevard. The Metro C Line serves the Crenshaw station on Crenshaw Boulevard underneath Interstate 105, while the Metro E and K Lines serves Expo/Crenshaw station at the intersection with Exposition Boulevard.

In the Crenshaw district, Crenshaw Boulevard and Baldwin Hills Crenshaw Plaza are served primarily by LADOT trolleys, buses and a light rail subway line Los Angeles County Metropolitan Transportation Authority bus lines that are:
 * Metro Local Line 40 - South Bay Galleria - Patsaouras Transit Plaza via Martin Luther King Boulevard and Hawthorne Boulevard
 * Metro Local Line 210 - South Bay Galleria - Hollywood/Vine B Line Station via Crenshaw Boulevard, Rossmore Avenue, and Vine Street

Crenshaw Boulevard is also briefly served in the Crenshaw district by the following LA Metro lines:
 * Metro Local Line 102 - LAX City Bus Center to Huntington Park via La Tijera Boulevard, Stocker Street, Exposition Boulevard and Jefferson Boulevard
 * Metro Local Line 105  - West Hollywood - Vernon via La Cienega Boulevard, Barack Obama Boulevard and Vernon Avenue

The Metro K Line runs along the Crenshaw Boulevard alignment from the E Line to 67th Street, serving three more additional stations:
 * Martin Luther King Jr
 * Leimert Park
 * Hyde Park

LADOT
Crenshaw Boulevard is served by these LADOT Dash lines:
 * LADOT Crenshaw - Stocker and Coliseum via La Brea
 * LADOT Leimert Park/Slauson - Down King Boulevard via Crenshaw Blvd
 * LADOT Midtown - Down Crenshaw Blvd

Notable landmarks

 * The intersection of Slauson Avenue and Crenshaw Boulevard was named Ermias “Nipsey Hussle” Asghedom Square in April 2019 to honor him and his contributions to the neighborhood.
 * Crenshaw High School
 * Destination Crenshaw, 1.3-mile-long (2.1 km) open-air museum of African American history and culture
 * The Holiday Bowl was a bowling alley and café known for being a center of ethnic diversity during the 1960s and 1970s. It featured a sushi bar known as the Sakiba Lounge with live musical acts with a Modernist Googie architecture style. It is City of Los Angeles Historic Cultural Monument #688.
 * SpaceX Headquarters
 * Gardena Cinema, last single-screen theater in the South Bay
 * Gardena Cinema, last single-screen theater in the South Bay

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

title: Crenshaw Boulevard


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Sulev Mäeltsemees

Sulev Mäeltsemees (born 7 August 1947) is an Estonian public administration and local government scholar and generally held to be the father of municipal autonomy in Estonia.

Born in Tallinn, Mäeltsemees received his degrees from the University of Tartu and worked, among others, as director of the Department of Social Infrastructure and Regional Economics of the Institute of Economics of the Estonian Academy of Sciences (1986-1992). He is currently professor and chair of regional policy at Tallinn University of Technology, where he already worked from 1978 to 1986 and from 2005 to 2016 also serves as dean of the Faculty of Social Sciences and Humanities.

In 1992-1993 he was chairman of the Tallinn city council, and from 1993-1997 the director of the Estonian Institute of Public Management, the state's central in-service training agency for civil servants.

title: Sulev Mäeltsemees


text: User talk:207.68.114.48

title: User talk:207.68.114.48


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Rivey Hill

Rivey Hill is a hill overlooking Linton in Cambridgeshire, England. At 367 ft it is the highest point for several miles around. The hill has a steep slope leading down to Linton and a prominence of 69 ft. The highest point is on private land but a bridleway from Linton crosses near the top. A water tower on the hill identifies it when seen from a distance. The tower is a grade II listed building, was built in 1935–1936 in Art Deco style, and underwent major restoration work in 2018–2019.

The ascent of the hill is the start of a circular walk, detailed in Jarrold's Walks in Cambridgeshire, which goes north from the top to a Roman Road, follows this over the 312 ft Hildersham Hill for 2 mi, then descends to Hildersham and returns along the valley of the River Granta to Linton. Rivey Hill is also the highest point on a circular walk around Hadstock and Linton, described by The Hundred Parishes Society.

title: Rivey Hill


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National School Lunch Act

The Richard B. Russell National School Lunch Act (79 P.L. 396, 60 Stat. 230) is a 1946 United States federal law that created the National School Lunch Program (NSLP) to provide low-cost or free school lunch meals to qualified students through subsidies to schools. The program was established as a way to prop up food prices by absorbing farm surpluses, while at the same time providing food to school-age children. It was named after Richard Russell Jr., signed into law by President Harry S. Truman in 1946, and entered the federal government into schools' dietary programs on June 4, 1946.

The majority of the support provided to schools participating in the program comes in the form of a cash reimbursement for each meal served. Schools are also entitled to receive commodity foods and additional commodities as they are available from surplus agricultural stocks. The National School Lunch Program serves 30.5 million children each day for $8.7 billion for the fiscal year 2007. Most participants are also eligible for food during the summer through the Summer Food Service Program.

Early programs
School feeding in the United States underwent the same evolution as in Europe, beginning with sporadic food services undertaken by private societies and associations interested in child welfare and education. The Children's Aid Society of New York initiated a program in 1853, serving meals to students attending the vocational school.

Philadelphia
In 1894, the Starr Center Association in Philadelphia began serving penny lunches in one school, later expanding the service to another. Soon a lunch committee was established within the Home and School League, and lunches were extended to include nine schools in the city.

In 1909, Dr. Cheesman A. Herrick, who was principal of the William Penn High School for Girls was credited with accomplishing the transfer of responsibilities for the operation and support of the lunch program from charitable organizations to the Philadelphia School Board. He requested that a system be established to ensure that the lunches served would be based upon sound principles of nutrition and required that the program be under the direction of a home economics graduate. The Board granted his request on an experimental basis and on the condition that the program would be self-supporting. The experiment proved successful, and the following year lunch services were extended to the Southern Manual Training School and later to three additional units.

In the spring of 1912, the School Board established a Department of High School Lunches and directed that the food services be inaugurated in all the high schools of the city. During all this time the Home and School League had continued operating the feeding program in the nine elementary schools and continued to do so until May 1915, when it reported to the Board that the need for a lunch system had been clearly demonstrated and that it could not be successfully operated by an organization outside the school system. As a result, the School Board placed the operation of both high school and elementary lunch programs under the supervision of the Department of High School Lunches and authorized the extension of the program to other elementary schools.

Boston
The New England Kitchen began offering school lunches in Boston as early as the 1890s, despite opposition from school janitors who supplemented their income with snack tables.

In September 1908, the Women's Educational and Industrial Union in Boston began to supply hot lunches to high schools that were under the supervision of the Boston School Committee. A central kitchen system was used and lunches were transported to the participating schools.

In January 1910, an experimental program for elementary schools took the form of a mid-morning lunch prepared by the class in Home Economics three days each week. On two days of each week, sandwiches and milk were served. The children ate their meals at their desks, there being no lunchroom in the building. Before the end of the school year (1909–10) five additional schools were benefiting from the program, and a total of 2,000 pupils were being served each day, according to a report submitted by Ellen H. Richards in the "Journal of Home Economics" for December 1910.

New York City
At the end of 1914, more than 24,000 children were offered a homemade lunch. There was also a morning snack of crackers and hot milk offered for three cents to children who were considered weak or crippled.

Early federal aid
As the scope of the meal supply expanded, local governments and school district boards could not provide the funds necessary to carry the increasing load. Supplementary contributions by charitable organizations and individuals did not suffice. Aid from Federal sources became inevitable. The earliest Federal aid came from the Reconstruction Finance Corporation in 1932 and 1933 when it granted loans to several towns in southwestern Missouri to cover the cost of labor employed in preparing and serving school lunches. Such Federal assistance was expanded to other areas in 1933 and 1934 under the operations of the Civil Works Administration and the Federal Emergency Relief Administration, reaching into 39 States and covering the employment of 7,442 women.

Commodity Donation Program
The depression of the 1930s brought on widespread unemployment. Much of the production of the farm went begging for a market, surpluses of farm products continued to mount, and prices of farm products declined to a point where farm income provided only a meager subsistence. Millions of school children were unable to pay for their school lunches, and with but limited family resources to provide meals at home, the danger of malnutrition among children became a national concern.

Public Law 320 passed by the 74th Congress and approved on August 24, 1936, made available to the Secretary of Agriculture an amount of money equal to 30 percent of the gross receipts from duties collected under the customs laws during each calendar year.

Needy families and school lunch programs became constructive outlets for the commodities purchased by the USDA under the terms of such legislation. Many needy schoolchildren could not afford to pay for lunches and were sorely in need of supplementary foods from a nutritional standpoint. Thus they would be using foods at school which would not otherwise be purchased in the market place and farmers would be helped by obtaining an outlet for their products at a reasonable price. The purchase and distribution program was assigned in 1935 to the Federal Surplus Commodities Corporation which had been established in 1933 as the Federal Surplus Relief Corporation to distribute surplus pork, dairy products, and wheat to the needy. These funds came from customs duties and were specifically designated to encourage agricultural surplus consumption via exports and domestic donations. In March 1937, there were 3,839 schools receiving commodities for lunch programs serving 342,031 children daily. Two years later, the number of schools participating had grown to 14,075, and the number of children had risen to 892,259. From 1939 to 1942, the number of schools participating increased by 78,841, and the number of pupils participating increased by 5,272,540.

In July 1943, in an attempt to salvage the deterioration of school lunches, Congress passed Public Law 129 to amend the Agricultural Adjustment Act Amendment of 1935. This law re-established school lunch programs using $60 million to cover the purchase of food, but not labor. The next year, Congress appropriated another $50 million and allowed child-care centers to participate.

After Passage
Since the Act passed, Congress has modified several aspects of the policy. Congress amended the NSLP in 1962 to adjust fund distribution. They decided that the budget allocated to each state should be influenced by the state's need for further assistance. Rather than just factoring in the number of participants, Congress took into account the state poverty level compared to the national poverty level. Then, in 1968, Congress improved the NSLP food options to accommodate students with special dietary needs.

Most recently, in 2012, First Lady Michelle Obama took on the issue of school lunches. Changes that she initiated primarily focused on more specific nutritional requirements. The changes include updated food group nutrition standards, such as vegetable subgroups, re-adjusted meat, and grain serving sizes to reflect different school grade ranges, an implemented requirement for whole grains, and milk-fat restrictions. Lower calorie ranges and a 10-year progressive sodium reduction plan also started in 2012.

Nutrition, behavior, and learning
Nutrition standards for the National School Lunch Program and National School Breakfast Program were updated in 2012. This update in nutritional standards was funded through a federal statute signed into law by President Barack Obama; The Healthy, Hunger-Free Kids Act of 2010 funds free lunch programs in public schools for the next five years. The new guidelines require students to choose either a serving of fruit or vegetables every meal. Also, the portions must now be larger.

Along with larger portions of fruits and vegetables, the National School Lunch Program now enforces a variety of other nutritional requirements. Food products and ingredients used to prepare school meals must contain zero grams of added trans fat per serving (less than 0.5 grams per serving as defined by the FDA). Furthermore, a meal can provide no more than 30 percent of calories from fat and less than 10 percent from saturated fat.

In late 2009, the Institute of Medicine of the National Academies released School Meals: Building Blocks For Healthy Children. This report reviews and provides recommendations to update the nutrition standard and the meal requirements for the National School Lunch Program and School Breakfast Program. School Meals also sets standards for menu planning that focus on food groups, calories, saturated fat, and sodium, and that incorporate Dietary Guidelines for Americans and the Dietary Reference Intakes.

Nutrition plays a critical role in cognitive development and academic performance for children; undernourished children are more likely to be less energetic and less able to concentrate. The day-to-day observation of teachers and administrators of the relationship between inadequate nutrition and behavior and the ability to learn is substantiated by scientific studies. Twenty Cape Town, South Africa, children were studied for 11 years, beginning in 1955. The study was based on the hypothesis "that the ill effects of under-nutrition are determined by (1) its occurrence during the period of maximum growth and (2) the duration of under-nutrition relative to the total period of growth. . . Evidence is cumulative and impressive that severe under-nutrition during the first 2 years of life, when brain growth is most active, results in a permanent reduction of brain size and restricted intellectual development." Some basic micronutrients are necessary for children to maintain a good status of learning, such as iron and vitamin B12. Iron deficiency puts a child at risk of cognitive delay and lower math scores.

Food safety
In December 2009, a report was released that showed that fast food restaurants were far more rigorous in checking for bacteria and dangerous pathogens in beef and chicken than the school lunch program.

A 2018 study by USDA and University of Connecticut researchers compared data from mandatory safety inspections for ground beef for the NSLP and separate data from random USDA inspections. The study found that the beef destined for the NSLP had fewer levels of test failures than beef for the market generally, although a study author noted that "ground beef that fails the National School Lunch Program’s inspection can be sold to other vendors and eventually make its way onto consumers' plates." Between 2005 and 2014, there were no outbreaks of Salmonella and E. coli linked to beef provided to the NSLP, although there were dozens of such outbreaks in commercially sold ground beef over the same period.

Participation rates
In 1967–68, the national enrollment in public and private schools was approximately 50.7 million, according to a survey of School Food Services in March 1968. About 36.8 million children, or 73 percent, were enrolled in schools participating in the National School Lunch Program with an actual average participation in the program of 18.9 million children, or about 37 percent of the national enrollment.

Reasons for non-participation in the program were numerous but, in low-income areas and large urban centers, low participation was particularly evident. Many of the school buildings in these areas, as well as the small schools in rural areas, were built many years before there were plans for operating a school lunch program, and the buildings did not lend themselves to remodeling for that purpose - neither were local funds available for it. Many of the elementary school buildings in urban centers were built with the idea that the children could and should go home for lunch ("neighborhood schools") and lunchroom facilities were not available. Many of these conditions hold today.

Some school authorities have held to the idea that a school lunch program must be self-supporting, and others have felt that the school has no responsibility in this area. In 1968, a group of women's civil rights and religious groups formed the Committee on School Lunch Participation to research and draw attention to the issue. Under their chair, Jean E. Fairfax, the group produced an influential report, Their Daily Bread. In this report, a junior high school principal remarked, "We think [school lunch] is the responsibility of parents and child. We do not check them to see if a student eats. As a whole, we are doing it as a service rather than a need."

The net result is that the children in the neediest areas must go without an adequate noonday meal at school, or perhaps an inadequate evening meal at home, or none at all. Many high school students prefer to bring a bag lunch from home or eat snacks and beverages at a nearby stand or from a vending machine in the school. In some instances, the portions served to high school students are not adjusted to meet their needs and they seek other sources of service where their tastes and appetites can be satisfied.

Native Americans and children of color
In December 2014, Indian Country Today reported that 68 percent of Native American and Alaska Native students "are eligible for free and reduced-price school lunches, compared with 28 percent of white students. USDA data indicate that 70 percent of children receiving free lunches through the NSLP are children of color, as are 50 percent of students receiving reduced-price lunches." The article expressed concern regarding efforts to undercut nutrition standards and notes that several Native American schools are working to improve the quality of school lunches by using produce from school gardens, or tribally grown buffalo meat.

Caloric and nutritional needs
For some time, the measurement on which the NSLP based its cash reimbursements and meal provisions largely came from caloric requirements. However, while this worked at a time when malnutrition plagued the nation's poor, a continuing focus on caloric intake ignores the growing national obesity epidemic. Balancing nutrition and calories has always been a challenge for the NSLP and its participating schools. This struggle can undermine schools that wish to comply with the national standards while still advocating healthy lifestyles.

Another problem that contributes to this challenge is that nutritious food is often considered less favorable than competitive food that is available to students. Given the choice, students will often prefer competitive foods that are not required to meet federal minimum nutrition standards.

Competitive foods
In the US, the term competitive foods refers to any food source that competes with a lunch program's offerings. Such competitive foods include fast food offerings, a la carte food lines, and vending machines. A study was done in the 2009–2010 school year across 47 states and 622 districts to examine how much of the districts' competitive food and drink policy complied with Dietary Guidelines for Americans (DGA) recommendations. One of the major reasons for this study to be done is the Healthy, Hunger-Free Kids Act which requires schools to establish science-based nutrition standards for competitive foods called a wellness plan. These provisions for competitive food and drinks included limits on specific nutrients in the food, such as sodium and fats. Less than 5% of districts met or exceeded DGA requirements. Only about 4% of districts across the nation required fruits and vegetables to be sold within the competitive foods which in no way helps the fruit and vegetable intake of students that is already sub-par.

Food waste
In a study of the Boston Public Schools, "on average, students discarded roughly 19 percent of their entrées, 47 percent of their fruit, 25 percent of their milk, and 73 percent of their vegetables." "It was estimated that $432,349.05 worth of food is wasted annually at lunch by students in Grades 6–8 in [Boston Public Schools]." Overall, this sum makes up 26.1 percent of these three schools' food budgets, excluding labor and supplies. If translated nationally, Cohen estimates that roughly $1,238,846,400 in food is wasted on an annual basis.

One reason that students discard this amount of food has to do with à la carte lines and vending machines. In a 1998 study of 16 randomly selected schools in St. Paul, Minnesota, the authors discovered a negative correlation between à la carte lines, vending machine use, and fruit and vegetable consumption. On average, students from schools without an à la carte line consumed nearly an entire serving more of fruit and vegetables than did students with such programs. Furthermore, students from all schools exceeded the daily USDA recommended calories from saturated fat, and students from schools with à la carte lines exceeded the recommendations by one percent more, on average. Concerning snack vending machines, the authors determined that with each vending machine present, "students' mean intake of fruit servings decreased by 11 percent." Beverage machines showed no significant impact.

Rising costs
A challenge for schools that take part in the NSLP is the rising costs of producing lunch. According to the School Lunch and Breakfast Cost Study (SLBCS), one in four school districts reported costs for school lunches above the program reimbursement rate. The additional cost must then be supplemented by school district general funds, and this puts a strain on school district budgets. Additional costs also make it difficult to meet federally mandated nutrition requirements because using the best palatable foods for students becomes too expensive.

According to the 2008 USDA report on the NSLP, "other sources of increasing costs include increases in health care costs for employees and, more recently, rising food costs." For example, in 2008, some school systems in Alabama, California, and Texas raised meal prices to keep up with "steep increases in food costs." The school districts raised prices for paying students while keeping prices the same for students that qualified for reduced-price or free lunches. This method of cost adjustment leaves either the school district or paying students to bear the burden of the price increase.

National School Lunch Week
National School Lunch Week takes place on the second Sunday in October. Each year since October 9, 1962, the United States Congress requests the president to issue a proclamation calling the country to observe the week.

title: National School Lunch Act


text:
User talk:Adam-Casey-Philosopher

Welcome to the Wikipedia
Welcome, !

Here are some useful tips to ease you into the Wikipedia experience:

Also, here are some odds and ends that I find useful from time to time:
 * First, take a look at the Wikipedia Tutorial, and perhaps dabble a bit in the test area.
 * When you have some free time, take a look at the Manual of Style and Policies and Guidelines. They can come in very handy!
 * Learn about some of the Wikipedia landmarks by trying our Wikipedia scavenger hunt!
 * If you need any help, feel free to post a question at the Help Desk
 * Wikipedia has a vibrant community of editors. The village pump is a great place to see the goings on.
 * Remember to use a neutral point of view!
 * Explore, be bold in editing pages, and, most importantly, have fun!

 * Utilities
 * Cite your sources
 * Verifiability
 * Wikiquette
 * Civility
 * Brilliant prose
 * Bad jokes and other deleted nonsense

Feel free to ask me anything the links and talk pages don't answer. You can most easily reach me by posting on my talk page.

You can sign your name on any page by typing 4 tildes, likes this: ~~~~.

Best of luck, and have fun!

ClockworkSoul 17:20, 22 Apr 2005 (UTC)

title: User talk:Adam-Casey-Philosopher


text: User talk:69.209.197.126

title: User talk:69.209.197.126


text:
David Eisenhower

Dwight David Eisenhower II (born March 31, 1948) is an American author, public policy fellow, lecturer at the University of Pennsylvania, and eponym of the U.S. presidential retreat Camp David. He is the grandson of President Dwight D. Eisenhower and First Lady Mamie Eisenhower, and a son-in-law of President Richard Nixon and First Lady Pat Nixon.

Early life
Dwight David Eisenhower II, better known as David, was named after his grandfather, Ike. David was born on March 31, 1948, in West Point, New York, to Barbara (Thompson) and John Eisenhower, the only son and eldest of four children. His father was a U.S. Army officer, and his grandfather was Dwight D. Eisenhower, future president of the United States, and former Supreme Allied Commander of the Allied Expeditionary Forces in Europe during World War II.

His father would go on to be a brigadier general in the U.S. Army Reserve, United States Ambassador to Belgium (1969–1971), and a renowned military historian. His grandfather would become president of Columbia University (1948–1953), and later the 34th president of the United States (1953–1961). After assuming the presidency in 1953, President Eisenhower renamed the presidential mountain retreat, formerly Camp Shangri-La, Camp David, after his grandson.

Education
Eisenhower graduated from Phillips Exeter Academy in 1966. He received his Bachelor of Arts degree in history cum laude from Amherst College in 1970. After college, he served for three years as an officer in the United States Naval Reserve. During this time, he was assigned to the USS Albany (CA-123) in the Mediterranean Sea. He then earned his J.D. degree cum laude from The George Washington University Law School in 1976.

He was at least loosely identified with the Nixon administration, when he accepted a request to attend the funeral of Dan Mitrione in 1970, the operative whose activities in training Uruguayan police in torture techniques, when later publicized, caused profound controversy, although there has been no suggestion that Eisenhower had any knowledge of Mitrione's controversial activities.

He is today a teaching adjunct and public policy fellow at the Annenberg School for Communication at the University of Pennsylvania, author, and co-chair of the Foreign Policy Research Institute's History Institute for Teachers. From 2001 to 2003, he was editor of Orbis, a quarterly published by the institute.

Eisenhower was a finalist for the Pulitzer Prize in history in 1987 for his work Eisenhower At War, 1943-1945 about the Allied leadership during World War II.

He is the host of a public television series called The Whole Truth with David Eisenhower, distributed by American Public Television.

Personal life
On December 22, 1968, Eisenhower married Julie Nixon, a daughter of then President-elect Nixon, who had served as Dwight Eisenhower's vice president. The couple had known each other since meeting at the 1956 Republican National Convention and David Eisenhower had escorted Julie Nixon as her civilian escort at the International Debutante Ball at the Waldorf-Astoria Hotel in New York City. The Reverend Norman Vincent Peale officiated in the non-denominational rite at the Marble Collegiate Church in New York City.

Eisenhower and Julie live in Berwyn, Pennsylvania. They have three children: actress Jennie Elizabeth Eisenhower (born August 15, 1978); Alexander Richard Eisenhower (b. 1980); and Melanie Catherine Eisenhower (b. 1984). They also have three grandchildren.

In popular culture
Due to his connection with Julie and President Nixon, Eisenhower was one inspiration for the Creedence Clearwater Revival song "Fortunate Son", released in 1969. The song's author and singer, John Fogerty, wrote: "'Fortunate Son' wasn't really inspired by any one event. Julie Nixon was dating David Eisenhower. You'd hear about the son of this senator or that congressman who was given a deferment from the military or a choice position in the military. They seemed privileged and whether they liked it or not, these people were symbolic in the sense that they weren't being touched by what their parents were doing. They weren't being affected like the rest of us."

In the satirical 1976 film Tunnel Vision, Eisenhower is identified as President of the United States in the then-future year of 1985, succeeding an African-American woman named Washington, who in turn took over from George Wallace.

title: David Eisenhower


text:
MBDB

1,3-Benzodioxolyl-N-methylbutanamine (N-methyl-1,3-benzodioxolylbutanamine, MBDB, 3,4-methylenedioxy-N-methyl-α-ethylphenylethylamine) is an entactogen of the phenethylamine chemical class. It is known by the street names Eden and Methyl-J. MBDB is a ring substituted amphetamine and an analogue of MDMA. Like MDMA, it has a methylene dioxy substitution at the 3 and 4 position on the aromatic ring; this is perhaps the most distinctive feature that structurally define analogues of MDMA, in addition to their unique effects, and as a class they are often referred to as "entactogens" to differentiate between typical psychostimulant amphetamines that (as a general rule) are not ring substituted. MBDB differs from MDMA by having an ethyl group instead of a methyl group attached to the alpha carbon; all other parts are identical. Modification at the alpha carbon is uncommon for substituted amphetamines. It has IC50 values of 784 nM against 5-HT, 7825 nM against dopamine, and 1233 nM against norepinephrine. Its metabolism has been described in scientific literature.

MBDB was first synthesized by pharmacologist and medicinal chemist David E. Nichols and later tested by Alexander Shulgin and described in his book, PiHKAL: A Chemical Love Story. MBDB's dosage, according to PiHKAL, is 180–210 mg; the proper dosage relative to body mass seems unknown. Its duration is 4–6 hours, with noticeable after-effects lasting for 1–3 hours.

MBDB was initially developed as a non-psychedelic entactogen. It has lower effects on the dopamine system in comparison to other entactogens such as MDMA. MBDB causes many mild, MDMA-like effects, in particular the lowering of social barriers and inhibitions, pronounced sense of empathy and compassion, mood lift, and mild euphoria, all of which are present. MBDB tends to produce less euphoria, psychedelia, and stimulation in comparison to MDMA.

Legal Status
Unlike MDMA, MBDB is not internationally scheduled under the United Nations Convention on Psychotropic Substances. The thirty-second meeting of the WHO Expert Committee on Drug Dependence (September 2000) evaluated MBDB and recommended against scheduling. From the WHO Expert Committee assessment of MBDB:
 * Although MBDB is both structurally and pharmacologically similar to MDMA, the limited available data indicate that its stimulant and euphoriant effects are less pronounced than those of MDMA. There have been no reports of adverse or toxic effects of MBDB in humans. Law enforcement data on illicit trafficking of MBDB in Europe suggest that its availability and abuse may now be declining after reaching a peak during the latter half of the 1990s. For these reasons, the Committee did not consider the abuse liability of MBDB would constitute a significant risk to public health, thereby warranting its placement under international control. Scheduling of MBDB was therefore not recommended.

Australia
MBDB is considered a Schedule 9 Prohibited substance in Australia under the Poisons Standard (October 2015). A Schedule 9 substance is a substance which may be abused or misused, the manufacture, possession, sale or use of which should be prohibited by law except when required for medical or scientific research, or for analytical, teaching or training purposes with approval of Commonwealth and/or State or Territory Health Authorities.

Russia
MBDB is included into Schedule 1 of the Controlled Substances Act.

Sweden
Sveriges riksdags health ministry Statens folkhälsoinstitut classified MBDB as "health hazard" under the act Lagen om förbud mot vissa hälsofarliga varor (translated Act on the Prohibition of Certain Goods Dangerous to Health) as of Feb 25, 1999, in their regulation SFS 1999:58 listed as "2-metylamino-1-(3,4-metylendioxifenyl)-butan (MBDB)", making it illegal to sell or possess.

title: MBDB


text:
Category talk:Neighborhoods in San Francisco

Proposed name change
If anyone is reading this (not sure that many people would choose to put this page on their watchlist; if I get no response, I'll put a note on the San Francisco, California talk page too: It seems to me that we should regularize the S.F. neighborhood names in Wikipedia.  The convention for neighborhood articles in other cities is generally "Neighborhood name, City name."  We have  a few S.F. neighborhood articles like that, but many more with parantheses (not an intuitive way to search for the article).  I don't necessarily think it's important to add the city name to articles without "San Francisco" now attached to the name (for example, keep it as The Castro rather than the bulky and not-needed-to-be disambiguated "The Castro, San Francisco"), but I do think it's a good idea to standardize those that now have the city's  name in the title by putting "San Francisco" after a comma rather than in parantheses. Comments? Moncrief 17:23, Apr 22, 2005 (UTC)
 * That sounds like a good idea. Go for it!--Yuje 21:58, August 3, 2005 (UTC)


text: User talk:65.254.2.62

title: User talk:65.254.2.62


text: User talk:35.9.6.175

title: User talk:35.9.6.175


text: Category:Croatian football managers

title: Category:Croatian football managers


text:
Wikipedia:Articles for deletion/Teach the Controversy

 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 keep. Mindspillage (spill yours?) 04:54, 6 May 2005 (UTC)

Teach the Controversy
Topic covered on the page dealing with the movement's sponsor: Discovery Institute
 * Note 1: there is also a merge poll on Talk:Teach_the_Controversy. Master Thief Garrett 23:59, 23 Apr 2005 (UTC)

 * Delete/Merge. Topic covered on the page dealing with the movement's sponsor: Discovery Institute Ian Pitchford 17:31, 22 Apr 2005 (UTC)
 * Keep. Disagreeing with a movement is no reason to delete the article about it. Nor is the fact that it is not currently a very good article. Various users already suggested that this be merged with Discovery Institute, a suggestion that failed to achieve consensus (see the talk page). DJ Clayworth 20:51, 22 Apr 2005 (UTC)
 * First, no-one here has suggested that it be deleted because they disagree with it; secondly, the poll isn't over yet, and was affected by the false statement made by an admin that "voting is not permitted on wikipedia", which some people unfortunately believed. Mel Etitis ( Μελ Ετητης ) 13:32, 24 Apr 2005 (UTC)
 * Merge with Discovery Institute. This is one of the DI's key campaigns, and the DI page isn't long enough to split into subpages. Guettarda 22:18, 22 Apr 2005 (UTC)
 * Keep. movement is distinct from the discovery institute, supported by a number of independent organizations.  Ohio, Minnesota, [www.freerepublic.com/focus/f-news/1355080/posts charles colson], renew america, and access research network.  Ungtss 01:39, 23 Apr 2005 (UTC)
 * Good try with the references but ARN is a mouthpiece for DI, Chuck Colson is simply a bandwagoner and Ohio and Minnesota statues were written by people with DI connections. Joshuaschroeder 00:52, 24 Apr 2005 (UTC)
 * just because they've got connections to DI doesn't make them part of DI itself. the issue here is merge.  when there are a lot of people outside DI working on a movement, merge is inappropriate.  Ungtss 00:54, 24 Apr 2005 (UTC)
 * Comment - The Ohio policies were created and debated by DI members, not just "people with DI connections." The "renew america" reference above is a column that mentions "teach the controversy" while discussing the Ohio policies, and they cite a Wired article that proves the direct involvment of DI members in that situation.  Furthermore, it's a column on a website for one branch of a political/religious movement called "Declarationist." ("Declarationist" gets 164 google hits, and not all of these are related to this movement.)  This is hardly evidence of a major, growing TTC movement separate from DI.  Look at Colson's sources for his TTC comments on his primary soapbox, which is the "Breakpoint" column @ the Prison Fellowship Ministry, not the forum cited above; they are primarily papers and articles by DI fellows.  Colson is simply parroting DI theories and strategies.  The ID supporters in this discussion have yet to provide significant evidence of a TTC theory or movement distinctly separate from the Discovery Institute. Nor have they provided evidence of "a lot of people."  Merge. Soundguy99 15:01, 24 Apr 2005 (UTC)

 * Merge with Discovery Institute. While others may have been involved it is essentially a Discovery Institute mover. Megan1967 02:28, 23 Apr 2005 (UTC)
 * Merge/Keep. I don't really know which. While on the one hand it's probably (as Megan1967 said) a movement powered by DI, both already have very long pages and a merger probably puts it over the optimum KB recommendations. I really don't know which. Master Thief Garrett 07:25, 23 Apr 2005 (UTC)
 * Keep, attempt to subvert talk page discussion process. Sam Spade 15:10, 23 Apr 2005 (UTC)
 * Comment there's currently already a merge poll occurring on Talk:Teach the Controversy. Kim Bruning 23:51, 23 Apr 2005 (UTC)
 * Thanks for that, I've added it to the top so it's a clearer heads-up than your comment is, but the poll here carries official weight whereas that other does not. Not to say it should be stopped and all votes put here, but this is the one with the balance of power. Master Thief Garrett 23:59, 23 Apr 2005 (UTC)
 * I think that this is a borderline article content vote, something which is a really bad idea for an online encyclopedia. We should ask Ian Pitchford what his intent was. In fact I've dropped him a line already. :-) Kim Bruning 18:35, 24 Apr 2005 (UTC)
 * Why are you assuming bad faith? Mel Etitis  ( Μελ Ετητης ) 18:57, 24 Apr 2005 (UTC)
 * I'll plead the fifth on that one. I'd like to debug how this poll collision came about. Kim Bruning 20:20, 24 Apr 2005 (UTC)
 * Hmm, Ian Pitchford nominated in good faith apparently, but he seems to be a bit sloppy at times. He just plain missed both the original poll, and my first request for clarification. %-) Kim Bruning 22:14, 25 Apr 2005 (UTC)
 * That would be the poll at which you stated, dogmatically and with no qualifications, that voting isn't permitted on Wikipedia? A statement which a number of people – who would otherwise have voted – believed?  And having tried to disrupt that poll, you came here and tried to cast doubt on the integrity of the person calling the VfD?  Isn't the one vote that we all get good enough for you? Mel Etitis  ( Μελ Ετητης ) 08:45, 27 Apr 2005 (UTC)
 * Now, now. Tsk, tsk.  The answers to those questions are:  No.  No.  No, and No.  Furthermore those questions are all the wrong questions.  The real questions center on the following.  What is the bug in the Wikipedia system that sets off this recurring train-wreck?  It is déjà vu all over again.  ---Rednblu | Talk 09:26, 27 Apr 2005 (UTC)
 * Merge with Discovery Institute and redirect. The material in this article is in fact largely duplicated across a number of similar articles, in what seems to be an attempt by the movement's supporters to give it maximum coverage. Mel Etitis ( Μελ Ετητης ) 13:26, 24 Apr 2005 (UTC)
 * Keep. The topic easily stands on its own.  Wikipedia is not a paper encyclopedia.  Teach the Controversy policy is supported by numerous other organizations (see cites above and on discussion page); has been approved by Congress; adopted by Ohio, Minnesota and New Mexico (see article).  Those who want to merge or delete want to bury this article in another article or kill it because they do not like the concept.  Much of the duplication that Mel mentions is the result of opponents pasting the same ad hominem attacks on multiple pages.  They want it to appear that it is only about the Discovery Institute and deny the broader support and implementation by Ohio.  The article should be improved by focusing on the merits of the policy and on the current implementation by Ohio and the other states, and the debates in other state legislatures and local school boards.  Apparently, 19 states are considering adopting this policy.  Suppressing this info is not worthy of Wikipedia.  --VorpalBlade 13:55, 24 Apr 2005 (UTC)
 * Comment The point is not how many political gains the TTC movement has recently made, the point is whether or not the TTC theory and strategy  is distinctly separate enough from DI to warrant a separate article.  Both the Ohio and the Minnesota cases have been proven above and in the discussion page to have direct DI connections.  They do not provide support for keeping this article. Soundguy99 15:01, 24 Apr 2005 (UTC)
 * Comment -- the existence of "links" is not sufficient to justify a merge. Intelligent design, Irreducible complexity, and Specified complexity all have "direct DI connections" -- but they have their own articles, because they are an independent idea which, tho fostered by DI, is broader than DI itself.  The issue here is simply article quality -- allowing a separate page to discuss the issues specific to this particular policy is simply the most logical organization.  Ungtss 15:05, 24 Apr 2005 (UTC)
 * I'm interested to discover that the duplication of material across articles is the result of opponents adding criticism; how could they add criticism of the material if it weren't already there? Could you provide diffs? Mel Etitis  ( Μελ Ετητης ) 18:57, 24 Apr 2005 (UTC)
 * Comment What the US Congress has approved doesn't seem to me to amount to support for "Teach the Controversy", in that it doesn't affirm the existence of a scientific controversy over evolution. No one denies that evolution is controversial in (certain segments of) society at large. Gareth McCaughan 19:14, 2005 Apr 24 (UTC)
 * Comment, following up the above: in fact it seems a bit weird to say that "Congress has approved" even the rather aetiolated statement quoted in the article: it doesn't come from the actual law, but from an explanatory document produced by the bill's conference committee, which has no legal force and was never voted on. It's there because at one point there was an amendment to the bill that would have made it include some language sympathetic to the DI's cause, but the amendment didn't make it into the law; it wasn't even ever voted on in the House. To interpret all this as saying that Congress has approved "Teach the Controversy" is ... well, as I say, a bit weird. Gareth McCaughan 23:02, 2005 Apr 24 (UTC)
 * Comment It seems to me that the following two questions are independent. (1) Is there widespread support for what the DI and some others call "teaching the controversy"? (2) Should there be a separate Wikipedia page for this particular term? In particular, it is possible to imagine circumstances in which the answers are "yes" and "no" respectively. I make no judgement on whether those circumstances actually obtain. I guess I'm just agreeing with Soundguy99 here. Gareth McCaughan 19:14, 2005 Apr 24 (UTC)
 * Comment Merging need not involve suppressing anything. If the TtC article were merged into the DI one, there's no reason why the new section there about the "Teach the Controversy" slogan shouldn't mention whatever takeup it's had in US legislatures. Gareth McCaughan 19:14, 2005 Apr 24 (UTC)

 * Keep (or merge) -- As it stands right now, the Discovery Institute page is pretty lengthy. I think this page can work on its own as a daughter page to that similar to the Wedge strategy. However, I don't think that it necessarily need be that way. A merge is justifiable. If people really think a merge is appropriate, I point out that no one need vote for such a thing. An industrious editor can carry out the merge all by him/herself. -- Joshuaschroeder 20:17, 24 Apr 2005 (UTC)
 * Comment. This is not a vote--for votes are forbidden.  ;)   As I read the reasons given for both the Merge and Delete votes above, I see that there is not one logical reason given for either Merge or Delete votes.  For if you remove all of the ad hominem fallacy arguments from the Teach the controversy page, there is nothing to merge.  And certainly the moral depravity of the "Teach the controversy" movement should be reported on Wikipedia.  But in any respectable logical system, you cannot show the moral depravity of Fast food by exposing the corporate history of McDonald's; you have to show the depravity of "fast food"--forget the vendor.  Evidently, the moral depravity of "Teach the controversy" lies in the chimpanzee brain of Americans that look for some simplistic way out of the very-real problem of taking personal responsibility for being born a descendant of the ancestors of the chimpanzees into a world in which there is no God to trust.  Lighten up folks.  8))  The real problem is in the demand-side of the market and in the stupidity of American voters--not in the supply-side of the market.  The Discovery Institute and Phillip Johnson are just "fast food" vendors.  The significant story here is why Americans gobble "fast food" when it makes them sick and fat.  ---Rednblu | Talk 21:12, 24 Apr 2005 (UTC)
 * There seems to be one problematic part to the fast food comparison. There are a large number of providers of fast food, but there seems to be only one provider of Teach the Controversy, and that is DI. If McDonalds had a monopoly on fast food and had invented the concept then merging a fast food article and a McDonalds article would be justifiable. Separating them would also be justifiable. Joshuaschroeder 00:48, 25 Apr 2005 (UTC)
 * Your false premise is that no one but DI is promoting TTC. There are parent groups doing it everywhere.  Ungtss 00:51, 25 Apr 2005 (UTC)
 * All those parenting groups put together probably don't equal the power of DI! If there was another DI-like organisation promoting, then yes. Just DI and some "parent-teacher" groups, then no. Master Thief Garrett 02:06, 25 Apr 2005 (UTC)
 * One last comment before i withdraw. Your requirement for a "DI-like organization" is an arbitrary criterion.  parent-teacher groups and school boards have real power at a local level.  All DI can do is market.  Those parent-teacher groups are just as powerful, if not more, than DI.  it is their promotion of TTC that really matters.  Ungtss 02:13, 25 Apr 2005 (UTC)
 * Taking the above argument about fast food, Ungtss is making an argument akin to claiming that the consumers of fast food are the ones with the real power over fast food. This is just ludicrous. There is only one organization out there pumping out "Teach the Controversy" ideas. PTOs, school boards, and lackeys like Colson are the consumers. Joshuaschroeder 21:14, 25 Apr 2005 (UTC)
 * Well Super Size Me if this one isn't making sense:). Ungtss 21:17, 24 Apr 2005 (UTC)
 * Comment - 1) where is your evidence that parent groups are "doing it everywhere"?  2)Where are they getting their TTC info?  If they are getting it directly from DI or from "one step removed" people like Colson, I think it's diffcult to claim that TTC is an "independent" movement.  Soundguy99 15:32, 25 Apr 2005 (UTC)

 * Merge per the above. Would you like fries with that? Radiant_* 10:41, Apr 25, 2005 (UTC)
 * Oh, yes, but I'll have the Diet Coke please. I'm watching my waistline... Master Thief Garrett 11:02, 25 Apr 2005 (UTC)

 * <>

 * Heh! That's a laugh.  That's an interesting piece of personal research that flies in the face again of all published expert opinion.  I bring to your attention again, just for fun again, the published writings of Eugenie C. Scott whom the evolutionary biologists have elected to be their spokesperson.  8))  She names a whole list of international "fast food" vendors, including such international franchisers as "In Turkey, Bilim Arastirma Vakfi (BAV; the name translates as Science Research Foundation)."  (Eugenie C. Scott and Glenn Branch.  2003. "Evolution: what's wrong with 'teaching the controversy.'" Trends in Ecology & Evolution 18(10) 499-502.)  ---Rednblu | Talk 15:04, 25 Apr 2005 (UTC)
 * That's some mighty poor research you did there, Rednblu. Bilim Arastirma Vakfi does not advocate a "Teach the Controversy" model. They use ICR materials. Joshuaschroeder 21:19, 25 Apr 2005 (UTC)
 * I was gonna withdraw, but schroeder's latest nonsense is too good to pass up. in the very link he cites is the sentence, "The thought did not originate with the 'intelligent design' movement, however.  The Institute for Creation Research, the oldest major anti-evolution organization in the USA, recommends that students and teachers be 'encouraged to discuss the scientific information that supports and questions evolution and its underlying assumptions, to promote the development of critical thinking skills.'  The quote is from ICR.  We found our burger king.  This further obliterates schroeder's argument that "BAV does not advocate TTC because it uses ICR materials" because, as clearly demonstrated in the article mr. schroeder neglected to read, ICR supports ttc, and did so in 1996, when the cited article was published in Impact.  Thank you, gentlemen.  Vive l'inquisition.  Ungtss 23:25, 25 Apr 2005 (UTC)
 * No dice, Ungtss. Teach the Controversy aims as defined by DI is explicitly rejected by Henry Morris of the ICR as being too accomodating . Joshuaschroeder 23:52, 25 Apr 2005 (UTC)
 * No dice, schroeder. your latest link is not about "Teach the Controversy" -- it's about ID -- so it is irrelevent.  ICR explicitly did promote TTC -- the article you failed to read proves that.  You can find people who want more -- i'm sure morris wants more -- but other icr types supported ttc long before DI put a label on it.  Save your nonsense for the Fabio, eh?  Ungtss 00:09, 26 Apr 2005 (UTC)
 * The article cited by Joshuaschroeder says not only that BAV used ICR materials but that it uses them to produce "creationist books". That is not "teaching the controversy", it's outright creationism. But yes, certainly creationists have been saying "teach children about the evidence against evolution" since before the slogan "teach the controversy" arrived; what's distinctive about TTC is that it avoids going further and disclaims even the idea that students should be taught about, say, "intelligent design". Whether that's out of humility or part of a subtly deceptive long-term strategy or what is, of course, controversial :-), but that's what distinguishes TTC from earlier attempts to get evolution argued about in schools -- and that's what, if anything, justifies the existence of a separate article about TTC. If TTC amounted to no more than "some people think we should teach children to look critically at the case for and against evolution" then there wouldn't be the slightest reason to have a Wikipedia article about it. Gareth McCaughan 00:24, 2005 Apr 26 (UTC)
 * Agreement then? Ungtss 00:29, 26 Apr 2005 (UTC)
 * Between whom and about what? Gareth McCaughan 00:47, 2005 Apr 26 (UTC)
 * between us about keeping the article? Ungtss 00:54, 26 Apr 2005 (UTC)
 * I haven't expressed an opinion about keeping the article, beyond saying that if it's right for it to exist then it depends on TTC not simply being a new name for an old creationist (more precisely: anti-evolutionist) plea. The present state of the article -- a big mess, subject to repeated mutilations from both sides and frantic reversions -- is depressing enough that I'd personally be relieved to see it gone, but of course that isn't a real reason for deletion and if there's any prospect of the protagonists starting to listen to reason and make a more serious attempt at impartiality then it wouldn't even be a pseudo-reason. Gareth McCaughan 23:47, 2005 Apr 26 (UTC)
 * Now that's good reasoning:). i hope all your dreams come true in this case:).  Ungtss 23:59, 26 Apr 2005 (UTC)
 * <>

 * Very nice. Teach the controversy?  I challenge you to find even one occurrence of the word "teach" in that link.  :))  Furthermore, I challenge you to find even one occurrence of the word "controversy" in that link.  However, I will concede that you win this match because I found twenty (20) occurrences of the word the and then stopped counting.  8((  So you win this match.  ---Rednblu | Talk 00:36, 26 Apr 2005 (UTC)
 * Don't be ridiculous. The article clearly criticized TTC as defined by DI. Ungtss makes a good point below. The number of times someone uses a phrase is only indicative of the use of the phrase and not of the ideas being promoted. Joshuaschroeder 00:15, 27 Apr 2005 (UTC)
 * More nonsense. The words "teach" and "school" do not appear in that article.  it has nothing to do with policy for public schools, which is what ttc is.  it is about whether ID is sufficient for christian belief.  not schools.  totally different topic.  You're dead wrong, schroeder.  Ungtss 00:19, 27 Apr 2005 (UTC)
 * Over 200 instances on this talkpage. does that mean we're promoting TTC too?  Ungtss 00:43, 26 Apr 2005 (UTC)

 * keep please its not necessary to merge `Yuckfoo 00:47, 26 Apr 2005 (UTC)
 * Keep. NPOV/merging debate. Not VfD material. Keep vote is not an opinion on whether merging is necessary. JRM · Talk 10:48, 2005 Apr 26 (UTC)
 * Keep. NPOV/merging debate. Not Vfd material. (Ditto to JRM). You folks realise that the person closing this out will just go like "Conclusion was to keep in any case, should be merged, have a nice day!", right? ;-) Wrong place for the wrong debate. Ah well. Same as above, not an opinion on whether to merge or not, just pre-emptively counterbalancing anyone who might stumble in and vote delete. ;-) Kim Bruning 00:21, 27 Apr 2005 (UTC)
 * Keep. This is very important article about, interesting subject! Strong KEEP. --Mateusc 00:14, 27 Apr 2005 (UTC)
 * Keep. Definitely not VfD material. I tend to think that the proposed merge is also a bad idea.  Article clearly needs the benefit of mediation.  Kelly Martin 01:23, Apr 27, 2005 (UTC)
 *  Strong Keep, as this seems to be a bad-faith attempt to end-run the merge vote on the talk page. That said, this should be merged with DI, but this is not the place to debate that. A Man In Black 13:14, 27 Apr 2005 (UTC)
 * I really don't think this was a "bad faith" nomination - when people several people said that voting was not permitted (when the "Merge" poll came up on the talk page), it sure looked to me like the correct way to decide whether or not to vote on merging was via VfD. I can't be certain what motivated the nominator, but I don't think the evidence is there to construe this as being "bad faith".  Guettarda 19:17, 27 Apr 2005 (UTC)
 * Hmm. A misunderstanding is something else entirely, you're right. A Man In Black 06:04, 29 Apr 2005 (UTC)
 * Strong keep. No idea why this was ever listed. --Tony Sidaway|Talk 18:35, 27 Apr 2005 (UTC)
 * I'm guessing it was listed because people said there was no other legal way to vote to merge. Guettarda 19:17, 27 Apr 2005 (UTC)
 * Strong Merge with Discovery_Institute Compare the content of Teach the Controversy to that at Discovery_Institute... way too much verbatim duplication of content. Someone has been cutting and pasting large swathes from one to the other. Also, the Teach the Controversy movement is largely a product of the Discovery Institute. FeloniousMonk 19:07, 28 Apr 2005 (UTC)
 * Comment: As you well know, the duplication is a result of MPLX copying text over there in an effort to demonstrate redundency to justify the merge. I would strongly support removing the material he introduced over there, because it is redundent to the material here.  As you also know, and as is demonstrated above, according to articles critical of TTC, the idea of TTC did not originate with DI, but with ICR, a different organization, and Johnson just put a new label on an old idea, and a number of separate organizations have promoted the same idea independently of DI.  Finally, even assuming that TTC is entirely derivative of DI, so are Wedge document, Intelligent design, Irreducible complexity, and Specified complexity, all of which get their own articles, because they are unique and notable ideas.  This idea is analogous to those, and therefore should have its own article.  Ungtss 20:28, 28 Apr 2005 (UTC)
 * Keep. An important issue that should be reported separate from its main sponsor, the Discovery Institute. Blank Verse  ∅  11:41, 1 May 2005 (UTC)
 * Keep And do not merge. Pollinator 23:51, May 1, 2005 (UTC)
 * Strong Delete/Merge with Discovery Institute or, I might add, Intelligent Design. As it stands, "Teach the Controversy" appears to be a rhetoric tool and a slogan, and not a true school of thought or movement. It is a term, as the article iteslf points out, designed to characterize the argument in favor of one view: by arguing for moderation it places unlike ideas on a like platform. While there is room in Wikipedia to discuss the lexicon, it should be done in a manner which does not result in Wikipedia itself being manipulated by proponents of the argument. ~CS 03:17, 2 May 2005 (UTC)

 * Strong merge/or keep. Someone mentioned there has been no reason given to merge. It's my understanding slogans are not given articles of their own. - RoyBoy 800 06:24, 2 May 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:
Rowley's Hill

Rowley's Hill is a hill in Cambridgeshire, near the villages of Harston and Newton. Although of only moderate height (51 m), it has a relatively large prominence of 31 m due to it being surrounded on all sides by a 'moat' of much lower land. It therefore stands separate from the other hills in the region and has a distinctive appearance.

The hill has a north east top, St Margaret's Mount, Maggot's Mount or Maggots Mound (52.1362°N, 0.1056°W). On top of this is a grade II listed obelisk. It is a memorial to Gregory Wale, of Little Shelford, of the eighteenth century.

title: Rowley's Hill


text:
List of colleges and universities in Cuba

The following is an incomplete list of colleges and universities in Cuba:

Provincial colleges

 * Agrarian University of Havana "Fructuoso Rodríguez", Mayabeque (UNAH)
 * Central University of Las Villas, Santa Clara (UCLV)
 * University of Artemisa (UA)
 * University of Camagüey "Ignacio Agramonte Loynaz" (UC)
 * University of Ciego de Ávila "Máximo Gómez Báez" (UNICA)
 * University of Cienfuegos "Carlos Rafael Rodríguez" (UCF)
 * University of Granma (campuses in Bayamo and Manzanillo) (UDG)
 * University of Guantánamo (CUG)
 * University of Havana (UH)
 * University of Holguín "Oscar Lucero Moya" (UHO)
 * University of Las Tunas "Vladimir Ilich Lenin" (ULT)
 * University of Matanzas "Camilo Cienfuegos" (UMCC)
 * University of Pinar del Río "Hnos Saíz Montes de Oca" (UPR)
 * University of Sancti Spíritus "José Martí Pérez" (UNISS)
 * University of Santiago de Cuba (Universidad de Oriente) (UO)
 * University of Isla de la Juventud "Jesús Montané Oropesa" (UIJ)

Specialized colleges

 * University of Information Science (UCI)
 * Polytechnic Institute "Jose Antonio Echevarria", Havana (commonly known as CUJAE)
 * Instituto Superior de Arte, Havana (ISA)

International colleges

 * Escuela Internacional de Educación Fisica y Deportes, Havana (EIEFD)
 * Latin American School of Medicine in Cuba, Havana (ELAM)
 * Escuela Internacional de Cine y Televisión, San Antonio de los Baños (EICTV)

Higher institutes

 * Instituto Superior de Tecnologías y Ciencias Aplicadas, Havana (INSTEC)
 * Instituto Superior de Diseño, Havana (ISDi)
 * Instituto Superior Minero Metalúrgico Dr. Antonio Núñez Jiménez, Moa (ISMMM)
 * Instituto Superior de Relaciones Internacionales "Dr. Raúl Roa García", Havana (ISRI)
 * Instituto Técnico Militar "José Martí", Havana (ITM)

Medical colleges

 * Universidad de Ciencias Médicas de Pinar del Río "Dr. Ernesto Guevara de la Serna" (UCMPR)
 * Universidad de Ciencias Médicas de Artemisa (UCMA)
 * Universidad de Ciencias Médicas de La Habana "Victoria de Girón" (UCMH)
 * Universidad de Ciencias Médicas de Mayabeque, San José de las Lajas (UCMMY)
 * Universidad de Ciencias Médicas de Matanzas (UCMMT)
 * Universidad de Ciencias Médicas de Villa Clara "Dr. Serafín Ruíz de Zárate Ruíz", Santa Clara (UCMVC)
 * Universidad de Ciencias Médicas de Cienfuegos "Dr. Raúl Dorticós Torrado" (UCMCFG)
 * Universidad de Ciencias Médicas de Sancti Spiritus "Dr. Faustino Pérez Hernández" (UCMSS)
 * Universidad de Ciencias Médicas de Ciego de Ávila "Dr. José Assef Yara" (UCMCAV)
 * Universidad de Ciencias Médicas de Camagüey "Dr. Carlos Juan Finlay" (UCMPR)
 * Universidad de Ciencias Médicas de Las Tunas "Dr. Zoilo Marinello Vidaurreta" (UCMLT)
 * Universidad de Ciencias Médicas de Holguín "Mariana Grajales Cuello" (UCMHo)
 * Universidad de Ciencias Médicas de Granma "Celia Sánchez Manduley", Bayamo (UCMGRM)
 * Universidad de Ciencias Médicas de Santiago de Cuba (UCMSC)
 * Universidad de Ciencias Médicas de Guantánamo (UCMG)
 * Universidad de Ciencias Médicas de Isla de la Juventud (UCMIJ)


text:
Alexandre Manette

Doctor Alexandre Manette is a character in Charles Dickens' 1859 novel A Tale of Two Cities. He is Lucie's father, a brilliant physician, and spent eighteen years "in secret" as a prisoner in the Bastille prior to the French Revolution. He is imprisoned because in the course of his medical practice he learns of abusive actions by two members of the aristocratic Evrémonde family. While realizing the power at court of nobles such as the Evrémondes, Manette reports them to a minister of the royal government. He is seized from his young family and imprisoned under a lettre de cachet.

Character and plot
At the start of the novel, Manette has been recently released from the Bastille after a long imprisonment. He is briefly given shelter in Paris by his former servant Ernest Defarge (who will subsequently be a leader of the storming of the Bastille) and is then reunited with his daughter Lucie. He does nothing but make shoes, a pastime that he adopted to distract himself from the tortures of prison. He is clearly not in his mind during this time; he speaks only when necessary, and has become so used to being a prisoner that he can hardly bear light or freedom. As he overcomes his past as a prisoner, due to his daughter's love and devotion to him, however, he resumes his occupation as a physician in England, and proves to be a kind, loving father who prizes his daughter’s happiness above all things. He even blesses her marriage to Charles Darnay; the son of the aristocrat who was responsible for his imprisonment (Darnay has completely renounced his family's ill-gotten fortune and is a good fellow, unaware of the harm that his father once inflicted on his current father-in-law). When Charles Darnay is arrested in France during the French Revolution, Manette is his witness that he is innocent. Unfortunately, Darnay is arrested again, due to a diary that Manette wrote when he was in jail, which sends Darnay back to prison. Darnay is condemned for his uncle's sins, but Sydney Carton (out of love for Lucie Manette), disguises himself as Charles and takes his place in the guillotine and dies for him.

Cinematic and theatrical portrayals

 * In the 1935 film A Tale of Two Cities, Dr. Manette is played by Henry B. Walthall.
 * In the 1958 film adaptation, Dr. Alexandre Manette is played by Stephen Murray.
 * In the 1980 TV movie A Tale of Two Cities, Dr. Manette is played by Peter Cushing.
 * In the 2008 Broadway musical adaptation of A Tale of Two Cities, Dr. Alexandre Manette is played by Gregg Edelman.

title: Alexandre Manette


text: User talk:85.64.51.230

title: User talk:85.64.51.230


text:
Talk:Completeness (order theory)

Question about A poset is chain-complete iff it is a dcpo.
The following equivalence requires the Axiom of Choice:
 * A poset is chain-complete iff it is a dcpo.
 * Can anybody give a proof of this proposition?

(this is an anon question I moved from the article page) Oleg Alexandrov 17:32, 22 Apr 2005 (UTC)

Chain-completeness is a stronger notion than omega-completeness, contrary to the definition given in the article. Omega-completeness says that every chain of order type omega has a least upper bound, whereas chain-completeness says that every totally ordered set (regardless of order type) has a least upper bound. (WilliamDClinger (talk) 19:52, 4 June 2008 (UTC))

Hard to understand
I just learned about the "completeness axiom" (that is, existence of all infima and suprema) in advanced calculus but unfortunately this article is a bit too dense for me. Why is the axiom necessary?What would happen if we were to assume the opposite, that not all of them exist? And I guess I see how all these axioms are related but I don't quite 'get it'. Maybe the other notions of completeness could be moved out of the article summary? Dranorter (talk) 21:41, 3 July 2009 (UTC)
 * Perhaps you are thinking of Zorn's lemma, which is equivalent to the axiom of choice. linas (talk) 15:28, 17 April 2012 (UTC)

Easiest example?
OK, call me stupid, but... I don't understand the "easiest example". The section Least and greatest elements begins with:
 * The easiest example of a supremum is the empty one, i.e. the supremum of the empty set. By definition, this is the least element among all elements that are greater than each member of the empty set. But this is just the least element of the whole poset.

This seems to make two implicit assumptions: first, that given my binary order relation, that "all elements are greater than each member of the empty set". This seems to imply that I can compare element x to nothing at all, but this seems crazy. The alternative is to try to do logic with the empty set: 'nothing is greater than every element of the empty set'. And 'the least element of nothing is nothing'. And 'sup is defined as the least element'. Therefore 'sup is nothing', and therefore 'nothing is the least element of the whole poset.' You can see that my logic broke down, there, somewhere. This kind of thinking seems very contorted to me. I honestly don't get it. But I've noticed that many texts on order theory seem to make this implicit assumption, but I don't understand why, I don't understand the mechanics. It seems strange to me.

(Viz, I have a text here that says $$\top=\inf\varnothing$$ and $$\bot=\sup\varnothing$$. And I don't get it.)

If I view an order relation R as a class of pairs (x,y), I just don't understand how to interpret the empty set w.r.t. R. There seems to be some kind of unwritten "law of excluded middle" at work, here: 'it can't be less then, ergo it must be greater than'? But there are certainly logics that don't admit/require the law of the excluded middle, so why should order theory demand it?

Next, the above makes the implicit assumption of the existence of the least element. So, consider the set of all negative integers. Normally, one says that this set has no least element. The above sentence imply that this set not only has a least element, but that its somehow given by the empty set. Confusing, to me.

What am I missing? Can the article be modified to clarify this, in general? linas (talk) 15:13, 17 April 2012 (UTC)

From upper and lower bounds: The empty subset ∅ of a partially ordered set K is conventionally considered to be both bounded from above and bounded from below with every element of P being both an upper and lower bound of ∅.

What's missing from 'the least element of the whole poset' is if it has one. The empty set doesn't necessarily have a supremum or infimum. I added it.

173.25.54.191 (talk) 04:44, 26 January 2014 (UTC)

About the section "completeness of domains"
Domain theory is a very well-studied branch of mathematics with significant applications in Computer Science. Order theory and completeness properties are very important in Domain Theory so it's quite appropriate to mention Domain Theory in this article.

However, when I looked at the Completeness(order theory) article on 4/16/2013, the section "Completeness of Domains" did not even refer to the Wikipedia article on Domain Theory but instead put forth a a non-traditional formulation of Domain Theory in terms of "isolated elements" which weren't even mentioned in the Domain Theory article on 4/16/2013. I don't believe this article is the appropriate place to do that.

Domain Theory had already been mentioned earlier in the article. Maybe that could be expanded on further, but I don't believe this section was the appropriate way to do that in an encyclopedia. Since the entire section was based on a non-traditional formulation of Domain Theory, I removed the entire section.

Upon further investigation (see the article History) it appears that the section "completeness of domains" was written by Carl Hewitt, who was subsequently banned by Wikipedia see http://en.wikipedia.org/wiki/Wikipedia:Requests_for_arbitration/Carl_Hewitt. The section in question heavily emphasized the work of Hewitt and his students, including Will Clinger. I was not aware of this when I removed the section. Pmokeefe (talk) 12:51, 16 April 2013 (UTC)

title: Talk:Completeness (order theory)


text:
Terri Dwyer

Teresa "Terri" Dwyer (born 31 July 1973) is a British television presenter and actress, best known for her role as Ruth Osborne in the British soap opera Hollyoaks. She has also presented the ITV home makeover show 60 Minute Makeover.

Career
Terri Dwyer began her career as a model and in 1995 won the part of Ruth Osborne in the British soap opera Hollyoaks, making her first appearance in January 1996. After leaving Hollyoaks in 2001, she participated in the Channel 4 reality tv show The Games and went on to win a gold medal. In that same year, she appeared on Lily Savage's Blankety Blank.

In 2003, Dwyer briefly returned to Hollyoaks and also became a regular presenter on the ITV programme Loose Women (2003–2006). In 2005, she joined the cast of Grange Hill, playing the part of school teacher, Miss Adams. In June 2006, Terri helped ITV Play launch a new show: Rovers Return Quiz Night. She was one of the main presenters on the programme, alongside Paul Hendy.

Dwyer left ITV Play in June 2006, after accepting the job as main presenter on ITV's 60 Minute Makeover, taking over from fellow Loose Women star Claire Sweeney, who left to join a theatre production. Dwyer later left the show as part of a cost-cutting exercise by ITV.

In 2007, Terri co-presented Coronation Street/Emmerdale Confidential on ITV along with Jeremy Edwards (who played the husband of Dwyer's character in Hollyoaks).

Dwyer also made a guest appearance on the comedy Bo' Selecta in 2002.

Dwyer also appeared in a one-off episode (episode 12) of the series Mile High. Dwyer played the role of a passenger within a group of people who share a fear of flying. She encounters an intimate moment with the character Captain Croker. Dwyer's character seduces the Captain onto the beach where she strips to her underwear and swims to a remote beach, where he shortly follows. It is implied that the two characters attempt to have sex, but fail due to the Captain's inability to "get it up".

Dwyer made regular appearances on This Morning from 2010 until 2012.

Personal life
Terri has an older sister, Tina, an older brother, Tony, and a younger brother, Terry. Her mother Doreen died of ovarian cancer in 1996, and her father Tony died of stomach cancer in 2003. Terri herself nearly died in a car crash in 1991.

Dwyer married Sean Marley at Dalmeny village church, near Edinburgh, on 5 September 2004. She nearly missed her own wedding, as she was stuck in traffic. Dwyer gave birth to her first child, a son named Caiden Ajay Marley in Birkenhead, Merseyside, on 1 March 2006. Terri gave birth to her second son, Kylan James Marley on 3 November 2009.

Filmography

 * TV
 * Hollyoaks (1996–2001, 2003–2004, 2008) – Ruth Osborne

 * The Games (2003) – Contestant
 * Loose Women (2003–2006) – Panellist
 * Grange Hill (2005) – Miss Adams
 * Rovers Return Quiz Night (2006) – Co-presenter
 * 60 Minute Makeover (2007–2009) – Presenter
 * This Morning (2010–2012) – Various roles
 * Supacell (2024) – Rodney’s mum

 * Film
 * Break as Cathy - also acted as producer

title: Terri Dwyer


text:
Colorado (disambiguation)

Colorado is a state located in the southwestern United States.

Colorado may also refer to:

Rivers

 * Colorado River in the western United States and Mexico that passes through the Grand Canyon
 * Colorado River (Texas) in Texas in the United States
 * Colorado River (Argentina)

Towns/cities

 * Colorado, Mitchells Plain, City of Cape Town, South Africa
 * Colorado, Paraná, Brazil
 * Colorado, Rio Grande do Sul, Brazil
 * Colorado, Texas, US
 * Colorado City, Colorado, US
 * Colorado City, Texas, US
 * Colorado Springs, Colorado, US
 * Alto Colorado, Pichilemu, Chile

Other places

 * The University of Colorado at Boulder, a public research university located in Boulder, Colorado
 * Colorado County, Texas
 * Colorado Desert in California
 * Colorado Plateau, physiographic region in Western United States
 * Colorados Archipelago, chain of isles and cays on Cuba's north-western coast
 * Colorado Group, a geologic classification in the Great Plains of North America
 * Los Colorados Formation, near La Rioja, Argentina
 * The French Colorado, near Rustrel in Provence-Alpes-Côte d'Azur, France

Sports

 * Colorado Buffaloes, sports teams from the University of Colorado
 * Sports in Colorado, any sports team from Colorado
 * Colorado (horse) (1923–1929), British Thoroughbred racehorse
 * A nickname for Sport Club Internacional, a Brazilian football team

Transportation

 * Chevrolet Colorado, a pickup truck manufactured by GM
 * Holden Colorado, a rebadged Chevrolet Colorado for the Australian market
 * The USS Colorado, a number of ships built by the United States
 * Colorado station, a side platformed RTD light rail station in Denver, Colorado, United States
 * 40th & Colorado station, a side platformed RTD commuter rail station in Denver, Colorado, United States

Arts and entertainment

 * Colorado (1921 film), a silent western film directed by B. Reeves Eason
 * Colorado (1940 film), an American Western film directed by Joseph Kane and starring Roy Rogers
 * Colorado (game), a solitaire card game

Music

 * Los Colorados, a Ukrainian polka band
 * Colorado (Kabát album), 1994
 * Colorado (Neil Young album), 2019
 * "Colorado" (Mikolas Josef song), 2019
 * "Colorado" (Sandra Reemer song), 1979
 * "Colorado" (Milky Chance song), 2021

Other uses

 * Colorado Group Limited, an Australian clothing chain
 * The Colorado language, spoken in Ecuador
 * Colorado Party (Paraguay), a political party in Paraguay
 * Colorado Party (Uruguay), a political party in Uruguay
 * Colorado Trading & Clothing, a US clothing chain based in Denver, Colorado
 * Bolivian Colorados Regiment, commonly known as "Los Colorados de Bolivia", a prestigious infantry regiment of the Bolivian Army
 * Colorados (kolorady), a negative term for Russian extreme patriots and militants, after the resemblance of the Colorado potato beetle's coloration to the Ribbon of Saint George

title: Colorado (disambiguation)


text:
Talk:John W. Henry

G-R-E-E-D-Y S-C-U-M-B-A-G — Preceding unsigned comment added by 2A02:810B:15A0:61C:946F:6298:D809:911C (talk) 23:50, 20 April 2021 (UTC)

Protecting the players
After what happened to Turner yesterday requiring over 16 stitches, I would like to suggest that all players wear a clear face shield attached to a headband then their helmet. If my idea is adopted and used you can certainly show me some love my Cash app account is $Imhismom thank you for reading and your concern. You can also reach me via email 12nancyg@gmail.com 2601:183:CB00:69B0:70D4:52C0:43BA:14C (talk) 14:49, 7 March 2023 (UTC)

title: Talk:John W. Henry


text: User talk:209.142.199.226

title: User talk:209.142.199.226