title: Mediation

text: A counsellor generally uses therapeutic techniques. Some—such as a particular line of questioning—may be useful in mediation. But the role of the counsellor differs from the role of the mediator. The list below is not exhaustive but it gives an indication of important distinctions:


title: Mediation

text: The technique of "early neutral evaluation" (ENE) have focus on market ineterships, and—based on that focus—offers a basis for sensible case-management or a suggested resolution of the entire case in its very early stages.


title: Mediation

text: In early neutral evaluation, an evaluator acts as a neutral person to assess the strengths and weaknesses of each of the parties and to discuss the same with parties jointly or in caucuses, so that parties gain awareness (via independent evaluation) of the merits of their case.


title: Mediation

text: Parties generally call on a senior counsel or on a panel with expertise and experience in the subject-matter under dispute in order to conduct ENE.


title: Mediation

text: Binding Arbitration is a more direct substitute for the formal process of a court. Binding Arbitration is typically conducted in front of one or three arbitrators. The process is much like a mini trial with rules of evidence, etc. Arbitration typically proceeds faster than court and typically at a lower cost. The Arbiter makes the ultimate decision rather than the parties. Arbiters' decisions are typically final and appeals are rarely successful even if the decision appears to one party to be completely unreasonable.


title: Mediation

text: In litigation, courts impose their thoughts to both parties Courts in some cases refer litigants to mediation. Mediation is typically less costly, less formal and less complex. Unlike courts, mediation does not ensure binding agreements and the mediator does not decide the outcome.


title: Mediation

text: While mediation implies bringing disputing parties face-to-face with each other, the strategy of "shuttle diplomacy", where the mediator serves as a liaison between disputing parties, also sometimes occurs as an alternative.


title: Mediation

text: Mediation can anticipate difficulties between parties before conflict emerges. Complaint handling and management is a conflict prevention mechanism designed to handle a complaint effectively at first contact, minimising the possibility of a dispute. One term for this role is "dispute preventer".


title: Mediation

text: One of the hallmarks of mediation is that the process is strictly confidential. Two competing principles affect confidentiality. One principle encourages confidentiality to encourage people to participate, while the second principle states that all related facts should be available to courts.


title: Mediation

text: Confidentiality is a powerful and attractive feature of mediation. It lowers the risk to participants of disclosing information and emotions and encourages realism by eliminating the benefits of posturing. In general, information discussed in mediation cannot be used as evidence in the event that the matter proceeds to court, in accord with the mediation agreement and common law.


title: Mediation

text: Few mediations succeed unless the parties can communicate fully and openly without fear of compromising a potential court case. The promise of confidentiality mitigates such concerns. Organisations often see confidentiality as a reason to use mediation in lieu of litigation, particularly in sensitive areas. This contrasts with the public nature of courts and other tribunals. However mediation need not be private and confidential. In some circumstances the parties agree to open the mediation in part or whole. Laws may limit confidentiality. For example, mediators must disclose allegations of physical or other abuse to authorities. The more parties in a mediation, the less likely that perfect confidentiality will be maintained. Some parties may even be required to give an account of the mediation to outside constituents or authorities.


title: Mediation

text: The without-prejudice privilege in common law denotes that in honest attempts to reach settlement, any offers or admissions cannot be used in court when the subject matter is the same. This applies to the mediation process. The rule comes with exceptions.


title: Mediation

text: The without-prejudice privilege does not apply if it was excluded by either party or if the privilege was waived in proceedings. Although mediation is private and confidential, the disclosure of privileged information in the presence of a mediator does not represent a waiver of the privilege.


title: Mediation

text: Parties who enter into mediation do not forfeit legal rights or remedies. If mediation does not result in settlement, each side can continue to enforce their rights through appropriate court or tribunal procedures. However, if mediation produces a settlement, legal rights and obligations are affected in differing degrees. In some situations, the parties may accept a memorandum or moral force agreement; these are often found in community mediations. In other instances, a more comprehensive deed of agreement, when registered with a court, is legally binding. It is advisable to have a lawyer draft or provide legal advice about the proposed terms.


title: Mediation

text: "Court systems are eager to introduce mandatory mediation as a means to meet their needs to reduce case loads and adversarial litigation, and participants who understand the empowerment of mediation to self-determine their own agreements are equally as eager to embrace mediation as an alternative to costly and potentially harmful litigation."


title: Mediation

text: Principles of mediation include non-adversarialism, responsiveness, self-determination and party autonomy.


title: Mediation

text: Non-adversarialism is based on the actual process of mediation. It treats the parties as collaborating in the construction of an agreement. By contrast, litigation is explicitly adversarial in that each party attempts to subject the other to its views. Mediation is designed to conclude with an agreement rather than a winner and loser.


title: Mediation

text: Responsiveness reflects the intent to allow the parties to craft a resolution outside of the strict rules of the legal system. A responsive mediation process also is informal, flexible and collaborative.


title: Mediation

text: Self-determination and party autonomy allow and require parties to choose the area of agreement, rather than ceding the decision to an outside decision-maker such as a judge. This turns the responsibility for the outcome onto the parties themselves.


title: Mediation

text: In the United States, mediator codes-of-conduct emphasize "client-directed" solutions rather than imposed solutions. This has become a common, definitive feature of mediation in the US and UK.


title: Mediation

text: Theorists, notably Rushworth Kidder, who founded the Institute for Global Ethics in 1980, claimed that mediation is the foundation of a 'postmodern' ethics—and that it sidesteps traditional ethical issues with pre-defined limits of morality.


title: Mediation

text: Mediation can also be seen as a form of harm reduction or de-escalation, especially in its large-scale application in peace and similar negotiations, or the bottom-up way it is performed in the peace movement where it is often called mindful mediation. This form derived from methods of Quakers in particular.


title: Mediation

text: Society perceives conflict as something that one should resolve as quickly as possible. Mediators see conflict as a fact of life that when properly managed can benefit the parties. The benefits of conflict include the opportunity to renew relationships and make positive changes for the future.


title: Duty-free shop

text: A duty-free shop (or store) is a retail outlet whose goods are exempt from the payment of certain local or national taxes and duties, on the requirement that the goods sold will be sold to travelers who will take them out of the country, who will then pay duties and taxes in their destination country (depending on its personal exemption limits and tariff regime). Which products can be sold duty-free vary by jurisdiction, as well as how they can be sold, and the process of calculating the duty or refunding the duty component.


title: Duty-free shop

text: Tax Free World Association (TFWA) announced that in 2011 Asia-Pacific, with 35 percent of global duty-free and travel retail sales, has more duty free than Europe and Americas, with these regions accounting for 34 percent and 23 percent respectively. 31 percent of sales came from the fragrances and cosmetics category, followed by the wine and spirit category with 17 percent and then comes tobacco products.


title: Duty-free shop

text: However, some countries impose duty on goods brought into the country, though they had been bought duty-free in another country, or when the value or quantity of such goods exceed an allowed limit. Duty-free shops are often found in the international zone of international airports, sea ports, and train stations but goods can also be bought duty-free on board airplanes and passenger ships. They are not as commonly available for road or train travelers, although several border crossings between the United States and both Canada and Mexico have duty-free shops for car travelers. In some countries, any shop can participate in a reimbursement system, such as "Global Blue" and "Premier Tax Free", wherein a sum equivalent to the tax is paid, but then the goods are presented to customs and the sum reimbursed on exit.


title: Duty-free shop

text: Duty-free are abolished for intra-EU (inside the EU tax union) travelers but are retained for travelers whose final destination is outside the EU. They also sell to intra-EU travelers but with appropriate taxes.


title: Duty-free shop

text: The world's largest airport by duty-free sales is South Korea's Incheon Airport, with US$1.85 billion in 2016, narrowly overtaking Dubai Duty Free with 2016 sales of $1.82 billion.


title: Duty-free shop

text: Brendan O'Regan established the world's first duty-free shop at Shannon Airport in Ireland in 1947; it remains in operation today. Designed to provide a service for trans-Atlantic airline passengers typically travelling between Europe and North America whose flights stopped for refuelling on outbound and inbound legs of their journeys, it was an immediate success and has been copied worldwide. Thirteen years later, two American entrepreneurs, Charles Feeney and Robert Warren Miller, founded what is now Duty Free Shoppers (DFS) on 7 November 1960. DFS started operations in Hong Kong and spread to Europe and other places around the globe. Securing the exclusive concession for duty-free sales in Hawaii in the early-1960s was a commercial breakthrough for DFS, which enabled the company to focus on Japanese travelers. DFS continued to innovate, expanding into off-airport duty-free stores and into large downtown Galleria stores; it grew to become the world's largest travel retailer. In 1996 LVMH Moët Hennessy Louis Vuitton acquired the interests of Feeney and two other shareholders and jointly owned DFS with Miller.


title: Duty-free shop

text: In this same period, several locales grew as duty-free shopping destinations. They are exemplified by Saint Martin and the US Virgin Islands in the Caribbean, Hong Kong and Singapore. Still others claim prices competitive to duty-free. Generally, goods are free of duty and tax levied on imports for sale anywhere in the shopping destination. Merchants may pay inventory/business or other taxes, but their customers usually pay none directly.


title: Duty-free shop

text: The mere absence of duty or other taxes on goods being sold does not assure that they are bargains. Costs of identical goods from different duty-free sources can vary widely. They often depend on the presence or absence of nearby competition, e.g., airport stores, especially if all at any airport are owned by a single firm such as Dufry. Also, prices can often be driven upward by the costs of buyer convenience, e.g., in-flight sales by airlines. Many airlines, such as Emirates, El Al, Singapore Airlines, Middle East Airlines, Ukraine International Airlines, Delta, and Avianca,


title: Duty-free shop

text: In 1999, after the creation of the European Union, the single market and the monetary union, these outlets were abolished for intra-EU travellers but are retained for travelers whose final destination is outside the EU. They also sell to intra-EU travelers but with appropriate taxes. Some special member state territories such as Åland, Livigno and the Canary Islands, are within the EU but outside the EU tax union, and thus still continue duty-free sales for all travelers.


title: Duty-free shop

text: In 2021, with Brexit duty free are reintroduced in three British nations: England, Wales and Scotland. This allows reduced taxes on wine, Champagne or Prosecco, beer and spirits as well as on cigarettes, cigarillos, cigars, or tobacco.


title: Duty-free shop

text: Some duty-free shops operate in central business districts away from airports or other ports. In Japan, for example, any visitor whose passport indicates that they have been in the country for less than six months can buy items without paying consumption tax, so long as the total purchase value exceeds ¥5,000 and the items will not be consumed in Japan. Duty-free shops are a mainstay in the Akihabara electronic shopping district of Tokyo.


title: Duty-free shop

text: In Thailand, the King Power chain has shops where duty-free items are pre-purchased and delivered separately to the airport to be picked up on departure. For certain other purchases, a VAT refund may be claimed at the airport upon departure.


title: Duty-free shop

text: In the Philippines, there is one shopping mall called the Duty Free Philippines Fiestamall, which is located a few miles away from Ninoy Aquino International Airport as opposed to being at the airport itself. It is the only shopping mall of its kind in the world. The goods that are sold in this mall are often imported products which come from around the world (mainly from United States, Asia and Australasia) and are not found in any other shopping malls in the country, aside from duty-free malls. Tourists, visitors and returning citizens of Philippines often pay a visit to this mall shortly after their arrival (since only arriving passengers and their companions are allowed access). In order to gain entry, a passport is needed to be presented and registered at the Customer Registration Counter at the entrance of the mall. The customer will then be issued a shopping card; these shopping cards must be presented to the cashier for validation of purchases. Arriving customers are given a certain tax-free allowance on purchases and anything in excess will be subject to local and national taxes. In the past, the mall used to only accept US dollars and Philippine peso but in recent years, it had begun accepting other currencies such as Japanese yen, Brunei dollar, Australian dollar, British pound, Canadian dollar, Euro, Swiss franc, Saudi riyal, Bahraini dinar, and Thai baht. Currency exchange booths are also available inside the mall if a customer wishes to exchange currencies into Philippine pesos or US dollars. Credits cards can also be used for purchasing goods.


title: Duty-free shop

text: In Australia, duty-free shops, once common, have all but disappeared since the introduction of GST in 2000. Retailer James Richardson operates several duty-free shops in major cities, but most duty-free shops are now located within international airports. Residents and tourists are allowed to purchase virtually any physical good within 60 days of departure, which needs to be taken on the outward flight, and claim the GST component back through the Tourist Refund Scheme when passing through customs. Consumers are now free to fully use their items prior to departure. This is in contrast prior to 2000, where all purchases had to be packed by the duty-free store in a sealed clear plastic bag, and could only be broken open by customs staff just prior to departure.


title: Duty-free shop

text: Any traveller living in a country outside the EU VAT area is entitled to shop tax-free at participating shops in the EU. Tax free shopping differs from duty-free shopping as the traveller pays the VAT on goods in the shop in the usual way, and can then request a refund when exporting the goods. There are a number of tax-free operators who can support both the stores and the traveler through this process. To qualify, the traveller must:


title: Duty-free shop

text: Only goods meant for personal use are eligible for the refund. The stamped forms and receipts can then be sent back to the retailers, or their agents, for a refund.


title: Duty-free shop

text: In most cases, a minimum purchase applies to use the tax-free shopping scheme. The actual amount of VAT reclaimable depends on the VAT rate applicable in the particular country to the goods purchased, and may be subject to a deduction for administration fees.


title: Duty-free shop

text: Travelers on long-haul routes with at least one transit stop between their departure airport and destination airport should be careful to purchase their duty-free alcohol or perfume at the last transit port, as otherwise they may have it confiscated by security when they board at the transit port, as they will be exceeding the current limit on liquids in hand baggage. This does not apply to passengers transferring within the EU and Singapore on the same day, as long as the liquid item is sealed in a plastic security bag with the receipt showing in the bag. Arrivals duty-free shops are now becoming more common. Most of South and Central America, and the Caribbean have such shops, as does South East Asia and Oceania. Switzerland and Canada are looking to introduce them in 2010. This method of retail removes any security problems with the transit of liquids, as they are not carried on aircraft.


title: Duty-free shop

text: Several airlines do not allow sales of certain sharp objects in-flight due to security risk. Other objects that have sharp parts, such as model airplanes, may be bought in-flight but received at the passengers' home address for the same reason.


title: Duty-free shop

text: Proof of travel may be requested at the checkout point to prevent airport employees from making personal purchases.


title: Duty-free shop

text: Some countries or districts, including Argentina, Australia, Brazil, Chile, China, Colombia, Iceland, Italy, Iran, India, Jamaica, Kenya, Lebanon, Malaysia, New Zealand, Norway, Panama, Philippines, Sri Lanka, Switzerland, Taiwan, Turkey, United Arab Emirates and Uzbekistan have inwards duty-free facilities, where arriving passengers can purchase duty-free items immediately before going through customs. This not only saves the inconvenience of having to carry these items around the world but also solves the security problem mentioned above. Other countries such as Canada and Sweden have been considering duty-free on arrival. The European Union does not permit arrivals duty-free stores; some EU airports sell goods on arrival in the baggage claim area described as "Tax-Free", but these goods are all tax-paid sales, the local sales tax is discounted. Normally, discounted liquors or tobacco products cannot be bought when arriving into an EU Member State as there is often a high local Excise Duty on these goods as well as the local sales tax (VAT/IVA/TVA) which is included in the price. In some EU Territories the tax on tobaccos and liquors is lower than in other EU countries, which is why the prices still seem competitive and look like duty-free prices. A good example is the difference in tobacco prices between the UK and Ireland, compared to Spain or Portugal.


title: Duty-free shop

text: It is a common feature of most tax systems that taxes are not raised on goods to be exported. To do so could place the goods at a disadvantage to those from other countries, for example if the tax rate in the territory of sale is higher than the tax rate in the territory of consumption. Either the tax system allows the goods to be exported without taxes (stored prior to export in a bonded warehouse), or taxes can be claimed back when they are exported (see VAT).


title: Duty-free shop

text: Such exemption also applies to goods supplied for use on ships and aircraft, because they are consumed outside the country. Businesses supplying such goods can do so tax- and duty-free.


title: Duty-free shop

text: Goods sold to passengers on board ships or aircraft are tax free. The passenger can either consume them on board, or import them tax-free into the country they are traveling to, so long as they are within the traveler's duty-free allowance. Most tax regimes also allow travelers entering a country to bring in a certain amount of goods for personal use without paying tax on them, the so-called "duty-free allowance"; because it is not economically justifiable to collect the small amounts of tax involved, and would be an inconvenience to the passengers.


title: Duty-free shop

text: A duty-free shop works under the same system. The goods must be exported intact (they cannot be consumed in the country of sale), and they are importing into the destination country under that country's own tax rules. In some countries, in order to ensure that goods are exported intact, they are hand-delivered in a closed bag to the passenger at the gate after their ticket is scanned. In the United States, duty-free shops are technically considered class 9 Bonded Warehouses with regard to the U.S. Customs & Border Protection:


title: Duty-free shop

text: Moreover, in the U.S. some duty-free stores will sell their goods to domestic passengers with appropriate taxes included. Alcohol and tobacco products are restricted to international passengers only and subject to the age limitations of 18 and 21 respectively, even though the age one must be to import those items into other countries may be lower.


title: Duty-free shop

text: U.S. citizens receive substantially higher duty exemptions than normal when they visit or transit these locales, e.g., Guam, U.S. Virgin Islands.


title: Duty-free shop

text: According to Autogrill / World Duty Free case, duty free is a market where competition is kept both in the EEA market and in the global market. Even with the 2008 merge of the two biggest duty free operators, Autogrill and World Duty Free, they together own less than 10% of the global market and less than 20% of the EEA market.


title: Mob Rules (album)

text: Mob Rules is the tenth studio album by English heavy metal band Black Sabbath, released in November 1981. It followed 1980's "Heaven and Hell", and was the second album to feature lead singer Ronnie James Dio and the first with drummer Vinny Appice. Neither musician would appear on a Black Sabbath studio album again until the 1992 album "Dehumanizer".


title: Mob Rules (album)

text: Produced and engineered by Martin Birch, the album received a remastered Deluxe Edition release in 2010 and an expanded edition in 2021.


title: Mob Rules (album)

text: The first new recording Black Sabbath made after the "Heaven and Hell" album was a version of the title track "The Mob Rules" for the soundtrack of the film "Heavy Metal". The track "E5150" is also heard in the film but not included on the soundtrack. According to guitarist Tony Iommi's autobiography "Iron Man: My Journey Through Heaven & Hell with Black Sabbath", the band began writing and rehearsing songs for "Mob Rules" at a rented house in Toluca Lake in Los Angeles. Initially the band hoped to record in their own studio to save money and actually purchased a sound desk; but, according to Iommi, "We just couldn't get a guitar sound. We tried it in the studio. We tried it in the hallway. We tried it everywhere but it just wasn't working. We'd bought a studio and it wasn't working!" The band eventually recorded the album at the Record Plant in Los Angeles.


title: Mob Rules (album)

text: "Mob Rules" was the first Sabbath album to feature Vinny Appice on drums, who had replaced original member Bill Ward in the middle of the "Heaven and Hell" tour. Asked by Joe Matera in 2007 if working with a new drummer was jarring after so many years, bassist and lyricist Geezer Butler replied, "No, because Vinny was a big fan of the band and loved Bill's playing. Bill was one of his favourite drummers and so he knew all his parts and my bass parts and he adjusted accordingly to everybody in the band. He was brilliant. He came in and totally filled in Bill's shoes."


title: Mob Rules (album)

text: In an interview for the concert film "Neon Nights: 30 Years of Heaven and Hell", Butler cites "The Sign of the Southern Cross" as his favourite "Mob Rules" track because "it gave me a chance to experiment with some bass effects". The album was the last time the band worked with producer and engineer Martin Birch, who went on to work with Iron Maiden until his retirement in 1992. Iommi explained to "Guitar World" in 1992, "We were all going through a lot of problems at that time, most of it related to drugs. Even the producer, Martin Birch, was having drug problems, and it hurt the sound of that record. Once that happens to your producer, you’re really screwed."


title: Mob Rules (album)

text: "Mob Rules" would be singer Ronnie James Dio's second and final studio recording with Black Sabbath until the "Mob Rules"-era line-up reunited for 1992's "Dehumanizer". The seeds of discontent appear to have sprouted when Dio was offered a solo deal by Warner Brothers, with Iommi stating in his memoir, "After the ("Heaven and Hell") record became such a great success, Warner Brothers extended the contract at the same time, offering Ronnie a solo deal. That felt a bit odd to us, because we were a band and we didn't want to separate anybody." Dio confided in an interview on the "Neon Nights: 30 Years of Heaven and Hell" DVD that the recording of "Mob Rules" was far more difficult for him than "Heaven and Hell" because "we approached the writing very much differently than the first one. Geezer had gone so we wrote in a very controlled environment in a living room with little amplifiers. And with "Mob Rules" we hired a studio, turned up as loud as possible and smashed through it all. So it made for a different kind of an attitude".


title: Mob Rules (album)

text: Vinny Appice stated in a 2021 interview with Pariah Burke that the writing for the album was largely a collaborative process done through jam sessions. He stated, "We put [songs] together by jamming and playing together and putting ideas in the pot. It's a natural way of doing it and it works really well for us. That's how we did all the big albums like "Mob Rules" and "Holy Diver". Nobody came in with a song.”


title: Mob Rules (album)

text: Iommi reflected to "Guitar World" in 1992, ""Mob Rules" was a confusing album for us. We started writing songs differently for some reason, and ended up not using a lot of really great material. That line-up was really great, and the whole thing fell apart for very silly reasons — we were all acting like children." The major problem, noted by Mick Wall in his book "Black Sabbath: Symptom of the Universe", was that the balance of power within the band had shifted: "With Bill and Ozzy happy to leave the heavy lifting to Tony and Geezer, in terms of songwriting, coming into the studio only when they were called, even as their flair deserted them over the final, dismal Ozzy-era albums, at least everybody knew where they stood. Now, though, the creative chemistry had shifted."


title: Mob Rules (album)

text: "Mob Rules" was released on 4 November 1981 to mixed reviews. In the US it went gold and in the UK it reached the Top 20 and spawned two chart singles, the title track and "Turn Up the Night". AllMusic's Greg Prato called the album "underrated" and enthused, ""Mob Rules" was given a much punchier in-your-face mix by Birch, who seemed re-energized after his work on new wave of British heavy metal upstarts Iron Maiden's "Killers" album. Essentially "Mob Rules" is a magnificent record, with the only serious problem being the sequencing of the material which mirrors "Heaven and Hell's" almost to a tee."


title: Mob Rules (album)

text: Guitarist Tony Iommi acknowledged this common criticism in his memoir, admitting that he was frustrated at being accused of making "Heaven and Hell" part two and speculating that the band would have been criticized regardless of their approach.


title: Mob Rules (album)

text: Seven of the album's tracks were played live on the Mob Rules Tour. "E5150" was used as an intro tape, and "Over and Over" was the only song not featured on the tour in any way. While the title track was the only song from this album regularly played by Black Sabbath on subsequent tours, "Falling Off the Edge of the World" was performed live by Heaven & Hell (which consisted of the same Black Sabbath lineup that recorded "Mob Rules"), and "Sign of the Southern Cross" occasionally played live by Dio.


title: Mob Rules (album)

text: J.D. Constantine of "Rolling Stone" gave "Mob Rules" a negative review in February 1986. Profiling the album in 2008, Bryan Reesman noted: "Even with Dio bringing in more fantasy-based lyrics and moving the group away from seemingly Satanic verses, the title track to "Mob Rules", not to mention its menacing cover could easily imply a call to anarchy. But beyond the snarling guitars and vocals is actually a cautionary tale against mindless mayhem."


title: Mob Rules (album)

text: All songs were written by Ronnie James Dio, Tony Iommi, and Geezer Butler. All lyrics were written by Ronnie James Dio except where noted.


title: Baakiyalakshmi

text: Baakiyalakshmi is an Indian Tamil series on Star Vijay. This show is an official remake of Star Jalsha series "Sreemoyee". It is also available on Disney+ Hotstar. It was scheduled to premiere on 16 March 2020, but due to COVID-19 lock down, it was premiered on 27 July 2020.


title: Baakiyalakshmi

text: Baakiyalakshmi "Baakiya" is a sweet, caring wife, mother, and daughter-in-law. Chezhiyan, Ezhil, and Iniya are her three children from her marriage to Gopinath "Gopi." Gopinath is having an affair with his ex-fiancée Radhika, who is raising her daughter Mayura as a single mother. Radhika befriends Baakiya, oblivious to the fact that she is Gopi's wife. Chezhiyan, Baakiya's older son, marries Jennifer "Jenny," his high school sweetheart.


title: Baakiyalakshmi

text: Baakiya eventually sees that she is restricted to domestic life and seeks to forge her own identity. Ezhilan, Baakiya's younger son, Radhika, and Jenny assist her in starting a masala company, which Gopi and his mother, Eshwari, oppose. Iniya, Baakiya's daughter, is expelled from school. Gopi takes advantage of this situation and forces Baakiya to close her business. Baakiya, on the other hand, is able to rescind Iniya's expulsion. Baakiya resumes her business.


title: Baakiyalakshmi

text: Later, Ezhilan discovers that Gopi is having an affair with a lady who is Radhika. Meanwhile, Gopi and Radhika are being blackmailed by Radhika's husband, Rajesh. He incites Mayura to rebel against them. Ramamoorthy, Gopi's father, discovers Gopi's affair with Radhika and decides to expose them. However, he becomes immobilised and loses his ability to speak. Radhika's mother wishes for Gopi to marry her. Gopi and Radhika go to Baakiya's divorce hearing. Gopi finds it difficult to give her the paperwork, so he tricks her into signing them in order to get her a portion in the company he owns. Later, Gopi successfully completed the first hearing of the divorce case without the knowledge of Bakiya, who had come to court as a shareholder in Gopi's company. Radhika is excited for her new life after the first court hearing is a success At the time, Baakiya learned of Ezhil's love for a widowed Amirtha, who had a two-year-old daughter. Bakiya is on Ezhil's side.


title: Baakiyalakshmi

text: Radhika, who was suspicious of Gopi's actions wants to meet Gopi's family. Gopi refuses to do so. That night, a heartbroken Gopi gets drunk and reveals that Baakiya is his wife to Radhika. A shocked Radhika doesn't want to continue her relationship with Gopi. Later, Radhika decides to move to Mumbai. Soon after, Baakiya suspects Gopi of having an affair when Radhika's husband Rajesh comes to her home and complains about Gopi visiting Radhika. However on the same day Gopi meets with an accident. Both Radhika and Baakiya are shocked and go to the hospital but Baakiya then sees Gopi and Radhika's discussion and also sees Radhika paying for Gopi's medical bills. When Gopi gets discharged from the hospital, she confronts him and leaves the house to start a new life without Gopi. Soon after, a notice from the court arrives at Gopi's house about Gopi and Baakiya's divorce. The family advices Baakiya to not go to the court however Baakiya is adamant to divorce Gopi much to her family's displeasure. An enraged Gopinath also goes to the divorce court and the court grants Gopinath and Baakiya's divorce. After the divorce, Baakiya's family try to convince her not to leave the house. However, It turned out that Baakiya never had any intention to leave the house but doesn't want Gopinath to stay in the same room as her. This causes an infuriated Gopi to move out of the house. He challenges Baakiya to give him 40 Lakhs that Gopi paid for the house within a year.


title: Baakiyalakshmi

text: Gopi manipulates Radhika into believing that Baakiya is not a good lady. Radhika agrees to marry Gopi.


title: Baakiyalakshmi

text: Ezhil is undergoing pressure from his love, Amrithas family, while chezhiyan and jenny are overjoyed with the news of jennys pregnancy.


title: Murder of Bobby Kent

text: Bobby Kent (né Khayam; May 12, 1973 – July 14, 1993) was an Iranian-American man who was murdered by seven people, including his best friend, Martin Joseph "Marty" Puccio, Jr (born March 21, 1973). in Weston, Florida. The murder would be adapted into the 2001 film "Bully".


title: Murder of Bobby Kent

text: Bobby Kent, the son of Iranian immigrants Fred and Farah Kent (originally surnamed Khayam), attended South Broward High School in the South Florida suburb of Hollywood, Florida. According to Tim Donnelly, who prosecuted all the conspirators for this murder, one attorney described Kent as "like Eddie Haskell. All the parents loved him in the neighborhood, but the kids looked at him a different way."


title: Murder of Bobby Kent

text: Marty Puccio is an Italian-American, and was raised Catholic. Kent and Puccio had known each other since third grade, had lived on the same block in Hollywood, Florida since that time, and were good friends as teenagers. Bad blood, however, existed between the two. Puccio felt "ill-will and hatred" towards Kent, who would bully and pummel him.


title: Murder of Bobby Kent

text: Both sets of parents were wary of the friendship as well. Puccio's parents, Martin Sr. and Veronica, were concerned because Marty often returned from being with Kent bleeding or covered in bruises. Fred Kent thought of Puccio as a wayward slacker who had no future (Puccio was a high school dropout) and felt the friendship with his son would destroy the future he was helping him build. Frequent gym-goers, both boys were rumored to use steroids, which, in Kent's case, according to testimonial accounts, significantly contributed to his erratic, aggressive behavior.


title: Murder of Bobby Kent

text: Kent and Puccio had experimented with making gay porn movies, hoping to distribute them to local shops. Neither Kent nor Puccio actually participated in these movies, but, rather, allegedly directed them and coaxed a Florida man in his 40s to perform on camera. Kent tried to peddle a movie, titled "Rough Boys", to porn shops across South Florida. None took him up on the offer, due to the poor audio and video quality as well as the lack of any sexual activities in the film beyond the man dancing nude and playing with a dildo.


title: Murder of Bobby Kent

text: Toward the beginning of 1993, Puccio (aged 20) began dating Lisa Connelly (aged 18). Frustrated by how much time Puccio spent with Kent (aged 20) as well as Kent's treatment of Puccio, Connelly tried to distract Kent from Puccio by setting up her friend Alice "Ali" Willis (aged 17) with Kent. Kent and Willis dated for a few weeks, but she ultimately ended the relationship because he was abusive. In June, Puccio confided to Connelly that Kent had been abusive to him quite often over the years. Connelly tried to convince him to end the friendship, but Puccio seemed hesitant. By this time, Connelly knew she was pregnant with Puccio's child, and was determined to pursue a permanent relationship with him.


title: Murder of Bobby Kent

text: Allegedly, Connelly decided that Kent needed to be eliminated permanently, and began talking to Puccio and other friends about murdering him. On July 13, 1993, Connelly called Willis and told her that "Bobby Kent was planning to come to Palm Bay, Florida, where Willis was living, to murder her and smother her baby [by a previous relationship], unless she returned to Broward County to date him again." Willis claimed Connelly asked her to come to Connelly's house to discuss murdering Bobby Kent. Willis went to Connelly's house and brought two friends, her current boyfriend, Donald Semenec (aged 17), and Heather Swallers (aged 18).


title: Murder of Bobby Kent

text: On the night of July 13, 1993, Puccio, Semenec, Swallers, Connelly and Willis met with Kent. Puccio, Semenec, and Swallers became uncomfortable and left. Connelly and Willis lured Kent to a new development under construction with the promise that he would be able to drive Willis' Mustang 5.0 and have sex with her. Connelly had brought along her mother's pistol, intending to kill Kent while he was distracted by sexual activity with Willis, but was unable to go through with shooting him.


title: Murder of Bobby Kent

text: Despite the failed attempt, Connelly still wanted Kent dead. Seeking assistance, she contacted a self-proclaimed hitman named Derek Kaufman (aged 20), who had been recommended by a friend of Willis'. The group met Kaufman at his home in Rolling Oaks, Florida. They wanted him to get a gun so they could kill Kent that night, but Kaufman told them he couldn't procure a weapon that quickly. Willis, Connelly, Semenec and Swallers then went back to Connelly's house and were joined by her cousin, Derek Dzvirko (aged 19). The group continued to discuss their plans, and ultimately decided to go ahead with murdering Kent the next night, with Kaufman's assistance.


title: Murder of Bobby Kent

text: Late on the night of July 14, 1993, the seven joined together at Puccio's house and finalized their plans. Puccio contacted Kent and convinced him to come out with the group that night, with the promise that they would race their cars and that Willis wanted to have sex with him again. The group assembled their weapons: between them, they had two knives, a lead pipe, and a baseball bat. Around 11:30 p.m., they picked Kent up from his home and headed out to a construction site.


title: Murder of Bobby Kent

text: When they arrived at the site, Willis, in accordance with the plan, took Kent off to a secluded spot where they were talking. Swallers joined them there. While she and Willis distracted Kent, Semenec came up and stabbed Kent in the back of the neck with a knife. When Kent asked for Puccio's help, Puccio stuck a knife in Kent's stomach. Kent yelled out an apology, but Puccio continued to stab him. When Kent tried to flee, Puccio, Semenec, and Derek Kaufman followed him and continued wounding him. Puccio then slit Kent's throat and hit his head against the ground. Kaufman then approached and hit Kent in the head with the baseball bat, which was the final blow. After this, Dzvirko, Semenec, Puccio, and Kaufman helped dump Kent's body on the edge of the shore of the marsh, in the belief that alligators would eat the decaying body.


title: Murder of Bobby Kent

text: In the days following the crime, many of the conspirators confessed to various other people. Connelly confessed to her mother, who contacted her sister, Dzvirko's mother. Together, they took Connelly and Dzvirko to see their brother, Joe Scrima, who had friends in the police department and who they thought would know what to do. Scrima's friends put them in touch with Detective Frank Illaraza of the Broward County Sheriff's Office, and a cooperative Dzvirko confessed everything. As proof, he led Illaraza to Kent's body.


title: Murder of Bobby Kent

text: The murder resulted in a best-selling true crime book in 1998, "Bully: A True Story of High School Revenge" (), written by Jim Schutze. "Publishers Weekly" stated that it was "A chilling tale" and that Schutze "captured the mindset of the intellectually and emotionally shallow killers". Schutze worked for the "Houston Chronicle".


title: Murder of Bobby Kent

text: The book was adapted by David McKenna (credited under the pseudonym "Zachary Long" after he demanded his name be removed from the film) and Roger Pullis into the 2001 film "Bully", directed by Larry Clark. In the film, Kent was portrayed by Nick Stahl, Puccio was portrayed by Brad Renfro, Willis was portrayed by Bijou Phillips, Connelly was portrayed by Rachel Miner, Semenec was portrayed by Michael Pitt, Swallers was portrayed by Kelli Garner, Dzvirko was portrayed by Daniel Franzese, and Kaufman was portrayed by Leo Fitzpatrick.


title: Murder of Bobby Kent

text: The story was covered on "American Justice", 'Forensic Files", and "Murder Among Friends". The "Forensic Files" episode contains an interview with Derek Dzvirko about the murder.


title: Yuma Uchida

text: Uchida made his solo debut in May 2018 under the record label, King Records, releasing his first solo single "New World"; it peaked at 9th place on the Oricon Weekly Singles Chart and stayed on the chart for 4 weeks.


title: Yuma Uchida

text: On September 19, 2018, he released his 2nd single entitled "Before Dawn"; it peaked at 11th place on the Oricon Weekly Singles Chart and stayed on the chart for 3 weeks. Following the release, he made his first public live performance on September 24, 2018, in King Super Live 2018 held in Tokyo Dome wherein he sang "New World", and "Before Dawn"; he, with angela, Shouta Aoi, and Mamoru Miyano collaborated in singing "Kakumei Dualism" for the encore.


title: Yuma Uchida

text: On May 8, 2019, he released his 3rd single "Speechless"; it peaked at 7th place on the Oricon Weekly Singles Chart and stayed on the chart for 2 weeks. The titular song from the single was used as the ending theme song for the anime, Kono Oto Tomare!.


title: Yuma Uchida

text: On May 30, 2019; he announced on his Twitter that he celebrates his 1st anniversary as a solo artist by releasing his 1st album "HORIZON" on July 24, 2019, and will also hold his 1st live tour in 3 major cities across Japan starting October. He made his first television appearance as an artist on "Ongaku no Hi 2019". His first album peaked at 7th place on the Oricon Albums Weekly Chart.


title: Yuma Uchida

text: On November 27, 2019, he released his 4th single "Rainbow"; it peaked at 8th place on the Oricon Weekly Singles Chart and stayed on the chart for 2 weeks. The titular song from the single was used as the ending theme song for the anime, Kono Oto Tomare!.


title: Yuma Uchida

text: On February 19, 2020, he released his 5th single "Over". The titular song from the single was used as the ending theme song for the anime, "Ahiru no Sora".


title: Phillip Adams (American football)

text: Phillip Matthew Adams (July 20, 1988 – April 8, 2021) was an American football cornerback. He played college football for the South Carolina State Bulldogs and was drafted in the seventh round of the 2010 NFL Draft by the San Francisco 49ers. He also played for the New England Patriots, Oakland Raiders, Seattle Seahawks, New York Jets, and Atlanta Falcons.


title: Phillip Adams (American football)

text: On April 8, 2021, suffering from the brain disease chronic traumatic encephalopathy, Adams shot and killed himself following a standoff with police in Rock Hill, South Carolina. He was identified by investigators as the gunman responsible for killing six people the day before.


title: Phillip Adams (American football)

text: Adams was born on July 20, 1988, in Rock Hill, South Carolina. He attended Rock Hill High School, where he played football and basketball.


title: Phillip Adams (American football)

text: Adams attended South Carolina State University from 2006 to 2009. In his freshman year with the Bulldogs, Adams saw action as a backup and on special teams. He recorded 12 tackles and two interceptions, along with a 30-yard punt return. As a sophomore with the Bulldogs, he played in 11 games.


title: Phillip Adams (American football)

text: As a junior, Adams ranked sixth on the team (with 48 tackles) and led the team in interceptions (with five) and pass deflections (with nine). In his senior year, he was a First Team All-Mid-Eastern Athletic Conference selection after registering 48 tackles and three interceptions. That year, he also scored a touchdown on a pick six against Norfolk State.


title: Phillip Adams (American football)

text: Adams was selected in the seventh round (224th overall) of the 2010 NFL Draft by the San Francisco 49ers. In week 16 against the St. Louis Rams on December 26, 2010, he broke his left ankle while blocking on the opening kickoff of the second half. The injury required Adams to have surgery, which included several screws being inserted into his leg. He was released by the 49ers on September 3, 2011.


title: Phillip Adams (American football)

text: On September 21, 2011, the New England Patriots signed Adams and Landon Cohen after season-ending injuries to Dan Koppen and Myron Pryor. He was waived on October 8, then re-signed on October 13 after Mike Wright went on injured reserve. On October 14, Adams was once again released to make room for Marcus Harrison, but was re-signed on October 18. On November 21, Adams recorded his first interception in the NFL. He was waived again on November 29. On December 20, 2011, Adams was signed by the Seattle Seahawks. He made only one appearance for the Seahawks in 2011. On August 31, 2012, the Seahawks cut Adams.


title: Phillip Adams (American football)

text: On September 1, 2012, Adams was signed by the Oakland Raiders. In 2012 for Oakland, Adams played in 15 of the Raiders' 16 games, with one interception (off of Peyton Manning) and 15 tackles. On December 28, 2012, he was placed on injured reserve. On March 12, 2013, he re-signed with the Raiders as a restricted free agent. Adams appeared in all 16 games for the Raiders in 2013, with 30 tackles and a fumble recovery on the year. In his time with the Raiders, he suffered two concussions over three games.


title: Phillip Adams (American football)

text: Adams signed with the Seahawks again on March 27, 2014. On August 30, 2014, he was released after continued struggles in training camp. He was claimed off waivers by the New York Jets on September 1, 2014. In 2014 for the Jets, Adams had one interception and 24 tackles in 12 games for the team. Adams was signed by the Atlanta Falcons on March 12, 2015. He played in 13 games for the Falcons in 2015, with one interception and 38 tackles. On April 5, 2016, Adams had a workout with the Kansas City Chiefs, but he did not return to the NFL. During training camp in 2016, the Indianapolis Colts called and asked Adams to participate in practice the following day, but Adams missed his flight. According to his former agent, "He made it to the Charlotte airport, but the flight had left already. I could tell his head was not in it. He'd given up on it."


title: Phillip Adams (American football)

text: On April 7, 2021, Adams shot six people at a house in Rock Hill, South Carolina, killing five and fatally injuring a sixth who died on April 10. During a standoff with the police the next day, on April 8, Adams shot himself, according to the York County Sheriff's Office. He was 32. Police said Adams' mother was inside the home during the standoff, but was "safely removed" before Adams killed himself. According to a neighbor, police used a loudspeaker and sent a robot into the house in a failed attempt to coax him out.


title: Phillip Adams (American football)

text: Adams had no prior criminal record. His father, Alonzo, suggested that his football career may have played a role in the shooting, stating that the sport "messed him up". An autopsy revealed that Adams suffered from an "unusually severe" case of the brain disease chronic traumatic encephalopathy.


title: Learning styles

text: Learning styles refer to a range of theories that aim to account for differences in individuals' learning. Although there is ample evidence that individuals express personal preferences for how they prefer to receive information, few studies have found any validity in using learning styles in education. Many theories share the proposition that humans can be classified according to their "style" of learning, but differ in how the proposed styles should be defined, categorized and assessed. A common concept is that individuals differ in how they learn.


title: Learning styles

text: The idea of individualized learning styles became popular in the 1970s, and has greatly influenced education despite the criticism that the idea has received from some researchers. Proponents recommend that teachers have to run a needs analysis to assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style. Critics say there is no consistent evidence that identifying an individual student's learning style and teaching for specific learning styles produces better student outcomes. Since 2012, learning styles have often been referred to as a "neuromyth" in education. There is evidence of empirical and pedagogical problems related to forcing learning tasks to "correspond to differences in a one-to-one fashion". Studies contradict the widespread "meshing hypothesis" that a student will learn best if taught in a method deemed appropriate for the student's learning style. However, a 2020 systematic review suggested that a majority (89%) of educators around the world continue to believe that the meshing hypothesis is correct.


title: Learning styles

text: Studies further show that teachers cannot assess the learning style of their students accurately. In one study, students were asked to take an inventory on their learning style. After nearly 400 students completed the inventory, 70% didn't use study habits that matched their preferred learning method. Another piece of this study indicated that those students who used study methods that did match their preferred learning style didn't perform any better on tests.


title: Learning styles

text: There are many different learning styles models; one literature review identified 71 different models. Only a few models are described below.


title: Learning styles

text: David A. Kolb's model is based on his experiential learning model, as explained in his book "Experiential Learning". Kolb's model outlines two related approaches toward grasping experience: "Concrete Experience" and "Abstract Conceptualization", as well as two related approaches toward transforming experience: "Reflective Observation" and "Active Experimentation". According to Kolb's model, the ideal learning process engages all four of these modes in response to situational demands; they form a learning cycle from experience to observation to conceptualization to experimentation and back to experience. In order for learning to be effective, Kolb postulated, all four of these approaches must be incorporated. As individuals attempt to use all four approaches, they may tend to develop strengths in one experience-grasping approach and one experience-transforming approach, leading them to prefer one of the following four learning styles:


title: Learning styles

text: Kolb's model gave rise to the Learning Style Inventory, an assessment method used to determine an individual's learning style. According to this model, individuals may exhibit a preference for one of the four styles—Accommodating, Converging, Diverging and Assimilating—depending on their approach to learning in Kolb's experiential learning model.


title: Learning styles

text: Although Kolb's model is widely used, a 2013 study pointed out that Kolb's Learning Style Inventory, among its other weaknesses, incorrectly dichotomizes individuals on the abstract/concrete and reflective/action dimensions of experiential learning (in much the same way as the Myers-Briggs Type Indicator does in a different context), and proposed instead that these dimensions be treated as continuous rather than dichotomous/binary variables.


title: Learning styles

text: In an article that addressed Kolb's work through 2005, Mark K. Smith reviewed some critiques of Kolb's model, and identified six key issues regarding the model:


title: Learning styles

text: Peter Honey and Alan Mumford adapted Kolb's experiential learning model. First, they renamed the stages in the learning cycle to accord with managerial experiences: "having" an experience, "reviewing" the experience, "concluding" from the experience, and "planning" the next steps. Second, they aligned these stages to four learning styles named:


title: Learning styles

text: These four learning styles are assumed to be acquired preferences that are adaptable, either at will or through changed circumstances, rather than being fixed personality characteristics. Honey and Mumford's Learning Styles Questionnaire (LSQ) is a self-development tool and differs from Kolb's Learning Style Inventory by inviting managers to complete a checklist of work-related behaviours without directly asking managers how they learn. Having completed the self-assessment, managers are encouraged to focus on strengthening underutilized styles in order to become better equipped to learn from a wide range of everyday experiences.


title: Learning styles

text: A MORI survey commissioned by The Campaign for Learning in 1999 found the Honey and Mumford LSQ to be the most widely used system for assessing preferred learning styles in the local government sector in the UK.


title: Learning styles

text: Walter Burke Barbe and colleagues proposed three learning modalities (often identified by the acronym VAK):


title: Learning styles

text: Barbe and colleagues reported that learning modality strengths can occur independently or in combination (although the most frequent modality strengths, according to their research, are visual or mixed), they can change over time, and they become integrated with age. They also pointed out that learning modality "strengths" are different from "preferences"; a person's self-reported modality preference may not correspond to their empirically measured modality strength. This disconnect between strengths and preferences was confirmed by a subsequent study. Nevertheless, some scholars have criticized the VAK model. Psychologist Scott Lilienfeld and colleagues have argued that much use of the VAK model is nothing more than pseudoscience or a psychological urban legend.


title: Learning styles

text: Neil Fleming's VARK model and inventory expanded upon earlier notions of sensory modalities such as the VAK model of Barbe and colleagues and the representational systems (VAKOG) in neuro-linguistic programming. The four sensory modalities in Fleming's model are:


title: Learning styles

text: While the fifth modality isn't considered one of the four learning styles, it covers those who fit equally among two or more areas, or without one frontrunner:


title: Learning styles

text: Fleming claimed that visual learners have a preference for seeing (visual aids that represent ideas using methods other than words, such as graphs, charts, diagrams, symbols, etc.). Subsequent neuroimaging research has suggested that visual learners convert words into images in the brain and vice versa, but some psychologists have argued that this "is not an instance of learning styles, rather, it is an instance of ability appearing as a style". Likewise, Fleming claimed that auditory learners best learn through listening (lectures, discussions, tapes, etc.), and tactile/kinesthetic learners prefer to learn via experience—moving, touching, and doing (active exploration of the world, science projects, experiments, etc.). Students can use the model and inventory to identify their preferred learning style and, it is claimed, improve their learning by focusing on the mode that benefits them the most. Fleming's model also posits two types of multimodality. This means that not everyone has one defined preferred modality of learning; some people may have a mixture that makes up their preferred learning style. There are two types of multimodality learners: VARK type one learners are able to assimilate their learning style to those around them . VARK type two learners need to receive input or output in all of their preferred styles. They will continue to work until all preferred learning areas have been met .


title: Learning styles

text: Anthony Gregorc and Kathleen Butler organized a model describing different learning styles rooted in the way individuals acquire and process information differently. This model posits that an individual's perceptual abilities are the foundation of his or her specific learning strengths, or learning styles.


title: Learning styles

text: In this model, there are two perceptual qualities: "concrete" and "abstract", and two ordering abilities: "random" and "sequential". Concrete perceptions involve registering information through the five senses, while abstract perceptions involve the understanding of ideas, qualities, and concepts which cannot be seen. In regard to the two ordering abilities, sequential ordering involves the organization of information in a linear, logical way, and random ordering involves the organization of information in chunks and in no specific order. The model posits that both of the perceptual qualities and both of the ordering abilities are present in each individual, but some qualities and ordering abilities are more dominant within certain individuals.


title: Learning styles

text: There are four combinations of perceptual qualities and ordering abilities based on dominance: "concrete sequential", "abstract random", "abstract sequential", and "concrete random". The model posits that individuals with different combinations learn in different ways—they have different strengths, different things make sense to them, different things are difficult for them, and they ask different questions throughout the learning process.


title: Learning styles

text: The validity of Gregorc's model has been questioned by Thomas Reio and Albert Wiswell following experimental trials. Gregorc argues that his critics have "scientifically-limited views" and that they wrongly repudiate the "mystical elements" of "the spirit" that can only be discerned by a "subtle human instrument".


title: Learning styles

text: Anthony Grasha and Sheryl Riechmann, in 1974, formulated the Grasha-Reichmann Learning Style Scale. It was developed to analyze the attitudes of students and how they approach learning. The test was originally designed to provide teachers with insight on how to approach instructional plans for college students. Grasha's background was in cognitive processes and coping techniques. Unlike some models of cognitive styles which are relatively nonjudgmental, Grasha and Riechmann distinguish between adaptive and maladaptive styles. The names of Grasha and Riechmann's learning styles are:


title: Learning styles

text: Aiming to explain why aptitude tests, school grades, and classroom performance often fail to identify real ability, Robert Sternberg listed various cognitive dimensions in his book "Thinking Styles". Several other models are also often used when researching cognitive styles; some of these models are described in books that Sternberg co-edited, such as "Perspectives on Thinking, Learning, and Cognitive Styles".


title: Learning styles

text: In the 1980s, the National Association of Secondary School Principals (NASSP) formed a task force to study learning styles. The task force defined three broad categories of style—cognitive, affective, and physiological—and 31 variables, including the perceptual strengths and preferences from the VAK model of Barbe and colleagues, but also many other variables such as need for structure, types of motivation, time of day preferences, and so on. They defined a learning style as "a "gestalt"—not an amalgam of related characteristics but greater than any of its parts. It is a composite of internal and external operations based in neurobiology, personality, and human development and reflected in learner behavior."


title: Learning styles

text: According to the NASSP task force, styles are hypothetical constructs that help to explain the learning (and teaching) process. They posited that one can recognize the learning style of an individual student by observing his or her behavior. Learning has taken place only when one observes a relatively stable change in learner behavior resulting from what has been experienced.


title: Learning styles

text: A 2004 non-peer-reviewed literature review criticized most of the main instruments used to identify an individual's learning style. In conducting the review, Frank Coffield and his colleagues selected 13 of the most influential models of the 71 models they identified, including most of the models described in this article. They examined the theoretical origins and terms of each model, and the instrument that purported to assess individuals against the learning styles defined by the model. They analyzed the claims made by the author(s), external studies of these claims, and independent empirical evidence of the relationship between the learning style identified by the instrument and students' actual learning. Coffield's team found that none of the most popular learning style theories had been adequately validated through independent research. This means that even if the underlying theories were sound, educators are frequently unable to correctly identify the theoretically correct learning style for any given student, so the theory would end up being misapplied in practice.


title: Learning styles

text: The Learning Style Inventory (LSI) is connected with David A. Kolb's model and is used to determine a student's learning style. Previous versions of the LSI have been criticized for problems with validity, reliability, and other issues. Version 4 of the Learning Style Inventory replaces the four learning styles of previous versions with nine new learning styles: initiating, experiencing, imagining, reflecting, analyzing, thinking, deciding, acting, and balancing. The LSI is intended to help employees or students "understand how their learning style impacts upon problem solving, teamwork, handling conflict, communication and career choice; develop more learning flexibility; find out why teams work well—or badly—together; strengthen their overall learning."


title: Learning styles

text: A completely different Learning Styles Inventory is associated with a binary division of learning styles, developed by Richard Felder and Linda Silverman. In Felder and Silverman's model, learning styles are a balance between pairs of extremes such as: Active/Reflective, Sensing/Intuitive, Verbal/Visual, and Sequential/Global. Students receive four scores describing these balances. Like the LSI mentioned above, this inventory provides overviews and synopses for teachers.


title: Learning styles

text: The NASSP Learning Style Profile (LSP) is a second-generation instrument for the diagnosis of student cognitive styles, perceptual responses, and study and instructional preferences. The LSP is a diagnostic tool intended as the basis for comprehensive style assessment with students in the sixth to twelfth grades. It was developed by the National Association of Secondary School Principals research department in conjunction with a national task force of learning style experts. The Profile was developed in four phases with initial work undertaken at the University of Vermont (cognitive elements), Ohio State University (affective elements), and St. John's University (physiological/environmental elements). Rigid validation and normative studies were conducted using factor analytic methods to ensure strong construct validity and subscale independence.


title: Learning styles

text: The LSP contains 23 scales representing four higher order factors: cognitive styles, perceptual responses, study preferences and instructional preferences (the affective and physiological elements). The LSP scales are: analytic skill, spatial skill, discrimination skill, categorizing skill, sequential processing skill, simultaneous processing skill, memory skill, perceptual response: visual, perceptual response: auditory, perceptual response: emotive, persistence orientation, verbal risk orientation, verbal-spatial preference, manipulative preference, study time preference: early morning, study time preference: late morning, study time preference: afternoon, study time preference: evening, grouping preference, posture preference, mobility preference, sound preference, lighting preference, temperature preference.


title: Learning styles

text: Other methods (usually questionnaires) used to identify learning styles include Neil Fleming's VARK Questionnaire and Jackson's Learning Styles Profiler. Many other tests have gathered popularity and various levels of credibility among students and teachers.


title: Learning styles

text: For a teacher to use the learning styles model, the teacher has to be able to correctly match each student to a learning style. This is a generally unsuccessful exercise due to inappropriate tools. For an assessment tool to be useful, it needs to be a valid test, which is to say that it actually has to put all of the "style A" students in the "A" group, all of the "style B" students in the "B" group, and so forth. Research indicates that very few, if any, of the psychometric tests promoted in conjunction with the learning styles idea have the necessary validity to be useful in practice. Some models, such as Anthony Gregorc's Gregorc Style Delineator, are "theoretically and psychometrically flawed" and "not suitable for the assessment of individuals".


title: Learning styles

text: Furthermore, knowing a student's learning style does not seem to have any practical value for the student. In 2019, the American Association of Anatomists published a study that investigated whether learning styles had any effect on the final outcomes of an anatomy course. The study found that even when being told they had a specific learning style, the students did not change their study habits, and those students that did use their theoretically dominant learning style had no greater success in the course; specific study strategies, unrelated to learning style, were positively correlated with final course grade.


title: Learning styles

text: Various researchers have attempted to hypothesize ways in which learning style theory can be used in the classroom. Two such scholars are Rita Dunn and Kenneth Dunn, who build upon a learning modalities approach.


title: Learning styles

text: Although learning styles will inevitably differ among students in the classroom, Dunn and Dunn say that teachers should try to make changes in their classroom that will be beneficial to every learning style. Some of these changes include room redesign, the development of small-group techniques, and the development of "contract activity packages". Redesigning the classroom involves locating dividers that can be used to arrange the room creatively (such as having different learning stations and instructional areas), clearing the floor area, and incorporating students' thoughts and ideas into the design of the classroom.


title: Learning styles

text: Dunn and Dunn's "contract activity packages" are educational plans that use: a clear statement of the learning need; multisensory resources (auditory, visual, tactile, kinesthetic); activities through which the newly mastered information can be used creatively; the sharing of creative projects within small groups; at least three small-group techniques; a pre-test, a self-test, and a post-test.


title: Learning styles

text: Dunn and Dunn's learning styles model is widely used in schools in the United States, and 177 articles have been published in peer-reviewed journals referring to this model. However, the conclusion of a review by Coffield and colleagues was: "Despite a large and evolving research programme, forceful claims made for impact are questionable because of limitations in many of the supporting studies and the lack of independent research on the model."


title: Learning styles

text: Another scholar who believes that learning styles should have an effect on the classroom is Marilee Sprenger in "Differentiation through Learning Styles and Memory". She bases her work on three premises:


title: Learning styles

text: Sprenger details how to teach in visual, auditory, or tactile/kinesthetic ways. Methods for visual learners include ensuring that students can see words written, using pictures, and drawing timelines for events. Methods for auditory learners include repeating words aloud, small-group discussion, debates, listening to books on tape, oral reports, and oral interpretation. Methods for tactile/kinesthetic learners include hands-on activities (experiments, etc.), projects, frequent breaks to allow movement, visual aids, role play, and field trips. By using a variety of teaching methods from each of these categories, teachers cater to different learning styles at once, and improve learning by challenging students to learn in different ways.


title: Learning styles

text: James W. Keefe and John M. Jenkins have incorporated learning style assessment as a basic component in their "personalized instruction" model of schooling. Six basic elements constitute the culture and context of personalized instruction. The cultural components—teacher role, student learning characteristics, and collegial relationships—establish the foundation of personalization and ensure that the school prizes a caring and collaborative environment. The contextual factors—interactivity, flexible scheduling, and authentic assessment—establish the structure of personalization.


title: Learning styles

text: According to Keefe and Jenkins, cognitive and learning style analysis have a special role in the process of personalizing instruction. The assessment of student learning style, more than any other element except the teacher role, establishes the foundation for a personalized approach to schooling: for student advisement and placement, for appropriate retraining of student cognitive skills, for adaptive instructional strategy, and for the authentic evaluation of learning. Some learners respond best in instructional environments based on an analysis of their perceptual and environmental style preferences: most individualized and personalized teaching methods reflect this point of view. Other learners, however, need help to function successfully in "any" learning environment. If a youngster cannot cope under conventional instruction, enhancing his cognitive skills may make successful achievement possible.


title: Learning styles

text: Many of the student learning problems that learning style diagnosis attempts to solve relate directly to elements of the human information processing system. Processes such as attention, perception and memory, and operations such as integration and retrieval of information are internal to the system. Any hope for improving student learning necessarily involves an understanding and application of information processing theory. Learning style assessment can provide a window to understanding and managing this process.


title: Learning styles

text: At least one study evaluating teaching styles and learning styles, however, has found that congruent groups have no significant differences in achievement from incongruent groups. Furthermore, learning style in this study varied by demography, specifically by age, suggesting a change in learning style as one gets older and acquires more experience. While significant age differences did occur, as well as no experimental manipulation of classroom assignment, the findings do call into question the aim of congruent teaching–learning styles in the classroom.


title: Learning styles

text: Educational researchers Eileen Carnell and Caroline Lodge concluded that learning styles are not fixed and that they are dependent on circumstance, purpose and conditions.


title: Learning styles

text: Learning style theories have been criticized by many scholars and researchers. Some psychologists and neuroscientists have questioned the scientific basis for separating out students based on learning style. According to Susan Greenfield the practice is "nonsense" from a neuroscientific point of view: "Humans have evolved to build a picture of the world through our senses working in unison, exploiting the immense interconnectivity that exists in the brain." Similarly, Christine Harrington argued that since all students are multisensory learners, educators should teach research-based general learning skills.


title: Learning styles

text: Many educational psychologists have shown that there is little evidence for the efficacy of most learning style models, and furthermore, that the models often rest on dubious theoretical grounds. According to professor of education Steven Stahl, there has been an "utter failure to find that assessing children's learning styles and matching to instructional methods has any effect on their learning." Professor of education Guy Claxton has questioned the extent that learning styles such as VARK are helpful, particularly as they can have a tendency to label children and therefore restrict learning. Similarly, psychologist Kris Vasquez pointed out a number of problems with learning styles, including the lack of empirical evidence that learning styles are useful in producing student achievement, but also her more serious concern that the use of learning styles in the classroom could lead students to develop self-limiting implicit theories about themselves that could become self-fulfilling prophecies that are harmful, rather than beneficial, to the goal of serving student diversity.


title: Learning styles

text: Some research has shown that long-term retention can better be achieved under conditions that seem more difficult, and that teaching students only in their preferred learning style is not effective.


title: Learning styles

text: Psychologists Scott Lilienfeld, Barry Beyerstein, and colleagues listed as one of the "50 great myths of popular psychology" the idea that "students learn best when teaching styles are matched to their learning styles", and they summarized some relevant reasons not to believe this "myth".


title: Learning styles

text: Coffield and his colleagues and Mark Smith are not alone in their judgements. In 2005, Demos, a UK think tank, published a report on learning styles prepared by a group chaired by David Hargreaves that included Usha Goswami from the University of Cambridge and David Wood from the University of Nottingham. The Demos report said that the evidence for learning styles was "highly variable", and that practitioners were "not by any means always frank about the evidence for their work".


title: Learning styles

text: Cautioning against interpreting neuropsychological research as supporting the applicability of learning style theory, John Geake, Professor of Education at the UK's Oxford Brookes University, and a research collaborator with Oxford University's Centre for Functional Magnetic Resonance Imaging of the Brain, commented in 2005: "We need to take extreme care when moving from the lab to the classroom. We do remember things visually and aurally, but information isn't defined by how it was received."


title: Learning styles

text: The work of Daniel T. Willingham, a cognitive psychologist and neuroscientist, has argued that there is not enough evidence to support a theory describing the differences in learning styles amongst students. In his 2009 book "Why Don't Students Like School", he claimed that a cognitive styles theory must have three features: "it should consistently attribute to a person the same style, it should show that people with different abilities think and learn differently, and it should show that people with different styles do not, on average, differ in ability". He concluded that there are no theories that have these three crucial characteristics, not necessarily implying that cognitive styles don't exist but rather stating that psychologists have been unable to "find them". In a 2008 self-published YouTube video titled "Learning Styles Don't Exist", Willingham concluded by saying: "Good teaching is good teaching and teachers don't need to adjust their teaching to individual students' learning styles."


title: Learning styles

text: In late 2009, the journal "Psychological Science in the Public Interest" of the Association for Psychological Science (APS) published a report on the scientific validity of learning styles practices. The panel of experts that wrote the article, led by Harold Pashler of the University of California, San Diego, concluded that an adequate evaluation of the learning styles hypothesis—the idea that optimal learning demands that students receive instruction tailored to their learning styles—requires a particular kind of study. Specifically, students should be grouped into the learning style categories that are being evaluated (e.g., visual learners vs. verbal learners), and then students in each group must be randomly assigned to one of the learning methods (e.g., visual learning or verbal learning), so that some students will be "matched" and others will be "mismatched". At the end of the experiment, all students must sit for the same test. If the learning style hypothesis is correct, then, for example, visual learners should learn better with the visual method, whereas auditory learners should learn better with the auditory method. As disclosed in the report, the panel found that studies utilizing this essential research design were virtually absent from the learning styles literature. In fact, the panel was able to find only a few studies with this research design, and all but one of these studies were negative findings—that is, they found that the same learning method was superior for all kinds of students. Examples of such negative findings include the research of Laura J. Massa and Richard E. Mayer, as well as more recent research since the 2009 review.


title: Learning styles

text: Furthermore, the panel noted that, even if the requisite finding were obtained, the benefits would need to be large, and not just statistically significant, before learning style interventions could be recommended as cost-effective. That is, the cost of evaluating and classifying students by their learning style, and then providing customized instruction would need to be more beneficial than other interventions (e.g., one-on-one tutoring, after school remediation programs, etc.).


title: Learning styles

text: As a consequence, the panel concluded, "at present, there is no adequate evidence base to justify incorporating learning styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have strong evidence base, of which there are an increasing number."


title: Learning styles

text: The article incited critical comments from some defenders of learning styles. "The Chronicle of Higher Education" reported that Robert Sternberg from Tufts University spoke out against the paper: "Several of the most-cited researchers on learning styles, Mr. Sternberg points out, do not appear in the paper's bibliography." This charge was also discussed by "Science", which reported that Pashler said, "Just so... most of [the evidence] is 'weak'." "The Chronicle" reported that even David A. Kolb partly agreed with Pashler; Kolb said: "The paper correctly mentions the practical and ethical problems of sorting people into groups and labeling them. Tracking in education has a bad history."


title: Learning styles

text: A 2015 review paper examined the studies of learning styles completed after the 2009 APS critique, giving particular attention to studies that used the experimental methods advocated for by Pashler et al. The findings were similar to those of the APS critique: the evidence for learning styles was virtually nonexistent while evidence contradicting it was both more prevalent and used more sound methodology. Follow-up studies concluded that learning styles had no effect on student retention of material whereas another explanation, dual coding, had a substantial impact on it and held more potential for practical application in the classroom.


title: Learning styles

text: A 2017 research paper from the UK found that 90% of academics agreed there are "basic conceptual flaws" with learning styles theory, yet 58% agreed that students "learn better when they receive information in their preferred learning style", and 33% reported that they used learning styles as a method in the past year. It concluded that it might be better to use methods that are "demonstrably effective".


title: Tina Kotek

text: Tina Kotek (born September 30, 1966) is an American politician and the governor-elect of Oregon. Kotek served as Speaker of the Oregon House of Representatives from 2013 to 2022. She was the first openly lesbian person to serve as a speaker of a state house in the United States, as well as the longest-serving speaker in Oregon history. Kotek won the 2022 Oregon gubernatorial election, defeating Republican Christine Drazan and Independent Betsy Johnson in a three way race. Along with Maura Healey, she will be one of the first two openly lesbian governors in the United States.


title: Tina Kotek

text: Tina Kotek was born on September 30, 1966 in York, Pennsylvania to Jerry Albert Kotek (1928–2011) and Florence (née Matich) (1929–2007). Her father was of Czech ancestry and her mother's parents were Slovenes. Her grandfather František Kotek (1897–1974) was a baker from Týnec nad Labem.


title: Tina Kotek

text: Kotek attended Dallastown Area High School, where she graduated second in her class. She attended Georgetown University, but left without graduating. After departing Georgetown, she worked in commercial diving and as a travel agent.


title: Tina Kotek

text: She moved to Oregon in 1987, earning a Bachelor of Science degree in religious studies from the University of Oregon in 1990. She then went on to graduate study at the University of Washington, earning a master's degree in international studies and comparative religion.


title: Tina Kotek

text: Before being elected to office, Kotek worked as the policy director of Children First for Oregon, prior to which she was a public policy advocate for the Oregon Food Bank. She co-chaired the Human Services Coalition of Oregon during the 2002 budget crisis and served as the co-chair of the Governor's Medicaid Advisory Committee.


title: Tina Kotek

text: In 2004, Kotek lost the Democratic primary for Oregon House District 43. In 2006, she won a three-way Democratic primary for Oregon House District 44, which includes North and Northeast Portland. In the general election, she defeated her Republican opponent with nearly 80 percent of the vote.


title: Tina Kotek

text: Kotek ran unopposed for re-election in 2008. In 2010, she faced a Democratic primary challenge but won over 85% of the vote. Kotek won the 2010 general election with almost 81% of the vote. She was re-elected every two years, through the 2020 election.


title: Tina Kotek

text: Kotek rose in the House leadership, serving as the Democratic whip in the 2009 legislative session. In the 2011 session, she was co-"speaker pro tempore", a position shared with Republican Andy Olson due to the House's 30–30 partisan split.


title: Tina Kotek

text: In June 2011, Kotek was chosen by the House Democratic Caucus as their leader (succeeding Dave Hunt).


title: Tina Kotek

text: After Democrats won a House majority in the 2012 election, they nominated Kotek for speaker of the House for the 2013 legislative session. Kotek was elected to the position, becoming the first out lesbian to serve as a legislative speaker in the United States. She was re-elected for the two-year sessions in 2015, 2017, 2019, and 2021. She is the longest-serving speaker of the House in Oregon history.


title: Tina Kotek

text: In December 2016, Kotek became the chair of the board of directors of the Democratic Legislative Campaign Committee. She left the post in July 2019.


title: Tina Kotek

text: In 2020, Republicans worked with Democrats to redraw the districts following the 2020 United States census with equal representation from the Democratic and Republican parties as a compromise to have the Republicans stop the use of quorum rule restrictions to stall legislation. Kotek later reversed her decision and restored the Democratic majority on the committee redrawing the congressional districts.


title: Tina Kotek

text: In January 2022, she announced her resignation from the speakership and from her House seat to focus on her campaign. She was succeeded as speaker by Dan Rayfield, and in the 44th House District seat by Travis Nelson.


title: Tina Kotek

text: On September 1, 2021, Kotek declared her candidacy for Governor in the 2022 Oregon gubernatorial election. Her main opponent in the Democratic primary was Tobias Read, the state treasurer. She won the Democratic primary on May 17, 2022.


title: Tina Kotek

text: In the general election for governor, Kotek's main opponents were Republican candidate and former state representative Christine Drazan and unaffiliated candidate and former state senator Betsy Johnson. The election was on November 8, 2022. As of November 10, local news sources include "The Oregonian", "Willamette Week," and Oregon Public Broadcasting declared Kotek the likely winner of the race with 73% of ballots counted.


title: Tina Kotek

text: Kotek and her wife, Aimee Kotek Wilson, have lived in the Kenton neighborhood of Portland, Oregon, since 2005. Kotek was one of the only openly LGBT members of the Oregon Legislative Assembly, and the first lesbian speaker of a state house. Kotek considers herself a lapsed Catholic and attends an Episcopal church.


title: The Boy in the Plastic Bubble

text: The Boy in the Plastic Bubble is a 1976 American made for television drama film inspired by the lives of David Vetter and Ted DeVita, who lacked effective immune systems. It stars John Travolta, Glynnis O'Connor, Diana Hyland, Robert Reed, Ralph Bellamy and P.J. Soles. It was written by Douglas Day Stewart, produced by Aaron Spelling and Leonard Goldberg (who, at the time, produced "Starsky and Hutch" and "Charlie's Angels"), and directed by Randal Kleiser, who would work with Travolta again in the 1978 hit musical film adaptation of "Grease" shortly after. The original music score was composed by Mark Snow. The theme song "What Would They Say" was written and sung by Paul Williams. William Howard Taft High School was used for filming.


title: The Boy in the Plastic Bubble

text: John and Mickey Lubitch conceive a child. After multiple previous miscarriages and the death of their first son (who was born without a functioning immune system), Mickey fears the likelihood that something gravely wrong could happen to their child. John assures her that the odds of their next child being born with the same condition are low.


title: The Boy in the Plastic Bubble

text: The pregnancy results in the birth of a live baby boy, whom they name Tod. Tod's immune system also does not function properly, meaning that contact with unfiltered air may kill him. John and Mickey are told he may have to live out his entire life in incubator-like conditions. After a strenuous four years of Tod living in the hospital, Mickey convinces John to find a way to bring Tod home. He lives with his parents in Houston, Texas. He is restricted to staying in his room all his life where he eats, learns, reads, and exercises, while being protected from the outside world by various coverings.


title: The Boy in the Plastic Bubble

text: As Tod grows, he wishes to see more of the outside world and meet regular people his age. He is enrolled at the local school after being equipped with suitable protective clothing, similar in style to a space suit. He falls in love with his next door neighbor, Gina Biggs, and he must decide between following his heart and facing near-certain death, or remaining in his protective bubble forever. In the end, after having a discussion with his doctor who tells him he has built up some immunities which may possibly be enough to survive the real world, he steps outside his house, unprotected, and he and Gina ride off on her horse.


title: The Boy in the Plastic Bubble

text: David Vetter, the boy who inspired this film, questioned the film's depiction of how sterile Tod's use of the spacesuit was. Vetter scoffed at the idea that Travolta's character could simply wear the space suit back into the isolator without contaminating the bubble.


title: The Boy in the Plastic Bubble

text: Days after Bill Clinton was inaugurated as U.S. President, William Safire reported on the phrase "in the bubble" as used in reference to living in the White House. Safire traced that usage in U.S. presidential politics to a passage in the 1990 political memoir "What I Saw at the Revolution" by Peggy Noonan, where she used it to characterize Ronald Reagan's "wistfulness about connection"; Richard Ben Cramer used the phrase two years later in "What It Takes: The Way to the White House" with reference to George H. W. Bush and how he had been "cosseted and cocooned in comfort by 400 people devoted to his security" and "never s[aw] one person who was not a friend or someone whose sole purpose it was to serve or protect him." Noonan's use was a reference to "The Boy in the Plastic Bubble".


title: The Boy in the Plastic Bubble

text: The film inspired Paul Simon's 1986 song "The Boy in the Bubble". In 1992, the film's premise was satirized in the seventh episode of the fourth season of "Seinfeld". It was also the subject of the 2001 comedy film "Bubble Boy" and the 2007 musical "In the Bubble" produced by American Music Theatre Project and featuring a book by Rinne Groff, music by Michael Friedman and Joe Popp and lyrics by Friedman, Groff and Popp.


title: The Boy in the Plastic Bubble

text: The film was mentioned several times on the series "That '70s Show", in the episodes of "NCIS" "SWAK" and "Thirst", on the "Family Guy" episode "The Father, The Son and The Holy Fonz" and in the film "Superstar". In "Thirst" "Very Special Agent" Tony DiNozzo mentions it to partner Tim McGee, who asks if it was "pre or post Barbarino", to which Tony says that he thinks it was post, suggesting that Tim watch it on Netflix. It was actually during "Welcome Back, Kotter", which began in 1975.


title: The Boy in the Plastic Bubble

text: The film had a personal impact on Travolta and Hyland, who began a six-month romantic relationship until her death, after the film ended principal photography.


title: The Boy in the Plastic Bubble

text: In an episode of "Dance Moms", Abby Lee Miller said the girls are doing a dance inspired by the movie.


title: The Boy in the Plastic Bubble

text: The film is referenced in two episodes of "The Simpsons". In the Season 10 episode "Viva Ned Flanders," as the townspeople of Springfield mock Ned Flanders for never doing anything exciting in his entire life, Carl Carlson remarks "Even the boy in the bubble had a deck of cards." During the Season 13 episode "Little Girl in the Big Ten," Bart contracts a rare illness and is confined to a giant plastic bubble (similar to a hamster ball) in order to prevent him from spreading it to others.


title: 1985 NBA Finals

text: The 1985 NBA World Championship Series was the championship round of the National Basketball Association (NBA)'s 1984–85 season, and the culmination of the season's playoffs. It featured the defending NBA champion and Eastern Conference playoff champion Boston Celtics against the Western Conference playoff champion Los Angeles Lakers.


title: 1985 NBA Finals

text: The Celtics were looking to repeat as NBA champions for the first time since the season. The Celtics had home court advantage for the second year in a row as they finished the regular season with a 63–19 record while the Lakers compiled a 62–20 record. The Lakers looked to bounce back from the previous year's painful loss to the Celtics in the championship series, and were still seeking to beat Boston for the first time ever in NBA Finals history. Also for the first time since 1955, the Finals implemented a 2–3–2 format with Games 1 and 2 in Boston while the next three games were in Los Angeles. The final two games of the series would be played in Boston, if required. This change of format came after David Stern had a conversation with Celtics legend Red Auerbach in 1984, who disliked the frequent traveling between games. The 2–3–2 format would be used until the 2013 NBA Finals, after which the 2–2–1–1–1 format returned in 2014.


title: 1985 NBA Finals

text: With the help of Kareem Abdul-Jabbar and Magic Johnson, the Los Angeles Lakers achieved their first NBA Finals victory over the Boston Celtics in nine meetings, four to two games.


title: 1985 NBA Finals

text: It was the last time the NBA World Championship Series branding would be in use as the NBA Finals branding would replace it for 1986.


title: 1985 NBA Finals

text: After losing to the Celtics in the previous year's finals, the Lakers entered the 1984–85 NBA season with a mission. Once again using the effective Showtime offense, they ran away with the Western Conference-leading 62 wins. The team as a whole underwent a slight evolution, as James Worthy supplanted Jamaal Wilkes as the starting small forward, while Byron Scott began to earn more minutes as the backup to both Magic Johnson and Michael Cooper.


title: 1985 NBA Finals

text: In the playoffs, the Lakers eliminated the Phoenix Suns, Portland Trail Blazers and Denver Nuggets, going 11–2 in the three playoff rounds.


title: 1985 NBA Finals

text: The Celtics repeated with the NBA's best record by winning 63 games. For the second straight season, Larry Bird won the MVP award, while Kevin McHale won Sixth Man Award for the second year running, despite making the transition from bench cog to starter late in the season with Cedric Maxwell nursing a knee injury. Danny Ainge also emerged as the team's starting shooting guard, after the Celtics traded Gerald Henderson to the Seattle SuperSonics in the offseason.


title: 1985 NBA Finals

text: The Celtics defeated the Cleveland Cavaliers, Detroit Pistons and Philadelphia 76ers, finishing with an 11–4 record heading into the finals. By that point, Boston's classic starting five under head coach K. C. Jones was solidified, featuring Bird, McHale and Robert Parish in the frontcourt, and Ainge and Dennis Johnson in the backcourt.


title: 1985 NBA Finals

text: The Celtics defeated the Lakers 148–114. It was dubbed the "Memorial Day Massacre" and a profound embarrassment for the Lakers team. Kareem Abdul-Jabbar had only 12 points and 3 rebounds, while Magic Johnson pulled down only one rebound. Danny Ainge of the Celtics started hot, scoring 15 points in the first quarter. Scott Wedman made all 11 shots he took from the field. Afterwards, Abdul-Jabbar apologized to his teammates for his terrible performance.


title: 1985 NBA Finals

text: The 34-point differential set a new record for a Finals game between the Celtics and Lakers in their rivalry. This record would stand until the 2008 NBA Finals, when the Celtics defeated the Lakers, 131-92.


title: 1985 NBA Finals

text: The Lakers recovered from the Game 1 loss behind Abdul-Jabbar's 30 points, 17 rebounds, 3 blocks, and 8 assists. Lakers swingman Michael Cooper finished with 22 points on an 8 for 9 shooting performance, including several clutch outside jumpers down the stretch. The series was evened at 1–1.


title: 1985 NBA Finals

text: The Celtics held a 48–38 lead in the second quarter before the Lakers rallied and led, 65–59, at halftime. The Lakers pulled away in the second half and won the game 136–111. Abdul-Jabbar scored his 4,456th career point and became the league's all-time leading playoff scorer, which had previously been held by Lakers guard Jerry West. Larry Bird's shooting slump from game 2 continued. He shot a combined 17 of 42 from the field in games two and three. James Worthy led the Lakers with 29 points.


title: 1985 NBA Finals

text: The Celtics tied the series in the fourth game with a 107–105 win with a buzzer-beating jumper by Dennis Johnson, who scored 27 points. Kevin McHale led all players with 28 points to go along with 12 rebounds for the Celtics.


title: 1985 NBA Finals

text: In this game, the Lakers stomped out the Celtics by jumping out to a 64–51 lead and stretched it to 89–72 before the Celtics cut the deficit to 4 points, late in the 4th quarter. The Celtics would cut the lead to 4 points several times, but the Lakers answered each time. Magic Johnson made three shots, Kareem added four more shots, and Cooper hit 2 outside jumpers, and the Lakers came away with a 120–111 victory to take a 3–2 series lead.


title: 1985 NBA Finals

text: In the series clincher, the game was tied at halftime. The Lakers would hold the Celtics to just 18 third quarter points to pull away. Abdul-Jabbar scored 29 points and James Worthy scored 28 of his own, as Los Angeles became the first team to clinch a title at the Boston Garden. Magic Johnson dished out a game-high 14 assists. Celtics' forward Kevin McHale scored 32 points and grabbed 16 rebounds--both game-highs--before fouling out in the fourth quarter. Larry Bird's dismal shooting continued as he hit just 12 of 29 shots.


title: 1985 NBA Finals

text: The 38-year-old Abdul-Jabbar was named MVP of the series, his second Finals MVP award and first since 1971 (back when he was known as Lew Alcindor), averaging 25.7 points, 9.0 rebounds, 5.2 assists and 1.5 blocks in the six games. Worthy averaged 23.7 points for the Lakers, while Magic Johnson scored 18.3 points per game to go along with 14.0 assists and 6.8 rebounds. Los Angeles shot 51.2% as a team for the series.