Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. The term is not interchangeable with experiential learning; however experiential learning is a sub-field and operates under the methodologies of experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities". Experiential education is the term for the philosophy and educational progressivism is the movement which it informed. The Journal of Experiential Education publishes peer-reviewed empirical and theoretical academic research within the field.

About
John Dewey was the most famous proponent of hands-on learning or experiential education, which was discussed in his book Experience and Education (1938).  It expressed his ideas about curriculum theory in the context of historical debates about school organization and the need to have experience as central in the educational process; hence, experiential education is referred to as a philosophy. Dewey's fame during that period rested on relentlessly critiquing public education and pointing out that the authoritarian, strict, pre-ordained knowledge approach of modern traditional education was too concerned with delivering knowledge, and not enough with understanding students' experiences.

Dewey's work influenced dozens of other prominent experiential models and advocates in the later 20th century, including Foxfire, service learning, Kurt Hahn and Outward Bound, and Paulo Freire. Freire is often cited in works on experiential education. He focused on the participation by students in experience and radical democracy, and the creation of praxis among learners.

John Dewey was an educator, but he was foremost a philosopher. His interests included political philosophy, metaphysics, epistemology, aesthetics, logic, and philosophy of education.  Political philosophy was one of his many philosophical interests.  He saw weaknesses in both the traditional and progressive styles of education. He explains in length his criticisms of both forms of education in his book, Experience & Education (1938). In essence, he did not believe that they met the goals of education, which he defined as obtaining freedom of thought.

Dewey advocated that education be based upon the quality of experience. For an experience to be educational, Dewey believed that certain parameters had to be met, the most important of which is that the experience has continuity and interaction. Continuity is the idea that the experience comes from and leads to other experiences, in essence propelling the person to learn more. Interaction is when the experience meets the internal needs or goals of a person. Dewey also categorizes experiences as possibly being mis-educative and non-educative. A mis-educative experience is one that stops or distorts growth for future experiences. A non-educative experience is one in which a person has not done any reflection and so has obtained nothing for mental growth that is lasting (Experience & Education, Dewey).

In addition to the notions raised by Dewey, recent research has shown that experiential learning does not replace traditional methods of learning but supplements it in the form of laboratory and clinical learning to offer additional skills, perspectives, and understanding of relationships. Instead, experiential learning is designed to improve one's understanding by giving one the freedom to explore and find the learning path that is most suitable for them.

Practice

The methodologies reflected in experiential education have evolved since the time of Hahn and Dewey. For experiential education to become efficient pedagogy, physical experience must be combined with reflection. Adding reflective practice, allows for personal introspection of challenges and key learnings. That is, physical challenges provide a gateway in which we can observe qualities about ourselves, and those whom we are working with. Further, for the efficacy of experiential education, experiences must be separated, giving the learner sufficient time to process the information.

Experiential education informs many educational practices underway in schools (formal education) and out-of-school (informal education) programs.  Many teaching methods rely on experiential education to provide context and frameworks for learning through action and reflection while others at higher levels (university and professional education) focus on field skills and modeling. Examples of specific methods are outlined below.

Outdoor education uses organized learning activities that occur in the outdoors, and uses environmental experiences as a learning tool.
Service learning is a combination of community service with stated learning goals, relying on experience as the foundation for meaning.
Cooperative learning alters homogeneous groupings in order to support diverse learning styles and needs within a group.
Active learning, a term popular in US education circles in the 1980s, encourages learners to take responsibility for their learning, requiring their experience in education to inform their process of learning.
Environmental education is based in educating learners about relationships within the natural environment and how those relationships are interdependent. Students participate in outdoor activities as part of their learning experience.
Vocational education involves training for an occupation.
Sandwich degrees involve a year working in industry during academic study.

Experiential education serves as an umbrella for linking many diverse practices into a coherent whole.  For example, it is often the basis of the initiatives to link traditional scholarly priorities (e.g. formal knowledge production) with improvement of professional practice. Its philosophy is closely linked to numerous other educational theories, but it should not be conflated with progressive education, critical pedagogy, youth empowerment, feminist-based education, and constructivism. The development of experiential education as a philosophy has been intertwined with the development of these other educational theories; their contrasts have clarified differences.

Fellowships and other training programs are available for experiential educators; but, formal training in experiential methods is lacking for K-12 undergraduate teaching programs (see Wendel, A. and Mantil, A., (2008) and the National Society for Experiential Education). The growth of experiential education is also partly attributed to advances in technology, which provide useful tools for experiential training.

Examples
Examples of experiential education can be found in various disciplines. The educator Lucy Calkins writes,

Writing journals proves to be quite effective as part of English classes. Specifically, by writing "personal" and "text-related" journals, students find meaning in their own thoughts as well as in concepts learned in class. Personal journaling is the recording of past and present personal thoughts and events in the student's life to enhance self-awareness, student interest, and learning. Text-related journaling is writing about concepts learned in class in relation to students' personal experiences, to promote understanding.

Centers in the US offering experiential education include Presidential Classroom,  Global College, the New England Literature Program at the University of Michigan, the Chicago Center for Urban Life and Culture, GoBeyond Student Travel, and the Boys & Girls Clubs of America .

Several Australian high schools have established experiential education programmes, including Caulfield Grammar School's five-week internationalism programme in Nanjing, China and Geelong Grammar School's Timbertop outdoor education programme.

At the professional school level, experiential education is often integrated into curricula in "clinical" courses following the medical school model of "See one, Do one, Teach one", in which students learn by practicing medicine.  This approach is being introduced in other professions in which skills are directly worked into courses to teach every concept (starting with interviewing, listening skills, negotiation, contract writing and advocacy, for example) to larger-scale projects in which students run legal aid clinics or community loan programs, or write legislation or community development plans.

In legal education, critical pedagogy is associated with devising more equitable methods of teaching, helping students develop consciousness of freedom, and helping them connect knowledge to power.

Change in roles and structures
Whether teachers employ experiential education in cultural journalism, service learning, environmental education, or more traditional school subjects, its key idea involves engaging student voice in active roles for the purpose of learning. Armstrong (2012) claims that students should be responsible for learning, not teachers. Students participate in a real activity with real consequences for the purpose of meeting learning objectives.

Experiential education uses various tools like field work, policy and civic activity, and entrepreneurship outside of the classroom along with games, simulations, role plays, stories in classrooms. The experiential education mindset changes the way the teachers and students view knowledge. Knowledge is no longer just some letters on a page. It becomes active, something that is transacted with in life or lifelike situations. It starts to make teachers experience and skill facilitators, and not just transmitters of the written word.

Besides changing student roles, experiential education requires a change in the role of teachers. When students are active learners, their endeavors often take them outside the classroom walls. Because action precedes attempts to synthesize knowledge, teachers generally cannot plan a curriculum unit as a neat, predictable package.  Teachers become active learners, too, experimenting together with their students, reflecting upon the learning activities they have designed, and responding to their students' reactions to the activities. In this way, teachers themselves become more active; they come to view themselves as more than just recipients of school district policy and curriculum decisions.

It is also important to point out that not all learners learn in the same way. As a result, there are diverse learners that have unique learning styles pertinent to their success as students. Studies have shown that cooperative learning is strongly suggested in a diverse learning atmosphere. "Contemporary views of learning and their pedagogical applications have begun to change traditional classroom interaction patterns, shaping the communicative roles of the teacher and students as participants in a classroom learning community," write David Wray & Kristiina Kumpulainen. This paradigm shift in education gives both the student and teacher shared responsibility of the learning process. The teacher's participation in discussion sessions is to act as a facilitator, maintain classroom decorum, provide individual and group feedback, and alleviate concerns or issues in the lesson.

Critical thinking strategies are pertinent to the success of student-oriented learning. When students are engaged in active discussions, high-level thinking skills are put into practice to the point where students are synthesizing the information at a deeper level of understanding. According to Elliot Eisner, "We need to provide opportunities for youngsters and adolescents to engage in challenging kinds of conversation, and we need to help them know how to do so. Such conversation is all too rare in schools. I use 'conversation' seriously, for challenging conversation is an intellectual affair. It has to do with thinking about what people have said and responding reflectively, analytically, and imaginatively to that process. The practice of conversation is almost a lost art. The most significant intellectual achievement is not so much in problem solving, but in question posing." Through experimental education, students are capable of finding their voice through peer-to-peer interaction. Students are now seen as active participants in the learning process. Vygotsky's social development theory requires students to play untraditional roles as they collaborate with one another through critical thinking and conversational skills. According to Ann Ketch, author of Conversation: The comprehension connection writes, "The oral process helps students clarify and solidify their thoughts. The thinking changes from what it was before the conversation took place. Through conversation, the student is in charge of his or her own mental processing. The teacher acts as a facilitator, pushing the student to rely upon and monitor his or her own comprehension, which fosters critical thinking." This is very vital because student conversation can elicit new ideas that may not have been mentioned or even thought of by another student. Therefore, student dialogue is very important because it helps individuals make sense of what is being learned. It also helps build respect for other's opinions while taking ownership of his or her learning process.

In experimental education, students are given the opportunity to apply their knowledge and skills by making connections to the real world. Therefore, effective learning entails active experimentation with a hands-on approach to learning. It is perceived that students learn more by being active. Students are interdependent in establishing group goals and decision-making skills. As a result, students are also capable of developing leadership skills, which can also enhance student motivation and confidence.

When students are given a choice in terms of content to be learned, it ensures the teacher that his or her learners are interactive in the learning process. According to Ernie Stringer, "Action learners move through continuous cycles of this inquiry process to improve their understanding, extend their knowledge, or refine their skills." When given a preference, students may feel motivated to take control of his or her learning experience. Student incentives are tied to progress in academic achievement. "Research indicates that intrinsic motivation stems from one's interests and capacities to surmount challenge s when presented or pursued," says Fenice B. Boyd. Many schools are encouraging teachers to tap into student interests with the hope that they transfer that motivation into the classroom.

Through the continuous cycle of learning, teacher's often work with students to develop a framework of knowledge, which is to be evaluated based on student input to the lessons content. Therefore, the teacher should establish criteria of what is to be learned as related to the student(s) choice in learning material. Ernie Stringer draws on the importance that "action research provides a process for developing a rich, engaging curriculum relevant to the lives and purposes of students, engaging their interests and abilities, and serving the broad human needs of community, society, and the planet. Creative construction of curricula or syllabi provides the means whereby the needs, perspectives, and/or interests of diverse stakeholders can be incorporated into vital, creative, effective programs of learning." In essence, a well-planned curriculum is designed for learning that encompasses a broad range of goals and individual needs that ensures the active learning process.

As students and teachers take on new roles, the traditional organizational structures of the school also may meet challenges. For example, at the Challenger Middle School in Colorado Springs, Colorado, service activities are an integral part of the academic program. Such nontraditional activities require teachers and administrators to look at traditional practices in new ways. For instance, they may consider reorganizing time blocks. They may also teach research methods by involving students in investigations of the community, rather than restricting research activities to the library (Rolzinski, 1990).

At the University Heights Alternative School in the Bronx, the Project Adventure experiential learning program has led the faculty to adopt an all-day time block as an alternative to the traditional 45-minute periods. The faculty now organizes the curriculum by project instead of by separate disciplines. Schools that promote meaningful student involvement actively engage students as partners in education improvement activities. These young people learn while planning, researching, teaching, and making decisions that affect the entire education system.

Other university level programs are entirely field-taught on outdoor expeditions. These courses combine traditional academic readings and written assignments with field observations, service projects, open discussions of course material, and meetings with local speakers who are involved with the course subjects. These "hybrid" experiential/traditional programs aim to provide the academic rigor of a classroom course with the breadth and personal connections of experiential education.

Transitions from traditional to experiential

At first, these new roles and structures may seem unfamiliar and uncomfortable to both students and adults in the school. Traditionally, students have most often been rewarded for competing rather than cooperating with one another. Teachers are not often called upon for collaborative work either. Teaching has traditionally been an activity carried out in isolation from one's peers, behind closed doors. Principals, accustomed to the traditional hierarchical structure of schools, often do not know how to help their teachers constitute self-managed work teams or how to help teachers coach students to work in cooperative teams. The techniques of experiential education can help students and staff adjust to teamwork, an important part of the process of reforming schools.

Adventure education may use the philosophy of experiential education in developing team and group skills in both students and adults (Rohnke, 1989). Initially, groups work to solve problems that are unrelated to the problems in their actual school environment. For example, in a ropes course designed to build the skills required by teamwork, a faculty or student team might work together to get the entire group over a 12-foot wall or through an intricate web of rope. After each challenge in a series of this kind, the group looks at how it functioned as a team:

 Who took the leadership roles?
 Did the planning process help or hinder progress?
 Did people listen to one another in the group and use the strengths of all group members?
 Did everyone feel that the group was a supportive environment in which they felt comfortable making a contribution and taking risks?

The wall or web of rope can then become a metaphor for the classroom or school environment. While the problems and challenges of the classroom or school are different from the physical challenges of the adventure activity, many skills needed to respond successfully as a team are the same in both settings.

These skills – listening, recognizing each other's strengths, and supporting each other through difficulties – can apply equally well to an academic Socratic Method of questioning or problem-solving toward schoolwide improvement efforts.

For example, the Kane School in Lawrence, Massachusetts has been using adventure as a tool for school restructuring. The entire faculty – particularly the Faculty Advisory Council, which shares the decisionmaking responsibilities with the principal – has honed group skills through experiential education activities developed by Project Adventure. These skills include open communication, methods of conflict resolution, and mechanisms for decision making (High Strides, 1990).

Development in Asian countries

Established in 1973, Breakthrough in Hong Kong was the first non-profit organization that applied the concepts of experiential education (though primarily conceptualized in terms of outdoor adventure education) in youth works. Since then, development in experiential education has proceeded in Singapore, Taiwan, Macau, and some large cities in China.

Experiential methods in education have existed in China for thousands of years.  However, John Dewey was in China in the early 1900s and his ideas were extremely popular.  Interest in Dewey's experience in China and contribution is growing.

Experiential education started in Qatar in 2010 through AL-Bairaq, which is an outreach, non-traditional educational program that targets high school students and focuses on a curriculum based on STEM fields. The idea behind AL-Bairaq is to offer high school students the opportunity to connect with the research environment in the Center for Advanced Materials (CAM) at Qatar University. Faculty members train and mentor the students and help develop and enhance their critical thinking, problem-solving, and teamwork skills, using a hands-on-activities approach.

Starting in the twenty-teens, experiential education organizations in Asia begin gaining accreditation by the Association for Experiential Education, which had historically primarily served a North American audience. Outward Bound Hong Kong was accredited in 2011, followed by Chadwick International in Korea in 2019 and the Hanifl Centre in 2020.

Methods

There are multiple ways in which experiential education is practiced.  Examples of experiential learning methods used include:

Active-based learning – All participants in the group must engage actively in working together toward the stated objectives.
Place-based learning – The process of using local community and environment as a starting point to teach concepts in language arts, mathematics, social studies, science, and other subjects across the curriculum.
Problem-based learning – Provides a structure for discovery that helps students internalize learning and leads to greater comprehension.
Project-based learning – An instructional method that uses projects as the central focus of instruction in a variety of disciplines.
Service-learning – Providing meaningful service to a community agency or organization while simultaneously gaining new skills, knowledge and understanding as an integrated aspect of an academic program.
Simulation-based learning – A combination of active, problem, project, and place-based learning; Participants are placed in a simulated environment and given objectives requiring constant attention and care.
 Experience Builders connect work to learning by helping students gain real-world work experience and experiential knowledge within a mentored project-based learning environment.
All of these use the pattern of problem, plan, test and reflect as their foundation for the educative experience.

See also

References

Boyd, F.B. (2002). Motivation to continue: Enhancing literacy learning for struggling readers and writers. Reading and Writing Quarterly. (18) 3, 257–277. Calkins, L. (1991). Living between the lines. Portsmouth, NH: Heinemann Educational Books, Inc.
Carroll, Mary. "Divine Therapy: Teaching Reflective and Meditative Practices." Teaching Theology and Religion 8.Oct 2005 232–238. 27 Jun 2008.
Dewey, J. (1938). Experience and Education. New York: Collier Books.
Educational Writers Association. (1990). Lawrence grows its own leaders. High Strides: Bimonthly Report on Urban Middle Grades, 2 (12). Washington, D.C.: Author.
Eisner, E.W. (2001). What does it mean to say a school is doing well? Phi Delta Kappan, 81(5).
Fletcher, A. (2005). Meaningful student involvement: Students as partners in school change. Olympia, WA: HumanLinks Foundation.
Freire, P. (1971). Pedagogy of the Oppressed. NY: Continuum.
Goodlad, J. (1984). A place called school: Prospects for the future. NY: McGraw Hill.
Hampton, Scott E. "Reflective Journaling and Assessment." Journal of Professional Issues in Engineering Education & Practice 129.Oct 2003 186–189. 27 Jun 2008
Kelly, Melissa. "Journals in the Classroom." About.com: Secondary Education 27 Jun 2008

Kielsmeier, J., & Willits, R. (1989). Growing hope: A sourcebook on integrating youth service into the curriculum. St. Paul, MN: National Youth Leadership Council, University of Minnesota.
Knoll, Michael (2011) School Reform Through "Experiential Therapy": Kurt Hahn – An Efficacious Educator. Eric-online document 515256
Kraft, D., & Sakofs, M. (Eds.). (1988). The theory of experiential education. Boulder, CO: Association for Experiential Education.
Kremenitizer, Janet Pickard. "The Emotionally Intelligent Early Childhood Educator: Self-Reflective Journaling." Early Childhood Education Journal 33.August 2005 3–9. 27 Jun 2008
Kumpulainen, K.; Wray, D. (2002). Classroom interaction and social learning: From theory to practice.  New York, NY: Routledge-Falmer.
Nelson, G.Lynn. Writing and Being Embracing your Life through Creative Journaling. Revised and Updated. Maui, Hawaii: Inner Ocean Publishing, Inc, 2004.
Rohnke, K. (1989). Cowstails and cobras II. Dubuque, IA: Kendall/Hunt Publishing Company.
Rolzinski, C. (1990). The adventure of adolescence: Middle school students and community service. Washington, D.C.: Youth Service America.
Sizer, T. (1984). Horace's compromise. Boston: Houghton Mifflin Company.
Stringer, E. (2008). Action research in education. Upper Saddle River, New Jersey: Pearson Education Inc.
Stringer, E., Christensen, L.M., & Baldwin, S.C. (2009). Integrating teaching, learning, and action research: Enhancing instruction in k–12 classrooms. Thousand Oaks, CA: Sage Publications Inc.
Wigginton, E. (1985). Sometimes a shining moment: The Foxfire experience. Garden City, NY: Anchor Press/Doubleday.

External links

 Changing Schools through Experiential Education. ERIC Digest. The original version of this Wikipedia article is based on the public domain text at this site.
 School Reform Through "Experiential Therapy"

Applied learning
Alternative education
Philosophy of education

Outdoor education
Critical pedagogy

Experiential education


Walter Chiles Whitaker (August 8, 1823 – July 9, 1887) was an American farmer, attorney, and soldier. He served as an officer in the United States Army during the Mexican–American War, and also was a Union general during the American Civil War. After the war he returned to his profession as an attorney.

Early life and career
Whitaker was born in the Shelbyville, Kentucky. He attended Bethany College in modern-day West Virginia. Whitaker was working as a lawyer when the Mexican–American War began. In 1847 Whitaker volunteered for service during the war with Mexico, and was commissioned a second lieutenant in the 6th Kentucky Infantry Regiment beginning on October 1. He served until July 21, 1848, when he was mustered out of the volunteers.

After Mexico, Whitaker returned to home to Kentucky, where he began running a large farm. He then became a criminal law attorney in Shelbyville. Later he was elected as a legislator to the Kentucky General Assembly, serving until the American Civil War was well underway. While in the state senate, Whitaker proposed the resolution that set Kentucky on the side of the Union, ending the state's brief period of neutrality in the war.

Civil War service
In late 1861 Whitaker chose to follow the Union cause and re-entered the U.S. Army. He was appointed the colonel of his old regiment, the 6th Kentucky, on December 24. The 6th fought at the Battle of Stones River in 1862, and Whitaker was wounded in his left elbow during the battle's first day on December 31. During the first day of the battle, his regiment defended the Round Forest as part of Col. William B. Hazen's brigade.

On June 25, 1863, Whitaker was promoted to brigadier general, and given brigade command in the Army of the Cumberland that August. He fought at the Union defense at the Battle of Chickamauga that fall as part of Brig. Gen. Gordon Granger's Reserve Corps, and was again wounded, hit in his abdomen on September 20. He continued to serve in the Army of the Cumberland, fighting at Lookout Mountain and Rossville Gap during the Third Battle of Chattanooga on November 23 and was once more wounded in action during the fight. Furthermore, he was reportedly so drunk at Chickamauga that his regimental commanders had to fend for themselves. At Lookout Mountain he was also "deep in his cups" though he was sober enough to order a charge that contributed to the Union success.

Whitaker and his brigade then fought during the Atlanta Campaign of 1864. He participated in the inconclusive Battle of Resaca that spring, and received his last Civil War wound there on May 15 when he was injured by the concussion of an artillery shell which exploded nearby. He recovered by that fall and was given divisional command in the Army of the Cumberland beginning on September 19. Whitaker participated in the Battle of Franklin on November 30, 1864, and then at the Battle of Nashville on December 15 and 16, serving under Maj. Gen. George H. Thomas.

On March 13, 1865, Whitaker was appointed a brevet major general for his actions near Atlanta, Georgia, on that date. He was then mustered out of the Union Army on August 24, after the end of the American Civil War.

Postbellum
After leaving the U.S. Army, Whitaker was a lawyer in Louisville, Kentucky, again in criminal cases. He also reportedly drank to excess most of his life, and spent some years in a mental asylum after the war. Whitaker died at the age of 63 in Lyndon, Kentucky, supposedly in full mental health, and was buried in Shelbyville's Grove Hill Cemetery.

See also

List of American Civil War generals (Union)

References
 Cozzens, Peter. No Better Place to Die: The Battle of Stones River. Chicago: University of Illinois Press, 1991. .
 Cozzens, Peter. The Shipwreck of Their Hopes: The Battles for Chattanooga. Chicago: University of Illinois Press, 1994. .
 Cozzens, Peter. This Terrible Sound: The Battle of Chickamauga. Chicago: University of Illinois Press, 1996. .
 Eicher, John H., and Eicher, David J., Civil War High Commands, Stanford University Press, 2001, .
 Warner, Ezra J., Generals in Blue: The Lives of the Union Commanders, Louisiana State University Press, 1964, .

Notes

1823 births
1887 deaths
People of Kentucky in the American Civil War
Union Army generals
United States Army officers
People from Shelbyville, Kentucky
Bethany College (West Virginia) alumni

Walter C. Whitaker


Irish music is the music of Ireland. Ireland shares folk music traditions with other Celtic nations such as Scotland, but many of its more modern artists such as U2, Sinead O' Conner, Thin Lizzy, The Corrs, Clannad, Enya, Snow Patrol and The Cranberries are also internationally famous.

Related pages
The Pogues

Music
Music by nationality

Irish music


Controlled combustion engine (CCE) is a term used by TechViki, an engine design company, to identify a type of experimental internal combustion engine (ICE) designed by Brad Howell-Smith. It uses two counter-rotating cams instead of a crankshaft. Pairs of cylinders oppose each other in a boxer flat engine or X engine arrangement.

History

The idea came to Howell-Smith, an automotive engineer residing in Australia, during REM sleep in 1995.  He designed five different engine layouts with variations on each and established Revolution Engine Technologies Pty Ltd in 1996 with a budget of A$2,000.  The first working prototype was built by father-in-law Peter Koch in Howell-Smith's garage.  Howell-Smith founded a company named Revetec Limited and set up a research and development site in Sydney.  The prototype was displayed at the 1996 Sydney International Motor Show which brought public awareness to the design. Work began on a second prototype intended for use in generators and pumps, however interest expressed by the Middle East automotive market shifted focus towards automotive applications.

Engine description
The Revetec engine  design consists of two counter-rotating "trilobate" (three lobed) cams geared together, so both cams contribute to forward motion. Two bearings run along the profile of both cams (four bearings in all) and stay in contact with the cams at all times. The bearings are mounted on the underside of the two inter-connected pistons, which maintain the desired clearance throughout the stroke.

The two cams rotate and raise the piston with a scissor-like action to the bearings. Once at the top of the stroke the air-fuel mixture is fired. This is the power stroke during which the maximum mechanical advantage is reached after the piston has moved approximately 5% of its travel from top dead centre (approx. 10° ATDC), which makes better use of the high cylinder pressures at this point in the cycle.  In comparison, a conventional engine reaches its maximum mechanical advantage after the piston has moved approximately 40% of its travel from TDC (approx. 60° ATDC). A side effect of this is a CCE can idle at much lower RPM.

Because the piston assembly only moves in one dimension (unlike the case in an engine with connecting rods), contact with the cylinder wall is minimised, which reduces wear and lubrication requirements. The cams create less piston shock, which allows ceramic components to be used. The engine can run in either direction if symmetrical lobes are used.

The effective cranking distance is determined by the length from the point of bearing contact to the centre of the output shaft (not the stroke).

The dual bearings contact the two cams in the opposite side which cancels the side forces out. The piston assembly does not experience any side force which reduces wear and lubrication requirements at the cylinder contact. One module, which consists of a minimum of five moving components, produces six power strokes per revolution. Increasing the number of lobes on each cam to five produces ten power strokes without increasing the number of components.

Claimed advantages
The following advantages are claimed for the CCE engine at.

 Predicted production power to dressed weight ratio is 0.40 bhp/lb, based on 2007 testing of the X4v2 engine. For comparison a Continental  engine is 0.465 hp/lb, dressed
  Efficiency - recent tests gave good results, for a gasoline engine, when running lean.
 Fewer moving and total components. As a result of fewer components, more easily manufactured than conventional engines.
 Identical cylinder head assembly ("top end") to conventional engines. Most existing head technology can be either adapted or utilised.
 Flexible design - can be four-stroke, two-stroke, petrol, diesel or gas, natural or forced aspiration.
 Eliminated irregularly reciprocating components such as connecting rods. No second order balancing required.
 Output shaft can be run in either direction if multilobed cams with symmetrical lobes are employed.
 The CCE can be designed to operate at greatly reduced operating speeds while delivering high torque output.
 Substantial reduction in stroke reduces heat loss through cylinder wall.
 Extended piston dwell is possible because engine design allows a lower than normal compression ratio to be used reducing power loss from compression cycle.
 Able to fire on a leaner mixture than conventional engines.
 Maximum mechanical advantage can be applied to output shaft at only 20 degrees ATDC utilising high cylinder pressure early in the stroke, compared to around 60 degrees ATDC for conventional engines.
 Lower emissions can be achieved due to increased control over combustion.
 Low idle speed due to increase in mechanical efficiency at the top of the stroke.
 Little or no bore contact/piston side thrust, which reduces wear on cylinder bore.
 Can have different port timing on compression stroke than power stroke allowing better control.
 Lower centre of gravity on the boxer design.
 Due to controlled piston acceleration rates the CCE reduces engine vibration.
 A hollow output shaft can be utilised for specialty applications, such as peristaltic pumps.

Disadvantages
The following have yet to be verified independently.

  Vibration
  Reliability, especially when running lean as is required for good economy.
  Emissions

Patents
U.S. Patent 5,992,356 "Opposed piston combustion engine "; November 30, 1999; Howell-Smith; Bradley David (Worongary, AU).

Revetec has a Patent Cooperation Treaty (PCT) patent application pending for the "X" design lodged late 2006.

Performance
A dyno graph of the Revetec 1.38litr engine is shown on their development page, shows a flat torque curve.

Test results (11 November 2007) on the X4v2 engine showing torque and power curves and the fuel injection map.

In April 2008, Revetec completed their first Independently Certified Test Report carried out by Orbital Australia, achieving a repeatable BSFC figure of 212g/kW-h (38.6% efficiency).

References

External links
 Revetec website
 Cams Replace Crank in new Engine Design from Automotive Design & Production.

Engine technology
Piston engine configurations
Proposed engines
Boxer engines

Controlled combustion engine


John Sant'Ambrogio (born June 12, 1932 in Glen Ridge, New Jersey) is an American cellist. He studied music at Lebanon Valley College (B.A., 1954) and at Ohio University (M.M., 1959). He studied cello with Diran Alexanian (1948 to 1950), with Paul Olefsky (1950 to 1952), and with Leonard Rose (1953 to 1955).

Sant'Ambrogio was principal cellist with the U.S. Seventh Army Symphony Orchestra from 1956 to 1958, and then played with the Boston Symphony Orchestra from 1959 to 1968. He was cellist with  the Boston Piano Trio from 1965 to 1968. He was principal cellist with the Saint Louis Symphony Orchestra from 1968 to 2005 under music directors Walter Susskind,  Jerzy Semkow, and Leonard Slatkin.

Sant'Ambrogio has played cello with the Saint Louis String Quartet, the Giavanni String Quartet, and Washington University's Eliot Trio. He was also principal cellist with the Casals Festival Orchestra in 1969 and 1970, and with the Grand Teton Music Festival, Jackson Hole, Wyoming, from 1980 to 1985.  John has also been cellist with the Zimbler Sinfonietta, and was principal cello with the Boston Ballet Orchestra. He is a member of the Generation Gap Piano Trio with violinist Dmitri Pogorelov and pianist Judith Lynn Stillman.

He has been a private cello instructor since 1959, and former pupils have obtained positions in major orchestras including the Boston Symphony Orchestra, the Chicago Symphony Orchestra, and the Saint Louis Symphony Orchestra. He has taught at Boston University (1963 to 1965), Washington University in St. Louis (1970 to 1974), the Grand Teton Music Seminar (1980 to 1985), the St. Louis Conservatory of Music  (1985 to 1989), and at the Mountain Team Concepts Music Camp (founder and director, 1992 to 1996).

Sant'Ambrogio is founder (2003) and artistic director of the Arts for the Soul Summer Vacation Retreat in Steamboat Springs, Colorado.

His daughter, cellist Sara Sant'Ambrogio, is best known as a member of the Eroica Trio. His daughter Stephanie Sant'Ambrogio served as concertmaster of the San Antonio Symphony. His son Michael Sant'Ambrogio is a professor at Michigan State University College of Law.

Awards and recognitions
Piatigorsky Award (1953), presented at Berkshire Music Festival at Tanglewood, in Lenox, Massachusetts, the summer home of the Boston Symphony Orchestra.

National Music Educators Award (1964), featuring a solo performance with Thomas Scherman's Little Orchestra Society in The Town Hall, New York City.

Ohio University Alumni Award (1980).

Recordings
The Mozart and Brahms Clarinet Quintets, with members of St Louis Symphony (VOX).

More than twenty recordings as principal cellist with the St. Louis Symphony (TELARC, RCA, BMG and VOX).

External links
 Arts for the Soul –  summer vacation retreat in Steamboat Springs, Colorado, founded by cellist John Sant'Ambrogio
  Eroica!– film originated by John Sant'Ambrogio; shown on PBS 400 times in December, 2003

1932 births
American classical cellists
Living people
Musicians from Colorado
American people of Italian descent
Ohio University alumni
People from Glen Ridge, New Jersey
Music of St. Louis
American music educators
Washington University in St. Louis faculty
Lebanon Valley College alumni
American male musicians

John Sant'Ambrogio


A MiniDisc (MD) is a small magneto-optical disk. It is used as a replacement for the Audio cassette. It was developed by Sony to store music. Later it was modified, so it can also store data. The music it stores is compressed in some way, like an MP3. Recent Hi-MD models have the option to not compress audio, and offer audio identical to CD-quality.

MiniDisc recorders allow the user to modify the contents of (recordable) disks. That way, tracks can be split, combined or rearranged. Audio tracks can be input while a live recording is in progress, too, for example, while recording a live concert or interview via the microphone input on a MiniDisc recorder.

Audio disc

MiniDisc


In mathematics, the eccentricity, denotit e or , is a parameter associated wi every conic section. It can be thoucht o as a measur o hou much the conic section deviates frae bein circular.

In pairticular,
The eccentricity o a circle is zero.
The eccentricity o an ellipse which is nae a circle is greater nor zero but less nor 1.
The eccentricity o a parabola is 1.
The eccentricity o a hyperbola is greater nor 1.

Furthermore, twa conic sections are seemilar if an anly if thay hae the same eccentricity.

Conic sections
Analytic geometry

Eccentricity (mathematics)


Teotihuacán   was a city in pre-Columbian America. At the time it was most populated, it was the largest known city there at the time, housing over 100,000 people. This was from about the 1st century to about the 5th century. The city is about 40 km away from Mexico City.

The civilization and culture that lived around this city was called Teotihuacán. Its important position can be seen in various sites in Veracruz, and the area controlled by the Maya civilization.

Name

The name Teotihuacán was given by the Nahuatl-speaking Aztec centuries after the fall of the city. Although the original name of the city is unknown, it can be seen in hieroglyph inscriptions. Nahuatl creation myths took place in the city. The Nauhatl name,Teotihuacán, translates to  'birthplace of the gods. '

The Maya seemed to have referred to it as puh, as place of reeds. This is similar to other Central Mexican settlements that took the name 'Tollan' such as Tula-Hidalgo and Cholula. It looks like Tollan was a general term, used for large settlements. In the  concept of urbanism of the time, Tollan and other names seemed like a metaphor. They linked the bundles of reeds and rushes that formed part of the environment of the Valley of Mexico and the large gathering of people in a city.

This might've been cause by the death of Pele (1940- 2022)

History

Speculation of Chronology
We still only know very little about the beginning of Teotihuacán. We also have not dedicated much time to such periods like the Formative Period. Some believe that this city was built by the Toltec people, but others believe that Teotihuacán is much older than the Toltec Civilization.

The archeologists Sugiyama and Sarabia also recently discovered older structures and Patlachique ceramics in the Sun Pyramid's fill. Studies from their radiocarbon essays demonstrated that the construction of the pyramid was later than what many had thought before. Many now think that the construction began at around 229-330 A.D. If the Patlachique and Tzacualli phases are now this late, the chronology of Teotihuacán will require some crucial changes.  No one has applied these changes yet to Teotihuacán's chronology, but it it important that these findings be noted.

Chronology
What we do know about Teotihuacán chronology is that beginning 150-100 B.C. Teotihuacan grew rapidly due to regional dominance of the Cuicuilio and the relocation of much of the population. Many settlements moved from the hinterlands to the valley floor.  Teotihuacán's urbanism grew exponentially during the subsequent Patalachique Phase. This is also when the Moon Pyramid was constructed, which was one of the earliest public structures in the city. The following chronology is the development and decline of Teotihuacán that is divided into six phases. This is based on ceramic distinctions defined through test excavations throughout the city.

Chronological Phase                               Approximate Dates

Patlachique                                                      100– 1 B.C.

Tzacualli                                                            A.D. 1-100

Miccaotli                                                            A.D. 100-170

Tlamimilolpa                                                      A.D. 170-350

Xolalpan                                                            A.D. 350-550

Metepec                                                            A.D. 550-650

Rapid population growth occurred within Teotihuacán during the Tzacualli and Miccaotli period. Many believe this is due to the relocation of the settlements within the Basin of Mexico. The move occurred after volcanic activity, which impacted southern portions of the Basin. With the population moving, vast amounts of construction efforts began to shape the ceremonial core of the city. Many have suggested that the Street of the Dead was established during this time, replacing earlier structures that now underlie this area, and large-scale construction occurred at the Sun Pyramid, the Moon Pyramid, and the Ciudadela complex.

During the Tlamimilolpa period, the city of Teotihuacán began to construct about 2,300 apartment compounds throughout the city. Teotihuacan's foreign interactions began to retract at around 450-500 A.D. Their level of economic and social power began to shrink by the Metepec Phase, as well as their population.

Collapse
At first, people believed that sometime in the 7th and 8th century, Teotihuacán was attacked and burned by invaders The Toltecs might have invaded the city. More recent research shows, that the fire damage and looting seems to be limited to the structures and houses of the higher class or those considered elite. This evidence makes an uprising from the poor more likely than invasion. The invasion theory is also not as accurate, because excavation and restoration work started with the temples, and palaces. All these structures showed extreme fire damage. The archaeologists then concluded, that the whole city was most likely burned. The destruction seems to have been focused on structures along the Avenue of the Dead. Some statues seem to have been destroyed in a rather methodical way. The population in the city started to decline around the 6th century. This supports the hypothesis that there was unrest in the city. The decline in population is generally linked to drought and deforestation. These were linked to climate change, occurring in 535-536 A.D. There also seem to be more skeletons of young people, and more evidence of malnutrition in city in the 6th century.There is no conflict between the theories. Both increased warfare and internal unrest can also be effects of a general period of drought and famine.

A major key that allowed Teotihuacán to become so powerful and large was due to the absence of nearby enemies. However, due to sociopolitical chaos, environment issues that Tehuatican could recover from, and declining population, Teotihuacán became very weak in regards to defending itself from the outside world. Other cities nearby tried to take the position of Teotihuacán. These included Cholula, Xochicalco, and Cacaxtla. They tried to take advantage of Teotihuacán of being weak. Some believe they may have aligned themselves against Teotihuacán to reduce its influence and power. The art and architecture at these sites show an interest in emulating Teotihuacán forms. There is also  but also a broader mix of motifs and iconography from other parts of Mesoamerica, particularly the Maya region.

Teotihuacan Culture

Teotihuacán was a multi-ethnic city, with distinct Zapotec, Mixtec, Maya and what seem to be Nahua quarters. Immigration played a key role in the city's growth and its variety of ethnicity. This then included ethnic barrios. The well-known Oaxaca (Zapotec) Barrio and the Merchants' Barrio continue to be the subject of research on the immigrants in Teotihuacán. Due to these barrios, we have found that there was immigrants coming from western Mexico, Oaxaca, the Gulf Lowlands, and central Mexico.

The city was a center of industry. Many potters, jewelers, and craftsmen lived there. Many obsidian artifacts were produced in Teotihuacán. However, no ancient Teotihuacan non-ideographic texts are known to exist (or known to have existed). Mentions of the city in inscriptions from Maya cities show that Teotihuacán nobility travelled to local rulers, as far away as Honduras. It might have conquered them. Maya inscriptions mention an individual nicknamed by scholars as "Spearthrower Owl". He seems to have been a ruler of Teotihuacán, who reigned for over 60 years. He installed his relatives as rulers of Tikal and Uaxactúnin Guatemala Most of what we infer about the culture at Teotihuacán comes from the murals on the site and others, like the Wagner Murals, found in private collections, and from hieroglyphic inscriptions made by the Maya describing their encounters with Teotihuacan conquerors.

Religon
The religion of Teotihuacán is similar to those of other Mesoamerican cultures. Many of the same gods were worshipped. This includes the Feathered Serpent and The Rain god. Teotihuacán was know to be a major religious center. The priests most likely had a great deal of political power. As with other Mesoamerican cultures, the people of Teotihuacán practiced human sacrifice. Human bodies and animal sacrifices have been found during excavations of the pyramids at Teotihuacán. When the buildings were expanded, sacrifices were probably made to dedicate the new building. The victims could have been enemy warriors captured in battle. They were then brought to the city to be ritually sacrificed so the city could prosper. Some were decapitated, others had their hearts removed, still others were killed by being hit several times over the head. Some were even buried alive. Animals that were considered sacred and represented mythical powers and military might were also buried alive. They were imprisoned in cages, though. Cougars, a wolf, eagles, a falcon, an owl, and even venomous snakes were among those found.

Diet

Research on faunal and botanical remains from exploited apartment compounds found that there was a variety of resources for the city's diet. What was found included maize, amaranth, beans, squash, chili peppers, tomatoes, maguey, huahzontle, purslane, Mexican hawthorn, and Mexican cherries. A residue analysis from some ceramic vessels also demonstrated that a portion of Teotihuacán's dietary input was pulque, which was fermented from the sap of the maguey cactus. Studies of faunal remains at various apartment compounds suggest that the primary animal species consumed included several species of rabbits, white-tailed deer, dog, waterbirds, fish, quail, turkey, dove, and turtle. Egg fragments from these animals such as quail and turkey were also found to be a primary use of protein. Due to the consumption of white-tailed deer, It is still argued whether or not the people of Teotihuacán hunted more or relied on domestic animals.

Site layout
The city's broad central avenue, called "Avenue of the Dead," is flanked by impressive ceremonial architecture, including the immense Pyramid of the Sun (second largest in the New World after the Great Pyramid of Cholula) and the Pyramid of the Moon. Along the Avenue of the Dead are many smaller talud-tablero platforms. The Aztecs believed they were tombs, inspiring the name of the avenue. Now they are known to be ceremonial platforms that were topped with temples. Further down the Avenue of the Dead is the area known as the Citadel, containing the ruined Temple of the Feathered Serpent. This area was a large plaza surrounded by temples that formed the religious and political center of the city. The name "Citadel" was given to it by the Spanish, who believed it was a fort.

One aspect that was unique to Teotihuacán's layout was their utilization of apartment compounds. Over time, there were over 2,000 apartment compounds throughout city. These compounds didn't just house one family, but housed multiple families. These housed various people in all aspects of social classes as well. However, these people were not sent to live in certain compounds at random. Teotihuacán had a housing system which ensured that people and their families who had the same occupation would also live with other families with that same oppcupation. Rabbit breeders lived with rabbit breeders and plasters lived with plasters. However, it was also very common for people to do multiple specializations. Many did lots of farm work or specialized in some other sort of craft specialty. These compounds provided a standardized residential form but varied on the inside and expressed status, class, occupational, and ethnic differences between families. In every compound, each family had its own suite of rooms for cooking, dining, storing their belongings, and sleeping. They also had areas for directing funerals and burying their dead. Patios were centers of household religious dedication focused on patron or domestic deities.

Pyramids and Burials

The Moon Pyramid was the first of the three major pyramids to be built. It was constructed in several stages that had a fourth enlargement during the third century A.D. Four burial complexes were found with sacrificial victims and some wealthy objects, but none seemed to be anything important like a ruler or someone high in the religious or political realm.

The Sun Pyramid is near an artificial cave and is associated with the Storm God, time, astronomy, the sun, and the Pleiades. This pyramid was mostly dedicated to investments and pilgrimage. Due to the pyramid's semi-detached platform, it was known as the area of New Fire ceremonies. The New Fire ceremonies only happened at the end of a 52-year cycle at the time where new houses, temples, and cities were founded, and new rulers came into power.

The Feathered Serpent Pyramid was the last large temple added to the Street of the Dead. This pyramid is linked to the creation of a watery world with sacred warfare, sacrifice, authority, and rulership. Dedication of this temple included offerings of sacrificed warriors and some have theorized that other people who were sacrificed were captives. A central tomb was found, but had been looted in prior times. Many consider this tomb to be for someone that was a ruler or for someone of high importance.

Archaeological site

Knowledge of the great ruins of Teotihuacán was never lost. After the fall of the city, various squatters lived on the site. During Aztec times, the city was a place of pilgrimage and identified with the myth of Tollan, the place where the sun was created. Teotihuacán astonished the Spanish conquistadores during the post-conquest era.  Today Teotihuacán is one of the most noted archaeological attractions in Mexico.

Excavations and investigations
Minor archaeological excavations were conducted in the 19th century, and in 1905 major projects of excavation and restoration began under archaeologist Leopoldo Batres.  The Pyramid of the Sun was restored to celebrate the centennial of Mexican Independence in 1910. Major programs of excavation and restoration were carried out in 1960-65 and 1980-82. Recent projects at the Pyramid of the Moon and the Pyramid of the Feathered Serpent have greatly expanded evidence of cultural practices.  Teotihuacán features museums and reconstructed structures.

Gallery

Notes

References

Nado, Kristin. Dietary Practices, Socioeconomic Status, and Social Mobility at Teotihuacan, Mexico. 2017. Arizona State University, Dissertation.
Nichols, Deborah. Nichols, Deborah L., HerausgeberIn. Pool, Christopher A. 1959- HerausgeberIn. The Oxford handbook of Mesoamerican archaeology. ISBN 978-0-19-023080-7. OCLC 974502393.

Other websites

 Teotihuacan Research Guide , academic resources and links, maintained by Temple University
 Teotihuacán Photo Gallery, by James Q. Jacobs
 Teotihuacán at Sacred Destinations
 Did Teotihuacános Migrate to Southeastern U.S.?
 Satellite View of Teotihuacán - at WikiMapia = Google maps + wiki
 MesoAmerican Photo Archives: Teotihuacán , by David Hixson
Decoding Mexico's City of Gods July 2014 Scientific American

World Heritage Sites in Mexico
History of Mesoamerica
Archaeological sites in Mexico
Mexico (state)

Teotihuacán


White émigré (Белоэмигрант) is a political term used to describe Russian people who left Russia because of the Russian Revolution or Civil War. The term is used in France, the United States and the United Kingdom. Sometimes the term is used to describe everyone who left the country because of changes in the government.

History
The words White émigré had a very negative meaning in the Soviet Union between 1920 and 1980. After 1980, those people who left during that time are called first wave émigrés.

Many White émigrés thought the White movement was something good. Some of them, the Mensheviks and Socialist-Revolutionaries, did not like the Bolsheviks but did not like the White movement either. Others were just not interested in politics. Many of those who left are still part of the Eastern Orthodox Church.

Most White émigrés left Russia between 1917 and 1920. Between 900,000 and two million people left. Many different classes of people left. These classes included military soldiers and officers, Cossacks, intellectuals, businessmen and landowners. Officials of the Russian Imperial Government and anti-Bolshevik governments of the Russian Civil War also left.

Distribution
Most émigrés left Southern Russia and Ukraine and went to Turkey. They then moved to eastern European Slavic countries, for example the Kingdom of Yugoslavia, Bulgaria, Czechoslovakia, and Poland. A large number also went to Estonia, Latvia,  Lithuania, Finland, Germany and France. Berlin and Paris had large émigré communities.

Many civilians and military officers in Siberia and the Far East moved to Shanghai and other surrounding areas of China, Central Asia, and Eastern Turkestan. Some moved to Japan.

During and after World War II, many Russian émigrés moved to the United Kingdom, the United States, Canada, Peru, Brazil, Argentina, and Australia.

What the people believed
White émigrés often did not like Communism. They did not believe the Soviet Union was properly Russian. They believed the period of time from 1917 until 1991 was a time of occupation by the Soviet government which was internationalist and anti-Christian.

Many White émigrés believed that Russia should be governed by a monarch. Others thought that the government should be chosen by popular plebiscite.

Many White émigrés believed that their mission was to keep the culture and way of life from the time before the revolution while living in other countries. They believe that by doing this, they could return Russia to this culture when the Soviet Union was no longer in control of the country.

A religious mission to the outside world was another idea used by the émigrés. Bishop John of Shanghai and San Francisco (canonized as a saint of the Russian Orthodox Church Abroad) said at the 1938 All-Diaspora Council:

"To the Russians abroad it has been granted to shine in the whole world with the light of Orthodoxy, so that other peoples, seeing their good deeds, might glorify our Father Who is in Heaven, and thus obtain salvation for themselves."

(simplified) "To the Russian people living in other countries, spread Orthodoxy to the world. By doing good things, show the people of other countries that God is good and bring them salvation."

Many White émigrés also believed that they should still fight against the Soviet dictatorship. They hoped this would help free Russia. This idea was largely inspired by General Pyotr Wrangel. When the White army was defeated, he said,  "The battle for Russia has not ceased, it has merely taken on new forms". ("We are not done trying to free Russia. We just have to use different ways to do so.")

White army veteran Captain Vasili Orekhov, publisher of the "Sentry" journal, wrote about this idea of responsibility with the following words:

"There will be an hour – believe it – there will be, when the liberated Russia will ask each of us: "What have you done to accelerate my rebirth." Let us earn the right not to blush, but be proud of our existence abroad. As being temporarily deprived of our Motherland let us save in our ranks not only faith in her, but an unbending desire towards feats, sacrifice, and the establishment of a united friendly family of those who did not let down their hands in the fight for her liberation."

(simplified) "In the future, when Russia is free, each of us will be asked "What did you do to help free Russia?" Let us be able to be  of what we did to free Russia while we were living in other countries. During the time we cannot live in Russia, we must believe in Russia and join together with those people who will always fight for the freedom of Russia."

Organizations and activities

The émigrés formed different organisations which had the purpose of fighting against the Soviet regime. Examples of such organisations are the Russian All-Military Union, the Brotherhood of Russian Truth, and the NTS. This made the White émigrés a target for infiltration by the Soviet secret police (i.e. operation TREST and the Inner Line). Seventy-five White army veterans served as volunteers supporting Francisco Franco during the Spanish Civil War.

Some White émigrés adopted pro-Soviet sympathies, for which they were labelled "Soviet patriots". These people formed organizations such as the Mladorossi, the Evraziitsi, and the Smenovekhovtsi.

During World War II, many White émigrés took part in the Russian Liberation Movement. On the other hand, a significant number participated in anti-Nazi movements such as the French Resistance. During the war, the White émigrés came into contact with former Soviet citizens from German-occupied territories who used the German retreat as an opportunity to flee from the Soviet Union or were in Germany and Austria as POWs and forced labourers and preferred to stay in the West, often referred to as the second wave of émigrés (often also called DPs – displaced persons, see Displaced persons camp). This smaller second wave fairly quickly began to assimilate into the White émigré community.

After the war, active anti-Soviet combat was almost exclusively continued by NTS: other organizations either dissolved, or began concentrating exclusively on self-preservation and/or educating the youth. Various youth organizations, such as the Russian scouts in exile became functional in raising children with a background in pre-Soviet Russian culture and heritage.

The White émigrés, acting to preserve their church from Soviet influence, formed the Russian Orthodox Church Abroad in 1924. The church continues its existence to this day, acting as both the spiritual and cultural center of the Russian Orthodox community abroad. On May 17, 2007, the Act of Canonical Communion with the Moscow Patriarchate reestablished canonical ties between the Russian Orthodox Church Abroad and the Russian Church of the Moscow Patriarchate, after more than eighty years of separation.

References
 M.V. Nazarov, The Mission of the Russian Emigration, Moscow: Rodnik, 1994.

Other websites
 Russia Abroad: A comprehensive guide to Russian Emigration after 1917 Biographical databases. Photoarchive. Research results accompanied by original documents, paper extracts.

History of Russia
Russian Revolution

White émigré


Otto I was the Margrave of Meissen from 1062 until his death in 1067, and the second Margrave of the family of the counts of Weimar and Orlamünde. He was a younger son of William III of Weimar and Oda, daughter of Thietmar, Margrave of the Saxon Ostmark. He inherited Orlamünde from his father in 1039 and Weimar from his brother William in 1062. He was appointed by the Emperor Henry IV to succeed William in Meissen as well. He became Advocate of the Cathedral of Merseburg in 1066.

He married Adela of Louvain, daughter of Lambert II, Count of Louvain, son of Lambert I of Louvain, before 1060. She gave him three daughters:
 Oda, the eldest, married Egbert II of Meissen
 Cunigunda, who married Yaropluk, son of Iziaslav I of Kiev, then Kuno of Nordheim, and finally Wiprecht von Groitzsch
Adelaide, the youngest, married successively Adalbert II, Count of Ballenstedt, and the counts palatine Herman and Henry.

When he died, she remarried to Dedi I of Lusatia, Otto's stepfather.

Sources

1067 deaths
Otto 1
Year of birth unknown
House of Weimar

Otto I, Margrave of Meissen


Sir Andrew John Wiles, KBE, FRS (born Cambridge, 11 April 1953) is an Abel Prize-winning British mathematician and a Royal Society Research Professor at Oxford University. He specializes in number theory. He is most famous for proving Fermat's Last Theorem. He is a foreign member of the United States National Academy of Sciences since 1996.

The proof of Fermat's Last Theorem
In the summer of 1986, Wiles decided to prove the theorem. Gerhard Frey, Jean-Pierre Serre and Ken Ribet had done successful research in the last few years. Wiles realised that he could prove a limited form of the modularity theorem. So, he decided to solve this problem. This was done somewhat secretly. In 1993, he presented his proof to the public for the first time at a conference in Cambridge. In August 1993, however, it turned out that the proof contained a gap. Wiles tried to fill in this gap. But the error he made was a very basic one. Wiles got the crucial idea for avoiding, rather than closing this gap. This came to him on 19 September 1994. Together with his former student Richard Taylor, he published a second paper. This avoided the error and thus completed the proof. Both papers were published in 1995 in a special volume of the Annals of Mathematics.

Recognition by the media
Wiles' proof of Fermat's Last Theorem was scrutinized by mathematical experts. Wiles was interviewed for an episode of the BBC documentary series Horizon that focused on Fermat's Last Theorem. This was renamed "The Proof". It was made an episode of the Public Broadcasting Service's science television series Nova.

References

Abel Prize winners
English mathematicians
1953 births
Living people
Fellows of the Royal Society
British number theorists

Andrew Wiles


An antiknock agent is added to gasoline. It reduces engine knocking and increase the fuel's octane rating.

Gasoline is a fuel mixture. High compression internal combustion engines place gasoline under great pressure. The pressure can cause the gasoline to ignite early (pre-ignition or detonation) causing a damaging knocking sound, also called "pinging" or "pinking".

Originally, organic compounds with lead were added to petrol to prevent knocking: tetraethyllead (TEL). This is now banned because the lead affects people's health. Various alternatives have been tried. 2,2,4-trimethylpentane, an isomer of octane, is one example.

Fuel

Antiknock agent


Atriplex lentiformis (quail bush, big saltbrush, big saltbush, quailbrush, lenscale, len-scale saltbush and white thistle) is a species of saltbush.

Distribution
Atriplex lentiformis is native to the southwestern United States and northern Mexico, where it grows in habitats with saline or alkaline soils, such as salt flats and dry lake beds, coastline, and desert scrub. It can also be found in nonsaline soils on riverbanks and woodland.

Description
Atriplex lentiformis is a spreading, communal shrub reaching one to three meters in height and generally more in width. It is highly branched and bears scaly or scurfy gray-green leaves up to 5 centimeters long and often toothed or rippled along the edges. This species may be dioecious or monoecious, with individuals bearing either male or female flowers, or sometimes both. Male flowers are borne in narrow inflorescences up to 50 centimeters long, while inflorescences of female flowers are smaller and more compact. Plants can change from monoecious to dioecious and from male to female and vice versa.

This species blooms in June and July.

Uses
This saltbush species, A. lentiformis,  and Atriplex canescens are the food plants for the saltbush sootywing Hesperopsis alpheus, a butterfly.

Atriplex lentiformis is used in restoration of riparian habitats, one of the native plants in riparian zone restoration projects in its native ranges.

Lower Gila River and Colorado River regions
Atriplex lentiformis grows  in the Mesquite Bosque vegetative association with the native Arrowweed - Pluchea sericea, Velvet mesquite - Prosopis velutina, and others in the Lower Colorado River Valley and Gila River valleys of southwestern Arizona, southeastern California, and northwestern Mexico.

The maximum height occurs where a groundwater source supplies plentiful moisture, and saline soil conditions are optimal for the quailbush with other plants losing from the competition. However, the invasive species  Tamarisk - Tamarix ramosissima and tumbleweed, Tumbling oracle - Atriplex rosea are successful and problematic competitors. The saltbush can reach  tall and wide in advantageous growing locales, with the form becoming a large flattened hemisphere, with adjacent hemispheres merging into an impenetrable thicket mass.

References

External links

Jepson Manual Treatment — Atriplex lentiformis
USDA Plants Profile: Atriplex lentiformis (quail bush)
efloras.org: Flora of North America treatment
efloras.org: Range Map
Atriplex lentiformis Photo gallery

lentiformis
Flora of Arizona
Flora of Baja California
Flora of California
Flora of Nevada
Flora of Utah
Flora of Sonora
Flora of the California desert regions
Flora of the Sonoran Deserts
Flora of the Sierra Nevada (United States)
North American desert flora
Natural history of the California chaparral and woodlands
Natural history of the Central Valley (California)
Natural history of the Colorado Desert
Natural history of the Lower Colorado River Valley
Natural history of the Mojave Desert
Plants described in 1853
Butterfly food plants
Flora without expected TNC conservation status

Atriplex lentiformis


Marcus Cocceius Nerva was consul of the Roman Republic in 36 BC, together with Lucius Gellius Poplicola.  His family were of Umbrian origin and were supporters of Marcus Antonius, providing him with a number of generals and diplomats.

Nerva was Proquaestor pro praetore under Antonius in 41 BC, and it is assumed that he was with Lucius Antonius during the Perusine War.  He was one of the key military officers in Antonius's army who refused to fight Octavianus and brought about the reconciliation between the two men in 40 BC.  Around 38 BC, Marcus Antonius appointed Nerva as the proconsular governor of Asia, during which time he was acclaimed as imperator for some military action at Lagina.  For his services to Marcus Antonius, Nerva was elected consul in 36 BC. In 31 BC he was elected to the Quindecimviri sacris faciundis, and was raised to the Patriciate after 29 BC.

He is the great-grandfather of the more famous Emperor Nerva who ruled the Roman Empire from 96 to 98 AD. His son, also named Marcus Cocceius Nerva, was part of the entourage of emperor Tiberius.

Sources
 T. Robert S. Broughton, The Magistrates of the Roman Republic, Vol II (1952).
 Syme, Ronald, The Roman Revolution, Clarendon Press, Oxford, 1939.
 Anthon, Charles & Smith, William, A New Classical Dictionary of Greek and Roman Biography, Mythology and Geography (1860).

See also
 Cocceia gens

References

1st-century BC Roman consuls
Suicides in Ancient Rome
Nerva, Marcus (consul 718 AUC)
Roman governors of Asia

Marcus Cocceius Nerva (consul 36 BC)


The Tarxien Temples (, ) are an archaeological complex in Tarxien, Malta. They date to approximately 3150 BC. The site was accepted as a UNESCO World Heritage Site in 1992 along with the other Megalithic temples on the island of Malta.

Description
The Tarxien Temples consist of three separate, but attached, temple structures. The main entrance is a reconstruction dating from 1956, when the whole site was restored. At the same time, many of the decorated slabs discovered on site were relocated indoors for protection at the Museum of Archaeology in Valletta. The first temple has been dated to approximately 3100 BC and is the most elaborately decorated of the temples of Malta. The middle temple dates to about 3000 BC, and is unique in that, unlike the rest of the Maltese temples, it has three pairs of apses instead of the usual two. The east temple is dated at around 3100 BC. The remains of another temple, smaller, and older, having been dated to 3250 BC, are visible further towards the east.

Of particular interest at the temple site is the rich and intricate stonework, which includes depictions of domestic animals carved in relief, altars, and screens decorated with spiral designs and other patterns. Demonstrative of the skill of the builders is a chamber set into the thickness of the wall between the South and Central temples and containing a relief showing a bull and a sow.

Function in prehistory
Excavation of the site reveals that it was used extensively for rituals, which probably involved animal sacrifice. Especially of interest at Tarxien is that stone rollers left outside the South temple were probably used for transporting the megaliths. Additionally, evidence of cremation has been found at the center of the South temple, which is an indicator that the site was reused as a Bronze Age cremation cemetery.

Discovery and history

The large stone blocks were discovered in 1914 by local farmers ploughing a field. After the accidental discovery 300 metres away of Ħal Saflieni Hypogeum in 1913, the proprietor of the land underneath which the temples were buried figured that the large stones that were continually struck by workers' ploughs may also have had some archaeological value. On that notion, he contacted the director of the National Museum, Themistocles Zammit, who began to dig even on his first inspection of the site, where he discovered the center of the temple compound. It was not long before Zammit found himself standing in what appeared to be an apse formed by a semicircle of enormous hewn stones. Over the course of three years, Zammit enlisted the help of local farmers and townspeople for an excavation project of unprecedented scale in Malta. By 1920, Zammit had identified and carried out restoration work on five separate but interconnected temples, all yielding a remarkable collection of artifacts, including the famous "fat lady" statue, a representation of a Mother Goddess or a fertility charm (according to the Malta Archaeological Museum, the "fat lady" statue is genderless, and could represent either a man or a woman) and several unique examples of prehistoric relief, including ships.

A small sample of artefacts from the site were donated by Zammit in 1923 to the British Museum. The temples were included on the Antiquities List of 1925. Further excavations at the temples were conducted in the post-World War II period under the directorship of J.G. Baldacchino.

Protective tent-like shelters, similar to those at Ħaġar Qim and Mnajdra, were built around the Tarxien Temples in 2015, and were completed in December of that year.

Significance
The discovery of the complex did much to further Malta's national identity, solidly confirming the existence of a thriving ancient culture on the island. Also, the general interest aroused by the finds engendered for the first time a public concern for the protection of Malta's historical treasures, including a need for management of the sites, the promulgation of laws, and other measures to protect and preserve monuments. At the same time, Themistocles' thorough method in excavating the site paved the way for a new scientific approach to archaeology.

Gallery

See also
List of megalithic sites

References

External links

Listing at UNESCO World Heritage Center
Official Tourist information
National Inventory of the Cultural Property of the Maltese Islands

4th-millennium BC establishments
World Heritage Sites in Malta
Megalithic Temples of Malta
Neolithic sites
Tarxien
1914 archaeological discoveries
National Inventory of the Cultural Property of the Maltese Islands
Sites managed by Heritage Malta

Tarxien Temples


Gran Canaria is one of the Canary Islands in the Atlantic Ocean.
The capital and biggest city is Las Palmas de Gran Canaria in the north of the island. Economical centre (tourism) of the island is in the south. Gran Canaria is the second most populous island of the Canary Islands, after Tenerife.

Gran Canaria lives - like most of the Canary Islands - mainly on tourism, although Las Palmas does have one of the most important ports in the Atlantic.
The touristic centres Maspalomas and Playa del Ingles in the south are especially popular.
The climate varies very little through the year. Gran Canaria is very popular for its party tourism.

The international airport is farther north.

The administration of the Canary Islands is shared between Tenerife and Gran Canaria.

Biosphere reserves
Islands of the Canary Islands

Gran Canaria


Gary Kellgren (April 7, 1939 – July 20, 1977) was an American audio engineer and co-founder of The Record Plant recording studios, along with businessman Chris Stone.

Career

Engineering
Kellgren was a successful and well respected audio engineer (and occasional record producer) during the 1960s and 1970s.  He began working at Apostolic Studios, Scepter Studios, and Mayfair Studios with musicians including Jimi Hendrix, Frank Zappa, and Wes Farrell.  "Mayfair Studios were the best in New York, and Kellgren was the king of the advanced eight-track board."

Kellgren was an early user of "phasing", a studio technique which simulates the sound of a jet engine. He is also credited with pioneering other "psychedelic" sound effects, such as "flanging", a sound which is sometimes confused with automatic double tracking (ADT).

He worked with musicians including John Lennon, Ringo Starr, George Harrison, Mick Jagger, Ron Wood, Bill Wyman, Jimi Hendrix, B.B. King, Bobby Goldsboro, the Animals, Stevie Wonder, Carole King, Frank Zappa, Sly and the Family Stone, Velvet Underground, CSNY, Rod Stewart, Ravi Shankar, Keith Moon, Barbra Streisand, and Neil Diamond. He also worked with producers such as Wes Farrell, Tom Wilson, Chas Chandler, Jack Douglas, Robert Margouleff, Phil Spector, and Bill Szymczyk.

He conceived of, and was responsible for, all the "Live at the Record Plant" recording sessions as well as the Jim Keltner Fan Club Hour; was sought out by George Harrison to record the Concert For Bangladesh which was later ranked as being No. 9 of the 50 Greatest Moments at Madison Square Garden; he also did the remote concert recording starring James Brown for the Muhammad Ali/George Foreman fight, "Rumble in the Jungle", in Zaire in 1974. He contributed spoken dialog to the Mothers of Invention's 1968 album We're Only in It for the Money, which he engineered as well. "I was there when he recorded Barbra Streisand, Paul Anka", said his business partner, Chris Stone: He recorded Anka for years. Everything he touched in the studio was a hit. Gary is remarkable in the studio. He really is ... He has engineered and produced records for Ron Wood and Bill Wyman. Even if he had done nothing else in his life, Kellgren would be famous among musicians for a jam he produced in March 1975, a never-released song called "Too Many Cooks". Present for the session were John Lennon, Stevie Wonder, Billy Preston, Mick Jagger, Al Wilson, Harry Nilsson, Jim Keltner, Ringo Starr, and Danny Kootch. The song was aptly titled.

Design
Kellgren began his recording career at the Dick Charles demo recording studios in 1964 in the legendary Brill Building in Manhattan. Studios at that time had no décor to speak of. They "were sterile, utilitarian places. Engineers wore jackets and ties (or even lab coats!), and musicians performed under fluorescent lights and acoustical tile ceilings while seated on folding chairs. Amenities – if any – consisted of bad coffee and a few ashtrays. Record Plant broke that mold in a style that is now the stuff of legend."  And when Kellgren and his partner Chris Stone opened the Record Plant, it was Kellgren's concept to bring color, artistic design, hotel-like comforts and services to the world of recording studios along with state-of-the-art technology and acoustical design.

In an interview for Mix magazine, Stone stated:

"There are tales told by the campfire, where rock mythology is discussed, that say the atmosphere created in that first studio and the ones to follow was so close to a good home and a fine hotel that songs were written to immortalize that special state of mind ... It is safe to surmise that no other 'facility' has ever lent so much of a creative edge to the works of art at hand."

Record Plant
In 1967, Kellgren and Stone built the first of the three Record Plant Recording Studios in Manhattan. Kellgren was the creative and recording side, Stone the business side, and their third partner, Ancky Johnson, Revlon heiress, provided the financial backing.  Kellgren had already been working with many of the top artists of the day, like Hendrix, so when he opened the Record Plant, they followed.  Mitch Mitchell: "We went there [the Record Plant NY] because Gary Kellgren, who we'd worked with at Mayfair, had raised the money with a partner and managed to start the Record Plant."  The NY Record Plant was booked solid for three months in advance at the time of the opening.

The first album to come out of there was Electric Ladyland by Jimi Hendrix. Stone later said in an interview that Gary, having worked all night, would very often be out cold on the couch, with Jimi still in the studio glaring through the haze at the speakers.  They would sometimes go three and four days without stopping.  Out of those sessions came Electric Ladyland, the Record Plant's first record.  Other people have taken credit for the record, but about ninety percent of it was done in Studio A in New York with Gary and Jimi. One of the last to record there was John Lennon, who left the studio to go home the night he was murdered.

Almost two years after the launch of the New York Studio, Kellgren and Stone opened up the Los Angeles Record Plant.  The first big mix session was for the Woodstock soundtrack.  It was also where John Lennon and Paul McCartney played together for the last time during an all night jam session in 1974.

Record Plant Sausalito opened in 1972, where Fleetwood Mac's Rumours was recorded as was Bob Marley & the Wailers' Talkin' Blues which was done live in a closed session for an in-studio broadcast from San Francisco radio station KSAN.

Death
On July 20, 1977, Kellgren and his girlfriend/secretary Kristianne Gaines were found dead in the swimming pool at his residence in Hollywood. A business associate of Kellgren was in the house at the time; he called police and reported that Kellgren had recently been in surgery, and that he had been swimming in the deep end of the pool. Gaines, 34, a resident of Los Angeles, was last seen alive sitting on a raft in the pool; she could not swim. The incident was called "a double accidental drowning" by the police. Two days later, an investigator told reporters that there was no indication of "foul play". Guitarist Ronnie Wood wrote that Kellgren probably died from electric shock while trying to fix some underwater speakers in his pool, and that Gaines drowned trying to save him.

Kellgren was survived by his wife Marta, their two children Devon and Mark, his sister Aleda, and his mother Crystal.

Discography

Albums
 1967: Chelsea Girl (Nico) - Engineer
 1967: Down To Middle Earth (The Hobbits) - Engineer
 1967: The Eyes of the Beacon Street Union (Beacon Street Union) - Engineer
 1967: San Franciscan Nights (Eric Burdon & the Animals) - Engineer
 1967: Winds of Change (Eric Burdon & the Animals) - Remixing
 1967: The Velvet Underground & Nico (The Velvet Underground) - Engineer, Mixing
 1968: The Twain Shall Meet (Eric Burdon & the Animals) - Remixing
 1968: The Clown Died in Marvin Gardens (Beacon Street Union) - Engineer
 1968: New Grass (Albert Ayler) - Engineer
 1968: I Could Have Danced All Night (Central Nervous System) - Engineer
 1968: Fraternity of Man (Fraternity of Man) - Remixing
 1968: Harumi (Harumi) - Engineer, Remixing
 1968: Electric Ladyland (Jimi Hendrix) - Engineer
 1968: Cristo Redentor (Harvey Mandel) - Engineer
 1968: We're Only in It for the Money (The Mothers of Invention) - Engineer, Whisper
 1968: Lumpy Gravy (Frank Zappa) - Engineer
 1968: High Flyin' Bird (Ill Wind) - Remixing
 1968: Trout (Trout) - Engineer
 1968: White Light/White Heat (The Velvet Underground) - Engineer
 1968: The Soft Machine (album) (Soft Machine) - Engineer
 1969: Street Giveth... And the Street Taketh Away (Cat Mother & the All Night Newsboys) - Engineer
 1969: Sunrise (Eire Apparent) - Engineer
 1969: Mothermania (The Mothers of Invention) - Engineer
 1970: We Got To Live Together (Buddy Miles) - Engineer
 1970: A Message to the People (Buddy Miles) - Producer, Engineer
 1970: Evolution (Hedge & Donna) - Engineer
 1970: Indianola Mississippi Seeds (BB King) - Engineer
 1970: Country Funk (Country Funk) - Engineer
 1970: A Bad Donato (João Donato) - Mixing, Engineer
 1970: False Start (Love) - Engineer
 1970: Purpose (Purpose) - Engineer
 1971: Dave Mason & Cass Elliot (Dave Mason & Cass Elliot) - Engineer
 1971: Band of Angels (Alan Parker) - Engineer
 1971: Stoneground (Stoneground) - Engineer
 1971: We've Only Just Begun (Claudine Longet) - Engineer
 1972: Let's Spend the Night Together (Claudine Longet) - Engineer
 1972: Peter Anders (Family LP) (Peter Anders) - Engineer
 1973: Reevaluations: The Impulse Years (Albert Ayler) - Engineer
 1973: Best of B.B. King (MCA) (BB King) - Engineer
 1973: Kracker Brand (Kracker) - Engineer
 1973: Coast to Coast: Overture and Beginners (Rod Stewart/Faces) - Engineer
 1974: Live and in Color (Ballin' Jack) - Producer, Engineer
 1974: Second Helping (Lynyrd Skynyrd) - Engineer
 1974: I've Got My Own Album to Do (Ron Wood) - Producer
 1975: Early Bird Cafe (Serfs) - Engineer
 1975: Two Sides of the Moon (Keith Moon) - Engineer
 1975: Lazy Afternoon (Barbra Streisand) - Engineer
 1976: Nine On A Ten Scale (Sammy Hagar) - Engineer
 1976: Stone Alone (Bill Wyman) - Engineer
 1977: Where Did All the Money Go (Soundtrack) - Engineer

Later releases of recordings made before his death
 1985: VU (The Velvet Underground) - Engineer (Recorded in 1969 by Kellgren, but not released until 1985)
 1991: Crosby, Stills & Nash (Box Set) (Crosby, Stills & Nash) - Engineer
 1993: What Goes On (The Velvet Underground) - Engineer
 1995: Love Story 1966-1972 (Love) - Engineer
 1995: Peel Slowly and See (The Velvet Underground) - Engineer
 1995: In Celebration (Ravi Shankar) - Remastering
 1996: The Lost Episodes (Frank Zappa) - Engineer
 1997: South Saturn Delta (Jimi Hendrix) - Engineer
 1997: Best of Buddy Miles (Buddy Miles) - Assistant Producer
 2001: Voodoo Child: The Jimi Hendrix Collection (Jimi Hendrix) - Engineer
 2002: Voodoo Child: The Jimi Hendrix Collection (UK Bonus Track) (Jimi Hendrix) - Engineer
 2003: Street Giveth...And the Street Taketh Away (Bonus Tracks) (Cat Mother & the All Night Newsboys) - Engineer
 2003: Martin Scorsese Presents the Blues: Jimi Hendrix (Jimi Hendrix) - Engineer
 2004: The Twain Shall Meet (Bonus Tracks) (The Animals) - Remixing
 2004: Five Guys Walk into a Bar... (Faces) - Engineer, Mixing
 2004: The Experience Sessions (Noel Redding) - Engineer
 2005: Retrospective (The Animals) - Remixing
 2005: Gold (The Velvet Underground) - Engineer, Mixing
 2005: Chronicles (The Velvet Underground) - Engineer
 2005: Concert for Bangladesh (Bonus Track) (George Harrison) - Engineer
 2005: Concert for Bangladesh (DVD)(Deluxe Edition) (George Harrison) - Engineer
 2005: Concert for Bangladesh (DVD) (George Harrison) - Engineer
 2006: The Velvet Underground Story (The Velvet Underground) - Engineer
 2006: Two Sides of the Moon (Expanded) (Keith Moon) - Engineer
 2007: Blue Thumb Recordings (Love) - Engineer
 2008: Electric Ladyland (40th Anniversary Collector's Edition) (CD/DVD) (Jimi Hendrix) - Engineer

Concerts
 1971: Concert For Bangladesh - Engineer
 1973: Coast to Coast: Overture and Beginners - Engineer
 1974: Rumble in the Jungle - Engineer

Further reading
 The Mix – Independent Engineers Forum – September 1978
 Prendergast, Mark The Ambient Century: From Mahler to Moby – The Evolution of Sound in the Electronic Age Bloomsbury Publishing (2003)
 McDermott, John w/ Eddie Kramer Hendrix Warner Books (1992)
 Black, Johnny Jimi Hendrix: The Ultimate Experience Thunder's Mouth Press (1999)
 Walley, David No Commercial Potential: The Saga of Frank Zappa Da Capo Press (1972)
 James, Billy Necessity Is…: The Early Years of Frank Zappa and the Mothers of Invention SAF Publishing Ltd. (2000)
 Stone, Chris Audio Recording For Profit: The Sound of Money Focal Press (2000)
 Jackson, Blair Grateful Dead Gear: The Band's Instruments, Sound Systems, and Recording Sessions from 1965 to 1995 Backbeat Books (2006)

References

External links

 Droney, Maureen mixonline.com/mag: – L.A. Grapevine – December 2001
 Jackson, Blair mixonline.com/mag: – The '70s – November 2004

American audio engineers
People from Shenandoah, Iowa
Accidental deaths in California
Deaths by drowning in California
1939 births
1977 deaths
20th-century American engineers

Gary Kellgren