Denmark participated in the Eurovision Song Contest 2023 in Liverpool, United Kingdom, with "Breaking My Heart" performed by Reiley. The Danish broadcaster DR organised the national final  2023 in order to select the Danish entry. Eight songs competed in a televised show where the winner was decided upon through two rounds of voting.

Denmark was drawn to compete in the second semi-final of the Eurovision Song Contest which took place on 11 May 2023. Performing during the show in position 1, "Breaking My Heart" was not announced among the top 10 entries of the first semi-final and therefore did not qualify to compete in the final. It was later revealed that Denmark placed 14th out of the 16 participating countries in the semi-final with 6 points (all of which came from Iceland), its worst result in a semi-final to date.

Background

Prior to the 2023 contest, Denmark had participated in the Eurovision Song Contest fifty times since their first entry in . Denmark had won the contest, to this point, on three occasions: in  with the song "" performed by Grethe and Jørgen Ingmann, in  with the song "Fly on the Wings of Love" performed by Olsen Brothers, and in  with the song "Only Teardrops" performed by Emmelie de Forest. In the 2022 contest, "The Show" performed by Reddi failed to qualify Denmark to the final.

The Danish national broadcaster, DR, broadcasts the event within Denmark and organises the selection process for the nation's entry. DR confirmed their intention to participate at the 2023 Eurovision Song Contest on 26 August 2022. Denmark has selected all of their Eurovision entries thus far through the national final Dansk Melodi Grand Prix. The broadcaster further announced that  2023 would be organised in order to select Denmark's entry for the 2023 contest.

Before Eurovision

2023
 2023 was the 53rd edition of , the music competition that selects Denmark's entries for the Eurovision Song Contest. The event was held on 11 February 2023 at the Næstved Arena in Næstved, hosted by Tina Müller and .

Format
Eight songs, all accompanied by the DR Grand Prix orchestra, competed in one show where the winner was determined over two rounds of voting. In the first round, the top three songs as determined exclusively on a public vote qualified to the superfinal. In the superfinal, the winner was determined based on the combination of votes from a public vote and a five-member jury panel. Viewers were able to vote via SMS or a newly introduced mobile application specifically designed for the competition. Prior to the show, the public was provided with one free vote on the app to cast a vote each day between 6 and 10 February 2023, while viewers using the app during the show were provided with two free votes.

The five-member jury panel was composed of:
 Anders Stig Gehrt Nielsen (Anders SG) – musician
  – singer-songwriter
 Emmelie de Forest – singer-songwriter, winner of the Eurovision Song Contest 2013
 Mich Hedin Hansen (Cutfather) – songwriter and music producer
 Ole Tøpholm – radio host on DR P3

Competing entries
DR opened a submission period between 8 September 2022 and 28 October 2022 for artists and composers to submit their entries. The broadcaster stated that the competition would seek out songs that "represent the quality and breadth of the Danish music scene" with emphasis on songs that "have the potential to represent Danish music and Danish culture in the most distinguished way at the Eurovision Song Contest." The eight competing entries were announced on 19 January 2023 at DR Byen in Copenhagen.

Two weeks before the national final, it was reported by Danish newspaper  that Reiley was at risk of disqualification from the competition, as it was revealed that he previously performed his entry "Breaking My Heart" at Slow Life Slow Live Festival in Seoul, South Korea, in October 2022. This was in contravention with the contest's rules that songs must not have been performed or released publicly prior to the contest without the broadcaster's permission. However, it was later decided by DR that the previous performance by Reiley did not give him a competitive advantage in relation to a Danish audience and participation in DMGP.

Final
The final took place on 11 February 2023. The running order was determined by DR and announced on 31 January 2023. In the first round of voting the top three advanced to the superfinal based on the votes of a public vote. In the week leading up to the show, viewers could vote through the DR Grand Prix app. During the show, viewers could via through SMS and the app. In the first round of voting the three songs with the most votes received through SMS as well as by each of Denmark's regions and autonomous territories were announced, and the top three advanced to the superfinal. In the superfinal, the winner, "Breaking My Heart" performed by Reiley, was selected based on the votes of a five-member jury (50%) and a public vote (50%). In addition to the performances of the competing entries, Svea S and Ukrainian Eurovision Song Contest 2022 winner Kalush Orchestra performed as the interval acts.

It was reported by DR that DR Grand Prix, the app used for voting during the national final, crashed due to overload, which caused several breaks during the show. However, according to DMGP program manager Erik Struve, the results of the show were not affected by the app crash.

At Eurovision
According to Eurovision rules, all nations with the exceptions of the host country and the "Big Five" (France, Germany, Italy, Spain and the United Kingdom) are required to qualify from one of two semi-finals in order to compete for the final; the top ten countries from each semi-final progress to the final. The European Broadcasting Union (EBU) split up the competing countries into six different pots based on voting patterns from previous contests, with countries with favourable voting histories put into the same pot. On 31 January 2023, an allocation draw was held, which placed each country into one of the two semi-finals, and determined which half of the show they would perform in. Denmark has been placed into the second semi-final, to be held on 11 May 2023, and has been scheduled to perform in the first half of the show.

Once all the competing songs for the 2023 contest had been released, the running order for the semi-finals was decided by the shows' producers rather than through another draw, so that similar songs were not placed next to each other. Denmark was set to perform in position 1, before the entry from .

At the end of the show, Denmark was not among the ten countries announced as qualifiers for the final.

All three shows were broadcast live within Denmark on DR1 with Danish commentary provided by Nicolai Molbech. The three shows were also broadcast within the Faroe Islands on Kringvarp Føroya, with both Danish-language commentary via DR and Faroese commentary by Gunnar Nolsøe and Siri Súsonnudóttir Hansen available. The semi-final 1 broadcast on DR1 reached a total of 380,000 viewers, while the semi-final 2, which included the participation of Denmark, was viewed by 479,000 people. 372,000 people tuned into the DR1 broadcast of the final, a drop of around 150,000 viewers compared to the .

Voting

Points awarded to Denmark

Points awarded by Denmark

Detailed voting results

References

External links

2023
Countries in the Eurovision Song Contest 2023
Eurovision

Denmark in the Eurovision Song Contest 2023


Alexander John Wilfred Deuchar (born 10 December 1988) is an English cricketer.  Deuchar is a right-handed batsman who bowls right-arm medium pace.  He was born in Darlington, County Durham.

Deuchar was educated at the British International School in Riyadh, Saudi Arabia, and at Carmel Roman Catholic School in Darlington.  While studying for his degree at Durham University, Deuchar made his first-class debut for Durham MCCU against Durham in 2011.  He made a further first-class appearance for the team in 2011, against Warwickshire.  In these two first-class matches, he has taken 5 wickets at an average of 30.00, with best figures of 4/50.

Alex now lives in Melbourne, Victoria where he captains the reigning premiers Mt Waverley. In season 2015/16, Deuchar won the 1st XI bowling average for the club after sustaining an injury which pulled him out for half the season. He collected 22 wickets @ 15.14 with his best bowling being 6 for 54.

References

External links
Alex Deuchar at ESPNcricinfo
Alex Deuchar at CricketArchive

1988 births
Living people
Sportspeople from Darlington
Cricketers from County Durham
Alumni of Durham University
English cricketers
Durham MCCU cricketers

Alex Deuchar


Catherine of Bosnia (, ) (fl. 14th century) was a Bosnian noblewoman. She was Countess of Cilli by her marriage to Hermann I, Count of Cilli, and a member of the House of Kotromanić by birth.

Family
It is known that Catherine was of Bosnian origin, but her parentage is disputed. Some believe that Catherine was the daughter of Vladislav Kotromanić and his wife Jelena Šubić. Others  believe she was the second daughter of Stephen II, Ban of Bosnia, and his third wife Elizabeth of Kuyavia. If Catherine was a daughter of Stephen, she was the sister of Queen Elizabeth of Hungary; if she was a daughter of Vladislav, she was sister of King Tvrtko I of Bosnia.

Catherine's parentage is not clear because there is no evidence to link Catherine to either of the couples.

Marriage
Catherine was married in 1361 (or 1362) to Hermann I, Count of Cilli (Celje). The couple were married for twenty-three years and had at least two children:
 Hans of Cilli, died young
 Hermann II, Count of Cilli, married Countess Anna of Schaunberg and became father of Holy Roman Empress Barbara.

References

Catherine
1330s births
1390s deaths
14th-century women
Kotromanić dynasty

Catherine of Bosnia, Countess of Cilli


A collective wedding or mass wedding is a marriage ceremony in which several couples are married at the same time.

History
In 324 BC Alexander the Great married Stateira II, the eldest daughter of Darius, the king of Persia. In the same ceremony, he wed many of his leading officers and outstanding soldiers to other Persian women, about 80 couples in all. Today, these ceremonies are now performed in places such as Afghanistan, Pakistan, China, Iran, Japan, Jordan, Kurdistan, Palestine, South Korea, The Philippines and Yemen.

Financial considerations
Mass weddings are sometimes preferred for economic and social reasons, such as the reduction of costs for the venue, officiants, decorations, as well as the celebrations afterwards which can sometimes be shared between multiple families. In 2011 a collective wedding ceremony in India involved 3,600 couples, including Hindus, Christians, Buddhists, Muslims, and Adivasi. Many of them were the children of poor farmers.

In the Philippines, mass civil or religious weddings are a common phenomenon, and are often sponsored by government and charitable groups as a form of public service. Local politicians and sometimes celebrities participate as common wedding sponsors at such mass rites, which enable couples (and by extension their children) to benefit from formal state recognition of their unions. Parish churches also regularly offer collective Nuptial Masses for their low-income congregants, at times in partnership with the secular government of that predominantly Catholic nation.

Rasme Saifee
Since 7 November 1960 (18th Jumada al-awwal 1380), under the guidance of Syedna Taher Saifuddin, Dawoodi Bohras have been conducting mass marriage events, at several venues, called Rasme Saifee (Arabic: الرسم السيفي). Currently the largest event is held two days after the birthday of Syedna Mohammed Burhanuddin in Mumbai. The first such mass marriage was held in Jamnagar. The event is now professionally looked after by the community organisation, International Taiseerun Nikah Committee (I.T.N.C).

Iranian state
The office of supreme leader in Iranian universities and office of deputy of women of Iranian president has begun a student wedding program.  سازمان اوقاف و امور خیریه oghaf and charity organization has organized mass wedding too for deaf people. Minister of Islamic Culture and IRGC organizes these easy weddings just as well.

Unification Church
The Unification Church is known for holding collective weddings, which for some couples are marriage rededication ceremonies.

References

External links
Wedding Hand Fans Gifting
Wedding & Anniversary Ideas

Wedding

Collective wedding


In molecular biology, glycoside hydrolase family 45 is a family of glycoside hydrolases.

Glycoside hydrolases  are a widespread group of enzymes that hydrolyse the glycosidic bond between two or more carbohydrates, or between a carbohydrate and a non-carbohydrate moiety. A classification system for glycoside hydrolases, based on sequence similarity, has led to the definition of >100 different families. This classification is available on the CAZy web site, and also discussed at CAZypedia, an online encyclopedia of carbohydrate active enzymes.

Glycoside hydrolase family 45 CAZY GH_45 comprises enzymes with only one known activity; endoglucanase (). This family is also known as cellulase family K. The best conserved region in these enzymes is located in the N-terminal section. It contains an aspartic acid residue which has been shown to act as a nucleophile in the catalytic mechanism. This also has several cysteines that are involved in forming disulphide bridges.

References

EC 3.2.1
Glycoside hydrolase families
Protein families

Glycoside hydrolase family 45


Sheikh Toufik El Hibri, (1869–1954) () was one of the primary founders of the Scout movement in Lebanon, as well as one of the earliest promoters of the Scouting movement in the Arab world, while much of the region was still within the Ottoman Empire. He was born in "Harat Eljourah" (حارة الجورة) neighborhood of central Beirut. He died in Beirut on 7 October 1954.

Life
His family was brought up in a religious family and received his education in the presence of well known sheiks in the "Omari Mosque" and Emir Monzer Mosque.

He had the opportunity to learn his religion and life wisdom from different scientist from around the world like Morocco, Damascus, India and many famous visitors to Beirut who had acquaintance with his father.

Social activities
He had many social activities some of which are: President of the Islamic Teaching and Education Committee school which started in 1899.

Scouting activities
In 1905, he sponsored two young Indian men who came to Beirut to continue their post secondary education. He supported them to establish a new youth movement that was initiated by Baden-Powell which he called the "Ottoman Scout." After the end of World War I, he recreated the Scout movement under the name "The Moslem Scout" (الكشاف المسلم ). He sent delegates to Libya to help establishing a Scout movement there.

In 1973, his son Muhammad el-Hibri was awarded the Bronze Wolf, the only distinction of the World Organization of the Scout Movement, awarded by the World Scout Committee for exceptional services to world Scouting.

Offspring
He was the father of Khalil al-Hibri, a prominent Lebanese politician and businessman, and Mohamad al-Hibri who was an active member of the Lebanese jarah Scout and Yahya Al-Hibri who was a Lebanese Diplomat. His grandchildren are Azizah Y. al-Hibri, a prominent women's rights activist, law professor and Islamic scholar in the United States, and Hind Al Hibri who is involved in scientific research. Ibrahim Al-Hibri was an industrialist and philanthropist and the father of Fuad El-Hibri.

See also

Lebanese Scouting Federation
Türkiye İzcilik Federasyonu

References

1869 births
1954 deaths
Arab people from the Ottoman Empire
Scouting pioneers
Scouting and Guiding in Lebanon

Toufik el-Hibri


Simple Genius is a thriller novel by American writer David Baldacci, which topped the New York Times bestseller list for the week ending April 28, 2007. The book was initially published on April 24, 2007 by Grand Central Publishing.

Simple Genius was described by the Pittsburgh Post-Gazette as "simply entertaining." Simple Genius continues the story of the characters Michelle Maxwell and Sean King from its predecessors, Split Second and Hour Game, and combines themes such as "quantum computers, protective codes, breaking those codes, the CIA, psychological demons, and even buried treasure."

Plot summary

Sean King, financially hard-pressed and trying to help his professional and platonic partner Michelle Maxwell, is forced to seek an assignment from his ex-girlfriend Joan Dillinger, a fellow ex-Secret Service agent who runs her own private investigation agency.

Joan gives him a case based at a laboratory, investigating the murder of a scientist, Monk Turing. During his investigations, he stumbles on Camp Peary, the CIA training facility which leads him to a more complicated investigation, on which he works together with Michelle, who has attempted suicide after a psychological breakdown.  He encounters Turing's autistic daughter, Viggie Turing, who is also extraordinary talented, but is willing to trust only Michelle, and hates Horatio, the psychologist who is treating both her and Michelle.

Eventually, Sean and Michelle solve the case, but not before being tortured by their enemies.  Sean gains a treasure, but generously shares it with others even though he is in financial difficulties.

Characters
 Michelle Maxwell: An ex-Secret Service agent, first featured in Split Second and again in Hour Game. She is the partner of Sean King. Dark hair, attractive, five feet ten inches tall (about 1.75m), an Olympic medalist in rowing and an expert in combat. However she is psychologically fragile, as is shown in Simple Genius, which describes her fight against her "inner demons".
 Sean King: Also an ex-Secret Service agent, Sean King is in his forties, six feet two (about 1.89m), and handsome. He is somewhat more controlled than Michelle and has had a relationship with another ex-Secret Service agent, Joan Dillinger, who continues to help him.

References

External links

2007 American novels
Novels by David Baldacci

Simple Genius


Nawab Ali Quli Mirza Bahadur was the ancestor of Nawabs of Banganapalle and Masulipatam. He belongs to The Najm-i-Sani Dynasty.

Genealogy
He was  elder son of Faiz Beg Najm-i-Sani, and grandson of Nawab Mirza Muhammad Bakir Khan Najm-i-Sani a Grandson of the Ottoman Prince Şehzade Ahmet, sometime Subadar of Multan, Oudh, Orissa, Gujarat and Delhi. He was Wazir to Emperor Aurangzeb. His grandfather was married to a sister of Imad ul-Mulk, Nawab Khwaja Muhammad Mubariz Khan Bahadur, Hizbar Jang, sometime Subadar of the Deccan and Wazir.

Nawab Ali Quli Khan Bahadur had three sons,
Fazl Ali Khan Bahadur, Qiladar of Chenchelimala.
Faiz Ali Khan Bahadur, Sometime Qiladar of Banganapalle and Chenchelimala, ancestor of the Nawabs of Banganapalle.
Yusuf Khan Bahadur, father of Nawab Muhammad Taqi Khan Bahadur, Nawab of Masulipatam.

Titles held
Subadar of Multan, Oudh, Orissa, Gujarat and Delhi.
Wazir to Emperor Aurangzeb.

See also
Nawab of Carnatic
Nawab of Banganapalle
Nawab of Masulipatam

Nawabs of India
Mughal nobility

Ali Quli Khan


Greg Gbur (born June 29, 1971) is an American author and physicist who specializes in the study of classical coherence theory in optical physics. He is a full professor at the University of North Carolina at Charlotte in the Department of Physics and Optical Science.

Education and career
Gbur got his B.A. in physics from the University of Chicago (1993), his M.A. in physics from the University of Rochester (1996), and his Ph.D. from the University of Rochester (2001) under Emil Wolf for the thesis "Nonradiating sources and the inverse source problem".

Gbur does research on the merging of singular optics with optical coherence theory. This work is aimed at improving free-space optical communications. He has also been very active in the study of optical invisibility and invisibility cloaks. He has recently applied the techniques of singular optics towards the design of superoscillatory waves for high-resolution imaging.

In September 2020, The Optical Society elected Gbur a Fellow, in recognition of "contributions to coherence theory, singular optics, and the intersection of these disciplines".

History of science
Gbur maintains an active interest in the history of science. He founded and co-moderated a blog carnival, The Giant's Shoulders, which focused on the history of science and ran from 2008 to 2014. He maintains a popular science weblog, Skulls in the Stars, that seeks to elucidate science and its history for the public. Two of his blog posts have been included in "best of online science" books. He has contributed to Science Blogging: The Essential Guide.

He has written popular articles for a number of magazines, including La Recherche, American Scientist, and Optics and Photonics News.

Horror fiction
Gbur has written a number of scholarly introductions to classic horror fiction, including John Blackburn's Broken Boy, Nothing but the Night, The Flame and the Wind, Bury Him Darkly, The Face of the Lion, The Cyclops Goblet, and Our Lady of Pain. He also wrote an introduction to Archie Roy's Devil in the Darkness.

Selected publications

Books
 (2011) Mathematical Methods for Optical Physics and Engineering,
 (2016) Singular Optics (Series in Optics and Optoelectronics),
 (2019) Falling Felines and Fundamental Physics,
 (2023) Invisibility: The History and Science of How Not to Be Seen,

Papers
 G. Gbur, T.D. Visser and E. Wolf, "Anomalous behavior of spectra near phase singularities of focused waves", Phys. Rev. Lett. 88 (2002), 013901.
 G. Gbur and E. Wolf, "Spreading of partially coherent beams in random media", J. Opt. Soc. Am. A 19 (2002), 1592.
 H.F. Schouten, N. Kuzmin, G. Dubois, T.D. Visser, G. Gbur, P.F.A. Alkemade, H. Blok, G.W. 't Hooft, D. Lenstra and E.R. Eliel, "Plasmon-assisted two-slit transmission: Young's experiment revisited", Phys. Rev. Lett. 94 (2005), 053901.
 C.H. Gan, G. Gbur and T.D. Visser, "Surface plasmons modulate the spatial coherence in Young's interference experiment", Phys. Rev. Lett. 98 (2007), 043908.
 G. Gbur and R.K. Tyson, "Vortex beam propagation through atmospheric turbulence and topological charge conservation", J. Opt. Soc. Am. A 25 (2008), 225.

Reviews
 G. Gbur, "Nonradiating sources and other 'invisible' objects", in E. Wolf (Ed.), Prog. in Optics (Elsevier, Amsterdam, 2003).
 G. Gbur and T.D. Visser, "The structure of partially coherent fields", in E. Wolf (Ed.), Prog. in Optics (Elsevier, Amsterdam, 2010).
 G. Gbur, "Invisibility Physics: Past, Present, and Future", in E. Wolf (Ed.), Prog. in Optics (Elsevier, Amsterdam, 2013).

References

External links
 Greg Gbur's homepage
 Google Scholar Citations

21st-century American physicists
20th-century American physicists
Optical physicists
University of Chicago alumni
University of Rochester alumni
University of North Carolina at Charlotte faculty
American bloggers
Scientists from Oak Park, Illinois
1971 births
Living people
Fellows of Optica (society)

Greg Gbur


North Karachi Industrial Area is located in Karachi, Sindh, Pakistan. NKATI stands for North Karachi Association of Trade and Industry which is a registered Trade Body representing more than 2000 commercial, industrial and service units located in North Karachi Industrial Area (NKIA).

It came into existence in 1974. Initially, there were plots of poultry farms which were converted into industrial plots that is why the network of the roads of NKIA basically comprises small streets as well as connected roads. It is scattered and spread over an area of 725 acres.

The association is an initiative by the industrialists in the area who have seen their concerns neglected by the appointed government officials. One of the main problems that the industrialists have had to face in their area is the neglect of proper infrastructure development.

Since 2007, the role of the association has become more prominent as the existing associations are now being governed by the Director General, Ministry of Commerce, Pakistan; under the new Trade Organizations Ordinance 2007.

The association plays an integral part in the role in assisting the Government on both the Federal and Provisional level. It is an initiative that when properly utilized serves to advance international trade and development.

More than 2500 industries operate under the umbrella of NKATI and the majority of them are exporters who bring in the much needed foreign exchange as a contribution to the National Economy.

The significant contributions to the National Economy have been estimated at:

 Income Tax about Rs.3.5 Billion per annum.
 Duties and taxes about Rs. 5.5 Billion per annum.
 Total taxes about Rs 9 Billion per annum.

The association provides a platform for the many SME's in the area to voice their concerns regarding the basic necessities required to run profitable businesses. Many of these concerns are infrastructure related and highlight the proper usage of government taxation in an area which is a lucrative source of foreign exchange. The association serves as an example of an attempt at public-private partnership to improve both the profitability of business and in turn provide a significant contribution to the national economy. The association also serves as an example of a circumstance where public failure is evident and private businesses have had to step in and take action to prevent a major loss to the multitude of people whose livelihood is dependent on a thriving and flourishing industrial area.

Industrial Parks
 Bin Qasim Industrial Zone
 Federal B Industrial Area
 Karachi Export Processing Zone
 Korangi Creek Industrial Park
 Korangi Industrial Area
 Pakistan Textile City
 S.I.T.E Industrial Area
 West Wharf Industrial Area

External links

Industrial parks in Karachi
1974 establishments in Pakistan
Korangi Town

North Karachi Industrial Area


The María Clara gown,  historically known as the traje de mestiza during the Spanish colonial era, is a type of traditional dress worn by women in the Philippines. It is an aristocratic version of the baro't saya. It takes its name from María Clara, the mestiza protagonist of the novel Noli Me Tángere, penned in 1887 by Filipino nationalist José Rizal. It is traditionally made out of piña, the same material used for the barong tagalog.

A unified gown version of the dress with butterfly sleeves popularized in the first half of the 20th century by Philippine National Artist Ramon Valera is known as the terno, which also has a shorter casual and cocktail dress version known as the balintawak. The masculine equivalent of baro't saya is the barong tagalog.

These traditional women's dresses  in the Philippines are collectively known as Filipiniana dress. Along with the barong tagalog, they are also collectively known as "Filipiniana attire".

Traditional components

Like the baro't saya, the Maria Clara gown traditionally consists of four parts: a blouse (baro or camisa), a long skirt (saya), a kerchief worn over the shoulders (pañuelo, fichu, or alampay), and a short rectangular cloth worn over the skirt (the tapis or patadyong).

The camisa is a collarless blouse whose hem is at the waist and is made from flimsy, translucent fabrics such as pineapple fiber and jusi. The sleeves of the camisa are similar to the so-called "angel wings", or shaped like bells. The correct term for the sleeves of the camisa during the mid to late 1800s is a "pagoda" – derived from early Western silhouettes of the Victorian period.

The pañuelo is a piece of starched square cloth (either opaque or made from the same material as of the camisa) folded several times and placed over the shoulders. The purpose of the pañuelo has been related to modesty, used to cover the nape and the upper body due to the camisa'''s low neckline as well as its sheer translucency; and also doubles as an accent piece because of embellishments added to it, usually embroideries and the pin securing it in place.

The saya is a skirt shaped like a "cupola", the length begins from the waist reaching the floor. These are usually comprised either of  single or double sheets, called "panels" or dos paños (Spanish for "two cloths"); some examples are made out of seven gores or siete cuchillos (Spanish for "seven knives").

The tapis is a knee-length over-skirt that hugs the hips. Tapis designs may be plain, and is usually made of opaque fabrics such as muslin and the madras cloth, and also is used for the purposes of modesty as it keeps the lower body from showing due to the thinness of the saya.

Some ladies belonging to the higher classes (often of the mestiza caste) consider the tapis a lowly piece of clothing. It resembled the dalantal (apron) worn by the lower classes. The upper-class women of the 1880s to the 1890s wore an elaborate version of the tapis that was tied around the waist with two strings. This was also referred to as a "dalantal" (apron).

Modernization

The word "terno" in Spanish refers to a matching set of clothes made of the same fabric. In the Philippines, "terno" refers to a woman's ensemble that consists of matching colors/patterns. In the early 1900s, the traje de mestiza's components started to match in terms of color and patterns. Some trajes in the 1910s were entirely made of the same material (such as "nipis" – a Filipino term meaning "fine" or "thin"). By the 1920s the term referred to a dress consisting of a matching "camisa" with butterfly sleeves, a heavily starched "pañuelo" (fichu), a "saya" (skirt) which normally came with a "cola" (train), and a "sobrefalda" (overskirt).

By the late 1940s, the terno's meaning and silhouette evolved into any Western dress with butterfly sleeves attached to it.

Occasionally the "terno" would be referred to as a "mestiza dress" by women who lived in the first half of the 20th century.

During July 8, 2008, State of the Nation Address of Philippine president Gloria Macapagal Arroyo, she wore a "modernized María Clara gown". The adaptation donned by the president came was fuchsia-pink, designed by JC Buendia. Created in three weeks, the fabric used for the presidential gown was a blend of pineapple fibers and silk and was developed by the Philippine Research Institute, an agency of the Department of Science and Technology of the Philippines. The six-yard fabric costing ₱ 3,000 were produced in the province of Misamis Oriental, processed in Manila, and woven in the province of Aklan. The cloth was then colored with a dye from the sabang, a native plant.

According to the Philippine Daily Inquirer'', this is the first time in Philippine history that the media office of the Malacañang Palace revealed details about a Filipino president's evening outfit that would be worn for a State of the Nation Address. However, the president herself talked about the attire she wore in June 2008 during the 50th anniversary of the Department of Science and Technology. The aforementioned outfit was an old-rose-colored dress from pineapple fibers and dyed with materials originating from coconut husks.

Now there are a lot of designers who are incorporating filipiniana dresses into their creations, adding a modern twist to them. They tailored it to be able to match up to today's ever-changing standards and the needs of everyday people. Although its style has changed, the image of the classic filipina can still be seen.

Gallery

See also

Fashion and clothing in the Philippines
Barong Tagalog

References

National symbols of the Philippines
Philippine clothing
History of Asian clothing
Kerchiefs
Women in the Philippines

Maria Clara gown


Joseph George Connolly [Coaster Joe] (June 27, 1894 – March 30, 1960) was a backup outfielder in Major League Baseball who played for three clubs from 1921 through 1924. Listed at , , Connolly batted and threw right-handed. He was born in San Francisco, California.

Connolly reached the majors in 1921 with the New York Giants, spending part of the year with them before moving to the Cleveland Indians in 1921. Before the 1924 season, he was sent by Cleveland along with Dan Boone, Steve O'Neill, and Bill Wambsganss to the Boston Red Sox in the same transaction that brought George Burns, Roxy Walters, and Chick Fewster to the Indians. His most productive season came in 1923 with Cleveland, when he hit .303 with three home runs and 25 RBI in 52 games, all career-highs.

In a four-season career, Connolly was a .268 hitter (45-for-168) with three home runs and 32 RBI in 80 games, including 32 runs, 12 doubles, two triples, two stolen bases, and a .349 on-base percentage.

Connolly died in his homeland of San Francisco, California at the age of 65.

Sources
 Baseball Reference
 Retrosheet

Boston Red Sox players
Cleveland Indians players
New York Giants (NL) players
Major League Baseball outfielders
Baseball players from San Francisco
1894 births
1960 deaths

Joe Connolly (1920s outfielder)


M-learning, or mobile learning, is a form of distance education where learners use portable devices such as mobile phones to learn anywhere and anytime. The portability that mobile devices provide allows for learning anywhere, hence the term "mobile" in "mobile learning." M-learning devices include computers, MP3 players, mobile phones, and tablets. M-learning can be an important part of informal learning.

M-learning is convenient in that it is accessible virtually anywhere. It allows for the instant sharing of feedback and tips since mobile devices are often connected to the internet. M-learning also offers strong portability by replacing books and notes with small devices filled with tailored learning content. Moreover, it has the added benefit of being cost-effective, as the price of digital content on tablets is falling sharply compared to traditional media such as books, CDs, DVDs, etc. For example, a digital textbook costs one-third to half the price of a paper textbook, with zero marginal cost.

According to Fombona, Pascual-Sevillana, and González-Videgaray, this methodology offers various possibilities, including greater and different access to information. It also introduces significant innovations, such as the increase in informal and playful activities, iconic virtual membership, and networks of friendly interaction within new scales of values.

Background
Mobile learning is the delivery of learning, education, or learning support on mobile phones, PDAs, or tablets. New mobile technology, such as hand-held-based devices, is playing a large role in redefining how people receive information.

History of M-learning
Concepts of m-learning were introduced by Alan Kay in the 1970s when he joined Xerox Corporation's Palo Alto Research Center and formed a group to develop the "Dynabook," a portable and hands-on personal computer. The aim was to provide children with access to the digital world. However, this project eventually failed due to a lack of technological support at that time. In 1994, Mitsubishi Electric Corp. created the first smartphone called IBM Simon, which was defined as a handheld personal communicator. Following this, various technological companies began designing what we now know as "smartphones." The creation of smartphones laid the foundation for mobile learning, and subsequent innovations in mobile devices propelled mobile learning into the realm of projects and research.

Chronologically, m-learning research has been characterized into three phases: the first phase is the focus on devices; the second is the focus on learning outside the classroom; the third phase is the focus on the mobility of the learner. In its second phase, around 2005, a tremendous number of projects have been completed, four major projects are "The Leonardo da Vinci project From e-learning to m-learning led by Ericsson Education Dublin", "The Leonardo da Vinci project Mobile learning: the next generation of learning led by Ericsson Education Dublin", "The IST project M-Learning led by the United Kingdom government Learning and Skills Development Agency (LSDA)" and "The IST project MOBILearn led by Giunti Ricerca of Genoa, Italy". These projects are mainly targeted on the effects of m-learning, like motivation to learn, engagement in learning activities, and focus on special needs people; they set the tone for mobile learning, and m-learning is prepared to transfer from project status to mainstream education and training.

Chronologically, m-learning research can be divided into three phases: the first phase focused on devices, the second phase emphasised learning outside the classroom, and the third phase emphasised the mobility of learners. During the second phase, around 2005, a significant number of projects were completed. Four notable projects were "The Leonardo da Vinci project: From e-learning to m-learning," led by Ericsson Education Dublin; "The Leonardo da Vinci project: Mobile learning - the next generation of learning," also led by Ericsson Education Dublin; "The IST project: M-Learning," led by the United Kingdom government Learning and Skills Development Agency (LSDA); and "The IST project: MOBILearn," led by Giunti Ricerca of Genoa, Italy. These projects primarily focused on the effects of m-learning, such as motivation to learn, engagement in learning activities, and catering to the needs of special needs individuals. They set the stage for mobile learning, preparing it to transition from project status to mainstream education and training.

Currently, m-learning research has become globalised, with Africa, Asia, North America, Europe, Scandinavia, Australia, and New Zealand all making remarkable achievements in this field.

Approaches

Classroom

Applications in classrooms and other learning spaces combine the use of handheld computers, PDAs, smartphones, or handheld voting systems (such as clickers) with traditional resources.
 Class management

Mobile devices in brick-and-mortar classrooms can be used to enhance student-centered learning and group collaboration among students through communication applications, interactive displays, quick response codes, and video features.
Existing mobile technology can replace cumbersome resources such as textbooks, visual aids, and presentation technology.
Interactive and multi-mode technology allows students to engage and manipulate information.
Mobile Device features with WIFI capabilities allow for on-demand access to information.
Access to classroom activities and information on mobile devices provides a continuum for learning inside and outside the classroom.

In a literature review conducted by FutureLab, researchers found that increased communication, collaboration, and understanding of concepts were a result of mobile technology applications.

 Distance Learning

Mobile devices can be used in online settings to enhance learning experiences.
The mobile phone (through text SMS notices) can be used especially for distance education or with students whose courses require them to be highly mobile, particularly to communicate information regarding the availability of assignment results, venue changes, and cancellations, etc.
Mobile devices facilitate online interaction between teachers and students, and student to student. Mobile devices make it possible to facilitate real-time interaction, allowing students to obtain immediate feedback. Educators can also assess student comprehension by using mobile devices, which provide real-time updates on student progress, enabling teachers to adapt and personalise their teaching.
It can also be of value to business people, such as sales representatives, who do not wish to waste time away from their busy schedules to attend formal training events.

 Podcasting

Podcasting consists of listening to audio recordings of lectures. It can be used to review live lectures and to provide opportunities for students to rehearse oral presentations.
Podcasts may also provide supplemental information to enhance traditional lectures.

Psychological research suggests that university students who download podcast lectures achieve substantially higher exam results than those who attend the lecture in person (only in cases in which students take notes).

Podcasts may be delivered using syndication, although this method of delivery is not always easily adopted.

Work
M-learning in the context of work can encompass various forms of learning. It has been defined as the "processes of coming to know, and of being able to operate successfully in, and across, new and ever-changing contexts, including learning for, at and through work, by utilising mobile devices".

M-learning for work
M-learning at and through work
Cross-contextual m-learning

Learning for work, also known as 'just-in-case' learning, involves traditional and formal educational activities, such as training courses, that prepare learners for future work-related tasks. A typical corporate application is the delivery of mobile compliance training, which can effectively reach geographically mobile employees like consultants or staff in logistics and transport systems. Another application is mobile simulations that prepare learners for future situations, such as real-time SMS-based simulations for disaster response training.

Learning at and through work, labeled as "just-in-time" mobile learning, occurs in informal educational settings within the workplace. Employees can use mobile phones and handheld devices to solve problems on the spot, for example, by accessing informational resources like checklists and reference guides before customer visits or mobile decision support systems. The latter is particularly popular in clinical settings, where they assist highly mobile medical staff in making decisions regarding complex patient cases using rule-based algorithms. Their application has been associated with learning and, specifically, with improving the practice of medical staff. Learning through work also occurs through interaction with distant peers via phone. "People tagging" is an approach where individuals assign topics to their co-workers. The aggregation of interests and experiences serves as a means to raise awareness and locate competent experts when needed, particularly with context-sensitive expert location systems.

Cross-contextual learning, which bridges the gap between work settings and formal education formats, holds significant potential for work-based mobile learning, especially within tertiary education systems. This involves approaches where learning in the workplace is facilitated and supported (e.g., through formative assessments, reflective questions, or the documentation of personal achievements in multimedia learning diaries or portfolios) The materials created in this process are later utilised in more formal educational formats, such as classrooms or discussions with tutors. The value of these mobile phone-mediated learning practices lies in the integration and harmonisation of work-based learning and formal education experiences, which otherwise tend to remain separate.

Lifelong learning and self-learning
Mobile technologies and approaches, i.e. mobile-assisted language learning (MALL), are also used to assist in language learning. For instance handheld computers, cell phones, and podcasting have been used to help people acquire and develop language skills.

Other
 Improving levels of literacy, numeracy, and participation in education amongst young adults.
 Using the communication features of a mobile phone as part of a larger learning activity, e.g.: sending media or texts into a central portfolio, or exporting audio files from a learning platform to your phone.
 Developing workforce skills and readiness among youth and young adults.

Mobile learning for refugees

Refugees are confronted several individual challenges that can negatively impact their learning and teaching opportunities, as well as their lives beyond the learning environment. Mobile solutions play a key role in enhancing refugees' informal learning. Technology provides support for refugees' informal learning in the following challenges:

 Lack of language and literacy skills in host countries;
 Trauma and identity struggles;
 Disorientation in new environments;
 Exclusion and isolation.

Around the world

Spain
The mSchools programme is a comprehensive mobile education initiative led by a public–private partnership between the Generalitat de Catalunya (Government of Catalonia), Barcelona City Hall and the GSMA. The objective of mSchools is to empower students and teachers to integrate mobile technologies into the classroom, opening up new ways of teaching and learning that improve learner engagement, achievement and employability. mSchools develops curricular materials, tools and methodologies designed to help teachers to change their pedagogy and methodology, and students to become lifelong learners. It has a special focus on digital competencies, advocacy for career paths in science, technology, engineering and maths (STEM), and fostering gender equality (UNESCO, 2013). The mSchools programme brings together private and public institutions to help students build paramount new skills and prepare them for today's digital world. The mSchools programme comprises many initiatives, including online platforms, curricular materials, events, challenges and methodologies.

Finland
The Finnish National Core Curriculum for Basic Education was renewed in 2014. Considering the increasing significance of technology as both an objective and a means of learning, ICT and mobile learning were integrated into the new National Core Curriculum as a transversal competence that is present in all learning and teaching.

PaikkaOppi (which roughly means 'learning of places') is a Finnish educational innovation supporting open science and the information society. It is an open web-based learning environment for Geographic Information System (GIS) usage in schools. Moreover, it is a potential spearhead in national policy for the development of skills and education by integrating disciplines and promoting the use of mobile learning. Students are able to view, analyze and share their data collaboratively or individually with browser-based map applications. Mobile applications for Android and iOS devices are for saving personal data in the field trips or at home. Being accessible to all users free of charge, PaikkaOppi is very widely used at schools, home and on free time as well. The service supports teaching the core curricula: competences for spatial citizenship, multi-literacy skills, logical thinking, and problem solving skills. The service is being used all over the country as a project platform for several school subjects and multidisciplinary learning modules from primary schools to upper secondary.

Pakistan
In Pakistan, the Rehan School was one of the first initiatives to offer remote courses that could be accessed from a basic mobile phone. The application offers short educational sequences, showing how to write common names and words and conveying mathematical and scientific concepts. Sometimes featuring television personalities, the teaching sketches are intended for viewing on small telephone screens. The films are sold for a few cents in the telecoms boutiques and can then be exchanged by Bluetooth. The Rehan School estimates that over 40,000 individuals follow its lessons, but the real number is certainly higher.

Papua New Guinea
In Papua New Guinea, the SMS Story project has improved teachers' classroom practices in teaching children to read by using short messages and sent by SMS.

Sub-Saharan Africa
Since the 1960s, various information and communication technologies have aroused strong interest in Sub-Saharan Africa as a way of increasing access to education, and enhancing its quality and fairness. In Sub-Saharan Africa, teachers and students are faced with an extreme shortage of teaching materials. The number of textbooks available are limited, so few students have individual access to textbooks in class or at home. Given the shortage of textbooks in many African schools, tablets and mobile phones are being viewed by governments and international organizations as a solution to provide access to learning materials. In one example, the Tangerine mobile assessment and coaching system, deployed in Kenya, aims to help teachers in their assessment activities. With Tangerine, a student's reading level can be evaluated by recording the student's answers on a mobile phone or a tablet. The data gathered by the application also allows comparisons of the learning levels of students according to their age, geographical area and gender.

Analysis

Effectiveness
A recent study on health professions education combined evidence from 29 studies, which included 3175 learners, and concluded that mLearning is as effective as traditional learning in terms of improving learners' knowledge and skill. The study highlights that mLearning is a novel educational strategy that is rapidly developing in the field of health professions education, "21 of the 29 included studies (72%) published between 2014 and 2017, it's clear that mLearning is an emerging educational strategy. The remaining 8 studies were published between 2006 and 2013, with no studies published before 2006, further highlighting the modern nature of this approach to health professions education and its relevance"

Value
The value of mobile learning
Tutors who have used m-learning programs and techniques have made the following value statements in favor of m-learning.

It is important to bring new technology into the classroom.
The devices used are more lightweight than books and PCs.
Mobile learning can be used to diversify the types of learning activities students partake in (or a blended learning approach).
Mobile learning supports the learning process rather than being integral to it.
Mobile learning can be a useful add-on tool for students with special needs. However, for SMS and MMS, this might be dependent on the student's specific disabilities or difficulties involved.
Mobile learning can be used as a 'hook' to re-engage disaffected youth.
M-Learning can be designed to combine decision-making in complex learning scenarios with formative scoring and assessment.
Mobile Learning courses can be accessed either online or offline.

Benefits

Relatively inexpensive opportunities, as the cost of mobile devices, are significantly less than PCs and laptops
Multimedia content delivery and creation options
Continuous and situated learning support
Decrease in training costs
Potentially a more rewarding learning experience
New opportunities for traditional educational institutions
Readily available a/synchronous learning experience
Decrease in textbook costs
Access to personalized content
Remote access to knowledge
Improved literacy levels

Characterization
Characterization of M-learning

 It can get access to information and educational experience faster than other media.
 It is supported by portable devices, its mobility makes it easy to use.
 Compared to other methods of learning, the cost of M-learning is relatively low.
 The exchange of information can be encrypted or private.
 It is easy to access all kinds of information.

Aspects
Aspects of M-learning

Along with the development of m-learning, many theories about mobile educations are raised by researchers, major aspects are listed.

 Mobile learning uses mobile technology and is portable.
 Mobile learning is a continuation and extension of e-learning.
 Mobile learning is learner-centered, "The learner plays an active role from determination of the goals until the evaluation stage"

Challenges
Technical challenges
 Internet connectivity and battery life
 Screen size and key size
 Meeting required bandwidth for nonstop/fast streaming
 Number of file/asset formats supported by a specific device
 Content security or copyright issue from authoring group
 Multiple standards, multiple screen sizes, multiple operating systems
 Reworking existing E-Learning materials for mobile platforms
 Limited memory
 Risk of sudden obsolescence
Security
Work/life balance
Cost of investment

Social and educational challenges
 Accessibility and cost barriers for end users: digital divide.
 How to assess learning outside the classroom
 How to support learning across many contexts
 Content's security or copyright infringement issues
 Frequent changes in device models/technologies/functionality etc.
 Developing an appropriate theory of learning for the mobile age
 Conceptual differences between e-learning and m-learning
 Design of technology to support a lifetime of learning
 Tracking of results and proper use of this information
 No restriction on learning timetable
 Personal and private information and content
 No demographic boundary
 Disruption of students' personal and academic lives
 Access to and use of the technology in developing countries
 Risk of distraction
 Mobile usage habits among different countries and regions

Growth
Mobile learning is widely used in schools, workplaces, museums, cities and rural areas around the world. In comparison to traditional classroom pedagogical approaches, mobile learning allows widened opportunities for timing, location, accessibility and context of learning.

Current areas of growth include:

 Testing, surveys, job aids and just-in-time (J.I.T.) learning
 Location-based and contextual learning
 Social-networked mobile learning
 Mobile educational gaming
 Delivering m-Learning to cellular phones using two way SMS messaging and voice-based CellCasting (podcasting to phones with interactive assessments)
 Cloud computer file storage

See also

Sources

References

Alternative education
Computing and society
Educational technology
Distance education
Simulation
Mobile technology
E-learning

M-learning


A cymbal is a common percussion instrument. Often used in pairs, cymbals consist of thin, normally round plates of various alloys. The majority of cymbals are of indefinite pitch, although small disc-shaped cymbals based on ancient designs sound a definite note (such as crotales). Cymbals are used in many ensembles ranging from the orchestra, percussion ensembles, jazz bands, heavy metal bands, and marching groups. Drum kits usually incorporate at least a crash, ride, or crash/ride, and a pair of hi-hat cymbals. A player of cymbals is known as a cymbalist.

Etymology and names

The word cymbal is derived from the Latin cymbalum, which is the latinisation of the Greek word  kymbalon, "cymbal", which in turn derives from  kymbē, "cup, bowl".

In orchestral scores, cymbals may be indicated by the French cymbales; German Becken, Schellbecken, Teller, or Tschinellen; Italian piatti or cinelli; and Spanish platillos. Many of these derive from the word for plates.

History

Cymbals have existed since ancient times. Representations of cymbals may be found in reliefs and paintings from Armenian Highlands (7th century BC), Larsa, Babylon, Assyria, ancient Egypt, ancient Greece, and ancient Rome. References to cymbals also appear throughout the Bible, through many Psalms and songs of praise to God. Cymbals may have been introduced to China from Central Asia in the 3rd or 4th century AD.

India
In India, cymbals have been in use since ancient times and are still used across almost all major temples and Buddhist sites. Gigantic aartis along the Ganges, which are revered by Hindus all over the world, are incomplete without large cymbals.

Central Asia and Iran

The Shahnameh (circa 977 and 1010 CE) mentions the use of cymbals at least 14 times in its text, most in the context of creating a loud din in war, to frighten the enemy or to celebrate. The Persian word is sanj or senj (Persian سنج), but the Shahnameh does not claim these to be Persian in origin. Several times it calls then "Indian cymbals." Other adjectives to describe them include "golden" and "brass," and to play them is to "clash" them.

A different form is called sanj angshati (سنج انگشتی) or finger cymbals.  These are zill.

Ashura ceremony
Besides the original use in war, another use in Persian culture was the Ashura ceremony.
Originally in the ceremony, two pieces of stone were beaten on the sides of the mourner with special movements accompanied by a lamentation song. This has been replaced by beating Karbzani or Karebzani and playing sanj and ratchets. Cities where this has been performed include Lahijan and Aran of Kashan, as well as Semnan and Sabzevar.

Etymology
See Zang
All theories about the etymology of the word Sanj, identify it as a Pahlavi word. By some accounts means weight; and it is possible that the original term was sanjkūb meaning "striking weights" [against each other]. By some accounts the word is reform version of "Zang" (bell), referring to its bell-shaped plate.

Turkey

Cymbals were employed by Turkish janissaries in the 14th century or earlier. By the 17th century, such cymbals were used in European music, and more commonly played in military bands and orchestras by the mid 18th century. Since the 19th century, some composers have called for larger roles for cymbals in musical works, and a variety of cymbal shapes, techniques, and hardware have been developed in response.

Anatomy
The anatomy of the cymbal plays a large part in the sound it creates. A hole is drilled in the center of the cymbal, which is used to either mount the cymbal on a stand or for tying straps through (for hand playing). The bell, dome, or cup is the raised section immediately surrounding the hole. The bell produces a higher "pinging" pitch than the rest of the cymbal. The bow is the rest of the surface surrounding the bell. The bow is sometimes described in two areas: the ride and crash area. The ride area is the thicker section closer to the bell while the crash area is the thinner tapering section near the edge. The edge or rim is the immediate circumference of the cymbal.

Cymbals are measured by their diameter either in inches or centimeters. The size of the cymbal affects its sound, larger cymbals usually being louder and having longer sustain. The weight describes how thick the cymbal is. Cymbal weights are important to the sound they produce and how they play. Heavier cymbals have a louder volume, more cut, and better stick articulation (when using drum sticks). Thin cymbals have a fuller sound, lower pitch, and faster response.

The profile of the cymbal is the vertical distance of the bow from the bottom of the bell to the cymbal edge (higher profile cymbals are more bowl-shaped). The profile affects the pitch of the cymbal: higher profile cymbals have higher pitch.

Types

Orchestral cymbals
Cymbals offer a composer nearly endless amounts of color and effect. Their unique timbre allows them to project even against a full orchestra and through the heaviest of orchestrations and enhance articulation and nearly any dynamic. Cymbals have been utilized historically to suggest frenzy, fury or bacchanalian revels, as seen in the Venus music in Wagner's Tannhäuser, Grieg's Peer Gynt suite, and Osmin's aria "O wie will ich triumphieren" from Mozart's Die Entführung aus dem Serail.

Clash cymbals

Orchestral clash cymbals are traditionally used in pairs, each one having a strap set in the bell of the cymbal by which they are held. Such a pair is known as clash cymbals, crash cymbals, hand cymbals, or plates. Certain sounds can be obtained by rubbing their edges together in a sliding movement for a "sizzle", striking them against each other in what is called a "crash", tapping the edge of one against the body of the other in what is called a "tap-crash", scraping the edge of one from the inside of the bell to the edge for a "scrape" or "zischen", or shutting the cymbals together and choking the sound in what is called a "hi-hat" or "crush". A skilled percussionist can obtain an enormous dynamic range from such cymbals. For example, in Beethoven's Symphony No. 9, the percussionist is employed to first play cymbals pianissimo, adding a touch of colour rather than loud crash.

Crash cymbals are usually damped by pressing them against the percussionist's body. A composer may write laissez vibrer, or, "let vibrate" (usually abbreviated l.v.), secco (dry), or equivalent indications on the score; more usually, the percussionist must judge when to damp based on the written duration of a crash and the context in which it occurs. Crash cymbals have traditionally been accompanied by the bass drum playing an identical part. This combination, played loudly, is an effective way to accentuate a note since it contributes to both very low and very high-frequency ranges and provides a satisfying "crash-bang-wallop". In older music the composer sometimes provided one part for this pair of instruments, writing senza piatti or piatti soli () if only one is needed. This came from the common practice of having one percussionist play using one cymbal mounted to the shell of the bass drum. The percussionist would crash the cymbals with the left hand and use a mallet to strike the bass drum with the right. This method is nowadays often employed in pit orchestras and called for specifically by composers who desire a certain effect. Stravinsky calls for this in his ballet Petrushka, and Mahler calls for this in his Titan Symphony. The modern convention is for the instruments to have independent parts. However, in kit drumming, a cymbal crash is still most often accompanied by a simultaneous kick to the bass drum, which provides a musical effect and support to the crash.

Hi hats

Crash cymbals evolved into the low-sock and from this to the modern hi-hat. Even in a modern drum kit, they remain paired with the bass drum as the two instruments which are played with the player's feet. However, hi-hat cymbals tend to be heavy with little taper, more similar to a ride cymbal than to a clash cymbal as found in a drum kit, and perform a ride rather than a crash function.

Suspended cymbal

Another use of cymbals is the suspended cymbal. This instrument takes its name from the traditional method of suspending the cymbal by means of a leather strap or rope, thus allowing the cymbal to vibrate as freely as possible for maximum musical effect. Early jazz drumming pioneers borrowed this style of cymbal mounting during the early 1900s and later drummers further developed this instrument into the mounted horizontal or nearly horizontally mounted "crash" cymbals of a modern drum kit instead of a leather strap suspension system. Many modern drum kits use a mount with felt or otherwise dampening fabric to act as a barrier to hold the cymbals between metal clamps: thus forming the modern-day ride cymbal. Suspended cymbals can be played with yarn-, sponge-, or cord wrapped mallets. The first known instance of using a sponge-headed mallet on a cymbal is the final chord of Hector Berlioz' Symphonie Fantastique. Composers sometimes specifically request other types of mallets like felt mallets or timpani mallets for different attack and sustain qualities. Suspended cymbals can produce bright and slicing tones when forcefully struck, and give an eerie transparent "windy" sound when played quietly. A tremolo, or roll (played with two mallets alternately striking on opposing sides of the cymbal) can build in volume from almost inaudible to an overwhelming climax in a satisfyingly smooth manner (as in Humperdinck's Mother Goose Suite). The edge of a suspended cymbal may be hit with the shoulder of a drum stick to obtain a sound somewhat akin to that of clash cymbals. Other methods of playing include scraping a coin or triangle beater rapidly across the ridges on the top of the cymbal, giving a "zing" sound (as some percussionists do in the fourth movement of Dvořák's Symphony No. 9). Other effects that can be used include drawing a bass bow across the edge of the cymbal for a sound like squealing car brakes.

Ancient cymbals
Ancient, antique or tuned cymbals are much more rarely called for. Their timbre is entirely different, more like that of small hand-bells or of the notes of the keyed harmonica. They are not struck full against each other, but by one of their edges, and the note given in by them is higher in proportion as they are thicker and smaller. Berlioz's Romeo and Juliet calls for two pairs of cymbals, modeled on some old Pompeian instruments no larger than the hand (some are no larger than a large coin), and tuned to F and B flat. The modern instruments descended from this line are the crotales.

List of cymbal types

Cymbal types include:
 Bell cymbal
 China cymbal
 Clash cymbal
 Crash cymbal
 Crash/ride cymbal
 Finger cymbal
 Flat ride cymbal
 Hi-hat
 Ride cymbal
 Sizzle cymbal
 Splash cymbal
 Swish cymbal
 Suspended cymbal
 Taal – Indian cymbal (clash cymbal)

See also
 Cymbal making and Cymbal alloys
 Cymbal manufacturers
 Percussion instruments
 Drum and Drum kit
 Taal
 Zill

References

Citations

Bibliography

External links

Orchestral cymbal playing, with an excellent short history of cymbals
Cymbal Colour Exploration, A 3D binaural audio recording of different cymbal sound colours

Drum kit components
Early musical instruments
Idiophones
Metal percussion instruments
Military music
Orchestral percussion instruments
Unpitched percussion instruments

Cymbal


A Roman  (plural ) was originally a settlement of Roman citizens, establishing a Roman outpost in federated or conquered territory, for the purpose of securing it. Eventually, however, the term came to denote the highest status of a Roman city. It is also the origin of the modern term colony.

Characteristics

Under the Roman Republic, which had no standing army, their own citizens were planted in conquered towns as a kind of garrison. There were two types:

 Roman colonies, coloniae civium Romanorum or coloniae maritimae, as they were often built near the sea, e.g. Ostia (350 BC) and Rimini (268 BC). The colonists consisted of about three hundred Roman veterans with their families who were assigned from 1 to 2.5 hectares of agricultural land from the ager colonicus (state land), as well as free use of the ager compascus scripturarius (common state land) for pasture and woodland.

 Latin colonies (coloniae Latinae) were considerably larger than Roman colonies. They were military strongholds near or in enemy territory. The colonists were given large estates up to 35 hectares. They lost their citizenship which they could regain if they returned to Rome

After 133 BC tribunes introduced reforms to support the urban poor to become farmers again in new colonies as agricultural settlements (e.g. Tarentum in 122 BC).

Under Caesar and in the Imperial era starting from Augustus, thousands of Roman legionary veterans were granted lands in many coloniae in the empire and were responsible for the Romanization of many territories (mainly in the spread of Latin language and of Roman laws and customs).

History

According to Livy, Rome's first colonies were established in about 752 BC at Antemnae and Crustumerium, both in Latium.

Other early colonies were established at Signia in the 6th century BC, Velitrae and Norba in the 5th century BC, and Ostia, Antium, and Tarracina in the late 4th century.  In this first period of colonisation, which lasted down to the end of the Punic Wars, colonies were primarily military in purpose, being intended to defend Roman territory.

There were colonies of citizens and colonies of Latins, which differed in size, constitution and region. Colonies of citizens were typically coastal and known as coloniae maritimae. These were small (three hundred veterans with their families), close to Rome and may have been similar to the Athenian cleruchy. The Latin colonies (coloniae juris latini), on the other hand, were much larger and populated by Latins as well as by Romans who did not retain Roman citizenship.

The first Roman colony outside Italy was probably Italica in Hispania founded in 206 BC by Publius Cornelius Scipio during the Second Carthaginian War.

In the Empire colonies became large centres for the settlement of army veterans, especially in Roman north Africa which had the largest density of Roman colonies per region in the Roman Empire, where the Italic population constituted more than one third of the total population during the second century AD.

Under the Kingdom

BC 752 at Antemnae and Crustumerium, both in Latium.
BC 745 (or 737) Fidenae became a Roman colony
BC 737 Cameria

Under the Republic

BC 396 Veii and Fidenae defeated. 4 new tribus [election district] organised (Stellatina, Tromentana, Sabatina, Arniensis)
BC 385 Satricum (lost and burned in BC 346)
BC 354–349 Tibur, Praeneste, Caere(Latium) alliance agreement
BC 332 (or after): Sutrium, Nepete (Latium),
BC 338 Ostia colony and port
New bilateral defence contracts with Falerii, Tarquinii (Etruria) Caere (again), Pomptina and Poplilia tribus (tribes) formed in territories of Antium
BC 338 Capua inhabitants got Roman civil rights
BC 335 Cales (Latium)
BC 332 (two new voting tribus established): Scaptia, Maecia
BC 329 Anxur (Latium)
BC 318 Falerna tribus established, Cales made contract with Rome again
BC 318 Canusium (Apulia)
New Roman municipiums made from small towns around Rome: Aricia, Lanuvium, Nomentum, Pedum, Tusculum. Latin ius contracts made with Tibur, Praeneste, Lavinium, Cora (Latium)
Ius comercii contracts made with Circei, Notba, Setia, Signia, Nepi, Ardea, Gabii
Ius migrationi and ius connubii
Ufentina tribus established (on territories of Volscus city Antium), Privernum, Velitrae, Terracia, Fondi and Fotmiae made contract with Rome (cives sine suffragio)
BC 303 Alba Fucens, Carsioli (Latium)
BC 313 Suessula, Saticula (Campania)
BC 315 Luceria (Apulia)
BC 303 Sora (Latium)
BC 299 Nequinum (Narnia/Narni in Etruria and Umbria) was a keypoint fortress against the Samnis tribes
BC 296 Minturnae (Latium)
BC 291 Venusia (Apulia) colonia (20,000 male inhabitants) to control the Samnis tribes
BC 290 Pinceum besieged and occupied, soon became a Roman colony
BC 290(?) Hatri (Atria) by Adriatic sea (Abruzzo)
BC 269 Castrum Novum Picenii in BC 286), BC 264(?) Picenum colonies (Abruzzo)
BC 289 (or in BC 283) Sena Gallica (Umbria)
BC 273 Paestum (Latium)
BC 273 Cosa (Etruria)
BC 268 Beneventum (Samnium)
BC 268 Ariminum (Aemilia)
BC 268 Brundisium (Apulia)
BC 264 Firmum
BC 263 Aesernia (Samnium)
BC 247 Alsium (Etruria)
BC 245 Fregenae (Etruria)
BC 222 Mediolanum (Transoadana)
BC 218 Placentia (Aemilia)
BC 218 Cremona (Venetia et Histria)
BC 197–192 Volturnum, Liternum, Puteoli, Salernum (Campania) Sipontum, Buxentum (Calabria)
BC 196 Brixia (Venetia et Histria)
BC 193 Copia (Lucania et Bruttii)
BC 192 Vibo Valentia (Lucania et Bruttii)
BC 189 Bononia (Aemilia)
BC 184 Pisaurum (Umbria), Potentia Romanorum (Lucania et Bruttii)
BC 183 Mutina, Parma (Aemilia)
BC 181 Aquilea (Venetia es Histria) Gravisca (Latium)
BC 180 Portus Pisanus  (Etruria)
BC 177 Luna (Etruria)
BC 125 Pollentia, Vardacate (Liguria)
BC 123–118 Hasta, Dertona (Liguria)
BC 100 Eporedia (Transpadana, today Piemonte region)
BC 36 Tauromenium	(Sicily)
BC 21 Catina (Sicily)
BC 21 Syracusæ (Sicily)
BC 21 Thermæ (Sicily)
BC 21 Tyndaris (Sicily)

Under the Principate

Colonies were not founded on a large scale until the inception of the Principate. Augustus, who needed to settle over a hundred thousand of his veterans after the end of his civil wars, began a massive colony creation program throughout his empire. However, not all colonies were new cities. Many were created from already-occupied settlements and the process of colonization just expanded them. Some of these colonies would later grow into large cities (modern day Cologne was first founded as a Roman colony). During this time, provincial cities can gain the rank of colony, gaining certain rights and privileges. After the era of the Severan emperors the new "colonies" were only cities that were granted a status (often of tax exemption), and in most cases during the Late Imperial times there was no more settlement of retired legionaries.

Effects and legacy of colonization
Roman colonies sometimes served as a potential reserve of veterans which could be called upon during times of emergency. However, these colonies more importantly served to produce future Roman citizens and therefore recruits to the Roman army.

Roman colonies played a major role in the spread of the Latin language within the central and southern Italian peninsula during the early empire. The colonies showed surrounding native populations an example of Roman life. Since the veterans settled there were usually single until discharge and married local women, colonies tended to become culturally integrated in their surroundings within a few generations.

Examples

See also
Local government (ancient Roman)
Duumviri
Colonies in antiquity
List of ancient cities in Thrace and Dacia
List of ancient cities in Illyria

References

Further reading
 Bradley, Guy, and John-Paul Wilson, eds. 2006. Greek and Roman Colonization: Origins, Ideologies and Interactions. Swansea, UK: Classical Press of Wales.
 Broadhead, William. 2007. "Colonization, Land Distribution, and Veteran Settlement." In A Companion to the Roman Army. Edited by Paul Erdkamp, 148–163. Blackwell Companions to the Ancient World. Malden, MA: Blackwell.
 Crawford, Michael H. 2014. "The Roman History of Roman Colonisation." In The Roman Historical Tradition: Regal and Republican Rome. Oxford Readings in Classical Studies. Edited by James H. Richardson and Federico Santangelo.  Oxford; New York:  Oxford University Press.
 Curchin, Leonard A. 1991. Roman Spain: Conquest and Assimilation. London: Routledge.
 Fuhrmann, Christopher J. 2012. Policing the Roman Empire: Soldiers, Administration, and Public Order. Oxford and New York: Oxford Univ. Press.
 Salmon, Edward T. 1955. "Roman Expansion and Roman Colonization in Italy." Phoenix 9.2: 63–75.
 Stek, Tesse D. and Gert-Jan Burgers eds. 2015. The Impact of Rome on Cult Places and Religious Practices in Ancient Italy. Bulletin of the Institute of Classical Studies Supplement 132.   London:  Institute of Classical Studies, University of London.
 Sears, Gareth. 2011. The Cities of Roman Africa. Stroud, UK: History Press.
 Termeer, Marleen K. 2010. "Early Colonies in Latium (ca 534–338 BC): A Reconsideration of Current Images and the Archaeological Evidence." Bulletin Antieke Beschaving 85:43–58.
 Woolf, Greg. 1998. Becoming Roman: The Origins of Provincial Civilization in Gaul. Oxford: Oxford Univ. Press.

External links

Jona Lendering, "Coloniae", Livius.org (2006)
L. Adkins and R.A. Adkins, "Coloniae", in L. Adkins and R.A. Adkins, Handbook to Life in Ancient Rome, New York, 1994.
M. Bunson, "colonies, Roman", in M. Bunson, Encyclopedia of the Roman Empire, New York, 1994.

Rome
Ancient Roman geography
Veterans' settlement schemes

Colonia (Roman)


Mary Puthisseril Verghese (1925–1986) was a physician in India who was among the earliest pioneers of Physical medicine and rehabilitation in the country. Mary Verghese was instilled in a home where love and respect were two main factors in their close knit family. She was caring of others and wanted to give back to her community in any way that she could. In 1963, she took charge of what was the first department of Physical Medicine and Rehabilitation with an inpatient facility in India at the Christian Medical College, Vellore. She was instrumental in expanding the services of the department with the establishment of the first inpatient rehabilitation institute of the country in 1966. In recognition of her contributions to the field of medicine, she was awarded the Padma Shri by the Government of India in 1972.

An award has been instituted in her memory by the Mary Verghese Trust, and the first Dr. Mary Verghese Award for Excellence in Empowering Ability was given in 2012 to S. Ramakrishnan, founder and president of the Amar Seva Sangam. To this day, Mary Verghese is viewed as a respected physician and woman that strived to better peoples lives.

Early life and education
Mary Verghese was born in Cherai village, Cochin, Kerala, India, in a prosperous family. Her father was a respected leader in the local church and community. She was the seventh of eight children in the family. Elder to her were sisters Annamma, Aleyamma, Thankamma, and brothers John, George, and Joseph. Martha was her younger sister. After her schooling at the Union High School in Cherai, Mary attended the Maharaja's College, Ernakulam, for her college studies. After being among seventy-five women to be invited to the Vellore interviews, Mary Verghese was placed on the waiting list. The fifth women dropped and Mary was in. She got to meet Dr. Ida S. Scudder, the founder of the institution, for the first time at the time of her admission to the course. She had her graduate training in medicine at the Christian Medical College, Vellore between 1946 and 1952. She got to meet Dr. Ida S. Scudder, the founder of the institution, for the first time at the time of her admission to the course. On completing her training in medicine, aspiring to specialise in gynaecology, she joined the department of gynaecology. She was devoted to enduring a life that laid down a foundation of faith and medicine through her work in many clinics.

In addition, she was a Godly woman that aimed to gain a deeper relationship with God while in school. Although she enjoyed spending time with her friends, Mary developed a deep and valuable connection with her religion. Mary found it peaceful and restoring to have her medical education as well as building upon her faith and relationship with God.

Spinal cord injury and later years
 After graduating, her and some of her colleagues along with the head of gynecology, Dr. Carol Jameson, were traveling in a car and it was then where she was injured in a road crash in 1954 that resulted in complete spinal cord injury. She became paralysed from the waist down (mid thoracic injury). All of her colleagues involved in the crash recovered, except for Mary. Her injuries were managed by Dr. Paul Brand, who subsequently was her mentor and under whom she learnt surgical skills related to leprosy rehabilitation. Dr Paul Brand pointed out that she could sit in her wheelchair and operate on the hands of people with Hansen's Disease.
Following a course of rehabilitation at Australian Rehabilitation Center, Perth, Verghese secured a fellowship at the Institute of Physical Medicine and Rehabilitation, New York, under Dr. Howard A. Rusk, a pioneer in the field. On completing her fellowship in 1962, she returned to India to head the department of physical medicine and rehabilitation at Christian Medical College, Vellore.  She started the rehabilitation institute in 1966, and headed the first fully functional physical rehabilitation unit in the country. She was involved in providing rehabilitation services primarily for persons with spinal cord injury, leprosy, and brain injury. She continued to work at the Christian Medical College until 1976.  Her biography, titled "Take my hand: the remarkable story of Dr. Mary Verghese", authored by Dorothy Clarke Wilson, was published in 1963.

Awards
In recognition of her contributions to medicine, in particular, to the field of physical rehabilitation in India, Mary Verghese was awarded the Padma Shri by the then President of India, Shri. V.V. Giri in 1972. She was awarded the World Vision Award in 1985. These awards encompassed her pioneer work within her community and the everlasting effects that she made. Additionally, the Mary Verghese Trust, and the first Dr. Mary Verghese Award for Excellence in Empowering Ability was given in 2012 in honor of her.

Death and legacy
Verghese died in December 1986 at Vellore. The rehabilitation institute established by her has been named in her honour. The Mary Verghese Trust that was started by her in 1986 continues to conduct vocational training programs for persons with physical disabilities. The trust also jointly conducts the annual get-together program for persons with disabilities, the Rehab Mela. In 2012, Mary Verghese Award Foundation was established.

Rehabilitation Institute, CMC Vellore.
The Mary Varghese Institute of Rehabilitation is part of the Physical Medicine and Rehabilitation Department of the Christian Medical College Vellore.
The Rehabilitation Institute in Bagayam, Vellore continues to help people with disabilities.

The institute treats people with spinal cord injury, stroke, traumatic brain or head injury, amputations (lost limbs), children with cerebral palsy and many other less common problems. Dr Mary is constantly remembered as the pioneer she was - starting a service that is still going more than 50 years later. As a disabled member in her community with a lack of resources, Dr. Mary returned to India with the Rehabilitation Institute and began to receive patients. Dr. Mary contributed to The Rehabilitation Institute in Bagayam by starting a fund in order to raise money for the people that could not afford these services and disability treatments.

On top of the inpatient and outpatient clinical departments, The Rehabilitation Institute is a well-rounded facility that has special clinics on different days of the week. With a variety of care, the Rehabilitation Institute in Bagayam continues ongoing research to better prosthetics, have cost effective equipment, incorporate virtual reality with the rehabilitation, and advance research in spinal cord regeneration.

The institute was inaugurated by the then Union Health Minister Dr. Sushila Nayyar, on 26 November 1966.

Recipients of Mary Verghese Award

References

1925 births
1986 deaths
Recipients of the Padma Shri in medicine
Indian rehabilitation physicians
Scientists from Kochi
People with paraplegia
Maharaja's College, Ernakulam alumni
20th-century Indian women medical doctors
Indian women medical researchers
Women scientists from Kerala
20th-century Indian medical doctors
20th-century Indian women scientists
Indian medical researchers
Medical doctors from Kerala
20th-century women physicians
Physicians with disabilities
Scientists with disabilities

Mary Verghese


Gruppi di Acquisto Solidale (G.A.S., Italian for ethical purchasing groups) are an Italian-based system of purchasing goods collectively. These groups are usually set up by a number of consumers who cooperate in order to buy food and other commonly used goods directly from producers or from big retailers at a price that is fair to both parties.

The meaning of the word Solidale (Solidal)
When a buying group does not search for the ultimate discounted rate, but instead puts people and environment before profit the group becomes a Solidal buyers group. As a consequence, in a Solidal buying group the guidelines in the choice of the products and the producers are respect for the environment and the solidarity between the members of the group, the traders and the producers.

These guidelines lead to the choice of local products (in order to minimize the environmental impact of the transport), fair-trade goods (in order to respect disadvantaged producers by promoting their human rights, in particular those of women, children and indigenous people) and reusable or eco-compatible goods (to promote a sustainable lifestyle).

Motivation
Each individual group has its own specific motivations, but most groups are rooted in a critical approach to the global economic model and consumer lifestyle; individuals that feel the unfairness in this model and are searching for a practical alternative can find reciprocal aid and advice by joining solidal buying groups.

Often, when a group of friends develop a tendency toward a less consumerist way of life, the idea of undertaking shared purchasing initiatives comes naturally. When the idea begins to develop into something more tangible, a fair amount of effort is needed in order to find local producers that meet the solidarity criteria; the final step is to establish an internal structure in the group in order to collect orders and redistribute the products.

See also
Community-supported agriculture

External links
 ReteGAS, the GAS Italian network

Ethical consumerism
Public choice theory
Community organizations
Consumer organisations in Italy

Gruppi di Acquisto Solidale


Maidan Nezalezhnosti ( , also known as "Independence Square") is the central square of Kyiv, the capital city of Ukraine. One of the city's main squares, it is located on Khreshchatyk Street in the Shevchenko Raion. The square has been known under many different names, but often it is called by people simply Maidan ("square"). The square contains the iconic Independence Monument.

In the 19th century, the square contained buildings of the city council and noble assembly.

Since the start of Ukraine's independence movement in 1990, the square has been the traditional place for political rallies, including four large-scale radical protest campaigns: the 1990 student Revolution on Granite, the 2001 Ukraine without Kuchma, the 2004 Orange Revolution and the 2013–14 Euromaidan. Maidan is also a regular site for non-political displays and events; however, since 2014, most of them were moved to Sofiyivska Square or elsewhere, because making entertainment on a place where people were killed during Euromaidan was considered inappropriate. Most notably, Christmas Fairs and New Year celebrations were moved to Sofiyivska Square.

Names
The square received its current name on 26 August 1991, two days after the Declaration of Independence of Ukraine, during the collapse of the Soviet Union.
Maidan is a Ukrainian word for "square, open space", with widely used equivalents in the Middle East and South Asia to refer to an open space in or near a town, used as a parade ground or for events such as public meetings. It comes from Persian  (, "town-square or central place of gathering"), itself deriving from Proto-Iranian,  ultimately from Proto-Indo-European . Compare Avestan , Sanskrit  () and Latin . The word also was borrowed into neighboring Turkic languages, as in the Crimean Tatar and Turkish , which are the likely sources of the borrowing into Ukrainian.

 is the only square in Kyiv officially designated as a "Maidan" in the Ukrainian language, as all other Kyiv squares remain designated as a "Ploscha" (, a more common Ukrainian equivalent of "square") as was used during Soviet rule. In the Russian language as spoken in Ukraine, it is also the only use of the word "Maidan" (Майдан) for a public square.

Timeline of the square's names:
 1869: Khreshchatyk Square (Khreshchatitskaya ploshchad)
 1876: Parliament Square (Dumskaya ploshchad)
 1919: Soviet Square (Sovetskaya ploshchad)
 1935: Kalinin Square (Ploshchad Kalinina)
 1941: Parliament Square (Dumska ploshcha)
 1943: Kalinin Square (Ploshchad Kalinina)
 1977: Square of the October Revolution (Russian: Ploshchad Oktyabrskoi Revolutsyi, Ukrainian: Ploshcha Zhovtnevoyi revolyutsii)
 1991: Independence Square (Maidan Nezalezhnosti)

City squares called  are also found in Khmelnytskyi and Sumy. Kropyvnytskyi, Kremenchuk and Odesa have "Independent Squares" named  (using  rather than  for "square").

Location
Independence Square is one of three squares located along Khreshchatyk, close to the northeastern end of the street. It is situated close to European Square, which is the terminal end of Khreshchatyk. Besides Khreshchatyk, which splits the square in half, several other streets lead to the square. These include Architect Horodecki Street, Institute Street, Michael Street, Kosciol Street, Minor Zhytomyr Street, Sophia Street, Taras Shevchenko Lane, and Boris Hrinchenko Street.

The square itself is a multi-level location. At ground level is the intersection of Khreshchatyk, which splits Institute Street (vulytsia Instytutska), and Michael Street (vulytsia Mykhailivska). Underneath the square, the Obolonsko–Teremkivska line of the Kyiv Metro stretches across with its station Maidan Nezalezhnosti located underground. Also the "Hlobus" mall is situated underneath the square.

History

Early history and Tsarist Russia
Until the 10th century, the future square's site, as well as the rest of Khreshchatyk, was called Perevisyshch. It was located just to the south of the Kyiv City, beyond which were located territories of the Cave Monastery (Kyiv-Pechersky) along the Dnipro River.

At the lower end of Sofiivska vulytsia (Sofia Street), which led to the High City, stood one of the three main gates of Old Kyiv (Yaroslav's City), the Lyadski Gates; the other two were the Golden Gates and Zhydivski Gates. Those gates are also mentioned in 1151, and around them lived the Polish population of the city, Lacka Sloboda. The Lyadksi Gates were destroyed during the storm of city by the Mongol army of Batu Khan in 1240.

Sometime during the 18th century, the new Pecherski Gates were erected; they stood until 1833. Until the early 19th century, the area was a low-lying vacant ground known as Goat Swamp (Kozyne Boloto).

In the 1830s, the first wooden dwellings were built on the site, and in the 1850s stone buildings appeared. The most famous Ukrainian writer, Taras Shevchenko lived in that area in 1859, in a building between Mala Zhytomyrska (Little Zhytomyr) and Mykhailivska vulytsia (Michael's Street).

Development rapidly intensified after the mid-19th century, when the territory gradually became the commercial center of Kyiv, which underwent an immense boom during the Russian Industrial Revolution, becoming the third most important city in the Russian Empire. Until 1871, it was called the Khreshchatitskaya Ploshchad (Khreshchatyk Square); it was a location for the local market and folk entertainment. In 1876, the Kyiv City Duma building was built here, and the area became known as the Dumskaya Ploshchad (Duma Square). A line from the Kyiv tram, the first electric tram built in the Russian Empire (opened 1892) reached the square in 1894.

In 1913, in front of the City Duma, a monument of Pyotr Stolypin (who was assassinated in Kyiv in 1911) was constructed, and it stood there until March 1917 at the dawn of the Revolutionary war within the Empire.

Soviet prewar years

In 1919, the square was renamed Soviet Square. From 1935, it was called Kalinin Square, after Mikhail Kalinin, the first chairman of the Supreme Soviet of the USSR.

Soviet postwar years

During the first couple of years after the war, the square was completely rebuilt from scratch. It was architecturally integrated with the newly constructed Khreshchatyk in the typical (for the time) neo-classical Stalinist architecture. The newly constructed Kyiv Central Post Office and Trade-Union House with its high-rise clock located in the square, is very well known and frequently appears in pictures of the center of the city.

In 1976-77, as a part of metro construction, much of the square was again rebuilt, and it was renamed  October Revolution Square (Ploshcha Zhovtnevoyi revolyutsii). During the reconstruction, the massive cubist monument to commemorate the 60th anniversary of the October Revolution was put up as was the complex ensemble of fountains.

During the Soviet period, the square was used for demonstrations and parades in honor of May 1 (until 1969), Victory Day and the October Revolution.

Independent Ukraine

After Ukraine's independence in 1991, the square was given its current name. The competing proposal of Liberty Square (Ploshcha Svobody) was raised at the time as well as in the years to follow, but the current name commemorating the Ukrainian independence is now firmly associated with the square (see the section below).

In 2001, as the square was the major center of the "Ukraine without Kuchma" mass protest campaign, the new extensive construction of the area was abruptly ordered by the Kyiv mayor of the time, Oleksandr Omelchenko. The square was fenced off for construction and became inaccessible for the protesters and many observers claimed that the main goal of the project ordered by the city mayor was to disrupt the
protests, especially since similar tactics were commonly used by local authorities throughout Ukraine.

Following the construction, the old familiar look of the square, with its many fountains, was significantly altered and the public reaction to the new look of the square was mixed at first. However, by now the square's monument to Kyi, Shchek, Khoryv and Lybid, the legendary founders of Kyiv, the folklore hero Cossack Mamay, the city's historic protector Archangel Michael as well as a more modern invention, the protecting goddess Berehynia surmounting the Independence Monument victory column commemorating the independence of Ukraine, and the many glass domes are easily recognisable as parts of the modern city centre.

A mostly underground shopping mall called Globus was built under the square to replace the old and shabby giant underpass formerly dubbed by Kyivans as "Truba" (the Tube).

Trade-Unions House was severely damaged during the fire in February 2014, so later it went through a reconstruction.

Future developments of the square include the demolition of the old "Ukrayina" hotel (formerly hotel "Moskva"), and building a new 68-floor building instead.

Symbol of political activity
As the central Kyiv square, following the end of Soviet era the Maidan has been the centre of public political activity. In the autumn of 1990, students' protests and hunger strikes also known as the Revolution on Granite at the Maidan resulted in the resignation of the Chairman of the Cabinet of Ministers of the Ukrainian SSR Vitaliy Masol.

In the 2000s, the biggest political protests in Ukraine, such as the Ukraine without Kuchma campaign and the Orange Revolution took place in this square. During the Orange Revolution in late 2004, Maidan Nezalezhnosti received global media coverage, as hundreds of thousands of protesters gathered in the square and nearby streets, and pitched tents for several weeks, enduring the cold and snow. One of the eminent activists during that time became Paraska Korolyuk. The protests against electoral fraud resulted in an additional round of presidential elections being ordered by the Supreme Court of Ukraine, which were won by the opposition candidate, Viktor Yushchenko.

Following his election as the President of Ukraine, and after taking the official oath in the parliament, Yushchenko took a public oath at Maidan Nezalezhnosti in front of his numerous supporters.

After the Orange Revolution, Maidan Nezalezhnosti continues to attract political protesters. Mass rallies for political candidates have attracted large numbers, with the 2009 "Batkivshchyna" party congress (during which Yulia Tymoshenko was nominated as a candidate for president) being a notable example that brought nearly 200,000 people to the square.

The square was the site of Euromaidan protests beginning in November 2013, progressing to violent clashes, fires, and ending in the February Revolution of Dignity. The square was covered in protesters all day and night since 1 December 2013. On 27 January 2014, Ukrainian police reported a 55-year-old man from Western Ukraine found dead hanging from the framework of a huge artificial 'New Year tree' in central Kyiv. The body was found hanging inside the cone-shaped tubular steel construction on Kyiv's Independence Square. The tree, which had become a symbol of anti-government resistance, was at that time decorated with a poster of jailed opposition leader Yulia Tymoshenko and scrawled with graffiti opposing President Viktor Yanukovich. The Revolution of Dignity of the following month led to more than 100 people perishing.

Landmarks

Current landmarks
 Monument to the Founders of Kyiv
 Independence Monument, a victory column commemorating the independence of Ukraine in 1991, surmounted by the protectoress Berehynia
 Lach Gates

Former landmarks
 Monument to Pyotr Stolypin
 Bust to Karl Marx
 Monument to the Great October (Lenin)

Important buildings
 "Hlobus", subsequently Globus ("Globe") underground shopping mall
 Tchaikovsky National Music Academy of Ukraine
 Hotel Ukraine
 Building of the Trade Unions Federation of Ukraine
 Central Post Office

Gallery

See also
 Euromaidan
 Karaoke on the Maidan
 Orange Revolution
 Ukraine without Kuchma

Notes and references

External links

 Майдан Незалежності  in Wiki-Encyclopedia Kyiv

National squares
Euromaidan
Orange Revolution
Revolution on Granite
Ukrainian independence movement
Khreshchatyk
Landmarks in Kyiv
Squares in Kyiv

Maidan Nezalezhnosti