سيارات 2  هو فيلم متحرك حاسوبياً أمريكي الذي صدر في 2011، ومن إنتاج شركة بيكسار، وهو أيضاً الفيلم التبع لفيلم سيارات الذي صدر في عام 2006. وفي هذا الفيلم شخصية السيارة السبق « برق بنزين » (Lightning McQueen؛ أداء صوت أوين ويلسون) وشخصية شاحنة القطر « ماطم » (Mater؛ أداء صوت لاري ذا كيبل جاي) يتوجهان إلى اليابان وأوروبا على للمنافسة في سباق الجائزة الكبرى العالمية (World Grand Prix)، ولكن ينحرف ماطم في مهمة تجسس عالمي. والفيلم من إخراج جون لاسيتر، وشارك في الإخراج براد لويس، وكتابة الفيلم هو من قلم بن كوين (Ben Queen)، ودنيز ريام (Denise Ream) هي منتجة الفيلم. سيارات 2 هو أيضاً أول فيلم من إخراج جون لاسيتر منذ فيلم سيارات الأصلي في عام 2006.

تم توزيع الفيلم من قبل شركة أفلام والت ديزني، وصدر الفيلم في الولايات المتحدة في 24 يونيو، 2011 وسيتم إصدار الفيلم في المملكة المتحدة في 22 يوليو، 2011. ويقدم الفيلم بثلاثي الأبعاد قبل نظاماي ديزني ديجيتل 3 دي وآي ماس 3 دي، وكذالك يقدم بثنائي الأبعاد التقليدية ومع نظام آي ماس. قد أعلن عن الفيلم لأول مرة في عام 2008، جنباً إلى جنب مع أفلام فوق، وNewt، وأسطورة مريدا (المعروف سابقاً بعنوان The Bear and the Bow « الدب والقوس »)، ويعتبر فيلم سيارات 2 الفيلم المتحرك الثاني عشر من إنتاج إستوديوهات بيكسار. قد افتتح هذا الفيلم إلى ردود فعل متباينة/متوسطة من النقاد، ويعتبر الفيلم من أفضل
الأفلام المستقبلة لبيكسار حتى الآن.

أداء الأصوات
{| border="1" cellpadding="2" class="wikitable"
|- bgcolor="#cccccc"
!اسم الشخصية
!اسم الشخصية بالإنجليزيّة
!مؤدي الصوت الأصليّ (بالإنجليزيّة)
!مؤدي الصوت باللهجة المصرية
|-
|برق بنزين
|Lightning McQueen
|أوين ويلسون
|رمزي لينر
|-
|ماطم
|Mater
|لاري ذا كيبل جاي
|جلال الهجرسي
|-
|جن مصوّر
|Finn McMissile
|مايكل كين
|حلمي فودة
|-
|هوللي دركسيون
|Holley Shiftwell
|إيميلي مورتيمير
|أماني البحطيطي
|-
|جاز
|Mack
|جون راتزنبرجر
|جلال الهجرسي
|-
|فرانشيسكو برنوللي||Francesco Bernoulli||جون تورتورو||جهاد أبو العنين
|-
| سير أميال جيربوكس||Sir Miles Axlerod||إدي إيزارد||محمود عامر

|}

النسخة العربية الفصحى
 إبراهيم ماضي و رأفت بازو - فين
 روزي اليازجي و هزار الحرك - هولي
 عماد فغالي و زياد الرفاعي - مكوين
 جورج دياب و مأمون الفرخ - فرنشسكو برنولي
 ريمون فرنسيس و لمى الشمندي - مايلز
 فادي الرفاعي و مأمون الرفاعي - المعلم زنداب، نيغل
 سمير معلوف و عادل أبو حسون - مايتر
 عفيف شيا و يوسف المقبل و قاسم ملحو و هشام كفارنة و أيمن السالك - كرابي، ميل دورادو، العم توبولينو، ماك
 ريتشارد ياني و إياد أبو الشامات و مروان فرحات و مروان أبو شاهين و عادل أبو حسون و زياد الرفاعي - تورك، لويس هاملتون، ميغل، كلوتشونيسكي، الأمير
 سعد حمدان و مروان أبو شاهين و زياد الرفاعي و مروان فرحات - ليلاند توربو، لويجي، رئيس فريق تودروكي
 روميو الورشا وإياس أبو غزالة - غريم، رامون
 جورج أبو سلبي و إياس أبو غزالة و مروان فرحات و خلدون قاروط و محمد خير أبو حسون - ديفيد هوبسكب، سارج، غويدو، فلاديمير
 جورج طويل و محمد حداقي و مروان فرحات و محمد حداقي و مروان فرحات و مأمون الفرخ و أيمن السالك - شو تودوروكي، سيدلي، إيسر، هنشر، جيف غورفات، رئيس فريق غورفات
 رنا الرفاعي و أنجي اليوسف - فلو
 ناجي شامل و يحيى الكفري و زياد الرفاعي - فيلمور، ستيفينسون
 سيلينا شويري و أمل عمران - ماما توبولينو
 شربل أيوب و نضال حمادي - حارس الملكة 4
 إيمان بيطار و حنان شقير - ليزي
 رالين داغر و سمر كوكش - ميا
 فؤاد شمص و محمد خير أبو حسون - منادي القصر

الموسيقى التصويرية

مراجع

انظر أيضا
 كارز 2 (لعبة فيديو)
 قائمة بأفلام والت ديزني
 أفلام والت ديزني
 پيكسار

وصلات خارجية

 الموقع الرسمي في الشرق الأوسط

أفلام الطريق الأمريكية
أفلام أخرجها جون لاسيتر
أفلام أطفال كوميدية في عقد 2010
أفلام أكشن كوميدية أمريكية
أفلام أمريكية
أفلام أمريكية ثلاثية الأبعاد
أفلام إنتاج 2011
أفلام باللغة الإنجليزية
أفلام باللغة الإنجليزية في عقد 2010
أفلام بتقنية ثلاثية الأبعاد إنتاج عام 2011
أفلام بيكسار
أفلام بيئية
أفلام تجسسية كوميدية في عقد 2010
أفلام تضم شخصيات مؤنسة
أفلام تقع أحداثها في أماكن خيالية مأهولة
أفلام تقع أحداثها في إيطاليا
أفلام تقع أحداثها في باريس
أفلام تقع أحداثها في طوكيو
أفلام تقع أحداثها في كاليفورنيا
أفلام تقع أحداثها في لندن
أفلام ثلاثية الأبعاد رسوم متحركة
أفلام حركة حاسوبية في 2011
أفلام حركة كوميدية 2011
أفلام حركة كوميدية في عقد 2010
أفلام حولت إلى ألعاب فيديو
أفلام رسوم متحركة أطفال كوميدية أمريكية
أفلام رسوم متحركة أمريكية في عقد 2010
أفلام رسوم متحركة تقع أحداثها في إيطاليا
أفلام رسوم متحركة تقع أحداثها في باريس
أفلام رسوم متحركة تقع أحداثها في طوكيو
أفلام رسوم متحركة تقع أحداثها في كاليفورنيا
أفلام رسوم متحركة تقع أحداثها في لندن
أفلام رسوم متحركة عن الصداقة
أفلام رسوم متحركة عن سباق السيارات
أفلام رسوم متحركة عن سيارات
أفلام رسوم متحركة للأطفال في عقد 2010
أفلام سجلها مايكل جاكينو
أفلام كتب نصها السينمائي جون لاسيتر
أفلام كوميدية في 2011
أفلام متممة أمريكية
أفلام متممة إنتاج عقد 2010
أفلام والت ديزني
كارز (علامات تجارية)

سيارات 2


An Anthurium coleomischum in uska species han Liliopsida nga ginhulagway ni Alexander Gilli. An Anthurium coleomischum in nahilalakip ha genus nga Anthurium, ngan familia nga Araceae.

Mabibilngan ini ha Ecuador. Waray hini subspecies nga nakalista.

Mga kasarigan

Anthurium

Anthurium coleomischum


Undeva la Palilula este un film românesc din 2012 regizat de Silviu Purcărete. Rolurile principale au fost interpretate de actorii Dimeny Aron, George Mihăiță, Răzvan Vasilescu.

Prezentare

Distribuție
Distribuția filmului este alcătuită din:

Primire
Filmul a fost vizionat de 12.253 de spectatori în cinematografele din România, după cum atestă o situație a numărului de spectatori înregistrat de filmele românești de la data premierei și până la data de 31 decembrie 2014 alcătuită de Centrul Național al Cinematografiei.

Note

Legături externe

Vezi și
 2012 în film

Filme românești
Filme în limba română
Filme din 2012
Filme de comedie românești

Undeva la Palilula


This is a list of mayors of Montreal, Quebec, since the city was incorporated in 1832. Party colours do not indicate affiliation or resemblance to a provincial or a federal party.

Mayors of Montreal

Applebaum is the most recent non-francophone mayor, the last being James John Edmund Guerin in 1912. Applebaum is the first Jewish mayor for the city with previous holders either French Canadian, Scottish, Irish or English descent.

Footnotes

See also
 Mayor of Montreal
 List of leaders of the Official Opposition (Montreal)
 Montreal City Council
 Timeline of Montreal history
 History of Montreal
 History of Quebec
 List of governors of Montreal

External links
 City of Montreal list of mayors

Mayors Of Montreal
Mayors Of Montreal

Montreal
Mayors Of Montreal

List of mayors of Montreal


El Museo de Arte Abstracto Manuel Felguérez Herrera XD se encuentra localizado en la ciudad de Zacatecas, México, en el lugar donde se encontraba en el 1869 se estableció el Seminario Conciliar de la Purísima de Zacatecas y más tarde el penal estatal que funcionó hasta 1990. El museo se enfoca tanto a la difusión de la obra del artista como a la historia del arte abstracto en México,Nace en Valparaíso, Zacatecas, en 1928, y a los siete años de edad se traslada con su familia a la Ciudad de México. Desde niño demostró inclinación por las artes, pero no es, sino hasta los 19 años, en su primer viaje a Europa, cuando descubre que lo más importante en el mundo era el arte; es entonces que decide iniciarse como escultor. En 1949 viaja por segunda vez a Francia para estudiar al lado de Ossip Zadkine en la Academia de la Grande Chaumiére en París, en donde también frecuenta el taller de Brancusi. Sus experiencias al lado de Zadkine en París y de Zúñiga en México, así como su constante investigación y experimentación le dan seguridad en el manejo de materiales y técnicas, no sólo en el campo de la escultura y lo llevan a encontrar su propio lenguaje.

La Colección
La colección abarca la historia del arte abstracto en México desde mediados de los años 50 e incluye a Fernando García Ponce, Arnaldo Coen, Roger von Gunten, Brian Nissen, Vlady, Vicente Rojo y al propio Manuel Felguérez.

Referencias

Museos de arte de México
Ciudad de Zacatecas
Museos de México inaugurados en 1998
Museos de Zacatecas

Museo Manuel Felguérez


Funny Games puede hacer referencia a:
 Funny Games, película austríaca dirigida por Michael Haneke estrenada en 1997.
 Funny Games, versión estadounidense de la anterior, también dirigida por Michael Haneke y estrenada en 2008.

Funny Games (desambiguación)


عائلة ونيس، مسرحية مصرية عائلية من تأليف الممثل محمد صبحي وإخراج نيفين رامز. عرضت عام 1997. وهي من بطولة محمد صبحي وسعاد نصر. تدور أحداث المسرحية عن ونيس وعائلته التي تحصل بينهم عدة مفارقات كوميدية.

الممثلون
 محمد صبحي.. ونيس أبوالفضل جاد الله عويس عبد الحق
 سعاد نصر.. مايسة زوجة ونيس.
 سامح الشجيع.. عز الدين الابن الأول لونيس ومايسة.
 هدى هاني.. جهاد الابنة الأولى لونيس ومايسة.
 فادي خفاجة.. شرف الدين الابن الثاني لونيس ومايسة.
 ريم أحمد.. هدى الابنة الثانية لونيس ومايسة.
 جميل راتب.. أبو الفضل والد ونيس.
 عبير فاروق.. معتزة ابنة عم ونيس.
 مجدي صبحي.. حسام زوج معتزة.
 عبد الله مشرف.. عبد الله ابن خالة ونيس.
 عبير صلاح الدين.. عبلة بنت خليل وزينات وزوجة عبد الله.
 شعبان حسين.. ثروت صديق ونيس.
 نادية عزت.. زينات زوجة خليل.
 محمود أبو زيد.. خليل جار ونيس.
 دنيا.. الخرساء مجبورة''' التي عاشت فترة مع عائلة ونيس، قدمت الشخصية في العروض الأولى الفنانة ميرنا المهندس.
 هناء الشوربجي... مذيعة تليفزونية.
بالإضافة إلي: شوقي طنطاوي - إمام الصفطاوي - فوزي الشرقاوي - خالد فوزي - رامي كمال

مسرحيات كوميدية مصرية
مسرحيات محمد صبحي

عائلة ونيس (مسرحية)


Akin, Ankara ilinin Şereflikoçhisar ilçesine bağlı bir mahalledir.

Sözkökü
Akin sözü "Agin" şeklinde de söylenir.

Tarih
Köyün etnik halkı olan Nogay Türkleri'nin kökü, Kıpçak veya Kuman adlı tarihte ünlü Türk boyundan gelmektedir. Dil özellikleri de Kıpçak Türkçesi grubuna girmektedir. Kıpçak Bozkırı veya Deşti Kıpçak denilen yer Karadeniz ve Hazar Denizi'nin kuzey alanıdır.
Kırım istikametinden Türkiye'ye doğru zorunlu Türk göçlerinin yönü çoğunlukla Balkanlar ve Kafkasya üzerinden olmuştur.
Osmanlılar döneminde Çerkesgöçü sırasında Kafkasya Dağıstan üzerinden göç eden Nogay Türklerinin yerleştirilmesi sonucunda 1860 yılında kurulmuştur. Türkiye'deki Nogay köylerinden biridir.
Çevredeki köy yerleşimlerinde de genelde Kafkas göçmenleri yaşamaktadır.

Kültür
Yaşam tarzı olarak Eski Türk örf adetlerine daha yakın olan Akin köyü Nogay Türkleri'nin Tatar çayı olarak da denilen Nogay sütlü çayı içme geleneği halen sürmektedir. Sütlü çaya tuz, tereyağı da eklenebilmektedir. Hamur işlerinden pişi, taba börek, şır börek öne çıkan kültürel yiyeceklerdir.
Nevruz, Sabantoy ve Tepreş kutlamaları vardır.

Dil
Dil olarak Kırım Türkçesi'nin Çöl (Bozkır) ağzı da olarak bilinen Nogay Türkçesidir

Coğrafya
Ankara il merkezine 110 km, Şereflikoçhisar ilçesine 41 km uzaklıktadır. Tuz gölünün kuzey kıyısına çok yakındır. Köy dolayında antik çağa ait ören alanları vardır.

Nüfus
Yaz-Kış nüfusu arasında fark vardır. Yazları mahallenin nüfusu daha da artmaktadır.

Turizm
Etnik turizm açısından uğrak yerlerinden biridir. Nogay kültürü, dili, mutfağı merak edenler için bir turizm potansiyelidir.  Nogay Türkleri Şenlikleri olmaktadır.

Ayrıca bakınız
Türkiyede Nogay Türkleri

Kaynakça

Dış bağlantılar
Akın köyünden Dünya şampiyonluğuna
Akın köyünden Mevlüt Pekcan Tekvando'da dünya şampiyonu oldu
Türkiye'deki Nogay Türkleri yerleşimleri
 Akin köyü dili üzerinde akademik araştırmalar

Şereflikoçhisar'ın mahalleleri
Kırım Tatarları'nın yaşadıkları bölgeler
Nogayların yaşadıkları bölgeler
Nogaylar

Akin, Şereflikoçhisar


Alvin Lamar Worthy (nascido em 27 de julho de 1982), conhecido profissionalmente como Westside Gunn, é um rapper americano de Buffalo, Nova Iorque. Westside Gunn é co-fundador da gravadora independente de hip-hop Griselda Records. É irmão do rapper Conway The Machine e primo do rapper Benny the Butcher, colaborando com ambos frequentemente. Westside Gunn lançou quatro álbuns de estúdio, além de um extenso catálogo de mixtapes. Gunn foi afiliado da Shady Records entre 2017 e 2020, mas entretanto voltou a lançar música de forma independente.

Discografia

Álbuns de estúdio

 FLYGOD (2016)
 Supreme Blientele (2018)
 Pray for Paris (2020)
 Who Made the Sunshine (2020)

Com Griselda

 Don't Get Scared Now (2016)
 WWCD (2019)

Mixtapes

 Flyest Nigga in Charge Vol. 1 (2005)
 Hitler wears Hermes (2012)
 Hitler wears Hermes II (2014)
 Hitler wears Hermes III (2015)
 Hitler wears Hermes IV (2016)
 Hitler weats Hermes V (2017)
 Hitler wears Hermes VI (2018)
 Flygod is an Awesome God (2019)
 Hitler wears Hermes VII (2019)
 Flygod is an Awesome God II (2020)
 Hitler wears Hermes 8: Sincerely, Adolf (2021)  - nº196 no Billboard 200
 Hitler wears Hermes 8: Side B (2021)
 Gunnlib (com Madlib) (TBA)

Referências

Rappers underground
Pessoas vivas
Nascidos em 1982

Westside Gunn


Roxana este un roman de Gala Galaction alcătuit sub forma unor confesiuni epistolare ale părintelui Abel Pavel. A fost publicat prima dată în anul 1930 de către Editura Națională Ciornei în Colecția Autorilor Români. Este primul roman scris de Gala Galaction după ce în 1918 a publicat în revista Cartea vremii primele cinci capitole ale romanului său neterminat Margo.

Prezentare
Personajul principal este preotul Abel Pavel, simbol al creștinismului primitiv privit sub latura umanitarismului și democratismului. Acesta ajunge preot într-un cartier de muncitori din periferia Bucureștiului și își propune să întemeieze aici o biserică cu chilii în jurul ei pentru oamenii nevoiași. Cu toate acestea, preotul Abel Pavel este naiv deoarece crede că poate înlătura nedreptatea și sărăcia, dar se lovește de o serie de probleme care îl readuc la realitate din iluzia sa. Astfel își dă seama că lumea în care trăiește nu este cea din timpul sfinților Ambrozie, Vasile și Sinezie, că în afară de bogăție și sărăcie lumea contemporană prezintă nenumărate și ascunse mecanisme imposibil de manevrat cu ajutorul credinței.

Inițial cere naiv ajutor șefului său ierarhic, mitropolitul primat care îl refuză blajin dar brutal, catalogându-l un visător indezirabil. Apoi cere ajutorul organelor statului, dar este apostrofat pentru că ar vrea să aducă muncitorilor din cartier idei extravagante. În final se adresează bogătașului Atanasie Ceaur, care a făcut avere de pe urma primului război mondial. Mai departe conflictul devine acut, dinamic. Atanasie îl întreabă care va fi profitul său dacă îl va ajuta la construcția chiliilor, dar acceptă meschin doar la insistențele soției sale, Roxana Ceaur, cea care dă numele romanului.

În conflictul dintre sărac și bogat, autorul se plasează pe o poziție de mare aversiune față de bogătaș, sugerând indirect atitudinea sa față de reprezentații orânduirii de după primul război mondial.

Guvernanta protestantă a copiilor familiei Ceaur, Frau Helen Hempel, îi demonstrează lui Abel Pavel că a greșit asociindu-se cu Atanasie deoarece ca orice reprezentant al bogătașilor și al clasei conducătoare, acesta a dorit doar să-și atingă ambițiile politice prin acest proiect, ceea ce a dus la uzurparea și prăbușirea idealului părintelui.

Note

Bibliografie
Gheorghe Cunescu, Gala Galaction, Galați, 1989.
Camelia Caracaleanu, Fantastic și folcloric în nuvelistica lui Gala Galaction, București, 1996.
Gheorghe Perian, Despre Gala Galaction, Cluj, 2005.

Legături externe
 Părintele Abel Pavel, confidentul Roxanei (1), teologiepentruazi.ro

Vezi și
 1930 în literatură

Romane de Gala Galaction
Romane din 1930
Romane românești

Roxana (roman)


هاكو أحد شخصيات مسلسل ناروتو يمتلك حد الدم السلالي الذي هو صفة وراثية في عائلة معينة. يعتبر صياد سرعته تعادل ساسوكي. ويعتبر زابوزا أب له. مات عندما أراد كاكاشي قتل زابوزا بمهارة سيف البرق .يرتدي غالبا قناع يشبه قناع المطاردين و هو يشبه الفتيات كثيرا كما له تقنية جد متطورة و تستهلك الكثير من التشاكرا حيث يستطيع تكوين حاجز من المرايا الضبابية على شكل قفص ويدخل داخل أحد هذه المرايا ويظهر وكأنه موجود في كل المرايا لأن صورته تظهر على كل مرآة ويبدأ بالهجوم عن طريق رمي إبر نينجا على من يدخلهم داخل القفص لذلك كاد أن يقتل ساسوكي ذات مرة وهو يستطيع أيضا تجميع الطاقة وتنفيذ المهارات باستخدام يد واحدة فقط في حين يحتاج النينجا كلتا يديه لتجميع الطاقة وتنفيذ المهارات و لديه قوة ملاحظة وسرعة بديهة حيث استطاع تحليل ومعرفة سر عمل الشارينغان الخاصة بكاكاشي .

مراجع

شخصيات ناروتو
صيادون خياليون

هاكو (ناروتو)


Karilee Fuglem, née en 1960 à Prince George, Colombie-Britannique est une artiste multidisciplinaire canadienne qui vit et travaille à Montréal.

Biographie
Elle obtient une maîtrise en arts plastiques à l'Université Concordia. Ses œuvres sont présentées partout au Canada, notamment dans le cadre de la Biennale de Montréal (1998), de la Manif d'art 2 de Québec (2003), de la Biennale nationale de sculpture contemporaine de Trois-Rivières (2004), ainsi que des expositions De fougue et de passion au Musée d'art contemporain de Montréal (1997), Between Body and Soul à la Galerie d'art Leonard et Bina Ellen de l'Université Concordia (1998), Corps et sonorité au Musée régional de Rimouski (1999), Sense à la Edmonton Art Gallery (2004) et Avancer dans le brouillard au Musée national des beaux-arts du Québec, pour ne mentionner que celles-ci.

L'artiste compte également une vingtaine d'expositions individuelles à son actif au Québec (Optica, 1996 ; Galerie Samuel Lallouz, 1996 ; Articule, 1997 ; La chambre blanche, 1997 ; Axe Néo-7, 1999 ; Plein Sud, 2000 ; Pierre-François Ouellette art contemporain, Montréal, 2002 et 2005) et au Canada (AKA Gallery, Saskatoon, Saskatchewan, 1993 ; Southern Alberta Art Gallery, Lethbridge, Alberta, 2000 ; Dunlop Art Gallery, Regina, Manitoba, 2001 ; Gairloch Gallery, Oakville Galleries, Oakville, Ontario, 2003 ; Leo Kamen Gallery, Toronto, 2002 et 2005). Ses œuvres font partie des collections du Musée d'art contemporain de Montréal, du Musée national des beaux-arts du Québec, du Whyte Museum of the Canadian Rockies, à Banff, ainsi que des collections privées.

Références

Liens externes

Naissance en 1960
Artiste contemporain canadien
Naissance à Prince George (Canada)

Karilee Fuglem


Lourdes Del Valle Valera Galvis (* 15. Juni 1963 in Caracas; † 2. Mai 2012 ebenda) war eine venezolanische Schauspielerin.

Leben
Valera hatte bereits im Alter von 16 Jahren erste Erfahrungen in TV- und Radioprogrammen gemacht. Sie studierte Schauspiel an der Universidad Central de Venezuela und debütierte 1983 in Telenovelas.

1993 heiratete sie den Regisseur Luis Alberto Lamata.

Lourdes Valera verstarb am 2. Mai 2012 an Lungenkrebs.

Filmografie

TV
 1983: Leonela
 1984: Topacio (Telenovela)
 1985: Cristal (Telenovela)
 1988: Señora
 1992: Las dos Dianas
 1994: Cruz de nadie
 1996: La llaman Mariamor
 1997: Contra viento y marea
 1998: El país de las mujeres (Telenovela)
 1998: Enséñame a querer
 2000: Amantes de luna llena
 2001: Guerra de mujeres
 2002: Las González
 2003: Cosita rica
 2005: Se solicita príncipe azul (Telenovela)
 2006: Ciudad Bendita
 2008: La vida entera
 2011: El árbol de Gabriel (Telenovela)

Kino
 1994: Desnudo con naranjas
 1995: Rosa de Francia
 2007: 13 segundos
 2008: El enemigo
 2010: Taita Boves
 2011: Patas Arriba

Weblinks

 "Lourdes Valera habla de como enfrenta el cancer", Zucine, abgerufen am 8. Mai 2012

Einzelnachweise

Filmschauspieler
Venezolaner
Geboren 1963
Gestorben 2012
Frau

Lourdes Valera


L'Orchestre philharmonique de Rhénanie-Palatinat (en allemand : ) est un orchestre symphonique allemand fondé en 1919, basé à Ludwigshafen.

Historique
L'Orchestre philharmonique de Rhénanie-Palatinat est fondé le .

L'orchestre est en résidence à Ludwigshafen mais se produit aussi dans l'État de Rhénanie-Palatinat ainsi que dans la plupart des grandes métropoles allemandes, avec des tournées à l'étranger.

Outre sa saison symphonique, il a également une activité lyrique et chorégraphique occasionnelle.

Depuis 2019, le directeur musical de la formation est .

Chefs permanents
Comme chefs, se sont succédé à la tête de l'orchestre :

 Lewis Ruth (1919-1920)
 Ernst Boehe (1920-1938)
 Karl Friderich (1939-1943)
 Franz Konwitschny (1943-1944)
 Heinz Bongartz (1944-1945)
 Bernhard Conz (1947-1951)
 Karl Rucht (1951-1957)
 Otmar Suitner (1957-1960)
 Christoph Stepp (1960-1978)
 Christoph Eschenbach (1979-1983)
 Leif Segerstam (1983-1989)
 Franz Welser-Möst (1991)
 Bernhard Klee (1992-1997)
 Theodor Guschlbauer (1997-2002)
 Ari Rasilainen (2002-2009)
 Karl-Heinz Steffens (2009-2018)
 Michael Francis (depuis 2019)

Créations
Parmi les créations notables de l'orchestre figurent des œuvres de Theo Brandmüller (Dramma per musica, 1982), Werner Egk (Sonate für Orchester , 1969 ; Spiegelzeit, 1979), Volker David Kirchner (Bildnisse II, 1982 ; Symphonie , « Mythen », 1992 ; Gesang im Feuerofen, 1998 ; Menuha, 2000), Giselher Klebe (Lied, 1985), Wolfgang Ludewig, Wolfgang Rihm (Missa non est, 1989), Dieter Schnebel (Canones, 1995), Alfred Schnittke (La Valse, suite de concert, 2006), Leif Segerstam, Manfred Trojahn (Processions, 1987), Erkki-Sven Tüür (Aditus, 2000), Robert Wittinger (Concerto pour violon) ou Udo Zimmermann.

Bibliographie

 .

Références

Liens externes

Orchestre symphonique allemand
Ludwigshafen
Culture en Rhénanie-Palatinat
Orchestre de musique classique fondé en 1919
Formation de musique classique fondée dans les années 1910


The Association of College and Research Libraries defines information literacy as a "set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued and the use of information in creating new knowledge and participating ethically in communities of learning". In the United Kingdom, the Chartered Institute of Library and Information Professionals' definition also makes reference to knowing both "when" and "why" information is needed.

The 1989 American Library Association (ALA) Presidential Committee on Information Literacy formally defined information literacy (IL) as attributes of an individual, stating that "to be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information". In 1990, academic Lori Arp published a paper asking, "Are information literacy instruction and bibliographic instruction the same?" Arp argued that neither term was particularly well defined by theoreticians or practitioners in the field. Further studies were needed to lessen the confusion and continue to articulate the parameters of the question.

The Alexandria Proclamation of 2005 defined the term as a human rights issue: "Information literacy empowers people in all walks of life to seek, evaluate, use and create information effectively to achieve their personal, social, occupational and educational goals. It is a basic human right in a digital world and promotes social inclusion in all nations." The United States National Forum on Information Literacy defined information literacy as "the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand."

A number of other efforts have been made to better define the concept and its relationship to other skills and forms of literacy. Other pedagogical outcomes related to information literacy include traditional literacy, computer literacy, research skills and critical thinking skills. Information literacy as a sub-discipline is an emerging topic of interest and counter measure among educators and librarians with the prevalence of misinformation, fake news, and disinformation.

Scholars have argued that in order to maximize people's contributions to a democratic and pluralistic society, educators should be challenging governments and the business sector to support and fund educational initiatives in information literacy.

History of the concept
The phrase "information literacy" first appeared in print in a 1974 report written on behalf of the National Commission on Libraries and Information Science by Paul G. Zurkowski, who was at the time president of the Information Industry Association (now the Software and Information Industry Association). Zurkowski used the phrase to describe the "techniques and skills" learned by the information literate "for utilizing the wide range of information tools as well as primary sources in molding information solutions to their problems" and drew a relatively firm line between the "literates" and "information illiterates."

The concept of information literacy appeared again in a 1976 paper by Lee Burchina presented at the Texas A&M University library's symposium. Burchina identified a set of skills needed to locate and use information for problem solving and decision making. In another 1976 article in Library Journal, M.R. Owens applied the concept to political information literacy and civic responsibility, stating, "All [people] are created equal but voters with information resources are in a position to make more intelligent decisions than citizens who are information illiterates. The application of information resources to the process of decision-making to fulfill civic responsibilities is a vital necessity."

In a literature review published in an academic journal in 2020, Oral Roberts University professor Angela Sample cites several conceptual waves of information literacy definitions as defining information as a way of thinking, a set of skills, and a social practice. The introduction of these concepts led to the adoption of a mechanism called metaliteracy and the creation of threshold concepts and knowledge dispositions, which led to the creation of the ALA's Information Literacy Framework.

The American Library Association's Presidential Committee on Information Literacy released a report on January 10, 1989. Titled as the Presidential Committee on Information Literacy: Final Report, the article outlines the importance of information literacy, opportunities to develop it, and the idea of an Information Age School. The recommendations of the Committee led to establishment of the National Forum on Information Literacy, a coalition of more than 90 national and international organizations.

In 1998, the American Association of School Librarians and the Association for Educational Communications and Technology published Information Power: Building Partnerships for Learning, which further established specific goals for information literacy education, defining some nine standards in the categories of "information literacy," "independent learning," and "social responsibility."

Also in 1998, the Presidential Committee on Information Literacy updated its final report. The report outlined six recommendations from the original report, and examined areas of challenge and progress.

In 1999, the Society of College, National and University Libraries (SCONUL) in the UK published The Seven Pillars of Information Literacy to model the relationship between information skills and IT skills, and the idea of the progression of information literacy into the curriculum of higher education.

In 2003, the National Forum on Information Literacy, along with UNESCO and the National Commission on Libraries and Information Science, sponsored an international conference in Prague. Representatives from twenty-three countries gathered to discuss the importance of information literacy in a global context. The resulting Prague Declaration described information literacy as a "key to social, cultural, and economic development of nations and communities, institutions and individuals in the 21st century" and declared its acquisition as "part of the basic human right of lifelong learning".

In the United States specifically, information literacy was prioritized in 2009  during President Barack Obama's first term. In effort to stress the value information literacy has on everyday communication, he designated October as National Information Literacy Awareness Month in his released proclamation.

Presidential Committee on Information Literacy

The American Library Association's Presidential Committee on Information Literacy defined information literacy as the ability "to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" and highlighted information literacy as a skill essential for lifelong learning and the production of an informed and prosperous citizenry.

The committee outlined six principal recommendations. Included were recommendations like "Reconsider the ways we have organized information institutionally, structured information access, and defined information's role in our lives at home in the community, and in the work place"; to promote "public awareness of the problems created by information illiteracy"; to develop a national research agenda related to information and its use; to ensure the existence of "a climate conducive to students' becoming information literate"; to include information literacy concerns in teacher education democracy.

In the updated report, the committee ended with an invitation, asking the National Forum and regular citizens to recognize that "the result of these combined efforts will be a citizenry which is made up of effective lifelong learners who can always find the information needed for the issue or decision at hand. This new generation of information literate citizens will truly be America's most valuable resource," and to continue working toward an information literate world.

The Presidential Committee on Information Literacy resulted in the creation of the National Forum on Information Literacy.

National Forum on Information Literacy

In 1983, United States published "A Nation at Risk: The Imperative for Educational Reform," a report declaring that a "rising tide of mediocrity" was eroding the foundation of the American educational system. The report has been regarded as the genesis of the current educational reform movement within the United States.

This report, in conjunction with the rapid emergence of the information society, led the American Library Association (ALA) to convene a panel of educators and librarians in 1987. The Forum, UNESCO and International Federation of Library Associations and Institutions (IFLA) collaborated to organize several "experts meetings" that resulted in the Prague Declaration (2003) and the Alexandria Proclamation (2005). Both statements underscore the importance of information literacy as a basic, fundamental human right, and consider IL as a lifelong learning skill.

Global

The International Federation of Library Associations and Institutions (IFLA)

IFLA has established an Information Literacy Section. The Section has, in turn, developed and mounted an Information Literacy Resources Directory, called InfoLit Global. Librarians, educators and information professionals may self-register and upload information-literacy-related materials. (IFLA, Information Literacy Section, n.d.) According to the IFLA website, "The primary purpose of the Information Literacy Section is to foster international cooperation in the development of information literacy education in all types of libraries and information institutions."

The International Alliance for Information Literacy (IAIL)
This alliance was created from the recommendation of the Prague Conference of Information Literacy Experts in 2003. One of its goals is to allow for the sharing of information literacy research and knowledge between nations. The IAIL also sees "lifelong learning" as a basic human right, and their ultimate goal is to use information literacy as a way to allow everyone to participate in the "Information Society" as a way of fulfilling this right.
The following organizations are founding members of IAIL:
Australian and New Zealand Institute for Information Literacy (ANZIIL), based in Australia and New Zealand
European Network on Information Literacy (EnIL), based in the European Union
National Forum on Information Literacy (NFIL), based in the United States
NORDINFOlit, based in Scandinavia
SCONUL (Society of College, National and University Libraries) Advisory Committee on Information Literacy, based in the United Kingdom

UNESCO Media and Information Literacy
According to the UNESCO website,  their "action to provide people with the skills and abilities for critical reception, assessment and use of information and media in their professional and personal lives." Their goal is to create information literate societies by creating and maintaining educational policies for information literacy. They work with teachers around the world, training them in the importance of information literacy and providing resources for them to use in their classrooms.

UNESCO publishes studies in multiple countries, looking at how information literacy is currently taught, how it differs in different demographics, and how to raise awareness. They also publish tools and curricula for school boards and teachers to implement.

Specific aspects
In "Information Literacy as a Liberal Art," Jeremy J. Shapiro and Shelley K. Hughes (1996) advocated a more holistic approach to information literacy education, one that encouraged not merely the addition of information technology courses as an adjunct to existing curricula, but rather a radically new conceptualization of "our entire educational curriculum in terms of information."

Drawing upon Enlightenment ideals like those articulated by Enlightenment philosopher Condorcet, Shapiro and Hughes argued that information literacy education is "essential to the future of democracy, if citizens are to be intelligent shapers of the information society rather than its pawns, and to humanistic culture, if information is to be part of a meaningful existence rather than a routine of production and consumption."

To this end, Shapiro and Hughes outlined a "prototype curriculum" that encompassed the concepts of computer literacy, library skills, and "a broader, critical conception of a more humanistic sort," suggesting seven important components of a holistic approach to information literacy:

Tool literacy, or the ability to understand and use the practical and conceptual tools of current information technology relevant to education and the areas of work and professional life that the individual expects to inhabit.
Resource literacy, or the ability to understand the form, format, location and access methods of information resources, especially daily expanding networked information resources.
Social-structural literacy, or understanding how information is socially situated and produced.
Research literacy, or the ability to understand and use the IT-based tools relevant to the work of today's researcher and scholar.
Publishing literacy, or the ability to format and publish research and ideas electronically, in textual and multimedia forms ... to introduce them into the electronic public realm and the electronic community of scholars.
Emerging technology literacy, or the ability to continuously adapt to, understand, evaluate and make use of the continually emerging innovations in information technology so as not to be a prisoner of prior tools and resources, and to make intelligent decisions about the adoption of new ones.
Critical literacy, or the ability to evaluate critically the intellectual, human and social strengths and weaknesses, potentials and limits, benefits and costs of information technologies.

Ira Shor further defines critical literacy as "[habits] of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse."

Information literacy skills

Big6 skills

Big6 (Eisenberg and Berkowitz 1990) is a six-step process that provides support in the activities required to solve information-based problems: task definition, information seeking strategies, location and access, use of information, synthesis, and evaluation. The Big6 skills have been used in a variety of settings to help those with a variety of needs. For example, the library of Dubai Women's College, in Dubai, United Arab Emirates which is an English as a second language institution, uses the Big6 model for its information literacy workshops. According to Story-Huffman (2009), using Big6 at the college "has transcended cultural and physical boundaries to provide a knowledge base to help students become information literate" (para. 8). In primary grades, Big6 has been found to work well with variety of cognitive and language levels found in the classroom.

Issues to consider in the Big6 approach have been highlighted by Philip Doty:

Eisenberg (2004) has recognized that there are a number of challenges to effectively applying the Big6 skills, not the least of which is information overload which can overwhelm students. Part of Eisenberg's solution is for schools to help students become discriminating users of information.

Another conception
This conception, used primarily in the library and information studies field, and rooted in the concepts of library instruction and bibliographic instruction, is the ability "to recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information." In this view, information literacy is the basis for lifelong learning. It is also the basis for evaluating contemporary sources of information.

In the publication Information Power: Building Partnerships for Learning (AASL and AECT, 1998), three categories, nine standards, and twenty-nine indicators are used to describe the information literate student.

The categories and their standards are as follows:

Category 1: Information literacy

Standards: The student who is information literate

 accesses information efficiently and effectively.
 evaluates information critically and competently.
 uses information accurately and creatively.

Category 2: Independent learning

Standards: The student who is an independent learner is information literate and

 pursues information related to personal interests.
 appreciates literature and other creative expressions of information.
 strives for excellence in information seeking and knowledge generation.

Category 3: Social responsibility

Standards: The student who contributes positively to the learning community and to society is information literate and

 recognizes the importance of information to a democratic society.
 practices ethical behavior in regard to information and information technology.
 participates effectively in groups to pursue and generate information.

Since information may be presented in a number of formats, the term "information" applies to more than just the printed word. Other literacies such as visual, media, computer, network, and basic literacies are implicit in information literacy.

Many of those who are in most need of information literacy are often amongst those least able to access the information they require:

As the Presidential Committee report points out, members of these disadvantaged groups are often unaware that libraries can provide them with the access, training and information they need. In Osborne (2004), many libraries around the country are finding numerous ways to reach many of these disadvantaged groups by discovering their needs in their own environments (including prisons) and offering them specific services in the libraries themselves.

Effects on education
The rapidly evolving information landscape has demonstrated a need for education methods and practices to evolve and adapt accordingly. Information literacy is a key focus of educational institutions at all levels and in order to uphold this standard, institutions are promoting a commitment to lifelong learning and an ability to seek out and identify innovations that will be needed to keep pace with or outpace changes.

Educational methods and practices, within our increasingly information-centric society, must facilitate and enhance a student's ability to harness the power of information. Key to harnessing the power of information is the ability to evaluate information, to ascertain among other things its relevance, authenticity and modernity. The information evaluation process is crucial life skill and a basis for lifelong learning. According to Lankshear and Knobel, what is needed in our education system is a new understanding of literacy, information literacy and on literacy teaching. Educators need to learn to account for the context of our culturally and linguistically diverse and increasingly globalized societies. We also need to take account of the burgeoning variety of text forms associated with information and multimedia technologies.

Evaluation consists of several component processes including metacognition, goals, personal disposition, cognitive development, deliberation, and decision-making. This is both a difficult and complex challenge and underscores the importance of being able to think critically.

Critical thinking is an important educational outcome for students. Education institutions have experimented with several strategies to help foster critical thinking, as a means to enhance information evaluation and information literacy among students. When evaluating evidence, students should be encouraged to practice formal argumentation. Debates and formal presentations must also be encouraged to analyze and critically evaluate information.

Education professionals must underscore the importance of high information quality. Students must be trained to distinguish between fact and opinion. They must be encouraged to use cue words such as "I think" and "I feel" to help distinguish between factual information and opinions. Information related skills that are complex or difficult to comprehend must be broken down into smaller parts. Another approach would be to train students in familiar contexts. Education professionals should encourage students to examine "causes" of behaviors, actions and events. Research shows that people evaluate more effectively if causes are revealed, where available.

Information in any format is produced to convey a message and is shared via a selected delivery method. The iterative processes of researching, creating, revising, and disseminating information vary, and the resulting product reflects these differences (Association of College, p. 5).

Some call for increased critical analysis in Information Literacy instruction. Smith (2013) identifies this as beneficial "to individuals, particularly young
people during their period of formal education. It could equip them with the skills they need to understand the political system and their place within it, and, where necessary, to challenge this" (p. 16).

Education in the U.S.

Standards
National content standards, state standards and information literacy skills terminology may vary, but all have common components relating to information literacy.

Information literacy skills are critical to several of the National Education Goals outlined in the Goals 2000: Educate America Act, particularly in the act's aims to increase "school readiness," "student achievement and citizenship," and "adult literacy and lifelong learning." Of specific relevance are the "focus on lifelong learning, the ability to think critically, and on the use of new and existing information for problem solving," all of which are important components of information literacy.

In 1998, the American Association of School Librarians and the Association for Educational Communications and Technology published "Information Literacy Standards for Student Learning," which identified nine standards that librarians and teachers in K–12 schools could use to describe information literate students and define the relationship of information literacy to independent learning and social responsibility:

Standard One: The student who is information literate accesses information efficiently and effectively.
Standard Two: The student who is information literate evaluates information critically and competently.
Standard Three: The student who is information literate uses information accurately and creatively.
Standard Four: The student who is an independent learner is information literate and pursues information related to personal interests.
Standard Five: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
Standard Six: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
Standard Seven: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
Standard Eight: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
Standard Nine: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

In 2007 AASL expanded and restructured the standards that school librarians should strive for in their teaching. These were published as "Standards for the 21st Century Learner" and address several literacies: information, technology, visual, textual, and digital. These aspects of literacy were organized within four key goals: that "learners use of skills, resources, & tools" to "inquire, think critically, and gain knowledge"; to "draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge"; to "share knowledge and participate ethically and productively as members of our democratic society"; and to "pursue personal and aesthetic growth."

In 2000, the Association of College and Research Libraries (ACRL), a division of the American Library Association (ALA), released "Information Literacy Competency Standards for Higher Education," describing five standards and numerous performance indicators considered best practices for the implementation and assessment of postsecondary information literacy programs. The five standards are:

Standard One: The information literate student determines the nature and extent of the information needed.
Standard Two: The information literate student accesses needed information effectively and efficiently.
Standard Three: The information literate student evaluates information and its sources critically and incorporates selected information into his or her knowledge base and value system.
Standard Four: The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose.
Standard Five: The information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

These standards were meant to span from the simple to more complicated, or in terms of Bloom's Taxonomy of Educational Objectives, from the "lower order" to the "higher order." Lower order skills would involve for instance being able to use an online catalog to find a book relevant to an information need in an academic library. Higher order skills would involve critically evaluating and synthesizing information from multiple sources into a coherent interpretation or argument.

In 2016, the Association of College and Research Librarians (ACRL) rescinded the Standards and replaced them with the Framework for Information Literacy for Higher Education, which offers the following set of core ideas:

Authority is constructed and contextual
Information creation as a process
Information has value
Research as inquiry
Scholarship as conversation
Searching as strategic exploration

The Framework is based on a cluster of interconnected core concepts, with flexible options for implementation, rather than on a set of standards or learning outcomes, or any prescriptive enumeration of skills. At the heart of this Framework are conceptual understandings that organize many other concepts and ideas about information, research, and scholarship into a coherent whole.

K–12 education restructuring
Today instruction methods have changed drastically from the mostly one-directional teacher-student model, to a more collaborative approach where the students themselves feel empowered. Much of this challenge is now being informed by the American Association of School Librarians that published new standards for student learning in 2007.

Within the K–12 environment, effective curriculum development is vital to imparting Information Literacy skills to students. Given the already heavy load on students, efforts must be made to avoid curriculum overload. Eisenberg strongly recommends adopting a collaborative approach to curriculum development among classroom teachers, librarians, technology teachers, and other educators. Staff must be encouraged to work together to analyze student curriculum needs, develop a broad instruction plan, set information literacy goals, and design specific unit and lesson plans that integrate the information skills and classroom content. These educators can also collaborate on teaching and assessment duties

Educators are selecting various forms of resource-based learning (authentic learning, problem-based learning and work-based learning) to help students focus on the process and to help students learn from the content. Information literacy skills are necessary components of each. Within a school setting, it is very important that a students' specific needs as well as the situational context be kept in mind when selecting topics for integrated information literacy skills instruction. The primary goal should be to provide frequent opportunities for students to learn and practice information problem solving. To this extent, it is also vital to facilitate repetition of information seeking actions and behavior. The importance of repetition in information literacy lesson plans cannot be underscored, since we tend to learn through repetition. A students' proficiency will improve over time if they are afforded regular opportunities to learn and to apply the skills they have learnt.

The process approach to education is requiring new forms of student assessment. Students demonstrate their skills, assess their own learning, and evaluate the processes by which this learning has been achieved by preparing portfolios, learning and research logs, and using rubrics.

Efforts in K–12 education
Information literacy efforts are underway on individual, local, and regional bases.

Many states have either fully adopted AASL information literacy standards or have adapted them to suit their needs. States such as Oregon (OSLIS, 2009) increasing rely on these guidelines for curriculum development and setting information literacy goals. Virginia, on the other hand, chose to undertake a comprehensive review, involving all relevant stakeholders and formulate its own guidelines and standards for information literacy. At an international level, two framework documents jointly produced by UNESCO and the IFLA (International Federation of Library Associations and Institutions) developed two framework documents that laid the foundations in helping define the educational role to be played by school libraries: the School library manifesto (1999).

Another immensely popular approach to imparting information literacy is the Big6 set of skills. Eisenberg claims that the Big6 is the most widely used model in K–12 education. This set of skills seeks to articulate the entire information seeking life cycle. The Big6 is made up of six major stages and two sub-stages under each major stages. It defines the six steps as being: task definition, information seeking strategies, location and access, use of information, synthesis, and evaluation. Such approaches seek to cover the full range of information problem-solving actions that a person would normally undertake, when faced with an information problem or with making a decision based on available resources.

Efforts in higher education

Information literacy instruction in higher education can take a variety of forms: stand-alone courses or classes, online tutorials, workbooks, course-related instruction, or course-integrated instruction.

The six regional accreditation boards have added information literacy to their standards. Librarians often are required to teach the concepts of information literacy during "one shot" classroom lectures. There are also credit courses offered by academic librarians to instruct college students in becoming more information literate. Additionally, information literacy instruction is usually tailored to a specific disciplines. One such attempt in the area of physics was published in 2009 but there are many many more published.

In 2016, the Association of College and Research Libraries (ACRL, part of the American Library Association) adopted a new "Framework for Information Literacy for Higher Education," replacing the ACRL's "Information Literacy Standards for Higher Education" that had been approved in 2000. The standards were largely criticized by proponents of critical information literacy, a concept deriving from critical pedagogy, for being too prescriptive. It's termed a "framework" because it consists of interconnected core concepts designed to be interpreted and implemented locally depending on the context and needs of the audience. The framework draws on recent research around threshold concepts, or the ideas that are gateways to broader understanding or skills in a given discipline. It also draws on newer research around metaliteracy, and assumes a more holistic view of information literacy that includes creation and collaboration in addition to consumption, so is appropriate for current practices around social media and Web 2.0. The six concepts, or frames, are:
 Authority is constructed and contextual
 Information creation as a process
 Information has value
 Research as inquiry
 Scholarship as conversation
 Searching as strategic exploration

This draws from the concept of metaliteracy, which offers a renewed vision of information literacy as an overarching set of abilities in which students are consumers and creators of information who can participate successfully in collaborative spaces (Association of College, p. 2)
There is a growing body of scholarly research describing faculty-librarian collaboration to bring information literacy skills practice into higher education curriculum, moving beyond "one shot" lectures to an integrated model in which librarians help design assignments, create guides to useful course resources, and provide direct support to students throughout courses. A recent literature review indicates that there is still a lack of evidence concerning the unique information literacy practices of doctoral students, especially within disciplines such as the health sciences.

There have also been efforts in higher education to highlight issues of data privacy, as they relate to information literacy. For example, at the University of North Florida, in 2021, data privacy was added to their Library and Information Studies curriculum. The history of data privacy was included in this change, as well as topics such as, "data collection, data brokers, browser fingerprinting, cookies, data security, IP ranges, SSO, http vs https, anonymization, encryption, opt out vs opt in. These are all areas in which information professionals can improve information literacy, through understanding data privacy, practicing good techniques for data privacy, and teaching patrons about the importance/techniques for data privacy. Additionally, information literacy instruction has been offered focusing on fake news.

Distance education

Now that information literacy has become a part of the core curriculum at many post-secondary institutions, the library community is charged to provide information literacy instruction in a variety of formats, including online learning and distance education. The Association of College and Research Libraries (ACRL) addresses this need in its Guidelines for Distance Education Services (2000):

Within the e-learning and distance education worlds, providing effective information literacy programs brings together the challenges of both distance librarianship and instruction. With the prevalence of course management systems such as WebCT and Blackboard, library staff are embedding information literacy training within academic programs and within individual classes themselves.

Education in Singapore

Public education
In October 2013, the National Library of Singapore (NLB) created the S.U.R.E, (Source, Understand, Research, Evaluate) campaign. The objectives and strategies of the S.U.R.E. campaign were first presented at the 2014 IFLA WLIC. It is summarised by NLB as simplifying information literacy into four basic building blocks, to "promote and educate the importance of Information Literacy and discernment in information searching."

Public events furthering the S.U.R.E. campaign were organised 2015. This was called the "Super S.U.R.E. Show" involving speakers to engage the public with their anecdotes and other learning points, for example the ability to separate fact from opinion.

Higher Education
Information literacy is taught by librarians at institutes of higher education. Some components of information literacy are embedded in the undergraduate curriculum at the National University of Singapore.

Assessment
Many academic libraries are participating in a culture of assessment, and attempt to show the value of their information literacy interventions to their students. Librarians use a variety of techniques for this assessment, some of which aim to empower students and librarians and resist adherence to unquestioned norms. Information literacy instruction has been shown to improve student outcomes in higher education. Oakleaf describes the benefits and dangers of various assessment approaches: fixed-choice tests, performance assessments, and rubrics.

Public libraries
In public libraries, information literacy is connected to lifelong learning, development of employability skills, personal health management, and informal learning.

See also

References

Other sources

 Prague Declaration: "Towards an Information Literate Society"
 Alexandria Proclamation: A High Level International Colloquium on Information Literacy and Lifelong Learning
 2006 Information Literacy Summit: American Competitiveness in the Internet Age
 1989 Presidential Committee on Information Literacy: Final Report
 1983 A Nation at Risk: The Imperative for Educational Reform
 Gibson, C. (2004). Information literacy develops globally: The role of the national forum on information literacy. Knowledge Quest.
 Breivik P.S. and Gee, E.G. (2006). Higher Education in the Internet Age: Libraries Creating a Strategic Edge. Westport, CT: Greenwood Publishing.

Further reading

Bruch, C & Wilkinson, C.W. (2012). Surveying Terrain, Clearing Pathways, in

Fister, Barbara. (2019, February 14). Information Literacy's Third Wave. Inside Higher Ed. Retrieved November 10, 2019, from https://www.insidehighered.com/blogs/library-babel-fish/information-literacy%E2%80%99s-third-wave

National Commission of Excellence in Education. (1983). A Nation at risk: The imperative for educational reform. Washington, DC: U.S. Government Printing Office. (ED 226 006)
National Hispanic Council on Aging. (nd). Mission statement. Retrieved July 13, 2009, from National Forum on Information Literacy Web site.

Obama, B. (2009). Presidential Proclamation: National Information Literacy Awareness Month, 2009. Washington, DC: U.S. Government Printing Office. Retrieved October 27, 2009 from https://web.archive.org/web/20121021192357/http://www.whitehouse.gov/assets/documents/2009literacy_prc_rel.pdf
Osborne, R. (Ed.). (2004). From outreach to equity: Innovative models of library policy and practice. Chicago: American Library Association.

Schwarzenegger, S. (2009). Executive order S-06-09. Sacramento, CA. Retrieved October 27, 2009 from https://web.archive.org/web/20110602181538/http://gov.ca.gov/news.php?id=12393

External links

 ELD information literacy wiki, U. Cal. Davis

Information science
Digital divide
Literacy

Information literacy


L'iPod touch (), également connu sous le nom de iPod touch 6 ou iPod touch 6G est un baladeur numérique à écran tactile capacitif multi-touch, conçu et commercialisé par Apple le 15 juillet 2015.

Caractéristiques

Dimensions
 58,6 × 123,4 ×

Autonomie
 Audio: 48h
 Vidéo: 8h

Poids

Capacité de stockage

Conception

Design
Il est doté d'un design en aluminium de la même taille d'un iPhone 5 mais avec un épaisseur plus fin

Couleurs
L'iPod touch 6 est disponible en Gris sidéral, argent, or, rose, bleu et PRODUCT (RED)

Logiciel
Sa version originale est iOS 8.4 et il peut supporter iOS 9, iOS 10, iOS 11 et iOS 12.

Fin de vie
L'iPod touch 6 a arrêté sa commercialisation le 27 juillet 2017

Composition

Écran
L'écran de l'iPod touch mesure 4 pouces ()  × 640 px (326 ppp)

Appareil photo
L'appareil photo de l'iPod touch est de 8 mpx

Processeur
Il possède une puce A8 ainsi que  de RAM mais cette puce est moins rapide que celui de l'iPhone 6

Notes et références

IPod
Assistant personnel
Produit lancé en 2015
Produit arrêté en 2017

IPod touch (6e génération)


Javor je naseljeno mjesto u općini Kakanj, Federacija Bosne i Hercegovine, BiH.

Stanovništvo

1991.

Nacionalni sastav stanovništva 1991. godine, bio je sljedeći:

ukupno: 149

 Muslimani - 131
 Srbi - 18

2013.

Nacionalni sastav stanovništva 2013. godine, bio je sljedeći:

ukupno: 125

 Bošnjaci - 125

Izvori

Naselja u Zeničko-dobojskoj županiji
Kakanj

Javor (Kakanj, BiH)


Ehl-i beyt (Arapça: أهل البيت), "ev halkı" anlamına gelen ve İslam peygamberi Muhammed'in ev ahalisini tanımlamak için kullanılan İslami terim.

Anlamı
Ehl-i beytteki ehl ile ahali aynı köktendir, "kişiler" demektir. Beyt ise "ev" demektir. Yani "ev ahalisi" manasına gelir. İslam Peygamberi Muhammed'in ev ahalisi için kullanılan bir terimdir. Ehl-i beyt deyimi Kur'an'da da  geçer.

Ehl-i beyttten olmak, İslam toplumunda özel bir statü ve seçkinlik anlamına geldiği gibi Şii Müslümanlara kendilerine özel bir gelir tahsis edilmiştir.

Anlayış farkları
Sünniler ehl-i beyti genel olarak peygamberin hanımları, çocukları ve torunlarından oluşan, saygı duyulan bir topluluk olarak ele alırlar. Şiilikte ise ehl-i beyt, toplumu halifelik düzeninde yönetim haklarına sahip olan, dünya ve ahiretteki statüler hakkında görüşlerinin eleştirilmesine karşı olan  ve insanüstü mistik özellikler barındıran bir üst katman şeklinde değerlendirilir.

Sünnilik ile Şiilik arasında bir anlayış farkı da bu kavramın kapsamı ile ilgilidir. Sünnilikte kesin hatlarla çerçevesi çizilmeyen bu kavram Şiilere göre İslam peygamberi Muhammed, Ali, Fatıma Zehra, Hasan ve Hüseyin ve onların soyundan gelen 12 imamları kapsar.
12 İmam:

 Ali bin Ebu Talib (Ebu Talip Oğlu Ali)
 Hasan bin Ali (Şerifan) (Ali Oğlu Hasan)
 Hüseyin bin Ali (Seyyidan) (Ali Oğlu Hüseyin)
 Zeynel Abidin (Hüseyin Oğlu Zeynel)
 Muhammed el-Bakır (Ali Oğlu Muhammed)
 Cafer-i Sadık (Muhammed oğlu Cafer)
 Musa-i Kazım (Cafer Oğlu Musa)
 Ali Rıza (Musa Oğlu Ali)
 Muhammed Taki (Ali Oğlu Muhammed)
 Ali Naki (Muhammed oğlu Ali)
 Hasan-ul Askeri (Ali Oğlu Hasan)
 Muhammed Mehdi (Hasan oğlu Muhammed)

Dış bağlantılar
TDV İslâm Ansiklopedisi'nde ehlibeyit tanımı

Kaynakça

Ehl-i beyt


Češljarova glavica, arheološko nalazište na području Donjeg Prološca, općina Proložac, zaštićeno kulturno dobro.

Opis dobra
Vrijeme nastanka je od 2300. pr. Kr. do 1490. godine. Arheološko nalazište Češljarova glavica smješteno je na predjelu "Čanjevice" u Imotskom polju istočno od Prološkog blata. Riječ je o višeslojnom nalazištu koji ima 2 faze razvoja. Prvu fazu predstavlja zemljani prapovijesni tumul promjera oko 20 m. i visine oko 2 m. Iako nije provedeno arheološko istraživanje, s obzirom na materijal pronađen na površini tumula, te na oblikovanje tumula moguće ga je datirati u rano brončano doba. Drugu fazu predstavlja naknadno ukopani srednjovjekovni grobovi pod stećcima. Srednjovjekovno groblje sa stećcima razvija se tijekom 15. stoljeća na spomenutom tumulu. Sačuvano je oko 30 stećaka, ploča i sanduka, grublje obrade te neukrašeni.

Zaštita
Pod oznakom Z-5927 zavedeno je kao nepokretno kulturno dobro – pojedinačno, pravna statusa zaštićena kulturnog dobra, klasificirano kao "arheološka baština".

Izvori

Zaštićene kopnene arheološke zone i nalazišta u Splitsko-dalmatinskoj županiji
Proložac

Češljarova glavica (arheološko nalazište)


Jennifer Hermoso Fuentes (født 9. maj 1990) er en spansk fodboldspiller, der spiller som midtbane for FC Barcelona og Spaniens kvindefodboldlandshold. Hun har tidligere spillet for Paris Saint-Germain Féminines, Atlético de Madrid Femenino, Rayo Vallecano, Tyresö FF i Damallsvenskan.

Hæder

Klub
 Rayo Vallecano
 Primera División: Vinder 2010–11

 FC Barcelona
 Primera División: Vinder 2013–14, 2014–15
 Copa de la Reina de Fútbol: Vinder 2014, 2017

 Paris Saint-Germain
 Coupe de France Féminine: Vinder 2017–18

Spanien
 Algarve Cup: Vinder 2017

Eksterne henvisninger

 Profil hos FC Barcelona
 Spiller Damallsvenskan stats  hos SvFF

Kvindelige fodboldlandsholdsspillere fra Spanien
Fodboldspillere fra FC Barcelona
Fodboldspillere fra Paris Saint-Germain

Jennifer Hermoso


William Vincent Wallace (Waterford, 11 de marzo de 1812 - Château de Bagen, 12 de octubre de 1865) fue un compositor y músico irlandés.

Biografía

Primeros años

Wallace nació en Colbeck Street, Waterford, Irlanda. Ambos padres eran irlandeses, su padre, del condado de Mayo, fue un director de una banda regimental.
Wallace aprendió a tocar varios instrumentos de niño, convirtiéndose en un destacado vilinista e Dublín y un buen pianista.  Bajo la tutela de su padre y tío, escribió piezas para las bandas y orquestas de su región natal.  A los 18 años de edad fue organista de la catedral católica de Thurles y enseñó piano en el Convento de Ursulinas.  Se enamoró de una alumna, Isabella Kelly, cuyo padre consintió su matrimonio en 1831 a condición de que Wallace se convirtiera en católico y asumiera el nombre de Vincent.

Carrera y viajes

Inquieto y aventurero de joven, Wallace, con su esposa y su hijo, su hermana Elizabeth, una soprano, y su hermano Wellington, un flautista, emigró en 1835 a Australia y dio conciertos familiares. La familia marchó a Sídney en 1836 y abrió la primera escuela de musical en Australia. Elizabeth, una pianista muy dotada, se casó con un cantante australiano bien conocido, John Bushelle, con quien dio varios recitales. Wallace también importó pianos y dio recitales en Australia bajo el mecenazgo del general Sir Richard Bourke.  Habiéndose separado de su esposa, comenzó una carrera ambulante.  Wallace manifiesta que desde Australia marchó a Nueva Zelanda en un viaje ballenero a los mares del Sur, visitó la mayor parte de las provincias interiores de la India y pasó algún tiempo cazando tigres, y finalmente visitó Chile, Perú y Argentina, dando conciertos en grandes ciudades de esos países.   En 1841 Wallace dirigió ópera italiana en México y a principios de los años 1840 hizo una gira exitosa en los Estados Unidos y ayudó a fundar la Sociedad Filarmónica de Nueva York.

Regresó a Londres en 1845 e hizo varias apariciones como pianista. En noviembre de aquel año, su ópera Maritana se estrenó en Drury Lane con gran éxito y fue posteriormente representada en Viena, en el Covent Garden y en Australia.  La hermana de Wallace, Elisabeth, apareció en el Covent Garden en el rol titular en 1848.  A Maritana le siguieron Matilda of Hungary (1847), Lurline (1860), The Amber Witch (1861), Love's Triumph (1862) y The Desert Flower (1863) (basada en el libreto de Halévy Jaguarita l'Indienne). También publicó una serie de composiciones para piano.

Vincent Wallace fue un hombre cultivado y un músico dotado, cuya obra como compositor operístico, en un período que no era en modo alguno alentador para la música en Inglaterra, tiene un distintivo valor histórico.  Como Michael William Balfe, era irlandés de nacimiento, y su reputación como uno de los pocos compositores conocidos más allá del Reino Unido de Gran Bretaña e Irlanda en esa época se le emparejaba de manera natural con Balfe.

Vida posterior
En 1850, Wallace se convirtió en ciudadano estadounidense después de su matrimonio en Nueva York con Helen Stoepel, un pianista, y hermana del compositor Robert Stoepel.  En años posteriores se volvió casi ciego, y murió en circunstancias pobres en el Château de Bagen, Sauveterre de Comminges, cerca de Barbazan, Alto Garona, Francia, (los montes Pirineos) el 12 de octubre de 1865 dejando una viuda y dos niños; fue enterrado en el Kensal Green Cemetery, Londres.

Obras
Maritana (libretista, Edward Fitzball), ópera en tres actos (15 de noviembre de 1845 Londres, Teatro de Drury Lane)
Chopinesque, obra para piano y Grande Fantaisie La Cracovienne, orquestada por Jeremy Silver)
Matilda of Hungary (libretista, Alfred Bunn), ópera en tres actos (22 de febrero de 1847 Londres, Teatro de Drury Lane)
Lurline (libretista, Edward Fitzball), ópera en tres actos (23 de febrero de 1860 Londres, Covent Garden)
The Amber Witch (libretista, Henry Fothergill Chorley), ópera en cuatro actos (28 de febrero de 1861 Londres, Her Majesty's Theatre)
Love's Triumph (libretista, James Robinson Planché), ópera en tres actos (3 de noviembre de 1862 Londres, Covent Garden)
The Desert Flower (libretista, Augustus Glossop Harris/Thomas John Williams), ópera en tres actos (12 de octubre de 1863 Londres, Covent Garden)

Referencias
Enciclopedia Británica de 1911

Operone.de

Enlaces externos
"Wallace, William Vincent" en el Dictionary of National Biography, 1885-1900, volumen 59, por Robin Humphrey Legge
Wallace, William Vincent (1812 - 1865) en el Australian Dictionary of Biography
Información sobre Wallace y Maritana

Compositores de música clásica de Irlanda
Compositores de ópera
Músicos de Irlanda del siglo XIX
Nacidos en Waterford

William Vincent Wallace


British Film Institute, ofte forkortet og omtalt som BFI er en film- og velgørenhedsorganisation, der promoverer og bevarer filmproduktion og fjernsyn i Storbritannien.

Organisationen blev etableret ved Royal Charter i 1933 for at:
Opmuntre udviklingen af filmkunst, tv og det bevægelige billede i hele Storbritannien til at fremme deres anvendelse som en kilde til samtidigt liv og manerer, for at fremme uddannelse i film, tv og det bevægelige billede generelt og deres indvirkning på samfundet, for at fremme adgang til og værdsættelse af det bredest mulige udvalg af britiske og udenalndske biografer og for at etablere, pleje og udvikle samlinger, der afspejler det bevægende billedes historie og arv i Storbritannien.

Organistationen driver også de to biografer BFI Southbank (tidligere kendt som National Film Theatre (NFT)) og London IMAX, de rbegge ligger på sydsiden af Themsen i London.

Referencer

Film
Organisationer fra Storbritannien
Etableret i 1933

British Film Institute


Václav Grulich, né le  à Suchdol, est un homme politique tchèque, ancien membre du parti social-démocrate tchèque (ČSSD).

Biographie

Situation personnelle

Parcours politique

Notes et références

Voir aussi

Liens externes

Articles connexes
 Gouvernement Zeman

Naissance en mai 1932
Naissance en Tchécoslovaquie
Ministre tchèque de l'Intérieur
Personnalité politique tchèque
Ministre tchèque

Václav Grulich


روابط إضافية

 Lopez Recent Match Results
 Lopez World Ranking History

روابط خارجية

مراجع

أبطال الجراند سلام في زوجي كرة المضرب
أبطال بطولة فرنسا المفتوحة
أشخاص على قيد الحياة
أشخاص من طليطلة
رومان كاثوليك إسبان
عارضو أزياء إسبان
لاعبو كرة مضرب أولمبيون إسبان
لاعبو كرة مضرب إسبان
لاعبو كرة مضرب شاركوا في دورة الألعاب الأولمبية الصيفية لعام 2004
لاعبو كرة مضرب شاركوا في دورة الألعاب الأولمبية الصيفية لعام 2012
مواليد 1981
مواليد في طليطلة
لاعبو كرة مضرب من قشتالة والمنشف
رياضيون من طليطلة

فيليسيانو لوبيز


Bobslædekonkurrence for to mænd ved vinter-OL 2018 blev afholdt den 18. og 19. februar i Alpensia Sliding Center nær Pyeongchang, Sydkorea. Justin Kripps og Alexander Kopacz fra Canada og Francesco Friedrich og Thorsten Margis fra Tyskland delte guld efter at de to hold havde nøjagtig samme tid efter fire løb. Oskars Melbārdis og Jānis Strenga fra Letland vandt bronzemedaljen.

Resultater
De to første løb blev afholdt den 18. februar og de to sidste løb blev afholdt den 19. februar.

Referencer

Bobslæde under vinter-OL 2018

Bobslæde under vinter-OL 2018 – Toer-bob mænd


Sforzando may refer to:

Sforzando (musical direction), in musical notation to play a note with sudden, strong emphasis (also known as sforzito)
Sforzando (band), a band from Melbourne, Australia
"Sforzando!", a 1996 song by Sebadoh from Harmacy

Sforzando


Charles Thomson Ritchie, 1st Baron Ritchie of Dundee,  (19 November 1838 – 9 January 1906) was a British businessman and Conservative politician who sat in the House of Commons from 1874 until 1905 when he was raised to the peerage. He served as Home Secretary from 1900 to 1902 and as Chancellor of the Exchequer from 1902 to 1903.

Background and education
Ritchie was born at Dundee, Scotland, the third son of William Ritchie, of Rockhill near Broughty Ferry in Forfarshire, head of the firm of William Ritchie & Sons, of London and Dundee, East India merchants, jute spinners and manufacturers. The Ritchie family had long been connected with the town of Dundee. His elder brother James Thomson Ritchie was Lord Mayor of London from 1903 to 1904 and was created a Baronet in 1903 (a title which became extinct on his death). Ritchie was educated at the City of London School, after which he went into the family business.

He married Margaret Ower, daughter of Thomas Ower of Perth, on 7 December 1858.

Political career

In 1874 was returned to parliament as Conservative member for the Tower Hamlets. In 1885 he was made secretary to the Admiralty, and from 1886 to 1892 was President of the Local Government Board in Lord Salisbury's second administration, sitting as member for St George in the East. He was responsible for the Local Government Act 1888, instituting county councils; and a large section of the Conservative party always owed him a grudge for having originated the London County Council.

In Lord Salisbury's later ministries, as member for Croydon (1895–1906), he was President of the Board of Trade (1895–1900) and Home Secretary (1900–1902); and when Sir Michael Hicks-Beach retired in August 1902, he became Chancellor of the Exchequer in Balfour's cabinet. In his earlier years he had been a fair-trader and he was strongly opposed to Colonial Secretary Joseph Chamberlain's movement for a preferential tariff, leading to his sacking by Balfour in September 1903.
Ritchie's son in law, the Scottish architect Mervyn McCartney, built a country house for Ritchie, Welders House, in the Buckinghamshire village of Jordans.

On 22 December 1905, he was created a peer as Baron Ritchie of Dundee, of Welders in the Parish of Chalfont St Giles in the County of Buckingham. However, he was in ill-health, and died at Biarritz in January 1906. He is buried at Kensal Green Cemetery, London. He was succeeded in the title by his second but only surviving son, Charles.

Ritchie was elected as Rector of the University of Aberdeen in late October 1902, taking up the position the following month, serving for three years until November 1905.

Arms

Notes

References

Attribution:

External links

|-

1838 births
1906 deaths
Chancellors of the Exchequer of the United Kingdom
Secretaries of State for the Home Department
British Secretaries of State
Ritchie, Charles
Ritchie, Charles
Ritchie, Charles
Ritchie, Charles
Ritchie, Charles
Ritchie, Charles
Ritchie, Charles
UK MPs who were granted peerages
Politics of the London Borough of Croydon
People educated at the City of London School
Politicians from Dundee
Barons in the Peerage of the United Kingdom
Rectors of the University of Aberdeen
Members of the Privy Council of the United Kingdom
Progressive Party (London) politicians
Members of London County Council
Burials at Kensal Green Cemetery
People from Broughty Ferry
Presidents of the Board of Trade
Peers created by Edward VII

Charles Ritchie, 1st Baron Ritchie of Dundee


Ludwig von Kramer (* 25. Mai 1840 in Augsburg; † 7. Januar 1908 in München) war ein deutscher Maler, Illustrator und Restaurator.

Leben
Der Augsburger Maler und Illustrator war der Bruder von Joseph von Kramer und Theodor von Kramer. Er machte seine Ausbildung seit 1857 an der Akademie der Bildenden Künste München und wirkte danach als Lehrer an der Gewerbeschule in Kempten (Allgäu) und am Realgymnasium in Regensburg. Wegen eines Augenleidens trat Ludwig von Kramer in frühen Jahren in den Ruhestand und widmete sich der Kunst. So betätigte er sich als Restaurator im Kornhaus und Rathaus in Kempten (Allgäu). Ebenso war er in Perschen in der Oberpfalz tätig. In der Kirche Unser Frauen in Memmingen restaurierte er die 1890 wiederentdeckten Fresken und 1903 die 1875 ebenfalls wiederentdeckten Fresken in der Abteikirche Ottmarsheim im Elsass.  Im Katalogsaal der Augsburger Staatsbibliothek, Schaezlerstraße 25, ist ein großformatiger Karton "Augsburg in der Renaissance", um 1870/80, aufgehängt. In Nürnberg wurde er 1874 Mitglied der Freimaurerloge Joseph zur Einigkeit.

Von Kramer betätigte sich auch als Illustrator von Kinderbüchern. So bebilderte er Lina Morgensterns 1861 erschienene Hundert Geschichten aus der Kinderwelt, er verfasste aber auch eigenes.

Werke
Der Künstler schrieb auch eigene Kinderbücher.
 Ostereier
 Allerlei in bunter Reih

Literatur

Einzelnachweise

Illustrator (Deutschland)
Bildender Künstler (Kempten (Allgäu))
Bildender Künstler (München)
Maler (Augsburg)
Freimaurer (Deutschland)
Freimaurer (19. Jahrhundert)
Freimaurer (20. Jahrhundert)
Restaurator
Geboren 1840
Gestorben 1908
Mann

Ludwig von Kramer


Krušinec este o comună slovacă, aflată în districtul Stropkov din regiunea Prešov. Localitatea se află la , se întinde pe o suprafață de  și în 2017 număra 247 de locuitori.

Istoric
Localitatea Krušinec este atestată documentar din 1543.

Note

Legături externe

Localități din Slovacia

Krušinec, Stropkov


SIGINT (İngilizce signal intelligence) sinyal istihbarat sistemi olup, ELINT ve COMINT sistemlerinin ikisini de kapsar.

Telekomünikasyon

SIGINT


Die Malaysia Open 1967 im Badminton fanden Mitte Juni 1967 in Ipoh statt.

Finalergebnisse

Weblinks
 https://eresources.nlb.gov.sg/newspapers/Digitised/Article/straitstimes19670619-126.96.36.199

1967
Badminton 1967
Badmintonwettbewerb in Ipoh

Malaysia Open 1967


Campo de la Guardia es un Vino de Pago procedente de Castilla-La Mancha, solo aplicable a vinos tintos y blancos. La superficie del viñedo, según el Registro Vitícola, asciende a 81,0623 ha distribuidas en parcelas del término municipal de La Guardia (provincia de Toledo).

Viticultura
El marco de plantación del viñedo es de 3,0 × 1,5 m (2.220.plantas/ha) y 2,8 x 1,5 m (2.380 plantas/ha) en espaldera con sistema de conducción y poda Doble Cordón, con continuidad de vegetación y separación de pulgares para favorecer la ventilación. El riego se efectúa teniendo en cuenta la pluviometría desde la floración a envero, apreciando su necesidad mediante control visual del estado de las hojas y el análisis de los datos de la estación meteorológica del viñedo. A partir de envero y en función de la variedad se realizan riegos puntuales para que no se detenga la maduración de las uvas. El riego oscilará desde los 600 a 1500 m/ha por campaña dependiendo de la pluviosidad.

Está constituida por la producción de Bodegas Martúe La Guardia.

Véase también
 Vinos de España

Referencias

Bibliografía
 Orden de 13 de julio de 2009, de la Consejería de Agricultura y Desarrollo Rural, por la que reconoce el pago «Campo de la Guardia» para determinados vinos de calidad producidos en dicho pago vitícola y se establecen sus normas de producción.

Enlaces externos
 Bodegas Martue

Vinos de pago
Vinos de Castilla-La Mancha

Campo de la Guardia