title: Kidding

text: The second season received positive reviews. On Rotten Tomatoes, the season holds a 100% approval rating, with an average rating of 8 out of 10 based on 10 reviews. The website's critical consensus reads, ""Kidding" lightens its emotional load just enough to craft a sophomore season that is brighter and sweeter and no less insightful than its first."


title: The Fruit of Grisaia

text: "The Fruit of Grisaia" is a romance visual novel in which the player assumes the role of Yūji Kazami. Much of its gameplay is spent on reading the story's narrative and dialogue. The text in the game is accompanied by character sprites, which represent who Yūji is talking to, over background art. Throughout the game, the player encounters CG artwork at certain points in the story, which take the place of the background art and character sprites. "The Fruit of Grisaia" follows a branching plot line with multiple endings, and depending on the decisions that the player makes during the game, the plot will progress in a specific direction.


title: The Fruit of Grisaia

text: There are five main plot lines that the player will have the chance to experience, one for each heroine. Throughout gameplay, the player is given multiple options to choose from, and text progression pauses at these points until a choice is made. Some decisions can lead the game to end prematurely, which offer an alternative ending to the plot. To view all plot lines in their entirety, the player will have to replay the game multiple times and choose different choices to further the plot to an alternate direction. Throughout gameplay, there are scenes with sexual CGs depicting Yūji and a given heroine having sex.


title: The Fruit of Grisaia

text: Yūji Kazami transfers to Mihama Academy, a school with only five female students and prison-like features. Every student in the school has their own "circumstances" for being there, but Yūji is not required to do anything about their situation as he asked for a normal student life. According to the decisions he makes while at Mihama Academy, however, he will eventually choose to become involved of his own accord.


title: The Fruit of Grisaia

text: The game was first released for Windows on February 25, 2011. A PlayStation Portable version was released on February 21, 2013. The PSP version removes explicit sex scenes, but adds a new story, updated graphics, and additional voices. An upgraded PlayStation Vita version was released in August 2013 in Japan. Two sequels were released for Windows: released on February 24, 2012 and released on May 24, 2013. A spin-off parody game of "Grisaia no Kajitsu", titled , was released for Windows in 2014 (part one released in August, and part two in December). It was ported to the PlayStation Vita on June 25, 2015, and features an original story on how Michiru becomes a magical girl tasked with the job of saving the world. Sekai Project acquired the rights to release an English version of the "Grisaia" trilogy as well as the spinoff game "Idol Magical Girl Chiruchiru Michiru" which they funded via Kickstarter in December 2014. An English port of the PlayStation Vita version of "The Fruit of Grisaia" was released on Steam on May 29, 2015. A collection named "The Grisaia Trilogy" containing the three main entries and side stories was released for the Nintendo Switch in November 2019.


title: The Fruit of Grisaia

text: A manga adaptation titled , written by Eiji Narumi and illustrated by Shū Hirose, began serialization in Akita Shoten's "Champion Red Ichigo" magazine with volume 36 released on February 5, 2013. The first "tankōbon" volume was released on December 20, 2013; four volumes have been released. A second manga titled , written by Jun'ichi Fujisaku and illustrated by Taka Himeno, was serialized in Mag Garden's "Monthly Comic Blade" magazine between the May and September 2014 issues. Following the magazine's discontinuation, the manga continued serialization in Mag Garden's "Comic Garden" magazine with the October 2014 issue. The first "tankōbon" volume was released on September 10, 2014 and the third and last on December 10, 2015.


title: The Fruit of Grisaia

text: A 13-episode anime television series adaptation, animated by Eight Bit, produced by NBCUniversal, and directed by Tensho, aired in Japan from October 5 to December 28, 2014 on AT-X. The screenplay was written by Hideyuki Kurata, character designs and chief animation direction are handled by Akio Watanabe, and Elements Garden composed the music. Six anime shorts were released with the DVD and Blu-ray Disc compilation volumes released between December 25, 2014 and May 27, 2015. The anime has been licensed for digital and home video release by Sentai Filmworks in North America. Sequentially, Eight Bit and NBCUniversal produced two follow-ups. A 47-minute anime television film adaptation of "The Labyrinth of Grisaia" aired on April 12, 2015, and a 10-episode anime adaptation of "The Eden of Grisaia" aired from April 19 to June 21, 2015. They have also been licensed for digital and home video release by Sentai Filmworks.


title: The Fruit of Grisaia

text: A 90-minute anime film adaptation based on Frontwing's "Grisaia: Phantom Trigger" episodic game series premiered on March 15, 2019. The film was directed by Tensho at Bibury Animation Studios, with Akio Watanabe handling character designs and Ryuichiro Yamakawa handling production. Hitoshi Fujima and Fuminori Matsumoto are composing the music. The cast members reprised their roles from the game.


title: The Fruit of Grisaia

text: A sequel to "Grisaia: Phantom Trigger" has been announced. The new sequel tells the story of the game's Vol. 3. The sequel is titled "Grisaia: Phantom Trigger the Animation Stargazer", and the cast and staff reprised their roles from the film. The sequel premiered on November 27, 2020.


title: The Fruit of Grisaia

text: A new anime television series adaptation based on "Grisaia: Phantom Trigger" was announced, with Bibury Animation Studios returning from the game's film adaptations to produce the series.


title: The Fruit of Grisaia

text: "The Fruit of Grisaia" has six pieces of theme music: one opening theme and five ending themes. The opening theme is by Faylan. Each heroine has her own ending theme, starting with Yumiko's theme by Eufonius. Amane's theme is "Home" by Miyuki Hashimoto. Michiru's theme is "Skip" by Chata. Makina's theme is by Hiromi Satō. Sachi's theme is by Nana. The single for "Shūmatsu no Fractal", which also contains "Happy Soul Dance", was released on January 26, 2011.


title: The Fruit of Grisaia

text: The anime's opening theme is by Maon Kurosaki, and the main ending theme is by Yoshino Nanjō. Additional ending themes include "Eden's Song" by Hana used in episode two, "Skip" used in episode five, and by Faylan used in episode thirteen. Several ending themes from the game included as insert songs are also used in the anime such as "Holograph" in episode six and "Lost Forest" in episode nine. The opening theme for "The Eden of Grisaia" is by Kurosaki.


title: The Fruit of Grisaia

text: In the 2011 Moe Game Awards, "The Fruit of Grisaia" was awarded the Grand Prize, as well as the Gold Prizes for Scenario, User's Choice, Theme Song, and True Love. The judges highly praised the story for its balancing of seriousness with comedy. The PlayStation Portable version sold 3,700 units in the first week, making it the second best-selling PSP title in Japan that week. "Famitsu" rated it 30 out of 40.


title: The Fruit of Grisaia

text: Operation Rainfall rated "The Fruit of Grisaia" a score of 5/5, with reviewer Chris Melchin writing that "[if you] like visual novels and romance, I see no reason not to check out "The Fruit of Grisaia" if you haven’t already."


title: Language acquisition

text: Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language (in other words, gain the ability to be aware of language and to understand it), as well as to produce and use words and sentences to communicate.


title: Language acquisition

text: Language acquisition involves structures, rules and representation. The capacity to use language successfully requires one to acquire a range of tools including phonology, morphology, syntax, semantics, and an extensive vocabulary. Language can be vocalized as in speech, or manual as in sign. Human language capacity is represented in the brain. Even though human language capacity is finite, one can say and understand an infinite number of sentences, which is based on a syntactic principle called recursion. Evidence suggests that every individual has three recursive mechanisms that allow sentences to go indeterminately. These three mechanisms are: "relativization", "complementation" and "coordination".


title: Language acquisition

text: There are two main guiding principles in first-language acquisition: speech perception always precedes speech production, and the gradually evolving system by which a child learns a language is built up one step at a time, beginning with the distinction between individual phonemes.


title: Language acquisition

text: Linguists who are interested in child language acquisition have for many years questioned how language is acquired. Lidz et al. state "The question of how these structures are acquired, then, is more properly understood as the question of how a learner takes the surface forms in the input and converts them into abstract linguistic rules and representations."


title: Language acquisition

text: Language acquisition usually refers to first-language acquisition, which studies infants' acquisition of their native language, whether that be spoken language or signed language, though it can also refer to bilingual first language acquisition (BFLA), which refers to an infant's simultaneous acquisition of two native languages. This is distinguished from "second-language acquisition", which deals with the acquisition (in both children and adults) of additional languages. In addition to speech, reading and writing a language with an entirely different script compounds the complexities of true foreign language literacy. Language acquisition is one of the quintessential human traits.


title: Language acquisition

text: Some early observation-based ideas about language acquisition were proposed by Plato, who felt that word-meaning mapping in some form was innate. Additionally, Sanskrit grammarians debated for over twelve centuries whether humans' ability to recognize the meaning of words was god-given (possibly innate) or passed down by previous generations and learned from already established conventions: a child learning the word for "cow" by listening to trusted speakers talking about cows.


title: Language acquisition

text: Philosophers in ancient societies were interested in how humans acquired the ability to understand and produce language well before empirical methods for testing those theories were developed, but for the most part they seemed to regard language acquisition as a subset of man's ability to acquire knowledge and learn concepts.


title: Language acquisition

text: Empiricists, like Thomas Hobbes and John Locke, argued that knowledge (and, for Locke, language) emerge ultimately from abstracted sense impressions. These arguments lean towards the "nurture" side of the argument: that language is acquired through sensory experience, which led to Rudolf Carnap's Aufbau, an attempt to learn all knowledge from sense datum, using the notion of "remembered as similar" to bind them into clusters, which would eventually map into language.


title: Language acquisition

text: Proponents of behaviorism argued that language may be learned through a form of operant conditioning. In B. F. Skinner's "Verbal Behavior" (1957), he suggested that the successful use of a sign, such as a word or lexical unit, given a certain stimulus, reinforces its "momentary" or contextual probability. Since operant conditioning is contingent on reinforcement by rewards, a child would learn that a specific combination of sounds stands for a specific thing through repeated successful associations made between the two. A "successful" use of a sign would be one in which the child is understood (for example, a child saying "up" when they want to be picked up) and rewarded with the desired response from another person, thereby reinforcing the child's understanding of the meaning of that word and making it more likely that they will use that word in a similar situation in the future. Some empiricist theories of language acquisition include the statistical learning theory. Charles F. Hockett of language acquisition, relational frame theory, functionalist linguistics, social interactionist theory, and usage-based language acquisition.


title: Language acquisition

text: Skinner's behaviorist idea was strongly attacked by Noam Chomsky in a review article in 1959, calling it "largely mythology" and a "serious delusion." Arguments against Skinner's idea of language acquisition through operant conditioning include the fact that children often ignore language corrections from adults. Instead, children typically follow a pattern of using an irregular form of a word correctly, making errors later on, and eventually returning to the proper use of the word. For example, a child may correctly learn the word "gave" (past tense of "give"), and later on use the word "gived". Eventually, the child will typically go back to using the correct word, "gave". Chomsky claimed the pattern is difficult to attribute to Skinner's idea of operant conditioning as the primary way that children acquire language. Chomsky argued that if language were solely acquired through behavioral conditioning, children would not likely learn the proper use of a word and suddenly use the word incorrectly. Chomsky believed that Skinner failed to account for the central role of syntactic knowledge in language competence. Chomsky also rejected the term "learning", which Skinner used to claim that children "learn" language through operant conditioning. Instead, Chomsky argued for a mathematical approach to language acquisition, based on a study of syntax.


title: Language acquisition

text: The capacity to acquire and use language is a key aspect that distinguishes humans from other beings. Although it is difficult to pin down what aspects of language are uniquely human, there are a few design features that can be found in all known forms of human language, but that are missing from forms of animal communication. For example, many animals are able to communicate with each other by signaling to the things around them, but this kind of communication lacks the arbitrariness of human vernaculars (in that there is nothing about the sound of the word "dog" that would hint at its meaning). Other forms of animal communication may utilize arbitrary sounds, but are unable to combine those sounds in different ways to create completely novel messages that can then be automatically understood by another. Hockett called this design feature of human language "productivity". It is crucial to the understanding of human language acquisition that humans are not limited to a finite set of words, but, rather, must be able to understand and utilize a complex system that allows for an infinite number of possible messages. So, while many forms of animal communication exist, they differ from human language in that they have a limited range of vocabulary tokens, and the vocabulary items are not combined syntactically to create phrases.


title: Language acquisition

text: Herbert S. Terrace conducted a study on a chimpanzee known as Nim Chimpsky in an attempt to teach him American Sign Language. This study was an attempt to further research done with a chimpanzee named Washoe, who was reportedly able to acquire American Sign Language. However, upon further inspection, Terrace concluded that both experiments were failures. While Nim was able to acquire signs, he never acquired a knowledge of grammar, and was unable to combine signs in a meaningful way. Researchers noticed that "signs that seemed spontaneous were, in fact, cued by teachers", and not actually productive. When Terrace reviewed Project Washoe, he found similar results. He postulated that there is a fundamental difference between animals and humans in their motivation to learn language; animals, such as in Nim's case, are motivated only by physical reward, while humans learn language in order to "create a new type of communication".


title: Language acquisition

text: In another language acquisition study, Jean-Marc-Gaspard Itard attempted to teach Victor of Aveyron, a feral child, how to speak. Victor was able to learn a few words, but ultimately never fully acquired language. Slightly more successful was a study done on Genie, another child never introduced to society. She had been entirely isolated for the first thirteen years of her life by her father. Caretakers and researchers attempted to measure her ability to learn a language. She was able to acquire a large vocabulary, but never acquired grammatical knowledge. Researchers concluded that the theory of a critical period was true; Genie was too old to learn how to speak productively, although she was still able to comprehend language.


title: Language acquisition

text: A major debate in understanding language acquisition is how these capacities are picked up by infants from the linguistic input. Input in the linguistic context is defined as "All words, contexts, and other forms of language to which a learner is exposed, relative to acquired proficiency in first or second languages". Nativists such as Chomsky have focused on the hugely complex nature of human grammars, the finiteness and ambiguity of the input that children receive, and the relatively limited cognitive abilities of an infant. From these characteristics, they conclude that the process of language acquisition in infants must be tightly constrained and guided by the biologically given characteristics of the human brain. Otherwise, they argue, it is extremely difficult to explain how children, within the first five years of life, routinely master the complex, largely tacit grammatical rules of their native language. Additionally, the evidence of such rules in their native language is all indirect— adult speech to children cannot encompass all of what children know by the time they've acquired their native language.


title: Language acquisition

text: Other scholars, however, have resisted the possibility that infants' routine success at acquiring the grammar of their native language requires anything more than the forms of learning seen with other cognitive skills, including such mundane motor skills as learning to ride a bike. In particular, there has been resistance to the possibility that human biology includes any form of specialization for language. This conflict is often referred to as the "nature and nurture" debate. Of course, most scholars acknowledge that certain aspects of language acquisition must result from the specific ways in which the human brain is "wired" (a "nature" component, which accounts for the failure of non-human species to acquire human languages) and that certain others are shaped by the particular language environment in which a person is raised (a "nurture" component, which accounts for the fact that humans raised in different societies acquire different languages). The as-yet unresolved question is the extent to which the specific cognitive capacities in the "nature" component are also used outside of language.


title: Language acquisition

text: Emergentist theories, such as Brian MacWhinney's competition model, posit that language acquisition is a cognitive process that emerges from the interaction of biological pressures and the environment. According to these theories, neither nature nor nurture alone is sufficient to trigger language learning; both of these influences must work together in order to allow children to acquire a language. The proponents of these theories argue that general cognitive processes subserve language acquisition and that the result of these processes is language-specific phenomena, such as word learning and grammar acquisition. The findings of many empirical studies support the predictions of these theories, suggesting that language acquisition is a more complex process than many have proposed.


title: Language acquisition

text: Although Chomsky's theory of a generative grammar has been enormously influential in the field of linguistics since the 1950s, many criticisms of the basic assumptions of generative theory have been put forth by cognitive-functional linguists, who argue that language structure is created through language use. These linguists argue that the concept of a language acquisition device (LAD) is unsupported by evolutionary anthropology, which tends to show a gradual adaptation of the human brain and vocal cords to the use of language, rather than a sudden appearance of a complete set of binary parameters delineating the whole spectrum of possible grammars ever to have existed and ever to exist. On the other hand, cognitive-functional theorists use this anthropological data to show how human beings have evolved the capacity for grammar and syntax to meet our demand for linguistic symbols. (Binary parameters are common to digital computers, but may not be applicable to neurological systems such as the human brain.)


title: Language acquisition

text: Further, the generative theory has several constructs (such as movement, empty categories, complex underlying structures, and strict binary branching) that cannot possibly be acquired from any amount of linguistic input. It is unclear that human language is actually "anything like" the generative conception of it. Since language, as imagined by nativists, is unlearnably complex, subscribers to this theory argue that it must, therefore, be innate. Nativists hypothesize that some features of syntactic categories exist even before a child is exposed to any experience - categories on which children map words of their language as they learn their native language. A different theory of language, however, may yield different conclusions. While all theories of language acquisition posit some degree of innateness, they vary in how much value they place on this innate capacity to acquire language. Empiricism places less value on the innate knowledge, arguing instead that the input, combined with both general and language-specific learning capacities, is sufficient for acquisition.


title: Language acquisition

text: Since 1980, linguists studying children, such as Melissa Bowerman and Asifa Majid, and psychologists following Jean Piaget, like Elizabeth Bates and Jean Mandler, came to suspect that there may indeed be many learning processes involved in the acquisition process, and that ignoring the role of learning may have been a mistake.


title: Language acquisition

text: In recent years, the debate surrounding the nativist position has centered on whether the inborn capabilities are language-specific or domain-general, such as those that enable the infant to visually make sense of the world in terms of objects and actions. The anti-nativist view has many strands, but a frequent theme is that language emerges from usage in social contexts, using learning mechanisms that are a part of an innate general cognitive learning apparatus. This position has been championed by David M. W. Powers, Elizabeth Bates, Catherine Snow, Anat Ninio, Brian MacWhinney, Michael Tomasello, Michael Ramscar, William O'Grady, and others. Philosophers, such as Fiona Cowie and Barbara Scholz with Geoffrey Pullum have also argued against certain nativist claims in support of empiricism.


title: Language acquisition

text: The new field of cognitive linguistics has emerged as a specific counter to Chomsky's Generative Grammar and to Nativism.


title: Language acquisition

text: Some language acquisition researchers, such as Elissa Newport, Richard Aslin, and Jenny Saffran, emphasize the possible roles of general learning mechanisms, especially statistical learning, in language acquisition. The development of connectionist models that when implemented are able to successfully learn words and syntactical conventions supports the predictions of statistical learning theories of language acquisition, as do empirical studies of children's detection of word boundaries. In a series of connectionist model simulations, Franklin Chang has demonstrated that such a domain general statistical learning mechanism could explain a wide range of language structure acquisition phenomena.


title: Language acquisition

text: Statistical learning theory suggests that, when learning language, a learner would use the natural statistical properties of language to deduce its structure, including sound patterns, words, and the beginnings of grammar. That is, language learners are sensitive to how often syllable combinations or words occur in relation to other syllables. Infants between 21 and 23 months old are also able to use statistical learning to develop "lexical categories", such as an animal category, which infants might later map to newly learned words in the same category. These findings suggest that early experience listening to language is critical to vocabulary acquisition.


title: Language acquisition

text: The statistical abilities are effective, but also limited by what qualifies as input, what is done with that input, and by the structure of the resulting output. One should also note that statistical learning (and more broadly, distributional learning) can be accepted as a component of language acquisition by researchers on either side of the "nature and nurture" debate. From the perspective of that debate, an important question is whether statistical learning can, by itself, serve as an alternative to nativist explanations for the grammatical constraints of human language.


title: Language acquisition

text: The central idea of these theories is that language development occurs through the incremental acquisition of meaningful chunks of elementary constituents, which can be words, phonemes, or syllables. Recently, this approach has been highly successful in simulating several phenomena in the acquisition of syntactic categories and the acquisition of phonological knowledge.


title: Language acquisition

text: Chunking theories of language acquisition constitute a group of theories related to statistical learning theories, in that they assume that the input from the environment plays an essential role; however, they postulate different learning mechanisms.


title: Language acquisition

text: Researchers at the Max Planck Institute for Evolutionary Anthropology have developed a computer model analyzing early toddler conversations to predict the structure of later conversations. They showed that toddlers develop their own individual rules for speaking, with 'slots' into which they put certain kinds of words. A significant outcome of this research is that rules inferred from toddler speech were better predictors of subsequent speech than traditional grammars.


title: Language acquisition

text: This approach has several features that make it unique: the models are implemented as computer programs, which enables clear-cut and quantitative predictions to be made; they learn from naturalistic input—actual child-directed utterances; and attempt to create their own utterances, the model was tested in languages including English, Spanish, and German. Chunking for this model was shown to be most effective in learning a first language but was able to create utterances learning a second language.


title: Language acquisition

text: The relational frame theory (RFT) (Hayes, Barnes-Holmes, Roche, 2001), provides a wholly selectionist/learning account of the origin and development of language competence and complexity. Based upon the principles of Skinnerian behaviorism, RFT posits that children acquire language purely through interacting with the environment. RFT theorists introduced the concept of functional contextualism in language learning, which emphasizes the importance of predicting and influencing psychological events, such as thoughts, feelings, and behaviors, by focusing on manipulable variables in their own context. RFT distinguishes itself from Skinner's work by identifying and defining a particular type of operant conditioning known as derived relational responding, a learning process that, to date, appears to occur only in humans possessing a capacity for language. Empirical studies supporting the predictions of RFT suggest that children learn language through a system of inherent reinforcements, challenging the view that language acquisition is based upon innate, language-specific cognitive capacities.


title: Language acquisition

text: Social interactionist theory is an explanation of language development emphasizing the role of social interaction between the developing child and linguistically knowledgeable adults. It is based largely on the socio-cultural theories of Soviet psychologist Lev Vygotsky, and was made prominent in the Western world by Jerome Bruner.


title: Language acquisition

text: Unlike other approaches, it emphasizes the role of feedback and reinforcement in language acquisition. Specifically, it asserts that much of a child's linguistic growth stems from modeling of and interaction with parents and other adults, who very frequently provide instructive correction. It is thus somewhat similar to behaviorist accounts of language learning. It differs substantially, though, in that it posits the existence of a social-cognitive model and other mental structures within children (a sharp contrast to the "black box" approach of classical behaviorism).


title: Language acquisition

text: Another key idea within the theory of social interactionism is that of the zone of proximal development. This is a theoretical construct denoting the set of tasks a child is capable of performing with guidance but not alone. As applied to language, it describes the set of linguistic tasks (for example, proper syntax, suitable vocabulary usage) that a child cannot carry out on its own at a given time, but can learn to carry out if assisted by an able adult.


title: Language acquisition

text: As syntax began to be studied more closely in the early 20th century in relation to language learning, it became apparent to linguists, psychologists, and philosophers that knowing a language was not merely a matter of associating words with concepts, but that a critical aspect of language involves knowledge of how to put words together; sentences are usually needed in order to communicate successfully, not just isolated words. A child will use short expressions such as "Bye-bye Mummy" or "All-gone milk", which actually are combinations of individual nouns and an operator, before they begin to produce gradually more complex sentences. In the 1990s, within the principles and parameters framework, this hypothesis was extended into a maturation-based structure building model of child language regarding the acquisition of functional categories. In this model, children are seen as gradually building up more and more complex structures, with lexical categories (like noun and verb) being acquired before functional-syntactic categories (like determiner and complementizer). It is also often found that in acquiring a language, the most frequently used verbs are irregular verbs. In learning English, for example, young children first begin to learn the past tense of verbs individually. However, when they acquire a "rule", such as adding "-ed" to form the past tense, they begin to exhibit occasional overgeneralization errors (e.g. "runned", "hitted") alongside correct past tense forms. One influential proposal regarding the origin of this type of error suggests that the adult state of grammar stores each irregular verb form in memory and also includes a "block" on the use of the regular rule for forming that type of verb. In the developing child's mind, retrieval of that "block" may fail, causing the child to erroneously apply the regular rule instead of retrieving the irregular.


title: Language acquisition

text: In Bare-Phrase structure (Minimalist Program), since theory-internal considerations define the specifier position of an internal-merge projection (phases vP and CP) as the only type of host which could serve as potential landing-sites for move-based elements displaced from lower down within the base-generated VP structure – e.g., A-movement such as passives (["The apple was eaten by [John (ate the apple)"]]), or raising ["Some work does seem to remain [(There) does seem to remain (some work)"]])—as a consequence, any strong version of a Structure building model of child language which calls for an exclusive "external-merge/argument structure stage" prior to an "internal-merge/scope-discourse related stage" would claim that young children's stage-1 utterances lack the ability to generate and host elements derived via movement operations. In terms of a Merge-based theory of language acquisition, complements and specifiers are simply notations for first-merge (= "complement-of" [head-complement]), and later second-merge (= "specifier-of" [specifier-head], with merge always forming to a head. First-merge establishes only a set {a, b} and is not an ordered pair—e.g., an {N, N}-compound of 'boat-house' would allow the ambiguous readings of either 'a kind of house' and/or 'a kind of boat'. It is only with second-merge that order is derived out of a set {a {a, b}} which yields the recursive properties of syntax—e.g., a 'house-boat' {house {house, boat}} now reads unambiguously only as a 'kind of boat'. It is this property of recursion that allows for projection and labeling of a phrase to take place; in this case, that the Noun 'boat' is the Head of the compound, and 'house' acting as a kind of specifier/modifier. External-merge (first-merge) establishes substantive 'base structure' inherent to the VP, yielding theta/argument structure, and may go beyond the lexical-category VP to involve the functional-category light verb vP. Internal-merge (second-merge) establishes more formal aspects related to edge-properties of scope and discourse-related material pegged to CP. In a Phase-based theory, this twin vP/CP distinction follows the "duality of semantics" discussed within the Minimalist Program, and is further developed into a dual distinction regarding a probe-goal relation. As a consequence, at the "external/first-merge-only" stage, young children would show an inability to interpret readings from a given ordered pair, since they would only have access to the mental parsing of a non-recursive set. (See Roeper for a full discussion of recursion in child language acquisition). In addition to word-order violations, other more ubiquitous results of a first-merge stage would show that children's initial utterances lack the recursive properties of inflectional morphology, yielding a strict Non-inflectional stage-1, consistent with an incremental Structure-building model of child language.


title: Language acquisition

text: Generative grammar, associated especially with the work of Noam Chomsky, is currently one of the approaches to explaining children's acquisition of syntax. Its leading idea is that human biology imposes narrow constraints on the child's "hypothesis space" during language acquisition. In the principles and parameters framework, which has dominated generative syntax since Chomsky's (1980) "Lectures on Government and Binding: The Pisa Lectures", the acquisition of syntax resembles ordering from a menu: the human brain comes equipped with a limited set of choices from which the child selects the correct options by imitating the parents' speech while making use of the context.


title: Language acquisition

text: An important argument which favors the generative approach, is the poverty of the stimulus argument. The child's input (a finite number of sentences encountered by the child, together with information about the context in which they were uttered) is, in principle, compatible with an infinite number of conceivable grammars. Moreover, rarely can children rely on corrective feedback from adults when they make a grammatical error; adults generally respond and provide feedback regardless of whether a child's utterance was grammatical or not, and children have no way of discerning if a feedback response was intended to be a correction. Additionally, when children do understand that they are being corrected, they don't always reproduce accurate restatements. Yet, barring situations of medical abnormality or extreme privation, all children in a given speech-community converge on very much the same grammar by the age of about five years. An especially dramatic example is provided by children who, for medical reasons, are unable to produce speech and, therefore, can never be corrected for a grammatical error but nonetheless, converge on the same grammar as their typically developing peers, according to comprehension-based tests of grammar.


title: Language acquisition

text: Considerations such as those have led Chomsky, Jerry Fodor, Eric Lenneberg and others to argue that the types of grammar the child needs to consider must be narrowly constrained by human biology (the nativist position). These innate constraints are sometimes referred to as universal grammar, the human "language faculty", or the "language instinct".


title: Language acquisition

text: Recent advances in functional neuroimaging technology have allowed for a better understanding of how language acquisition is manifested physically in the brain. Language acquisition almost always occurs in children during a period of rapid increase in brain volume. At this point in development, a child has many more neural connections than he or she will have as an adult, allowing for the child to be more able to learn new things than he or she would be as an adult.


title: Language acquisition

text: Language acquisition has been studied from the perspective of developmental psychology and neuroscience, which looks at learning to use and understand language parallel to a child's brain development. It has been determined, through empirical research on developmentally normal children, as well as through some extreme cases of language deprivation, that there is a "sensitive period" of language acquisition in which human infants have the ability to learn any language. Several researchers have found that from birth until the age of six months, infants can discriminate the phonetic contrasts of all languages. Researchers believe that this gives infants the ability to acquire the language spoken around them. After this age, the child is able to perceive only the phonemes specific to the language being learned. The reduced phonemic sensitivity enables children to build phonemic categories and recognize stress patterns and sound combinations specific to the language they are acquiring. As Wilder Penfield noted, "Before the child begins to speak and to perceive, the uncommitted cortex is a blank slate on which nothing has been written. In the ensuing years much is written, and the writing is normally never erased. After the age of ten or twelve, the general functional connections have been established and fixed for the speech cortex." According to the sensitive or critical period models, the age at which a child acquires the ability to use language is a predictor of how well he or she is ultimately able to use language. However, there may be an age at which becoming a fluent and natural user of a language is no longer possible; Penfield and Roberts (1959) cap their sensitive period at nine years old. The human brain may be automatically wired to learn languages, but this ability does not last into adulthood in the same way that it exists during childhood. By around age 12, language acquisition has typically been solidified, and it becomes more difficult to learn a language in the same way a native speaker would. Just like children who speak, deaf children go through a critical period for learning language. Deaf children who acquire their first language later in life show lower performance in complex aspects of grammar. At that point, it is usually a second language that a person is trying to acquire and not a first.


title: Language acquisition

text: Assuming that children are exposed to language during the critical period, acquiring language is almost never missed by cognitively normal children. Humans are so well-prepared to learn language that it becomes almost impossible not to. Researchers are unable to experimentally test the effects of the sensitive period of development on language acquisition, because it would be unethical to deprive children of language until this period is over. However, case studies on abused, language-deprived children show that they exhibit extreme limitations in language skills, even after instruction.


title: Language acquisition

text: At a very young age, children can distinguish different sounds but cannot yet produce them. During infancy, children begin to babble. Deaf babies babble in the same patterns as hearing babies do, showing that babbling is not a result of babies simply imitating certain sounds, but is actually a natural part of the process of language development. Deaf babies do, however, often babble less than hearing babies, and they begin to babble later on in infancy—at approximately 11 months as compared to approximately 6 months for hearing babies.


title: Language acquisition

text: Prelinguistic language abilities that are crucial for language acquisition have been seen even earlier than infancy. There have been many different studies examining different modes of language acquisition prior to birth. The study of language acquisition in fetuses began in the late 1980s when several researchers independently discovered that very young infants could discriminate their native language from other languages. In "Mehler et al. (1988)", infants underwent discrimination tests, and it was shown that infants as young as 4 days old could discriminate utterances in their native language from those in an unfamiliar language, but could not discriminate between two languages when neither was native to them. These results suggest that there are mechanisms for fetal auditory learning, and other researchers have found further behavioral evidence to support this notion. Fetus auditory learning through environmental habituation has been seen in a variety of different modes, such as fetus learning of familiar melodies (Hepper, 1988), story fragments (DeCasper & Spence, 1986), recognition of mother's voice (Kisilevsky, 2003), and other studies showing evidence of fetal adaptation to native linguistic environments (Moon, Cooper & Fifer, 1993).


title: Language acquisition

text: Prosody is the property of speech that conveys an emotional state of the utterance, as well as the intended form of speech, for example, question, statement or command. Some researchers in the field of developmental neuroscience argue that fetal auditory learning mechanisms result solely from discrimination of prosodic elements. Although this would hold merit in an evolutionary psychology perspective (i.e. recognition of mother's voice/familiar group language from emotionally valent stimuli), some theorists argue that there is more than prosodic recognition in elements of fetal learning. Newer evidence shows that fetuses not only react to the native language differently from non-native languages, but that fetuses react differently and can accurately discriminate between native and non-native vowel sounds (Moon, Lagercrantz, & Kuhl, 2013). Furthermore, a 2016 study showed that newborn infants encode the edges of multisyllabic sequences better than the internal components of the sequence (Ferry et al., 2016). Together, these results suggest that newborn infants have learned important properties of syntactic processing in utero, as demonstrated by infant knowledge of native language vowels and the sequencing of heard multisyllabic phrases. This ability to sequence specific vowels gives newborn infants some of the fundamental mechanisms needed in order to learn the complex organization of a language.


title: Language acquisition

text: From a neuroscientific perspective, neural correlates have been found that demonstrate human fetal learning of speech-like auditory stimuli that most other studies have been analyzing (Partanen et al., 2013). In a study conducted by Partanen et al. (2013), researchers presented fetuses with certain word variants and observed that these fetuses exhibited higher brain activity in response to certain word variants as compared to controls. In this same study, "a significant correlation existed between the amount of prenatal exposure and brain activity, with greater activity being associated with a higher amount of prenatal speech exposure," pointing to the important learning mechanisms present before birth that are fine-tuned to features in speech (Partanen et al., 2013).


title: Language acquisition

text: Learning a new word, that is, learning to speak this word and speak it on the appropriate occasions, depends upon many factors. First, the learner needs to be able to hear what they are attempting to pronounce. Also required is the capacity to engage in speech repetition. Children with reduced ability to repeat non-words (a marker of speech repetition abilities) show a slower rate of vocabulary expansion than children with normal ability. Several computational models of vocabulary acquisition have been proposed. Various studies have shown that the size of a child's vocabulary by the age of 24 months correlates with the child's future development and language skills. A lack of language richness by this age has detrimental and long-term effects on the child's cognitive development, which is why it is so important for parents to engage their infants in language. If a child knows fifty or fewer words by the age of 24 months, he or she is classified as a late-talker, and future language development, like vocabulary expansion and the organization of grammar, is likely to be slower and stunted.


title: Language acquisition

text: Two more crucial elements of vocabulary acquisition are word segmentation and statistical learning (described above). Word segmentation, or the ability to break down words into syllables from fluent speech can be accomplished by eight-month-old infants. By the time infants are 17 months old, they are able to link meaning to segmented words.


title: Language acquisition

text: Recent evidence also suggests that motor skills and experiences may influence vocabulary acquisition during infancy. Specifically, learning to sit independently between 3 and 5 months of age has been found to predict receptive vocabulary at both 10 and 14 months of age, and independent walking skills have been found to correlate with language skills at around 10 to 14 months of age. These findings show that language acquisition is an embodied process that is influenced by a child's overall motor abilities and development. Studies have also shown a correlation between socioeconomic status and vocabulary acquisition.


title: Language acquisition

text: Children learn, on average, ten to fifteen new word meanings each day, but only one of these can be accounted for by direct instruction. The other nine to fourteen word meanings must have been acquired in some other way. It has been proposed that children acquire these meanings through processes modeled by latent semantic analysis; that is, when they encounter an unfamiliar word, children use contextual information to guess its rough meaning correctly. A child may expand the meaning and use of certain words that are already part of its mental lexicon in order to denominate anything that is somehow related but for which it does not know the specific word. For instance, a child may broaden the use of "mummy" and "dada" in order to indicate anything that belongs to its mother or father, or perhaps every person who resembles its own parents; another example might be to say "rain" while meaning "I don't want to go out".


title: Language acquisition

text: There is also reason to believe that children use various heuristics to infer the meaning of words properly. Markman and others have proposed that children assume words to refer to objects with similar properties ("cow" and "pig" might both be "animals") rather than to objects that are thematically related ("cow" and "milk" are probably not both "animals"). Children also seem to adhere to the "whole object assumption" and think that a novel label refers to an entire entity rather than to one of its parts. This assumption along with other resources, such as grammar and morphological cues or lexical constraints, may help aid the child in acquiring word meaning, but conclusions based on such resources may sometimes conflict.


title: Language acquisition

text: According to several linguists, neurocognitive research has confirmed many standards of language learning, such as: "learning engages the entire person (cognitive, affective, and psychomotor domains), the human brain seeks patterns in its searching for meaning, emotions affect all aspects of learning, retention and recall, past experience always affects new learning, the brain's working memory has a limited capacity, lecture usually results in the lowest degree of retention, rehearsal is essential for retention, practice [alone] does not make perfect, and each brain is unique" (Sousa, 2006, p. 274). In terms of genetics, the gene ROBO1 has been associated with phonological buffer integrity or length.


title: Language acquisition

text: Genetic research has found two major factors predicting successful language acquisition and maintenance. These include inherited intelligence, and the lack of genetic anomalies that may cause speech pathologies, such as mutations in the FOXP2 gene which cause verbal dyspraxia. The role of inherited intelligence increases with age, accounting for 20% of IQ variation in infants, and for 60% in adults. It affects a vast variety of language-related abilities, from spatio-motor skills to writing fluency. There have been debates in linguistics, philosophy, psychology, and genetics, with some scholars arguing that language is fully or mostly innate, but the research evidence points to genetic factors only working in interaction with environmental ones.


title: Language acquisition

text: Although it is difficult to determine without invasive measures which exact parts of the brain become most active and important for language acquisition, fMRI and PET technology has allowed for some conclusions to be made about where language may be centered. Kuniyoshi Sakai has proposed, based on several neuroimaging studies, that there may be a "grammar center" in the brain, whereby language is primarily processed in the left lateral premotor cortex (located near the pre central sulcus and the inferior frontal sulcus). Additionally, these studies have suggested that first language and second language acquisition may be represented differently in the cortex.


title: Language acquisition

text: In a study conducted by Newman et al., the relationship between cognitive neuroscience and language acquisition was compared through a standardized procedure involving native speakers of English and native Spanish speakers who all had a similar length of exposure to the English language (averaging about 26 years). It was concluded that the brain does in fact process languages differently, but rather than being related to proficiency levels, language processing relates more to the function of the brain itself.


title: Language acquisition

text: During early infancy, language processing seems to occur over many areas in the brain. However, over time, it gradually becomes concentrated into two areas – Broca's area and Wernicke's area. Broca's area is in the left frontal cortex and is primarily involved in the production of the patterns in vocal and sign language. Wernicke's area is in the left temporal cortex and is primarily involved in language comprehension. The specialization of these language centers is so extensive that damage to them can result in aphasia.


title: Language acquisition

text: Some algorithms for language acquisition are based on statistical machine translation. Language acquisition can be modeled as a machine learning process, which may be based on learning semantic parsers or grammar induction algorithms.


title: Language acquisition

text: Prelingual deafness is defined as hearing loss that occurred at birth or before an individual has learned to speak. In the United States, 2 to 3 out of every 1000 children are born deaf or hard of hearing. Even though it might be presumed that deaf children acquire language in different ways since they are not receiving the same auditory input as hearing children, many research findings indicate that deaf children acquire language in the same way that hearing children do and when given the proper language input, understand and express language just as well as their hearing peers. Babies who learn sign language produce signs or gestures that are more regular and more frequent than hearing babies acquiring spoken language. Just as hearing babies babble, deaf babies acquiring sign language will babble with their hands, otherwise known as manual babbling. Therefore, as many studies have shown, language acquisition by deaf children parallel the language acquisition of a spoken language by hearing children because humans are biologically equipped for language regardless of the modality.


title: Language acquisition

text: Deaf children's visual-manual language acquisition not only parallel spoken language acquisition but by the age of 30 months, most deaf children that were exposed to a visual language had a more advanced grasp with subject-pronoun copy rules than hearing children. Their vocabulary bank at the ages of 12–17 months exceed that of a hearing child's, though it does even out when they reach the two-word stage. The use of space for absent referents and the more complex handshapes in some signs prove to be difficult for children between 5 and 9 years of age because of motor development and the complexity of remembering the spatial use.


title: Language acquisition

text: Other options besides sign language for kids with prelingual deafness include the use of hearing aids to strengthen remaining sensory cells or cochlear implants to stimulate the hearing nerve directly. Cochlear Implants are hearing devices that are placed behind the ear and contain a receiver and electrodes which are placed under the skin and inside the cochlea. Despite these developments, there is still a risk that prelingually deaf children may not develop good speech and speech reception skills. Although cochlear implants produce sounds, they are unlike typical hearing and deaf and hard of hearing people must undergo intensive therapy in order to learn how to interpret these sounds. They must also learn how to speak given the range of hearing they may or may not have. However, deaf children of deaf parents tend to do better with language, even though they are isolated from sound and speech because their language uses a different mode of communication that is accessible to them: the visual modality of language.


title: Language acquisition

text: Although cochlear implants were initially approved for adults, now there is pressure to implant children early in order to maximize auditory skills for mainstream learning which in turn has created controversy around the topic. Due to recent advances in technology, cochlear implants allow some deaf people to acquire some sense of hearing. There are interior and exposed exterior components that are surgically implanted. Those who receive cochlear implants earlier on in life show more improvement on speech comprehension and language. Spoken language development does vary widely for those with cochlear implants though due to a number of different factors including: age at implantation, frequency, quality and type of speech training. Some evidence suggests that speech processing occurs at a more rapid pace in some prelingually deaf children with cochlear implants than those with traditional hearing aids. However, cochlear implants may not always work.


title: Language acquisition

text: Research shows that people develop better language with a cochlear implant when they have a solid first language to rely on to understand the second language they would be learning. In the case of prelingually deaf children with cochlear implants, a signed language, like American Sign Language would be an accessible language for them to learn to help support the use of the cochlear implant as they learn a spoken language as their L2. Without a solid, accessible first language, these children run the risk of language deprivation, especially in the case that a cochlear implant fails to work. They would have no access to sound, meaning no access to the spoken language they are supposed to be learning. If a signed language was not a strong language for them to use and neither was a spoken language, they now have no access to any language and run the risk of missing their critical period.


title: Osteichthyes

text: Osteichthyes (), popularly referred to as the bony fish, is a diverse superclass of fish that have skeletons primarily composed of bone tissue. They can be contrasted with the Chondrichthyes, which have skeletons primarily composed of cartilage. The vast majority of fish are members of Osteichthyes, which is an extremely diverse and abundant group consisting of 45 orders, and over 435 families and 28,000 species. It is the largest class of vertebrates in existence today.


title: Osteichthyes

text: The group Osteichthyes is divided into the ray-finned fish (Actinopterygii) and lobe-finned fish (Sarcopterygii). The oldest known fossils of bony fish are about 425 million years old, which are also transitional fossils, showing a tooth pattern that is in between the tooth rows of sharks and bony fishes.


title: Osteichthyes

text: Osteichthyes can be compared to Euteleostomi. In paleontology the terms are synonymous. In ichthyology the difference is that Euteleostomi presents a cladistic view which includes the terrestrial tetrapods that evolved from lobe-finned fish. Until recently, the view of most ichthyologists has been that Osteichthyes were paraphyletic and include only fishes. However, since 2013 widely cited ichthyology papers have been published with phylogenetic trees that treat the Osteichthyes as a clade including tetrapods.


title: Osteichthyes

text: Bony fish are characterized by a relatively stable pattern of cranial bones, rooted, medial insertion of mandibular muscle in the lower jaw. The head and pectoral girdles are covered with large dermal bones. The eyeball is supported by a sclerotic ring of four small bones, but this characteristic has been lost or modified in many modern species. The labyrinth in the inner ear contains large otoliths. The braincase, or neurocranium, is frequently divided into anterior and posterior sections divided by a fissure.


title: Osteichthyes

text: Early bony fish had simple lungs (a pouch on either side of the esophagus) which helped them breathe in low-oxygen water. In many bony fish these have evolved into swim bladders, which help the body create a neutral balance between sinking and floating. (The lungs of amphibians, reptiles, birds, and mammals were inherited from their bony fish ancestors.) They do not have fin spines, but instead support the fin with lepidotrichia (bone fin rays). They also have an operculum, which helps them breathe without having to swim.


title: Osteichthyes

text: Bony fish do not produce placoid scales, instead they consist of three types of scales that do not penetrate the epidermis in the process. The three categories of scales for Osteichthyes which are cosmoid scales, ganoid scales, teleost scales. The teleost scales are also then divided into two subgroups which are the cycloid scales, and the ctenoid scales. All these scales have a base of bone that they all originate from, the only difference is that the teleost scales only have one layer of bone. Ganoid scales have lamellar bone, and vascular bone that lays on top of the lamellar bone, then enamel lays on top of both layers of bone. Cosmoid scales have the same two layers of bone that ganoid scales have expect they gave dentin in-between the enamel and vascular bone and lamellar (vascular and lamellar two subcategories for bone found in scales). All these scales are found underneath the epidermis and do not break the epidermis of the fish. Unlike the placoid scales that poke through the epidermis of the fish.


title: Osteichthyes

text: Traditionally, Osteichthyes was considered a class, recognised on the presence of a swim bladder, only three pairs of gill arches hidden behind a bony operculum, and a predominately bony skeleton. Under this classification system, Osteichthyes was considered paraphyletic with regard to land vertebrates, as the common ancestor of all osteichthyans includes tetrapods amongst its descendants. While the largest subclass, Actinopterygii (ray-finned fish), is monophyletic, with the inclusion of the smaller sub-class Sarcopterygii, Osteichthyes was regarded as paraphyletic.


title: Osteichthyes

text: This has led to the current cladistic classification which splits the Osteichthyes into two full classes. Under this scheme Osteichthyes is monophyletic, as it includes the tetrapods making it a synonym of the clade Euteleostomi. Most bony fish belong to the ray-finned fish (Actinopterygii).


title: Osteichthyes

text: A phylogeny of living Osteichthyes, including the tetrapods, is shown in the cladogram below. Whole-genome duplication took place in the ancestral Osteichthyes.


title: Osteichthyes

text: All bony fish possess gills. For the majority this is their sole or main means of respiration. Lungfish and other osteichthyan species are capable of respiration through lungs or vascularized swim bladders. Other species can respire through their skin, intestines, and/or stomach.


title: Osteichthyes

text: Osteichthyes are primitively ectothermic (cold blooded), meaning that their body temperature is dependent on that of the water. But some of the larger marine osteichthyids, such as the opah, swordfish and tuna have independently evolved various levels of endothermy. Bony fish can be any type of heterotroph: numerous species of omnivore, carnivore, herbivore, filter-feeder or detritivore are documented.


title: Osteichthyes

text: Some bony fish are hermaphrodites, and a number of species exhibit parthenogenesis. Fertilization is usually external, but can be internal. Development is usually oviparous (egg-laying) but can be ovoviviparous, or viviparous. Although there is usually no parental care after birth, before birth parents may scatter, hide, guard or brood eggs, with sea horses being notable in that the males undergo a form of "pregnancy", brooding eggs deposited in a ventral pouch by a female.


title: Osteichthyes

text: The ocean sunfish is the heaviest bony fish in the world, in late 2021, Portuguese fishermen found a dead sunfish near the coast of Faial Island, Azores, with a weight of and tall and long established the biggest ocean sunfish ever captured.


title: Osteichthyes

text: The longest is the king of herrings, a type of oarfish. Other very large bony fish include the Atlantic blue marlin, some specimens of which have been recorded as in excess of , the black marlin, some sturgeon species, and the giant and goliath grouper, which both can exceed in weight. In contrast, "Paedocypris progenetica" and the stout infantfish can measure less than .


title: Osteichthyes

text: The Beluga sturgeon is the largest species of freshwater bony fish extant today, and "Arapaima gigas" is among the largest of the freshwater fish. The largest bony fish ever was "Leedsichthys", which dwarfed the beluga sturgeon as well as the ocean sunfish, giant grouper and all the other giant bony fishes alive today.


title: Osteichthyes

text: Cartilaginous fishes can be further divided into sharks, rays and chimaeras. In the table below, the comparison is made between sharks and bony fishes. For the further differences with rays, see sharks versus rays.


Fort Lauderdale–Hollywood International Airport is a major public airport in Broward County, Florida, United States. It is one of three airports serving the Miami metropolitan area. The airport is off Interstate 595, Interstate 95, U.S. Route 1, Florida State Road A1A, and Florida State Road 5 bounded by the cities Fort Lauderdale, Hollywood, and Dania Beach, 3 miles (5 km) southwest of downtown Fort Lauderdale and north of Miami.


title: Fort Lauderdale–Hollywood International Airport

text: With over 700 daily flights to 135 domestic and international destinations, FLL has become an intercontinental gateway since the late 1990s, although Miami International Airport still handles most long-haul flights. FLL serves as a primary airport for the Fort Lauderdale, Pompano Beach, and Boca Raton areas, and a secondary airport for parts of Miami and areas north of Boca Raton for flights that are not served by Palm Beach International Airport, such as Delray Beach, Jupiter, Boynton Beach, and West Palm Beach. The airport is a base for Allegiant Air, JetBlue and Spirit Airlines, the latter of which has their corporate headquarters nearby in the suburb of Miramar, Florida. In addition, FLL is the primary south Florida airport for Southwest Airlines (although Southwest also serves both Miami and Palm Beach as well) with the majority of Southwest flights currently serving Fort Lauderdale. FLL is classified by the US Federal Aviation Administration as a "major hub" facility serving commercial air traffic.


text: World War 1 aviator Merle Fogg purchased an abandoned 9-hole golf course that was destroyed in the 1926 Miami hurricane for $1,200 in 1928. On May 1, 1929, the airport officially opened as Merle Fogg Field, with two criss-cross unpaved runways. At the start of World War II, it was commissioned by the United States Navy and renamed Naval Air Station Fort Lauderdale. The runways were paved, and a control tower was built. The base was initially used for refitting civil airliners for military service before they were ferried across the Atlantic to Europe and North Africa. NAS Fort Lauderdale later became a main training base for Naval Aviators and enlisted naval air crewmen flying the Grumman TBF and TBM Avenger for the U.S. Navy and U.S. Marine Corps aboard aircraft carriers and from expeditionary airfields ashore. NAS Fort Lauderdale was the home base for Flight 19, the five TBM Avengers that disappeared in December 1945, leading in part to the notoriety of the Bermuda Triangle.


text: NAS Fort Lauderdale closed on October 1, 1946, and was transferred to county control, becoming Broward County International Airport.


text: Commercial flights to Nassau began on June 2, 1953, and domestic flights began in 1958–1959: Northeast Airlines and National Airlines DC-6Bs flew nonstop to Idlewild, and Northeast flew nonstop to Washington National. In 1959 the airport opened its first permanent terminal building and assumed its current name.


text: The Feb 1966 Official Airline Guide shows three nonstop departures to New York–Kennedy and no other nonstop flights beyond Tampa and Orlando. Five years later. FLL had added nonstop flights to Atlanta, Baltimore, Boston, Buffalo, Chicago, Cleveland, Detroit, Minneapolis, New York–La Guardia, Newark, Philadelphia, and Pittsburgh. (Northeast's nonstop to Los Angeles had already been dropped.)


text: By 1974, the airport was served by Braniff International Airways, Delta Air Lines, Eastern Air Lines, National Airlines, Northwest Orient Airlines, Shawnee Airlines and United Airlines. Delta and Eastern were the dominant carriers, with 12 and 14 routes from FLL respectively. By 1979, following deregulation, Air Florida, Bahamasair, Florida Airlines, Mackey International Airlines, Republic Airlines, Trans World Airlines and Western Airlines also served the airport.


text: Low-cost airline traffic grew in the 1990s, with Southwest opening its base in 1996, Spirit in 1999, and JetBlue in 2000. Spirit Airlines made FLL a hub in 2002. In 2003, JetBlue made FLL a focus city. US Airways also planned a hub at Fort Lauderdale in the mid-2000s as part of its reorganization strategy before its merger with America West. Eventually, low-cost competition forced several major legacy airlines to cut back service to FLL, with United pulling out of the airport entirely in 2008 and American Airlines moving its New York and Los Angeles services to West Palm Beach in 2013.


text: In January 2000, the Fort Lauderdale airport acquired a direct flight from Africa. South African Airways (SAA) introduced a Boeing 747 service from Cape Town to Atlanta via the Florida city; the flight from Atlanta to South Africa operated nonstop. The aircraft needed to refuel in Fort Lauderdale before continuing on to Atlanta. SAA also selected the city as a stopover to take advantage of Delta Air Lines' network from the airport; SAA had just started code-sharing with Delta. Changes to security regulations following the September 11 attacks forced SAA to eliminate the halt in Fort Lauderdale.


text: During the 2005 hurricane season FLL was affected by Hurricane Katrina and Hurricane Wilma. Katrina struck land in late August as a Category 1 and made landfall on Keating Beach just two miles from the airport (near the border of Broward and Miami–Dade counties) with winds but caused only minor damage; however, the airport was closed for about a 48-hour period. However, when Hurricane Wilma made landfall in October roof damage was reported along with broken windows, damaged jetways, and destroyed canopies. The airport was closed for a period of five days. Hurricane Wilma was a Category 2 when its center passed to the west of FLL.


text: In February 2007, the airport started fees to all users, including private aircraft. FLL is one of the few airports to administer fees to private pilots. A minimum charge of $10 is assessed on landing private aircraft.


text: On October 11, 2016, Emirates announced that they would operate a flight from Dubai to Ft. Lauderdale daily using a Boeing 777-200LR. The airline decided on Fort Lauderdale instead of Miami, which has longer runways and better facilities for widebody aircraft and long haul flights; FLL was chosen because of Emirates's codeshare agreement with JetBlue. The service ended in 2020 due to the COVID-19 pandemic.


text: On January 6, 2017, a lone gunman opened fire inside Terminal 2 with a semi-automatic handgun, killing five people. The shooter surrendered to police and was arrested.


text: In 2018, NORAD announced that it would be stationing fighter jets at the airport during President Donald Trump's trips to Mar-a-Lago.


text: As of 2018, the airport has been going through an extensive renovation and expansion project worth approximately $3 billion that has added gates, new parking, stores, and shops. The master plan calls for the construction of an Intermodal center, a people mover, a hotel, an increase in the number of gates from 62 to 95, and widening of the terminal access road.


text: Fort Lauderdale–Hollywood International Airport, located in an unincorporated area, covers and has two runways:


text: In December 2021, there were 111 aircraft based at this airport: 23 single-engine, 13 multi-engine, 74 jet and 1 helicopter.


text: Silver Airways has its headquarters in Suite 201 of the 1100 Lee Wagener Blvd building. When Chalk's International Airlines existed, its headquarters was on the grounds of the airport in an unincorporated area.


text: Fort Lauderdale–Hollywood International Airport has four terminals with 66 gates. Terminal 1, commonly referred to as "The New Terminal," opened in stages between 2001 and 2003 and was designed by Hellmuth, Obata and Kassabaum and Cartaya Associates. The other three terminals were constructed in 1986 and designed by Reynolds, Smith & Hills as part of a $263 million construction project. Terminal 4, commonly referred to as the International Terminal, was inaugurated by a Concorde visit in 1983. Since 2005, T4 has been undergoing renovations and a major expansion designed by PGAL/Zyscovich joint venture. The airport announced that Terminal 1, common known as "The New Terminal", underwent $300 million makeover. Construction began in late 2015 and was completed in June 2017.


text: Terminal 1, known as the Yellow Terminal, contains Concourses A, B & C and 23 gates. Concourse A mainly serves international travelers. United Airlines operates a United Club in Concourse C, which originally opened with the new Terminal in May 2001 as a Continental Airlines Presidents Club before United merged with Continental Airlines. This terminal is also the most frequently used of the four by Southwest Airlines; nearly all Southwest flights operate out of Concourse B.


text: Terminal 2, known as the Red Terminal, contains Concourse D and 9 gates. Delta Air Lines operates a Sky Club here. This terminal is currently undergoing a $100 million modernization, including the expansion of the check-in area, renovations to security screening facilities, new ceilings, flooring, and the inclusion of more concessions, along with the modernizarion of the Sky Club.


text: Terminal 3, known as the Purple Terminal, contains Concourses E & F with 20 gates, functioning as the JetBlue operating base. This terminal includes a small food court serving passengers dishes from Pei Wei Asian Diner, Steak 'n Shake, and Einstein Bros. Bagels. It is also connected to Terminal 4 via a newly built walkway.


text: Terminal 4, known as the Green Terminal, contains Concourse G with 14 gates, and functions as the Spirit operating base. Concourse H closed in December 2017 and has since been demolished. The former Concourse H was reconfigured and redesigned by the architectural firms of PGAL/Zyscovich joint venture. The new three-story facility, which was renamed Concourse G, has 14 new gates, 11 of which are international/domestic capable and one arrivals area for bussing operations. New concessions, seatings and approximately 50,000 sq. ft. of administrative offices for the Aviation Department are being designed on the upper levels of the facility. An expanded U.S. Customs and Border Protection facility will also be included in the new Eastern Expansion construction.


text: Fort Lauderdale–Hollywood International Airport is near the Fort Lauderdale/Hollywood International Airport at Dania Beach train station, served by Amtrak intercity trains and Tri-Rail commuter trains. The latter provides a shuttle bus service from the station to three locations at the airport, all on the lower level: the west end of terminal 1, between terminals 2 and 3, and between terminals 3 and 4. The shuttles operate seven days a week and are free for Tri-Rail customers.


text: The terminals are accessible by U.S. Route 1. Other major roads that border the airport include Florida State Road 818, Interstate 95, and Interstate 595. U.S. Route 1 includes an underpass under Runway 10R/28L.


text: Ride-sharing companies can also be used to and from the airport in designated pickup and drop-off places found between Terminals 1 and 2 and Terminals 3 and 4.


text: The airport also offers airport parking and operates a consolidated rental car facility which can be accessed from Terminal 1 by a short walk and from the other terminals by a free shuttle bus service.


text: FLL is served by Broward County Transit bus Route 1 which offers connecting service through the Broward Central Terminal in downtown Fort Lauderdale, and also service to Aventura Mall in Aventura, Florida in Miami-Dade County.


text: Internationally known artist and sculptor Duane Hanson created an installation for his work "Vendor with Walkman" at the Departure Level of Terminal 3 at the airport. Hanson, who retired and died in nearby Boca Raton, created a seated middle-aged man wearing a red T-shirt, blue pants, baseball cap and listening to a walkman during a break. The installation accessories give additional clues to the narrative of the artwork: toy airplane, various signs, and announcement for the shop, janitorial supplies. The artwork has since been moved to Terminal 1 Arrival Level.


title: Martin O'Neill

text: Martin Hugh Michael O'Neill, (born 1 March 1952) is a Northern Irish professional football manager and former player who played as a midfielder.


title: Martin O'Neill

text: Starting his career in Northern Ireland, O'Neill moved to England where he spent most of his playing career with Nottingham Forest, with whom he won the European Cup twice, in 1979 and 1980. He was capped 64 times for the Northern Ireland national football team, also captaining the side at the 1982 World Cup.


title: Martin O'Neill

text: O'Neill has managed Grantham Town, Wycombe Wanderers, Norwich City, Leicester City, Celtic, Aston Villa and Sunderland. He guided Leicester City to the Football League Cup final three times, winning twice. As Celtic manager between 2000 and 2005, he led that club to seven trophies including three Scottish Premier League titles and the 2003 UEFA Cup Final. After joining Aston Villa he achieved three consecutive sixth-place finishes in the English Premier League and guided them to the 2010 Football League Cup Final.


title: Martin O'Neill

text: He became Republic of Ireland manager in 2013 and led them to qualification for the 2016 UEFA European Championship for the third time in the nation's history, beating the reigning world champions, Germany in the process. He left the role with assistant Roy Keane by "mutual agreement" in November 2018. He was appointed as Nottingham Forest manager in January 2019 but left six months later.


title: Martin O'Neill

text: O'Neill was born in Kilrea, County Londonderry, Northern Ireland, in 1952. He was the sixth child of nine siblings, and has four brothers and four sisters. O'Neill's father was a founding member of local GAA club Pádraig Pearse's Kilrea. His brothers Gerry and Leo played for the club as well as being on the Derry senior team which won the 1958 Ulster Championship and reached that year's All-Ireland Championship final. He played for both Kilrea and Derry at underage level as well. He also played Gaelic football while boarding at St. Columb's College, Derry, and later at St. Malachy's College, Belfast.


title: Martin O'Neill

text: While at St. Malachy's, he first came to public attention as a football player with local side Rosario and then eventually with Distillery. This breached the Gaelic Athletic Association prohibition on Gaelic footballers playing "foreign sports". When St. Malachy's reached the 1970 MacRory Cup final, the Antrim GAA County Board refused to allow the game to go ahead at Belfast's Casement Park. The colleges involved switched the venue to County Tyrone to enable him to play. St. Malachy's won the game.


title: Martin O'Neill

text: Before playing for Distillery in the Irish League, O'Neill played for the South Belfast side Rosario. (Now he also has a conference room dedicated to him in Rosario Football Club's local Youth Club.) While at Distillery, he won the Irish Cup in 1971, scoring twice in a 3–0 win over Derry City in the final. His second goal was particularly impressive, a mazy run in which he dribbled past three opponents before scoring with a powerful shot. As a result of winning the cup, Distillery qualified for Europe the following season. O'Neill scored against Barcelona in the European Cup Winners' Cup in a 3–1 home defeat in September 1971. During this period he was spotted by a scout for Nottingham Forest. He signed for Nottingham Forest in October 1971, leaving Distillery and quitting his university studies.


title: Martin O'Neill

text: O'Neill went on to play an integral role in Forest's golden era. He scored on his league debut for the club, a 4–1 win over West Bromwich Albion on 13 November 1971. He went on to make a total of 17 league appearances that season, scoring twice, but could not prevent his side's relegation from the First Division in 1972. However, the appointment of Brian Clough as manager in January 1975 was the beginning of a revolution for Nottingham Forest. Under Clough's management, O'Neill helped Forest gain promotion to the top flight in 1977, won the league title and League Cup a year later, followed by further League Cup success a year later. He was dropped to the substitutes bench for Forest's first European Cup victory over Malmö in 1979 after failing to fully recover from an injury, but he played in their 1980 win over Hamburg.


title: Martin O'Neill

text: At club level, O'Neill also played for Norwich City, Manchester City and Notts County. O'Neill attempted to make a comeback in 1984 with Chesterfield, but only played part of a reserve game before being forced off with a knee injury after 20 minutes. This was made in an attempt to get fit for Northern Ireland's 1986 World Cup squad. After leaving Chesterfield, then-Fulham manager Ray Harford invited O'Neill to join the club in a bid to regain his fitness. O'Neill only managed to take part in two reserve games for Fulham (neither of which he completed), before retiring as a result of his knee injury in February 1985.


title: Martin O'Neill

text: O'Neill first represented his country in an amateur international against Scotland at The Oval in February 1971. Then he made his senior debut in a UEFA Euro 1972 qualifying game against Soviet Union national football team on 13 October 1971. He was then a regular for Northern Ireland, captaining the side at the 1982 World Cup in Spain which reached the second group stage and included defeating the host nation in Valencia. He played 64 times and scored eight goals for Northern Ireland between 1971 and 1984. He also won the British Home Championship twice as a player, in 1980 and 1984.


title: Martin O'Neill

text: After his playing career, O'Neill began a career in football management, initially at Grantham Town in 1987. This was followed by a brief spell at the helm of Shepshed Charterhouse.


title: Martin O'Neill

text: He became manager of Wycombe Wanderers in February 1990. He played in the Martin O'Neill XI side, along with George Best, in the last match to be played at Loakes Park. In the 1990–91 season, he took Wycombe to fifth in the Football Conference. In the 1991–92 season, he led Wycombe to 2nd place in the Conference, losing out to Colchester United only on goal difference. The following season, he took Wycombe into the Football League for the very first time. In the 1993–94 season, he took Wycombe to a second successive promotion via the Division 3 play-offs and a 4–2 win over Preston North End took them up into Division 2. In the 1994–95 season, Wycombe narrowly missed out on the Division 2 play-offs and he left the club on 13 June 1995 to become manager at Norwich City. O'Neill also won the FA Trophy with Wycombe in 1991 and 1993.


title: Martin O'Neill

text: Under O'Neill, Wycombe also reached the Conference League Cup final twice (winners in 1991–92). The team also won three Conference Shield titles and the ("Evening Standard") London Fives in 1994 and 1995. Wycombe were also beaten finalists in both the Berks & Bucks Senior Cup and Drinkwise Cup.


title: Martin O'Neill

text: O'Neill became manager of Norwich City in June 1995, and left the club in December, due to differences with club chairman Robert Chase over the potential signing of striker Dean Windass, during his first stint at Hull City for £750,000.


title: Martin O'Neill

text: O'Neill joined Leicester City, immediately after leaving Norwich City. In his first season, Leicester were promoted from the Football League to the Premier League via the play-offs. They won the Football League Cup under him in 1997, and 2000, as well as reaching the 1999 final of the competition. They finished ninth in the Premier League in 1997, tenth in 1998 and 1999, and eighth in 2000. The two League Cup triumphs saw them qualify for the UEFA Cup in 1997–98 and 2000–01.


title: Martin O'Neill

text: In October 1998, he was favourite to take over the manager's job at Leeds United. George Graham, who had just resigned from Leeds, brought his Spurs team to Filbert Street for his first game in charge. "Leicester Mercury" organised a protest and printed thousands of "Don't Go Martin" posters, which were held up by fans throughout the game, which Leicester won. Thousands of balloons were also released. O'Neill remained as Leicester manager until his contract expired.


title: Martin O'Neill

text: O'Neill left Leicester on 1 June 2000, taking over from the team of John Barnes and Kenny Dalglish to become manager of Celtic, who had finished runners-up to Old Firm rivals Rangers in both of their previous seasons; in the season just gone, they had finished 21 points behind the champions.


title: Martin O'Neill

text: O'Neill's first Old Firm game, in late August 2000, ended in a 6–2 victory for Celtic over Rangers. It was their biggest victory over Rangers since the 1957 Scottish League Cup Final. His second Old Firm game saw a reversal of fortunes, however, as Celtic suffered a 5–1 defeat. In that first season, O'Neill won a domestic treble with Celtic, the first time this had been achieved since 1968–69. He was then touted as a potential successor to Alex Ferguson, who had announced he was to leave Manchester United in 2002. Celtic then retained the league title in 2001–02, the first time since 1982 that Celtic had managed that feat. Celtic also qualified for the Champions League group stage, winning all of their home games but losing all of their away games.


title: Martin O'Neill

text: He then guided Celtic to the 2003 UEFA Cup Final in Seville, which Celtic lost 3–2 in extra time to a Porto side managed by José Mourinho. This was Celtic's first European final since 1970 and they beat Blackburn, Celta Vigo, Stuttgart, Liverpool and Boavista on the way to the final. The following season Celtic regained the league title from rivals Rangers and reached the quarter finals of the UEFA Cup, including a victory against Barcelona.


title: Martin O'Neill

text: On 25 May 2005, Celtic announced that O'Neill would resign as manager to care for his wife Geraldine, who had lymphoma. His last competitive game in charge of Celtic was the Scottish Cup final 1–0 victory over Dundee United on 28 May 2005, decided by an eleventh-minute goal by Alan Thompson.


title: Martin O'Neill

text: Under O'Neill, Celtic won 213, drew 29 and lost 40, of 282 games played, and he was the most successful Celtic manager since Jock Stein. In his five seasons at Celtic Park, O'Neill won three League titles, three Scottish Cups, and a League Cup. The two league titles he lost were by margins of a point and a goal. He also oversaw a record 7 consecutive victories in Old Firm derbies, and in season 2003–04 Celtic created a British record of 25 consecutive league victories. His win rate of 75.5% is the highest of any manager in the club's history.


title: Martin O'Neill

text: O'Neill was introduced as the Aston Villa manager at a press conference on 4 August 2006. At the press conference he stated "It's absolutely fantastic to be back and with a club such as this. This is a fantastic challenge. I am well aware of the history of this football club. Trying to restore it to its days of former glory seems a long way away – but why not try? It is nearly 25 years since they won the European Cup but that is the dream."


title: Martin O'Neill

text: Villa had the year's longest unbeaten start of any Premier League side in 2006–07 (9 games), not losing a league game until 28 October. Villa suffered a mid-season slump but recovered late in the season, winning their three away games in April, to end the season how it began with a run of 9 unbeaten fixtures. For this O'Neill was named the Premier League Manager of the Month for April. Villa's final points tally was 50, an improvement of 8 over the previous season and finished 11th, 5 places higher than the previous season. In October 2007, Aston Villa owner Randy Lerner said that he would not stop O'Neill from leaving Villa if he was offered the vacant post of England manager. O'Neill later dismissed the reports, calling them "unfair speculation".


title: Martin O'Neill

text: Aston Villa just missed out on a UEFA Cup spot on the final day of the 2007–08 season and qualified for the Intertoto Cup by finishing 6th. They scored 71 goals, (their best ever tally in the Premier League and best tally since winning the title in 1981), gained 60 points which was Villa's highest points tally since 1996–97, and were the third highest goalscorers.


title: Martin O'Neill

text: After 25 games of the 2008–09 season, having qualified for the UEFA Cup as joint winners of the Intertoto Cup, the club were third in the table on 51 points, 2 points above Chelsea on level games and 7 points above Arsenal in 5th place and on course for a place in the Champions League for the first time since 1983. O'Neill decided to prioritise Champions League qualification above all else, fielding a virtual reserve side for a UEFA Cup game against CSKA Moscow which was subsequently lost. Following this, Villa failed to win any of the next 8 league games and improving form for Arsenal & Chelsea meant that Villa failed to reach the top 4.


title: Martin O'Neill

text: At the start of the 2009–10 season Villa failed to qualify for the group stage of the newly named Europa League, but continued their progress in the league with wins against Manchester United, Chelsea and Liverpool. Arsenal defeated Villa 3–0 at Emirates Stadium, and drew at home.


title: Martin O'Neill

text: Once again Villa finished 6th for the 3rd season running, and once again improved their points tally finishing with 64 points; their poor home form (they drew 8 times at home) denied them a chance to qualify for the UEFA Champions League.


title: Martin O'Neill

text: Aston Villa reached their first final under Martin O'Neill, and first final in 10 years on 28 February 2010 against Manchester United in the League Cup, but lost 2–1.


title: Martin O'Neill

text: On his departure O'Neill said "I have enjoyed my time at Aston Villa immensely. It's obviously a wrench to be leaving such a magnificent club." O'Neill was reportedly unhappy about the funds available for transfers, but his departure just five days before the start of the new season still came as a shock to the club and its players. Lerner issued a statement two days later saying he and O'Neill "no longer shared a common view as to how to move forward, but the two remain good friends."


title: Martin O'Neill

text: On 3 December 2011, O'Neill signed a three-year contract with the Premier League club Sunderland, the team he had supported as a boy. In O'Neill's first game in charge Sunderland came from 1–0 down to beat Blackburn Rovers 2–1 at the Stadium of Light. Under O'Neill, Sunderland began to improve dramatically with four wins from his first six games, including one over league leaders Manchester City. The Daily Telegraph commented that Sunderland could make a late challenge for a European place if they kept their performances up. Sunderland continued to perform well in the first few months under O'Neill. They rose to ninth in the league and continued their challenge for a Europa League spot. On 18 February, they beat Arsenal 2–0 to knock them out of the FA Cup fifth round. A week after this they lost 4–0 to West Bromwich Albion. The next week was O'Neill's first Tyne–Wear derby. The 'fiercely contested' match finished 1–1 with two red cards for Sunderland. The following week Sunderland defeated Liverpool 1–0 at the Stadium Of Light. Sunderland's form petered out at the end of the season and after no wins in the last 8 games but they finished a respectable 13th place, a position Sunderland fans would've been happy with after the start to the season.


title: Martin O'Neill

text: The following season, O'Neill had bought Steven Fletcher and Adam Johnson in an attempt to build on his previous 13th place and push on for the top 10. He claimed a solid 0–0 draw at the Emirates against Arsenal in the first game of the season. Sunderland went unbeaten for the first five games before a 3–0 defeat at Manchester City. They then claimed a 1–1 draw in O'Neill's first Tyne-Wear derby at the Stadium of Light thanks to a late Demba Ba own goal. Sunderland then suffered a surprising 0–1 home defeat to Aston Villa and a 1–0 defeat to Middlesbrough in the League Cup. After a 2–4 home defeat to West Brom, rumours circulated that O'Neill had resigned. These were all quashed quickly and O'Neill continued despite slipping into the relegation zone following a 1–3 home defeat to Chelsea. Sunderland's form started to improve over the winter as they climbed the table following an impressive run of results including another 1–0 success over Manchester City and a 2–3 success over Wigan as they reached a season high of 11th. However, this proved to be O'Neill's last victory as Sunderland endured a run of 8 games without a win.


title: Martin O'Neill

text: Martin O'Neill was sacked by Sunderland on 30 March 2013 following a 1–0 defeat by Manchester United which left the team one point above the Premier League relegation zone with seven games left to play in the season. Sunderland had failed to secure victory in the eight matches leading up to O'Neill's departure, winning only three points out of a possible 24 during that spell.


title: Martin O'Neill

text: O'Neill was confirmed as the new Republic of Ireland national football team manager on 5 November 2013. He was joined by former team captain Roy Keane as his assistant manager.


title: Martin O'Neill

text: His first game in charge on 15 November 2013 against Latvia was a 3–0 win at the Aviva Stadium. On 19 November 2013, O'Neill's first away game as manager saw the team draw 0–0 against Poland at the Stadion Miejski in Poznań.


title: Martin O'Neill

text: On 16 November 2015, the Republic of Ireland qualified for UEFA Euro 2016 after defeating Bosnia and Herzegovina 3–1 on aggregate in the play-offs.


title: Martin O'Neill

text: O'Neill courted controversy in March 2016 following comments he made about the physical appearance of players' female partners, which were condemned as sexist. According to Orla O'Connor of the National Women's Council of Ireland: "There is no place for sexist comments of this nature in Irish football, particularly at this level"


title: Martin O'Neill

text: On 7 June 2016, O'Neill signed a contract extensions until the 2018 FIFA World Cup in Russia. On 22 June 2016, Ireland defeated Italy 1–0 in their final group game of Euro 2016 to qualify for the knock-out stages and round of 16 match against France.


title: Martin O'Neill

text: In June 2016, O'Neill was criticised for using a derogatory term to describe LGBT people. During a public appearance in Cork that month, O'Neill informed a gathering of Ireland football fans that he had two others accompany assistant Roy Keane and him on a recent visit to San Francisco as he was worried people might think they were "queers". The Gay and Lesbian Equality Network (GLEN) condemned the comments and called on him to apologise to the LGBT community. The National LGBT Federation also called on O'Neill to withdraw the remarks and apologise, noting that O'Neill's behaviour could only have a detrimental effect on attempts to tackle homophobic prejudice in sport. He apologised for the derogatory remark a number of days later.


title: Martin O'Neill

text: On 9 October 2017, Ireland defeated Wales 1–0 in Cardiff to qualify for the qualification play-offs. In the first leg of the play-offs on 11 November, Ireland drew 0–0 against Denmark in Copenhagen. In the second leg on 14 November in Dublin, Ireland lost 5–1 to Denmark after taking the lead in the game. In January 2018, O'Neill signed a new two-year contract with the FAI after previously verbally agreeing to the contract in October 2017.


title: Martin O'Neill

text: On 6 September 2018, an understrength Ireland lost 4–1 to Wales in their opening game in the UEFA Nations League. Ireland went on to finish bottom of their group, picking up just two points in two 0–0 draws against Denmark and were relegated to UEFA Nations League C for the 2020–21 UEFA Nations League (although were later restored to League B following a format change). On 21 November 2018, O'Neill parted company with the FAI.


title: Martin O'Neill

text: It was announced on 15 January 2019 that O'Neill had become the manager of Nottingham Forest. O'Neill guided the club to a ninth-place finish in the Championship. However, he was sacked as manager on 28 June 2019, soon after assistant Roy Keane had departed the club.


title: Martin O'Neill

text: Despite never completing his degree, O'Neill remains a follower of criminology. His fascination began with the James Hanratty case of 1961.


title: Martin O'Neill

text: He has worked in television as an analyst for BBC and ITV at the World Cup, the European Championship and on UEFA Champions League matches.


title: Martin O'Neill

text: O'Neill was awarded an OBE for services to sport in 2004. In 2002, Norwich supporters voted him into the club's Hall of Fame.


title: Martin O'Neill

text: He was awarded the Nottingham Lifetime Achievement Award on 3 November 2013 for his services to football and achievements with Nottingham Forest.


title: Martin O'Neill

text: In his youth, O'Neill supported Sunderland A.F.C. and Celtic F.C.. His favourite player was Sunderland's captain and centre half Charlie Hurley, who eventually won Sunderland's Man of the Century award in 1979.


title: Door

text: A door is a hinged or otherwise movable barrier that allows ingress (entry) into and egress (exit) from an enclosure. The created opening in the wall is a "doorway" or "portal". A door's essential and primary purpose is to provide security by controlling access to the doorway (portal). Conventionally, it is a panel that fits into the doorway of a building, room, or vehicle. Doors are generally made of a material suited to the door's task. They are commonly attached by hinges, but can move by other means, such as slides or counterbalancing.


title: Door

text: The door may be able to move in various ways (at angles away from the doorway/portal, by sliding on a plane parallel to the frame, by folding in angles on a parallel plane, or by spinning along an axis at the center of the frame) to allow or prevent ingress or egress. In most cases, a door's interior matches its exterior side. But in other cases (e.g., a vehicle door) the two sides are radically different.