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A college (Latin: collegium) is an educational institution or a constituent part of one. A college may be a degree-awarding tertiary educational institution, a part of a collegiate or federal university, an institution offering vocational education, or a secondary school. In most of the world, a college may be a high school or secondary school, a college of further education, a training institution that awards trade qualifications, a higher-education provider that does not have university status (often without its own degree-awarding powers), or a constituent part of a university. In the United States, a college may offer undergraduate programs – either as an independent institution or as the undergraduate program of a university – or it may be a residential college of a university or a community college, referring to (primarily public) higher education institutions that aim to provide affordable and accessible education, usually limited to two-year associate degrees. The word is generally also used as a synonym for a university in the US. Colleges in countries such as France, Belgium, and Switzerland provide secondary education. Etymology The word "college" is from the Latin verb lego, legere, legi, lectum, "to collect, gather together, pick", plus the preposition cum, "with", thus meaning "selected together". Thus "colleagues" are literally "persons who have been selected to work together". In ancient Rome a collegium was a "body, guild, corporation united in colleagueship; of magistrates, praetors, tribunes, priests, augurs; a political club or trade guild". Thus a college was a form of corporation or corporate body, an artificial legal person (body/corpus) with its own legal personality, with the capacity to enter into legal contracts, to sue and be sued. In mediaeval England there were colleges of priests, for example in chantry chapels; modern survivals include the Royal College of Surgeons in England (originally the Guild of Surgeons Within the City of London), the College of Arms in London (a body of heralds enforcing heraldic law), an electoral college (to elect representatives), etc., all groups of persons "selected in common" to perform a specified function and appointed by a monarch, founder or other person in authority. As for the modern "college of education", it was a body created for that purpose, for example Eton College was founded in 1440 by letters patent of King Henry VI for the constitution of a college of Fellows, priests, clerks, choristers, poor scholars, and old poor men, with one master or governor, whose duty it shall be to instruct these scholars and any others who may resort thither from any part of England in the knowledge of letters, and especially of grammar, without payment". Overview Higher education Within higher education, the term can be used to refer to: A constituent part of a collegiate university, for example King's College, Cambridge, or of a federal university, for example King's College London. A liberal arts college, an independent institution of higher education focusing on undergraduate education, such as Williams College or Amherst College. A liberal arts division of a university whose undergraduate program does not otherwise follow a liberal arts model, such as the Yuanpei College at Peking University. An institute providing specialised training, such as a college of further education, for example Belfast Metropolitan College, a teacher training college, or an art college. In the United States, college is sometimes but rarely a synonym for a research university, such as Dartmouth College, one of the eight universities in the Ivy League. In the United States, the undergraduate college of a university which also confers graduate degrees, such as Yale College, the undergraduate college within Yale University. Further education A sixth form college or college of further education is an educational institution in England, Wales, Northern Ireland, Belize, the Caribbean, Malta, Norway, Brunei, or Southern Africa, among others, where students aged 16 to 19 typically study for advanced school-level qualifications, such as A-levels, BTEC, HND or its equivalent and the International Baccalaureate Diploma, or school-level qualifications such as GCSEs. In Singapore and India, this is known as a junior college. The municipal government of the city of Paris uses the phrase "sixth form college" as the English name for a lycée. Secondary education In some national education systems, secondary schools may be called "colleges" or have "college" as part of their title. In Australia the term "college" is applied to any private or independent (non-government) primary and, especially, secondary school as distinct from a state school. Melbourne Grammar School, Cranbrook School, Sydney and The King's School, Parramatta are considered colleges. There has also been a recent trend to rename or create government secondary schools as "colleges". In the state of Victoria, some state high schools are referred to as secondary colleges, although the pre-eminent government secondary school for boys in Melbourne is still named Melbourne High School. In Western Australia, South Australia and the Northern Territory, "college" is used in the name of all state high schools built since the late 1990s, and also some older ones. In New South Wales, some high schools, especially multi-campus schools resulting from mergers, are known as "secondary colleges". In Queensland some newer schools which accept primary and high school students are styled state college, but state schools offering only secondary education are called "State High School". In Tasmania and the Australian Capital Territory, "college" refers to the final two years of high school (years 11 and 12), and the institutions which provide this. In this context, "college" is a system independent of the other years of high school. Here, the expression is a shorter version of matriculation college. In a number of Canadian cities, many government-run secondary schools are called "collegiates" or "collegiate institutes" (C.I.), a complicated form of the word "college" which avoids the usual "post-secondary" connotation. This is because these secondary schools have traditionally focused on academic, rather than vocational, subjects and ability levels (for example, collegiates offered Latin while vocational schools offered technical courses). Some private secondary schools (such as Upper Canada College, Vancouver College) choose to use the word "college" in their names nevertheless. Some secondary schools elsewhere in the country, particularly ones within the separate school system, may also use the word "college" or "collegiate" in their names.In New Zealand the word "college" normally refers to a secondary school for ages 13 to 17 and "college" appears as part of the name especially of private or integrated schools. "Colleges" most frequently appear in the North Island, whereas "high schools" are more common in the South Island. In the Netherlands, "college" is equivalent to HBO (Higher professional education). It is oriented towards professional training with clear occupational outlook, unlike universities which are scientifically oriented. In South Africa, some secondary schools, especially private schools on the English public school model, have "college" in their title, including six of South Africa's Elite Seven high schools. A typical example of this category would be St John's College. Private schools that specialize in improving children's marks through intensive focus on examination needs are informally called "cram-colleges". In Sri Lanka the word "college" (known as Vidyalaya in Sinhala) normally refers to a secondary school, which usually signifies above the 5th standard. During the British colonial period a limited number of exclusive secondary schools were established based on English public school model (Royal College Colombo, S. Thomas' College, Mount Lavinia, Trinity College, Kandy) these along with several Catholic schools (St. Joseph's College, Colombo, St Anthony's College) traditionally carry their name as colleges. Following the start of free education in 1931 large group of central colleges were established to educate the rural masses. Since Sri Lanka gained Independence in 1948, many schools that have been established have been named as "college". Other As well as an educational institution, the term, in accordance with its etymology, may also refer to any formal group of colleagues set up under statute or regulation; often under a Royal Charter. Examples include an electoral college, the College of Arms, a college of canons, and the College of Cardinals. Other collegiate bodies include professional associations, particularly in medicine and allied professions. In the UK these include the Royal College of Nursing and the Royal College of Physicians. Examples in the United States include the American College of Physicians, the American College of Surgeons, and the American College of Dentists. An example in Australia is the Royal Australian College of General Practitioners. College by country The different ways in which the term "College" is used to describe educational institutions in various regions of the world is listed below: Americas Canada In Canadian English, the term "college" usually refers to a trades school, applied arts/science/technology/business/health school or community college. These are post-secondary institutions granting certificates, diplomas, associate degrees and (in some cases) bachelor's degrees. The French acronym specific to public institutions within Quebec's particular system of pre-university and technical education is CEGEP (Collège d'enseignement général et professionnel, "college of general and professional education"). They are collegiate-level institutions that a student typically enrols in if they wish to continue onto university in the Quebec education system, or to learn a trade. In Ontario and Alberta, there are also institutions that are designated university colleges, which only grant undergraduate degrees. This is to differentiate between universities, which have both undergraduate and graduate programs and those that do not. In Canada, there is a strong distinction between "college" and "university". In conversation, one specifically would say either "they are going to university" (i.e., studying for a three- or four-year degree at a university) or "they are going to college" (i.e., studying at a technical/career training). Usage in a university setting The term college also applies to distinct entities that formally act as an affiliated institution of the university, formally referred to as federated college, or affiliated colleges. A university may also formally include several constituent colleges, forming a collegiate university. Examples of collegiate universities in Canada include Trent University, and the University of Toronto. These types of institutions act independently, maintaining their own endowments, and properties. However, they remain either affiliated, or federated with the overarching university, with the overarching university being the institution that formally grants the degrees. For example, Trinity College was once an independent institution, but later became federated with the University of Toronto. Several centralized universities in Canada have mimicked the collegiate university model; although constituent colleges in a centralized university remains under the authority of the central administration. Centralized universities that have adopted the collegiate model to a degree includes the University of British Columbia, with Green College and St. John's College; and the Memorial University of Newfoundland, with Sir Wilfred Grenfell College. Occasionally, "college" refers to a subject specific faculty within a university that, while distinct, are neither federated nor affiliated—College of Education, College of Medicine, College of Dentistry, College of Biological Science among others. The Royal Military College of Canada is a military college which trains officers for the Canadian Armed Forces. The institution is a full-fledged university, with the authority to issue graduate degrees, although it continues to word the term college in its name. The institution's sister schools, Royal Military College Saint-Jean also uses the term college in its name, although it academic offering is akin to a CEGEP institution in Quebec. A number of post-secondary art schools in Canada formerly used the word college in their names, despite formally being universities. However, most of these institutions were renamed, or re-branded in the early 21st century, omitting the word college from its name. Usage in secondary education The word college continues to be used in the names public separate secondary schools in Ontario. A number of independent schools across Canada also use the word college in its name.Public secular school boards in Ontario also refer to their secondary schools as collegiate institutes. However, usage of the word collegiate institute varies between school boards. Collegiate institute is the predominant name for secondary schools in Lakehead District School Board, and Toronto District School Board, although most school boards in Ontario use collegiate institute alongside high school, and secondary school in the names of their institutions. Similarly, secondary schools in Regina, and Saskatoon are referred to as Collegiate. Chile In Chile, the term "college" is usually used in the name of some bilingual schools, like Santiago College, Saint George's College etc. Since 2009 the Pontifical Catholic University of Chile incorporated college as a bachelor's degree, it has a Bachelor of Natural Sciences and Mathematics, a Bachelor of Social Science and a Bachelor of Arts and Humanities. It has the same system as the American universities, it combines majors and minors. And it let the students continue a higher degree in the same university once finished. United States In the United States, there were 5,916 post-secondary institutions (universities and colleges) as of 2020–21, having peaked at 7,253 in 2012–13 and fallen every year since. A "college" in the US can refer to a constituent part of a university (which can be a residential college, the sub-division of the university offering undergraduate courses, or a school of the university offering particular specialized courses), an independent institution offering bachelor's-level courses, or an institution offering instruction in a particular professional, technical or vocational field. In popular usage, the word "college" is the generic term for any post-secondary undergraduate education. Americans "go to college" after high school, regardless of whether the specific institution is formally a college or a university. Some students choose to dual-enroll, by taking college classes while still in high school. The word and its derivatives are the standard terms used to describe the institutions and experiences associated with American post-secondary undergraduate education. Students must pay for college before taking classes. Some borrow the money via loans, and some students fund their educations with cash, scholarships, grants, or some combination of these payment methods. In 2011, the state or federal government subsidized $8,000 to $100,000 for each undergraduate degree. For state-owned schools (called "public" universities), the subsidy was given to the college, with the student benefiting from lower tuition. The state subsidized on average 50% of public university tuition. Colleges vary in terms of size, degree, and length of stay. Two-year colleges, also known as junior or community colleges, usually offer an associate degree, and four-year colleges usually offer a bachelor's degree. Often, these are entirely undergraduate institutions, although some have graduate school programs. Four-year institutions in the U.S. that emphasize a liberal arts curriculum are known as liberal arts colleges. Until the 20th century, liberal arts, law, medicine, theology, and divinity were about the only form of higher education available in the United States. These schools have traditionally emphasized instruction at the undergraduate level, although advanced research may still occur at these institutions. While there is no national standard in the United States, the term "university" primarily designates institutions that provide undergraduate and graduate education. A university typically has as its core and its largest internal division an undergraduate college teaching a liberal arts curriculum, also culminating in a bachelor's degree. What often distinguishes a university is having, in addition, one or more graduate schools engaged in both teaching graduate classes and in research. Often these would be called a School of Law or School of Medicine, (but may also be called a college of law, or a faculty of law). An exception is Vincennes University, Indiana, which is styled and chartered as a "university" even though almost all of its academic programs lead only to two-year associate degrees. Some institutions, such as Dartmouth College and The College of William & Mary, have retained the term "college" in their names for historical reasons. In one unique case, Boston College and Boston University, the former located in Chestnut Hill, Massachusetts and the latter located in Boston, Massachusetts, are completely separate institutions. Usage of the terms varies among the states. In 1996, for example, Georgia changed all of its four-year institutions previously designated as colleges to universities, and all of its vocational technology schools to technical colleges. The terms "university" and "college" do not exhaust all possible titles for an American institution of higher education. Other options include "institute" (Worcester Polytechnic Institute and Massachusetts Institute of Technology), "academy" (United States Military Academy), "union" (Cooper Union), "conservatory" (New England Conservatory), and "school" (Juilliard School). In colloquial use, they are still referred to as "college" when referring to their undergraduate studies. The term college is also, as in the United Kingdom, used for a constituent semi-autonomous part of a larger university but generally organized on academic rather than residential lines. For example, at many institutions, the undergraduate portion of the university can be briefly referred to as the college (such as The College of the University of Chicago, Harvard College at Harvard, or Columbia College at Columbia) while at others, such as the University of California, Berkeley, "colleges" are collections of academic programs and other units that share some common characteristics, mission, or disciplinary focus (the "college of engineering", the "college of nursing", and so forth). There exist other variants for historical reasons, including some uses that exist because of mergers and acquisitions; for example, Duke University, which was called Trinity College until the 1920s, still calls its main undergraduate subdivision Trinity College of Arts and Sciences. Residential colleges Some American universities, such as Princeton, Rice, and Yale have established residential colleges (sometimes, as at Harvard, the first to establish such a system in the 1930s, known as houses) along the lines of Oxford or Cambridge. Unlike the Oxbridge colleges, but similarly to Durham, these residential colleges are not autonomous legal entities nor are they typically much involved in education itself, being primarily concerned with room, board, and social life. At the University of Michigan, University of California, San Diego and the University of California, Santa Cruz, each residential college teaches its own core writing courses and has its own distinctive set of graduation requirements. Many U.S. universities have placed increased emphasis on their residential colleges in recent years. This is exemplified by the creation of new colleges at Ivy League schools such as Yale University and Princeton University, and efforts to strengthen the contribution of the residential colleges to student education, including through a 2016 taskforce at Princeton on residential colleges. Origin of the U.S. usage The founders of the first institutions of higher education in the United States were graduates of the University of Oxford and the University of Cambridge. The small institutions they founded would not have seemed to them like universities – they were tiny and did not offer the higher degrees in medicine and theology. Furthermore, they were not composed of several small colleges. Instead, the new institutions felt like the Oxford and Cambridge colleges they were used to – small communities, housing and feeding their students, with instruction from residential tutors (as in the United Kingdom, described above). When the first students graduated, these "colleges" assumed the right to confer degrees upon them, usually with authority—for example, The College of William & Mary has a royal charter from the British monarchy allowing it to confer degrees while Dartmouth College has a charter permitting it to award degrees "as are usually granted in either of the universities, or any other college in our realm of Great Britain." The leaders of Harvard College (which granted America's first degrees in 1642) might have thought of their college as the first of many residential colleges that would grow up into a New Cambridge university. However, over time, few new colleges were founded there, and Harvard grew and added higher faculties. Eventually, it changed its title to university, but the term "college" had stuck and "colleges" have arisen across the United States. In U.S. usage, the word "college" not only embodies a particular type of school, but has historically been used to refer to the general concept of higher education when it is not necessary to specify a school, as in "going to college" or "college savings accounts" offered by banks. In a survey of more than 2,000 college students in 33 states and 156 different campuses, the U.S. Public Interest Research Group found the average student spends as much as $1,200 each year on textbooks and supplies alone. By comparison, the group says that's the equivalent of 39 percent of tuition and fees at a community college, and 14 percent of tuition and fees at a four-year public university. Morrill Land-Grant Act In addition to private colleges and universities, the U.S. also has a system of government funded, public universities. Many were founded under the Morrill Land-Grant Colleges Act of 1862. A movement had arisen to bring a form of more practical higher education to the masses, as "...many politicians and educators wanted to make it possible for all young Americans to receive some sort of advanced education." The Morrill Act "...made it possible for the new western states to establish colleges for the citizens." Its goal was to make higher education more easily accessible to the citizenry of the country, specifically to improve agricultural systems by providing training and scholarship in the production and sales of agricultural products, and to provide formal education in "...agriculture, home economics, mechanical arts, and other professions that seemed practical at the time."The act was eventually extended to allow all states that had remained with the Union during the American Civil War, and eventually all states, to establish such institutions. Most of the colleges established under the Morrill Act have since become full universities, and some are among the elite of the world. Benefits of college Selection of a four-year college as compared to a two-year junior college, even by marginal students such as those with a C+ grade average in high school and SAT scores in the mid 800s, increases the probability of graduation and confers substantial economic and social benefits. Asia Bangladesh In Bangladesh, educational institutions offering higher secondary (11th–12th grade) education are known as colleges. Hong Kong In Hong Kong, the term 'college' is used by tertiary institutions as either part of their names or to refer to a constituent part of the university, such as the colleges in the collegiate The Chinese University of Hong Kong; or to a residence hall of a university, such as St. John's College, University of Hong Kong. Many older secondary schools have the term 'college' as part of their names. India The modern system of education was heavily influenced by the British starting in 1835.In India, the term "college" is commonly reserved for institutions that offer high school diplomas at year 12 ("Junior College", similar to American high schools), and those that offer the bachelor's degree; some colleges, however, offer programmes up to PhD level. Generally, colleges are located in different parts of a state and all of them are affiliated to a regional university. The colleges offer programmes leading to degrees of that university. Colleges may be either Autonomous or non-autonomous. Autonomous Colleges are empowered to establish their own syllabus, and conduct and assess their own examinations; in non-autonomous colleges, examinations are conducted by the university, at the same time for all colleges under its affiliation. There are several hundred universities and each university has affiliated colleges, often a large number. The first liberal arts and sciences college in India was "Cottayam College" or the "Syrian College", Kerala in 1815. The First inter linguistic residential education institution in Asia was started at this college. At present it is a Theological seminary which is popularly known as Orthodox Theological Seminary or Old Seminary. After that, CMS College, Kottayam, established in 1817, and the Presidency College, Kolkata, also 1817, initially known as Hindu College. The first college for the study of Christian theology and ecumenical enquiry was Serampore College (1818). The first Missionary institution to impart Western style education in India was the Scottish Church College, Calcutta (1830). The first commerce and economics college in India was Sydenham College, Mumbai (1913). In India a new term has been introduced that is Autonomous Institutes & Colleges. An autonomous Colleges are colleges which need to be affiliated to a certain university. These colleges can conduct their own admission procedure, examination syllabus, fees structure etc. However, at the end of course completion, they cannot issue their own degree or diploma. The final degree or diploma is issued by the affiliated university. Also, some significant changes can pave way under the NEP (New Education Policy 2020) which may affect the present guidelines for universities and colleges. Israel In Israel, any non-university higher-learning facility is called a college. Institutions accredited by the Council for Higher Education in Israel (CHE) to confer a bachelor's degree are called "Academic Colleges" (Hebrew: מִכְלָלָה, romanized: Mikhlala; plural Hebrew: מכללות, romanized: Mikhlalot). These colleges (at least 4 for 2012) may also offer master's degrees and act as Research facilities. There are also over twenty teacher training colleges or seminaries, most of which may award only a Bachelor of Education (BEd) degree. Academic colleges: Any educational facility that had been approved to offer at least bachelor's degree is entitled by CHE to use the term academic college in its name. Engineering academic college: Any academic facility that offer at least bachelor's degree and most of it faculties are providing an Engineering degree and Engineering license. Educational academic college: After an educational facility that had been approved for "Teachers seminar" status is then approved to provide a Bachelor of Education, its name is changed to include "Educational Academic college." Technical college: A "Technical college" (מכללה טכנולוגית) is an educational facility that is approved to allow to provide P.E degree (הנדסאי) (14'th class) or technician (טכנאי) (13'th class) diploma and licenses. Training College: A "Training College" (מכללה להכשרה or מכללה מקצועית) is an educational facility that provides basic training allowing a person to receive a working permit in a field such as alternative medicine, cooking, Art, Mechanical, Electrical and other professions. A trainee could receive the right to work in certain professions as apprentice (j. mechanic, j. Electrician etc.). After working in the training field for enough time an apprentice could have a license to operate (Mechanic, Electrician). This educational facility is mostly used to provide basic training for low tech jobs and for job seekers without any training that are provided by the nation's Employment Service (שירות התעסוקה). Macau Following the Portuguese usage, the term "college" (colégio) in Macau has traditionally been used in the names for private (and non-governmental) pre-university educational institutions, which correspond to form one to form six level tiers. Such schools are usually run by the Roman Catholic church or missionaries in Macau. Examples include Chan Sui Ki Perpetual Help College, Yuet Wah College, and Sacred Heart Canossian College. Philippines In the Philippines, colleges usually refer to institutions of learning that grant degrees but whose scholastic fields are not as diverse as that of a university (University of Santo Tomas, University of the Philippines, Ateneo de Manila University, De La Salle University, Far Eastern University, and AMA University), such as the San Beda College which specializes in law, AMA Computer College whose campuses are spread all over the Philippines which specializes in information and computing technologies, and the Mapúa Institute of Technology which specializes in engineering, or to component units within universities that do not grant degrees but rather facilitate the instruction of a particular field, such as a College of Science and College of Engineering, among many other colleges of the University of the Philippines. A state college may not have the word "college" on its name, but may have several component colleges, or departments. Thus, the Eulogio Amang Rodriguez Institute of Science and Technology is a state college by classification. Usually, the term "college" is also thought of as a hierarchical demarcation between the term "university", and quite a number of colleges seek to be recognized as universities as a sign of improvement in academic standards (Colegio de San Juan de Letran, San Beda College), and increase in the diversity of the offered degree programs (called "courses"). For private colleges, this may be done through a survey and evaluation by the Commission on Higher Education and accrediting organizations, as was the case of Urios College which is now the Fr. Saturnino Urios University. For state colleges, it is usually done by a legislation by the Congress or Senate. In common usage, "going to college" simply means attending school for an undergraduate degree, whether it's from an institution recognized as a college or a university. When it comes to referring to the level of education, college is the term more used to be synonymous to tertiary or higher education. A student who is or has studied his/her undergraduate degree at either an institution with college or university in its name is considered to be going to or have gone to college. Singapore The term "college" in Singapore is generally only used for pre-university educational institutions called "Junior Colleges", which provide the final two years of secondary education (equivalent to sixth form in British terms or grades 11–12 in the American system). Since 1 January 2005, the term also refers to the three campuses of the Institute of Technical Education with the introduction of the "collegiate system", in which the three institutions are called ITE College East, ITE College Central, and ITE College West respectively. The term "university" is used to describe higher-education institutions offering locally conferred degrees. Institutions offering diplomas are called "polytechnics", while other institutions are often referred to as "institutes" and so forth. Sri Lanka There are several professional and vocational institutions that offer post-secondary education without granting degrees that are referred to as "colleges". This includes the Sri Lanka Law College, the many Technical Colleges and Teaching Colleges. Turkey In Turkey, the term "kolej" (college) refers to a private high school, typically preceded by one year of preparatory language education. Notable Turkish colleges include Robert College, Uskudar American Academy, American Collegiate Institute and Tarsus American College. Africa South Africa Although the term "college" is hardly used in any context at any university in South Africa, some non-university tertiary institutions call themselves colleges. These include teacher training colleges, business colleges and wildlife management colleges. See: List of universities in South Africa#Private colleges and universities; List of post secondary institutions in South Africa. Zimbabwe The term college is mainly used by private or independent secondary schools with Advanced Level (Upper 6th formers) and also Polytechnic Colleges which confer diplomas only. A student can complete secondary education (International General Certificate of Secondary Education, IGCSE) at 16 years and proceed straight to a poly-technical college or they can proceed to Advanced level (16 to 19 years) and obtain a General Certificate of Education (GCE) certificate which enables them to enroll at a university, provided they have good grades. Alternatively, with lower grades, the GCE certificate holders will have an added advantage over their GCSE counterparts if they choose to enroll at a polytechnical college. Some schools in Zimbabwe choose to offer the International Baccalaureate studies as an alternative to the IGCSE and GCE. Europe Greece Kollegio (in Greek Κολλέγιο) refers to the Centers of Post-Lyceum Education (in Greek Κέντρο Μεταλυκειακής Εκπαίδευσης, abbreviated as KEME), which are principally private and belong to the Greek post-secondary education system. Some of them have links to EU or US higher education institutions or accreditation organizations, such as the NEASC. Kollegio (or Kollegia in plural) may also refer to private non-tertiary schools, such as the Athens College. Ireland In Ireland the term "college" is normally used to describe an institution of tertiary education. University students often say they attend "college" rather than "university". Until 1989, no university provided teaching or research directly; they were formally offered by a constituent college of the university. There are number of secondary education institutions that traditionally used the word "college" in their names: these are either older, private schools (such as Belvedere College, Gonzaga College, Castleknock College, and St. Michael's College) or what were formerly a particular kind of secondary school. These secondary schools, formerly known as "technical colleges," were renamed "community colleges," but remain secondary schools. The country's only ancient university is the University of Dublin. Created during the reign of Elizabeth I, it is modelled on the collegiate universities of Cambridge and Oxford. However, only one constituent college was ever founded, hence the curious position of Trinity College Dublin today; although both are usually considered one and the same, the university and college are completely distinct corporate entities with separate and parallel governing structures. Among more modern foundations, the National University of Ireland, founded in 1908, consisted of constituent colleges and recognised colleges until 1997. The former are now referred to as constituent universities – institutions that are essentially universities in their own right. The National University can trace its existence back to 1850 and the creation of the Queen's University of Ireland and the creation of the Catholic University of Ireland in 1854. From 1880, the degree awarding roles of these two universities was taken over by the Royal University of Ireland, which remained until the creation of the National University in 1908 and Queen's University Belfast. The state's two new universities, Dublin City University and University of Limerick, were initially National Institute for Higher Education institutions. These institutions offered university level academic degrees and research from the start of their existence and were awarded university status in 1989 in recognition of this. Third level technical education in the state has been carried out in the Institutes of Technology, which were established from the 1970s as Regional Technical Colleges. These institutions have delegated authority which entitles them to give degrees and diplomas from Quality and Qualifications Ireland (QQI) in their own names. A number of private colleges exist such as Dublin Business School, providing undergraduate and postgraduate courses validated by QQI and in some cases by other universities. Other types of college include colleges of education, such as the Church of Ireland College of Education. These are specialist institutions, often linked to a university, which provide both undergraduate and postgraduate academic degrees for people who want to train as teachers. A number of state-funded further education colleges exist – which offer vocational education and training in a range of areas from business studies and information and communications technology to sports injury therapy. These courses are usually one, two or less often three years in duration and are validated by QQI at Levels 5 or 6, or for the BTEC Higher National Diploma award, which is a Level 6/7 qualification, validated by Edexcel. There are numerous private colleges (particularly in Dublin and Limerick) which offer both further and higher education qualifications. These degrees and diplomas are often certified by foreign universities/international awarding bodies and are aligned to the National Framework of Qualifications at Levels 6, 7 and 8. Netherlands In the Netherlands there are 3 main educational routes after high school. MBO (middle-level applied education), which is the equivalent of junior college. Designed to prepare students for either skilled trades and technical occupations and workers in support roles in professions such as engineering, accountancy, business administration, nursing, medicine, architecture, and criminology or for additional education at another college with more advanced academic material. HBO (higher professional education), which is the equivalent of college and has a professional orientation. After HBO (typically 4–6 years), pupils can enroll in a (professional) master's program (1–2 years) or enter the job market. The HBO is taught in vocational universities (hogescholen), of which there are over 40 in the Netherlands, each of which offers a broad variety of programs, with the exception of some that specialize in arts or agriculture. Note that the hogescholen are not allowed to name themselves university in Dutch. This also stretches to English and therefore HBO institutions are known as universities of applied sciences. WO (Scientific education), which is the equivalent to university level education and has an academic orientation.HBO graduates can be awarded two titles, which are Baccalaureus (bc.) and Ingenieur (ing.). At a WO institution, many more bachelor's and master's titles can be awarded. Bachelor's degrees: Bachelor of Arts (BA), Bachelor of Science (BSc) and Bachelor of Laws (LLB). Master's degrees: Master of Arts (MA), Master of Laws (LLM) and Master of Science (MSc). The PhD title is a research degree awarded upon completion and defense of a doctoral thesis. Portugal Presently in Portugal, the term colégio (college) is normally used as a generic reference to a private (non-government) school that provides from basic to secondary education. Many of the private schools include the term colégio in their name. Some special public schools – usually of the boarding school type – also include the term in their name, with a notable example being the Colégio Militar (Military College). The term colégio interno (literally "internal college") is used specifically as a generic reference to a boarding school. Until the 19th century, a colégio was usually a secondary or pre-university school, of public or religious nature, where the students usually lived together. A model for these colleges was the Royal College of Arts and Humanities, founded in Coimbra by King John III of Portugal in 1542. United Kingdom Secondary education and further education Further education (FE) colleges and sixth form colleges are institutions providing further education to students over 16. Some of these also provide higher education courses (see below). In the context of secondary education, 'college' is used in the names of some private schools, e.g. Eton College and Winchester College. Higher education In higher education, a college is normally a provider that does not hold university status, although it can also refer to a constituent part of a collegiate or federal university or a grouping of academic faculties or departments within a university. Traditionally the distinction between colleges and universities was that colleges did not award degrees while universities did, but this is no longer the case with NCG having gained taught degree awarding powers (the same as some universities) on behalf of its colleges, and many of the colleges of the University of London holding full degree awarding powers and being effectively universities. Most colleges, however, do not hold their own degree awarding powers and continue to offer higher education courses that are validated by universities or other institutions that can award degrees. In England, as of August 2016, over 60% of the higher education providers directly funded by HEFCE (208/340) are sixth-form or further education colleges, often termed colleges of further and higher education, along with 17 colleges of the University of London, one university college, 100 universities, and 14 other providers (six of which use 'college' in their name). Overall, this means over two-thirds of state-supported higher education providers in England are colleges of one form or another. Many private providers are also called colleges, e.g. the New College of the Humanities and St Patrick's College, London. Colleges within universities vary immensely in their responsibilities. The large constituent colleges of the University of London are effectively universities in their own right; colleges in some universities, including those of the University of the Arts London and smaller colleges of the University of London, run their own degree courses but do not award degrees; those at the University of Roehampton provide accommodation and pastoral care as well as delivering the teaching on university courses; those at Oxford and Cambridge deliver some teaching on university courses as well as providing accommodation and pastoral care; and those in Durham, Kent, Lancaster and York provide accommodation and pastoral care but do not normally participate in formal teaching. The legal status of these colleges also varies widely, with University of London colleges being independent corporations and recognised bodies, Oxbridge colleges, colleges of the University of the Highlands and Islands (UHI) and some Durham colleges being independent corporations and listed bodies, most Durham colleges being owned by the university but still listed bodies, and those of other collegiate universities not having formal recognition. When applying for undergraduate courses through UCAS, University of London colleges are treated as independent providers, colleges of Oxford, Cambridge, Durham and UHI are treated as locations within the universities that can be selected by specifying a 'campus code' in addition to selecting the university, and colleges of other universities are not recognised.The UHI and the University of Wales Trinity Saint David (UWTSD) both include further education colleges. However, while the UHI colleges integrate FE and HE provision, UWTSD maintains a separation between the university campuses (Lampeter, Carmarthen and Swansea) and the two colleges (Coleg Sir Gâr and Coleg Ceredigion; n.b. coleg is Welsh for college), which although part of the same group are treated as separate institutions rather than colleges within the university.A university college is an independent institution with the power to award taught degrees, but which has not been granted university status. University College is a protected title that can only be used with permission, although note that University College London, University College, Oxford and University College, Durham are colleges within their respective universities and not university colleges (in the case of UCL holding full degree awarding powers that set it above a university college), while University College Birmingham is a university in its own right and also not a university college. Oceania Australia In Australia a college may be an institution of tertiary education that is smaller than a university, run independently or as part of a university. Following a reform in the 1980s many of the formerly independent colleges now belong to a larger universities. Referring to parts of a university, there are residential colleges which provide residence for students, both undergraduate and postgraduate, called university colleges. These colleges often provide additional tutorial assistance, and some host theological study. Many colleges have strong traditions and rituals, so are a combination of dormitory style accommodation and fraternity or sorority culture. Most technical and further education institutions (TAFEs), which offer certificate and diploma vocational courses, are styled "TAFE colleges" or "Colleges of TAFE". In some places, such as Tasmania, college refers to a type of school for Year 11 and 12 students, e.g. Don College. New Zealand The constituent colleges of the former University of New Zealand (such as Canterbury University College) have become independent universities. Some halls of residence associated with New Zealand universities retain the name of "college", particularly at the University of Otago (which although brought under the umbrella of the University of New Zealand, already possessed university status and degree awarding powers). The institutions formerly known as "Teacher-training colleges" now style themselves "College of education". Some universities, such as the University of Canterbury, have divided their university into constituent administrative "Colleges" – the College of Arts containing departments that teach Arts, Humanities and Social Sciences, College of Science containing Science departments, and so on. This is largely modelled on the Cambridge model, discussed above. Like the United Kingdom some professional bodies in New Zealand style themselves as "colleges", for example, the Royal Australasian College of Surgeons, the Royal Australasian College of Physicians. In some parts of the country, secondary school is often referred to as college and the term is used interchangeably with high school. This sometimes confuses people from other parts of New Zealand. But in all parts of the country many secondary schools have "College" in their name, such as Rangitoto College, New Zealand's largest secondary. Notes References External links See also Community college Residential college University college Vocational university Madrasa Ashrama (stage)

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A college (Latin: collegium) is an educational institution or a constituent part of one. A college may be a degree-awarding tertiary educational institution, a part of a collegiate or federal university, an institution offering vocational education, or a secondary school. In most of the world, a college may be a high school or secondary school, a college of further education, a training institution that awards trade qualifications, a higher-education provider that does not have university status (often without its own degree-awarding powers), or a constituent part of a university. In the United States, a college may offer undergraduate programs – either as an independent institution or as the undergraduate program of a university – or it may be a residential college of a university or a community college, referring to (primarily public) higher education institutions that aim to provide affordable and accessible education, usually limited to two-year associate degrees. The word is generally also used as a synonym for a university in the US. Colleges in countries such as France, Belgium, and Switzerland provide secondary education. Etymology The word "college" is from the Latin verb lego, legere, legi, lectum, "to collect, gather together, pick", plus the preposition cum, "with", thus meaning "selected together". Thus "colleagues" are literally "persons who have been selected to work together". In ancient Rome a collegium was a "body, guild, corporation united in colleagueship; of magistrates, praetors, tribunes, priests, augurs; a political club or trade guild". Thus a college was a form of corporation or corporate body, an artificial legal person (body/corpus) with its own legal personality, with the capacity to enter into legal contracts, to sue and be sued. In mediaeval England there were colleges of priests, for example in chantry chapels; modern survivals include the Royal College of Surgeons in England (originally the Guild of Surgeons Within the City of London), the College of Arms in London (a body of heralds enforcing heraldic law), an electoral college (to elect representatives), etc., all groups of persons "selected in common" to perform a specified function and appointed by a monarch, founder or other person in authority. As for the modern "college of education", it was a body created for that purpose, for example Eton College was founded in 1440 by letters patent of King Henry VI for the constitution of a college of Fellows, priests, clerks, choristers, poor scholars, and old poor men, with one master or governor, whose duty it shall be to instruct these scholars and any others who may resort thither from any part of England in the knowledge of letters, and especially of grammar, without payment". Overview Higher education Within higher education, the term can be used to refer to: A constituent part of a collegiate university, for example King's College, Cambridge, or of a federal university, for example King's College London. A liberal arts college, an independent institution of higher education focusing on undergraduate education, such as Williams College or Amherst College. A liberal arts division of a university whose undergraduate program does not otherwise follow a liberal arts model, such as the Yuanpei College at Peking University. An institute providing specialised training, such as a college of further education, for example Belfast Metropolitan College, a teacher training college, or an art college. In the United States, college is sometimes but rarely a synonym for a research university, such as Dartmouth College, one of the eight universities in the Ivy League. In the United States, the undergraduate college of a university which also confers graduate degrees, such as Yale College, the undergraduate college within Yale University. Further education A sixth form college or college of further education is an educational institution in England, Wales, Northern Ireland, Belize, the Caribbean, Malta, Norway, Brunei, or Southern Africa, among others, where students aged 16 to 19 typically study for advanced school-level qualifications, such as A-levels, BTEC, HND or its equivalent and the International Baccalaureate Diploma, or school-level qualifications such as GCSEs. In Singapore and India, this is known as a junior college. The municipal government of the city of Paris uses the phrase "sixth form college" as the English name for a lycée. Secondary education In some national education systems, secondary schools may be called "colleges" or have "college" as part of their title. In Australia the term "college" is applied to any private or independent (non-government) primary and, especially, secondary school as distinct from a state school. Melbourne Grammar School, Cranbrook School, Sydney and The King's School, Parramatta are considered colleges. There has also been a recent trend to rename or create government secondary schools as "colleges". In the state of Victoria, some state high schools are referred to as secondary colleges, although the pre-eminent government secondary school for boys in Melbourne is still named Melbourne High School. In Western Australia, South Australia and the Northern Territory, "college" is used in the name of all state high schools built since the late 1990s, and also some older ones. In New South Wales, some high schools, especially multi-campus schools resulting from mergers, are known as "secondary colleges". In Queensland some newer schools which accept primary and high school students are styled state college, but state schools offering only secondary education are called "State High School". In Tasmania and the Australian Capital Territory, "college" refers to the final two years of high school (years 11 and 12), and the institutions which provide this. In this context, "college" is a system independent of the other years of high school. Here, the expression is a shorter version of matriculation college. In a number of Canadian cities, many government-run secondary schools are called "collegiates" or "collegiate institutes" (C.I.), a complicated form of the word "college" which avoids the usual "post-secondary" connotation. This is because these secondary schools have traditionally focused on academic, rather than vocational, subjects and ability levels (for example, collegiates offered Latin while vocational schools offered technical courses). Some private secondary schools (such as Upper Canada College, Vancouver College) choose to use the word "college" in their names nevertheless. Some secondary schools elsewhere in the country, particularly ones within the separate school system, may also use the word "college" or "collegiate" in their names.In New Zealand the word "college" normally refers to a secondary school for ages 13 to 17 and "college" appears as part of the name especially of private or integrated schools. "Colleges" most frequently appear in the North Island, whereas "high schools" are more common in the South Island. In the Netherlands, "college" is equivalent to HBO (Higher professional education). It is oriented towards professional training with clear occupational outlook, unlike universities which are scientifically oriented. In South Africa, some secondary schools, especially private schools on the English public school model, have "college" in their title, including six of South Africa's Elite Seven high schools. A typical example of this category would be St John's College. Private schools that specialize in improving children's marks through intensive focus on examination needs are informally called "cram-colleges". In Sri Lanka the word "college" (known as Vidyalaya in Sinhala) normally refers to a secondary school, which usually signifies above the 5th standard. During the British colonial period a limited number of exclusive secondary schools were established based on English public school model (Royal College Colombo, S. Thomas' College, Mount Lavinia, Trinity College, Kandy) these along with several Catholic schools (St. Joseph's College, Colombo, St Anthony's College) traditionally carry their name as colleges. Following the start of free education in 1931 large group of central colleges were established to educate the rural masses. Since Sri Lanka gained Independence in 1948, many schools that have been established have been named as "college". Other As well as an educational institution, the term, in accordance with its etymology, may also refer to any formal group of colleagues set up under statute or regulation; often under a Royal Charter. Examples include an electoral college, the College of Arms, a college of canons, and the College of Cardinals. Other collegiate bodies include professional associations, particularly in medicine and allied professions. In the UK these include the Royal College of Nursing and the Royal College of Physicians. Examples in the United States include the American College of Physicians, the American College of Surgeons, and the American College of Dentists. An example in Australia is the Royal Australian College of General Practitioners. College by country The different ways in which the term "College" is used to describe educational institutions in various regions of the world is listed below: Americas Canada In Canadian English, the term "college" usually refers to a trades school, applied arts/science/technology/business/health school or community college. These are post-secondary institutions granting certificates, diplomas, associate degrees and (in some cases) bachelor's degrees. The French acronym specific to public institutions within Quebec's particular system of pre-university and technical education is CEGEP (Collège d'enseignement général et professionnel, "college of general and professional education"). They are collegiate-level institutions that a student typically enrols in if they wish to continue onto university in the Quebec education system, or to learn a trade. In Ontario and Alberta, there are also institutions that are designated university colleges, which only grant undergraduate degrees. This is to differentiate between universities, which have both undergraduate and graduate programs and those that do not. In Canada, there is a strong distinction between "college" and "university". In conversation, one specifically would say either "they are going to university" (i.e., studying for a three- or four-year degree at a university) or "they are going to college" (i.e., studying at a technical/career training). Usage in a university setting The term college also applies to distinct entities that formally act as an affiliated institution of the university, formally referred to as federated college, or affiliated colleges. A university may also formally include several constituent colleges, forming a collegiate university. Examples of collegiate universities in Canada include Trent University, and the University of Toronto. These types of institutions act independently, maintaining their own endowments, and properties. However, they remain either affiliated, or federated with the overarching university, with the overarching university being the institution that formally grants the degrees. For example, Trinity College was once an independent institution, but later became federated with the University of Toronto. Several centralized universities in Canada have mimicked the collegiate university model; although constituent colleges in a centralized university remains under the authority of the central administration. Centralized universities that have adopted the collegiate model to a degree includes the University of British Columbia, with Green College and St. John's College; and the Memorial University of Newfoundland, with Sir Wilfred Grenfell College. Occasionally, "college" refers to a subject specific faculty within a university that, while distinct, are neither federated nor affiliated—College of Education, College of Medicine, College of Dentistry, College of Biological Science among others. The Royal Military College of Canada is a military college which trains officers for the Canadian Armed Forces. The institution is a full-fledged university, with the authority to issue graduate degrees, although it continues to word the term college in its name. The institution's sister schools, Royal Military College Saint-Jean also uses the term college in its name, although it academic offering is akin to a CEGEP institution in Quebec. A number of post-secondary art schools in Canada formerly used the word college in their names, despite formally being universities. However, most of these institutions were renamed, or re-branded in the early 21st century, omitting the word college from its name. Usage in secondary education The word college continues to be used in the names public separate secondary schools in Ontario. A number of independent schools across Canada also use the word college in its name.Public secular school boards in Ontario also refer to their secondary schools as collegiate institutes. However, usage of the word collegiate institute varies between school boards. Collegiate institute is the predominant name for secondary schools in Lakehead District School Board, and Toronto District School Board, although most school boards in Ontario use collegiate institute alongside high school, and secondary school in the names of their institutions. Similarly, secondary schools in Regina, and Saskatoon are referred to as Collegiate. Chile In Chile, the term "college" is usually used in the name of some bilingual schools, like Santiago College, Saint George's College etc. Since 2009 the Pontifical Catholic University of Chile incorporated college as a bachelor's degree, it has a Bachelor of Natural Sciences and Mathematics, a Bachelor of Social Science and a Bachelor of Arts and Humanities. It has the same system as the American universities, it combines majors and minors. And it let the students continue a higher degree in the same university once finished. United States In the United States, there were 5,916 post-secondary institutions (universities and colleges) as of 2020–21, having peaked at 7,253 in 2012–13 and fallen every year since. A "college" in the US can refer to a constituent part of a university (which can be a residential college, the sub-division of the university offering undergraduate courses, or a school of the university offering particular specialized courses), an independent institution offering bachelor's-level courses, or an institution offering instruction in a particular professional, technical or vocational field. In popular usage, the word "college" is the generic term for any post-secondary undergraduate education. Americans "go to college" after high school, regardless of whether the specific institution is formally a college or a university. Some students choose to dual-enroll, by taking college classes while still in high school. The word and its derivatives are the standard terms used to describe the institutions and experiences associated with American post-secondary undergraduate education. Students must pay for college before taking classes. Some borrow the money via loans, and some students fund their educations with cash, scholarships, grants, or some combination of these payment methods. In 2011, the state or federal government subsidized $8,000 to $100,000 for each undergraduate degree. For state-owned schools (called "public" universities), the subsidy was given to the college, with the student benefiting from lower tuition. The state subsidized on average 50% of public university tuition. Colleges vary in terms of size, degree, and length of stay. Two-year colleges, also known as junior or community colleges, usually offer an associate degree, and four-year colleges usually offer a bachelor's degree. Often, these are entirely undergraduate institutions, although some have graduate school programs. Four-year institutions in the U.S. that emphasize a liberal arts curriculum are known as liberal arts colleges. Until the 20th century, liberal arts, law, medicine, theology, and divinity were about the only form of higher education available in the United States. These schools have traditionally emphasized instruction at the undergraduate level, although advanced research may still occur at these institutions. While there is no national standard in the United States, the term "university" primarily designates institutions that provide undergraduate and graduate education. A university typically has as its core and its largest internal division an undergraduate college teaching a liberal arts curriculum, also culminating in a bachelor's degree. What often distinguishes a university is having, in addition, one or more graduate schools engaged in both teaching graduate classes and in research. Often these would be called a School of Law or School of Medicine, (but may also be called a college of law, or a faculty of law). An exception is Vincennes University, Indiana, which is styled and chartered as a "university" even though almost all of its academic programs lead only to two-year associate degrees. Some institutions, such as Dartmouth College and The College of William & Mary, have retained the term "college" in their names for historical reasons. In one unique case, Boston College and Boston University, the former located in Chestnut Hill, Massachusetts and the latter located in Boston, Massachusetts, are completely separate institutions. Usage of the terms varies among the states. In 1996, for example, Georgia changed all of its four-year institutions previously designated as colleges to universities, and all of its vocational technology schools to technical colleges. The terms "university" and "college" do not exhaust all possible titles for an American institution of higher education. Other options include "institute" (Worcester Polytechnic Institute and Massachusetts Institute of Technology), "academy" (United States Military Academy), "union" (Cooper Union), "conservatory" (New England Conservatory), and "school" (Juilliard School). In colloquial use, they are still referred to as "college" when referring to their undergraduate studies. The term college is also, as in the United Kingdom, used for a constituent semi-autonomous part of a larger university but generally organized on academic rather than residential lines. For example, at many institutions, the undergraduate portion of the university can be briefly referred to as the college (such as The College of the University of Chicago, Harvard College at Harvard, or Columbia College at Columbia) while at others, such as the University of California, Berkeley, "colleges" are collections of academic programs and other units that share some common characteristics, mission, or disciplinary focus (the "college of engineering", the "college of nursing", and so forth). There exist other variants for historical reasons, including some uses that exist because of mergers and acquisitions; for example, Duke University, which was called Trinity College until the 1920s, still calls its main undergraduate subdivision Trinity College of Arts and Sciences. Residential colleges Some American universities, such as Princeton, Rice, and Yale have established residential colleges (sometimes, as at Harvard, the first to establish such a system in the 1930s, known as houses) along the lines of Oxford or Cambridge. Unlike the Oxbridge colleges, but similarly to Durham, these residential colleges are not autonomous legal entities nor are they typically much involved in education itself, being primarily concerned with room, board, and social life. At the University of Michigan, University of California, San Diego and the University of California, Santa Cruz, each residential college teaches its own core writing courses and has its own distinctive set of graduation requirements. Many U.S. universities have placed increased emphasis on their residential colleges in recent years. This is exemplified by the creation of new colleges at Ivy League schools such as Yale University and Princeton University, and efforts to strengthen the contribution of the residential colleges to student education, including through a 2016 taskforce at Princeton on residential colleges. Origin of the U.S. usage The founders of the first institutions of higher education in the United States were graduates of the University of Oxford and the University of Cambridge. The small institutions they founded would not have seemed to them like universities – they were tiny and did not offer the higher degrees in medicine and theology. Furthermore, they were not composed of several small colleges. Instead, the new institutions felt like the Oxford and Cambridge colleges they were used to – small communities, housing and feeding their students, with instruction from residential tutors (as in the United Kingdom, described above). When the first students graduated, these "colleges" assumed the right to confer degrees upon them, usually with authority—for example, The College of William & Mary has a royal charter from the British monarchy allowing it to confer degrees while Dartmouth College has a charter permitting it to award degrees "as are usually granted in either of the universities, or any other college in our realm of Great Britain." The leaders of Harvard College (which granted America's first degrees in 1642) might have thought of their college as the first of many residential colleges that would grow up into a New Cambridge university. However, over time, few new colleges were founded there, and Harvard grew and added higher faculties. Eventually, it changed its title to university, but the term "college" had stuck and "colleges" have arisen across the United States. In U.S. usage, the word "college" not only embodies a particular type of school, but has historically been used to refer to the general concept of higher education when it is not necessary to specify a school, as in "going to college" or "college savings accounts" offered by banks. In a survey of more than 2,000 college students in 33 states and 156 different campuses, the U.S. Public Interest Research Group found the average student spends as much as $1,200 each year on textbooks and supplies alone. By comparison, the group says that's the equivalent of 39 percent of tuition and fees at a community college, and 14 percent of tuition and fees at a four-year public university. Morrill Land-Grant Act In addition to private colleges and universities, the U.S. also has a system of government funded, public universities. Many were founded under the Morrill Land-Grant Colleges Act of 1862. A movement had arisen to bring a form of more practical higher education to the masses, as "...many politicians and educators wanted to make it possible for all young Americans to receive some sort of advanced education." The Morrill Act "...made it possible for the new western states to establish colleges for the citizens." Its goal was to make higher education more easily accessible to the citizenry of the country, specifically to improve agricultural systems by providing training and scholarship in the production and sales of agricultural products, and to provide formal education in "...agriculture, home economics, mechanical arts, and other professions that seemed practical at the time."The act was eventually extended to allow all states that had remained with the Union during the American Civil War, and eventually all states, to establish such institutions. Most of the colleges established under the Morrill Act have since become full universities, and some are among the elite of the world. Benefits of college Selection of a four-year college as compared to a two-year junior college, even by marginal students such as those with a C+ grade average in high school and SAT scores in the mid 800s, increases the probability of graduation and confers substantial economic and social benefits. Asia Bangladesh In Bangladesh, educational institutions offering higher secondary (11th–12th grade) education are known as colleges. Hong Kong In Hong Kong, the term 'college' is used by tertiary institutions as either part of their names or to refer to a constituent part of the university, such as the colleges in the collegiate The Chinese University of Hong Kong; or to a residence hall of a university, such as St. John's College, University of Hong Kong. Many older secondary schools have the term 'college' as part of their names. India The modern system of education was heavily influenced by the British starting in 1835.In India, the term "college" is commonly reserved for institutions that offer high school diplomas at year 12 ("Junior College", similar to American high schools), and those that offer the bachelor's degree; some colleges, however, offer programmes up to PhD level. Generally, colleges are located in different parts of a state and all of them are affiliated to a regional university. The colleges offer programmes leading to degrees of that university. Colleges may be either Autonomous or non-autonomous. Autonomous Colleges are empowered to establish their own syllabus, and conduct and assess their own examinations; in non-autonomous colleges, examinations are conducted by the university, at the same time for all colleges under its affiliation. There are several hundred universities and each university has affiliated colleges, often a large number. The first liberal arts and sciences college in India was "Cottayam College" or the "Syrian College", Kerala in 1815. The First inter linguistic residential education institution in Asia was started at this college. At present it is a Theological seminary which is popularly known as Orthodox Theological Seminary or Old Seminary. After that, CMS College, Kottayam, established in 1817, and the Presidency College, Kolkata, also 1817, initially known as Hindu College. The first college for the study of Christian theology and ecumenical enquiry was Serampore College (1818). The first Missionary institution to impart Western style education in India was the Scottish Church College, Calcutta (1830). The first commerce and economics college in India was Sydenham College, Mumbai (1913). In India a new term has been introduced that is Autonomous Institutes & Colleges. An autonomous Colleges are colleges which need to be affiliated to a certain university. These colleges can conduct their own admission procedure, examination syllabus, fees structure etc. However, at the end of course completion, they cannot issue their own degree or diploma. The final degree or diploma is issued by the affiliated university. Also, some significant changes can pave way under the NEP (New Education Policy 2020) which may affect the present guidelines for universities and colleges. Israel In Israel, any non-university higher-learning facility is called a college. Institutions accredited by the Council for Higher Education in Israel (CHE) to confer a bachelor's degree are called "Academic Colleges" (Hebrew: מִכְלָלָה, romanized: Mikhlala; plural Hebrew: מכללות, romanized: Mikhlalot). These colleges (at least 4 for 2012) may also offer master's degrees and act as Research facilities. There are also over twenty teacher training colleges or seminaries, most of which may award only a Bachelor of Education (BEd) degree. Academic colleges: Any educational facility that had been approved to offer at least bachelor's degree is entitled by CHE to use the term academic college in its name. Engineering academic college: Any academic facility that offer at least bachelor's degree and most of it faculties are providing an Engineering degree and Engineering license. Educational academic college: After an educational facility that had been approved for "Teachers seminar" status is then approved to provide a Bachelor of Education, its name is changed to include "Educational Academic college." Technical college: A "Technical college" (מכללה טכנולוגית) is an educational facility that is approved to allow to provide P.E degree (הנדסאי) (14'th class) or technician (טכנאי) (13'th class) diploma and licenses. Training College: A "Training College" (מכללה להכשרה or מכללה מקצועית) is an educational facility that provides basic training allowing a person to receive a working permit in a field such as alternative medicine, cooking, Art, Mechanical, Electrical and other professions. A trainee could receive the right to work in certain professions as apprentice (j. mechanic, j. Electrician etc.). After working in the training field for enough time an apprentice could have a license to operate (Mechanic, Electrician). This educational facility is mostly used to provide basic training for low tech jobs and for job seekers without any training that are provided by the nation's Employment Service (שירות התעסוקה). Macau Following the Portuguese usage, the term "college" (colégio) in Macau has traditionally been used in the names for private (and non-governmental) pre-university educational institutions, which correspond to form one to form six level tiers. Such schools are usually run by the Roman Catholic church or missionaries in Macau. Examples include Chan Sui Ki Perpetual Help College, Yuet Wah College, and Sacred Heart Canossian College. Philippines In the Philippines, colleges usually refer to institutions of learning that grant degrees but whose scholastic fields are not as diverse as that of a university (University of Santo Tomas, University of the Philippines, Ateneo de Manila University, De La Salle University, Far Eastern University, and AMA University), such as the San Beda College which specializes in law, AMA Computer College whose campuses are spread all over the Philippines which specializes in information and computing technologies, and the Mapúa Institute of Technology which specializes in engineering, or to component units within universities that do not grant degrees but rather facilitate the instruction of a particular field, such as a College of Science and College of Engineering, among many other colleges of the University of the Philippines. A state college may not have the word "college" on its name, but may have several component colleges, or departments. Thus, the Eulogio Amang Rodriguez Institute of Science and Technology is a state college by classification. Usually, the term "college" is also thought of as a hierarchical demarcation between the term "university", and quite a number of colleges seek to be recognized as universities as a sign of improvement in academic standards (Colegio de San Juan de Letran, San Beda College), and increase in the diversity of the offered degree programs (called "courses"). For private colleges, this may be done through a survey and evaluation by the Commission on Higher Education and accrediting organizations, as was the case of Urios College which is now the Fr. Saturnino Urios University. For state colleges, it is usually done by a legislation by the Congress or Senate. In common usage, "going to college" simply means attending school for an undergraduate degree, whether it's from an institution recognized as a college or a university. When it comes to referring to the level of education, college is the term more used to be synonymous to tertiary or higher education. A student who is or has studied his/her undergraduate degree at either an institution with college or university in its name is considered to be going to or have gone to college. Singapore The term "college" in Singapore is generally only used for pre-university educational institutions called "Junior Colleges", which provide the final two years of secondary education (equivalent to sixth form in British terms or grades 11–12 in the American system). Since 1 January 2005, the term also refers to the three campuses of the Institute of Technical Education with the introduction of the "collegiate system", in which the three institutions are called ITE College East, ITE College Central, and ITE College West respectively. The term "university" is used to describe higher-education institutions offering locally conferred degrees. Institutions offering diplomas are called "polytechnics", while other institutions are often referred to as "institutes" and so forth. Sri Lanka There are several professional and vocational institutions that offer post-secondary education without granting degrees that are referred to as "colleges". This includes the Sri Lanka Law College, the many Technical Colleges and Teaching Colleges. Turkey In Turkey, the term "kolej" (college) refers to a private high school, typically preceded by one year of preparatory language education. Notable Turkish colleges include Robert College, Uskudar American Academy, American Collegiate Institute and Tarsus American College. Africa South Africa Although the term "college" is hardly used in any context at any university in South Africa, some non-university tertiary institutions call themselves colleges. These include teacher training colleges, business colleges and wildlife management colleges. See: List of universities in South Africa#Private colleges and universities; List of post secondary institutions in South Africa. Zimbabwe The term college is mainly used by private or independent secondary schools with Advanced Level (Upper 6th formers) and also Polytechnic Colleges which confer diplomas only. A student can complete secondary education (International General Certificate of Secondary Education, IGCSE) at 16 years and proceed straight to a poly-technical college or they can proceed to Advanced level (16 to 19 years) and obtain a General Certificate of Education (GCE) certificate which enables them to enroll at a university, provided they have good grades. Alternatively, with lower grades, the GCE certificate holders will have an added advantage over their GCSE counterparts if they choose to enroll at a polytechnical college. Some schools in Zimbabwe choose to offer the International Baccalaureate studies as an alternative to the IGCSE and GCE. Europe Greece Kollegio (in Greek Κολλέγιο) refers to the Centers of Post-Lyceum Education (in Greek Κέντρο Μεταλυκειακής Εκπαίδευσης, abbreviated as KEME), which are principally private and belong to the Greek post-secondary education system. Some of them have links to EU or US higher education institutions or accreditation organizations, such as the NEASC. Kollegio (or Kollegia in plural) may also refer to private non-tertiary schools, such as the Athens College. Ireland In Ireland the term "college" is normally used to describe an institution of tertiary education. University students often say they attend "college" rather than "university". Until 1989, no university provided teaching or research directly; they were formally offered by a constituent college of the university. There are number of secondary education institutions that traditionally used the word "college" in their names: these are either older, private schools (such as Belvedere College, Gonzaga College, Castleknock College, and St. Michael's College) or what were formerly a particular kind of secondary school. These secondary schools, formerly known as "technical colleges," were renamed "community colleges," but remain secondary schools. The country's only ancient university is the University of Dublin. Created during the reign of Elizabeth I, it is modelled on the collegiate universities of Cambridge and Oxford. However, only one constituent college was ever founded, hence the curious position of Trinity College Dublin today; although both are usually considered one and the same, the university and college are completely distinct corporate entities with separate and parallel governing structures. Among more modern foundations, the National University of Ireland, founded in 1908, consisted of constituent colleges and recognised colleges until 1997. The former are now referred to as constituent universities – institutions that are essentially universities in their own right. The National University can trace its existence back to 1850 and the creation of the Queen's University of Ireland and the creation of the Catholic University of Ireland in 1854. From 1880, the degree awarding roles of these two universities was taken over by the Royal University of Ireland, which remained until the creation of the National University in 1908 and Queen's University Belfast. The state's two new universities, Dublin City University and University of Limerick, were initially National Institute for Higher Education institutions. These institutions offered university level academic degrees and research from the start of their existence and were awarded university status in 1989 in recognition of this. Third level technical education in the state has been carried out in the Institutes of Technology, which were established from the 1970s as Regional Technical Colleges. These institutions have delegated authority which entitles them to give degrees and diplomas from Quality and Qualifications Ireland (QQI) in their own names. A number of private colleges exist such as Dublin Business School, providing undergraduate and postgraduate courses validated by QQI and in some cases by other universities. Other types of college include colleges of education, such as the Church of Ireland College of Education. These are specialist institutions, often linked to a university, which provide both undergraduate and postgraduate academic degrees for people who want to train as teachers. A number of state-funded further education colleges exist – which offer vocational education and training in a range of areas from business studies and information and communications technology to sports injury therapy. These courses are usually one, two or less often three years in duration and are validated by QQI at Levels 5 or 6, or for the BTEC Higher National Diploma award, which is a Level 6/7 qualification, validated by Edexcel. There are numerous private colleges (particularly in Dublin and Limerick) which offer both further and higher education qualifications. These degrees and diplomas are often certified by foreign universities/international awarding bodies and are aligned to the National Framework of Qualifications at Levels 6, 7 and 8. Netherlands In the Netherlands there are 3 main educational routes after high school. MBO (middle-level applied education), which is the equivalent of junior college. Designed to prepare students for either skilled trades and technical occupations and workers in support roles in professions such as engineering, accountancy, business administration, nursing, medicine, architecture, and criminology or for additional education at another college with more advanced academic material. HBO (higher professional education), which is the equivalent of college and has a professional orientation. After HBO (typically 4–6 years), pupils can enroll in a (professional) master's program (1–2 years) or enter the job market. The HBO is taught in vocational universities (hogescholen), of which there are over 40 in the Netherlands, each of which offers a broad variety of programs, with the exception of some that specialize in arts or agriculture. Note that the hogescholen are not allowed to name themselves university in Dutch. This also stretches to English and therefore HBO institutions are known as universities of applied sciences. WO (Scientific education), which is the equivalent to university level education and has an academic orientation.HBO graduates can be awarded two titles, which are Baccalaureus (bc.) and Ingenieur (ing.). At a WO institution, many more bachelor's and master's titles can be awarded. Bachelor's degrees: Bachelor of Arts (BA), Bachelor of Science (BSc) and Bachelor of Laws (LLB). Master's degrees: Master of Arts (MA), Master of Laws (LLM) and Master of Science (MSc). The PhD title is a research degree awarded upon completion and defense of a doctoral thesis. Portugal Presently in Portugal, the term colégio (college) is normally used as a generic reference to a private (non-government) school that provides from basic to secondary education. Many of the private schools include the term colégio in their name. Some special public schools – usually of the boarding school type – also include the term in their name, with a notable example being the Colégio Militar (Military College). The term colégio interno (literally "internal college") is used specifically as a generic reference to a boarding school. Until the 19th century, a colégio was usually a secondary or pre-university school, of public or religious nature, where the students usually lived together. A model for these colleges was the Royal College of Arts and Humanities, founded in Coimbra by King John III of Portugal in 1542. United Kingdom Secondary education and further education Further education (FE) colleges and sixth form colleges are institutions providing further education to students over 16. Some of these also provide higher education courses (see below). In the context of secondary education, 'college' is used in the names of some private schools, e.g. Eton College and Winchester College. Higher education In higher education, a college is normally a provider that does not hold university status, although it can also refer to a constituent part of a collegiate or federal university or a grouping of academic faculties or departments within a university. Traditionally the distinction between colleges and universities was that colleges did not award degrees while universities did, but this is no longer the case with NCG having gained taught degree awarding powers (the same as some universities) on behalf of its colleges, and many of the colleges of the University of London holding full degree awarding powers and being effectively universities. Most colleges, however, do not hold their own degree awarding powers and continue to offer higher education courses that are validated by universities or other institutions that can award degrees. In England, as of August 2016, over 60% of the higher education providers directly funded by HEFCE (208/340) are sixth-form or further education colleges, often termed colleges of further and higher education, along with 17 colleges of the University of London, one university college, 100 universities, and 14 other providers (six of which use 'college' in their name). Overall, this means over two-thirds of state-supported higher education providers in England are colleges of one form or another. Many private providers are also called colleges, e.g. the New College of the Humanities and St Patrick's College, London. Colleges within universities vary immensely in their responsibilities. The large constituent colleges of the University of London are effectively universities in their own right; colleges in some universities, including those of the University of the Arts London and smaller colleges of the University of London, run their own degree courses but do not award degrees; those at the University of Roehampton provide accommodation and pastoral care as well as delivering the teaching on university courses; those at Oxford and Cambridge deliver some teaching on university courses as well as providing accommodation and pastoral care; and those in Durham, Kent, Lancaster and York provide accommodation and pastoral care but do not normally participate in formal teaching. The legal status of these colleges also varies widely, with University of London colleges being independent corporations and recognised bodies, Oxbridge colleges, colleges of the University of the Highlands and Islands (UHI) and some Durham colleges being independent corporations and listed bodies, most Durham colleges being owned by the university but still listed bodies, and those of other collegiate universities not having formal recognition. When applying for undergraduate courses through UCAS, University of London colleges are treated as independent providers, colleges of Oxford, Cambridge, Durham and UHI are treated as locations within the universities that can be selected by specifying a 'campus code' in addition to selecting the university, and colleges of other universities are not recognised.The UHI and the University of Wales Trinity Saint David (UWTSD) both include further education colleges. However, while the UHI colleges integrate FE and HE provision, UWTSD maintains a separation between the university campuses (Lampeter, Carmarthen and Swansea) and the two colleges (Coleg Sir Gâr and Coleg Ceredigion; n.b. coleg is Welsh for college), which although part of the same group are treated as separate institutions rather than colleges within the university.A university college is an independent institution with the power to award taught degrees, but which has not been granted university status. University College is a protected title that can only be used with permission, although note that University College London, University College, Oxford and University College, Durham are colleges within their respective universities and not university colleges (in the case of UCL holding full degree awarding powers that set it above a university college), while University College Birmingham is a university in its own right and also not a university college. Oceania Australia In Australia a college may be an institution of tertiary education that is smaller than a university, run independently or as part of a university. Following a reform in the 1980s many of the formerly independent colleges now belong to a larger universities. Referring to parts of a university, there are residential colleges which provide residence for students, both undergraduate and postgraduate, called university colleges. These colleges often provide additional tutorial assistance, and some host theological study. Many colleges have strong traditions and rituals, so are a combination of dormitory style accommodation and fraternity or sorority culture. Most technical and further education institutions (TAFEs), which offer certificate and diploma vocational courses, are styled "TAFE colleges" or "Colleges of TAFE". In some places, such as Tasmania, college refers to a type of school for Year 11 and 12 students, e.g. Don College. New Zealand The constituent colleges of the former University of New Zealand (such as Canterbury University College) have become independent universities. Some halls of residence associated with New Zealand universities retain the name of "college", particularly at the University of Otago (which although brought under the umbrella of the University of New Zealand, already possessed university status and degree awarding powers). The institutions formerly known as "Teacher-training colleges" now style themselves "College of education". Some universities, such as the University of Canterbury, have divided their university into constituent administrative "Colleges" – the College of Arts containing departments that teach Arts, Humanities and Social Sciences, College of Science containing Science departments, and so on. This is largely modelled on the Cambridge model, discussed above. Like the United Kingdom some professional bodies in New Zealand style themselves as "colleges", for example, the Royal Australasian College of Surgeons, the Royal Australasian College of Physicians. In some parts of the country, secondary school is often referred to as college and the term is used interchangeably with high school. This sometimes confuses people from other parts of New Zealand. But in all parts of the country many secondary schools have "College" in their name, such as Rangitoto College, New Zealand's largest secondary. Notes References External links See also Community college Residential college University college Vocational university Madrasa Ashrama (stage)

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A college (Latin: collegium) is an educational institution or a constituent part of one. A college may be a degree-awarding tertiary educational institution, a part of a collegiate or federal university, an institution offering vocational education, or a secondary school. In most of the world, a college may be a high school or secondary school, a college of further education, a training institution that awards trade qualifications, a higher-education provider that does not have university status (often without its own degree-awarding powers), or a constituent part of a university. In the United States, a college may offer undergraduate programs – either as an independent institution or as the undergraduate program of a university – or it may be a residential college of a university or a community college, referring to (primarily public) higher education institutions that aim to provide affordable and accessible education, usually limited to two-year associate degrees. The word is generally also used as a synonym for a university in the US. Colleges in countries such as France, Belgium, and Switzerland provide secondary education. Etymology The word "college" is from the Latin verb lego, legere, legi, lectum, "to collect, gather together, pick", plus the preposition cum, "with", thus meaning "selected together". Thus "colleagues" are literally "persons who have been selected to work together". In ancient Rome a collegium was a "body, guild, corporation united in colleagueship; of magistrates, praetors, tribunes, priests, augurs; a political club or trade guild". Thus a college was a form of corporation or corporate body, an artificial legal person (body/corpus) with its own legal personality, with the capacity to enter into legal contracts, to sue and be sued. In mediaeval England there were colleges of priests, for example in chantry chapels; modern survivals include the Royal College of Surgeons in England (originally the Guild of Surgeons Within the City of London), the College of Arms in London (a body of heralds enforcing heraldic law), an electoral college (to elect representatives), etc., all groups of persons "selected in common" to perform a specified function and appointed by a monarch, founder or other person in authority. As for the modern "college of education", it was a body created for that purpose, for example Eton College was founded in 1440 by letters patent of King Henry VI for the constitution of a college of Fellows, priests, clerks, choristers, poor scholars, and old poor men, with one master or governor, whose duty it shall be to instruct these scholars and any others who may resort thither from any part of England in the knowledge of letters, and especially of grammar, without payment". Overview Higher education Within higher education, the term can be used to refer to: A constituent part of a collegiate university, for example King's College, Cambridge, or of a federal university, for example King's College London. A liberal arts college, an independent institution of higher education focusing on undergraduate education, such as Williams College or Amherst College. A liberal arts division of a university whose undergraduate program does not otherwise follow a liberal arts model, such as the Yuanpei College at Peking University. An institute providing specialised training, such as a college of further education, for example Belfast Metropolitan College, a teacher training college, or an art college. In the United States, college is sometimes but rarely a synonym for a research university, such as Dartmouth College, one of the eight universities in the Ivy League. In the United States, the undergraduate college of a university which also confers graduate degrees, such as Yale College, the undergraduate college within Yale University. Further education A sixth form college or college of further education is an educational institution in England, Wales, Northern Ireland, Belize, the Caribbean, Malta, Norway, Brunei, or Southern Africa, among others, where students aged 16 to 19 typically study for advanced school-level qualifications, such as A-levels, BTEC, HND or its equivalent and the International Baccalaureate Diploma, or school-level qualifications such as GCSEs. In Singapore and India, this is known as a junior college. The municipal government of the city of Paris uses the phrase "sixth form college" as the English name for a lycée. Secondary education In some national education systems, secondary schools may be called "colleges" or have "college" as part of their title. In Australia the term "college" is applied to any private or independent (non-government) primary and, especially, secondary school as distinct from a state school. Melbourne Grammar School, Cranbrook School, Sydney and The King's School, Parramatta are considered colleges. There has also been a recent trend to rename or create government secondary schools as "colleges". In the state of Victoria, some state high schools are referred to as secondary colleges, although the pre-eminent government secondary school for boys in Melbourne is still named Melbourne High School. In Western Australia, South Australia and the Northern Territory, "college" is used in the name of all state high schools built since the late 1990s, and also some older ones. In New South Wales, some high schools, especially multi-campus schools resulting from mergers, are known as "secondary colleges". In Queensland some newer schools which accept primary and high school students are styled state college, but state schools offering only secondary education are called "State High School". In Tasmania and the Australian Capital Territory, "college" refers to the final two years of high school (years 11 and 12), and the institutions which provide this. In this context, "college" is a system independent of the other years of high school. Here, the expression is a shorter version of matriculation college. In a number of Canadian cities, many government-run secondary schools are called "collegiates" or "collegiate institutes" (C.I.), a complicated form of the word "college" which avoids the usual "post-secondary" connotation. This is because these secondary schools have traditionally focused on academic, rather than vocational, subjects and ability levels (for example, collegiates offered Latin while vocational schools offered technical courses). Some private secondary schools (such as Upper Canada College, Vancouver College) choose to use the word "college" in their names nevertheless. Some secondary schools elsewhere in the country, particularly ones within the separate school system, may also use the word "college" or "collegiate" in their names.In New Zealand the word "college" normally refers to a secondary school for ages 13 to 17 and "college" appears as part of the name especially of private or integrated schools. "Colleges" most frequently appear in the North Island, whereas "high schools" are more common in the South Island. In the Netherlands, "college" is equivalent to HBO (Higher professional education). It is oriented towards professional training with clear occupational outlook, unlike universities which are scientifically oriented. In South Africa, some secondary schools, especially private schools on the English public school model, have "college" in their title, including six of South Africa's Elite Seven high schools. A typical example of this category would be St John's College. Private schools that specialize in improving children's marks through intensive focus on examination needs are informally called "cram-colleges". In Sri Lanka the word "college" (known as Vidyalaya in Sinhala) normally refers to a secondary school, which usually signifies above the 5th standard. During the British colonial period a limited number of exclusive secondary schools were established based on English public school model (Royal College Colombo, S. Thomas' College, Mount Lavinia, Trinity College, Kandy) these along with several Catholic schools (St. Joseph's College, Colombo, St Anthony's College) traditionally carry their name as colleges. Following the start of free education in 1931 large group of central colleges were established to educate the rural masses. Since Sri Lanka gained Independence in 1948, many schools that have been established have been named as "college". Other As well as an educational institution, the term, in accordance with its etymology, may also refer to any formal group of colleagues set up under statute or regulation; often under a Royal Charter. Examples include an electoral college, the College of Arms, a college of canons, and the College of Cardinals. Other collegiate bodies include professional associations, particularly in medicine and allied professions. In the UK these include the Royal College of Nursing and the Royal College of Physicians. Examples in the United States include the American College of Physicians, the American College of Surgeons, and the American College of Dentists. An example in Australia is the Royal Australian College of General Practitioners. College by country The different ways in which the term "College" is used to describe educational institutions in various regions of the world is listed below: Americas Canada In Canadian English, the term "college" usually refers to a trades school, applied arts/science/technology/business/health school or community college. These are post-secondary institutions granting certificates, diplomas, associate degrees and (in some cases) bachelor's degrees. The French acronym specific to public institutions within Quebec's particular system of pre-university and technical education is CEGEP (Collège d'enseignement général et professionnel, "college of general and professional education"). They are collegiate-level institutions that a student typically enrols in if they wish to continue onto university in the Quebec education system, or to learn a trade. In Ontario and Alberta, there are also institutions that are designated university colleges, which only grant undergraduate degrees. This is to differentiate between universities, which have both undergraduate and graduate programs and those that do not. In Canada, there is a strong distinction between "college" and "university". In conversation, one specifically would say either "they are going to university" (i.e., studying for a three- or four-year degree at a university) or "they are going to college" (i.e., studying at a technical/career training). Usage in a university setting The term college also applies to distinct entities that formally act as an affiliated institution of the university, formally referred to as federated college, or affiliated colleges. A university may also formally include several constituent colleges, forming a collegiate university. Examples of collegiate universities in Canada include Trent University, and the University of Toronto. These types of institutions act independently, maintaining their own endowments, and properties. However, they remain either affiliated, or federated with the overarching university, with the overarching university being the institution that formally grants the degrees. For example, Trinity College was once an independent institution, but later became federated with the University of Toronto. Several centralized universities in Canada have mimicked the collegiate university model; although constituent colleges in a centralized university remains under the authority of the central administration. Centralized universities that have adopted the collegiate model to a degree includes the University of British Columbia, with Green College and St. John's College; and the Memorial University of Newfoundland, with Sir Wilfred Grenfell College. Occasionally, "college" refers to a subject specific faculty within a university that, while distinct, are neither federated nor affiliated—College of Education, College of Medicine, College of Dentistry, College of Biological Science among others. The Royal Military College of Canada is a military college which trains officers for the Canadian Armed Forces. The institution is a full-fledged university, with the authority to issue graduate degrees, although it continues to word the term college in its name. The institution's sister schools, Royal Military College Saint-Jean also uses the term college in its name, although it academic offering is akin to a CEGEP institution in Quebec. A number of post-secondary art schools in Canada formerly used the word college in their names, despite formally being universities. However, most of these institutions were renamed, or re-branded in the early 21st century, omitting the word college from its name. Usage in secondary education The word college continues to be used in the names public separate secondary schools in Ontario. A number of independent schools across Canada also use the word college in its name.Public secular school boards in Ontario also refer to their secondary schools as collegiate institutes. However, usage of the word collegiate institute varies between school boards. Collegiate institute is the predominant name for secondary schools in Lakehead District School Board, and Toronto District School Board, although most school boards in Ontario use collegiate institute alongside high school, and secondary school in the names of their institutions. Similarly, secondary schools in Regina, and Saskatoon are referred to as Collegiate. Chile In Chile, the term "college" is usually used in the name of some bilingual schools, like Santiago College, Saint George's College etc. Since 2009 the Pontifical Catholic University of Chile incorporated college as a bachelor's degree, it has a Bachelor of Natural Sciences and Mathematics, a Bachelor of Social Science and a Bachelor of Arts and Humanities. It has the same system as the American universities, it combines majors and minors. And it let the students continue a higher degree in the same university once finished. United States In the United States, there were 5,916 post-secondary institutions (universities and colleges) as of 2020–21, having peaked at 7,253 in 2012–13 and fallen every year since. A "college" in the US can refer to a constituent part of a university (which can be a residential college, the sub-division of the university offering undergraduate courses, or a school of the university offering particular specialized courses), an independent institution offering bachelor's-level courses, or an institution offering instruction in a particular professional, technical or vocational field. In popular usage, the word "college" is the generic term for any post-secondary undergraduate education. Americans "go to college" after high school, regardless of whether the specific institution is formally a college or a university. Some students choose to dual-enroll, by taking college classes while still in high school. The word and its derivatives are the standard terms used to describe the institutions and experiences associated with American post-secondary undergraduate education. Students must pay for college before taking classes. Some borrow the money via loans, and some students fund their educations with cash, scholarships, grants, or some combination of these payment methods. In 2011, the state or federal government subsidized $8,000 to $100,000 for each undergraduate degree. For state-owned schools (called "public" universities), the subsidy was given to the college, with the student benefiting from lower tuition. The state subsidized on average 50% of public university tuition. Colleges vary in terms of size, degree, and length of stay. Two-year colleges, also known as junior or community colleges, usually offer an associate degree, and four-year colleges usually offer a bachelor's degree. Often, these are entirely undergraduate institutions, although some have graduate school programs. Four-year institutions in the U.S. that emphasize a liberal arts curriculum are known as liberal arts colleges. Until the 20th century, liberal arts, law, medicine, theology, and divinity were about the only form of higher education available in the United States. These schools have traditionally emphasized instruction at the undergraduate level, although advanced research may still occur at these institutions. While there is no national standard in the United States, the term "university" primarily designates institutions that provide undergraduate and graduate education. A university typically has as its core and its largest internal division an undergraduate college teaching a liberal arts curriculum, also culminating in a bachelor's degree. What often distinguishes a university is having, in addition, one or more graduate schools engaged in both teaching graduate classes and in research. Often these would be called a School of Law or School of Medicine, (but may also be called a college of law, or a faculty of law). An exception is Vincennes University, Indiana, which is styled and chartered as a "university" even though almost all of its academic programs lead only to two-year associate degrees. Some institutions, such as Dartmouth College and The College of William & Mary, have retained the term "college" in their names for historical reasons. In one unique case, Boston College and Boston University, the former located in Chestnut Hill, Massachusetts and the latter located in Boston, Massachusetts, are completely separate institutions. Usage of the terms varies among the states. In 1996, for example, Georgia changed all of its four-year institutions previously designated as colleges to universities, and all of its vocational technology schools to technical colleges. The terms "university" and "college" do not exhaust all possible titles for an American institution of higher education. Other options include "institute" (Worcester Polytechnic Institute and Massachusetts Institute of Technology), "academy" (United States Military Academy), "union" (Cooper Union), "conservatory" (New England Conservatory), and "school" (Juilliard School). In colloquial use, they are still referred to as "college" when referring to their undergraduate studies. The term college is also, as in the United Kingdom, used for a constituent semi-autonomous part of a larger university but generally organized on academic rather than residential lines. For example, at many institutions, the undergraduate portion of the university can be briefly referred to as the college (such as The College of the University of Chicago, Harvard College at Harvard, or Columbia College at Columbia) while at others, such as the University of California, Berkeley, "colleges" are collections of academic programs and other units that share some common characteristics, mission, or disciplinary focus (the "college of engineering", the "college of nursing", and so forth). There exist other variants for historical reasons, including some uses that exist because of mergers and acquisitions; for example, Duke University, which was called Trinity College until the 1920s, still calls its main undergraduate subdivision Trinity College of Arts and Sciences. Residential colleges Some American universities, such as Princeton, Rice, and Yale have established residential colleges (sometimes, as at Harvard, the first to establish such a system in the 1930s, known as houses) along the lines of Oxford or Cambridge. Unlike the Oxbridge colleges, but similarly to Durham, these residential colleges are not autonomous legal entities nor are they typically much involved in education itself, being primarily concerned with room, board, and social life. At the University of Michigan, University of California, San Diego and the University of California, Santa Cruz, each residential college teaches its own core writing courses and has its own distinctive set of graduation requirements. Many U.S. universities have placed increased emphasis on their residential colleges in recent years. This is exemplified by the creation of new colleges at Ivy League schools such as Yale University and Princeton University, and efforts to strengthen the contribution of the residential colleges to student education, including through a 2016 taskforce at Princeton on residential colleges. Origin of the U.S. usage The founders of the first institutions of higher education in the United States were graduates of the University of Oxford and the University of Cambridge. The small institutions they founded would not have seemed to them like universities – they were tiny and did not offer the higher degrees in medicine and theology. Furthermore, they were not composed of several small colleges. Instead, the new institutions felt like the Oxford and Cambridge colleges they were used to – small communities, housing and feeding their students, with instruction from residential tutors (as in the United Kingdom, described above). When the first students graduated, these "colleges" assumed the right to confer degrees upon them, usually with authority—for example, The College of William & Mary has a royal charter from the British monarchy allowing it to confer degrees while Dartmouth College has a charter permitting it to award degrees "as are usually granted in either of the universities, or any other college in our realm of Great Britain." The leaders of Harvard College (which granted America's first degrees in 1642) might have thought of their college as the first of many residential colleges that would grow up into a New Cambridge university. However, over time, few new colleges were founded there, and Harvard grew and added higher faculties. Eventually, it changed its title to university, but the term "college" had stuck and "colleges" have arisen across the United States. In U.S. usage, the word "college" not only embodies a particular type of school, but has historically been used to refer to the general concept of higher education when it is not necessary to specify a school, as in "going to college" or "college savings accounts" offered by banks. In a survey of more than 2,000 college students in 33 states and 156 different campuses, the U.S. Public Interest Research Group found the average student spends as much as $1,200 each year on textbooks and supplies alone. By comparison, the group says that's the equivalent of 39 percent of tuition and fees at a community college, and 14 percent of tuition and fees at a four-year public university. Morrill Land-Grant Act In addition to private colleges and universities, the U.S. also has a system of government funded, public universities. Many were founded under the Morrill Land-Grant Colleges Act of 1862. A movement had arisen to bring a form of more practical higher education to the masses, as "...many politicians and educators wanted to make it possible for all young Americans to receive some sort of advanced education." The Morrill Act "...made it possible for the new western states to establish colleges for the citizens." Its goal was to make higher education more easily accessible to the citizenry of the country, specifically to improve agricultural systems by providing training and scholarship in the production and sales of agricultural products, and to provide formal education in "...agriculture, home economics, mechanical arts, and other professions that seemed practical at the time."The act was eventually extended to allow all states that had remained with the Union during the American Civil War, and eventually all states, to establish such institutions. Most of the colleges established under the Morrill Act have since become full universities, and some are among the elite of the world. Benefits of college Selection of a four-year college as compared to a two-year junior college, even by marginal students such as those with a C+ grade average in high school and SAT scores in the mid 800s, increases the probability of graduation and confers substantial economic and social benefits. Asia Bangladesh In Bangladesh, educational institutions offering higher secondary (11th–12th grade) education are known as colleges. Hong Kong In Hong Kong, the term 'college' is used by tertiary institutions as either part of their names or to refer to a constituent part of the university, such as the colleges in the collegiate The Chinese University of Hong Kong; or to a residence hall of a university, such as St. John's College, University of Hong Kong. Many older secondary schools have the term 'college' as part of their names. India The modern system of education was heavily influenced by the British starting in 1835.In India, the term "college" is commonly reserved for institutions that offer high school diplomas at year 12 ("Junior College", similar to American high schools), and those that offer the bachelor's degree; some colleges, however, offer programmes up to PhD level. Generally, colleges are located in different parts of a state and all of them are affiliated to a regional university. The colleges offer programmes leading to degrees of that university. Colleges may be either Autonomous or non-autonomous. Autonomous Colleges are empowered to establish their own syllabus, and conduct and assess their own examinations; in non-autonomous colleges, examinations are conducted by the university, at the same time for all colleges under its affiliation. There are several hundred universities and each university has affiliated colleges, often a large number. The first liberal arts and sciences college in India was "Cottayam College" or the "Syrian College", Kerala in 1815. The First inter linguistic residential education institution in Asia was started at this college. At present it is a Theological seminary which is popularly known as Orthodox Theological Seminary or Old Seminary. After that, CMS College, Kottayam, established in 1817, and the Presidency College, Kolkata, also 1817, initially known as Hindu College. The first college for the study of Christian theology and ecumenical enquiry was Serampore College (1818). The first Missionary institution to impart Western style education in India was the Scottish Church College, Calcutta (1830). The first commerce and economics college in India was Sydenham College, Mumbai (1913). In India a new term has been introduced that is Autonomous Institutes & Colleges. An autonomous Colleges are colleges which need to be affiliated to a certain university. These colleges can conduct their own admission procedure, examination syllabus, fees structure etc. However, at the end of course completion, they cannot issue their own degree or diploma. The final degree or diploma is issued by the affiliated university. Also, some significant changes can pave way under the NEP (New Education Policy 2020) which may affect the present guidelines for universities and colleges. Israel In Israel, any non-university higher-learning facility is called a college. Institutions accredited by the Council for Higher Education in Israel (CHE) to confer a bachelor's degree are called "Academic Colleges" (Hebrew: מִכְלָלָה, romanized: Mikhlala; plural Hebrew: מכללות, romanized: Mikhlalot). These colleges (at least 4 for 2012) may also offer master's degrees and act as Research facilities. There are also over twenty teacher training colleges or seminaries, most of which may award only a Bachelor of Education (BEd) degree. Academic colleges: Any educational facility that had been approved to offer at least bachelor's degree is entitled by CHE to use the term academic college in its name. Engineering academic college: Any academic facility that offer at least bachelor's degree and most of it faculties are providing an Engineering degree and Engineering license. Educational academic college: After an educational facility that had been approved for "Teachers seminar" status is then approved to provide a Bachelor of Education, its name is changed to include "Educational Academic college." Technical college: A "Technical college" (מכללה טכנולוגית) is an educational facility that is approved to allow to provide P.E degree (הנדסאי) (14'th class) or technician (טכנאי) (13'th class) diploma and licenses. Training College: A "Training College" (מכללה להכשרה or מכללה מקצועית) is an educational facility that provides basic training allowing a person to receive a working permit in a field such as alternative medicine, cooking, Art, Mechanical, Electrical and other professions. A trainee could receive the right to work in certain professions as apprentice (j. mechanic, j. Electrician etc.). After working in the training field for enough time an apprentice could have a license to operate (Mechanic, Electrician). This educational facility is mostly used to provide basic training for low tech jobs and for job seekers without any training that are provided by the nation's Employment Service (שירות התעסוקה). Macau Following the Portuguese usage, the term "college" (colégio) in Macau has traditionally been used in the names for private (and non-governmental) pre-university educational institutions, which correspond to form one to form six level tiers. Such schools are usually run by the Roman Catholic church or missionaries in Macau. Examples include Chan Sui Ki Perpetual Help College, Yuet Wah College, and Sacred Heart Canossian College. Philippines In the Philippines, colleges usually refer to institutions of learning that grant degrees but whose scholastic fields are not as diverse as that of a university (University of Santo Tomas, University of the Philippines, Ateneo de Manila University, De La Salle University, Far Eastern University, and AMA University), such as the San Beda College which specializes in law, AMA Computer College whose campuses are spread all over the Philippines which specializes in information and computing technologies, and the Mapúa Institute of Technology which specializes in engineering, or to component units within universities that do not grant degrees but rather facilitate the instruction of a particular field, such as a College of Science and College of Engineering, among many other colleges of the University of the Philippines. A state college may not have the word "college" on its name, but may have several component colleges, or departments. Thus, the Eulogio Amang Rodriguez Institute of Science and Technology is a state college by classification. Usually, the term "college" is also thought of as a hierarchical demarcation between the term "university", and quite a number of colleges seek to be recognized as universities as a sign of improvement in academic standards (Colegio de San Juan de Letran, San Beda College), and increase in the diversity of the offered degree programs (called "courses"). For private colleges, this may be done through a survey and evaluation by the Commission on Higher Education and accrediting organizations, as was the case of Urios College which is now the Fr. Saturnino Urios University. For state colleges, it is usually done by a legislation by the Congress or Senate. In common usage, "going to college" simply means attending school for an undergraduate degree, whether it's from an institution recognized as a college or a university. When it comes to referring to the level of education, college is the term more used to be synonymous to tertiary or higher education. A student who is or has studied his/her undergraduate degree at either an institution with college or university in its name is considered to be going to or have gone to college. Singapore The term "college" in Singapore is generally only used for pre-university educational institutions called "Junior Colleges", which provide the final two years of secondary education (equivalent to sixth form in British terms or grades 11–12 in the American system). Since 1 January 2005, the term also refers to the three campuses of the Institute of Technical Education with the introduction of the "collegiate system", in which the three institutions are called ITE College East, ITE College Central, and ITE College West respectively. The term "university" is used to describe higher-education institutions offering locally conferred degrees. Institutions offering diplomas are called "polytechnics", while other institutions are often referred to as "institutes" and so forth. Sri Lanka There are several professional and vocational institutions that offer post-secondary education without granting degrees that are referred to as "colleges". This includes the Sri Lanka Law College, the many Technical Colleges and Teaching Colleges. Turkey In Turkey, the term "kolej" (college) refers to a private high school, typically preceded by one year of preparatory language education. Notable Turkish colleges include Robert College, Uskudar American Academy, American Collegiate Institute and Tarsus American College. Africa South Africa Although the term "college" is hardly used in any context at any university in South Africa, some non-university tertiary institutions call themselves colleges. These include teacher training colleges, business colleges and wildlife management colleges. See: List of universities in South Africa#Private colleges and universities; List of post secondary institutions in South Africa. Zimbabwe The term college is mainly used by private or independent secondary schools with Advanced Level (Upper 6th formers) and also Polytechnic Colleges which confer diplomas only. A student can complete secondary education (International General Certificate of Secondary Education, IGCSE) at 16 years and proceed straight to a poly-technical college or they can proceed to Advanced level (16 to 19 years) and obtain a General Certificate of Education (GCE) certificate which enables them to enroll at a university, provided they have good grades. Alternatively, with lower grades, the GCE certificate holders will have an added advantage over their GCSE counterparts if they choose to enroll at a polytechnical college. Some schools in Zimbabwe choose to offer the International Baccalaureate studies as an alternative to the IGCSE and GCE. Europe Greece Kollegio (in Greek Κολλέγιο) refers to the Centers of Post-Lyceum Education (in Greek Κέντρο Μεταλυκειακής Εκπαίδευσης, abbreviated as KEME), which are principally private and belong to the Greek post-secondary education system. Some of them have links to EU or US higher education institutions or accreditation organizations, such as the NEASC. Kollegio (or Kollegia in plural) may also refer to private non-tertiary schools, such as the Athens College. Ireland In Ireland the term "college" is normally used to describe an institution of tertiary education. University students often say they attend "college" rather than "university". Until 1989, no university provided teaching or research directly; they were formally offered by a constituent college of the university. There are number of secondary education institutions that traditionally used the word "college" in their names: these are either older, private schools (such as Belvedere College, Gonzaga College, Castleknock College, and St. Michael's College) or what were formerly a particular kind of secondary school. These secondary schools, formerly known as "technical colleges," were renamed "community colleges," but remain secondary schools. The country's only ancient university is the University of Dublin. Created during the reign of Elizabeth I, it is modelled on the collegiate universities of Cambridge and Oxford. However, only one constituent college was ever founded, hence the curious position of Trinity College Dublin today; although both are usually considered one and the same, the university and college are completely distinct corporate entities with separate and parallel governing structures. Among more modern foundations, the National University of Ireland, founded in 1908, consisted of constituent colleges and recognised colleges until 1997. The former are now referred to as constituent universities – institutions that are essentially universities in their own right. The National University can trace its existence back to 1850 and the creation of the Queen's University of Ireland and the creation of the Catholic University of Ireland in 1854. From 1880, the degree awarding roles of these two universities was taken over by the Royal University of Ireland, which remained until the creation of the National University in 1908 and Queen's University Belfast. The state's two new universities, Dublin City University and University of Limerick, were initially National Institute for Higher Education institutions. These institutions offered university level academic degrees and research from the start of their existence and were awarded university status in 1989 in recognition of this. Third level technical education in the state has been carried out in the Institutes of Technology, which were established from the 1970s as Regional Technical Colleges. These institutions have delegated authority which entitles them to give degrees and diplomas from Quality and Qualifications Ireland (QQI) in their own names. A number of private colleges exist such as Dublin Business School, providing undergraduate and postgraduate courses validated by QQI and in some cases by other universities. Other types of college include colleges of education, such as the Church of Ireland College of Education. These are specialist institutions, often linked to a university, which provide both undergraduate and postgraduate academic degrees for people who want to train as teachers. A number of state-funded further education colleges exist – which offer vocational education and training in a range of areas from business studies and information and communications technology to sports injury therapy. These courses are usually one, two or less often three years in duration and are validated by QQI at Levels 5 or 6, or for the BTEC Higher National Diploma award, which is a Level 6/7 qualification, validated by Edexcel. There are numerous private colleges (particularly in Dublin and Limerick) which offer both further and higher education qualifications. These degrees and diplomas are often certified by foreign universities/international awarding bodies and are aligned to the National Framework of Qualifications at Levels 6, 7 and 8. Netherlands In the Netherlands there are 3 main educational routes after high school. MBO (middle-level applied education), which is the equivalent of junior college. Designed to prepare students for either skilled trades and technical occupations and workers in support roles in professions such as engineering, accountancy, business administration, nursing, medicine, architecture, and criminology or for additional education at another college with more advanced academic material. HBO (higher professional education), which is the equivalent of college and has a professional orientation. After HBO (typically 4–6 years), pupils can enroll in a (professional) master's program (1–2 years) or enter the job market. The HBO is taught in vocational universities (hogescholen), of which there are over 40 in the Netherlands, each of which offers a broad variety of programs, with the exception of some that specialize in arts or agriculture. Note that the hogescholen are not allowed to name themselves university in Dutch. This also stretches to English and therefore HBO institutions are known as universities of applied sciences. WO (Scientific education), which is the equivalent to university level education and has an academic orientation.HBO graduates can be awarded two titles, which are Baccalaureus (bc.) and Ingenieur (ing.). At a WO institution, many more bachelor's and master's titles can be awarded. Bachelor's degrees: Bachelor of Arts (BA), Bachelor of Science (BSc) and Bachelor of Laws (LLB). Master's degrees: Master of Arts (MA), Master of Laws (LLM) and Master of Science (MSc). The PhD title is a research degree awarded upon completion and defense of a doctoral thesis. Portugal Presently in Portugal, the term colégio (college) is normally used as a generic reference to a private (non-government) school that provides from basic to secondary education. Many of the private schools include the term colégio in their name. Some special public schools – usually of the boarding school type – also include the term in their name, with a notable example being the Colégio Militar (Military College). The term colégio interno (literally "internal college") is used specifically as a generic reference to a boarding school. Until the 19th century, a colégio was usually a secondary or pre-university school, of public or religious nature, where the students usually lived together. A model for these colleges was the Royal College of Arts and Humanities, founded in Coimbra by King John III of Portugal in 1542. United Kingdom Secondary education and further education Further education (FE) colleges and sixth form colleges are institutions providing further education to students over 16. Some of these also provide higher education courses (see below). In the context of secondary education, 'college' is used in the names of some private schools, e.g. Eton College and Winchester College. Higher education In higher education, a college is normally a provider that does not hold university status, although it can also refer to a constituent part of a collegiate or federal university or a grouping of academic faculties or departments within a university. Traditionally the distinction between colleges and universities was that colleges did not award degrees while universities did, but this is no longer the case with NCG having gained taught degree awarding powers (the same as some universities) on behalf of its colleges, and many of the colleges of the University of London holding full degree awarding powers and being effectively universities. Most colleges, however, do not hold their own degree awarding powers and continue to offer higher education courses that are validated by universities or other institutions that can award degrees. In England, as of August 2016, over 60% of the higher education providers directly funded by HEFCE (208/340) are sixth-form or further education colleges, often termed colleges of further and higher education, along with 17 colleges of the University of London, one university college, 100 universities, and 14 other providers (six of which use 'college' in their name). Overall, this means over two-thirds of state-supported higher education providers in England are colleges of one form or another. Many private providers are also called colleges, e.g. the New College of the Humanities and St Patrick's College, London. Colleges within universities vary immensely in their responsibilities. The large constituent colleges of the University of London are effectively universities in their own right; colleges in some universities, including those of the University of the Arts London and smaller colleges of the University of London, run their own degree courses but do not award degrees; those at the University of Roehampton provide accommodation and pastoral care as well as delivering the teaching on university courses; those at Oxford and Cambridge deliver some teaching on university courses as well as providing accommodation and pastoral care; and those in Durham, Kent, Lancaster and York provide accommodation and pastoral care but do not normally participate in formal teaching. The legal status of these colleges also varies widely, with University of London colleges being independent corporations and recognised bodies, Oxbridge colleges, colleges of the University of the Highlands and Islands (UHI) and some Durham colleges being independent corporations and listed bodies, most Durham colleges being owned by the university but still listed bodies, and those of other collegiate universities not having formal recognition. When applying for undergraduate courses through UCAS, University of London colleges are treated as independent providers, colleges of Oxford, Cambridge, Durham and UHI are treated as locations within the universities that can be selected by specifying a 'campus code' in addition to selecting the university, and colleges of other universities are not recognised.The UHI and the University of Wales Trinity Saint David (UWTSD) both include further education colleges. However, while the UHI colleges integrate FE and HE provision, UWTSD maintains a separation between the university campuses (Lampeter, Carmarthen and Swansea) and the two colleges (Coleg Sir Gâr and Coleg Ceredigion; n.b. coleg is Welsh for college), which although part of the same group are treated as separate institutions rather than colleges within the university.A university college is an independent institution with the power to award taught degrees, but which has not been granted university status. University College is a protected title that can only be used with permission, although note that University College London, University College, Oxford and University College, Durham are colleges within their respective universities and not university colleges (in the case of UCL holding full degree awarding powers that set it above a university college), while University College Birmingham is a university in its own right and also not a university college. Oceania Australia In Australia a college may be an institution of tertiary education that is smaller than a university, run independently or as part of a university. Following a reform in the 1980s many of the formerly independent colleges now belong to a larger universities. Referring to parts of a university, there are residential colleges which provide residence for students, both undergraduate and postgraduate, called university colleges. These colleges often provide additional tutorial assistance, and some host theological study. Many colleges have strong traditions and rituals, so are a combination of dormitory style accommodation and fraternity or sorority culture. Most technical and further education institutions (TAFEs), which offer certificate and diploma vocational courses, are styled "TAFE colleges" or "Colleges of TAFE". In some places, such as Tasmania, college refers to a type of school for Year 11 and 12 students, e.g. Don College. New Zealand The constituent colleges of the former University of New Zealand (such as Canterbury University College) have become independent universities. Some halls of residence associated with New Zealand universities retain the name of "college", particularly at the University of Otago (which although brought under the umbrella of the University of New Zealand, already possessed university status and degree awarding powers). The institutions formerly known as "Teacher-training colleges" now style themselves "College of education". Some universities, such as the University of Canterbury, have divided their university into constituent administrative "Colleges" – the College of Arts containing departments that teach Arts, Humanities and Social Sciences, College of Science containing Science departments, and so on. This is largely modelled on the Cambridge model, discussed above. Like the United Kingdom some professional bodies in New Zealand style themselves as "colleges", for example, the Royal Australasian College of Surgeons, the Royal Australasian College of Physicians. In some parts of the country, secondary school is often referred to as college and the term is used interchangeably with high school. This sometimes confuses people from other parts of New Zealand. But in all parts of the country many secondary schools have "College" in their name, such as Rangitoto College, New Zealand's largest secondary. Notes References External links See also Community college Residential college University college Vocational university Madrasa Ashrama (stage)

native label

A college (Latin: collegium) is an educational institution or a constituent part of one. A college may be a degree-awarding tertiary educational institution, a part of a collegiate or federal university, an institution offering vocational education, or a secondary school. In most of the world, a college may be a high school or secondary school, a college of further education, a training institution that awards trade qualifications, a higher-education provider that does not have university status (often without its own degree-awarding powers), or a constituent part of a university. In the United States, a college may offer undergraduate programs – either as an independent institution or as the undergraduate program of a university – or it may be a residential college of a university or a community college, referring to (primarily public) higher education institutions that aim to provide affordable and accessible education, usually limited to two-year associate degrees. The word is generally also used as a synonym for a university in the US. Colleges in countries such as France, Belgium, and Switzerland provide secondary education. Etymology The word "college" is from the Latin verb lego, legere, legi, lectum, "to collect, gather together, pick", plus the preposition cum, "with", thus meaning "selected together". Thus "colleagues" are literally "persons who have been selected to work together". In ancient Rome a collegium was a "body, guild, corporation united in colleagueship; of magistrates, praetors, tribunes, priests, augurs; a political club or trade guild". Thus a college was a form of corporation or corporate body, an artificial legal person (body/corpus) with its own legal personality, with the capacity to enter into legal contracts, to sue and be sued. In mediaeval England there were colleges of priests, for example in chantry chapels; modern survivals include the Royal College of Surgeons in England (originally the Guild of Surgeons Within the City of London), the College of Arms in London (a body of heralds enforcing heraldic law), an electoral college (to elect representatives), etc., all groups of persons "selected in common" to perform a specified function and appointed by a monarch, founder or other person in authority. As for the modern "college of education", it was a body created for that purpose, for example Eton College was founded in 1440 by letters patent of King Henry VI for the constitution of a college of Fellows, priests, clerks, choristers, poor scholars, and old poor men, with one master or governor, whose duty it shall be to instruct these scholars and any others who may resort thither from any part of England in the knowledge of letters, and especially of grammar, without payment". Overview Higher education Within higher education, the term can be used to refer to: A constituent part of a collegiate university, for example King's College, Cambridge, or of a federal university, for example King's College London. A liberal arts college, an independent institution of higher education focusing on undergraduate education, such as Williams College or Amherst College. A liberal arts division of a university whose undergraduate program does not otherwise follow a liberal arts model, such as the Yuanpei College at Peking University. An institute providing specialised training, such as a college of further education, for example Belfast Metropolitan College, a teacher training college, or an art college. In the United States, college is sometimes but rarely a synonym for a research university, such as Dartmouth College, one of the eight universities in the Ivy League. In the United States, the undergraduate college of a university which also confers graduate degrees, such as Yale College, the undergraduate college within Yale University. Further education A sixth form college or college of further education is an educational institution in England, Wales, Northern Ireland, Belize, the Caribbean, Malta, Norway, Brunei, or Southern Africa, among others, where students aged 16 to 19 typically study for advanced school-level qualifications, such as A-levels, BTEC, HND or its equivalent and the International Baccalaureate Diploma, or school-level qualifications such as GCSEs. In Singapore and India, this is known as a junior college. The municipal government of the city of Paris uses the phrase "sixth form college" as the English name for a lycée. Secondary education In some national education systems, secondary schools may be called "colleges" or have "college" as part of their title. In Australia the term "college" is applied to any private or independent (non-government) primary and, especially, secondary school as distinct from a state school. Melbourne Grammar School, Cranbrook School, Sydney and The King's School, Parramatta are considered colleges. There has also been a recent trend to rename or create government secondary schools as "colleges". In the state of Victoria, some state high schools are referred to as secondary colleges, although the pre-eminent government secondary school for boys in Melbourne is still named Melbourne High School. In Western Australia, South Australia and the Northern Territory, "college" is used in the name of all state high schools built since the late 1990s, and also some older ones. In New South Wales, some high schools, especially multi-campus schools resulting from mergers, are known as "secondary colleges". In Queensland some newer schools which accept primary and high school students are styled state college, but state schools offering only secondary education are called "State High School". In Tasmania and the Australian Capital Territory, "college" refers to the final two years of high school (years 11 and 12), and the institutions which provide this. In this context, "college" is a system independent of the other years of high school. Here, the expression is a shorter version of matriculation college. In a number of Canadian cities, many government-run secondary schools are called "collegiates" or "collegiate institutes" (C.I.), a complicated form of the word "college" which avoids the usual "post-secondary" connotation. This is because these secondary schools have traditionally focused on academic, rather than vocational, subjects and ability levels (for example, collegiates offered Latin while vocational schools offered technical courses). Some private secondary schools (such as Upper Canada College, Vancouver College) choose to use the word "college" in their names nevertheless. Some secondary schools elsewhere in the country, particularly ones within the separate school system, may also use the word "college" or "collegiate" in their names.In New Zealand the word "college" normally refers to a secondary school for ages 13 to 17 and "college" appears as part of the name especially of private or integrated schools. "Colleges" most frequently appear in the North Island, whereas "high schools" are more common in the South Island. In the Netherlands, "college" is equivalent to HBO (Higher professional education). It is oriented towards professional training with clear occupational outlook, unlike universities which are scientifically oriented. In South Africa, some secondary schools, especially private schools on the English public school model, have "college" in their title, including six of South Africa's Elite Seven high schools. A typical example of this category would be St John's College. Private schools that specialize in improving children's marks through intensive focus on examination needs are informally called "cram-colleges". In Sri Lanka the word "college" (known as Vidyalaya in Sinhala) normally refers to a secondary school, which usually signifies above the 5th standard. During the British colonial period a limited number of exclusive secondary schools were established based on English public school model (Royal College Colombo, S. Thomas' College, Mount Lavinia, Trinity College, Kandy) these along with several Catholic schools (St. Joseph's College, Colombo, St Anthony's College) traditionally carry their name as colleges. Following the start of free education in 1931 large group of central colleges were established to educate the rural masses. Since Sri Lanka gained Independence in 1948, many schools that have been established have been named as "college". Other As well as an educational institution, the term, in accordance with its etymology, may also refer to any formal group of colleagues set up under statute or regulation; often under a Royal Charter. Examples include an electoral college, the College of Arms, a college of canons, and the College of Cardinals. Other collegiate bodies include professional associations, particularly in medicine and allied professions. In the UK these include the Royal College of Nursing and the Royal College of Physicians. Examples in the United States include the American College of Physicians, the American College of Surgeons, and the American College of Dentists. An example in Australia is the Royal Australian College of General Practitioners. College by country The different ways in which the term "College" is used to describe educational institutions in various regions of the world is listed below: Americas Canada In Canadian English, the term "college" usually refers to a trades school, applied arts/science/technology/business/health school or community college. These are post-secondary institutions granting certificates, diplomas, associate degrees and (in some cases) bachelor's degrees. The French acronym specific to public institutions within Quebec's particular system of pre-university and technical education is CEGEP (Collège d'enseignement général et professionnel, "college of general and professional education"). They are collegiate-level institutions that a student typically enrols in if they wish to continue onto university in the Quebec education system, or to learn a trade. In Ontario and Alberta, there are also institutions that are designated university colleges, which only grant undergraduate degrees. This is to differentiate between universities, which have both undergraduate and graduate programs and those that do not. In Canada, there is a strong distinction between "college" and "university". In conversation, one specifically would say either "they are going to university" (i.e., studying for a three- or four-year degree at a university) or "they are going to college" (i.e., studying at a technical/career training). Usage in a university setting The term college also applies to distinct entities that formally act as an affiliated institution of the university, formally referred to as federated college, or affiliated colleges. A university may also formally include several constituent colleges, forming a collegiate university. Examples of collegiate universities in Canada include Trent University, and the University of Toronto. These types of institutions act independently, maintaining their own endowments, and properties. However, they remain either affiliated, or federated with the overarching university, with the overarching university being the institution that formally grants the degrees. For example, Trinity College was once an independent institution, but later became federated with the University of Toronto. Several centralized universities in Canada have mimicked the collegiate university model; although constituent colleges in a centralized university remains under the authority of the central administration. Centralized universities that have adopted the collegiate model to a degree includes the University of British Columbia, with Green College and St. John's College; and the Memorial University of Newfoundland, with Sir Wilfred Grenfell College. Occasionally, "college" refers to a subject specific faculty within a university that, while distinct, are neither federated nor affiliated—College of Education, College of Medicine, College of Dentistry, College of Biological Science among others. The Royal Military College of Canada is a military college which trains officers for the Canadian Armed Forces. The institution is a full-fledged university, with the authority to issue graduate degrees, although it continues to word the term college in its name. The institution's sister schools, Royal Military College Saint-Jean also uses the term college in its name, although it academic offering is akin to a CEGEP institution in Quebec. A number of post-secondary art schools in Canada formerly used the word college in their names, despite formally being universities. However, most of these institutions were renamed, or re-branded in the early 21st century, omitting the word college from its name. Usage in secondary education The word college continues to be used in the names public separate secondary schools in Ontario. A number of independent schools across Canada also use the word college in its name.Public secular school boards in Ontario also refer to their secondary schools as collegiate institutes. However, usage of the word collegiate institute varies between school boards. Collegiate institute is the predominant name for secondary schools in Lakehead District School Board, and Toronto District School Board, although most school boards in Ontario use collegiate institute alongside high school, and secondary school in the names of their institutions. Similarly, secondary schools in Regina, and Saskatoon are referred to as Collegiate. Chile In Chile, the term "college" is usually used in the name of some bilingual schools, like Santiago College, Saint George's College etc. Since 2009 the Pontifical Catholic University of Chile incorporated college as a bachelor's degree, it has a Bachelor of Natural Sciences and Mathematics, a Bachelor of Social Science and a Bachelor of Arts and Humanities. It has the same system as the American universities, it combines majors and minors. And it let the students continue a higher degree in the same university once finished. United States In the United States, there were 5,916 post-secondary institutions (universities and colleges) as of 2020–21, having peaked at 7,253 in 2012–13 and fallen every year since. A "college" in the US can refer to a constituent part of a university (which can be a residential college, the sub-division of the university offering undergraduate courses, or a school of the university offering particular specialized courses), an independent institution offering bachelor's-level courses, or an institution offering instruction in a particular professional, technical or vocational field. In popular usage, the word "college" is the generic term for any post-secondary undergraduate education. Americans "go to college" after high school, regardless of whether the specific institution is formally a college or a university. Some students choose to dual-enroll, by taking college classes while still in high school. The word and its derivatives are the standard terms used to describe the institutions and experiences associated with American post-secondary undergraduate education. Students must pay for college before taking classes. Some borrow the money via loans, and some students fund their educations with cash, scholarships, grants, or some combination of these payment methods. In 2011, the state or federal government subsidized $8,000 to $100,000 for each undergraduate degree. For state-owned schools (called "public" universities), the subsidy was given to the college, with the student benefiting from lower tuition. The state subsidized on average 50% of public university tuition. Colleges vary in terms of size, degree, and length of stay. Two-year colleges, also known as junior or community colleges, usually offer an associate degree, and four-year colleges usually offer a bachelor's degree. Often, these are entirely undergraduate institutions, although some have graduate school programs. Four-year institutions in the U.S. that emphasize a liberal arts curriculum are known as liberal arts colleges. Until the 20th century, liberal arts, law, medicine, theology, and divinity were about the only form of higher education available in the United States. These schools have traditionally emphasized instruction at the undergraduate level, although advanced research may still occur at these institutions. While there is no national standard in the United States, the term "university" primarily designates institutions that provide undergraduate and graduate education. A university typically has as its core and its largest internal division an undergraduate college teaching a liberal arts curriculum, also culminating in a bachelor's degree. What often distinguishes a university is having, in addition, one or more graduate schools engaged in both teaching graduate classes and in research. Often these would be called a School of Law or School of Medicine, (but may also be called a college of law, or a faculty of law). An exception is Vincennes University, Indiana, which is styled and chartered as a "university" even though almost all of its academic programs lead only to two-year associate degrees. Some institutions, such as Dartmouth College and The College of William & Mary, have retained the term "college" in their names for historical reasons. In one unique case, Boston College and Boston University, the former located in Chestnut Hill, Massachusetts and the latter located in Boston, Massachusetts, are completely separate institutions. Usage of the terms varies among the states. In 1996, for example, Georgia changed all of its four-year institutions previously designated as colleges to universities, and all of its vocational technology schools to technical colleges. The terms "university" and "college" do not exhaust all possible titles for an American institution of higher education. Other options include "institute" (Worcester Polytechnic Institute and Massachusetts Institute of Technology), "academy" (United States Military Academy), "union" (Cooper Union), "conservatory" (New England Conservatory), and "school" (Juilliard School). In colloquial use, they are still referred to as "college" when referring to their undergraduate studies. The term college is also, as in the United Kingdom, used for a constituent semi-autonomous part of a larger university but generally organized on academic rather than residential lines. For example, at many institutions, the undergraduate portion of the university can be briefly referred to as the college (such as The College of the University of Chicago, Harvard College at Harvard, or Columbia College at Columbia) while at others, such as the University of California, Berkeley, "colleges" are collections of academic programs and other units that share some common characteristics, mission, or disciplinary focus (the "college of engineering", the "college of nursing", and so forth). There exist other variants for historical reasons, including some uses that exist because of mergers and acquisitions; for example, Duke University, which was called Trinity College until the 1920s, still calls its main undergraduate subdivision Trinity College of Arts and Sciences. Residential colleges Some American universities, such as Princeton, Rice, and Yale have established residential colleges (sometimes, as at Harvard, the first to establish such a system in the 1930s, known as houses) along the lines of Oxford or Cambridge. Unlike the Oxbridge colleges, but similarly to Durham, these residential colleges are not autonomous legal entities nor are they typically much involved in education itself, being primarily concerned with room, board, and social life. At the University of Michigan, University of California, San Diego and the University of California, Santa Cruz, each residential college teaches its own core writing courses and has its own distinctive set of graduation requirements. Many U.S. universities have placed increased emphasis on their residential colleges in recent years. This is exemplified by the creation of new colleges at Ivy League schools such as Yale University and Princeton University, and efforts to strengthen the contribution of the residential colleges to student education, including through a 2016 taskforce at Princeton on residential colleges. Origin of the U.S. usage The founders of the first institutions of higher education in the United States were graduates of the University of Oxford and the University of Cambridge. The small institutions they founded would not have seemed to them like universities – they were tiny and did not offer the higher degrees in medicine and theology. Furthermore, they were not composed of several small colleges. Instead, the new institutions felt like the Oxford and Cambridge colleges they were used to – small communities, housing and feeding their students, with instruction from residential tutors (as in the United Kingdom, described above). When the first students graduated, these "colleges" assumed the right to confer degrees upon them, usually with authority—for example, The College of William & Mary has a royal charter from the British monarchy allowing it to confer degrees while Dartmouth College has a charter permitting it to award degrees "as are usually granted in either of the universities, or any other college in our realm of Great Britain." The leaders of Harvard College (which granted America's first degrees in 1642) might have thought of their college as the first of many residential colleges that would grow up into a New Cambridge university. However, over time, few new colleges were founded there, and Harvard grew and added higher faculties. Eventually, it changed its title to university, but the term "college" had stuck and "colleges" have arisen across the United States. In U.S. usage, the word "college" not only embodies a particular type of school, but has historically been used to refer to the general concept of higher education when it is not necessary to specify a school, as in "going to college" or "college savings accounts" offered by banks. In a survey of more than 2,000 college students in 33 states and 156 different campuses, the U.S. Public Interest Research Group found the average student spends as much as $1,200 each year on textbooks and supplies alone. By comparison, the group says that's the equivalent of 39 percent of tuition and fees at a community college, and 14 percent of tuition and fees at a four-year public university. Morrill Land-Grant Act In addition to private colleges and universities, the U.S. also has a system of government funded, public universities. Many were founded under the Morrill Land-Grant Colleges Act of 1862. A movement had arisen to bring a form of more practical higher education to the masses, as "...many politicians and educators wanted to make it possible for all young Americans to receive some sort of advanced education." The Morrill Act "...made it possible for the new western states to establish colleges for the citizens." Its goal was to make higher education more easily accessible to the citizenry of the country, specifically to improve agricultural systems by providing training and scholarship in the production and sales of agricultural products, and to provide formal education in "...agriculture, home economics, mechanical arts, and other professions that seemed practical at the time."The act was eventually extended to allow all states that had remained with the Union during the American Civil War, and eventually all states, to establish such institutions. Most of the colleges established under the Morrill Act have since become full universities, and some are among the elite of the world. Benefits of college Selection of a four-year college as compared to a two-year junior college, even by marginal students such as those with a C+ grade average in high school and SAT scores in the mid 800s, increases the probability of graduation and confers substantial economic and social benefits. Asia Bangladesh In Bangladesh, educational institutions offering higher secondary (11th–12th grade) education are known as colleges. Hong Kong In Hong Kong, the term 'college' is used by tertiary institutions as either part of their names or to refer to a constituent part of the university, such as the colleges in the collegiate The Chinese University of Hong Kong; or to a residence hall of a university, such as St. John's College, University of Hong Kong. Many older secondary schools have the term 'college' as part of their names. India The modern system of education was heavily influenced by the British starting in 1835.In India, the term "college" is commonly reserved for institutions that offer high school diplomas at year 12 ("Junior College", similar to American high schools), and those that offer the bachelor's degree; some colleges, however, offer programmes up to PhD level. Generally, colleges are located in different parts of a state and all of them are affiliated to a regional university. The colleges offer programmes leading to degrees of that university. Colleges may be either Autonomous or non-autonomous. Autonomous Colleges are empowered to establish their own syllabus, and conduct and assess their own examinations; in non-autonomous colleges, examinations are conducted by the university, at the same time for all colleges under its affiliation. There are several hundred universities and each university has affiliated colleges, often a large number. The first liberal arts and sciences college in India was "Cottayam College" or the "Syrian College", Kerala in 1815. The First inter linguistic residential education institution in Asia was started at this college. At present it is a Theological seminary which is popularly known as Orthodox Theological Seminary or Old Seminary. After that, CMS College, Kottayam, established in 1817, and the Presidency College, Kolkata, also 1817, initially known as Hindu College. The first college for the study of Christian theology and ecumenical enquiry was Serampore College (1818). The first Missionary institution to impart Western style education in India was the Scottish Church College, Calcutta (1830). The first commerce and economics college in India was Sydenham College, Mumbai (1913). In India a new term has been introduced that is Autonomous Institutes & Colleges. An autonomous Colleges are colleges which need to be affiliated to a certain university. These colleges can conduct their own admission procedure, examination syllabus, fees structure etc. However, at the end of course completion, they cannot issue their own degree or diploma. The final degree or diploma is issued by the affiliated university. Also, some significant changes can pave way under the NEP (New Education Policy 2020) which may affect the present guidelines for universities and colleges. Israel In Israel, any non-university higher-learning facility is called a college. Institutions accredited by the Council for Higher Education in Israel (CHE) to confer a bachelor's degree are called "Academic Colleges" (Hebrew: מִכְלָלָה, romanized: Mikhlala; plural Hebrew: מכללות, romanized: Mikhlalot). These colleges (at least 4 for 2012) may also offer master's degrees and act as Research facilities. There are also over twenty teacher training colleges or seminaries, most of which may award only a Bachelor of Education (BEd) degree. Academic colleges: Any educational facility that had been approved to offer at least bachelor's degree is entitled by CHE to use the term academic college in its name. Engineering academic college: Any academic facility that offer at least bachelor's degree and most of it faculties are providing an Engineering degree and Engineering license. Educational academic college: After an educational facility that had been approved for "Teachers seminar" status is then approved to provide a Bachelor of Education, its name is changed to include "Educational Academic college." Technical college: A "Technical college" (מכללה טכנולוגית) is an educational facility that is approved to allow to provide P.E degree (הנדסאי) (14'th class) or technician (טכנאי) (13'th class) diploma and licenses. Training College: A "Training College" (מכללה להכשרה or מכללה מקצועית) is an educational facility that provides basic training allowing a person to receive a working permit in a field such as alternative medicine, cooking, Art, Mechanical, Electrical and other professions. A trainee could receive the right to work in certain professions as apprentice (j. mechanic, j. Electrician etc.). After working in the training field for enough time an apprentice could have a license to operate (Mechanic, Electrician). This educational facility is mostly used to provide basic training for low tech jobs and for job seekers without any training that are provided by the nation's Employment Service (שירות התעסוקה). Macau Following the Portuguese usage, the term "college" (colégio) in Macau has traditionally been used in the names for private (and non-governmental) pre-university educational institutions, which correspond to form one to form six level tiers. Such schools are usually run by the Roman Catholic church or missionaries in Macau. Examples include Chan Sui Ki Perpetual Help College, Yuet Wah College, and Sacred Heart Canossian College. Philippines In the Philippines, colleges usually refer to institutions of learning that grant degrees but whose scholastic fields are not as diverse as that of a university (University of Santo Tomas, University of the Philippines, Ateneo de Manila University, De La Salle University, Far Eastern University, and AMA University), such as the San Beda College which specializes in law, AMA Computer College whose campuses are spread all over the Philippines which specializes in information and computing technologies, and the Mapúa Institute of Technology which specializes in engineering, or to component units within universities that do not grant degrees but rather facilitate the instruction of a particular field, such as a College of Science and College of Engineering, among many other colleges of the University of the Philippines. A state college may not have the word "college" on its name, but may have several component colleges, or departments. Thus, the Eulogio Amang Rodriguez Institute of Science and Technology is a state college by classification. Usually, the term "college" is also thought of as a hierarchical demarcation between the term "university", and quite a number of colleges seek to be recognized as universities as a sign of improvement in academic standards (Colegio de San Juan de Letran, San Beda College), and increase in the diversity of the offered degree programs (called "courses"). For private colleges, this may be done through a survey and evaluation by the Commission on Higher Education and accrediting organizations, as was the case of Urios College which is now the Fr. Saturnino Urios University. For state colleges, it is usually done by a legislation by the Congress or Senate. In common usage, "going to college" simply means attending school for an undergraduate degree, whether it's from an institution recognized as a college or a university. When it comes to referring to the level of education, college is the term more used to be synonymous to tertiary or higher education. A student who is or has studied his/her undergraduate degree at either an institution with college or university in its name is considered to be going to or have gone to college. Singapore The term "college" in Singapore is generally only used for pre-university educational institutions called "Junior Colleges", which provide the final two years of secondary education (equivalent to sixth form in British terms or grades 11–12 in the American system). Since 1 January 2005, the term also refers to the three campuses of the Institute of Technical Education with the introduction of the "collegiate system", in which the three institutions are called ITE College East, ITE College Central, and ITE College West respectively. The term "university" is used to describe higher-education institutions offering locally conferred degrees. Institutions offering diplomas are called "polytechnics", while other institutions are often referred to as "institutes" and so forth. Sri Lanka There are several professional and vocational institutions that offer post-secondary education without granting degrees that are referred to as "colleges". This includes the Sri Lanka Law College, the many Technical Colleges and Teaching Colleges. Turkey In Turkey, the term "kolej" (college) refers to a private high school, typically preceded by one year of preparatory language education. Notable Turkish colleges include Robert College, Uskudar American Academy, American Collegiate Institute and Tarsus American College. Africa South Africa Although the term "college" is hardly used in any context at any university in South Africa, some non-university tertiary institutions call themselves colleges. These include teacher training colleges, business colleges and wildlife management colleges. See: List of universities in South Africa#Private colleges and universities; List of post secondary institutions in South Africa. Zimbabwe The term college is mainly used by private or independent secondary schools with Advanced Level (Upper 6th formers) and also Polytechnic Colleges which confer diplomas only. A student can complete secondary education (International General Certificate of Secondary Education, IGCSE) at 16 years and proceed straight to a poly-technical college or they can proceed to Advanced level (16 to 19 years) and obtain a General Certificate of Education (GCE) certificate which enables them to enroll at a university, provided they have good grades. Alternatively, with lower grades, the GCE certificate holders will have an added advantage over their GCSE counterparts if they choose to enroll at a polytechnical college. Some schools in Zimbabwe choose to offer the International Baccalaureate studies as an alternative to the IGCSE and GCE. Europe Greece Kollegio (in Greek Κολλέγιο) refers to the Centers of Post-Lyceum Education (in Greek Κέντρο Μεταλυκειακής Εκπαίδευσης, abbreviated as KEME), which are principally private and belong to the Greek post-secondary education system. Some of them have links to EU or US higher education institutions or accreditation organizations, such as the NEASC. Kollegio (or Kollegia in plural) may also refer to private non-tertiary schools, such as the Athens College. Ireland In Ireland the term "college" is normally used to describe an institution of tertiary education. University students often say they attend "college" rather than "university". Until 1989, no university provided teaching or research directly; they were formally offered by a constituent college of the university. There are number of secondary education institutions that traditionally used the word "college" in their names: these are either older, private schools (such as Belvedere College, Gonzaga College, Castleknock College, and St. Michael's College) or what were formerly a particular kind of secondary school. These secondary schools, formerly known as "technical colleges," were renamed "community colleges," but remain secondary schools. The country's only ancient university is the University of Dublin. Created during the reign of Elizabeth I, it is modelled on the collegiate universities of Cambridge and Oxford. However, only one constituent college was ever founded, hence the curious position of Trinity College Dublin today; although both are usually considered one and the same, the university and college are completely distinct corporate entities with separate and parallel governing structures. Among more modern foundations, the National University of Ireland, founded in 1908, consisted of constituent colleges and recognised colleges until 1997. The former are now referred to as constituent universities – institutions that are essentially universities in their own right. The National University can trace its existence back to 1850 and the creation of the Queen's University of Ireland and the creation of the Catholic University of Ireland in 1854. From 1880, the degree awarding roles of these two universities was taken over by the Royal University of Ireland, which remained until the creation of the National University in 1908 and Queen's University Belfast. The state's two new universities, Dublin City University and University of Limerick, were initially National Institute for Higher Education institutions. These institutions offered university level academic degrees and research from the start of their existence and were awarded university status in 1989 in recognition of this. Third level technical education in the state has been carried out in the Institutes of Technology, which were established from the 1970s as Regional Technical Colleges. These institutions have delegated authority which entitles them to give degrees and diplomas from Quality and Qualifications Ireland (QQI) in their own names. A number of private colleges exist such as Dublin Business School, providing undergraduate and postgraduate courses validated by QQI and in some cases by other universities. Other types of college include colleges of education, such as the Church of Ireland College of Education. These are specialist institutions, often linked to a university, which provide both undergraduate and postgraduate academic degrees for people who want to train as teachers. A number of state-funded further education colleges exist – which offer vocational education and training in a range of areas from business studies and information and communications technology to sports injury therapy. These courses are usually one, two or less often three years in duration and are validated by QQI at Levels 5 or 6, or for the BTEC Higher National Diploma award, which is a Level 6/7 qualification, validated by Edexcel. There are numerous private colleges (particularly in Dublin and Limerick) which offer both further and higher education qualifications. These degrees and diplomas are often certified by foreign universities/international awarding bodies and are aligned to the National Framework of Qualifications at Levels 6, 7 and 8. Netherlands In the Netherlands there are 3 main educational routes after high school. MBO (middle-level applied education), which is the equivalent of junior college. Designed to prepare students for either skilled trades and technical occupations and workers in support roles in professions such as engineering, accountancy, business administration, nursing, medicine, architecture, and criminology or for additional education at another college with more advanced academic material. HBO (higher professional education), which is the equivalent of college and has a professional orientation. After HBO (typically 4–6 years), pupils can enroll in a (professional) master's program (1–2 years) or enter the job market. The HBO is taught in vocational universities (hogescholen), of which there are over 40 in the Netherlands, each of which offers a broad variety of programs, with the exception of some that specialize in arts or agriculture. Note that the hogescholen are not allowed to name themselves university in Dutch. This also stretches to English and therefore HBO institutions are known as universities of applied sciences. WO (Scientific education), which is the equivalent to university level education and has an academic orientation.HBO graduates can be awarded two titles, which are Baccalaureus (bc.) and Ingenieur (ing.). At a WO institution, many more bachelor's and master's titles can be awarded. Bachelor's degrees: Bachelor of Arts (BA), Bachelor of Science (BSc) and Bachelor of Laws (LLB). Master's degrees: Master of Arts (MA), Master of Laws (LLM) and Master of Science (MSc). The PhD title is a research degree awarded upon completion and defense of a doctoral thesis. Portugal Presently in Portugal, the term colégio (college) is normally used as a generic reference to a private (non-government) school that provides from basic to secondary education. Many of the private schools include the term colégio in their name. Some special public schools – usually of the boarding school type – also include the term in their name, with a notable example being the Colégio Militar (Military College). The term colégio interno (literally "internal college") is used specifically as a generic reference to a boarding school. Until the 19th century, a colégio was usually a secondary or pre-university school, of public or religious nature, where the students usually lived together. A model for these colleges was the Royal College of Arts and Humanities, founded in Coimbra by King John III of Portugal in 1542. United Kingdom Secondary education and further education Further education (FE) colleges and sixth form colleges are institutions providing further education to students over 16. Some of these also provide higher education courses (see below). In the context of secondary education, 'college' is used in the names of some private schools, e.g. Eton College and Winchester College. Higher education In higher education, a college is normally a provider that does not hold university status, although it can also refer to a constituent part of a collegiate or federal university or a grouping of academic faculties or departments within a university. Traditionally the distinction between colleges and universities was that colleges did not award degrees while universities did, but this is no longer the case with NCG having gained taught degree awarding powers (the same as some universities) on behalf of its colleges, and many of the colleges of the University of London holding full degree awarding powers and being effectively universities. Most colleges, however, do not hold their own degree awarding powers and continue to offer higher education courses that are validated by universities or other institutions that can award degrees. In England, as of August 2016, over 60% of the higher education providers directly funded by HEFCE (208/340) are sixth-form or further education colleges, often termed colleges of further and higher education, along with 17 colleges of the University of London, one university college, 100 universities, and 14 other providers (six of which use 'college' in their name). Overall, this means over two-thirds of state-supported higher education providers in England are colleges of one form or another. Many private providers are also called colleges, e.g. the New College of the Humanities and St Patrick's College, London. Colleges within universities vary immensely in their responsibilities. The large constituent colleges of the University of London are effectively universities in their own right; colleges in some universities, including those of the University of the Arts London and smaller colleges of the University of London, run their own degree courses but do not award degrees; those at the University of Roehampton provide accommodation and pastoral care as well as delivering the teaching on university courses; those at Oxford and Cambridge deliver some teaching on university courses as well as providing accommodation and pastoral care; and those in Durham, Kent, Lancaster and York provide accommodation and pastoral care but do not normally participate in formal teaching. The legal status of these colleges also varies widely, with University of London colleges being independent corporations and recognised bodies, Oxbridge colleges, colleges of the University of the Highlands and Islands (UHI) and some Durham colleges being independent corporations and listed bodies, most Durham colleges being owned by the university but still listed bodies, and those of other collegiate universities not having formal recognition. When applying for undergraduate courses through UCAS, University of London colleges are treated as independent providers, colleges of Oxford, Cambridge, Durham and UHI are treated as locations within the universities that can be selected by specifying a 'campus code' in addition to selecting the university, and colleges of other universities are not recognised.The UHI and the University of Wales Trinity Saint David (UWTSD) both include further education colleges. However, while the UHI colleges integrate FE and HE provision, UWTSD maintains a separation between the university campuses (Lampeter, Carmarthen and Swansea) and the two colleges (Coleg Sir Gâr and Coleg Ceredigion; n.b. coleg is Welsh for college), which although part of the same group are treated as separate institutions rather than colleges within the university.A university college is an independent institution with the power to award taught degrees, but which has not been granted university status. University College is a protected title that can only be used with permission, although note that University College London, University College, Oxford and University College, Durham are colleges within their respective universities and not university colleges (in the case of UCL holding full degree awarding powers that set it above a university college), while University College Birmingham is a university in its own right and also not a university college. Oceania Australia In Australia a college may be an institution of tertiary education that is smaller than a university, run independently or as part of a university. Following a reform in the 1980s many of the formerly independent colleges now belong to a larger universities. Referring to parts of a university, there are residential colleges which provide residence for students, both undergraduate and postgraduate, called university colleges. These colleges often provide additional tutorial assistance, and some host theological study. Many colleges have strong traditions and rituals, so are a combination of dormitory style accommodation and fraternity or sorority culture. Most technical and further education institutions (TAFEs), which offer certificate and diploma vocational courses, are styled "TAFE colleges" or "Colleges of TAFE". In some places, such as Tasmania, college refers to a type of school for Year 11 and 12 students, e.g. Don College. New Zealand The constituent colleges of the former University of New Zealand (such as Canterbury University College) have become independent universities. Some halls of residence associated with New Zealand universities retain the name of "college", particularly at the University of Otago (which although brought under the umbrella of the University of New Zealand, already possessed university status and degree awarding powers). The institutions formerly known as "Teacher-training colleges" now style themselves "College of education". Some universities, such as the University of Canterbury, have divided their university into constituent administrative "Colleges" – the College of Arts containing departments that teach Arts, Humanities and Social Sciences, College of Science containing Science departments, and so on. This is largely modelled on the Cambridge model, discussed above. Like the United Kingdom some professional bodies in New Zealand style themselves as "colleges", for example, the Royal Australasian College of Surgeons, the Royal Australasian College of Physicians. In some parts of the country, secondary school is often referred to as college and the term is used interchangeably with high school. This sometimes confuses people from other parts of New Zealand. But in all parts of the country many secondary schools have "College" in their name, such as Rangitoto College, New Zealand's largest secondary. Notes References External links See also Community college Residential college University college Vocational university Madrasa Ashrama (stage)

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Kayvon Webster (born February 1, 1991) is a former American football cornerback. He played college football at South Florida and was drafted by the Denver Broncos in the third round of the 2013 NFL Draft. He has also played for the Los Angeles Rams and Houston Texans, and won Super Bowl 50 as a member of the Broncos. High school career A native of Miami, Florida, Webster attended Monsignor Edward Pace High School in Miami Gardens, Florida, where he was a letterman in football and track. In football, he saw action on both sides of the ball and as a return specialist and was a two-time first-team All-Dade selection. During his junior season, he caught 30 passes for 500 yards with eight touchdowns on offense, while also adding 65 tackles, four sacks, seven forced fumbles and 10 fumble recoveries on defense. Academically, he carried a 3.0 GPA.In addition to football, Webster was a standout track & field athlete, Webster was one of the state's top performers in the sprinting events. He earned All-Dade County First-team 3A track and field honors in 2007 and All-Dade County First-team 3A football honors in 2008. He was tabbed All-American by Track & Field News in the 4 × 100 m in 2009. He led the Pace Spartans 4 × 100 m relay team to three straight Florida 2A state championships his sophomore and junior seasons, and posted the fastest time in the nation in the 4 × 100 m relay with a time of 40.54 seconds as a senior, setting the state meet record in the process. He took silver in the 100 meters at the 2009 Region 4 meet, with a time of 10.67 meters. Additionally, he was also timed at 4.4 seconds in the 40-yard dash and posted a 245-pound bench press. Regarded as a three-star recruit by Rivals.com, Webster was rated as the 28th-best safety in the nation, 29th according to Scout.com. He was also ranked as the 32nd-best prospect as an athlete by ESPN.com. He chose USF over scholarship offers from Miami, Florida and Auburn, among others. College career Webster attended the University of South Florida, where he played college football for the South Florida Bulls football team from 2009 to 2012. He was a second-team All-Big East Conference selection in 2011. He graduated from South Florida with a bachelor's degree in health science in December 2012. In 2012, Webster racked up a career-high 81 tackles (61 solo) during his senior year with 3 forced fumbles. He left the program making 190 total tackles and was ranked 12th on the program's all-time list with 49 career games played.In addition to football, Webster competed as a sprinter at USF, where he competed as a sophomore and junior. In 2010, he qualified for the BIG EAST Championships in the 100m and 200 meters. He earned All-Big East honors after placing 3rd in the 4 × 100 m relay event at the BIG EAST Championships in a school record of 40.75 seconds. In 2011, he took fifth in the 60 meters at the BIG EAST Championships, with a time of 6.91 seconds. He was a member of the 4 × 100 m relay that placed 2nd at the BIG EAST Championships with a time of 40.77 seconds, nearly breaking the previous record. He recorded a career-best time of 6.83 seconds in the 60-meter dash at the BIG EAST Conference Championships. His personal-best time in the 100 meters came at the USF Collegiate Invitational in 2012, where he took silver with a time of 10.5 seconds. Professional career Denver Broncos Webster was selected 90th overall by the Denver Broncos in the third round of the 2013 NFL Draft.In a win against the Dallas Cowboys in Week 5 of the 2013 season, Webster recorded his first career forced fumble, when he stripped the football from Dez Bryant, which was subsequently recovered by safety Duke Ihenacho. In the very next game against Jacksonville, Webster intercepted quarterback Chad Henne, to get the first interception of his career. Webster played a key role in the special teams unit during the postseason. He received a game ball on January 17, 2016, after pinning Pittsburgh at the 3-yard line in Denver's 23-16 divisional round victory. Webster was a team captain in the AFC Championship, and the speedster continued to make an impact on special teams. He dove and scooped up a Britton Colquitt punt in front of the goal line that was downed at the New England 4-yard line, helping to preserve the victory. On February 7, 2016, Webster was part of the Broncos team that won Super Bowl 50. In the game, the Broncos defeated the Carolina Panthers by a score of 24–10. Webster was again a team captain and he played 26 snaps on defense. In addition, he was on the field for 78% of Denver's special teams plays, including tackling Ted Ginn after a Colquitt punt for a 1-yard loss.Webster was placed on injured reserve on December 28, 2016, after suffering a concussion in Week 16. Los Angeles Rams On March 13, 2017, Webster signed a two-year contract with the Los Angeles Rams. He started 11 games in his first season as a Ram before suffering a ruptured Achilles in Week 14. He was placed on injured reserve on December 11, 2017.On April 6, 2018, Webster was released by the Rams due to a failed physical. Houston Texans On August 27, 2018, Webster signed a one-year contract with the Houston Texans. He was placed on injured reserve on October 9, 2018, with a quadriceps injury. He was activated off injured reserve on December 22, 2018, but was placed back on reserve two days later after re-injuring his thigh. New Orleans Saints On June 10, 2019, Webster signed with the New Orleans Saints. He was released during final roster cuts on August 30, 2019. Washington Redskins The Washington Redskins signed Webster on December 17, 2019. He was released on March 23, 2020. References External links Los Angeles Rams bio Denver Broncos bio South Florida Bulls bio

place of birth

Kayvon Webster (born February 1, 1991) is a former American football cornerback. He played college football at South Florida and was drafted by the Denver Broncos in the third round of the 2013 NFL Draft. He has also played for the Los Angeles Rams and Houston Texans, and won Super Bowl 50 as a member of the Broncos. High school career A native of Miami, Florida, Webster attended Monsignor Edward Pace High School in Miami Gardens, Florida, where he was a letterman in football and track. In football, he saw action on both sides of the ball and as a return specialist and was a two-time first-team All-Dade selection. During his junior season, he caught 30 passes for 500 yards with eight touchdowns on offense, while also adding 65 tackles, four sacks, seven forced fumbles and 10 fumble recoveries on defense. Academically, he carried a 3.0 GPA.In addition to football, Webster was a standout track & field athlete, Webster was one of the state's top performers in the sprinting events. He earned All-Dade County First-team 3A track and field honors in 2007 and All-Dade County First-team 3A football honors in 2008. He was tabbed All-American by Track & Field News in the 4 × 100 m in 2009. He led the Pace Spartans 4 × 100 m relay team to three straight Florida 2A state championships his sophomore and junior seasons, and posted the fastest time in the nation in the 4 × 100 m relay with a time of 40.54 seconds as a senior, setting the state meet record in the process. He took silver in the 100 meters at the 2009 Region 4 meet, with a time of 10.67 meters. Additionally, he was also timed at 4.4 seconds in the 40-yard dash and posted a 245-pound bench press. Regarded as a three-star recruit by Rivals.com, Webster was rated as the 28th-best safety in the nation, 29th according to Scout.com. He was also ranked as the 32nd-best prospect as an athlete by ESPN.com. He chose USF over scholarship offers from Miami, Florida and Auburn, among others. College career Webster attended the University of South Florida, where he played college football for the South Florida Bulls football team from 2009 to 2012. He was a second-team All-Big East Conference selection in 2011. He graduated from South Florida with a bachelor's degree in health science in December 2012. In 2012, Webster racked up a career-high 81 tackles (61 solo) during his senior year with 3 forced fumbles. He left the program making 190 total tackles and was ranked 12th on the program's all-time list with 49 career games played.In addition to football, Webster competed as a sprinter at USF, where he competed as a sophomore and junior. In 2010, he qualified for the BIG EAST Championships in the 100m and 200 meters. He earned All-Big East honors after placing 3rd in the 4 × 100 m relay event at the BIG EAST Championships in a school record of 40.75 seconds. In 2011, he took fifth in the 60 meters at the BIG EAST Championships, with a time of 6.91 seconds. He was a member of the 4 × 100 m relay that placed 2nd at the BIG EAST Championships with a time of 40.77 seconds, nearly breaking the previous record. He recorded a career-best time of 6.83 seconds in the 60-meter dash at the BIG EAST Conference Championships. His personal-best time in the 100 meters came at the USF Collegiate Invitational in 2012, where he took silver with a time of 10.5 seconds. Professional career Denver Broncos Webster was selected 90th overall by the Denver Broncos in the third round of the 2013 NFL Draft.In a win against the Dallas Cowboys in Week 5 of the 2013 season, Webster recorded his first career forced fumble, when he stripped the football from Dez Bryant, which was subsequently recovered by safety Duke Ihenacho. In the very next game against Jacksonville, Webster intercepted quarterback Chad Henne, to get the first interception of his career. Webster played a key role in the special teams unit during the postseason. He received a game ball on January 17, 2016, after pinning Pittsburgh at the 3-yard line in Denver's 23-16 divisional round victory. Webster was a team captain in the AFC Championship, and the speedster continued to make an impact on special teams. He dove and scooped up a Britton Colquitt punt in front of the goal line that was downed at the New England 4-yard line, helping to preserve the victory. On February 7, 2016, Webster was part of the Broncos team that won Super Bowl 50. In the game, the Broncos defeated the Carolina Panthers by a score of 24–10. Webster was again a team captain and he played 26 snaps on defense. In addition, he was on the field for 78% of Denver's special teams plays, including tackling Ted Ginn after a Colquitt punt for a 1-yard loss.Webster was placed on injured reserve on December 28, 2016, after suffering a concussion in Week 16. Los Angeles Rams On March 13, 2017, Webster signed a two-year contract with the Los Angeles Rams. He started 11 games in his first season as a Ram before suffering a ruptured Achilles in Week 14. He was placed on injured reserve on December 11, 2017.On April 6, 2018, Webster was released by the Rams due to a failed physical. Houston Texans On August 27, 2018, Webster signed a one-year contract with the Houston Texans. He was placed on injured reserve on October 9, 2018, with a quadriceps injury. He was activated off injured reserve on December 22, 2018, but was placed back on reserve two days later after re-injuring his thigh. New Orleans Saints On June 10, 2019, Webster signed with the New Orleans Saints. He was released during final roster cuts on August 30, 2019. Washington Redskins The Washington Redskins signed Webster on December 17, 2019. He was released on March 23, 2020. References External links Los Angeles Rams bio Denver Broncos bio South Florida Bulls bio

member of sports team

Kayvon Webster (born February 1, 1991) is a former American football cornerback. He played college football at South Florida and was drafted by the Denver Broncos in the third round of the 2013 NFL Draft. He has also played for the Los Angeles Rams and Houston Texans, and won Super Bowl 50 as a member of the Broncos. High school career A native of Miami, Florida, Webster attended Monsignor Edward Pace High School in Miami Gardens, Florida, where he was a letterman in football and track. In football, he saw action on both sides of the ball and as a return specialist and was a two-time first-team All-Dade selection. During his junior season, he caught 30 passes for 500 yards with eight touchdowns on offense, while also adding 65 tackles, four sacks, seven forced fumbles and 10 fumble recoveries on defense. Academically, he carried a 3.0 GPA.In addition to football, Webster was a standout track & field athlete, Webster was one of the state's top performers in the sprinting events. He earned All-Dade County First-team 3A track and field honors in 2007 and All-Dade County First-team 3A football honors in 2008. He was tabbed All-American by Track & Field News in the 4 × 100 m in 2009. He led the Pace Spartans 4 × 100 m relay team to three straight Florida 2A state championships his sophomore and junior seasons, and posted the fastest time in the nation in the 4 × 100 m relay with a time of 40.54 seconds as a senior, setting the state meet record in the process. He took silver in the 100 meters at the 2009 Region 4 meet, with a time of 10.67 meters. Additionally, he was also timed at 4.4 seconds in the 40-yard dash and posted a 245-pound bench press. Regarded as a three-star recruit by Rivals.com, Webster was rated as the 28th-best safety in the nation, 29th according to Scout.com. He was also ranked as the 32nd-best prospect as an athlete by ESPN.com. He chose USF over scholarship offers from Miami, Florida and Auburn, among others. College career Webster attended the University of South Florida, where he played college football for the South Florida Bulls football team from 2009 to 2012. He was a second-team All-Big East Conference selection in 2011. He graduated from South Florida with a bachelor's degree in health science in December 2012. In 2012, Webster racked up a career-high 81 tackles (61 solo) during his senior year with 3 forced fumbles. He left the program making 190 total tackles and was ranked 12th on the program's all-time list with 49 career games played.In addition to football, Webster competed as a sprinter at USF, where he competed as a sophomore and junior. In 2010, he qualified for the BIG EAST Championships in the 100m and 200 meters. He earned All-Big East honors after placing 3rd in the 4 × 100 m relay event at the BIG EAST Championships in a school record of 40.75 seconds. In 2011, he took fifth in the 60 meters at the BIG EAST Championships, with a time of 6.91 seconds. He was a member of the 4 × 100 m relay that placed 2nd at the BIG EAST Championships with a time of 40.77 seconds, nearly breaking the previous record. He recorded a career-best time of 6.83 seconds in the 60-meter dash at the BIG EAST Conference Championships. His personal-best time in the 100 meters came at the USF Collegiate Invitational in 2012, where he took silver with a time of 10.5 seconds. Professional career Denver Broncos Webster was selected 90th overall by the Denver Broncos in the third round of the 2013 NFL Draft.In a win against the Dallas Cowboys in Week 5 of the 2013 season, Webster recorded his first career forced fumble, when he stripped the football from Dez Bryant, which was subsequently recovered by safety Duke Ihenacho. In the very next game against Jacksonville, Webster intercepted quarterback Chad Henne, to get the first interception of his career. Webster played a key role in the special teams unit during the postseason. He received a game ball on January 17, 2016, after pinning Pittsburgh at the 3-yard line in Denver's 23-16 divisional round victory. Webster was a team captain in the AFC Championship, and the speedster continued to make an impact on special teams. He dove and scooped up a Britton Colquitt punt in front of the goal line that was downed at the New England 4-yard line, helping to preserve the victory. On February 7, 2016, Webster was part of the Broncos team that won Super Bowl 50. In the game, the Broncos defeated the Carolina Panthers by a score of 24–10. Webster was again a team captain and he played 26 snaps on defense. In addition, he was on the field for 78% of Denver's special teams plays, including tackling Ted Ginn after a Colquitt punt for a 1-yard loss.Webster was placed on injured reserve on December 28, 2016, after suffering a concussion in Week 16. Los Angeles Rams On March 13, 2017, Webster signed a two-year contract with the Los Angeles Rams. He started 11 games in his first season as a Ram before suffering a ruptured Achilles in Week 14. He was placed on injured reserve on December 11, 2017.On April 6, 2018, Webster was released by the Rams due to a failed physical. Houston Texans On August 27, 2018, Webster signed a one-year contract with the Houston Texans. He was placed on injured reserve on October 9, 2018, with a quadriceps injury. He was activated off injured reserve on December 22, 2018, but was placed back on reserve two days later after re-injuring his thigh. New Orleans Saints On June 10, 2019, Webster signed with the New Orleans Saints. He was released during final roster cuts on August 30, 2019. Washington Redskins The Washington Redskins signed Webster on December 17, 2019. He was released on March 23, 2020. References External links Los Angeles Rams bio Denver Broncos bio South Florida Bulls bio

educated at

Kayvon Webster (born February 1, 1991) is a former American football cornerback. He played college football at South Florida and was drafted by the Denver Broncos in the third round of the 2013 NFL Draft. He has also played for the Los Angeles Rams and Houston Texans, and won Super Bowl 50 as a member of the Broncos. High school career A native of Miami, Florida, Webster attended Monsignor Edward Pace High School in Miami Gardens, Florida, where he was a letterman in football and track. In football, he saw action on both sides of the ball and as a return specialist and was a two-time first-team All-Dade selection. During his junior season, he caught 30 passes for 500 yards with eight touchdowns on offense, while also adding 65 tackles, four sacks, seven forced fumbles and 10 fumble recoveries on defense. Academically, he carried a 3.0 GPA.In addition to football, Webster was a standout track & field athlete, Webster was one of the state's top performers in the sprinting events. He earned All-Dade County First-team 3A track and field honors in 2007 and All-Dade County First-team 3A football honors in 2008. He was tabbed All-American by Track & Field News in the 4 × 100 m in 2009. He led the Pace Spartans 4 × 100 m relay team to three straight Florida 2A state championships his sophomore and junior seasons, and posted the fastest time in the nation in the 4 × 100 m relay with a time of 40.54 seconds as a senior, setting the state meet record in the process. He took silver in the 100 meters at the 2009 Region 4 meet, with a time of 10.67 meters. Additionally, he was also timed at 4.4 seconds in the 40-yard dash and posted a 245-pound bench press. Regarded as a three-star recruit by Rivals.com, Webster was rated as the 28th-best safety in the nation, 29th according to Scout.com. He was also ranked as the 32nd-best prospect as an athlete by ESPN.com. He chose USF over scholarship offers from Miami, Florida and Auburn, among others. College career Webster attended the University of South Florida, where he played college football for the South Florida Bulls football team from 2009 to 2012. He was a second-team All-Big East Conference selection in 2011. He graduated from South Florida with a bachelor's degree in health science in December 2012. In 2012, Webster racked up a career-high 81 tackles (61 solo) during his senior year with 3 forced fumbles. He left the program making 190 total tackles and was ranked 12th on the program's all-time list with 49 career games played.In addition to football, Webster competed as a sprinter at USF, where he competed as a sophomore and junior. In 2010, he qualified for the BIG EAST Championships in the 100m and 200 meters. He earned All-Big East honors after placing 3rd in the 4 × 100 m relay event at the BIG EAST Championships in a school record of 40.75 seconds. In 2011, he took fifth in the 60 meters at the BIG EAST Championships, with a time of 6.91 seconds. He was a member of the 4 × 100 m relay that placed 2nd at the BIG EAST Championships with a time of 40.77 seconds, nearly breaking the previous record. He recorded a career-best time of 6.83 seconds in the 60-meter dash at the BIG EAST Conference Championships. His personal-best time in the 100 meters came at the USF Collegiate Invitational in 2012, where he took silver with a time of 10.5 seconds. Professional career Denver Broncos Webster was selected 90th overall by the Denver Broncos in the third round of the 2013 NFL Draft.In a win against the Dallas Cowboys in Week 5 of the 2013 season, Webster recorded his first career forced fumble, when he stripped the football from Dez Bryant, which was subsequently recovered by safety Duke Ihenacho. In the very next game against Jacksonville, Webster intercepted quarterback Chad Henne, to get the first interception of his career. Webster played a key role in the special teams unit during the postseason. He received a game ball on January 17, 2016, after pinning Pittsburgh at the 3-yard line in Denver's 23-16 divisional round victory. Webster was a team captain in the AFC Championship, and the speedster continued to make an impact on special teams. He dove and scooped up a Britton Colquitt punt in front of the goal line that was downed at the New England 4-yard line, helping to preserve the victory. On February 7, 2016, Webster was part of the Broncos team that won Super Bowl 50. In the game, the Broncos defeated the Carolina Panthers by a score of 24–10. Webster was again a team captain and he played 26 snaps on defense. In addition, he was on the field for 78% of Denver's special teams plays, including tackling Ted Ginn after a Colquitt punt for a 1-yard loss.Webster was placed on injured reserve on December 28, 2016, after suffering a concussion in Week 16. Los Angeles Rams On March 13, 2017, Webster signed a two-year contract with the Los Angeles Rams. He started 11 games in his first season as a Ram before suffering a ruptured Achilles in Week 14. He was placed on injured reserve on December 11, 2017.On April 6, 2018, Webster was released by the Rams due to a failed physical. Houston Texans On August 27, 2018, Webster signed a one-year contract with the Houston Texans. He was placed on injured reserve on October 9, 2018, with a quadriceps injury. He was activated off injured reserve on December 22, 2018, but was placed back on reserve two days later after re-injuring his thigh. New Orleans Saints On June 10, 2019, Webster signed with the New Orleans Saints. He was released during final roster cuts on August 30, 2019. Washington Redskins The Washington Redskins signed Webster on December 17, 2019. He was released on March 23, 2020. References External links Los Angeles Rams bio Denver Broncos bio South Florida Bulls bio

position played on team / speciality

Kayvon Webster (born February 1, 1991) is a former American football cornerback. He played college football at South Florida and was drafted by the Denver Broncos in the third round of the 2013 NFL Draft. He has also played for the Los Angeles Rams and Houston Texans, and won Super Bowl 50 as a member of the Broncos. High school career A native of Miami, Florida, Webster attended Monsignor Edward Pace High School in Miami Gardens, Florida, where he was a letterman in football and track. In football, he saw action on both sides of the ball and as a return specialist and was a two-time first-team All-Dade selection. During his junior season, he caught 30 passes for 500 yards with eight touchdowns on offense, while also adding 65 tackles, four sacks, seven forced fumbles and 10 fumble recoveries on defense. Academically, he carried a 3.0 GPA.In addition to football, Webster was a standout track & field athlete, Webster was one of the state's top performers in the sprinting events. He earned All-Dade County First-team 3A track and field honors in 2007 and All-Dade County First-team 3A football honors in 2008. He was tabbed All-American by Track & Field News in the 4 × 100 m in 2009. He led the Pace Spartans 4 × 100 m relay team to three straight Florida 2A state championships his sophomore and junior seasons, and posted the fastest time in the nation in the 4 × 100 m relay with a time of 40.54 seconds as a senior, setting the state meet record in the process. He took silver in the 100 meters at the 2009 Region 4 meet, with a time of 10.67 meters. Additionally, he was also timed at 4.4 seconds in the 40-yard dash and posted a 245-pound bench press. Regarded as a three-star recruit by Rivals.com, Webster was rated as the 28th-best safety in the nation, 29th according to Scout.com. He was also ranked as the 32nd-best prospect as an athlete by ESPN.com. He chose USF over scholarship offers from Miami, Florida and Auburn, among others. College career Webster attended the University of South Florida, where he played college football for the South Florida Bulls football team from 2009 to 2012. He was a second-team All-Big East Conference selection in 2011. He graduated from South Florida with a bachelor's degree in health science in December 2012. In 2012, Webster racked up a career-high 81 tackles (61 solo) during his senior year with 3 forced fumbles. He left the program making 190 total tackles and was ranked 12th on the program's all-time list with 49 career games played.In addition to football, Webster competed as a sprinter at USF, where he competed as a sophomore and junior. In 2010, he qualified for the BIG EAST Championships in the 100m and 200 meters. He earned All-Big East honors after placing 3rd in the 4 × 100 m relay event at the BIG EAST Championships in a school record of 40.75 seconds. In 2011, he took fifth in the 60 meters at the BIG EAST Championships, with a time of 6.91 seconds. He was a member of the 4 × 100 m relay that placed 2nd at the BIG EAST Championships with a time of 40.77 seconds, nearly breaking the previous record. He recorded a career-best time of 6.83 seconds in the 60-meter dash at the BIG EAST Conference Championships. His personal-best time in the 100 meters came at the USF Collegiate Invitational in 2012, where he took silver with a time of 10.5 seconds. Professional career Denver Broncos Webster was selected 90th overall by the Denver Broncos in the third round of the 2013 NFL Draft.In a win against the Dallas Cowboys in Week 5 of the 2013 season, Webster recorded his first career forced fumble, when he stripped the football from Dez Bryant, which was subsequently recovered by safety Duke Ihenacho. In the very next game against Jacksonville, Webster intercepted quarterback Chad Henne, to get the first interception of his career. Webster played a key role in the special teams unit during the postseason. He received a game ball on January 17, 2016, after pinning Pittsburgh at the 3-yard line in Denver's 23-16 divisional round victory. Webster was a team captain in the AFC Championship, and the speedster continued to make an impact on special teams. He dove and scooped up a Britton Colquitt punt in front of the goal line that was downed at the New England 4-yard line, helping to preserve the victory. On February 7, 2016, Webster was part of the Broncos team that won Super Bowl 50. In the game, the Broncos defeated the Carolina Panthers by a score of 24–10. Webster was again a team captain and he played 26 snaps on defense. In addition, he was on the field for 78% of Denver's special teams plays, including tackling Ted Ginn after a Colquitt punt for a 1-yard loss.Webster was placed on injured reserve on December 28, 2016, after suffering a concussion in Week 16. Los Angeles Rams On March 13, 2017, Webster signed a two-year contract with the Los Angeles Rams. He started 11 games in his first season as a Ram before suffering a ruptured Achilles in Week 14. He was placed on injured reserve on December 11, 2017.On April 6, 2018, Webster was released by the Rams due to a failed physical. Houston Texans On August 27, 2018, Webster signed a one-year contract with the Houston Texans. He was placed on injured reserve on October 9, 2018, with a quadriceps injury. He was activated off injured reserve on December 22, 2018, but was placed back on reserve two days later after re-injuring his thigh. New Orleans Saints On June 10, 2019, Webster signed with the New Orleans Saints. He was released during final roster cuts on August 30, 2019. Washington Redskins The Washington Redskins signed Webster on December 17, 2019. He was released on March 23, 2020. References External links Los Angeles Rams bio Denver Broncos bio South Florida Bulls bio

sport

Kayvon Webster (born February 1, 1991) is a former American football cornerback. He played college football at South Florida and was drafted by the Denver Broncos in the third round of the 2013 NFL Draft. He has also played for the Los Angeles Rams and Houston Texans, and won Super Bowl 50 as a member of the Broncos. High school career A native of Miami, Florida, Webster attended Monsignor Edward Pace High School in Miami Gardens, Florida, where he was a letterman in football and track. In football, he saw action on both sides of the ball and as a return specialist and was a two-time first-team All-Dade selection. During his junior season, he caught 30 passes for 500 yards with eight touchdowns on offense, while also adding 65 tackles, four sacks, seven forced fumbles and 10 fumble recoveries on defense. Academically, he carried a 3.0 GPA.In addition to football, Webster was a standout track & field athlete, Webster was one of the state's top performers in the sprinting events. He earned All-Dade County First-team 3A track and field honors in 2007 and All-Dade County First-team 3A football honors in 2008. He was tabbed All-American by Track & Field News in the 4 × 100 m in 2009. He led the Pace Spartans 4 × 100 m relay team to three straight Florida 2A state championships his sophomore and junior seasons, and posted the fastest time in the nation in the 4 × 100 m relay with a time of 40.54 seconds as a senior, setting the state meet record in the process. He took silver in the 100 meters at the 2009 Region 4 meet, with a time of 10.67 meters. Additionally, he was also timed at 4.4 seconds in the 40-yard dash and posted a 245-pound bench press. Regarded as a three-star recruit by Rivals.com, Webster was rated as the 28th-best safety in the nation, 29th according to Scout.com. He was also ranked as the 32nd-best prospect as an athlete by ESPN.com. He chose USF over scholarship offers from Miami, Florida and Auburn, among others. College career Webster attended the University of South Florida, where he played college football for the South Florida Bulls football team from 2009 to 2012. He was a second-team All-Big East Conference selection in 2011. He graduated from South Florida with a bachelor's degree in health science in December 2012. In 2012, Webster racked up a career-high 81 tackles (61 solo) during his senior year with 3 forced fumbles. He left the program making 190 total tackles and was ranked 12th on the program's all-time list with 49 career games played.In addition to football, Webster competed as a sprinter at USF, where he competed as a sophomore and junior. In 2010, he qualified for the BIG EAST Championships in the 100m and 200 meters. He earned All-Big East honors after placing 3rd in the 4 × 100 m relay event at the BIG EAST Championships in a school record of 40.75 seconds. In 2011, he took fifth in the 60 meters at the BIG EAST Championships, with a time of 6.91 seconds. He was a member of the 4 × 100 m relay that placed 2nd at the BIG EAST Championships with a time of 40.77 seconds, nearly breaking the previous record. He recorded a career-best time of 6.83 seconds in the 60-meter dash at the BIG EAST Conference Championships. His personal-best time in the 100 meters came at the USF Collegiate Invitational in 2012, where he took silver with a time of 10.5 seconds. Professional career Denver Broncos Webster was selected 90th overall by the Denver Broncos in the third round of the 2013 NFL Draft.In a win against the Dallas Cowboys in Week 5 of the 2013 season, Webster recorded his first career forced fumble, when he stripped the football from Dez Bryant, which was subsequently recovered by safety Duke Ihenacho. In the very next game against Jacksonville, Webster intercepted quarterback Chad Henne, to get the first interception of his career. Webster played a key role in the special teams unit during the postseason. He received a game ball on January 17, 2016, after pinning Pittsburgh at the 3-yard line in Denver's 23-16 divisional round victory. Webster was a team captain in the AFC Championship, and the speedster continued to make an impact on special teams. He dove and scooped up a Britton Colquitt punt in front of the goal line that was downed at the New England 4-yard line, helping to preserve the victory. On February 7, 2016, Webster was part of the Broncos team that won Super Bowl 50. In the game, the Broncos defeated the Carolina Panthers by a score of 24–10. Webster was again a team captain and he played 26 snaps on defense. In addition, he was on the field for 78% of Denver's special teams plays, including tackling Ted Ginn after a Colquitt punt for a 1-yard loss.Webster was placed on injured reserve on December 28, 2016, after suffering a concussion in Week 16. Los Angeles Rams On March 13, 2017, Webster signed a two-year contract with the Los Angeles Rams. He started 11 games in his first season as a Ram before suffering a ruptured Achilles in Week 14. He was placed on injured reserve on December 11, 2017.On April 6, 2018, Webster was released by the Rams due to a failed physical. Houston Texans On August 27, 2018, Webster signed a one-year contract with the Houston Texans. He was placed on injured reserve on October 9, 2018, with a quadriceps injury. He was activated off injured reserve on December 22, 2018, but was placed back on reserve two days later after re-injuring his thigh. New Orleans Saints On June 10, 2019, Webster signed with the New Orleans Saints. He was released during final roster cuts on August 30, 2019. Washington Redskins The Washington Redskins signed Webster on December 17, 2019. He was released on March 23, 2020. References External links Los Angeles Rams bio Denver Broncos bio South Florida Bulls bio

family name

Gemmuloborsonia clandestina is a species of sea snail, a marine gastropod mollusc in the family Turridae. Description The length of the shell attains 25 mm. Distribution This species occurs in the Pacific Ocean off the Philippines. References External links "Gemmuloborsonia clandestina". Gastropods.com. Retrieved 16 January 2019.

taxon rank

Gemmuloborsonia clandestina is a species of sea snail, a marine gastropod mollusc in the family Turridae. Description The length of the shell attains 25 mm. Distribution This species occurs in the Pacific Ocean off the Philippines. References External links "Gemmuloborsonia clandestina". Gastropods.com. Retrieved 16 January 2019.

parent taxon

Gemmuloborsonia clandestina is a species of sea snail, a marine gastropod mollusc in the family Turridae. Description The length of the shell attains 25 mm. Distribution This species occurs in the Pacific Ocean off the Philippines. References External links "Gemmuloborsonia clandestina". Gastropods.com. Retrieved 16 January 2019.

taxon name

Gemmuloborsonia clandestina is a species of sea snail, a marine gastropod mollusc in the family Turridae. Description The length of the shell attains 25 mm. Distribution This species occurs in the Pacific Ocean off the Philippines. References External links "Gemmuloborsonia clandestina". Gastropods.com. Retrieved 16 January 2019.

Commons category

Coronado is a coastal city and resort located about 87 km (54 miles) southwest of Panama City. Coronado was the first resort development in Panama and is a popular destination for tourism. History Coronado is part of the first structured agrarian culture that began to take form within Panama in the 18th century. The first colonial estates were established in Anton and in the Region of Llanos del Chirú (modern Coronado), with an economic system that included the use of slavery. The region included large prairies bordering the Pacific Ocean and became the site of the first legal possession of land in Panama. Between 1691 and 1693, three large estates were created to shape the structure of the real estate register. This route was used by pirates, smugglers, fugitives, and road thieves among others that pillaged towns, set up ambushes, and favored the opening of the closed Hispanic trade route on the Coasts of the South Pacific, where Coronado had a singular position during colonial times.The modern city was founded in 1941 by Robert Eisenmann and has continued to grow. References External links http://playacommunity.com/ (in English and Spanish) Online Coronado Community Newspaper http://www.coronadoesvida.com (in Spanish) Official website of Coronado.

country

Udaynarayanpur is a community development block that forms an administrative division in Uluberia subdivision of Howrah district in the Indian state of West Bengal. Geography Location Udaynarayanpur is located at 22°43′01″N 87°58′30″E. Udaynarayanpur CD Block is bounded by Pursurah CD Block, in Hooghly district, in the north, Jangipara CD Block, in Hooghly district, in the east, Amta I and Amta II CD Blocks in the south and Khanakul I and Khanakul II CD Blocks, in Hooghly district, in the west. It is located 43 km from Howrah, the district headquarters. Area and administration Udaynarayanpur CD Block has an area of 124.80 km2. Udaynarayanpur police station serves this CD Block. Udaynarayanpur panchayat samity has 11 gram panchayats. The block has 75 inhabited villages. Headquarters of this block is at Udaynarayanpur. Topography Howrah district is located on the west bank of the Hooghly. The Rupnarayan flows on the west and south of the district and the Damodar intersects it. The district consists of a flat alluvial plain. Gram panchayats Gram panchayats of Udaynayanpur block/panchayat samiti are: Bhabanipur Bidhichandrapur, Harali Udaynarayanpur, Khila, Rampur-Dihibhursut Asanda, Kurchi Shibpur, Debipur, Harishpur, Garbhabanipur-Sonatala, Kanupat Mansuka, Pancharul, Singti Demographics Overview Rural population is 49.63% of the total population of Howrah district as per 2001 census. Scheduled castes account for 15.41% of the population, scheduled tribes 0.44% and Muslims 24.4% of the population. As the economy is prevalently industrial, majority of the population depends on industries for a living. Only 30% of the population is engaged in cultivation. Population As per 2011 Census of India Udaynarayanpur CD Block had a total population of 190,186, all of which were rural. There were 97,735 (51%) males and 92,451 (49%) females. Population below 6 years was 19,162. Scheduled Castes numbered 39,403 and Scheduled Tribes numbered 367.As per 2001 census, Udaynarayanpur block had a total population of 172,080, out of which 88,481 were males and 83,669 were females. Udaynarayanpur block registered a population growth of 9.09 per cent during the 1991-2001 decade. Decadal growth for Howrah district was 12.76 per cent. Decadal growth in West Bengal was 17.84 per cent. Scheduled castes at 38,058 formed around one-fourth the population. Scheduled tribes numbered 1,794. Large villages Large villages in Udaynarayanpur CD Block (2011 census figures in brackets): Dihi Bhurshut (4,602), Rampur (4,765), Goja (4,203), Kurchi Binodbati (6,522), Sibpur (4,965), Pancharul (6,678), Uttar Harishpur (4,152), Uttar Manasri (5,555), Sinti (6,324), Janglapara Belgram (4,975), Sonatala (5,093), Bidhichandrapur (5,290), Peruhareshpur (5,892), Narikelberia (4,231) and Par Radhanagar (4,343). Literacy As per 2011 census the total number of literates in Udaynarayanpur CD Block was 138,618 (81.05% of the population over 6 years) out of which 76,012 (55%) were males and 62,206 (45%) were females.As per 2011 census, literacy in Howrah district was 78.66%. Literacy in West Bengal was 77.08% in 2011. Literacy in India in 2011 was 74.04%.As per 2001 census, Udaynarayanpur block had a total literacy of 74.06 per cent for the 6+ age group. While male literacy was 82.10 per cent female literacy was 65.54 per cent. Howrah district had a total literacy of 77.01 per cent, male literacy being 83.22 per cent and female literacy being 70.11 per cent. Religion and language In 2011 census Hindus numbered 172,598 and formed 90.75% of the population in Udaynarayanpur CD Block. Muslims numbered 16,950 and formed 8.91% of the population. Others numbered 638 and formed 0.34% of the population.In 2011, Hindus numbered 3,535,844 and formed 72.90% of the population in Howrah district. Muslims numbered 1,270,641 and formed 26.20% of the population. In West Bengal Hindus numbered 64,385,546 and formed 70.53% of the population. Muslims numbered 24,654,825 and formed 27.01% of the population.Bengali is the predominant language, spoken by 99.70% of the population. Economy Infrastructure Prior to 2003-04, Udaynarayanpur CD Block had 287 hectares of vested land, out of which 89 hectares were distributed amongst 1,864 persons. In Udaynarayanpur CD Block more than one crop was grown in 1,549 hectares. Net area sown in the block was 8,223 hectares. Udaynarayanpur had 1,500 hectares of canals for irrigation. In Udaynarayanpur CD Block 75 mouzas were electrified up to March 2004. Education In 2003-04, Udaynarayanpur CD Block had 120 primary schools with 14,923 students, 2 middle schools with 857 students, 15 high schools with 12,068 students and 7 higher secondary schools with 7,307 students. Udaynarayanpur CD Block had 177 institutions with 19,464 student for special and non-formal education. It had 2 mass literacy centres. Healthcare Udaynarayanpur CD Block had 5 health centres, 1 clinic, 3 dispensaries and 1 hospital with 104 beds and 20 doctors in 2003. It had 30 family welfare centres. == References ==

country

Udaynarayanpur is a community development block that forms an administrative division in Uluberia subdivision of Howrah district in the Indian state of West Bengal. Geography Location Udaynarayanpur is located at 22°43′01″N 87°58′30″E. Udaynarayanpur CD Block is bounded by Pursurah CD Block, in Hooghly district, in the north, Jangipara CD Block, in Hooghly district, in the east, Amta I and Amta II CD Blocks in the south and Khanakul I and Khanakul II CD Blocks, in Hooghly district, in the west. It is located 43 km from Howrah, the district headquarters. Area and administration Udaynarayanpur CD Block has an area of 124.80 km2. Udaynarayanpur police station serves this CD Block. Udaynarayanpur panchayat samity has 11 gram panchayats. The block has 75 inhabited villages. Headquarters of this block is at Udaynarayanpur. Topography Howrah district is located on the west bank of the Hooghly. The Rupnarayan flows on the west and south of the district and the Damodar intersects it. The district consists of a flat alluvial plain. Gram panchayats Gram panchayats of Udaynayanpur block/panchayat samiti are: Bhabanipur Bidhichandrapur, Harali Udaynarayanpur, Khila, Rampur-Dihibhursut Asanda, Kurchi Shibpur, Debipur, Harishpur, Garbhabanipur-Sonatala, Kanupat Mansuka, Pancharul, Singti Demographics Overview Rural population is 49.63% of the total population of Howrah district as per 2001 census. Scheduled castes account for 15.41% of the population, scheduled tribes 0.44% and Muslims 24.4% of the population. As the economy is prevalently industrial, majority of the population depends on industries for a living. Only 30% of the population is engaged in cultivation. Population As per 2011 Census of India Udaynarayanpur CD Block had a total population of 190,186, all of which were rural. There were 97,735 (51%) males and 92,451 (49%) females. Population below 6 years was 19,162. Scheduled Castes numbered 39,403 and Scheduled Tribes numbered 367.As per 2001 census, Udaynarayanpur block had a total population of 172,080, out of which 88,481 were males and 83,669 were females. Udaynarayanpur block registered a population growth of 9.09 per cent during the 1991-2001 decade. Decadal growth for Howrah district was 12.76 per cent. Decadal growth in West Bengal was 17.84 per cent. Scheduled castes at 38,058 formed around one-fourth the population. Scheduled tribes numbered 1,794. Large villages Large villages in Udaynarayanpur CD Block (2011 census figures in brackets): Dihi Bhurshut (4,602), Rampur (4,765), Goja (4,203), Kurchi Binodbati (6,522), Sibpur (4,965), Pancharul (6,678), Uttar Harishpur (4,152), Uttar Manasri (5,555), Sinti (6,324), Janglapara Belgram (4,975), Sonatala (5,093), Bidhichandrapur (5,290), Peruhareshpur (5,892), Narikelberia (4,231) and Par Radhanagar (4,343). Literacy As per 2011 census the total number of literates in Udaynarayanpur CD Block was 138,618 (81.05% of the population over 6 years) out of which 76,012 (55%) were males and 62,206 (45%) were females.As per 2011 census, literacy in Howrah district was 78.66%. Literacy in West Bengal was 77.08% in 2011. Literacy in India in 2011 was 74.04%.As per 2001 census, Udaynarayanpur block had a total literacy of 74.06 per cent for the 6+ age group. While male literacy was 82.10 per cent female literacy was 65.54 per cent. Howrah district had a total literacy of 77.01 per cent, male literacy being 83.22 per cent and female literacy being 70.11 per cent. Religion and language In 2011 census Hindus numbered 172,598 and formed 90.75% of the population in Udaynarayanpur CD Block. Muslims numbered 16,950 and formed 8.91% of the population. Others numbered 638 and formed 0.34% of the population.In 2011, Hindus numbered 3,535,844 and formed 72.90% of the population in Howrah district. Muslims numbered 1,270,641 and formed 26.20% of the population. In West Bengal Hindus numbered 64,385,546 and formed 70.53% of the population. Muslims numbered 24,654,825 and formed 27.01% of the population.Bengali is the predominant language, spoken by 99.70% of the population. Economy Infrastructure Prior to 2003-04, Udaynarayanpur CD Block had 287 hectares of vested land, out of which 89 hectares were distributed amongst 1,864 persons. In Udaynarayanpur CD Block more than one crop was grown in 1,549 hectares. Net area sown in the block was 8,223 hectares. Udaynarayanpur had 1,500 hectares of canals for irrigation. In Udaynarayanpur CD Block 75 mouzas were electrified up to March 2004. Education In 2003-04, Udaynarayanpur CD Block had 120 primary schools with 14,923 students, 2 middle schools with 857 students, 15 high schools with 12,068 students and 7 higher secondary schools with 7,307 students. Udaynarayanpur CD Block had 177 institutions with 19,464 student for special and non-formal education. It had 2 mass literacy centres. Healthcare Udaynarayanpur CD Block had 5 health centres, 1 clinic, 3 dispensaries and 1 hospital with 104 beds and 20 doctors in 2003. It had 30 family welfare centres. == References ==

Commons category

Diaphorodoris alba is a species of sea slug, a dorid nudibranch, a shell-less marine gastropod mollusc in the family Calycidorididae. Distribution This species was described from Banyuls-sur-Mer and Villefranche-sur-Mer, France and Naples, Italy. It is reported from Pembrokeshire, Wales and on coasts of the Atlantic Ocean south to the Mediterranean Sea. References External links Photos of Diaphorodoris alba on Sealife Collection

taxon rank

Diaphorodoris alba is a species of sea slug, a dorid nudibranch, a shell-less marine gastropod mollusc in the family Calycidorididae. Distribution This species was described from Banyuls-sur-Mer and Villefranche-sur-Mer, France and Naples, Italy. It is reported from Pembrokeshire, Wales and on coasts of the Atlantic Ocean south to the Mediterranean Sea. References External links Photos of Diaphorodoris alba on Sealife Collection

parent taxon

Diaphorodoris alba is a species of sea slug, a dorid nudibranch, a shell-less marine gastropod mollusc in the family Calycidorididae. Distribution This species was described from Banyuls-sur-Mer and Villefranche-sur-Mer, France and Naples, Italy. It is reported from Pembrokeshire, Wales and on coasts of the Atlantic Ocean south to the Mediterranean Sea. References External links Photos of Diaphorodoris alba on Sealife Collection

taxon name

Diaphorodoris alba is a species of sea slug, a dorid nudibranch, a shell-less marine gastropod mollusc in the family Calycidorididae. Distribution This species was described from Banyuls-sur-Mer and Villefranche-sur-Mer, France and Naples, Italy. It is reported from Pembrokeshire, Wales and on coasts of the Atlantic Ocean south to the Mediterranean Sea. References External links Photos of Diaphorodoris alba on Sealife Collection

Commons category

The Multnomah County Poor Farm is a former poor farm located in Troutdale, Oregon, United States. Established in 1911, the building and its surrounding grounds operated as a poor farm housing the ill and indigent populations in the Portland metropolitan area at the beginning of the twentieth century, after the closure of a poor farm in the city's West Hills. Over the course of the century, the farm would come to be used as a nursing home before becoming abandoned in the 1980s. Since 1990, the site is operated as an entertainment and lodging complex under the name McMenamins Edgefield, one of several historic properties owned, restored, and operated by the McMenamins enterprise. The property is listed on the National Register of Historic Places. History Establishment In 1854 the territorial legislature gave the counties the responsibility of caring for the poor. 1868 saw the first pauper's farm open in the west hills of Portland. This facility, called Hillside Farm, occupied 160 acres (65 ha) near Canyon Road in Portland's West Hills; the site is now part of Washington Park.Hillside Farm was closed down due to the "deplorable" condition of the building, and the Multnomah County Poor Farm was built to replace it on a budget of USD$100,000 (equivalent to $3,140,714 in 2022). The main building was constructed by a plastering crew as well as Swedish immigrants who worked as carpenters or bricklayers. In November 1911, 211 residents moved to the new farm in Troutdale. This new facility was the largest county-funded relief institution in Oregon. By 1914, the farm housed a total of 302 residents who helped manage various farm animals and crops. Expansion In 1934 an infirmary wing was built to care for the aging population of the farm. In 1935, its population peaked at 614. The farm would eventually encompass 345 acres (140 ha). During 1939, a doctor's duplex was built by the Works Progress Administration (WPA). The WPA also added an incinerator, sprinkler system, and sun porch in 1940. In 1947, the name of the institution was changed to the Multnomah County Home and Farm. In the late 1950s, the farming operation ceased and the name was changed to the Edgefield Manor. In 1964, the property was converted for multi-use, with the main lodge being used as a nursing home, and an external building as the Edgefield Lodge for Emotionally Disturbed Children. The main building became a nursing home, which was named Edgefield Manor. Farm operations also were discontinued during this time. The entire complex was declared as the Edgefield Center by county commissioners in 1964. Dissolution and restoration In 1972, the county proposed closing the entire Edgefield facilities down, and an estimate for necessary renovations made three years later was valued at $400,000. In 1982, the remaining three patients at the facility were relocated before its official closure. During 1985, county committees decided to remove all buildings from the area except for the jail. The reason was to market the land to potential buyers. In 1986, the Troutdale Historical Society challenged the decision to destroy all of the buildings on the property. They claimed that the buildings had historical importance and needed to be preserved. In 1990, Edgefield was named to the National Register of Historic Places. That same year, the facility was purchased by McMenamins. It features restaurants, pubs, gardens, movie theaters, a golf course, wedding locales, and an outdoor concert venue that hosts international musical acts. See also National Register of Historic Places listings in Multnomah County, Oregon Notes and references Notes References Stewart, Julie (2012). "The County Poor Farm, Edgefield". Troutdale. Images of America. Arcadia Publishing. ISBN 978-0-7-385-9334-0. External links McMenamins Edgefield Nesbit, Sharon. "Multnomah County Poor Farm". The Oregon Encyclopedia.

instance of

The Multnomah County Poor Farm is a former poor farm located in Troutdale, Oregon, United States. Established in 1911, the building and its surrounding grounds operated as a poor farm housing the ill and indigent populations in the Portland metropolitan area at the beginning of the twentieth century, after the closure of a poor farm in the city's West Hills. Over the course of the century, the farm would come to be used as a nursing home before becoming abandoned in the 1980s. Since 1990, the site is operated as an entertainment and lodging complex under the name McMenamins Edgefield, one of several historic properties owned, restored, and operated by the McMenamins enterprise. The property is listed on the National Register of Historic Places. History Establishment In 1854 the territorial legislature gave the counties the responsibility of caring for the poor. 1868 saw the first pauper's farm open in the west hills of Portland. This facility, called Hillside Farm, occupied 160 acres (65 ha) near Canyon Road in Portland's West Hills; the site is now part of Washington Park.Hillside Farm was closed down due to the "deplorable" condition of the building, and the Multnomah County Poor Farm was built to replace it on a budget of USD$100,000 (equivalent to $3,140,714 in 2022). The main building was constructed by a plastering crew as well as Swedish immigrants who worked as carpenters or bricklayers. In November 1911, 211 residents moved to the new farm in Troutdale. This new facility was the largest county-funded relief institution in Oregon. By 1914, the farm housed a total of 302 residents who helped manage various farm animals and crops. Expansion In 1934 an infirmary wing was built to care for the aging population of the farm. In 1935, its population peaked at 614. The farm would eventually encompass 345 acres (140 ha). During 1939, a doctor's duplex was built by the Works Progress Administration (WPA). The WPA also added an incinerator, sprinkler system, and sun porch in 1940. In 1947, the name of the institution was changed to the Multnomah County Home and Farm. In the late 1950s, the farming operation ceased and the name was changed to the Edgefield Manor. In 1964, the property was converted for multi-use, with the main lodge being used as a nursing home, and an external building as the Edgefield Lodge for Emotionally Disturbed Children. The main building became a nursing home, which was named Edgefield Manor. Farm operations also were discontinued during this time. The entire complex was declared as the Edgefield Center by county commissioners in 1964. Dissolution and restoration In 1972, the county proposed closing the entire Edgefield facilities down, and an estimate for necessary renovations made three years later was valued at $400,000. In 1982, the remaining three patients at the facility were relocated before its official closure. During 1985, county committees decided to remove all buildings from the area except for the jail. The reason was to market the land to potential buyers. In 1986, the Troutdale Historical Society challenged the decision to destroy all of the buildings on the property. They claimed that the buildings had historical importance and needed to be preserved. In 1990, Edgefield was named to the National Register of Historic Places. That same year, the facility was purchased by McMenamins. It features restaurants, pubs, gardens, movie theaters, a golf course, wedding locales, and an outdoor concert venue that hosts international musical acts. See also National Register of Historic Places listings in Multnomah County, Oregon Notes and references Notes References Stewart, Julie (2012). "The County Poor Farm, Edgefield". Troutdale. Images of America. Arcadia Publishing. ISBN 978-0-7-385-9334-0. External links McMenamins Edgefield Nesbit, Sharon. "Multnomah County Poor Farm". The Oregon Encyclopedia.

located in the administrative territorial entity

The Multnomah County Poor Farm is a former poor farm located in Troutdale, Oregon, United States. Established in 1911, the building and its surrounding grounds operated as a poor farm housing the ill and indigent populations in the Portland metropolitan area at the beginning of the twentieth century, after the closure of a poor farm in the city's West Hills. Over the course of the century, the farm would come to be used as a nursing home before becoming abandoned in the 1980s. Since 1990, the site is operated as an entertainment and lodging complex under the name McMenamins Edgefield, one of several historic properties owned, restored, and operated by the McMenamins enterprise. The property is listed on the National Register of Historic Places. History Establishment In 1854 the territorial legislature gave the counties the responsibility of caring for the poor. 1868 saw the first pauper's farm open in the west hills of Portland. This facility, called Hillside Farm, occupied 160 acres (65 ha) near Canyon Road in Portland's West Hills; the site is now part of Washington Park.Hillside Farm was closed down due to the "deplorable" condition of the building, and the Multnomah County Poor Farm was built to replace it on a budget of USD$100,000 (equivalent to $3,140,714 in 2022). The main building was constructed by a plastering crew as well as Swedish immigrants who worked as carpenters or bricklayers. In November 1911, 211 residents moved to the new farm in Troutdale. This new facility was the largest county-funded relief institution in Oregon. By 1914, the farm housed a total of 302 residents who helped manage various farm animals and crops. Expansion In 1934 an infirmary wing was built to care for the aging population of the farm. In 1935, its population peaked at 614. The farm would eventually encompass 345 acres (140 ha). During 1939, a doctor's duplex was built by the Works Progress Administration (WPA). The WPA also added an incinerator, sprinkler system, and sun porch in 1940. In 1947, the name of the institution was changed to the Multnomah County Home and Farm. In the late 1950s, the farming operation ceased and the name was changed to the Edgefield Manor. In 1964, the property was converted for multi-use, with the main lodge being used as a nursing home, and an external building as the Edgefield Lodge for Emotionally Disturbed Children. The main building became a nursing home, which was named Edgefield Manor. Farm operations also were discontinued during this time. The entire complex was declared as the Edgefield Center by county commissioners in 1964. Dissolution and restoration In 1972, the county proposed closing the entire Edgefield facilities down, and an estimate for necessary renovations made three years later was valued at $400,000. In 1982, the remaining three patients at the facility were relocated before its official closure. During 1985, county committees decided to remove all buildings from the area except for the jail. The reason was to market the land to potential buyers. In 1986, the Troutdale Historical Society challenged the decision to destroy all of the buildings on the property. They claimed that the buildings had historical importance and needed to be preserved. In 1990, Edgefield was named to the National Register of Historic Places. That same year, the facility was purchased by McMenamins. It features restaurants, pubs, gardens, movie theaters, a golf course, wedding locales, and an outdoor concert venue that hosts international musical acts. See also National Register of Historic Places listings in Multnomah County, Oregon Notes and references Notes References Stewart, Julie (2012). "The County Poor Farm, Edgefield". Troutdale. Images of America. Arcadia Publishing. ISBN 978-0-7-385-9334-0. External links McMenamins Edgefield Nesbit, Sharon. "Multnomah County Poor Farm". The Oregon Encyclopedia.

Commons category

Luke Damon Goss (born 29 September 1968) is an English actor, and drummer of the 1980s band Bros. He has appeared in numerous films including Blade II (2002) as Jared Nomak, One Night with the King (2006) as King Xerxes, Hellboy II: The Golden Army (2008) as Prince Nuada, Tekken (2009) as Steve Fox, Interview with a Hitman (2012) as Viktor, and Traffik (2018) as Red. Career Goss, along with twin brother Matt Goss, started his career with the 1980s boy band Bros. In total he has charted with thirteen hit singles in the UK.When Bros broke up in the early 1990s, Goss worked with the Band of Thieves where he released two singles "Sweeter Than The Midnight Rain" and "Give Me One More Chance", he then released "L.I.F.E." under the band's name change Thieves Like Us due to a change in lineup. His autobiography "I Owe You Nothing" was a top 10 best seller and went on to have three subsequent printings. He also began to appear in stage musicals including Grease and What a Feeling, and has turned to acting in films full-time, with his first most notable role being the villain in Blade II. He also appeared as The Creature in the Hallmark Channel's Frankenstein. Goss can be seen in the 2004 crime drama, Charlie in which he plays real-life gangster Charlie Richardson. In the 2005 comedy The Man, he starred as another villain, Joey/Kane, alongside Eugene Levy and Samuel L. Jackson. He has since had roles in One Night with the King, as King Xerxes. He appeared in Bone Dry, as Eddie and in the thriller Unearthed, as Kale. Goss received a CAMIE (Character and Morality in Entertainment) Award for his work in One Night with the King on 12 May 2007 at the Beverly Hills Hotel in Los Angeles. Both One Night with the King and Bone Dry were viewed at the 2007 Cannes Film Festival. Bone Dry premiered in Los Angeles on 9 January 2008. In the autumn of 2008, Goss returned from filming Hellboy II: The Golden Army in Budapest, Hungary, in which he plays Prince Nuada. The sequel was released in North America on 11 July 2008. In February 2008 he signed to play the role of Steve Fox in Tekken, which was filmed in Shreveport, Louisiana. He was seen in a commercial for the new Cadillac Escalade Hybrid. In January 2010, Goss won the role as Frankenstein in Death Race 2 which was originally played by Jason Statham in the first film, under the direction from Roel Reiné, which began shooting on location in Eastern Europe in February 2010. Goss also played the lead role in Syfy's dark tale television film Witchville. In May 2010, he won the Ultimate Badass Award at the PollyGrind Film Festival for his role in the zombie-vampire film The Dead Undead. In February 2018, Goss released his directorial debut Your Move. Personal life Goss was born in Lewisham, London, the son of Alan Goss and his wife Carol (nee Read). His twin brother is Matt Goss. Filmography References External links Luke Goss Official Website Luke Goss at IMDb Telegraph.co.uk Interview with Luke Goss

place of birth

Luke Damon Goss (born 29 September 1968) is an English actor, and drummer of the 1980s band Bros. He has appeared in numerous films including Blade II (2002) as Jared Nomak, One Night with the King (2006) as King Xerxes, Hellboy II: The Golden Army (2008) as Prince Nuada, Tekken (2009) as Steve Fox, Interview with a Hitman (2012) as Viktor, and Traffik (2018) as Red. Career Goss, along with twin brother Matt Goss, started his career with the 1980s boy band Bros. In total he has charted with thirteen hit singles in the UK.When Bros broke up in the early 1990s, Goss worked with the Band of Thieves where he released two singles "Sweeter Than The Midnight Rain" and "Give Me One More Chance", he then released "L.I.F.E." under the band's name change Thieves Like Us due to a change in lineup. His autobiography "I Owe You Nothing" was a top 10 best seller and went on to have three subsequent printings. He also began to appear in stage musicals including Grease and What a Feeling, and has turned to acting in films full-time, with his first most notable role being the villain in Blade II. He also appeared as The Creature in the Hallmark Channel's Frankenstein. Goss can be seen in the 2004 crime drama, Charlie in which he plays real-life gangster Charlie Richardson. In the 2005 comedy The Man, he starred as another villain, Joey/Kane, alongside Eugene Levy and Samuel L. Jackson. He has since had roles in One Night with the King, as King Xerxes. He appeared in Bone Dry, as Eddie and in the thriller Unearthed, as Kale. Goss received a CAMIE (Character and Morality in Entertainment) Award for his work in One Night with the King on 12 May 2007 at the Beverly Hills Hotel in Los Angeles. Both One Night with the King and Bone Dry were viewed at the 2007 Cannes Film Festival. Bone Dry premiered in Los Angeles on 9 January 2008. In the autumn of 2008, Goss returned from filming Hellboy II: The Golden Army in Budapest, Hungary, in which he plays Prince Nuada. The sequel was released in North America on 11 July 2008. In February 2008 he signed to play the role of Steve Fox in Tekken, which was filmed in Shreveport, Louisiana. He was seen in a commercial for the new Cadillac Escalade Hybrid. In January 2010, Goss won the role as Frankenstein in Death Race 2 which was originally played by Jason Statham in the first film, under the direction from Roel Reiné, which began shooting on location in Eastern Europe in February 2010. Goss also played the lead role in Syfy's dark tale television film Witchville. In May 2010, he won the Ultimate Badass Award at the PollyGrind Film Festival for his role in the zombie-vampire film The Dead Undead. In February 2018, Goss released his directorial debut Your Move. Personal life Goss was born in Lewisham, London, the son of Alan Goss and his wife Carol (nee Read). His twin brother is Matt Goss. Filmography References External links Luke Goss Official Website Luke Goss at IMDb Telegraph.co.uk Interview with Luke Goss

occupation

Luke Damon Goss (born 29 September 1968) is an English actor, and drummer of the 1980s band Bros. He has appeared in numerous films including Blade II (2002) as Jared Nomak, One Night with the King (2006) as King Xerxes, Hellboy II: The Golden Army (2008) as Prince Nuada, Tekken (2009) as Steve Fox, Interview with a Hitman (2012) as Viktor, and Traffik (2018) as Red. Career Goss, along with twin brother Matt Goss, started his career with the 1980s boy band Bros. In total he has charted with thirteen hit singles in the UK.When Bros broke up in the early 1990s, Goss worked with the Band of Thieves where he released two singles "Sweeter Than The Midnight Rain" and "Give Me One More Chance", he then released "L.I.F.E." under the band's name change Thieves Like Us due to a change in lineup. His autobiography "I Owe You Nothing" was a top 10 best seller and went on to have three subsequent printings. He also began to appear in stage musicals including Grease and What a Feeling, and has turned to acting in films full-time, with his first most notable role being the villain in Blade II. He also appeared as The Creature in the Hallmark Channel's Frankenstein. Goss can be seen in the 2004 crime drama, Charlie in which he plays real-life gangster Charlie Richardson. In the 2005 comedy The Man, he starred as another villain, Joey/Kane, alongside Eugene Levy and Samuel L. Jackson. He has since had roles in One Night with the King, as King Xerxes. He appeared in Bone Dry, as Eddie and in the thriller Unearthed, as Kale. Goss received a CAMIE (Character and Morality in Entertainment) Award for his work in One Night with the King on 12 May 2007 at the Beverly Hills Hotel in Los Angeles. Both One Night with the King and Bone Dry were viewed at the 2007 Cannes Film Festival. Bone Dry premiered in Los Angeles on 9 January 2008. In the autumn of 2008, Goss returned from filming Hellboy II: The Golden Army in Budapest, Hungary, in which he plays Prince Nuada. The sequel was released in North America on 11 July 2008. In February 2008 he signed to play the role of Steve Fox in Tekken, which was filmed in Shreveport, Louisiana. He was seen in a commercial for the new Cadillac Escalade Hybrid. In January 2010, Goss won the role as Frankenstein in Death Race 2 which was originally played by Jason Statham in the first film, under the direction from Roel Reiné, which began shooting on location in Eastern Europe in February 2010. Goss also played the lead role in Syfy's dark tale television film Witchville. In May 2010, he won the Ultimate Badass Award at the PollyGrind Film Festival for his role in the zombie-vampire film The Dead Undead. In February 2018, Goss released his directorial debut Your Move. Personal life Goss was born in Lewisham, London, the son of Alan Goss and his wife Carol (nee Read). His twin brother is Matt Goss. Filmography References External links Luke Goss Official Website Luke Goss at IMDb Telegraph.co.uk Interview with Luke Goss

Commons category

Luke Damon Goss (born 29 September 1968) is an English actor, and drummer of the 1980s band Bros. He has appeared in numerous films including Blade II (2002) as Jared Nomak, One Night with the King (2006) as King Xerxes, Hellboy II: The Golden Army (2008) as Prince Nuada, Tekken (2009) as Steve Fox, Interview with a Hitman (2012) as Viktor, and Traffik (2018) as Red. Career Goss, along with twin brother Matt Goss, started his career with the 1980s boy band Bros. In total he has charted with thirteen hit singles in the UK.When Bros broke up in the early 1990s, Goss worked with the Band of Thieves where he released two singles "Sweeter Than The Midnight Rain" and "Give Me One More Chance", he then released "L.I.F.E." under the band's name change Thieves Like Us due to a change in lineup. His autobiography "I Owe You Nothing" was a top 10 best seller and went on to have three subsequent printings. He also began to appear in stage musicals including Grease and What a Feeling, and has turned to acting in films full-time, with his first most notable role being the villain in Blade II. He also appeared as The Creature in the Hallmark Channel's Frankenstein. Goss can be seen in the 2004 crime drama, Charlie in which he plays real-life gangster Charlie Richardson. In the 2005 comedy The Man, he starred as another villain, Joey/Kane, alongside Eugene Levy and Samuel L. Jackson. He has since had roles in One Night with the King, as King Xerxes. He appeared in Bone Dry, as Eddie and in the thriller Unearthed, as Kale. Goss received a CAMIE (Character and Morality in Entertainment) Award for his work in One Night with the King on 12 May 2007 at the Beverly Hills Hotel in Los Angeles. Both One Night with the King and Bone Dry were viewed at the 2007 Cannes Film Festival. Bone Dry premiered in Los Angeles on 9 January 2008. In the autumn of 2008, Goss returned from filming Hellboy II: The Golden Army in Budapest, Hungary, in which he plays Prince Nuada. The sequel was released in North America on 11 July 2008. In February 2008 he signed to play the role of Steve Fox in Tekken, which was filmed in Shreveport, Louisiana. He was seen in a commercial for the new Cadillac Escalade Hybrid. In January 2010, Goss won the role as Frankenstein in Death Race 2 which was originally played by Jason Statham in the first film, under the direction from Roel Reiné, which began shooting on location in Eastern Europe in February 2010. Goss also played the lead role in Syfy's dark tale television film Witchville. In May 2010, he won the Ultimate Badass Award at the PollyGrind Film Festival for his role in the zombie-vampire film The Dead Undead. In February 2018, Goss released his directorial debut Your Move. Personal life Goss was born in Lewisham, London, the son of Alan Goss and his wife Carol (nee Read). His twin brother is Matt Goss. Filmography References External links Luke Goss Official Website Luke Goss at IMDb Telegraph.co.uk Interview with Luke Goss

residence

Luke Damon Goss (born 29 September 1968) is an English actor, and drummer of the 1980s band Bros. He has appeared in numerous films including Blade II (2002) as Jared Nomak, One Night with the King (2006) as King Xerxes, Hellboy II: The Golden Army (2008) as Prince Nuada, Tekken (2009) as Steve Fox, Interview with a Hitman (2012) as Viktor, and Traffik (2018) as Red. Career Goss, along with twin brother Matt Goss, started his career with the 1980s boy band Bros. In total he has charted with thirteen hit singles in the UK.When Bros broke up in the early 1990s, Goss worked with the Band of Thieves where he released two singles "Sweeter Than The Midnight Rain" and "Give Me One More Chance", he then released "L.I.F.E." under the band's name change Thieves Like Us due to a change in lineup. His autobiography "I Owe You Nothing" was a top 10 best seller and went on to have three subsequent printings. He also began to appear in stage musicals including Grease and What a Feeling, and has turned to acting in films full-time, with his first most notable role being the villain in Blade II. He also appeared as The Creature in the Hallmark Channel's Frankenstein. Goss can be seen in the 2004 crime drama, Charlie in which he plays real-life gangster Charlie Richardson. In the 2005 comedy The Man, he starred as another villain, Joey/Kane, alongside Eugene Levy and Samuel L. Jackson. He has since had roles in One Night with the King, as King Xerxes. He appeared in Bone Dry, as Eddie and in the thriller Unearthed, as Kale. Goss received a CAMIE (Character and Morality in Entertainment) Award for his work in One Night with the King on 12 May 2007 at the Beverly Hills Hotel in Los Angeles. Both One Night with the King and Bone Dry were viewed at the 2007 Cannes Film Festival. Bone Dry premiered in Los Angeles on 9 January 2008. In the autumn of 2008, Goss returned from filming Hellboy II: The Golden Army in Budapest, Hungary, in which he plays Prince Nuada. The sequel was released in North America on 11 July 2008. In February 2008 he signed to play the role of Steve Fox in Tekken, which was filmed in Shreveport, Louisiana. He was seen in a commercial for the new Cadillac Escalade Hybrid. In January 2010, Goss won the role as Frankenstein in Death Race 2 which was originally played by Jason Statham in the first film, under the direction from Roel Reiné, which began shooting on location in Eastern Europe in February 2010. Goss also played the lead role in Syfy's dark tale television film Witchville. In May 2010, he won the Ultimate Badass Award at the PollyGrind Film Festival for his role in the zombie-vampire film The Dead Undead. In February 2018, Goss released his directorial debut Your Move. Personal life Goss was born in Lewisham, London, the son of Alan Goss and his wife Carol (nee Read). His twin brother is Matt Goss. Filmography References External links Luke Goss Official Website Luke Goss at IMDb Telegraph.co.uk Interview with Luke Goss

family name

Luke Damon Goss (born 29 September 1968) is an English actor, and drummer of the 1980s band Bros. He has appeared in numerous films including Blade II (2002) as Jared Nomak, One Night with the King (2006) as King Xerxes, Hellboy II: The Golden Army (2008) as Prince Nuada, Tekken (2009) as Steve Fox, Interview with a Hitman (2012) as Viktor, and Traffik (2018) as Red. Career Goss, along with twin brother Matt Goss, started his career with the 1980s boy band Bros. In total he has charted with thirteen hit singles in the UK.When Bros broke up in the early 1990s, Goss worked with the Band of Thieves where he released two singles "Sweeter Than The Midnight Rain" and "Give Me One More Chance", he then released "L.I.F.E." under the band's name change Thieves Like Us due to a change in lineup. His autobiography "I Owe You Nothing" was a top 10 best seller and went on to have three subsequent printings. He also began to appear in stage musicals including Grease and What a Feeling, and has turned to acting in films full-time, with his first most notable role being the villain in Blade II. He also appeared as The Creature in the Hallmark Channel's Frankenstein. Goss can be seen in the 2004 crime drama, Charlie in which he plays real-life gangster Charlie Richardson. In the 2005 comedy The Man, he starred as another villain, Joey/Kane, alongside Eugene Levy and Samuel L. Jackson. He has since had roles in One Night with the King, as King Xerxes. He appeared in Bone Dry, as Eddie and in the thriller Unearthed, as Kale. Goss received a CAMIE (Character and Morality in Entertainment) Award for his work in One Night with the King on 12 May 2007 at the Beverly Hills Hotel in Los Angeles. Both One Night with the King and Bone Dry were viewed at the 2007 Cannes Film Festival. Bone Dry premiered in Los Angeles on 9 January 2008. In the autumn of 2008, Goss returned from filming Hellboy II: The Golden Army in Budapest, Hungary, in which he plays Prince Nuada. The sequel was released in North America on 11 July 2008. In February 2008 he signed to play the role of Steve Fox in Tekken, which was filmed in Shreveport, Louisiana. He was seen in a commercial for the new Cadillac Escalade Hybrid. In January 2010, Goss won the role as Frankenstein in Death Race 2 which was originally played by Jason Statham in the first film, under the direction from Roel Reiné, which began shooting on location in Eastern Europe in February 2010. Goss also played the lead role in Syfy's dark tale television film Witchville. In May 2010, he won the Ultimate Badass Award at the PollyGrind Film Festival for his role in the zombie-vampire film The Dead Undead. In February 2018, Goss released his directorial debut Your Move. Personal life Goss was born in Lewisham, London, the son of Alan Goss and his wife Carol (nee Read). His twin brother is Matt Goss. Filmography References External links Luke Goss Official Website Luke Goss at IMDb Telegraph.co.uk Interview with Luke Goss

given name

Luke Damon Goss (born 29 September 1968) is an English actor, and drummer of the 1980s band Bros. He has appeared in numerous films including Blade II (2002) as Jared Nomak, One Night with the King (2006) as King Xerxes, Hellboy II: The Golden Army (2008) as Prince Nuada, Tekken (2009) as Steve Fox, Interview with a Hitman (2012) as Viktor, and Traffik (2018) as Red. Career Goss, along with twin brother Matt Goss, started his career with the 1980s boy band Bros. In total he has charted with thirteen hit singles in the UK.When Bros broke up in the early 1990s, Goss worked with the Band of Thieves where he released two singles "Sweeter Than The Midnight Rain" and "Give Me One More Chance", he then released "L.I.F.E." under the band's name change Thieves Like Us due to a change in lineup. His autobiography "I Owe You Nothing" was a top 10 best seller and went on to have three subsequent printings. He also began to appear in stage musicals including Grease and What a Feeling, and has turned to acting in films full-time, with his first most notable role being the villain in Blade II. He also appeared as The Creature in the Hallmark Channel's Frankenstein. Goss can be seen in the 2004 crime drama, Charlie in which he plays real-life gangster Charlie Richardson. In the 2005 comedy The Man, he starred as another villain, Joey/Kane, alongside Eugene Levy and Samuel L. Jackson. He has since had roles in One Night with the King, as King Xerxes. He appeared in Bone Dry, as Eddie and in the thriller Unearthed, as Kale. Goss received a CAMIE (Character and Morality in Entertainment) Award for his work in One Night with the King on 12 May 2007 at the Beverly Hills Hotel in Los Angeles. Both One Night with the King and Bone Dry were viewed at the 2007 Cannes Film Festival. Bone Dry premiered in Los Angeles on 9 January 2008. In the autumn of 2008, Goss returned from filming Hellboy II: The Golden Army in Budapest, Hungary, in which he plays Prince Nuada. The sequel was released in North America on 11 July 2008. In February 2008 he signed to play the role of Steve Fox in Tekken, which was filmed in Shreveport, Louisiana. He was seen in a commercial for the new Cadillac Escalade Hybrid. In January 2010, Goss won the role as Frankenstein in Death Race 2 which was originally played by Jason Statham in the first film, under the direction from Roel Reiné, which began shooting on location in Eastern Europe in February 2010. Goss also played the lead role in Syfy's dark tale television film Witchville. In May 2010, he won the Ultimate Badass Award at the PollyGrind Film Festival for his role in the zombie-vampire film The Dead Undead. In February 2018, Goss released his directorial debut Your Move. Personal life Goss was born in Lewisham, London, the son of Alan Goss and his wife Carol (nee Read). His twin brother is Matt Goss. Filmography References External links Luke Goss Official Website Luke Goss at IMDb Telegraph.co.uk Interview with Luke Goss

languages spoken, written or signed

Luke Damon Goss (born 29 September 1968) is an English actor, and drummer of the 1980s band Bros. He has appeared in numerous films including Blade II (2002) as Jared Nomak, One Night with the King (2006) as King Xerxes, Hellboy II: The Golden Army (2008) as Prince Nuada, Tekken (2009) as Steve Fox, Interview with a Hitman (2012) as Viktor, and Traffik (2018) as Red. Career Goss, along with twin brother Matt Goss, started his career with the 1980s boy band Bros. In total he has charted with thirteen hit singles in the UK.When Bros broke up in the early 1990s, Goss worked with the Band of Thieves where he released two singles "Sweeter Than The Midnight Rain" and "Give Me One More Chance", he then released "L.I.F.E." under the band's name change Thieves Like Us due to a change in lineup. His autobiography "I Owe You Nothing" was a top 10 best seller and went on to have three subsequent printings. He also began to appear in stage musicals including Grease and What a Feeling, and has turned to acting in films full-time, with his first most notable role being the villain in Blade II. He also appeared as The Creature in the Hallmark Channel's Frankenstein. Goss can be seen in the 2004 crime drama, Charlie in which he plays real-life gangster Charlie Richardson. In the 2005 comedy The Man, he starred as another villain, Joey/Kane, alongside Eugene Levy and Samuel L. Jackson. He has since had roles in One Night with the King, as King Xerxes. He appeared in Bone Dry, as Eddie and in the thriller Unearthed, as Kale. Goss received a CAMIE (Character and Morality in Entertainment) Award for his work in One Night with the King on 12 May 2007 at the Beverly Hills Hotel in Los Angeles. Both One Night with the King and Bone Dry were viewed at the 2007 Cannes Film Festival. Bone Dry premiered in Los Angeles on 9 January 2008. In the autumn of 2008, Goss returned from filming Hellboy II: The Golden Army in Budapest, Hungary, in which he plays Prince Nuada. The sequel was released in North America on 11 July 2008. In February 2008 he signed to play the role of Steve Fox in Tekken, which was filmed in Shreveport, Louisiana. He was seen in a commercial for the new Cadillac Escalade Hybrid. In January 2010, Goss won the role as Frankenstein in Death Race 2 which was originally played by Jason Statham in the first film, under the direction from Roel Reiné, which began shooting on location in Eastern Europe in February 2010. Goss also played the lead role in Syfy's dark tale television film Witchville. In May 2010, he won the Ultimate Badass Award at the PollyGrind Film Festival for his role in the zombie-vampire film The Dead Undead. In February 2018, Goss released his directorial debut Your Move. Personal life Goss was born in Lewisham, London, the son of Alan Goss and his wife Carol (nee Read). His twin brother is Matt Goss. Filmography References External links Luke Goss Official Website Luke Goss at IMDb Telegraph.co.uk Interview with Luke Goss

birth name

Gregory Hugh Wannier (1911–1983) was a Swiss physicist. Biography Wannier received his physics PhD under Ernst Stueckelberg at the University of Basel in 1935. He worked with Professor Eugene P. Wigner as a post-doc exchange student at Princeton in the academic year 1936/1937 and later taught at several American universities before a stint in industry from 1946 to 1960. After working at Socony-Vacuum Laboratories, he joined Bell Laboratories in 1949. There he was in the Physical Electronics Group with colleagues such as William B. Shockley, Conyers Herring, John Bardeen, Charles Kittel, and Philip W. Anderson.Wannier developed a complete set of orthogonal functions known as the Wannier functions which became tools of the trade for solid-state theorists. He also had made contributions to ferromagnetic theory via the Ising model. The Kramers–Wannier duality yields the exact location of the critical point for the Ising model on the square lattice.He returned to academia in 1961 at the University of Oregon, where he retired as professor emeritus in 1977. He published a series of important papers on the properties of crystals, working with graduate students and visiting professors. Additionally, he published widely read textbooks on solid-state theory and statistical mechanics. He was regarded by many in the department as its most eminent member until his death on October 21, 1983. He was a fellow of the American Physical Society. Books Elements of solid state theory, Cambridge University Press 1959. Elements of solid state chemistry (Wannier, Gregory H.) Statistical Physics, Wiley 1966; reprint Dover 1987, 2010 See also Hofstadter's butterfly References External links Wannier, Gregory H., The Cambridge Dictionary of American Biography, 1995

place of birth

Gregory Hugh Wannier (1911–1983) was a Swiss physicist. Biography Wannier received his physics PhD under Ernst Stueckelberg at the University of Basel in 1935. He worked with Professor Eugene P. Wigner as a post-doc exchange student at Princeton in the academic year 1936/1937 and later taught at several American universities before a stint in industry from 1946 to 1960. After working at Socony-Vacuum Laboratories, he joined Bell Laboratories in 1949. There he was in the Physical Electronics Group with colleagues such as William B. Shockley, Conyers Herring, John Bardeen, Charles Kittel, and Philip W. Anderson.Wannier developed a complete set of orthogonal functions known as the Wannier functions which became tools of the trade for solid-state theorists. He also had made contributions to ferromagnetic theory via the Ising model. The Kramers–Wannier duality yields the exact location of the critical point for the Ising model on the square lattice.He returned to academia in 1961 at the University of Oregon, where he retired as professor emeritus in 1977. He published a series of important papers on the properties of crystals, working with graduate students and visiting professors. Additionally, he published widely read textbooks on solid-state theory and statistical mechanics. He was regarded by many in the department as its most eminent member until his death on October 21, 1983. He was a fellow of the American Physical Society. Books Elements of solid state theory, Cambridge University Press 1959. Elements of solid state chemistry (Wannier, Gregory H.) Statistical Physics, Wiley 1966; reprint Dover 1987, 2010 See also Hofstadter's butterfly References External links Wannier, Gregory H., The Cambridge Dictionary of American Biography, 1995

educated at

Gregory Hugh Wannier (1911–1983) was a Swiss physicist. Biography Wannier received his physics PhD under Ernst Stueckelberg at the University of Basel in 1935. He worked with Professor Eugene P. Wigner as a post-doc exchange student at Princeton in the academic year 1936/1937 and later taught at several American universities before a stint in industry from 1946 to 1960. After working at Socony-Vacuum Laboratories, he joined Bell Laboratories in 1949. There he was in the Physical Electronics Group with colleagues such as William B. Shockley, Conyers Herring, John Bardeen, Charles Kittel, and Philip W. Anderson.Wannier developed a complete set of orthogonal functions known as the Wannier functions which became tools of the trade for solid-state theorists. He also had made contributions to ferromagnetic theory via the Ising model. The Kramers–Wannier duality yields the exact location of the critical point for the Ising model on the square lattice.He returned to academia in 1961 at the University of Oregon, where he retired as professor emeritus in 1977. He published a series of important papers on the properties of crystals, working with graduate students and visiting professors. Additionally, he published widely read textbooks on solid-state theory and statistical mechanics. He was regarded by many in the department as its most eminent member until his death on October 21, 1983. He was a fellow of the American Physical Society. Books Elements of solid state theory, Cambridge University Press 1959. Elements of solid state chemistry (Wannier, Gregory H.) Statistical Physics, Wiley 1966; reprint Dover 1987, 2010 See also Hofstadter's butterfly References External links Wannier, Gregory H., The Cambridge Dictionary of American Biography, 1995

occupation

Gregory Hugh Wannier (1911–1983) was a Swiss physicist. Biography Wannier received his physics PhD under Ernst Stueckelberg at the University of Basel in 1935. He worked with Professor Eugene P. Wigner as a post-doc exchange student at Princeton in the academic year 1936/1937 and later taught at several American universities before a stint in industry from 1946 to 1960. After working at Socony-Vacuum Laboratories, he joined Bell Laboratories in 1949. There he was in the Physical Electronics Group with colleagues such as William B. Shockley, Conyers Herring, John Bardeen, Charles Kittel, and Philip W. Anderson.Wannier developed a complete set of orthogonal functions known as the Wannier functions which became tools of the trade for solid-state theorists. He also had made contributions to ferromagnetic theory via the Ising model. The Kramers–Wannier duality yields the exact location of the critical point for the Ising model on the square lattice.He returned to academia in 1961 at the University of Oregon, where he retired as professor emeritus in 1977. He published a series of important papers on the properties of crystals, working with graduate students and visiting professors. Additionally, he published widely read textbooks on solid-state theory and statistical mechanics. He was regarded by many in the department as its most eminent member until his death on October 21, 1983. He was a fellow of the American Physical Society. Books Elements of solid state theory, Cambridge University Press 1959. Elements of solid state chemistry (Wannier, Gregory H.) Statistical Physics, Wiley 1966; reprint Dover 1987, 2010 See also Hofstadter's butterfly References External links Wannier, Gregory H., The Cambridge Dictionary of American Biography, 1995

employer

Gregory Hugh Wannier (1911–1983) was a Swiss physicist. Biography Wannier received his physics PhD under Ernst Stueckelberg at the University of Basel in 1935. He worked with Professor Eugene P. Wigner as a post-doc exchange student at Princeton in the academic year 1936/1937 and later taught at several American universities before a stint in industry from 1946 to 1960. After working at Socony-Vacuum Laboratories, he joined Bell Laboratories in 1949. There he was in the Physical Electronics Group with colleagues such as William B. Shockley, Conyers Herring, John Bardeen, Charles Kittel, and Philip W. Anderson.Wannier developed a complete set of orthogonal functions known as the Wannier functions which became tools of the trade for solid-state theorists. He also had made contributions to ferromagnetic theory via the Ising model. The Kramers–Wannier duality yields the exact location of the critical point for the Ising model on the square lattice.He returned to academia in 1961 at the University of Oregon, where he retired as professor emeritus in 1977. He published a series of important papers on the properties of crystals, working with graduate students and visiting professors. Additionally, he published widely read textbooks on solid-state theory and statistical mechanics. He was regarded by many in the department as its most eminent member until his death on October 21, 1983. He was a fellow of the American Physical Society. Books Elements of solid state theory, Cambridge University Press 1959. Elements of solid state chemistry (Wannier, Gregory H.) Statistical Physics, Wiley 1966; reprint Dover 1987, 2010 See also Hofstadter's butterfly References External links Wannier, Gregory H., The Cambridge Dictionary of American Biography, 1995

doctoral advisor

Gregory Hugh Wannier (1911–1983) was a Swiss physicist. Biography Wannier received his physics PhD under Ernst Stueckelberg at the University of Basel in 1935. He worked with Professor Eugene P. Wigner as a post-doc exchange student at Princeton in the academic year 1936/1937 and later taught at several American universities before a stint in industry from 1946 to 1960. After working at Socony-Vacuum Laboratories, he joined Bell Laboratories in 1949. There he was in the Physical Electronics Group with colleagues such as William B. Shockley, Conyers Herring, John Bardeen, Charles Kittel, and Philip W. Anderson.Wannier developed a complete set of orthogonal functions known as the Wannier functions which became tools of the trade for solid-state theorists. He also had made contributions to ferromagnetic theory via the Ising model. The Kramers–Wannier duality yields the exact location of the critical point for the Ising model on the square lattice.He returned to academia in 1961 at the University of Oregon, where he retired as professor emeritus in 1977. He published a series of important papers on the properties of crystals, working with graduate students and visiting professors. Additionally, he published widely read textbooks on solid-state theory and statistical mechanics. He was regarded by many in the department as its most eminent member until his death on October 21, 1983. He was a fellow of the American Physical Society. Books Elements of solid state theory, Cambridge University Press 1959. Elements of solid state chemistry (Wannier, Gregory H.) Statistical Physics, Wiley 1966; reprint Dover 1987, 2010 See also Hofstadter's butterfly References External links Wannier, Gregory H., The Cambridge Dictionary of American Biography, 1995

author

Gregory Hugh Wannier (1911–1983) was a Swiss physicist. Biography Wannier received his physics PhD under Ernst Stueckelberg at the University of Basel in 1935. He worked with Professor Eugene P. Wigner as a post-doc exchange student at Princeton in the academic year 1936/1937 and later taught at several American universities before a stint in industry from 1946 to 1960. After working at Socony-Vacuum Laboratories, he joined Bell Laboratories in 1949. There he was in the Physical Electronics Group with colleagues such as William B. Shockley, Conyers Herring, John Bardeen, Charles Kittel, and Philip W. Anderson.Wannier developed a complete set of orthogonal functions known as the Wannier functions which became tools of the trade for solid-state theorists. He also had made contributions to ferromagnetic theory via the Ising model. The Kramers–Wannier duality yields the exact location of the critical point for the Ising model on the square lattice.He returned to academia in 1961 at the University of Oregon, where he retired as professor emeritus in 1977. He published a series of important papers on the properties of crystals, working with graduate students and visiting professors. Additionally, he published widely read textbooks on solid-state theory and statistical mechanics. He was regarded by many in the department as its most eminent member until his death on October 21, 1983. He was a fellow of the American Physical Society. Books Elements of solid state theory, Cambridge University Press 1959. Elements of solid state chemistry (Wannier, Gregory H.) Statistical Physics, Wiley 1966; reprint Dover 1987, 2010 See also Hofstadter's butterfly References External links Wannier, Gregory H., The Cambridge Dictionary of American Biography, 1995

issue

Gregory Hugh Wannier (1911–1983) was a Swiss physicist. Biography Wannier received his physics PhD under Ernst Stueckelberg at the University of Basel in 1935. He worked with Professor Eugene P. Wigner as a post-doc exchange student at Princeton in the academic year 1936/1937 and later taught at several American universities before a stint in industry from 1946 to 1960. After working at Socony-Vacuum Laboratories, he joined Bell Laboratories in 1949. There he was in the Physical Electronics Group with colleagues such as William B. Shockley, Conyers Herring, John Bardeen, Charles Kittel, and Philip W. Anderson.Wannier developed a complete set of orthogonal functions known as the Wannier functions which became tools of the trade for solid-state theorists. He also had made contributions to ferromagnetic theory via the Ising model. The Kramers–Wannier duality yields the exact location of the critical point for the Ising model on the square lattice.He returned to academia in 1961 at the University of Oregon, where he retired as professor emeritus in 1977. He published a series of important papers on the properties of crystals, working with graduate students and visiting professors. Additionally, he published widely read textbooks on solid-state theory and statistical mechanics. He was regarded by many in the department as its most eminent member until his death on October 21, 1983. He was a fellow of the American Physical Society. Books Elements of solid state theory, Cambridge University Press 1959. Elements of solid state chemistry (Wannier, Gregory H.) Statistical Physics, Wiley 1966; reprint Dover 1987, 2010 See also Hofstadter's butterfly References External links Wannier, Gregory H., The Cambridge Dictionary of American Biography, 1995

volume

Gregory Hugh Wannier (1911–1983) was a Swiss physicist. Biography Wannier received his physics PhD under Ernst Stueckelberg at the University of Basel in 1935. He worked with Professor Eugene P. Wigner as a post-doc exchange student at Princeton in the academic year 1936/1937 and later taught at several American universities before a stint in industry from 1946 to 1960. After working at Socony-Vacuum Laboratories, he joined Bell Laboratories in 1949. There he was in the Physical Electronics Group with colleagues such as William B. Shockley, Conyers Herring, John Bardeen, Charles Kittel, and Philip W. Anderson.Wannier developed a complete set of orthogonal functions known as the Wannier functions which became tools of the trade for solid-state theorists. He also had made contributions to ferromagnetic theory via the Ising model. The Kramers–Wannier duality yields the exact location of the critical point for the Ising model on the square lattice.He returned to academia in 1961 at the University of Oregon, where he retired as professor emeritus in 1977. He published a series of important papers on the properties of crystals, working with graduate students and visiting professors. Additionally, he published widely read textbooks on solid-state theory and statistical mechanics. He was regarded by many in the department as its most eminent member until his death on October 21, 1983. He was a fellow of the American Physical Society. Books Elements of solid state theory, Cambridge University Press 1959. Elements of solid state chemistry (Wannier, Gregory H.) Statistical Physics, Wiley 1966; reprint Dover 1987, 2010 See also Hofstadter's butterfly References External links Wannier, Gregory H., The Cambridge Dictionary of American Biography, 1995

given name

Peter Persidis (8 March 1947 – 21 January 2009) was an international Austrian footballer. Career His father Kostas Persidis was also a footballer in Greece. He played at Proodeftiki F.C. (1937-1939) and Aris Piraeous (1943-1944). Persidis started his professional career at First Vienna, than returned to his father's home country in the early 1970s, and went on to win three Greek titles with Olympiacos prior to returning to Vienna in 1975 to play for SK Rapid Wien. A sweeper, and the club's captain from 1978 to 1980, he won the 1981–82 Austrian title with Rapid under Hickersberger. Coaching career He coached VSE St. Pölten. He also later worked as Josef Hickersberger's assistant at Rapid and was briefly the club's caretaker manager. Persidis took over as Under-19 head coach last summer, having previously worked as assistant to Hickersberger at UEFA EURO 2008. However, he was forced to step down soon afterwards after being diagnosed with a serious illness. Death Persidis died in Vienna on 21 January 2009 at the age of 61, with the Austrian Football Association holding a minute's silence in his honour at the national team's friendly against Sweden in Graz on 11 February. External links Peter Persidis at WorldFootball.net Peter Persidis at National-Football-Teams.com Profile - Rapidarchiv == References ==

place of birth

Peter Persidis (8 March 1947 – 21 January 2009) was an international Austrian footballer. Career His father Kostas Persidis was also a footballer in Greece. He played at Proodeftiki F.C. (1937-1939) and Aris Piraeous (1943-1944). Persidis started his professional career at First Vienna, than returned to his father's home country in the early 1970s, and went on to win three Greek titles with Olympiacos prior to returning to Vienna in 1975 to play for SK Rapid Wien. A sweeper, and the club's captain from 1978 to 1980, he won the 1981–82 Austrian title with Rapid under Hickersberger. Coaching career He coached VSE St. Pölten. He also later worked as Josef Hickersberger's assistant at Rapid and was briefly the club's caretaker manager. Persidis took over as Under-19 head coach last summer, having previously worked as assistant to Hickersberger at UEFA EURO 2008. However, he was forced to step down soon afterwards after being diagnosed with a serious illness. Death Persidis died in Vienna on 21 January 2009 at the age of 61, with the Austrian Football Association holding a minute's silence in his honour at the national team's friendly against Sweden in Graz on 11 February. External links Peter Persidis at WorldFootball.net Peter Persidis at National-Football-Teams.com Profile - Rapidarchiv == References ==

place of death

Peter Persidis (8 March 1947 – 21 January 2009) was an international Austrian footballer. Career His father Kostas Persidis was also a footballer in Greece. He played at Proodeftiki F.C. (1937-1939) and Aris Piraeous (1943-1944). Persidis started his professional career at First Vienna, than returned to his father's home country in the early 1970s, and went on to win three Greek titles with Olympiacos prior to returning to Vienna in 1975 to play for SK Rapid Wien. A sweeper, and the club's captain from 1978 to 1980, he won the 1981–82 Austrian title with Rapid under Hickersberger. Coaching career He coached VSE St. Pölten. He also later worked as Josef Hickersberger's assistant at Rapid and was briefly the club's caretaker manager. Persidis took over as Under-19 head coach last summer, having previously worked as assistant to Hickersberger at UEFA EURO 2008. However, he was forced to step down soon afterwards after being diagnosed with a serious illness. Death Persidis died in Vienna on 21 January 2009 at the age of 61, with the Austrian Football Association holding a minute's silence in his honour at the national team's friendly against Sweden in Graz on 11 February. External links Peter Persidis at WorldFootball.net Peter Persidis at National-Football-Teams.com Profile - Rapidarchiv == References ==

country of citizenship

Peter Persidis (8 March 1947 – 21 January 2009) was an international Austrian footballer. Career His father Kostas Persidis was also a footballer in Greece. He played at Proodeftiki F.C. (1937-1939) and Aris Piraeous (1943-1944). Persidis started his professional career at First Vienna, than returned to his father's home country in the early 1970s, and went on to win three Greek titles with Olympiacos prior to returning to Vienna in 1975 to play for SK Rapid Wien. A sweeper, and the club's captain from 1978 to 1980, he won the 1981–82 Austrian title with Rapid under Hickersberger. Coaching career He coached VSE St. Pölten. He also later worked as Josef Hickersberger's assistant at Rapid and was briefly the club's caretaker manager. Persidis took over as Under-19 head coach last summer, having previously worked as assistant to Hickersberger at UEFA EURO 2008. However, he was forced to step down soon afterwards after being diagnosed with a serious illness. Death Persidis died in Vienna on 21 January 2009 at the age of 61, with the Austrian Football Association holding a minute's silence in his honour at the national team's friendly against Sweden in Graz on 11 February. External links Peter Persidis at WorldFootball.net Peter Persidis at National-Football-Teams.com Profile - Rapidarchiv == References ==

member of sports team

Peter Persidis (8 March 1947 – 21 January 2009) was an international Austrian footballer. Career His father Kostas Persidis was also a footballer in Greece. He played at Proodeftiki F.C. (1937-1939) and Aris Piraeous (1943-1944). Persidis started his professional career at First Vienna, than returned to his father's home country in the early 1970s, and went on to win three Greek titles with Olympiacos prior to returning to Vienna in 1975 to play for SK Rapid Wien. A sweeper, and the club's captain from 1978 to 1980, he won the 1981–82 Austrian title with Rapid under Hickersberger. Coaching career He coached VSE St. Pölten. He also later worked as Josef Hickersberger's assistant at Rapid and was briefly the club's caretaker manager. Persidis took over as Under-19 head coach last summer, having previously worked as assistant to Hickersberger at UEFA EURO 2008. However, he was forced to step down soon afterwards after being diagnosed with a serious illness. Death Persidis died in Vienna on 21 January 2009 at the age of 61, with the Austrian Football Association holding a minute's silence in his honour at the national team's friendly against Sweden in Graz on 11 February. External links Peter Persidis at WorldFootball.net Peter Persidis at National-Football-Teams.com Profile - Rapidarchiv == References ==

given name

Deaconsbank is a neighbourhood in the Scottish city of Glasgow. It is situated south of the River Clyde. The main feature of the area, which falls into the Greater Pollok ward of Glasgow City Council and directly borders the East Renfrewshire council region, is an estate of around 639 private houses built in the late 1970s by Barratt Developments, prior to which the area was open farmland. Deaconsbank is bordered by the M77 motorway to the west and by Rouken Glen Park and golf course to the east. The northern parts of the suburban town of Newton Mearns are a short distance to the south, as is Patterton railway station. Residential areas Deaconsbank is divided into three housing stages that were constructed one after the other. There is no direct road connectivity between these phases; only walkways are available. The streets in each phase all share the phase's name as the first part of the name. The first phase to be built was Inverewe off Nitshill Road A727 (named after a location near Loch Ewe (north of Torridon), it is the smallest of the three phases). Phase two was Loganswell, again off Nitshill Road, built adjoining from the Jenny Lind area constructed decades earlier (Loganswell may have been named after a small hamlet in nearby East Renfrewshire). The last and largest phase built was Invergarry (named after a location in Glen Garry near Loch Oich), this time off Stewarton Road B769 Deaconsbank has for many years had an active residents association, as required by the Title Deeds. The primary purpose of the association is to maintain the "common or amenity ground", which totals about 27 acres in both large and small pieces of largely grassland. New adjoining housing developments In recent years more housing (Thistlebank and Mearns Grove) has been built to the south of Invergarry heading towards Newton Mearns; in a nod to the existing housing estate it adjoined, the streets in Thistlebank are named after Deaconsbank. History The name Deaconsbank is taken from the former nearby Deacons Bank Farm beside the Auldhouse Burn which flows through what is now the modern day Rouken Glen park. Before housing was constructed in the area that was to bear the name of the farm, the land there was also primarily used for agriculture and both areas were part of the Maxwell family's Pollok Estate. The area was described in the sale documents as "Darnley Park" and an area of land which is located between present day Deaconsbank and Jenny Lind, titled 'The Clogholes' both hang in Pollok House, the ancestral home of the Maxwell family. Both works are watercolours painted in 1830 by an unknown artist working for the Maxwell family and are part of a larger series depicting parts of their vast estate. During World War II, the land beside Deaconsbank and Patterton was used as a prisoner-of-war camp. Specifically, the area of housing called Thistlebank, immediately to the south of Invergarry Drive, and with its main street called Deaconsbank Avenue, shows on maps as having been exactly the site of what may have been an army camp which was then used as a prisoner of war (PoW) camp. In recent years before the construction of more housing, archaeological evaluation and recording work in connection with the prisoner of war camp took place; it appears to have been the first piece of archaeological work on a PoW camp in Scotland, and camp remains are now in the care of Glasgow City Council who have made provision for the enhancement and maintenance of the objects. Sports Deaconsbank also is the name of the golf course to the east of Stewarton Road adjacent to Invergarry and Thistlebank adjoining Rouken Glen Park (part of a David Lloyd Leisure club), at the southern extremity of which (close to the Neilston branch railway line) is a 16th century circular dovecote.Before relocating to Newton Mearns, Deaconsbank was also home to Whitecraigs Rugby Club with their ground adjoining Invergarry. The land has since been used for Whitecraigs Care Home and more housing. Transport Road: A727, M77 motorway Junction 3, B769 road. Railway: Patterton railway station is in Newton Mearns to the south on the B769. First Bus Services: 29, 38B/C/E, 57 References External links D.A.C.K. Community Council

located in the administrative territorial entity

Deaconsbank is a neighbourhood in the Scottish city of Glasgow. It is situated south of the River Clyde. The main feature of the area, which falls into the Greater Pollok ward of Glasgow City Council and directly borders the East Renfrewshire council region, is an estate of around 639 private houses built in the late 1970s by Barratt Developments, prior to which the area was open farmland. Deaconsbank is bordered by the M77 motorway to the west and by Rouken Glen Park and golf course to the east. The northern parts of the suburban town of Newton Mearns are a short distance to the south, as is Patterton railway station. Residential areas Deaconsbank is divided into three housing stages that were constructed one after the other. There is no direct road connectivity between these phases; only walkways are available. The streets in each phase all share the phase's name as the first part of the name. The first phase to be built was Inverewe off Nitshill Road A727 (named after a location near Loch Ewe (north of Torridon), it is the smallest of the three phases). Phase two was Loganswell, again off Nitshill Road, built adjoining from the Jenny Lind area constructed decades earlier (Loganswell may have been named after a small hamlet in nearby East Renfrewshire). The last and largest phase built was Invergarry (named after a location in Glen Garry near Loch Oich), this time off Stewarton Road B769 Deaconsbank has for many years had an active residents association, as required by the Title Deeds. The primary purpose of the association is to maintain the "common or amenity ground", which totals about 27 acres in both large and small pieces of largely grassland. New adjoining housing developments In recent years more housing (Thistlebank and Mearns Grove) has been built to the south of Invergarry heading towards Newton Mearns; in a nod to the existing housing estate it adjoined, the streets in Thistlebank are named after Deaconsbank. History The name Deaconsbank is taken from the former nearby Deacons Bank Farm beside the Auldhouse Burn which flows through what is now the modern day Rouken Glen park. Before housing was constructed in the area that was to bear the name of the farm, the land there was also primarily used for agriculture and both areas were part of the Maxwell family's Pollok Estate. The area was described in the sale documents as "Darnley Park" and an area of land which is located between present day Deaconsbank and Jenny Lind, titled 'The Clogholes' both hang in Pollok House, the ancestral home of the Maxwell family. Both works are watercolours painted in 1830 by an unknown artist working for the Maxwell family and are part of a larger series depicting parts of their vast estate. During World War II, the land beside Deaconsbank and Patterton was used as a prisoner-of-war camp. Specifically, the area of housing called Thistlebank, immediately to the south of Invergarry Drive, and with its main street called Deaconsbank Avenue, shows on maps as having been exactly the site of what may have been an army camp which was then used as a prisoner of war (PoW) camp. In recent years before the construction of more housing, archaeological evaluation and recording work in connection with the prisoner of war camp took place; it appears to have been the first piece of archaeological work on a PoW camp in Scotland, and camp remains are now in the care of Glasgow City Council who have made provision for the enhancement and maintenance of the objects. Sports Deaconsbank also is the name of the golf course to the east of Stewarton Road adjacent to Invergarry and Thistlebank adjoining Rouken Glen Park (part of a David Lloyd Leisure club), at the southern extremity of which (close to the Neilston branch railway line) is a 16th century circular dovecote.Before relocating to Newton Mearns, Deaconsbank was also home to Whitecraigs Rugby Club with their ground adjoining Invergarry. The land has since been used for Whitecraigs Care Home and more housing. Transport Road: A727, M77 motorway Junction 3, B769 road. Railway: Patterton railway station is in Newton Mearns to the south on the B769. First Bus Services: 29, 38B/C/E, 57 References External links D.A.C.K. Community Council

historic county

The São João Theatre (Portuguese: Teatro São João), commonly referred to as the São João National Theatre is a Portuguese theatre and concert venue in civil parish of Cedofeita, Santo Ildefonso, Sé, Miragaia, São Nicolau e Vitória, in the municipality of Porto, in northern Portugal. History The primitive theatre was constructed at the end of the 18th century (1796) by Italian Vicente Mazzoneschi, and inaugurated on 13 May 1798, as the Teatro do Príncipe (Prince's Theatre). It was named in honour of the prince-regent John VI, who later became King. The construction firm of Francisco de Almada Mendonça was charged with the project, and produced a four-story building with its principal facade decorated with the royal coat-of-arms under an inscription.But, on 11 April 1908, there was a fire, destroying the theatre interior, and a new structure was built on its former site. Before its destruction, the theatre had a markedly horseshoe-shaped plan. Its rounded ceiling was painted by Joaquim Rafael and had in 1856 received a new painting by Paulo Pizzi. The building included four rows of booths, with the booth for the royal family located centrally on the second floor. The large atrium, and the corridors large supported by access from large staircases. Along the second floor was a magnificent concert hall. Generally, the theatre had excellent acoustics. The stage wall was painted by Sequeira, but was later replaced in 1825 by paintings contracted to the Spaniard João Rodrigues, and later, Palucci. Until 1838, the theatre was lit by tallow candles, and later by similar candles lit by oil.On 11 April 1908, the Civil Governor nominated a commission to promote the construction of a new theatre.A competition opened on October 8, presided by engineer Basílio Alberto de Sousa Pinto, Xavier Esteves, Casimiro Jerónimo de Faria, architect José Marques da Silva and the director of public works, Isidro de Campos, whom immediately denounced the conditions of the tender. A new competition was announced a week later, based on slight alterations to the original provisions. Preliminary project proposals were accepted on 22 February 1910. It was Marques da Silva who obtained the first prize and João de Moura Coutinho de Almeida d'Eça, the runner-up. Before the competition was held, the winning project was designated to Moura Coutinho, then director of the Direcção das Obras Públicas (Directorate of Public Works) in Braga. The winning project was approved on 6 May, during a municipal session, with the work awarded to the company Soconstroi.Work began in 1911 under the direction of Porto architect José Marques da Silva. The inner, horseshoe-shaped concert hall included a ceiling painted by the artists José de Brito and Acácio Lino, while the entrance hall was decorated with sculptural work by Henrique Araújo Moreira, Diogo de Macedo and José Fernandes de Sousa Caldas. On the main facade, of sober design, are four reliefs representing four feelings: Kindness, Pain, Hatred and Love, created by Diogo de Macedo and Sousa Caldas. The building was complete in 1918. Its inauguration was held on 7 March 1920, with the presentation of Giuseppe Verdi's Aida.A projection area was constructed in 1932, and the theatre began to operate a cinema, then designated São João Cine.On 26 February 1982, the building was designated a Imóvel de Interesse Público (Property of Public Interest), under Decree 28/82 (Diário da República, Série 1, 47).In 1992, the theatre was acquired by the State from the family of Pinto da Costa. At that time, the work on the installation of security features and public services were undertaken on site. These were elaborated the following year with upgrades to dressing rooms, the stage, washrooms and remodelling of the electrical systems, which included the installation of an electrical generator.Two years later (23 November) a proposal was issued by the DRPorto, to reclassify the Theatre as a Portuguese National Monument. Following a period of remodelling, the theatre began to function regularly, under the designation the Teatro Nacional de São João (São João National Theatre). In addition to general cleaning, the work included the consolidation and restoration of the exterior facades, recuperation of the decorative sculptures, treatment of surfaces in pigmented mortar and the installation of new woods and iron.During the course of this transition, attempts to reclassify the institution continued; on 22 April 1996, a dispatch by the Vice-President of IPPAR, devolved to the DRPorto its proposal for reformulation. On 12 September 2005, a new proposal was issued by that entity. This new proposal was favourably accepted by the deliberative council of IGESPAR (the successor to IPPAR), which also proposed that no special protection area should be needed, owing to the sites inclusion with the broader Historical Zone of Porto (an area already designated). The process was ratified by the Secretário de Estado da Cultura (Secretary of State for Culture) on 14 October 2010. Architecture The theatre is centrally located in Porto, occupying a complete block, in front of the Praça da Batalha, between the Rua de Augusto Rosa (on its left) and the Travessa do Cativ (on its right), with the Rua do Cativo to the rear.The rectangular plan is covered in tile roofing, with its principal facade found on one of the two smaller sides, framed laterally by rustic cornerstones and accentuated by capricious urns and garlands. The "noble floor" with three arches on steeped pilasters is inscribed under columns with broad shafts and Ionian capitals, while the doors of the lodges are topped by interrupted pediments.Three loggias exist on extended balconies, over sills in the thickness of the walls and interconnected by a balcony running on 4 strong consoles in the same alignment as the ordering columns. The arches have a shutter in support and transition to the entablature, which opens a frieze corresponding to a mezzanine of three openings and bas-reliefs alluding to the human passions ("Pain", "Hate", "Kindness" and "Love"), subtitled on the architrave. Above, the denticulated cord ends at the frieze and the beginning of a strong cornice based on rebound corbels, which are dense, in a repetitive rhythm that runs throughout the building. Crowning the facade is the gable, rising over a high platform, with rhythmic fenestration and formal, ornamented balustrades. The lateral facades are symmetrical. On the ground floor, there are 3 arched doorways (topped by a running balcony and supported by 4 consoles), flanked by 2 small doors, with an interrupted curvilinear pediment. Here, 3 doors (that are repeated in the two successive upper floors) with balconies and sills, are interspersed between four, embedded Ionic pilasters. The set is flanked by strong masks, on intermediate floor, on which a window opens at the top, with small gap at the bottom. Corresponding to the stage area, there are high, open slits; in this area, the body of the theatre rises above the entablature, accompanying the broken forms or gables, underlined by the frame and ornamental strip. Interior On the ground floor, the vestibule occupies the whole width of the building, with access through the 3 doors of the main facade and lateral entranceways. From this space you can access the corridors leading to the audience seating or, to the side, the stairs to the upper floors. The avant-foyer and foyer are located on the first floor and occupy the entire width of the building, with two rooms for a restaurant and smoking room. With its double height, corresponding to the main hall and facade, the interior is profusely decorated along the windows and balustrades, with a wide oculus on the transition doors to the "avant-foyer". The two floors correspond to the first-order royal boxes, and, on the second floor, the second-order boxes. The "avant-foyer" and "foyer" allow circulation with its balconies. On the last floors are the galleries and the amphitheater, forming a single group of places, but with different accesses (one at the level of the lower floors and another at the level of the highest). On the first floor of the amphitheater is a storage room and a paint shop. From the ground floor, the stairs lead to the galleries and amphitheatres, by two direct, exterior entrances, along the lateral facades. The layout of the horseshoe-shaped hall holds 1328 seats, including the 6 large boxes, with one at the height of the first floor, intended as an alternative to a royal box. Between the audience and the stage is the orchestra pit, with independent entrances from the side facades. The stage and dressing rooms have side and rear entrances, that can be divided by a metallic cloth. References Notes Sources França, José Augusto, A Arte em Portugal no século XIX, vol. 2, Lisboa, 1990 (in Portuguese) Porto a Património Mundial (in Portuguese), Porto, Portugal, 1993 Cardoso, António (1994), "O Teatro Nacional de S. João", Pedido de Apoio a Projecto Piloto de Conservação do Património Arquitectónico Europeu (in Portuguese) QUARESMA, Maria Clementina de Carvalho (1995), Inventário Artístico de Portugal. Cidade do Porto (in Portuguese), Lisbon, Portugal Sá, José Manuel Vieira; Barroso, Eduardo Paz; Castro, Paulo Ludgero (1995), "Teatro Nacional S. João", Boletim IPPAR (in Portuguese), Porto, Portugal CARDOSO, António (1997), O Arquitecto José Marques da Silva e a Arquitectura no Norte do País na primeira metade do Séc. XX (in Portuguese), Porto, Portugal "Porto 1901/2001", Guia de Arquitectura Moderna (in Portuguese), Porto, Portugal, 2001 External links Official website of the Theatre

country

The São João Theatre (Portuguese: Teatro São João), commonly referred to as the São João National Theatre is a Portuguese theatre and concert venue in civil parish of Cedofeita, Santo Ildefonso, Sé, Miragaia, São Nicolau e Vitória, in the municipality of Porto, in northern Portugal. History The primitive theatre was constructed at the end of the 18th century (1796) by Italian Vicente Mazzoneschi, and inaugurated on 13 May 1798, as the Teatro do Príncipe (Prince's Theatre). It was named in honour of the prince-regent John VI, who later became King. The construction firm of Francisco de Almada Mendonça was charged with the project, and produced a four-story building with its principal facade decorated with the royal coat-of-arms under an inscription.But, on 11 April 1908, there was a fire, destroying the theatre interior, and a new structure was built on its former site. Before its destruction, the theatre had a markedly horseshoe-shaped plan. Its rounded ceiling was painted by Joaquim Rafael and had in 1856 received a new painting by Paulo Pizzi. The building included four rows of booths, with the booth for the royal family located centrally on the second floor. The large atrium, and the corridors large supported by access from large staircases. Along the second floor was a magnificent concert hall. Generally, the theatre had excellent acoustics. The stage wall was painted by Sequeira, but was later replaced in 1825 by paintings contracted to the Spaniard João Rodrigues, and later, Palucci. Until 1838, the theatre was lit by tallow candles, and later by similar candles lit by oil.On 11 April 1908, the Civil Governor nominated a commission to promote the construction of a new theatre.A competition opened on October 8, presided by engineer Basílio Alberto de Sousa Pinto, Xavier Esteves, Casimiro Jerónimo de Faria, architect José Marques da Silva and the director of public works, Isidro de Campos, whom immediately denounced the conditions of the tender. A new competition was announced a week later, based on slight alterations to the original provisions. Preliminary project proposals were accepted on 22 February 1910. It was Marques da Silva who obtained the first prize and João de Moura Coutinho de Almeida d'Eça, the runner-up. Before the competition was held, the winning project was designated to Moura Coutinho, then director of the Direcção das Obras Públicas (Directorate of Public Works) in Braga. The winning project was approved on 6 May, during a municipal session, with the work awarded to the company Soconstroi.Work began in 1911 under the direction of Porto architect José Marques da Silva. The inner, horseshoe-shaped concert hall included a ceiling painted by the artists José de Brito and Acácio Lino, while the entrance hall was decorated with sculptural work by Henrique Araújo Moreira, Diogo de Macedo and José Fernandes de Sousa Caldas. On the main facade, of sober design, are four reliefs representing four feelings: Kindness, Pain, Hatred and Love, created by Diogo de Macedo and Sousa Caldas. The building was complete in 1918. Its inauguration was held on 7 March 1920, with the presentation of Giuseppe Verdi's Aida.A projection area was constructed in 1932, and the theatre began to operate a cinema, then designated São João Cine.On 26 February 1982, the building was designated a Imóvel de Interesse Público (Property of Public Interest), under Decree 28/82 (Diário da República, Série 1, 47).In 1992, the theatre was acquired by the State from the family of Pinto da Costa. At that time, the work on the installation of security features and public services were undertaken on site. These were elaborated the following year with upgrades to dressing rooms, the stage, washrooms and remodelling of the electrical systems, which included the installation of an electrical generator.Two years later (23 November) a proposal was issued by the DRPorto, to reclassify the Theatre as a Portuguese National Monument. Following a period of remodelling, the theatre began to function regularly, under the designation the Teatro Nacional de São João (São João National Theatre). In addition to general cleaning, the work included the consolidation and restoration of the exterior facades, recuperation of the decorative sculptures, treatment of surfaces in pigmented mortar and the installation of new woods and iron.During the course of this transition, attempts to reclassify the institution continued; on 22 April 1996, a dispatch by the Vice-President of IPPAR, devolved to the DRPorto its proposal for reformulation. On 12 September 2005, a new proposal was issued by that entity. This new proposal was favourably accepted by the deliberative council of IGESPAR (the successor to IPPAR), which also proposed that no special protection area should be needed, owing to the sites inclusion with the broader Historical Zone of Porto (an area already designated). The process was ratified by the Secretário de Estado da Cultura (Secretary of State for Culture) on 14 October 2010. Architecture The theatre is centrally located in Porto, occupying a complete block, in front of the Praça da Batalha, between the Rua de Augusto Rosa (on its left) and the Travessa do Cativ (on its right), with the Rua do Cativo to the rear.The rectangular plan is covered in tile roofing, with its principal facade found on one of the two smaller sides, framed laterally by rustic cornerstones and accentuated by capricious urns and garlands. The "noble floor" with three arches on steeped pilasters is inscribed under columns with broad shafts and Ionian capitals, while the doors of the lodges are topped by interrupted pediments.Three loggias exist on extended balconies, over sills in the thickness of the walls and interconnected by a balcony running on 4 strong consoles in the same alignment as the ordering columns. The arches have a shutter in support and transition to the entablature, which opens a frieze corresponding to a mezzanine of three openings and bas-reliefs alluding to the human passions ("Pain", "Hate", "Kindness" and "Love"), subtitled on the architrave. Above, the denticulated cord ends at the frieze and the beginning of a strong cornice based on rebound corbels, which are dense, in a repetitive rhythm that runs throughout the building. Crowning the facade is the gable, rising over a high platform, with rhythmic fenestration and formal, ornamented balustrades. The lateral facades are symmetrical. On the ground floor, there are 3 arched doorways (topped by a running balcony and supported by 4 consoles), flanked by 2 small doors, with an interrupted curvilinear pediment. Here, 3 doors (that are repeated in the two successive upper floors) with balconies and sills, are interspersed between four, embedded Ionic pilasters. The set is flanked by strong masks, on intermediate floor, on which a window opens at the top, with small gap at the bottom. Corresponding to the stage area, there are high, open slits; in this area, the body of the theatre rises above the entablature, accompanying the broken forms or gables, underlined by the frame and ornamental strip. Interior On the ground floor, the vestibule occupies the whole width of the building, with access through the 3 doors of the main facade and lateral entranceways. From this space you can access the corridors leading to the audience seating or, to the side, the stairs to the upper floors. The avant-foyer and foyer are located on the first floor and occupy the entire width of the building, with two rooms for a restaurant and smoking room. With its double height, corresponding to the main hall and facade, the interior is profusely decorated along the windows and balustrades, with a wide oculus on the transition doors to the "avant-foyer". The two floors correspond to the first-order royal boxes, and, on the second floor, the second-order boxes. The "avant-foyer" and "foyer" allow circulation with its balconies. On the last floors are the galleries and the amphitheater, forming a single group of places, but with different accesses (one at the level of the lower floors and another at the level of the highest). On the first floor of the amphitheater is a storage room and a paint shop. From the ground floor, the stairs lead to the galleries and amphitheatres, by two direct, exterior entrances, along the lateral facades. The layout of the horseshoe-shaped hall holds 1328 seats, including the 6 large boxes, with one at the height of the first floor, intended as an alternative to a royal box. Between the audience and the stage is the orchestra pit, with independent entrances from the side facades. The stage and dressing rooms have side and rear entrances, that can be divided by a metallic cloth. References Notes Sources França, José Augusto, A Arte em Portugal no século XIX, vol. 2, Lisboa, 1990 (in Portuguese) Porto a Património Mundial (in Portuguese), Porto, Portugal, 1993 Cardoso, António (1994), "O Teatro Nacional de S. João", Pedido de Apoio a Projecto Piloto de Conservação do Património Arquitectónico Europeu (in Portuguese) QUARESMA, Maria Clementina de Carvalho (1995), Inventário Artístico de Portugal. Cidade do Porto (in Portuguese), Lisbon, Portugal Sá, José Manuel Vieira; Barroso, Eduardo Paz; Castro, Paulo Ludgero (1995), "Teatro Nacional S. João", Boletim IPPAR (in Portuguese), Porto, Portugal CARDOSO, António (1997), O Arquitecto José Marques da Silva e a Arquitectura no Norte do País na primeira metade do Séc. XX (in Portuguese), Porto, Portugal "Porto 1901/2001", Guia de Arquitectura Moderna (in Portuguese), Porto, Portugal, 2001 External links Official website of the Theatre

instance of

The São João Theatre (Portuguese: Teatro São João), commonly referred to as the São João National Theatre is a Portuguese theatre and concert venue in civil parish of Cedofeita, Santo Ildefonso, Sé, Miragaia, São Nicolau e Vitória, in the municipality of Porto, in northern Portugal. History The primitive theatre was constructed at the end of the 18th century (1796) by Italian Vicente Mazzoneschi, and inaugurated on 13 May 1798, as the Teatro do Príncipe (Prince's Theatre). It was named in honour of the prince-regent John VI, who later became King. The construction firm of Francisco de Almada Mendonça was charged with the project, and produced a four-story building with its principal facade decorated with the royal coat-of-arms under an inscription.But, on 11 April 1908, there was a fire, destroying the theatre interior, and a new structure was built on its former site. Before its destruction, the theatre had a markedly horseshoe-shaped plan. Its rounded ceiling was painted by Joaquim Rafael and had in 1856 received a new painting by Paulo Pizzi. The building included four rows of booths, with the booth for the royal family located centrally on the second floor. The large atrium, and the corridors large supported by access from large staircases. Along the second floor was a magnificent concert hall. Generally, the theatre had excellent acoustics. The stage wall was painted by Sequeira, but was later replaced in 1825 by paintings contracted to the Spaniard João Rodrigues, and later, Palucci. Until 1838, the theatre was lit by tallow candles, and later by similar candles lit by oil.On 11 April 1908, the Civil Governor nominated a commission to promote the construction of a new theatre.A competition opened on October 8, presided by engineer Basílio Alberto de Sousa Pinto, Xavier Esteves, Casimiro Jerónimo de Faria, architect José Marques da Silva and the director of public works, Isidro de Campos, whom immediately denounced the conditions of the tender. A new competition was announced a week later, based on slight alterations to the original provisions. Preliminary project proposals were accepted on 22 February 1910. It was Marques da Silva who obtained the first prize and João de Moura Coutinho de Almeida d'Eça, the runner-up. Before the competition was held, the winning project was designated to Moura Coutinho, then director of the Direcção das Obras Públicas (Directorate of Public Works) in Braga. The winning project was approved on 6 May, during a municipal session, with the work awarded to the company Soconstroi.Work began in 1911 under the direction of Porto architect José Marques da Silva. The inner, horseshoe-shaped concert hall included a ceiling painted by the artists José de Brito and Acácio Lino, while the entrance hall was decorated with sculptural work by Henrique Araújo Moreira, Diogo de Macedo and José Fernandes de Sousa Caldas. On the main facade, of sober design, are four reliefs representing four feelings: Kindness, Pain, Hatred and Love, created by Diogo de Macedo and Sousa Caldas. The building was complete in 1918. Its inauguration was held on 7 March 1920, with the presentation of Giuseppe Verdi's Aida.A projection area was constructed in 1932, and the theatre began to operate a cinema, then designated São João Cine.On 26 February 1982, the building was designated a Imóvel de Interesse Público (Property of Public Interest), under Decree 28/82 (Diário da República, Série 1, 47).In 1992, the theatre was acquired by the State from the family of Pinto da Costa. At that time, the work on the installation of security features and public services were undertaken on site. These were elaborated the following year with upgrades to dressing rooms, the stage, washrooms and remodelling of the electrical systems, which included the installation of an electrical generator.Two years later (23 November) a proposal was issued by the DRPorto, to reclassify the Theatre as a Portuguese National Monument. Following a period of remodelling, the theatre began to function regularly, under the designation the Teatro Nacional de São João (São João National Theatre). In addition to general cleaning, the work included the consolidation and restoration of the exterior facades, recuperation of the decorative sculptures, treatment of surfaces in pigmented mortar and the installation of new woods and iron.During the course of this transition, attempts to reclassify the institution continued; on 22 April 1996, a dispatch by the Vice-President of IPPAR, devolved to the DRPorto its proposal for reformulation. On 12 September 2005, a new proposal was issued by that entity. This new proposal was favourably accepted by the deliberative council of IGESPAR (the successor to IPPAR), which also proposed that no special protection area should be needed, owing to the sites inclusion with the broader Historical Zone of Porto (an area already designated). The process was ratified by the Secretário de Estado da Cultura (Secretary of State for Culture) on 14 October 2010. Architecture The theatre is centrally located in Porto, occupying a complete block, in front of the Praça da Batalha, between the Rua de Augusto Rosa (on its left) and the Travessa do Cativ (on its right), with the Rua do Cativo to the rear.The rectangular plan is covered in tile roofing, with its principal facade found on one of the two smaller sides, framed laterally by rustic cornerstones and accentuated by capricious urns and garlands. The "noble floor" with three arches on steeped pilasters is inscribed under columns with broad shafts and Ionian capitals, while the doors of the lodges are topped by interrupted pediments.Three loggias exist on extended balconies, over sills in the thickness of the walls and interconnected by a balcony running on 4 strong consoles in the same alignment as the ordering columns. The arches have a shutter in support and transition to the entablature, which opens a frieze corresponding to a mezzanine of three openings and bas-reliefs alluding to the human passions ("Pain", "Hate", "Kindness" and "Love"), subtitled on the architrave. Above, the denticulated cord ends at the frieze and the beginning of a strong cornice based on rebound corbels, which are dense, in a repetitive rhythm that runs throughout the building. Crowning the facade is the gable, rising over a high platform, with rhythmic fenestration and formal, ornamented balustrades. The lateral facades are symmetrical. On the ground floor, there are 3 arched doorways (topped by a running balcony and supported by 4 consoles), flanked by 2 small doors, with an interrupted curvilinear pediment. Here, 3 doors (that are repeated in the two successive upper floors) with balconies and sills, are interspersed between four, embedded Ionic pilasters. The set is flanked by strong masks, on intermediate floor, on which a window opens at the top, with small gap at the bottom. Corresponding to the stage area, there are high, open slits; in this area, the body of the theatre rises above the entablature, accompanying the broken forms or gables, underlined by the frame and ornamental strip. Interior On the ground floor, the vestibule occupies the whole width of the building, with access through the 3 doors of the main facade and lateral entranceways. From this space you can access the corridors leading to the audience seating or, to the side, the stairs to the upper floors. The avant-foyer and foyer are located on the first floor and occupy the entire width of the building, with two rooms for a restaurant and smoking room. With its double height, corresponding to the main hall and facade, the interior is profusely decorated along the windows and balustrades, with a wide oculus on the transition doors to the "avant-foyer". The two floors correspond to the first-order royal boxes, and, on the second floor, the second-order boxes. The "avant-foyer" and "foyer" allow circulation with its balconies. On the last floors are the galleries and the amphitheater, forming a single group of places, but with different accesses (one at the level of the lower floors and another at the level of the highest). On the first floor of the amphitheater is a storage room and a paint shop. From the ground floor, the stairs lead to the galleries and amphitheatres, by two direct, exterior entrances, along the lateral facades. The layout of the horseshoe-shaped hall holds 1328 seats, including the 6 large boxes, with one at the height of the first floor, intended as an alternative to a royal box. Between the audience and the stage is the orchestra pit, with independent entrances from the side facades. The stage and dressing rooms have side and rear entrances, that can be divided by a metallic cloth. References Notes Sources França, José Augusto, A Arte em Portugal no século XIX, vol. 2, Lisboa, 1990 (in Portuguese) Porto a Património Mundial (in Portuguese), Porto, Portugal, 1993 Cardoso, António (1994), "O Teatro Nacional de S. João", Pedido de Apoio a Projecto Piloto de Conservação do Património Arquitectónico Europeu (in Portuguese) QUARESMA, Maria Clementina de Carvalho (1995), Inventário Artístico de Portugal. Cidade do Porto (in Portuguese), Lisbon, Portugal Sá, José Manuel Vieira; Barroso, Eduardo Paz; Castro, Paulo Ludgero (1995), "Teatro Nacional S. João", Boletim IPPAR (in Portuguese), Porto, Portugal CARDOSO, António (1997), O Arquitecto José Marques da Silva e a Arquitectura no Norte do País na primeira metade do Séc. XX (in Portuguese), Porto, Portugal "Porto 1901/2001", Guia de Arquitectura Moderna (in Portuguese), Porto, Portugal, 2001 External links Official website of the Theatre

located in the administrative territorial entity

The São João Theatre (Portuguese: Teatro São João), commonly referred to as the São João National Theatre is a Portuguese theatre and concert venue in civil parish of Cedofeita, Santo Ildefonso, Sé, Miragaia, São Nicolau e Vitória, in the municipality of Porto, in northern Portugal. History The primitive theatre was constructed at the end of the 18th century (1796) by Italian Vicente Mazzoneschi, and inaugurated on 13 May 1798, as the Teatro do Príncipe (Prince's Theatre). It was named in honour of the prince-regent John VI, who later became King. The construction firm of Francisco de Almada Mendonça was charged with the project, and produced a four-story building with its principal facade decorated with the royal coat-of-arms under an inscription.But, on 11 April 1908, there was a fire, destroying the theatre interior, and a new structure was built on its former site. Before its destruction, the theatre had a markedly horseshoe-shaped plan. Its rounded ceiling was painted by Joaquim Rafael and had in 1856 received a new painting by Paulo Pizzi. The building included four rows of booths, with the booth for the royal family located centrally on the second floor. The large atrium, and the corridors large supported by access from large staircases. Along the second floor was a magnificent concert hall. Generally, the theatre had excellent acoustics. The stage wall was painted by Sequeira, but was later replaced in 1825 by paintings contracted to the Spaniard João Rodrigues, and later, Palucci. Until 1838, the theatre was lit by tallow candles, and later by similar candles lit by oil.On 11 April 1908, the Civil Governor nominated a commission to promote the construction of a new theatre.A competition opened on October 8, presided by engineer Basílio Alberto de Sousa Pinto, Xavier Esteves, Casimiro Jerónimo de Faria, architect José Marques da Silva and the director of public works, Isidro de Campos, whom immediately denounced the conditions of the tender. A new competition was announced a week later, based on slight alterations to the original provisions. Preliminary project proposals were accepted on 22 February 1910. It was Marques da Silva who obtained the first prize and João de Moura Coutinho de Almeida d'Eça, the runner-up. Before the competition was held, the winning project was designated to Moura Coutinho, then director of the Direcção das Obras Públicas (Directorate of Public Works) in Braga. The winning project was approved on 6 May, during a municipal session, with the work awarded to the company Soconstroi.Work began in 1911 under the direction of Porto architect José Marques da Silva. The inner, horseshoe-shaped concert hall included a ceiling painted by the artists José de Brito and Acácio Lino, while the entrance hall was decorated with sculptural work by Henrique Araújo Moreira, Diogo de Macedo and José Fernandes de Sousa Caldas. On the main facade, of sober design, are four reliefs representing four feelings: Kindness, Pain, Hatred and Love, created by Diogo de Macedo and Sousa Caldas. The building was complete in 1918. Its inauguration was held on 7 March 1920, with the presentation of Giuseppe Verdi's Aida.A projection area was constructed in 1932, and the theatre began to operate a cinema, then designated São João Cine.On 26 February 1982, the building was designated a Imóvel de Interesse Público (Property of Public Interest), under Decree 28/82 (Diário da República, Série 1, 47).In 1992, the theatre was acquired by the State from the family of Pinto da Costa. At that time, the work on the installation of security features and public services were undertaken on site. These were elaborated the following year with upgrades to dressing rooms, the stage, washrooms and remodelling of the electrical systems, which included the installation of an electrical generator.Two years later (23 November) a proposal was issued by the DRPorto, to reclassify the Theatre as a Portuguese National Monument. Following a period of remodelling, the theatre began to function regularly, under the designation the Teatro Nacional de São João (São João National Theatre). In addition to general cleaning, the work included the consolidation and restoration of the exterior facades, recuperation of the decorative sculptures, treatment of surfaces in pigmented mortar and the installation of new woods and iron.During the course of this transition, attempts to reclassify the institution continued; on 22 April 1996, a dispatch by the Vice-President of IPPAR, devolved to the DRPorto its proposal for reformulation. On 12 September 2005, a new proposal was issued by that entity. This new proposal was favourably accepted by the deliberative council of IGESPAR (the successor to IPPAR), which also proposed that no special protection area should be needed, owing to the sites inclusion with the broader Historical Zone of Porto (an area already designated). The process was ratified by the Secretário de Estado da Cultura (Secretary of State for Culture) on 14 October 2010. Architecture The theatre is centrally located in Porto, occupying a complete block, in front of the Praça da Batalha, between the Rua de Augusto Rosa (on its left) and the Travessa do Cativ (on its right), with the Rua do Cativo to the rear.The rectangular plan is covered in tile roofing, with its principal facade found on one of the two smaller sides, framed laterally by rustic cornerstones and accentuated by capricious urns and garlands. The "noble floor" with three arches on steeped pilasters is inscribed under columns with broad shafts and Ionian capitals, while the doors of the lodges are topped by interrupted pediments.Three loggias exist on extended balconies, over sills in the thickness of the walls and interconnected by a balcony running on 4 strong consoles in the same alignment as the ordering columns. The arches have a shutter in support and transition to the entablature, which opens a frieze corresponding to a mezzanine of three openings and bas-reliefs alluding to the human passions ("Pain", "Hate", "Kindness" and "Love"), subtitled on the architrave. Above, the denticulated cord ends at the frieze and the beginning of a strong cornice based on rebound corbels, which are dense, in a repetitive rhythm that runs throughout the building. Crowning the facade is the gable, rising over a high platform, with rhythmic fenestration and formal, ornamented balustrades. The lateral facades are symmetrical. On the ground floor, there are 3 arched doorways (topped by a running balcony and supported by 4 consoles), flanked by 2 small doors, with an interrupted curvilinear pediment. Here, 3 doors (that are repeated in the two successive upper floors) with balconies and sills, are interspersed between four, embedded Ionic pilasters. The set is flanked by strong masks, on intermediate floor, on which a window opens at the top, with small gap at the bottom. Corresponding to the stage area, there are high, open slits; in this area, the body of the theatre rises above the entablature, accompanying the broken forms or gables, underlined by the frame and ornamental strip. Interior On the ground floor, the vestibule occupies the whole width of the building, with access through the 3 doors of the main facade and lateral entranceways. From this space you can access the corridors leading to the audience seating or, to the side, the stairs to the upper floors. The avant-foyer and foyer are located on the first floor and occupy the entire width of the building, with two rooms for a restaurant and smoking room. With its double height, corresponding to the main hall and facade, the interior is profusely decorated along the windows and balustrades, with a wide oculus on the transition doors to the "avant-foyer". The two floors correspond to the first-order royal boxes, and, on the second floor, the second-order boxes. The "avant-foyer" and "foyer" allow circulation with its balconies. On the last floors are the galleries and the amphitheater, forming a single group of places, but with different accesses (one at the level of the lower floors and another at the level of the highest). On the first floor of the amphitheater is a storage room and a paint shop. From the ground floor, the stairs lead to the galleries and amphitheatres, by two direct, exterior entrances, along the lateral facades. The layout of the horseshoe-shaped hall holds 1328 seats, including the 6 large boxes, with one at the height of the first floor, intended as an alternative to a royal box. Between the audience and the stage is the orchestra pit, with independent entrances from the side facades. The stage and dressing rooms have side and rear entrances, that can be divided by a metallic cloth. References Notes Sources França, José Augusto, A Arte em Portugal no século XIX, vol. 2, Lisboa, 1990 (in Portuguese) Porto a Património Mundial (in Portuguese), Porto, Portugal, 1993 Cardoso, António (1994), "O Teatro Nacional de S. João", Pedido de Apoio a Projecto Piloto de Conservação do Património Arquitectónico Europeu (in Portuguese) QUARESMA, Maria Clementina de Carvalho (1995), Inventário Artístico de Portugal. Cidade do Porto (in Portuguese), Lisbon, Portugal Sá, José Manuel Vieira; Barroso, Eduardo Paz; Castro, Paulo Ludgero (1995), "Teatro Nacional S. João", Boletim IPPAR (in Portuguese), Porto, Portugal CARDOSO, António (1997), O Arquitecto José Marques da Silva e a Arquitectura no Norte do País na primeira metade do Séc. XX (in Portuguese), Porto, Portugal "Porto 1901/2001", Guia de Arquitectura Moderna (in Portuguese), Porto, Portugal, 2001 External links Official website of the Theatre

location

The São João Theatre (Portuguese: Teatro São João), commonly referred to as the São João National Theatre is a Portuguese theatre and concert venue in civil parish of Cedofeita, Santo Ildefonso, Sé, Miragaia, São Nicolau e Vitória, in the municipality of Porto, in northern Portugal. History The primitive theatre was constructed at the end of the 18th century (1796) by Italian Vicente Mazzoneschi, and inaugurated on 13 May 1798, as the Teatro do Príncipe (Prince's Theatre). It was named in honour of the prince-regent John VI, who later became King. The construction firm of Francisco de Almada Mendonça was charged with the project, and produced a four-story building with its principal facade decorated with the royal coat-of-arms under an inscription.But, on 11 April 1908, there was a fire, destroying the theatre interior, and a new structure was built on its former site. Before its destruction, the theatre had a markedly horseshoe-shaped plan. Its rounded ceiling was painted by Joaquim Rafael and had in 1856 received a new painting by Paulo Pizzi. The building included four rows of booths, with the booth for the royal family located centrally on the second floor. The large atrium, and the corridors large supported by access from large staircases. Along the second floor was a magnificent concert hall. Generally, the theatre had excellent acoustics. The stage wall was painted by Sequeira, but was later replaced in 1825 by paintings contracted to the Spaniard João Rodrigues, and later, Palucci. Until 1838, the theatre was lit by tallow candles, and later by similar candles lit by oil.On 11 April 1908, the Civil Governor nominated a commission to promote the construction of a new theatre.A competition opened on October 8, presided by engineer Basílio Alberto de Sousa Pinto, Xavier Esteves, Casimiro Jerónimo de Faria, architect José Marques da Silva and the director of public works, Isidro de Campos, whom immediately denounced the conditions of the tender. A new competition was announced a week later, based on slight alterations to the original provisions. Preliminary project proposals were accepted on 22 February 1910. It was Marques da Silva who obtained the first prize and João de Moura Coutinho de Almeida d'Eça, the runner-up. Before the competition was held, the winning project was designated to Moura Coutinho, then director of the Direcção das Obras Públicas (Directorate of Public Works) in Braga. The winning project was approved on 6 May, during a municipal session, with the work awarded to the company Soconstroi.Work began in 1911 under the direction of Porto architect José Marques da Silva. The inner, horseshoe-shaped concert hall included a ceiling painted by the artists José de Brito and Acácio Lino, while the entrance hall was decorated with sculptural work by Henrique Araújo Moreira, Diogo de Macedo and José Fernandes de Sousa Caldas. On the main facade, of sober design, are four reliefs representing four feelings: Kindness, Pain, Hatred and Love, created by Diogo de Macedo and Sousa Caldas. The building was complete in 1918. Its inauguration was held on 7 March 1920, with the presentation of Giuseppe Verdi's Aida.A projection area was constructed in 1932, and the theatre began to operate a cinema, then designated São João Cine.On 26 February 1982, the building was designated a Imóvel de Interesse Público (Property of Public Interest), under Decree 28/82 (Diário da República, Série 1, 47).In 1992, the theatre was acquired by the State from the family of Pinto da Costa. At that time, the work on the installation of security features and public services were undertaken on site. These were elaborated the following year with upgrades to dressing rooms, the stage, washrooms and remodelling of the electrical systems, which included the installation of an electrical generator.Two years later (23 November) a proposal was issued by the DRPorto, to reclassify the Theatre as a Portuguese National Monument. Following a period of remodelling, the theatre began to function regularly, under the designation the Teatro Nacional de São João (São João National Theatre). In addition to general cleaning, the work included the consolidation and restoration of the exterior facades, recuperation of the decorative sculptures, treatment of surfaces in pigmented mortar and the installation of new woods and iron.During the course of this transition, attempts to reclassify the institution continued; on 22 April 1996, a dispatch by the Vice-President of IPPAR, devolved to the DRPorto its proposal for reformulation. On 12 September 2005, a new proposal was issued by that entity. This new proposal was favourably accepted by the deliberative council of IGESPAR (the successor to IPPAR), which also proposed that no special protection area should be needed, owing to the sites inclusion with the broader Historical Zone of Porto (an area already designated). The process was ratified by the Secretário de Estado da Cultura (Secretary of State for Culture) on 14 October 2010. Architecture The theatre is centrally located in Porto, occupying a complete block, in front of the Praça da Batalha, between the Rua de Augusto Rosa (on its left) and the Travessa do Cativ (on its right), with the Rua do Cativo to the rear.The rectangular plan is covered in tile roofing, with its principal facade found on one of the two smaller sides, framed laterally by rustic cornerstones and accentuated by capricious urns and garlands. The "noble floor" with three arches on steeped pilasters is inscribed under columns with broad shafts and Ionian capitals, while the doors of the lodges are topped by interrupted pediments.Three loggias exist on extended balconies, over sills in the thickness of the walls and interconnected by a balcony running on 4 strong consoles in the same alignment as the ordering columns. The arches have a shutter in support and transition to the entablature, which opens a frieze corresponding to a mezzanine of three openings and bas-reliefs alluding to the human passions ("Pain", "Hate", "Kindness" and "Love"), subtitled on the architrave. Above, the denticulated cord ends at the frieze and the beginning of a strong cornice based on rebound corbels, which are dense, in a repetitive rhythm that runs throughout the building. Crowning the facade is the gable, rising over a high platform, with rhythmic fenestration and formal, ornamented balustrades. The lateral facades are symmetrical. On the ground floor, there are 3 arched doorways (topped by a running balcony and supported by 4 consoles), flanked by 2 small doors, with an interrupted curvilinear pediment. Here, 3 doors (that are repeated in the two successive upper floors) with balconies and sills, are interspersed between four, embedded Ionic pilasters. The set is flanked by strong masks, on intermediate floor, on which a window opens at the top, with small gap at the bottom. Corresponding to the stage area, there are high, open slits; in this area, the body of the theatre rises above the entablature, accompanying the broken forms or gables, underlined by the frame and ornamental strip. Interior On the ground floor, the vestibule occupies the whole width of the building, with access through the 3 doors of the main facade and lateral entranceways. From this space you can access the corridors leading to the audience seating or, to the side, the stairs to the upper floors. The avant-foyer and foyer are located on the first floor and occupy the entire width of the building, with two rooms for a restaurant and smoking room. With its double height, corresponding to the main hall and facade, the interior is profusely decorated along the windows and balustrades, with a wide oculus on the transition doors to the "avant-foyer". The two floors correspond to the first-order royal boxes, and, on the second floor, the second-order boxes. The "avant-foyer" and "foyer" allow circulation with its balconies. On the last floors are the galleries and the amphitheater, forming a single group of places, but with different accesses (one at the level of the lower floors and another at the level of the highest). On the first floor of the amphitheater is a storage room and a paint shop. From the ground floor, the stairs lead to the galleries and amphitheatres, by two direct, exterior entrances, along the lateral facades. The layout of the horseshoe-shaped hall holds 1328 seats, including the 6 large boxes, with one at the height of the first floor, intended as an alternative to a royal box. Between the audience and the stage is the orchestra pit, with independent entrances from the side facades. The stage and dressing rooms have side and rear entrances, that can be divided by a metallic cloth. References Notes Sources França, José Augusto, A Arte em Portugal no século XIX, vol. 2, Lisboa, 1990 (in Portuguese) Porto a Património Mundial (in Portuguese), Porto, Portugal, 1993 Cardoso, António (1994), "O Teatro Nacional de S. João", Pedido de Apoio a Projecto Piloto de Conservação do Património Arquitectónico Europeu (in Portuguese) QUARESMA, Maria Clementina de Carvalho (1995), Inventário Artístico de Portugal. Cidade do Porto (in Portuguese), Lisbon, Portugal Sá, José Manuel Vieira; Barroso, Eduardo Paz; Castro, Paulo Ludgero (1995), "Teatro Nacional S. João", Boletim IPPAR (in Portuguese), Porto, Portugal CARDOSO, António (1997), O Arquitecto José Marques da Silva e a Arquitectura no Norte do País na primeira metade do Séc. XX (in Portuguese), Porto, Portugal "Porto 1901/2001", Guia de Arquitectura Moderna (in Portuguese), Porto, Portugal, 2001 External links Official website of the Theatre

occupant

The São João Theatre (Portuguese: Teatro São João), commonly referred to as the São João National Theatre is a Portuguese theatre and concert venue in civil parish of Cedofeita, Santo Ildefonso, Sé, Miragaia, São Nicolau e Vitória, in the municipality of Porto, in northern Portugal. History The primitive theatre was constructed at the end of the 18th century (1796) by Italian Vicente Mazzoneschi, and inaugurated on 13 May 1798, as the Teatro do Príncipe (Prince's Theatre). It was named in honour of the prince-regent John VI, who later became King. The construction firm of Francisco de Almada Mendonça was charged with the project, and produced a four-story building with its principal facade decorated with the royal coat-of-arms under an inscription.But, on 11 April 1908, there was a fire, destroying the theatre interior, and a new structure was built on its former site. Before its destruction, the theatre had a markedly horseshoe-shaped plan. Its rounded ceiling was painted by Joaquim Rafael and had in 1856 received a new painting by Paulo Pizzi. The building included four rows of booths, with the booth for the royal family located centrally on the second floor. The large atrium, and the corridors large supported by access from large staircases. Along the second floor was a magnificent concert hall. Generally, the theatre had excellent acoustics. The stage wall was painted by Sequeira, but was later replaced in 1825 by paintings contracted to the Spaniard João Rodrigues, and later, Palucci. Until 1838, the theatre was lit by tallow candles, and later by similar candles lit by oil.On 11 April 1908, the Civil Governor nominated a commission to promote the construction of a new theatre.A competition opened on October 8, presided by engineer Basílio Alberto de Sousa Pinto, Xavier Esteves, Casimiro Jerónimo de Faria, architect José Marques da Silva and the director of public works, Isidro de Campos, whom immediately denounced the conditions of the tender. A new competition was announced a week later, based on slight alterations to the original provisions. Preliminary project proposals were accepted on 22 February 1910. It was Marques da Silva who obtained the first prize and João de Moura Coutinho de Almeida d'Eça, the runner-up. Before the competition was held, the winning project was designated to Moura Coutinho, then director of the Direcção das Obras Públicas (Directorate of Public Works) in Braga. The winning project was approved on 6 May, during a municipal session, with the work awarded to the company Soconstroi.Work began in 1911 under the direction of Porto architect José Marques da Silva. The inner, horseshoe-shaped concert hall included a ceiling painted by the artists José de Brito and Acácio Lino, while the entrance hall was decorated with sculptural work by Henrique Araújo Moreira, Diogo de Macedo and José Fernandes de Sousa Caldas. On the main facade, of sober design, are four reliefs representing four feelings: Kindness, Pain, Hatred and Love, created by Diogo de Macedo and Sousa Caldas. The building was complete in 1918. Its inauguration was held on 7 March 1920, with the presentation of Giuseppe Verdi's Aida.A projection area was constructed in 1932, and the theatre began to operate a cinema, then designated São João Cine.On 26 February 1982, the building was designated a Imóvel de Interesse Público (Property of Public Interest), under Decree 28/82 (Diário da República, Série 1, 47).In 1992, the theatre was acquired by the State from the family of Pinto da Costa. At that time, the work on the installation of security features and public services were undertaken on site. These were elaborated the following year with upgrades to dressing rooms, the stage, washrooms and remodelling of the electrical systems, which included the installation of an electrical generator.Two years later (23 November) a proposal was issued by the DRPorto, to reclassify the Theatre as a Portuguese National Monument. Following a period of remodelling, the theatre began to function regularly, under the designation the Teatro Nacional de São João (São João National Theatre). In addition to general cleaning, the work included the consolidation and restoration of the exterior facades, recuperation of the decorative sculptures, treatment of surfaces in pigmented mortar and the installation of new woods and iron.During the course of this transition, attempts to reclassify the institution continued; on 22 April 1996, a dispatch by the Vice-President of IPPAR, devolved to the DRPorto its proposal for reformulation. On 12 September 2005, a new proposal was issued by that entity. This new proposal was favourably accepted by the deliberative council of IGESPAR (the successor to IPPAR), which also proposed that no special protection area should be needed, owing to the sites inclusion with the broader Historical Zone of Porto (an area already designated). The process was ratified by the Secretário de Estado da Cultura (Secretary of State for Culture) on 14 October 2010. Architecture The theatre is centrally located in Porto, occupying a complete block, in front of the Praça da Batalha, between the Rua de Augusto Rosa (on its left) and the Travessa do Cativ (on its right), with the Rua do Cativo to the rear.The rectangular plan is covered in tile roofing, with its principal facade found on one of the two smaller sides, framed laterally by rustic cornerstones and accentuated by capricious urns and garlands. The "noble floor" with three arches on steeped pilasters is inscribed under columns with broad shafts and Ionian capitals, while the doors of the lodges are topped by interrupted pediments.Three loggias exist on extended balconies, over sills in the thickness of the walls and interconnected by a balcony running on 4 strong consoles in the same alignment as the ordering columns. The arches have a shutter in support and transition to the entablature, which opens a frieze corresponding to a mezzanine of three openings and bas-reliefs alluding to the human passions ("Pain", "Hate", "Kindness" and "Love"), subtitled on the architrave. Above, the denticulated cord ends at the frieze and the beginning of a strong cornice based on rebound corbels, which are dense, in a repetitive rhythm that runs throughout the building. Crowning the facade is the gable, rising over a high platform, with rhythmic fenestration and formal, ornamented balustrades. The lateral facades are symmetrical. On the ground floor, there are 3 arched doorways (topped by a running balcony and supported by 4 consoles), flanked by 2 small doors, with an interrupted curvilinear pediment. Here, 3 doors (that are repeated in the two successive upper floors) with balconies and sills, are interspersed between four, embedded Ionic pilasters. The set is flanked by strong masks, on intermediate floor, on which a window opens at the top, with small gap at the bottom. Corresponding to the stage area, there are high, open slits; in this area, the body of the theatre rises above the entablature, accompanying the broken forms or gables, underlined by the frame and ornamental strip. Interior On the ground floor, the vestibule occupies the whole width of the building, with access through the 3 doors of the main facade and lateral entranceways. From this space you can access the corridors leading to the audience seating or, to the side, the stairs to the upper floors. The avant-foyer and foyer are located on the first floor and occupy the entire width of the building, with two rooms for a restaurant and smoking room. With its double height, corresponding to the main hall and facade, the interior is profusely decorated along the windows and balustrades, with a wide oculus on the transition doors to the "avant-foyer". The two floors correspond to the first-order royal boxes, and, on the second floor, the second-order boxes. The "avant-foyer" and "foyer" allow circulation with its balconies. On the last floors are the galleries and the amphitheater, forming a single group of places, but with different accesses (one at the level of the lower floors and another at the level of the highest). On the first floor of the amphitheater is a storage room and a paint shop. From the ground floor, the stairs lead to the galleries and amphitheatres, by two direct, exterior entrances, along the lateral facades. The layout of the horseshoe-shaped hall holds 1328 seats, including the 6 large boxes, with one at the height of the first floor, intended as an alternative to a royal box. Between the audience and the stage is the orchestra pit, with independent entrances from the side facades. The stage and dressing rooms have side and rear entrances, that can be divided by a metallic cloth. References Notes Sources França, José Augusto, A Arte em Portugal no século XIX, vol. 2, Lisboa, 1990 (in Portuguese) Porto a Património Mundial (in Portuguese), Porto, Portugal, 1993 Cardoso, António (1994), "O Teatro Nacional de S. João", Pedido de Apoio a Projecto Piloto de Conservação do Património Arquitectónico Europeu (in Portuguese) QUARESMA, Maria Clementina de Carvalho (1995), Inventário Artístico de Portugal. Cidade do Porto (in Portuguese), Lisbon, Portugal Sá, José Manuel Vieira; Barroso, Eduardo Paz; Castro, Paulo Ludgero (1995), "Teatro Nacional S. João", Boletim IPPAR (in Portuguese), Porto, Portugal CARDOSO, António (1997), O Arquitecto José Marques da Silva e a Arquitectura no Norte do País na primeira metade do Séc. XX (in Portuguese), Porto, Portugal "Porto 1901/2001", Guia de Arquitectura Moderna (in Portuguese), Porto, Portugal, 2001 External links Official website of the Theatre

uses

Maharaja Agrasen University is a private university located at the HIMUDA Education Hub, near the village Kallujhanda, District Solan, Himachal Pradesh, India. It was founded by Nand Kishore Garg in the town of Barotiwala in 2013. The university established under Maharaja Agrasen (Establishment and Regulation) Act, 2012 (Act. No. 15 of 2013). Campus The campus spans 16 acres (0.065 km2) and has a hilly environment. Organisation and administration Maharaja Agrasen University has seven schools for undergraduates and postgraduates: Institute of technology of Maharaja Agrasen University University School of Architecture & Design School of Management School of Law School of Pharmacy School of Humanities, and the School of Applied Science. Academics Academic programmes Maharaja Agrasen University offers ten arts, commerce, law and sciences programs, four engineering programs, two management programs and one architecture program. MOUs with other Universities A Memoranda of understanding (MoU) has been signed with Ghana Technology University College in Ghana. Approval Like all universities in India, Maharaja Agrasen University is recognised by the University Grants Commission (India) (UGC), which has also sent an expert committee and accepted compliance of observations and deficiencies. Student life Residential life Maharaja Agrasen University requires its students to live on campus for the first four years of undergraduate and two years of postgraduate life. This is part of an administration effort to help students connect more closely with one another and sustain a sense of belonging in the Maharaja Agrasen University community. Students can choose to reside on either campus or outside campus, although the majority of students choose to live on campus. Campus provides housing for over 450 students in hostel buildings. Activities Maharaja Agrasen University organized a two-day National Seminar on Corporate Social Responsibility for Sustainable and Inclusive Growth in its campus. The Seminar was organised in collaboration with Himachal Pradesh Commerce and Management Association (HPCMA). Prof. A.D.N. Bajpai was the chief guest of the seminar and gave a vivid picture of social activities undertaken by the Himachal University in his tenure. Notable alumni Angad Singh, Punjab MLA References External links Official website

country

Maharaja Agrasen University is a private university located at the HIMUDA Education Hub, near the village Kallujhanda, District Solan, Himachal Pradesh, India. It was founded by Nand Kishore Garg in the town of Barotiwala in 2013. The university established under Maharaja Agrasen (Establishment and Regulation) Act, 2012 (Act. No. 15 of 2013). Campus The campus spans 16 acres (0.065 km2) and has a hilly environment. Organisation and administration Maharaja Agrasen University has seven schools for undergraduates and postgraduates: Institute of technology of Maharaja Agrasen University University School of Architecture & Design School of Management School of Law School of Pharmacy School of Humanities, and the School of Applied Science. Academics Academic programmes Maharaja Agrasen University offers ten arts, commerce, law and sciences programs, four engineering programs, two management programs and one architecture program. MOUs with other Universities A Memoranda of understanding (MoU) has been signed with Ghana Technology University College in Ghana. Approval Like all universities in India, Maharaja Agrasen University is recognised by the University Grants Commission (India) (UGC), which has also sent an expert committee and accepted compliance of observations and deficiencies. Student life Residential life Maharaja Agrasen University requires its students to live on campus for the first four years of undergraduate and two years of postgraduate life. This is part of an administration effort to help students connect more closely with one another and sustain a sense of belonging in the Maharaja Agrasen University community. Students can choose to reside on either campus or outside campus, although the majority of students choose to live on campus. Campus provides housing for over 450 students in hostel buildings. Activities Maharaja Agrasen University organized a two-day National Seminar on Corporate Social Responsibility for Sustainable and Inclusive Growth in its campus. The Seminar was organised in collaboration with Himachal Pradesh Commerce and Management Association (HPCMA). Prof. A.D.N. Bajpai was the chief guest of the seminar and gave a vivid picture of social activities undertaken by the Himachal University in his tenure. Notable alumni Angad Singh, Punjab MLA References External links Official website

instance of

Greg Butler may refer to: Greg Butler (basketball), American basketball player Greg Butler (swimmer), English swimmer Greg Butler (visual effects supervisor), American visual effects supervisor See also Gregg Butler, gridiron football player

family name

Greg Butler may refer to: Greg Butler (basketball), American basketball player Greg Butler (swimmer), English swimmer Greg Butler (visual effects supervisor), American visual effects supervisor See also Gregg Butler, gridiron football player

given name

Greg Butler may refer to: Greg Butler (basketball), American basketball player Greg Butler (swimmer), English swimmer Greg Butler (visual effects supervisor), American visual effects supervisor See also Gregg Butler, gridiron football player

different from

Greg Butler may refer to: Greg Butler (basketball), American basketball player Greg Butler (swimmer), English swimmer Greg Butler (visual effects supervisor), American visual effects supervisor See also Gregg Butler, gridiron football player

occupation

Greg Butler may refer to: Greg Butler (basketball), American basketball player Greg Butler (swimmer), English swimmer Greg Butler (visual effects supervisor), American visual effects supervisor See also Gregg Butler, gridiron football player

native language

Greg Butler may refer to: Greg Butler (basketball), American basketball player Greg Butler (swimmer), English swimmer Greg Butler (visual effects supervisor), American visual effects supervisor See also Gregg Butler, gridiron football player

sport

Hilda Nilsson (24 May 1876 – 10 August 1917) was a Swedish serial killer from Helsingborg who became known as "the angel maker on Bruks Street". She is one of Sweden's most notorious female serial killers. In 1917, she was imprisoned for murdering eight children. Her trial, which included a mental examination, began on 2 June 1917. At the conclusion of the trial on 15 June 1917, she was sentenced to death. She escaped execution by committing suicide while in jail in Landskrona. She hung herself with a linen cloth which she had tied to a cell door, and was thus the last person sentenced to death in Sweden not to have the sentence commuted. Background Hilda Nilsson and her husband Gustaf lived in Helsingborg. The couple had accrued large debts and needed a way to pay their bills.As a way to raise cash, Nilsson cared for infants in return for money from unmarried mothers who needed help. At that time, having a child outside of marriage was a shameful moral crime, and caring for these children for a fee (known as baby farming) was a common practice.Nilsson kept her home in a good, clean condition, which made mothers more willing to leave their unwanted children in her care. However, the small sums of money she received was far from what she needed to support all the children she had agreed to look after. Murders Nilsson murdered the children she took care of shortly after their mothers left them in her care. This was possible because the authorities rarely knew of these babies' existence. Furthermore, the mothers almost never came back to learn how their children were doing.One method Nilsson used for murdering the children was to put them into a washtub and then place heavy objects—such as a washboard and coal scuttle—on top of them. She then left the room and returned hours later when the children were dead. The next step in her procedure was to burn their bodies. On occasions when she did not burn them, she dug graves and buried them.Nilsson was different from other baby-farmer child killers of that time, in that she actively killed the children. Most others simply left the children with insufficient food and in unhealthy living conditions which led to their death. Discovery, trial and sentence Nilsson's crimes were discovered when a woman named Blenda Henricsson wanted to contact her child. When Nilsson refused contact, Henricsson asked the police to investigate. The police soon found ample incriminating evidence of the murders.Nilsson was sentenced to death by guillotine for eight murders. Before the punishment could be carried out, she died from suicide by hanging on 10 August 1917.She was the last death penalty prisoner in Swedish history whose sentence was not commuted. See also List of serial killers by country Notes References External links Media related to Hilda Nilsson at Wikimedia Commons

place of birth

Hilda Nilsson (24 May 1876 – 10 August 1917) was a Swedish serial killer from Helsingborg who became known as "the angel maker on Bruks Street". She is one of Sweden's most notorious female serial killers. In 1917, she was imprisoned for murdering eight children. Her trial, which included a mental examination, began on 2 June 1917. At the conclusion of the trial on 15 June 1917, she was sentenced to death. She escaped execution by committing suicide while in jail in Landskrona. She hung herself with a linen cloth which she had tied to a cell door, and was thus the last person sentenced to death in Sweden not to have the sentence commuted. Background Hilda Nilsson and her husband Gustaf lived in Helsingborg. The couple had accrued large debts and needed a way to pay their bills.As a way to raise cash, Nilsson cared for infants in return for money from unmarried mothers who needed help. At that time, having a child outside of marriage was a shameful moral crime, and caring for these children for a fee (known as baby farming) was a common practice.Nilsson kept her home in a good, clean condition, which made mothers more willing to leave their unwanted children in her care. However, the small sums of money she received was far from what she needed to support all the children she had agreed to look after. Murders Nilsson murdered the children she took care of shortly after their mothers left them in her care. This was possible because the authorities rarely knew of these babies' existence. Furthermore, the mothers almost never came back to learn how their children were doing.One method Nilsson used for murdering the children was to put them into a washtub and then place heavy objects—such as a washboard and coal scuttle—on top of them. She then left the room and returned hours later when the children were dead. The next step in her procedure was to burn their bodies. On occasions when she did not burn them, she dug graves and buried them.Nilsson was different from other baby-farmer child killers of that time, in that she actively killed the children. Most others simply left the children with insufficient food and in unhealthy living conditions which led to their death. Discovery, trial and sentence Nilsson's crimes were discovered when a woman named Blenda Henricsson wanted to contact her child. When Nilsson refused contact, Henricsson asked the police to investigate. The police soon found ample incriminating evidence of the murders.Nilsson was sentenced to death by guillotine for eight murders. Before the punishment could be carried out, she died from suicide by hanging on 10 August 1917.She was the last death penalty prisoner in Swedish history whose sentence was not commuted. See also List of serial killers by country Notes References External links Media related to Hilda Nilsson at Wikimedia Commons

place of death

Hilda Nilsson (24 May 1876 – 10 August 1917) was a Swedish serial killer from Helsingborg who became known as "the angel maker on Bruks Street". She is one of Sweden's most notorious female serial killers. In 1917, she was imprisoned for murdering eight children. Her trial, which included a mental examination, began on 2 June 1917. At the conclusion of the trial on 15 June 1917, she was sentenced to death. She escaped execution by committing suicide while in jail in Landskrona. She hung herself with a linen cloth which she had tied to a cell door, and was thus the last person sentenced to death in Sweden not to have the sentence commuted. Background Hilda Nilsson and her husband Gustaf lived in Helsingborg. The couple had accrued large debts and needed a way to pay their bills.As a way to raise cash, Nilsson cared for infants in return for money from unmarried mothers who needed help. At that time, having a child outside of marriage was a shameful moral crime, and caring for these children for a fee (known as baby farming) was a common practice.Nilsson kept her home in a good, clean condition, which made mothers more willing to leave their unwanted children in her care. However, the small sums of money she received was far from what she needed to support all the children she had agreed to look after. Murders Nilsson murdered the children she took care of shortly after their mothers left them in her care. This was possible because the authorities rarely knew of these babies' existence. Furthermore, the mothers almost never came back to learn how their children were doing.One method Nilsson used for murdering the children was to put them into a washtub and then place heavy objects—such as a washboard and coal scuttle—on top of them. She then left the room and returned hours later when the children were dead. The next step in her procedure was to burn their bodies. On occasions when she did not burn them, she dug graves and buried them.Nilsson was different from other baby-farmer child killers of that time, in that she actively killed the children. Most others simply left the children with insufficient food and in unhealthy living conditions which led to their death. Discovery, trial and sentence Nilsson's crimes were discovered when a woman named Blenda Henricsson wanted to contact her child. When Nilsson refused contact, Henricsson asked the police to investigate. The police soon found ample incriminating evidence of the murders.Nilsson was sentenced to death by guillotine for eight murders. Before the punishment could be carried out, she died from suicide by hanging on 10 August 1917.She was the last death penalty prisoner in Swedish history whose sentence was not commuted. See also List of serial killers by country Notes References External links Media related to Hilda Nilsson at Wikimedia Commons

sex or gender

Hilda Nilsson (24 May 1876 – 10 August 1917) was a Swedish serial killer from Helsingborg who became known as "the angel maker on Bruks Street". She is one of Sweden's most notorious female serial killers. In 1917, she was imprisoned for murdering eight children. Her trial, which included a mental examination, began on 2 June 1917. At the conclusion of the trial on 15 June 1917, she was sentenced to death. She escaped execution by committing suicide while in jail in Landskrona. She hung herself with a linen cloth which she had tied to a cell door, and was thus the last person sentenced to death in Sweden not to have the sentence commuted. Background Hilda Nilsson and her husband Gustaf lived in Helsingborg. The couple had accrued large debts and needed a way to pay their bills.As a way to raise cash, Nilsson cared for infants in return for money from unmarried mothers who needed help. At that time, having a child outside of marriage was a shameful moral crime, and caring for these children for a fee (known as baby farming) was a common practice.Nilsson kept her home in a good, clean condition, which made mothers more willing to leave their unwanted children in her care. However, the small sums of money she received was far from what she needed to support all the children she had agreed to look after. Murders Nilsson murdered the children she took care of shortly after their mothers left them in her care. This was possible because the authorities rarely knew of these babies' existence. Furthermore, the mothers almost never came back to learn how their children were doing.One method Nilsson used for murdering the children was to put them into a washtub and then place heavy objects—such as a washboard and coal scuttle—on top of them. She then left the room and returned hours later when the children were dead. The next step in her procedure was to burn their bodies. On occasions when she did not burn them, she dug graves and buried them.Nilsson was different from other baby-farmer child killers of that time, in that she actively killed the children. Most others simply left the children with insufficient food and in unhealthy living conditions which led to their death. Discovery, trial and sentence Nilsson's crimes were discovered when a woman named Blenda Henricsson wanted to contact her child. When Nilsson refused contact, Henricsson asked the police to investigate. The police soon found ample incriminating evidence of the murders.Nilsson was sentenced to death by guillotine for eight murders. Before the punishment could be carried out, she died from suicide by hanging on 10 August 1917.She was the last death penalty prisoner in Swedish history whose sentence was not commuted. See also List of serial killers by country Notes References External links Media related to Hilda Nilsson at Wikimedia Commons

country of citizenship

Hilda Nilsson (24 May 1876 – 10 August 1917) was a Swedish serial killer from Helsingborg who became known as "the angel maker on Bruks Street". She is one of Sweden's most notorious female serial killers. In 1917, she was imprisoned for murdering eight children. Her trial, which included a mental examination, began on 2 June 1917. At the conclusion of the trial on 15 June 1917, she was sentenced to death. She escaped execution by committing suicide while in jail in Landskrona. She hung herself with a linen cloth which she had tied to a cell door, and was thus the last person sentenced to death in Sweden not to have the sentence commuted. Background Hilda Nilsson and her husband Gustaf lived in Helsingborg. The couple had accrued large debts and needed a way to pay their bills.As a way to raise cash, Nilsson cared for infants in return for money from unmarried mothers who needed help. At that time, having a child outside of marriage was a shameful moral crime, and caring for these children for a fee (known as baby farming) was a common practice.Nilsson kept her home in a good, clean condition, which made mothers more willing to leave their unwanted children in her care. However, the small sums of money she received was far from what she needed to support all the children she had agreed to look after. Murders Nilsson murdered the children she took care of shortly after their mothers left them in her care. This was possible because the authorities rarely knew of these babies' existence. Furthermore, the mothers almost never came back to learn how their children were doing.One method Nilsson used for murdering the children was to put them into a washtub and then place heavy objects—such as a washboard and coal scuttle—on top of them. She then left the room and returned hours later when the children were dead. The next step in her procedure was to burn their bodies. On occasions when she did not burn them, she dug graves and buried them.Nilsson was different from other baby-farmer child killers of that time, in that she actively killed the children. Most others simply left the children with insufficient food and in unhealthy living conditions which led to their death. Discovery, trial and sentence Nilsson's crimes were discovered when a woman named Blenda Henricsson wanted to contact her child. When Nilsson refused contact, Henricsson asked the police to investigate. The police soon found ample incriminating evidence of the murders.Nilsson was sentenced to death by guillotine for eight murders. Before the punishment could be carried out, she died from suicide by hanging on 10 August 1917.She was the last death penalty prisoner in Swedish history whose sentence was not commuted. See also List of serial killers by country Notes References External links Media related to Hilda Nilsson at Wikimedia Commons

occupation

Hilda Nilsson (24 May 1876 – 10 August 1917) was a Swedish serial killer from Helsingborg who became known as "the angel maker on Bruks Street". She is one of Sweden's most notorious female serial killers. In 1917, she was imprisoned for murdering eight children. Her trial, which included a mental examination, began on 2 June 1917. At the conclusion of the trial on 15 June 1917, she was sentenced to death. She escaped execution by committing suicide while in jail in Landskrona. She hung herself with a linen cloth which she had tied to a cell door, and was thus the last person sentenced to death in Sweden not to have the sentence commuted. Background Hilda Nilsson and her husband Gustaf lived in Helsingborg. The couple had accrued large debts and needed a way to pay their bills.As a way to raise cash, Nilsson cared for infants in return for money from unmarried mothers who needed help. At that time, having a child outside of marriage was a shameful moral crime, and caring for these children for a fee (known as baby farming) was a common practice.Nilsson kept her home in a good, clean condition, which made mothers more willing to leave their unwanted children in her care. However, the small sums of money she received was far from what she needed to support all the children she had agreed to look after. Murders Nilsson murdered the children she took care of shortly after their mothers left them in her care. This was possible because the authorities rarely knew of these babies' existence. Furthermore, the mothers almost never came back to learn how their children were doing.One method Nilsson used for murdering the children was to put them into a washtub and then place heavy objects—such as a washboard and coal scuttle—on top of them. She then left the room and returned hours later when the children were dead. The next step in her procedure was to burn their bodies. On occasions when she did not burn them, she dug graves and buried them.Nilsson was different from other baby-farmer child killers of that time, in that she actively killed the children. Most others simply left the children with insufficient food and in unhealthy living conditions which led to their death. Discovery, trial and sentence Nilsson's crimes were discovered when a woman named Blenda Henricsson wanted to contact her child. When Nilsson refused contact, Henricsson asked the police to investigate. The police soon found ample incriminating evidence of the murders.Nilsson was sentenced to death by guillotine for eight murders. Before the punishment could be carried out, she died from suicide by hanging on 10 August 1917.She was the last death penalty prisoner in Swedish history whose sentence was not commuted. See also List of serial killers by country Notes References External links Media related to Hilda Nilsson at Wikimedia Commons

Commons category

Hilda Nilsson (24 May 1876 – 10 August 1917) was a Swedish serial killer from Helsingborg who became known as "the angel maker on Bruks Street". She is one of Sweden's most notorious female serial killers. In 1917, she was imprisoned for murdering eight children. Her trial, which included a mental examination, began on 2 June 1917. At the conclusion of the trial on 15 June 1917, she was sentenced to death. She escaped execution by committing suicide while in jail in Landskrona. She hung herself with a linen cloth which she had tied to a cell door, and was thus the last person sentenced to death in Sweden not to have the sentence commuted. Background Hilda Nilsson and her husband Gustaf lived in Helsingborg. The couple had accrued large debts and needed a way to pay their bills.As a way to raise cash, Nilsson cared for infants in return for money from unmarried mothers who needed help. At that time, having a child outside of marriage was a shameful moral crime, and caring for these children for a fee (known as baby farming) was a common practice.Nilsson kept her home in a good, clean condition, which made mothers more willing to leave their unwanted children in her care. However, the small sums of money she received was far from what she needed to support all the children she had agreed to look after. Murders Nilsson murdered the children she took care of shortly after their mothers left them in her care. This was possible because the authorities rarely knew of these babies' existence. Furthermore, the mothers almost never came back to learn how their children were doing.One method Nilsson used for murdering the children was to put them into a washtub and then place heavy objects—such as a washboard and coal scuttle—on top of them. She then left the room and returned hours later when the children were dead. The next step in her procedure was to burn their bodies. On occasions when she did not burn them, she dug graves and buried them.Nilsson was different from other baby-farmer child killers of that time, in that she actively killed the children. Most others simply left the children with insufficient food and in unhealthy living conditions which led to their death. Discovery, trial and sentence Nilsson's crimes were discovered when a woman named Blenda Henricsson wanted to contact her child. When Nilsson refused contact, Henricsson asked the police to investigate. The police soon found ample incriminating evidence of the murders.Nilsson was sentenced to death by guillotine for eight murders. Before the punishment could be carried out, she died from suicide by hanging on 10 August 1917.She was the last death penalty prisoner in Swedish history whose sentence was not commuted. See also List of serial killers by country Notes References External links Media related to Hilda Nilsson at Wikimedia Commons

cause of death

Hilda Nilsson (24 May 1876 – 10 August 1917) was a Swedish serial killer from Helsingborg who became known as "the angel maker on Bruks Street". She is one of Sweden's most notorious female serial killers. In 1917, she was imprisoned for murdering eight children. Her trial, which included a mental examination, began on 2 June 1917. At the conclusion of the trial on 15 June 1917, she was sentenced to death. She escaped execution by committing suicide while in jail in Landskrona. She hung herself with a linen cloth which she had tied to a cell door, and was thus the last person sentenced to death in Sweden not to have the sentence commuted. Background Hilda Nilsson and her husband Gustaf lived in Helsingborg. The couple had accrued large debts and needed a way to pay their bills.As a way to raise cash, Nilsson cared for infants in return for money from unmarried mothers who needed help. At that time, having a child outside of marriage was a shameful moral crime, and caring for these children for a fee (known as baby farming) was a common practice.Nilsson kept her home in a good, clean condition, which made mothers more willing to leave their unwanted children in her care. However, the small sums of money she received was far from what she needed to support all the children she had agreed to look after. Murders Nilsson murdered the children she took care of shortly after their mothers left them in her care. This was possible because the authorities rarely knew of these babies' existence. Furthermore, the mothers almost never came back to learn how their children were doing.One method Nilsson used for murdering the children was to put them into a washtub and then place heavy objects—such as a washboard and coal scuttle—on top of them. She then left the room and returned hours later when the children were dead. The next step in her procedure was to burn their bodies. On occasions when she did not burn them, she dug graves and buried them.Nilsson was different from other baby-farmer child killers of that time, in that she actively killed the children. Most others simply left the children with insufficient food and in unhealthy living conditions which led to their death. Discovery, trial and sentence Nilsson's crimes were discovered when a woman named Blenda Henricsson wanted to contact her child. When Nilsson refused contact, Henricsson asked the police to investigate. The police soon found ample incriminating evidence of the murders.Nilsson was sentenced to death by guillotine for eight murders. Before the punishment could be carried out, she died from suicide by hanging on 10 August 1917.She was the last death penalty prisoner in Swedish history whose sentence was not commuted. See also List of serial killers by country Notes References External links Media related to Hilda Nilsson at Wikimedia Commons

family name

Hilda Nilsson (24 May 1876 – 10 August 1917) was a Swedish serial killer from Helsingborg who became known as "the angel maker on Bruks Street". She is one of Sweden's most notorious female serial killers. In 1917, she was imprisoned for murdering eight children. Her trial, which included a mental examination, began on 2 June 1917. At the conclusion of the trial on 15 June 1917, she was sentenced to death. She escaped execution by committing suicide while in jail in Landskrona. She hung herself with a linen cloth which she had tied to a cell door, and was thus the last person sentenced to death in Sweden not to have the sentence commuted. Background Hilda Nilsson and her husband Gustaf lived in Helsingborg. The couple had accrued large debts and needed a way to pay their bills.As a way to raise cash, Nilsson cared for infants in return for money from unmarried mothers who needed help. At that time, having a child outside of marriage was a shameful moral crime, and caring for these children for a fee (known as baby farming) was a common practice.Nilsson kept her home in a good, clean condition, which made mothers more willing to leave their unwanted children in her care. However, the small sums of money she received was far from what she needed to support all the children she had agreed to look after. Murders Nilsson murdered the children she took care of shortly after their mothers left them in her care. This was possible because the authorities rarely knew of these babies' existence. Furthermore, the mothers almost never came back to learn how their children were doing.One method Nilsson used for murdering the children was to put them into a washtub and then place heavy objects—such as a washboard and coal scuttle—on top of them. She then left the room and returned hours later when the children were dead. The next step in her procedure was to burn their bodies. On occasions when she did not burn them, she dug graves and buried them.Nilsson was different from other baby-farmer child killers of that time, in that she actively killed the children. Most others simply left the children with insufficient food and in unhealthy living conditions which led to their death. Discovery, trial and sentence Nilsson's crimes were discovered when a woman named Blenda Henricsson wanted to contact her child. When Nilsson refused contact, Henricsson asked the police to investigate. The police soon found ample incriminating evidence of the murders.Nilsson was sentenced to death by guillotine for eight murders. Before the punishment could be carried out, she died from suicide by hanging on 10 August 1917.She was the last death penalty prisoner in Swedish history whose sentence was not commuted. See also List of serial killers by country Notes References External links Media related to Hilda Nilsson at Wikimedia Commons

given name

Hilda Nilsson (24 May 1876 – 10 August 1917) was a Swedish serial killer from Helsingborg who became known as "the angel maker on Bruks Street". She is one of Sweden's most notorious female serial killers. In 1917, she was imprisoned for murdering eight children. Her trial, which included a mental examination, began on 2 June 1917. At the conclusion of the trial on 15 June 1917, she was sentenced to death. She escaped execution by committing suicide while in jail in Landskrona. She hung herself with a linen cloth which she had tied to a cell door, and was thus the last person sentenced to death in Sweden not to have the sentence commuted. Background Hilda Nilsson and her husband Gustaf lived in Helsingborg. The couple had accrued large debts and needed a way to pay their bills.As a way to raise cash, Nilsson cared for infants in return for money from unmarried mothers who needed help. At that time, having a child outside of marriage was a shameful moral crime, and caring for these children for a fee (known as baby farming) was a common practice.Nilsson kept her home in a good, clean condition, which made mothers more willing to leave their unwanted children in her care. However, the small sums of money she received was far from what she needed to support all the children she had agreed to look after. Murders Nilsson murdered the children she took care of shortly after their mothers left them in her care. This was possible because the authorities rarely knew of these babies' existence. Furthermore, the mothers almost never came back to learn how their children were doing.One method Nilsson used for murdering the children was to put them into a washtub and then place heavy objects—such as a washboard and coal scuttle—on top of them. She then left the room and returned hours later when the children were dead. The next step in her procedure was to burn their bodies. On occasions when she did not burn them, she dug graves and buried them.Nilsson was different from other baby-farmer child killers of that time, in that she actively killed the children. Most others simply left the children with insufficient food and in unhealthy living conditions which led to their death. Discovery, trial and sentence Nilsson's crimes were discovered when a woman named Blenda Henricsson wanted to contact her child. When Nilsson refused contact, Henricsson asked the police to investigate. The police soon found ample incriminating evidence of the murders.Nilsson was sentenced to death by guillotine for eight murders. Before the punishment could be carried out, she died from suicide by hanging on 10 August 1917.She was the last death penalty prisoner in Swedish history whose sentence was not commuted. See also List of serial killers by country Notes References External links Media related to Hilda Nilsson at Wikimedia Commons

manner of death

Hilda Nilsson (24 May 1876 – 10 August 1917) was a Swedish serial killer from Helsingborg who became known as "the angel maker on Bruks Street". She is one of Sweden's most notorious female serial killers. In 1917, she was imprisoned for murdering eight children. Her trial, which included a mental examination, began on 2 June 1917. At the conclusion of the trial on 15 June 1917, she was sentenced to death. She escaped execution by committing suicide while in jail in Landskrona. She hung herself with a linen cloth which she had tied to a cell door, and was thus the last person sentenced to death in Sweden not to have the sentence commuted. Background Hilda Nilsson and her husband Gustaf lived in Helsingborg. The couple had accrued large debts and needed a way to pay their bills.As a way to raise cash, Nilsson cared for infants in return for money from unmarried mothers who needed help. At that time, having a child outside of marriage was a shameful moral crime, and caring for these children for a fee (known as baby farming) was a common practice.Nilsson kept her home in a good, clean condition, which made mothers more willing to leave their unwanted children in her care. However, the small sums of money she received was far from what she needed to support all the children she had agreed to look after. Murders Nilsson murdered the children she took care of shortly after their mothers left them in her care. This was possible because the authorities rarely knew of these babies' existence. Furthermore, the mothers almost never came back to learn how their children were doing.One method Nilsson used for murdering the children was to put them into a washtub and then place heavy objects—such as a washboard and coal scuttle—on top of them. She then left the room and returned hours later when the children were dead. The next step in her procedure was to burn their bodies. On occasions when she did not burn them, she dug graves and buried them.Nilsson was different from other baby-farmer child killers of that time, in that she actively killed the children. Most others simply left the children with insufficient food and in unhealthy living conditions which led to their death. Discovery, trial and sentence Nilsson's crimes were discovered when a woman named Blenda Henricsson wanted to contact her child. When Nilsson refused contact, Henricsson asked the police to investigate. The police soon found ample incriminating evidence of the murders.Nilsson was sentenced to death by guillotine for eight murders. Before the punishment could be carried out, she died from suicide by hanging on 10 August 1917.She was the last death penalty prisoner in Swedish history whose sentence was not commuted. See also List of serial killers by country Notes References External links Media related to Hilda Nilsson at Wikimedia Commons

name in native language

Rockingham Flames is an NBL1 West club based in Perth, Western Australia. The club fields a team in both the Men's and Women's NBL1 West. The club is a division of the Rockingham Basketball and Recreation Association (RBRA), the major administrative basketball organisation in the region. The Flames play their home games at Mike Barnett Sports Complex. Club history In the early 1970s, Rockingham and Districts Basketball Association was established.The Rockingham Flames made their debut in the State Basketball League (SBL) in 1992 in the form of a women's team, becoming the first club to introduce a women's program before a men's program. In 1994, a Rockingham Flames men's team entered the Men's SBL. The club saw little success over their first 20 seasons in the SBL, with neither the women or the men winning a minor premiership or earning a grand final berth.In 2012, the Flames women made history for the club by reaching their first ever grand final, where they lost 85–48 to the South West Slammers.Between 2013 and 2016, the Flames had a successful four-year run with women's import Sami Whitcomb and men's import Cooper Land. The pair both won multiple SBL MVPs, while Whitcomb led the Flames to two championships.In 2014, the women collected the club's first-ever minor premiership with a first-place finish and a 20–2 record. They went undefeated over the first two rounds of the finals to reach their second grand final, where they defeated Lakeside Lightning 80–75 to claim their maiden WSBL championship.In 2015, the women finished as minor premiers for the second straight year, once again with a 20–2 record. They made their way through to their third WSBL Grand Final in four years after going undefeated over the first two rounds of the finals. In the grand final, they defeated the Willetton Tigers 68–63 to claim back-to-back titles.In 2019, the Flames women finished the regular season in seventh position with a 13–9 record before reaching the WSBL Grand Final after going undefeated over the first two rounds of the finals. In the grand final, the Flames defeated the Warwick Senators 85–56 to win their third WSBL championship.In 2021, the SBL was rebranded as NBL1 West. The Flames men went on to reach the NBL1 West Grand Final to mark their first grand final appearance in their history, where they were defeated 92–82 by the Perry Lakes Hawks.In 2022, the Flames men reached their second straight grand final, where they defeated the Geraldton Buccaneers 91–79 to win their maiden championship. At the NBL1 National Finals, the team was crowned national champions with an 85–74 win over the Frankston Blues in the championship game. Accolades Women Championships: 3 (2014, 2015, 2019) Grand Final appearances: 4 (2012, 2014, 2015, 2019) Minor premierships: 2 (2014, 2015)Men Championships: 1 (2022) Grand Final appearances: 2 (2021, 2022) Minor premierships: Nil References External links RBRA's official website

country

Rockingham Flames is an NBL1 West club based in Perth, Western Australia. The club fields a team in both the Men's and Women's NBL1 West. The club is a division of the Rockingham Basketball and Recreation Association (RBRA), the major administrative basketball organisation in the region. The Flames play their home games at Mike Barnett Sports Complex. Club history In the early 1970s, Rockingham and Districts Basketball Association was established.The Rockingham Flames made their debut in the State Basketball League (SBL) in 1992 in the form of a women's team, becoming the first club to introduce a women's program before a men's program. In 1994, a Rockingham Flames men's team entered the Men's SBL. The club saw little success over their first 20 seasons in the SBL, with neither the women or the men winning a minor premiership or earning a grand final berth.In 2012, the Flames women made history for the club by reaching their first ever grand final, where they lost 85–48 to the South West Slammers.Between 2013 and 2016, the Flames had a successful four-year run with women's import Sami Whitcomb and men's import Cooper Land. The pair both won multiple SBL MVPs, while Whitcomb led the Flames to two championships.In 2014, the women collected the club's first-ever minor premiership with a first-place finish and a 20–2 record. They went undefeated over the first two rounds of the finals to reach their second grand final, where they defeated Lakeside Lightning 80–75 to claim their maiden WSBL championship.In 2015, the women finished as minor premiers for the second straight year, once again with a 20–2 record. They made their way through to their third WSBL Grand Final in four years after going undefeated over the first two rounds of the finals. In the grand final, they defeated the Willetton Tigers 68–63 to claim back-to-back titles.In 2019, the Flames women finished the regular season in seventh position with a 13–9 record before reaching the WSBL Grand Final after going undefeated over the first two rounds of the finals. In the grand final, the Flames defeated the Warwick Senators 85–56 to win their third WSBL championship.In 2021, the SBL was rebranded as NBL1 West. The Flames men went on to reach the NBL1 West Grand Final to mark their first grand final appearance in their history, where they were defeated 92–82 by the Perry Lakes Hawks.In 2022, the Flames men reached their second straight grand final, where they defeated the Geraldton Buccaneers 91–79 to win their maiden championship. At the NBL1 National Finals, the team was crowned national champions with an 85–74 win over the Frankston Blues in the championship game. Accolades Women Championships: 3 (2014, 2015, 2019) Grand Final appearances: 4 (2012, 2014, 2015, 2019) Minor premierships: 2 (2014, 2015)Men Championships: 1 (2022) Grand Final appearances: 2 (2021, 2022) Minor premierships: Nil References External links RBRA's official website

headquarters location

Rockingham Flames is an NBL1 West club based in Perth, Western Australia. The club fields a team in both the Men's and Women's NBL1 West. The club is a division of the Rockingham Basketball and Recreation Association (RBRA), the major administrative basketball organisation in the region. The Flames play their home games at Mike Barnett Sports Complex. Club history In the early 1970s, Rockingham and Districts Basketball Association was established.The Rockingham Flames made their debut in the State Basketball League (SBL) in 1992 in the form of a women's team, becoming the first club to introduce a women's program before a men's program. In 1994, a Rockingham Flames men's team entered the Men's SBL. The club saw little success over their first 20 seasons in the SBL, with neither the women or the men winning a minor premiership or earning a grand final berth.In 2012, the Flames women made history for the club by reaching their first ever grand final, where they lost 85–48 to the South West Slammers.Between 2013 and 2016, the Flames had a successful four-year run with women's import Sami Whitcomb and men's import Cooper Land. The pair both won multiple SBL MVPs, while Whitcomb led the Flames to two championships.In 2014, the women collected the club's first-ever minor premiership with a first-place finish and a 20–2 record. They went undefeated over the first two rounds of the finals to reach their second grand final, where they defeated Lakeside Lightning 80–75 to claim their maiden WSBL championship.In 2015, the women finished as minor premiers for the second straight year, once again with a 20–2 record. They made their way through to their third WSBL Grand Final in four years after going undefeated over the first two rounds of the finals. In the grand final, they defeated the Willetton Tigers 68–63 to claim back-to-back titles.In 2019, the Flames women finished the regular season in seventh position with a 13–9 record before reaching the WSBL Grand Final after going undefeated over the first two rounds of the finals. In the grand final, the Flames defeated the Warwick Senators 85–56 to win their third WSBL championship.In 2021, the SBL was rebranded as NBL1 West. The Flames men went on to reach the NBL1 West Grand Final to mark their first grand final appearance in their history, where they were defeated 92–82 by the Perry Lakes Hawks.In 2022, the Flames men reached their second straight grand final, where they defeated the Geraldton Buccaneers 91–79 to win their maiden championship. At the NBL1 National Finals, the team was crowned national champions with an 85–74 win over the Frankston Blues in the championship game. Accolades Women Championships: 3 (2014, 2015, 2019) Grand Final appearances: 4 (2012, 2014, 2015, 2019) Minor premierships: 2 (2014, 2015)Men Championships: 1 (2022) Grand Final appearances: 2 (2021, 2022) Minor premierships: Nil References External links RBRA's official website

sport

Sergio Kalaj (born 28 January 2000) is a professional footballer who plays as a centre-back for Italian Serie A club Frosinone. Born in Italy, he represents Albania internationally. Club career On 12 September 2020, he joined Serie C club Grosseto on loan.On 22 July 2021 he joined Carrarese on permanent basis.On 13 January 2022, he signed a 4.5-year contract with Frosinone in Serie B. References External links Sergio Kalaj at Soccerway

country of citizenship

Sergio Kalaj (born 28 January 2000) is a professional footballer who plays as a centre-back for Italian Serie A club Frosinone. Born in Italy, he represents Albania internationally. Club career On 12 September 2020, he joined Serie C club Grosseto on loan.On 22 July 2021 he joined Carrarese on permanent basis.On 13 January 2022, he signed a 4.5-year contract with Frosinone in Serie B. References External links Sergio Kalaj at Soccerway

Commons category

Sergio Kalaj (born 28 January 2000) is a professional footballer who plays as a centre-back for Italian Serie A club Frosinone. Born in Italy, he represents Albania internationally. Club career On 12 September 2020, he joined Serie C club Grosseto on loan.On 22 July 2021 he joined Carrarese on permanent basis.On 13 January 2022, he signed a 4.5-year contract with Frosinone in Serie B. References External links Sergio Kalaj at Soccerway

family name

Sergio Kalaj (born 28 January 2000) is a professional footballer who plays as a centre-back for Italian Serie A club Frosinone. Born in Italy, he represents Albania internationally. Club career On 12 September 2020, he joined Serie C club Grosseto on loan.On 22 July 2021 he joined Carrarese on permanent basis.On 13 January 2022, he signed a 4.5-year contract with Frosinone in Serie B. References External links Sergio Kalaj at Soccerway

given name

Kirriereoch Hill is a hill in the Range of the Awful Hand, a sub-range of the Galloway Hills range, part of the Southern Uplands of Scotland. It lies on the border of the old counties of Ayrshire and Kirkcudbrightshire, or the modern regions of Dumfries and Galloway and South Ayrshire. A boundary wall near the summit is the highest point in South Ayrshire and Ayrshire as a whole. Kirriereoch Hill was classified as a Corbett and Marilyn but then deleted from these lists in 1984 due to not being thought to achieve the respective prominence criteria. In August 2015 the hill was relisted as a Marilyn after having been surveyed to have a 150.2 m prominence. However, since this is less than the 152.4 m required, the hill will not be re-listed as a Corbett. References External links Information on Hill Walking in the Galloway Hills Photo Tour of hiking Kirriereoch and Tarfessock from Kirriereoch Car Park

located in the administrative territorial entity

Kirriereoch Hill is a hill in the Range of the Awful Hand, a sub-range of the Galloway Hills range, part of the Southern Uplands of Scotland. It lies on the border of the old counties of Ayrshire and Kirkcudbrightshire, or the modern regions of Dumfries and Galloway and South Ayrshire. A boundary wall near the summit is the highest point in South Ayrshire and Ayrshire as a whole. Kirriereoch Hill was classified as a Corbett and Marilyn but then deleted from these lists in 1984 due to not being thought to achieve the respective prominence criteria. In August 2015 the hill was relisted as a Marilyn after having been surveyed to have a 150.2 m prominence. However, since this is less than the 152.4 m required, the hill will not be re-listed as a Corbett. References External links Information on Hill Walking in the Galloway Hills Photo Tour of hiking Kirriereoch and Tarfessock from Kirriereoch Car Park

Commons category

Kirriereoch Hill is a hill in the Range of the Awful Hand, a sub-range of the Galloway Hills range, part of the Southern Uplands of Scotland. It lies on the border of the old counties of Ayrshire and Kirkcudbrightshire, or the modern regions of Dumfries and Galloway and South Ayrshire. A boundary wall near the summit is the highest point in South Ayrshire and Ayrshire as a whole. Kirriereoch Hill was classified as a Corbett and Marilyn but then deleted from these lists in 1984 due to not being thought to achieve the respective prominence criteria. In August 2015 the hill was relisted as a Marilyn after having been surveyed to have a 150.2 m prominence. However, since this is less than the 152.4 m required, the hill will not be re-listed as a Corbett. References External links Information on Hill Walking in the Galloway Hills Photo Tour of hiking Kirriereoch and Tarfessock from Kirriereoch Car Park

topographic prominence

Kirriereoch Hill is a hill in the Range of the Awful Hand, a sub-range of the Galloway Hills range, part of the Southern Uplands of Scotland. It lies on the border of the old counties of Ayrshire and Kirkcudbrightshire, or the modern regions of Dumfries and Galloway and South Ayrshire. A boundary wall near the summit is the highest point in South Ayrshire and Ayrshire as a whole. Kirriereoch Hill was classified as a Corbett and Marilyn but then deleted from these lists in 1984 due to not being thought to achieve the respective prominence criteria. In August 2015 the hill was relisted as a Marilyn after having been surveyed to have a 150.2 m prominence. However, since this is less than the 152.4 m required, the hill will not be re-listed as a Corbett. References External links Information on Hill Walking in the Galloway Hills Photo Tour of hiking Kirriereoch and Tarfessock from Kirriereoch Car Park

mountain range

Kirriereoch Hill is a hill in the Range of the Awful Hand, a sub-range of the Galloway Hills range, part of the Southern Uplands of Scotland. It lies on the border of the old counties of Ayrshire and Kirkcudbrightshire, or the modern regions of Dumfries and Galloway and South Ayrshire. A boundary wall near the summit is the highest point in South Ayrshire and Ayrshire as a whole. Kirriereoch Hill was classified as a Corbett and Marilyn but then deleted from these lists in 1984 due to not being thought to achieve the respective prominence criteria. In August 2015 the hill was relisted as a Marilyn after having been surveyed to have a 150.2 m prominence. However, since this is less than the 152.4 m required, the hill will not be re-listed as a Corbett. References External links Information on Hill Walking in the Galloway Hills Photo Tour of hiking Kirriereoch and Tarfessock from Kirriereoch Car Park

historic county

Kirriereoch Hill is a hill in the Range of the Awful Hand, a sub-range of the Galloway Hills range, part of the Southern Uplands of Scotland. It lies on the border of the old counties of Ayrshire and Kirkcudbrightshire, or the modern regions of Dumfries and Galloway and South Ayrshire. A boundary wall near the summit is the highest point in South Ayrshire and Ayrshire as a whole. Kirriereoch Hill was classified as a Corbett and Marilyn but then deleted from these lists in 1984 due to not being thought to achieve the respective prominence criteria. In August 2015 the hill was relisted as a Marilyn after having been surveyed to have a 150.2 m prominence. However, since this is less than the 152.4 m required, the hill will not be re-listed as a Corbett. References External links Information on Hill Walking in the Galloway Hills Photo Tour of hiking Kirriereoch and Tarfessock from Kirriereoch Car Park

peak bagging classification

Akkad Bakkad Bambey Bo (transl. Eeny, meeny, miny, moe) is a television series that aired on Star Plus. The story revolves around the life of a ghost of a road side vendor, who has to perform a certain number of good deeds to go on to heaven, and his upmarket friends who he refers to as babua log. The babua log encounter tough situations related to evil mythical creatures who want to take over the world while performing their day-to-day activities. They are then saved by the vendor who is a ghost himself. The program stars Devender Chaudhry as Natwarlal Prasad Yadav. Cast Devender Chaudhary as Natwarlal Prasad Yadav aka Nati Vivek V. Mashru as Arnav Kapoor Menaka Lalwani as Caddy Sheetal Maulik as Sheena Prateek Jain as Dhruv Ankit Shah as Vikram Vijay Ganju as Gappu KK Goswami as Gappu's Nephew Abhinav Jain as Boss References External links Akkad Bakkad Bambey Bo at IMDb Akkad Bakkad Bambey Bo Official Site

instance of

Akkad Bakkad Bambey Bo (transl. Eeny, meeny, miny, moe) is a television series that aired on Star Plus. The story revolves around the life of a ghost of a road side vendor, who has to perform a certain number of good deeds to go on to heaven, and his upmarket friends who he refers to as babua log. The babua log encounter tough situations related to evil mythical creatures who want to take over the world while performing their day-to-day activities. They are then saved by the vendor who is a ghost himself. The program stars Devender Chaudhry as Natwarlal Prasad Yadav. Cast Devender Chaudhary as Natwarlal Prasad Yadav aka Nati Vivek V. Mashru as Arnav Kapoor Menaka Lalwani as Caddy Sheetal Maulik as Sheena Prateek Jain as Dhruv Ankit Shah as Vikram Vijay Ganju as Gappu KK Goswami as Gappu's Nephew Abhinav Jain as Boss References External links Akkad Bakkad Bambey Bo at IMDb Akkad Bakkad Bambey Bo Official Site

original broadcaster

Ronald J. Allen is an American lawyer and the John Henry Wigmore Professor of Law at Northwestern University. Education Allen completed his B.S. in 1970 from Marshall University in Huntington, West Virginia. He then received his J.D. in 1973 from the University of Michigan Law School. Career He taught law at institutes such as the University of Nebraska and State University of New York at Buffalo in the 1970s. He became professor of law at Northwestern University in 1984. Since 1992, he has been the John Henry Wigmore Professor of Law at Northwestern University. Allen is considered as one of the world's most distinguished scholars by entities including the Ministry of Education (中华人民共和国教育部) of the People's Republic of China in the fields of evidence and procedure. For several years, he has been responsible for hosting and supervising the study and research of Chinese law faculty and students at Northwestern University. Honors and awards In 2007, Allen was awarded the Yangtze River Scholar award, the highest academic honor given by the Ministry of Education of the People's Republic of China. He became only the fourth American to receive this award, and the first law professor, domestic or foreign, to be so honored. References "Curriculum Vitae of Ronald J. Allen" (PDF). Northwestern University. Retrieved 2008-07-12. "Professor Ronald J. Allen Receives Yangtze River Scholar Award". EimerStahl. Archived from the original on 2008-04-01. Retrieved 2008-07-12.

educated at

Ronald J. Allen is an American lawyer and the John Henry Wigmore Professor of Law at Northwestern University. Education Allen completed his B.S. in 1970 from Marshall University in Huntington, West Virginia. He then received his J.D. in 1973 from the University of Michigan Law School. Career He taught law at institutes such as the University of Nebraska and State University of New York at Buffalo in the 1970s. He became professor of law at Northwestern University in 1984. Since 1992, he has been the John Henry Wigmore Professor of Law at Northwestern University. Allen is considered as one of the world's most distinguished scholars by entities including the Ministry of Education (中华人民共和国教育部) of the People's Republic of China in the fields of evidence and procedure. For several years, he has been responsible for hosting and supervising the study and research of Chinese law faculty and students at Northwestern University. Honors and awards In 2007, Allen was awarded the Yangtze River Scholar award, the highest academic honor given by the Ministry of Education of the People's Republic of China. He became only the fourth American to receive this award, and the first law professor, domestic or foreign, to be so honored. References "Curriculum Vitae of Ronald J. Allen" (PDF). Northwestern University. Retrieved 2008-07-12. "Professor Ronald J. Allen Receives Yangtze River Scholar Award". EimerStahl. Archived from the original on 2008-04-01. Retrieved 2008-07-12.

occupation

Ronald J. Allen is an American lawyer and the John Henry Wigmore Professor of Law at Northwestern University. Education Allen completed his B.S. in 1970 from Marshall University in Huntington, West Virginia. He then received his J.D. in 1973 from the University of Michigan Law School. Career He taught law at institutes such as the University of Nebraska and State University of New York at Buffalo in the 1970s. He became professor of law at Northwestern University in 1984. Since 1992, he has been the John Henry Wigmore Professor of Law at Northwestern University. Allen is considered as one of the world's most distinguished scholars by entities including the Ministry of Education (中华人民共和国教育部) of the People's Republic of China in the fields of evidence and procedure. For several years, he has been responsible for hosting and supervising the study and research of Chinese law faculty and students at Northwestern University. Honors and awards In 2007, Allen was awarded the Yangtze River Scholar award, the highest academic honor given by the Ministry of Education of the People's Republic of China. He became only the fourth American to receive this award, and the first law professor, domestic or foreign, to be so honored. References "Curriculum Vitae of Ronald J. Allen" (PDF). Northwestern University. Retrieved 2008-07-12. "Professor Ronald J. Allen Receives Yangtze River Scholar Award". EimerStahl. Archived from the original on 2008-04-01. Retrieved 2008-07-12.

employer

Ronald J. Allen is an American lawyer and the John Henry Wigmore Professor of Law at Northwestern University. Education Allen completed his B.S. in 1970 from Marshall University in Huntington, West Virginia. He then received his J.D. in 1973 from the University of Michigan Law School. Career He taught law at institutes such as the University of Nebraska and State University of New York at Buffalo in the 1970s. He became professor of law at Northwestern University in 1984. Since 1992, he has been the John Henry Wigmore Professor of Law at Northwestern University. Allen is considered as one of the world's most distinguished scholars by entities including the Ministry of Education (中华人民共和国教育部) of the People's Republic of China in the fields of evidence and procedure. For several years, he has been responsible for hosting and supervising the study and research of Chinese law faculty and students at Northwestern University. Honors and awards In 2007, Allen was awarded the Yangtze River Scholar award, the highest academic honor given by the Ministry of Education of the People's Republic of China. He became only the fourth American to receive this award, and the first law professor, domestic or foreign, to be so honored. References "Curriculum Vitae of Ronald J. Allen" (PDF). Northwestern University. Retrieved 2008-07-12. "Professor Ronald J. Allen Receives Yangtze River Scholar Award". EimerStahl. Archived from the original on 2008-04-01. Retrieved 2008-07-12.

family name

Ronald J. Allen is an American lawyer and the John Henry Wigmore Professor of Law at Northwestern University. Education Allen completed his B.S. in 1970 from Marshall University in Huntington, West Virginia. He then received his J.D. in 1973 from the University of Michigan Law School. Career He taught law at institutes such as the University of Nebraska and State University of New York at Buffalo in the 1970s. He became professor of law at Northwestern University in 1984. Since 1992, he has been the John Henry Wigmore Professor of Law at Northwestern University. Allen is considered as one of the world's most distinguished scholars by entities including the Ministry of Education (中华人民共和国教育部) of the People's Republic of China in the fields of evidence and procedure. For several years, he has been responsible for hosting and supervising the study and research of Chinese law faculty and students at Northwestern University. Honors and awards In 2007, Allen was awarded the Yangtze River Scholar award, the highest academic honor given by the Ministry of Education of the People's Republic of China. He became only the fourth American to receive this award, and the first law professor, domestic or foreign, to be so honored. References "Curriculum Vitae of Ronald J. Allen" (PDF). Northwestern University. Retrieved 2008-07-12. "Professor Ronald J. Allen Receives Yangtze River Scholar Award". EimerStahl. Archived from the original on 2008-04-01. Retrieved 2008-07-12.

given name

Pigne d'Arolla (3,796 m) is a mountain in the Pennine Alps in Switzerland. The first ascent was made by A. W. Moore and Horace Walker with the guide Jakob Anderegg on 9 July 1865. It is commonly climbed as part of the Haute Route. Route The standard route starts from the Cabane des Vignettes at 3,158 metres (10,361 ft) and contains some scrambling and snow travel. It is considered non-technical and easy for fit and experienced trekkers with snow skills. 2018 ski-hiking accident Seven skiers in a party of 14 who made an unplanned overnight stay at 3,000 metres on the mountain in a snowstorm in April 2018, died of hypothermia or fall. References External links Pigne d'Arolla on SummitPost

country

Pigne d'Arolla (3,796 m) is a mountain in the Pennine Alps in Switzerland. The first ascent was made by A. W. Moore and Horace Walker with the guide Jakob Anderegg on 9 July 1865. It is commonly climbed as part of the Haute Route. Route The standard route starts from the Cabane des Vignettes at 3,158 metres (10,361 ft) and contains some scrambling and snow travel. It is considered non-technical and easy for fit and experienced trekkers with snow skills. 2018 ski-hiking accident Seven skiers in a party of 14 who made an unplanned overnight stay at 3,000 metres on the mountain in a snowstorm in April 2018, died of hypothermia or fall. References External links Pigne d'Arolla on SummitPost

instance of

Pigne d'Arolla (3,796 m) is a mountain in the Pennine Alps in Switzerland. The first ascent was made by A. W. Moore and Horace Walker with the guide Jakob Anderegg on 9 July 1865. It is commonly climbed as part of the Haute Route. Route The standard route starts from the Cabane des Vignettes at 3,158 metres (10,361 ft) and contains some scrambling and snow travel. It is considered non-technical and easy for fit and experienced trekkers with snow skills. 2018 ski-hiking accident Seven skiers in a party of 14 who made an unplanned overnight stay at 3,000 metres on the mountain in a snowstorm in April 2018, died of hypothermia or fall. References External links Pigne d'Arolla on SummitPost

Commons category

Pigne d'Arolla (3,796 m) is a mountain in the Pennine Alps in Switzerland. The first ascent was made by A. W. Moore and Horace Walker with the guide Jakob Anderegg on 9 July 1865. It is commonly climbed as part of the Haute Route. Route The standard route starts from the Cabane des Vignettes at 3,158 metres (10,361 ft) and contains some scrambling and snow travel. It is considered non-technical and easy for fit and experienced trekkers with snow skills. 2018 ski-hiking accident Seven skiers in a party of 14 who made an unplanned overnight stay at 3,000 metres on the mountain in a snowstorm in April 2018, died of hypothermia or fall. References External links Pigne d'Arolla on SummitPost

mountain range

Andrea Johanna Maria Vissers (born 29 February 1952) is a Dutch rower. She competed in the women's double sculls event at the 1976 Summer Olympics. References External links Andrea Vissers at World Rowing Andrea Vissers at Olympics.com Andrea Vissers at Olympedia

occupation

Andrea Johanna Maria Vissers (born 29 February 1952) is a Dutch rower. She competed in the women's double sculls event at the 1976 Summer Olympics. References External links Andrea Vissers at World Rowing Andrea Vissers at Olympics.com Andrea Vissers at Olympedia

Commons category

Andrea Johanna Maria Vissers (born 29 February 1952) is a Dutch rower. She competed in the women's double sculls event at the 1976 Summer Olympics. References External links Andrea Vissers at World Rowing Andrea Vissers at Olympics.com Andrea Vissers at Olympedia

family name