title: Pink

text: According to public opinion surveys in Europe and the United States, pink is the color most associated with charm, politeness, sensitivity, tenderness, sweetness, softness, childhood, the feminine, and the romantic. Although it did not have any strong negative associations in these surveys, few respondents chose pink as their favorite color. Pink was the favorite color of only two percent of respondents. There was a notable difference between men and women in regards to a preference for pink; three percent of women chose pink as their favorite color, compared with less than one percent of men. Many of the men surveyed were unable to even identify pink correctly, confusing it with mauve. Pink was also more popular with older people than younger.


title: Pink

text: In Japan, pink is the color most commonly associated with springtime due to the blooming cherry blossoms. This is different from surveys in the United States and Europe where green is the color most associated with springtime.


title: Pink

text: In many languages, the word for the color pink is based on the name of the rose flower; like "rose" in French; "roze" in Dutch; "rosa" in German, Latin, Portuguese, Catalan, Spanish, Italian, Swedish and Norwegian (Nynorsk and Bokmål); "rozovyy/розовый" in Russian; "różowy" in Polish; ורוד ("varód") in Hebrew; গোলাপি ("golapi") in Bangla; and गुलाबी ("gulābee") in Hindi. In English "rose", too, often refers to both the flower and the color.


title: Pink

text: In Danish, Faroese and Finnish, the color pink is described as a lighter shade of red: "lyserød" in Danish, "ljósareyður" in Faroese and "vaaleanpunainen" in Finnish, all meaning "light red". Similarly, some Celtic languages use a term meaning "whitish red": "gwynnrudh" in Cornish, "bándearg" in Irish, "bane-yiarg" in Manx, "bàn-dhearg" in Scottish Gaelic (which also uses "liath-dhearg" "greyish/pale red" and "pinc" from English). In Icelandic, the color is called "bleikur", originally meaning "pale".


title: Pink

text: In the Japanese language, the traditional word for pink, , takes its name from the peach blossom. There is a separate word for the color of the cherry blossom: "sakura-iro". In recent times a word based on the English version, , has begun to be used.


title: Pink

text: In Chinese, the color pink is named with a compound noun 粉紅色, meaning "powder red" where the powder refers to substances used for women's make-up.


title: Pink

text: The Thai word for the color, ชมพู ("chom-puu"), derives ultimately from Sanskrit जम्बू ("jambū") "rose apple".


title: Pink

text: Early pink buildings were usually built of brick or sandstone, which takes its pale red color from hematite, or iron ore. In the 18th century - the golden age of pink and other pastel colors - pink mansions and churches were built all across Europe. More modern pink buildings usually use the color pink to appear exotic or to attract attention.


title: Pink

text: According to surveys in Europe and the United States, pink is the color most associated with sweet foods and beverages. Pink is also one of the few colors to be strongly associated with a particular aroma, that of roses. Many strawberry and raspberry-flavored foods are colored pink and light red as well, sometimes to distinguish them from cherry-flavored foods that are more commonly colored dark red (although raspberry-flavored foods, particularly in the United States, are often colored blue as well). The drink Tab was packaged in pink cans, presumably to subconsciously convey a sweet taste.


title: Pink

text: The pink color in most packaged and processed foods, ice creams, candies and pastries is made with artificial food coloring. The most common pink food coloring is erythrosine, also known as Red No. 3, an organoiodine compound, a derivative of fluorone, which is a cherry-pink synthetic. It is usually listed on package labels as E-127. Another common red or pink (particularly in the United States where erythrosine is less frequently used) is Allura Red AC (E-129), also known as Red No. 40. Some products use a natural red or pink food coloring, Cochineal, also called carmine, made with crushed insects of the family Dactylopius coccus.


title: Pink

text: In Europe and the United States, pink is often associated with girls, while blue is associated with boys. These colors were first used as gender signifiers just prior to World War I (for either girls or boys), and pink was first established as a female gender signifier in the 1940s. In the 20th century, the practice in Europe varied from country to country, with some assigning colors based on the baby's complexion, and others assigning pink sometimes to boys and sometimes to girls.


title: Pink

text: Many have noted the contrary association of pink with boys in 20th-century America. An article in the trade publication "Earnshaw's Infants' Department" in June 1918 said:


title: Pink

text: One reason for the increased use of pink for girls and blue for boys was the invention of new chemical dyes, which meant that children's clothing could be mass-produced and washed in hot water without fading. Prior to this time, most small children of both sexes wore white, which could be frequently washed. Another factor was the popularity of blue and white sailor suits for young boys, a fashion that started in the late 19th century. Blue was also the usual color of school uniforms, for boys and girls. Blue was associated with seriousness and study, while pink was associated with childhood and softness.


title: Pink

text: By the 1950s, pink was strongly associated with femininity but to an extent that was "neither rigid nor universal" as it later became.


title: Pink

text: One study by two neuroscientists in "Current Biology" examined color preferences across British and Chinese cultures and found significant differences between male and female responses. Both groups favored blues over other hues, but women had more favorable responses to the reddish-purple range of the spectrum and men had more favorable responses to the greenish-yellow middle of the spectrum. Despite the fact that the study used adults in mainstream cultures, and both groups preferred blues, and responses to the color "pink" were never even tested, the popular press represented the research as an indication of an innate preference by girls for pink. The misreading has been often repeated in market research, reinforcing American culture's association of pink with girls on the basis of imagined innate characteristics.


title: Pink

text: As of 2008 various feminist groups and the Breast Cancer Awareness Month use the color pink to convey empowerment of women. Breast cancer charities around the world have used the color to symbolize support for people with breast cancer and promote awareness of the disease. A key tactic of these charities is encouraging women and men to wear pink to show their support for breast cancer awareness and research.


title: Pink

text: Toys aimed at girls often display pink prominently on packaging and the toy themselves. This is a relatively recent trend, with toys from the 1920s to the 1960s not being gendered by color (though they were gendered by a focus on domesticity and nurturing). The current color-based gendering of toys can be traced back to the deregulation of children's television programs. This allowed toy companies to produce shows that were designed specifically to sell their products, and gender was an important differentiator of these shows and the toys they were advertising.


title: Pink

text: In its 1957 catalog, Lionel Trains offered for sale a pink model freight train for girls. The steam locomotive and coal car were pink and the freight cars of the freight train were various pastel colors. The caboose was baby blue. It was a marketing failure because any girl who might want a model train would want a realistically colored train, while boys in the 1950s did not want to be seen playing with a pink train. However, today it is a valuable collector's item.


title: Pink

text: As noted above, pink combined with black or violet is commonly associated with eroticism and seduction.


title: Pink

text: Pink is often used as a symbolic color by groups involved in issues important to women, as well as to lesbian, gay, bisexual and transgender people.


title: Pink

text: The word pink is not used for any tincture (color) in heraldry, but there are two fairly uncommon tinctures which are both close to pink:


title: Pink

text: Pink is used for the newsprint paper of several important newspapers devoted to business and sports, and the color is also connected with the press aimed at the gay community.


title: Pink

text: Since 1893 the London "Financial Times" newspaper has used a distinctive salmon pink color for its newsprint, originally because pink dyed paper was less expensive than bleached white paper. Today the color is used to distinguish the newspaper from competitors on a press kiosk or news stand. In some countries, the "salmon press" identifies economic newspapers or economics sections in "white" newspapers. Some sports newspapers, such as "La Gazzetta dello Sport" in Italy, also use pink paper to stand out from other newspapers. It awards a pink jersey to the winner of Italy's most important bicycle race, the Giro d'Italia. (See #Sports).


title: Hans Asperger

text: Johann Friedrich Karl Asperger (, ; 18 February 1906 – 21 October 1980) was an Austrian physician. Noted for his early studies on atypical neurology, specifically in children, he is the namesake of the autism spectrum disorder Asperger syndrome (AS). He wrote more than 300 publications on psychological disorders that posthumously acquired international renown in the 1980s. His diagnosis of autism, which he termed "autistic psychopathy", also garnered controversy. Further controversy arose during the late 2010s over allegations that Asperger referred children to a Nazi German clinic responsible for murdering disabled patients, although his knowledge and involvement remains unknown.


title: Hans Asperger

text: Hans Asperger was born in Hausbrunn, Austria, and raised on a farm not far from the city. The eldest of three sons, he had difficulty finding friends and was considered a lonely, remote child. He was talented in language; in particular, he was interested in the Austrian poet Franz Grillparzer, whose poetry he would frequently quote to his uninterested classmates. He also liked to quote himself and often referred to himself from a third-person perspective.


title: Hans Asperger

text: As a youth, he joined the Wandering Scholars of the Bund Neuland, a conservative Catholic organization within the German Youth Movement. He considered this a formative experience, later stating: "I was molded by the spirit of the German youth movement, which was one of the noblest blossoms of the German spirit."


title: Hans Asperger

text: Asperger studied medicine at the University of Vienna under Franz Hamburger and practiced at the University Children's Hospital in Vienna. He earned his medical degree in 1931 and became director of the special education section at the university children's clinic in Vienna in 1932. He joined the Austrofascist Fatherland Front on 10 May 1934, nine days after Chancellor Engelbert Dollfuss passed a new constitution making himself dictator. Asperger married in 1935 and had five children.


title: Hans Asperger

text: During World War II, he was a medical officer, serving in the Axis occupation of Yugoslavia; his younger brother died at Stalingrad. Near the end of the war, Asperger opened a school for children with Sister Viktorine Zak. The school was bombed and destroyed, Viktorine was killed, and much of Asperger's early work was lost.


title: Hans Asperger

text: Georg Frankl was Asperger's chief diagnostician until he moved from Austria to America and was hired by Leo Kanner in 1937.


title: Hans Asperger

text: Asperger published a definition of autistic psychopathy in 1944 that resembled the definition published earlier by a Russian neurologist named Grunya Sukhareva in 1926. Asperger identified in four boys a pattern of behavior and abilities that included “a lack of empathy, little ability to form friendships, one-sided conversations, intense absorption in a special interest, and clumsy movements”. Asperger noticed that some of the children he identified as being autistic used their special talents in adulthood and had successful careers. One of them became a professor of astronomy and solved an error in Newton's work he had originally noticed as a student. Another one of Asperger's patients was the Austrian writer and Nobel Prize in Literature laureate, Elfriede Jelinek.


title: Hans Asperger

text: In 1944, after the publication of his landmark paper describing autistic symptoms, Asperger found a permanent tenured post at the University of Vienna. Shortly after the war ended, he became director of a children's clinic in the city. It was there that he was appointed chair of pediatrics at the University of Vienna, a post he held for twenty years. He later held a post at Innsbruck. Beginning in 1964, he headed the SOS-Kinderdorf in Hinterbrühl. He became professor emeritus in 1977, and died three years later. AS was named after Hans Asperger and officially recognized in the fourth edition of the "Diagnostic and Statistical Manual of Mental Disorders" (DSM) in 1994; it was removed from DSM-5 and subsumed into autism spectrum disorder in 2013.


title: Hans Asperger

text: Asperger died before his identification of this pattern of behaviour became widely recognised. This was in part due to his work being exclusively in German and as such it was little-translated; medical academics, then as now, also disregarded Asperger's work based on its merits or lack thereof. English researcher Lorna Wing proposed the condition Asperger's syndrome in a 1981 paper, "Asperger's syndrome: a clinical account", that challenged the previously accepted model of autism presented by Leo Kanner in 1943. It was not until 1991 that an authoritative translation of Asperger's work was made by Uta Frith; before this, AS had still been "virtually unknown". Frith said that fundamental questions regarding the diagnosis had not been answered, and the necessary scientific data to address this did not exist.


title: Hans Asperger

text: In the early 1990s, Asperger's work gained some notice due to Wing's research on the subject and Frith's recent translation, leading to the inclusion of the eponymous condition in the International Statistical Classification of Diseases and Related Health Problems 10th revision (ICD-10) in 1993, and the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders 4th revision (DSM-IV) in 1994, some half a century after Asperger's original research.


title: Hans Asperger

text: Despite this brief resurgence of interest in his work in the 1990s, AS remains a controversial and contentious diagnosis due to its unclear relationship to the autism spectrum. In 2010 there was a majority consensus to subsume AS into the diagnosis "Autistic Spectrum Disorder" in the 2013 DSM-5 diagnostic manual. The World Health Organization's ICD-10 Version 2015 describes AS as “a disorder of uncertain nosological validity”.


title: Hans Asperger

text: In his 1944 paper, as Uta Frith translated from the German in 1991, Asperger wrote: "We are convinced, then, that autistic people have their place in the organism of the social community. They fulfill their role well, perhaps better than anyone else could, and we are talking of people who as children had the greatest difficulties and caused untold worries to their care-givers." Based on Frith's translation, however, Asperger initially stated: "Unfortunately, in the majority of cases the positive aspects of autism do not outweigh the negative ones." Psychologist Eric Schopler wrote in 1998:


title: Hans Asperger

text: Asperger's own publications did not inspire research, replication, or scientific interest prior to 1980. Instead, he laid the fertile groundwork for the diagnostic confusion that has grown since 1980.


title: Hans Asperger

text: Since 2009, Asperger's birthday, 18 February, has been declared International Asperger's Day by various governments.


title: Hans Asperger

text: Edith Sheffer, a modern European history scholar, wrote in 2018 that Asperger cooperated with the Nazi regime, including sending children to the Am Spiegelgrund clinic which participated in the euthanasia program. Sheffer wrote a book called "Asperger's Children: The Origins of Autism in Nazi Vienna" (2018), elaborating on her research.


title: Hans Asperger

text: Herwig Czech, another scholar and historian from the Medical University of Vienna, concluded in a 2017 article in the journal "Molecular Autism", which was published in April 2018:


title: Hans Asperger

text: Asperger managed to accommodate himself to the Nazi regime and was rewarded for his affirmations of loyalty with career opportunities. He joined several organizations affiliated with the NSDAP (although not the Nazi party itself), publicly legitimized 'race hygiene' policies including forced sterilizations and, on several occasions, actively cooperated with the child 'euthanasia' program.


title: Hans Asperger

text: Dean Falk, an American anthropologist from Florida State University, questioned Czech and Sheffer's allegations against Hans Asperger in a paper in "Journal of Autism and Developmental Disorders". Czech's reply was published in the same journal. Falk defended her paper against Czech's reply in a second paper.


title: Hans Asperger

text: Norwegian doctor and historical scholar Ketil Slagstad added his interpretation of both Sheffer's and Czech's work in his 2019 article "Asperger, the Nazis and the children - the history of the birth of a diagnosis", in which he describes the nuances of the situation. He offers an alternative explanation of Asperger's involvement: citing the challenges of war, a desire to protect his career, and protection of the children for whom he was caring. Slagstad concluded:


title: Hans Asperger

text: The story of Hans Asperger, Nazism, murdered children, post-war oblivion, the birth of the diagnosis in the 1980s, the gradual expansion of the diagnostic criteria and the huge recent interest in autism spectrum disorders exemplify the historical and volatile nature of diagnoses: they are historic constructs that reflect the times and societies where they exert their effect.


title: Hans Asperger

text: Slagstad wrote, "Historical research has now shown that he [Asperger] was...a well-adapted cog in the machine of a deadly regime. He deliberately referred disabled children to the clinic Am Spiegelgrund, where he knew that they were at risk of being killed. The eponym Asperger’s syndrome ought to be used with awareness of its historical origin".


title: Bradycardia

text: Bradycardia (also sinus bradycardia) is a slow resting heart rate, commonly under 60 beats per minute (BPM) as determined by an electrocardiogram. It is considered to be a normal heart rate during sleep, in young and healthy or elderly adults, and in athletes.


title: Bradycardia

text: In some people, bradycardia below 60 BPM may be associated with fatigue, weakness, dizziness, sweating, and fainting. The term "relative bradycardia" is used to refer to a heart rate slower than an individual's typical resting heart rate. Athletes may have athletic heart syndrome, which includes bradycardia as part of the cardiovascular adaptations to training and participation.


title: Bradycardia

text: Atrial bradycardias are divided into three types. The first, respiratory sinus arrhythmia, is usually found in young and healthy adults. Heart rate increases during inhalation and decreases during exhalation. This is thought to be caused by changes in the vagal tone during respiration.


title: Bradycardia

text: Sinus bradycardia is a sinus rhythm of less than 60 BPM. It is a common condition found in both healthy individuals and those considered well-conditioned athletes. Studies have found that 50–85% of conditioned athletes have benign sinus bradycardia, as compared to 23% of the general population studied. The heart muscle of athletes has a higher stroke volume, so requires fewer contractions to circulate the same volume of blood.


title: Bradycardia

text: The third, sick sinus syndrome, covers conditions that include severe sinus bradycardia, sinoatrial block, sinus arrest, and bradycardia-tachycardia syndrome (atrial fibrillation, atrial flutter, and paroxysmal supraventricular tachycardia).


title: Bradycardia

text: An AV-junctional rhythm, or atrioventricular nodal bradycardia, is usually caused by the absence of the electrical impulse from the sinus node. This usually appears on an electrocardiogram (ECG) with a normal QRS complex accompanied with an inverted P wave either before, during, or after the QRS complex.


title: Bradycardia

text: An AV-junctional escape beat is a delayed heartbeat originating from an ectopic focus somewhere in the AV junction. It occurs when the rate of depolarization of the SA node falls below the rate of the AV node. This dysrhythmia also may occur when the electrical impulses from the SA node fail to reach the AV node because of SA or AV block. This is a protective mechanism for the heart, to compensate for an SA node that is no longer handling the pacemaking activity and is one of a series of backup sites that can take over pacemaker function when the SA node fails to do so. This would present with a longer PR interval. An AV-junctional escape complex is a normal response that may result from excessive vagal tone on the SA node. Pathological causes include sinus bradycardia, sinus arrest, sinus exit block, or AV block.


title: Bradycardia

text: Idioventricular rhythm, also known as atrioventricular bradycardia or ventricular escape rhythm, is a heart rate of less than 50 BPM. This is a safety mechanism when a lack of electrical impulse or stimuli from the atrium occurs. Impulses originating within or below the bundle of His in the AV node will produce a wide QRS complex with heart rates between 20 and 40 BPM. Those above the bundle of His, also known as junctional, will typically range between 40 and 60 BPM with a narrow QRS complex. In a third-degree heart block, about 61% take place at the bundle branch-Purkinje system, 21% at the AV node, and 15% at the bundle of His. AV block may be ruled out with an ECG indicating "a 1:1 relationship between P waves and QRS complexes." Ventricular bradycardias occurs with sinus bradycardia, sinus arrest, and AV block. Treatment often consists of the administration of atropine and cardiac pacing.


title: Bradycardia

text: For infants, bradycardia is defined as a heart rate less than 100 BPM (normal is around 120–160 BPM). Premature babies are more likely than full-term babies to have apnea and bradycardia spells; their cause is not clearly understood. The spells may be related to centers inside the brain that regulate breathing which may not be fully developed. Touching the baby gently or rocking the incubator slightly will almost always get the baby to start breathing again, which increases the heart rate. Medications (theophylline or caffeine) can be used to treat these spells in babies if necessary. Neonatal intensive-care unit (NICU) standard practice is to electronically monitor the heart and lungs for this reason.


title: Bradycardia

text: Non-cardiac causes are usually secondary, and can involve recreational drug use or abuse, metabolic or endocrine issues, especially hypothyroidism, an electrolyte imbalance, neurological factors, autonomic reflexes, situational factors, such as prolonged bed rest, and autoimmunity.


title: Bradycardia

text: Cardiac causes include acute or chronic ischemic heart disease, vascular heart disease, valvular heart disease, or degenerative primary electrical disease. Ultimately, the causes act by three mechanisms: depressed automaticity of the heart, conduction block, or escape pacemakers and rhythms.


title: Bradycardia

text: In general, two types of problems result in bradycardias: disorders of the SA node, and disorders of the AV node.


title: Bradycardia

text: With SA node dysfunction (sometimes called sick sinus syndrome), there may be disordered automaticity or impaired conduction of the impulse from the SA node into the surrounding atrial tissue (an "exit block"). Second-degree sinoatrial blocks can be detected only by use of a 12-lead ECG. It is difficult and sometimes impossible to assign a mechanism to any particular bradycardia, but the underlying mechanism is not clinically relevant to treatment, which is the same in both cases of sick sinus syndrome: a permanent pacemaker.


title: Bradycardia

text: AV conduction disturbances (AV block; primary AV block, secondary type I AV block, secondary type II AV block, tertiary AV block) may result from impaired conduction in the AV node, or anywhere below it, such as in the bundle of His. The clinical relevance pertaining to AV blocks is greater than that of SA blocks.


title: Bradycardia

text: Beta blocker medicines also can slow the heart rate and decrease how forcefully the heart contracts. Beta-blockers may slow the heart rate to a dangerous level if prescribed with calcium channel blocker-type medications. Bradycardia is also part of the mammalian diving reflex.


title: Bradycardia

text: A diagnosis of bradycardia in adults is based on a heart rate less than 60 BPM, although some studies use a heart rate of less than 50 BPM. This is determined usually either by palpation or ECG. If symptoms occur, a determination of electrolytes may be helpful in determining the underlying cause.


title: Bradycardia

text: If a person is unstable, the initial recommended treatment is intravenous atropine. Doses less than 0.5 mg should not be used, as this may further decrease the rate. If this is not effective, intravenous inotrope infusion (dopamine, epinephrine) or transcutaneous pacing should be used. Transvenous pacing may be required if the cause of the bradycardia is not rapidly reversible.


title: Bradycardia

text: In clinical practice, elderly people over age 65 and young athletes of both sexes may have sinus bradycardia. The US Centers for Disease Control and Prevention reported in 2011 that 15.2% of adult males and 6.9% of adult females had clinically-defined bradycardia (a resting pulse rate below 60 BPM).


title: Chris Carmack

text: James Christopher Carmack (born December 22, 1980) is an American actor, singer, and former fashion model. He is known for his roles in three popular television shows—the teen drama series "The O.C." (2003–2004) as Luke Ward, the country music drama "Nashville" as Will Lexington (2012–2018), and the medical drama "Grey's Anatomy" (2018–present) as Dr. Atticus Lincoln.


title: Chris Carmack

text: Carmack has also appeared in films, including "", "", "Love Wrecked", "Beauty & the Briefcase" and "Alpha and Omega".


title: Chris Carmack

text: Carmack was born in Washington, D.C., and grew up in Derwood, Maryland. He has a brother and a sister. As a young boy, he enjoyed participating in all types of sports: baseball, basketball, football, and wrestling. Carmack was also a longtime counselor at Seneca Creek Day Camp, known for singing the original "Rocko the Lazy Moth" and "Ode to Salpino" among other favorites. At Magruder High School, however; his attentions turned to theater and he began working on three productions per year, on-stage and off, in addition to competing in numerous drama festivals.


title: Chris Carmack

text: After graduation, Carmack attended New York University to pursue an arts degree at the Tisch School. He left NYU after he was discovered by John Yannella, a modeling scout, and decided to have a go at the profession. His looks were exactly what Bruce Weber was seeking for Abercrombie & Fitch. The other catalogs and editorials that he has worked for include: Lord and Taylor, Macy's, Target, Who.A.U, "Elle" France, Nautica, Guess?, and "Cosmogirl".


title: Chris Carmack

text: After two years in New York City, Carmack decided to move to Los Angeles and immerse himself in acting. He is best known by global audiences as Luke on the first season of "The O.C.", but did not continue because producers could not guarantee him airtime in the upcoming year. In 2005, Carmack became a model for Ezra Fitch, a limited upscale label sold at Abercrombie & Fitch.


title: Chris Carmack

text: In 2006, Carmack starred in the film "Lovewrecked" with Amanda Bynes and Jonathan Bennett and decided to hone his acting skills in the theaters of New York and London.


title: Chris Carmack

text: From March 16 to May 21, 2006 Carmack starred in the Off-Broadway production of "Entertaining Mr. Sloane" at the Laura Pels Theatre. The play, directed by Scott Ellis, also featured Tony Award nominees Alec Baldwin and Jan Maxwell.


title: Chris Carmack

text: In 2006 Carmack made his London stage debut in a rare revival of Tennessee Williams' "Summer and Smoke", a play that hadn't been performed in London for 55 years. Carmack starred opposite Rosamund Pike and was directed by former Royal Shakespeare Company artistic director Adrian Noble. It played the Apollo Theatre from October 21 – November 25, 2006, failing to complete its scheduled run.


title: Chris Carmack

text: Carmack portrayed Susan Delfino's cousin Tim in the television show "Desperate Housewives" for one episode.


title: Chris Carmack

text: Carmack portrayed Sam Reide, the main character of the film "", the third film in "The Butterfly Effect" film franchise, released in theaters in January 2009. He also made his first voice role in "Alpha and Omega", which was released in theaters in September 17, 2010, and reprised his role as Garth in "", being one of the few actors from the original to appear in at least one sequel.


title: Chris Carmack

text: In 2013, Carmack was cast in the ABC drama series "Nashville" as Scarlett and Gunnar's neighbor Will, a sexy and charming country singer and guitar player. Carmack's character initially appeared to be a womanizer and a potential threat to Scarlett and Gunnar's relationship, but it was revealed that the character is gay, and trying to protect his image as a heterosexual country music heartthrob. Carmack appeared in the final six episodes of the season, and was promoted from a recurring role to a series regular for season 2.


title: Chris Carmack

text: In 2018, Carmack was cast as Dr. Atticus "Link" Lincoln on the ABC hit medical drama "Grey's Anatomy".


title: Chris Carmack

text: In 2019, Carmack made his Hollywood Bowl debut playing the role of Rapunzel's Prince in the show "Into the Woods".


title: Chris Carmack

text: Carmack announced his engagement to Erin Slaver on March 2, 2016. They married on October 20, 2018. Their first daughter was born in August 2016, and a second daughter was born in May 2022.


title: Educational stage

text: Educational stages are subdivisions of formal learning, typically covering early childhood education, primary education, secondary education and tertiary education. The United Nations Educational, Scientific and Cultural Organization (UNESCO) recognizes nine levels of education in its International Standard Classification of Education (ISCED) system (from Level 0 (pre-primary education) through Level 8 (doctoral)). UNESCO's International Bureau of Education maintains a database of country-specific education systems and their stages.


title: Educational stage

text: Education during childhood and early adulthood is typically provided through either a two- or three-stage system of childhood school, followed by additional stages of higher education or vocational education for those who continue their formal education:


title: Educational stage

text: The following table introduces the main concepts, although terms and ages may vary in different places:


title: Educational stage

text: Sudbury schools do not use formal grade levels or educational stages. Instead, students ages 3 through 18 are intermingled in a democratic educational system, relying on a series of certifications to use equipment that may require specialized knowledge or safety procedures. These certifications are not typically restricted by age, but rather by demonstrated ability.


title: Educational stage

text: In Australia, children undergo thirteen years of formal education (plus non-compulsory preschool or kindergarten), usually starting at age 4, 5 or 6, and finishing at age 17, 18 or 19. The years are numbered from "Kindergarten" to 12.


title: Educational stage

text: In New South Wales (NSW), Western Australia (WA), South Australia (SA), Victoria (VIC) and Queensland (QLD) and Tasmania (TAS) primary school is Kindergarten (NSW)/Pre-primary (WA)/Reception (SA)/Prep (VIC, QLD & TAS) and Years 1–6, and secondary school, Years 7–12 (see table below).


title: Educational stage

text: In the Australian Capital Territory (ACT), primary school is Kindergarten/years 1–6, high school is years 7–10, and college or Senior Secondary is years 11 & 12 & 13 (see table below).


title: Educational stage

text: In the Northern Territory (NT), primary school is Transition/years 1–6, middle school is years 7–9, and high school or Senior Secondary is years 10–12 (see table below).


title: Educational stage

text: In Belarus, education is guaranteed for everyone. Primary school lasts for 4 years, but some psycho-physically challenged children study for 5 years according to a special standard. Forms 1 to 9 are considered compulsory. After completing general basic school a person can study in a special establishment to get a job. To enter a higher educational establishment a person must complete general secondary school (all 11 forms) and pass three centralized tests.


title: Educational stage

text: In Brazil, there are three levels of basic education: "Educação Infantil" (preschool), "Ensino Fundamental" (primary school) and "Ensino Médio" (high school), which are generally completed by age eighteen. Basic education is designed to provide the necessary minimum knowledge for the exercise of citizenship. It also serves to develop consciousness for choosing future professions. In Brazil, after the name of the grade one may use the names "série" (series) or "ano" (year). The educational stages in Brazil are divided as follows:


title: Educational stage

text: In Canada, schooling officially begins at Kindergarten (or Maternelle in Quebec), followed by "grades", with some variations for certain levels in certain provinces/territories. When referred to as a grade, school years are usually referred to by their cardinal number ("Grade Three").


title: Educational stage

text: At the post-secondary level in (Anglophone) Canada, a student is usually referred to by the year of study they are in (i.e. First Year, Second Year, etc.). If they are pursuing something higher than an undergraduate degree, the designation usually refers to what year of study they are in since entering Graduate studies (i.e. First Year Graduate Student, etc.). Any student who has completed their first year of undergraduate studies is considered to be an Upper Year Student.


title: Educational stage

text: Each province and territory has its own autonomous education system. As such, the name of each level of education and what year each level begins at will vary across the country (as will the curriculum itself).


title: Educational stage

text: The following table shows how grades are organized in various provinces. Often, there will be exceptions within each province, both with terminology for groups, and which grades apply to each group.


title: Educational stage

text: In the People's Republic of China (excluding Hong Kong and Macau), the years are organized in three stages and renumbered within each stage: 6 years in elementary school (小学) years 1 to 6, then 3 years in middle school (初级中学, abbreviated 初中) years 7 to 9, then 3 years in high school (高级中学, abbreviated 高中) years 10 to 12. The first nine years (elementary 1–6 and middle 1–3) are compulsory, and the years in high school are voluntary. Completing higher secondary education or attaining an equivalent level is required before one may receive higher education (高等教育) at universities.


title: Educational stage

text: Education is compulsory from age 4 to age 15. Education is provided in public and private schools, except Higher Education which is provided only by public universities.


title: Educational stage

text: The Hong Kong system was based on the United Kingdom system, with zero to three optional years at kindergarten, six years of primary school (小學) and six years of secondary school (中學), followed by four years at university. Primary 1–6 (小一 – 小六) corresponds to Years 1–6 in the UK, and Forms 1 – 6 (中一 – 中六) correspond to Years 7–12. Usually students begin Primary 1 at age 5 or 6 and complete Form 6 at age 17 or 18.


title: Educational stage

text: In Hong Kong, international schools follow the system of the country they are based upon, for example the English Schools Foundation uses the UK year system, and the French International School of Hong Kong uses the French école, collège, lycée system. Also, the English term "form" followed by the English number is common usage even in otherwise Cantonese conversations.


title: Educational stage

text: The central and most state boards uniformly follow the "10+2+3" pattern of education. In this pattern, study of 10 years is done in schools and 2 years in Junior colleges, and then 3 years of graduation for a bachelor's degree. The first 10 years is further subdivided into 4 years of primary education, 6 years of High School followed by 2 years of Junior colleges. This pattern originated from the recommendation of the Education Commission of 1964–66.


title: Educational stage

text: The Indian government lays emphasis on primary education, also referred to as elementary education, to children aged 6 to 14 years old. Because education laws are given by the states, duration of primary school visit alters between the Indian states. The Indian government has also banned child labour in order to ensure that the children do not enter unsafe working conditions. However, both free education and the ban on child labour are difficult to enforce due to economic disparity and social conditions. 80% of all recognised schools at the elementary stage are government run or supported, making it the largest provider of education in the country.


title: Educational stage

text: Secondary education covers children aged 12 to 18, a group comprising 8.85 crore children according to the 2001 Census of India. The final two years of secondary is often called Higher Secondary (HS), Senior Secondary, or simply the "+2" stage. The two halves of secondary education are each an important stage for which a pass certificate is needed, and thus are affiliated by central boards of education under HRD ministry, before one can pursue higher education, including college or professional courses.


title: Educational stage

text: UGC, NCERT, CBSE and ICSE directives state qualifying ages for candidates who wish to take board exams. Those at least 15 years old by 30 May for a given academic year are eligible to appear for Secondary board exams, and those 17 by the same date are eligible to appear for Higher Secondary certificate board exams. It further states that upon successful completion of Higher Secondary, one can apply to higher education under UGC control such as Engineering, Medical, and Business Administration.


title: Educational stage

text: India in 29 July approved a new education policy in order to replace the previous education system to an advanced education system. The new policy aims for universalisation of education from pre-school to secondary level with 100 per cent Gross Enrolment Ratio (GER) in school education by 2030 and aims to raise GER in higher education to 50 per cent by 2025.


title: Educational stage

text: The policy also proposes phasing out of all institutions offering single streams and that all universities and colleges must aim to become multidisciplinary by 2040.


title: Educational stage

text: Introducing 3 years of pre-schooling, the National Education Policy 2020 has taken a similar approach like Cambridge and IB, which also offer dedicated Primary Year Programs.


title: Educational stage

text: Dismantling the age-old 10+2 concept, the policy pitches for a "5+3+3+4" design corresponding to the age groups 3–8 years (foundational stage), 8–11 (preparatory), 11–14 (middle), and 14–18 (secondary). This brings early childhood education (also known as pre-school education for children of ages 3 to 5) under the umbrella of formal schooling.


title: Educational stage

text: According to the National Education Policy 2020, the school curriculum and pedagogy will aim for the holistic development of learners by equipping them with the key 21st-century skills. Additionally, it also aims for reduction in the syllabus to enhance essential learning and critical thinking.


title: Educational stage

text: The policy advocates for mother-tongue/local language/regional language as the medium of instruction at least till grade 5, but preferably till Grade 8 and beyond.


title: Educational stage

text: Sanskrit will now be offered at all levels of school and higher education as an option for students including the 3-language formula. Other classical languages and literature of India also to be available as options. In non-Hindi states of India, students will be served as a Hindi alternative, students will have to choose between Hindi and Sanskrit. Tamil, Telugu, Bengali, Punjabi, etc. languages will also be emphasized under NEP2020.


title: Educational stage

text: Foreign languages will also be offered to students. Languages like Japanese, Korean, Russian, etc. will be introduced to them in their secondary school. They can opt for any language they want to learn. The step has been taken to embrace global culture and emphasize a multilingualism approach.


title: Educational stage

text: The NEP proposes sweeping changes including opening up of Indian higher education to foreign universities, dismantling of the UGC and the All India Council for Technical Education (AICTE), introduction of a four-year multidisciplinary undergraduate programme with multiple exit options, and discontinuation of the M Phil programme.


title: Educational stage

text: In school education, the policy focuses on overhauling the curriculum, "easier" Board exams, a reduction in the syllabus to retain "core essentials" and thrust on "experiential learning and critical thinking".


title: Educational stage

text: In Indonesia, children spend 12 years of formal education, but some children attend nursery playgroup (called Kelompok Belajar in 2 years) and attend kindergarten (Called Taman Kanak-Kanak in 2 years).


title: Educational stage

text: The Iranian system has experienced several changes in the last seven to eight decades. Prior to 1940–1950, the education system had consisted of three levels, called in order: an optional year in kindergarten, six years of primary school, finally followed by six years of secondary school ending up with a diploma. After some improvements during Mohammad Reza Shah Pahlavi, the system was changed to four consecutive periods: two optional years in kindergarten and pre-primary school, primary school consisting of 5 years, 3 years in middle school, and finally four years in high school. The system ended up by honoring a diploma in certain majors, e.g. math and physics.


title: Educational stage

text: Around 1996–1997, one year was reduced from the entire education system and one was honored with a diploma after three years in high school. However, if one would have liked to continue her/his education towards university degrees, one would have been required to take the last year, so called pre-university year. This year had been a requirement to participate in the Iranian University Entrance Exam for high school students. Again, around 2012, the system turned back to its previous system, consisting of two 6-year periods.


title: Educational stage

text: There are two formal stages of education in Iran: primary school (دبستان, "Dabestãn") and high school (دبیرستان, "Dabirestãn"). The high school itself is broken into 2 parts: A and B. Preschool educations are informal, therefore Grade 1 is the first year. In Grade 1 (پایه‌ی 1, "Paye 1") also known as the 1st class (کلاس اوّل, "Klãs Avval"), children learn the basics of reading and writing.


title: Educational stage

text: In the Republic of Ireland, there are two levels of compulsory education; primary school ("ca."4–12 years of age) and secondary school ("ca."12–18 years). The names of each class are as follows:


title: Educational stage

text: In Italy, education is compulsory from the age of 6 to the age of 16. On parents' demand, children can start the "Scuola primaria" (see below) one year earlier.


title: Educational stage

text: In Japan, the years are organized in three stages and renumbered within each stage: 6 years in elementary school (小学校, "shōgakkō") years 1 to 6, then 3 years in lower secondary (中学校, "chūgakkō") years 1 to 3, then 3 years in higher secondary (高等学校, "kōtōgakkō", abbreviated 高校, "kōkō") years 1 to 3. The first nine years (elementary 1–6 and lower secondary 1–3) are compulsory, and the years in higher secondary school are voluntary. Completing higher secondary education or attaining an equivalent level is required before one may receive higher education at universities (大学, "daigaku").


title: Educational stage

text: Compulsory education in Malaysia spans a period of 11 years and comprises both primary and secondary education. Kindergarten is optional.


title: Educational stage

text: Malaysian primary school consists of six years of education, referred to as Year 1 to Year 6 (formerly Standard 1 to Standard 6). Year 1–3 are classified as Level One ("Tahap Satu" in Malay) while Year 4–6 make up Level Two ("Tahap Dua"). Primary schooling usually begins at the age of 7 and ends at 12. Students take their first national examination, the UPSR, towards the end of the Year 6 school year. Performance in the UPSR has no effect on their resuming schooling; all students continue with their secondary education after leaving primary school.


title: Educational stage

text: Secondary schooling usually begins at age 13. Secondary schools offer education for a total of five years, starting with Form 1 and finishing at Form 5. Forms 1–3 are grouped together into the "Lower Form" and Forms 4 and 5 are considered the "Upper Form". Students in Form 3 will have to sit for their second national exam, the PT3. They are then streamed into sciences or humanities classes for the Upper Form according to their performance in this exam. At age 17 students in Form 5 sit for the final level of national examinations, the SPM (Malaysian Certificate of Education). Achieving a passing grade in the "Bahasa Melayu" (Malay Language) portion of the exams is compulsory; failure results in an automatic failing grade for all subjects taken in the examination and the student is held back to repeat Form 5. Completion of the examination signifies that the student has completed formal education in Malaysia; an SPM certificate remains the base requirement to secure most jobs in Malaysia.


title: Educational stage

text: After the SPM, students have a choice of either continuing with Form 6 (which comprises 2 years, Lower and Upper Six) or entering matriculation (pre-university programs). If they opt for Form 6, they will be required to take the STPM examination. Although generally taken by those desiring to attend public universities in Malaysia, an STPM certification is internationally recognized and may also be used, though rarely required, to enter private local universities for undergraduate courses.


title: Educational stage

text: In Mexico, grades 1 through 12 can be divided into two stages: "Educación Básica," and "Educación Media Superior". "Educación Básica" covers pre-primary education to the equivalent of eighth grade. "Educación Media Superior" covers ninth through twelfth grade, and students' levels are identified by their current semester, not by their grade.


title: Educational stage

text: In Nepal, the stages of education are primary education, secondary education, and higher secondary. Pre-primary education is also found in some areas. Generally, the pre-primary level covers nursery and kindergarten. Primary education consists of grades one through five, while lower secondary education covers grades six through eight and secondary education covers grades nine through ten. Higher secondary covers grades eleven and twelve. Students get Secondary Education Examination certificate in grade ten. According to the new Education Act, the national grade 12 Examination will result in the School Leaving Certificate (SLC).


title: Educational stage

text: In New Zealand children are required by law to attend 10 years of educational instruction, from the age of 6 to 16. The law also provides in the same legislation that all people are allowed to attend free education to the age of 18, this legislation is the Education Act 1989. Children can be enrolled at primary school when they turn five years old, and must be enrolled by the time they turn six years old. From years 1–6 students attend primary school. In years 7 and 8 students attend intermediate, or a joint school (years 1–8 or years 7–13). The final years of free education are spent in secondary school (years 9–13). New Zealand also has two older educational stage-numbering systems; standards 5 and 6 were largely unused with the introduction of intermediate schools in the 1950s, while "primmer" numbering was in use well into the 1970s, and some academically focused secondary schools still use "form" numbering.


title: Educational stage

text: In Norway children start school at the age of six; before that kindergarten is voluntary. This school is called "barneskole" (childrenschool):


title: Educational stage

text: The second school is "ungdomsskole" (youth-school). At this level the students are rated with grades in each subject, in addition to behavior and orderliness:


title: Educational stage

text: The last school before higher education is called "videregående skole" (ongoing school) and is voluntary, though most choose to attend. At this level students decide among separate career-related schools. The most popular such school is designed to prepare one for further education, while others prepare students for such as mechanics, electricians, cooks and so on. Educational stages in these schools begin again at "one" and are named Vg1, Vg2, Vg3 and Vg4. Some of the more practical schools last only two years, and some students may choose to attend an extra year to study higher education. The typical duration is three years, though some schools offer a four-year program to enable students to engage in more athletics or gather real work experience.


title: Educational stage

text: From 1945 to June 5, 2011, there were ten years of compulsory education; this was increased to twelve years on June 6, with the implementation of the K-12 curriculum. School years start in the first or second week of June, and end in the last week of March or first week of April. There are three stages of education in the Philippines – elementary school, junior high school, and senior high school.


title: Educational stage

text: From 1998 to 2019, the Polish education system was divided into six years of primary education, followed by three years of secondary education and three or four years of optional high school education. Attending general education high school or vocational school allows graduates to attend university while attending a basic vocational school ("zasadnicza szkoła zawodowa") requires its graduates to attend supplementary "liceum"s. Since 2019, the three stages were merged into two. Kindergarten education is optional, while compulsory education starts with year 0. The school year lasts from early September to late June, with the exception of the final year of high school, which ends in late April. From 1998 to 2019, the educational stages were:


title: Educational stage

text: In Russia, compulsory education lasts eight or nine years and begins the year the child turns seven (8 years) or, sometimes, six (9 years). The first stage of elementary school can last either 3 years (so called 1–3 programme for children starting at the age of 7) or 4 years (so called 1–4 programme for children starting at the age of 6). After of the first stage all pupils enter 5th grade, thus pupils that started at the age of 7 do not attend the 4th grade.


title: Educational stage

text: While it is not compulsory to remain in school after graduating from middle school, a student cannot progress to tertiary school without graduating from high school or vocational school.


title: Educational stage

text: In Serbia, children undergo thirteen years of formal education, usually starting at age 4, 5 or 6, and finishing at age 18 or 19. By the law children need to enter Primary school at the year they will turn 7 years of age, with some wiggle room if the child is born too close to a new year. The first four years of primary school, children have their own classroom and one teacher that teaches them all the subjects, from grade 5 of primary school to the end of high school lessons are held by number of teachers specialised for specific subjects and children change their classrooms every class. Children start their school year on September 1, and end the year at the end of June/beginning of July. The exception is the grade 8 of primary school and the grade 4 of high school when the classes end a couple of months earlier so the children can study for their entry exams for high school/college. Depending on which high school a child chooses, they can get more focused education and a professional degree. High school is not compulsory education but is needed to get some professional degrees in order to be able to find a job (for example: Nurse, Locksmith, Computer network administrator, Textile design technician, etc.)


title: Educational stage

text: In Singapore, compulsory education lasts ten years and begins the year the child turns seven. However, most children receive a preschool education spanning two to three years before entering primary school after which they will move on to a secondary school, where Sec 5 is only made compulsory for students who have achieved a determined score for their PSLE. For Secondary School, there are three streamings: Express (Exp), Normal Academic (NA), and Normal Technical (NT), among which Exp and NT students study for four years while NA students need to study for five years. The Exp stream leads to a Singapore-Cambridge GCE Ordinary Level while the NA and NT stream leads to a Singapore-Cambridge GCE Normal Level. Some schools also offer the Integrated Programme which combines secondary school and junior college to directly offer the Singapore-Cambridge GCE Advanced Level. Depending on which stream one is in, and whether the school's scoring requirement is met, a student may be retained/transferred to NA/NT.


title: Educational stage

text: While it is not compulsory to remain in school after graduating from secondary school, most go on to receive their tertiary education at a Junior College, a polytechnic, or an institute of technical education (ITE) before moving on to university. Most junior colleges offer the Singapore-Cambridge GCE Advanced Level while some offer the International Baccalaureate after 2 years of study.


title: Educational stage

text: In Spain, education is divided into several stages: Kindergarten, primary education and secondary education. Kindergartens are schools for children 0–3 years old, and are normally private institutions, although some of them receive public funding as well ("Concertados"). Primary education is delivered almost exclusively through primary schools which offer education for pupils aged between 3 and 12. Children are entitled to preschool education from their third birthday, although it is not compulsory (but it is recommended) and must enter compulsory education from the September after their 5th birthday. There is some leeway in the starting date for pupils.


title: Educational stage

text: Education lasts 6 years in the compulsory section of primary school, before pupils move to a secondary school for between 4 and 6 years, the last two being optional. There is some variation in the phasing of education because private institutions may provide education from kindergarten or primary school until the end of secondary school, and private institutions with public funding normally teach from kindergarten until the 4th year in the secondary school level.


title: Educational stage

text: Sri Lanka enforces compulsory education and it is mandatory for a child to at least complete one year of pre-school by the time the child reaches the completion of age 4. By the time they have reached the age of 5 years, enrollment to Grade 1 is made a legal obligation with continuation through at least age 14.


title: Educational stage

text: Primary school to higher education are primarily funded and overseen by two governmental ministries and the main Department.


title: Educational stage

text: Undergraduate education in state universities is free but extremely competitive, limited, and standardized.


title: Educational stage

text: Selection of students is done on the basis of rank order on average Z Scores obtained by candidates at the Advanced Level under a transparent national policy to replicate a district basis representation. Only the top students from each district receive admission.


title: Educational stage

text: In Sweden children start school at the age of six with preschool class; before that preschool is voluntary.


title: Educational stage

text: The last school before higher education is called "gymnasiet" (ongoing school) and is voluntary, though most choose to attend. At this level students decide among separate career-related programmes.


title: Educational stage

text: In England, Wales and Northern Ireland education is divided into two stages: primary education and secondary education. Required assessment within the National Curriculum takes place in years 2 and 6 (National Curriculum assessments) and Year 11 (GCSEs). School education is generally followed by two years of further education – often in a 6th form or 6th form college and then three or four years at university by those who decide to stay in education.


title: Educational stage

text: In England, children begin school either in the school year or school term in which they reach their fifth birthday. In Wales, children begin school on a part-time basis the September after they reach their third birthday. Primary schools educate children from Reception through to Year 6, and may be subdivided into infant and junior schools. Alternatively, children may attend private prep schools.


title: Educational stage

text: Secondary education is compulsory to the age of 16. However, in England you will be required to return to full-time education, take on an apprenticeship or internship or work or volunteer at least 20 hours a week while part-time studying until the age of 18. Schools have various possible names, such as grammar, comprehensive and secondary schools, which may or may not indicate selective admission or tuition fees (see main article). Sixth form education is not compulsory at present, and not all secondary schools have a sixth form. There are also 6th form colleges just for Year 12 and 13 students.


title: Educational stage

text: Some secondary schools still use the 'form' system, with Year 7 being 1st Form (or '1st year'), Year 8 being Second Form, et cetera, up until Year 12 and Year 13, which together make up the 6th Form (namely lower and upper sixth form). Some independent schools use other naming systems.


title: Educational stage

text: In some areas in England, a three-tier system of education is used, in which students pass through three stages: First school/Lower school (Reception to Year 3/4), Middle school (Year 4/5 to Year 7/8) and finally High or Upper School (Year 8/9–Year 13)


title: Educational stage

text: In Scotland, education is divided into two stages: primary education and secondary education. Primary education is delivered almost exclusively through primary schools which offer education for pupils aged between 4 and 12. Children are entitled to pre-school education from their third birthday, and must enter compulsory education from the August after their 5th birthday. There is some leeway in the starting date for pupils.


title: Educational stage

text: Education lasts 7 years in the primary school, before pupils move to a secondary school for between 4 and 6 years, the last two being optional.


title: Educational stage

text: There is some variation in the phasing of education in more remote areas of Scotland, where provision may be made in a through school, or in other combinations of institutes.


title: Educational stage

text: In the United States (U.S.), "grades" traditionally begin at 1 and run to 12; they are referred to by ordinal number (e.g., first grade or 1st grade). An additional preceding level called kindergarten ("K") is now standard in most areas, and a further preceding level called preschool education or nursery school is not uncommon. In some parts of the state of Wisconsin, kindergarten is split further into junior and senior kindergarten.


title: Educational stage

text: Before the term "middle school" became much more common, 7th and 8th grades were placed in "junior high school". In certain junior high schools, either 6th grade or 9th grade was also included (but not both in the same school).


title: Educational stage

text: At the secondary school level ("high school"), the 9th through 12th grades are also known respectively as freshman (or "first-year"), sophomore, junior, and senior. At the postsecondary or "undergraduate" level (college or university), the same four terms are reused to describe a student's college years, but numbered grades are not used at the college level. American graduate and postgraduate education does not use grades.


title: Educational stage

text: The adjacent Table US outlines the ages, in years, of each grade level in the US. However, students are sometimes older because of grade retention or younger because of grade skipping.


title: Educational stage

text: Elementary school students at a specific grade level are traditionally assigned to a single class that usually stays together in the same classroom with the same teacher throughout each school day for the entire school year (although the teacher may temporarily hand off the class to specialists for certain subject matter units, especially science). Students in middle school and high school are allowed to build schedules from a mix of required and elective courses taught by different teachers in different classrooms, must rush from one course to the next during each school day, and are more likely to encounter students from different grades in their courses (especially electives).


title: Misoprostol

text: Misoprostol is a synthetic prostaglandin medication used to prevent and treat stomach and duodenal ulcers, induce labor, cause an abortion, and treat postpartum bleeding due to poor contraction of the uterus. Misoprostol is taken by mouth when used to prevent gastric ulcers in persons taking NSAIDs. For abortions it is used by itself and with mifepristone or methotrexate. By itself, effectiveness for abortion is between 66% and 90%. For labor induction or abortion, it is taken by mouth, dissolved in the mouth, or placed in the vagina. For postpartum bleeding it may also be used rectally.


title: Misoprostol

text: Common side effects include diarrhea and abdominal pain. It is pregnancy category X meaning that it is known to result in negative outcomes for the fetus if taken during pregnancy. In rare cases, uterine rupture may occur. It is a prostaglandin analogue—specifically, a synthetic prostaglandin E (PGE).


title: Misoprostol

text: Misoprostol was developed in 1973. It is on the World Health Organization's List of Essential Medicines. It is available as a generic medication.


title: Misoprostol

text: Misoprostol is used for the prevention of NSAID-induced gastric ulcers. It acts upon gastric parietal cells, inhibiting the secretion of gastric acid by G-protein coupled receptor-mediated inhibition of adenylate cyclase, which leads to decreased intracellular cyclic AMP levels and decreased proton pump activity at the apical surface of the parietal cell. Because other classes of drugs, especially H2-receptor antagonists and proton pump inhibitors, are more effective for the treatment of acute peptic ulcers, misoprostol is only indicated for use by people who are both taking NSAIDs and are at high risk for NSAID-induced ulcers, including the elderly and people with ulcer complications. Misoprostol is sometimes coprescribed with NSAIDs to prevent their common adverse effect of gastric ulceration (e.g., with diclofenac in "Arthrotec").


title: Misoprostol

text: However, even in the treatment of NSAID-induced ulcers, omeprazole proved to be at least as effective as misoprostol, but was significantly better tolerated, so misoprostol should not be considered a first-line treatment. Misoprostol-induced diarrhea and the need for multiple daily doses (typically four) are the main issues impairing compliance with therapy.


title: Misoprostol

text: Misoprostol is commonly used for labor induction. It causes uterine contractions and the ripening (effacement or thinning) of the cervix. It can be less expensive than the other commonly used ripening agent, dinoprostone.


title: Misoprostol

text: Oxytocin has long been used as the standard agent for labor induction, but does not work well when the cervix is not yet ripe. Misoprostol also may be used in conjunction with oxytocin.


title: Misoprostol

text: Between 2002 and 2012, a misoprostol vaginal insert was studied, and was approved in the EU. It was not approved for use in the United States, and the US FDA still considers cervical ripening and labor induction to be outside of the approved uses for misoprostol.


title: Misoprostol

text: When administered prior to myomectomy in women with uterine fibroids, misoprostol reduces operative blood loss and requirement of blood transfusion.


title: Misoprostol

text: Misoprostol is used either alone or in conjunction with another medication (mifepristone or methotrexate) for medical abortions as an alternative to surgical abortion. Medical abortion has the advantage of being less invasive, and more autonomous, self-directed, and discreet. It is preferred by some women because it feels more "natural," as the drugs induce a miscarriage. It is also more easily accessible in places where abortion is illegal. The World Health Organization provides clear guidelines on the use, benefits and risks of misoprostol for abortions.


title: Misoprostol

text: Misoprostol is most effective when it is used in combination with methotrexate or mifepristone (RU-486). Mifepristone inhibits the signals of pregnancy hormones, eventually causing the uterine lining to degrade, similar to a period, which cause the embryo to detach from the uterus walls. Misoprostol then dilates the cervix and induces muscle contractions which clear the uterus. Misoprostol alone is less effective (typically 88% up to eight-weeks gestation). It is not inherently unsafe if medically supervised, but 1% of women will have heavy bleeding requiring medical attention, some women may have ectopic pregnancy, and the 12% of pregnancies that continue after misoprostol failure are more likely to have birth defects and are usually followed up with a more effective method of abortion.


title: Misoprostol

text: Most large studies recommend a protocol for the use of misoprostol in combination with mifepristone. Together they are effective in around 95% for early pregnancies. Misoprostol alone may be more effective in earlier gestation. WHO guidelines recommend for pregnancies up to 12 weeks to use 12 tablets of 200 mcg (micrograms). The woman should put 4 tablets of misoprostol under the tongue or far up the vagina and let them dissolve for 30 minutes. The woman should wait 3 hours and repeat with 4 pills under the tongue or in the vagina for 30 minutes. She should wait 3 hours and repeat once more. It works in 90% after first attempt and, in case of failure, the attempt may be repeated after a minimum of 3 days.


title: Misoprostol

text: Misoprostol can also be used to dilate the cervix in preparation for a surgical abortion, particularly in the second trimester (either alone or in combination with laminaria stents). Vaginal misoprostol can also be used to facilitate intrauterine device insertion after previous insertion failure.


title: Misoprostol

text: Misoprostol by mouth is the least effective treatment for producing complete abortion in a period of 24 hours due to the liver's first-pass effect which reduces the bioavailability of the misoprostol. Vaginal and sublingual routes result in greater efficacy and extended duration of action because these routes of administration allow the drug to be directly absorbed into circulation by bypassing the liver first-pass effect.


title: Misoprostol

text: Hematocrit or Hb tests and Rh testing are recommended before use for abortion confirmation of pregnancy. Following use, it is recommended that people attend a follow-up visit 2 weeks after treatment. If used for treatment of complete abortion, a pregnancy test, physical examination of the uterus, and ultrasound should be performed to ensure success of treatment. Surgical management is possible in the case of failed treatment.


title: Misoprostol

text: Misoprostol may be used to complete a miscarriage or missed abortion when the body does not expel the embryo or fetus on its own. Compared to no medication or placebo, it could decrease the time to complete expulsion. Use of a single dose of misoprostol vaginally or buccally is preferred, with additional doses as needed. It also can be used in combination with mifepristone, with a similar regimen to medical abortion.


title: Misoprostol

text: Misoprostol is regularly used in some Canadian hospitals for labour induction for fetal deaths early in pregnancy, and for termination of pregnancy for fetal anomalies. A low dose is used initially, then doubled for the remaining doses until delivery. In the case of a previous Caesarian section, however, lower doses are used.


title: Misoprostol

text: Misoprostol is also used to prevent and treat post-partum bleeding. Orally administered misoprostol was marginally less effective than oxytocin. The use of rectally administered misoprostol is optimal in cases of bleeding; it was shown to be associated with lower rates of side effects compared to other routes. Rectally administered misoprostol was reported in a variety of case reports and randomised controlled trials. However, it is inexpensive and thermostable (thus does not require refrigeration like oxytocin), making it a cost-effective and valuable drug to use in the developing world. A randomised control trial of misoprostol use found a 38% reduction in maternal deaths due to "post partum" haemorrhage in resource-poor communities. Misoprostol is recommended due to its cost, effectiveness, stability, and low rate of side effects. Oxytocin must also be given by injection, while misprostol can be given orally or rectally for this use, making it much more useful in areas where nurses and physicians are less available.


title: Misoprostol

text: In women with prior caesarean section or prior failure of insertion of an intrauterine contraceptive device, pre-procedure administration of misoprostol reduces the rate of failure of insertion of intrauterine contraceptive device. However, due to a higher rate of adverse effects, routine use of misoprostol for this purpose in other women is not supported by the data.


title: Misoprostol

text: For cervical ripening in advance of endometrial biopsy to reduce the need for use of a tenaculum or cervical dilator.


title: Misoprostol

text: There is limited evidence supporting the use of misoprostol for the treatment of trigeminal neuralgia in patients with multiple sclerosis.


title: Misoprostol

text: The most commonly reported adverse effect of taking misoprostol by mouth for the prevention of stomach ulcers is diarrhea. In clinical trials, an average 13% of people reported diarrhea, which was dose-related and usually developed early in the course of therapy (after 13 days) and was usually self-limiting (often resolving within 8 days), but sometimes (in 2% of people) required discontinuation of misoprostol.


title: Misoprostol

text: The next most commonly reported adverse effects of taking misoprostol by mouth for the prevention of gastric ulcers are: abdominal pain, nausea, flatulence, headache, dyspepsia, vomiting, and constipation, but none of these adverse effects occurred more often than when taking placebos. In practice, fever is almost universal when multiple doses are given every 4 to 6 hours.


title: Misoprostol

text: There are increased side effects with sublingual or oral misoprostol, compared to a low dose (400 ug) vaginal misoprostol. However, low dose vaginal misoprostol was linked with low complete abortion rate. The study concluded that sublingually administered misoprostol dosed at 600 ug or 400 ug had greater instances of fever and diarrhea due to its quicker onset of action, higher peak concentration and bioavailability in comparison to vaginal or oral misoprostol.


title: Misoprostol

text: For the indication of medical abortion, bleeding and cramping is commonly experienced after administration of misoprostol. Bleeding and cramping is likely to be greater than that experienced with menses, however, emergency care is advised if bleeding is excessive.


title: Misoprostol

text: Misoprostol should not be taken by pregnant women with wanted pregnancies to reduce the risk of NSAID-induced gastric ulcers because it increases uterine tone and contractions in pregnancy, which may cause partial or complete abortions, and because its use in pregnancy has been associated with birth defects.


title: Misoprostol

text: All cervical ripening and induction agents can cause uterine hyperstimulation, which can negatively affect the blood supply to the fetus and increases the risk of complications such as uterine rupture. Concern has been raised that uterine hyperstimulation that occurs during a misoprostol-induced labor is more difficult to treat than hyperstimulation during labors induced by other drugs. Because the complications are rare, it is difficult to determine if misoprostol causes a higher risk than do other cervical ripening agents. One estimate is that it would require around 61,000 people enrolled in randomized controlled trials to detect a difference in serious fetal complications and about 155,000 people to detect a difference in serious maternal complications.


title: Misoprostol

text: It is recommended that medical treatment for missed abortion with misoprostol should only be considered in people without the following contraindications: suspected ectopic pregnancy, use of non-steroidal drugs, signs of pelvic infections or sepsis, unstable hemodynamics, known allergy to misoprostol, previous caesarean section, mitral stenosis, hypertension, glaucoma, bronchial asthma, and remote areas without a hospital nearby.


title: Misoprostol

text: Misoprostol, a prostaglandin analogue, binds to myometrial cells to cause strong myometrial contractions leading to expulsion of tissue. This agent also causes cervical ripening with softening and dilation of the cervix. Misoprostol binds to and stimulates prostaglandin EP2 receptors, prostaglandin EP3 receptor and prostaglandin EP4 receptor but not Prostaglandin EP1 receptor and therefore is expected to have a more restricted range of physiological and potentially toxic actions than prostaglandin E2 or other analogs which activate all four prostaglandin receptors.


title: Misoprostol

text: A letter from Searle, inventor of the drug, generated some controversy over the use of misoprostol in labor inductions. The American College of Obstetricians and Gynecologists holds that substantial evidence supports the use of misoprostol for induction of labor, a position it reaffirmed in 2000 in response to the Searle letter. It is on the World Health Organization's List of Essential Medicines.


title: Misoprostol

text: The largest medical malpractice award of nearly $70 million was awarded due to the use of misoprostol to induce labor in a California hospital.


title: Misoprostol

text: A vaginal form of the medication is sold in the EU under the names Misodel and Mysodelle for use in labor induction.


title: Misoprostol

text: Misoprostol is used for self-induced abortions in Brazil, where black market prices exceed US$100 per dose. Illegal medically unsupervised misoprostol abortions in Brazil are associated with a lower complication rate than other forms of illegal self-induced abortion, but are still associated with a higher complication rate than legal, medically supervised surgical and medical abortions. Failed misoprostol abortions are associated with birth defects in some cases. Low-income and immigrant populations in New York City have also been observed to use self-administered misoprostol to induce abortions, as this method is much cheaper than a surgical abortion (about $2 per dose). The drug is readily available in Mexico. Use of misoprostol has also increased in Texas in response to increased regulation of abortion providers.


title: Rose hip

text: The rose hip or rosehip, also called rose haw and rose hep, is the accessory fruit of the various species of rose plant. It is typically red to orange, but ranges from dark purple to black in some species. Rose hips begin to form after pollination of flowers in spring or early summer, and ripen in late summer through autumn.


title: Rose hip

text: Roses are propagated from rose hips by removing the achenes that contain the seeds from the hypanthium (the outer coating) and sowing just beneath the surface of the soil. The seeds can take many months to germinate. Most species require chilling (stratification), with some such as "Rosa canina" only germinating after two winter chill periods.


title: Rose hip

text: Rose hips can be eaten raw, like berries, if care is taken to avoid the hairs inside the fruit. The hairs are used as itching powder.


title: Rose hip

text: A few rose species are sometimes grown for the ornamental value of their hips, such as "Rosa moyesii", which has prominent, large, red bottle-shaped fruits. "Rosa macrophylla" 'Master Hugh' has the largest hips of any readily available rose.


title: Rose hip

text: Rose hips are commonly used in herbal tea, often blended with hibiscus. An oil is also extracted from the seeds. Rose hip soup, known as in Swedish, is especially popular in Sweden. Rhodomel, a type of mead, is made with rose hips.


title: Rose hip

text: Rose hips can be used to make , the traditional Hungarian fruit brandy popular in Hungary, Romania, and other countries sharing Austro-Hungarian history. Rose hips are also the central ingredient of cockta, the fruity-tasting national soft drink of Slovenia.


title: Rose hip

text: Dried rose hips are also sold for crafts and home fragrance purposes. The Inupiat mix rose hips with wild redcurrant and highbush cranberries and boil them into a syrup.


title: Rose hip

text: Wild rose hip fruits are particularly rich in vitamin C, containing 426 mg per 100 g or 0.4% by weight (w/w). However, RP-HPLC assays of fresh rose hips and several commercially available products revealed a wide range of L-ascorbic acid (vitamin C) content, ranging from 0.03 to 1.3%.


title: Rose hip

text: Rose hips contain the carotenoids beta-carotene, lutein, zeaxanthin and lycopene, which are under basic research for a variety of potential biological roles. A meta-analysis of human studies examining the potential for rose hip extracts to reduce arthritis pain concluded there was a small effect requiring further analysis of safety and efficacy in clinical trials. Use of rose hips is not considered an effective treatment for knee osteoarthritis.


title: Leo Frank

text: Leo Max Frank (April 17, 1884August 17, 1915) was an American factory superintendent who was convicted in 1913 of the murder of a 13-year-old employee, Mary Phagan, in Atlanta, Georgia. His trial, conviction, and appeals attracted national attention. His lynching two years later, in response to the commutation of his death sentence, became the focus of social, regional, political, and racial concerns, particularly regarding antisemitism. Today, the consensus of researchers is that Frank was wrongly convicted and Jim Conley was likely the actual murderer.


title: Leo Frank

text: Born to a Jewish-American family in Texas, Frank was raised in New York and earned a degree in mechanical engineering from Cornell University before moving to Atlanta in 1908. Marrying in 1910, he involved himself with the city's Jewish community and was elected president of the Atlanta chapter of the B'nai B'rith, a Jewish fraternal organization, in 1912. At that time, there were growing concerns regarding child labor at factories. One of these children was Mary Phagan, who worked at the National Pencil Company where Frank was director. The girl was strangled on April 26, 1913, and found dead in the factory's cellar the next morning. Two notes, made to look as if she had written them, were found beside her body. Based on the mention of a "night witch", they implicated the night watchman, Newt Lee. Over the course of their investigations, the police arrested several men, including Lee, Frank, and Jim Conley, a janitor at the factory.


title: Leo Frank

text: On May 24, 1913, Frank was indicted on a charge of murder and the case opened at Fulton County Superior Court, July 28, 1913. The prosecution relied heavily on the testimony of Conley, who described himself as an accomplice in the aftermath of the murder, and who the defense at the trial argued was, in fact, the perpetrator of the murder. A guilty verdict was announced on August 25. Frank and his lawyers made a series of unsuccessful appeals; their final appeal to the Supreme Court of the United States failed in April 1915. Considering arguments from both sides as well as evidence not available at trial, Governor John M. Slaton commuted Frank's sentence from capital punishment to life imprisonment.


title: Leo Frank

text: The case attracted national press attention and many reporters deemed the conviction a travesty. Within Georgia, this outside criticism fueled antisemitism and hatred toward Frank. On August 16, 1915, he was kidnapped from prison by a group of armed men, and lynched at Marietta, Mary Phagan's hometown, the next morning. The new governor vowed to punish the lynchers, who included prominent Marietta citizens, but nobody was charged. In 1986, Frank was posthumously pardoned by the Georgia State Board of Pardons and Paroles, although not officially absolved of the crime. The case has inspired books, movies, plays, and a TV miniseries.


title: Leo Frank

text: In the early 20th century, Atlanta, Georgia's capital city, underwent significant economic and social change. To serve a growing economy based on manufacturing and commerce, many people left the countryside to relocate in Atlanta. Men from the traditional and paternalistic rural society felt it degrading that women were moving to the city to work in factories.


title: Leo Frank

text: During this era, Atlanta's rabbis and Jewish community leaders helped to resolve animosity toward Jews. In the half-century from 1895, David Marx was a prominent figure in the city. In order to aid assimilation, Marx's Reform temple adopted Americanized appearances. Friction developed between the city's German Jews, who were integrated, and Russian Jews who had recently immigrated. Marx said the new residents were "barbaric and ignorant" and believed their presence would create new antisemitic attitudes and a situation which made possible Frank's guilty verdict. Despite their success, many Jews recognized themselves as different from the Gentile majority and were uncomfortable with their image. Despite his own acceptance by Gentiles, Marx believed that "in isolated instances there is no prejudice entertained for the individual Jew, but there exists wide-spread and deep seated prejudice against Jews as an entire people."


title: Leo Frank

text: An example of the type of tension that Marx feared occurred in April 1913: at a conference on child labor, some participants blamed the problem, in part, on the fact that many factories were Jewish-owned. Historian Leonard Dinnerstein summarized Atlanta's situation in 1913 as follows:


title: Leo Frank

text: Leo Max Frank was born in Cuero, Texas on April 17, 1884 to Rudolph Frank and Rachel "Rae" Jacobs. The family moved to Brooklyn in 1884 when Leo was three months old. He attended New York City public schools and graduated from Pratt Institute in 1902. He then attended Cornell University, where he studied mechanical engineering. After graduating in 1906, he worked briefly as a draftsman and as a testing engineer.


title: Leo Frank

text: At the invitation of his uncle Moses Frank, Leo traveled to Atlanta for two weeks in late October 1907 to meet a delegation of investors for a position with the National Pencil Company, a manufacturing plant in which Moses was a major shareholder. Frank accepted the position, and traveled to Germany to study pencil manufacturing at the Eberhard Faber pencil factory. After a nine-month apprenticeship, Frank returned to the United States and began working at the National Pencil Company in August 1908. Frank became superintendent of the factory the following month, earning $180 per month plus a portion of the factory's profits.


title: Leo Frank

text: Frank was introduced to Lucille Selig shortly after he arrived in Atlanta. She came from a prominent, upper-middle class Jewish family of industrialists who, two generations earlier, had founded the first synagogue in Atlanta. They married in November 1910. Frank described his married life as happy.


title: Leo Frank

text: In 1912, Frank was elected president of the Atlanta chapter of the B'nai B'rith, a Jewish fraternal organization. The Jewish community in Atlanta was the largest in the Southern United States, and the Franks belonged to a cultured and philanthropic community whose leisure pursuits included opera and bridge. Although the Southern United States was not specifically known for its antisemitism, Frank's northern culture and Jewish faith added to the sense that he was different.


title: Leo Frank

text: Mary Phagan was born on June 1, 1899, into an established Georgia family of tenant farmers. Her father died before she was born. Shortly after Mary's birth, her mother, Frances Phagan, moved the family back to their hometown of Marietta, Georgia. During or after 1907, they again relocated to East Point, Georgia, in southwest Atlanta, where Frances opened a boarding house. Mary Phagan left school at age 10 to work part-time in a textile mill. In 1912, after her mother married John William Coleman, the family moved into the city of Atlanta. That spring, Phagan took a job with the National Pencil Company, where she earned ten cents an hour operating a knurling machine that inserted rubber erasers into the metal tips of pencils, and worked 55 hours per week. She worked across the hallway from Leo Frank's office.


title: Leo Frank

text: On April 21, 1913, Phagan was laid off due to a materials shortage. Around noon on April 26, she went to the factory to claim her pay. The next day, shortly before 3:00 a.m., the factory's night watchman, Newt Lee, went to the factory basement to use the toilet. After leaving the toilet, Lee discovered Phagan's body in the rear of the basement near an incinerator and called the police.


title: Leo Frank

text: Her dress was up around her waist and a strip from her petticoat had been torn off and wrapped around her neck. Her face was blackened and scratched, and her head was bruised and battered. A strip of wrapping cord was tied into a loop around her neck, buried deep, showing that she had been strangled. Her underwear was still around her hips, but stained with blood and torn open. Her skin was covered with ashes and dirt from the floor, initially making it appear to first responding officers that she and her assailant had struggled in the basement.


title: Leo Frank

text: A service ramp at the rear of the basement led to a sliding door that opened into an alley; the police found the door had been tampered with so it could be opened without unlocking it. Later examination found bloody fingerprints on the door, as well as a metal pipe that had been used as a crowbar. Some evidence at the crime scene was improperly handled by the police investigators: a trail in the dirt (from the elevator shaft) along which police believed Phagan had been dragged was trampled; the footprints were never identified.


title: Leo Frank

text: Two notes were found in a pile of rubbish by Phagan's head, and became known as the "murder notes". One said: "he said he wood love me land down play like the night witch did it but that long tall black negro did boy his slef." The other said, "mam that negro hire down here did this i went to make water and he push me down that hole a long tall negro black that hoo it wase long sleam tall negro i write while play with me." The phrase "night witch" was thought to mean "night watch[man]"; when the notes were initially read aloud, Lee, who was black, said: "Boss, it looks like they are trying to lay it on me." Lee was arrested that morning based on these notes and his apparent familiarity with the bodyhe stated that the girl was white, when the police, because of the filth and darkness in the basement, initially thought she was black. A trail leading back to the elevator suggested to police that the body had been moved by Lee.


title: Leo Frank

text: In addition to Lee, the police arrested a friend of Phagan's for the crime. Gradually, the police became convinced that these were not the culprits. By Monday, the police had theorized that the murder occurred on the second floor (the same as Frank's office) based on hair found on a lathe and what appeared to be blood on the ground of the second floor.


title: Leo Frank

text: Both Newt Lee, after the discovery of Phagan's body, and the police, just after 4 a.m., had unsuccessfully tried to telephone Frank early on Sunday, April 27. The police contacted him later that morning and he agreed to accompany them to the factory. When the police arrived after 7 a.m. without telling the specifics of what happened at the factory, Frank seemed extremely nervous, trembling, and pale; his voice was hoarse, and he was rubbing his hands and asking questions before the police could answer. Frank said he was not familiar with the name Mary Phagan and would need to check his payroll book. The detectives took Frank to the morgue to see Phagan's body and then to the factory, where Frank viewed the crime scene and walked the police through the entire building. Frank returned home about 10:45 a.m. At this point, Frank was not considered a suspect.


title: Leo Frank

text: On Monday, April 28, Frank, accompanied by his attorney, Luther Rosser, gave a written deposition to the police that provided a brief timeline of his activities on Saturday. He said Phagan was in his office between 12:05 and 12:10 p.m., that Lee had arrived at 4 p.m. but was asked to return later, and that Frank had a confrontation with ex-employee James Gantt at 6 p.m. as Frank was leaving and Lee arriving. Frank explained that Lee's time card for Sunday morning had several gaps (Lee was supposed to punch in every half-hour) that Frank had missed when he discussed the time card with police on Sunday. At Rosser's insistence, Frank exposed his body to demonstrate that he had no cuts or injuries and the police found no blood on the suit that Frank said he had worn on Saturday. The police found no blood stains on the laundry at Frank's house.


title: Leo Frank

text: Frank then met with his assistant, N. V. Darley, and Harry Scott of the Pinkerton National Detective Agency, whom Frank hired to investigate the case and prove his innocence. The Pinkerton detectives would investigate many leads, ranging from crime scene evidence to allegations of sexual misconduct on the part of Frank. The Pinkertons were required to submit duplicates of all evidence to the police, including any that hurt Frank's case. Unbeknownst to Frank, however, was Scott's close ties with the police, particularly his best friend, detective John Black who believed in Frank's guilt from the outset.


title: Leo Frank

text: On Tuesday, April 29, Black went to Lee's residence at 11 a.m. looking for evidence, and found a blood-smeared shirt at the bottom of a burn barrel. The blood was smeared high up on the armpits and the shirt smelled unused, suggesting to the police that it was a plant. The detectives, suspicious of Frank due to his nervous behavior throughout his interviews, believed that Frank had arranged the plant.


title: Leo Frank

text: Frank was subsequently arrested around 11:30 a.m. at the factory. Steve Oney states that "no single development had persuaded ... [the police] that Leo Frank had murdered Mary Phagan. Instead, to the cumulative weight of Sunday's suspicions and Monday's misgivings had been added several last factors that tipped the scale against the superintendent." These factors were the dropped charges against two suspects; the rejection of rumors that Phagan had been seen on the streets, making Frank the last person to admit seeing Phagan; Frank's meeting with the Pinkertons; and a "shifting view of Newt Lee's role in the affair." The police were convinced Lee was involved as Frank's accomplice and that Frank was trying to implicate him. To bolster their case, the police staged a confrontation between Lee and Frank while both were still in custody; there were conflicting accounts of this meeting, but the police interpreted it as further implicating Frank.


title: Leo Frank

text: On Wednesday, April 30, a coroner's inquest was held. Frank testified about his activities on Saturday and other witnesses produced corroboration. A young man said that Phagan had complained to him about Frank. Several former employees spoke of Frank flirting with other women; one said she was actually propositioned. The detectives admitted that "they so far had obtained no conclusive evidence or clues in the baffling mystery ...". Lee and Frank were both ordered to be detained.


title: Leo Frank

text: In May, the detective William J. Burns traveled to Atlanta to offer further assistance in the case. However, his Burns Agency withdrew from the case later that month. C. W. Tobie, a detective from the Chicago affiliate who was assigned to the case, said that the agency "came down here to investigate a murder case, not to engage in petty politic[s]." The agency quickly became disillusioned with the many societal implications of the case, most notably the notion that Frank was able to evade prosecution due to his being a rich Jew, buying off the police and paying for private detectives.


title: Leo Frank

text: The prosecution based much of its case on the testimony of Jim Conley, the factory's janitor, who is believed by many historians to be the actual murderer. The police had arrested Conley on May 1 after he had been seen washing red stains out of a blue work shirt; detectives examined it for blood, but determined that it was rust as Conley had claimed, and returned it. Conley was still in police custody two weeks later when he gave his first formal statement. He said that, on the day of the murder, he had been visiting saloons, shooting dice, and drinking. His story was called into question when a witness told detectives that "a black negro ... dressed in dark blue clothing and hat" had been seen in the lobby of the factory on the day of the murder. Further investigation determined that Conley could read and write, and there were similarities in his spelling with that found on the murder notes. On May 24, he admitted he had written the notes, swearing that Frank had called him to his office the day before the murder and told him to write them. After testing Conley again on his spellinghe spelled "night watchman" as "night witch"the police were convinced he had written the notes. They were skeptical about the rest of his story, not only because it implied premeditation by Frank, but also because it suggested that Frank had confessed to Conley and involved him.


title: Leo Frank

text: In a new affidavit (his second affidavit and third statement), Conley admitted he had lied about his Friday meeting with Frank. He said he had met Frank on the street on Saturday, and was told to follow him to the factory. Frank told him to hide in a wardrobe to avoid being seen by two women who were visiting Frank in his office. He said Frank dictated the murder notes for him to write, gave him cigarettes, then told him to leave the factory. Afterward, Conley said he went out drinking and saw a movie. He said he did not learn of the murder until he went to work on Monday.


title: Leo Frank

text: The police were satisfied with the new story, and both "The Atlanta Journal" and "The Atlanta Georgian" gave the story front-page coverage. Three officials of the pencil company were not convinced and said so to the "Journal". They contended that Conley had followed another employee into the building, intending to rob her, but found Phagan was an easier target. The police placed little credence in the officials' theory, but had no explanation for the failure to locate Phagan's purse that other witnesses had testified she carried that day. They were also concerned that Conley did not mention that he was aware a crime had been committed when he wrote the notes, suggesting Frank had simply dictated the notes to Conley arbitrarily. To resolve their doubts, the police attempted on May 28 to arrange a confrontation between Frank and Conley. Frank exercised his right not to meet without his attorney, who was out of town. The police were quoted in "The Atlanta Constitution" saying that this refusal was an indication of Frank's guilt, and the meeting never took place.