text:
International students, or foreign students, are students who undertake all or part of their tertiary education in a country other than their own and move to that country for the purpose of studying.

In 2019, there were over 6 million international students, up from 2 million in 2000. The most popular destinations were the United States (with 976,853 international students), Australia (509,160 students), and the United Kingdom (489,019 students), which together receive 33% of international students.

National definitions

The definitions of "foreign student" and "international student" vary from country to country depending on the educational system of the country

In the US, international students are "[i]ndividuals studying in the United States on a non-immigrant, temporary visa that allows for academic study at the post- secondary level." The students who hold a F1 visa consider as International students.

In Europe, students from countries who are a part of the European Union can take part in a student exchange program called the Erasmus Programme. The program allows for students from the EU to study in other countries under a government agreement.

Canada defines international students as "non-Canadian students who do not have 'permanent resident' status and have had to obtain the authorization of the Canadian government to enter Canada with the intention of pursuing an education." The study permit identifies the level of study and the length of time the individual may study in Canada. Unless it takes more than six months, international students do not need a study permit if they will finish the course within the period of stay authorized upon entry.

In Australia, an international student "is not an Australian citizen, Australian permanent resident, New Zealand citizen, or a holder of an Australian permanent resident humanitarian visa."

According to the Institute of International Education, an international student in Japan is "[a] student from a foreign economy who is receiving an education at any Japanese university, graduate school, junior college, college of technology, professional training college or university preparatory course and who resides in Japan with a 'college student' visa status."

Destinations of foreign students

Student mobility in the first decade of the 21st century has been transformed by three major external events: the terrorists attack of 9/11, the global financial recession of 2008, and an increasingly isolationist political order characterized by Brexit in the U.K. and the election of Donald Trump in the U.S. The mobility of international students is influenced by many factors, particularly changes to the visa and immigration policies of destination countries that impact the availability of employment during and after education. Political developments are often a major consideration; for example, a survey conducted before the 2020 presidential election in the U.S. indicated that a quarter of prospective international students were more likely to study in the country if Joseph R. Biden was elected president.

Australia has by far the highest ratio of international students per head of population in the world by a large margin, with international students represented on average 26.7% of the student bodies of Australian universities.

The greatest percentage increases of numbers of foreign students have occurred in New Zealand, Korea, the Netherlands, Greece, Spain, Italy, and Ireland.

Traditionally the US and UK have been the most prestigious choices, because of the presence of top 10 rankings Universities such as Harvard, Oxford, MIT, and Cambridge. More recently however they have had to compete with the rapidly growing Asian higher education market, especially China. In the 2020 CWTS Leiden Ranking edition, China surpassed the US with the number of universities including in the ranking for the first time (204 vs.198). China is also home to the two best C9 league universities (Tsinghua and Peking) in the Asia-Pacific and emerging countries with its shared rankings at 16th place in the world by the 2022 Times Higher Education World University Rankings. While US is the leading destination for foreign students, there is increasing competition from several destinations in East Asia such as China, Korea, Japan and Taiwan which are keen to attract foreign students for reputation and demographic reasons.

According to OECD, almost one out of five foreign students is regionally mobile. This segment of regionally mobile students who seek global education at local cost is defined as "glocal" students]. Many "glocal" students consider pursuing transnational or cross-border education which allows them to earn a foreign credential while staying in their home countries. With the increase in tuition cost in leading destinations like the US and the UK along with the higher immigration barriers, many international students are exploring alternative destinations and demanding more "value for money." Recalibrating value for money for international students It is projected that the number of internationally mobile students will reach 6.9 million by 2030, an increase of 51%, or 2.3 million students, from 2015. The affordability of international education is an area of concern not only for international students but also universities and nations interested in attracting them.

, the top 10 countries for foreign student enrollment according to Institute of International Education:

, the top 10 countries for foreign student enrollment according to UNESCO:

Asia

China

In 2016, China was the third largest receiver of international students globally, with 442,773 international students. By 2018 this number had grown to 492,185 (10.49% growth from 2017).

The number of international students in China has grown steadily since 2003, with apparently no impact from the rise of terrorism or the 2008 global financial crisis. In contrast to the reported decline of enrollments in the USA and the UK, China's international student market continues to strengthen. China is now the leading destination globally for Anglophone African students.

In 2016, the students coming to China were mostly from Asia (60%), followed by Europe (16%) and Africa (14%). However, Africa had the highest growth rate at 23.7% year-on-year 2015–2016.

The top 15 countries sending students to China in 2018 are listed below. African countries are grouped together and show a considerable block of students.

In 2016, international students mostly went to study in the major centers of Beijing (77,234, 17.44%) and Shanghai (59,887, 13.53%). In recent years there has been a decentralization and dispersion of students to other provinces.

Various factors combine to make China a desirable destination for international students.

 China boasts a significant number of world-class universities.
 Universities in China are attractive research centers.
 It costs relatively less than studying in developed countries.
 There is a huge diversity of universities and programs.
 There are more career opportunities due to China's growing economic strength.
 Many graduate and postgraduate programs are offered in English.
 A huge number of scholarships (49,022 in 2016) are on offer from the Chinese government.

China is openly pursuing a policy of growing its soft power globally, by way of persuasion and attraction. Attracting international students, especially by way of scholarships, is one effective way of growing this influence.

India
India is an emerging destination for international students. India hosted 49,348 students from 168 countries during the 2019-20 academic year, with the top 10 countries accounting for 63.9% of all international students.

In 2019, India was hosting over 47,000 overseas students and aims to quadruple the number 200,000 students by 2023. India has most its international students and targets from South, Southeast, West Asia and Africa and is running various fee waiver and scholarship programs.

Japan
Japan is perceived as an evolving destination for international students. Japan has around 180,000 overseas students studying at its institutions and the government has set targets to increase this to 300,000 over the next few years.

Malaysia and Singapore
Malaysia, Singapore and India are emerging destinations for international students. These three countries have combined share of approximately 12% of the global student market with somewhere between 250,000 and 300,000 students having decided to pursue higher education studies in these countries in 2005–2006.

The flow of international students above indicates the south-north phenomenon. In this sense, students from Asia prefer to pursue their study, particularly in the United States.

The recent statistics on mobility of international students can be found in;
The 2009 Global Education Digest (GED) by UNESCO
International Flows of Mobile Students at the Tertiary Level by UNESCO
Empowering People to Innovate - International Mobility by OECD.

Australia and Oceania

Australia has the highest ratio of international students per head of population in the world by a large margin, with 775,475 international students enrolled in the nation's universities and vocational institutions in 2020. Accordingly, in 2019, international students represented on average 26.7% of the student bodies of Australian universities. International education, therefore, represents one of the country's largest exports and has a pronounced influence on the country's demographics, with a significant proportion of international students remaining in Australia after graduation on various skill and employment visas.

Top 15 countries and regions sending students to Australia in 2018 are listed below.

Europe

France and Germany
In 2016, France was the fourth largest receiver of international students globally, with 245,349 international students, In just a matter of three years, from 2017 to 2020, France has gone from 324,000 international students to 358,000. This is a significant increase of more than 10.4%. while Germany was the fifth largest receiver, with 244,575 international students. In the winter semester 2017–18, Germany received 374,583 international students from overseas pursuing higher education and the Compound Annual Growth Rate (CAGR) is 5.46%. Since the 2016/17 academic year, the number of foreign students attending university in Germany has constantly risen, climbing from 358,895 students five years ago to 411,601 students last year.

With the Franco-German University, the two countries have established a framework for cooperation between their universities, enabling students to participate in specific Franco-German courses of study across borders.

The top 10 countries sending students to France in 2016 are listed below.

The top 10 countries sending students to Germany in 2015 are listed below.

United Kingdom

Top 15 countries and regions sending students to the United Kingdom in 2021/22 are listed below.

Netherlands
As of 2017, 81,000 international students studied in the Netherlands, compromising 11.6 percent of the higher education student population across all degree levels (bachelors, masters, and PhD students). Of these students, 12,500 students or 15.4% were Dutch nationals who had studied elsewhere previously. Most international students in the Netherlands come from European Union countries (roughly three-fourths), with the largest segment of that population coming from Germany. Of the non-EU students, the largest portion is composed of Chinese students. Two-thirds of all international students come to the Netherlands for their bachelor's degree.

Russia
Russia, since the Soviet times, has been a hub for international students, mainly from the developing world. It is the world's fifth-leading destination for international students, hosting roughly 300 thousand in 2019.

The top 10 countries sending students to Russia in 2019  are listed below.

North America

Canada

Immigration, Refugees and Citizenship Canada (IRCC) reckons that as of December 2019, there were 642,480 international students which is a 13% increase from the previous year. In 2019, 30% of the international students in Canada were from India and 25% were from China. The newest Canadian government International Education Strategy (IES) for the period 2019-2024 includes a commitment to diversify inbound students and distribute them more equally across the country rather than having a strong concentration in a few cities.

Top 15 countries and regions sending students to Canada in 2019 are listed below.

United States
Around 750,000 Chinese and 400,000 Indian students apply to overseas higher education institutions annually. New enrollment of undergraduate and graduate foreign students at American universities and colleges for 2016-17 declined by 2.1% or nearly 5,000 students which translates into a potential revenue of US$125 million for the first year of studies alone. Much of the increase in international students in the US during 2013–2014 was fueled by undergraduate students from China. The number of Chinese students increased to 31 percent of all foreign students in the US, the highest concentration of any one country since the Institute of International Education began collecting data on international students in 1948. This is changing quickly with demographic projections showing a large impending decrease in volumes of students from China and Russia and steady increases in students from India and Africa.

The number of foreign students in tertiary (university or college) education is also rapidly increasing as higher education becomes an increasingly global venture. During 2014–15, 974,926 foreign students came to study in the US, which is almost double the population from 2005. For several decades Chinese students have been the largest demographic amongst foreign students. The top 10 sending places of origin and percentage of total foreign student enrollment are: China, India, South Korea, Saudi Arabia, Canada, Brazil, Taiwan, Japan, Vietnam, and Mexico. The total number of foreign students from all places of origin by field of study are: Business/Management, Engineering, Mathematics and Computer Sciences, Social Sciences, Physical and Life Sciences, Humanities, Fine and Applied Arts, Health Professions, Education, and Agriculture.

Top 15 sending places of origin and percentage of total foreign student enrollment 2018-2019

Total number of foreign students from all places of origin by field of study 2015-2016

The number of US visas issued to Chinese students to study at US universities has increased by 30 per cent, from more than 98,000 in 2009 to nearly 128,000 in October 2010, placing China as the top country of origin for foreign students, according to the "2010 Open Doors Report" published on the US Embassy in China website.
The number of Chinese students increased. Overall, the total number of foreign students with a US visa to study at colleges and universities increased by 3 per cent to a record high of nearly 691,000 in the 2009/2010 academic year.
The 30 per cent increase in Chinese student enrolment was the main contributor to that year's growth, and now Chinese students account for more than 18 percent of the total foreign students.

Requirements
Prospective foreign students are usually required to sit for language tests, such as Cambridge English: First, Cambridge English: Advanced, Cambridge English: Proficiency, IELTS, TOEFL, iTEP, PTE Academic, DELF or DELE, before they are admitted. Tests notwithstanding, while some international students already possess an excellent command of the local language upon arrival, some find their language ability, considered excellent domestically, inadequate for the purpose of understanding lectures, and/or of conveying oneself fluently in rapid conversations. A research report commissioned by NAFSA: Association of International Educators investigated the scope of third-party providers offerings intensive English preparation programs with academic credit for international students in the United States. These pathway programs are designed to recruit and support international students needing additional help with English and academic preparation before matriculating to a degree program.

Student visa
Generally, foreign students as citizens of other countries are required to obtain a student visa, which ascertains their legal status for staying in the second country. In the United States, before students come to the country, the students must select a school to attend to qualify for a student visa. The course of study and the type of school a foreign student plans to attend determine whether an F-1 visa or an M-1 visa is needed. Each student visa applicant must prove they have the financial ability to pay for their tuition, books and living expenses while they study in the states.

Economic impact
Research from the National Association of Foreign Student Advisers (NAFSA) shows the economic benefits of the increasing international higher-education enrollment in the United States. According to their 2021–2022 academic year analysis, nearly one million international students contributed $33.8 billion to the US economy and 335,000 jobs. This represents almost a 19% increase in dollars compared to the previous year.
International students contribute more than job and monetary gains to the economy. "The increase in economic activity is certainly positive news but it should be kept in perspective: it shows we've only regained about half the ground lost in the previous academic year," said Dr. Esther D. Brimmer, NAFSA executive director and CEO. "We must not be complacent that this upward trend will automatically continue.
According to NAFSA's research, their diverse views contribute to technological innovation has increased America's ability to compete in the global economy.

On the other hand, international students have faced suspicions of involvement in economic and industrial espionage.

Higher education marketing
Marketing of higher education is a well-entrenched macro process today, especially in the major English-speaking nations: Australia, Canada, New Zealand, the UK, and the USA. One of the major factors behind the worldwide evolution of educational marketing could be globalization, which has dramatically shrunken the world. Due to intensifying competition for overseas students amongst MESDCs, i.e. major English-speaking destination countries, higher educational institutions recognize the significance of marketing themselves, in the international arena. To build sustainable international student recruitment strategies Higher Education Institutions (HEIs) need to diversify the markets from which they recruit, both to take advantage of future growth potential from emerging markets, and to reduce dependency on – and exposure to risk from – major markets such as China, India and Nigeria, where demand has proven to be volatile. For recruitment strategies, there are some approaches that higher education institutions adopt to ensure stable enrollments of international students, such as developing university preparation programs, like the Global Assessment Certificate (GAC) Program, and launching international branch campuses in foreign countries.

Global Assessment Certificate (GAC) Program
The Global Assessment Certification (GAC) Program is a university preparation program, developed and provided by ACT Education Solution, Ltd., for the purpose of helping students to prepare for admission and enrollment overseas. The program helps students from non-English speaking backgrounds to prepare for university-level study, so they are able to successfully finish a bachelor's degree at university. Students who complete the GAC program have the opportunity to be admitted to 120 so called Pathway Universities, located in destinations including the United States, the United Kingdom, and Canada.
Mainly, the program consists of curriculums, such as Academic English, Mathematics, Computing, Study Skills, Business, Science and Social Science. Moreover, the program also provides the opportunity to get prepared for the ACT exam and English Proficiency tests like TOEFL and IELTS.

Foreign branch campuses
Opening international branch campuses is a new strategy for recruiting foreign students in other countries in order to build strong global outreach by overcoming the limitations of physical distance. Indeed, opening branch campuses plays a significant role of widening the landscape of the higher education. In the past, along with high demand for higher education, many universities in the United States established their branch campuses in foreign countries. According to a report by the Observatory on Borderless Higher Education (OBHE), there was a 43% increase in the number of foreign branch campuses in the worldwide scale since 2006. American higher education institutions mostly take a dominant position in growth rate and the number of foreign branch campuses, accounting for almost 50 percent of current foreign branch campuses. However, some research reports have recently said foreign branch campuses are facing several challenges and setbacks, for example interference of local government,
sustainability problems, and long-term prospects like damage on academic reputations and finance.

Challenges for foreign students in English-speaking countries

There is a trend for more and more students to go abroad to study in the US, Canada, UK, and Australia to gain a broader education. English is the only common language spoken at universities in these countries, with the most significant exception being Francophone universities in Canada. International students need not only to acquire good communication skills and fluent English, both in writing and speaking, but also to absorb the Western academic writing culture in style, structure, reference, and the local policy toward academic integrity in academic writing. International students may have difficulty completing satisfactory assignments because of the difficulty with grammar and spelling, differences in culture, or a lack of confidence in English academic writing. Insightful opinions may lose the original meaning when transformed from the student's native language to English. Even if international students acquire good scores in English proficiency exams or are able to communicate with native students frequently in class, they often find that the wording and formatting of academic papers in English-speaking universities are different from what they are used to due to certain cultural abstractions. Students who experience this discrepancy get lower scores for adaptability to new environment and higher scores for anxiety. Instead of the mood, students who were further away from home would be more willing to go back home and regress from their aims in life; this hardship can lead to depression. This will cause the international student to have a bad experience of the foreign country and its culture, and will more likely not recommend the country to others. Partly this is due to the academic contagions of the foreign university like not integrating contrastive rhetoric aspect, low support for adaptation like providing opportunities for developing their employability skills to better their English in a non-competitive and meaningful way.

Most foreign students encounter difficulties in language use. Such issues make it difficult for the student to make domestic friends and gain familiarity with the local culture. Sometimes, these language barriers can subject international students to ignorance or disrespect from native speakers. Most international students also lack support groups in the country where they are studying. Although all colleges in North America that are in student exchange programs do have an International Student Office, it sometimes does not have the resources and capability to consider their students' individual needs when it comes to adapting to the new environment. The more students a particular college has who come from the same country, the better the support is for getting involved in the new culture.

Foreign students face several challenges in their academic studies at North American universities. Studies have shown that these challenges include several different factors: inadequate English proficiency; unfamiliarity with North American culture; lack of appropriate study skills or strategies; academic learning anxiety; low social self-efficacy; financial difficulties; and separation from family and friends. Despite the general perception that American culture is diverse rather than homogenous, the American ideology of cultural homogeneity has been alleged to imply an American mindset that because Eurocentric cultures are superior to others, people with different cultures should conform to the dominant monocultural canon and norms.

US colleges and universities have long welcomed students from China, whose higher education system cannot meet the demand. 10 million students throughout China take the national college entrance test, competing for 5.7 million university places. Because foreign undergraduates typically fail to qualify for US federal aid, colleges can provide only limited financial help. Now, thanks to China's booming economy in recent years, more Chinese families can afford to pay.

US colleges also face challenges abroad. Worries about fraud on test scores and transcripts make occasional headlines. And even Chinese students who score highly on an English-language proficiency test may not be able to speak or write well enough to stay up to speed in a US classroom, where essay writing and discussions are common. Chinese international students face other challenges besides language proficiency. The Chinese educational structure focuses on exam-oriented education, with educational thinking and activities aimed towards meeting the entrance examination. Students become more focused on exam performance, and teachers are inclined to focus on lecturing to teach students what may be on the test. In addition, "parents are also convinced that the more students listened to the lectures, the better they would score on the finals." With more than 304,040 Chinese students enrolled in the US in 2014/15, China is by far the leading source of international students at American universities and colleges; however, there are three waves of growth in Chinese students in the US.

Each of the three waves differs in terms of needs and expectations and corresponding support services needed. Unfortunately, many higher education institutions have not adapted to the changing needs. It is no surprise that many Chinese students are now questioning if it is worth investing in studying abroad.

International students also face cross-cultural barriers that hinder their ability to succeed in a new environment. For example, there are differences in terms of receiving and giving feedback, which influences academic engagement and even the job and internship search approach of international students.

Transparency is an issue that international students face when coming across activities within class, specifically when it comes to group discussions, it may be a bigger obstacle. Firstly, the issue of how topics being discussed may not need further elaboration when it comes to local students and for an international student, the ability of the student to be able to understand and contribute may diminish in return. This may be due to the feeling of dismissal via the appearance of lack of interest in their opinion. Another would be the failure of expected scaffolding during group discussions when it comes to international students. This is due to the need for a developed understanding of local culture, or "cultural facts" as represented by Kim. This represents the knowledge of humor, vernacular, or simple connotations in speech that may allow international students to further develop an understanding of a given topic.

Plagiarism is the most serious offense in academia. Plagiarism has two subtle forms, one of which includes the omission of elements required for proper citations and references. The second form is unacknowledged use or incorporation of another person's work or achievement.  Violation of either form can result in a student's expulsion. For the international students the word plagiarism is a foreign word. Most of them are unfamiliar with American academic standards and colleges are not good about giving a clear definition of the word's meaning. For example, many international students don't know using even one sentence of someone else's work can be considered plagiarism. Most colleges give students an E on their plagiarized assignments and future offenses often result in failing class or being kicked out of university.

Mental wellness
International students studying in a foreign country face a life-altering event which can cause distress that can potentially affect their mental wellness. Many students report homesickness and loneliness in their initial transition, experience isolation from peers and struggle with understanding cultural differences while staying abroad. In certain cultures, mental illness is seen as a sign of weakness. Because of this, international students believe they can prevail through their struggles alone without help, which can lead to a decrease in mental wellness.

There are two common symptoms among international students from China in particular: 45 percent of the students faced depression and 29 percent of the students faced anxiety. Stressors that lead international students to struggle with anxiety are rooted in numerous causes, including academic pressures, financial issues, adapting to a new culture, creating friendships, and feelings of loneliness. International students are also more likely to rely on peers for support through their transition than teachers or adult peers. If the student is unable to make friends in their new environment, they will struggle more with their transition than an international student who has established relationships with their peers. During the COVID-19 pandemic, many international students started remote learning and had to overcome time differences to take classes online, which further led to sleep disruption, social isolation, and thus, higher rates of mental health symptoms.

Language and communication barriers have been noted to add to student anxiety and stress. International students face language discrimination, which may exacerbate mental health symptoms. Evidence has not conclusively shown that language discrimination is a greater risk factor than discrimination against foreigners. However, there has not been any conclusive evidence to show whether language discrimination plays a significantly larger role than simple foreigner discrimination.

Since international students are less likely to use individual counseling provided by the university. and may experience even more intense stigmas against seeking professional help, group-oriented ways of reaching students may be more helpful. Group activities, like collaborative workshops and cultural exchange groups, can introduce a sense of community among the students. In addition, efforts can be placed to improve awareness and accessibility to mental wellness resources and counseling services. Social workers, faculty, and academic staff can be educated beforehand to provide an adequate support for them.

Study abroad

Studying abroad is the act of a student pursuing educational opportunities in a country other than one's own. This can include primary, secondary and post-secondary students. A 2012 study showed number of students studying abroad represents about 9.4% of all students enrolled at institutions of higher education in the United States and it is a part of experience economy.

Studying abroad is a valuable program for international students as it is intended to increase the students' knowledge and understanding of other cultures. International education not only helps students with their language and communicating skills. It also encourages students to develop a different perspective and cross-cultural understanding of their studies which will further their education and benefit them in their career. The main factors that determine the outcome quality of international studies are transaction dynamics (between the environmental conditions and the international student), quality of environment, and the student's coping behavior.

Distinctions in classroom culture

Certain distinctions and differences can become sources of culture shock and cultural misunderstandings that can lead a student to inhibit adaptation and adjustment. For example, a key requirement in many American institutions is participation in classroom discussions and activities. Failure to participate in the classroom with faculty can be a serious obstacle to good grades. This is particularly a problem for international students who come from countries with the view that professors are to be held in awe, and not questioned. Then the problem can be reflected in the grades given for class participation. Lack of participation can be interpreted by some American faculty as failure to learn the course content or disinterest in the topic. This is important in American classrooms which ideally require students to go through double loop of learning where they have to re-frame their dispositions and form a framework of inner agency. Some of the identified distinctions identified by the American Association of International Educators are:

 Semester system has three models: they are (1) the semester system comprising two terms, one in fall and one in winter/spring (summer term is not required); (2) the trimester system comprising three terms that includes summer (one of these terms can be a term of vacation); and (3) the quarter system comprising the four terms of fall, winter, spring, and summer, and in which the student can choose one of them to take as a vacation.
 The schedule of the classes is a standard five-day week for classes, but the instruction hours in a week may be divided into a variety of models. Two common models of choice are Monday/Wednesday/Friday (MWF) and Tuesday/Thursday (TT) model. As a result, the class hours per week are the same, but the length of time per class for the MWF will be different from the TT.
 Most foreign institutes value the ideologies of fairness and independence. These standards ensure the rights and responsibilities of all students, regardless of background. Most institutions that define the rights and responsibilities of their students also provide a code of conduct to guide their behavior, because independence and freedom come with responsibilities.
 Certain immigration regulations allow international students to gain practical experience during their studies through employment in their field of study like an internship during study, and at other times for one year of employment after the student completes their studies. The eligibility factors are often disseminated through international students office at the college or university.
 Faculty differ both in rank and by the duration of their contracts. (1) Distinguished teaching and research faculty hold the most honored rank among faculty. They typically have the doctoral degree and are usually tenured (i.e. on a permanent contract with the school until they retire) and record of their personal excellence accounts for their standing; (2) Emeritus professors are honored faculty who have retired from the university but continue to teach or undertake research at colleges and universities; (3) Full professors are also tenured and hold the doctoral degree. It is length of service and the support of departmental chairpersons, colleagues, and administrators that leads to the promotion to this rank; (4) Associate professors typically hold the doctoral degree and are the most recent to receive tenure; (5) Assistant professors may or may not yet have their doctoral degrees and have held their teaching or research posts for less than seven years; (6) Instructors are usually the newest faculty. They may or may not hold the doctoral degree and are working towards tenure; (7) Adjunct professors and visiting professors may hold professorial rank at another institution. They are not tenured (usually retained on a year by year contract) and they are often honored members of the university community.
 Most institutes that accept international students have faculty who are leaders that can integrate the best elements of teacher-centered and learner centered pedagogical styles that integrates and leads students of every background to a path of success. They are careful not to obstruct a student with their own personality or achievements and maintain a resourceful, open and supportive "holding environment". Simplified, meaningful resource dissemination and engaging students in participatory and active learning is the key to this mixed learning. Lack of skill in handling such pedagogical methods might result in straining the students from a "polyvagal perspective" (taking classes in a restless pace disregarding the quality and quantity of the information transferred, which translates as lack of internal agency to make students learn meaningful content by being an educational agent - lack of teacher agency) and at other instances downgrade into a liberal laissez-faire style which might negatively affect students' performance. The skill of the tutor is exemplified in many forms one such as when they are able to keep some students from dominating (attention seeking, disruptive or disrespectful) and to draw in those who are reticent in a participatory section.
 Students are expected to know the content of their courses from the class website (structure of the course, frame of reference, jargon) and to think independently about it and to express their own perspectives and opinions in class and in their written work. Open disagreement is a sign of violent intentions in certain cultures and in other cultures it is merely expressing one's opinion; this aspect can be challenging if proper people skills are absent in the group and group development is not given importance. Similar is the case with asking questions: in certain classroom cultures it is tolerated to ask vague questions and this is interpreted as a sign of interest from the student whereas in other cultures asking vague questions is a display of ignorance in public that results in loss of face and embarrassment, even if this behavior is counterproductive for a learning environment, it is largely dependent upon the transaction dynamics in classroom cultures. There are also certain institutes and cultures that disallow student discussion at certain topics and keep limitations to what can be discussed and punitive means for deterring from topics that shouldn't be discussed. But often direct communication is considered vital for academic survival.
 Foreign university programs differ from structured programs of universities in certain countries. In each quarter the student is given choice to select the courses they deem important to them for gaining credits. There is no proportion for the number of courses that a student can take in each term; however, program fees paid at a single time can lead to fees deduction in each quarter. In general, students are not recommended to take many courses at a time as they require to gain a certain number of credits to pass a quarter which is dependent upon the grades that they obtain from the courses, and these credits have little to do with the actual credit hours spent for each courses. For the courses students have to pre-register as they are not automatically assigned. Though it is an open structure for course selections, students might be required to take certain compulsory courses for the program as maintained by departments for degree standardization.
 Foreign institutions differ in their requirement of the content that a student is required to be familiarized with, and this difference is identifiable in programs which have similar objectives and structures of different universities. Some may be professionally oriented and thus give importance to depth in certain areas, and some might be for providing a breadth of knowledge on the subject. Commonly, some institutes might require the student to master the essentials of a subject as a whole, while others might require the student to master large quantities of content on the subject which might not seem practical in a framework of short period of time (An example is 10,000-Hour Rule). More accessible institutions provide a syllabus of their previous and current programs and courses for better pre- and post- program communication.
 Classroom etiquette may differ from institute to institute. In western institutes the old standard of practice for students to address faculty is by their last name and the title "Professor", but it is not uncommon for faculty to be on a first-name basis with students today. However, it is a good etiquette to check with the faculty member before addressing him or her by their first name only. Both students and faculty often dress very informally, and it is not unusual for faculty to roam the classroom while talking or to sit on the edge of a table in a very relaxed posture. Relaxed dress and posture are not, however, signs of relaxed standards of performance. Sometimes faculty, administrators, and even staff may sometimes hold receptions or dinners for their students. In that case, students should ask what the dress should be for the occasion; sometimes students will be expected to wear professional dress (suit coat and tie for men, and a suit or more formal dresses for women). Faculty would not care even if they elicit the need of participation in the classroom or are personally involved with students; even if they engage students in frameworks/styles the student might understand the topic. This is because the faculty-student relationship is considered to be professional. Relationships in the West are most often determined by some kind of function. Here the function is guidance, education and skill development.
 In occidental institutions students are evaluated in many ways, including exams, papers, lab reports, simulation results, oral presentations, attendance and participation in classroom discussion. The instructors use a variety of types of exams, including multiple choice, short answer, and essay. Most adept instructors provide guides or models of assignment construction, framing and asking questions about how to prepare for their exams. Most students are expected to be creative in presentation (to avoid similarity in paper submissions), systematic in formatting (citation: Style guide) and invested for drawing and providing positive individualism to the group/class (group purpose, role identity for autonomy, positive thinking, value oriented responsible self-expression, etc. vs. attendant selfishness, alienation, divisiveness, etc.) aligned with the common development objective.
 Relationships are an important part of the foreign academic experience and for healthy social support. Relationships with faculty (instructors and academic advisors) are very important for academic success and for bridging the cultural gap. But in off-campus venues, the student can appreciate their life outside of campus, and every time they view one another as individuals, avoid asking favors that can affect teacher-student comfort zones and expect cautiousness from them in an attempt to avoid notions of favoritism and friendliness to break down barriers of role and culture.

A key factor in international academic success is learning approaches that can be taken on a matter from one another and simultaneously assimilating inter-cultural experiences.

Titles and roles in administrative structure
 The vice-chancellor or vice-president for academic affairs manages the various schools and departments.
 The council of deans oversees the separate schools, institutes, and programs offered by the university or college.
 The departmental chairperson manages the affairs of the separate departments in each school or college.
 Faculty is responsible for teaching and research in and beyond the classroom.
 Secretaries and technical support staff in foreign countries have much authority than their counterparts in certain countries. They are treated respectfully by faculty and students alike.

Accommodation

Accommodation is a major factor that determines study abroad experience.

Host family
A host family volunteers to house a student during their program. The family receives payment for hosting. Students are responsible for their own spending, including school fees, uniform, text books, internet, and phone calls. Host families could be family units with or without children or retired couples; most programs require one host to be at least 25 years of age. The host families are well prepared to experience a new culture and give a new cultural experience to the student. A student could live with more than one family during their international study program to expand their knowledge and experience more of the new culture. Host families are responsible for providing a room, meals, and a stable family environment for the student. Most international student advisory's allow for a switch of hosts if problems arise.

Housing
An international student involved in study abroad program can choose to live on campus or off campus. Living off campus is a popular choice, because students are more independent and learn more about the new culture when they are on their own. Universities that host international students will offer assistance in obtaining accommodation. Universities in Asia have on-campus housing for international students on exchange or studying full-time. Temporary options include hostels, hotels, or renting. Homestays, paid accommodation with a host family, are available in some countries.

Coping in study abroad

The w-curve adjustment model

The w-curve model created by Gullahorn and Gullahorn (1963) is W shaped model that attempts to give a visual description of a travelers possible experience of culture shock when entering a new culture and the re-entry shock experienced when returning home. The model has seven stages. Further reviews of the model have been published.

Honeymoon Stage
Hostility Stage
Humorous/Rebounding Stage
In-Sync Stage
Ambivalence Stage
Re-Entry Culture Shock Stage
Re-Socialization Stage

Each stage of the model aims to prepare travellers for the rollercoaster of emotions that they may experience both while returning and traveling from a trip abroad. The hope in the creation of this model is to help prepare travelers for the negative feelings often associated with living in another culture. By doing so, it is the goal that these emotions will be better dealt with.

Positive affectivity

Affectivity is an emotional disposition: people who are high on positive affectivity experience positive emotions and moods like joy and excitement, and view the world, including themselves and other people, in a positive light. They tend to be cheerful, enthusiastic, lively, sociable, and energetic. Research has found that students studying abroad with a positive emotional tendency have higher satisfaction and interaction with the environment; they engage in the staying country's citizenship behaviours.

Adjustment concepts
Being relevant to research on coping by international students, the concept of adjustment to a foreign work environment and its operationalisation has been the subject of broad methodological discussion.

See also
Apprentices mobility
EducationUSA
Erasmus programme
F-1 Visa
Fulbright Program
Goodwill Scholarships
International Baccalaureate
International communication
International education
International Student Identity Card
International student ministry
International Students Day
Japanese students in Britain
Monbukagakusho Scholarship
Pakistani students abroad
Student exchange program
Student migration
Study abroad
Vulcanus in Japan

Organizations

 Brethren Colleges Abroad
 International Union of Students
 NAFSA: Association of International Educators
 Journal of International Students

References

Further reading
 Altbach, Philip. "Foreign study: Patterns and challenges." International Higher Education 30 (2015).  online
 Ammigan, Ravichandran and Jones, Elspeth. "Improving the Student Experience: Learning From a Comparative Study of International Student Satisfaction." Journal of Studies in International Education. 2018;22(4):283-301. online
 Jiani, M. A. "Why and how international students choose Mainland China as a higher education study abroad destination." Higher Education 74.4 (2017): 563–579.
 Liu, Jingzhou. "Internationalization of Higher Education: Experiences of Intercultural Adaptation of International Students in Canada." Antistasis 6.2 (2017).  online
 Mihut, Georgiana, ed. Understanding Higher Education Internationalization (2017) 436pp; reprints selected articles published 2011 to 2016.
 Orleans, Leo A., Chinese Students in America: Policies, Issues, and Numbers, National Academies Press, US National Academies, Office of International Affairs (OIA), 1988.
 Waters, Maurice. "International relations and American institutions of higher learning: a review, "Journal of Conflict Resolution 8.2 (1964): 178–185.
 Wen, Wen, Die Hu, and Jie Hao. "International students' experiences in China: Does the planned reverse mobility work?." International Journal of Educational Development 61 (2018): 204–212. online
 Yan, Kun. Chinese international students' stressors and coping strategies in the United States (Springer Singapore, 2017).

External links

 Global Flow of Tertiary-Level Students UNESCO
 University Mobility in Asia and the Pacific (UMAP)

Student exchange
Study abroad programs
Student migration
International education industry


text:
The National Fire Service (NFS) was the single fire service created in Great Britain in 1941 during the Second World War; a separate National Fire Service (Northern Ireland) was created in 1942.

The NFS was created in August 1941 by the amalgamation of the wartime national Auxiliary Fire Service (AFS) and the local authority fire brigades (about 1,600 of them). It existed until 1948, when it was again split by the Fire Services Act 1947, with fire services reverting to local authority control, although this time there were far fewer brigades, with only one per county and county borough.

The NFS had full-time and part-time members, male and female. Its uniform was the traditional dark blue double-breasted tunic, and it adopted the peaked cap worn by the AFS instead of the peakless sailor-style cap which had been worn by many pre-war fire brigades (including the London Fire Brigade). The peaked cap was retained by fire services after the war.

When they were on duty, but in the frequent long stretches between calls, many firemen and firewomen performed vital wartime manufacturing work, in workshops in the fire stations or adjacent to them. This was entirely voluntary, but since many of the wartime personnel had worked in factories before the war it was work with which they were familiar and skilled.

War service meant considerable risk, and members of the NFS were called to attend the aftermath of German bombing raids and coastal shelling from France, or often whilst these attacks were still ongoing. Casualties were inevitable, and there is one record of one volunteer who died on duty aged just 19, and was awarded the Certificate for Gallantry as a result. He is buried in the Hamilton Road Cemetery, Deal, Kent.

The Chief of the Fire Staff and Inspector-in-Chief throughout the war (until 28 February 1947, when he retired) was Sir Aylmer Firebrace, former Chief Officer of the London Fire Brigade.

At peak strength the NFS had 370,000 personnel, including 80,000 women. The women were mostly employed on administrative duties.

The NFS was divided into about forty Fire Forces. These were subdivided into Divisions. Each Division had two Columns and each Column had five Companies.

Ranks

Notable members
Sir Frederick Delve (career firefighter and fire service administrator)
Leslie Leete (career firefighter - later successor to Delve as chief officer of London Fire Brigade)
Members of the NFS who were well known in civilian life (or later became so) included:
Len Johnson, boxer and civil rights activist (served in Manchester and Cumbria)
Paul Brooks, cricketer (served in London and Coventry)

An eleven-minute Second World War documentary that chronicles the birth and work of the NFS survived the war and is available to view on the British Pathe website.

Service personnel received Certificate of Service documents.

See also
 Ministry of Civil Aviation Aerodrome Fire Service
 Fire services in the United Kingdom

Footnotes

Defunct fire and rescue services of the United Kingdom
1941 establishments in the United Kingdom
1948 disestablishments in the United Kingdom
Civil defence organisations based in the United Kingdom
United Kingdom home front during World War II

redpajama_set_name: RedPajamaWikipedia


text:
Позитивная психотерапия (   с 1977 года) - это психотерапевтический метод, разработанный Носсратом Пезешкианом и его коллегами в Германии с 1968 года. Его можно охарактеризовать как гуманистическую психодинамическую психотерапию, основанную на позитивном понимании человеческой природы.

Позитивная психотерапия - это интегративный метод, который включает гуманистические, системные, психодинамические  элементы. Сегодня есть центры и тренинги примерно в двадцати странах мира. Его не следует путать с позитивной психологией.

Концепция Позитивной психотерапии и её развитие включают в себя удовлетворение основных человеческих потребностей в гармонии с окружающей средой, и полное вовлечение определённых людей в данный процесс.

Термин «позитивный»
До 1977 года этот метод назывался Дифференциальный анализ. Затем, в 1977 году, Носсрат Пезешкиан опубликовал свою работу «Позитивная психотерапия», которая была опубликована на английском языке как «Позитивная психотерапия» в 1987 году. Термин «позитивный» происходит от оригинального латинского выражения «positum или positivus», что означает факт, действительный, настоящий, конкретный. Цель позитивной психотерапии и позитивных психотерапевтов - помочь пациенту и клиенту увидеть свои способности, сильные стороны, ресурсы и потенциал.

Развитие позитивной психотерапии
Основатель позитивной психотерапии Носсрат Пезешкиан (1933-2010) был немецким дипломированным психиатром, неврологом и психотерапевтом, родившимся в Иране. В конце 1960-х - начале 1970-х годов его вдохновляли разные источники, люди и события:
 Дух того времени, который породил гуманистическую психологию и её дальнейшее развитие.
 Личные встречи с выдающимися психотерапевтами и психиатрами, такими как Виктор Франкл, Якоб Л. Морено, Генрих Менг, Раймон Баттегай, Гаэтано Бенедетти и другие.
 Гуманистическим учением и добродетелями религии Бахаи.
 В поисках интегративного метода, особенно из-за проблем между психоаналитиками и терапевтами в то время.
 На основе транскультурных наблюдений в более чем 20 культурах и поиска интегративного метода, учитывающего культурные особенности каждой.

Основные принципы
Три основных принципа или столпа позитивной психотерапии:
 Принцип надежды
 Принцип баланса
 Принцип консультации

1. Принцип надежды подразумевает, что терапевт хочет помочь своим пациентам понять и увидеть значение и цель их расстройства или конфликта. Соответственно, расстройство будет переосмыслено в «позитивном» ключе (позитивные интерпретации).

Несколько примеров: нарушение сна - это способность проявлять бдительность и обходиться недосыпанием; депрессия - это способность с глубочайшей эмоциональностью реагировать на конфликты; шизофрения - это способность жить в двух мирах одновременно или жить в мире фантазий; нервная анорексия – это способность обходиться немногими приёмами пищи и отождествлять себя с голодом мира.

Благодаря подобному положительному взгляду становится возможным изменение точки зрения не только для пациента, но и для его окружения. Следовательно, у болезней есть символическая функция, которая должна признаваться как терапевтом, так и пациентом. Пациент узнаёт, что симптомы и жалобы болезни являются сигналами, чтобы привести его или её четыре качества жизни в новый баланс.

2. Принцип баланса: несмотря на социальные и культурные различия и уникальность каждого человека, можно заметить, что во время решения своих проблем все люди относятся к типичным формам решения их. Томас Корнбихлер объясняет: «Носсрат Пезешкиан с помощью Модели баланса позитивной психотерапии (инновационный современный подход к динамической психотерапии) сформулировал яркую модель преодоления конфликтов в разных культурах».

3. Принцип консультации: пять этапов терапии и самопомощи. Пять этапов позитивной психотерапии представляют собой концепцию, в которой терапия и самопомощь тесно взаимосвязаны. Пациент и его семья вместе получают информацию о болезни и индивидуальном решении этой проблемы.

Основные характеристики

 Метод интегративной психотерапии
 Гуманистический психодинамический метод
 Сплочённая, интегрированная терапевтическая система
 Краткосрочный метод, ориентированный на конфликт
 Культурно-чувствительный метод
 Использование в работе историй, анекдотов и мудрости
 Инновационные техники и методы
 Применение в психотерапии, других медицинских дисциплинах, консультировании, образовании, профилактике, управлении и тренингах

Примечания

Ссылки
 Международная Академия Позитивной и транскультуральной психотерапии

Методы психотерапии


text:
Jacobus Willem (Koos) Dalstra (Leeuwarden, 18 oktober 1950) is een Nederlands dichter en beeldend kunstenaar. Hij gebruikt het pseudoniem Dalstar, en maakte in de jaren tachtig deel uit van de door hem opgerichte Maximalen.

Dalstra groeide op in Sneek. Zijn vader was hoofd van de acquistie-afdeling van de Leeuwarder Courant. Dalstra studeerde sociologie aan de Rijksuniversiteit Groningen, en werd in de jaren tachtig onder de naam Dalstar bekend als dichter/performer. Hij schreef het manifest Maximale kunst (1984) dat als vertrekpunt geldt voor de kunstenaarsgroep de Maximalen.

In de jaren negentig woonde Dalstra in Amsterdam en was hij bevriend met de kunstenaar Rob Scholte. Nadat deze slachtoffer was geworden van een aanslag beschuldigde hij Dalstra ervan de dader te zijn. Een proces wegens smaad was het gevolg. Scholte werd veroordeeld tot schadevergoeding, maar ging in hoger beroep.

Dalstra woont en werkt tegenwoordig in Vlissingen. In 2009 was hij kandidaat voor de functie van stadsperformer van Leeuwarden.

Externe link
 Dalstra bij NederlandsePoezie.org

Nederlands dichter
Nederlands beeldend kunstenaar


text:
is a railway station on the Kyūdai Main Line operated by JR Kyushu in Kusu, Ōita Prefecture, Japan.

Lines
The station is served by the Kyūdai Main Line and is located 73.2 km from the starting point of the line at .

Layout
The station consists of a side and an island platform serving three tracks at grade. The station building is timber structure, remodelled in 2013, built in traditional Japanese style with tiled roofs and steeply angled eaves. It houses a waiting area and a staffed ticket window. Access to the island platform is by means of a footbridge. To the south of the station are multiple passing loops and sidings.

Management of the station has been outsourced to the JR Kyushu Tetsudou Eigyou Co., a wholly owned subsidiary of JR Kyushu specialising in station services. It staffs the ticket counter which is equipped with a POS machine but does not have a Midori no Madoguchi facility.

Adjacent stations

History
The private  had opened a track between  and  in 1915. The Daito Railway was nationalized on 1 December 1922, after which Japanese Government Railways (JGR) undertook phased westward expansion of the track which, at the time, it had designated as the Daito Line. By 1928, the track had reached . Subsequently, the track was extended further west and Bungo-Mori was opened as the new western terminus on 15 December 1929. On 16 September 1932, Bungo-Mori became a through-station when the track was again extended to . On 15 November 1934, when the Daito Line had linked up with the Kyudai Main Line further west, JGR designated the station as part of the Kyudai Main Line. With the privatization of Japanese National Railways (JNR), the successor of JGR, on 1 April 1987, the station came under the control of JR Kyushu.

In 2013, the station building was renovated in preparation for the arrival of the luxury train Seven Stars in Kyushu. The station building, station furniture, roof and footbridge were all remodeled in a deep brown colour to reflect an "earth and forest" theme in deference to the location of the station. In 2014, the renovation works won an award from the Japan Association of Railway Architects.

Passenger statistics
In fiscal 2016, the station was used by an average of 338 passengers daily (boarding passengers only), and it ranked 292nd among the busiest stations of JR Kyushu.

See also
List of railway stations in Japan

References

External links
Bungo-Mori (JR Kyushu)

Railway stations in Ōita Prefecture
Stations of Kyushu Railway Company
Railway stations in Japan opened in 1929


text:
Karl Wilhelm Heinrich Hasse (* 7. Mai 1835 in Minden; † 4. März 1890 in Metz) war ein preußischer Oberregierungsrat und Landrat des Kreises Monschau.

Leben
Der evangelische Karl Hasse war ein Sohn des Postsekretärs und Oberpostdirektors der Oberpostdirektion Aachen Carl Gottlieb Heinrich Hasse (* 1806) und dessen Ehefrau Luise Wilhelmine Amalie, geb. Schneider (* 1803). Nach dem Besuch des Kaiser-Karls-Gymnasiums in Aachen und der abgelegten Reifeprüfung im Jahr 1853, absolvierte er in Halle und Berlin ein Studium der Rechts- und Kameralwissenschaften. Ab dem 13. Oktober 1856 war er als Auskultator beim Landgericht Aachen und ab dem 9. Februar 1859 als Regierungsreferendar bei der Regierung Aachen tätig, wo er am 4. März 1863 ebenda zum Regierungsassessor ernannt wurde. Ab dem 24. August 1864 wurde er vertretungsweise mit der Verwaltung des Landratsamtes in Monschau betraut, dem nach einer Präsentationswahl vom 30. September 1866 die definitive Ernennung mittels Allerhöchster Kabinettsorder (AKO) zum 25. Februar 1867 folgte. Am 19. November 1870 wurde er zwecks kommissarischer Beschäftigung in der Verwaltung von Elsass-Lothringen beurlaubt, worauf eine Übernahme in die Reichsverwaltung erfolgte. 1871 wurde er zum kommissarischen Kreisdirektor von Straßburg ernannt, dem am 1. Februar 1872 die definitive Ernennung folgte. Im Juni 1881 wurde er noch zum Oberregierungsrat beim Bezirkspräsidium Metz ernannt, wo er 1890 im Dienst verstarb.

Auszeichnungen
 Roter Adlerorden 3. Klasse mit Schleife

Familie
Karl Hasse heiratete am 22. Mai 1867 in Burtscheid Pawlina Iroschnikoff (* 22. Mai 1843 in Pernau), Tochter des Rentners Wilhelm Alexander Iroschnikoff und dessen Ehefrau Maria Louise, geb. Scheibler.

Weblinks
 Hasse 1864-1870, Porträt und Biografie auf den Seiten der Städteregion Aachen

Einzelnachweise

Landrat (Kreis Monschau)
Oberregierungsrat
Träger des Roten Adlerordens 3. Klasse
Preuße
Geboren 1835
Gestorben 1890
Mann


text:
Il piatto è uno strumento musicale a percussione, costituito da una lamina concava di metallo fissata al foro centrale, libera di vibrare alle estremità. Fa parte della famiglia degli strumenti idiofoni a suono indeterminato. I piatti sono usati in tutti i generi di musica; sono usati tanto nella tradizionale orchestra sinfonica quanto nella moderna batteria blues, jazz o rock.

Origini

I piatti hanno origine nel 2000 a.C. circa. Una coppia preistorica di piatti è custodita nella mummia di un musicista religioso egiziano, al British Museum di Londra.

Le forme di piatto utilizzate dai popoli della storia sono differenti. Gli Assiri utilizzavano sia piatti di forma concava che piana, mentre i greci costruivano piatti con la campana (uno sbalzo nel metallo che enfatizza le armoniche generate).

Per secoli i piatti sono stati utilizzati in guerra.I soldati facevano suonare due piatti fra loro per tentare di incutere timore nel nemico durante la battaglia. Anche nei riti religiosi venivano suonati piccoli piatti, e non ne manca menzione nella bibbia.

La costruzione dei piatti era concentrata nella Cina e nella Turchia, dove sono stati scoperti i metodi per rendere questo strumento più resistente e più musicale.
Nelle origini del termine inglese cymbal (trad. piatto) c'è un vocabolo latino, cymbalum che a sua volta deriva dalla parola greca kumbalon o kymvalon da kymvos / κύμβος che significa piatto.

Realizzazione
Il piatto è tradizionalmente di forma circolare, di dimensione e peso variabile. Le tecniche di produzione differiscono a seconda del livello di qualità e della fascia di prezzo di riferimento. Sono detti anche cimbali, e hanno un suono piuttosto prolungato.

Piatti di fusione
I piatti di alta qualità sono normalmente in bronzo, con percentuali variabili di rame e stagno; una delle leghe più apprezzate è il bronzo B20 (20% di stagno). I metalli vengono acquistati grezzi e fusi. Alcuni costruttori (per esempio Sabian) aggiungono alla fusione anche quantità minime di argento.

La maggior parte di produttori (ad esempio Sabian e Zildjian) segue questo procedimento:  vengono creati piccoli dischi di bronzo (circa una decina di centimetri, anche a seconda delle dimensioni del piatto in produzione), che vengono scaldati, appiattiti, oggi mediante l'ausilio di laminatoi, e raffreddati. Questo procedimento è svolto più di una decina di volte (anche questo a seconda della tipologia del piatto); grazie a ciò (una specie di tempra), la struttura del piatto diventa molto più resistente, inoltre a quanto dicono i produttori, si migliora la diffusione delle onde sonore. A questo punto, il disco viene forato al centro, e al tornio vengono eseguite le fasi finali della lavorazione: viene formata la campana mediante martellatura; viene poi martellato lungo tutta la superficie e sempre a seconda della tipologia di piatto. È pensiero comune che la martellatura a mano sia sinonimo di migliore qualità rispetto alla martellatura a macchina; in realtà, i due procedimenti hanno conseguenze sulla qualità del suono non paragonabili, quindi vanno valutati in base all'utilizzo ed al gusto personale. La fase più delicata, che invece nei piatti di qualità viene sempre eseguita a mano, è la tornitura mediante sgorbie, operazione che va ad assottigliare specifiche parti del piatto, che finora aveva ancora uno spessore quasi uniforme. Viene infine tagliato e rifinito il bordo.

Esistono invece altri produttori, come UFIP che hanno la peculiarità di fondere i metalli e gettarli dentro ad una forma di ghisa, così come vengono costruite le campane. Il piatto grezzo, liberato dalle bave di fusione, è estremamente fragile a causa della natura cristallina del metallo; esso viene quindi temprato attraverso un riscaldamento all'incandescenza seguito da una rapida immersione in acqua fredda. Il piatto temperato viene quindi lavato e forato centralmente. Segue una prima tornitura per togliere la scorza superficiale scura e la smussatura dei bordi. A questo punto si tornisce la campana e infine si procede alla martellatura, che dà al piatto la giusta accampanatura. Resta infine da eseguire la tornitura finale, con sgorbie manovrate manualmente, che serve a dare l'aspetto e il peso definitivi.

Prima del confezionamento si procede alla selezione, all'accoppiamento degli hi-hat, alla punzonatura e all'impressione delle scritte con i marchi e le indicazioni sul tipo e le dimensioni. Alcuni costruttori (per esempio Zildjian) hanno in catalogo piatti di colore grigio, nero, rosso (celebri i piatti grigi di Nick Mason nel tour dell'album The Wall) ottenuti vaporizzando diversi metalli o leghe sulla loro superficie. In genere, dato che l'applicazione di queste patine altera le qualità del piatto, i costruttori progettano piatti che esaltano le frequenze che l'applicazione va ad attenuare e viceversa.

Di solito i piatti di fusione subiscono un periodo di "stagionatura", necessario a farne migliorare le caratteristiche e a garantire l'uniformità e costanza del suono.

Piatti stampati
Altra tipologia di piatti sono i piatti cosiddetti "stampati", ovvero realizzati a partire da lastre piane di metallo,  di solito ottone, bronzo B8 (per piatti economici) o bronzo B20 (per quelli più pregiati) ai quali viene impressa la forma, la campana, la curva, ed il taglio del bordo mediante l'utilizzo di presse.
È pensiero comune che i piatti stampati siano piatti economici. In realtà, mentre è vero che i piatti economici sono in genere stampati, non è assolutamente vero il contrario. La produzione della totalità della gamma di prodotti di Meinl e Paiste è, per esempio, prodotta mediante stampa. Questo perché le fasi di lavorazione che più danno pregio sonoro e quindi qualità ad un piatto sono quelle finali, ovvero la tempra, la tornitura e la martellatura; la precisione di una martellatura a macchina può essere preferibile in alcuni ambiti (ad esempio la registrazione), anche se in genere la tornitura viene eseguita a mano.

Varietà di piatti
Vi sono numerosi tipi diversi di piatti.

Il diametro può essere molto variabile, e si misura comunemente in pollici; le dimensioni vanno da un minimo di 6" (circa 15 cm) a un massimo di 24" (quasi 61 cm); assieme al diametro aumenta lo spessore del piatto e la gravità del suono. Lo spessore del piatto, così come la sua concavità, incidono su numerose caratteristiche del suono, come intonazione, tempo di decadimento, la quantità di armonici, e così via. Le varietà di piatti più comuni sono:

 Piatti orchestrali
 Gong
 Hi-hat
 Piatto Ride
 Piatto Crash
 Piatto Splash
 Piatto China
 Piatto Sizzle
 Piatti Efx
 Piatto sospeso

Voci correlate
 Batteria (strumento musicale)
 Batterista
 Cimbalini a dita
 Percussionista
 Strumenti musicali
 Idiofoni
 Orchestra

Altri progetti

Collegamenti esterni


text:
Навроцький Борис Олексійович (26.IV 1894, Київ — 10.II 1943) — український літературознавець. Після закінчення 1917 року Київського університету працював у ньому викладачем, завідував кафедрою рос. л-ри, пізніше — кафедрою укр. л-ри, читав лекції в ряді ін. вищих навч. закладів. З 1927 працював у Київ. філії Шевченка Тараса інституту (вченим секретарем, зав. секцією шевченкознавства, зав. секцією слов'ян. л-ри, а в 1930 — 34 був в. о. директора ін-ту). У 1934 — 35 завідував кафедрою Ростов. ун-ту (Росія); з вересня 1935 — наук. працівник Ін-ту світової л-ри ім. М. Горького АН СРСР (Москва), професор Моск. консерваторії. Досліджував творчість Т. Шевченка: «Шевченко як прозаїк» (1925), «Проблеми Шевченкової поетики» (1926), «"Гайдамаки" Тараса Шевченка» (1928), «Проблематика Шевченкових повістей», «Проблеми соціологічної аналізи Шевченкової поетики» (обидві — 1930) та ін. Автор праць «Мовна інтонація та музика» (1923), «Ораторське мистецтво та його сучасне значення», «Поезія і музика» (обидві — 1925). Незаконно репресований 1936, реабілітований 1957.

Твори:

Мова та поезія. Нарис з теорії поезії. – Київ : Книгоспілка, 1925 . – 240 с.

"Гайдамаки" Тараса Шевченка : джерела, стиль, композиція / Б. Навроцький ; Ін-т Т. Шевченка. - К. : Держ. вид-во України, 1928. - 397, [2]

Шевченкова творчість. — X.; К., 1931.

Джерела
 Борис Олексійович Навроцький — біографія
 Петров В. Рец. на: Навроцький Б. Мова та поезія. Нарис з теорії поезії. – X., 1925 / Віктор Петров // Записки Історико-Філологічного відділу УАН. – К., 1927. – Вип. XII. – С. 328-334.
 Боронь О. Борис Навроцький в історії шевченкознавства / Олександр Боронь // Шевченків світ: Науковий щорічник: до 200-річчя з дня народження Т. Г. Шевченка. – 2009 – Вип.2. – С. 138-146.
 Сінченко Олексій Неопотебнянство Бориса Навроцького // Синопсис: текст, контекст, медіа. – 2015. – № 2 (10)
 Сінченко Олексій Теорія сюжету Бориса Навроцького // Синопсис: текст, контекст, медіа. – 2016. – № 1 (13)

Посилання

Українські літературознавці
Посмертно реабілітовані


text:
Robert Kennicott (New Orleans, 13 november 1835 – Yukon River, 13 mei 1866) was een Amerikaans bioloog.

Illinois
Kennicott groeide op in de stad West Northfield, nu Glenview in de prairie ten noorden van Chicago in de staat Illinois.

In 1853 begon Kennicott specimens van dieren te verzamelen en te catalogeren voor het Smithsonian Institution te Washington D.C. Hij correspondeerde daarover met Spencer Fullerton Baird. In 1855 verzamelde hij dieren op de verkenning van de Illinois Central Railroad.  In 1856 noemde hij een door hem ontdekte slang Regina kirtlandii, nu Clonophis kirtlandii, naar Jared P. Kirtland.  Hij stichtte de Chicago Academy of Sciences in 1856 en het natuurhistorisch museum van de Northwestern University in 1857.

Canada
In april 1859 vertrok hij op expeditie om specimens te verzamelen in het subarctisch noordelijk woud van noordwest Canada in de valleien van de Mackenzie River en Yukon River en in de arctische toendra. Kennicott raakte bevriend met de pelshandelaars van Hudson's Bay Company en zij verzamelden voor hem specimens en indiaanse voorwerpen, die ze naar het Smithsonian opstuurden. Hij keerde in 1862 terug naar Washington.

Smithsonian Castle
Van 1862 tot 1864 maakte Kennicott deel uit van de Megatherium Club van jonge natuurhistorici onder leiding van Spencer Fullerton Baird en William Stimpson. Tijdens de Amerikaanse Burgeroorlog woonden Robert en zijn jongere broer in het Smithsonian Castle samen met Edward Drinker Cope en andere natuurhistorici.

In dienst bij het Smithsonian Institution en onder leiding van Spencer Fullerton Baird schreef Robert Kennicott voor het eerst over nieuwe slangensoorten die de expedities naar het westen van Amerika hadden meegebracht.

Dood in Alaska
In 1864 stuurde Western Union een expeditie uit om een mogelijke route te zoeken voor een telegraaflijn tussen Noord-Amerika en Rusland door de Beringzee. Kennicott en W.H. Dall gingen met de expeditie mee. Ze kwamen in april 1865 te San Francisco aan, maar daar ontstond ruzie. Ze trokken dan naar Vancouver maar Kennicott werd ziek. Toen hij hersteld was trokken ze in augustus 1865 naar Alaska. Kennicott stierf aan hartfalen toen hij de Yukon River opvoer. Kennicott Glacier, Kennicott Valley, MV Kennicott en Kennicott River zijn naar hem genoemd.

Publicaties
 Kennicott, R. (1855). "Catalogue of animals observed in Cook County, Illinois". Ill. State Ag. Soc. Trans. for 1853-1854 1: 577-595.
 Kennicott, R. (1856). "Description of a new snake from Illinois". Acad. Nat. Sci. Phil. Proc. 8: 95-96.
 Kennicott, R. (1859). "Notes on Coluber calligaster of Say, and a description of new species of serpents in the collection of the North Western University of Evanston, Illinois". Acad. Nat. Sci. Phila. Proc. 1859: 98-100.
 Kennicott, R. (1861). "On three new forms of rattlesnakes". Proceedings of the Academy of Natural Sciences of Philadelphia 13: 206-208.
 Audubon to Xanthus: The Lives of Those Commemorated in North American Bird Names. Mearns and Mearns ISBN 0-12-487423-1
 Schlachtmeyer, S. S. (2010). A death decoded: Robert Kennicott and the Alaska telegraph : a forensic investigation. Alexandria, Va: Voyage Publishing.
 Vasile, Ronald S. (1994). "The Early Career of Robert Kennicott, Illinois' Pioneering Naturalist." Journal of the Illinois State Historical Society vol. 87: 150-70.

Amerikaans herpetoloog
Amerikaans bioloog


text:
Spread Your Love may refer to:
"Spread Your Love", a song by 2 Unlimited from the 1995 album Hits Unlimited
"Spread Your Love", a song by Black Rebel Motorcycle Club from their 2001 album B.R.M.C.
"Spread Your Love", a song by Earth, Wind & Fire from their 1983 album Powerlight


text:
Draba corymbosa — вид трав'янистих рослин родини капустяні (Brassicaceae), який має циркумарктичне (з рідкісним заходженням у гори бореальної зони) поширення на півночі Північної Америки та Євразії.

Таксономічні примітки
Draba corymbosa являє собою складний і високо поліплоїдний вид або видовий агрегат (14–18×, 2n ≈ 100—144). D. corymbosa неоднорідний у генетичному значенні й, імовірно, виник від численних різних поєднань геномів від кількох видів з більш низькими рівнями плоїдності. Тому не дивно, що цей вид був описаний під різними назвами. D. bellii з Гренландії й Канади, D. macrocarpa з північного Сибіру, частково D. kjellmanii з європейської частини Росії й Шпіцбергену. Крім того, D. barbata описаний з Сибіру й Північної Америки, і D. pohlei описаний з Сибіру, ймовірно, належать до цього виду. Ключове питання, чи це один вид або кілька або взаємопов'язаних видів.

Опис
Це багаторічні поодинокі трав'янисті рослини. Базальний каудекс густо вкритий залишками листя, густо розгалужений, утворюючи одну або кілька розеток, формуючи невеликі або помірних розмірів щільні купини. Кожна розетка потенційно з одним квітковим стеблом без листя. Квіткові стебла висхідні, помірно подовжуються під час і після цвітіння до 8–15 см, опушені волосками до 1 мм або більше. Листки чергові, зелені, до 20 × 7 мм (рідко більше), цільні, оберненояйцевиді або оберненоланцетні, вершини гострі, серединні жилки часто помітні. Верхня і нижня поверхня листа від рідко до помірно опушена, нижня поверхня помірно опушена; краї листків опушені міцними простими волосками до 13 мм завдовжки.

Суцвіття — китиці, 4–9(12)-квіткові, рідко більше, дуже короткі спочатку й не подовжуються сильно в плодовій стадії. Квітконіжки 3–7 мм, товсті з переважанням простих і розгалужених волосків. Квіти радіально симетричні з 4 вільними чашолистками й пелюстками. Чашолистки до 3 × 2.5 мм, широкояйцевиді, сірувато-зелені без будь-якого відтінку, з широкими білими краями. Пелюстки до 7 × 6 мм, широко оберненояйцевиді, з надрізом, яскраво-жовтого кольору. Плоди — стручки до 12 × 6 мм, від довгастих або яйцевидих до майже округлих, опушені короткими жорсткими, в основному, простими волосками, сірувато-зеленого кольору. Насіння 6–12 у кожній комірці, до 1,3 × 0.9 мм, середньо-коричневого забарвлення.

Відтворення
Статеве розмноження насінням; немає вегетативного розмноження. Квітки пристосовані до запилення комахами, але запилення, ймовірно, мішане. Немає спеціального пристосування до поширення насіння.

Поширення
Північна Америка (Ґренландія, Північна Канада, Аляска — США), Євразія (Фарерські острови, Норвегія [вкл. Шпіцберген], північна Росія).

Населяє вологу тундру, росте серед вапняних або доломітових порід, на гравійних пляжах, суглинкових і глинястих терасах. Зростає на субстратах з приблизно нейтральною або лужною реакцією ґрунту (рН).

Джерела

 Germplasm Resources Information Network
 The Flora of Svalbard
 Pan-arctic flora
 Flora of North America
 Euro+Med Plantbase

corymbosa
Флора Європи
Флора Північної Америки
Флора Азії
Рослини, описані 1821


text:
Leòfron (), fill d'Anaxilau, fou un tirà de Règion.

Segons Dionís d'Halicarnàs va succeir al seu pare com a tirà. Probablement era el fill gran dels dos fills d'Anaxilau, però encara era menor quan el pare va morir, car va exercir la regència en nom seu Mícit fins que Leòfron va arribar al poder amb el suport de Hieró I de Siracusa, que va destituir Mícit. Dionís no esmenta els noms de cap dels fills d'Anaxilau, però diu que van regnar sis anys del 467 aC al 461 aC, fins que els va enderrocar una revolta popular que va esclatar a Règion i Zancle el .

Altres autors, com Justí i Ateneu de Nàucratis, parlen de Leòfron conduint la guerra contra la veïna ciutat de Locres i mostrant la seva magnificència en els Jocs Olímpics davant de la multitud reunida. La seva victòria en els jocs va ser celebrada per Simònides de Ceos.

Referències

Tirans de la Magna Grècia
Persones de Règion
Polítics de l'antiga Grècia
Polítics calabresos


text:
SN 2006dy – supernowa typu Ia odkryta 25 lipca 2006 roku w galaktyce NGC 5587. W momencie odkrycia miała maksymalną jasność 16,60.

Przypisy

Supernowe zaobserwowane w 2006 roku


text:
Nick Henry (born 21 February 1969) is an English former professional footballer who played as a midfielder and spent most of his career at Oldham Athletic.

Career

Oldham Athletic
Henry  was born in Liverpool, England. He started his professional career with Oldham Athletic after coming up through their youth academy. He made his debut in the 1986–87 season under Joe Royle. He played a major part in the club's most successful period, including the 1989–90 cup runs, reaching the final of the League Cup and the semi-final of the FA Cup, with Henry famously scoring in the 3–1 League Cup victory over Arsenal. He again played a major part in the club's promotion to the top flight the following season, and a year later he scored on the opening day of the brand new Premier League, in a 1–1 draw against Chelsea in 1992. In ten years at the club he made 273 league appearances, scoring 19 goals.

During Oldham's 1989–90 FA Cup run, Henry was at the centre of a little-noticed incident which may have changed the course of footballing history. During the FA Cup semi-final replay against Manchester United, with the scores level, Henry's long range shot cannoned against the cross-bar and appeared, from television pictures, to have crossed the goal line before bouncing back out into play. No goal was given, and Manchester United went on to win the tie with a goal from Mark Robins.

Sheffield United
On 28 February 1997, Nick Henry earned a £500,000 move to Sheffield United. His debut came on 9 December when the blades lost 2–1 at Charlton Athletic. That turned out to be Henry's only appearance of the season. Henry went on to making only 21 appearances for the club, failing to score any goals, and towards the end of his Bramall Lane spell he was loaned out to Walsall F.C. for two months, where he made eight league appearances, failing to score any goals.

Tranmere Rovers
Henry moved on to Tranmere Rovers in the Summer of 1999 where he spent a couple of years in the first team, making 89 appearances and playing in the 2000 Football League Cup Final, the second League Cup Final of his career, 10 years after the first. Earlier that season he scored the winning goal as Tranmere memorably beat Premier League side West Ham United 1–0 in the FA Cup.

Scarborough
On 12 July 2002, Henry joined Scarborough F.C. on a free transfer. On 17 August he got sent off on his Scarborough debut in the 1–1 draw at Burton Albion. He went on to make 24 appearances (two as sub) for Scarborough, scoring two goals. He later managed the club, before being sacked after a run of poor results.

References

External links

1969 births
Living people
English footballers
Footballers from Liverpool
Association football midfielders
Premier League players
Oldham Athletic A.F.C. players
Sheffield United F.C. players
Walsall F.C. players
Tranmere Rovers F.C. players
Scarborough F.C. players
English football managers
Scarborough F.C. managers


text:
Dziki – wieś w Polsce położona w województwie kujawsko-pomorskim, w powiecie świeckim, w gminie Świecie.

W latach 1975–1998 miejscowość administracyjnie należała do województwa bydgoskiego. Według Narodowego Spisu Powszechnego (III 2011 r.) liczyła 176 mieszkańców. Jest czternastą co do wielkości miejscowością gminy Świecie.

Zobacz też
 Dziki
 Dziki Bór
 Dzikie

Przypisy

Świecie (gmina)


text:
The Battle of Jaworów () was a battle fought between the German forces and elements of the Polish Małopolska Army during the German Invasion of Poland. It took place from 14 to 16 September 1939 in the vicinity of the town of Jaworów. In the effect of a two-day assault, the Polish forces broke through the German line of defence on their way towards the city of Lwów (modern Lviv). The engagement is best known for the destruction of one battalion of three battalions of SS-Germania regiment together with the capture of the heavy equipment of the entire regiment.

The battle resulted from a chaotic situation in the rear of Małopolska Army. Although the army, since 13 September commanded by General Kazimierz Sosnkowski, maintained a high morale and remained in relatively good fighting condition during the first two weeks of the war, a string of retreats seriously depleted its forces.

Sosnkowski's aim was to break through towards the city of Lwów. To make the matter worse for the Poles, a large detachment of German motorised and mountain infantry units, composed of the 7th Infantry Division, elements of 1st Mountain Division and the SS-Standarte Germania regiment, outflanked the Polish forces and organised a defence line between the towns of Jaworów and Gródek Jagielloński, directly between the Małopolska Army and Lwów, with German 2nd Mountain Division closing in from behind and the 57th Infantry Division approaching from the north.

On 15 September, the Polish force, formed by 11th, 24th and 38th Infantry Divisions, reached the area between Mościska and Sądowa Wisznia. From there the Poles attacked the forward positions of the German units. In a lengthy night assault of the German main position the Polish forces broke through to a large forest complex extending to the north and west of the town of Janów and dominating the road between Przemyśl and Lwów.

Although losses were high on the Polish side, they were much higher for the Germans. The SS-Germania regiment lost most of its artillery, vehicles and practically ceased to exist. Its remnants were withdrawn from the front and then disbanded. Meanwhile, the Polish force organised the defence of the forest complex and fought the Battle of Janow Forests.

Prelude
Under orders from General Kazimierz Sosnkowski, the 11th ("Carpathian"), 24th and 38th Infantry Divisions were advancing toward the forests near Janów (present day Ivano-Frankov) to enter Lwów.

Under the command of Colonel Bronisław Prugar-Ketling, the Carpathian Infantry Division was advancing on the left flank, formed into two columns. The first column consisted of the 49th Hutsul Rifle Regiment and Riflemen of the 53rd Kresy Regiment who were marching in the front. The other column, approaching from a different direction, was made up of the 48th Kresy Regiment. A night attack was planned for the division to take over the western edge of the forest. Meanwhile, the 38th ID was attacking on the right flank from two different directions in the north. The regiment of SS-Standarte Germania, (predecessor of SS Viking), a mechanized unit, and the 1st Mountain Division were defending against the attack.

The battle

The battle started with an engagement initiated by the 49th battalion. Polish infantry took a part of the forest and the villages of Szumlaki and Ozmola. At 2100, Muzylowice was captured. The Germans lost a significant number of men, artillery, tractors and cars. However, because the infantry units did not have any extra crews trained to man the captured equipment, the booty was destroyed. The German losses were so significant that one of three battalions making up the SS-Standarte Germania was wiped out, most of their heavy equipment was destroyed. The Polish generals were surprised at how much equipment was destroyed and how much was captured still in operational condition.

In the meantime, the 48th Infantry Regiment attacked and took Rozgozno; several POWs were taken, as were six anti-tank guns, a battery of light artillery, and an unknown number of trucks. The same regiment took over Czerczyk and the hunting lodge where the road from Jaworów forks to Sądowa Wisznia and Przyłbice.

The 38th Regiment entered the combat with a delay because of the heavy bombardment and bad coordination of the rear elements of the 24th Regiment. The Tabor (a type of mobile fortification), of the 24th was inadvertandly left in the way of the advancing 38th Regiment. Only by 2100 were Czarnokonce and Rodatycze taken. The Germans put up tough resistance only in the village of Hartfeld; however, two Polish battalions succeeded in taking it. Some POWs were taken; trucks, fuel tankers and other captured equipment was destroyed. The 98th Regiment continued to attack and reached Dobrostany.

In the north, the Poles achieved a decisive victory. The German commander of the 14th Army pulled the SS Germania from the battle because it suffered heavy losses and lost the majority of its vehicles and heavy equipment. In the south, however, the German Group "Utz" from the 1. Mountain Division held their positions.

In the secondary offensive, the 24th Infantry Division, after an all-night march, reached the forest north of Moloszkowicze.

On 16 September, the Germans created a rear reinforcement formation. The commander of the 1st Mountain Division formed the "Pemsel" combat group. "Pemsel" was to cut off the route to Lwów by attacking in the direction of Dobrostany and Jaryn. A Polish infantry battalion did repel the German counter-attack at Dobrostany, destroying several heavy guns and armored cars. However, the 38 ID were spread too thinly during the initial attack and many of its component parts lost contact. The commander made incorrect decisions based on a false picture of the battlefield. Nevertheless, six battalions got through to Janów.

General Kazimierz Sosnkowski set up his HQ in the forests near Berdyczow and told his forces to focus their defensive efforts on the western flank. With the benefit of hindsight, General Sosnkowski wrote that the success of the Polish infantry in the battle was due to the foot soldiers being the best organized, commanded and trained within the entire Southern Front.

Aftermath

Poles
The day after the battle, the Soviets invaded Poland from the east. Breaking through to Lviv became unrealistic, since the town was encircled by the united forces of Nazi Germany and the Soviet Union. Some soldiers were taken prisoner and sent to German and Soviet POW camps. Others were executed by the Soviets, while some participated in the battles around Lublin, a few crossed the so-called Hungarian Bridgehead (named after the Romanian Bridgehead was cut off by the Soviets) and reached either France, where they continued to fight in 1940, or the UK, and fought alongside British Commonwealth forces.

Germans
German officers and NCOs of the SS Germania were not permitted to lead German troops into battle again (except for a few when the Soviets gained the upper hand). Instead, they were assigned to lead a foreign volunteer division known as SS Viking.

See also
 49th Hutsul Rifle Regiment
List of World War II military equipment of Poland
List of German military equipment of World War II

References

Citations

Bibliography

See also
 Battle of Lwów (1939)

Jaworow
Lwów Voivodeship
History of Lviv
September 1939 events


text:
Мелколепе́стник кана́дский, или кони́за кана́дская () — однолетнее травянистое растение, вид рода Мелколепестник семейства .

Инвазивный вид, происходящий из Северной Америки и завезённый в Европу, где очень широко распространился.

Ботаническое описание
Однолетнее травянистое растение (3)15—150(200) см высотой. Стебель обычно единственный, прямостоячий, зелёный, простой или в верхней части разветвлённый, опушён жестковатыми оттопыренными или загнутыми вверх простыми волосками.

Листья зелёные, вверх направленные, нижние стеблевые вскоре отмирающие, средние стеблевые 1—12 см длиной и до 1,2 см шириной, линейно-ланцетной формы, длинночерешковые, покрытые жестковатым вверх загнутым многоклеточным опушением. Верхние листья прогрессивно уменьшающиеся в размере, линейные.

Корзинки собраны в метёлки, 5—8×5—6 мм, с широкояйцевидной обёрткой с 4 рядами листочков. Наружные листочки 2 мм длиной, зелёные, ланцетовидные, с единичными вверх загнутыми простыми волосками. Внутренние листочки 3,5—4 мм длиной, с бахромчатым краем, голые. Наружные язычковые цветки пестичные, 3—3,8 мм длиной, язычок 1—1,3 мм длиной, линейный, белый, после отцветания сиреневатый. Срединные цветки трубчатые, обоеполые, 2,5—3 мм длиной, бледно-жёлтые, четырёхзубчатые.

Семянки 1,2—1,5 мм длиной, ланцетовидной формы, бледно-жёлтые, покрытые рассеянным прижатым простым опушением, с однорядным хохолком 2,5—3 мм длиной.

Распространение и значение
Родина растения — большая часть Канады и США. В XVII веке завезено в Европу, затем — в Азию, Австралию и Африку, где широко распространилось. В Африке имеется только в субтропических регионах, в Бутане — только в высокогорных частях. Считается инвазивным видом по всей Европе, включая Европейскую часть России.

Эфирномасличное растение, содержит 0,33—1,72 % эфирных масел. В народной медицине и гомеопатии используется при разного рода кровотечениях, в том числе, маточных и геморроидальных. В форме настоя применяется также и как противовоспалительное средство.

Таксономия
Вид был впервые действительно описан Карлом Линнеем в 1-м томе Species plantarum, вышедшем 1 мая 1753 года.

Синонимы

Примечания

Литература

Ссылки

Мелколепестник
Флора Евразии
Флора Северной Америки
Флора Африки
Инвазивные виды растений
Лекарственные растения
Растения, впервые описанные в книге Species Plantarum
Сорные растения
Растения Чёрной книги флоры Сибири


text:
Gertrude Seinin est une chanteuse martiniquaise née à Fort-de-France.

Sur ces premiers albums, Gertrude Seinin collabore avec Fernand Donatien et chante la musique traditionnelle martiniquaise. Si tellement et Mazouk Grand Moun sont deux titres phares. Elle a également chanté deux hommages à des femmes célèbres : Léona Gabriel et Nana Mouskouri.
Elle reçoit les Maracas d'Or SACEM en 1982 des mains de Rhoda Scott pour la valorisation de la musique traditionnelle martiniquaise.

À l'image des américains avec le gospel, Gertrude Seinin introduit un style musical né de la fusion entre la musique sacrée et la musique traditionnelle antillaise, appelé "Creoles Spirituals". Sur l'album "Creoles Spirituals vol.2", 5 titres sont réalisés en Martinique et 5 titres à New-York.

En 2002, Gertrude Seinin chante la biguine sur la scène nationale de l'Olympia avec le grand orchestre "Mahogany" sous la direction musicale de Manuel Cesaire, le ballet "Tche Kreyol", et un invité d'honneur : le guitariste japonais Ichiro Suzuki.

En  à la Cigale, c'est un hommage caribéen qui est rendu à Édith Piaf, en collaboration avec Mario Canonge et Andy Narell.

En 2006, Gertrude Seinin a été sollicitée en tant qu'ambassadrice de bonne volonté dans le cadre du festival mondial des Arts nègres (Fesman) qui a lieu au Sénégal fin 2010.

Discographie

 1981 : Gertrude Seinin chante Fernand Donatien Vol.1     Valses Créoles, Biguine et Mazurkas composées par Fernand Donatien
 1982 : Gertrude Seinin chante Fernand Donatien Vol.2     Valses Créoles, Biguine et Mazurkas composées par Fernand Donatien
 1984 : Traditions et Horizons     Valses Créoles, Biguine et Mazurkas
 1985 : Album Bleu     Valses Créoles, Biguine et Mazurkas
 1989 : An Ti Moman Selman     Musique Traditionnelle Antillaise
 1996 : "Si tellement" votre...     Compilation des 5 premiers albums vinyles (Valses Créoles, Biguines et Mazurkas)
 1996 : Creoles Spirituals vol.1     Musique spirituelle créole
 1997 : Creoles Spirituals vol.2     Musique spirituelle créole - Enregistré à New-York
 1999 : Petit Bisous     Musique Traditionnelle Antillaise
 2001 : 20 ans d'amour     Concert-Anniversaire au CMAC Atrium (Fort-de-France)

 2003 : Hommage caribéen à Édith Piaf (Live à la Cigale)     Variété Française et Rythmes Caribéens

Récompenses

 Maracas d'Or SACEM en 1982

Liens externes

Notes et références

Personnalité liée à la Martinique
Chanteur antillais
Chanteuse française du XXe siècle
Naissance à Fort-de-France
Chanteuse française du XXIe siècle
Date de naissance non renseignée (XXe siècle)


text:
Marie Christianne Legentil (Port Mathurin, 27 de mayo de 1992) es una deportista mauriciana que compite en judo. Ganó seis medallas en el Campeonato Africano de Judo entre los años 2009 y 2022.

Palmarés internacional

Referencias

Judokas de Mauricio
Mauricianas del siglo XXI
Deportistas femeninas de Mauricio


text:
SEDRIS (Synthetic Environment Data Representation and Interchange Specification) is an international data coding standard infrastructure technology created to represent environmental data in virtual environments. Environmental data represented by SEDRIS may be concrete, such as trees and mountains, or abstract, such as the behavior of light. The infrastructure frees users to place their focus on application development and also facilitates the exchange of data for reuse and wider scrutiny. Research into shared ways to represent environmental data was begun in the 1980s in order to permit distributed simulations to work together. SEDRIS was launched in 1994 by program managers of the United States Army's Simulation Training and Instrumentation Command and the US Department of Defense's Defense Advanced Research Projects Agency.

Standardization

SEDRIS has led to forming the series standards of

ISO/IEC 18023:2006(E) Information technology - SEDRIS -
ISO/IEC 18023-1:2006(E) Information technology - SEDRIS - Part 1: Functional specification
ISO/IEC 18023-2:2006(E) Information technology - SEDRIS - Part 2: Abstract transmittal format
ISO/IEC 18023-3:2006(E) Information technology - SEDRIS - Part 3: Transmittal format binary encoding
ISO/IEC 18024-4:2006(E) Information technology - SEDRIS language bindings - Part 4: C
ISO/IEC 18025:2005(E) Information technology - Environmental Data Coding Specification (EDCS)
ISO/IEC 18026:2006(E) Information technology - Spatial Reference Model (SRM)
ISO/IEC 18041-4:2005(E) Information technology - EDCS language bindings - Part 4: C
ISO/IEC 18042-4:2006(E) Information technology - Spatial Reference Model (SRM) language bindings - Part 4: C

See also
 3D Computer Graphics
 Environmental management system
 Geographic information system
 Glossary of Military Modeling & Simulation
 Environment
Simulation Interoperability Standards Organization

References

External links
 SEDRIS - Environmental Data Representation & Interchange (home page)

GIS software
Synthetic environment