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Talk:Kilmarnock and Loudoun (UK Parliament constituency)

Possible Minor Change of Constituency Name in 2005
is a link to The Parliamentary Constituencies (Scotland) Order 2005 on an official government website. This is the legal instrument which gives effect to the Boundary Commission for Scotland's fifth general review and defines the current Scottish UK Parliamentary constituencies.

The Order spells 'Loudoun' as 'Loudon'. If that spelling is the same in the official hardcopy version of the order then that is part of the official title of the constituency even if it is a spelling mistake and not an accepted variation in spelling. I do not have any local knowledge of the area, so I am unable to say which option is correct.

If 'Loudoun' is the only accepted spelling in the area, then the discrepancy I have identified may not matter much, but I will do a re-direct from 'Kilmarnock and Loudon (UK Parliament constituency)' to avoid anyone working from the name in the order being comfused in the future. --Gary J 12:59, 24 September 2006 (UTC)

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William Kerr, 1st Earl of Lothian

William Kerr, first Earl of Lothian of a new creation (1605–1675) was a Scottish nobleman.

Career
Kerr signed the national covenant in 1638 and marched with the Scots into England in 1640, being present when the English were routed at the Battle of Newburn. Afterwards, he became Governor of Newcastle. He was appointed one of the four commissioners of the treasury in 1642, was lieutenant-general of the Scots Army in Ireland, and was appointed privy councillor in the same year.

He entered Parliament in 1644 and joined Lord Argyll in expedition against Lord Montrose during the Wars of the Three Kingdoms in 1644. He was one of the commissioners sent to treat with the king at Holmby House in 1647.

He was appointed secretary of state in 1649 and was one of the commissioners sent by the Scottish Parliament to protest against proceeding to extremities against the king, visiting Charles II in exile at Breda. He was a general of the Scottish forces in 1650. In 1662 he refused to take the abjuration oath.

Personal life
The eldest son of Sir Robert Kerr, later 1st Earl of Ancram, he was born within St James's Palace in London and was educated at Cambridge University and at Paris. He accompanied George Villiers, 1st Duke of Buckingham to the Isle of Rhé in 1627 and served in the expedition against Spain in 1631.

He married Anne Kerr, Countess of Lothian in 1630 and was created Lord Kerr of Newbattle and Earl of Lothian in his own right in 1631. Children of William Kerr, 1st Earl of Lothian and Lady Anne Kerr:
 * Lady Mary Kerr (died Mar 1708)
 * Lady Margaret Kerr
 * Lady Anne Kerr (26 November 1631 – 30 August 1658)
 * Lady Elizabeth Kerr (born 6 September 1633), who married Sir Francis Scott of Thirlestane, and was mother of Sir William Scott of Thirlestane.
 * Robert Kerr, 1st Marquess of Lothian (8 March 1636 – 15 February 1703)
 * Sir William Kerr (born 22 December 1638)
 * Charles Kerr (born 17 July 1642)
 * Lady Vere Kerr (24 April 1649 – 17 April 1674)
 * Lady Henrietta Kerr (2 February 1653 – 30 June 1741)

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

title: William Kerr, 1st Earl of Lothian


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User talk:Tomhongs

Vandalism of your user page
An anonymous IP - the same person who has been persistently vandalising the Lee Kuan Yew article with the "Minister Mental" edits - vandalised your page. I reverted those changes. I think he targeted you because you reverted those changes before (he also vandalised my user page). I blocked him from editing. That's pretty much it. --khaosworks 13:03, Jun 24, 2005 (UTC)

 * I can't promise I'll be able to: my other concerns on Wikipedia keep me pretty busy. I'm wondering, though, whether Liu Hongmei is really notable enough to deserve an article. You might have to fight a VfD on this one at some point. --khaosworks 13:12, Jun 24, 2005 (UTC)

Image:Stephen chow sing chi011.jpg
Thanks for uploading Image:Stephen chow sing chi011.jpg. I notice the 'image' page specifies that the image is being used under fair use, but its use in Wikipedia articles fails our first fair use criterion in that it illustrates a subject for which a freely licensed image could reasonably be found or created. If you believe this image is not replaceable, please:

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If you have uploaded other fair use media, consider checking that you have specified how these images fully satisfy our fair use criteria. You can find a list of 'image' pages you have edited by clicking on [ this link]. Note that any fair use images which are replaceable by free-licensed alternatives will be deleted one week after they have been uploaded, as described on criteria for speedy deletion. If you have any questions please ask them at the Media copyright questions page. Thank you. -- Chowbok  ☠  04:23, 11 November 2006 (UTC)

Non-free use disputed for Image:Hui sam 2.jpg
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title: User talk:Tomhongs


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Chicago Central and Pacific Railroad

The Chicago Central and Pacific Railroad is part of the Illinois Central Railroad (IC), which is owned by the Canadian National Railway (CN) through the Grand Trunk Corporation. Operationally, the Chicago Central & Pacific is designated as the Iowa Zone of CN's Southern Region.

History
The Iowa Division of the original Illinois Central Railroad began its service to Warren, Illinois in January 1854. By September 1854 the tracks ran to Scales Mound, Illinois and on October 31, 1854, the Illinois Central made it to Galena, Illinois. On June 12, 1855 the tracks were expanded to East Dubuque, Illinois. By December 1868 a draw-bridge was built over the Mississippi River to Dubuque, Iowa. The Dubuque Rail Bridge was rebuilt in the 1890s.

With entrepreneur Jack Haley as president and CEO, the Chicago Central & Pacific Railroad was formed by a spin-off from the by-then-named Illinois Central Gulf. Distinct operations began on December 24, 1985.

The IC repurchased the railroad in 1996 and operated it as a subsidiary until the IC itself was purchased by CN three years later. The operation continues as a subsidiary of the Grand Trunk Corporation.

Structure
The railroad was organized into eight subdivisions and other spurs. The subdivisions listed from east to west include the following:
 * Freeport Subdivision
 * Dubuque Subdivision
 * Cedar Rapids Subdivision
 * Osage Subdivision
 * Waterloo Subdivision
 * Omaha Subdivision
 * Cherokee Subdivision
 * Ida Grove Subdivision

title: Chicago Central and Pacific Railroad


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French immersion in Canada

French immersion is a form of bilingual education in which students who do not speak French as a first language will receive instruction in French. In most French-immersion schools, students will learn to speak French and learn most subjects such as history, music, geography, art, physical education and science in French.

This type of education, in which most of the students are from the majority language community but are voluntarily immersed in the minority language is atypical of most language learning around the world, and was developed in Canada as a result of political and social changes in the 1960s, notably the Official Languages Act, 1969 which led many Anglophones (primarily urban or suburban and middle class) to put their children in to French programs to ensure they could succeed in the increasing number of jobs in the federal government and private sector that required personal bilingualism.

Most school boards in Canada offer French immersion starting in grade one and others start as early as kindergarten. At the primary level, students may receive instructions in French at or near a hundred percent of their instructional day, called "total immersion", or some smaller part of the day ("partial immersion"). In the case of total immersion, English instruction is introduced in perhaps grade three (Alberta) or grade four (Ontario), and the minutes of English instruction per day will increase throughout their educational career with up to fifty percent of English/French instruction daily.

As of 2020, 12% of Canadian students (excluding in Quebec) were enrolled in a French immersion program, compared to 34% who took conventional French classes in an otherwise-English school environment. As of 2021, 483,000 students were enrolled in French immersion programs only in public elementary and secondary schools in Canada outside Quebec and Nunavut.

Canadian context
In many countries around the world, students are educated in two or more languages: often all students learn at least one foreign language, perhaps the language of a former colonizer (e.g. French in West Africa, English in South Asia, etc.); commonly minorities learn the majority language, often this is required by law or is simply thought of as an economic necessity; and occasionally two or more language communities in the same country learn each other's languages. The Canadian model differs from most countries in that it is a wealthy and politically influential sub-set of the majority language community that has voluntarily decided to demand that local governments offer their children an intensive immersion in the language of a minority. This would have been unthinkable before the constitutional and societal consequences of the Quiet Revolution (circa 1960s) in Quebec, and the passage of the Official Languages Act, 1969 by the federal parliament and the Official Language Act (Bill 22) in Quebec in 1974, which together mandated that tens of thousands of jobs in government and industry including high-paying professional and managerial work now required French.

The idea of using immersion as a language-learning tool is not a new one globally. However, it needed influential English-Canadian champions who were able to convince others both that French was worth learning and that immersion was the correct method before it spread in Canada.

The University of Western Ontario began offering a language home-stay program for young adults in Trois-Pistoles 1933, for example, because of the advocacy of Western's president, Dr. William Sherwood Fox, who had learned French by traveling in Quebec in 1900.

The "founding mothers" of elementary school French immersion in Canada are generally cited as Olga Melikoff, Valerie Neale, and Murielle Parkes from Saint-Lambert, Quebec, three English-speaking housewives who wanted to see their children learn French to a higher standard than was usually achieved in the English schools in Quebec at the time. Unable to convince the school authorities, they hired a teacher and ran their own kindergarten on the principals of early immersion. The promising results of the experiment in Saint-Lambert were studied and endorsed by researchers at McGill University, Wallace E. Lambert and Wilder Penfield. After this endorsement, the school board adopted the program and it was quickly copied by other boards across Canada. As the number of French immersion schools grew, larger academic studies showed the students had very good, though not native-level French, and had no major delay in English.

The founding of the advocacy group Canadian Parents for French in 1977 represented the mainstreaming of the program across Canada.

Design of the earliest school programs
French immersion in the Canadian context differs markedly from other language programs aimed at teaching minorities the language of the majority (sometimes called "submersion" instead of immersion by critics). Researcher Marjorie Bingham Wesche offers the following contextual characteristics of the original Canadian model:

 * 1) Learners were majority language speakers, and there was no sense of "threat" against the status of English in their home communities.
 * 2) Learners were all in the "same boat" all learning French as true beginners, so teachers adjusted to their level (i.e. used Comprehensible Input)
 * 3) The program was optional, and learners were thus "volunteers" whose parents enthusiastically encouraged their learning.
 * 4) Both languages were valued by parents, the immediate community, and the larger society.
 * 5) The two languages were related, and have many cognates and loanwords.
 * 6) School funding and decision making was under local political control, so the parents could pressure the board to take up their ideas.
 * 7) Native speaker teachers of the immersion language were widely available and were willing to teach to children from the other language community.
 * 8) Source material was easily accessible. French-medium textbooks and other materials were already available in Canada in a way that would have been very different for any other target language.

Besides these contextual factors, the program's design also had a few key features:

 * 1) The earliest possible school starting age (Kindergarten or Grade 1, aged four to six years).
 * 2) Intensive L2 exposure over an extended period.
 * 3) Use of the L2 to teach the entire school curriculum.

Many variations have emerged since the earlier programs were designed; however, the original model (now called "early immersion") has produced good results and is still one of the most popular in Canada.

Typical features
French immersion education remains optional and not compulsory; parents have the choice of sending their children to schools that offer such programs. Students are encouraged to begin communicating in French as consistently as possible. Teachers in French immersion schools are competent in speaking French, either having acquired specific French as-a-second-language qualifications or already being fluent in French and having a teaching certification. Classroom communication of French in French immersion programs is meaningful and authentic for students. Learning French becomes subconscious and there is a strong focus on understanding before speaking. Most students that enroll in French immersion programs are not experts in French and lack experience in it. Students in French immersion programs complete the same core curriculum subjects as students in the English-language program.

The French immersion concept was designed to: (a) capitalize on children's ability to learn language naturally and effortlessly; (b) take advantage of their social ability and open attitudes to language and culture; (c) reflect on the building blocks of language by emphasizing the use of languages for communication and (d) not stopping the children from participating in native language development, academic achievement or general cognitive development.

Programs

 * French Immersion: French as the language of instruction
 * Extended French: available only in Ontario, Newfoundland and Labrador, and Nova Scotia; French as the language of instruction for one or two core subjects in addition to French Language Arts
 * Intensive French: a more recent program which started in 1998 in Newfoundland and Labrador and branched out to six other provinces and the Northwest Territories; intensive period of French instruction for one-half of the school year (70% of school day in French)

Age
The age an individual begins the French immersion program varies:

 * Early Immersion: Kindergarten or Grade One
 * Middle Immersion: Grade Four or Five
 * Late Immersion: Grade Six, Seven, or Eight

Time
The amount of time French immersion students spend in immersion varies:

 * Total: commences with 100% immersion in the second language and continually decreases to 50%
 * Partial: commences with close to 50% immersion and remains at this level

Benefits
A study shows that French immersion might improve academic performance.

Students participate in French immersion programs to gain employability-related skills and to increase job opportunities.

Students in French immersion demonstrate a superior level of mental flexibility, which is an ability to think more independently of words and to have a higher awareness of concept formation as well as a more diversified intelligence than students in the regular program.

Data illustrates that students in French immersion programs also have a linguistic advantage as they are able to adopt two different perspectives, offering alternative ways to look at the same information.

French immersion students also have a deeper appreciation and respect for various cultures. In addition, they also gain more fulfillment in learning a new language.

Students in French immersion programs also have greater opportunity to understand their own culture or their own nation. For example, Canada's identity is based on the fact that it holds two official languages, English and French. French immersion students have the opportunity to gain a greater understanding of what it means to be Canadian through the French immersion program.

Challenges
Many challenges in participating in French immersion programs persist. For example, many French immersion students do not reach native-like language proficiency in French. This could be due, in part, to the fact that there is a lack of willingness on the part of French immersion students to communicate in French outside of the classroom. This lack of willingness may stem from students not feeling prepared or equipped to practice the language.

Access to special education resources is often restricted to students in French immersion and as such, it is often suggested to parents that they switch their children to a regular English stream in order to access the support that their child requires. Suggesting that exceptional students would be better off without the French immersion program and that resources are not available in the program would be ignorant and misinformed. French immersion teachers could go through professional development training and courses about special education integration into their programs, all while creating referral processes for special education in French immersion with parent involvement as an aim. When the rights of children to special education are overlooked, consequences can be costly to students' futures.

French immersion students from elementary schools often experience difficulties when entering a high school which provides the full curriculum in English only. This often leads to problems with "both language and subject matter gaps in their learning", according to a Toronto Star report. Students who do have access to a high school with French instruction may feel overwhelmed with having to learn heavy content in mathematics and science in their second language. Teachers in such schools can be equally overwhelmed with being restricted to using only French in these contexts, and may experience guilt when English is used in their classrooms to reinforce vocabulary and complex concepts. Some experts recommend debate within school boards and ministries about allowing the use of English in French immersion contexts when teaching complex concepts in mathematics and science.

It is extremely difficult for school boards in Canada to hire teachers who are fully fluent in French and also have experience and evidence of excellent teaching skills in the various subjects that they must teach in elementary schools, for example. As early as 1982 school boards in Winnipeg had to cap enrollment in French immersion due to high demand. A school board in the Greater Toronto Area reported in 2017 that 80% of principals recently reported finding it extremely difficult to hire French-speaking teachers of the same calibre as the English-speaking staff. In fact, in November 2017, the Halton Catholic District School Board was considering an end to their French immersion program for this reason. Some experts have suggested that research be conducted to seek strategies for French teacher recruitment to alleviate staff shortages in Canadian schools. Scholarship and bursary programs for prospective Bachelor of Education students to gain French teaching qualifications are also suggested to alleviate these shortages. The province of Ontario planned to open its first university where classes will be taught exclusively in French and this may alleviate the staffing problems eventually. By late 2017, the final recommendations from a planning board had been submitted to the government. The Université de l'Ontario français began accepting students in 2021.

A report, by a PhD candidate scholar in educational policy at the University of Toronto, also discussed concerns about French immersion creating a dual track academic stream in many schools. She referred to a system "where the smart, motivated kids are funnelled into French, and everyone else gets left behind in English" which can become viewed as the "de facto low track stream". The author discussed a study at a Vancouver school, published in the British Journal of Sociology of Education, which concluded that "French immersion programmes operate as a 'cream-skimming' phenomenon ... [that] allows white, middle class parents to access markers of higher social status and prestige." Similarly, a 2019 report from the Toronto District School Board found that French immersion programs had a higher percentage of students who have parents with a very high socio-economic status, raising fears of a two-tier school system.

A report by the Canadian Council on Learning spoke on the failure of many students to learn French: "Although most Canadian school children are taught English or French as a second language in school, these lessons often fail to yield functional bilingualism. For example, New Brunswick's French Second Language Commission recently reported that fewer than 1% of the students who enrolled in "core French" in 1994 had met the provincial minimum goal by 2007. And fewer than 10% of students who enrolled in early-French immersion in 1995 had attained the provincial goal by 2007."

Use of French immersion programs
French immersion programs were introduced into Canadian schools in the 1960s to encourage bilingualism across the country. Now immersion programs provide an alternative education stream for many students. Since their implementation, French immersion programs have become increasingly popular across Canada and school districts have seen significant increased enrolment in their French immersion student population over the years.

K–12 education
French immersion programs are offered in most Anglophone public school districts. French immersion is also done in some private schools and preschools.

Higher education
Generally, colleges and universities in Canada teach in only one of the two official languages. Students must pass linguistic entrance exams to study in a language they did not complete their schooling in. All universities and many colleges will offer traditional language learning in the other official language; however, these are not immersion in the sense used in schools. A few institutions have both French and English faculties in the same university, but admission to individual courses still requires preexisting language skills. The University of Ottawa briefly offered specialized science classes for students studying in their second language during the 1980s, but these was phased out in favour of traditional language courses.

True immersion occurs at summer programs that are part of the Explore program funded by the federal government, based on the Trois-Pistoles program at Western founded in 1933 (see above).

Regional discrepancies
French-immersion programs were offered in all ten Canadian provinces until 2022 when New Brunswick announced plans to abolish the program. The popularity of French immersion and "core French" differ by province and region. Note that these numbers refers to anglophone and allophone pupils: it does not include francophone mother-tongue students, who are enrolled in a separate school system altogether. Historically, enrolment in French immersion was proportionally highest in Quebec and New Brunswick, both provinces that have their own provincial language laws, above and beyond the federal Official Languages Act, which made knowledge of French even more valuable in the local job markets. French immersion enrolment in lowest in Western Canada and the North, where job requiring French are more rare. However all regions except New Brunswick (where the rules on eligibility were changed) experienced growth in proportionate and absolute terms between 2000 and 2012.

Controversy
Often, because French immersion is a "program of choice" and not a required part of the curriculum, school boards charge parents busing fees to have their children attend a school other than the one in their own neighbourhood. This is a financial barrier of a kind that is usually not acceptable in Canada's culture of universal, public education.

Since French immersion was designed for anglophone children learning French as a second language, it did not meet the needs of francophone children living in minority communities outside of Quebec. This problem was addressed by the creation of separate francophone school systems in the 1990s.

In 2008, an editorial in the Vancouver Sun criticized French immersion programs for having become a way for higher socioeconomic groups to obtain a publicly funded elite track education. Since lower socioeconomic groups and children with learning and behavioral problems have lower rates of participation in French immersion, a situation has developed in which ambitious families might prefer French immersion more for its effective streaming than for the bilingual skills it gives to students.

Enrollment in French immersion programs has become difficult for immigrants to Canada, because it is argued by school administrators and board professionals that learning English as a second language presents enough of a challenge for students. The lack of accessibility to French immersion programs for English language learners is very similar to that for students with special needs. As a result, the media places blame on Canada's immigrants for the declining number of Canadians who are able to speak English and French, while the immigrant community continues to pursue opportunities to become fluent in both official languages of Canada. It is suggested that Canada's education system provide more opportunities to immigrants to become proficient in English and French in order to increase the number of Canadians who have knowledge of both official languages.

Attempted abolishment in New Brunswick
Critics argued that success of French immersion programs gave an unfair advantage to those students over other Anglophone students who only took "core French" (non-immersion, traditional language courses). This led to several attempts at reforms. In 2008, the government announced that the earliest possible starting year for full immersion would be raised to grade 6, but in the face of protests and court challenges later moved this to grade 3. Then in 2017 immersion starting in grade 1 was brought back.

New Brunswick is the only province with constitutionally-enshrined official bilingualism based on a model of perfect equality between the languages. Every ten years, the government of New Brunswick commissions a report on the status of bilingualism in that province. The 2022 report written by provincial court Judge Yvette Finn and former deputy education minister John McLaughlin found that while 90% of French of immersion students were conversant in French, less than 10% of students in the regular English stream were. This was considered a major problem by Premier Blaine Higgs as he has stated personal bilingualism for all New Brunswickers should be the goal of the education system. The report summarized its recommendations on the topic thusly:"Our consultation and research have led us to one overwhelming conclusion: New Brunswick needs one strong, authentic, and engaging French second-language program of studies for all students in the Anglophone sector."As a result, Premier Higgs announced that while existing student in French immersion would be able to continue, new intakes of French immersion would cease in 2023 to be replaced by a yet-to-be-designed French curriculum for all non-Francophone students. Subsequently, the education minister resigned and the teachers' union protested that the timeline was much too quick for such a radical change.

In the face of intense backlash from parents, the Higgs government announced on February 17, 2023, that it would no longer proceed with the plan.

Outside Canada
The Agence pour l'enseignement français à l'étranger (AEFE) runs or funds 470 schools worldwide, with French as the primary language of instruction in most schools.

Australia
French immersion is used in Australian schools such as Benowa State High School and The Southport School; teaching mathematics, SOSE, science and French, entirely in French.

There is also a French immersion program offered at Methodist Ladies' College and Mansfield State High School teaching a variety of subjects over three years in French.

Telopea Park School in Canberra is a bilingual French–English school.

The program is also offered at The Glennie School in Toowoomba, Queensland.

Lycée Condorcet in Maroubra, Sydney, teaches almost entirely in French and conforms to the French government system, enabling students to easily transition to and from France to the school.

United Kingdom
Walker Road Primary School, Aberdeen, Scotland, started an early partial immersion program in 2000. Also, Judgemeadow Community College, Evington, in Leicester, has been using a French immersion course in one form group a year for the last four years. Pupils answer the register in French, and their French, IT and PHSE lessons are all in French. The Lycée Français Charles de Gaulle (originally Lycée Français de Londres) is a French school transported to England and as such the vast majority of the teaching is in French and caters to French curricula and indeed, as far as quatrième (at the age of 13–14), all pupils are taught entirely in French.

United States
Private French language immersion schools in the United States have existed since at least the 1950s. Most of these schools receive help from the AEFE. There are currently almost 40 of these schools in the United States.

Public school districts have run French immersion programs since 1974.

 * Montgomery County, Maryland (since 1974)
 * Milwaukee French Immersion School (since 1978)
 * Holliston, Massachusetts (since 1979)
 * Louisiana (since 1984) – 26 immersion programs in 9 parishes, supported by CODOFIL, a department of Louisiana's government that preserves Louisiana French culture within the state.
 * Prince George's County, Maryland (since 1984)
 * Eugene, Oregon (since 1984)
 * Portland, Oregon (since 1979)
 * Lake Charles, Louisiana (since 1985)
 * Miami (since 1986)
 * Kansas City, Missouri
 * Milton, Massachusetts (since 1987)
 * Columbus, Ohio (since 1987)
 * Edina, Minnesota (since 1991)
 * San Diego, California (since 1994)
 * Madawaska, Maine (since 1995)
 * St. Paul, Minnesota (since 1996)
 * New York (since 2007)
 * Fairfax County, Virginia
 * Henrico County, Virginia – High school French immersion program
 * Santa Rosa, California (since 2012)
 * Frank D. Parent Elementary School – French immersion program, West LA, Inglewood, California (since 2017)

The southern part of Louisiana has a strong French heritage extending back to colonial times. During the mid-twentieth century, however, the number of native French speakers plunged as French was banned in public schools and children punished for speaking it. The social stigma associated with speaking French was sufficiently strong that many parents did not speak the language to their children, so generations born in the second half of the century rarely spoke French in the home. As a result, French immersion is today viewed by parents and educators as a way to save the French language in Louisiana, where there are more French immersion programs than in any other state.

title: French immersion in Canada


text: File:Krzyz Niepodleglosci z Mieczami.gif


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Lanmeter

A LANMeter was a tool for testing Token Ring and Ethernet networks introduced by Fluke Corporation in 1993. It incorporated hardware testing (cable and network interface card) and active network testing in a handheld, battery operated package. It was discontinued in 2003.

title: Lanmeter


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Tessella

Tessella was an international analytics and data science consulting services company owned by Capgemini. It is now the Hybrid Intelligence team, within Capgemini Engineering.

History
Tessella was founded in 1980 by Kevin Gell. Tessella moved to its first permanent office in Abingdon, Oxfordshire, in 1987. Tessella established a United States operations in 2004 in Newton, Massachusetts. Tessella purchased Analyticon, a technical consultancy in the space and defence industries, in 2005. In 2009 Tessella expanded its services to include consulting. In July 2012 Tessella existing management team completed a management buy out. Mobeus Equity Partners supported the buyout and founder Kevin Gell retained a significant minority stake and continued to serve as a board member. After the MBO, Tessella expanded its consulting and technology services to explicitly include analytics as a core capability. In December 2015 Altran acquired Tessella. In April 2020 Capgemini acquired Altran and Tessella became part of Capgemini Engineering. On 1 April 2022, Tessella ceased to be its own legal entity and is now fully integrated within Capgemini Engineering as the Hybrid Intelligence team.

Awards and honours

 * 2015 UK IT Awards Highly Commended in the Not for Profit category
 * 2014 UK IT Awards Innovative Mobile App of the Year
 * 2014 Bio-IT World Best Practices Award
 * 2013 European Rail Congress Awards
 * 2011 The National Archives and Tessella win the Queen's Award for Enterprise Innovation
 * 2009 Bio-IT World Best Practices Award
 * 2012-17 Best Places to Work Ranks Tessella as Outstanding

title: Tessella


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Wikipedia:Articles for deletion/Skripsi

 This page is an archive of the discussion about the proposed deletion of the article below. This page is no longer live. Further comments should be made on the article's talk page rather than here so that this page is preserved as an historic record. The result of the debate was DELETE. Golbez 08:51, Jun 18, 2005 (UTC)

Skripsi and Skripsi Komputer
Neither of these articles provides any context, nor do their subjects appear to be notable. Sjakkalle (Check!)  11:06, 8 Jun 2005 (UTC)
 * Delete both. Non notable. JamesBurns 11:36, 8 Jun 2005 (UTC)
 * Delete nn/ad for website. --Etacar11 17:10, 8 Jun 2005 (UTC)
 * Delete both. Ad for Web site. carmeld1 04:53, 9 Jun 2005 (UTC)
 * Delete looks more like and advetisement than anything usefull No Clue 04:55, Jun 9, 2005 (UTC)
 * This page is now preserved as an archive of the debate and, like some other VfD subpages, is no longer 'live'. Subsequent comments on the issue, the deletion, or the decision-making process should be placed on the relevant 'live' pages.  Please do not edit this page .

title: Wikipedia:Articles for deletion/Skripsi


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Culture of Fiji

The culture of Fiji is a tapestry of native Fijian, Indian, European, Chinese and other nationalities. Culture polity traditions, language, food costume, belief system, architecture, arts, craft, music, dance, and sports will be discussed in this article to give you an indication of Fiji's indigenous community but also the various communities which make up Fiji as a modern culture and living. The indigenous culture is an active and living part of everyday life for the majority of the population.

Fijian culture has evolved with the introduction of Indian, Chinese and European culture, and various cultures from the Pacific neighbors of Fiji; in particular the Tongan and Rotuman cultures. The culture of Fiji, including language, has created a unique communal and national identity.

Tradition and hierarchy
Fijian indigenous society is very communal, with great importance attached to the family unit, the village, and the vanua (land). A hierarchy of chiefs presides over villages, clans, and tribes. Chiefly positions are hereditary; a deceased chief is invariably followed by a kinsman or kinswoman, though not necessarily his own son or daughter. This reflects Polynesian influence: in most other Melanesian societies, chiefs are appointed on merit.

The largest social unit for Fijians is the Yavusa, defined by R.A. Derrick as the "direct agnate descendants of a single kalou-vu" (deified ancestor). Chiefly succession was from older brother/sister to younger brother/sister, after the death of their father/mother. When the youngest brother/sister died, the eldest son/daughter of the eldest brother/sister became chief. This tradition still influences Fijian society today, though less rigidly: there is more of a tendency nowadays towards primogeniture.

Each brother/sister in the family then formed his own branch of the yavusa, called the Mataqali. Each mataqali became the custodian of a specific task. A fully developed Yavusa has several mataqali:

 * Turaga: This mataqali descends from the original ancestor through primogeniture - inheritance of the eldest son in each succeeding generation. The chief of a village is always chosen from the Turaga mataqali.
 * Sau turaga: These are next in rank to the chiefs, support him, and enforce his commands and also have final say in the installation of a Chief. The sau-turaga clan is often one in the same with that of the turaga as they can be considered one family unit.
 * Mata ni vanua: These form the official heralds of the village. They are also in charge of ceremonial functions.
 * Bete: This was the traditional priestly class. The kalou-vu was believed to speak through the Bete. This is why they are also considered "oracle priests".
 * Bati: This mataqali forms the traditional warrior class.
 * Dau (skill) and Matai: these are the crafts people and specialized skilled people of the tribe e.g. Dau ni vucu (Poet/choreographer/composer), Dau ni yau (treasurer), Mataisau (carpenter/or Canoe builder)

The mataqali are subdivided into Tokatoka, each comprising closely related families.

Several mataqali comprise a village, several of which form a yavusa or district. The British colonial rulers amalgamated the districts into Yasana, or Provinces. The districts also form three Matanitu, or Confederacies. These are often said to be agglomerations of provinces, but as the latter were a colonial imposition, the boundaries do not coincide exactly, and the Provinces of Tailevu, Ra, Naitasiri, Lomaiviti and parts of Yasawa and Ba make up the Kubuna Confederacy. This Confederacy in modern Fiji is considered to be the most senior. The other two are Burebasaga (covering the rest of Viti Levu), and Tovata, covering Vanua Levu, Lau archipelago and Rotuma. Despite its isolation and relatively small size, Tovata has been politically dominant since Fiji gained its independence in 1970.

Language
English, Fijian (based on the speech of Bau Island), and Hindustani are the official languages of Fiji. The Fijian language has many dialects, and there is a clear distinction between the dialects of the West, Central and Eastern parts of the country.

Other languages spoken in the country are Fiji Hindi, Cantonese, Rotuman, Gilbertese (Rabi Island), and Tuvaluan (Kioa Island). The Fiji Islands are traditionally linked to their island neighbours Rotuma, Tonga and Samoa, and this is evident in the culture and dialects of the Northern and Eastern provinces being Cakaudrove, Bua, Macuata, and Lau. The many dialects spoken in these four provinces consistently use sounds that are heard in Tongan and Samoan, but not so with dialects from the Western and South Western parts of Fiji. The Fijian language uses a Latin alphabet. However, the Fijian alphabet is dissimilar from the English alphabet. The following conventions exist:

In Fijian words, each vowel is given its full weight and never shortened, skipped or slurred.
 * The letter "c" is pronounced like the English "th" sound in then. Laucala Bay is pronounced as 'Lauthala' Bay.
 * The letter "d" is pronounced like English "nd". Nadi (the airport town) is pronounced 'Nandi'.
 * The letter "b" is pronounced like English "mb" in bombast. The town of Ba is pronounced 'mBa'.
 * The letter "q" is pronounced like the "ng" in the English word "finger". Beqa is pronounced mBengga.
 * The letter "g" is pronounced like the "ng" in the English word "sing".
 * The letter "r" is rolled as in Spanish.

Fiji English
The existence of many dialects within the Fijian language as well as exposure to the other languages spoken has contributed to many Fiji Islanders being bilingual. For general communication in an informal environment, a very interesting cross use of the languages has developed, resulting in slang now commonly referred to as Fiji English, although in formal settings, correct usage is adhered to. Fiji English comprises aspects of Fijian, English and Hindi, which reflects the history and identity of the people of Fiji.

Fiji English is non-rhotic.

The vowel sounds for Fiji English are:

Fiji English recordings can be found here.

Cultural arts and social polity
In culture, its various crafts and music give it an identity along with its traditional etiquette and varying forms of clothing attire, its unique architecture also tells a story of a culture and its evolution, the following will discuss these aspects of culture in Fiji.

Arts and crafts
Fiji's arts and crafts reflect local adaptations of their Polynesian and Melanesian heritage. By tradition, the men's and women's crafts are separate.

Women's crafts
The village of Na lotu on Kadavu Island is famous for its pottery, the making of which is still governed by strict rituals. Nadroga and Rewa also produce fine pottery. Each region has its own unique style in the making of pottery.

The making of Tapa cloth, or (masi), is another craft associated with women. Tapa is made from the bark of the paper mulberry tree and decorated in charcoal with symbolic motifs and various patterns. In modern times, it has become fashionable for a masi to bear the name of the person who made it. Masi are often exchanged as gifts on formal occasions. The island of Vatuelele of the southern coast of Viti Levu is famous for its masi products.

Most Fijian mats are made from the leaves of the pandanus tree. The long process of preparation includes scraping and boiling the leaves, and drying them in the sun. There are different mats used for different occasions, and some are made as gifts for formal occasions such as weddings. Most mats are bordered with highly decorative and brightly coloured wool. One well-known Fijian mat is the kuta, made by women in Vanua Levu, particularly Bua. Also made out of Masi/tapa cloth, is the headdress called I-sala. Most of the time it is white.

Weaving using various materials was another craft generally mastered by the women but also aspects of weaving were mastered only by the men, various types of weaving practiced were and still are; basket weaving, coconut rope weaving, and coconut leaves weaving.

Men's crafts
Carving was practiced by the men; carving would be used for items of practical use, simple shapes and designs. A lot of effort was put into well adorned weapons and items for the home and ceremony. Today carving is practiced for its use in tourism and no longer plays a major role in Fijian society and life except in the case of the tanoa used for drinking kava.

Canoe building was another art practiced only by the men. Canoes were not only the major form of communication, but were important in all aspects of Fijian society, from the gathering of food and transporting of crops to use in presentation ceremonies and they were instrumental in wars and politics which were rife in Fiji. The art of canoe building was varied across the group and had several different types but of a similar design. The camakau was a small twin-hulled canoe for fishing or small transportation purposes. The most impressive canoes in Fiji were that of the Drua. In Fiji's early history before European involvement, control of the seaways was a major and decisive objective; disrupting or cutting off the enemy's supply and reinforcements gave great advantage in battle and would ensure victory. Sea battles involving hundreds of canoes were frequent. The canoe, which inspired fear and awe and so often held the balance was the mighty Drua. One of the most elaborate and beautiful artifacts of Oceania, the Drua was a product of considerable group efforts and human sacrifice. Double hulled and of gigantic proportions, the Drua was a masterpiece of design and craftsmanship, requiring total community involvement in its construction and human sacrifice in its launching. Its speed out at sea would be in excess of twenty knots and still remained highly manoeuvrable, it was capable of carrying upward of 150 warriors and took some 6 to 7 years to build and would vary in length from 100 feet to 118 feet and have a mast height of 60 to 70 feet, in the mid-19th century the following accounts were recorded:

"Up went the huge sail, down went the great steering oars, splashing into the sea, and away we shot like a racehorse. Owing to the great rate at which we were going, the sea was like a hissing cauldron on either side of our course, and the vessel, instead of having time to mount over the smaller waves, cut its way through them." (West, 1869).

"It had a magnificent appearance with its immense sail of white mats; its velocity was almost inconceivable." (Wilkes, 1840).

Ratu Seru Cakobau commanded an impressive fleet which had Several Drua with armed warriors ready for battle the led Canoe was named 'Rusi I Vanua' or 'Cursed is the land'. Much of the art of Canoe building has been lost and only a small few still practice the art on a very small scale as its use in this modern era seems to have lost its place. The craft of Canoe building was traditionally reserved for the male.

The Meke
An indigenous art form is the Meke, which may incorporate the seasea (women's fan dance) or a meke wesi (men's spear dance). It is usually a narrative of an important event such as a war, a chiefly installation, or even a scandal. Some mekes are generations old, and form an important part of Fiji's oral history. In olden times, the meke was considered to be an oracle from the gods, and the Dau ni vucu, or composer, would often go into a trance before a performance. Others are modern, composed for a particular event, much as a poet laureate might write a poem to celebrate an event in a Western country.

Each district of Fiji has its own form of meke, performed in the local dialect. Other forms of Polynesian and Melanesian dance art forms exist with most widely known being dances of Rotuma and Tonga. There are also various Indian dances and Chinese dances which are performed at relevant festivals marking important times for these communities which are now a part of Culture in Fiji.

Music
Music of Old Fiji consisted of various chants which often told a story or preserved information to be passed on from generation to generation, these songs used various traditional instruments.

With the introduction of European and Asian cultures music in Fiji has evolved and songs sung in the Fijian vernacular are popular but so also are songs in Indian and English, some local artists mix all three languages and traditional instruments from each culture making for a very interesting musical experience. A distinct Indian sound has evolved in Fiji that some see as influencing modern Indian music and even jazz.

Clothing and costume
The traditional attire was loin cloths for men and grass skirts for women. Skirts were short for single women, and long for married women, with girls wearing virgin locks before marriage. Most girls had the lower parts of their bodies decorated with tattoos after their first menstruation, as an initiation from girlhood into womanhood. Chiefs dressed more elaborately.

Modern Fiji's national dress is the sulu, which resembles a skirt. It is commonly worn by both men and women. One type worn by both men and women is the 'Sulu vaka Toga' pronounced Sulu vakah Tonga which is a wrap around piece of rectangular material which is elaborately decorated with patterns and designs of varying styles this is for more casual and informal occasions. Many men, especially in urban areas, also have Sulu vaka taga which is a tailored sulu and can be tailored as part of their suit. Many will wear a shirt with a western-style collar, tie, and jacket, with a matching Sulu vaka taga and sandals, this type of sulu can be worn to a semi formal or formal occasion. Even the military uniforms have incorporated the Sulu vaka taga as part of their ceremonial dress.

Women usually wear a multi-layered Tapa cloth on formal occasions. A blouse made of cotton, silk, or satin is often worn on top. On special occasions, women often wear a tapa sheath across the chest, rather than a blouse. On other occasions, women may be dressed in a chamba, also known as a sulu i ra, a sulu with a specially crafted matching top.

There are many regional variations throughout Fiji. Residents of the village of Dama, in Bua Province Fiji wear finely woven mats called kuta, made from a reed.

While traditional and semi-traditional forms of dress are still very much in use amongst indigenous Fijian culture, there is a greater influence for Western and Indian Fashion in urban areas as in neighboring developed nations.

Traditions and ceremonies
Etiquette in indigenous Fijian ceremony is rather intricate depending on the function as various formalities and presentations do several things; firstly it shows respect between two communal groups, strengthens tribal and family ties and reinforces social, tribal and family ties. Various items are used in ceremony and surrounded by ceremony such as Kava, known in Fiji as yaqona, which is Fiji's national drink. Traditionally, it was used only in important ceremonies. Nowadays, it is a social beverage. There is a strict protocol associated with yaqona drinking. One should clap once, clasping the hands, take the cup, and drink the yaqona in a single draft before returning the cup to the bearer. Another highly prized item in ceremony is the tabua or Whale's tooth, other items also the use of tapa cloth (masi) and mats are also used traditionally in ceremony. In modern day, practices such as the bulubulu ceremony (which acts as a mediation between two people, a victim and offender) will incorporate the kava and tabua into the ritual. Also various regions have tradition that has been passed down generation to generation for centuries one example are the firewalkers of beqa. The Sawau tribe of Beqa are noted for their ability to walk on white hot stones without being burned. Strict rituals have to be observed before the firewalking ceremony. There is an ancient myth about how an ancestor of the Sawau tribe was given this power by a spirit god in exchange for his life, after the god was captured by the man who was fishing for eels.

Cuisine
The cuisine of Fiji in pre-colonial times consisted of root crops, vegetables, and fruits, as well as various land animals such as wild pig, and various birds. The coastal tribes would have had the same, but also had a large amount of local seafood. These would have been prepared with local herbs and spices on wood fire rock ovens. Most cooking areas were located in the center of the house so the smoke would repel insects and strengthen the roof thatching. Another popular method of cooking, which is still used today, is the lovo which is an earth oven — a fire made in a pit in the ground lined with heat-resistant stones. It closely resembles the hāngī of the New Zealand Māori. When the stones are hot, food wrapped in (banana) leaves are placed in the pit, covered with soil and left to cook before being exhumed and eaten. Dishes cooked this way include palusami, parcels of taro leaves saturated with coconut milk, onions, and sometimes tinned meat.

Modern Fijian Cuisine is rather diverse with great influence from Indian cuisine and spices. When these are applied to local traditional dishes, it makes for interesting eating. European, Indian, and Chinese variants of cuisine, along with traditional foods, are commonplace in most, if not all households in Fiji.

Architecture
In Old Fiji, the architecture of villages was simple and practical to meet the physical and social needs of the people and to provide communal safety. The houses were square in shape and with pyramid like shaped roofs, and the walls and roof were thatched and various plants of practical use were planted nearby, each village having a meeting house and a Spirit house. The spirit house was elevated on a pyramid like base built with large stones and earth, again a square building with an elongated pyramid like roof with various scented flora planted nearby.

The houses of Chiefs were of similar design and would be set higher than his subjects houses but instead of an elongated roof would have similar roof to those of his subjects homes but of course on a larger scale.

With the introduction of communities from Asia aspects of their cultural architecture are now evident in urban and rural areas of Fiji's two main Islands Viti Levu and Vanua Levu. A village structure shares similarities today but built with modern materials and spirit houses (Bure Kalou) have been replaced by churches of varying design.

The urban landscape of early Colonial Fiji was reminiscent of most British colonies of the 19th and 20th century in tropical regions of the world, while some of this architecture remains, the urban landscape is evolving in leaps and bounds with various modern aspects of architecture and design becoming more and more evident in the business, industrial and domestic sector, the rural areas are evolving at a much slower rate.

Literature
The emergence of Fiji's literature (as distinct from oral literature) coincides with the country's transition to independence in 1970. Among the first published works of Fijian literature, in the late 1960s and early 1970s, were Raymond Pillai's short stories (in English) and Pio Manoa's poetry (in English and in Fijian). More recent notable Fiji writers include Satendra Nandan (poet and novelist), Sudesh Mishra (poet), Larry Thomas (playwright), and Joseph Veramo (novelist).

Christmas
Christmas is an official holiday of Fiji. It is a special time of celebration, observed by the majority of the Fijian people. They wear local unique attires, symbolising the celebration of new beginnings. The lovo, a type of earth oven, is the main form of meal preparation and includes a traditional feast of staples such as fish, taro and pork. Most resorts are erected with Christmas decorations and put on special events for the holiday season.

Religion
Religion is quite diverse with Christianity being the dominant faith in Fiji. Many Christian denominations are present in Fiji, the most prevalent of which is Methodist. Of the other Asian religions the Hindu faith is dominant, followed by Islam. There are other belief systems observed by Fijians as well.

The impact of Christianity
The impact of Christianity in the 19th century resulted in certain traditions being proscribed. In the pre-Christian era, human sacrifice was practiced. Men were buried alive to hold the pillars to the house of a chief. Cannibalism was practiced, too: the bodies of enemies slain in battle, or in sacrifice, were piled up and cooked for festivals, such as the installation of chiefs or the launching of a great canoe. Seru Epenisa Cakobau, the Bauan warlord who united the disparate tribes of Fiji and proclaimed himself King in 1871, renounced cannibalism on his conversion to Christianity in 1854.

Old religion
Fiji's old religion is no longer practiced by the majority in the indigenous community who have adopted Christianity. Old deities are still acknowledged and respected, but not worshipped. Fijian rituals still exist in private.

Demographics
Of the various faiths, Christianity is the dominant belief system and including all the various denominations of the Christian faith they number in total 449,482. Hindus, with their various denominations, number in total 261,097. Muslims make up 54,324 of Fiji's population. Followers of other belief systems make up 10,166 of Fiji's population.

Sports
Sports culture is unique as different racial mixes and cultures come together in a common interest. Fiji is fanatical about sports, the two most dominant being rugby and soccer.

Traditional sports
Sports in older times had a practical place, apart from recreation: helping to train young warriors. One such practice would have the older men bring the male children a severely injured captive of war, allowing the boys to practice their archery skills against this living target. There were other sports that were practiced in older times which are not practiced now. Notable traditional sports used to be played were tiqa, ulutoa, veisaga, and veicolo.

Modern sports
Sports have developed greatly over the past two decades in Fiji with a wide variety of sports undertaken. Fiji is most well known for its prowess in the game of rugby union and in particular rugby sevens.

Rugby union
Rugby union is the most popular sport in Fiji. The highest level of competition is the Colonial Cup. The Fiji national rugby union team has competed in five Rugby World Cup competitions. The Fijian Rugby Sevens team is constantly one of the top two or three teams in the world, often the premier team.

Rugby league
Rugby league is a popular team sport played in Fiji. The Fiji national rugby league team is known as Fiji Bati, with the team competing in three Rugby League World Cup competitions. They made it to the semi-finals of the 2008 Rugby League World Cup.

Soccer
Soccer was a minor sport, but over the last decade with further international funding from FIFA and sound local management of the sport has grown in popularity amongst the Indian community initially but now also the Fijian community.

Other sports
Many other sports have a following. Vijay Singh has been a world champion in golf, as has Tony Philps in surfing. Cricket, Sailing of varying forms, various adventure sports, athletics, martial arts and boxing are all popular.

title: Culture of Fiji


text:
Drive-by download

In computer security, a drive-by download is the unintended download of software, typically malicious software. The term "drive-by download" usually refers to a download which was authorized by a user without understanding what is being downloaded, such as in the case of a Trojan virus. In other cases, the term may simply refer to a download which occurs without a user's knowledge. Common types of files distributed in drive-by download attacks include computer viruses, spyware, or crimeware.

Drive-by downloads may happen when visiting a website, opening an e-mail attachment or clicking a link, or clicking on a deceptive pop-up window: by clicking on the window in the mistaken belief that, for example, an error report from the computer's operating system itself is being acknowledged or a seemingly innocuous advertisement pop-up is being dismissed. In such cases, the "supplier" may claim that the user "consented" to the download, although the user was in fact unaware of having started an unwanted or malicious software download. Similarly if a person is visiting a site with malicious content, the person may become victim to a drive-by download attack. That is, the malicious content may be able to exploit vulnerabilities in the browser or plugins to run malicious code without the user's knowledge.

A drive-by install (or installation) is a similar event. It refers to installation rather than download (though sometimes the two terms are used interchangeably).

Process
When creating a drive-by download, an attacker must first create their malicious content to perform the attack. With the rise in exploit packs that contain the vulnerabilities needed to carry out unauthorized drive-by download attacks, the skill level needed to perform this attack has been reduced.

The next step is to host the malicious content that the attacker wishes to distribute. One option is for the attacker to host the malicious content on their own server. However, because of the difficulty in directing users to a new page, it may also be hosted on a compromised legitimate website, or a legitimate website unknowingly distributing the attackers content through a third party service (e.g. an advertisement). When the content is loaded by the client, the attacker will analyze the fingerprint of the client in order to tailor the code to exploit vulnerabilities specific to that client.

Finally, the attacker exploits the necessary vulnerabilities to launch the drive-by download attack. Drive-by downloads usually use one of two strategies. The first strategy is exploiting API calls for various plugins. For example, the DownloadAndInstall API of the Sina ActiveX component did not properly check its parameters and allowed the downloading and execution of arbitrary files from the internet. The second strategy involves writing shellcode to memory, and then exploiting vulnerabilities in the web browser or plugin to divert the control flow of the program to the shell code. After the shellcode has been executed, the attacker can perform further malicious activities. This often involves downloading and installing malware, but can be anything, including stealing information to send back to the attacker.

The attacker may also take measures to prevent detection throughout the attack. One method is to rely on the obfuscation of the malicious code. This can be done through the use of iframes. Another method is to encrypt the malicious code to prevent detection. Generally the attacker encrypts the malicious code into a ciphertext, then includes the decryption method after the ciphertext.

Detection and prevention
Detection of drive-by download attacks is an active area of research. Some methods of detection involve anomaly detection, which tracks for state changes on a user's computer system while the user visits a webpage. This involves monitoring the user's computer system for anomalous changes when a web page is rendered. Other methods of detection include detecting when malicious code (shellcode) is written to memory by an attacker's exploit. Another detection method is to make run-time environments that allow JavaScript code to run and track its behavior while it runs. Other detection methods include examining contents of HTML pages to identify features that can be used to identify malicious web pages, and using characteristics of web servers to determine if a page is malicious. Some antivirus tools use static signatures to match patterns of malicious scripts, although these are not very effective because of obfuscation techniques. Detection is also possible by using low-interaction or high-interaction honeyclients.

Drive-by downloads can also be prevented from occurring by using script-blockers such as NoScript, which can easily be added into browsers such as Firefox. Using such a script-blocker, the user can disable all the scripts on a given webpage, and then selectively re-enable individual scripts on a one-by-one basis in order to determine which ones are truly necessary for webpage functionality. However, some script-blocking tools can have unintended consequences, such as breaking parts of other websites, which can be a bit of a balancing act.

A different form of prevention, known as "Cujo," is integrated into a web proxy, where it inspects web pages and blocks the delivery of malicious JavaScript code.

title: Drive-by download


text:
Mount Ashland Ski Area

Mount Ashland ski area is located on 7532 ft Mount Ashland and features 44 trails on 200 acre served by four lifts, including expert terrain in a glacial cirque called The Bowl. The mountain averages 235" of snow annually, with a season from early December until mid-April. 7% of terrain is rated Beginner, 41% is Intermediate, 41% is Advanced, and 11% is Expert.

A Non-Profit Ski Area
Mt. Ashland is a community-focused ski area that is owned and operated by the non-profit Mt. Ashland Association. Mt. Ashland is dedicated to providing an outstanding alpine recreation experience for people of all ages and skill levels. To help meet its mission, Mt. Ashland offers the popular After School Youth Program which offers low-cost and free instruction to local youth.

History
During the 1950s, the mountain was a popular destination for local back country ski enthusiasts, some of whom built the lodge and one lift in 1963. Mt. Ashland opened to the public on January 11, 1964. During 1961 to 1963, the Mount Ashland Corporation raised money to clear trees, grade terrain, build roads, and develop a ski area. It includes a ski lodge, the Ariel chairlift, a T-bar lift, and a rope tow on the north face of the mountain. Medford businessman Glenn Jackson provided more than half of the $120,000 that financed construction of the lodge.

In 1970, the Mount Ashland Corporation ceased operations. The Southern Oregon College Foundation took over management of the ski area after the people of Jackson County financed the purchase of ski area's assets.

In 1977, Dick Hicks purchased the ski area from Jackson County and incorporated it as Ski Ashland, Inc. and installed the Windsor chairlift, which replaced the T-Bar. The Windsor chair is a Yan fixed-grip double chair.

In 1983, Harbor Properties of Seattle purchased Ski Ashland from Hicks. Over the next four years, Harbor Properties developed on-slope lighting, and vehicle shop.

In 1987, two new chairlifts were installed. The Comer chairlift was built to replace the little T-Bar and the Sonnet chairlift was built to replace the Poma lift. Both chairlifts are Riblet fixed-grip triple chairs.

In 1991, Harbor Properties announced its intention to move the chairlifts to its primary operation, Stevens Pass in Washington and close Mt. Ashland. A grassroots campaign called "Save Mt. Ashland" mobilized to purchase the ski area from Harbor Properties. Money for the purchase came from donor restricted contributions and a grant from the Oregon Economic Development Fund channeled through the City of Ashland. The city accepted donated funds and purchased Ski Ashland from Harbor Properties. The city then engaged Mount Ashland Association (MAA), a newly formed non-profit corporation, to maintain and operate the ski area.

In 1992, the City of Ashland entered a lease agreement with MAA. From 2005 through 2008, the City and Mt. Ashland had a series of legal disputes regarding the nonprofit's plans to expand capacity and renew infrastructure. The agreement between the City and Mt. Ashland Association was terminated in 2012, when the City gave the USFS Special Use Permit to association.

In 2007 and 2016, Mt. Ashland hosted the Oregon Interscholastic Racing Association high school state championships.

In 2017, Mt. Ashland became the first STOKE certified ski area in the world, a certification program for sustainably operated tourism sites.

In 2023, Mt. Ashland broke its record for highest winter visitation with 128,625 visitors.

The Mt. Ashland Association continues to manage the ski area for the benefit for the entire community. Numerous programs benefiting the community include the deeply-discounted School Youth Program, the ACCESS Ski & Ride for Hunger day, Pride Ride, and Bavarian Night.

Expansion
The ski area attempted to expand its terrain and add lifts in the 1990s. A Record of Decision provided Mt. Ashland the authority to move forward on this expansion plan, and is well documented in the Mount Ashland Ski Area Expansion article. In 2014 Mt. Ashland added several hundred spaces in its parking lot and began installing snow fencing on the mountain, as well as beginning several trail widening projects. From 2016-2022 Mt. Ashland completed several of the projects in the master plan including snow fencing, trail widening, and utility upgrades. In 2023, the ski area announced the construction of the Lithia Chairlift, part of the mountain's expansion plan. This chairlift was made possible by a $2.5 million gift from Sid & Karen DeBoer, the largest gift in the history of the Mt. Ashland Association. Future projects planned include a tubing facility, new lodge, and upgraded chairlifts.

Other activities
Mount Ashland is a popular destination in summer for hiking, mountain biking, and sightseeing. The southernmost stretch of the Pacific Crest Trail in Oregon skirts the south and east sides of the mountain. The Mt. Ashland Hillclimb Run starts in Lithia Park near downtown Ashland and runners run up a series of Forest Service roads and trails to the summit of Mt. Ashland: 13+ miles long, 1 mile up. The Siskiyou Out Back is a set of three ultramarathon trail runs at distances of 15 km, 50 km, and 80.5 km that start and end in the Mount Ashland ski area parking lot. Finally, the Mt. Ashland Trail Run, begins in the ski area parking lot, with runners ascending to the summit and returning to the parking lot via a series of roads leading down from the summit.

The Mt. Ashland lodge is open in the summers, offering food and beverage services as well as special events.

Climate
Mount Ashland Ski Area has an oceanic subalpine climate (Köppen climate classification Dsc). The record high temperature at the Mount Ashland Ski Area is 97 °F, while the record low is -18 °F. Yearly rainfall averages over 60 in, while snowfall averages over 300 in. The high elevation results in heavy precipitation, despite being located at the end of the Rogue Valley, which is located in a rain shadow.

title: Mount Ashland Ski Area


text:
Talk:Steve Garvey

Stats
Stats All these stats were just copied from baseball-reference.com, these should be on a seperate page in WikiSource (Steve Garvey Baseball Stats), with the highlights here. Opinions? WikiDon 11:13, 8 Jun 2005 (UTC)

 * Terminate the stats with extreme prejudice. They clutter up the article, and as you said, Don, there are plenty of places stats junkies can go to get those numbers. Dale Arnett 11:25, 8 Jun 2005 (UTC)

Any baseball info here?!
Wow, I came here to look for any info re: Garvey's HR off Lee Smith in the 1984 NLCS and could barely find any baseball info through the controversies and personal stuff! This sounds more like a gossip column than an encyclopedia article! Any chance someone could try to balance it out a little or do I need to do it myself? —Wknight94 (talk) 14:17, 13 August 2006 (UTC)

I agree. Steve Garvey was a great baseball player. The article should be devoted to what he did. Further, the information about his alleged affairs isn't supported by the references. I deleted that portion of the article. Never been to spain 20:45, 14 August 2006 (UTC)
 * I'm not sure about removing it all entirely but it completely dominates the article. When time permits, I'm working on the Lee Smith (baseball) article which is the WP:COTW but maybe I'll devote some time to this mess after that.  —Wknight94 (talk) 21:00, 14 August 2006 (UTC)

 * Garvey had a long baseball career... surely someone could rewrite this article to allow for more than one tiny paragraph on his playing career. Spanneraol 23:39, 7 August 2007 (UTC)

Errorless streak
Should something be said about steves 193 game errorless streak; the longest errorless streak of an infielder in MLB history?--Gephart 14:31, 14 August 2007 (UTC)

 * That will probably be included in the section "Hall of Fame" as soon as he gets voted in. 98.194.39.86 (talk) 07:22, 1 September 2018 (UTC)

Hall of Fame Candidacy
Should have a paragraph on his status with hall of Fame. For comparison Keith hernandez does have a paragraph on this. Yes, I see soimiliar entry in the to do seciton for article above, Leaving this for example. cross reference 74.214.39.190 (talk) 19:42, 11 July 2010 (UTC)

This article is a joke
There is no mention of his out-of-wedlock children, his close to $1 million in debt, and his apparent allergic reaction to paying his debts. The fact that he projected himself as "Mr. Clean," and it wasn't actually true, makes this absence all the more striking.

And there is also a lot missing about his career. Frankly, considering how incomplete the article is, it might be appropriate to delete it and start again. — Preceding unsigned comment added by 24.118.232.189 (talk) 15:01, 5 June 2011 (UTC)

Personal section
Since an editor keeps removing this less-than-flattering section, I think we should discuss it here. I'm not 100% convinced it's notable. The source is a single Sports Illustrated article by Rick Riley (who, IMO, isn't the greatest journalist ever). I would be OK with pruning down the section. Even though it's sourced, it's just a single source...is that enough for WP:BLP? — X96lee15 (talk) 16:11, 26 October 2011 (UTC)

 * There are many, many sources to back up the information regarding his personal life. He drew attention to himself as "Mr. Clean" - and he has to live with that now - good, bad or whatever.  Can't re-write history and facts are facts. 98.194.39.86 (talk) 07:25, 1 September 2018 (UTC)

Medical How about this: Signs and Symptoms of Prostate Cancer, Dr. Mark Litwin | UCLAMDChat MaynardClark (talk) 03:00, 14 January 2024 (UTC)

A Commons file used on this page or its Wikidata item has been nominated for deletion
The following Wikimedia Commons file used on this page or its Wikidata item has been nominated for deletion: Participate in the deletion discussion at the. —Community Tech bot (talk) 04:21, 24 May 2022 (UTC)
 * The Home Run.jpg

1984 World Series omission
Baffling that Garvey's experience in the 1984 World Series (good or bad) is not even mentioned. Not a word. Smilo Don (talk) 15:48, 2 June 2023 (UTC)
 * Nothing is preventing you from adding something on it to the article. Spanneraol (talk) 16:52, 2 June 2023 (UTC)

title: Talk:Steve Garvey


text:
Nounsley

Nounsley is a hamlet in the civil parish of Hatfield Peverel, in the Braintree district, in the county of Essex, England. It is connected to the village of Hatfield Peverel by a hill and footpaths. In 2018 it had an estimated population of 681.

There is one public house, The Sportsman's Arms and a ford across the River Ter. Hatfield Peverel Parish Council manage the small playing field and play area in the hamlet.

The hamlet has only seven roads: Ulting Road, Sportsman Road, Nounsley Road, Manor Road, Priory Farm Road, Priory Close and Peverel Avenue. In the winter of 1962–63, snow on Nounsley Hill cut off the village to wheeled traffic for three days.

The number 73 bus (provided by First) passes through the village travelling from Chelmsford to Maldon stopping at the corner of Ulting Road and Nounsley Road. The route was previously cancelled but has since 1999 been run under public subsidy.

The village was home to Grace Chappelow during 1910, when she and 119 other suffragettes planned a raid on the House of Commons.

The village was known as a poultry producing area, and was described in a 1972 development plan,

Iron Age, Belgic and Roman pottery was found at the site of Nounsley's brickfield, which were displayed at Colchester Museum.

The village has been home to a solids diverter station for the movement of sewage since 1966.

title: Nounsley


text:
1917 in Norwegian football

Results from Norwegian association football in the year 1917.

National team
Sources:

title: 1917 in Norwegian football


text:
Talk:Stella Artois Championships

There is no need to perform any sort of merge - I can just add one sentence extra to the queen's club champs. page, redirect and then it'll be okay. there's nothing on this page which isn't on the other.A.K.A.47 11:19, 8 Jun 2005 (UTC)

DoneA.K.A.47 11:31, 8 Jun 2005 (UTC)

title: Talk:Stella Artois Championships


text:
Talk:Jayapataka Swami

Notability?
Jayapataka Swami has been a principle leader of a global religious movement for the past 30 years which is surely notable enough for a Wikipedia. In terms of media, he has appeared on various TV documentaries (Louis Theroux, etc...) and gets over 26,000 unique hits in Google. Regards, Gouranga(UK) 11:20, 17 September 2007 (UTC)
 * Gouranga, I have to agree with you on this one. Although the sources are far from perfect, the individual is notable. Ism schism (talk) 18:39, 16 February 2008 (UTC)

Improvement
This article requires improvement, but it doesn't help to add 5,000 bytes worth of fact tags and notices. Please be sensible with edits, or make comments regarding possible improvement here on the talk page. Regards, Gouranga(UK) (talk) 18:35, 16 February 2008 (UTC)

 * The article needs cutting out to remove all material that is not verifiable or POV Wikidas (talk) 18:45, 16 February 2008 (UTC)

 * Hello Wikidas, I'm all for improving the article, but the tags were a bit excessive. Jayapataka Swami is obviously a notable guru and the officially unofficial GBC is about the best source on the net for a lot of relevant info. I don't think anything in that has to be further verified. Regards, Gouranga(UK) (talk) 14:44, 19 February 2008 (UTC)

 * Wikidas, thank you for all the work you have put into this article and its references. I really appreciate how you have transformed so many Vaishnava related articles like this one. Thank you. Ism schism (talk) 05:41, 26 March 2008 (UTC)

The article is unsourced and I have removed all unsourced information as per our BLP policies. If people want to restore it, they need to find reliable sources. --Cameron Scott (talk) 12:50, 18 April 2009 (UTC)

title: Talk:Jayapataka Swami


text:
User:Bambaiah

Special:upload

Why write?
Found in Talk:Quantum number This article is pretty confusing to the average kid who's just learning about quantum numbers...I came to this article to refresh myself on the 4 quantum numbers I learned in basic chemistry and saw a bunch of Greek and sub-particle stuff. I'm gonna add a beginner's guide to quantum numbers. EDIT: there are articles in the "External Links" which may give this information too but there should be a note somewhere in the article that refers to these. I will save the information I typed and whoever knows more about this than me can do with it what they want-- Bubbachuck 23:55, 23 May 2005 (UTC)

title: User:Bambaiah


text:
PHF

PHF is a three letter acronym meaning:

 * Paired Helical Filaments, a term for aggregations of protein in the brain, in conditions such as Alzheimer's disease
 * The Pakistan Hockey Federation, national governing body for field hockey
 * Patrick Henry Field, the IATA code for the Newport News/Williamsburg International Airport
 * Peak Hour Factor, a traffic flow characteristic
 * Perfect Hair Forever, an American animated television comedy
 * Perfect Hair Forever (band), an alternative rock band from Auckland, New Zealand
 * Perfect hash function, a set of hash functions which generate no collisions.
 * Potentially Hazardous Food, a food safety classification
 * Potomac Horse Fever, an illness affecting horses caused by Neorickettsia risticii.
 * Premier Hockey Federation, a professional women's ice hockey league located in the United States & Canada.
 * Public Health Foundation
 * Putting Hartlepool First, a localist English political party based in Hartlepool.

title: PHF


text:
Talk:Pawnee people

Wiki Education Foundation-supported course assignment
This article was the subject of a Wiki Education Foundation-supported course assignment, between 7 January 2019 and 10 May 2019. Further details are available on the course page. Student editor(s): Aberg555.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 06:16, 17 January 2022 (UTC)

 * hi 73.252.168.206 (talk) 23:16, 18 October 2022 (UTC)

Untitled
moving the language to Pawnee language --babbage 11:23, 8 Jun 2005 (UTC)

I've made a slight alteration to the "Political Structure" section, changing the entry from matriarchal to matrilineal and providing more information about the roles of men in the tribe to more fully flesh out the political organization. Stone put to sky 06:35, 5 October 2005 (UTC)Stone put to sky

A very small discrepancy
The lead-in to the article puts the population at 2,500 in 2005. The paragraph down-page says 2002. --Chris 14:19, 11 July 2006 (UTC)

"related groups" info removed from infobox
For dedicated editors of this page: The "Related Groups" info was removed from all Infobox Ethnic group infoboxes. Comments may be left on the Ethnic groups talk page. Ling.Nut 23:11, 18 May 2007 (UTC)

informative
i like this article it has helped me and my friend out when we wur workin on my social studies project —Preceding unsigned comment added by 136.165.112.69 (talk) 19:28, 4 September 2007 (UTC)

How did the Pawnee diet consist of bacon and oil, historically? Both would've been procured from whites, since I'm not aware of wild pigs being present in Nebraska in any quantity, or anywhere else in the US, until they were introduced from Eurasia or escaped from farms in the 19th C. —Preceding unsigned comment added by 208.102.240.150 (talk) 17:29, 26 January 2008 (UTC)

Bad Press
It is quite interesting to see the unfavorable portraits of the Pawnee in fiction. While the Morning Star Ritual is an unattractive feature of their history it doesn't like enough to create the almost relentless anti-Pawnee thinking seen in "Dances with Wolves" and "Little Big Man" among other works. I know that the Pawnee were used as generic "bad guys" in some of the western novels of my youth as well as those films.

I think this is partly due to the glamorous portrayals of the Lakota and thus the demonization of their enemies. Also, the Pawnee sometimes guided and/or sided with the U.S. Cavalry. But both those factors, including riding with Custer, can also be attributed to the Crow and the Crow don't get the bad press the Pawnee do. 76.28.103.69 (talk) 04:11, 15 August 2009 (UTC)Will in New Haven76.28.103.69 (talk) 04:11, 15 August 2009 (UTC)

Alert: There was a masked forward from a page related to this page, a violation of Wiki's TOS.
Problem corrected. The violation was promptly handled by Wikipedia.(talk) 17:29, 6 September 2009 (UTC)

Pawnee of note
It says he was the first Native American elected to statewide office. This appears to be incorrect. Charles Curtis, of Kaw, Osage and Pottawatomie, and European descent, was popularly elected a US Senator from Kansas in 1920 and 1926, and elected Vice-President on a ticket with Herbert Hoover in 1928.--Parkwells (talk) 04:24, 18 November 2009 (UTC)

Comment pulled from main page for cleaning up and getting refs
the StoneWolf and Grill and the pawnee Trading Post Casino. The pawnee’s government has made a Campaign For education, Health and welfare of the pawnee’s members.(h) They have a ritual named Trails of tears From Nebraska to Oklahoma where they were exiled.(I) At 1780 they were like 10,000 habitants.In the 1840 they were reduced because of the European diseases, alcohol and the war with other tribes the reduced into 4,500.(R) The women raised corn, squash and beans. (o) Women were active participants with trade relations, not only in producing goods and in controlling the distribution of the surplus within and beyond the tribe. (from User:189.216.221.56)

-Uyvsdi (talk) 01:50, 10 November 2010 (UTC)Uyvsdi

Pawnee lodge photo
Information I have on the old photo is this:

Village of the Pawnee at Loup Forks, Nebraska, 1870 Can be located at: http://www.usgennet.org/usa/ne/county/nance/ff100y/ffoy001a.html KSRolph (talk) 04:43, 25 December 2011 (UTC)

Ex links and further reading culled from front page
The list of external links was far longer than necessary, so I'll put the ones I pulled from the article here:
 * Mark Van De Logt. War Party in Blue: Pawnee Scouts in the U.S. Army (University of Oklahoma Press; 2010) 368 pages; examines the key role of Pawnee scouts in U.S. Army campaigns between 1864 and 1877.
 * The Pawnee; mythology (Part I) Collected under the auspices of the Carnegie Institution of Washington, by George A. Dorsey, 1906. (a searchable facsimile at the University of Georgia Libraries; DjVu & layered PDF format)
 * "The Indigenous Maps and Mapping of North American Indians"
 * Gene Weltfish Pawnee Field Notes at Newberry Library

-Uyvsdi (talk) 18:19, 27 August 2012 (UTC)Uyvsdi

Recent changes
I've reverted changes made by some ip editors. The content added was not supported by the sources in the sections and the errors in punctuation and capitalization were many. Vsmith (talk) 13:59, 14 September 2015 (UTC) Reverted back to 21 August - more Australian ip changes. Vsmith (talk) 14:11, 14 September 2015 (UTC)

The origin of their name
Usually articles like this give the origin of the name but I don't see it here. If I'm not mistaken, the name comes from the French Canadians, who had taken the original name from one of the Siouan tribes. Maybe omebody can find a source?

Also, the lead section has a couple of (I think) contradictory parts. One sentence has, "the Pawnee people refer to themselves as Parikitaru...," but that is followed by the last sentence which reads, "Their autonym is Chahiksichahiks...," which seems contradictory. Hopefully someone knows the answer. __209.179.36.56 (talk) 04:34, 18 September 2016 (UTC)

 * I second this motion; what does "Pawnee/Panis" mean, and who pinned this label on the Parikitaru? Article is silent on this crucial point. Laodah 03:06, 17 August 2018 (UTC)

title: Talk:Pawnee people


text:
Kōya Hijiri

Kōya Hijiri (高野聖) were Japanese monks from Mount Kōya who were sent to preach Buddhism around the country. They were the lowest caste inside the priests' hierarchy of the Mount Kōya temples, and traveled while peddling for a living. They give title to famed writer Izumi Kyōka's most representative short-story.

Former monks who turned to mischief were called yadōkai. Moreover, kōya hijiri also eventually became a seasonal word (in the context of poetry) for turtles.

title: Kōya Hijiri