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Sean Tully

Sean Tully is a fictional character from the British soap opera Coronation Street, played by Antony Cotton. He made his first appearance during the episode broadcast on 13 July 2003. Following that appearance, the character returned full-time on 12 April 2004.

Storylines
Sean is introduced as a gay colleague of Martin Platt (Sean Wilson) and Karl Foster (Chris Finch). Some months after his first appearance, Sean comes to Coronation Street, desperately looking for somewhere to live. Karl's ex-boyfriend Todd Grimshaw (Bruno Langley) recognises Sean and takes him for a drink at The Rovers. When Todd's mother Eileen Grimshaw (Sue Cleaver) meets Sean, she likes him and offers him a place to stay. Her other son, Jason Grimshaw (Ryan Thomas), is not pleased, but later warms to the idea. Sean gets a job at Underworld, where he makes friends with Fiz Brown (Jennie McAlpine) and Kelly Crabtree (Tupele Dorgu).

Violet Wilson (Jenny Platt), Sean's close friend, moves to the street and begins dating Jamie Baldwin (Rupert Hill), who Sean also becomes close to. When Jamie seems to be losing interest in Violet she fears he is secretly gay, she asks Sean to spend time with him to see if he can find out, unaware that Sean has fallen for Jamie himself. However, Sean is shocked to discover that Jamie is actually in love with his stepmother, Frankie Baldwin (Debra Stephenson). Sean supports both Violet and Jamie when Violet ends their relationship.

When Violet suffers an ectopic pregnancy, she is told her chances of conceiving have been reduced. Violet then becomes desperate to have a baby, and suggests she and Sean should consider having a child together. Sean agrees, and, despite her fertility issues, Violet becomes pregnant via self-administered artificial insemination (after the two try and fail to have sex).

Sean accompanies Violet to her 12-week scan, where he becomes attracted to the sonographer, Marcus Dent (Charlie Condou). Violet matchmakes between the two and they begin dating, although they hit a rough patch when Sean tricks Marcus into telling him Violet is expecting a baby boy, when she had wanted the gender to be a surprise.

When Violet gets back together with Jamie, she begins to find Sean's presence during the pregnancy stifling, especially after Sean lends the couple money for a flat deposit and begins coming and going as he pleases. When Violet realises she is in labour at the Rovers', it is Sean, not Jamie, at her side, as Jamie is in London.

Sean is delighted to be the first person that his son saw, and bonds with Dylan while Violet is in hospital, upsetting both her and Jamie. Sean suggests calling him "Dylan Wilson-Tully", and asks Violet to put his name on the birth certificate. Violet ignores both suggestions, naming her son "Dylan James Wilson" and putting Jamie's name on the birth certificate. Fed up with Sean being a third wheel, Jamie and Violet move to London with Dylan, devastating Sean when Violet throws her mobile away so that he cannot contact her.

Sean becomes close friends with Tom Kerrigan (Philip McGinley), a business partner of his boss, Carla Connor (Alison King) and begins to develop feelings for him. When Sean tries to kiss Tom, he tells him that he is straight, and actually interested in Sean's friend Kelly.

Realising things are awkward between Sean and Tom, Marcus questions Sean, who lies and says Tom made a pass at him rather than the other way around. Marcus angrily punches Tom, but is furious to then discover Sean was the one in the wrong. With Sean having already been jealous of Marcus's friendships with other gay men, Marcus realises there is no trust left in their relationship, and departs for London.

After joining a gym with Jason, Sean becomes attracted to fellow member Leon (Andrew Langtree). When Leon mistakenly thinks Jason is Sean's ex-boyfriend, Sean does not correct him, and is pleased that Leon seems happy to hear he is single. However, Sean is left disappointed when it turns out that Leon is actually interested in Jason and "doesn't fancy camp men".

Sean decides that he wants to track down Violet and Dylan, as his son would now be two years old. Sean finds Violet via a social networking site, and sets up a page using Liz McDonald's (Beverley Callard) identity. However, the scheme backfires when Liz finds out what Sean has done, and she fires him from the Rovers. She later softens towards Sean and reinstates him. Liz also has a word with Violet on Sean's behalf. Violet agrees to Sean visiting Dylan in London; however, on one of his visits, Sean is surprised to see Marcus at Violet's house, unaware that they were still in touch. The two realise they still have feelings for one another and reunite.

When Violet and Jamie split, Sean begins looking after Dylan more often, and Dylan lives with the pair for several weeks after Violet has a car accident. Marcus enjoys being part of Dylan's life, and suggest they adopt a child of their own, but Sean does not feel the need to have another child. The issue eventually drives the pair apart, with Sean later horrified to discover Marcus has begun a relationship with his close friend Maria Connor (Samia Ghadie), despite him having shown no interest in women before. Sean accuses Marcus of only dating Maria to become a father to her son, Liam, and the two fall out.

When Todd returns to Manchester after several years in London, Sean wonders if there is a chance for romance between them. However, Todd is only interested in getting Sean to spend money on him, turning his romantic attention towards Marcus instead. Sean is shocked when he catches Marcus cheating on Maria with Todd, and encourages him to be honest with both Maria and himself.

Depressed at being alone, Sean goes on a night out to Manchester's gay village with his colleague Sinead Tinker (Katie McGlynn), and meets Billy Mayhew (Daniel Brocklebank). The two exchange phone numbers, and meet again, but Sean is shocked when Emily Bishop (Eileen Derbyshire) introduces Billy as the new local vicar a few days later.

Although Sean struggles with Billy's job, the two begin dating, and Sean even tries to become involved with the church. However, when Emily seems distant from Billy, and unwilling to involve herself with his new ideas for the church, Sean accuses her of homophobia. Emily is upset, and denies this, telling Sean that she simply prefers more traditional church activities. Billy is angry with Sean and makes him apologise, telling Sean that he has to put his parishioners first, and that being gay in the church involves some discretion. The pair briefly split, but Emily matchmakes to bring them back together.

Sean later accompanies the Underworld staff to an awards ceremony, but events take a nasty turn when a group of racers cause the minibus driver, Steve McDonald (Simon Gregson), to swerve and crash the vehicle, which is now narrowly balancing on the edge of a quarry. Sean is one of the first people to awaken from unconsciousness and he, Steve and Julie Carp (Katy Cavanagh) escape the wreckage. Steve flees as he comes to terms with the events, while Julie re-enters the vehicle to retrieve the trapped passengers.

Sean looks after the staff once they are out, but he soon suffers a panic attack as the reality of the minibus crash dawns on him. Once everybody is out, Sean is the first person to realise that Carla is still trapped in the front seat of the minibus. Tracy Barlow (Kate Ford) risks her life to save Carla, and nearly falls to her own death when the wreckage begins to slide off the edge of the quarry, but she leaps out just in time. At the hospital, Sean is met by Billy, who reveals how proud he is of him.

Characterisation
Antony Cotton said that playing Sean is easy because he just has to act like himself. Speaking to The People, Cotton said that Sean looks and he sounds like him. Cotton later admitted that not all of the reviews about him are positive. Some of the gay press have accused Cotton of making Sean a stereotype. Of this he said, "You've got people like Blanche Hunt, Emily Bishop and Norris Cole and there were the classic characters like Bet Lynch and Annie Walker. They're all more camp than Sean — I'm Grant Mitchell compared to them."

Development
In an interview with Digital Spy, Cotton was asked why Sean has always been so unlucky in love. He answered: "When I first came into the show, a lot of the old-school writers that are no longer here had never written a gay character. At that time, Raquel had just gone so they basically wrote Sean as Raquel. Hilda and Raquel are my favourite ever Corrie characters and one of the reasons that I've always loved Raquel is that she was unlucky in love. Even when she was in the gutter battered and bruised, she was always looking up at the stars thinking that the next one was around the corner. I thought that was an interesting way to play Sean, so he's always unlucky in love because Raquel was, is the short answer! That's just the way it worked out — but I like playing that."

In January 2011, it was confirmed that Charlie Condou, who played Sean's ex-boyfriend Marcus Dent between 2007 and 2008, would return to the serial. A Coronation Street spokesperson teased the upcoming reunion: "There are eventful times ahead for Sean as his old flame Marcus Dent returns to the cobbles. Marcus arrives back in Weatherfield and the relationship between him and Sean is rekindled."

In September 2014, it was revealed that Sean would begin a relationship with a vicar named Billy portrayed by Daniel Brocklebank. Producer Stuart Blackburn said: "It's about time Sean had a romance, he's been unlucky in love for a long time. Billy is a great guy who is sincere about his feelings for Sean, but his first love is and always will be God and the Church. We will be exploring this very modern relationship in the coming months and are delighted to have Daniel on board to play Billy." Cotton added: "I am thrilled that Sean is to find love again especially with this unique and exciting storyline. I'm sure it'll have its ups and downs, but that's what makes Coronation Street great. Hopefully it will be tender, funny and honest. Heaven!" In January 2015, Cotton revealed in an interview that he was surprised by the positive response to Sean's relationship with Billy storyline.

Reception
Cotton has won a number of awards since the character's first appearance, including a prestigious National Television Award. In 2006, he won an award for Funniest Character at the Inside Soap Awards, along with Best Actor at the British Soap Awards in 2007. He also won "Best Actor" at the 2007 Inside Soap Awards.

title: Sean Tully


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

title: User:4v4l0n42/Babel


text:
Mitchell, Cornwall

Mitchell (sometimes known as Michael or St Michael's) is a village in mid Cornwall, England. It is situated 14 miles (22 km) northeast of Redruth and 17 miles (27 km) west-southwest of Bodmin on the A30 trunk road.

Mitchell straddles the old course of the A30 road but a dual carriageway bypass now carries the traffic north of the village. A 16th-century coaching inn called the Plume of Feathers stands in the main street.

History
The original name was La Medeshole and the first recorded mention of the village was in a court case in 1234 establishing the legal status of an annual market on St Francis's Day. A chapel of St Francis for the use of wayfarers existed from 1239 until its destruction at the Reformation. The right to hold a fair on the Feast of Saint Francis was granted to the Lord of the Manor by Henry III in 1239 along with a market, and by 1302 both fair and market were being held in Mitchell, and "The Lord's Fair" was still being celebrated in 1499.

From the Middle Ages on, the borough of Mitchell elected two members to the Unreformed House of Commons but was disenfranchised by the Reform Act 1832. Walter Raleigh and Arthur Wellesley, 1st Duke of Wellington were both MPs representing Mitchell.

Due to its central mid-Cornwall location, Mitchell is seen by many as the "go to" location of Cornish cycling. The Mitchell Cycling Club (MCC) was formed in 2016 to capitalise on the local demand and talent.

At Carland Cross, a mile west of Mitchell, there are Iron Age burial mounds and flint arrow heads have been found in local fields.

The Folk Cottage
Mitchell's fame spread during the British folk music revival in the mid-1960s when a folk club opened in the village. Named called 'The Folk Cottage' (because it was housed in a semi-derelict farm cottage) it staged both evening concerts and thrice-weekly 'after midnight' sessions. The Folk Cottage became known throughout the UK and played a key part in the burgeoning 1960s folk music and beatnik scene in Cornwall.

The Folk Cottage provided a springboard for many performers who would later become nationally known including Wizz Jones, Jacqui McShee, Clive Palmer (co-founder of The Incredible String Band), and Ralph McTell.

title: Mitchell, Cornwall


text:
Talk:Faifley

Intro
Despite having lived in Faifley for a number of my formative years, I cannot bring myself to add anything to this article. This is due to an overwhelming desire to include entries such as "Would be better off as a smoking hole in the ground." Hopefully, the addition of this comment will keep me from such destructive acts and will lead, in time I hope, to my being able to overcome this petty problem, such that I might be able to contribute to the article while keeping within Wikipedia NPOV standards. Gallaghp

If you had written something like that, chances are it would have been removed by someone like me. If Faifley is capable of producing people who are as articulate as yourself, then there must be some sort of hope beyond it being a smoking hole in the ground.Johnnywoo 13:32, 25 July 2006 (UTC)

Having Been raised in this "hole" I tend too look at it like the kind of place that you wished had never existed and that no one should have to be raised in. Given that I have subsequently moved and often visit to see friends here. It is still there and looking better than it ever did. Thriving community? Well not any more. But it still gave me the drive and desire to go away and escape from the notoriety assosciated with it and the people. The notoriety isnt aimed at everyone but brushes and tar spring to mind. Take out the junkies and the idiots it would be great. Even now I still see the idiots, that were older than i was then, but idiots all the same when I was growing up. Most people forget that its through memories that we form opinions, but it was the safest place for kids growing up and you could always find someone who knew you and your parents. It possibly still is but I dont stay there any more so I cant really comment

Boab

Gordon
It seems as though someone by the name of Gordon thinks quite well of himself in relation to Faifley. I've reverted the last of his efforts but we should obviously keep an eye on this page for any future vandalism. Gallaghp (talk) 12:45, 28 November 2008 (UTC)

External links modified
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title: Talk:Faifley


text:
Newport, Cornwall

Newport (Porthnowyth) is a suburb of the town of Launceston in Cornwall, England, United Kingdom. Originally a separate settlement, Newport is immediately north of the town from which it is separated by the River Kensey.

Until the early nineteenth century, the Newport constituency elected two Members to the Unreformed House of Commons. However, the constituency was abolished as a rotten borough by the Reform Act 1832. A tucking mill was established in the 15th century by the Flemings at Newport. This was water-powered and continued in use for corn until 1968. Other notable buildings in Newport included the Newport Roundhouse which was completed in 1829.

title: Newport, Cornwall


text:
Reflective practice

Reflective practice  is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning. According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. This leads to developmental insight". A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential.

Reflective practice can be an important tool in practice-based professional learning settings where people learn from their own professional experiences, rather than from formal learning or knowledge transfer. It may be the most important source of personal professional development and improvement. It is also an important way to bring together theory and practice; through reflection a person is able to see and label forms of thought and theory within the context of his or her work. A person who reflects throughout his or her practice is not just looking back on past actions and events, but is taking a conscious look at emotions, experiences, actions, and responses, and using that information to add to his or her existing knowledge base and reach a higher level of understanding.

History and background
Donald Schön's 1983 book The Reflective Practitioner introduced concepts such as reflection-on-action and reflection-in-action which explain how professionals meet the challenges of their work with a kind of improvisation that is improved through practice. However, the concepts underlying reflective practice are much older. Earlier in the 20th century, John Dewey was among the first to write about reflective practice with his exploration of experience, interaction and reflection. Soon thereafter, other researchers such as Kurt Lewin and Jean Piaget were developing relevant theories of human learning and development. Some scholars have claimed to find precursors of reflective practice in ancient texts such as Buddhist teachings and the Meditations of Stoic philosopher Marcus Aurelius.

Central to the development of reflective theory was interest in the integration of theory and practice, the cyclic pattern of experience and the conscious application of lessons learned from experience. Since the 1970s, there has been a growing literature and focus around experiential learning and the development and application of reflective practice.

As adult education professor David Boud and his colleagues explained: "Reflection is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important in learning." When a person is experiencing something, he or she may be implicitly learning; however, it can be difficult to put emotions, events, and thoughts into a coherent sequence of events. When a person rethinks or retells events, it is possible to categorize events, emotions, ideas, etc., and to compare the intended purpose of a past action with the results of the action. Stepping back from the action permits critical reflection on a sequence of events.

The emergence in more recent years of blogging has been seen as another form of reflection on experience in a technological age.

Models
Many models of reflective practice have been created to guide reasoning about action. However, they are not without their criticisms, and need to be understood within the context within which they were written.

Borton 1970
Terry Borton's 1970 book Reach, Touch, and Teach popularized a simple learning cycle inspired by Gestalt therapy composed of three questions which ask the practitioner: What, So what, and Now what? Through this analysis, a description of a situation is given which then leads into the scrutiny of the situation and the construction of knowledge that has been learnt through the experience. Subsequently, practitioners reflect on ways in which they can personally improve and the consequences of their response to the experience. Borton's model was later adapted by practitioners outside the field of education, such as the field of nursing and the helping professions.

Kolb and Fry 1975
Learning theorist David A. Kolb was highly influenced by the earlier research conducted by John Dewey and Jean Piaget. Kolb's reflective model, which also draws from the works of Kurt Lewin, highlights the concept of experiential learning and is centered on the transformation of information into knowledge. This takes place after a situation has occurred, and entails a practitioner reflecting on the experience, gaining a general understanding of the concepts encountered during the experience, and then testing these general understandings in a new situation. In this way, the knowledge that is formed from a situation is continuously applied and reapplied, building on a practitioner's prior experiences and knowledge.

Argyris and Schön 1978
Management researchers Chris Argyris and Donald Schön introduced the "theory of action", which emerged out of their previous research on relationship between people and organizations. This theory defines learning as detection and correction of error. It included the distinction between single-loop learning and double-loop learning in 1978. Single-loop learning is when a practitioner or organisation, even after an error has occurred and a correction is made, continues to rely on current strategies, techniques or policies when a situation again comes to light. Double-loop learning involves the modification of objectives, strategies or policies so that when a similar situation arises a new framing system is employed.

Schön claimed to derive the notions of "reflection-on-action, reflection-in-action, responding to problematic situations, problem framing, problem solving, and the priority of practical knowledge over abstract theory" from the writings of John Dewey, although education professor Harvey Shapiro has argued that Dewey's writings offer "more expansive, more integrated notions of professional growth" than do Schön's.

Schön advocated two types of reflective practice. Firstly, reflection-on-action, which involves reflecting on an experience that you have already had, or an action that you have already taken, and considering what could have been done differently, as well as looking at the positives from that interaction. The other type of reflection Schön notes is reflection-in-action, or reflecting on your actions as you are doing them, and considering issues like best practice throughout the process.

For Schön, professional growth really begins when a person starts to view things with a critical lens, by doubting his or her actions. Doubt brings about a way of thinking that questions and frames situations as "problems". Through careful planning and systematic elimination of other possible problems, doubt is settled, and people are able to affirm their knowledge of the situation. Then people are able to think about possible situations and their outcomes, and deliberate about whether they carried out the right actions.

Gibbs 1988
Learning researcher Graham Gibbs discussed the use of structured debriefing to facilitate the reflection involved in Kolb's experiential learning cycle. Gibbs presents the stages of a full structured debriefing as follows:
 * (Initial experience)
 * Description
 * "What happened? Don't make judgements yet or try to draw conclusions; simply describe."
 * Feelings
 * "What were your reactions and feelings? Again don't move on to analysing these yet."
 * Evaluation
 * "What was good or bad about the experience? Make value judgements."
 * Analysis
 * "What sense can you make of the situation? Bring in ideas from outside the experience to help you."
 * "What was really going on?"
 * "Were different people's experiences similar or different in important ways?"
 * Conclusions (general)
 * "What can be concluded, in a general sense, from these experiences and the analyses you have undertaken?"
 * Conclusions (specific)
 * "What can be concluded about your own specific, unique, personal situation or way of working?"
 * Personal action plans
 * "What are you going to do differently in this type of situation next time?"
 * "What steps are you going to take on the basis of what you have learnt?"

Gibbs' suggestions are often cited as "Gibbs' reflective cycle" or "Gibbs' model of reflection", and simplified into the following six distinct stages to assist in structuring reflection on learning experiences:
 * Description
 * Feelings
 * Evaluation
 * Analysis
 * Conclusions
 * Action plan

Johns 1995
Professor of nursing Christopher Johns designed a structured mode of reflection that provides a practitioner with a guide to gain greater understanding of his or her practice. It is designed to be carried out through the act of sharing with a colleague or mentor, which enables the experience to become learnt knowledge at a faster rate than reflection alone.

Johns highlights the importance of experienced knowledge and the ability of a practitioner to access, understand and put into practice information that has been acquired through empirical means. Reflection occurs through "looking in" on one's thoughts and emotions and "looking out" at the situation experienced. Johns draws on the work of Barbara Carper to expand on the notion of "looking out" at a situation. Five patterns of knowing are incorporated into the guided reflection: the aesthetic, personal, ethical, empirical and reflexive aspects of the situation. Johns' model is comprehensive and allows for reflection that touches on many important elements.

Brookfield 1998
Adult education scholar Stephen Brookfield proposed that critically reflective practitioners constantly research their assumptions by seeing practice through four complementary lenses: the lens of their autobiography as learners of reflective practice, the lens of other learners' eyes, the lens of colleagues' experiences, and the lens of theoretical, philosophical and research literature. Reviewing practice through these lenses makes us more aware of the power dynamics that infuse all practice settings. It also helps us detect hegemonic assumptions—assumptions that we think are in our own best interests, but actually work against us in the long run. Brookfield argued that these four lenses will reflect back to us starkly different pictures of who we are and what we do.
 * Lens 1: Our autobiography as a learner. Our autobiography is an important source of insight into practice. As we talk to each other about critical events in our practice, we start to realize that individual crises are usually collectively experienced dilemmas. Analyzing our autobiographies allows us to draw insight and meanings for practice on a deep visceral emotional level.
 * Lens 2: Our learners' eyes. Seeing ourselves through learners' eyes, we may discover that learners are interpreting our actions in the way that we mean them. But often we are surprised by the diversity of meanings people read into our words and actions. A cardinal principle of seeing ourselves through learners' eyes is that of ensuring the anonymity of their critical opinions. We have to make learners feel safe. Seeing our practice through learners' eyes helps us teach more responsively.
 * Lens 3: Our colleagues' experiences. Our colleagues serve as critical mirrors reflecting back to us images of our actions. Talking to colleagues about problems and gaining their perspective increases our chance of finding some information that can help our situation.
 * Lens 4: Theoretical literature. Theory can help us "name" our practice by illuminating the general elements of what we think are idiosyncratic experiences.

Nguyen Nhat Quang's iceberg of reflection 2022
Reflection is not linear, uniform, and homogeneous. Nguyen Nhat Quang (2022) adopts Fleck (2012)'s classification of reflective practices into an iceberg of reflection. That is, reflection consists of different layers representing four stages. Descriptive reflection is the tip of the iceberg as it manifests as narratives of reality without any multilateral accounts and analyses to bring forward a change in individual perspective. Dialogic reflection, just below water surface, represents the interdependence and correlations of experiences through iterative self- questioning cycles seeking reasons for an action. After identifying these reasons, this process can provide the reflectors with alternative interpretations. Following repeated cycles of dialogic reflection, transformative reflection allows the reflective practitioners to revisit issues with alternative solutions that may create more transformative and welcomed outcomes compared to those in the past. Critical reflection, the deepest level of reflection, goes beyond the reflection-on-action process by looking at what, why, and how an incident or series of incidents happened through an ecological well-rounded lens inclusive of social, historical, political, and cultural factors. It is important to note that not all reflective practices are able to reach all four layers as the depth of reflection is subjective to reflectors' cognitive, metacognitive ability as well as their sociocultural background.

Application
Reflective practice has been described as an unstructured or semi-structured approach directing learning, and a self-regulated process commonly used in health and teaching professions, though applicable to all professions. Reflective practice is a learning process taught to professionals from a variety of disciplines, with the aim of enhancing abilities to communicate and making informed and balanced decisions. Professional associations such as the American Association of Nurse Practitioners are recognizing the importance of reflective practice and require practitioners to prepare reflective portfolios as a requirement to be licensed, and for yearly quality assurance purposes.

Education
The concept of reflective practice has found wide application in the field of education, for learners, teachers and those who teach teachers (teacher educators). Tsangaridou & O'Sullivan (1997) define reflection in education as "the act of thinking about, analyzing, assessing, or altering educational meanings, intentions, beliefs, decisions, actions, or products by focusing on the process of achieving them … The primary purpose of this action is to structure, adjust, generate, refine, restructure, or alter knowledge and actions that inform practice. Microreflection gives meaning to or informs day-to-day practice, and macroreflection gives meaning to or informs practice over time". Reflection is the key to successful learning for teachers and for learners.

Students
Students can benefit from engaging in reflective practice as it can foster the critical thinking and decision making necessary for continuous learning and improvement. When students are engaged in reflection, they are thinking about how their work meets established criteria; they analyze the effectiveness of their efforts, and plan for improvement. Rolheiser and et al. (2000) assert that "Reflection is linked to elements that are fundamental to meaningful learning and cognitive development: the development of metacognition – the capacity for students to improve their ability to think about their thinking; the ability to self-evaluate - the capacity for students to judge the quality of their work based on evidence and explicit criteria for the purpose of doing better work; the development of critical thinking, problem-solving, and decision-making; and the enhancement of teacher understanding of the learner." (p 31-32)

When teachers teach metacognitive skills, it promotes student self-monitoring and self-regulation that can lead to intellectual growth, increase academic achievement, and support transfer of skills so that students are able to use any strategy at any time and for any purpose. Guiding students in the habits of reflection requires teachers to approach their role as that of "facilitator of meaning-making" – they organize instruction and classroom practice so that students are the producers, not just the consumers, of knowledge. Rolheiser and colleagues (2000) state that "When students develop their capacity to understand their own thinking processes, they are better equipped to employ the necessary cognitive skills to complete a task or achieve a goal. Students who have acquired metacognitive skills are better able to compensate for both low ability and insufficient information." (p. 34)

The Ontario Ministry of Education (2007) describes many ways in which educators can help students acquire the skills required for effective reflection and self-assessment, including: modelling and/or intentionally teaching critical thinking skills necessary for reflection and self-assessment practices; addressing students' perceptions of self-assessment; engaging in discussion and dialogue about why self-assessment is important; allowing time to learn self-assessment and reflection skills; providing many opportunities to practice different aspects of the self-assessment and reflection process; and ensuring that parents/guardians understand that self-assessment is only one of a variety of assessment strategies that is utilized for student learning.

Teachers
The concept of reflective practice is now widely employed in the field of teacher education and teacher professional development and many programs of initial teacher education claim to espouse it. Education professor Hope Hartman has described reflective practice in education as teacher metacognition, indicating there is broad consensus that teaching effectively requires a reflective approach. Attard & Armour explain that "teachers who are reflective systematically collect evidence from their practice, allowing them to rethink and potentially open themselves to new interpretations". Teaching and learning are complex processes, and there is not one right approach. Reflecting on different approaches to teaching, and reshaping the understanding of past and current experiences, can lead to improvement in teaching practices. Schön's reflection-in-action can help teachers explicitly incorporate into their decision-making the professional knowledge that they gain from their experience in the classroom.

As professor of education Barbara Larrivee argues, reflective practice moves teachers from their knowledge base of distinct skills to a stage in their careers where they are able to modify their skills to suit specific contexts and situations, and eventually to invent new strategies. In implementing a process of reflective practice teachers will be able to move themselves, and their schools, beyond existing theories in practice. Larrivee concludes that teachers should "resist establishing a classroom culture of control and become a reflective practitioner, continuously engaging in a critical reflection, consequently remaining fluid in the dynamic environment of the classroom". It is important to note that, "the reflective process should eventually help the teacher to change, adapt and modify his/her teaching to the particular context. This does not happen in stages, but is a continuum of reflection, leading to change ... and further reflection".

Without reflection, teachers are not able to look objectively at their actions or take into account the emotions, experience, or consequences of actions to improve their practice. It is argued that, through the process of reflection, teachers are held accountable to the standards of practice for teaching, such as those in Ontario: commitment to students and student learning, professional knowledge, professional practice, leadership in learning communities, and ongoing professional learning. Overall, through reflective practice, teachers look back on their practice and reflect on how they have supported students by treating them "equitably and with respect and are sensitive to factors that influence individual student learning".

Teacher educators
For students to acquire necessary skills in reflection, their teachers need to be able to teach and model reflective practice (see above); similarly, teachers themselves need to have been taught reflective practice during their initial teacher education, and to continue to develop their reflective skills throughout their career.

However, Mary Ryan has noted that students are often asked to "reflect" without being taught how to do so, or without being taught that different types of reflection are possible; they may not even receive a clear definition or rationale for reflective practice. Many new teachers do not know how to transfer the reflection strategies they learned in college to their classroom teaching.

Some writers have advocated that reflective practice needs to be taught explicitly to student teachers because it is not an intuitive act; it is not enough for teacher educators to provide student teachers with "opportunities" to reflect: they must explicitly "teach reflection and types of reflection" and "need explicitly to facilitate the process of reflection and make transparent the metacognitive process it entails". Larrivee noted that (student) teachers require "carefully constructed guidance" and "multifaceted and strategically constructed interventions" if they are to reflect effectively on their practice.

Rod Lane and colleagues listed strategies by which teacher educators can promote a habit of reflective practice in pre-service teacher education, such as discussions of a teaching situation, reflective interviews or essays about one's teaching experiences, action research, or journaling or blogging.

Neville Hatton and David Smith, in a brief literature review, concluded that teacher education programs do use a wide range of strategies with the aim of encouraging students teachers to reflect (e.g. action research, case studies, video-recording or supervised practicum experiences), but that "there is little research evidence to show that this [aim] is actually being achieved".

The implication of all this is that teacher educators must also be highly skilled in reflective practice. Andrea Gelfuso and Danielle Dennis, in a report on a formative experiment with student teachers, suggested that teaching how to reflect requires teacher educators to possess and deploy specific competences. However, Janet Dyment and Timothy O'Connell, in a small-scale study of experienced teacher educators, noted that the teacher educators they studied had received no training in using reflection themselves, and that they in turn did not give such training to their students; all parties were expected to know how to reflect.

Many writers advocate for teacher educators themselves to act as models of reflective practice. This implies that the way that teacher educators teach their students needs to be congruent with the approaches they expect their students to adopt with pupils; teacher educators should not only model the way to teach, but should also explain why they have chosen a particular approach whilst doing so, by reference to theory; this implies that teacher educators need to be aware of their own tacit theories of teaching and able to connect them overtly to public theory. However, some teacher educators do not always "teach as they preach"; they base their teaching decisions on "common sense" more than on public theory and struggle with modelling reflective practice.

Tom Russell, in a reflective article looking back on 35 years as teacher educator, concurred that teacher educators rarely model reflective practice, fail to link reflection clearly and directly to professional learning, and rarely explain what they mean by reflection, with the result that student teachers may complete their initial teacher education with "a muddled and negative view of what reflection is and how it might contribute to their professional learning". For Russell, these problems result from the fact that teacher educators have not sufficiently explored how theories of reflective practice relate to their own teaching, and so have not made the necessary "paradigmatic changes" which they expect their students to make.

Challenges
Reflective practice "is a term that carries diverse meaning" and about which there is not complete consensus. Professor Tim Fletcher of Brock University argues forward-thinking is a professional habit, but we must reflect on the past to inform how it translates into the present and future. Always thinking about 'what's next' rather than 'what just happened' can constrain an educator's reflective process. The concept of reflection is difficult as beginning teachers are stuck between "the conflicting values of schools and universities" and "the contradictory values at work within schools and within university faculties and with the increasing influence of factors external to school and universities such as policy makers". Conflicting opinions make it difficult to direct the reflection process, as it is hard to establish what values you are trying to align with. It is important to acknowledge reflective practice "follows a twisting path that involves false starts and detours". Meaning once you reflect on an issue it cannot be set aside as many assume. Newman refers to Gilroy's assertion that "the 'knowledge' produced by reflection can only be recognized by further reflection, which in turn requires reflection to recognize it as knowledge". In turn, reflective practice cannot hold one meaning, it is contextual based on the practitioner. It is argued that the term 'reflection' shouldn't be used as there are associations to it being "more of a hindrance than a help". It is suggested the term is referred to 'critical practice' or 'practical philosophy' to "suggest an approach which practitioners can adopt in the different social context in which they find themselves". Meanwhile, Oluwatoyin discusses some disadvantages and barriers to reflective practice as, feeling stress by reflecting on negative issues and frustration from not being able to solve those identified issues, and time constraints. With reflection often taking place independently, educators lack the motivation and assistance in tackling these difficult problems. It is suggested that teachers communicate with one another, or have an indicated individual to talk to, this way there is external informed feedback. Overall, before engaging in reflective practice it is important to be aware of the challenges.

Health professionals
Reflective practice is viewed as an important strategy for health professionals who embrace lifelong learning. Due to the ever-changing context of healthcare and the continual growth of medical knowledge, there is a high level of demand on healthcare professionals' expertise. Due to this complex and continually changing environment, healthcare professionals could benefit from a program of reflective practice.

Adrienne Price explained that there are several reasons why a healthcare practitioner would engage in reflective practice: to further understand one's motives, perceptions, attitudes, values, and feelings associated with client care; to provide a fresh outlook to practice situations and to challenge existing thoughts, feelings, and actions; and to explore how the practice situation may be approached differently. In the field of nursing there is concern that actions may run the risk of habitualisation, thus dehumanizing patients and their needs. In using reflective practice, nurses are able to plan their actions and consciously monitor the action to ensure it is beneficial to their patient.

The act of reflection is seen as a way of promoting the development of autonomous, qualified and self-directed professionals, as well as a way of developing more effective healthcare teams. Engaging in reflective practice is associated with improved quality of care, stimulating personal and professional growth and closing the gap between theory and practice. Medical practitioners can combine reflective practice with checklists (when appropriate) to reduce diagnostic error.

Reflective practice can also help improve cultural sensitivity of healthcare workers. Equality diversity and inclusion reflective practice groups have been shown to be beneficial for improving mental health professionals reflexivity and awareness of equality diversity and inclusion related issues within both direct clinical work with patients, families and systems, as well as professional supervision.

Activities to promote reflection are now being incorporated into undergraduate, postgraduate and continuing medical education across a variety of health professions. Professor of medical education Karen Mann and her colleagues found through a 2009 literature review that in practicing professionals the process of reflection appears to include a number of different aspects, and practicing professionals vary in their tendency and ability to reflect. They noted that the evidence to support curricular interventions and innovations promoting reflective practice remains largely theoretical.

Samantha Davies identified benefits as well as limitations to reflective practice:

Benefits to reflective practice include:
 * Increased learning from an experience or situation
 * Promotion of deep learning
 * Identification of personal and professional strengths and areas for improvement
 * Identification of educational needs
 * Acquisition of new knowledge and skills
 * Further understanding of own beliefs, attitudes and values
 * Encouragement of self-motivation and self-directed learning
 * Could act as a source of feedback
 * Possible improvements of personal and clinical confidence

Limitations to reflective practice include:
 * Not all practitioners may understand the reflective process
 * May feel uncomfortable challenging and evaluating own practice
 * Could be time-consuming
 * May have confusion as to which situations/experiences to reflect upon
 * May not be adequate to resolve clinical problems

Environmental management and sustainability
The use of reflective practice in environmental management, combined with system monitoring, is often called adaptive management. There is some criticism that traditional environmental management, which simply focuses on the problem at hand, fails to integrate into the decision making the wider systems within which an environment is situated. While research and science must inform the process of environmental management, it is up to the practitioner to integrate those results within these wider systems. In order to deal with this and to reaffirm the utility of environmental management, Bryant and Wilson propose that a "more reflective approach is required that seeks to rethink the basic premises of environmental management as a process". This style of approach has been found to be successful in sustainable development projects where participants appreciated and enjoyed the educational aspect of utilizing reflective practice throughout. However, the authors noted the challenges with melding the "circularity" of reflective practice theory with the "doing" of sustainability.

Leadership positions
Reflective practice provides a development opportunity for those in leadership positions. Managing a team of people requires a delicate balance between people skills and technical expertise, and success in this type of role does not come easily. Reflective practice provides leaders with an opportunity to critically review what has been successful in the past and where improvement can be made.

Reflective learning organizations have invested in coaching programs for their emerging and established leaders. Leaders frequently engage in self-limiting behaviours because of their over-reliance on their preferred ways of reacting and responding. Coaching can help support the establishment of new behaviours, as it encourages reflection, critical thinking and transformative learning. Adults have acquired a body of experience throughout their life, as well as habits of mind that define their world. Coaching programs support the process of questioning and potentially rebuilding these pre-determined habits of mind. The goal is for leaders to maximize their professional potential, and in order to do this, there must be a process of critical reflection on current assumptions.

Other professions
Reflective practice can help any individual to develop personally, and is useful for professions other than those discussed above. It allows professionals to continually update their skills and knowledge and consider new ways to interact with their colleagues. David Somerville and June Keeling suggested eight simple ways that professionals can practice more reflectively:
 * 1) Seek feedback: Ask "Can you give me some feedback on what I did?"
 * 2) Ask yourself "What have I learnt today?" and ask others "What have you learnt today?"
 * 3) Value personal strengths: Identify positive accomplishments and areas for growth
 * 4) View experiences objectively: Imagine the situation is on stage and you are in the audience
 * 5) Empathize: Say out loud what you imagine the other person is experiencing
 * 6) Keep a journal: Record your thoughts, feelings and future plans; look for emerging patterns
 * 7) Plan for the future: Plan changes in behavior based on the patterns you identified
 * 8) Create your own future: Combine the virtues of the dreamer, the realist, and the critic

Human activity and work in general
Reflective practices can also be applied to areas of human activity, in particular work, and include considering the impacts of one's (or a workforce's) actions. Relevant considerations could include ethical values, environmental impacts and efficiency and could be determinants of one's choice of activity or work during lifetime. Reflective capacities could be strengthened by education and possibly other means.

title: Reflective practice


text:
Talk:Paul Szabo (politician)

Untitled
Did he make his wife write this??? —Preceding unsigned comment added by 24.42.219.152 (talk • contribs)

title: Talk:Paul Szabo (politician)


text:
Gracehill

Gracehill is a village in County Antrim, Northern Ireland. It lies about 3 km from Ballymena and is in the townland of Ballykennedy (from Baile Uí Cheannada). It is part of the Borough of Mid & East Antrim.

History
The town now known as Gracehill was originally a plot of land in the Ballykennedy townland that was ruled by Lord O'Neill. Gracehill was established as a Moravian planned settlement in 1746 by Reverend John Cennick. It is due to this strong historical background that the county council and the Gracehill Old School Trust have been rallying to have it recognised as Northern Ireland's second World Heritage Site for the last 18 years. If approved this would see the town ranked alongside The Giant's Causeway.

Lord O'Neill agreed to lease about 200 plantation acres of land to Reverend John Cenwick which was divided into smaller portions among the Moravian settlers (otherwise known as the Brethren). The Moravian settlers were German-speaking Protestants. The building of Gracehill began on April 26, 1763. The Reverend John Cenwick had received much push-back in attempting to start building the settlement from the original tenants that Lord O'Neill had removed from the site. O'Neill had only given these tenants 12 months' notice to leave with no compensation for the loss of their lands. However, this push-back eventually ended and the first building to be created in Gracehill town was the Brethren's shop which the town creators thought was vital to the economic and overall prosperity of the town. This building was able to press forward as the Moravian town creators requested to borrow £2000 from the Moravian Directory which they received within 6 months of asking.

In the year 1837, the village was a great success. The plan of the city was in a quadrangle shape and built outwards from the middle. The village consisted of 39 family residents who were all Moravian church members, most of which resided in small cottages. Each resident had sufficient land surrounding their property to grow potatoes and keep a farm animal. The village was decorated with shrubbery and bushes throughout with any new buildings created for specific religious purposes including two principal houses for unmarried brethren and sisters. The principal house for unmarried brethren was also used as a daily school for young boys and girls, including those who were not residents of Gracehill, and a boarding school for young gentlemen. The village also contained a small linen manufacturer to sustain itself.

Education

 * Gracehill Primary School
 * The old Gracehill school building dates back to 1765. It offered classes to young children in the 19th century, including those who did not reside in the village This building was still holding classes until the year 1999. The original building, a long two-storey 10-bay Georgian-style school, is now derelict due to dry rot and fire damage. A local Building Trust has been set up to attempt and turn this original school building into a historical centre for the town.

Sport

 * Galgorm Castle Golf Club - This is a 220-acre, 18 hole golf course.Galgorm Castle Golf Club

Notable people

 * Jane Lewers Gray (1796-1871), American poet and hymnwriter
 * Albert E. S. Smythe (1861–1947), Canadian journalist

title: Gracehill


text:
Talk:Dublin Airport

Add Ethiopian Airlines destinations
Ethiopian airlines fly to Toronto, Washington and Chicago, but they aren't added to the list of destinations, can someone add them please MiloWallace07 (talk) 06:29, 9 June 2023 (UTC)
 * they are not added because it is a tech stop as these flights are not bookable. 97.82.30.107 (talk) 05:07, 30 June 2023 (UTC)
 * @97.82.30.107 oh I didn't know that, thank you! MiloWallace07 (talk) 07:21, 30 June 2023 (UTC)

Semi-protected edit request on 30 June 2023
Can someone remove the start date for Hainan Airlines to Beijing as the airline has commenced service on 27 June 2023. 97.82.30.107 (talk) 05:09, 30 June 2023 (UTC)
 * ✅  — Paper9oll  (🔔 • 📝)  08:14, 30 June 2023 (UTC)

Semi-protected edit request on 21 August 2023
Somebody deleted LUBLIN service by Ryanair with no reference. This service is still Operational and should be reinstated. 2A02:8084:A80:D200:A5A4:D03F:CF7A:CF0C (talk) 19:51, 21 August 2023 (UTC)
 * Red question icon with gradient background.svg Not done: it's not clear what changes you want to be made. Please mention the specific changes in a "change X to Y" format and provide a reliable source if appropriate. M.Bitton (talk) 21:59, 21 August 2023 (UTC)

JetBlue
I wonder how long it will last Trainsspotter4life (talk) 17:30, 25 October 2023 (UTC)
 * Conform this website until 30 September 2024. The Banner  talk 18:10, 25 October 2023 (UTC)

Delta Airlines: Boston
Not a seasonal route as per Flightradar24. Trainsspotter4life (talk) 12:33, 4 November 2023 (UTC)

Does not operate from mid january to mid march, thus a seasonal route.Der HON (talk) 22:06, 8 November 2023 (UTC)

 * Still operating as of December 2023. DL153 on Flightradar24. Showing flights all year round. Trainsspotter4life (talk) 04:37, 30 December 2023 (UTC)
 * Is Flightradar24 a reliable source for general airline news? I know it is reliable for aircraft flying now. The Banner  talk 10:18, 30 December 2023 (UTC)
 * FR24 is quite reliable for all the flights taking place now and in the next seven days. Nevertheless, Deltas DUB-BOS will end on 8th of January and then resume in March, what makes it seasonal. And that is information that you can not look up on FR24, but on other sites like flightconnections or Deltas Homepage. Der HON (talk) 12:21, 30 December 2023 (UTC)

Well Fyi I was down at the Airport yesterday and saw 2 Delta's in the Terminal obviously the one from JFK and the other from Boston. The only other route that Delta has is Atlanta but that is seasonal. Trainsspotter4life (talk) 05:37, 3 January 2024 (UTC)
 * Nevermind. It does end on the 8th but I don't see the point in suspending it for 2 months — Preceding unsigned comment added by Trainspotter (talk • contribs)

title: Talk:Dublin Airport


text:
Tregony

Tregony (Trerigoni), sometimes in the past Tregoney, is a village and former civil parish, now in the parish of Tregony with Cuby, in Cornwall, England, United Kingdom. It lies on the River Fal. In the village there is a post office (now closed and located in the shop), The Kings Arms Pub, shop, a sports and social club and two churches. Tregony has bus links to the nearest city, Truro. Cornelly parish was united with Tregony in 1934. On 1 April 2021 the parish was abolished and merged with Cuby to form "Tregony with Cuby". Tregony was once a port, but clay mining upriver in St Austell has caused the river to become silted over. The population was 768 in 2011 with nearly 15% claiming Cornish identity.

History
The manor of Tregony was recorded in the Domesday Book (1086) when it was held by Frawin from Robert, Count of Mortain. Its earliest known spelling was Trefhrigoni, in 1049. There was 1 hide of land and land for 5 ploughs. There were 2 ploughs, 5 serfs, 3 villeins, 6 smallholders, 12 acres of woodland, 100 acres of pasture, 3 cattle, 40 sheep and 20 goats. The value of the manor was 15 shillings though it had formerly been worth 25 shillings.

Tregony used to be considered a town, and the rotten borough of Tregony elected two members to the Unreformed House of Commons, until the Reform Act 1832 abolished its representation as a rotten borough. At that time the parishes of Tregony and Cuby were united. The arms of the borough of Tregony were A pomegranate Or slipped and leaved Vert.

Tregony was the birthplace of the Anglican churchman Archer Thompson Gurney. The Trewarthenick Estate in the hamlet of Trewarthenick in Cornelly parish, was the birthplace of William Gregor, a geologist-clergyman who discovered titanium. Captain William Hennah RN, who took part in the Battle of Trafalgar retired to Tregony and died there.

Churches and schools
The Church of St James at Tregony was founded in the 11th century but in the early 16th century it was abandoned as it had been submerged by the tidal river. (This was caused by the building of Tregony Bridge ca. 1300 which led to the accumulation of alluvial deposits on the riverbed.) The church valuables were removed to Cuby Church sometime between 1530 and 1553: for many years thereafter the building was quarried for stone and no remains were to be seen by the early 20th century. The church had been founded by the Norman family of Pomeroy whose castle stood here: nearby there were also in mediaeval times a priory and a chapel of St Anne. There are no remains of any of these buildings either.

Since the parish lost its church, the parishioners have used Cuby Church instead. The other active church in Tregony is one of the few remaining independent Congregational churches—those that did not become part of the United Reformed Church. The former Methodist Church still has a small wooden sign on it but is now a private home.

It has a primary school in Back Lane. The area's secondary school, The Roseland Academy (built in 1962), is just over the Parish of Tregony boundary. It has also achieved specialist school status in Music with English and IT.

The almshouses were built in 1696 and rebuilt in 1895.

Cornelly church
The parish of Cornelly near Tregony has a church but no village: it is now grouped with Tregony and Cuby. Cornelly church is dedicated to St Cornelius and was built in the 13th century: the upper part of the tower, the south porch and the windows of the south wall are 15th century additions. The font is probably 16th century but of very crudely carved granite; the pulpit is painted with coats of arms; a monument to Jane Reeves, 1783, has an excellent portrait bust of her.

Cornish wrestling
Cornish wrestling tournaments we held throughout the 1800s and 1900s in a field adjoining the King's Arms.

title: Tregony


text:
Wikipedia:WikiProject Stub sorting/Discoveries/Archive2005-2006

This is an archive of the stub types discovered in 2005 and 2006 from WP:WSS. For current discussions, see WikiProject Stub sorting/Discoveries. For older discussions on this subject, see the Criteria page archive.

Archive1 summary
Archived September 8 2005
 * LACMTA-stub - deleted as per WP:SFD
 * MDpolitician-stub - moved to Maryland-politician-stub as per WP:SFD
 * nintendo-stub - listed on WP:WSS/ST
 * model-stub - listed
 * afl-stub - listed
 * occult-stub - listed
 * Arizona State Route Stub - listed
 * Pakistan-econ-stub - deleted
 * Indian-movie-stub - redirected to India-film-stub
 * Eris-stub - deleted
 * Category:Basic category stubs - kept, marked as not to be used
 * docu-stub - listed
 * firearms-stub - listed
 * loco-stub - listed
 * Dj-stub - moved to DJ-stub
 * Final Fantasy-stub - listed
 * SaGa-stub - deleted
 * Golf-stub - listed
 * OCTA-stub - listed
 * mahjong stub - deleted

Archive2 summary
Archived September 22 2005
 * Systems-stub - deleted as per WP:SFD
 * Denmark-bio-stub - listed on WP:WSS/ST
 * HI-stub - deleted
 * anthropologist-stub - listed
 * LADOT-stub - deleted
 * JNB-stub - renamed to Johannesburg-stub
 * Singapore MRT-stub - moved to Singapore-MRT-stub and deleted
 * Street-stub - redirected to Road-stub
 * Scarface-stub - deleted
 * Ichneumonoidea-stub - deleted

Archive3 summary
Archived October 14 2005

Listed

 * MTR stub - listed on WP:WSS/ST
 * KCR stub - listed
 * Ayyavazhi-stub - listed
 * Looney-tunes-stub - listed
 * Saudi-stub - listed
 * Netherlands-rail-stub - listed
 * Submarine-stub - listed
 * Dinosaur-stub - listed
 * Belgium-bio-stub - listed
 * Golfbio-stub - listed
 * Estonia-bio-stub - listed
 * Belarus-bio-stub - listed
 * Surrey-geo-stub - listed
 * Croatia-stub - listed
 * Netherlands-stub - listed
 * India-university-stub - listed
 * Australia-road-stub - listed
 * Climbingbio-stub - listed
 * jazz-stub - listed (early creation of proposal)
 * polymer-stub - listed (also proposed)

Deleted

 * Teesside-geo-stub - deleted
 * Wwiair-stub - deleted
 * Vabio-stub - deleted
 * Category:Deprecated stubs - speedy deleted

Renamed

 * Kerala Geo Stub - renamed to Kerala-geo-stub as per WP:SFD
 * FR-stub - renamed to ForgottenRealms-stub
 * SA Route Stub - renamed to SA-road-stub
 * Video game music composer-stub - renamed to cvg-musician-stub
 * Canada-poligeo-stub - renamed to Canada-constituency-stub
 * SP-stub - moved to SouthPark-stub

Redirected

 * United States Armed Forces-stub - redirect to US-mil-stub

Archive4 summary
Archived October 21 2005

Listed

 * Vietnam-war-stub
 * Ecuador-geo-stub
 * Venezuela-geo-stub
 * Colombia-geo-stub
 * Guyana-geo-stub
 * Uruguay-geo-stub
 * Paraguay-geo-stub
 * Rwanda-geo-stub
 * Estonia-bio-stub
 * Church-stub
 * France-noble-stub
 * Indonesia-bio-stub
 * France-university-stub
 * Massachusetts-State-Highway-Stub
 * Nigeria-stub
 * Morocco-stub
 * Eritrea-geo-stub
 * Indiana-geo-stub
 * Vermont-geo-stub
 * Kentucky-geo-stub
 * Connecticut-geo-stub

Deleted

 * bike-stub
 * Vietnam-War-stubs
 * Robertehoward-stub
 * State forest-stub
 * Pennsylvania-stub
 * Circus-stub (speedied - re-creation of deleted stub)
 * Shan-stub

Renamed

 * UK law stub → UK-law-stub
 * Mel-suburb-stub → Melbourne-geo-stub
 * Rhode-island-geo-stub → RhodeIsland-geo-stub

Other

 * Pokesectstub - draft rules for WikiProject specific section stubs started
 * Boom-stub - BJAODN

Archive5 summary
Archived November 5 2005

Listed

 * Serbia-stub (category renamed)
 * RAF-stub (category renamed)
 * Perth-stub (category renamed)
 * restaurant-stub
 * Philadelphia-stub
 * Nepal-stub
 * Massachusetts-stub
 * India-actor-stub
 * tv-char-stub
 * NorthernTerritory-geo-stub
 * Korea-rail-stub
 * California-politician-stub
 * Texas-politician-stub
 * Bihar-geo-stub
 * Jharkhand-geo-stub

Renamed

 * Compu-fs-stub ← Compu-storage-stub
 * Serbia and Montenegro-stub ← SerbiaMontenegro-stub
 * Phil-lit-stub ← Phillipines-writer-stub
 * BurkinaFaso-stub ← BurkinaFaso-geo-stub
 * New Hampshire-stub ← NewHampshire-stub

Deleted

 * Agronomy-stub
 * El Salvador-bcast-stub
 * Crab-stub
 * Guatemala-bcast-stub
 * Perthstub (redirect)
 * Cigar-stub
 * Nebraska-stub
 * Bioinformatics-stub

Other
Discussion of electro-stub movement

Archive6 summary
Archived November 18 2005

Listed

 * Finland-musician-stub (after an WP:SFD)
 * Venezuela-bio-stub
 * Qatar-stub (category renamed)
 * Cat-stub
 * Keyboardist-stub
 * Robo-stub
 * Scotland-stub
 * Japan-politician-stub
 * Valencia-stub
 * Radio-station-stub
 * Bolivia-geo-stub

Deleted

 * AM-stub
 * FM-stub
 * Tv-episode-stub
 * Manitoba-stub
 * SEAsian-history-stub
 * Physiology-stub
 * Cuba Rev-stub
 * Uruguay-bio-stub
 * .NET-stub
 * Ontario-gov-stub
 * Health-corp-stub
 * Cheerleading-stub
 * Canada-edu-stub (redirect from rename)
 * Geelong-stub
 * UNMIK, Republik of Kosova

Renamed

 * SA-mil-stub -> SouthAfrica-mil-stub
 * California County Routes Stub -> California-county-route-stub
 * War-stub -> Mil-hist-stub
 * EastEndersStub -> EastEnders-stub
 * China-military-stub -> China-mil-stub

Archive7 summary
Archived November 28 2005

Listed

 * digi-stub
 * Cambodia-stub
 * anthem-stub
 * Japan-university-stub
 * Kuwait-stub
 * Warcraft-stub

Redirected

 * Belarus-bio-stub to Belarus-stub

Other

 * petroleum-stub merged with energy development stub into energy-stub
 * energy development stub merged with petroleum-stub into energy-stub

Archive8 summary
Archived December 29, 2005 - January 3, 2005

Listed

 * Restaurant-stub
 * Fungus-stub
 * India-film-stub
 * Category:Compilation album stubs / compilation-album-stub
 * Spirituality-stub
 * Category:Music biography stubs; music-bio-stub created
 * Galicia-stub (category renamed sans '-related')
 * Philippines-stub (category renamed sans '-related')
 * Scotland-bio-stub
 * Wales-bio-stub
 * Econ-bio-stub (as redirect to Economist-stub)
 * Fiji-geo-stub
 * Horror-stub
 * Pennsylvania-politician-stub
 * Oregon-politician-stub
 * Washington-politician-stub
 * AndhraPradesh-geo-stub
 * Maine-geo-stub
 * NewHampshire-geo-stub

Deleted

 * fictional-place stub
 * MainePBS-stub
 * PBSKids-stub
 * Football-position stub
 * Knife-stub
 * Bakery-stub
 * Event-stub
 * Jockey-stub
 * Fictionalplace-stub
 * Route-stub
 * ContemporaryArtStub
 * Off-stub
 * Hebrides-geo-stub
 * Azeri-stub, Azeri; Azerbaijan-stub redirected to Caucasus-stub
 * Massachusetts-road-stub
 * Caucasus-geo-stub
 * Security-stub
 * Kosovo-stub
 * Catalonia-bio-stub
 * Galicia-bio-stub
 * Galicia-geo-stub
 * Galicia-hist-stub
 * Galicia-writer-stub
 * Bosnia-stub

Renamed

 * ITC Entertainment Productions-stub -> ITCDistributions-stub
 * India-eco-stub -> India-econ-stub
 * Category:Economy of India stubs -> Category:Indian economics and finance stubs
 * Orgchem-stub -> organic-chem-stub
 * Slovak-bio-stub -> Slovakia-bio-stub
 * Canadian law-stub -> Canada-law-stub
 * Env-stub -> Environment-stub
 * Category:Environmental stubs -> Category:Environment stubs
 * Category:U.S. newspaper stubs -> Category:United States newspaper stubs (US-newspaper-stub created)
 * Cat:Canadian newspaper stubs -> Category:Canada newspaper stubs (Canada-newspaper-stub created)

Redirected

 * Basketballbio-stub -> Hoopsbio-stub
 * Musicbio-stub -> Music-bio-stub
 * BiH-stub -> BosniaHerzegovina-stub

Other

 * Category:United Nations stubs - deleted, then recreated & listed for Template:UN-stub
 * Mea-stub -> MEA-expand (no longer a stub template)

Archive9 summary
Archived January 12, 2006

Listed

 * Single-stub
 * Film-studio-stub
 * Scotland-bio-stub
 * Chile-bio-stub
 * Latvia-bio-stub
 * Switzerland-bio-stub
 * NZ-university-stub
 * Electric-loco-stub
 * Diesel-loco-stub
 * Steam-loco-stub
 * manga-cvg-stub (redirect)
 * CapeVerde-geo-stub
 * SEPTA-stub
 * Singapore-MRT-stub
 * Washington-Metro-stub
 * Aviation-stub
 * NZ-rail-stub
 * Paleo-stub
 * Europe-tv-stub
 * Canada-tv-stub
 * Lorraine-geo-stub
 * Australia-bcast-stub
 * India-film-stub
 * HK-film-stub
 * short-film-stub
 * Jazz-album-stub
 * horticulture-stub
 * NewMexico-geo-stub
 * Warof1812-stub
 * International-law-stub
 * US-R&B-band-stub
 * US-RnB-band-stub (redirect)
 * US-pop-band-stub
 * UK-newspaper-stub
 * Languedoc-geo-stub
 * AndamanNicobar-geo-stub
 * Andamans-geo-stub (redirect)
 * Nicobar-geo-stub (redirect)
 * Karnataka-geo-stub
 * MadhyaPradesh-geo-stub
 * Maharashra-geo-stub
 * Rajasthan-geo-stub
 * UttarPradesh-geo-stub
 * Delaware-stub

Deleted

 * Gloucestershire-stub
 * Florida-bio-stub
 * Argentina-poli-stub
 * Politics of argentina stub
 * anime-game-stub
 * Iraq-war-stub
 * Organometallic-compound-stub
 * District Of Columbia-stub
 * Virginia-stub

Renamed

 * textiles-stub -> textile-stub
 * Hardware-cvg-stub -> cvg-hardware-stub

Redirected

 * Rapper-stub -> Hiphop-stub
 * Sociology-stub -> socio-stub

Archive10 summary
Archived on January 27 and February 16, 2006

Listed

 * Portugal-royal-stub
 * Webcomic-author-stub
 * UK-bank-stub
 * UK-retail-stub
 * Germany-university-stub
 * Taiwan-university-stub
 * Image-Comics-stub
 * NZ-school-stub
 * HK-corp-stub
 * Marketing-stub
 * Warhammer-40,000-stub
 * TV-movie-stub
 * Moldova-bio-stub
 * porn-film-stub

Deleted

 * Cfl-stub
 * Organic-compound-start
 * Inorganic-compound-start
 * Experimental-music-stub
 * Ballpark-stub
 * Minnesota-stub
 * Nutri-stub
 * Videogames journalism-stub

Redirected

 * Theology-stub -> Reli-stub

Archive11 summary
Archived June 13, 2006

Listed

 * More US state politician stubs
 * Arizona-politician-stub
 * Delaware-politician-stub
 * Maine-politician-stub
 * NewMexico-politician-stub
 * NorthDakota-politician-stub
 * RhodeIsland-politician-stub
 * SouthCarolina-politician-stub
 * WestVirginia-politician-stub
 * Philippines-politician-stub

Deleted

 * Trotstub
 * tobacco-stub
 * Cold-War-stub
 * Faroe-bio-stub

Renamed

 * Canada-athlete-stub → Canada-sportbio-stub
 * real estate-stub → realestate-stub

Redirected

 * Christianmusic-stub → Christian-music-stub

Other

 * tea-stub kept but rescoped into
 * Mexico-tv-stub kept but rescoped into

Archive12 summary
Archived August 5-6, 2006

Listed

 * Four CVG company stubs (a fifth was renamed)
 * Capcom-stub
 * Konami-stub
 * Namco-stub
 * Sega-stub
 * Canada-artist-stub
 * Disney-comics-stub
 * India-writer-stub
 * US-mil-hist-stub
 * US-military-hist-stub (redirect)
 * French geo stubs
 * Aquitaine-geo-stub
 * Auvergne-geo-stub
 * Bourgogne-geo-stub
 * Bretagne-geo-stub
 * Picardie-geo-stub
 * film-genre-stub
 * afl-bio-stub
 * Switzerland-footybio-stub
 * Romania-footybio-stub
 * Progressive-rock-album-stub

Deleted

 * Britcartoonist-bio-stub
 * Bih-geo-stub
 * AFLstub
 * Education stub
 * farms-stub
 * US-Mil-hist-stub
 * astrologer-stub
 * Whedchar-stub
 * Xenostub
 * Iowa-hwy-stub
 * India-website-stub

Renamed

 * Argentina-sport-stub → Argentina-sport-bio-stub
 * Square Enix-stub → SquareEnix-stub
 * ND-stub → NorthDakota-stub

Redirected

 * RnB-album-stub → R&B-album-stub
 * tvseries-stub → tv-prog-stub
 * Maratha-stub → India-hist-stub

Other
The following discovered redirects to existing stubs were kept and listed as redirects
 * Government-stub → gov-stub
 * author-stub → writer-stub
 * ag-stub → agri-stub
 * agriculture-stub → agri-stub
 * farm-stub → agri-stub
 * farming-stub → agri-stub

All state level stubs of US-stub, US-geo-stub, and Us-school-stub kept either as templates feeding into a nother category or as full stubs of their own depending on the number of stubs.

Archive13 summary
Archived August 7-8, 2006

Listed

 * prison-stub
 * NorthAm-native-stub
 * Korea-film-stub
 * compu-prog-stub
 * Florida-bio-stub
 * NovaScotia-stub
 * Christian-music-stub
 * Tanzania-stub
 * Christian-denomination-stub
 * library-stub
 * metal-song-stub
 * NZ-actor-stub
 * Thriller-film-stub
 * Georgia-stub
 * England-stub
 * Malaysia-stub
 * Serbia-bio-stub
 * Italy-actor-stub
 * Korea-actor-stub
 * Greyhawk-stub
 * Paganism-stub
 * Denmark-band-stub
 * pistol-stub
 * India-school-stub
 * comic-strip-stub
 * Macedonia-stub

Deleted

 * Anti-Pope-stub
 * Florida-sports-stub
 * aero-year-stub
 * UPN-stub
 * Univision-stub
 * Caribbean-bcast-stub
 * gopher-stub
 * Oregon-State-Highway-stub
 * Podcasting stubs
 * Podcast-stub
 * Podcasting-stub
 * Podcasts-stub
 * confectionary-stub
 * Subcats of Firearm stub
 * submg-stub
 * arifle-stub
 * shotgun-stub
 * sniper-stub
 * macgun-stub
 * ammo-stub
 * Music-history-stub
 * Tycoon-cvg-stub
 * Tycoon-cvg-stub

Renamed

 * Western Sahara stub → WesternSahara-stub
 * Macedonian-bio-stub → Macedonia-bio-stub
 * IOM-stub → IsleofMan-stub

Redirected

 * NI-footybio-stub → NI-footy-bio-stub
 * Telemundo-stub → US-bcast-stub
 * AFL-stub → afl-stub
 * analytical-chemistry-stub → physical-chemistry-stub
 * Korea-corp-stub → Korea-company-stub
 * confectionery-stub → confection-stub
 * candy-stub → confection-stub
 * military-stub → mil-stub
 * themepark-stub → ride-stub

Archive14 summary
Archived August 9, 2006

Listed

 * Tanzania-stub
 * Lithuania-bio-stub
 * Philippines-writer-stub
 * Saudi-bio-stub
 * Azerbaijan-stub
 * Brandenburg-geo-stub
 * Slovenia-bio-stub
 * Mexico-singer-stub
 * Thailand-bio-stub
 * US-rail-bio-stub
 * Hindu-myth-stub
 * Poland-band-stub
 * Cyprus-geo-stub
 * SchleswigHolstein-geo-stub
 * mascot-stub
 * Luxembourg-bio-stub
 * postal-stub
 * US writer substypes
 * US-sf-writer-stub
 * US-novelist-stub
 * US-journalist-stub

Deleted

 * PATH-stub
 * Kurd-politician-stub
 * Aramco-stub
 * Marine life-stub
 * Australia-settler-stub
 * StarTrek-ep-stub
 * Digitaldivide-stub
 * building-stub
 * Orthadox-stub (misspelt)

Redirected

 * Catholic-stub → RC-stub
 * Wales-footybio-stub → Wales-footy-bio-stub

Other

 * Tintin-stub made to feed into

Archive15 summary
Archived September 29 2006

Listed

 * Balears-stub/Balearics-stub
 * aerospace-museum-stub
 * hurricane-stub
 * UTexas-stub
 * comics-artist-stub
 * Andorra-stub
 * mascot-stub
 * mast-stub
 * HimachalPradesh-geo-stub
 * Poland-footy-bio-stub
 * China-mil-stub
 * EasternOntario-geo-stub
 * Chhattisgarh-geo-stub
 * Brandenburg-geo-stub
 * US-poet-stub
 * sf-book-stub
 * sf-novel-stub
 * Uzbekistan-geo-stub
 * Mongolia-geo-stub
 * Turkmenistan-geo-stub
 * Tajikistan-geo-stub
 * Kyrgyzstan-geo-stub
 * SaoTomePrincipe-stub
 * Angola-stub
 * Zambia-stub
 * Zimbabwe-stub
 * NHS-stub
 * Mauritania-stub
 * Comoros-stub
 * Seychelles-stub
 * India-sports-stub
 * Pennsylvania-stub
 * Ohio-stub
 * film-producer-stub
 * disaster-stub
 * UK-guitarist-stub
 * France-footyclub-stub
 * Poland geo subs
 * Animal-rights-stub
 * Speech-and-debate-stub
 * textile-stub
 * textile-stub

Deleted

 * Mumbai-stub
 * SA-bio-stub
 * ethical-stub
 * extinction-stub
 * MLS-stub
 * Comic artist-stub
 * travel-stub
 * SaintPetersburg-geo-stub
 * 24 Stubs
 * Nbl-stub
 * Nblbio-stub
 * Beta Theta Pi Chapter-stub
 * Minor-Belgian-city
 * UU stub
 * Dukestub
 * monkey-stub
 * STP-stub
 * IOM-stub
 * NLP-stub
 * dvd-stub
 * NZ-radio-station-stub
 * southcarolina-history-stub
 * 1632-stub
 * clothingstub
 * fashionstub
 * Colorado-photo-stub
 * atlas-stub
 * Bermuda-cricket-bio-stub
 * Inuit reli stub
 * Lea-stub
 * atlas-stub
 * Bermuda-cricket-bio-stub
 * Inuit reli stub
 * Lea-stub

Renamed

 * UU stub → UU-stub and

Redirected

 * Christian-text-stub → Christian-book-stub
 * Africa-stadium-stub → Africa-sports-venue-stub
 * Mexico-stadium-stub → Mexico-sports-venue-stub
 * California-County-Route-stub → California-county-route-stub
 * Archbishop-of-Canterbury-stub → ArchbishopofCanterbury-stub
 * phil-org-stub → philanthropy-org-stub

Other

 * blog-stub at SFD since internet-publish-stub replaces it

Archive16 summary
Archived October 11 2006

Listed

 * Mexico-musician-stub
 * Florida-media-stub
 * Corsica-geo-stub, Limousin-geo-stub, Haute-Normandie-geo-stub
 * Hello!Project-stub
 * Mexico-band-stub, Iceland-band-stub, Turkey-band-stub
 * Pakistan-film-stub, China-film-stub
 * Ukraine-hist-stub, Scotland-hist-stub
 * Dallas-stub
 * 93stub
 * GVRD-stub
 * Louisville-stub
 * abortion-stub
 * Korea-singer-stub
 * Scotland-royal-stub
 * Spain-dramatist-stub, Spain-journalist-stub, Spain-poet-stub
 * Goosebumps-stub
 * Doom-stub, Fighting-cvg-stub, Puzzle-cvg-stub, Rareware-stub
 * China-music-stub
 * Denmark-footyclub-stub, Finland-footyclub-stub, Faroes-footyclub-stub, Iceland-footyclub-stub, Norway-footyclub-stub, Sweden-footyclub-stub
 * rpg-bio-stub
 * Scotland-constituency-stub
 * Ecuador-footy-bio-stub
 * Eritrea-bio-stub
 * NorthwestTerritories-stub, YukonTerritory-stub, Nunavut-stub
 * legislature-stub

Deleted

 * Aragon-stub

Redirected

 * running-stub → athletics-stub
 * blog-stub → internet-publish-stub

Archive17 summary
Last archived on December 07 2006

Listed

 * BBC-radio-stub /
 * BBC-TV-stub /
 * Berber-stub
 * Finland-artist-stub /
 * casino-stub /
 * Christian-theology-stub /
 * Pittsburgh-stub /
 * HongKong-struct-stub /
 * Rwanda-bio-stub /
 * cephalopod-stub /
 * surgery-stub /
 * UK-comics-creator-stub /
 * 1940s-novel-stub /
 * piracy-stub, pirate-stub, privateer-stub /
 * Armenia-hist-stub /
 * Korea-hist-stub /
 * Croatia-hist-stub
 * Serbia-hist-stub
 * NI-footyclub-stub
 * Wales-footyclub-stub

Deleted

 * mathbiostub / mathbio-stub
 * AP-stub
 * Berbers-stub / /
 * Sahaja-stub
 * ABC-stub /
 * CBS-stub /
 * NBC-stub /
 * CNN-stub /
 * Angel-episode-stub /
 * Buffy-episode-stub /
 * Whedon-stub
 * Indian Punjabi-language films-stub /
 * Munich-company-stub /
 * Munich-hist-stub /
 * Munich-bio-stub /
 * Munich-footy-bio-stub /
 * Munich-politician-stub /
 * Munich-university-stub /
 * Munich-geo-stub /
 * Munich-struct-stub /
 * Turkish Republic of Northern Cyprus-stub /
 * Stub-RBARWS /
 * Iceland-airline-stub
 * Northern Irish football club stubs
 * Welsh football club stubs
 * richmond-geo-stub /
 * Northern Irish football club stubs
 * Welsh football club stubs
 * richmond-geo-stub /
 * richmond-geo-stub /

Renamed

 * African-music-stub → Africa-music-stub
 * MMA-stub → mixedmartialart-stub / →
 * Victorian-rail-stub → Victoria-rail-stub / →
 * exoplanet-stub → extrasolar-planet-stub / →
 * exoplanet-stub → extrasolar-planet-stub / →

Redirected

 * Palmsoftware-stub → PalmOS-stub
 * math-bio-stub & maths-bio-stub → mathematician-stub
 * vexillology-stub → flag-stub

Archive18 summary
Please add to this archive until it gets reasonably full, then start a new one

Archived December 28 2006

Listed

 * collegefootball-stub /
 * electromagnetism-stub /
 * Carnatic-music-stub /
 * Ireland-struct-stub /
 * Spain-struct-stub /
 * Zoroastrianism-stub /
 * Paranormal-stub /
 * Cryptozoology-stub
 * molecular-cell-biology-stub & molecular-biology-stub /
 * Denmark-writer-stub /
 * pageant-bio-stub /
 * Belfast-stub & Belfast-geo-stub
 * communist-youth-org-stub /
 * Oklahoma-university-stub /
 * UOklahoma-stub & OKState-stub
 * Macau-geo-stub
 * ghost-town-stub /
 * Finland-myth-stub
 * renewable-energy-stub /
 * sheep-stub /
 * ArtemisFowl-stub /
 * Australia-record-label-stub /
 * Canada-record-label-stub /
 * Germany-record-label-stub /
 * Africa-record-label-stub, Brazil-record-label-stub, Colombia-record-label-stub, Cuba-record-label-stub, HongKong-record-label-stub, Japan-record-label-stub, Mexico-record-label-stub, NewZealand-record-label-stub, Philippines-record-label-stub, PuertoRico-record-label-stub, Russia-record-label-stub, Taiwan-record-label-stub, Austria-record-label-stub, Belgium-record-label-stub, Denmark-record-label-stub, Estonia-record-label-stub, Finland-record-label-stub, France-record-label-stub, Greece-record-label-stub, Iceland-record-label-stub, Ireland-record-label-stub, Israel-record-label-stub, Italy-record-label-stub, Netherlands-record-label-stub, Norway-record-label-stub, Poland-record-label-stub, Spain-record-label-stub, Sweden-record-label-stub, Switzerland-record-label-stub, Turkey-record-label-stub, Scotland-record-label-stub
 * HongKong-politician-stub /
 * Uruguay-politician-stub
 * catfish-stub /
 * rowing-stub /

Deleted

 * Russian university stubs
 * Lithuania-music-stub /
 * Argentina-jewish-institution-stub /
 * American-bio-stub
 * MNTV-stub /
 * Internet-term-stub
 * McDonalds-stub /
 * Ghost town-bio stub
 * African ghost town stub & Asian-ghost town stub /
 * American-ghost town stub /
 * Australian-ghost town stub /
 * British Ghost town stub /
 * Caribbean-ghost town stub /
 * Central American-ghost town /
 * European-ghost town stub /
 * South American-ghost town stub /
 * FSU-metro-stub /
 * SciFiUS-stub /
 * Finnish mythology-stub & Finnic myth-stub /
 * FOX-stub /
 * Ossetia-stub /
 * Ossetia-geo-stub /
 * Ossetia-bio-stub /
 * Ossetia-politician-stub /
 * Lobbying-stub /
 * Biogeography-stub /
 * HongKong-poli-bio-stub & HK-poli-bio-stub & HongKong-gov-bio-stub * HK-gov-bio-stub /
 * Uruguayan-polit-stub, Uruguayan-president-stub
 * ITV-stub /
 * Cebu-stub
 * Biogeography-stub /
 * HongKong-poli-bio-stub & HK-poli-bio-stub & HongKong-gov-bio-stub * HK-gov-bio-stub /
 * Uruguayan-polit-stub, Uruguayan-president-stub
 * ITV-stub /
 * Cebu-stub
 * Cebu-stub

Renamed

 * Russian-university-stub → Russia-university-stub
 * Carnatic music-stub → Carnatic-music-stub
 * arena-stub → icehockey-venue-stub / →
 * Quebec-City-Stub → QuebecCity-stub
 * OU-stub → UOklahoma-stub
 * Ghost town stub → ghost-town-stub
 * Finnish mythology-stub → Finland-myth-stub
 * Artemis Fowl-stub → ArtemisFowl-stub
 * Artemis Fowl-stub → ArtemisFowl-stub

Redirected

 * Supernatural-stub → Paranormal-stub
 * YCL-stub → communist-youth-org-stub
 * CP-stub → communist-party-stub
 * Euro-CP-stub → Euro-communist-party-stub
 * Australian-Greens-politician-stub → AustralianGreens-politician-stub

Archive19 summary
Archived January 19 2007

Listed

 * Anglesey-geo-stub
 * Carmarthenshire-geo-stub
 * Ceredigion-geo-stub
 * Conwy-geo-stub, Denbighshire-geo-stub, Flintshire-geo-stub, Wrexham-geo-stub
 * Cardiff-geo-stub, Rhondda-Cynon-Taff-geo-stub, Merthyr-geo-stub, Bridgend-geo-stub, NeathPortTalbot-geo-stub, ValeofGlamorgan-geo-stub
 * Swansea-geo-stub
 * Torfaen-geo-stub, Monmouthshire-geo-stub, Caerphilly-geo-stub
 * Newport-geo-stub
 * Gwynedd-geo-stub
 * Pembrokeshire-geo-stub
 * Powys-geo-stub
 * Barbershop-quartet-stub /
 * Luxembourg-sport-stub /
 * Australian-baseball-stub /
 * Spain-film-stub /
 * 1908-Olympic-stub /
 * aero-1930s-stub
 * aero-1940s-stub
 * aero-1950s-stub
 * aero-1960s-stub
 * aero-1970s-stub
 * aero-1980s-stub
 * aero-1990s-stub
 * aero-2000s-stub
 * Iran-sport-bio-stub /
 * Somaliland-stub
 * Andalusia-bio-stub
 * cuesport-stub /
 * snooker-stub & snooker-bio-stub /
 * ClujCounty-geo-stub
 * 1930s-horror-film-stub, 1940s-horror-film-stub, 1950s-horror-film-stub
 * 1960s-horror-film-stub /
 * 1970s-horror-film-stub /
 * 1980s-horror-film-stub /
 * 1990s-horror-film-stub /
 * 2000s-horror-film-stub /
 * China-musician-stub
 * Italy-musician-stub
 * Spain-musician-stub
 * Taiwan-musician-stub
 * China-band-stub
 * China-actor-stub
 * SexandtheCity-stub /
 * NoviSad-stub
 * India-lit-stub
 * Texas-bio-stub /
 * Philippines-university-stub & Pakistan-university-stub
 * mixed-drink-stub /
 * creationism-stub /
 * WWII-bio-stub /
 * Hindu-theo-stub /
 * Asia-tv-stub, India-tv-stub, China-tv-stub, Indonesia-tv-stub, Pakistan-tv-stub, Philippines-tv-stub, Singapore-tv-stub, Korea-tv-stub, SouthAm-tv-stub, Venezuela-tv-stub, Brazil-tv-stub, Peru-tv-stub
 * Bangladesh-edu-stub /
 * WesternAustralia-stub /
 * Bangladesh-org-stub & Bangladesh-gov-stub /
 * Singapore-LRT-stub /
 * Nuremberg-U-Bahn-stub /
 * Paris-metro-stub /
 * Alabama-road-stub /
 * Munich-U-Bahn-stub /
 * Berlin-U-Bahn-stub /
 * NYCS-stub /
 * Washington-Metro-stub /
 * Prague-metro-stub /
 * Argentina-film-stub /
 * Philippines-university-stub /
 * Pakistan-university-stub /
 * Indonesia-university-stub
 * Thailand-university-stub /
 * Pakistan-school-stub
 * NewOrleans-stub /
 * multisport-stub
 * Siberia-myth-stub
 * mycologist-stub
 * Romania-battle-stub
 * Siberia-myth-stub
 * mycologist-stub
 * Romania-battle-stub

Deleted

 * Tanzania-politics-stub /
 * BBC-sitcoms-stub /
 * Napoleonic Fiction-stub /
 * Uruguay-celeb-stub
 * Modern English Bible translations-stub
 * India-comedian-stub
 * Wikimedia-stub / and MediaWiki-stub /
 * physiology-stub /
 * cuesports-stub, pool-stub, snookerbio-stub,
 * Tenacious D-stub
 * Bibiquadium-stub
 * Tamil-literature-stub
 * Classical Tamil-stub /
 * dance-song-stub /
 * cocktail-micro /
 * cocktail-expand /
 * Stockholm-stub /
 * Abkhazia-stub /
 * dance-song-stub /
 * cocktail-micro /
 * cocktail-expand /
 * Stockholm-stub /
 * Abkhazia-stub /
 * Abkhazia-stub /

Renamed

 * mtgstub → MTG-game-stub
 * Dharmic-Religion-stub → Dharmic-reli-stub
 * Archbishop-of-York-stub → ArchbishopofYork-stub
 * Bishop-of-Durham-stub → BishopofDurham-stub
 * FireService-stub → firefighting-stub
 * Cluj-stub → ClujCounty-geo-stub
 * SATC-stub → SexandtheCity-stub
 * Novi Sad-stub → NoviSad-stub
 * Southern Gospel-stub → US-southern-gospel-stub
 * Nuremberg U-Bahn stub → Nuremberg-U-Bahn-stub
 * Paris metro stub → Paris-metro-stub
 * Prague metro stub → Prague-metro-stub
 * Paris metro stub → Paris-metro-stub
 * Prague metro stub → Prague-metro-stub
 * Prague metro stub → Prague-metro-stub

Redirected

 * billiards-stub → cuesport-stub
 * India-literature-stub → India-lit-stub
 * Sailor-Moon-stub-section → Sailor Moon sectstub
 * cocktail-stub → mixed-drink-stub
 * NOLA-stub → NewOrleans-stub


text: User talk:84.67.55.116

title: User talk:84.67.55.116


text:
Talk:New York High School for the Performing Arts

Opps. Sorry. There is already a page about this school:

http://en.wikipedia.org/wiki/Fiorello_H._LaGuardia_High_School_of_Music_&_Art_and_Performing_Arts


text:
Hannelore Elsner

Hannelore Elsner (born Hannelore Elstner; 26 July 1942 – 21 April 2019) was a German actress with a long career in television and film. She first performed on stage in Munich, and later starred in popular films and television series such as Die Schwarzwaldklinik (The Black Forest Clinic), and as the lead character, Inspector Lea Sommer, in the series Die Kommissarin. She was recognized internationally for her lead role in the 2000 film Die Unberührbare (No Place to Go), shown at the Cannes Film Festival.

Career
She was born Hannelore Elstner in Burghausen on 26 July 1942. Her five-year-old brother was killed in an air raid at the end of the Second World War. Her father died from tuberculosis when she was eight.

After finishing drama school in Munich, she was engaged at the Munich theatres Münchner Kammerspiele and Kleine Komödie am Max II. She was the first to appear nude on stage at the Kammerspiele.

Elsner appeared in her first film, Alt Heidelberg (Old Heidelberg), in 1959 at age 17. She was discovered for more serious acting by Edgar Reitz, who cast her alongside Elke Sommer for a lead role in the 1973 film Die Reise nach Wien (Trip to Vienna), her first role outside Germany. Later she starred in films and TV series such as Die Schwarzwaldklinik (The Black Forest Clinic). Elsner is remembered for the title role, Inspector Lea Sommer, in the German detective series Die Kommissarin which aired on public television in 66 episodes from 1994 to 2006. She was the first woman to play an inspector in a television series.

Elsner achieved international recognition for her lead role in the 2000 film Die Unberührbare (No Place to Go), which recounts the last days in the life of a writer, based closely on the life of Gisela Elsner, who died by suicide in 1992. The black-and-white film was written and filmed by Gisela Elsner's son, Oskar Roehler. It was a German entry for the Cannes Film Festival, and received three film awards. Elsner's last completed film was Cherry Blossoms and Demons by Doris Dörrie; Dörrie said that Elsner was a great adventurer who threw herself into every role and her life with curiosity, dedication and bravery ("Für mich war Hannelore Elsner eine große Abenteuerin, die sich mit Neugier, Hingabe und Tapferkeit in jede Rolle und in ihr Leben gestürzt hat".)

Elsner also participated in audio plays and read audio books. She worked in an association exhorting people not to forget the Holocaust. She wrote her memoirs in 2011, titled Im Überschwang: Aus meinem Leben (In Exuberance: From My Life), which describe in detail how she grew up in Bavarian provincial surroundings and recount tragic episodes from her childhood.

Awards
For her title role in Die Unberührbare (No Place to Go), Elsner was awarded the Deutscher Filmpreis (German Film Award) in the category Best Actress, the Deutscher Kritikerpreis (German Critics' Prize) and the 2000 Bayrischer Filmpreis (Bavarian Film Award). In 2003, she won the Best Actress category for My Last Film, directed by Oliver Hirschbiegel, at the German Film Awards. In 2005, she received the German Order of Merit for her campaign against AIDS. In 2006, she was awarded the Bavarian Film Award for her life's work.

Personal life and death
Elsner was married three times: to the actor Gerd Vespermann from 1964 to 1966, to the director Alf Brustellin from the 1970s until his death in 1981, and to Uwe B. Carstensen from 1993 until their divorce in 2000. In 1981, she had a son with the director Dieter Wedel.

She died of cancer in a clinic in Munich on 21 April 2019. Hanns-Georg Rodek, in an obituary for Die Welt, described her as "a national institution ... wild, seductive and independent" ("eine nationale Institution ... wild, verführerisch und unabhängig"). The broadcaster BR changed their programming in her honour, to show films that she had appeared in as well as an interview.

Filmography
Films in which Elsner appeared include:

 * Old Heidelberg (1959), as Helene
 * Und sowas nennt sich Leben (1961), as Ulla
 * The Girl with the Narrow Hips (1961), as Yusha
 * Stahlnetz: Spur 211 (Stahlnetz) (1962, TV series episode), as Edith Tirfelder
 * The Endless Night (1963), as Sylvia Stössi
 * An Alibi for Death (1963), as Hanne Wasneck
 * Glorious Times at the Spessart Inn (1967), as Johanna
 * Zur Hölle mit den Paukern (1968), as Geneviève Ponelle
 * Christoph Kolumbus oder Die Entdeckung Amerikas (1969, TV film), as Anacoana
 * Student of the Bedroom (1970), as Brigitte
 * Gentlemen in White Vests (1970), as Susan
 * Willi Manages the Whole Thing (1971), as Constanze
 * The Stuff That Dreams Are Made Of (1972), as Irina
 * ...aber Jonny! (1973), as Monika Winkler
 * Excerpts from the Life of a Good-For-Nothing (1973), as The Countess
 * Trip to Vienna (1973), as Marga Kroeber
 * Challenge to White Fang (1974), as Jane LeClerq
 * Die schöne Marianne (1975, TV series, 13 episodes), as Marianne Ruaux
 * Berlinger (film) (1975), as Maria / Marlit
 * Grete Minde (1977), as Trude Minde
 * The Tailor from Ulm (1978), as Anna Berblinger
 * The Fall (1979 film) (1979), as Alissa Kristlein
 * The Green Bird (1980), as Dr. Renate Winter

 * Who's Crazy, Doc? (1982), as Dorothea von Schög
 * Solo Run (1983, TV film), as Zimra Steffin
 * Man Without Memory (1984), as Dr. Essner
 * A Kind of Anger (1984, TV film), as Adele Sanger
 * Mary Ward (film) (1985), as Mary Ward
 * Parker (1985), as Jillian Schelm
 * Kaminsky (1985), as Nicole Kaminsky
 * Operation Dead End (1985), as Dr. Hoppe
 * Please, Let the Flowers Live (1986), as Yvonne Duhamel
 * Lorentz & Söhne (1988, TV series, 12 episodes), as Katharina Haltermann
 * The Black Forest Clinic (1987–1988, TV series, 6 episodes), as Maria Rotenburg
 * Noch ein Wunsch (1989, TV film), as Brigitte
 * The Eighth Day (1990 film) (1990), as Mrs. De Vries
 * Death Came As a Friend (1991, TV film), as Judith
 * The Long Conversation with the Bird (1992, TV film), as Polly
 * Cliffs of the Death (1993, TV film), as Rita Freymuth
 * Die Kommissarin (1994–2006, TV series, 66 episodes), as Lea Sommer
 * Blutige Spur (1995, TV film), as Maria Dennert
 * Butterfly Feelings (1996, TV film), as Marie-Luise Wendt
 * A Girl Called Rosemary (1996, TV film), as Marga Hartog
 * Andrea und Marie (1998, TV film), as Andrea
 * Kai Rabe gegen die Vatikankiller (1998), as Hilde Strassburger
 * The Cry of the Butterfly (1999), as Susanne Thiess
 * No Place to Go (2000), as Hanna Flanders
 * Ende der Saison (2001, TV film), as Waltraud
 * Beloved Sister (2002, TV film), as Rita
 * My Last Film (2002), as Marie
 * Eine Liebe in Afrika (2003, TV film), as Denise
 * Der Seerosenteich (2003, TV film), as Puppe Mandel
 * Red and Blue (2003 film) (2003), as Barbara Bärenklau
 * Woman Driving, Man Sleeping (film) (2004), as Dr. Sue Süssmilch
 * Alles auf Zucker! (2004), as Marlene Zuckermann
 * The Rose Gardener (2004, TV film), as Beatrice Shaye
 * Die Spielerin (2005 film) (2005, TV film), as Polina Sieveking
 * You Told Me, You Love Me (2006), as Johanna Perl
 * Not All Were Murderers (2006, TV film), as Ludmilla Dimitrieff
 * Smoke Signs (2006), as Annabella Silberstein
 * Vivere (2007), as Gerlinde von Habermann
 * The Visible and the Invisible (film) (2007), as Maria Döbereiner
 * War and Peace (2008, TV miniseries), as Countess Rostova
 * Cherry Blossoms (2008), as Trudi Angermeier
 * Mein Herz in Chile (2008, TV film), as Laura Hansen
 * Zeiten ändern dich (2010), as Mother
 * Hanni & Nanni (2010), as Mrs. Theobald
 * The Last Patriarch (film) (2010, TV film), as Ruth Buchleitner
 * Keep Lying, Darling (2010, TV film), as Martha Ebinghaus
 * Alles Liebe (film) (2010, TV film), as Irma Bergner
 * Promising the Moon (2011), as Marga Baumanis
 * Don't You Believe It! (2012 film) (2012), as Daisy
 * Jesus Loves Me (film) (2012), as Silvia
 * The Whole Shebang (2014 film) (2014), as Ingrid
 * Tour de Force (2014), as Irene
 * Better Than Nothing (film) (2014), as Wally
 * To Life! (2014), as Ruth Weintraub
 * Besondere Schwere der Schuld (2014, TV film), as Agnes Barner
 * A Grand Farewell (2015, TV film), as Ella
 * Family Party (2015 film) (2015), as Renate
 * Hanna's Sleeping Dogs (2016), as Ruth Eberth
 * Wunderlich's World (2016), as Liliane Wunderlich
 * 100 Things (2018), as Renate Konaske
 * Cherry Blossoms and Demons (2019), as Trudi Angermeier
 * Club der einsamen Herzen (2019, TV film), as Kiki
 * Lang lebe die Königin (2020, TV film), as Rose Just (final film role)

title: Hannelore Elsner


text:
Fairlie Harmar

Fairlie Harmar, Viscountess Harberton (1876–1945) was an English painter. She was born in Weymouth, Dorset, and studied at the Slade School of Fine Art. Lady Harberton was married to Ernest Pomeroy, 7th Viscount Harberton.

As a Viscountess, she attended the 1937 Coronation, she smuggled in drawing paper to make sketches for a painting that was later in the Royal Collection.

Whilst reviewing Lady Harberton's work in 1918, Ezra Pound thought she was a man, writing "Mr. F. Harmer [sic] has put good work into it".

title: Fairlie Harmar