A auto-cirurgia é o ato de realizar um procedimento cirúrgico em si mesmo. Pode ser um ato realizado em circunstâncias extremas por necessidade, uma tentativa de evitar constrangimento, ação legal ou custos financeiros, ou uma manifestação rara de um distúrbio psicológico.

Estas auto-cirurgias podem ser realizadas por profissionais ou por civis, com equipamentos adequados ou não. Quanto mais assistida, profissional e com equipamentos adequados o procedimento é realizado maior a chance de recuperação do paciente.

Auto-cirurgia supervisionada
A auto-cirurgia assistida trata-se de um procedimento realizado em si-mesmo com supervisão médica profissional. Este tipo de procedimento é realizado de maneira voluntária em ambientes onde não há uma emergência clinica. Este tipo de procedimento foi realizado apênas uma vez.

  Evan O'Neill Kane: Em 15 de fevereiro de 1921, Evan O'Neill Kane realizou sua própria apendicectomia na tentativa de provar a eficácia da anestesia local para tais operações. Acredita-se que ele tenha sido o primeiro cirurgião a fazê-lo. No entanto, Kane realizou anteriormente apendicectomias (em outros) com anestesia local. Em 1932, ele realizou uma auto-operação ainda mais arriscada de reparar sua hérnia inguinal aos 70 anos. Ambas cirurgias transcorreram bem.

Biopsia supervisionada
Uma biopsia trata-se de um procedimento para retirada de uma amostra de algum tipo de material biológico para diagnóstico. Algumas biopsias podem ser invasivas, assim necessitando de micro-procedimentos e de equipamentos especializados para analisar a amostra retirada.

  Jerri Nielsen: Jerri Nielsen era a única médica de plantão na estação de pesquisa Amundsen-Scott Antarctic da Fundação Nacional de Ciências dos Estados Unidos em 1999, quando encontrou um nódulo em seu seio. Ela foi forçada a biopsiar o nódulo ela mesma. Sua experiência virou notícia internacional e serviu de base para sua autobiografia, Ice Bound . Descobriu-se que o nódulo era canceroso, então ela autoadministrou agentes quimioterápicos. Ela permaneceu livre do câncer por vários anos, mas morreu em 2009 depois que o câncer reapareceu e se espalhou para o cérebro.

Auto-cirurgias não supervisionadas

Órgãos genitais
Essas cirurgias são geralmente as menos fatais. Às vezes, as pessoas recorrem à autocirurgia na forma de castração na tentativa de controlar seus impulsos sexuais ou devido à disforia de gênero.

  Boston Corbett: Boston Corbett, o soldado que matou o assassino de Abraham Lincoln, John Wilkes Booth, havia realizado uma auto-cirurgia no início da vida. Castrou-se com uma tesoura para evitar a tentação das prostitutas. Depois do procedimento ele foi a uma reunião de oração e comeu uma refeição antes de ir para tratamento médico.

Abdominal
A auto-cirurgia abdominal bem-sucedida é extremamente rara.  Alguns casos bem divulgados encontraram seu caminho na literatura médica.
  Jock McLaren: Em agosto de 1944, Jock McLaren, um oficial do Exército Australiano, realizou uma apendicectomia em si mesmo sem nenhum tipo de anestesia, usando apenas um canivete e um espelho. Ele então começou a suturar-se com o que tinha em mãos "cisal". Embora não qualificado em medicina humana ou cirurgia, McLaren tinha um conhecimento considerável de medicina veterinária.
  Leonid Rogozov: Em 30 de abril de 1961, Leonid Rogozov removeu seu próprio apêndice inflamado na Estação de Pesquisa Soviética Novolazarevskaja, na Antártida, pois era o único médico da equipe. A operação durou uma hora e 45 minutos e foi assistido por seus colegas que auxiliaram o médico com a iluminação e instrumentação da cirurgia. Rogozov mais tarde informou sobre a cirurgia no Boletim Informativo da Expedição Antártica Soviética.
 Um estudante do sexo masculino que já havia realizado uma autocastração foi objeto de relato de caso de Kalin em 1979. O estudante, algum tempo depois de sua autocastração, também tentou reduzir a atividade de suas glândulas supra-renais com uma injeção de albumina sérica bovina, hormônio liberador do hormônio luteinizante e adjuvante de Freund. Quando isso produziu um abscesso no local da injeção, ele recorreu à autocirurgia. Seu psiquiatra relatou:

Cesariana

  Inés Ramírez: Em 2000, uma mulher mexicana, Inés Ramírez, foi forçada a recorrer à autocirurgia – uma "cesariana autoinfligida " – por falta de assistência médica durante um trabalho de parto difícil: "Ela tomou três copos pequenos de bebida forte e, usando uma faca de cozinha, cortou seu abdômen em 3 tentativas... cortou o próprio útero longitudinalmente e deu à luz um bebê do sexo masculino. Tanto a mãe quanto a criança sobreviveram e agora estão bem."

Amputação
A auto-amputação normalmente é realizada quando alguém encontra-se preso em alguma superficie onde a única maneira de manter-se vivo é a realização de uma amputação. É considerada uma das auto-cirurgias mais comuns.

  Donald Wyman: Em 1993, Donald Wyman amputou a perna com o canivete depois que ela foi presa por uma árvore.
  Bill Jeracki: Em 1993, Bill Jeracki estava pescando perto de St. Mary's Glacier, no Colorado, quando uma pedra prendeu sua perna esquerda. A previsão era de neve e sem jaqueta ou mochila, Jeracki não acreditava que sobreviveria à noite. Fazendo um torniquete com sua camisa de flanela e usando sua faca de isca, ele cortou a perna na altura da articulação do joelho, usando pinças hemostáticas de seu kit de pesca para fechar as artérias que sangravam.
  Doug Goodale: Em 2002, Doug Goodale cortou um de seus braços na altura do cotovelo para sobreviver a um acidente no mar.
  Aron Ralston: Em 2003, Aron Ralston estava em uma viagem de alpinismo em Blue John Canyon, quando uma pedra caiu e prendeu seu antebraço direito, esmagando-o. Primeiro ele tentou arrancar a pedra em torno de sua mão com seu canivete, mas desistiu da tentativa depois de dois dias. Em seguida, ele tentou levantar e mover a pedra com um sistema simples de polias feito com corda e engrenagem, mas também falhou. No sexto dia, que ele não esperava viver para ver ao adormecer na noite anterior, um Ralston desidratado e delirante teve uma visão de si mesmo como um homem de um braço só brincando com seu futuro filho. Após um subsequente acesso de raiva, ele descobriu que poderia dobrar o braço o suficiente para quebrar o rádio e os ossos da ulna. Usando a lâmina cega de sua ferramenta multiuso, ele cortou o tecido mole ao redor da fratura. Ele então usou o alicate da ferramenta para rasgar os tendões mais duros. Ele teve o cuidado de não cortar as artérias antes de colocar um torniquete improvisado. Depois de cortar o feixe principal de nervos, causando uma dor agonizante, ele cortou o último pedaço de pele e ficou livre. Em má forma física, e tendo perdido mais de um litro de sangue, ele conseguiu descer 70 pés de rapel e caminhar mais 13 quilômetros, quando se deparou com uma família holandesa que ofereceu ajuda e o guiou até um helicóptero de resgate que por acaso estava próximo, procurando por Ralston e o levou para um hospital. Sua história foi dramatizada no filme 127 Horas (2010).
  Homem Australiano: Em 2003, um mineiro de carvão australiano preso três quilômetros no subsolo por um trator capotado cortou seu próprio braço com uma faca de corte de caixa.  O homem de 44 anos, que não foi identificado pela polícia, estava trabalhando até tarde na mina Hunter Valley quando o trator tombou, esmagando seu braço e prendendo-o.

Procedimentos cirúrgicos

Auto-cirurgia


Şeyh Hamdullah, veya (Arapça: ابن الشيخ الأمَسي, İbn al-Shaykh al-Amasi) bir  Türk hattatıdır. (d. 1429/1456 Amasya - ö. 1526 İstanbul) Sühreverdiyye (Arapça: سهروردية, Suhrawardiyya) tarikatı şeyhlerinden Mustafa Dede Efendi'nin oğludur.

Hayatı
Hattat Piri Şeyh Hamdullah'ın yaşam öyküsü;

Doğumu ve eğitimi
İslam yazı sanatını zirveye taşıyan hattat olarak tanımlanan Şeyh Hamdullah Amasya'da doğmuş, Buhara'dan Amasya'ya göç etmiş Şeyh Mustafa'nın oğludur. Doğum tarihi kesin olarak bilinmemekle birlikte tarihçiler Hicri 833 - 840 veya Milâdi 1426 - 1429 olabileceğini kaydetmektedirler.

Hamdullah Çelebi, dini ilimleri ve edebi bilgileri devrinin meşhur alimi Şehzade II. Bayezid ve Ahmed'in hocası Hatip Kasım Efendi'den tahsil etmiş, ileri seviyede Arapça öğrenmiştir.

İlk hat hocası Sufi Yahya Çelebi-zâde Ali Çelebi olmuştur. Onun Fatih Sultan Mehmet'e kâtip olması üzerine Amasya'da Hayrettin Halil Çelebi hocalığında yazı eğitimini tamamlamıştır. O altı el yazısını  Ya'kût El-Musta'simi'nin ardılı ve Abdallah Sayrafi ()'nin gözbebeği Hayreddin Mar'aşî ()'den öğrendi. Şeyh Hamdullah asıl gelişmesini Yakut Musta'sımi () ve Abdullah Sayrafi'nin yazıları üzerinde yaptığı uzun çalışmalar sonucunda elde etmiştir."

Şeyh Hamdullah yazdığı yazı ve kendine has üslûbu ile 'Kıbletül Küttab' diye anılmıştır. Yazı onun elinde o derece gelişip güzelleşmiştir ki zamanındaki ve daha sonraki hattatlar ona benzemeye çalışmışlarsa da sanatına yaklaşabilen çok az olmuştur.

II. Bayezid, şehzadeliği ve Amasya valiliği sırasında Şeyh Hamdullah ile yakından ilgilenmiş, hatta Hamdullah'ın yazı hokkasını kendi elinde tutarak üstada hizmette bulunmuştur. Davetlerde de en yakınında oturtmuş, diğer misafirlerden ayrı tutmuştur.

II. Bayezid Hamdullah'ı İstanbul'a davet ediyor

1481'de Fatih Sultan Mehmed Han'ın vefatı üzerine tahta davet edilen Şehzade Bayezid, Amasya'dan ayrılırken hocası Şeyh Hamdullah'ı İstanbul'a davet etmiştir. Bayezid Han'ın saltanat tahtına çıkmasından bir süre sonra Hamdullah İstanbul'a gitmiş, Amasya'da iken arkadaşlık yaptığı Hattat Abdullah ve Hattat Cemaleddin Amasi'nin evine misafir olmuştur.

Hocasının İstanbul'a geldiğini işiten Sultan Bayezid Şeyh'e olan muhabbetinden, ona yakın olmak ve sohbetinde bulunmak için sarayın harem dairesi civarında oda tahsis etmiştir. Daha sonra Şeyh Hamdullah, saraya kâtip ve saray hüddamlığına muallim tâyin edilmiştir.

Hamdullah'ın okçuluğu
Hattatların piri Şeyh Hamdullah, "Şeyh" unvânını ok atıcılığından almıştır. Ok ve yay yapmakta meşhurdur. Şeyh Hamdullah iyi bir ok atıcısı olduğunu, 1100 adımlık atışıyla göstermiştir. Pehlivanlar arasında ok atış rekoru kırarak menzil sahibi üstat olmuştur.

Bu başarıları sebebiyle Padişah II.Bayezid tarafından Mahmud ve Hamza Dede'den sonra Ok Meydanı Atıcılar Tekkesi Şeyhliği'ne tayin edilmiştir.

Şeyh Hamdullah aynı zamanda iyi bir terzidir. Diktiği kaftanların dikiş yerlerini bulmakta zorlukta çekilirmiş. II. Bayezid'in şehzadeliği sırasında Şeyh Hamdullah kendi elleri ile diktiği ve hediye olarak verdiği kaftanda dikiş yerleri gizlenmiştir.

Son yılları ve ölümü
II. Bayezid'in vefatından sonra oğlu Sultan Selim zamanında sekiz yıl tamamen inzivaya çekilmiştir. Hem talebe yetiştirmiş, hem de manevi terbiyesine girmiş müritlerini irşat ederek günlerini geçirmiştir. Kanuni Sultan Süleyman Han'ın tahta çıkması ile tekrar padişahın teveccühüne mazhar olmuştur. 1526 yılında İstanbul'da ölmüştür. Vefat ettiğinde yaşı doksanın üstündedir. Mezarı Karacaahmet Mezarlığı'ndadır. Celi sülüs hatla yazılmış mezartaşı kitabesinde "Reisü'l-hattatin Hamdullah el-maruf bi-ibni'ş-Şeyh rahmetullahi aleyh Hicri 927/Miladi 1521" yazılıdır.

Eserleri
Şeyh Hamdullah doksanı aşan yaşı ile hayata veda ettiği zaman, geride 30 Mushâf-ı Şerif, 50 En'am-ı Şerif ve cüz, 121 murakka ve kıt'a 8 ilmi eser, 6 dua mecmuası bırakmıştır. İlim ve sanat dünyamıza bilhassa altı nevi yazıda eserler vermiştir. 47 adet Mushaf-ı Şerif, Meşarik ve Mesahib-i Şerif, bine ulaşan Enam, Kehf, Nebe sureleri, tomar kıt'a ve murakka yazmıştır. Mimaride tezyini bir unsur olan celi yazılarla pek az meşgul olmakla beraber bilinen celi yazıları İstanbul'un Firûz Ağa Camii, Davut Paşa Camii, Bayezid Camii kitabeleri ile Edirne Bayezid Camii kitabeleri onun eseridir. Ayrıca 15. yüzyılda Şeyh Hamdullah tarafından Kur'an kopyalanmıştır.

Notlar

Kaynakça

Dış bağlantılar

 Şeyh Hamdullah'ın yazdığı Kuran sureleri

1429 doğumlular
Amasya doğumlular
1526 yılında ölenler
Osmanlı hattatları
İslam dini kişilikleri
İstanbul'da ölenler
Karacaahmet Mezarlığı'na defnedilenler
Türk hattatlar

Şeyh Hamdullah


Service-learning is an educational approach that combines learning objectives with community service in order to provide a pragmatic, progressive learning experience while meeting societal needs.

Service-learning involves students (k-12, higher ed) in service projects to apply classroom learning for local agencies that exist to effect positive change in the community. The National Youth Leadership Council defines service learning as "a philosophy, pedagogy, and model for community development that is used as an instructional strategy to meet learning goals and/or content standards."

Author Barbara Jacoby defines service-learning as "a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities for reflection designed to achieve desired learning outcomes."

Typology
As defined by Robert Sigmon, 1994:

 Service-LEARNING: Learning goals primary; service outcomes secondary.
 SERVICE-Learning: Service outcomes primary; learning goals secondary.
 service learning: Service and learning goals completely separate.
 SERVICE-LEARNING: Service and learning goals of equal weight and each enhances the other for all participants.

Examples of service-learning typologies

Service-learning, as defined by Robert Sigmon, "occurs when there is a balance between learning goals and service outcomes." As follows, there are various methods of hands-on learning that fall into this category, these include:
 Volunteerism: Volunteerism is acts of service performed out of free will without expectation of recompense and is generally altruistic in nature; the main beneficiaries (at least in a visible sense) are generally those served by the student.
 Community Service: Community service is quite similar to volunteerism, the main difference being that it is said to "involve more structure and student commitment than do volunteer programs."
 Internship: Internships can provide students with experience in various fields of work; however, unlike volunteerism and community service, students gain a more measurable benefit from this aspect of service learning.
 Field Education: Field education, like internships, is generally more materially beneficial to the student. Field education involves programs that, "provide students with co‐curricular service opportunities that are related, but not fully integrated, with their formal academic studies."

The purpose of service learning is, in essence, to, "equally benefit the provider and the recipient of the service as well as to ensure equal focus on both the service being provided and the learning that is occurring." Volunteerism, community service, internships, and field education all exemplify, in some way or another, the core value of service learning, as all of them benefit the student as well as the one they served to an equal degree, the only difference being how material the benefit is. These methods also tend to focus on ensuring that the student not only serves, but learns something, whether it is interpersonal skills, work experience in their future field, or a change in how they view themselves and others. Service-learning also addresses the critique of higher education to function more as a gatekeeper and reifier of social stratifications rather than a knowledge-making enterprise that benefits society. Service-learning allows for publicly engaged scholarship (PES), which allows students to collaborate with their local communities to promote peace and social betterment. The value of reciprocity between students and community is prioritized through relationships that are not hierarchical; they are collaborative.

eService-Learning
eService-Learning is either an online course that embeds service-learning into the curriculum or a traditional course where the service-learning action takes place online.

Due to the COVID-19 pandemic as well as the popularity of online courses, many courses are being offered with service-learning as a requirement or option.  There are 4 types based on Faulconer's research. Type I eService-Learning has online course curriculum that involves some type of onsite service.  Type II eService-Learning is an onsite course with online service-learning. Type III eService-Learning is a hybrid (traditional and online format) mixed with online service. Type IV eService-Learning (extreme service learning) is fully online.

Benefits
A benefit of online service-learning is exposing the pedagogy to a population that cannot be in traditional face-to-face courses.  This gives students the opportunity to participate in experiential learning even if they are in an online course.

An article by (Marcus, Atan, Salleh, Tahir & Yusof) found that undergraduate students who were students in an Extreme e-Service Learning program found that students had positive emotions throughout the course and continued to increase till its conclusion. A study done by Guthrie and McCracken (2010) found that the combination of online classrooms and onsite experiences had a positive impact on their learning.  The researcher found three main themes: "learning new concepts or theories about social justice, engaging in critical discourse with peers related to social justice, and participating in opportunities for structured reflection about course materials and activities as well as on-site experiences (p. 85). Nielson (2016) argues that online service-learning (aka eService-learning) helps students take responsibility of their own education. A study of 81 students in an online business class found "that hours completed exceeded those assigned and students identified outcomes for themselves, their university, and nonprofit organizations where they served (p. 80). In another study of 35 students, the author found that eService-learning developed generic skills as global citizenship, adaptation and team-work.

Reflection
There are different ways to reflect in an eService-learning course or project.  A common way to reflect in a traditional face to face class is having written assignments where students have to answer prompted questions.  Another way is having a group discussion where students share their experiences regarding their service-learning project.  An online class can create something similar but in a virtual setting.  The first example of an online reflection assignment is online discussion boards.  This format allows students to discuss with other students about service-learning and their experiences commonly based on an instructor's prompted questions.

Another tool is creating an e-Service Learning Social Networking Services (SNS), another form of online discussion. Classes have used the WhatsApp app as well as Slack and Trello.  Students can share thoughts and perspectives on service-learning projects in a virtual community by meeting on Zoom or Google Chat or they can share pictures and words through the SNS.

Advantages
With the COVID pandemic occurring, educators have found creative ways to adapt their traditional classes into online courses that still hold the value of face-to-face interaction.  Many online students work 40 hours a week, raising children, or other responsibilities that demand their attention.  In response to this shift, educators are now noticing the value of incorporating service-learning online.  Students have the ability to meet with nonprofit organizations and other stakeholders through Zoom and/or Google Chat or bring them all together when physically, it was impractical. Service-learning can be exposed to students that have barriers of being in the traditional classroom such as disabled students and rural students. Additionally, service-learning can be brought to the students no matter where they are located.  Students attending the same class but living across the United States can create service-learning projects in their own communities where they can make direct impact.

History
In Service-learning: History, Theory, and Issues, Bruce W. Speck and Sherry Lee Hoppe say that John Dewey's writings on the active nature of understanding and the benefits of and conditions for participatory democracy "...provide an early theoretical foundation for a pedagogy in which students cooperatively engage actual social problems." In Building partnerships for service-learning, Barbara Jacoby writes that Service-learning "is based on the work of researchers and theorists on learning, including John Dewey, Jean Piaget, Kurt Lewin, Donald Schon, and David Kolb, who believe that we learn through combinations of action and reflection."

In 1979 Robert Sigmon called for a more precise definition in Service-Learning: Three Principles, in which he said the term, which was relatively new, was being used to describe a number of different volunteer actions and experiential education programs.
Sigmon wrote that, in the late 1960s, the Southern Regional Education Board (SREB) popularized a service-learning internship model, that defined service-learning as "the integration of the accomplishment of a public task with conscious educational growth." Many faculty of color have led PES movements; they have quickly applied their academic expertise to their local communities. Similarly, their service work in the local communities has informed their scholarly pursuits.

In American education
In 1992 Maryland adopted statewide service-learning requirements for high school graduation.
In the same year, the District of Columbia also adopted such requirements.

A number of other states have allowed credit toward graduation for service-learning/community service.

Learning
Janet Eyler outlines the different ways student learn through service-learning in the book Where's the Learning in Service-Learning?.  First, there is interpersonal learning, in which students re-evaluate personal values and motivations by channeling a passionate interest to service-learning projects, as well as build a connection and commitment to the community.  The second form is academic material that is taught through practical application and reflective instruction, so that it may be practiced outside classrooms and test-taking. Janet Eyler explains, "it is the product of continuous challenge to old conceptions and reflection on new ways to organize information and use the new material."  Thirdly is cognitive development where students are challenged to use critical thinking and problem-solving skills in a context that provides additional information and experience for student evaluation, because service-learning deals with numerous problems in complex situations.  The fourth form is transformation within the students, which "is about thinking about things in a new way and moving in new direction—creating a new picture without relying on the old lines."  Finally, service-learning focuses on effective citizenship and behavioral issues, and this helps the students better understand social issues relevant to their own community.  Learning in all these ways makes service-learning effective to those serving as well as those being served, for "learning begins with the impact of service-learning on the personal and interpersonal development of the students."

According to Janet Eyler and Dwight E. Giles, there are numerous benefits to the service-learning approach. It provides experiential learning that connects personal and interpersonal development with cognitive and academic advancement,  providing opportunities for personal connections and ultimately transformation. Those serving may encounter certain social problems for the first time, thus transforming their view on the world. Beyond that, students may be transformed in the way of developing better problem-solving skills to address those problems about which they now know. A service-learning experience may be the catalyst in the life of a student to dive into the complexities of the social issues they have encountered and to seek to develop innovative solutions.
 It is important to point out the importance of the role of reflection in service-learning. The hyphen in between the service and learning links to the key role of reflection or "learning" after the physical act of service has taken place.

Service learning combines both experiential learning and community service.

For students to receive college credit for service-learning courses, a substantial amount of academic learning must accompany the service. Janet Eyler outlines several impacts of learning that she believes evolves from service-learning. The first impact is Personal Connections. When a person is passionate about a certain topic or cause, they are likely want to make a difference by trying to mend help in that area. Lifelong learners develop from students who are personally connected with their passion. Secondly, the usefulness of service-learning, according to Eyler, can impact a student for the rest of their lives. Eyler points that learning the material for a test or exam in a classroom is one thing, but actually pulling that knowledge out and using it in new circumstances or in problems that arise in everyday life is another thing. Students have the chance to practice what they learn in the classroom by encountering life problems and have a chance to develop skill in how to develop solutions for the problems they face. The development of learning is the third impact that Eyler explains. She writes that much of the knowledge that students have is not self-consumed, but rather developed from training obtained from the classroom and from daily life. Any thought or active development attained during service is more liable to impact the student, and the students' surroundings.  The fourth impact that Eyler explains is the transformational aspect of service-learning. Students who participate in service are likely to develop different ways of thinking and approaching life. It may be a service-learning course that impacts the students' frame of thinking, while transforming the community as well. Finally, the fifth impact of learning is finding citizenship in our communities. While the students are serving and impacting the community, they are very likely to find their role in society. Students can realize that they can make a difference and do have a part in their community. This realization can lead to citizenship, and active and acknowledged place in community. These five by-products of learning, as Janet Eyler outlines, are important to the progression of learning in service-learning.

Factors
According to Eyler and Giles Jr., who conducted nationwide studies on service-learning, factors that influence its impact on students include placement quality, duration, and reflection. A recent sample study assessed the benefits of service learning in undergraduate public health education course using the Civic Attitudes and Skills Questionnaire. Overall, students reported increases in their civic attitudes and skills. However, individuals reporting poor team dynamics consistently reported lower levels of improvement than those reporting great team dynamics.

Placement quality
According to Eyler and Giles, "Placement quality refers to the extent that students in their community placements are challenged, are active rather than observers, do a variety of tasks, feel that they are making a positive contribution, have important levels of responsibility, and receive input and appreciation from supervisors in the field." According to their research, placement quality has measurable effects on such things as "personal development outcomes," "increased leadership and communication skill," and connection to community, faculty, and other students.

Duration
In The Importance of Program Quality in Service-Learning, Eyler and Giles state: "a program or a sequence of experiences needs to be of a long enough duration to have a developmental impact." This view is expanded upon by Alexander W. Astin and Linda J. Sax. In their opinion, "the amount of time devoted to providing service carries additional benefits beyond those benefits associated with the type of service performed, especially in the areas of civic responsibility and life skill development."

But how much time is enough? According to J. Beth Mabry, "students should spend at least fifteen to nineteen hours in their service activities to have adequate exposure to the people and issues their service addresses."

Reflection
An essential feature of service-learning programs, reflection is a period of critical thinking performed by the student. For many advocates of the pedagogy, reflection may symbolize the learning that occurs in the student. Janet Eyler and Dwight E. Giles provide an example of this opinion in their book, Where's the Learning in Service-Learning? when they state: "learning occurs through a cycle of action and reflection, not simply through being able to recount what has been learned through reading and lecture." Also, the National Service Learning Clearinghouse considers reflection a "core component" of service-learning.

Some higher education programs require a reflection component in their service-learning classes. The University of Minnesota is one such institution that includes required reflection activities with its service learning classes.

Reflection may be done individually or as a group activity. Wartburg College in Indiana published a list of reflection activity suggestions on their website. These included various types of journaling, brainstorming as a group, using quotes, writing essays and papers, structured class discussions, and class presentations among other ideas.

Effective service-learning programs also include required written reflection. Not only does writing permanently record a student's service-learning experience, but it also provides a helpful tool for continued reflection long after the program has been completed. Written reflection assignments also require students to stop, think, and articulate their learning. This evaluation is of incredible value to students.

Service
High quality placements are a key to the success of a service-learning program. This requires the service learning establishment to have a broad network of connections within the community. Students must have a positive connection with the establishment they serve, to maximize their learning.

Diversity is also a component of a successful service-learning program. By working with people of different ethnicities, lifestyles, and socioeconomic statuses, a student's learning and tolerance increases. By serving in a diverse learning environment, student are more likely to reduce stereotypes and increase their cultural appreciation. This can help a student learn how to more effectively serve a broader array of people.

The Service in Service Learning takes knowledge outside the classroom into the real world with real people and situations.  In his book Banker to the Poor: Micro-lending and the Battle Against World Poverty, Muhammad Yunus states that "If a university is a repository for knowledge, then some of this knowledge should spill over to the neighboring community. A university must not be an island where academics reach out to higher and higher levels of knowledge without sharing any of their findings."

Service brings community together as a whole, towards a common goal or purpose. Service is about what is for someone else. The action of service in and among the community, provides challenges to socio-cultural norms and prejudices. While some have questioned the positive effect and collective interest of the service side of service-learning, among those who perform the services, many disagree.

Effects
Based upon various studies, students who participate in service-learning courses or projects seem to encounter a multitude of benefits. The book Where's the Learning in Service-Learning? discusses the effects of service learning on students, as well service learning in general.

Effects on the student

In addition to interpersonal skills students have also reported developing personal leadership skills. Another benefit seen is that it can also develop a sense of meaning and purpose in their academics.
  In their book titled, " Where's the Learning in Service-Learning" authors Janet Eyler and Dwight E. Giles Jr. claim that learning is most effective when students not only employ their cognitive processes to education but also their affective thought processes and emotions. It is common belief that what excites passions, interests, and convictions influences not only a person's vocation but what they chose to continue learning about. HuffPost Contributor Marcia Y. Cantarella wrote in an article titled, Just Not Feeling it — Or When You Don't Love a Subject You Have to Take, that students are more focused on the relationship of what they are studying and what they plan to do for a job in their future. She expounds on this topic by encouraging students who are struggling with studying subjects they couldn't care less about to relate them to personal experiences or problems they are having in their life at that moment. Thereby confirming the purpose of service-learning as one of the greatest teachers in real-life lessons that stick with students for many years.
Though one might not immediately think of serving others as affecting oneself, studies have found that "coming into contact with people whose life experiences and assumptions about the world are different calls one's own world into question." Not only does the service experience move one to examine his own life, but it also allows him to produce a better version of himself. In their book, Where's the Learning in Service-Learning? Janet Eyler and Dwight E. Giles Jr. identify five key personal growth outcomes of service-learning: self-knowledge, spiritual growth, the reward of helping others, career benefits and careers in service, and changes in personal efficacy. As one goes out into the community with the intent of reaching out to those within it, this broader social context causes one to see himself more clearly.

Being involved in the educational process of service-learning also strengthens critical thinking and problem-solving skills, which is vital to facing modern-day dilemmas. This can transform a person's way of thinking, for critical thinking stimulates people to question assumptions and innovate. According to Eyler and Giles Jr., "Transformative thinking is about thinking about things in a new way and moving in new directions—creating a new picture without relying on the old lines."

It is in this way that service-learning motivates individuals to become better citizens of their communities. Many of those interested in reforming higher education have found that this experiential pedagogy helps to "cultivate civic and social responsibility as part of education for citizenship." As individuals acquire knowledge about serving those around them, they can apply that knowledge to community problems, thus being able to make a greater difference in the world. People who realize their responsibility to their community naturally develop into more productive members of society.

Service learning advocates maintain that service-learning begins in the heart and mind of the individual, who must understand themselves before attempting to understand others. This prompts them to develop personal connections with those they serve.

Researchers have found that these personal and interpersonal gains from engaging in service-learning classes where higher when the programs were of better quality. The biggest predictor of increased learning in communication skills was the high placement quality that the students were put into, allowing them to develop and "hone" their skills.

Many experience interpersonal development through the service learning process. According to Where's the Learning in Service-Learning?, among the students in their survey, "40 percent reported that learning to work with others was among the most important things they learned from service-learning, and 81 percent indicated that it was the most or very important." Learning to work with others is crucial for job placement in our world today. Another effect this has on the students is that they are more apt to learn how to lead. By working with others, the students are given opportunities to be more responsible and take initiative. Service-learning also encourages connection within the community. Truly, many learned how to listen to the voice of their communities. Not only that, but it helps form friendships and find other like-minded individuals who are involved with service learning. Above all it helps students to feel as though they are making a difference and matter to their communities. It was also found that quantity and quality of reflective discussion was linked to the outcome of feeling a closeness among the community and other students. An even more powerful outcome was the creation of a bond between a student and faculty member. In most classroom settings there's little room for a deep relationship between the student and teacher, while in service-learning often student and teacher work alongside each other and develop a more lasting bond. As stated in Where's the Learning in Service-Learning?, "Service participants in their assessment of Learn and Serve America were more likely than their peers to spend at least an hour a week interacting with a faculty member." Service-learning has a tremendous impact on students and how they learn, but also how they interact with others.

Diversity awareness

Service-learning offers an opportunity for students to experience different cultures, which in turn reduces many negative and unnecessary stereotypes derived by inexperienced students. The appreciation of different cultures in service-learning happens because of the interaction that often occurs while completing a service. A survey on students who participated in service-learning finds that, "63 percent reported interacting with those receiving services at least fairly often, 60 percent reported frequent interaction with other volunteers, 51 percent felt that professionals at the placement site often took an interest in them, and 57 percent reported that they had frequent chances to work with people from ethnic groups other than their own."

One of the goals of service-learning is positive interactions.

People often only distinguish the differences between other cultures and communities and their own. These perceived differences often influence the decisions made when interacting with people of other cultures. Service-learning provides the opportunity for students to not only appreciate other cultures, but to appreciate their shared humanity.

Effects on community partners
Service learning programs have developed rapidly within the last 30 years. From 1995 to 1997, 458 universities received grants from the Corporation for National Service's Learn and Serve Higher Education (LASHE). This facilitated development of 3,000 new service-learning courses that benefit an average of more than 60 students per course.

Much of the research on the effects of service-learning is focused on what students learn through their service to the community; fewer studies have been conducted on the impact of service-learning on the communities where the students serve.  Several studies on this topic measure the impact of service-learning on the community organizations that college students volunteer in, seeking to understand the organizations' perspectives on service-learning.

One positive impact of service-learning on these organizations is the presence of more volunteers, which enables the organizations to accomplish more and to serve more clients.  Students can use specific skills they possess to benefit the organization, and can be a source of new ideas, energy, and enthusiasm. Through partnering with a college or university, the organization can gain access to new knowledge and opportunities to connect with other organizations that have partnered with the same school.

In Native American communities
Service-learning has been applied across a host of cultural settings, including numerous Native American communities. Guffey (1997) notes credible service learning begins with tribal ways of knowing and value systems, which is to say that outsiders should not impose service learning projects. Rather, tribal communities should devise projects that reflect needs unique to the community being served. This parallels Matthew Fletcher's (2010) assertion that tribes, and other historically marginalized communities, should unique develop educational programs, as opposed to merely adopting Westernized forms of education.

According to this view, service learning provides a pedagogical framework for tribes to address community needs. One such example is provided by Sykes, Pendley, and Deacon (2017) who provide a qualitative case study of a tribally-initiated service learning project embedded within a partnership at a research university. This case is unique in that it recounts how service learning students (who were also tribal members) came to collectively understand their responsibilities of citizenship through service. Moreover, tribal elders came to appreciate the importance of young citizens in maintaining and growing tribal culture. Thus, service learning can also be a means to explore cultural identity.

Critiques
There are numerous critiques of service-learning. In 1979, Robert Sigmon acknowledged criticisms that called service-learning, "a utopian vision" and "too demanding and impractical." He called for research into outcomes related to service-learning. Towson University Professor John Egger, writing in the Spring 2008 issue of the journal Academic Questions, argued that service learning does not really teach useful skills or develop cultural knowledge. Instead, Egger maintained, service learning mainly involves the inculcation of communitarian political ideologies. Tulane Professor Carl L. Bankston III has described his own university's policy of mandating service learning as the imposition of intellectual conformity by the university administration on both students and faculty. According to Bankston, by identifying specific types of civic engagement as worthy community service, the university was prescribing social and political perspectives. He argued that this was inconsistent with the idea that individuals in a pluralistic society should choose their own civic commitments and that it was contrary to the ideal of the university as a site for the pursuit of truth through the free exchange of ideas.

However, these organizations face challenges in working with the students.  Communication with faculty is often inconsistent, so organizations do not always understand their roles and the roles of the faculty in students' service projects.  Some organizations' representatives stated that faculty assigned students projects that were not allowed in their organization.  Often the demographics of students do not match well with the demographics of the clients they serve, which can make it difficult for the students to relate to the clients or create an uncomfortable situation for the clients.  The academic calendar students follow tends not to work well with the organizations' schedules, since students' volunteering schedules are interrupted for holiday breaks, finals, and other activities. Also, the small number of hours students are required to spend volunteering can cause problems for organizations and their clients.  Some organizations require more hours for volunteer training than students are required to volunteer, and making a personal connection with clients only to break it off soon after can be more hurtful than helpful.

Representatives of community organizations where service-learning students volunteer expressed interest in working with colleges and universities to change service-learning programs so that they work more smoothly for the organizations. Their suggestions included establishing more consistent communication between faculty and organizations, creating longer-term partnerships between colleges and community organizations, and ensuring that the students and their projects are matched well with the organizations they serve.

In Downsizing Democracy: How America Sidelined Its Citizens and Privatized Its Public, Matthew A. Crenson and Benjamin Ginsberg question whether service-learning is contributing to privatizing or downsizing citizenship practices. Responding to this, Christopher Koliba wrote that education providers may have the opportunity to change this trend.

The service aspect of service learning tends to be thought of uncritically as something good. Some scholars argue that service learning in itself only gives students satisfaction without little or no benefit to the communities. Eby makes the claim that traditional service learning has no real connection with communities and their problems. Without addressing the root of social issues, students gain no real understanding of the problems facing the communities in which they volunteer/serve. Instead, they will unknowingly be pawns in the systemic institutions and use their privileges to "preserve" these systems in place.  Service-learning has become popularized but it has less focus on the people and more focus on the individual's "good deeds".  Another critique of service learning is that the research focus on this sector is mostly done by scholars, while community locals and organizations are left out from the discussion. These community organizations and partners are left without a voice and there is no connection between the academic learning and the service. The emergence of critical service learning as a new sector addresses some of these critiques of traditional service.

Comprehensive Action Plan for Service Learning (CAPSL)
 CAPSL Identifies four constituencies on which a program for service learning must focus its principal activities: institution, faculty, students, and community.
 CAPSL also identifies a sequence of activities (Planning, awareness, prototype, resources, expansion,; recognition, monitoring, evaluation, research, and institutionalization) to pursue for each of the four constituencies (institution, faculty, students, and community).
 CAPSL provides a heuristic for guiding the development of a service learning program in higher education.
 Advantages of CAPSL: it is general enough that the execution of each cell can be tailored to local conditions.
 Disadvantages of CAPSL: it is not possible to detail how each step can be successfully accomplished to take the sequence of activities from the whole CAPSL model and apply it to any cell in the matrix.

Engineering education

Many engineering faculty members believe the educational solution lies in taking a more constructivist approach, where students construct knowledge and connections between nodes of knowledge as opposed to passively absorbing knowledge.  Educators see service learning as a way to both implement a constructivism in engineering education as well as match the teaching styles to the learning styles of typical engineering students.  As a result, many engineering schools have begun to integrate service learning into their curricula and there is now a journal dedicated to service learning in engineering.

Religious aspects
Service Learning emphasizes the learning process of the experiences we have had or observed and how we then apply it to our lives and thought processes. Jesus Christ of the Christian Gospel not only was benevolent to the world around Him but engaged the suffering by stepping into their misfortune with them. In the New Testament book of Colossian, Apostle Paul writes from a prison cell that "…there's a lot of suffering to be entered into in this world—the kind of suffering Christ takes on..." (Peterson, Eugene. The Message Bible Remix) This speaks plainly of Jesus' work but also His walk with suffering people.

In Ephesious 6:6 it says: "Not by way of eyeservice, as man-pleasers, but as servants of Christ, doing the will of God from the heart." Here, and elsewhere in the bible, it says that service must be done for the sake of service itself and not for some material benefit, like receiving a certain number of hours in order to graduate. Service learning, while beneficial to some, turns service on its head by offering material rewards, in the form of graduation and other honors. Eric Durland calls this "Forced Volunteerism." Where the state, and society, is mandating something that can only be effective that is done out of the kindness of our hearts. It is a contradiction built into the entire service learning program. As is said in Peter 5:2: "Shepherd the flock of God among you, exercising oversight not under compulsion, but voluntarily, according to the will of God; and not for sordid gain, but with eagerness." And many children are learning how to play the system of service learning instead of learning to do service, and that the rewards of service only come from service itself. Instead, they look for the easiest way to get hours of service. They look for the best way to make their resumes look good. They look for the best way to make their college applications look good. Only a minority, as outlined below and elsewhere in this wikipage, are truly providing service for the sake of service, and only some are learning to give service. And, as a result of the bureaucracy and paperwork, they are instead learning to navigate a bureaucracy.

In Where's the Learning in Service-Learning?, Janet Eyler and Dwight E. Giles Jr. wrote, "Although fewer students chose spiritual growth as an important outcome of service-learning—20 percent selecting it as among the most important things they learned and 46 percent selecting it as very or most important—it was important to many students...Some saw service as a definite opportunity to fulfill their religious commitment."

Service-learning has both a service and a learning component. Eyler and Giles Jr. in Where's the Learning in Service-Learning? apply the term service-learning "to programs where the two foci are in balance, and study and action are explicitly integrated.

Eyler and Giles Jr. have found that service-learning students, upon reflecting on their experience, find reward in helping others and in developing close personal relationships. The second focus in the term service-learning, that of learning, is defined by R. L. Atkinson as "a relatively permanent change in behavior that results from practice."

In addition to the service and learning components stressed by Eyler and Giles, author David Bornstein references motivation in service. In How to Change the World: Social Entrepreneurs and the Power of New Ideas, he states: "The key difference [between highly successful and average entrepreneurs has] more to do with the quality of their motivation."

Service learning is about taking the student out of the classroom and placing them in an environment where they can make a difference while also learning. Service learning strengthens not just the community that is being helped but the person who is giving their time and effort to their cause, which benefits them socially, mentally, emotionally, and spiritually. For many service learning is simply tending to basic human needs: food, water, clothes, and housing. Some organizations, such as The Salvation Army, also seek to attend to the spiritual side of service learning. They used the motto "soup, soap, and salvation" to show what they wanted to do with their ministry. "The Salvation Army sees no conflict between spiritual and social ministry. It seeks to serve people so as to satisfy both the spiritual and social dimensions of their needs."

Critical service learning
Focusing on a critical service learning approach vs a traditional one, alleviates some of the problems of traditional service learning. With critical service learning, a community aspect and civic responsibility aligns with educational learning, which brings about an excitement and willingness to help out the society and shifts the focus from benefits to the volunteer student alone. Critical service learning allows students to take their learning discourses and use it to connect to their personal experiences  for  social development and the welfare of others  According to Mitchell, there are three different approaches required to achieve a critical learning service status. These are: redistributing power to marginalized groups of people; developing meaningful partnerships with community members/partners and those in the classroom; and, approaching service learning through the lens of making impactful social change. Warren-Gordon, Frank, and Scott add that reflection amongst teachers and students is a significant factor for the critical service learning approach. According to Mitchell, traditional service learning needs seemingly ignore the systemic inequalities embedded in institutional services while critical service learning needs to carefully approach service with a focus on tearing down systemic inequalities. We can see through this sector's history that traditional service learning meets individual needs of volunteers but does not necessarily address the political or social aspect of that need. Critical service learning focus is social justice for marginalized communities and the systemic institutions that placed them where they are. "Critical service learning forces students to see themselves as "agents of social change" and use their experiences of service to address and respond to injustice in their communities". This sector's main focus is to address political and social power relations and how it leads to the systemic inequalities that marginalized communities face. The goal is to connect students' services to their learning discourses. Critical service learning gives students the chance to ask themselves how their services create political and social change in these communities.

Notable people
One contributor to the study of service learning is Alexander Astin. Astin, the Allan M. Cartter Distinguished Professor of Higher Education Emeritus and founding director of both Cooperative Institutional Research Program and Higher Education Research Institute, formed a Theory of Involvement. This theory explains how student involvement in co-curricular activities positively affects college outcomes. Through a 1998 study of college seniors, Astin demonstrated that service greatly improves critical thinking skills.

Nadinne I. Cruz works as an independent consultant. She gained enthusiasm for the cause of service learning through her work in the Philippines. Now, she is an advocate of service learning who argues that only a small portion of skills needed to address life's problems can be learned through traditional academia. Other skills, such as courage, forgiveness, and stewarding the earth, must be learned elsewhere. Therefore, she recommends service learning and community engagement, which "offer learning with and from wise people, who teach by example."

Andrew Furco, Associate Vice President for Public Engagement at the University of Minnesota and a professor, has contributed a variety of literature to service learning, including two books: Service-Learning: The Essence of the Pedagogy and Service-Learning Through a Multidisciplinary Lens, which he co-authored with S. Billig. He gives five reasons engagement programs differ from engaged universities: "Engagement differs from outreach… is at the heart of the university's identity… focuses on partnerships… is with, not to, for, or in communities… is about institutional transformation."

One other service-learning notable is James Kielsmeier. Kielsmeier founded the National Youth Leadership Council, a nonprofit that became the service-learning movement. Kielsmeier posits that service learning involves a change in how schools see young people: from "resource users, recipients, and victims" to "contributors, givers, and leaders."

See also

 Asia-Pacific Regional Conference on Service-Learning
 Campus Compact
 Constructivism
 Cooperative education
 Global Leadership Adventures
 International Service Learning
 Learn and Serve America
 Lifeworks International
 National service
 National Service Learning Conference
 Out-of-school learning
 Public sphere pedagogy
 Youth Service America

References

Further reading
 Pragmatism and Education
 Jane Addams and the Origins of Service-Learning Practice in the United States
 John Dewey and Progressive Education

Community building
Applied learning
Alternative education
School terminology
Education in the United States
Experiential learning
Learning programs

Service-learning


La bataille de Tlemcen  en septembre 1550 oppose les Saadiens, dynastie de chérifs de l'Empire chérifien, et la régence d'Alger. Elle est le fruit de l'abandon de la ville de Tlemcen par Alger à la main d'un souverain zianide, le sultan Moulay Hassan Abou Zayane, vassal de l'Espagne. En effet Hassan Pacha, algérien par sa mère craint une révolte de janissaires turcs à Alger et doit lever la garnison de Tlemcen pour dissuader toute révolte à Alger.

Les chérifs saadiens, mènent une invasion à l'est de la Moulouya et prennent Tlemcen sans combattre. Dès lors Tlemcen sert de point de départ à diverses expéditions saadiennes infructueuses contre la régence d'Alger sur le Chélif et Mostaganem.
En représailles, Hassan Pacha, se décide à reprendre la région de Tlemcen : l'armée turco-algérienne rencontre l'armée marocaine près de Tlemcen sur l'oued Zadidga dans un premier affrontement le 4 septembre : les Marocains sont défaits.

Les renforts saadiens conduits par Moulay 'Abd el-Kāder arrivent enfin pour sauver son frère bloqué dans Tlemcen font la jonction de leur forces. Hassan Corso préfère alors battre en retraite, durant laquelle il éprouve des pertes, et les hostilités sont suspendues en raison du mois de ramadan.

Les deux princes saadiens gardent donc Tlemcen mais seront toutefois définitivement battu en 1551, par une expédition de reconquête partie d'Alger avec le renfort de Kabyles des Beni Abbès.

Contexte
En 1511, le royaume de Tlemcen perd son indépendance en reconnaissant la suzeraineté espagnole. Dès lors, les Espagnols et Turcs s'affrontent et intronisent tour à tour leurs prétendants au trône zianide. En 1549, les Turcs deviennent maître de la situation, intronisent Moulay Hassen au trône, puis installent une garnison de  au Mechouar de Tlemcen. La même année, les Saadiens s'emparent de Fès et font craindre aux Turcs d'Alger de perdre l'appui des confréries religieuses en Oranie occidentale : le nouveau pouvoir arabe chérifien des Saadiens est un voisinage moins conciliant que la dynastie berbère des Wattassides détrônées.

Hassan Pacha, fils de Kheirredine évacue cependant Tlemcen qu'il laisse à un prétendant pro-espagnol, le sultan Moulay Abou Zayane dit Hassan : les troupes d'Alger baissent leur étendards et évacuent le mechouar. Les Saadiens prennent donc possession d'une ville aux mains d'un vassal de l'Espagne. Les Espagnols peuvent alors choisir de défendre leur allié zianide ou de l'abandonner, mais préfèrent ne pas intervenir, probablement en raison d'une entente avec les Saadiens. Le beylerbey d'Alger, Hassan Pacha, peut compter sur ses troupes de Tlemcen et sur les Andalous pour dissuader toute révolte de janissaires à Alger : de mère algérienne il doit sans cesse réprimer le parti pro-turc de la régence d'Alger. Il laisse par la même occasion l'opportunité à ses deux ennemis à l'ouest,Espagnols d'Oran et Saadiens, de s'affronter.

L'ambitieux chérif saadien Mohammed ech-Cheikh suivant avec attention les évènements à l'Est, lance en mars 1549, plus de  contre Guercif, alors sous contrôle des Ouartajin de Debdou, alliés aux Wattassides. La prise de cette ville pousse les Beni Snassen, les Mediouna et les Trara à faire leur soumission.

Les Turcs proposent au chérif saadien Mohamed el Mehdi une d'une action commune contre les Espagnols : les troupes d'El-Djazaïr devaient prendre position devant Mostaganem et faire leur jonction avec celles du chérif pour attaquer Oran. Un accord sur le partage du domaine zianide est même conclue : les Chérifs saadiens récupèreront Tlemcen tandis qu'Oran ira aux Turcs. L'accord reste néanmoins lettre morte en raison des intrigues des Turcs d'Alger avec le souverain de Debdou.

Le , les Saadiens s'emparent sans combat de Tlemcen. La garnison turque et le zianide Moulay Hassen sont faits prisonniers et envoyés à Fès. De là, les Saadiens razzient toute la région, puis s'attaquent à Debdou, et y installent un caïd. Le roi de Debdou obtient la permission de se retirer à Melilla avec les siens. Les Saadiens ne poussent cependant pas leur avantage vers l'Est, Moulay Harran atteint de maladie rentre à Fès, et décède deux mois après, tandis qu'une révolte d'Ahmed al-Araj au Tafilalet éclate, et pousse les Saadiens à y mener une expédition.

Déroulement
Agacé par la perte de Tlemcen et ne pouvant tolérer la présence d'une armée marocaine dans une région dépendant de la régence d'Alger, le beylerbey d'Alger Hassan Pacha confie une armée au renégat corse Hassan Corso dans le but de reprendre la ville en août 1550. Les forces de la régence d'Alger se rassemblent dès le mois d'août 1550, sur la rive droite du Chelif, comptant  turcs, mudéjares et algérois, sans compter la cavalerie, encore plus importante et , et sont renforcées par d'importants contingents de cavalerie des tribus soumises à l'autorité d'Alger. Hassan Corso franchit donc le Chelif et entame la marche de son armée en direction de l'Oued Tlelat chassant les Beni Rached et son mezouar El-Mansour ben Bou Ghanem, ralliés aux Marocains, qui se replient sur Tlemcen.

La ville de Tlemcen compte alors une faible garnison marocaine sous le commandement du prince Moulay Abdelkader. Le sultan saadien Mohammed ech-Cheikh craignant pour son fils trop faible pour affronter les Turcs, rassemble une force de secours à Fès dès la fin d'août, comprenant  et , dont il confie le commandement à un autre de ses fils, Moulay Abdallah. Entre-temps, l'armée turco-algérienne atteint Tlemcen le , où la garnison marocaine commandée par Moulay Abdelkader les attend de pied ferme. Une bataille se déclenche près de l'oued Zadidja, et les Marocains sont battus et refoulés sur Tlemcen.

La situation est alors critique pour Moulay Abdelkader, assiégé par les Turcs dans la ville. Mais dans la nuit, Hassan Corso est informé par un transfuge de l'arrivée d'une force de secours marocaine dirigée par Moulay Abdallah. Il décide alors de battre en retraite immédiatement. Les Marocains en profitent pour se lancer à la poursuite de leurs vainqueurs de la veille, obligeant l'armée tuque à se réfugier dans les montagnes. Les auxiliaires maures de Hassan Corso subissent notamment de lourdes pertes. Les opérations sont alors suspendues à cause du Ramadan, et les Turcs se retirent sur Alger par Mostaganem et Kalaa, tandis que les fils du sultan regagnent Tlemcen.

Conséquences
Auguste Cour affirme au contraire que Moulay Harran grisé par les encouragements de ses capitaines, grisés par les succès faciles et un parti d'Algériens hostiles aux Turcs le poussent à attaquer Mostaganem. Hassan Pacha obtient dès lors un motif pour légitimer son intervention aux yeux des populations musulmanes. Il se lance dans une série de campagnes militaires pour secourir les tribus algériennes ayant fui devant le chérif saadiens comme les Beni Amer d'Oran et lance également une riposte sur le plan religieux avec l'intrigue des confréries.

Sources

Notes

Sources bibliographiques

Références

Annexes

Bibliographie

Francophone

Tlemcen (1550)
Tlemcen (1550)
Tlemcen (1550)
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Bataille de Tlemcen (1550)


Maia Chiburdanidze (; born 17 January 1961) is a Georgian chess Grandmaster. She is the sixth Women's World Chess Champion, a title she held from 1978 to 1991, and was the youngest one until 2010, when this record was broken by Hou Yifan. Chiburdanidze is the second woman to be awarded the title of Grandmaster by FIDE, which took place in 1984. She has played on nine gold-medal-winning teams in the Women's Chess Olympiad.

Early life and career
Maia Chiburdanidze was born in Kutaisi, Georgian Soviet Socialist Republic, USSR, and started playing chess around the age of eight. She became the USSR girls' champion in 1976, and a year later she won the women's title. In 1977, Chiburdanidze was awarded the title of Woman Grandmaster by FIDE.

Chiburdanidze won outright on her debut, at the Braşov women's international tournament of 1974, when she was only 13 years old and went on to win another tournament in Tbilisi in 1975 before entering the women's world championship cycle of 1976/77.

Chiburdanidze's style of play is solid, but aggressive and well grounded in classical principles; it was influenced by Eduard Gufeld, a top Soviet trainer, who was her coach early in her career.

Women's World Champion (1978–91)
Chiburdanidze finished second in the Tbilisi Women's Interzonal (1976), thereby qualifying for the 1977 candidates matches. She advanced through to the Candidates Final, where she beat Alla Kushnir by 7½–6½ to set up a world title match in Pitsunda, Georgia, against Nona Gaprindashvili, the reigning women's world champion. Chiburdanidze defeated Gaprindashvili by 8½–6½.

She successfully defended her title four times.  In 1981, Chiburdanidze retained her title by drawing 8–8 with Nana Alexandria, in Borjomi/Tbilisi. Three years later, she played Irina Levitina in Volgograd, Russia, and won 8½–5½. The next defense came against Elena Akhmilovskaya in Sofia in 1986, which Chiburdanidze won 8½–5½. In 1988 she beat Nana Ioseliani in Telavi, Georgia, by 8½–7½.

FIDE awarded Chiburdanidze the title of Grandmaster in 1984. She is the second woman, after Gaprindashvili, to be awarded the title.

Losing the title

Xie Jun of China won the right to challenge for the world championship in February 1991. Chiburdanidze lost her crown to the young Chinese player in Manila by 8½–6½. Her reign was the third longest, at 14 years, behind only that of the first women's champion, Vera Menchik, who reigned for 17 years from 1927 until her death in 1944, and that of Gaprindashvili's 16 years.

Chiburdanidze has attempted to regain the world title but, with the rise of the Chinese women and the formidable Polgár sisters, this has proved difficult and her best performance since 1991 has been first in the Tilburg Candidates tournament of 1994, losing the playoff to Zsuzsa Polgár by 5½–1½. Subsequently, despite not approving of the knockout format, she has entered the world championships of recent years. She reached the semi-finals in 2001, only to be knocked out by Zhu Chen of China, who went on to win the title.  In 2004, Chiburdanidze again reached the semi-finals, where she lost to Antoaneta Stefanova, who went on to win the title.

Other chess achievements
Chiburdanidze is unimpressed with 'women's chess', and hopes for a time when there will be no need for men's and women's tournaments. She has played extensively in "men's" tournaments around the world and her best form was seen in the 1980s and early 1990s. She was 1st in tournaments in New Delhi (1984) and Banja Luka (1985), finished third in Bilbao (1987) with a 2616 performance rating against elite players while equalising in an 8 game match against GM Petar Popović who had a rating of 2545 and in the next decade she finished 1st in Belgrade (1992), Vienna (1993), and Lippstadt (1995, 1996, 1997).

She was a key member of the USSR team that dominated the women's Olympiads of the 1980s and, when Georgia achieved independence from the Soviet Union in 1990, she played board 1 for the new Georgian national team that won four gold medals, in 1992, 1994, 1996 and 2008.

She also played in the European Team Championships of 1997 when Georgia won the gold medal and in the 1st Europe v Asia Intercontinental rapidplay match which was held in Batumi (Georgia) in September 2001. Asia won the women's section by 21½–10½ with Maia contributing 3½.
In 2008 Dresden Olympiad, she played on board 1, for Georgia, that won the gold medal (1st place), and she also won gold medal for best performance (2715 pt). She played her last tournament (up-to-date) in July, 2012.

Other
Chiburdanidze has been honoured many times by her country and several postage stamps have even been designed to celebrate her chess achievements. Mongolia issued a commemorative stamp in 1986 which illustrates a position in one of her games from the 1984 world championship match against Irina Levitina. She was inducted into the World Chess Hall of Fame in 2014.

Maia Chiburdanidze is one of several women from the country who have excelled at the highest levels of chess. She has helped to further boost the standing of the game in her country.

In 2021, Chiburdanidze appeared in the documentary Glory to the Queen alongside Nana Alexandria, Nona Gaprindashvili, and Nana Ioseliani.

References

Further reading

External links

1961 births
Living people
Chess grandmasters
Female chess grandmasters
Chess woman grandmasters
Women's world chess champions
Female chess players from Georgia (country)
Chess players from Georgia (country)
Soviet female chess players
Soviet chess players
Sportspeople from Kutaisi

Maia Chiburdanidze


Hunga Tonga–Hunga Haʻapai er neðansjávareldfjall og fyrrum eyja (2009 til 2022) um 65 km norður af Tongatapu, megineyju kyrrahafsríkisins Tonga. Þar rekast Kyrrahafsplatan við Indó-áströlsku-plötuna í jarðskorpunni.

Árið 2009 sameinuðust eyjarnar Hunga Tonga og Hunga Haʻapai í eldgosi. Í janúar 2022 varð gríðarstórt sprengigos sem myndaði flóðbylgju og heyrðist sprengingin alla leið til Alaska. Nokkur dauðsföll urðu á Tonga og í Perú af völdum flóðbylgjunnar. Gosstrókurinn náði upp í tæpa 60 km hæð og var sá stærsti sem sögur fara af.

Aðeins klettar urðu eftir af eyjunum eftir gosið.

Tilvísanir

Tonga
Eldfjöll á Tonga

Hunga Tonga


شفيق بن عبد الجبار بن قدوري الكمالي (1929 - 1984) شاعر وسياسي بعثي عراقي. أصله من عانة، ولد في مدينة البوكمال السورية، على الحدود مع العراق، وعاش هناك سنينه الأولى ثم انتقل إلى بغداد حيث أكمل دراسته الابتدائية فالثانوية هناك، وتخرج من كلية الآداب في جامعة بغداد، ثم انتقل إلى القاهرة حيث حصل على درجة الماجستير من كلية الآداب في جامعة القاهرة. وبسبب نشاطه السياسي المناهض للنظام الملكي في العراق، فُصل من عمله وسُجن حتى إعلان الجمهورية العراقية. وبسبب خلافات سياسية تنقّل بعد ذلك بين سوريا ومصر، وبعد تولّي حزب البعث العراقي السلطة عاد وعُيّن في وزارة الإرشاد. تولّى عدد من المناصب الوزارية في العراق مثل وزارة الإعلام ووزارة الشباب، وترأس إتحادات أدبية على مستوى العراق والعالم العربي وأسّس دار «آفاق عربية». وتوفي في 1984 في العراق.

في السياسة
انتهاج الكمالي سياسة التحالف مع الوطنيين العراقيين والقوميين العرب مما أضعف كثيراً من موقعه في الحزب البعثي. و سجّل عليه صدام حسين بالإضافة إلى هذا أنه انتدب مبعوثاً من الحزب لحضور مؤتمر قومي مع زميله عبد الله سلوم السامرائي قبل وصول الحزب إلى السلطة، لكنه لم ينقل إلى المؤتمر وصية بترقية صدام حسين إلى عضو قيادة القومية.

ولم يكن ذلك سيمر على ذاكرة صدام حسين الذي أصبح الرجل الثاني في السلطة، وكان متوقعاً للكمالي والسامرائي أن يكونا من أوائل الضحايا.

عُيِّن الكمالي وزيراً في الحكومة التي شكّلها الحزب بعد 30 تموز 1968 وأُبعد سفيراً وأُعيد وزيراً.. وطُرد مرة أخرى.. لكنه أصبح رئيساً لاتحاد الأدباء العرب قبل أن يطرده صدام حسين ويُعيّن مكانه بعثياً يدعى حميد سعيد. وفي بغداد وفي فترة إبعاده عن مسؤولياته الرسمية والحزبية اتخذ الكمالي طاولة له في زاوية من غرفة بجريدة الجمهورية يشترك فيها معه صحفيون آخرون.

وعندما انفرد صدام بقيادة الحزب والسلطة في تموز 1979 كان شفيق الكمالي يتوقع أن يتصدر اسمه لائحة المبعوثين الواحد والعشرين من رفاقه إلى ساحة الإعدام.

ولما لم يكن اسمه من بينهم أخذ يتصرف بهاجس من يعتقد أنّ قرارا بإعدامه سيصدر بين لحظة وأخرى، وعليه أن يحول دون ذلك مستخدماً أداته الشعرية، فظهر أمام الرأي العام العراقي غجرياً يحمل ربابته عند مضيف الشيخ، وقد قال كلاماً في صدام لم يصدر عن حاملي الربابة الغجرية، وكانت قصائده التي يحملها بنفسه إلى مطربات الإذاعة راجياً تلحينها وتقديمها للمستمعين تخرج من إطار المسؤولية المشتركة والعمل المشترك في حزب واحد.

اعتقل نجله الأكبر (يعرب) واعتقل الوالد الذي اتهم بمحاولة تهريبه خارج العراق، ثم قتل الابن، خرج الكمالي من السجن ليموت فجأة ولم يكن يشكو من مرض.

أعماله

أعمال منشورة:
 الشعر عند البدو (دراسة، 1965)
 رحيل الأمطار (ديوان شعري، 1972).
 هموم مروان وحبيبته الفارعة (ديوان شعري، 1974).
 تنهدات الأمير العربي (ديوان شعري، 1975).

أعمال لم تنشر:
 سيرة دهام (رواية سيرة ذاتية).

مراجع

انظر أيضًا

 أرض الفراتين (نشيد) (النشيد العراقي من 1981 حتى 2004، ألّفه الشاعر شفيق الكمالي)

أعضاء حزب البعث العربي الاشتراكي (العراق)
خريجو جامعة القاهرة
خريجو جامعة بغداد
شعراء عراقيون في القرن 20
مواليد 1929
وزراء شباب ورياضة عراقيون
وفيات 1984

شفيق الكمالي


The Ministry of Finance of the People's Republic of China () is the cabinet-level executive department of the State Council of China which administers macroeconomic policies and the annual budget. It also handles fiscal policy, economic regulations and government expenditure for the state.

The ministry also records and  publishes annual macroeconomic data on China's economy.  This includes information such as previous economic growth rates in China, central government debt and borrowing and many other indicators regarding the economy of Mainland China.

The Ministry of Finance's remit is smaller than its counterparts in many other states. Macroeconomic management is primarily handled by the National Development and Reform Commission (NDRC). State-owned industries are the responsibility of the  State-owned Assets Supervision and Administration Commission, and there are separate regulators for banking, insurance and securities. It also does not handle regulation of the money markets or interest rates. These, together with other aspects of monetary policy, are governed by the People's Bank of China (PBC), Mainland China's central bank. The Ministry, NDRC and PBC are equal in status, with their political heads all sitting on the State Council.

History
In 1969, during the Cultural Revolution, the State Council approved the consolidation of PBC's headquarters as a bureau within the Ministry of Finance. Local PBC branches were merged into local government finance departments. This effective demotion of the PBC lasted for a decade until August 1979, when the PBC was separated from the Ministry.

In 2009, the Ministry of Finance converted its ownership of $200 billion of China Investment Corporation's debt into equity, a result which relieved CIC of interest payments on the special treasury bonds that had initially capitalized it and instead resulted in CIC paying an annual dividend to the Ministry.

Role
The main functions of the Ministry of Finance is to carry out the following duties of the state:

Organizational structure
Organizational structure obtained from the Ministry of Finance website:

General Office
Policy & Programme Department
Legal Department
Tax Policy Department
Tariff Policy Department
Budget Department
Treasury Department
National Defense Department
Administrative & Law Enforcement Department
Education, Science & Culture Department
Economic Construction Department
Agriculture Department
Social Security Department
State Equity & Corporate Finance Department
Finance Department
International Department
Accounting Regulatory Department
Supervision Department
State Rural Development Office
Personnel & Education Department

Leadership
All of the leaders are members of the Ministry's Communist Party Committee, with Lan Fo'an as its secretary.

List of Finance Ministers

As shareholder
The MOF also acted as the controlling shareholder for a number of financial service companies of China, such as People's Insurance Company of China, China Life Insurance Group (parent of China Life), China Taiping Insurance Group (parent of China Taiping Insurance Holdings), etc. The Ministry also owned Industrial and Commercial Bank of China, the Agricultural Bank of China, the Bank of Communications, China Great Wall Asset Management, China Cinda Asset Management, China Orient Asset Management, China Huarong Asset Management and China Re, etc.

MOF also owned China Railway, China Tobacco and CITIC Group.

See also
Chinese financial system
Taxation in China
People's Bank of China
Ministries of the People's Republic of China

References

External links

Finance in China
Finance
China
Ministries established in 1949
Government finances in China

Ministry of Finance (China)


An Sacciolepis cymbiandra in uska species han Liliopsida nga ginhulagway ni Otto Stapf. An Sacciolepis cymbiandra in nahilalakip ha genus nga Sacciolepis, ngan familia nga Poaceae. Ginklasipika han IUCN an species komo diri gud kababarak-an. Waray hini subspecies nga nakalista.

Mga kasarigan

Sacciolepis

Sacciolepis cymbiandra


Kepler-20 es una estrella a 950 años luz de la Tierra en la constelación Lyra y con una temperatura menor que el Sol, es un sistema planetario de cinco planetas. El 20 de diciembre de 2011 el telescopio espacial Kepler lo descubrió. En este sistema se descubrieron dos planetas similares a la Tierra por su tamaño y composición de roca. Uno de ellos es llamado Kepler-20e que es menor que Venus y orbita su estrella en seis días y que tiene 760 °C, el otro es Kepler-20f es más grande que la Tierra, orbita en diecinueve días y tiene 427 °C.

Aunque los planetas están muy cerca de la estrella, la NASA lo dio como un hito por descubrir planetas tan pequeños y por ser un posible inicio de nuevas búsquedas.

Además de la pareja de planetas similares a la Tierra, la misión ha descubierto que el sistema de Kepler-20 contiene también tres planetas de dimensiones significativamente mayores. Los cinco planetas tienen órbitas internas a la órbita equivalente a la de Mercurio en el sistema solar.

Referencias

Sistemas planetarios
Constelación de Lyra
Estrellas

Kepler-20


Margareta Wechsler "Medi" Dinu () a fost o pictoriță română de origine evreiască. S-a născut în Brezoi, județul Vâlcea, fiica contabilului evreu, Daniel Wechsler, și a violonistei Amalia Hirschfeld, care studiase vioara la Conservatorul din Cluj.

Tânărul Daniel Wechsler a cunoscut-o pe încântătoarea Amalia Hirschfeld la cantina întreprinderii forestiere din Brezoi. Amalia era fiica lui Leopold și a Hlenei Hirschfeld, vorbitoare de germană și de maghiară, dar nu și de română.

Din cauza Gărzii de Fier, la vârsta de 8 ani, este obligată să părăsească orașul natal Brezoi, iar în următorii ani locuiește în mai multe orașe: București, Târgoviște, Cluj, Oradea, Râmnicu Vâlcea. A  scăpat de deportari datorită legii care a interzis deportarea veteranilor de război, iar tatăl ei luptase în Primul Război Mondial.

Studii
Medi își desfășoară studiile, absolvă Institutul de domnișoare "Choisy-Mangâru" din București și vorbește în patru limbi: română, germană, maghiară și franceză.

Încurajată de profesorul de artă, pictorul Costin Petrescu, artista își continuă studiile la Academia de Belle-Arte, avându-i ca profesori pe Jean Alexandru Steriadi și Ipolit Strâmbu. În același timp, studiază la Facultatea de Matematică cu Dan Barbilian și la Facultatea de Filosofie, sub conducerea lui Dimitrie Gusti și Nae Ionescu.

Carieră
A debutat în 1932, la Salonul Oficial de Alb și Negru din București cu un autoportret.

Un atelier de pictură organizat la Balcic, în 1934, avea să îi ofere teme ale unei viitoare expoziții, care redau peisaje din paradisul de la malul Mării Negre. În perioada 1934 -1939, a pictat la Balcic și tot aici, intră în contact cu mari nume ale picturii românești, precum Iosif Iser, Nicolae Dărăscu, Lucian Grigorescu, Victor Brauner, Gellu Naum, Sașa Pană, Geo Bogza. La Balcic face cunoștință și cu ziaristul și poetul avangardist Gheorghe Dinu (Stephan Roll, 1903—1974), care devine soțul ei.

În 1939, primarul din Balcic, Octavian Moșescu, o invită să-și expună lucrările alături de alți artiști din școala orașului.

După cel de-al doilea război mondial, Partidul Comunist Român îi interzice să-și publice lucrările și începe să lucreze ca profesoară la o școală evreiască din București.

Între anii 1940 și 1986, Medi călătorește și lucrează în diferite orașe din România, Bulgaria și Franța. Operele ei rămân, în mare parte, necunoscute până în 2003, când revine la viața artistică și participă la expoziția "Seniori ai picturii românești contemporane" în din București unde primește aprecierea criticilor de artă.

La 8 martie 2016, de Ziua Internațională a Femeii, artista de 107 ani participă la vernisarea expoziției cu lucrări personale de pictură intitulată "Vârstele Tinereții" la Centrul Cultural Casa Artelor din București.

Numeroase lucrări sunt în muzee și colecții, cum ar fi: Muzeul de Artă din Constanța, Muzeul de Artă din Tulcea, Muzeul de Artă din Râmnicu Vâlcea, colecția Bibliotecii Metropolitane "Mihail Sadoveanu" din București, colecția Memorialului Eminescu din Ipotești, colecții particulare din România, Bulgaria, Franța, Israel, SUA.

Stil artistic
Medi Dinu a realizat un număr impresionant de lucrări în creion, cărbune, acuarelă și ulei. Pictorița rămâne un spirit clasic, iar operele ei pot fi descrise ca o artă figurativă lirică, în plein air, cu o simplitate aproape matematică. Chiar dacă a lucrat și s-a împrietenit cu diferite personalități ale avangardei interbelice românești, ea nu a aprobat și nu a înțeles această mișcare, susținând că a fost deconectată de trecut.

Decesul
Pictorița a încetat din viață la vârsta de 107 ani la Căminul pentru bătrâni "Moses Rosen". Medi Wechsler Dinu este înmormântată la Cimitirul Filantropia.

Distincții
În 2010, este premiată cu "Trofeul Victor Brauner" la cea de a doua Editie a Premiilor Niram Art.

În 2012, este decorată cu Premiul de Excelență la Salonul Arte în București.

La 8 martie 2016, la Centrul Cultural Casa Artelor, artista Medi Dinu a primit placheta de onoare din partea Primăriei Sectorului 3, în semn de recunoștință pentru contribuția remarcabilă pe care a avut-o la dezvoltarea artei și culturii naționale, precum și a patrimoniului artistic universal.

A fost membru al Uniunii Artiștilor Plastici din România.

Note

Vezi și
 MARGARETA WECHSLER – MEDI WECHSLER DINU Biografie
 MEDI WECHSLER DINU – O CONTEMPORANĂ INTERBELICĂ de Luiza BARCAN, Editura și Revista Niram Art, Madrid
 O zi cât un secol cu Medi Wechsler Dinu de Gheorghe Dican (pdf)
 Medi Wechsler Dinu pe WikiArt

Nașteri în 1909
Decese în 2016
Evrei români
Pictori români
Centenari evrei
Centenari români
Oameni din Brezoi

Medi Dinu


Warrior je peti studijski album švedskog death metal-sastava Unleashed. Diskografska kuća Century Media Records objavila ga je 5. lipnja 1997.

Popis pjesama

Osoblje

 Unleashed

 Johnny – bas-gitara, vokal
 Tomas – ritam gitara
 Fredrik – solo-gitara, ritam-gitara
 Anders – bubnjevi

 Dodatni glazbenici

 Stefan Westberg – orgulje (na pjesmi "Born Deranged")

 Ostalo osoblje

 Fredrik Andersson – inženjer zvuka, produkcija
 Clas Persson – mastering
 Ola Bergman – fotografije

Izvori

Albumi sastava Unleashed
Albumi iz 1997.

Warrior


Der Blau-Weiß Bornreihe (offiziell: Sportverein Blau-Weiß Bornreihe e.V.) ist ein Fußballverein aus dem zur Gemeinde Vollersode gehörenden Dorf Bornreihe im Landkreis Osterholz. Die auch als "Moorteufel" bekannte erste Mannschaft spielt seit dem Aufstieg im Jahre 2023 in der Oberliga Niedersachsen.

Geschichte
Der Verein wurde im März 1932 gegründet. Aufgrund der geographischen Lage im Teufelsmoor konnte der Verein zunächst nur Freundschaftsspiele absolvieren und nahm erst ab dem Jahre 1948 am geregelten Spielbetrieb teil. Zu dieser Zeit war das Dorf nur zu Fuß oder mit den Torfkahn zu erreichen. Erst ab 1952 gab es eine asphaltierte Straße. Der sportliche Aufschwung begann, als im Jahre 1959 Fritz Kahnwald das Training übernahm. Zwei Jahre später gelang der Aufstieg in die seinerzeit drittklassige Amateurliga Stade. Vier Jahre später gelang als Tabellenvierter die Qualifikation zur neu geschaffenen Verbandsliga Nord, wo der Verein auf renommierte Clubs wie Kickers Emden oder den VfL Oldenburg traf. Die Mannschaft bestand ausschließlich aus einheimischen Spielern. In der Verbandsliga spielten die "Moorteufel" zunächst gegen den Abstieg. Die Wende kam, als in der Saison 1966/67 Klaus Pophal das Traineramt übernahm. Im Jahre 1970 erschien in der Zeitung Bild am Sonntag ein Artikel über den Verein, der als der "größte Fußballklub der Welt" vorgestellt wurde, weil der SV Blau-Weiß mit 170 mehr Mitglieder als Bornreihe Einwohner hatte.

Ein Jahr später wurde Blau-Weiß Vizemeister der Verbandsliga Nord hinter den Amateuren des VfB Oldenburg. Das vorentscheidende Spiel um die Meisterschaft ging vor 2.500 Zuschauern mit 1:2 verloren. In den folgenden Jahren kämpften die Blau-Weißen gegen den Abstieg, ehe Trainer Pophal 1975 den Verein verließ. Dieser verpflichtete zahlreiche Spieler aus dem nahmen Bremen. Sportlich brachte dies den Verein jedoch nicht weiter und die "Moorteufel" kämpften weiter gegen den Abstieg. Nach der Auflösung der Verbandsligen im Jahre 1979 qualifizierte sich die Mannschaft für die neu geschaffene Landesliga Ost, die nun die zweithöchste Spielklasse Niedersachsen bildete. In der Landesliga stieß der Verein schnell an seine Grenzen und musste bereits 1982 als Tabellenletzter in die Bezirksoberliga Lüneburg absteigen. Der direkte Wiederaufstieg wurde in den folgenden beiden Jahren als Vizemeister hinter dem SC Uelzen 09 bzw. dem TSV Verden verpasst. In den folgenden Jahren rutschten die "Moorteufel" in der Tabelle weiter ab.

Konnten die Blau-Weißen 1995 den Klassenerhalt in der nunmehr Landesliga Lüneburg genannten Spielklasse nur dank der besseren Tordifferenz gegenüber dem VfL Stade sichern ging es ein Jahr später als Vorletzter runter in die Bezirksliga. Der Wiederaufstieg gelang im Jahre 1998. Zunächst wurden die von Carsten Huning trainierten "Moorteufel" Vizemeister der Bezirksliga West hinter dem TSV Verden und trafen dann in einem Entscheidungsspiel auf den Vizemeister der Bezirksliga Ost Eintracht Lüneburg. Nach torlosen 120 Minuten im neutralen Sittensen setzten sich die Blau-Weißen mit 4:2 im Elfmeterschießen durch. In der folgenden Saison 1998/99 sicherte sich die Mannschaft dann die Landesligameisterschaft vor dem TSV Verden und schaffte damit den Durchmarsch in die Niedersachsenliga Ost, damals die höchste Spielklasse des Bundeslandes. Erfolgstrainer Huning wechselte zum FC Oberneuland und wurde durch Torsten Schanz ersetzt. Dieser führte seine Mannschaft in der Saison 1999/2000 durch einen 1:0-Sieg am letzten Spieltag über den Goslarer SC 08 zum Klassenerhalt. Doch bereits in der folgenden Saison 2000/01 mussten die "Moorteufel" wieder in die Landesliga Lüneburg absteigen.

In der Saison 2002/03 wurde die von Klaus Gelsdorf trainierte Mannschaft dort Vizemeister hinter dem VSK Osterholz-Scharmbeck. Das Entscheidungsspiel um den Aufstieg in die Niedersachsenliga wurde im neutralen Unterlüß gegen Sparta Göttingen mit 1:6 verloren. Drei Jahre später gelang der Wiederaufstieg in die Niedersachsenliga, bevor im Jahre 2008 die Qualifikation für die neu geschaffene Oberliga Niedersachsen-Ost gelang. Aus dieser stiegen die "Moorteufel" in der Saison 2009/10 als Tabellenletzter ab. Im Jahre 2016 stieg die Mannschaft wieder in die Oberliga auf, mussten jedoch in der folgenden Saison 2016/17 als Tabellenletzter wieder absteigen. Im Jahre 2023 stiegen die "Moorteufel" wieder in die Oberliga auf.

Erfolge
 Meister der Landesliga/Bezirksoberliga Lüneburg: 1999, 2006, 2016, 2023

Stadion
Die Heimspiele werden auf der Sportanlage Bornreihe ausgetragen, die 4000 Zuschauern Platz bietet. Es wird auf Naturrasen gespielt. Mitte der 1950er Jahre konnte mit Hilfe von tausenden von Kubikmetern Sand der Rasenplatz eingeweiht werden, der durch seinen federnden Grund bei den Gegnern berüchtigt ist.

Persönlichkeiten
 Marko Kück

Einzelnachweise

Weblinks
 Offizielle Homepage

Fußballverein aus dem Landkreis Osterholz
Verein im Niedersächsischen Fußballverband
Sportverein (Landkreis Osterholz)
Gegründet 1932

Blau-Weiß Bornreihe


Benzetilmiş tavlama ya da benzetimli tavlama algoritması, eniyileme problemi için tasarlanmış olasılıksal yaklaşımlı bir algoritmadır. Diğer olasılıksal yaklaşımlar gibi (genetik algoritmalar, tabu arama vb.) en iyi çözümün en kısa zamanda üretimini hedefler. Bu sebeple, özellikle matematiksel modellerle çözülmesi maliyetli olan kombinasyonel eniyileme problemlerinde kullanılır. Benzetilmiş tavlama algoritması; elektronik devre tasarımı, görüntü işleme, yol bulma problemi, gezgin satıcı problemi, malzeme fizigi simulasyonu, kesme ve paketleme problemi, akış çizelgeleme ve iş çizelgeleme problemlerinin çözümlerinde başarılı sonuçlar vermiştir.

Problem tanımı
Eniyileme problemi, nicel olarak en iyiyi bulmayı ve bunun yöntemlerini inceler. Arama uzayının büyüklüğü nedeniyle kombinasyonel eniyileme problemlerinin çözümü, eniyileme yöntemlerinden faydalanmayı gerektirir. Büyük bir arama uzayı içinde gerekirci yöntemlerin kullanımı, hemen hemen imkânsızdır. Çünkü bu arama uzayı içinde en iyi çözümlerin bulunması çok zaman alır. Yerel arama yöntemleri de, arama sürecinde yerel en küçük çözümde takılıp, daha iyi bir çözüm değerine ulaşılmasına engel olabilir. Arama algoritmaları için bir dezavantaj sayılan bu durum karşısında daha detaylı arama yapan arama yöntemleri geliştirilmiştir. Benzetilmiş tavlama algoritması, bu yöntemlerden birisidir.

Kaynakça
 Kirkpatrick, S., Gelatt, C.D. ve Vecchi, M.P., 1983. Optimization by Simulated Annealing. Science, New Series, Vol. 220, pp. 671–680.
 Lutfiyya, H., McMillin, B., Poshyanonda, P. ve Dagli, C., 1992. Composite Stock Cutting Through Simulated Annealing. Mathemetical Computing Modelling, Vol. 16(1), pp. 57–74, Great Britain.
 Lai, K.K. ve Chan, J.W.M., 1997. Developing A Simulated Annealing Algorithm for The Cutting Stock Problem. Computers and Industrial Engineering, Vol. 32, pp. 115–127, Great Britain.

Buluşsal yöntemler
Optimizasyon algoritmaları

Benzetilmiş tavlama


Paul Alexandru Georgescu (n. 11 februarie 1914, Craiova - d. ? după 1999) a fost un critic și istoric literar român, hispanist și traducător din limba spaniolă.

Biografie
S-a născut în familia lui Alexandru Georgescu și a soției sale, Virginia (n. Burgulescu). A urmat școala primară și Liceul "Frații Buzești" din Craiova (1925-1932) și apoi, în paralel, Facultatea de Litere și Filosofie (secția de sociologie) și Facultatea de Drept din cadrul Universității din București, obținând ambele licențe în 1936. A obținut un doctorat în filosofia dreptului cu teza Conceptul și ideea dreptului la Rudolf Stammler (1939) și un doctorat în filologie hispanică, cu teza Arta narativă a lui Miguel Ángel Asturias (1971).

În 1939 este numit asistent universitar la Catedra de filosofia dreptului, activând în această calitate până în 1944, când este detașat ca lector de limba și literatura română la Universitatea din Madrid (1944-1946) și apoi ca lector de limba română în Elveția (1946-1947). Se întoarce în România în 1947, unde lucrează ca redactor la Editura Științifică (1947-1962), apoi din 1962 ca lector la Catedra de limba și literatura spaniolă a Facultății de Filologie din București. După obținerea doctoratului în filologie în 1971 este promovat în postul de conferențiar, în care va funcționa până la pensionare (1979). A îndeplinit funcțiile de vicepreședinte al Asociației de Prietenie Româno-Venezuelene și membru corespondent al secției de lingvistică a Academiei Naționale din Columbia (din 1979), a fost distins cu Ordinul cultural venezuelean "Andres Bello" (1977) și cu Medalia pentru merite științifice a Universității "San Marcos" din Peru (1978).

A debutat publicistic în 1937 cu un eseu despre Mihai Eminescu în revista Gând românesc. A colaborat cu studii și articole în revistel România literară, Ramuri, Steaua, Arbol (Spania), Revista Nacional de Cultura, Imagen, Aretusa, El Nacional (Venezuela), Revista de los Andes (Columbia), Bufanda del sol (Ecuador), Studi e informazioni (Italia) etc.

Paul Alexandru Georgescu a desfășurat o bogată activitate de hispanist. A scris mai multe volume despre literatura hispano-americană, a alcătuit Antologia eseului hispano-american (1975) și Antologia criticii literare hispano-americane (1986) și a tradus din scrierile lui Miguel Ángel Asturias, Julio Cortázar, Jorge Luis Borges, Mario Vargas Llosa ș.a. De asemenea, a ținut conferințe despre literatura spaniolă și hispanoamericană la mai multe universități din Italia, Belgia și Venezuela.

Opera
 Los estudios hispánicos en Rumania, în colab. cu Iorgu Iordan, Sociedad Rumana de Lingüística Románica, București, 1964;
 Teatrul clasic spaniol, Editura pentru Literatură Universală, București, 1967;
 Arta narativă a lui Miguel Ángel Asturias, Editura didactică și pedagogică, București, 1971;
 Literatura hispano-americană în lumină sistemică, Editura Scrisul Românesc, Craiova, 1979;
 Breve antología de prosa hispanoamericana, București, 1980;
 Casa Weber sau Ieșirea din noapte, București, 1982;
 Rómulo Gallegos, Academia Nacional de la Historia, Caracas, 1984;
 Valori hispanice în perspectivă românească, Editura Cartea Românească, București, 1986;
 Nueva visión sistémica de la narrativa hispanoamericana, Academia Nacional de la Historia, Monte Avila Editores, Caracas, 1989;
 Cartea întrupărilor: 33 de bărbați iluștri văzuți de aproape și altfel, București, 1998.

Traduceri
 Miguel Ángel Asturias, Domnul Președinte, București, 1960 (ed. a II-a, 1964);
 María Teresa León, Cu cărțile pe față, București, 1962;
 Miguel Ángel Asturias, Romanul latino-american, București, 1964;
 Germán Arciniegas, Popas în România, București, 1974,
 Antologia eseului hispano-american, postfața traducătorului, București, 1975;
 Germán Arciniegas, Biografia Caraibelor, vol. I-II, în colab. cu Ruxandra Maria Georgescu, pref. și tabel cronologic, București, 1979;
 Antologia criticii literare hispano-americane, în colaborare cu Ruxandra Maria Georgescu, București, 1986;
 Germán Arciniegas, Cavalerul din El Dorado, în colaborare cu Ruxandra Maria Georgescu, București, 1987;

Note

Bibliografie
 Coman Lupu, "Integrare și integralitate în exegeza hispanică a lui Paul-Alexandru Georgescu", in Viața Românească, nr. 1, 1989, pp. 94-95.
 Aurel Sasu, Dicționar biografic al literaturii române A-L, vol. I, Ed. Paralela 45, București, 2004, p. 639. ISBN: 973-697-758-7

Nașteri în 1914
Critici literari români
Istorici literari români
Traducători români
Hispaniști români

Paul Alexandru Georgescu


Zeyyat Selimoğlu, (31 Mart 1922, İstanbul - 30 Haziran 2000, İstanbul), Türk yazar ve çevirmen.

Zeyyat Selimoğlu, Alman Lisesi'nden sonra, İstanbul Üniversitesi Hukuk Fakültesi'nden mezun oldu. Hikâyelerinin yanı sıra, Almanca'dan çevirileri ve radyo oyunları ile tanındı. Rize'nin Köylerinden başlıklı yazısı ile Cumhuriyet gazetesinin 1949-50 Yunus Nadi Armağanı'nı kazanarak edebiyat dünyasına ilk adımını attı. Koca Denizde İki Nokta başlıklı oyunu ile 1970 TRT Sanat Ödülleri Yarışması'nda Başarı Ödülü'ne layık görüldü. Çocuk kitapları yazdı, tek romanı Tutkunun Köşeleri'''nde sınıf atlama ve zenginleşme idealini konu edindi. Denizcilerin yaşamlarını ve serüvenlerini yarattığı canlı karakterler aracılığıyla etkili bir anlatımla işledi.

Selimoğlu, 30 Haziran 2000'de İstanbul'da, Nişantaşı'ndaki evinde vefat etti.

 Hikâye Kitapları
 Kavganın Sonu ve Başı (1955)
 Direğin Tepesinde Bir Adam (1969) (Sait Faik Hikâye Armağanı, 1970)
 Kıçüstünde Toplantı (1971)
 Koca Denizde İki Nokta (Türk Dil Kurumu Hikâye Ödülü, 1973)
 Karaya Vurdu Deniz (1975)
 Deprem (Uzun Hikâye, 1976)
 Soyunanlar (1980)
 Çiçekli Dağ Sokağı (1982)
 Gemi Adamları (1984)
 Bir Şarkı Gibiydi (1987)
 Aramızdaydı O Gün (1990)
 Denizlerin İstanbul (1992)
 Derin Dondurucu İçin Öykü (1995) (Haldun Taner Öykü Ödülü, 1995)
 Bahar Yorgunluğu (1998)

 Roman
 Tutkunun Köşeleri (1982)

 Çocuk Kitapları
 Yavru Kayık (1979)
 Martılar Adası (1979)
 Uyumsuz Nuri (1981)

 Çevirileri
 Trenin Tam Saatiydi'' - Heinrich Böll (Orijinal Basım 1949, Çeviri 996)

Kaynakça

1922 doğumlular
2000 yılında ölenler
İstanbul Üniversitesi Hukuk Fakültesinde öğrenim görenler
20. yüzyıl Türk yazarları
Sait Faik Hikâye Armağanı sahipleri
Özel Alman Lisesinde öğrenim görenler
Haldun Taner Öykü Ödülü sahipleri

Zeyyat Selimoğlu


A Mubadala Investment Company PJSC ( e ), ou simplesmente Mubadala, é um dos principais fundos soberanos de investimentos do Emirado de Abu Dhabi, o outro é a Abu Dhabi Investment Authority, que se encontra organizado sob a forma de uma holding de propriedade estatal dos Emirados Árabes Unidos com origens em companhias fundadas na década de 1980.

A holding foi criada em 2017 após a fusão entre a Mubadala Development Company (agora Mamoura Diversified Global Holding) e a International Petroleum Investment Company (IPIC).

Ver também
 Abu Dhabi Investment Authority

links externos
 Mubadala Investment Company
 sítio oficial da ATIC
 Mubadala Investment Company SWFI Profile

Mubadala
!Artigos com texto em árabe

Mubadala Investment Company


Tuđman: Nepoznata priča je hrvatski igranodokumentarni film redatelja Jakova Sedlara iz 2022. godine. Film je sniman na engleskom jeziku i glavna radnja je o prvom predsjedniku RH Franji Tuđmanu. Glavnu ulogu u ovom filmu glumi američki glumac Kevin Spacey. Premijera film bit će 14. svibnja 2022. u Zagrebu, na stogodišnjicu rođenja Franje Tuđmana.

Izvori

Vanjske poveznice

Hrvatski filmovi

Tuđman: Nepoznata priča


قائمة بطولات دورة رولان غاروس لعام 2003:

الكبار

فردي رجال

 خوان كارلوس فيريرو هزم  مارتن فيركيرك, النتيجة:6-1, 6-3, 6-2

فردي سيدات

 جوستين هنين هزمت  كيم كلايجستيرس, النتيجة:6-0, 6-4

زوجي رجال

بوب براين ومايك براين () هزما بول هارهويس () ويافجيني كافلينكوف (), النتيجة:7-6, 6-3

زوجي سيدات

كيم كلايجستيرس () وأي سوجاياما () هزمتا فيرجينيا روالو باسكال () وباولو سواريز (), النتيجة:6-7(5), 6-2, 9-7

زوجي مختلط
ليزا رايموند ومايك براين () هزما إيلينا لايكوفيتسيفا () وماهيش باهوباثي (), النتيجة:6-3, 6-4

الشباب

فردي أولاد
ستانسيلاس فافرينكا () هزم براين بيكر (), النتيجة:7-5, 4-6, 6-3

فردي بنات
أنا لينا غرويفيلد () هزمت فيرا دوشيفاينا (), النتيجة:6-4, 6-4

زوجي أولاد
جوجري بالازيس () ودودي سيلا () هزما كامل كابكوفيتش () ولادو شايكلاتزي (), النتيجة:5-7, 6-1, 6-2

زوجي بنات
مارتا فراجا بيرز وأدريانا غونزاليس بيناس () هزمتا كاترينا بوهوموفا () ومايكائيلا كراجايكك (), النتيجة:6-0, 6-3

مراجع

باريس في 2003
أحداث مايو 2003 الرياضية في أوروبا
أحداث يونيو 2003 الرياضية في أوروبا
دورات رولان غاروس
دورة فرنسا المفتوحة حسب السنة
رياضة فرنسية في 2003
كرة المضرب في 2003
كرة مضرب فرنسية في 2003
أحداث يونيو 2003 الرياضية في فرنسا
أحداث مايو 2003 الرياضية في فرنسا

دورة فرنسا المفتوحة 2003