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School meal

A school meal (whether it is a breakfast, lunch, or evening meal) is a meal provided to students and sometimes teachers at a school, typically in the middle or beginning of the school day. Countries around the world offer various kinds of school meal programs, and altogether, these are among the world's largest social safety nets. An estimated 380 million school children around the world receive meals (or snacks or take-home rations) at their respective schools. The extent of school feeding coverage varies from country to country, and as of 2020, the aggregate coverage rate worldwide is estimated to be 27% (and 40% specifically for primary school-age children).

The objectives and benefits of school meals vary. In developing countries, school meals provide food security at times of crisis and help children to become healthy and productive adults, thus helping to break the cycle of poverty and hunger. They can address micronutrient deficiencies by serving diverse foods or including fortified foods. They also serve as an incentive to send children to school and continue their education, and they can be leveraged specifically to reduce barriers to schooling for girls. When school meals are targeted toward low-income or vulnerable children, they serve as a social safety net. Especially in developed countries, school meals are structured to encourage healthy eating habits. School meal programs can also be aimed at supporting the domestic or local agricultural sector.

History
The first school lunches were though to be served in 1790 in Munich, Germany by an American born physicist, Benjamin Thompson, also known as Count Rumford. Thompson had spent his early days in New England, but as a royalist during the American Revolutionary War, he had become distrusted and left for England in 1784. In Munich, Thompson founded the Poor People's Institute which employed both adults and children to make uniforms for the German Army. They were fed and clothed for their work and the children were taught reading, writing and arithmetic. Years later, Thompson would feed 60,000 people a day from his soup kitchen in London.

In the United Kingdom, significant changes have been made since school meals were introduced in the 19th century by Elizabeth Burgwin and others. The first National School Meals Policy was published across the United Kingdom in 1941. The Policy set the first nutritional guidelines for school lunches, requiring balanced meals which include the appropriate levels of protein, fat, and calories.

In the United States, there was a social inequality gap during the industrial era, and there was room for improvement in all realms of education. Philadelphia and Boston were the first two cities to institute school lunches in the U.S. Organizations such as Women's Education and the Starr Center Association began serving hot meals to students for a cost that was affordable for most. Soon after, teachers started to notice the benefits for students—both mentally and physically. The federal government wasn't involved until the Great Depression (1920s), when farmers and labors weren't doing well financially and the school lunch program was a solution that benefited everyone.

In recent years, school districts have faced government or community pressure to change the foods served in schools. The addition of vegan school lunch and Meatless Mondays are examples of these changes.

Universal school meals
Sweden, Finland, Estonia and India are among the few countries which provide universal school meals to all pupils in compulsory education, regardless of their ability to pay. In India, where all Government School students are provided with free lunches through the Midday Meal Scheme, staple foods are provided along with free education.

Targeted school meals
School meals can also be targeted, often toward students who are poor or otherwise vulnerable. Such targeting can be geographic (providing school meals in all schools with a region that is deemed food insecure or lower income), school-based (targeting schools with a population of generally poor students), or based on individual characteristics (targeting students based on their household income, ethnic status, or other individual traits). Across different settings and school meal programs, many different approaches are used when targeting school meals.

Free school meals
In low-income countries, most school meal programs make food available for free. In high-income countries, free school meals are usually available only to children who meet income-based criteria.

A study of a free school meal program in the United States found that providing free meals to elementary and middle school children in areas characterized by high food insecurity led to better school discipline among the students.

in England, 20.8% of the 8.9 million pupils attending schools in 2020/21 are known to be eligible for free school meals.

Reduced price meals
Reduced price meals are also available in some countries to those who need a degree of assistance with costs. Lower-cost meals are available to students in such countries as France, Italy, Hong Kong, Japan, Portugal, and the United States.

Full price meals
In some programs, meals are made available for purchase in school cafeterias/canteens at full price. For example, in the United States, students who don't qualify for reduced price lunches can still purchase food at the full price. In the United Arab Emirates, all food in school cafeterias is available for purchase, though prices reflect only the cost of the food itself.

Hot cooked meals
School meals can be cooked in a kitchen (whether in each school or in a centralized kitchen, with the cooked food then delivered to individual schools).

Cold meals
School meals can also be uncooked, serving cold sandwiches or packaged biscuits. For example, the National School Nutrition Program in Egypt serves only Ma'amoul, a baked food item made with dates.

Nigeria
In April 2012, the State of Osun in Nigeria started a statewide school meals programme for all public elementary school pupils. It is called the O'Meals programme (an acronym for the Osun Elementary School Feeding and Health Programme). As of July 2014, it was providing lunch to over 252,000 children in 100% of Osun's elementary schools. In addition to staples such as rice, beans, and yams served with stews, soups, and vegetables, the programme provides daily fruits. Its estimated cost is N50 (USD $0.31) per child per day.

According to a report on O'Meals' benefits:

Within four weeks of the O'Meals launch, school enrollment increase[d] by approximately 25%. According to the Nigerian National Bureau of Statistics July 2013 edition, Osun has the highest primary school enrollment rates in Nigeria – a feat largely attributable to O'Meals. [Additionally,] O'Meals promotes and boosts income generation opportunities, particularly for women. To date, the program has economically empowered over 3,000 previously unemployed women by hiring them as food vendors[.]

All food items are sourced locally from farmers and others on the supply chain, enhancing employment within the state. Addressing child malnutrition has raised students' academic performance, and has increased school enrollment by 24% compared to figures from before April 2012.

In 2015, the manifesto of the All Progressives Congress (APC) advocated for the adoption of a nationwide free meal plan. Since he became President, Muhammadu Buhari has made the implementation of this policy one of his foremost priorities. A national School Meals programme is the subject of a budgetary proposal before the National Assembly. Also, the government of Kaduna State has implemented a school feeding programme.

Canada
Canada has no national school meal program, and elementary schools are usually not equipped with kitchen facilities. Parents are generally expected to provide a packed lunch for their children to take to school, or have their children return home to eat during the lunch period. However, some non-profit organizations dedicated to student nutrition programs do exist.

A recent study of school meal programs across Canada estimates that these programs are found in about 35% of JK-12 schools, with a minimum of 1,018,323 or 21% of students in the country receiving free breakfasts, lunches, and/or snacks. There is considerable diversity in the design of these programs across Canada's provinces and territories. Though non-profit entities implement these programs, governments contributed over Can$93 million in 2018/19.

History
School lunches at the national level began as a temporary New Deal project in 1933. By 1935 it was run by the WPA in 1935-42, as a way to employ the unemployed, feed hungry children, and reduce crop surpluses. It was ended in World War II when the WPA closed. In 1937 the WPA reported, "In the past year and a half 80,000,000 hot well-balanced meals have been served at the rate of 500,000 daily in 10,000 schools throughout the country."

The permanent National School Lunch Program was created in 1946, with the National School Lunch Act. This legislation won rural support because it removed surplus food from the market and thus raised prices paid to farmers. Congress intended these meals to promote and protect child nutrition, while also supporting the consumption of American farm products.

Current status
Today, the National School Lunch Program is a federal nutrition assistance program operating in over 101,000 public schools, non-profit private schools, and residential care institutions. It is regulated and administered at the federal level by the Food and Nutrition Service of the United States Department of Agriculture (USDA). The program provides "nutritionally balanced meals" at low or no cost to more than 31 million children each school day.

Since its inception, the Program has expanded substantially. It now includes the School Breakfast Program, the Snack Program, a Child and Adult Care Food Program, and the Summer Food Service Program. At the State level, the National School Lunch Program is usually administered by state education agencies, which operate the program through agreements with school food authorities.

School meal programs in the United States provide meals free of charge, or at a reduced (government-subsidized) price, to the children of low-income families. Those who do not qualify for free or reduced price are charged a nominal fee.

Some issues stem students individual needs and the increase in food allergies

Contents and nutritional guidelines
School lunches must meet the applicable recommendations of the Dietary Guidelines for Americans. These guidelines state that no more than 30 percent of an individual's calories should come from fat, and less than 10 percent from saturated fat. Regulations also state that school lunches must provide one-third of the Recommended Dietary Allowances of protein, Vitamin A, Vitamin C, iron, calcium, and calories. School lunches must meet federal nutrition requirements over the course of one week's worth of lunches. However, local school food authorities may make decisions about which specific foods to serve and how they are prepared. A recent advocate of nutritional lunches was Michelle Obama. Since the Healthy, Hunger-Free Kids Act of 2010 Michelle Obama has worked diligently to defend the importance of healthy school lunches but, has not been successful in her efforts. Schools, specifically in the United states, are having difficulty enforcing nutrition values in fear of being wasteful because children are no longer eating their lunches. Information gathered from students, schools, and food service experts prompted that they cannot meet the regulations required for the Healthy, Hunger-Free Kids Act of 2010. Providing schools with whole grains, whole milk, and reduced sodium levels was a part of the act, but the Senate would not fully comply. To compromise, they agreed to serve more fruits and vegetables, more whole grains and reduce the sodium levels. The levels of sodium were to be reduced but these efforts have been postponed for at least 3 years due to inappropriate planning. To avoid further conflict between the senate and the administration, the USDA has tolerated exemptions pertaining to the whole grain standard and allowed schools to do what they find necessary to finding a more fitting solution.

Vending machines in schools are also a major source of competitive food for students. Under pressure from parents and anti-obesity advocates, many school districts moved to ban sodas, junk foods, and candy from vending machines and cafeterias. Various laws have also been passed to limit foods sold in school vending machines. With increasing concern over traditional vending machines in schools, healthier vending options have gained popularity and are steadily being adopted by schools around the nation. Marketing for such "healthy vending machines" states that they allow students to perform better in school while also attaining better health.

China
A typical school lunch in the People's Republic of China includes staple food, meat diet, vegetable dish, and each school has different kind of dishes. Students can choose between two and three dishes according to their preferences, with a staple food, usually rice.

In impoverished rural areas, students' access to nutritious food is limited. The government has funded "nutritious lunch" schemes in rural public schools to combat malnutrition. Government data from June 2017 indicated that 48% of schools were unable to fully meet recommended nutrition standards.

India
School meals are provided for free at public schools in India.

History
The roots of India's school meal program can be traced back to the pre-independence era, when a mid day meal programme was introduced in 1925 in Madras Corporation by the British administration. This was one of the oldest free food programmes for schoolchildren. In 1975, the Indian government created the Integrated Child Development Services (ICDS) programme. Under the Midday Meal Scheme, government high schools and partially aided schools, along with Anganwadis, provide midday meals to students. As of 2022, the total cost of providing free meals to students in India is inr 220000000000 of which 60% is paid by the federal government and 40% is paid by the states.

By 1998, India had deployed the National Programme of Nutritional Support to Primary Education (NP-NSPE) scheme. During the 2013-2014 school year, the scheme covered 104 million children in 1.16 million schools.

Contents
A single afternoon lunch usually contains a cereal which is locally available, made in a way that conforms to prevailing local customs. Each child receives milk, and either soup or vegetables cooked as curry. Under the scheme of the Indian government, each primary level student must be provided with 100 grams of food grains each day, along with 20 grams of protein, 50 grams of leafy vegetables and 5 grams of oil and fat. For upper-primary and senior students, they must be provided with 150 grams of food grains, 30 grams of protein, 75 grams of leafy vegetables and 7.5 grams of oil and fat. In accordance with nutritional guidelines, primary level students are given 450 grams of calories and 12 grams of proteins each day and senior and upper-primary level students are given 700 grams of calories and 20 grams of proteins each day. The rice and other graines served during the midday meal is fortified with nutrients such as iron, vitamin B12 and folate.

Children in private schools usually carry their own lunch boxes. Many schools also have canteens, and street food vendors can often be found in front of school campuses.

Iran
In the 1960s, Shah Mohammad Reza Pahlavi had intended a non-violent regeneration of Iranian society through economic and social reforms called the White Revolution. The reforms' long-term goal was to transform Iran into a global economic and industrial power. The White Revolution consisted of 19 elements that were introduced over a period of 15 years. In 1975, the Shah started a program for 'Free and Compulsory Education and a daily free meal' for all children from kindergarten to 14 years of age. It provided one-third of a pint of free milk to all children in Iran, as well as pistachios, fresh fruit, and biscuits.

History
In Japan, the tradition of providing school lunches started in the early 20th century. After World War II, which brought near-famine conditions to the country, the Japanese government re-introduced school lunches in urban areas. School lunch was extended to all elementary schools in Japan in 1952. With the enactment of the School Lunch Law in 1954, school meals were extended to junior high schools as well.

These early lunches initially included items such as bread, bread rolls, and skimmed milk powder (replaced in 1958 by milk bottles and cartons). Later, lunches were expanded to include flour donated by an American charity; a dessert; and a dish (such as daikon) that changed daily. Other dishes included inexpensive protein such as stewed bean dishes, fried white fish, and, until the 1970s, whale meat. Provisions of rice were introduced in 1976, following a surplus of government-distributed Japanese rice, and became increasingly frequent during the 1980s. Hamburg steak, stew and Japanese curry became staples as well.

Current status
As of 2004, 99% of elementary school students and 82% of junior high school students in Japan ate kyūshoku (school lunch). The food is grown locally, is almost never frozen, and (barring dietary restrictions) is the same for every student. Children in most districts cannot bring their own meals to school until they reach high school, nor do schools have vending machines; instead, children are taught to eat what they are served.

In both elementary school and middle school, students put on white coats and caps and serve their classmates, who then all eat together in their classrooms instead of in a cafeteria.

To make lunches affordable for students, municipalities pay for the labor costs, while parents, who are billed monthly, pay for the ingredients. These typically cost about 250 to 300 yen (about USD $3) per meal per student. There are reduced-price and free options for poorer families.

Contents and nutritional guidelines
The daily lunches are designed by nutritionists to provide a balanced yet tasty meal for schoolchildren, working especially to appeal to picky or unhealthy eaters. According to Chico Harlan:

"Though Japan's central government sets basic nutritional guidelines, regulation is surprisingly minimal. Not every meal has to meet precise caloric guidelines......Central government officials say they have ultimate authority to step in if schools are serving unhealthy food, but they can't think of any examples where that actually happened. ... And because this is food-obsessed Japan, those standard meals are restaurant-worthy; in fact, Adachi Ward publishes a full-color cookbook based on its best school meals. [However,] Japanese cuisine isn't automatically healthy; it includes crispy chicken, rich bowls of salty ramen with pork belly and battered and deep-fried tempura. But, like most cuisines, it can be healthy. ... You don't see dessert, other than fruit and yogurt. You occasionally see fried food, but in stark moderation."

Malaysia
In most Malaysian schools, regardless of whether they are public or private schools, students eat in a canteen where they purchase food and drinks from vendors. School canteens usually offer Malay, Chinese, and Indian foods, with varieties of rice, noodles, and breads. The average Malaysian school canteen offers varieties of Nasi Lemak, Nasi Goreng, Chicken Rice, Popiah, and Laksa.

School canteens sell food and drinks at reduced prices. Underprivileged students can apply for the free-food program – which, depending on the school, is either sponsored by the school's parent-teacher association or by the Ministry of Education. Low-income students may also be eligible for the School Milk Program, which is funded by milk companies and non-governmental organizations.

Philippines
School meals in the Philippines appear to be relatively simplistic, consisting mainly of rice, meat, and gravy.

Singapore
School meals in most Singaporean primary and secondary schools, as well as junior colleges, are provided in each school's canteen (or tuckshop). The canteens consist of stalls which sell a variety of foods as well as beverages. To cater to the many races, religions, and cultures in Singapore, canteens often offer a range of cuisines, like Chinese, Indian, Malay, and Western foods.

To encourage healthier eating habits among children, the Health Promotion Board of Singapore launched the Healthy Eating in Schools Programme, which gives an award to schools which serve healthy meals. To receive the award, schools must reduce the sugar content in drinks and desserts, serve fewer deep-fried and fatty foods, and include two servings of greens in their meals.

South Korea

South Korea has provided free school lunches to low-income students since the 1980s at the primary and secondary school levels.

History
Elementary schools began to provide meals in the late 1990s, and until the mid-2000s, the program was expanded to middle and high schools. It is funded by local governments and local offices of education, and currently, all elementary schools and most middle and high schools nationwide provide free lunch.

Contents
Generally, South Korean school meals consist of meat, fish, or vegetable banchan, as well as soup and kimchi. These foods, like other Korean dishes, are processed to a minimum and are usually low-fat and high-protein. In addition, the country's government strictly controls the sugar and fat limits of school meals by running several campaigns and educational programs during school mealtimes.

Culture
Many schools have "Clean Plate Wednesday," which encourages students to eat leftovers to reduce food waste. Delicious foods such as Samgyupsal and bibimbap are usually on the menu for the day so that this is more possible.

United Arab Emirates
Due to the economic boom, obesity has developed into a known health concern amongst adolescents in the United Arab Emirates. The past three decades have seen the largest increases in child obesity. Studies have shown that rates of obesity among the UAE's schoolchildren have surpassed the child obesity rates in both the United States and Europe. Traditional cuisine in the Persian Gulf region, once high-fibre and low-fat, has become Westernized, and now consists of many more high-fat, high-sodium, and high-cholesterol foods. Exercise levels among children have also decreased rapidly, causing the surge of obesity in adolescents.

Estonia
In Estonia, free school dinners are served in elementary and secondary schools.

Nutritional guidelines
Nutritional guidelines for Estonian school meals are based on the Estonian food pyramid. At the pyramid's base are water and exercise. The next tier up includes starches, fruits, and vegetables. According to Estonia's Food-Based Dietary Guidelines, these foods should comprise the majority of each meal. The middle section of the pyramid includes dairy products and meat. The Guidelines suggest eating these foods in small portions on a daily basis. Just below the top tier are oils, butter and nuts. At the peak of the pyramid are foods like ice cream, soft drinks, honey, and biscuits: high-sugar foods which should be eaten sparingly, as special treats.

History
Finland provides free, catered hot school meals to all pupils from pre-primary to upper secondary education every school day, as guaranteed by the 1948 Basic Education Act. Section 31 of the Basic Education Act states: "A pupil attending basic education shall be provided with a balanced and appropriately organized and supervised meal on every school day."

Some Finnish cities had offered poor students free school dinners since the beginning of the 20th century. For example, Kuopio did so starting in 1902, and extended school dinners to all students in 1945.

Current status
According to Finnish National Board of Education statistics from the year 2014, the average school meal was valued at 2.80 euros per student-school day, totaling 532 euros per student for the school year. This sum included ingredients, labor costs, kitchen equipment, and other fixed expenses, but neither property costs nor taxes.

Children taking part in before- and after-school activities are also served a free healthy snack.

Higher education
Lunches for higher education students (like those attending universities and polytechnics) are also subsidized in Finland. Kela, the Social Insurance Institution of Finland, compensates student meals that fulfill the nutritional and pricing criteria for government meal subsidies. This program's purpose is to promote positive health and nutritional trends among students. The program accommodates special dietary needs – whether in connection with religion, ethical beliefs, or health issues – without extra costs.

Objectives and role in learning
Free school meals in Finland are viewed as an investment for the future; the aim is to maintain and improve children's health, well-being, and learning. The school meal is used as a pedagogical tool for teaching table manners, food culture, nutrition, and healthy eating habits, as well as for increasing the consumption of vegetables, fruits and berries, wholemeal bread, and skimmed or low-fat milk. One of the basic lessons is cooperation between students, head teachers, teachers, parents, and catering staff. In many schools, students participate in the work of the school canteen during their working life practice period. Most schools have a school meal committee where students, teachers, and catering staff develop school catering together. Most schools also welcome parents to come and taste school meals. There are always adults present in the school restaurant. The pedagogical role of the school catering staff is seen as important, as is teachers' knowledge of nutrition. In 2009, Finland began developing school meal and nutrition education for teachers, and pedagogical education for school catering personnel.

National and local regulations form the basis for Finnish school meal practices. Education acts and decrees and local curricula are central documents governing school meals. Local and school-level curricula define the central principles of arranging school catering. The curricula also describe the objectives for education in health, nutrition, and manners. The health-related and social role of school meals, the objectives of teaching nutrition and manners, and the recreational aspect of lunch breaks are taken into account when arranging school meals and snacks. Students are allowed at least 30 minutes for eating, after which they have a short recess outdoors.

School lunches can also be a channel for empowering local food producers. Introducing locally produced fish to the offerings of institutional kitchens, such as school canteens, is an ethical and ecological alternative to mass-produced meat or imported fish.

Contents and nutritional guidelines
School meals generally consist of typical Finnish foods. A basic school meal consists of a warm main course, vegetables, bread, a table spread, and a drink. The school lunch is calculated to equate to about one-third of a child's daily nutritional needs. School catering is designed to follow the National Nutrition Council's dietary guidelines for schools. The recommendations for school meals are being updated during the year 2016.

Normally, Finnish schools provide lunch at school canteens in the form of a buffet, where pupils serve themselves as much as they want. Schools often use a model plate to guide eating habits towards the following recommendations:
 * Fresh and cooked vegetables covering half of the plate
 * Potatoes, rice, or pasta covering one quarter of the plate
 * Fish at least once a week (preferably twice a week); meat; or beans and sprouts as part of a vegetarian diet covering the remaining quarter of the plate
 * Skimmed or semi-skimmed milk, or fermented milk products
 * Water
 * Bread with vegetable margarine or a butter-margarine blend
 * Berries or fruit for dessert

Children with special dietary needs – whether in connection with religion, ethical beliefs or health issues – are entitled to a special diet without costs. School menus are designed to be suitable for most students, with minor adjustments if needed. If a child has special dietary needs, their school requires specific information about those needs to ensure food safety and the elimination of possible cross contamination. In the case of health-related special diets, schools require the assessment of a doctor, nurse, or dietitian.

As with school lunches, before- and after-school snacks are used as a pedagogical tool in teaching children about proper nutrition, table manners, and food culture. Snacks are designed to offer variety and take into consideration Finnish Nutrition Recommendations as well as children's individual needs.

The School Lunch Diploma
Finland has no national accreditation system to evaluate the quality of school lunches. However, by the end of 2015, over 200 schools had been awarded the School Lunch Diploma. The diploma certifies a school's commitment to the national standards and recommendations for nutritionally, educationally, and ecologically sustainable school lunches. It is also an indication of excellent collaboration among interest groups within the school. The School Lunch Diploma is coordinated by the Finnish Kitchen Professionals Association.

History
In the 1970s, the French government began to work on improving school lunches. In 1971, the government established nutritional guidelines for French school meals. The 1971 food recommendation guidelines stated that each meal should contain raw vegetables, such as salads and fruits; protein in the form of milk or other dairy products; cooked vegetables twice per week; and carbohydrates on the remaining days.

Current status
In France, lunch is considered the most important meal of the day. Students can get lunch at school or go home for it. The lunch break is one to two hours long. French students are taught to take time to savor and enjoy their meals. Students have to pay for cafeteria lunches; the cost of the meal varies by region. A student's family pays for half of the meal, while the school pays for the remainder. For example, a typical meal may cost $6, with the family paying $3 instead of the full price.

A well-known school catering subscription company in France is called "Turboself".

Contents and nutritional guidelines
The 2001 food recommendation guidelines, signed by the Minister for National Education, state that school lunches must be healthy and balanced. Menus vary daily, and are posted for parents. Specifically, the guidelines state that:
 * There should be very little fat in school foods
 * School meals must contain vitamins and minerals
 * The main course of each school meal must contain meat, fish, or eggs

School cafeterias serve five-course meals, even for preschoolers. Schoolchildren eat the same things as adults. A school lunch in France contains an appetizer, salad, main course, cheese plate, and dessert. Bread may accompany each meal. A menu might include potato leek soup, carrot and bean salad, lamb with saffron, an assortment of cheeses, and grapefruit. Each meal is accompanied with water.

French schools do not have vending machines.

Italy
School meals in Italy provide regular Italian cuisine, although they may vary among regions and towns. The Italian government is very "down to people" and is doing a large-scale study to measure and involve students in food habits, diets, and food choices. However, many parents struggle for the right to pack home meals for their children since school food is rather expensive.

Norway
Norwegian school lunches were supplied from Sweden during World War II, partly privately financed. Later, all public school lunches were discontinued, so most Norwegian students bring a packed lunch from home. In 2007, schools began providing one free piece of fruit each day for all pupils in grades 8–10. Norwegian schools also sell subsidized milk.

Sweden
School lunches have been free in Swedish elementary schools since 1973. The government or municipality covers all charges. Normally, school lunches are buffet-style. Buffets chiefly include potatoes, pasta or rice; meat or fish; and vegetables. Milk and water are usually offered as drinks. There are also vegetarian options, as well as foods that meet religious requirements; these foods are also free of charge. Upper secondary schools do not have to provide meals for their students, but many, both public and charter schools do.

Usually, each municipality signs a private contract with a catering company which provides school food. Many of the food products are imported, but still have a good standard. In many schools, teachers or the school principal eat with the pupils, with the goal of creating a stronger connection between students and school authorities. In Swedish schools there are also international food weeks, or vegetarian weeks.

A 2021 study, which used the gradual implementation of free, nutritious school lunches across Sweden, found that the school lunches led to improvements in health and educational outcomes, as well as improvements in adult income.

History
School meal programs in the United Kingdom can be traced back to the Education (Provision of Meals) Act 1906.

In 1944, the United Kingdom required local authorities to provide school dinners that were consistent with legal nutritional requirements. The government paid the full cost of school meals in 1947. Free school meals were available to children with families on very low incomes. As a result, from the 1950s onward, staple traditional "school dinner" foods became embedded in the national psyche. "School puddings" in particular refers to desserts historically served with school dinners in both state and independent schools. Examples include tarts such as gypsy tart and Manchester tart, and hot puddings such as spotted dick and treacle sponge pudding.

In the 1980s, Margaret Thatcher's Conservative government ended entitlement to free meals for thousands of children, and obliged local authorities to open up provision of school meals to competitive tender. This was intended to reduce the cost of school meals provided by local authorities. However, it caused a substantial decrease in the standard of school food. A 1999 survey by the Medical Research Council suggested that despite rationing, children in 1950 had healthier diets than their counterparts in the 1990s, with more nutrients and less fat and sugar.

This became a major topic of debate in 2004, when chef Jamie Oliver spearheaded a campaign to improve the quality of school meals. At this time, school dinners at state schools were normally made by outside caterers. The schools sold a lot of deep-fried fast food, like chips, fried turkey nuggets, pizza, and pies. After the "Jamie's School Dinners" programme was shown on Channel 4, sections of the public showed support for increased school meal funding, causing the government to create the School Food Trust. This topic became a factor in the 2005 UK general election.

Martha Payne's blog NeverSeconds, which discussed the quality of school meals at her primary school in Lochgilphead, made national headlines after gaining support from Jamie Oliver.

Current status
The principal legislation is The Requirements for School Food Regulations 2014. School governors are responsible for the provision of food in schools. They must ensure compliance with food standards, suitable accommodation for children to eat provided meals and food brought in from home in a calm and enjoyable way, as well as oversee the take-up of school meals and financial aspects of school food provision.

Since September 2014, all infant pupils (four to seven years age group) in English schools have been entitled to a free hot meal at lunchtime every day. This was an initiative of Deputy Prime Minister Nick Clegg, who launched the plan at the Liberal Democrats conference in 2013. At the initiative's inception, the government was paying £2.30 for each meal taken by newly eligible pupils.

Since January 2015, the Scottish government has provided free school meals for all children in Primary One to Three.

Similar schemes are in place for Wales and Northern Ireland.

The British government uses entitlement to free school meals as a measure of deprivation. For the financial year 2014-2015, the government paid schools a premium of £1,300 for primary-aged pupils, or £935 for secondary-aged pupils, for each eligible child. 11% of families entitled to free meals do not claim them, which means that their schools do not receive the extra funding. It was unclear in 2014 how this would be affected by the introduction of universal free meals for the youngest British schoolchildren.

In August 2019 it was revealed that local government planning for a No-deal Brexit encompassed the possibility of needing to change legal requirements underpinning the provision of school meals, for example by making them more expensive or less healthy; possibly even discarding the requirements entirely. One council also said that "special dietary requirements may be difficult to meet" and that fresh food might have to be replaced with frozen and tinned goods, while another mentioned the possibility of a return to rationing.

School meal standards 2014
The school meal standards for England developed in 2014 include:
 * High-quality meat, poultry or oily fish
 * Bread, cereals or potatoes
 * at least 1 portions of vegetables or salad as an accompaniment every day
 * at least 3 different fruits, and 3 different vegetables each week
 * an emphasis on wholegrain foods in place of refined carbohydrates
 * an emphasis on making water the drink of choice
 * limiting fruit juice portions to 150 ml
 * restricting the amount of added sugars or honey in other drinks to 5%
 * no more than 2 portions a week of food that has been deep fried, batter coated, or breadcrumb coated
 * no more than 2 portions of food which includes pastry each week
 * A ban on drinks with added sugars, crisps, chocolates or sweets in school meals or vending machines

Eligibility
As of November 2020, parents may apply for free school meals for children at school or in certain institutions up to the July after their 19th birthday. and if they are in years R, 1 and 2.
 * Income Support
 * income-based Jobseeker's Allowance
 * income-related Employment and Support Allowance
 * Support under Part VI of the Immigration and Asylum Act 1999
 * the guaranteed element of Pension Credit
 * Child Tax Credit when not receiving Working Tax Credit with an annual gross income of less than £16,190
 * Working Tax Credit run-on
 * Universal Credit -with a household income of less than £7,400 a year (after tax and before benefits)

Disadvantaged Children and Pupil Premium
The receipt of Free School Meals (FSM) is one of the indicators of disadvantage. It entitles the school to a Pupil Premium, a sum of money, £1,350, added to the annual budget. Disadvantaged pupils are a focus group for Ofsted and since 2015 the school's progress in closing the achievement gap between them and other pupils forms a major part in judging the school's outcomes.

Advocacy
The National Union of Teachers supports free school meals for all children. Fiona Twycross campaigned to persuade the Labour Party to commit to providing universal free school meals. She argues that according to the Institute for Fiscal Studies and the National Centre for Social Research, free school meals for all students significantly increases attainment in schools.

Free school meals have become an essential part of the diet of disadvantaged children. During the Covid-19 pandemic lockdown, these children were out of school and unfed. Marcus Rashford, a popular footballer, led a successful campaign to cause the government to make a U-turn and to continue to provide meals or food vouchers. The Petition that Rashford started on Free School Meals garnered substantial support, passing the 1 million signature mark on 28 October 2020.

Australia
The Healthy Kids Association (previously The Healthy Kids School Canteen Association) is a not-for-profit, non-governmental, health promotion organization based in Sydney, Australia. It is a peak organisation for school canteens in New South Wales and the Australian Capital Territory (ACT).

In Australia, many school canteens have returned to offering junk food, or pupils have started buying fast food outside their schools. The association has developed policies intended to counter these trends; in some schools, they have taken over providing school food.

In response to the 2002 Childhood Obesity Summit, former Premier of New South Wales Bob Carr launched the "Fresh Tastes NSW Healthy School Canteen Strategy." Healthy Kids has become a key partner of the Ministry of Health in developing this plan. The strategy is to develop a taste for healthier foods among schoolchildren by promoting and featuring healthier menu options, while limiting the availability of less nutritious foods. The program's menu guide was partially created by Rosemary Stanton.

New Zealand
In 2012, Hone Harawira MP had a private member's bill to provide free breakfast and lunches for all children in decile 1 and 2 schools in New Zealand was drawn from the ballot. The Education (Breakfast and Lunch Programmes in Schools) Amendment Bill, better known as the "Feed the Kids Bill", has been supported by a broad-based Community Coalition for Food in Schools. A 1 News opinion poll found 70 percent support for the Bill's proposal.

Until 2020, New Zealand did not have any school meal programme, aside from board-run school breakfasts that were not provided by central government. After assuming office, New Zealand's Labour-led government announced 20,000 children would benefit from school lunches by 2021. Jacinda Ardern has said this programme will be dramatically expanded to 200,000 students by the end of 2021 (25% of national school rolls) should she retain office. By May 2023, the Government's NZ$130 million Ka Ora, Ka Ako free lunch school programme fed over 220,000 students at 989 schools, reaching a quarter of all school students in New Zealand.

Following the 2023 New Zealand general election, a right-wing National-led coalition government was formed. In early March 2024, ACT party leader David Seymour announced that the National-led government would review the "Ka Ora, Ka Ako" school lunch programme, citing food wastage and claiming that it did little to improve school attendance and academic achievement. Several school leaders including Porirua College deputy principal John Topp and attendance officer Mose Skipworth and the health advocacy group Health Coalition Aotearoa expressed concerns that Government plans to scrap or reduce the programme would worsen child poverty and poor educational outcomes. Seymour was also the target of protest action by students at Freyberg High School due to the Government's school lunch review.

On 1 May 2024, Seymour confirmed the Government would continue to fund the "Ka Ora, Ka Ako" programme for a few years until the completion of the programme's review. On 8 May, Seymour released details of the Government's revised school lunch programme. The school meal programme would be expanded to include 10,000 pre-school pre-schoolers in low-equity, non-profit early childhood centres. While the primary school lunch programme would remain the same, the Government would purchase school lunch supplies in bulk for intermediate and secondary schools, with an emphasis on simpler foodstuffs such as sandwiches and fruits rather than sushi, quinoa, couscous, and hummus. In response, Labour's education spokesperson Jan Tinetti welcomed the retention of the school lunch programme but expressed concerns about changes to the secondary school lunch programme. Health Coalition Aotearoa co-hair Professor Boyd Swinburn questioned the nutritional value of bulk-purchased foods while Dish Magazine editor Sarah Tuck defended the nutritional value of quinoa and sushi.

title: School meal


text:
List of common spider species of Australia

This is a partial list of Australian spiders and harvestmen (Orders Araneae and Opiliones).

Order Araneae
Family Actinopodidae
 * Missulena spp. Mouse spiders

Family Araneidae
 * Arachnura higginsii, Scorpion-tailed spider
 * Argiope keyserlingi, St Andrew's cross spider
 * Argiope protensa, Tear drop spider or longtailed orb-weaving spider
 * Argiope trifasciata, Banded orb-weaving spider
 * Austracantha minax, Christmas Jewel Spider
 * Celaenia excavata, Bird-dropping spider
 * Cyrtophora spp., Tent spiders
 * Eriophora pustulosa, Garden orbweb spider
 * Eriophora transmarina, Wheelweaving orbweaving spider
 * Ordgarius magnificus, Magnificent spider
 * Plebs bradleyi, Enamelled spider
 * Poecilopachys australasia, Two-spined spider

Family Atracidae
 * Atrax robustus, Sydney funnel-web spider
 * Atrax spp. Funnel-web spiders
 * Hadronyche spp. Funnel-web spiders
 * Illawarra wisharti, Illawarra funnel-web spider

Family Gradungulidae
 * Hickmania troglodytes, Tasmanian cave spider

Family Barychelidae
 * Idioctis spp., Intertidal trapdoor spider
 * Idiommata spp., Brushfooted trapdoor spider
 * Seqocrypta jakara, Brush footed spider

Family Clubionidae
 * Clubiona robusta, Stout sac spider

Family Corinnidae
 * Poecilipta spp., Ant-mimicking spiders
 * Nyssus coloripes, Painted swift spider

Family Deinopidae
 * Deinopis subrufa, Common netcasting spider

Family Desidae
 * Badumna insignis, Black house spider
 * Badumna longinqua, Brown house spider

Family Dipluridae
 * Troglodiplura lowryi, Nullarbor cave trapdoor spider

Family Dysderidae
 * Dysdera crocota, European garden spider

Family Gnaphosidae
 * Anzacia gemmea, Silvery vagabond spider
 * Hemicloea rogenhoferi, Flattened bark spider

Family Hersiliidae
 * Tamopsis spp., Two-tailed spiders

Family Hexathelidae
 * Plesiothele fentoni, Lake Fenton trapdoor spider

Family Idiopidae
 * Aganippe spp. Trapdoor spiders
 * Arbanitis spp., Golden trapdoor spider
 * Blakistonia aurea, Adelaide trapdoor spider
 * Euoplos spp., armoured trapdoor spiders
 * Idiosoma nigrum, Shieldbacked trapdoor spider
 * Misgolas rapax, Sydney brown trapdoor spider
 * Misgolas robertsi, Tube spider

Family Lamponidae
 * Lampona cylindrata, Whitetailed spider
 * Lampona murina, Whitetailed spider

Family Lycosidae
 * Venatrix furcillata, Little striped wolf spider
 * Tasmanicosa godeffroyi, Garden wolf spider

Family Mimetidae
 * Australomimetus spp., Pirate spiders

Family Miturgidae
 * Miturga spp., Lined spiders

Family Nemesiidae
 * Aname diversicolor, Black wishbone spider
 * Stanwellia grisea, Melbourne trapdoor spider

Family Nicodamidae
 * Nicodamus spp., Red-and-black spiders

Family Oecobiidae
 * Oecobius navus, Wall spider

Family Pholcidae
 * Pholcus phalangioides, Daddy long-legs spider

Family Pisauridae
 * Megadolomedes australianus, Giant water spider

Family Salticidae
 * Helpis minitabunda, Bronze Aussie jumper
 * Maratus spp. Peacock Spiders
 * Mopsus mormon, Northern Green Jumping spider
 * Myrmarachne spp., Ant-mimicking spider
 * Sandalodes spp. Large Jumping Spiders

Family Scytodidae
 * Scytodes thoracica, Common Spitting spider

Family Sparassidae
 * Delena cancerides, Flat Huntsman spider, Social Huntsman Spider or Avondale spider
 * Holconia immanis, Sydney Huntsman spider, Large Huntsman spider, Giant Huntsman spider, Grey Huntsman Spider
 * Neosparassus spp., Badge Huntsman spiders and Shield Huntsman spiders
 * Pandercetes gracilis, Lichen huntsman

Family Stiphidiidae
 * Stiphidion facetum, Sombrero spider

Family Tetragnathidae
 * Phonognatha graeffei, Leaf curling spider
 * Tetragnatha spp., Four-jawed spider

Family Theraphosidae
 * Selenocosmia crassipes, Coastal Whistling spider
 * Selenocosmia stirlingi, Australian Common Whistling spider
 * Selenotypus plumipes, Australian Featherleg spider

Family Theridiidae
 * Ariamnes spp., Whip spiders
 * Latrodectus hasselti, Redback spider
 * Nesticodes rufipes, Red-legged House spider
 * Steatoda grossa, Cupboard spider
 * Thwaitesia argentiopunctata, Silver Dewdrop spider

Family Thomisidae
 * Amyciaea albomaculata, Green Tree Ant Mimicking spider
 * Australomisidia spp. Australian Crab Spiders
 * Hedana spp., Green Crab spider
 * Stephanopis altifrons, Knobbly Crab spider
 * Thomisus spectabilis, Australian Crab Spider
 * Zygometis xanthogaster Yellow-tailed Crab Spider

Family Uloboridae
 * Zosis geniculata, White-kneed spider

Order Opiliones
Family Gagrellidae
 * Nelima doriae, introduced daddy-longlegs

Family Phalangiidae
 * Spinicrus spp., Harvestmen

Family Triaenychidae
 * Equitius spp., Harvestmen
 * Hickmanoxyomma spp., Cave harvestman
 * Triaenobunus spp., Harvestmen

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


text:
George Back

Admiral Sir George Back (6 November 1796 – 23 June 1878) was a British Royal Navy officer, explorer of the Canadian Arctic, naturalist and artist. He was born in Stockport.

Career
As a boy, he went to sea as a volunteer in the frigate HMS Arethusa (1781) in 1808 and took part in the destruction of batteries on the Spanish coast. In the following year, he was involved in combat in the Bay of Biscay, until he was captured by the French. Back remained a prisoner at Verdun until the peace of early 1814; during this time he studied French and mathematics and practised his skills as an artist, which he later put to use in recording his travels through the Canadian Arctic.

Following his release, Back served on HMS Akbar (1811) and HMS Bulwark (1807) as a midshipman before volunteering to serve under John Franklin in his first expedition to the Arctic in 1818. Back also served under Franklin in his two overland expeditions to survey the northern coast of North America, first on the Coppermine expedition—when Back was responsible for all the surveying and chart making—and then the Mackenzie River expedition in 1824–1826, during which time he was promoted first to lieutenant and then to commander in 1825. Lacking appointment to a ship, Back was unemployed on the half-pay list, from 1827 to 1833.

Back River Expedition
By 1832 nothing had been heard of the Arctic explorer John Ross since 1829, and plans were made to find him. Back proposed to take fur trade routes to Great Slave Lake and follow the Great Fish River northeast to Ross's probable location. No European had ever seen this river but it was known from Indian reports (it was later named the Back River).

He left England in February 1833, reached Great Slave Lake in August where George McLeod of the Hudson's Bay Company had built winter quarters at Fort Reliance at the eastern end of the lake. He located the river on 29 August and returned to the fort to winter. In March 1834 he received a packet of letters saying that Ross was back in England and telling him to explore the coast from Ross's King William Land to Franklin's Point Turnagain. This was the main unknown region, along with a few hundred miles eastward from Point Barrow and the area around King William Island which was completely misunderstood.

He set out on 7 June 1834, passed Artillery Lake and Clinton-Colden Lake and reached the river on 28 June. He ran east down a river in the barren grounds with 83 rapids but only one portage. On 23 July he reached salt water at Chantrey Inlet. He explored the inlet, saw King William Island to the north and then wisely turned back. He reached Fort Reliance on 27 September 1834 and England on 8 September 1835.

The expedition's naturalist was Richard King, who contributed appendices on meteorology and botany to Back's account of the expedition; he also wrote his own two-volume account of the expedition.

Frozen Strait Expedition
In 1836, Back was promoted to captain by an Order in Council, a rare honour. The goal this time was the northern end of Hudson Bay at either Repulse Bay (now Naujaat) or Wager Inlet. From there he would drag boats overland to seawater and sail the unknown coast west to the Back River and Franklin's Point Turnagain. These were the two easternmost known points on the north coast west of Hudson Bay. The area between them and between the Back River and Hudson Bay was unknown. In fact, 60 mi northwest of Repulse Bay is the cul-de-sac of the Gulf of Boothia. To reach the Back River he would have had to drag his boats 250 mi west-northwest. He was given command of the converted bomb vessel HMS Terror (1813) with a crew of 60 and provisions for 18 months.

He left in June 1836, which was late in the season. Because of contrary winds they had to be towed by steamship all the way to the Orkney Islands. He reached Hudson Strait on the first of August. By the end of the month, Terror was beset by ice somewhere east of Frozen Strait. It remained icebound for 10 months: at one point Terror was pushed 40 ft up the side of a cliff by the pressure of the ice.

Several times preparations were made to abandon ship. Scurvy appeared in January and three men died of it. In the spring of 1837, an encounter with an iceberg further damaged the ship. Sometimes the pressure of the ice was enough to force turpentine out of the planks. The ship drifted with the ice south along Southampton Island and then east toward Hudson Strait. It was not until July that the ice retreated sufficiently to allow Terror to head for home.

Soon a large mass of ice frozen to the vessel broke off causing the remaining ice to tip the ship on its side until the ice was hacked off. The vessel was in a sinking condition by the time he was able to beach the ship on the coast of Ireland at Lough Swilly. "There was not one on board who did not express astonishment that we had ever floated across the Atlantic."

Although a number of Arctic explorers allowed their ships to be frozen in harbours for the winter, this seems to be the only case of a ship – save for the disastrous Franklin Expedition – being caught in offshore ice. Its survival is a tribute to the strength of bomb vessels in Arctic service.

Retirement
Poor health caused Back to retire from active service. He was made a Knight Bachelor on 18 March 1839, and maintained an interest in Arctic exploration for the rest of his life. In 1859, he was nominated a rear-admiral. Back served as an advisor to the Admiralty during the search for Franklin's lost expedition, and as vice-president of the Royal Geographical Society, having received its gold and silver medal. Although nominally retired, Back remained on the Admiralty List and, based on seniority, he was promoted to vice-admiral in 1863 and finally admiral in 1867.

Personal life
In 1846, Back married Theodosia Elizabeth Hammond, a widow. He is buried in the Kensal Green Cemetery, London.

Back as artist
George Back was an accomplished artist. Historian Leslie H. Neatby wrote, “Back had neither the seriousness of disposition nor the intensity of purpose which are indispensable to the great captain. His virtues were of a different order. No other man has viewed the scenery of the Canadian North with so appreciative an eye, nor has been able to give such full and vigorous expression to that appreciation.”

A watercolour of an iceberg, believed to have been painted by Back following his 1836–37 expedition, sold at auction on 13 September 2011 for $59,600, despite its being unsigned and undated. Experts at the prestigious London auction house Bonhams credited the watercolour to Back, claiming it had been presented by Back to his sister Katherine Pares, and thence descended through her family.

The auction house opined that the scene surrounding the towering iceberg appears to match a description in Back's Narrative of an Expedition in H.M.S. Terror (1838) when the Terror was in the Davis Strait (between Canada and Greenland) that reads "in the evening (of 29 July 1836) when the weather cleared ... we observed an enormous berg, the perpendicular face of which was not less than 300 feet high..."

Back drew HMS Terror Thrown Up By Ice (1836) and the portrait A Buffalo Pound (1823), which was later reworked into an engraving. He painted the watercolour 'Winter View of Fort Franklin' (1825–26).

A recent collection of twelve portrait studies of male and female characters mainly from the Canadian Yellow Knife Tribe, eleven of which were personally signed by the artist, sold for £24,000 at auction on 16 June 2020.

title: George Back


text:
Talk:Richard Christy

Personal Note
Not sure this is appropriate for the main page or not, but I am always reminded of this funny bit of info when I hear or think about Richard Christy. As someone who also lived in the Fort Scott area, I met Richard at parties and met him again when we both moved to Springfield a few years later and ended up in the same circles again (I worked with Greg from Witches Coven). Richard's nick-name growing up was "slow". He walked slow. He talked slow. His dad did the same (my dad knew his dad .. and told me his nick-name was "slow' too .. I've never met his dad). It was not just a little bit of slowness, it was enough that it was very noticeable.  I didn't even know his name the first few times I met him.  Everyone just called him Slow.  He even introduced himself as Slow.  I find it very funny, that one of the fastest metal drummers of his time had the nick-name of "Slow" growing up.  No hate what-so-ever.  Just memories earned while growing up in Bourbon County, Kansas in the 80's.  Love ya Richard - Rick Stewart  — Preceding unsigned comment added by 168.149.213.221 (talk) 15:48, 12 April 2023 (UTC)

title: Talk:Richard Christy


text:
Wikipedia:Articles for deletion/Piss Koran

 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. — Trilobite (Talk) 15:35, 15 Jun 2005 (UTC)

Piss Koran
There is a Piss Christ, but as far as I see a Qu'ran version does not exist: verify or delete --Doc (?) 23:20, 5 Jun 2005 (UTC)
 * Delete - Piss Christ is at least a work of some notoriety. "Piss Koran," if it even exists, is not. Schmeitgeist 23:24, Jun 5, 2005 (UTC)
 * Almost certainly a sarcastic reference to current affairs. See Bush Administration changes official position on legitimacy of Qur'an desecration allegations. Delete. Uncle G 23:37, 2005 Jun 5 (UTC)
 * Delete. Not verifiable. If indeed it was a existing artwork, the artist would presumably not be "unkown" and be extremely controversial. Capitalistroadster 02:14, 6 Jun 2005 (UTC)
 * Keep. I believe it's real and breaking news. Flatbush 22:34, 7 Jun 2005 (UTC)
 * Delete. Another pathetic move by know nothing anti-Islamic editors.--Anonymous editor 04:00, Jun 8, 2005 (UTC)
 * Delete for now. Even if this were "real and breaking news", WP is not a news site. Notability takes time. Jeeves 04:51, 8 Jun 2005 (UTC)
 * Delete. Neologism, at best. -- BD2412 talk 20:32, 2005 Jun 10 (UTC)
 * Keep. I've made some changes, and (I hope) improvements. Googling yields numerous entries, and, if nothing else, Piss Koran was at the very least something of an internet phenomenon (many of which have entries on Wikipedia). Babajobu 20:43, 11 Jun 2005 (UTC)
 * Comment - the clean-up is good - but my issues are 1) verifiability 2) notability - can you answer those??
 * Seems notable to me. Piss Christ and the attendant controversy received a great deal of media attention, and it's seen by many (particularly angry Christians) as a major moment in the Red America/Blue America slagging match. Piss Koran seems to be part of that ongoing slagging match. Certainly more notable than a thousand other Wikipedia articles. As for verifiability, Piss Koran is clearly verifiable as a concept: the echo or rhetorical "answer" to Piss Christ that many Christians (at least many online) viewed as a challenge to liberals and/or non-Christians to be consistent in their defense of artistic freedoms. If the actual photograph cannot be found/verified, I think this would not require the article to be deleted, but rather rewritten as describing a concept discussed and envisaged by some Christians as a response to Piss Christ. Babajobu 23:38, 11 Jun 2005 (UTC)
 * If there is no actual photograph, but this is a concept in debate over Piss Christ, I'd suggest a merge with that article --Doc (?) 08:33, 12 Jun 2005 (UTC)
 * That sounds reasonable to me. Babajobu 14:15, 12 Jun 2005 (UTC)
 * Added a note to talkpage of Piss Christ suggesting merge and requesting feedback. Will wait a few days and see if there is any feedback. Babajobu 15:49, 12 Jun 2005 (UTC)
 * On reflection I'm going to suggest that we don't merge. This article is not about the concept of a Piss Koran, it is about an actual artwork, the existence of which no-one has verified. Delete this - if the concept is impotant in debate then that can be discussed as a 'reactions' section in the Piss Christ article. --Doc (?) 16:01, 12 Jun 2005 (UTC)
 * That's fine, it amounts to much the same thing. Appending the material from the present Piss Koran to a new "reactions" section at the end of the Piss Christ would amount to much the same thing as a merge, wouldn't it? Anyway, as I said, I think that's a reasonable solution if no one can produce the actual photograph. Babajobu 16:08, 12 Jun 2005 (UTC)
 * Almost - we can't 'append the material' for copyright reasons. We can't cut and paste. But you can discuss the same matter (in your own words) elsewhere. --Doc (?) 16:15, 12 Jun 2005 (UTC)
 * Okay. I'll do that if/after Piss Koran is deleted. Babajobu 16:18, 12 Jun 2005 (UTC)

 * Delete. It's a pisstake. Grace Note 06:33, 14 Jun 2005 (UTC)
 * Delete. john k 15:33, 15 Jun 2005 (UTC)

 * This page is now preserved as an archive of the debate and, like some other VfD subpages, is no longer 'live'. Subsequent comments on the issue, the deletion, or the decision-making process should be placed on the relevant 'live' pages. Please do not edit this page.


text: User talk:70.27.200.35

title: User talk:70.27.200.35


text:
Talk:School psychology

School psychologist qualifications
I don't know who wrote this page, but no state lets you be a school psychologist with only a bachelors degree. First, it is unethical to use the term 'psychologist' unless you have a doctorate (check APA) and are licensed. Second, you cannot be a licensed school psychologist unless you have at least an educational specialist degree.

 * You need to provide your sources
 * Your edits should not contradict the references already cited, reputable references too.
 * Just because APA declars its unethical does not mean that it is illegal
 * Non-doctoral School Psychologists are allowed to join Division 16 of APA whicky1978 05:39, Jun 11, 2005 (UTC)

This issue is resolved. There is now a clarifying statement that a bachelor's degree is not sufficient. July 2020 — Preceding unsigned comment added by Karenwilson12345 (talk • contribs) 21:05, 5 July 2020 (UTC)

First psychologist
I don't know anyone who considers Binet a school psychologist. Developing an IQ test does not defione one's career. More likely that Lightner Witmer is considered to be the first. Then again, given the evolution of the science of psychology - if you can call it a science at all - there isn't likely to be a "first" at all. Rather, school psychology is the culmination of several burgeoning fields mixed together in one big salad bowl. BrainDoc 01:06, 15 February 2006 (UTC)

Binet did practice in schools, and was interested in the application of his work to education. He did not, strictly speaking, develop an IQ test- this was Terman at Stanford, hence, the Stanford-Binet. He could be broadly considered a school psychologist, although he predated the term.

The use of the term "psychologist" by nondoctoral "school psychologists" is the one exception allowed by APA. School psychologists should only refer to themselves as such when practicing in school settings.

This issue has been resolved. This article does not refer to Binet as the first psychologist. — Preceding unsigned comment added by Karenwilson12345 (talk • contribs) 23:04, 5 July 2020 (UTC)

Educational requirements
Is it true that you can have only a Bachelor's, or need a doctorate in some states? I will look into this because I don't believe that either is true.

Tennessee requires only a Specialist in Education or Ed.S degreewhicky1978 20:22, 14 March 2006 (UTC)

Each state's requirements are summarized at this page: http://www.nasponline.org/certification/state_info_list.html; you can also get the information directly from each state's department of education certification web sites. Hawaii requires a master's degree plus 30 hours, as does Maine, New Jersey, and Tennessee.

Most states require a Master's degree plus 30 graduate credit hours. This, in turn, can earn an Ed.S., a CAGS, or raised eyebrows when explaining your lengthy graduate work that never earned anything more than the M.A. Some states require a supervised internship which can range from 300 hours to 1200 hours. An NCSP can be earned through NASP but it only earns the right to fork over $120 in dues every year to maintain it. BrainDoc 02:00, 23 March 2006 (UTC)

I edited the page's text to reflect information from NASP's website. It does not appear that a Bachelor's degree is sufficient to practice in ANY state; neither is a Doctorate required in any state. Bddaly 05:34, 19 June 2006 (UTC)

Actually the NCSP earns you the right to a supplemental stipend ranging from $1000- $5000 in states or school districts that recognize it. The renewal rate is $80 every 3 years.--Annapena 02:07, 4 June 2007 (UTC)

According to the APA Guidelines and Principles for Accreditation of Programs in Professional Psychology-- doctoral level school psychology students complete a minimum of a 10 month internship.--Annapena 00:05, 7 June 2007 (UTC)

This issue has been resolved. Requirements vary by state and university and this information is included in this page. A consensus will never be reached until all state licensing boards and training programs are exactly identical. — Preceding unsigned comment added by Karenwilson12345 (talk • contribs) 21:10, 5 July 2020 (UTC)

Relation to School Psychology entry
I recently noticed that school psychology redirected to educational psychology, which is certainly not ideal. The entry has since been reverted to a previously-used stub, but before more work is done on it, I wonder how it should fit with school psychologist. Would it make more sense to combine them or can they co-exist without too much overlap? If they are combined, it makes most sense to me to bring them together under the entry for the field as a whole, not under the entry for the title of people working in the field. Tim 15:51, 17 April 2006 (UTC)

 * Looking at the most related practitioner/discipline pairs, I would support two distinct articles. There seems to be enough information in these articles to expand the stub and justify complementary articles.  Identifying notable school psychologists could be part of this expansion. Rfrisbietalk 16:21, 17 April 2006 (UTC)

 * I have redirected school psychology perhaps I was hasty. I did not add or try to merge the two. But then again it was a stub.whicky1978

My preference is to have just one article for school psychology/school psychology and one article for educational psychology/educational psychologist. Let's redirect school psychology to the school psychologist article Nesbit 14:17, 15 May 2006 (UTC)

I too would prefer that there be one article "school psychology" - this is the broader term - school psychology is a discipline with its own knowledge base, as well as practitioners. "School psychology" should emphasize the discipline, "school psychologist" the practitioners. User:jdmacdonald2

 * If articles were to be merged, the concept of "discipline" seems to be more basic than the concept of "practioner," IMHO. Wikipedia classification schemes are much stronger in the area of disciplines, using people subcategories of them when warranted. If we were to consistently merge all three pairs above (not that I'm suggesting it), I believe "Psychology - Educational psychology - School psychology" as article titles with the corresponding emphasis on discipline to be preferred over "Psychologist - Educational psychologists - School psychologist" as titles and emphases. Rfrisbietalk 16:03, 15 May 2006 (UTC)

 * I agree that discipline (rather than member of the discipline) is more common as the central focus for WP articles. For example, educational psychologist is a simple redirect to the article on educational psychology. One could make the argument that school psychology is an exception because it is such an applied discipline, but I don't have a strong opinion on whether the article should be titled school psychologist or school psychology. In any case, there should be two separate articles, one for educational psychology and one for school psychology. Nesbit 17:08, 15 May 2006 (UTC)

I would point out that articles such as teacher and professor are titled as practioner rather than discipline. I guess it would seem funny to say professorship. I try to have a more occupational focus on school counselor, school psychologist, and school social worker.whicky1978 21:41, 15 May 2006 (UTC)

 * My actual preference is to have six articles for the topics we've been discussing! :-) I'm just saying that if a pair gets merged, I prefer the "discipline" version of the title.  Then, I would place any "practitioner"-specific info under a top-level heading. I also support keeping school psychology and educational psychology separate under any scenario. In the case of "teaching," the "discipline" would be more like physical education, etc., such as listed under the Education disciplines.  Rfrisbietalk 22:24, 15 May 2006 (UTC)

 * Rfrisbie, to prove how unconventional your thinking is I did a quick survey of WP and found that you may actually be in the majority. The disciplines which have separate discipline and practitioner articles include physics, chemistry, biology, psychology, chemistry and economics. Those which have a single article include anthropology, sociology, and paleontology. I note, however, that the practitioner articles (e.g., economist) look much further away from FA status than their discipline-focused partners (e.g., economics). Nesbit 23:51, 15 May 2006 (UTC)

 * Lumping me with the majority! Was that a put-down? :-) Rfrisbietalk 00:46, 16 May 2006 (UTC)

 * Not at all... WP obviously owes its one-million article success to splitters like you, not lumpers like me. :-) Nesbit 03:17, 16 May 2006 (UTC)

 * Chalk it up to short attention span. Does that go under generic, educational or school pyschology? ;-) Rfrisbietalk 03:24, 16 May 2006 (UTC) p.s. What was the question? Rfrisbietalk

In coming back to this entry, it occurred to me that it was bothering me just a little bit too much to let it go as it is. To me, logic dictates that the main entry for the field should be "school psychology" and not "school psychologist." Therefore, I have transferred all content to school psychology. Hope this sits well with everyone. Perhaps the entry can be reorganized to fit with its new placement. --Tim 05:29, 2 August 2006 (UTC)

This issue was resolved by Tim in 2006. — Preceding unsigned comment added by Karenwilson12345 (talk • contribs) 23:00, 5 July 2020 (UTC)

School psychologist files
A link to http://www.schoolpsychologistfiles.com was previously put in by SchoolpsychErin and removed by Nposs, refering to policies and guidelines. Now SchoolpsychErin has put the link back in again. I checked the link and I checked the policies and guidelines, but actually, I can't see why this link shouldn't be there. Yes, there are some advertisements on the link, but otherwise it is not a commercial link. I haven't read the whole site, but I can't see anything there that looks unreliable. So before anybody removes the link again, I would appreciate if you could explain why. (Also because I'm still rather new and would like to learn more about which links are acceptable and which are not.) Thank you! Lova Falk 17:09, 8 May 2007 (UTC)
 * Thank you for bringing it to the talk page. I only wish the editor who repeatedly added the link would do the same. The site is not problematic in terms of reliability or being commercial. The external link guidelines (WP:EL) contain a number of instructions to keep articles from becoming repositories of links (see What Wikipedia is Not WP:NOT). The website linked in this case is extremely low in content, much of it consisting of links or lists of books. This content is already available from the other links. I also suspect there is a problem of "conflict of interest" - WP:COI. That is to say, it seems the person who owns the website is the one who continues to add it. Repeatedly adding a link to a low content site (especially one that you own and that has more advertising than content on some pages) is basically a form of linkspam. Unless someone can demonstrate how this site provides a unique resource besides what is already available, I see no reason to link it. Nposs 17:42, 8 May 2007 (UTC)
 * Thank you very much for your explanation! It makes sense to me and next time you take the link away, I won't revert it anymore :) Lova Falk 17:53, 8 May 2007 (UTC)

This issue was resolved in 2007. — Preceding unsigned comment added by Karenwilson12345 (talk • contribs) 23:02, 5 July 2020 (UTC)

School-Psychologist.com
I agree that the previous links violated the terms of service. However, I consider the current link an excellent resource for individuals considering the field of School Psychology. I am hoping it does not get deleted in the future but am open to a discussion of its relevancy related to current links.

 * Lova Falk - Please stop deleting this link without explanation. In fact, I would like you to justify why you would remove http://www.school-psychologist.com/schpsy.html and yet keep the index page School Psychology Resources Online http://www.bcpl.net/~sandyste/school_psych.html.  It seems rather hypocritical to me.
 * I'm sorry, I confused this site with the above mentioned school psychologist files. I thought Nposs had given a thorough explanation, so I didn't feel an explanation was needed. Sorry, my mistake! Lova Falk 07:43, 3 June 2007 (UTC)

 * Thanks for your reply.

This issue reached a resolution in 2007. — Preceding unsigned comment added by Karenwilson12345 (talk • contribs) 23:05, 5 July 2020 (UTC)

Intelligence Citations Bibliography for Articles Related to IQ Testing
You may find it helpful while reading or editing articles to look at a bibliography of  Intelligence Citations, posted for the use of all Wikipedians who have occasion to edit articles on human intelligence and related issues. I happen to have circulating access to a huge academic research library at a university with an active research program in those issues (and to another library that is one of the ten largest public library systems in the United States) and have been researching these issues since 1989. You are welcome to use these citations for your own research. You can help other Wikipedians by suggesting new sources through comments on that page. -- WeijiBaikeBianji (talk) 02:36, 9 July 2010 (UTC)

Thank you for your input in 2010. — Preceding unsigned comment added by Karenwilson12345 (talk • contribs) 23:07, 5 July 2020 (UTC)

Education section of article
This Education section of the article seems to only be the American model of training. Training as a school psychologist varies widely. Countries like Australia & NZ for instance do not require Doctoral training. This section obviously needs to be restructured to include education worldwide, not just in the USA, or alternatively the header needs to be changed? Other editor's thoughts please?Mrm7171 (talk) 04:27, 17 April 2014 (UTC)
 * Articles about global topics should indeed present a world view. I completely support this, so long as the editor includes a reliable source.  Peppering this article with statements like "which in the United States at least", does little to improve the worldliness of the article.  Magnolia677 (talk) 04:38, 17 April 2014 (UTC)
 * Fair enough. How do you suggest we structure that entire section? The whole lot just seems to be about the training in one country? Or do you think the header needs to be changed to Education in the United States? I'm open to alternatives but the article needs to reflect school psych worldwide for sure. I'm not even sure if that whole detailed section is very useful to readers from around the world. Your thoughts please.Mrm7171 (talk) 04:43, 17 April 2014 (UTC)
 * Okay, One solution. Header Education. Then sub headers, USA, Canada, UK, Australia, New Zealand, India, Russia, China, Indonesia etc..you get the idea. And I seriously think the USA education section should be much briefer for readers. What do you or any other editors think about that solution?Mrm7171 (talk) 04:47, 17 April 2014 (UTC)

Began that solution. Starting with school psych education in the first country. USA, subheader. Then we just start adding all the different countries training under similar sub headers?Mrm7171 (talk) 04:53, 17 April 2014 (UTC)

This issue has been resolved. Subheaadings for United States and International were added. The US and international subsections are open to further expansion.

Add a section about mental health screening in schools
I am hoping to add a section about youth mental health screening programs in schools. For instance, the digital Check Yourself assessment is used in schools and clinics to help screen for mental health issues in youth and direct them to the counseling services they need. Such initiatives have been very successful. Check Yourself is also validated by research: https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2733175. Can we publish this?

School psychology School psychologists play an important role in supporting youth mental wellness, but identifying youth who are in distress can be challenging. Some schools have implemented universal mental health screening programs to help school psychologists find and help struggling youth. For instance, schools in King County, Washington are using the Check Yourself digital screening tool designed by Seattle Children’s Hospital to measure, understand, and nurture individual students’ well-being. Check Yourself collects information about lifestyle, behaviour, and social determinants of health to identify at-risk youth so that school psychologists can intervene and direct youth to the services they need. Mental health screening provides school psychologists with valuable insights so that interventions are better fitted to student needs.

Paprika 22:47, 26 July 2019 (UTC)

Added as universal screening under systems-level services. Thank you for your contribution to this article. July 2020 — Preceding unsigned comment added by Karenwilson12345 (talk • contribs) 21:13, 5 July 2020 (UTC)

Wiki Education Foundation-supported course assignment
This article was the subject of a Wiki Education Foundation-supported course assignment, between 23 August 2019 and 10 December 2019. Further details are available on the course page. Student editor(s): Vg2019, KB20193.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 08:45, 17 January 2022 (UTC)

title: Talk:School psychology


text:
Talk:Ken Grimwood

Moved
Moved from the article to the talk page:
 * Actually, as the author of Second Sight, I have to tell you that until I read this Wikipedia page in 2004, I had never heard of Ken Grimwood or his novel, Breakthrough. -- David Williams

Replay
Most of what appears here in the "Replay" section is already in the Replay (novel) article, and should be deleted from here. Can someone do that please?--Keeves 01:10, 1 December 2005 (UTC)

 * I agree. It was me who originally moved the material over to Replay (novel) but people working on this biography seem to be adamant. I'm not going to do it again. < K  F >  16:32, 31 March 2006 (UTC)

 * As per the Dec. 1 request, I did delete material that same day. So now the two pages are different. However, the essential problem is this: Almost nothing is known of Ken Grimwood's life -- so it becomes necessary to fill the space with information about his books. Replay is an important part of his life. Are you suggesting that the Ken Grimwood page have many paragraphs about his other books and a single sentence about Replay? Over several years I have been trying to gather information about Ken Grimwood, and what you see here are the only known facts I've been able to assemble from diverse sources. If anyone has any ideas about how to add more about Grimwood, let's hear it. Pepso 18:14, 31 March 2006 (UTC)

 * All I'm saying is that whenever a separate page is created, all that remains on the original page is a blue link. This, I believe, is not so much done for economic reasons (Wikipedia is not a printed encyclopaedia) but because updating and/or correcting information on two separate pages is much more difficult and time-consuming. However, I've seen this phenomenon on other pages as well, for example kiosk: I removed all material relating to modern communication technology to Internet kiosk, with a link to that page, and by and by people reading the kiosk article started adding information on Internet kiosks again.

 * By all means leave that paragraph there. I read Replay some time in the late 1980s and found it fascinating, so if no one objects that's fine with me. As far as the author is concerned, all I know about him is from what you have written. All the best, < K  F >  19:29, 31 March 2006 (UTC)

Trivia
I don't know how many "Ken Grimwoods" there are in Santa Barbara, but a Ken Grimwood wrote a letter to the editor:

 * "Getting Those Nasty Butts Off the Streets Los Angeles Times August 31, 2002 Saturday"

 * As an ex-smoker, I am also disgusted by the idea of thousands of cigarette butts littering the streets and ultimately being swept into the ocean ("Litterbugs and Butts," letter, Aug. 26). I am confused, however, about what smokers in largely pedestrian areas such as Westwood, Venice, the promenades in Santa Monica and Pasadena, and State Street in Santa Barbara are supposed to do with their smoldering butts.

 * Your letter writer suggests putting them in trash cans. Just how many trash fires per block would he like to see on an average day?

 * On a recent trip to Sydney, Australia, I noticed that the city has placed hotel-style ashtrays filled with sand on sidewalks throughout the central business district and the historic area called "the Rocks." Smokers obviously use them; I almost never saw cigarette butts crushed out on the streets or sidewalks in this delightfully clean and friendly city.

 * I know it may smack of "enabling" to rabidly anti-smoking Californians, but if we really want to keep the streets clean of this noxious litter, it might be a good idea to give smokers (including many foreign tourists) a safe and handy place to dispose of their used cigarettes.

 * Ken Grimwood

 * Santa Barbara

Interesting if it was in fact Grimwood who wrote this letter.

In this article:

Atlas Air Memorial Relief Flight to Aid Victims of India/Pakistan Earthquake Business Wire January 31, 2001

a Ken Grimwood, also from Santa Barbara is listed as someone to contact to help the victims of the earthquake, with a phone number for Direct Relief International in Goleta, California. Travb (talk) 11:42, 28 October 2006 (UTC)

Brad Pitt
Marlowe' stars Depp as 16th-century writer

The San Diego Union-Tribune

November 12, 2000

...It's a 'Replay' for Roberts, Pitt

Julia Roberts is in negotiations to come aboard Warner Bros.' "Replay," which could reteam Roberts with Brad Pitt, her co-star in DreamWorks' upcoming "The Mexican." In January, Roberts and Pitt are slated to begin Warner Bros.' remake of "Ocean's Eleven." "Replay," based on the novel by Ken Grimwood, is about a 43-year-old man who dies of a heart attack, then wakes up as himself in college to correct mistakes, one of which includes a lost love (Roberts). He keeps dying on the same date and coming back to start from scratch -- his memory of the previous experiences intact -- as he falls in and out of love during the various replays...

Signed Travb (talk) 11:49, 28 October 2006 (UTC)

Ken Grimwood
Ken was a classmate at a fine boarding school near Birmingham Al named Indian Springs School and am very surprised this isnt listed in his bio. It is the same school of the famous Hollywood director John Badham. I also attended the Sorbonne in a summer course in 1961 with Ken and I see this isnt mentioned. I feel both the boarding school and the time in Paris had to have made a big difference in his life and am very surprised this isnt listed. Ken graduated Indian Springs School in Alabama in 1961 and is one of the top quality prep schools in the nation. Tom Phillips Birmingham Alabama classmate to Ken Grimwood — Preceding unsigned comment added by 71.82.7.119 (talk) 22:00, 8 January 2012 (UTC)

 * Such facts need to have sources. Perhaps you could check and see if Grimwood's name is in a list of alumni published by the Indian Springs School, or classes at the Sorbonne in 1961. Otherwise, it is just hearsay if someone else hasn't published it in an article in a Reliable Source on Grimwood, for instance. Perhaps a journal about his kind of writing?Parkwells (talk) 13:53, 1 July 2019 (UTC)

External links modified
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External links modified
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 * Added archive https://web.archive.org/web/20060714195850/http://www.lostbooks.org/reviews/2001-02-20-1.html to http://www.lostbooks.org/reviews/2001-02-20-1.html

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title: Talk:Ken Grimwood


text:
Category:Muntjac

Articles relating to the Muntjac, small deer of the genus Muntiacus native to South Asia and Southeast Asia. Muntjacs are thought to have begun appearing 15–35 million years ago, with remains found in Miocene deposits in France, Germany and Poland.

title: Category:Muntjac


text:
Talk:Garden of Eden (cellular automaton)

RfC on which version of lead to use

 * The following discussion is closed. Please do not modify it. Subsequent comments should be made on the appropriate discussion page. No further edits should be made to this discussion.

Which version of the lead (specifically, the first part of the lead, giving the definitions of a Garden of Eden and of an orphan) is better: the irredundant version or the version that starts more simply and is deliberately redundant? Secondarily, it would also be useful to get more opinions on whether the other cellular automaton terminology introduced in the lead and primarily covered by this article ("orphan", "twin", and/or "Garden of Eden theorem") should be boldfaced. —David Eppstein (talk) 20:19, 31 May 2016 (UTC)
 * My own preference (per the above discussion) is for the deliberately redundant version. —David Eppstein (talk) 20:25, 31 May 2016 (UTC)
 * Double definitions don't help anyone. The previous version, which included one double definition introduced with "more precisely", and another introduced with "alternatively", was not helpful at all in explaining the concepts concerned.  The current version of the text which the user now claims to prefer does not contain these redundancies, and thus the choice the user seeks comment on is not between an intro with redundancies and one without, but simply between different wordings of the intro.  I do not see any issue with this introduction.
 * As for bold text, more opinions are not required to decide which words should be in bold. We have very clear guidelines, which tell us that only the first occurrence of the title and significant alternative titles (which should usually also redirect to the article) are placed in bold.  Neither "orphan", nor "twin", nor "garden of eden theorem" are significant alternative titles, and thus they clearly shouldn't be in bold face.  79.158.212.99 (talk) 20:54, 31 May 2016 (UTC)

 * The longer lead is better -- it does not read as redundant to me, and a non-mathematician might have some small chance of understanding it. I have no opinion on the bold.  --JBL (talk) 13:44, 1 June 2016 (UTC)
 * The shorter lead is not very comprehensible to me (and I am a mathematician, albeit one that doesn't specialize in this area). The longer lead is a vast improvement.  I have no strong opinions about the bold issue, but I lean slightly towards not bolding them.   Sławomir Biały  (talk) 14:38, 1 June 2016 (UTC)
 * I also think the Eppstein version is better than the one by "Staszek Lem". Lem's proposed revision brings some discussion of the lattice into the very first sentence, and overall dwells too much on the concept of lattices, which I do not think is very essential for describing the subject of the article.  Sławomir Biały  (talk) 12:47, 2 June 2016 (UTC)

In a cellular automaton, a Garden of Eden is a pattern of the whole lattice of its cells that has no predecessor in any possible evolution of the automaton. John Tukey, who first conjectured existence of these patterns, named them after the Garden of Eden in Abrahamic religions, which was created out of nowhere.[2]
 * (Answering the RFC call) - Definitions of both versions are bad. And I don't see why "long" version is "redundant", only a bit overly verbose in some places. I will not nitpick the problems which decrease comprehension of the text even for a person who vaguely remembers something about cellular automata; simply here is my version (with "modified" redundancy):

An finite subpattern of the whole (infinite) lattice is called an orphan if any pattern that contains the subpattern is a Garden of Eden. And conversely, it is proven that each Garden of Eden contains at least one orphan.

For one-dimensional cellular automata, orphans and Gardens of Eden can be found by an efficient algorithm, but for higher dimensions this is an undecidable problem. Computer searches have succeeded in finding these Gardens of Eden in Conway's Game of Life. The Garden of Eden theorem of Moore and Myhill states that a cellular automata on the square grid, or on a tiling of any higher dimensional Euclidean space, has a Garden of Eden if and only if it has twins, two finite patterns that have the same successors whenever one is substituted for the other.
 * Staszek Lem (talk) 17:12, 1 June 2016 (UTC)

 * Of the two alternatives, the longer lead is clearer and easier to understand for this non-expert. A little redundancy is fine if it helps explain concepts more clearly. Clarity and ease of understanding in the lead are priorities for technical articles like these, per WP:TECHNICAL. I am with Staszek in that I think the prose could be made even more explicit for the non-expert. Boldface should only be used to indicate alternative names for the main topic. Per MOS:BOLD, it is better to emphasize jargon or words being defined by using the HTML  markup. --Mark viking (talk) 21:15, 1 June 2016 (UTC)

 * I like Staszek's lead the best. The current one is okay, too. However, MOS:BOLD does suggest bolding terms in the first couple paragraphs if they are the names of redirects. So if Orphan (celluar automation) or something is a significant redirect here, it might make sense to bold it. That probably doesn't mean we should bold all possible terms which redirect here, though. Nat2 (talk) 04:22, 2 June 2016 (UTC)

 * Second, longer version It's just better, Like Sławomir, I am a mathematician, and found the first needlessly terse and an impediment to easy understanding. My preference is to keep this RfC about the two proposed alternatives, and sort out any further modifications later. SemanticMantis (talk) 14:40, 2 June 2016 (UTC)

 * Longer lead is clearly better. Can't decide about the bolding.  E Eng  04:30, 5 June 2016 (UTC)

 * I much prefer the irredundant version. It says everything that needs saying, clearly, concisely, and once. The redundant version rabbits on without ever coming to the point – it nowhere says what a Garden of Eden configuration is, it uses "pattern", which it does not define. The irredundant version also uses "pattern", but in a (different) sense that is clear from the context. Maproom (talk) 06:51, 14 June 2016 (UTC)
 * On further consideration ... a source of confusion, with both versions, is that a Garden of Eden is a state of the whole lattice, but the reader is led astray by seeing, right at the top of the article, an image captioned "A Garden of Eden in Conway's Game of Life ..." and showing something finite. The second image is much better – its cropping style hints that it shows only part of something. Maproom (talk) 07:21, 15 June 2016 (UTC)
 * In the corresponding French article, it's the finite component, the "orphan", that's said to be named "jardin d'Éden". Maybe we should reach agreement on what the term means, before deciding how best to express it. Maproom (talk) 22:01, 17 June 2016 (UTC)

 * Longer version. As someone who came here summoned by a bot, I had no idea what a Garden of Eden configuration was before reading the two versions of the lead. Understanding the shorter version was considerably harder. I suppose that for a reader who is well familiar with the subject the longer text will be redundant, but they will still be able to scan it easily (say, looking for a specific fact or link).“WarKosign” 07:26, 17 June 2016 (UTC)
 * Dissatisfied either way. Though I am in fact interested in cellular automata and do know what a garden of Eden is, I had not seen this article. I think the entire article needs some serious editing, and neither lede so far presented for approval is satisfactory. Given the current intensity of disagreement however, I am not inclined to interfere, as I do not expect to be able to satisfy all parties. If, against all expectations, I am requested to participate, I'll think again, but as things stand, I am not holding my breath. Good luck all. JonRichfield (talk) 17:58, 18 June 2016 (UTC)
 * please don't let the discussion above deter you from improving the article. There's disagreement, but it has certainly not descended to anything personal. The article needs work, that's why there's a discussion. Maproom (talk) 22:48, 18 June 2016 (UTC)
 * Yes, I agree. More people identifying problems and finding ways to improve the article is surely better than fewer. —David Eppstein (talk) 22:53, 18 June 2016 (UTC)
 * Fair enough. I'll be back in a couple of days. JonRichfield (talk) 10:59, 19 June 2016 (UTC)

Sorry to be so long. (RL). I have made a start and will present something maybe tonight. Question: I cannot find any general use of teh term "quiescent" and the description in the body is opaque. Help anyone? JonRichfield (talk) 09:07, 21 June 2016 (UTC)
 * For Conway's Life it is the same as "dead". Basically, if you have a region of cells all in this state, then nothing happens there. Google scholar finds many uses of this term. —David Eppstein (talk) 12:28, 21 June 2016 (UTC)

and Thanks for assistance and patience, and apologies for being so long getting underway. I have begun some proposed material that, to avoid cluttering the present talk page, I have saved in User:JonRichfield/Garden of Eden (cellular automaton). You are welcome to visit and to edit if desired, or take parts of it, modified according to taste. Note that some of the changes amount to the same material reworded or redistributed. For example, the lede would be much smaller because it currently contains material that would be of no value to a reader unfamiliar with the topic who first wishes to know whether it looks worthwhile to read on. I have only the introductory sections so far (and as yet needing a lot of editing; I am a slow writer) because there is no point creating essentially a new article without knowing what its reception would be. JonRichfield (talk) 19:29, 22 June 2016 (UTC)

 * The discussion above is closed. Please do not modify it. Subsequent comments should be made on the appropriate discussion page. No further edits should be made to this discussion.


text:
Category:EastEnders

EastEnders is a popular British soap opera set in and around the fictional Albert Square, ostensibly located in the equally fictional London borough of Walford in the East End of London.

title: Category:EastEnders