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User talk:Djur

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We're so glad you're here! -- Essjay ·  Talk 14:24, July 13, 2005 (UTC)

Hi, Essjay meant to say that you can sign your name on talk pages and votes by typing four tildes, i.e., " ~ "; the software automatically converts it to your username and the date. Welcome, Stewart Adcock 17:45, 13 July 2005 (UTC)

title: User talk:Djur


text:
User talk:Cyngus

Welcome
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We're so glad you're here! -- Essjay ·  Talk 14:24, July 13, 2005 (UTC)

Hi, Essjay meant to say that you can sign your name on talk pages and votes by typing four tildes, i.e., " ~ "; the software automatically converts it to your username and the date. Welcome, Stewart Adcock 17:46, 13 July 2005 (UTC)

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

title: User talk:Cyngus


text:
User talk:Kamina (usurped)

Welcome
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We're so glad you're here! -- Essjay ·  Talk 14:24, July 13, 2005 (UTC)

Hi, Essjay meant to say that you can sign your name on talk pages and votes by typing four tildes, i.e., " ~ "; the software automatically converts it to your username and the date. Welcome, Stewart Adcock 17:46, 13 July 2005 (UTC)

Request for usurpation
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Thank you for your time. --Kamina-it (talk) 18:27, 13 October 2011 (UTC)

title: User talk:Kamina (usurped)


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User talk:Samuel Huang

Welcome!

Hello, and welcome to Wikipedia. Thank you for your contributions. I hope you like the place and decide to stay. Here are a few good links for newcomers: I hope you enjoy editing here and being a Wikipedian! By the way, please be sure to sign your name on Talk and vote pages using four tildes (~~~~) to produce your name and the current date, or three tildes (~~~) for just your name. If you have any questions, see the help pages, add a question to the village pump or ask me on my Talk page. Again, welcome!RJFJR 14:24, July 13, 2005 (UTC)
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title: User talk:Samuel Huang


text:
User talk:Mahlum~enwiki

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You can sign your name on talk pages and votes by typing Essjay ·  Talk 14:24, July 13, 2005 (UTC) ; our software automatically converts it to your username and the date.

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We're so glad you're here! -- Essjay ·  Talk 14:24, July 13, 2005 (UTC)

Hi, Essjay meant to say that you can sign your name on talk pages and votes by typing four tildes, i.e., " ~ "; the software automatically converts it to your username and the date. Welcome, Stewart Adcock 17:46, 13 July 2005 (UTC)

Last year, you were voting somewhere in attempts to delete the article now under another vote, care to take look at: Talk:Märtha of Sweden Shilkanni 21:47, 5 June 2006 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Mahlum. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Mahlum~enwiki that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name. If you think you might own all of the accounts with this name and this message is in error, please visit Special:MergeAccount to check and attach all of your accounts to prevent them from being renamed.

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Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 15:48, 22 April 2015 (UTC)

ArbCom elections are now open!
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title: User talk:Mahlum~enwiki


text:
User:Satishtalim

Satish Talim is a software professional with over 25+ years of professional I.T. experience. His expertise is J2EE. He is based in Pune, India. He blogs here -

Appliblog

Online Chess Blog

Indian Viewpoint

title: User:Satishtalim


text:
Wikipedia:Articles for deletion/David Phillipe Desrosiers

 This page is an archive of the proposed deletion of the article below. Further comments should be made on the appropriate discussion page (such as the article's talk page or on a Votes for Undeletion nomination). No further edits should be made to this page.

The result of the debate was Redirect --Allen3 talk 16:57, July 23, 2005 (UTC)

David Phillipe Desrosiers
obvious vanity Robinh 14:26, 13 July 2005 (UTC)
 * yes, and it doesn't even serve that purpose very well - delete james gibbon  15:09, 13 July 2005 (UTC)
 * Redirect to Simple Plan (apparently a notable band) as David Desrosiers already does. I dealt with single articles for Simple Plan members awhile ago, and they were all redirected to the band's page. Someone has decided to create new articles with the band members' middle names included. These guys are not notable outside of the context of their band, and any biographical information on them can go there instead. A и D я 01D  TALK  EMAIL  16:18, July 13, 2005 (UTC)
 * Redirect to Simple Plan per precedent. Dcarrano 17:49, July 13, 2005 (UTC)
 * Redirect nothing here makes it deserve its own article. --Etacar11 00:40, 14 July 2005 (UTC)
 * Delete vanity, as per nominator. JamesBurns 08:15, 14 July 2005 (UTC)
 * The above discussion is preserved as an archive of the debate. Please do not modify it. Subsequent comments should be made on the appropriate discussion page (such as the article's talk page or in an undeletion request). No further edits should be made to this page.


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Vincent Canby

Vincent Canby (July 27, 1924 – October 15, 2000) was an American film and theatre critic who served as the chief film critic for The New York Times from 1969 until the early 1990s, then its chief theatre critic from 1994 until his death in 2000. He reviewed more than one thousand films during his tenure there.

Early life
Canby was born in Chicago, the son of Katharine Anne (née Vincent) and Lloyd Canby. He attended boarding school in Christchurch, Virginia, with novelist William Styron, and the two became friends. He introduced Styron to the works of E.B. White and Ernest Hemingway; the pair hitchhiked to Richmond to buy For Whom the Bell Tolls.

He became an ensign in the United States Navy Reserve on October 13, 1942, and reported aboard the Landing Ship, Tank 679 on July 15, 1944. He was promoted to lieutenant (junior grade) on January 1, 1946, while on LST 679 sailing near Japan. After the war, he attended Dartmouth College, but did not graduate.

Career
He obtained his first job as a journalist in 1948 for the Chicago Journal of Commerce. In 1951, he left Chicago for New York and was employed as a film critic by Variety for six years, before beginning to work for The New York Times. In February 1969, he was designated The New York Times' film critic, succeeding Renata Adler.

Canby was an enthusiastic supporter of only specific styles of filmmakers, notably Stanley Kubrick, Spike Lee, Jane Campion, Mike Leigh, Rainer Werner Fassbinder, James Ivory and Woody Allen, who credited Canby's rave review of Take the Money and Run as a crucial point in his career. On the other hand, Canby was also highly critical of some otherwise acclaimed films, such as Rocky, The Empire Strikes Back, Return of the Jedi, Night of the Living Dead, After Hours, Blazing Saddles, A Christmas Story, Witness, Mask, The Natural, Rain Man, The Exorcist, One Flew Over the Cuckoo's Nest, Deliverance, The Godfather Part II, Alien and The Thing. Among the best-known texts written by Canby was an extremely negative review of the movie Heaven's Gate by Michael Cimino.

In December 1994, Canby switched his attention from film to theatre, having been named the Sunday theatre critic. He was replaced as the Times' chief film critic by Janet Maslin.

Canby was also an occasional playwright and novelist, penning the novels Living Quarters (1975) and Unnatural Scenery (1979) and the plays End of the War (1978), After All (1981) and The Old Flag (1984), a drama set during the American Civil War.

The career of Vincent Canby is discussed in the film For the Love of Movies: The Story of American Film Criticism by contemporary critics such as The Nation's Stuart Klawans, who talks of Canby's influence.

Personal life
Canby never married, but was, for many years, the companion of English author Penelope Gilliatt, who died in 1993. He died from cancer in New York City on October 15, 2000. Almost three years later, upon the death of Bob Hope, Canby's byline appeared on the front page of The New York Times. Canby had written the bulk of Hope's obituary several years before.

title: Vincent Canby


text: Category:Centaurs (small Solar System bodies)


text:
Talk:Olivier Messiaen

Interim thoughts...
Two thoughts: firstly, can we have a citation for 'The "end of time" of the title ... also refers to the way in which Messiaen, through rhythm and harmony, used time in a way completely different from the music of his contemporaries'? Not that I doubt it, but without a citation it look perilously like OR. Secondly, we don't seem to have any audio clips. Presumably all his music is still copyrighted, but I think we have ample justification for some short fair use clips. I would do them myself, but I don't know which bits would be best. Mark1 13:04, 31 January 2006 (UTC)
 * Thanks, Mark. I will try and dig out my reference to the bit you mention and add it.  Please go ahead with the audio clips if you can!  Unfortunately I do not have the technology.  Any sound clips could probably be woven nicely into the article.  I have some ideas for what would be appropriate - obviously details will depend on which recordings are available to you!
 * In case you were actually offering to do some clips (!), here are my suggestions. I wouldn't include more than one item from each of these five categories: (a) something to illustrate pre-Tristan modes and additive rhythms, such as the opening of Danse de fureur from the Quatuor, but anything from the Quatour or Préludes would probably be equally good, (b) an example of his idiomatic organ style, either the opening of the final toccata section of Dieu parmi nous from La Nativité, or the opening of Transports de joie from L'Ascension, (c) something from Turangalîla, possibly his most popular work, say the opening of Joie du sang des etoiles, (d) birdsong from his full maturity: I would choose the beginning or the end of L'oiseau-lyre et la ville-fiancée from Éclairs sur l'au delà, or a clip from one of the piano solo movements from Des canyons aux étoiles…, or an excerpt from any birdsong episode from Catalogue d'oiseaux - the most obvious choice for the latter would be, I suppose, the opening of Le loriot, (e) something serial or avant garde from the fifties or sixties - like a bit of Modes de valeurs et d'intensités, or something from Livre d'orgue or Méditations.  Finally, at least one clip should probably feature piano, since that was his main medium.  There, I don't ask much :-)  --RobertG ♬ talk 16:29, 31 January 2006 (UTC)

I've added clips from a) the Quatour, c) and d) Le loriot at what seemed to me plausible points.  You might want to reformat or redistribute them, though. Mark1 17:16, 31 January 2006 (UTC)
 * Excellent! - although I don't have the technology to listen to them! I think where you've placed them is ideal.  I've added the citation you requested.  --RobertG ♬ talk 09:20, 1 February 2006 (UTC)

I've added b), the opening of Transports de joie, formatted it in a manner similar to what Mark did. I have Latry's and Messiaen's recordings of Livre d'orgue and Latry's Méditations, so if you can give me an exact indication of what part of the piece you want for e) (as I am no expert and I won't be able to determine which part illustrates serialism/avant-garde style best), I'll do a sample of that as well. Jashiin 14:29, 27 February 2006 (UTC)

Oh and speaking of photographs, I have this one movie about Messiaen which has a lot of interviews. I could make some screenshots, but I'm not sure whether they would be fair use - they are according to the Wiki policy, but in the beginning of the movie there's a notice that no part of the production can be used anywhere without permission, so I'm in doubt. Jashiin 14:32, 27 February 2006 (UTC)

 * Fair use is not dependent on permission, so that notice has no effect AFAIK.  However, we already have one fair use picture of him, so I'd find it hard to justify adding another one. Markyour words 17:14, 27 February 2006 (UTC)

 * I was thinking of pictures of him with his students, Yvonne Loriod playing, shots from the performance of Saint-François d'Assise, etc. Anyway, RobertG responded on my talk page and he reckons it'd be copyright infringement to add screenshots from documentaries. Jashiin 17:51, 27 February 2006 (UTC)

"L'âme en bourgeon" translation
An anon contributor has changed the translation of L'âme en bourgeon from "the burgeoning soul" to "the flowering soul", but isn't en bourgeon more embryonic than "flowering"? Isn't the idea that the soul hasn't flowered yet rather the point? I propose putting it back to "the burgeoning soul" or, possibly, "the budding soul". What do others think? Any bilingual Wikipedians paying attention?! --RobertG ♬ talk 14:52, 7 March 2006 (UTC)

 * Ideally, I'd go with "burgeoning", "budding" or even "emerging". "Flowering" doesn't have the same sense of nascence, i.e. "flowering" is a further stage of development. However, "The Flowering Soul" is the more common translation of this book. Pinkville 15:24, 28 April 2006 (UTC)

List of compositions
Why has the list of compositions been moved? The article is a featured article, and I do not understand why it has been unilaterally chopped up. --RobertG ♬ talk 11:33, 19 July 2006 (UTC)

I thought so too - and my attempt to make a start on restoring some of the compositions to make a "landmark" list was swiftly expunged. OK I'm not a rigorous "encyclopedic" writer but I was hoping rather for it to be seen as a start and develop to a consensus list ! (The editor who chopped out the list did seem to ask for something to take it's place in his comment.) Johnrcrellin 14:32, 19 July 2006 (UTC)

 * Well, I agree somewhat. I for one don't like huge lists in featured articles, however I do think there should be a list of particularly important compositions, and I appreciate Johnrcrellin's attempt to make one, and don't really understand why the whole thing was removed without attempting to simply change the adjective used. There are going to be some works by a composer which have a greater impact on the world than others, and I think those should be acknowledged. Mak (talk)  17:16, 19 July 2006 (UTC)
 * Sorry everyone, but after much thought about what to do I have respectfully, but boldly, put the compositions back. Here are my reasons.
 * It's a featured article. While I recognise that WP:FA? criteria 2b and 5 are in conflict, I think an almost-complete list is better than no list, and the article gained featured status with the list in place
 * The article claimed that the list linked to was a "full list", which is not quite true
 * A small proportion of Messiaen's compositions are insignificant in context, and as the text of the article makes clear nearly all his compositions include some innovation. I don't think a replacement selective list can be formulated without the contributor making some personal value judgements, unless s/he does a ton of research (in journals I don't have access to and certainly don't have time for).  This is the main reason, I suspect, that the only editor to attempt a replacement had his effort summarily removed
 * Information was lost in the move, mainly its references.
 * An outline of "most significant" works would duplicate information that is in the article already, making an onerous requirement to restructure the whole article
 * Finally I think the article simply underwent an alarming change of perspective and quality when the reader got to "Works"
 * If anyone can write a referenced, npov, section outlining the "most significant" works then I have absolutely no objection, but please write the section first and replace the list with it, rather than just removing the list and then saying "someone needs to write something here". --RobertG ♬ talk 16:04, 24 July 2006 (UTC)

On a sidenote, I'd like to ask on what basis compositions are put in the "unpublished" list. There is at least one old recording of "Fêtes des belles eaux", would that be possible if the work was indeed unpublished? Also, the piece for ondes Martenot and string quartet appears on the "Inédits" CD, which would indicate it was unpublished. (or maybe calling the CD "Inédits" instead of "seldom heard pieces" was just a marketing ploy?) 213.118.62.210 02:41, 16 April 2007 (UTC)
 * I can't speak to the specifics works here (does the whole list, or most, derive from one source?), however published pieces generally refers to the music -- ie the score and/or parts -- being "in print", and thus widely available for performance & study, rather than the piece being recorded, even if the recording is commercially available.  There's plenty of "unpublished" music out there that you can dig up a recording of, not to mention bootleg tapes & such of concert recordings of pieces that never saw a second performance, never mind print distribution...Of course in the age of Sibelius these distinctions are starting to become less meaningful...

 * However, I notice that the "Quadruple concerto" mentioned at the end of the bio section isn't on either list. What's up w/ that? — Turangalila  talk 10:30, 16 April 2007 (UTC)

 * According to the sleevenotes of the DG/Chung CD of the "Concert à Quatre", it was published by Alphonse Leduc, Paris. Since its orchestration was finished by Yvonne Loriod and George Benjamin, I imagine this publishing would have happened after Messiaen's death. The sleevenotes to the recording of the "Fetes de Belles Eaux" that I have does not mention a publisher, but then it doesn't mention a publisher for the other works on the disc either. Btw, I find it strange to have seperate lists for compositions published/unpublished during his lifetemine, but then not distinguishing between lost, unpublished and posthumously published. And also, Robert Sherlaw Johnson's book lists some more unpublished (esp. early) works; is there a reason why not all are listed here? 213.118.60.150 20:16, 21 April 2007 (UTC)
 * Probably not everyone has the source handy. Either way, if you do have it then please be bold and help complete the list; preferably supplying page cites, enclosed in " " tags.  — Turangalila  talk 01:44, 22 April 2007 (UTC)
 * The two lists were intended to distinguish compositions "published with Messiaen's compliance" and those "not…" The former are found in most published lists of his compositions.  Messiaen made no great attempt, it appears, to promote the latter.  The Quadruple Concerto and Éclairs… were, of course, published posthumously; I think it is generally accepted, however, that Messiaen intended them for publication.  It would be misleading, I think, to put La dame de Shallott, Fêtes des belles eaux or Timbres-durées on the same level.  I changed the lists' titles accordingly.  I hope it is clearer now.  --RobertG II ♬ talk 15:56, 18 July 2007 (UTC)

Pronunciation
Shouldn't it be [mɛsjɛ̃] instead of [mɛsjɔ̃]? —The preceding unsigned comment was added by Apus (talk • contribs) August 7 2006. -- rather not; [mɛsjɔ̃] seens to be the correct French pronociation; this is how I normally hear it in Paris.
 * I do believe this is an important question; but can someone please explain the difference for those of use who are inexpert in IPA, and who are not native French speakers? --RobertG ♬ talk 10:07, 7 August 2006 (UTC)

 * According to IPA_chart_for_English, disregarding the nasalisation, and in general American English terms, the first vowel is the one in 'bed', and the second is the one in 'caught'. I can't say how he's pronounced in French, but I've always heard the second version from English speakers. HenryFlower 10:48, 7 August 2006 (UTC)
 * hmm... I've always heard the first version (i.e. [mɛsjɛ̃]), from both English and French speakers... I think there's a little tendency in US English (but probably not in UK or Canadian English) to change French [ɛ̃] to [ɔ̃]. I think the page should probably have [mɛsjɛ̃] --128.148.123.85 19:09, 18 October 2006 (UTC)

Hi, there, I personally say (and have always heard in France) [mɛsjɑ̃]. 84.102.67.203 09:26, 11 November 2006 (UTC)

 * The last anonymous contributor here has it right, I believe. I have heard only [mɛsjɑ̃] from French-speaking musicians. I have not heard a speaker of Canadian French utter the word. Of course there is a very common leaning towards [mɛsjɛ̃] among English speakers, because we know that [ɛ̃] is frequently a pronunciation of "en", as in "bien" and many other words. (I used to say it that way myself, I confess.) Certainly [mɛsjɔ̃] is wrong: [ɔ̃] is not an accepted pronunciation of "en". I am therefore now putting [mɛsjɑ̃] in the article. In the end, one wonders how much any of this can help readers, since most of them (and most of "us", too) are not adept at IPA. – Noetica 23:19, 2 December 2006 (UTC)
 * If someone could make a pronunciation file, it'd help quite a bit, I'm sure. A-giau 19:19, 19 January 2007 (UTC)

List of students
I disagree that the list of students is irrelevant to the article, and have tagged each article with mergeto and mergefrom, respectively. Other articles about significant musicians or others in the music industry have link or lists of those whose careers they've influenced. Care to discuss your reasoning with me? Thanks! - CobaltBlueTony 18:03, 28 February 2007 (UTC)

 * I don't argue that the list of pupils is entirely irrelevant. If I thought that I'd have boldly deleted them from Wikipedia altogether!  I merely think that a long list of pupils is inappropriate for the lead paragraph, and that the direction it was potentially going in was the addition to the article of anyone who studied with Messiaen, however briefly or notably.  I feel that his students Boulez (who was perhaps his most prominent champion, and who both commissioned works and arranged first performances), Loriod (obviously) and Benjamin (who has been closely associated with Messiaen's music, and who even helped complete one of his works) are definitely worth mentioning in the lead.  However I even have my doubts about whether Stockhausen and Xenakis belong in the lead.  I think Stockhausen and Xenakis should certainly be mentioned in the body of the article because they serve as examples of how Messiaen encouraged his students to find their own voices rather than imposing his own ideas.  But what does the bare fact of his teaching of William Bolcom, Tristan Murail, Theodorakis (or Alexander Goehr or Karel Goeyvaerts for that matter) add to what we know about Messiaen?  If it adds something, then we should be able to say what it is in each case.  Otherwise we will end up with an indiscriminate list (edit summary: "if you can add Betsy Jolas then I can add Pia Sebastiani and Raffi Ourgandjian") - until we reach entirely non-notable Messiaen pupils.  I think the place for such a list is in a separate list article (which is why I started one), not in an encyclopedia article about their teacher.    --RobertG ♬ talk 12:41, 1 March 2007 (UTC)

 * In the lead paragraph, I'd only mention two or three of the notable students, but a list near the end of the article, perhaps just before references (maybe even a subset of a "See Also" section) of ONLY notable students is, I think, entirely appropriate. - CobaltBlueTony 15:32, 1 March 2007 (UTC)
 * Am I looking for difficulties where I needn't? I don't think it's a big issue.  It's just that Messiaen had mentor relationships of varying "intensity" with so many notable musicians, not all of them formal "students", that I foresee difficulties keeping the list trimmed!  I really think an indiscriminate list would be too much.  If the list is not to be indiscriminate then someone has to decide which musicians are notable enough to be included here, and how much tuition qualifies, and this must be WP:OR.  This doesn't matter so much if the list is kept separately from the article, which is featured.  Does anyone else have a view?  --RobertG ♬ talk 16:32, 1 March 2007 (UTC)
 * I support a merge, especially because the list is not very long (and I doubt it will ever be extremely long) and can therefore easily be integrated into the main article; of the eight names on it, five are already mentioned in the first paragraph of this article. The best solution, in my opinion, would be to create a new section in the Messiaen article about his work as a teacher and explain what influence his harmony and composition classes had. That is a more useful way to present information than a list. Skarioffszky 11:23, 19 March 2007 (UTC)

(reset margin) I would definitely support Skarioffszky's solution:  fold the names into the article text, esp. as most are already there. Something should be decided soon, though: the merge notice is an eyesore. At the least the merge template should be moved in the source text above the picture--I think that would make it display more normally. I can't do it because my old browser cuts off long pages in the edit box so I would destroy the article.— Turangalila talk 10:43, 16 April 2007 (UTC)
 * The article on spectralism mentions Messiaen as a pre-spectralist because of the resonant chords using the harmonic series as a basis for harmony, and I suggest mentioning his teaching Tristan Murail in this context.213.118.63.119 23:38, 19 April 2007 (UTC)
 * "…I doubt [the list] will ever be extremely long" (Skarioffszky) and "…most are already there" (Turangalila): I have recently, after very little research, extended the list to 61 names. --Ferstel 11:25, 17 May 2007 (UTC)

Merge proposal
The merge of the students into the Olivier Messiaen article seems like a good idea. Badagnani 08:41, 14 March 2007 (UTC)
 * I think it's not such a good idea (see discussion immediately above). I'd like to be convinced: why do you think it's a good idea?  --RobertG ♬ talk 10:06, 14 March 2007 (UTC)

I'm voting for merging the list, not into the text, but as section in the article. I'll stop short of trying to convince anyone. It clearly doesn't belong in the lead, but it isn't a "long list" either. --CKL

Great article!
Hi, I just wanted to say this is a fantastic article! I’ve learned a great deal from it. Many thanks to all of you. S.dedalus 06:20, 23 March 2007 (UTC)

I also wanted to add my congrats to all involved on another great composer Featured Article! We need more of these. I'm just starting to delve into his works and have loved everything I've heard so far. He was brilliant and had a fascinating life. Good work everybody, and thanks so much. Groove1279 12:09, 16 May 2007 (UTC)

Indeed; this is a beautiful article. El Staplador (talk) 10:24, 10 December 2008 (UTC)

Excellent work, thanks for this article and all the work that went into it. Calicocat (talk) 04:15, 28 June 2011 (UTC)

Surname
What is the etymology/origin of his surname? Badagnani (talk) 02:38, 5 December 2007 (UTC)

"Selected discography"
Discographies on Wikipedia cannot be complete, and if they are not complete then they are necessarily selective: and the selection criteria usually depend on original research. Selected by whom? Even if it's just organ recordings, who says Thiry's are more notable than, say, Bates's or Weir's or Messiaen's own? I respectfully submit that Wikipedia composer articles are not the place for discographies, selected or otherwise. --RobertG ♬ talk 08:39, 25 January 2008 (UTC)

It's Messiaen himself who wrote about Louis Thiry : ''«Louis Thiry is an extraordinary organist. An accomplished virtuose, an-allround musician, with unequalled memory and skill : he may be classed among the heroes of music (he has given several fine performances of my most difficult organ works -in particular my “Messe de la Pentecôte”). All those who have heard and all those who will hear Louis Thiry can but admire him.»''Orlov Herne (talk) 14:35, 14 May 2008 (UTC)

 * It's probably worth coming up with a protocol for this, starting with the known authorities like Gramophone and Radio 3. A recording shortlisted for Radio 3's Building A Library is likely to qualify for inclusion in a selected discography.  But I absolutely agree that there is a long-term issue of people adding their favourite (or latest, in the case of some record companies) recording, and periodic review of the lists is definitely warranted.  I'd better check out Gerald Moore, hadn't I? Guy (Help!) 12:52, 10 December 2008 (UTC)

"Percussionists' repertoire" link
I have received representation asking that the link at Bell Percussion Ltd listing "The percussion repertoire of Olivier Messiaen" be reinstated, as it is "not a commercial link" but a "wholly separate part" of the website (notwithstanding the links and adverts). Its being part of a commercial website was only one of several criteria I considered when removing it. I was not the first to remove it, and I still feel that it does not meet the WP:EL criteria, but others may differ. Only six Messiaen works are listed. In any case, I feel it definitely should not be the top external link! Does anyone else have a view? --RobertG ♬ talk 16:41, 31 January 2008 (UTC)

RE: Messiaen Repertiore link
As a former London conservatoire percussion student and teacher I have to say that I cannot see why the “Percussionist’s repertoire” link should not be included. I find this area of the Bell Percussion Ltd website an invaluable resource and to be able to obtain freely available but sometimes awkward to find information in a single website section, extremely helpful. Not only is this section accurate (unlike some other percussion requirement lists!) but it delves deeper into the requirements such as the octave range requirements of some of the mallet instruments and where necessary gong and tubular bell pitches as well. Clearly this has been well researched and collated by percussionists who themselves have played the pieces listed. In this Messiaen ‘year’ I personally and indeed countless others will require this resource when organising the plethora of Messiaen percussion sections that will be fixed. The preceding length of time that each orchestra will receive the publishers score and parts varies based on the organisation. However to have the percussion requirement information potentially months before the first rehearsal is incredibly useful and more and more vital as the complexity of the modern percussion repertoire increases.

I understand your point that the website has a commercial element but the education and reference sections take equal billing. As a dabbler in web site design this organisation will be unlikely to have control over the bars that run down the right hand side of the site due the site construction restrictions. Personally I’m not interested in the commercial bars on the right. If I want to buy something then I’ll click the shop button – a completely different area. This is a relatively small and unique industry and those who do enter the ‘Perc World’ section or the ‘Repertoire’ section of this site do so for a reason – education and knowledge. The information and the whole aim of the inclusion in my view, does meet the spirit and criteria of WP. Interestingly I have not found this specialist information (of which there are twelve peices, not six as stated) anywhere on any of the links that are included in this Messiaen entry. —Preceding unsigned comment added by Boniver (talk • contribs) 19:51, 1 February 2008 (UTC)

Well done
Congratulations to those who got this article to FA status for the centenary. I think Messiaen's reputation for being difficult to listen to is undeserved, and hopefully this article will attract new listeners to try his music. Guy (Help!) 12:49, 10 December 2008 (UTC)
 * Ditto! Cmadler (talk) 15:03, 10 December 2008 (UTC)
 * I think it's a little low on inline citations. There are paragraphs and sections, which don't have inline citations. Although I do believe that it's okay when talking about the dynamics within a piece of music etc, as the piece itself is the reference.  Jolly  Ω   Janner  15:15, 10 December 2008 (UTC)

Carl-Albert_Brüll
Messiaen's German benefactor while he was imprisoned has extensive pages in German and Spanish. It's a pity not to link to them, but I'm not sure that I've done it properly given that it's Wikipedia on a different URL. 59.167.161.132 (talk) 10:04, 4 October 2021 (UTC)

Note on cites
Robert, for the sake of it only, and to satisfy a fairly random criteria imo, can you add cites to the end of the following:
 * the Time section. [done]
 * In 1962 his travels took him to Japan, where Gagaku music and Noh theatre inspired the orchestral "Japanese sketches", Sept haïkaï, which contain stylised imitations of traditional Japanese instruments. [done]
 * However, very few of these major works lack new technical ideas—simple examples being the introduction of communicable language in Meditations, the invention of a new percussion instrument (the geophone) for Des canyons aux etoiles..., and the freedom from any synchronisation with the main pulse of individual parts in certain birdsong episodes of St. François d'Assise. [done]
 * Messiaen also used the concept of "chromatic durations", for example in his Soixante-quatre durées from Livre d'orgue, ( listen (help·info)) which assigns a distinct duration to 64 pitches ranging from long to short and low to high, respectively. [done]
 * Thats it. Ceoil (talk) 14:07, 9 May 2010 (UTC)

 * I will. I am currently a bit busy in Real Life™, but I promise I'll get to it when I can, this week if possible.  Thank you, Ceoil.  --RobertG ♬ talk 16:56, 9 May 2010 (UTC)
 * Had some time; more will follow in due course. I changed the "low-to-high" bit (don't remember writing that, maybe someone else added it?) to include a direct quote of Messiaen's description.  --RobertG ♬ talk 19:07, 9 May 2010 (UTC)
 * Robert, one of the unfortuniate things about this is that nobody expects FAR, it just happens to jump you, inconviently usually. It is a rough and often insulting process, but my openion is that the gold star brings readers and that is worth fighting for - we are all writing about our passions. I am very pleased you are up for citing the bits and pieces asked; this is a page I want to hold up to others and say - 'look at what we can do'. Ceoil (talk) 23:08, 9 May 2010 (UTC)

 * Messiaen later introduced what he called a "communicable language", a "musical alphabet" to encode sentences. Ceoil (talk) 20:24, 14 May 2010 (UTC) [done]
 * That's in the score of Meditations. It'll certainly be in a book too, though.  --RobertG ♬ talk 20:49, 14 May 2010 (UTC)
 * Over to you, Ceoil? --RobertG ♬ talk 07:50, 15 May 2010 (UTC)

Pronunciation question again
Yeah, there's that debate and variation (depending on who's speaking) about pronouncing the final syllable to rhyme with either dans or vin. But there's another queston entirely: I have heard most speakers (and granted I don't recall that any of them were French), almost universally drag out the last part of his name into two distinct syllables, so that rather than rhyming with bien or vian[de] (minus the de), it rhymes with et dans or et vins, if you catch my drift. I don't know why this is, or if it's correct, but I just heard the announcer for the Concertgebouw, who pronounced all of the other French names and words in his commentary perfectly, do this same thing, making the last part of the name rhyme with et dans rather than with (as implied in our current IPA spelling) vian[de]. In other words, not a (nonsyllabic) Y sound at all, in fact, almost an (English) A sound. As if the spelling were "Messaien" or "Messaian" or "Messayen" or something (I can't actually think of a spelling that would best replicate it).

Anyone care to comment on this issue? Is the last name supposed to be two syllables or three? Softlavender (talk) 07:41, 22 February 2012 (UTC)

 * Two syllables, according to the source cited in the French Wikipedia article: . It thus rhymes with patient. I wouldn't be surprised if even some native French speakers mispronounced it; the spelling is indeed unusual. Olivier's father was born in French Flanders, and in Flemish it would be pronounced [mɛsian], but that was long before the time of the composer. Lesgles (talk) 23:17, 25 February 2012 (UTC)

 * OK, thanks very much, that makes it very clear; rhyming with the last syllable of the French patient. Softlavender (talk) 00:13, 27 February 2012 (UTC)

A glaring weakness
Considering this is a featured article, I find myself surprised that there is (unless I overlooked it) no section discussing the reception of Messiaen's music by audiences and critics. There is some information on awards/ranks scattered across the article, but nothing beyond that. Messiaen is one of the most venerated post-war composers, so I don't see why anybody should wish to gloss over this topic.—Toccata quarta (talk) 17:41, 28 July 2012 (UTC)
 * A good point well made. If you have access to any reliable sources describing the reception of Messiaen's music, by all means please add the information. Thank you for suggesting it. RobertG ♬ talk 06:50, 29 July 2012 (UTC)
 * And while you are about it, don't forget that reception theory is by no means restricted to considering audiences and critics; neither should it disregard the demographics of those two categories (French audiences, for example, in contrast to those of other nations; young audiences in the 1980s compared to older ones in the 1930s, etc.). The reception by other composers, by philosophers, by theologians, by psychoacousticians, and so on is as important, if not more so, than audiences and critics, especially where the snap judgments made at world premieres are concerned (however diverting and instructive these may be).—Jerome Kohl (talk) 20:09, 29 July 2012 (UTC)
 * I should add that the literature on Messiaen reception is vast, and should be consulted before trying to recreate it from the ground up. Here are a few items to be getting on with:
 * Adamenko, Victoria. 2007. Neo-mythologism in Music: From Scriabin and Schoenberg to Schnittke and Crumb. Interplay, No. 5. Hillsdale, NY: Pendragon Press. ISBN 1-57647-125-X.
 * Broad, Stephen. 2007. "Messiaen: Poetics, Polemics and Politics". Scottish Music Review 1, no. 1. (Online journal)
 * Christiaens, Jan. 2004. "Messiaen's Theological Music and the Claims of Modernism". In Horror novitatis, edited by Petr Macek and Mikuláš Bek, 135–39. Colloquia musicologica brunensia 37. Prague: KLP: Koniasch Latin Press. ISBN 80-86791-19-X.
 * Feisst, Sabine. 2006. "Werke im Zweiten Weltkrieg: Olivier Messiaen—Quatuor pour la fin du temps". In Geschichte der Musik im 20. Jahrhundert: 1925–1945, edited by Albrecht Riethmüller, Michael Custodis, Friedrich Geiger, Guido Heldt, and Julia Hartmann, 277–83. Handbuch der Musik im 20. Jahrhundert, No. 2. Laaber: Laaber-Verlag. ISBN 3-89007-422-7.
 * Giroud, Vincent. 2010. French Opera: A Short History. New Haven and London: Yale University Press. ISBN 0-300-11765-5. Includes a discussion of the reception of Saint François d'Assise.
 * Kämper, Dietrich. 2004. "Olivier Messiaen und die musikalische Avantgarde der fünfziger Jahre: Zur Rezeption der Etüde 'Mode de valeurs et d'intensités'". In Kompositorische Stationen des 20. Jahrhunderts: Debussy, Webern, Messiaen, Boulez, Cage, Ligeti, Stockhausen, Höller, Bayle, edited by Christoph von Blumröder and Tobias Hünermann, 24–34. Signale aus Köln 7. Münster: Lit Verlag. ISBN 3-8258-7212-2.
 * Shenton, Andrew (ed.). 2010. Messiaen the Theologian. Farnham: Ashgate. ISBN 0-7546-6640-9. Contains thirteen papers, mostly centred on reception.
 * Wassermann Beirão, Christine (ed.). 2006. La cité céleste: Olivier Messiaen zum Gedächtnis—Dokumentation einer Symposienreihe. Berlin: Weidler. ISBN 3-89693-473-2. The articles in this book are mainly concerned with reception, including: Pascal Decroupet, "Olivier Messiaen und die serielle Musik", Rudolf Frisius, "Im Brennpunkt musikalischer Traditionen: Olivier Messiaen und die Musik des 20. Jahrhunderts" Rūta Goštautienė, "Olivier Messiaen und Litauen: Parallelen, Kontakte, Rezeption", Juris Grinevics, "Rezeption der Musik Olivier Messiaens in Lettland", Martina Homma, "Olivier Messiaen und die 'Darmstädter Schule'", Jarema Jakubjak, "Rezeption der Werke Olivier Messiaens in der Ukraine", Ewa Kofin, "Die Rezeption der Musik Olivier Messiaens im Nachkriegs-Breslau", Ivan Marton, "Rezeption der Werke Olivier Messiaens in der Slowakei nach dem Zweiten Weltkrieg", Irina Nikolska, "Rezeption der Werke Olivier Messiaens in der Sowjetunion und in Russland", and Milan Slavický, "Die Messiaen-Rezeptionsgeschichte in Tschechien".
 * I wish I had the time to sort through all this myself, and I hope others may have the time and find this list useful.—Jerome Kohl (talk) 21:53, 29 July 2012 (UTC)

Hidden comments
The problem with hidden comments along the lines of "Don't add an infobox because a WikiProject doesn't like them" is that it has a chilling effect on editors who don't understand that Wikiprojects have no standing to demand that an infobox may not be added. The decision on having an infobox or not is a matter for consensus on each article, and that is policy. If there has already been a discussion on a particular article, and a consensus reached not to have an infobox, then it is helpful to have an html comment drawing the editor's attention to that (possibly archived) discussion, and I'd be very much in favour of maintaining such notes. That is, however, not the situation here, as I can find no previous discussion of an infobox on this article. It is not acceptable to have a note which effectively prevents any consensus from being discussed, as if the matter were already settled by fiat of a single editor or Wikiproject. We build this encyclopedia by allowing people to edit, not forbidding it for no good reason. --RexxS (talk) 19:34, 30 July 2016 (UTC)

 * First we were told that failure to have a hidden comment made it hard for editors to know not to add an infobox. Now you say that the hidden comment has a "chilling effect."  The fact is that you just want to have a pile of code at the top of every article containing redundant infobox information, even in these arts biographies, usually riddled with errors and always emphasizing unimportant factoids at the expense key information. -- Ssilvers (talk) 19:53, 30 July 2016 (UTC)
 * Er... I appreciate that you both are having this conversation in multiple venues, but the note on this particular article actually doesn't say "don't add an infobox because a WikiProject doesn't like them"; it says "before adding please read discussion and post to talk". Now, you might not agree with even that, but it is to my mind an important difference, and explicitly encourages discussion of the matter. Nikkimaria (talk) 01:17, 31 July 2016 (UTC)
 * Is there any reason why this discussion is taking place in a gazillion places? I don't really have the time to copy and paste all of my numerous responses to the many more, numerous articles.   Cassianto Talk   08:09, 31 July 2016 (UTC)

A Commons file used on this page has been nominated for deletion
The following Wikimedia Commons file used on this page has been nominated for deletion: Participate in the deletion discussion at the. —Community Tech bot (talk) 10:53, 3 February 2019 (UTC)
 * Olivier Messiaen 1930.jpg

Intro mentions him as an "outstanding teacher"
Isn't calling him outstanding an opinionated statement unless there's a citation? If so, can I remove that word? Wikieditor662 (talk) 01:57, 12 July 2024 (UTC)

 * A citation is included in the body. Nikkimaria (talk) 02:50, 12 July 2024 (UTC)

title: Talk:Olivier Messiaen


text:
Great Yeongnam Road

The Great Yeongnam Road, was one of the principal roads of Korea during the Joseon period (1392–1910). It ran between Hanseong (modern-day Seoul) and Dongnae (in modern-day Busan). More generally, it served to connect the Gyeongsang province to the capital.

It takes its name from Yeongnam, an alternate name for the Gyeongsang region. In addition to officials and merchants, the road was used by scholars from Gyeongsang on their way to and from the gwageo: the national civil service examinations held in the capital.

Much of the course of the road was destroyed in the course of the 20th century. However, a few small stretches have been preserved. The most notable of these is Mungyeong Saejae, where the road crossed the Sobaek Mountains.

title: Great Yeongnam Road


text:
Warren MacKenzie

Warren MacKenzie (February 16, 1924 – December 31, 2018) was an American craft potter. He grew up in Wilmette, Illinois the second oldest of five children. His high school days were spent at New Trier High School in Winnetka, Illinois.

Biography
MacKenzie and his first wife, Alix, studied with Bernard Leach from 1949 to 1952. His simple, wheel-thrown functional pottery is heavily influenced by the aesthetic of Shoji Hamada and Korean ceramics. He is credited with bringing the Japanese Mingei style of pottery to Minnesota, fondly referred to as the "Mingei-sota style."

MacKenzie described his goal as the making of "everyday" pots. Accordingly, although his pots are found in major museums and command high prices among collectors, MacKenzie has always kept his prices low and for various time periods did not sign his work (1970s, most of the 2000s) until recently resuming the use of his chop at the end of 2009. Most of his output was produced in stoneware, although he occasionally worked in porcelain.

MacKenzie was well known as a teacher. Since 1953 he had taught at the University of Minnesota, where he was a Regents' professor emeritus. His students included Mark Pharis.

Warren MacKenzie's second wife of 30 years, Nancy MacKenzie, died in October 2014, at the age of 80. Nancy was a textile artist who used found objects from nature and recycle bins. Warren continued to live in the home they shared outside Stillwater, Minnesota, where he maintained his studio until his death. Until December 2006, MacKenzie also housed a showroom on his property. The showroom operated on the "honor system" whereby pots were marked with price stickers and visitors would pay for pots by placing their money in a wicker basket, taking change for themselves as appropriate. Due to theft and customers selling his work for profit online, MacKenzie closed his showroom, opting instead to sell his pots through the Northern Clay Center in Minneapolis, Minnesota, Trax Gallery in California, Lacoste Gallery in Massachusetts, and the Schaller Gallery in Michigan, as well as exhibitions around the country.

On December 31, 2018, MacKenzie died aged 94.

title: Warren MacKenzie


text: Category:Portuguese novelists

title: Category:Portuguese novelists


text: File:Pomegranate03 edit.jpg

title: File:Pomegranate03 edit.jpg


text:
User:MistaTee

Wikipedia areas I've worked quite a bit on:

 * Transformers series
 * Prince
 * Cameo
 * Run-D.M.C.

title: User:MistaTee


text:
Hazlitt

Hazlitt may refer to:

 * Hazlitt (name)
 * Hazlitt Theatre, one of the main theatres in Maidstone, Kent
 * Hazlitt's, a hotel in Soho, London
 * Hazlitt (magazine), a Canadian online literary magazine

title: Hazlitt


text:
Dan Doh!!

Dan Doh!! (stylized as DAN DOH!!) is a Japanese sports manga series written by Nobuhiro Sakata and illustrated by Daichi Banjō. It was serialized in Shogakukan's shōnen manga magazine Weekly Shōnen Sunday from March 1995 to July 2000. It was followed by ''Dan Doh! Xi (July 2000–April 2003) and Dan Doh! Next Generation'' (April–December 2004). Dan Doh!! was adapted into an anime television series broadcast on TV Tokyo from April to September 2004.

Plot
Dan Doh!! focuses on a fifth grader named Tadamichi Aoba also nicknamed Dandoh. Dandoh and his two friends are their baseball team's best players, but after an incident with their school principal, they are introduced to the world of golf. Dandoh and his friends are taught by a former professional golfer named Shinjō Mikiyasu, who believes that they can surpass even him. As Dandoh begins to play in tournaments, his friendly spirit, determination, and hard working and competitive attitude brings the best in the players around him and earns him many friends.

Characters

 * Tadamichi Aoba (青葉弾道)
 * Tadamichi Aoba, also called Dandoh by his friends, was originally a talented baseball player with the ability to hit long-distance home runs. He is introduced to golf by his school's principal. Dandoh quits baseball and decides to play golf instead partly after hearing he could win 30 million yen in a tournament. He believes if he wins the money, his mother would come back after she left him, his older sister, and his father Shigemichi Aoba because of money problems. His nickname comes from an alternate pronunciation of his given name, the Japanese word dandō (弾道, lit. "trajectory").
 * Tadamichi Aoba, also called Dandoh by his friends, was originally a talented baseball player with the ability to hit long-distance home runs. He is introduced to golf by his school's principal. Dandoh quits baseball and decides to play golf instead partly after hearing he could win 30 million yen in a tournament. He believes if he wins the money, his mother would come back after she left him, his older sister, and his father Shigemichi Aoba because of money problems. His nickname comes from an alternate pronunciation of his given name, the Japanese word dandō (弾道, lit. "trajectory").

 * Yuka Sunada (砂田優香)
 * Yuka Sunada is Dandoh's friend who follows him to play golf. She constantly worries about Dandoh, but also gets excited after his accomplishments. Yuka's swinging pivot is firm, which allows her to keep her form when under pressure and even when being harassed during her first tournament game. She has a calm and kind personality. Yuka shows talent in golf like Aoba whom she falls in love with.
 * Yuka Sunada is Dandoh's friend who follows him to play golf. She constantly worries about Dandoh, but also gets excited after his accomplishments. Yuka's swinging pivot is firm, which allows her to keep her form when under pressure and even when being harassed during her first tournament game. She has a calm and kind personality. Yuka shows talent in golf like Aoba whom she falls in love with.

 * Kōhei Ooike (大池弘平)
 * Kōhei Ooike is Dandoh's friend who follows him to play golf. He also played baseball and could hit further than Dandoh. Along with his strength to hit the ball far, Kōhei excels in putting.
 * Kōhei Ooike is Dandoh's friend who follows him to play golf. He also played baseball and could hit further than Dandoh. Along with his strength to hit the ball far, Kōhei excels in putting.

 * Shinjō Mikiyasu (新庄樹靖)
 * Shinjō Mikiyasu was a Japanese pro golfer who won a tournament over fictional pro golfer Jimmy McGray a year and seven months prior to the beginning of the story. His career came to an end after a car accident, which left him unable to swing a golf club. He envies Dandoh because he has good friends that back him up, thus agrees to teach Dandoh, Yuka, and Kōhei after they show him their determination and patience.
 * Shinjō Mikiyasu was a Japanese pro golfer who won a tournament over fictional pro golfer Jimmy McGray a year and seven months prior to the beginning of the story. His career came to an end after a car accident, which left him unable to swing a golf club. He envies Dandoh because he has good friends that back him up, thus agrees to teach Dandoh, Yuka, and Kōhei after they show him their determination and patience.

Manga
Dan Doh!! is written by Nobuhiro Sakata and illustrated by Daichi Banjō. It was serialized in Shogakukan's Weekly Shōnen Sunday from March 29, 1995, to July 5, 2000. Shogakukan compiled its chapters into twenty-nine tankōbon volumes, published from September 18, 1995, to November 18, 2000.

The manga was followed by a sequel, titled ''Dan Doh! Xi, which ran in Weekly Shōnen Sunday'' from the July 19, 2000, to April 23, 2003. Shogakukan collected its chapters into fifteen tankōbon, published from December 18, 2000, to May 17, 2003.

A third series, titled Dan Doh! Next Generation (DAN DOH!!　ネクストジェネレーション), was serialized in Weekly Shōnen Sunday from April 7, 2004, to December 15, 2004. Shogakukan compiled its chapters into four tankōbon, published from July 16, 2004, to January 18, 2005.

Anime
Dan Doh!! was adapted into a 26-episode anime television series which was broadcast on TV Tokyo from April 3 to September 25, 2004.

Dan Doh!! was licensed for North American distribution by Bandai Entertainment, which they announced at Anime Expo 2004 when they wanted to establish a strong presence in the sports genre. The English dub was produced by Odex Pte Ltd., a Singapore-based anime licensor company.

Theme songs

 * Opening theme
 * "Going On" by Bullet 77

 * Ending themes
 * "Wild Flower ~ Hana ni Arashi no Tatoe ari ~ " (WILD FLOWER ~花に嵐の喩えあり~) by Bullet 77 (Episodes 1-13)
 * "Believe In Love" by Bullet 77 (Episodes 14-25)
 * "Going On" by Bullet 77 (Episode 26)

title: Dan Doh!!


text:
Talk:Sampooranathevan

Sampooranathevan-->Ayya Vaikundar

Not this article the same to article Ayya Vaikundar. Soon it will be expanted so that it will reveal. Vaikunda Raja

Origin of Sampooranathevan
Raja, seems to me that the article needs a better introduction, one that leads the reader naturally into the mythical life of Sampooranathevan. I suggest some sort of "birth" or "creation" account to explain Sampooranathevan's orgins. Is that possible? Steven McCrary 14:04, September 10, 2005 (UTC)

 * Steve, your's is a good suggestion. But in Akilam nothing more about Sampooranathevan was found. But simply mentioned him as a deva of that particular loga. Not only in this, in many cases, in Akilattirattu Ammanai simply the character is introduced with only a simple introduction. If any one needs history about such character he needs to refer Hindu mythology.

 * For example in case of Punal Rishi, Akilam says that he took the venneesan and brought him up. No other details of Punal Rishi was provided. And when we see about him in Hindu mythology (Siva Siddantha) he had a strong background. But this particular Venneesan does not come in hindu mythology. Likewise the Roma Rishi, Agastiya  (In Ayyavazhi Agatheesar),  Kalaikkottu Muni,  Idaikkadar etc...  Ayyavazhi has it's relationship  with Hinduism as that of Judaism and Christianity. Many events and concepts of Hinduism were rejected, some were regenerated, some were accepted and some were totally condemned. But many characters in Hinduism came in Ayyavazhi. And in the case of Sampooranathevan I think, (not sure) there are chances for the available of this character in Hindu mythology. Because when ever the introduction and background of a character in Akilattirattu is too small it is to be searched in Hindu texts. That is the basic principle followed by some followers of Ayyavazhi. -  வைகுண்ட   &   ராஜா

Member of the Seven Logas
This sentence does not "parse" well, I suggest major revision or deletion, especially since the links go no where. Steven McCrary 14:06, September 10, 2005 (UTC)

too many links
These are good articles, fascinating reading. But too many links are included. Links first of all have to connect to something: you will discourage your readers if you provide links which are only dead-ends. Then too don't link to general concepts like soul or God etc.: the general definitions provided there already are known by your readers and do not help the understanding of the article. I'd suggest linking only to names and concepts which are likely to be unfamiliar, always being sure that there is something at the other end to which to link.

--Kessler 20:45, 11 October 2005 (UTC)

External links modified
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title: Talk:Sampooranathevan


text:
User talk:Psionicman

Welcome!

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text:
Developmental disability

Developmental disability is a diverse group of chronic conditions, comprising mental or physical impairments that arise before adulthood. Developmental disabilities cause individuals living with them many difficulties in certain areas of life, especially in "language, mobility, learning, self-help, and independent living". Developmental disabilities can be detected early on and persist throughout an individual's lifespan. Developmental disability that affects all areas of a child's development is sometimes referred to as global developmental delay.

The most common developmental disabilities are:
 * Motor disorders, and learning difficulties such as dyslexia, Tourette's syndrome, dyspraxia, dysgraphia, dyscalculia, and Nonverbal learning disorder.
 * Autism and Asperger syndrome are a series of conditions called autistic spectrum disorders (formerly called Pervasive developmental disorders) that cause difficulties in communications. Autistic spectrum disorders affect speech, understanding body language, social interactions, difficulty in understanding others in areas such as sarcasm and other's feelings, and causes repetitive behaviors known as stimming.
 * Down syndrome is a genetic condition in which people are born with an extra copy of chromosome 21. This extra copy affects the development of the body and brain, causing a range of physical and mental impairments for the individual.
 * Fragile X syndrome, most frequent among males, is thought to cause autism and intellectual disability.
 * Fetal alcohol spectrum disorders are a group of conditions caused prior to birth that can occur in a person whose mother drank alcohol during pregnancy.
 * Cerebral palsy is a group of disorders that affect a person's ability to move and maintain balance and posture. They are the most common motor disability in childhood.
 * Intellectual disability or mental retardation, is defined as assessed to have an IQ below 70, along with limitations in adaptive functioning and onset before the age of 18 years.
 * Attention deficit hyperactivity disorder, often called ADHD, is a neurodevelopmental disorder characterized by executive dysfunction. It has effects on attention span, cognition, self-control, and emotional regulation.

Causes
The causes of developmental disabilities are varied and remain unknown in a large proportion of cases. Even in cases of known etiology, the line between "cause" and "effect" is not always clear, leading to difficulty in categorizing causes.

Genetic factors have long been implicated in causing developmental disabilities. These conditions are also believed to have a large environmental component, and the relative contributions of nature versus nurture have been debated for decades. Preterm birth is known to be a predictor for potential developmental disabilities later in childhood, which complicates the question of nature versus nurture, as "premature birth could already have resulted from earlier and longer existing difficulties. Second, being born at such an immature gestation could immediately have damaged the main organs (lungs and brain) or, third, such damage could arise in the neonatal period, for instance from the necessary intrusive treatment. Furthermore, exhaustion resulting from adaptation or stress could damage or disturb development. In addition, the highly stimulating hospital environment and the lack of social interactive experiences with the mother or the abundant interaction with others could add to the risk. In short, many reasons are conceivable that by itself or in different combinations could result in developmental problems of very preterm children."

Current theories on causation focus on genetic factors; more than 1,000 known genetic conditions include developmental disabilities as a symptom.

Developmental disabilities affect between 1 and 2% of the population in most western countries, although many government sources acknowledge that statistics are flawed in this area. The worldwide proportion of people with developmental disabilities is believed to be approximately 1.4%. Such disabilities are twice as common in males as in females, and some researchers have found that the prevalence of mild developmental disabilities is likely to be higher in areas of poverty and deprivation, and among people of certain ethnicities.

Diagnosis and quantification
Developmental disabilities can be initially suspected when a child does not reach expected child development stages. Subsequently, a differential diagnosis may be used to diagnose an underlying disease, which may include a physical examination and genetic tests.

The degree of disability can be quantified by assigning a developmental age to a person, who may be classified by age group resulting from their test scores. This, in turn, can be used to calculate a  (DQ) as follows:

$$ DQ = \frac{Developmental\ age}{Chronological\ age} * 100 $$

Physical health issues
Many physical health factors associated with developmental disabilities. For some specific syndromes and diagnoses, these are inherent, such as poor heart function in people with Down syndrome. People with severe communication difficulties find it difficult to articulate their health needs and, without adequate support and education, might not recognize ill health. Epilepsy, sensory problems (such as poor vision and hearing), obesity, and poor dental health are over-represented in this population. Life expectancy among people with developmental disabilities as a group is estimated at 20 years below average, although this is improving. Society has advanced in its adaptive and medical technologies, and other methods to help people lead healthier, more fulfilling lives. In addition, some conditions (such as Freeman–Sheldon syndrome) do not affect life expectancy.

Mental health issues (dual diagnoses)
Mental health issues, and psychiatric illnesses, are more likely to occur in people with developmental disabilities than in the general population, including amongst children who need the support of caregivers who have sufficient psychoeducation and peer support. A number of factors are attributed to the high incidence rate of dual diagnoses:
 * The high likelihood of encountering traumatic events throughout their lifetime (such as abandonment by loved ones, abuse, bullying and harassment)
 * The social and developmental restrictions placed upon people with developmental disabilities (such as lack of education, poverty, limited employment opportunities, limited opportunities for fulfilling relationships, boredom)
 * Biological factors (such as brain injury, epilepsy, illicit and prescribed drug and alcohol misuse)
 * Developmental factors (such as lack of understanding of social norms and appropriate behavior, inability of those around to allow/understand expressions of grief and other human emotions)
 * External monitoring factor: all federal- or state-funded residences are required to have some form of behavioral monitoring for each person with developmental disability at the residence. With this information psychological diagnoses are more easily given than with the general population that has less consistent monitoring.
 * Access to health care providers: in the United States, all federal- or state-funded residences require the residents to have annual visits to various health care providers. With consistent visits to health care providers more people with developmental disabilities are likely to receive appropriate treatment than the general population that is not required to visit various health care providers.

These problems are exacerbated by difficulties in diagnosis of mental health issues, and in appropriate treatment and medication, as for physical health issues.

Post-traumatic stress disorder
Risks and development

Individuals with developmental disabilities have an increased risk of developing post-traumatic stress disorder compared to the general population due to heightened vulnerability to negative life experiences, including:
 * Interpersonal trauma
 * Abuse
 * Dependence on caregivers
 * Lack of autonomy
 * Diminished social support
 * Harassment
 * Stigma and prejudice

Post-traumatic stress disorder is a psychological disorder that can develop after experiencing or witnessing trauma and is characterized by negative thoughts, memories, or dreams about the trauma, avoidance of reminders of the trauma, adverse changes in thinking and mood, and heightened acute stress response. Post-traumatic stress disorder often goes undiagnosed among individuals with developmental disabilities due to providers' and caregivers' lack of understanding and differences in communication ability.

Individuals with developmental disabilities may develop more intense symptoms of post-traumatic stress disorder when compared to the general population due to maladaptive coping and neurological differences. These symptoms may manifest differently depending on the severity of the disability; post-traumatic stress disorder may present as challenging behaviors such as aggression and self-harm, and communication of symptoms may be limited by verbal ability. Mental health problems are often reported by proxy rather than self-report, which can increase the risk of underreporting and of psychological symptoms going undiagnosed.

Psychological treatment

Diagnosis, assessment, and treatment approaches for post-traumatic stress disorder typically require verbal communication and insight into cognitions, emotions, and functioning. Individual differences in communication and intellectual ability among individuals with developmental, and particularly intellectual disabilities can limit identification and treatment of post-traumatic stress disorder symptoms. Thus, diagnosis and treatment approaches should be modified to fit the individual.

Some individuals with developmental disabilities may have difficulty understanding and articulating negative thought processes and emotions associated with traumatic events. Metaphors, simplified explanations, and explicit examples may help elucidate symptoms of post-traumatic stress disorder and improve understanding of treatment approaches. Frequent prompting, repetition of explanations, and developing detailed timelines of life events may also improve focus and engagement in psychological treatment. Providers should clearly understand individual needs and abilities and ensure that expectations for treatment are consistent with individual abilities and functioning.

The following trauma-specific treatments have demonstrated efficacy among individuals with developmental disabilities, particularly when tailored to individual needs and presentation.

Child–parent psychotherapy

Child-parent psychotherapy is a relational treatment that focuses on improving child-parent relationships and functioning following a young child's exposure to one or more traumatic experiences. This treatment is designed to enhance the attachment relationships between children between the ages of zero and five and their caregivers, eliciting a sense of safety and improving emotional regulation and behavior. Children with developmental disabilities have a higher risk of exposure to traumatic events than children within the general population. Child-parent psychotherapy can accommodate non-verbal communication, making it a good fit for children with a wide range of abilities. Child-parent psychotherapy has been demonstrated to reduce symptoms of post-traumatic stress disorder in children with developmental disabilities and may help enhance caregivers' understanding of their children's disabilities and individual needs. Two 2014 case studies demonstrated the efficacy of child-parent psychotherapy with two children who were exposed to traumatic events. One of the children was 14 months with global developmental delays, and the other was six with autism spectrum disorder. At the time of this study, most studies that evaluated the efficacy of child-parent psychotherapy did not include any information about children with autism or intellectual disabilities. Both children and their families had about one year of weekly therapy, and both saw improvements in attachment relations, decreased trauma symptoms, and overall improvements in functioning.

Exposure therapy

Exposure-based therapies are among the most common treatments for post-traumatic stress disorder. Exposure therapy involves exposing a patient to a source of stress (such as a memory or reminder of a traumatic event) to increase tolerance to feared stimuli, overcome avoidance, and gradually reduce acute stress response symptoms of post-traumatic stress. Exposure therapy should be carefully tailored to the individual when treating individuals with developmental disabilities to reduce the risk of re-traumatization. There is preliminary evidence that exposure therapy paired with relaxation techniques, cognitive restructuring, and problem-solving can reduce symptoms of post-traumatic stress disorder among individuals with developmental disabilities. In a 2009 case study, a 24-year-old woman with an intellectual disability experienced a reduction in posttraumatic stress disorder symptoms following nine exposure therapy sessions. The therapists used a shield analogy, in which they encouraged the client to envision newly learned relaxation techniques and coping statements as a shield protecting her. They used modified exposure to reduce the risk of re-traumatizing the client; she imagined her nightmares and flashbacks rather than the trauma itself.

Trauma focused cognitive behavioral therapy

Trauma focused cognitive behavioral therapy is a short-term treatment that focuses on reducing and changing negative and unhelpful thought processes related to traumatic experiences and processing and managing associated negative emotions. Differences in language and thinking can make cognitive-based interventions challenging for individuals with developmental, and particularly intellectual, disabilities. Still, there is evidence that trauma focused cognitive behavioral therapy can be adapted using metaphors and simplified examples to be accessible and beneficial for individuals with mild intellectual disabilities. In a 2016 case study, therapists used a metaphor to describe post-traumatic stress disorder and aid treatment for a young man diagnosed with an intellectual disability and autism spectrum disorder. They explained his symptoms by describing his brain as a kitchen cupboard and his traumatic memories as tins that had not been organized properly, and therefore kept falling out. The young man had a significant improvement in mood and symptoms after 12 sessions of adapted trauma focused cognitive behavioral therapy.

Eye movement desensitization and reprocessing

Eye-movement desensitization and reprocessing is a psychological treatment in which the patient's stress is reduced by associating traumatic experiences with bilateral stimulation such as rapid, rhythmic eye movements or tapping. Eye-movement desensitization is demonstrated to be highly effective at reducing symptoms of post-traumatic stress disorder across individuals with varying severity of intellectual disabilities; it has the most evidence for treating individuals with developmental disabilities based on numerous case studies. Eye-movement desensitization can be adapted for individuals with limited language abilities, making it accessible to a wide range of developmental disabilities.

Abuse and vulnerability
Abuse is a significant issue for people with developmental disabilities. They are regarded as a vulnerable people in most jurisdictions. Common types of abuse include: Lack of education, lack of self-esteem and self-advocacy skills, lack of understanding of social norms and appropriate behavior and communication difficulties are strong contributing factors to the high incidence of abuse among this population. A study on the association between different types of childhood maltreatment and the risk of criminal recidivism has also shown that physical neglect during childhood plays a critical role in the repeated crime, independent of mental-health problems for high-risk adults involved with the criminal justice system.
 * Physical abuse (withholding food, hitting, punching, pushing, etc.)
 * Neglect (withholding help when required, e.g., assistance with personal hygiene)
 * Sexual abuse is associated with psychological disturbance. Sequeira, Howlin, & Hollins found that sexual abuse was associated with increased rates of mental illness and behavioral problems, including symptoms of post-traumatic stress. Psychological reactions to abuse were similar to those observed in the general population, but with the addition of stereotypical behavior. The more serious the abuse, the more severe the symptoms that were reported.
 * Psychological or emotional abuse (verbal abuse, shaming and belittling)
 * Constraint and restrictive practices (such as turning off an electric wheelchair so a person cannot move)
 * Financial abuse (charging unnecessary fees, holding onto pensions, wages, etc.)
 * Legal or civil abuse (restricted access to services)
 * Systemic abuse (denied access to an appropriate service due to perceived support needs)
 * Passive neglect (a caregiver's failure to provide adequate food, and shelter)

In addition to abuse from people in positions of power, peer abuse is recognized as a significant, if misunderstood, problem. Rates of criminal offense among people with developmental disabilities are also disproportionately high, and it is widely acknowledged that criminal justice systems throughout the world are ill-equipped for the needs of people with developmental disabilities—as both perpetrators and victims of crime. Failings in care have been identified in one in eight deaths of people with learning difficulties under NHS England.

Challenging behavior
People with developmental disabilities (particularly autistic spectrum disorders) can exhibit challenging behavior, defined as "culturally abnormal behaviours of such intensity, frequency or duration that the physical safety of the person or others is placed in serious jeopardy, or behaviour which is likely to seriously limit or deny access to the use of ordinary community facilities". Common types of challenging behavior include self-injurious behavior (such as hitting, headbutting, biting, hair-pulling), aggressive behavior (such as hitting others, shouting, screaming, spitting, kicking, swearing, headbutting, hair-pulling), inappropriate sexualized behavior (such as public masturbation or groping), behavior directed at property (such as throwing objects and stealing) and stereotyped behaviors (such as repetitive rocking, echolalia or elective incontinence). Such behaviors can be assessed to suggest areas of further improvement, using assessment tools such as the Nisonger Child Behavior Rating Form (NCBRF).

Challenging behavior in people with developmental disabilities may be caused by a number of factors, including biological (pain, medication, the need for sensory stimulation), social (boredom, seeking social interaction, the need for an element of control, lack of knowledge of community norms, insensitivity of staff and services to the person's wishes and needs), environmental (physical aspects such as noise and lighting, or gaining access to preferred objects or activities), psychological (feeling excluded, lonely, devalued, labelled, disempowered, living up to people's negative expectations) or simply a means of communication. A lot of the time, challenging behavior is learned and brings rewards and it is very often possible to teach people new behaviors to achieve the same aims. Challenging behavior in people with developmental disabilities can often be associated with specific mental health problems.

Experience and research suggest that what professionals call "challenging behavior" is often a reaction to the challenging environments that those providing services create around people with developmental disabilities. "Challenging behavior" in this context is a method of communicating dissatisfaction with the failure of those providing services to focus on what kind of life makes the most sense to the person and is often the only recourse a developmentally disabled person has against unsatisfactory services or treatment and the lack of opportunities made available to the person. This is especially the case where the services deliver lifestyles and ways of working that are centered on what suits the service provider and its staff, rather than what best suits the person.

In general, behavioral interventions or what has been termed applied behavior analysis has been found to be effective in reducing specific challenging behavior. Recently, efforts have been placed on developing a developmental pathway model in the behavior analysis literature to prevent challenging behavior from occurring. This method is controversial according to the Autistic Self Advocacy Network, saying that this type of therapy can lead to the development of post-traumatic stress disorder and worsening of symptoms later in life.

Societal attitudes
Throughout history, people with developmental disabilities have been viewed as incapable and incompetent in their capacity for decision-making and development. Until the Enlightenment in Europe, care and asylum was provided by families and the Church (in monasteries and other religious communities), focusing on the provision of basic physical needs such as food, shelter and clothing. Stereotypes such as the dimwitted village idiot, and potentially harmful characterizations (such as demonic possession for people with epilepsy) were prominent in social attitudes of the time.

The movement towards individualism in the 18th and 19th centuries, and the opportunities afforded by the Industrial Revolution, led to housing and care using the asylum model. People were placed by, or removed from, their families (usually in infancy) and housed in large institutions (of up to 3,000 people, although some institutions were home to many more, such as the Philadelphia State Hospital in Pennsylvania which housed 7,000 people through the 1960s), many of which were self-sufficient through the labor of the residents. Some of these institutions provided a very basic level of education (such as differentiation between colors and basic word recognition and numeracy), but most continued to focus solely on the provision of basic needs. Conditions in such institutions varied widely, but the support provided was generally non-individualized, with aberrant behavior and low levels of economic productivity regarded as a burden to society. Heavy tranquilization and assembly line methods of support (such as "birdfeeding" and cattle herding) were the norm, and the medical model of disability prevailed. Services were provided based on the relative ease to the provider, not based on the human needs of the individual.

Early in the twentieth century, the eugenics movement became popular throughout the world. This led to the forced sterilization and prohibition of marriage for those with developmental disabilities in most of the developed world and was later used by Hitler as rationale for the mass murder of intellectually disabled individuals during the Holocaust. The eugenics movement was later thought to be seriously flawed and in violation of human rights and the practice of forced sterilization and prohibition from marriage was discontinued by most of the developed world by the mid 20th century.

In the United States, the segregation of people with developmental disabilities and the conditions of these institutions was not widely questioned by academics or policy-makers until the 1960s. US President John F. Kennedy, whose sister Rosemary had an intellectual disability and was in an institution, created the President's Panel on Mental Retardation in 1961. Robert F. Kennedy's visit with TV crew to Willowbrook State School, which he described as a "snake pit" and the publication the next year of Christmas in Purgatory, a photoessay featuring photos covertly taken of institutions, shone a light on the inhumane conditions in public institutions.

Initial efforts focused around reforming the institution; however, that began to change by the late 1960s. The normalization movement began to gain ground in the US and internationally. In the US the publication of Wolf Wolfensberger's seminal work "The Origin and Nature of Our Institutional Models", was very influential. This book posited that society characterizes people with disabilities as deviant, sub-human and burdens of charity, resulting in the adoption of that "deviant" role. Wolfensberger argued that this dehumanization, and the segregated institutions that result from it, ignored the potential productive contributions that all people can make to society. He pushed for a shift in policy and practice that recognized the human needs of "retardates" and provided the same basic human rights as for the rest of the population.

The publication of this book may be regarded as the first move towards the widespread adoption of the social model of disability in regard to these types of disabilities, and was the impetus for the development of government strategies for desegregation. Successful lawsuits against governments and an increasing awareness of human rights and self-advocacy also contributed to this process, resulting in the passing in the U.S. of the Civil Rights of Institutionalized Persons Act in 1980.

From the 1960s to the present, most U.S. states have moved towards the elimination of segregated institutions. Along with the work of Wolfensberger and others including Gunnar and Rosemary Dybwad, a number of scandalous revelations around the horrific conditions within state institutions created public outrage that led to change to a more community-based method of providing services. By the mid-1970s, most governments had committed to de-institutionalization, and had started preparing for the wholesale movement of people into the general community, in line with the principles of normalization. In most countries, this was essentially complete by the late 1990s, although the debate over whether or not to close institutions persists in some states, including Massachusetts.

Individuals with developmental disabilities are not fully integrated into society. Person-centered planning and person-centered approaches are seen as methods of addressing the continued labeling and exclusion of socially devalued people, such as people with a developmental disability label, encouraging a focus on the person as someone with capacities and gifts, as well as support needs.

Services and support
Today, support services are provided by government agencies, non-governmental organizations and by private sector providers. Support services address most aspects of life for people with developmental disabilities, and are usually theoretically based in community inclusion, using concepts such as social role valorization and increased self-determination (using models such as Person Centred Planning). Support services are funded through government block funding (paid directly to service providers by the government), through individualized funding packages (paid directly to the individual by the government, specifically for the purchase of services) or privately by the individual (although they may receive certain subsidies or discounts, paid by the government). There also are a number of non-profit agencies dedicated to enriching the lives of people living with developmental disabilities and erasing the barriers they have to being included in their community.

Education and training
Education and training opportunities for people with developmental disabilities have expanded greatly in recent times, with many governments mandating universal access to educational facilities, and more students moving out of special schools and into mainstream classrooms with support.

Post-secondary education and vocational training is also increasing for people with these types of disabilities, although many programs offer only segregated "access" courses in areas such as literacy, numeracy and other basic skills. Legislation (such as the UK's Disability Discrimination Act 1995) requires educational institutions and training providers to make "reasonable adjustments" to curriculum and teaching methods in order to accommodate the learning needs of students with disabilities, wherever possible. There are also some vocational training centers that cater specifically to people with disabilities, providing the skills necessary to work in integrated settings, one of the largest being Dale Rogers Training Center in Oklahoma City.

At-home and community support
Many people with developmental disabilities live in the general community, either with family members, in supervised-group homes or in their own homes (that they rent or own, living alone or with flatmates). At-home and community supports range from one-to-one assistance from a support worker with identified aspects of daily living (such as budgeting, shopping or paying bills) to full 24-hour support (including assistance with household tasks, such as cooking and cleaning, and personal care such as showering, dressing and the administration of medication). The need for full 24-hour support is usually associated with difficulties recognizing safety issues (such as responding to a fire or using a telephone) or for people with potentially dangerous medical conditions (such as asthma or diabetes) who are unable to manage their conditions without assistance.

In the United States, a support worker is known as a direct support professional (DSP). The DSP works in assisting the individual with their ADLs and also acts as an advocate for the individual with a developmental disability, in communicating their needs, self-expression and goals.

Supports of this type also include assistance to identify and undertake new hobbies or to access community services (such as education), learning appropriate behavior or recognition of community norms, or with relationships and expanding circles of friends. Most programs offering at-home and community support are designed with the goal of increasing the individual's independence, although it is recognized that people with more severe disabilities may never be able to achieve full independence in some areas of daily life.

Residential accommodation
Most people with developmental disabilities live with their parents or in residential accommodation (also known as group homes, care homes, adult family homes, congregate living facilities, etc.) with other people with similar assessed needs. These homes are usually staffed around the clock, usually house between three and fifteen residents, and tend to be highly structured. The prevalence of this type of support is gradually decreasing, however, as residential accommodation is replaced by at-home and community support, which can offer increased choice and self-determination for individuals. Some U.S. states still provide institutional care, such as the Texas State Schools. The type of residential accommodation is usually determined by the level of developmental disability and mental health needs.

Employment support
Employment support usually consists of two types of support:
 * Support to access or participate in integrated employment, in a workplace in the general community. This may include specific programs to increase the skills needed for successful employment (work preparation), job placement assistance or a career counselling, assistive technology, or extra support from other workers.
 * The provision of specific employment opportunities within segregated business services. Although these are designed as "transitional" services (teaching work skills needed to move into integrated employment), many people remain in such services for the duration of their working life. The types of work performed in business services include mailing and packaging services, cleaning, gardening and landscaping, timberwork, metal fabrication, farming, and sewing.

Workers with developmental disabilities have historically been paid less for their labor than those in the general workforce, although this is gradually changing with government initiatives, the enforcement of anti-discrimination legislation and changes in perceptions of capability in the general community.

In the United States, a variety of initiatives have been launched in the past decade to reduce unemployment among workers with disabilities—estimated by researchers at over 60%. Most of these initiatives are directed at employment in mainstream businesses. They include heightened placement efforts by the community agencies serving people with developmental disabilities, as well as by government agencies.

Additionally, state-level initiatives are being launched to increase employment among workers with disabilities. In California, the state senate in 2009 created the Senate Select Committee on Autism and Related Disorders. The committee has been examining additions to existing community employment services, and also new employment approaches. Committee member Lou Vismara, chairman of the MIND Institute at University of California, Davis, is pursuing the development of a planned community for persons with autism and related disorders in the Sacramento region. Another committee member, Michael Bernick, the former director of the state labor department, has established a program at the California state university system, starting at California State University East Bay, to support students with autism on the college level. Other Committee efforts include mutual support employment efforts, such as disability job networks, job boards, and identifying business lines that build on the strengths of persons with disabilities.

Though efforts are being made to integrate individuals with developmental disabilities into the workforce, businesses are still reluctant to employ individuals with IDD because of their poor communication skills and emotional intelligence. High functioning individuals with developmental disabilities can find it difficult to work in an environment that requires teamwork and direct communication due to their lack of social awareness. Working with employers to better understand the disorders and barriers that may come from the struggles associated with them, can greatly impact the quality of life for these individuals.

Day services
Non-vocational day services are usually known as day centers, and are traditionally segregated services offering training in life skills (such as meal preparation and basic literacy), center-based activities (such as crafts, games and music classes) and external activities (such as day trips). Some more progressive day centers also support people to access vocational training opportunities (such as college courses), and offer individualized outreach services (planning and undertaking activities with the individual, with support offered one-to-one or in small groups).

Traditional day centers were based on the principles of occupational therapy, and were created as respite for family members caring for their loved ones with disabilities. This is slowly changing, however, as programs offered become more skills-based and focused on increasing independence.

Advocacy
Advocacy is a burgeoning support field for people with developmental disabilities. Advocacy groups now exist in most jurisdictions, working collaboratively with people with disabilities for systemic change (such as changes in policy and legislation) and for changes for individuals (such as claiming welfare benefits or when responding to abuse). Most advocacy groups also work to support people, throughout the world, to increase their capacity for self-advocacy, teaching the skills necessary for people to advocate for their own needs.

Other types of support
Other types of support for people with developmental disabilities may include:
 * Therapeutic services, such as speech therapy, occupational therapy, physical therapy, massage, aromatherapy, art, dance/movement or music therapy
 * Supported holidays
 * Short-stay respite services (for people who live with family members or other unpaid carers)
 * Transport services, such as dial-a-ride or free bus passes
 * Specialist behavior support services, such as high-security services for people with high-level, high-risk challenging behaviors
 * Specialist relationships and sex education.

Programs are set up around the country in hopes to educate individuals with and without developmental disabilities. Studies have tested specific scenarios on the most beneficial way to educate people. Interventions are one way to educate people, but are also the most time-consuming: with busy schedules, the intervention approach can be difficult. Another less beneficial but more realistic scenario, in the time sense, was the psychoeducational approach. It focuses on informing people on what abuse is, how to spot abuse, and what to do when it is spotted.

title: Developmental disability