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Education in Bangladesh

Education in Bangladesh is administered by the country's Ministry of Education. The Ministry of Primary and Mass Education implements policies for primary education and state-funded schools at a local level. Education in Bangladesh is compulsory for all citizens until the end of grade eight. Primary and Secondary education is funded by the state and free of charge in public schools.

Bangladesh conforms fully to the UN's Education For All (EFA) objectives and the Millennium Development Goals (MDG) as well as other education-related international declarations. Now, the government of Bangladesh tends to align the curriculum that meets the "Goal: SDG-4" that is the "Quality Education" characterized in the charter of “Sustainable Development Goal 4”. Article 17 of the Bangladesh Constitution provides that all children receive free and compulsory education.

The Human Rights Measurement Initiative (HRMI) finds that Bangladesh is fulfilling only 82.5% of what it should be fulfilling for the right to education based on the country's level of income. HRMI breaks down the right to education by looking at the rights to both primary education and secondary education. While taking into consideration Bangladesh's income level, the nation is achieving 88.7% of what should be possible based on its resources (income) for primary education but only 76.3% for secondary education. Again, the budgetary allocation is too inadequate that the following source reiterates "Out of the total budget of taka 678,064 crore (approximately 62.6 billion dollars) for FY23, the allocation for the education sector is taka 81,449 crore (approximately 7.5 billion dollars) or 12 percent of the total, compared to 11.9 percent in FY22. In terms of GDP ratio, it is 1.83 percent, lower than the outgoing fiscal year's allocation. This is one of the lowest in the world – far below the recommended minimum of 4–6% of GDP and 20% of the national budget." Over the course of the past five decades, Bangladesh has achieved commendable advancements in the domain of education. As education stands as an indispensable human right, dedicated efforts are being exerted to guarantee its accessibility for every individual. Looking ahead to the next decade, it is conceivable that Bangladesh will attain a full literacy rate of 100 percent.

A noteworthy facet in Bangladesh is the near-universal enrollment of children in schools, evident through a primary school net enrollment rate of 98%. Additionally, an increasing number of female students are enrolling in school, subsequently entering the workforce and making substantial contributions to the expansion of various economic sectors. The government in recent years has made notable efforts at improving women's educational condition in the country.

Education system

The main education system is divided into three levels:
 * Primary level (class 1–5)
 * Secondary level (class 6–12)
 * Tertiary level

At all levels of schooling, students can choose to receive their education either in English or Bangla.

Bangladesh has allocated 60 percent of primary school teaching positions specifically for women.

There is no middle school in Bangladesh.

National curriculum
The National Curriculum and Textbook Board (NCTB) (Bengali: জাতীয় শিক্ষাক্রম ও পাঠ্যপুস্তক বোর্ড) provides textbooks, takes standardized tests via one of two languages: English and Bengali. Bengali and English are mandatory subjects for all students following the national curriculum irrespective of their chosen medium of instruction. The Bengali version of the national curriculum is called "Bangla version" and the English version of the national curriculum is called "English version". Those who follow these individual curriculums are called "Bangla version students" and "English version students" respectively. Bangla version of alternate curriculums are called "Bangla Medium" and English version of alternate curriculums are called "English medium". Those who follow these individual alternate curriculums are called "Bangla medium students" and "English medium students" respectively.

A student is expected to complete 12 years of education up to class 12. The curriculum does not include pre-school.

There is no choice of subjects offered to students under this curriculum until class 9 and again at class 11 when a student is expected to choose between 3 streams of education. The 3 streams of education are as following:
 * Arts
 * Commerce
 * Science (Total 11 subjects must be studied for science students).

In class 9–10 and 11–12, each has its own pre-selected set of subjects with one optional subject which can be changed. For instance, a student studying in science group can't replace Chemistry, Bangla or Religion for Accounting or History. But he can replace Higher Math or Biology for Arts & Crafts. In other words, a student of this curriculum has to study a pre-set group of subjects with having only one choice of replacing an elective subject to another elective subject. Science is the most sought-after stream of education in urban areas.

A standardized exam is held in class 8 called Junior School Certificate examination; schools often restrict students getting less than their set Grade Point Average (GPA) from pursuing Science stream of education.

100% of the mark obtained in certificates of PSC (class 5), JSC (class 8), SSC (class 10), and HSC (class 12) examinations is obtained from standardized written tests, multiple choice questions, practical part, and viva-voice involved with practical part. Classroom performance, homework and assignments play no part in a student's certificate. Standardized written tests (Creative part) and multiple-choice questions (MCQ) are taken in a single sitting without breaks. A student is given a blank answer script separate from the question paper to answer the creative part, and a separate Optical Mark Reader (OMR) sheet to mark answers to Multiple Choice Questions. Time allocation for MCQ and CQ (Creative Questions) parts are separate and strictly enforced, OMR sheet is taken away after the allocated time, and CQ question is provided. Practical part is taken in another sitting on a separate day, viva-voice is taken during practical exam simultaneously.

Concerning lesser than expected outcome of this curriculum, the ministry of education along with NCTB is about to implement a completely reformed curriculum starting from 2023 and completely implemented in 2027. The new curriculum is approved by Ministry of Education and is currently under use for classes 6-7.

Upcoming national curriculum
The approved major overhaul of the current curriculum is about to be implemented nationwide for classes 1–12 starting from classes 6 and 7 in 2023, classes 8 and 9 in 2024, class 10 in 2025, class 11 in 2026, and class 12 in 2027. The new curriculum is expected to reduce the need of school coaching centers as there will be various activities involved in the learning process offering students a better understanding of each topic. It is expected to shift our curriculum from an outcome-centric one to a competency-based one with 10 selected competencies a student is supposed to possess at completion of class 12 with emphasis on character building. Education minister Dr. Dipu Moni believes "Role of teachers will change under the new curriculum".

Under the initiative, newly written books will be provided to all students of the national curriculum. Number of subjects will decrease, there will be topics covering mental and physical health under a subject called "Wellbeing" or "Bhalo Thaka / ভালো থাকা (Staying well)". Separate streams of education (Arts, Commerce, Science) will be eliminated for only 10 uniform subjects for classes 6–10 and SSC candidates, but such streams will remain for classes 11–12 or HSC candidates. Standardized board exams PEC (class 5) and JSC (class 8) will be abolished to reduce exam centric teaching and learning.

A significant part of the evaluation will come from class performance. There will be no standardized tests at schools or board up to class 3, students of classes one to three will be evaluated on the basis of their classroom performance alone. Besides a significant percentage of marks will come from classroom performance and continuous evaluation in their own schools to further reduce exam centric learning, however the percentage keeps reducing as a student is promoted to a higher class.

The question pattern is also expected to be changed under the new curriculum in accordance with international standards, but official declaration has not come yet detailing the new question pattern. The new question pattern is expected to replace current creative type questions as it could not fill up its purpose of introduction completely in current curriculum.

 New curriculum criticism

A few educationists have critically acclaimed the new education curriculum for classes VI and VII as modern and something that will not put excessive exam pressure on students. However, the curriculum has mostly faced backlash from parents, teachers and students all over the country. A handful of conferences and non-violent protests have been held, with an aim to partially change the latest curriculum or return to the older one. The latest development in the assessment system fosters the idea that the total assessment system will be divided into two portions where a greater part will be done through written tests and the other (40%) part of the assessment will be done around the year. https://bdnews24.com/education/i4enzd6hnm

Schools
There are schools in Bangladesh that educates people of different backgrounds. This include International Schools with English or French as a medium of instruction, religiously affiliated schools, and schools teaching the national curriculum using Bengali or English as a medium of instruction. French International School of Dhaka (Ecole Française Internationale de Dacca) is a bilingual international school that offers 60% of its courses in French. The Aga Khan Academy, Dhaka is an international school by Aga Khan Development Network which is an English only school with Bangla and French courses. Cadet Colleges are important schools in the education system of Bangladesh which follows the national curriculum. A cadet college is a room and board collegiate administered by the Bangladesh Military. Discipline is compulsory at all cadet colleges. Faujdarhat Cadet College is the first cadet college in Bangladesh, established in 1958 over an area of 185 acre at Faujdarhat in the district of Chittagong. At present, there are 12 cadet colleges in Bangladesh, including three for girls. Four Cadet Colleges were established before 1971. Other cadet colleges were built after the Liberation War of Bangladesh. Govt of Bangladesh plans to build 1,000 primary schools in char areas. As of September 2019, tertiary education in Bangladesh takes place at 44 government, 101 private and 3 international universities. Students can choose to further their studies in chartered accountancy, engineering, technology, agriculture and medicine at a variety of universities and colleges.

Table: Number of Primary Education Institutions, Teachers and Students, 2018

{An updated data chart January 2020 on the Primary Education can be retrieved from the following link}

Primary education
The overall responsibility of management of primary education lies with the Ministry of Primary and Mass Education (MOPME), set up as a Ministry in 1992. While MOPME is involved in formulation of policies, the responsibility of implementation rests with the Directorate of Primary Education (DPE) headed by a Director General. The Directorate of Primary Education (DPE) and its subordinate offices in the district and Upazila are solely responsible for management and supervision of primary education. Their responsibilities include recruitment, posting, and transfer of teachers and other staff; arranging in-service training of teachers; distribution of free textbooks; and supervision of schools. The responsibility of school construction, repair and supply of school furniture lies with the DPE executed through the Local Government Engineering Department (LGED). The National Curriculum and Textbook Board (NCTB) is responsible for the development of curriculum and production of textbooks. According to the National Curriculum and Textbook Board, this year (2022), 34,70,16,277 textbooks have been distributed among 4,17,26,856 pre-primary, primary, secondary, Ebtedayee, Dakhil, vocational, SSC vocational, ethnic minority groups and visually challenged students across the country. Of the total textbooks, 24,71,63,256 are for secondary and 9,98,53,021 for primary level students.

While the Ministry of Education (MOE) is responsible for formulation of policies, the Directorate of Secondary and Higher Education (DSHE) under the Ministry of Education is responsible for implementing the same at secondary and higher education levels. The NCTB is responsible for developing curriculum and publishing standard textbooks.

The Directorate of Primary Education (DPE) are responsible for conducting the two public examinations: The recent update on the PEC and JSC examinations are that "There will be no Primary Education Completion (PEC) and Junior School Certificate (JSC) examinations from 2023", disclosed Education Minister Dipu Moni at a Secretariat Press Conference in September 2021.
 * Primary Education Certificate (PEC) (5 grade)
 * Junior School Certificate (JSC) (8th grade)

Secondary education
The secondary level of education is controlled by the ten general education boards:
 * Bangladesh Madrasah Education Board for Alia Madrasah
 * Board of Intermediate and Secondary Education, Barishal for Barisal Division
 * Board of Intermediate and Secondary Education, Chittagong for Chittagong Division excerpt proposed Meghna Division
 * Board of Intermediate and Secondary Education, Comilla for proposed Meghna Division
 * Board of Intermediate and Secondary Education, Dhaka for Dhaka Division
 * Board of Intermediate and Secondary Education, Dinajpur for Rangpur Division
 * Board of Intermediate and Secondary Education, Jessore for Khulna Division
 * Board of Intermediate and Secondary Education, Mymensingh for Mymensingh Division
 * Board of Intermediate and Secondary Education, Rajshahi for Rajshahi Division
 * Board of Intermediate and Secondary Education, Sylhet for Sylhet Division

The boards' headquarters are located in Dhaka, Barisal, Comilla, Chittagong, Dhaka, Dinajpur, Jessore, Mymensingh, Rajshahi and Sylhet.

Nine region-based Boards of Intermediate and Secondary Education (BISE) are responsible for conducting the two public examinations:
 * Secondary School Certificate (SSC) (10th grade)
 * Higher Secondary School Certificate (HSC) (12th grade)

At the school level, in the case of non-government secondary schools, School Management Committees (SMC), and at the intermediate college level, in the case of non-government colleges, Governing Bodies (GB), formed as per government directives, are responsible for mobilizing resources, approving budgets, controlling expenditures, and appointing and disciplining staff. While teachers at non-government secondary schools are recruited by concerned SMCs observing relevant government rules, teachers at government secondary schools are recruited centrally by the DSHE through a competitive examination.

In government secondary schools, there is not an SMC. The headmaster is solely responsible for running the school and is supervised by the deputy director of the respective zone. Parent Teachers Associations (PTAs), however, exist to ensure a better teaching and learning environment.

Tertiary education

At the tertiary level, universities are regulated by the University Grants Commission. There are three types of Universities in Bangladesh; Public, Private, and International. Some colleges providing tertiary education are affiliated under the National University. Each of the private medical colleges is affiliated with a public university. Universities in Bangladesh are autonomous bodies administered by statutory bodies such as Syndicate, Senate, Academic Council, etc. in accordance with provisions laid down in their respective acts.

Universities in Bangladesh represent about 150 academic bodies of the conventional higher education institution (HEI) in Bangladesh. Segmented by management and financial structure, these include 43 public universities, 103 private universities, 2 international universities, 31 specialized colleges, and 2 special universities. There are specialized universities in all categories offering courses principally in technological studies, medical studies, business studies and Islamic studies. There are two private universities dedicated solely to female students. The number of universities is growing mostly in and around the capital city of Dhaka.

Public University

Public universities are heavily subsidized by Government of Bangladesh to let students from most financial conditions study in these institutes. They admit students via competitive written standardized tests after meeting eligible High School grade criteria with little to no regards for extracurricular activities. Number of foreign teachers and students in these universities are very limited although many of them accept students passing from alternative curriculums.

Private University

Most of the Universities of Bangladesh are private. Unlike public universities they're not given financial support by Government. They're regulated by University Grants Commission along with public universities. By law, all private universities must get a permanent campus within 12 years of starting operations. Foreign students and teachers are more often found in private universities due to more flexible requirements than their public counterparts. Private medical colleges must be under a public university, currently no private medical college in Bangladesh is providing post graduate degrees, and other private universities are allowed to provide master's degree but not MPhil or PhD.

Technical and vocational education
The Technical and Vocational Education System provides courses related to various applied and practical areas of science, technology and engineering, or focuses on a specific specialized area. Course duration ranges from one month to four years. The Technical Education Board controls technical and vocational training in the secondary level and also Two years HSC BM/Vocational in higher secondary level.

The Directorate of Technical Education (DTE) is responsible for the planning, development, and implementation of technical and vocational education in the country. Curriculum is implemented by BTEB. In the Technical Education System, after obtaining a Diploma-in-Engineering degree (four-year curriculum) from the institutes listed below, students can further pursue their educational career by obtaining a bachelor's degree from Engineering & Technology Universities. It normally it takes an additional two and a half to three years of coursework to obtain a bachelor's degree, although some students take more than three years to do so. They can then enroll in post-graduate studies. Students can also study CA (Chartered Accounting) after passing HSC or bachelor's degree and subject to fulfilling the entry criteria of the Institute of Chartered Accountants of Bangladesh (ICAB). According to Bangladesh Bank, there are 39 C.A firms in Bangladesh eligible for auditing banks and finance companies.
 * Bangladesh Sweden Polytechnic Institute Bangladesh Sweden Polytechnic Institute or Swedish as it is commonly known, is a government Diploma Engineering College located in Kaptai, Rangamati Hill Tracts in Bangladesh which Established in 1963.
 * Barishal Polytechnic Institute – one of the largest polytechnic institutes in Bangladesh
 * BCMC College of Engineering & Technology – ISO certified and the largest private engineering college in Bangladesh, situated in Jessore
 * Bogura Polytechnic Institute – one of the largest polytechnic institutes in Bangladesh
 * Brahmanbaria Polytechnic Institute – a government technical institute in Brahmanbaria a state-supported technical academic institute, established in 2005
 * Comilla Polytechnic Institute – founded in 1962, one of the largest and well-reputed government polytechnic institutes
 * Chittagong Polytechnic Institute – provides theoretical and practical education of basic Engineering and technology
 * Dhaka Polytechnic Institute – a government technical institute in Dhaka
 * Feni Polytechnic Institute – created on 29 February 1964, has around 2,000 students
 * Graphic Arts Institute – the only government printing and graphic design institute in Bangladesh
 * Jessore Polytechnic Institute a government engineering institute located in Jashore
 * Khulna Polytechnic Institute – a government technical institute in Khulna
 * Kushtia Polytechnic Institute – a government polytechnic institute in Kushtia
 * Kishoreganj Polytechnic Institute – a government polytechnic institute in Kishoreganj
 * Magura polytechnic institute - a government technical institute located in Magura
 * Mangrove Institute of Science and Technology – a non-government technical institute in Khulna
 * Mymensingh Polytechnic Institute – established in 1963 by the Ford Foundation
 * Patuakhali Polytechnic Institute – one of the largest polytechnic institutes in Bangladesh
 * Rajshahi Polytechnic Institute – a government technical institute in Rajshahi
 * Sylhet Polytechnic Institute – a state-supported technical academic institute, established in 1955 by the Pakistani Government
 * Satkhira Polytechnic Institute a government technical institute located in Satkhira

International schools
International Schools are mainly private schools where all the courses are taught in English and in international curriculums except language subjects i.e., Bangla or French. These schools in Bangladesh follow the Cambridge Assessment International Education, Pearson Edexcel, International Baccalaureate and some other curriculums where students are prepared for taking their Ordinary Level (O Level)  IGCSE (Cambridge)/ International GCSE (Edexcel), Advanced Level (A Level), and IBDP examinations. The Ordinary level / IGCSE, International GCSE / Advanced Level / IBDP examinations are considered international equivalent to the Secondary School Certificate (SSC) and Higher Secondary School Certificate (HSC) examinations respectively and accepted by local Colleges and Universities.

Most students sit for these exams through attending the registered schools in Bangladesh who follow the curriculums. Those who do not attend a school that follows the British curriculums (not International Baccalaureate) may also sit for their Ordinary, IGCSE and Advanced Level examinations from the British Council as a private candidate. These examinations are conducted under the supervision of the British Council in Bangladesh. The school examinations conducted by the British Council takes place twice a year. Currently, there are two boards operating from Bangladesh for Ordinary and Advanced Level Examinations, which are Pearson Edexcel and Cambridge Assessment International Education. However, Bangladesh has recently opened English version schools translating National Curriculum textbooks into English except the mandatory Bangla subject.

Madrasah education
The Madrasah Education System focuses on Islamic education, teaching all the basics of education in a religious environment. Islamic studies are taught in Arabic and Bangla and sometimes, even in English. During the East Pakistan era, religious education was also taught in Urdu. The students in some areas also serve the local area masjids. Students also have to complete all the courses from the General Education System. Many privately licensed Madrasas take in homeless children and provide them with food, shelter and education, e.g., Jamia Tawakkulia Renga Madrasah in Sylhet.

There are two types of madrasas in Bangladesh. One, the "Qawmi" madrasas, are privately funded. The other, the "Alia" madrasas, are privately owned but subsidized by the government (the government spends 11.5% of its education budget on alia madrasahs, paying 80% of teacher and administrator salaries). Qawmi madrasahs account for 1.9% of total primary enrollment and 2.2% of secondary enrollment; Alia madrasahs account for 8.4% of primary and 19% of secondary enrollment. The alia system is like the general education system, except that Arabic is taught in addition to general education. The Madrasah Education Board covers religious education in government-registered Madrasahs in the secondary level. After passing "Alim", a student can enroll for three additional years to obtain a "Fazil" level. Students can go for further general education and earn a university degree. After passing successfully, they can further enroll for another two years to obtain a "Kamil" level degree.

The following table provides a statistical comparison of the "Qawmi" and "Alia" madrasah systems.

Refugee education
Due to the Rohingya genocide, thousands of Rohingyas fled to Bangladesh in order to survive the ethnic cleansing. The government has had hard times managing the refugees, particularly when it comes to their education since Rohingyas are mostly illiterate because they were denied their right to education as a part of the persecution. As of 2020, approximately one-third of Rohingya children refugees were able to access primary education, primarily through temporary centers run by international organizations. UNICEF runs approximately 1,600 learning centers across the country, educating around 145,000 children. Beginning in April 2020, UNICEF and the Government of Bangladesh were scheduled to enroll 10,000 Rohingya children in schools where they will be taught the Myanmar school curriculum.

Grading system
In Bangladesh, grades equal or above 33% (or one third) is considered as a passing grade.

Since the education system of Bangladesh is completely controlled by the government up to higher secondary level (or grade 12), the grading system up to this point is more or less the same. For each subject, grades are converted into 'grade points (GP)' and are summed up and divided by the total number of subjects, and thus is called 'grade point average (GPA)'. The highest achievable GPA is 5.0. There is also a 'letter grade (LG)' that indicates a range of GPA for total result, or a single GP for a single subject. The grading system is shown below.

However, in secondary and higher secondary Level, a fourth subject or optional subject system is introduced. Although failing in the fourth subject will not be judged as a failure for the whole, doing good in it can contribute to gain additional grade points. The additional grade points received is simply (GP in 4th subject) – 2. While counting GPA the algorithm can be simply written as:

$$GPA = \tfrac{TGP+OGP}{N}$$

Here, TGP is the total grade points gained in subjects other than optional. OGP is the additional GP gained in 4th subject. N is the number of total subjects of course without optional.

Note that GPA cannot be above 5. Additional GP gained from the optional subject will not be counted if the GP of the subject is less than or equal to 2.

Gaining a GPA of 5.0 or A+ is naturally considered as a good result. However, since a student can gain grade far above the required 80% to receive a GPA of 5.0, the actual grades received in each subject is also included in the official mark sheets given by the education board for PSC, JSC, SSC and HSC exams. There is also an unofficial term called Golden A+ which means receiving A+ in all subjects, since a student can receive a perfect GPA also without gaining more than 80% marks in all subjects thanks to the fourth subject system.

Non-formal education
There exists a substantial number of NGO-run non-formal schools, catering mainly to the dropouts of the government and non-government primary schools. Very few NGOs, however, impart education for the full five-year primary education cycle. Because of this, on completion of their two-to-three-year non-formal primary education in NGO-run schools, students normally re-enter into government/non-government primary schools at higher classes.

There are Non-Governmental Schools (NGO) and Non-Formal Education Centers (NFE) and many of these are funded by the government. The largest NFE program is the much reputed BRAC program. However, not all NFE graduates continue on to secondary school.

NGO-run schools differ from other non-government private schools. While the private schools operate like private enterprises often guided by commercial interests, NGO schools operate mainly in areas not served either by the government or private schools, essentially to meet the educational needs of vulnerable groups in the society. They usually follow an informal approach to suit the special needs of children from these vulnerable groups. But nowadays, some NGO schools are operating into places where there are both private and government schools.

Similarly, in NGO-run schools there does not exist any SMC. The style of management differs depending upon differences in policies pursued by different NGOs. Some are centrally managed within a highly bureaucratic set-up, while others enjoy considerable autonomy.

Different NGOs pursue different policies regarding recruitment of teachers. Some prepare a panel of prospective teachers on the basis of a rigorous test and recruit teachers from this panel. Other NGOs recruit teachers rather informally from locally available interested persons.

Religious education
Religious education is also included in the country's national curriculum. The national curriculum offers religious education for four of the most dominant religions in Bangladesh. It includes Islam, Hinduism, Buddhism and Christianity. Despite the fact that non-Muslims receive their own respective religious education in Bangladesh, a lot of schools don't have non-Muslim religion teachers. Due to this, a lot of non-Muslims students in Bangladesh have to study their religious subjects solo. Non-Muslim students tend to study their religious subjects alongside their parents, or study in coaching centers, or study alongside a tutor, or study with a local religious scholar, or study in their local religious monasteries or institutions. The schools that have religion teachers of different beliefs separate students to take class on their respective religions for the class period, then they mix up together again after finishing the class. In the country's national curriculum, Prophet Muhammad's Farewell Sermon and his life is taught to all students regardless of their religions, beliefs and caste in different classes in different subjects. Islamic History and Heritage is also included in humanities at college level. Islamic education in Bangladesh is heavily influenced by madrasahs.

Current issues and areas for improvement

Current government projects to promote the education of children in Bangladesh include compulsory primary education for all, free education for girls up to class 10, stipends for female students, a nationwide integrated education system and a food-for-education literacy movement. A large section of the country's national budget is set aside to help put these programs into action and to promote education and make it more accessible. Recent years have seen these efforts pay off and the Bangladesh education system is strides ahead of what it was only a few years ago. Now even national curriculum books from class 5 to class 12 are distributed freely among all students and schools.

The educational system of Bangladesh faces several problems. In the past, Bangladesh education was primarily a British modelled upper-class affair with all courses given in English and very little being done for the common people. The Bangladesh education board has taken steps to leave such practices in the past and is looking forward to education as a way to provide a poverty-stricken nation with a brighter future. As Bangladesh is an overpopulated country, there is a huge demand to turn its population into labor, which is why proper education is needed and proper help from government in the educational sectors of Bangladesh is crucial.

Universities and the existing system of academic curricula in Bangladesh are not still observed to be encouraging industry-oriented critical thinking and primarily utilizing rote-learning which encourages passivity under a corporatized model as well as the country has not implemented Outcome-based-Education (OBE) blended system yet, encompassing classroom and laboratory-based teachings with industry-oriented practical learnings for undergraduate and postgraduate engineering academic degrees.

Education expenditure as percentage of GDP
Public expenditure on education lies on the fringes of 2 percent of GDP with a minimum of 0.94 percent in 1980 and a maximum of 2.2 percent in 2007.

Qualitative dimension
The education system lacks a sound Human Resource Development and deployment system, and this has demoralized the primary education sector personnel, including teachers, and contributes to poor performance. Poverty is a big threat to primary education. In Bangladesh, the population is very high. The number of seats available in colleges is less than the number of students who want to enroll, and the number of seats available in universities is also less than the number of students who passed higher secondary level and want to join in a university. The cost of education is increasing day by day, and as a result many students are unable to afford it.

One study found a 15.5% primary school teacher absence rate.

Gender disparity
In Bangladesh, gender discrimination in education occurs amongst the rural households but is non-existent amongst mid to rich households. Bangladesh has achieved gender parity in Primary and Secondary education with significant progress made in higher education There is great difference in the success rates of boys, as compared to girls in Bangladesh. Girls do much better and outperform boys in almost every field of Education. However, in recent years some progress has been made in trying to fix this problem.

School attendance
The low performance in primary education is a matter of concern, mostly in rural areas. School drop-out rates and grade repetition rates are high in rural areas. Poor school attendance and low contact time in school are factors contributing to low level of learning achievement. However, the situation is very different in urban areas like Dhaka.

Literacy rate
According to the 2022 Census of Bangladesh, the literacy rate of Bangladesh was 74.66% in 2022. Prior to this national census, Bangladesh's literacy rate was 51.77% in 2011 according to the 2011 Census of Bangladesh. The literacy rate of Bangladesh increased by 23.11% in 2022 compared to 2011.

title: Education in Bangladesh


text:
Upside-down cake

An upside-down cake is a cake that is baked "upside-down" in a single pan, usually a skillet, with its toppings at the bottom of the pan. When removed from the oven, the finished upside-down preparation is flipped over and de-panned onto a serving plate, thus "righting" it, and serving it right-side up.

Usually chopped or sliced fruits — such as apples, cherries, peaches, or pineapples — butter, and sugar are placed on the bottom of the pan before the batter is poured in, so that they form a baked-on topping after the cake is inverted. A simple cottage pudding cake batter may be used.

The first American recipes for upside-down cake, using prunes, appeared in newspapers in 1923.

Traditional upside-down preparations include the American pineapple upside-down cake, the French Tarte Tatin, and the Brazilian or Portuguese bolo de ananás (also known as bolo de abacaxi). In the United States, pineapple upside down cakes became popular in the mid-1920s after Dole Pineapple Company sponsored a contest for pineapple recipes. They received over 2,500 various submissions for the inverted pineapple cake and ran an advertisement about it, which increased the cake's popularity.

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

title: Upside-down cake


text:
Zbarazh

Zbarazh (Збараж; Zbaraż; זבאריזש) is a city in Ternopil Raion, Ternopil Oblast, western Ukraine. It is located in the historic region of Galicia. Zbarazh hosts the administration of Zbarazh urban hromada, one of the hromadas of Ukraine. Population:

Zbarazh is one of the settings of Henryk Sienkiewicz's novel With Fire and Sword (1884) in which he gives a detailed description of the famous Siege of Zbarazh. Notable Jewish residents included Rabbi Zev Wolf of Zbaraz, the singer Velvel Zbarjer and the author Ida Fink.

History
First attested in 1211 as a strong Ruthenian fortress, Zbarazh became a seat of the Gediminid princes Zbaraski towards the end of the 14th century. Ruins of the original castle are extant in the vicinity of modern Zbarazh.

Following the 1569 Union of Lublin, Zbarazh became part of Kingdom of Poland's Krzemieniec County and Volhynian Voivodeship. After the first partition of Poland (1772), the town was seized by the Habsburg monarchy, and remained in the province of Galicia until 1918.

In the immediate post-World War I period, a Polish–Ukrainian War took place in Eastern Galicia. After the conflict, Zbarazh returned to Poland, becoming the seat of a county in Tarnopol Voivodeship. In the interbellum Second Polish Republic, it had the population of 8,000, with Jewish, Polish and Ukrainian communities.

Zbarazh was occupied by the Germans on July 4, 1941, but before the occupation authority was in place, Ukrainian nationalists instigated a pogrom that murdered twenty Jews and burned two synagogues. Soviet prisoners of war were also killed. By the time of the German invasion, the Jewish population of around 3000 had swelled to around 5000 because of refugees from western Poland. Later in 1941, the German security police murdered 70 Jews in the Lubianka Forest. In 1942, around 3000 Jews were sent from Zbarazh to the Belzec killing camp on four occasions, sometimes by way of Tarnopol. In October, some Jews were sent to the Janowska Street camp in Lwow and others were killed in Zbarazh. After that, the Germans established a ghetto for the 2000 Jews from Zbarazh and neighboring areas that had been sent to the town. About 20 people shared each room in the ghetto. In the expectation of further deportations, some Jews found hiding places. Nonetheless, in November, another 1000 Jews were sent to Belzec. During the winter of 1942-43, many Jews starved and died from disease. Others were sent to slave labor camps. In April 1943, another 1000 Jews were murdered near the Zbarazh railway station, and in June, German and Ukrainian police shot the remaining few hundred Jews. After that, Germans and Ukrainians hunted down Jews who were hidden in the forests. Only about 60 Zbarazh Jews of the 3000, who had lived in the town before the war survived.

After World War II, the town was annexed by the Soviet Union. Local Poles were ordered to move to the Recovered Territories, and Soviet authorities began a process of devastation. Now Zbarazh is part of Ukraine.

Until 18 July 2020, Zbarazh served as an administrative center of Zbarazh Raion. The raion was abolished in July 2020 as part of the administrative reform of Ukraine, which reduced the number of raions of Ternopil Oblast to three. The area of Zbarazh Raion was split between Kremenets and Ternopil Raions, with Zbarazh being transferred to Ternopil Raion.

Points of interest
Throughout the centuries, Zbarazh was the capital of the properties of the Zbaraski family. After the line had ended, the town was transferred to the Wiśniowiecki family. It also belonged to the Potocki family. The new Zbarazh Castle was designed for Prince Jeremi Wiśniowiecki in a post-Palladian Italian idiom similar to Scamozzi's by the Dutch architect van Peyen in 1626–31. The castle was partly rebuilt in the 18th century. A palace constructed for the family is located in the nearby town of Vyshnivets.

Zbarazh also preserves several remarkable churches, notably the Saviour Church (1600) and the Bernardine Monastery (1627). The Zbarazh Fortress was twice besieged by the Crimean Tatars (1474, 1589). After the second siege, a new castle was completed in 1626. In 1649, during the Khmelnytsky Uprising, the castle was besieged by the Cossacks and their Tatar allies. Defended for 43 days by Polish troops under Jeremi Wiśniowiecki (10 July–22 August), it was not captured.

The local Roman Catholic church was funded in the mid-17th century by Janusz Wisniowiecki. Destroyed by the Ottoman Turks in 1675, it was rebuilt in 1755, together with a new monastery. In the main nave of the church there was a commemorative plaque in memory of the 100th birth anniversary of Adam Mickiewicz. In the interbellum period, Bernardine monks from Zbaraz operated a middle school here. Neither the church and monastery were destroyed during World War II. In the monastery a hospital, later a plant were located, while the church was turned into a warehouse. Some items were saved by the Polish residents, who removed and took them to Poland in 1945. Currently, these items are kept in Bernardine churches in Leżajsk, Rzeszów and Alwernia.

After the collapse of the Communist period, the church was handed back to the monks. A first service took place on 3 September 2000.

Notable people

 * Ignacy Daszyński (1886–1936), Polish politician
 * Ida Fink (1921–2011), Israeli-Polish writer
 * Meshullam Feivush Heller (c. 1742–1794), Hasidic author
 * Dmytro Klyachkivsky (1911–1945), also known as Klym Savur, Ukrainian Insurgent Army commander
 * Karol Kuryluk (1910–1967), Polish social activist
 * Ivan Prasko (1914–2001), Ukrainian-Australian Greek-Catholic bishop
 * Zev Wolf of Zbaraz (died 1822), rabbi
 * Velvel Zbarjer (1824–1884), Broder singer
 * Serhiy Prytula (born 1981), Ukrainian TV show host, political activist, founder of Charity Foundation of Serhiy Prytula[uk ]

title: Zbarazh


text:
Uşak

Uşak is a city in the interior part of the Aegean Region of Turkey. It is the seat of Uşak Province and Uşak District. Its population is 236,366 (2022).

Uşak city is situated at a distance of 210 km from İzmir, the region's principal metropolitan center and port city. Benefiting from its location at the crossroads of the Central Anatolian plateau and the coastal Aegean Region, and from a climate and agricultural production incorporating elements of both of these zones, Uşak has also traditionally had a strong industrial base. Uşak was the first city in Turkey to have an urban electricity network, and the first city where a collective labor relations agreement was signed, during the Ottoman era, between leather industry employees and workers. It was here that the first factory of Republican Turkey, a sugar refinery, was set up through a private sector initiative among local businessmen. The tradition of industriousness continues today around two industrial zones.

History
The first known organized states to have ruled over the region of present-day Uşak were the Phrygians in the eastern portion and the Lydians in the west during the seventh century BC. The Karun Treasure, discovered by clandestine treasure hunters in Uşak in 1965, and whose smuggling outside Turkey and subsequent retrieval decades later from New York City's Metropolitan Museum of Art made international headlines, gives an indication of the high degree of civilization attained by these Anatolian states. The region of Lydia was later taken over by the Persian Empire in the 6th century BC and by Alexander the Great and his successors as of the 4th century. Thereafter, Uşak was ruled successively by the Roman Empire, the Byzantine Empire, the Seljuks, the Germiyanids and finally the Ottoman Empire (as of 1429).

Later, following Turkish conquest and domination over the area, the city became known by its Turkish name of Uşak; which means "servant." From 1867 until 1922, Uşak was part of Hüdavendigâr vilayet.

Uşak was occupied by the Greek Army between 28 August 1920 and 1 September 1922. During the Greek retreat, Greek general Nikolaos Trikoupis was captured near Uşak at the village of Göğem, today buried under a dam reservoir.

Uşak was a district center within Kütahya Province until 1953, when Uşak Province was constituted and Uşak became its provincial capital.

Economic history
At least since the 17th century there was trade between Uşak and the Dutch republic as reflected in the rug shown thrown over the bannister in Vermeer's painting "The Procuress." The rug was probably produced in Uşak, covers a third of the painting and shows medallions and leaves.

In the early 20th century, mercury was discovered in Uşak. The town also manufactured carpet.

Among other district centers in Uşak Province, Banaz is the largest and is notable for its varied agricultural production as well as for its forests, while Ulubey's canyon is a natural site attracting many visitors.

Geography
The city of Uşak consists of 29 neighbourhoods, including Kurşunluk and Muharremşah.

Climate
Uşak has a Mediterranean (Köppen: Csa) or an oceanic climate (Trewartha: Doak), with cool, wet, regularly snowy winters and hot, dry summers.

Highest recorded temperature:41.9 C on 18 August 2023 Lowest recorded temperature:-19.9 C on 5 January 1942

Uşak carpets

In pre-industrial times, Uşak was already a major center of production and export, particularly of Ushak carpets. Ushak carpets are also called Holbein carpets in reference to the 16th century painter Hans Holbein the Younger who depicted them in minute detail in his paintings, reflecting their popularity in European markets. The level of international popularity attained by Uşak's carpets became such that the word "Ushak" is considered an English word of Turkic origin.

Although Uşak's carpet patterns have evolved since then, large-scale weaving still continues and the name of the city still has an important presence in the market for carpets, both hand-woven and industrial. On the other hand, the district of Eşme, which is also in Uşak Province, is famous for its kilims.

Twin cities

 * 🇩🇪 Offenbach - Germany
 * 🇰🇿 Astana - Kazakhstan
 * 🇹🇷 Besni - Turkey
 * 🇧🇪 Charleroi - Belgium

title: Uşak


text:
Talk:1992 United States Senate elections

Suspicion
I have a suspicion that the Richard Williamson linked to in this article is not the same Richard Williamson who stood against Carol Moesley Braun in 1992. I could be wrong but it just doesn't sound right somehow.

 * Agreed (and fixed). There are probably a lot of similar link ambiguities around. Willhsmit 01:39, 14 July 2005 (UTC)

Oregon is shown in blue on the map. This is a mistake. The incumbent in 1992, *Republican* Bob Packwood, was reelected. So it should be dark red on the map (Republican hold). —Preceding unsigned comment added by 68.209.71.141 (talk) 05:11, 18 November 2008 (UTC)

Move discussion in progress
There is a move discussion in progress on Talk:United States Senate elections, 1914 and 1915 which affects this page. Please participate on that page and not in this talk page section. Thank you. —RMCD bot 21:46, 7 February 2018 (UTC)

Move discussion in progress
There is a move discussion in progress on Talk:United States Senate elections, 1914 which affects this page. Please participate on that page and not in this talk page section. Thank you. —RMCD bot 14:30, 8 February 2018 (UTC)


text:
Talk:Sonic 3 and Knuckles

This article already exists at Sonic & Knuckles. --NormalAsylum (talk) 15:34, 13 July 2005 (UTC)

title: Talk:Sonic 3 and Knuckles


text:
Madeline Cheek Hunter

Madeline Cheek Hunter (1916–1994) was an American educator who developed a model for teaching and learning that was widely adopted by schools during the last quarter of the 20th century.

She was named one of the hundred most influential women of the 20th century and one of the ten most influential in education by the Sierra Research Institute and the National Women's Hall of Fame.

Life
Hunter's family originally lived in Canada where she was born. Her father was an avid hunter who liked Canada because "the duck hunting was better there." As Hunter was a "sickly" child, the family ultimately moved to California to avoid the harsh winters in Saskatchewan. Although they returned to Canada from May to October for many years, most of her schooling was in California.

In junior high she was placed in an experimental school to test some of Stanford University's psychological theories on intelligence. They used her to score intelligence tests. As a result, she became interested in human intelligence; this along with classical ballet became her passions in life. As a 16-year-old she entered the University of California at Los Angeles as a combination pre-medicine and psychology major while continuing her ballet dancing. She had to choose either going to South America on tour with the Ballet Russe or finishing her degree in pre-medicine. She chose to finish her degree and then realized that she had limited hand eye coordination which would deny her the chance of becoming a neurological surgeon. Two additional events influenced her choice of a career in school psychology. The first occurred in seventh grade, while sitting in an auditorium waiting to be assigned a class. She felt hurt when she was labeled as dumb; these feelings were never forgotten. Because of this experience she felt the need to give positive reinforcement to students in schools--"Never put a kid down, always build the kid up." A second influence occurred during her first work experiences at Children's Hospital in Los Angeles and at Juvenile Hall.

During World War II she married an engineer, Robert Hunter, who worked at Lockheed Aviation until he retired. They had two children, a daughter and a son. In 1944 their first child, Cheryl, was born. She went on to become a film editor. In 1946 they had their second child, Robin, who became a school principal.

After her children were on their own, she went back to working full-time as an educator. She held many positions, including school psychologist, principal, director of research, and assistant superintendent. She was given the opportunity to implement her educational model in a laboratory school setting. In Hunter's lifetime, she wrote 12 books, over 300 articles, and produced 17 videotape collections.

According to the Graduate School of Education at U.C.L.A where she worked, Hunter died at the age of 78 in Los Angeles from a series of strokes.

Educational Beliefs
She believed that the foremost job of teachers was decision making, and that each teacher makes thousands of decisions each day. All of the decisions a teacher makes can be put into one of three categories: (1) content category - what you are going to teach; (2) teaching behavior category - what you as the teacher will do to facilitate and escalate that learning; and (3) learning behavior category - how the students are going to learn and how they will let you know that they've learned it.

In response to a question asking her to assess the current educational situation in the 1990s, she said, "I believe the future of education is bright! We are beginning to unlock the mystery of the human brain and how it processes and learns. We, now, can enable teachers to use that knowledge to accelerate that learning process. No longer is teaching a 'laying on of hands.' It has become a profession that combines science with art to create a better and a more productive world for humankind." (Source?)

Theories on Education
Madeline Hunter developed the Instructional Theory into Practice teaching model. It is a direct instruction program that was implemented in thousands of schools throughout the United States.

Hunter identified seven components for teaching:

 * 1) knowledge of human growth and development
 * 2) content
 * 3) classroom management
 * 4) materials
 * 5) planning
 * 6) human relations
 * 7) instructional skills

Hunter also developed a direct instructional model and elements of effective instruction.

The instructional model has seven components:
 * 1) objectives
 * 2) standards
 * 3) anticipatory set
 * 4) teaching (input, modeling, checking for understanding)
 * 5) guided practice/monitoring
 * 6) closure
 * 7) independent practice

The elements of effective instruction are very similar to those of the instructional model, featuring seven components of teaching and behavioral objectives:
 * 1) objectives
 * 2) set(hook)
 * 3) standards/expectations
 * 4) teaching (input, modeling/demo, direction giving, and checking for understanding)
 * 5) guided practice
 * 6) closure
 * 7) independent practice

Hunter was the creator of Instructional Theory into Practice (ITIP). ITIP is a teaching model on inservice/staff development program widely used during the 1970s and 1980s.

Madeline Cheek Hunter. (n.d.). Biographies. Retrieved November 5, 2008, from Answers.com Web site: http://www.answers.com/topic/madeline-cheek-hunter

Saxon, Wolfgang. "Madeline C. Hunter, Teaching Innovator And an Author, 78." Obituaries. 3 Feb. 1994. The New York Times. 29 Oct. 2008,

title: Madeline Cheek Hunter


text: User talk:81.7.48.186

title: User talk:81.7.48.186


text:
Mishkín-Qalam

Mírzá Ḥusayn-i-Isfahání (surnamed Mis͟hkín-Qalam (مشكین قلم) meaning "jet-black pen"; 1826 – 1912) was a prominent Baháʼí and one of the nineteen Apostles of Baháʼu'lláh, as well as a famous calligrapher of 19th-century Persia. He is the author of a calligraphic rendering of the Greatest Name, used by Baháʼís around the world.

Background

Mishkín-Qalam was born in Shíráz but was a resident of Isfahán, which is where he first heard of the Baháʼí Faith. A few years later he travelled to Baghdad and learned in more detail from Zaynu'l-Muqarrabín and Nabíl-i-Aʻzam, but was not confirmed until he later travelled to Adrianople and met Baháʼu'lláh.

Before becoming a Baháʼí, he was a Súfí of the Ni'matu'lláhí order.

Imprisonment
Mishkín-Qalam was sent by Baháʼu'lláh to Constantinople (Istanbul), where he began attracting people through his art and vigorously teaching the Baháʼí Faith. The Persian ambassador began to complain to the Sultan's vazirs and soon had him arrested. When Baháʼu'lláh was exiled to ʻAkká, Mishkín-Qalam was exiled to Cyprus with the followers of Subh-i-Azal, where he remained a prisoner in Famagusta from 1868 to 1877.

Cyprus eventually left Ottoman control and Mishkín-Qalam was released. He made his way to ʻAkká in 1886, and remained there until Baháʼu'lláh died in 1892, after which he travelled to Egypt, Damascus and India. He remained in India until 1905, and then returned to Haifa until his death in 1912.

Calligraphy
Mishkín-Qalam was a renowned calligrapher. ʻAbdu'l-Bahá called him a second Mír ʻImád, a 16th-century calligrapher of the Safavid dynasty who is perhaps the most celebrated Persian calligrapher.

Mishkín-Qalam enjoyed a special position among the court ministers of Tihrán, and he became widely known for being adept at every calligraphic style. When E.G. Browne was in Persia, he was told that Mishkín-Qalam's works
 * "would be eagerly sought after by Persians of all classes, were it not that they all bore, as the signature of the penman, the following verse:
 * Lord of calligraphy, my banner goes before;
 * But to Baha'u'llah, a bondsman at the door,
 * Naught else I am, Mishkín-Qalam.

When visiting Baháʼu'lláh in Adrianople, he would often write out the phrase Yá Baháʼu'l-Abhá (O Glory of the All-Glorious) in many different forms, some taking the form of a bird, and send them everywhere. One of his renderings of this phrase is now one of the three common symbols of the Baháʼí Faith, known as the Greatest Name.

title: Mishkín-Qalam


text:
Frederick Stocken

(James) Frederick Stocken (born 1967) is a British classical composer, organist and musicologist.

Compositions
Stocken's music first reached a wide audience with Lament for Bosnia, which was released on CD (becoming the number one best-selling classical CD in Tower Records' London store during early 1994). He conducted the work at the opening of the Permanent Holocaust Exhibition at the Imperial War Museum with the strings of the Royal Academy of Music, and also in Sarajevo with the Sarajevo Philharmonic Orchestra. As the sleeve-notes to the CD explain, the work was also dedicated to Stocken's maternal grandmother, Rosa Bechhöfer, who was murdered in Auschwitz.

Other commissions for large forces include a ballet - Alice - written for the State Theatre in Gießen, Germany, and an orchestral mass - Missa Pacis - commissioned for the Brompton Oratory in London. His Violin Concerto was performed by the violinist Adam Summerhayes with the Surrey Sinfonietta in St John's Smith Square.

Stocken's First Symphony was commissioned by the Royal Borough of Kensington and Chelsea and performed by the Royal Philharmonic Orchestra conducted by Vernon Handley in the Royal Albert Hall, London and broadcast on Classic FM (UK). His Second Symphony, 'To the Immortal Memory', was premiered at St John's Smith Square, London, by the Young Musicians Symphony Orchestra conducted by James Blair.

Stocken has also written organ works and sacred choral compositions. Commissioners include Chichester Cathedral, The Southern Cathedrals Festival and The Worshipful Company of Musicians.

Background
Stocken's father was British; his mother was a Jewish refugee from Nazi Germany.

Stocken was a chorister of Southwell Minster, a pupil at Chetham's School of Music in Manchester, and Organ Scholar of St Catharine's College, Cambridge. He also studied the organ with Peter Hurford, passing ARCO with five prizes, and FRCO with three prizes. His doctorate is from the University of Manchester for research on nineteenth-century harmonic theory relating to the music of Anton Bruckner. Howard Ferguson and Margaret Hubicki were compositional mentors in the early years of his career.

Alongside composing, Stocken is an organist and was Organist of St George's Cathedral, Southwark for a decade. He teaches organ at the Royal Academy of Music Junior Academy, having also taught supporting studies in the organ department of the Senior Academy, and for the Royal College of Organists. He is the author, with Anne Marsden Thomas, of The New Oxford Organ Method (Oxford University Press, 2020), amongst other books.

Selected works as composer

 * Lament for Bosnia, for string orchestra, first perf. 1993 by Eos, cond. Charles Hazlewood, The Royal Academy of Art. Commissioned by Todd Longstaffe-Gowan.
 * Violin Concerto, first perf. 1996 by The Surrey Sinfonietta, cond. Jonathan Butcher, Adam Summerhayes (violin), St John's, Smith Square.
 * Missa Pacis (Mass of Peace), first perf. 1997 by the choir and orchestra of the London Oratory, cond. Andrew Carwood. Commissioned by Peter Sefton-Williams.
 * Alice, ballet, first perf. 1998, Orchestra of the Stadttheater, Giessen, cond. Herbert Gietzen, choreographed by Roberto Galván. Commissioned by the Stadttheater, Giessen.
 * First Symphony (Symphony for the Millennium), first perf. 2000, Royal Philharmonic Orchestra, cond. Vernon Handley, The Royal Albert Hall. Commissioned by the Royal Borough of Kensington and Chelsea.
 * Top of the Morning, for flute and piano (in Flute Time Pieces, Oxford University Press, 2004).
 * Second Symphony (To the Immortal Memory), first perf. 2005, The Young Musicians Symphony Orchestra, cond. James Blair, St John's Smith Square.
 * Come to your heaven you heavenly Choirs, for choir and organ, first perf. 2010, the choir of St Michael's, Cornhill, cond. Jonathan Rennert. Commissioned by the Worshipful Company of Musicians.
 * Archangels, for organ (Banks Music, 2013), first perf. 2011, the composer, the Woodford Festival.
 * Faith, Love, Hope, for organ (Banks Music, 2014), first perf. 2014, the composer, St Lawrence Jewry.
 * The Prayer of St Richard of Chichester, for choir (Banks Music, 2015), first perf. 2015, the choir of Chichester Cathedral, cond. Charles Harrison. Commissioned by the Dean and Chapter of Chichester Cathedral.
 * Gothic Fantasia, for organ, first perf. 2016, the composer, St George's, Hanover Square.
 * Chorale Prelude on Gieb Fried o frommer treuer Gott, for organ, first perf. 2017, William Whitehead, the Bloomsbury Organ Day. Commissioned by Rebecca Hirst and Patrick Hartley for the Orgelbüchlein Project.
 * Magnificat and Nunc Dimittis, The Chichester Service, for choir and organ, first perf. 2019, the combined choirs of Chichester, Salisbury and Winchester Cathedrals, cond. Charles Harrison, Chichester Cathedral. Commissioned by the Southern Cathedral Festival 2019.
 * Mysterium Fidei - a journey towards faith, for organ, first perf. 2019, the composer, Rikkyo University, Japan.
 * Gaudete in Domino, for handbell choir, first perf. 2019, the Handbell Choir of Rikkyo University, Japan, who commissioned it.
 * The Transfiguration, for choir and organ, first perf. 2020, the choir of St Giles, Cripplegate, cond. Anne Marsden Thomas.
 * Carol of the Annunciation, for choir and organ, first perf. 2021, Bury Choral Society, cond. Juan Ortuno. Commissioned by The John Bradburne Memorial Society.
 * The Newman Mass, for choir, congregation and organ, first perf. 2021, St George's Cathedral, London.
 * The Wisdom of Christ, for choir and organ, first perf. 2023, the choir of St George's Cathedral, London, cond. Jonathan Schranz. Commissioned by St George's Cathedral for its 175th anniversary.

Musicology

 * Steblin, Rita; Stocken, Frederick (2007), "Studying with Sechter: newly recovered reminiscences about Schubert by his forgotten friend, the composer Joseph Lanz" Music & letters : a quarterly publication. - Oxford Univ. Press, ISSN 0027-4224, vol. 88.2007, 2, 226-265
 * Simon Sechter's Fundamental-Bass Theory and its influence on the Music of Anton Bruckner (Lewiston, New York: Edwin Mellen Press, 2009)

Tutors and Methods

 * Scale Shapes, using the Stocken Method, 5 vols (Chester Music, 2001, 2nd ed., 2009, 3rd ed., 2021)
 * Graded Keyboard Musicianship; co-author, Anne Marsden Thomas, 2 vols (Oxford University Press, 2017)
 * The New Oxford Organ Method; co-author, Anne Marsden Thomas (Oxford University Press, 2020)

as composer

 * Lament for Bosnia (CD single, Chatsworth, 1994) - double-sided single performed by Queens Orchestra (b/w 'Adagio for Strings' by Samuel Barber).
 * Haflidi’s Pictures (CD album, Priory, 2009) - features 'Bagatelle (for piano)'.
 * Here is Joy! (CD album, Priory, 2012) features 'Come to your heaven, you heavenly choirs'' (choir and organ).

as performer

 * Dedication in Time: Chamber Music by Margaret Hubicki (CD album, Chandos Music, 2005) - featured pianist on final track ('Goladon Suite').
 * O Sacrum Convivium (CD album, Priory, 2017) - playing organ with the choir of St George's Cathedral, Southwark. cond. Norman Harper.
 *  Christmas at St George's (CD album, Priory, 2018) - playing organ with the choir of St George's Cathedral, Southwark, cond. Norman Harper.

title: Frederick Stocken


text: User talk:198.190.230.60

title: User talk:198.190.230.60


text:
Star Wars: Shadows of the Empire (video game)

Star Wars: Shadows of the Empire is a third-person shooter video game developed by LucasArts and published by Nintendo for the Nintendo 64 in 1996 and published by LucasArts for Windows in 1997. It is primarily a third-person shooter, with multiple types of vehicular combat sequences.

The player controls the mercenary Dash Rendar to help Luke Skywalker and rescue Princess Leia from Prince Xizor. It is part of the Star Wars: Shadows of the Empire multimedia project and has a backstory between The Empire Strikes Back and Return of the Jedi. Tracks from the multimedia project's soundtrack are in the musical score. The game received mixed reviews from critics. Shadows of the Empire was the third-best-selling Nintendo 64 game for 1997, with more than one million copies sold.

Gameplay
Star Wars: Shadows of the Empire plays primarily as a third-person shooter. Players control the protagonist, Dash Rendar. His blaster pistol recharges after each shot, and can pick up additional powerups for the gun. In later levels, Rendar acquires a jetpack to traverse larger gaps. The jetpack can also be used under water in the sewer level. He has limited health, which can be replenished with health packs located throughout the game. The player is given a finite amount of lives to complete the game. Additional lives can be acquired, however if the player runs out of lives a game over sequence occurs. Each level is timed and up to three challenge points are awarded for performing specific actions or finding hidden tokens, to unlock rewards.

The game features other non-shooter elements. In the opening level, Rendar pilots a snowspeeder in defense of the Rebel base on Hoth. Rendar controls the turret of his ship, the Outrider, in 360 degree space battles to destroy a specific number of enemy ships. In other space sequences, he pilots the ship, destroying targets with its forward cannons. In one sequence, Rendar makes a high-speed chase on swoop bikes, controlling the swoop and attack to eliminate an enemy gang before reaching the destination.

Plot
The story is divided into four chapters. "Part I: Escape from Echo Base" begins shortly before the battle of Hoth, as Dash Rendar and his droid co-pilot, Leebo, arrive at Echo Base to deliver supplies. He briefly talks with Han Solo, who gets him temporary clearance to fly with Rogue Squadron. Dash pilots a snowspeeder into battle, and returns to Echo Base when the shield generator is destroyed, just as the Millennium Falcon leaves. He makes his way through the base, attempting to return to his ship, the Outrider. Dash encounters several wampas on the way, and has to fight an AT-ST, but eventually makes it back to Leebo and The Outrider, and they escape a Star Destroyer through an asteroid field.

"Part II: In Search of Boba Fett" begins after the end of The Empire Strikes Back, as Dash searches for Boba Fett, who holds Han Solo, frozen in carbonite. He hunts and battles IG-88, who is attempting to repair his ship on Ord Mantell after an altercation with Fett. The droid tells him that Fett is hiding on a moon of the planet Gall. Dash finds Fett, and damages his ship, the Slave I, but Fett escapes. Believing that the Emperor will let him take Darth Vader's place if Skywalker is killed, Prince Xizor orders Jabba the Hutt to kill Luke Skywalker.

In "Part III: Hunting the Assassins", Jabba sends a group of swoop bikers to Obi-Wan Kenobi's home, where Luke is practicing his Jedi skills. Dash races them to Kenobi's, and eliminates all members of the gang. Luke informs Dash of a secret imperial supercomputer aboard the Imperial Freighter Suprosa, containing unknown important Imperial construction plans for the Death Star II. Dash steals the computer, and battles with a cargo droid in a hangar.

"Part IV: Lair of the Dark Prince" begins with Luke, Lando Calrissian, Chewbacca, and Dash infiltrating Xizor's palace on Coruscant to save Princess Leia, whom Xizor has taken captive. Dash enters the palace through the underground sewer system, and battles an enormous dianoga, before entering the palace itself. While in the palace Dash plants thermal detonators in an effort to destroy it before Xizor summons his droid, which Dash quickly disposes of. After defeating the droid, Xizor flees to his Skyhook space station. Xizor's forces engage in battle with the Rebellion, but during the conflict an Imperial Star Destroyer arrives firing on both parties. The conflict turns as the Star Destroyer engages Xizor and his forces. Utilizing this distraction, Dash destroys the Skyhook's outer defenses and proceeds to fly inside the station, destroying its core. Dash is presumably killed in the blast, along with Xizor.

A short pre-credits scene shows Luke and Leia on Tatooine, mourning Dash's death. If the game is completed on medium or higher difficulty levels, this is followed by an additional scene of Dash and Leebo, who had jumped to hyperspace to escape the blast. Leebo questions Dash's decision to keep the illusion they had died in the Skyhook's destruction, to which Dash says, "It's good to be remembered as a martyr without actually being dead, wouldn't you say?"

Development
The work on Shadows of the Empire project started in late 1994 with the idea of making a side story to the movies. After dismissing the use of the main characters from the movies as the playable character of the new game, which gave the developers more freedom with the game and story, they built on a minor character from the book, Dash Rendar. He has many similarities to Han Solo, including a ship, the Outrider, which bears a close resemblance to Solo's Millennium Falcon. Jon Knoles, who was the game's senior artist and animator and previously worked on other LucasArts games for PC and SNES, is credited with bringing the idea of Shadows of the Empire and placing it between the films The Empire Strikes Back and Return of the Jedi.

LucasArts used the level editor of the Jedi engine, previously used on its games Star Wars: Dark Forces and Outlaws, to create the game's 3D environments. The game was programmed in the language C. The game was originally planned to have 19 levels, Nintendo Power reported a reduction to 12 levels, and the final release has 10 levels.

LucasArts's choice to be an early adopter of the Nintendo 64 came from what company leaders believed were missed opportunities for revenue on game consoles. When work began on Shadows of the Empire, the Nintendo 64 hardware had not been finalized by Silicon Graphics (SGI) and Nintendo. Therefore, SGI approximated the console's performance and functionality profile using a US$140000 SGI Onyx supercomputer with the RealityEngine2 graphics subsystem with the Performer 3D API — the architecture which had originally inspired SGI's design of the Nintendo 64. Two LucasArts developers already had extensive experience with the SGI platform, which eased the prototyping of the game for approximately 18 months until the Nintendo 64 hardware was finalized. Eventually, Nintendo 64 hardware cards were released for SGI Indy workstations, and given to the team to replace the software-based profile on Onyx. Because of the team's SGI expertise and the Nintendo 64's design heritage from the Onyx, they ported the game to the console in three days and continued development on Indy, while still performing large environmental precalculations on Onyx. For a prototype controller with which to test the game, they were delivered a modified SNES controller with a primitive analog joystick and Z trigger, designed by Konami. For maximal secrecy under strict nondisclosure agreement, the core team was not allowed to speak to anyone else about the hardware or the project, and the controller prototype was concealed within a cardboard box that the team members could place their hands into.

During development, Shigeru Miyamoto, senior marketing director of Nintendo, suggested that Dash be more animated. He suggested Rendar could become restless when waiting for the player to control him, and more animated in how he holds his weapons. Motion capture was done at LucasArts's sister company Industrial Light & Magic (ILM). The recorded animations proved to be unusable, and had to be redone manually using keyframes in Alias Power Animator. Music development began with MIDI approximations of the original film scores by composer John Williams. The team believed that MIDI-sequenced synthesis did not appropriately capture the essence of the music, and switched to digital samples of the original music. As part of the Shadows of the Empire multimedia project, a full soundtrack was composed by Joel McNeely and recorded with the Royal Scottish National Orchestra. Soundtrack samples were used in both versions of the game, with many full tracks in the Windows version. For the console version, due to limited cartridge space, the score was sampled down to 16-bit at 11 kHz in mono. After some discussion, Nintendo agreed to increase the cartridge space from 8 MB to 12 MB, giving the developers enough room to sample roughly 15 minutes of music on the cartridge. It is unique among Nintendo 64 games for using a digitized orchestral soundtrack, instead of synthesized music like that in Star Wars: Rogue Squadron. John Cygan voices the game's protagonist, Dash Rendar. Cygan reprises his role in Star Wars: X-Wing Alliance. His droid, Leebo, is voiced by Tom Kane. Luke Skywalker is voiced by Bob Bergen, official audio double for Mark Hamill. Prince Xizor, the game's primary antagonist, is voiced by Nick Tate.

Because of the much greater storage space available with a PC, LucasArts added full motion video (FMV) cinematic sequences and a number of additional speech clips to the Windows version. According to Knowles, when working on the Nintendo 64 version, the development team could have adapted the Windows version's FMV sequences into animated cutscenes using the game engine (which would have substantially lower quality than FMV, but use only a tiny fraction of the storage space), but this would have severely delayed the game's release, so they used just still images for the Nintendo 64 version's cutscenes. When supplemented with a 3D acceleration card, the Windows version runs at a resolution of 640 x 480 pixels. The Nintendo 64 version runs at a 320 x 240 resolution with hardware based blending and anti-aliasing features to make the difference in resolution less obvious.

After the game's demonstration at the 1996 Electronic Entertainment Expo met with mixed reactions, LucasArts canceled its plans to release it with the Nintendo 64 North American launch, postponing it until December to give the production team a few more months for quality.

Release
Shadows of the Empire was released on December 2, 1996, for the Nintendo 64, three months after the console's launch. It was released in Japan on June 14, 1997. With the developer reporting more than one million copies sold by 1997, It is the third top-selling Nintendo 64 game for that year (September 1996 to August 1997) and the third top-selling game on any system for the 1996 Christmas shopping season. A version for Windows 95 was released on September 17, 1997. In coming decades, compatibility problems arose, so the game was re-released for 64-bit Windows systems on May 3, 2016, through Good Old Games.

On July 26, 2019, the Nintendo 64 version was re-released in both a standard and Collector's Edition in limited quantities by Limited Run Games.

Reception
Shadows of the Empire has received mixed reviews from critics. The most common comment was that the opening Battle of Hoth is outstanding, but all the other levels are mediocre. Some critics specified that though the different game styles add variety, none of them offered anything new or were executed well. The third-person shooter stages (which comprise the majority of the game) drew the strongest criticism, with reviews describing poor controls   and camera angles which either give a cripplingly limited view or block the action with Dash's own body. Reviewers often praised the game's polygonal graphics as being convincing enough to affect the player's mood.

A reviewer for Next Generation remarked that the cartridge format was insufficient for a game of this type, resulting in issues — the lack of fluidity in the sewer waters, and the frequent looping of the music — which could have been easily solved with the greater storage capacity of CD. Chiefly criticizing the multi-genre gameplay, he said the game was especially disappointing in light of its great potential. Doug Perry of IGN similarly said that "we were disappointed again and again at this game's terrible control, its mediocre gameplay, and the overall knowledge that, once having finished it, you knew that the developers from LucasArts could have orchestrated a much better piece of videogaming." Writing in GamePro, Scary Larry highly praised the soundtrack, but concluded that the issues with the gameplay made it a must-have for Star Wars fans but a poor choice for anyone else. Unlike many other critics, Shawn Smith of Electronic Gaming Monthly asserted that all the gameplay styles in Shadows of the Empire are done extremely well, and said it was the best Star Wars game he had played on either console or PC. The other three reviewers for EGM were less enthusiastic, with Sushi-X in particular summarizing the game as "a poor first-person shooter on top of an awesome Hoth battle sequence". GameSpot's John Broady claimed that "...the control, camera angles, and frustrating save feature keep it from reaching its full potential".

Most critics were amazed by the Battle of Hoth level, particularly its success in recreating the scene from The Empire Strikes Back as an interactive experience. The month prior to reviewing the game, EGM's lead editorial hailed this level as a watershed moment for movie-to-game adaptations, anticipating a new era in which film studios would take into account prospective game adaptations when making a movie.

EGM named Shadows of the Empire a runner-up for Nintendo 64 Game of the Year, behind Super Mario 64. Though noting little competition for this category, because only eight Nintendo 64 games were released in the US in 1996, they called the game "a tour-de-force that all Star Wars fans must check out". They also named it a runner-up for Best Music, behind Wipeout XL.

In a retrospective review, Allgame's Scott Alan Marriott criticized the shooting sequences as "rather boring, probably due to the less involving third-person perspective".


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Callistus

Callistus, Calistus, Callixtus, and Calixtus (all four in Latin) and Kallistos (Κάλλιστος  "the most beautiful one") may refer to:

Patriarchs, popes and antipopes

 * Patriarch Callistus I of Constantinople, patriarch from 1350 to 1353 and from 1354 to 1363
 * Patriarch Callistus II of Constantinople, patriarch in 1397
 * Saint Callixtus I, pope from c. 217 to 222
 * Pope Callixtus II, pope from 1119 to 1124
 * Antipope Callixtus III, antipope from 1168 to 1178
 * Pope Callixtus III, pope from 1455 to 1458

Other persons

 * Callistus, a Roman general of the 3rd century more commonly known as Balista
 * Callistus Caravario (1903–1930), Italian Roman Catholic priest and missionary
 * Callistus Chukwu (born 1990), Nigerian footballer
 * Callistus Ndlovu (1936–2019), Zimbabwean politician
 * Callistus Valentine Onaga (born 1958), Nigerian Roman Catholic bishop
 * Callistus Rubaramira (born 1950), Ugandan Roman Catholic bishop
 * Gaius Julius Callistus, a Greek freedman of the Roman emperor Caligula
 * Georg Calixtus (1586–1656), German Lutheran theologian
 * Kallistos Ware (1934–2022), Metropolitan of Diokleia in Phrygia, an Orthodox assistant bishop in the UK
 * Nikephoros Kallistos Xanthopoulos, last of the Greek ecclesiastical historians, flourished c. 1320

title: Callistus


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User:Fair&Balanced~enwiki

I'm Fair&Balanced. Trust me.

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Baháʼí symbols

There are several symbols used to express identification with the Baháʼí Faith: the nine-pointed star, a calligraphy known as the "Greatest Name", the Ringstone Symbol, or a five-pointed star.

Nine-pointed star
According to the Abjad system of isopsephy, the word Baháʼ has a numerical equivalence of 9, and thus there is frequent use of the number 9 in Baháʼí symbols. The most commonly used symbol connected to the number 9 is the nine-pointed star, ; there is no particular design of the nine-pointed star that is used more often than others. While the star is not a part of the teachings of the Baháʼí Faith, it is commonly used as an emblem representing "9", because of the association of number 9 with perfection, unity and Baháʼ.

The number 9 also comes up several times in Baháʼí history and teachings. On the significance of the number 9, Shoghi Effendi wrote: "Concerning the number nine: the Baháʼí's reverence this for two reasons, first because it is considered by those interested in numbers as the sign of perfection. The second consideration, which is the more important one, is that it is the numerical value of the word "Bahá"[.] Besides these two significances the number nine has no other meaning. It is, however, enough to make the Baháʼís use it when an arbitrary number is to be chosen."

Its use on gravestone markers was approved by Shoghi Effendi, then head of the religion, in 1944.

On 13 September 2022, the symbol was added to Unicode as.

Five-pointed star
The five-pointed star, or (Arabic: temple) is a symbol of the Baháʼí Faith as mentioned by Shoghi Effendi, head of the Baháʼí Faith in the first half of the 20th century: "Strictly speaking the 5-pointed star is the symbol of our Faith, as used by the Báb and explained by Him." The five-pointed star has been used as the outline of special letters or tablets by both the Báb and Baháʼu'lláh.

Haykal is a loan word from the Hebrew word, which means temple and specifically Solomon's Temple in Jerusalem. In Arabic, the word also means the body or form of something, particularly the human body. In the Baháʼí tradition, the haykal was established by the Báb—and represents the human body as a head, two hands, and two feet. The Báb wrote many letters, tablets, prayers and more in the shape of a five-pointed star, including some that included many derivatives of the word Baháʼ (see below).

Baháʼu'lláh wrote the Súriy-i-Haykal (Tablet of the Temple) in the shape of a five-pointed star. While the meaning of temple remains present, the haykal is used mainly to mean the human body, but particularly the body of the Manifestation of God—a messenger from God—and the person of Baháʼu'lláh himself. In the Tablet, the haykal is also used to refer to the word of God, which is revealed by the Manifestations of God. He also says in the same Tablet: "'O Living Temple! We have, in very truth,...ordained Thee to be the emblem of My Cause betwixt the heavens and the earth...'"

The Greatest Name
In Islam, God has 99 names, and in some Muslim traditions it is believed that there is a special hidden 100th name, which is the greatest. In the Baháʼí Faith, this 'Greatest Name' is Baháʼ (بهاء), translated as "glory, splendour. Many symbols of the Baháʼí Faith derive their significance from the word Baháʼ. It is the root word used in many other names and phrases including Baháʼí (a follower of Baháʼ), Baháʼu'lláh "Glory of God", ʻAbdu'l-Bahá "Servant of Glory", Yá Baháʼu'l-Abhá "O Thou Glory of the Most Glorious", and Alláh-u-Abhá "God is Most Glorious".

Baháʼu'lláh often referred to Baháʼís in his writings as "the people of Baháʼ". The Báb sent a tablet to Baháʼu'lláh with 360 derivatives of the word Baháʼ. Along with daily prayers, Baháʼís are encouraged to recite the phrase "Alláh-u-Abhá" 95 times in a form of meditation. The symbol known as Greatest Name is a calligraphic rendering of "Yá Baháʼu'l-Abhá" (يا بهاء الأبهى), usually translated as "O Thou the Glory of the Most Glorious!"). This rendering was originally drawn by the early Baháʼí calligrapher Mishkín-Qalam, and later adopted by Baháʼís everywhere.

Since the symbol refers more directly to the Name of God and the Manifestation of God than any other symbol in the Baháʼí Faith, it is not generally used casually or to adorn the personal artifacts that are put to common use. The symbol can usually be seen in Baháʼí homes and rings that are produced on a limited scale.

Ringstone symbol
The Ringstone Symbol was designed by ʻAbdu'l-Bahá, and, as its name implies, is the most common symbol found on rings worn by Baháʼís, but it is also used on necklaces, book covers, and paintings. It consists of two stars (haykal) interspersed with a stylized Baháʼ. The lower line is said to represent humanity and the world of creation, the upper line the world of God, and the middle line represents the special station of Manifestation of God and the world of revelation; the vertical line is the primal will or Holy Spirit proceeding from God through the manifestations to humanity. The position of Manifestation of God in this symbol is said to be the linking point to God. The two stars or haykals represent Baháʼu'lláh and the Báb. It is also probably no coincidence that the shape of the symbol bears similarity to the Chinese characters for king, Jade Emperor 玉帝, and master.

title: Baháʼí symbols


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Talk:Ultimate Iron Man

Topics
Stark was described as suffering from 'third degree burn' like symptoms. This is innacurate in that third degree burns are painless... the nerves are all dead. I changed it to second degree, but perhaps simply burns would suffice? --Nec

Finished?
The Ultimates Marvel Universe page describes Ultmate Iron Man as a "finished" series. Is that true? If so, shouldn't it say so here? ShawnVW 18:10, 22 December 2005 (UTC) Indeed. Was it cancelled? Is it on hiatus? Either way, it should say so here.

Keep or Merge

 * Keep, More info will is add !--Brown Shoes22 15:41, 13 July 2005 (UTC)

 * Keep, there are vast differences between Ultimate Iron Man and 616 Iron Man, as in general 616 Avengers and Ultimates are only loosely connected. Onomatopoeia 03:04, 18 July 2005 (UTC)
 * Keep, yes, but because there really is an "Ultimate Iron Man" comic. I now favour condensing the article, concentrating on the actual happenings in that comic. Onomatopoeia 05:07, 7 August 2005 (UTC)

 * Don't merge this. The characters are different and merit their own articles.--GingerM 15:33, 18 July 2005 (UTC)

 * Merge! Different version of Iron man, you cant have different pages for all alternate universe versions of comic heroes. -- Sunburst 21:19, 2005 July 18 (UTC)

 * Keep, definately. The two characters have backstories almost as radically different as 616-Thor/Ultimate Thor. They will only get farther apart as time goes on, and more issues of the mini are released. -- The Timeturner 01:58, July 19, 2005 (UTC)

 * This discussion has already happened at http://en.wikipedia.org/wiki/Wikipedia_talk:WikiProject_Comics#Conclusion. Other than his illness and some differences in his motivation, I don't find him to be all that distinct from the original. --DropDeadGorgias (talk) 15:12, July 19, 2005 (UTC)

 * The main discussion concluded that the the Ultimate article should be merged unless it becomes too large to simply be a sub-article. We're discussing here whether or not this specific article has reached that point. 4 of us think it has (and should thus remain seperate), 2 of us don't. -- The Timeturner

 * Well, the destinction on WikiProject was "unmanageably large", which makes me think near the 32k limit. I honestly don't think the two are different enough to warrant separate pages.  If we can have one page for Superboy, then we can have one page for all the different Iron Mans.  I think that it's a lot cleaner with one page, and it sets a bad precedent to wheedle about fairly minor differences between the characters.  I still think that an "Ultimate" section in the main article could cover the differences stated here. --DropDeadGorgias (talk) 14:56, July 21, 2005 (UTC)

 * I agree. The Ultimate line has been successful so far, but it easily can become a minor footnote to Ironman in the future.  It doesnt deserve a completely different page.  Having one page will allow the reader to get all he needs on the subject of Ironman without bouncing from place to place. --Sunburst 13:30, 2005 July 22 (UTC)
 * Keep --Brown Shoes22 15:03, 23 July 2005 (UTC)
 * Keep for the five-issue Ultimate Iron Man miniseries and Merge for the Character History

 * Merge Character information should appear at Iron Man, while information about the comic series can stay here. EVula 15:11, 25 July 2006 (UTC)

Moved from Main page.. Praise be to Card
analysis

give major props to [orson scott card] for putting together a knockout first issue dispite not having the titular character appear or even be born until the last page.the wicked cool world of [pseudo]-[plausible] [scientific] [theory] combined with a bit of [corporate] and romantic intrigue between tony stark's parents and their former lovers whet our appetites.Now cue the enterance of Ultimate shellhead,and get them repulsor blast a'flyin'

Issue #3?
In condensing this page, I realized there is no plot summary for issue #3. If anyone has read it, maybe you'd like to add the missing information, concisely? Brad T. Cordeiro 00:05, 8 October 2006 (UTC)

About the supposed discontinuity from Tony Stark-1610's past...
In the last revisions of this article, someone editted it claiming that in the second issue of Ultimate Avengers vs. New Ultimates this mini-series was discontinued from the Earth-1610 official continuity because of a cartoon that Rhodes was watching. The thing is, although this CAN be true, it seems that Marvel hasn't made any official claims about this yet, and if you read the issue that is referenced in early revisions of the article, you will notice that there isn't ANY mention of this so-called retcon there, just some random comments about the show. Because of this mess, I've removed everything about this supposed discontinuity from the article, and I suggest that we keep it that way until someone can find a reliable source to this information. Also, sorry for my bad english. I hope you guys can understand the point I'm trying to make in spite of all the errors in this text. — Preceding unsigned comment added by 187.118.107.210 (talk) 06:03, 30 May 2011 (UTC)

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Don Warrington

Don Warrington MBE (born Don Williams, 23 May 1952) is a Trinidadian-born British actor. He is best known for playing Philip Smith in the ITV sitcom Rising Damp (1974–78), and Commissioner Selwyn Patterson in the BBC detective series Death in Paradise (2011–present).

He was appointed Member of the Order of the British Empire (MBE) in the 2008 Birthday Honours.

Early life
Warrington was born in Trinidad, but moved to Newcastle upon Tyne with his mother and brother at the age of seven, while his sister stayed in Trinidad. His father, Basil Kydd, was a Trinidadian politician who died in 1958.

Warrington attended Harris College (now the University of Central Lancashire) and trained as an actor at the Drama Centre London. As there was already an actor called Don Williams when he joined Equity, he took the stage surname "Warrington" after Warrington Road, the street he grew up on. He started acting in repertory theatre at the age of 17.

Television and film
Warrington is best known for playing Philip Smith in Rising Damp, from 1974 to 1978, alongside Leonard Rossiter, Richard Beckinsale, and Frances de la Tour. Warrington also appeared as series regular in the crime drama C.A.T.S. Eyes, as government contact Nigel Beaumont (1985–1987); as General Harris in Impact Earth (2007), and as Judge Ken Winyard in New Street Law.

In 1993 Warrington played television reporter Graham Gaunt in To Play the King, the second part of the BBC's House of Cards trilogy.

He has had smaller roles in many programmes including Red Dwarf, Lovejoy, Manchild, and Diamond Geezer. Warrington portrayed the founder of Time Lord society, Rassilon, in several Doctor Who audio plays, and also appeared as the President of an alternative-universe Great Britain in the Doctor Who episode "Rise of the Cybermen" (2006). Soon after, he recorded an abridged audio book of the Doctor Who novel The Art of Destruction by Stephen Cole.

He is one of the interviewees on the BBC 2 series Grumpy Old Men, and he appears in a series of Kenco coffee advertisements in the United Kingdom in which he plays an African coffee plantation owner. He regularly provides voice-overs for both BBC television and radio.

Warrington has also appeared in BBC1 sitcom The Crouches, which aired from 9 September 2003 until 2005. He played Bailey, who was Roly's boss at a London Underground station in South London. Roly was played by Robbie Gee. Warrington played the role of the Hospital Chaplain in Casualty, assuming the role of Trevor. He also starred in the 2010 film It's a Wonderful Afterlife. He also appeared in Grange Hill as Mr Peters, the father of pupil Lauren Peters.

He provided voiceover links, reading out the various methods of contacting the show on the Chris Evans Breakfast Show on BBC Radio 2, which was broadcast from 11 January 2010.

Since 2011, Warrington has played Commissioner Selwyn Patterson in the BBC show Death in Paradise.

He also appeared as jazz musician Frederick J. Louden in a BBC radio production of The Devil's Music, written by Alan Plater. In 2011, Warrington played the father of a suspected terrorist in the last series of the BBC drama Waking the Dead. In 2012, he played master of the college Marcus Harding in “Generation of Vipers”, S6:E2 of Lewis.

His film roles included the movie version of Rising Damp (1980), the Kenny Everett horror comedy Bloodbath at the House of Death (1983), The Lion of Africa (1987), Kenneth Branagh's Hamlet (1996), Peter Greenaway's 8½ Women (1999), and the horror film Lighthouse (1999).

Theatre
Warrington is also a theatre actor and has performed with the National Theatre, the Royal Shakespeare Company, Bristol Old Vic and the Royal Exchange, Manchester.

In 2012–13, he toured with Gwen Taylor in a new stage version of Driving Miss Daisy.

In 2013, Warrington played the lead role of Joe Keller, in Talawa Theatre Company's all-black revival of Arthur Miller's tragedy All My Sons at the Royal Exchange, Manchester, directed by Michael Buffong – a production that The Guardian reviewer called "flawless", giving it a five-star rating.

Warrington performed in the lead role of King Lear in a 2016 Talawa Theatre Company and Royal Exchange, Manchester production. Mark Shenton wrote in The Stage that "Warrington seizes and owns it with magnetic, majestic power" as "one of many virtues in this outstanding production." Claire Allfree in The Telegraph wrote: "Lear is the Everest of roles, and Don Warrington ... ascends the cliff face with magnificent authority. He rages around his daughters like a hulking thunder cloud in human form, not just the incarnation of absolute rule but of something more ancient and of the earth."

Warrington appeared as George in David Mamet's Glengarry Glenn Ross between October 2017 and February 2018 at the Playhouse Theatre alongside Christian Slater, Robert Glenister, Kris Marshall and Daniel Ryan.

He appeared as the central protagonist Willy Loman in Arthur Miller's Death of a Salesman at the Royal Exchange Theatre from October to November 2018.

Strictly Come Dancing
In 2008, Warrington competed in the sixth series of Strictly Come Dancing, partnered with the 2005 and 2006 British National Champion in Latin American dance, Lilia Kopylova. After Week 4, Warrington was joint seventh out of the remaining 12 contestants with an average of 24.5 points. In Week 5, he was eliminated, having lost the dance-off against Heather Small, with the first three judges all voting for Small over Warrington.

He joined the show to step out of his comfort zone, and he appreciated the opportunity to learn to dance.

title: Don Warrington


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User:Iow

Hello, welcome to my page.

Im studying computer science in Breda, currently living Amsterdam on the boat Rochdale One.

Contributed articles: none yet!

title: User:Iow


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As the Flower Withers

As the Flower Withers is the debut studio album by Yorkshire-based heavy metal band My Dying Bride. The artwork was designed by Dave McKean. This is the only full-length My Dying Bride album on which lead vocalist Aaron Stainthorpe utilizes his death growl as the sole vocal style.

Song information
Many of the tracks on this album have appeared in a different form on other My Dying Bride releases. "Sear Me" was the first in a trilogy of songs to bear the title, followed by the keyboard- and violin-only "Sear Me MCMXCIII" in 1993 and "Sear Me III" in 1999, which is more similar in style to the original, being a full band composition. "The Bitterness and the Bereavement" evolved from an earlier demo, which was released independently as "Unreleased Bitterness" in 1993. This version of the song also appears on the digipak re-release of As the Flower Withers, and on the rarities/best-of compilation Meisterwerk 1. "Vast Choirs" is a reworked version of the version that appears on the band's first recording, Towards the Sinister. This version is widely available on both Meisterwerk 2 and the 2004 reissue of Trinity. "The Return of the Beautiful" was re-recorded for 2001's The Dreadful Hours, with its title being slightly changed to "The Return to the Beautiful". Live versions of "The Forever People" can be found on the limited edition versions of The Angel and the Dark River and For Darkest Eyes. This song is often played as the last song of the set in many of the band's live shows.

Personnel

 * Aaron Stainthorpe - vocals
 * Andrew Craighan - guitar
 * Calvin Robertshaw - guitar
 * Adrian Jackson - bass
 * Rick Miah - drums

Additional personnel
 * Martin Powell - session violin
 * Wolfgang Bremmer - session horn
 * Dave McKean - cover photography, illustration and design
 * Noel Summerville - mastering (at Transfermation, London)

title: As the Flower Withers


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Template talk:Organization of the Black Sea Economic Cooperation

Comments
According to the current WikiProject Countries guidelines this template does not belong in country articles. Perhaps it should be placed in the "economy of..." pages, which is the standard location for trade union templates. - SimonP 15:42, July 13, 2005 (UTC)

North Macedonia
Hi All, North Macedonia is now a full member. Could an editor kindly add it to the template. Regards, Archives908 (talk) 04:56, 12 November 2020 (UTC)