title: Individualized Education Program

text: An IEP outlines the special education experience for all eligible students with a disability. An eligible student is any child in the U.S between the ages of 3-21 attending a public school and has been evaluated as having a need in the form of a specific learning disability, autism, emotional disturbance, other health impairments, intellectual disability, orthopedic impairment, multiple disabilities, hearing impairments, deafness, visual impairment, deaf-blindness, developmental delay, speech/language impairment, or traumatic brain injury. The IEP describes present levels of performance, strengths, and needs, and creates measurable goals based on this data. It provides accommodations, modifications, related services, and specialized academic instruction to ensure that every eligible child receives a "Free Appropriate Public Education" (FAPE) in the "Least Restrictive Environment" (LRE). The IEP is intended to help children reach educational goals more easily than they otherwise would. The four component goals are: conditions, learner, behavior, and criteria. In all cases, the IEP must be tailored to the individual student's needs as identified by the IEP evaluation process, and must help teachers and related service providers (such as paraprofessional educators) understand the student's disability and how the disability affects the learning process.


title: Individualized Education Program

text: The IEP describes how the student learns, how the student best demonstrates that learning, and what teachers and service providers will do to help the student learn more effectively. Developing an IEP requires the team to evaluate the student in all areas of suspected disability, consider the student's ability to access the general education curriculum, consider how the disability affects the student's learning, and choose a federal placement for the student.


title: Individualized Education Program

text: As long as a student qualifies for special education, the IEP is mandated to be regularly maintained and updated up to the point of high school graduation or prior to the 21st or 22nd birthday. If a student in special education attends university upon graduation, they are no longer "children with disabilities" under the Individuals with Disabilities Education Improvement Act of 2004 and are instead protected under Section 504. They can apply for and receive Section 504 accommodations, but the process is very different. Placements in public schools often occur in "general education" classrooms. Other types of placements include RSP (within a resource room), Special Day Class, Self Contained Class, Co-Teacher and specialized classes, or sub-specialties taught by a special education teacher. Students can also be removed from an IEP if it is determined the student is no longer eligible upon reevaluation.


title: Individualized Education Program

text: An IEP is meant to ensure that students receive an appropriate placement not only in special education classrooms or special schools. It is designed to give the student a chance to participate in regular school culture and academics as much as is possible for that individual student. In this way, the student is able to have specialized assistance only when such assistance is absolutely necessary, and otherwise maintains the freedom to interact with and participate in activities to the same extent of their non-disabled/general education peers.


title: Individualized Education Program

text: In the US, the Individuals with Disabilities Education Act (IDEA) requires public schools to develop an IEP for every student with a disability who is found to meet the federal and state requirements for special education. The IEP must be designed to provide the child with a Free Appropriate Public Education (FAPE). The term IEP refers to both the educational program provided to a child with a disability and to the written document that describes that educational program. The IDEA requires that an IEP be written according to the needs of each student who is eligible under the IDEA; an IEP must also meet state regulations. The following must be included:


title: Individualized Education Program

text: The student should attend when appropriate. If the student is over fourteen, they should be invited to become a part of the IEP team. Additionally, when the student is sixteen years of age, a statement of post-secondary goals and a plan for providing what the student needs to make a successful transition is required. This transition plan can be created at an earlier age if desired, but must be in place by the age of sixteen.


title: Individualized Education Program

text: An IEP must also include other pertinent information found necessary by the team, such as a health plan or a behavior plan for some students.


title: Individualized Education Program

text: The outcome of the IEP development process is an official document that describes the education plan designed to meet the unique needs of a student with a disability.


title: Individualized Education Program

text: Before an IEP is written for a student with a disability, the school must first determine whether the student qualifies for special education services. To qualify, the child's disability must have an adverse effect on the child's educational progress.


title: Individualized Education Program

text: To determine eligibility, the school must conduct a full evaluation of the child in all areas of suspected disability. Based in part on the results of the evaluation, the school along with the parents meet to review the resultsthe child's current level of performanceand to determine whether special education services are needed. In some cases, people may go undiagnosed because of strong visual memories and oral skills they possess, which can mask symptoms of having an impaired learning disorder.


title: Individualized Education Program

text: If the child is found to be eligible for services, the school is required to convene an IEP team and develop an appropriate educational plan for the child. The IEP should be implemented as soon as possible after the child is determined eligible. IDEA does not state specific time frames for each step, but each state determines its own laws for identifying the criteria regarding education and how it should be followed. States have added specific timelines that schools must follow for the eligibility, IEP development, and IEP implementation milestones.


title: Individualized Education Program

text: As outlined by IDEA, students can receive free appropriate education under special education law if they fall under one of 14 categories:


title: Individualized Education Program

text: Although teachers and school psychologists have the ability to initiate evaluations for special education service eligibility, they are unqualified to make medical diagnoses. Attention deficit hyperactive disorder (ADHD), autism spectrum disorder (ASD), and physical and developmental delays must be diagnosed by a physician. Although most children with physical or developmental delays who have received consistent medical care are diagnosed at an early stage by their pediatricians, it is imperative to include a medical professional in the student's evaluation process if one of the aforementioned conditions is suspected but undiagnosed. When children are diagnosed early, they can start receiving services at earlier stages of development. State health and/or education departments offer early intervention services for children under the age of three years, while the public school system offers services for children from ages three through twenty-one.


title: Individualized Education Program

text: The IEP team includes the student, the student's parent(s) or legal guardian(s), a special education teacher, at least one general-education teacher, a representative of the school or of the school district who is knowledgeable about the availability of school resources, and an individual who can interpret the instructional implications of the results of the student's evaluation (such as the school psychologist).


title: Individualized Education Program

text: The parent or school may also bring other individuals who have knowledge or special expertise regarding the child. For example, the school may invite related service providers, such as speech and occupational therapists. The parent may invite professionals who have worked with or assessed the child or someone to assist the parent in advocating for the needs of their child, such as a parent advocate or an attorney.


title: Individualized Education Program

text: If appropriate, the child may also participate in IEP team meetings. For example, some children begin participating in their IEP meetings when they reach middle school age.


title: Individualized Education Program

text: Parents are to be considered full and equal members of the IEP team along with school personnel. Parents have the right to be involved in meetings that discuss the identification, evaluation, IEP development, and educational placement of their children. They also have the right to ask questions, dispute points, and request modifications to the plan, as do all members of the IEP team.


title: Individualized Education Program

text: Although the IEP team are required to work toward a consensus, school personnel are ultimately responsible for ensuring that the IEP includes the services that the student needs. School districts are obligated by law to make a proposal for services to the parent. If an agreement cannot be reached, the school district cannot delay in providing the services which it believes are the best services to ensure that the student receives an effective educational program.


title: Individualized Education Program

text: Most schools do not automatically provide parents a knowledgeable person to guide them through the IEP process. Parents usually have to do the research to know what their child's rights are and what the school can do to help their child. This is a policy failure that needs to be addressed. Advocates should be provided to students upon acceptance into the special education program. A new policy would solve the gap between those who can afford and those who cannot. IEP's are not automatically given to children whose parents believe they need special education resources. The child will be put through multiple different tests provided by the school to determine if the child will need special education resources. For these tests, parents are not allowed to decide which test will be conducted on their child but are required to give consent to have the school test the child. After parents decide and consent to have their child tested by the school, the district will have no more than 60 calendar days to complete the assessment on the child and put an IEP plan meeting in place. Based on these test results, an IEP plan would be put together in a meeting by both the school and the parents in order to be sure the child's needs will be met in school.


title: Individualized Education Program

text: Under IDEA Part D, the United States Department of Education funds at least one parent training and information center in each state and most territories to provide parents the information they need to advocate effectively for their child. Some centers may also provide a knowledgeable person to accompany a parent to IEP meetings to assist the parent in the process.


title: Individualized Education Program

text: The school is mandated to make an effort to ensure that at least one parent is present at each IEP team meeting. If they do not attend, the school is required to show that due diligence was made to enable them to attend, including notifying the parents early enough that they have an opportunity to attend, scheduling the meeting at a mutually agreed on time and place, offering alternative means of participation, such as a phone conference.


title: Individualized Education Program

text: The school is required to ensure that the parent understands the proceedings of IEP team meetings and to include an interpreter for parents who are deaf or whose native language is not English.


title: Individualized Education Program

text: After the student is determined to be eligible for special education services, the IEP team is required to develop an IEP to be implemented as soon as possible after eligibility is determined. Using the results of the full individual evaluation (FIE), the IEP team works together to identify the student's present level of educational performance, as well as the student's specific academic and any related or special services that the child needs in order to benefit from their education.


title: Individualized Education Program

text: When developing an IEP, the team must consider the strengths of the student, the concerns of the parent for their student's education, results of the initial or most recent evaluation of the child (including private evaluations conducted by the parents), and the academic, developmental, and functional needs of the student. The team must also consider areas of deficit. Corresponding annual goals and objectives should be created to improve these areas. In the case of a student whose behavior impedes their own learning or that of other children, the team is required to consider positive behavior intervention and support to address the behavior. A Functional Behavior Assessment (FBA) may be required by the team to address the behavioral concerns. An FBA is conducted by a child psychologist with input from the IEP team.


title: Individualized Education Program

text: The IEP team is required to consider the student's communication needs. For example, if a student is blind or visually impaired, the IEP is mandated to provide instruction in braille unless an evaluation of the student's reading and writing skills, needs, and future needs indicate that this instruction is not appropriate for the student. If a student is deaf or hard of hearing, the team is required to consider the child's language and communication needs, including the need to communicate with school personnel and peers, and the student's need for direct instruction in the child's language and communication mode. In the case of a child with limited English proficiency, the team is required to consider the language needs of the child as those needs relate to the child's IEP.


title: Individualized Education Program

text: A matrix is drafted containing the student's present level of performance, indicators about ways the student's disability influences participation and progress in the general curriculum, a statement of measurable goals that include benchmarks or short-term objectives, the specific educational services to be provided which include program modifications or supports, an explanation of the extent that the child will not participate in general education, a description of all modifications in statewide or district-wide assessments, the projected date for services to begin and their expected duration, the annual statement of transition service needs (beginning at age 14), a statement of inter-agency responsibilities to ensure continuity of services when the student leaves school (by age 16), and a statement regarding how the student's progress will be measured and how the parents will be informed in the process.


title: Individualized Education Program

text: IDEA requires a student's IEP to be developed solely based on their needs and not on pre-existing programs or services available in the district. Whether particular services are available in the district should not be considered when identifying the services a student needs to receive an appropriate education.


title: Individualized Education Program

text: After the IEP is developed, the IEP team determines placement—the environment in which the student's IEP can most readily be implemented. IDEA requires that the IEP is completed before placement decisions are made so that the student's educational needs drive the IEP development process. Schools may not develop a child's IEP to fit into a pre-existing program for a particular classification of disability; the placement is chosen to fit the IEP, which is written to fit the student.


title: Individualized Education Program

text: IDEA requires state and local education agencies to educate children with disabilities with their non-disabled peers to the maximum extent appropriate. A child can only be placed in a separate school or special classes if the severity or nature of the disability prevents the student from receiving an appropriate education in the regular classroom, even with the use of supplementary aids and services. When determining placement, the starting assumption must be the student's current academic level and needs as evident by the disability.


title: Individualized Education Program

text: Some of the more common placement settings include the general education classroom, an integrated class, a resource class, a self-contained class, and other settings, which include separate schools and residential facilities. A school system may meet its obligation to ensure that the child has an appropriate placement available by providing an appropriate program for the child on its own, consulting with another agency to provide an appropriate program, or utilizing some other mechanism/arrangement that is consistent with IDEA. The placement group bases its decision on the IEP and which placement option is appropriate for the child. The general education classroom is seen as the least restrictive environment. In addition to the general education teacher, there will also ideally be a special education teacher. The special education teacher adjusts the curriculum to the student's needs. Most school-age IEP students spend at least 80 percent of their school time in this setting with their peers. Research suggests students with special needs benefit from being included in general education and its curriculum.


title: Individualized Education Program

text: An integrated classroom is made up of mostly neurotypical children and several children who have IEPs. These are typically higher functioning children with disabilities that require help in areas of social skills. This setting allows them to model the behavior of neurotypical children. Typically, there is an aide in this classroom setting to assist those children with IEPs.


title: Individualized Education Program

text: The resource class is where the special education teacher works with small groups of students using techniques that work more efficiently with the students. This setting is available for students who spend between 40 and 79 percent of their time in the general education classroom. The term "resource" in this context refers to the amount of time spent outside general education, not the form of instruction.


title: Individualized Education Program

text: Another setting option is the separate classroom. When students spend less than 40 percent of their day in the general education class, they are said to be placed in a separate class. They are allowed to work in small, highly structured settings with a special education teacher. Students in a separate class may be working at different academic levels. Other settings include separate schools and residential facilities. Students in these settings receive highly specialized training to address both special learning and behavioral needs and acquire both academic and life skills instruction. These schools have the highest degree of structure, routine, and consistency.


title: Individualized Education Program

text: After the IEP is developed and placement is determined, the student's teachers are responsible for implementing all educational services, program modifications, or supports as indicated by the individual education plan. Schools are required to have an IEP in effect at the beginning of the school year. Initial IEPs are required to be developed within 30 days after eligibility is determined, and the services specified in the child's IEP are required to be provided as soon as possible after the IEP is developed.


title: Individualized Education Program

text: An initial IEP is required to be accepted and signed by a parent or guardian before any of the outlined services may begin. Formerly, parents had 30 calendar days to take the paperwork home for their consideration. Currently, the IEP must be signed or appealed within 10 days, or the school can implement the most recent version.


title: Individualized Education Program

text: The IEP team is responsible for conducting an annual review to ensure that the student is meeting goals and/or making progress on the benchmarks specified for each objective. If an IEP is not helping the student in the classroom, an immediate revision is to occur.


title: Individualized Education Program

text: The school's special education program is funded by the federal government. The funding is based on the overall student attendance. This means that the school's reaction is to automatically deny a child who is believed to need the special education program due to funding. The federal government needs to give more money to the school districts and the school districts need to allocate more money to the special education program. By doing this, more students would receive the services they need. Once a student has been tested and confirmed of such disability, an IEP plan would be put in place. The child will stay in special education unless their parents or legal guardians request removal or if the child met all their IEP goals and re-tests out. Some special education programs will slowly test the child out in general education classes. This is done in order to make sure the child will succeed without need of the special education program. If the child can be successful in a general classroom, then there is no more need for the child to be in special education. If the child is unable to be successful in the general education classes, the IEP participants will come back together to see why the child was not succeeding. The goal of the school is to have the child succeed in school no matter the resources needed to get them there.


title: Individualized Education Program

text: School personnel have an obligation to provide parents with a Procedural Safeguards Notice, which is required to include an explanation of all of the procedural safeguards built into IDEA. The information must be understandable and in the native language of the parent.


title: Individualized Education Program

text: A copy of the Procedural Safeguards Notice is required to be present at an IEP meeting. The school must give the parent a copy of the child's IEP at no cost.


title: Individualized Education Program

text: An extensive system of conflict resolution procedures are set out in the statutory provisions. They include the right to examine records, advance notification of intent to change the educational program, the right to engage in mediation, and a right to an impartial due process hearing.


title: Individualized Education Program

text: Specially designed instruction affects the instructional content, method of instructional delivery, and the performance methods and criteria that are necessary to help the student make meaningful educational progress. This instruction is designed by or with an appropriately credentialed special education teacher or related service provider. Students may have better success with small-group instruction as presented in a resource room (mandated by program and placement outlined in the IEP) particularly with language-based instruction.


title: Individualized Education Program

text: For some students, teachers may need to present information through the use of manipulatives. For other students, teachers may need to select and teach only important key concepts and then alter evaluation activities and criteria to match this content change.


title: Individualized Education Program

text: The IEP team determines whether a specific type of instruction is included in a student's IEP. Generally, if the methodology is an essential part of what is required to meet the individualized needs of the student, the methodology is included. For instance, if a student has a learning disability and has not learned to read using traditional methods, then another method is used. When including such an IEP recommendation, the team describes the components of the appropriate type of methodology, as opposed to naming a specific program.


title: Individualized Education Program

text: Research has shown the importance of parental involvement in a child's education. James Griffith (1996) found that schools having higher levels of parental involvement and empowerment also had higher student criterion-referenced test scores. Although much attention has been focused on ways of involving the parent in school activities, little has been written on how to better involve parents of special education students. The U.S. Office of Education 1998 revisions to IDEA contained major changes designed to increase the parent's involvement in the educational process. These revisions required school districts to invite the parent to be involved in the diagnosis of the disability, determination of the need for special education programs and services and the extent to which the child would receive these services.


title: Individualized Education Program

text: Modifications can be made to the program's content, such as lowering criteria for academic success, decreasing alternative state assessments, such as off-grade level assessments, or allowing the student to receive a "focused grade"a grade that is recognized in a high school diploma, but is noted as "focused".


title: Individualized Education Program

text: Some of a student's educational needs may be met using class accommodations. Accommodations are typically provided by general educators within the general education environment. Accommodations do not involve modifying the material's content but rather allows students to receive information or to demonstrate what they have learned in ways that work around their impairment, thereby minimizing the likelihood of a significant disability. For example, a child may complete fewer/different parts of a homework assignment or an assessment than other students. They may also write shorter papers or be given different projects and assignments in replacement of the original task.


title: Individualized Education Program

text: Accommodations may also include provisions such as preferential seating, providing photocopies of teacher notes, giving oral rather than written quizzes, extended time for tests and assignments, use of a word processor or laptop, taking tests in a quiet room, prompts and reminders for focus breaks for sensory needs, and assistance with specific subject areas.


title: Individualized Education Program

text: Modifications in the curriculum can occur if a student needs to learn material that the class has moved on from, like working on exponents while the class is moving on to applying them in the order of operations. They also may occur in grading rubrics, where a student with an IEP may be assessed on different standards than other students.


title: Individualized Education Program

text: If the child needs additional services to access or benefit from special education, schools are required to provide the related services, which include: speech therapy, occupational or physical therapy, interpreters, medical services (for example, a nurse to perform procedures the child needs during the day, for example, catheterization), orientation and mobility services, parent counseling, and training to help parents support the implementation of their child's IEP, psychological or counseling services, recreation services, rehabilitation, social work services, and transportation. If necessary a student is provided with specialized transportation. This can be the case if the student has a severe disability and requires a wheelchair, or is identified to have an emotional problem.


title: Individualized Education Program

text: Canada has similar documents called an Individualized Education Plan, a Special Education Plan (SEP), Individualized Program Plan (IPP), Student Support Plan (SSP), or an Individual Support Services Plan (ISSP), depending on the province or territory. The IEP system in Canada functions relatively similar to the US, though regulations vary between provinces.


title: Individualized Education Program

text: In Saudi Arabia, the document is known as an Individual Education Program. In Saudi Arabia, all schools must provide an IEP for all students who have disabilities. The process of creating an IEP in Saudi Arabia may exclude the parents and other providers of services.


title: Spiritual Healing (album)

text: Spiritual Healing is the third studio album by American death metal band Death, released on February 16, 1990, by Combat Records. It is the band's only album to feature both guitarist James Murphy and bassist Terry Butler and the last to feature drummer Bill Andrews.


title: Spiritual Healing (album)

text: "Spiritual Healing" was the first of Death's albums to show Schuldiner's lyrics moving away from the gore and horror themes of previous works, focusing instead on themes of society and "real life horror", including serial killers, drug addiction, genetic reconstruction (influenced by a story on "That's Incredible!"), and faith healers.


title: Spiritual Healing (album)

text: The musical content is more obviously melodic, a facet highlighted by James Murphy's characteristic lead guitar playing. The members of Death and their manager/co-producer Eric Greif stayed in a single motel room at the Safari Inn, near Busch Gardens, for the entire six weeks the album was recorded and mixed, although bassist Terry Butler and drummer Bill Andrews frequently went home as they lived in the Tampa area.


title: Spiritual Healing (album)

text: This was the final Death album cover painted by Ed Repka. This period was one of massive controversy for Death, as Butler and Andrews toured Europe without Schuldiner (who refused to do the tour on the basis that it had been badly organised), with vocalist Louis Carrisalez in his place. Butler and Andrews left the band following the tour.


title: Spiritual Healing (album)

text: The "joke & jam" tracks on the "Spiritual Healing" re-issue were a result of heat exhaustion, as the band was practicing in a mini warehouse in summer with no air conditioning. The band would play a few songs then stop, as they would be close to passing out from the intense heat.


title: Teqball

text: Teqball is a ball sport that is played on a curved table, combining elements of sepak takraw and table tennis. Back and forth, the players hit a football with any part of the body except arms and hands. Teqball can be played between two players as a singles game, or between four players as a doubles game. The game is represented at an international level by the International Federation of Teqball (FITEQ). A number of world-class footballers have been attracted by the game, and after being added to the programmes for the 2021 Asian Beach Games and the 2023 European Games, the sport is now aiming for Olympic inclusion.


title: Teqball

text: Teqball became the world’s fastest-recognised sport in August 2018 when its highest governing body FITEQ was officially recognised by the Olympic Committee of Asia (OCA). In June 2019 it was officially recognised by the Association of National Olympic Committees of Africa (ANOCA).


title: Teqball

text: In November 2020, FITEQ was granted full membership of the Global Association of International Sports Federations (GAISF).


title: Teqball

text: Teqball was invented in 2012 in Hungary by three football enthusiasts: former professional player [hu]; Hungarian businessman György Gattyán; and computer scientist Viktor Huszár. The creative idea came from Gábor Borsányi, who used to play football on a table tennis table. The horizontal design of the table made the ball often not bounce to the players, so this game was not enjoyable. Borsányi thought that if the table were bent, the arched surface could help the ball bounce to the foot. After several years of development with Viktor Huszár, the first teqball table was made in 2014.


title: Teqball

text: The sport was officially presented in Budapest, Hungary on October 18, 2016 by Brazilian ex-football player Ronaldinho, one of the ambassadors of teqball.


title: Teqball

text: The official competition size of a teqball court is a minimum of wide by a minimum of long by a minimum of high. The court must be rectangular and marked with surrounds with a minimum height of and a maximum height of . The Teq table is in the exact middle of the court with the net being parallel to the shorter sides’ perimeters.


title: Teqball

text: The curved table measures in length and is wide with the highest point at in the middle of the playing surface where the net with the height of is installed separating the surface into two parts. The two outer edges of the width are above the ground.


title: Teqball

text: The ball is spherical and must be made of leather or another suitable material and has a latex bladder with a butyl valve. The ball is a regular sized 5 football, which has a lower pressure (between 0.3 and 0.5 atmospheres) than a normal football.


title: Teqball

text: Unlike equipment in traditional sports, the design of the teqball table is patented, so only Teqball International or others with a license from Teqball Holding SARL may legally manufacture tables. The name "teqball" itself is trademarked, giving the trademark holder control over who may advertise teqball events or otherwise use the name in public. The teqball inventors view these legal restrictions as essential to their efforts to grow the sport.


title: Teqball

text: The Teqball World Championships has both Singles and Doubles competitions with men and women participating together. The first Teqball World Championships was held in Budapest, Hungary in 2017 with more than 20 participating nations. The 2018 version of the event was held from 12–13 October in Reims, France with a total of 90 players participating.


title: Teqball

text: The 2019 Teqball World Championships took place from 6–8 December in Budapest. Around 160 athletes representing 58 countries competed across singles, doubles and mixed doubles events.


title: Teqball

text: FITEQ has taken the decision to postpone the 2020 Teqball World Championships due to the ongoing uncertainty and restrictions related to the COVID-19 pandemic.


title: Teqball

text: Teqball was included in the first African Beach Games in Sal, Cape Verde on 14–23 July 2019. Cameroon won the title by beating Nigeria in the final.


title: Teqball

text: As a sport that is officially recognised by the Olympic Council of Asia (OCA), teqball was added to the programme for the Sanya 2020, but The Olympic Council of Asia (OCA) has postponed the Sanya Asian Beach Games, which was due to take place from 2–10 April 2021, as well as the Bangkok and Chonburi Asian Indoor and Martial Arts Games (AIMAG), which was scheduled for 21–30 May 2021. The decisions were taken by the OCA Executive Board in light of the ongoing challenges with the COVID-19 pandemic.


title: Teqball

text: The OCA, the National Olympic Committee of Thailand and the AIMAG 2021 Organising Committee have agreed that the event, in which teqball will be a demonstration sport, will now be held from 10–20 March 2022. The OCA has noted that it will continue its consultation with the Chinese Olympic Committee and the Sanya Asian Beach Games Organising Committee to agree a new date for the 6th Asian Beach Games, where teqball is set to make its debut as a medal sport.


title: Teqball

text: The European Olympic Committees (EOC) announced an agreement with FITEQ that will see teqball included for the first time in the programme of the European Games in 2023.


title: Teqball

text: FITEQ has World Rankings for singles, doubles and mixed doubles, based on World Ranking points attained in official FITEQ events. FITEQ publishes regular updates to its World Rankings, which are used determine the seeding of players into tournaments. Last updated on: 22 February 2022.


title: Hunger Plan

text: The Hunger Plan () was a partially implemented plan developed by Nazi bureaucrats during World War II to seize food from the Soviet Union and give it to German soldiers and civilians. The plan entailed the genocide by starvation of millions of Soviet citizens following Operation Barbarossa, the 1941 invasion of the Soviet Union (see Generalplan Ost). The premise behind the Hunger Plan was that Germany was not self-sufficient in food supplies; to sustain the war and keep up domestic morale, it needed food from conquered lands at any cost. The plan created a famine as an act of policy, killing millions of people.


title: Hunger Plan

text: It was developed to prepare for the "Wehrmacht" (German armed forces) invasion, and provided for diverting Ukrainian foodstuffs away from central and northern Russia into the hands of the invading army and the population in Germany. Its means of mass murder were outlined in several documents, including one that became known as Göring's Green Folder, which quoted a number of "20 to 30 million" expected Russian deaths from "military actions and crises of food supply".


title: Hunger Plan

text: The architect of the Hunger Plan was Herbert Backe. Together with others, including Heinrich Himmler, Backe led a coalition of Nazi politicians dedicated to securing Germany's food supply. The Hunger Plan may have been decided on almost as soon as Hitler announced his intention to invade the Soviet Union in December 1940. Certainly by 2 May 1941, it was in the advanced stages of planning and was ready for discussion between all the major Nazi state ministries and the "Oberkommando der Wehrmacht" (OKW) office of economics, headed by General Georg Thomas. The lack of capacity of the Russian railways, the inadequacy of road transport and the shortages of fuel, meant that the German Army would have to feed itself by living off the land in the territories they conquered in the western regions of the Soviet Union. A meeting on 2 May 1941 between the permanent secretaries responsible for logistical planning for the invasion of the Soviet Union, as well as other high-ranking Nazi party functionaries, state officials and military officers, included in its conclusions:


title: Hunger Plan

text: The minutes of the meeting exemplify German planning for the occupation of the Soviet Union. They present a deliberate decision on the life and death of vast parts of the local population as a logical, inevitable development. Three weeks later, on 23 May 1941, economic policy guidelines for the coming invasion were produced by Hans-Joachim Riecke's agricultural section of the Economic Staff East, which had direct responsibility for the economic and agricultural exploitation of the soon-to-be occupied Soviet territories:


title: Hunger Plan

text: The perceived grain surpluses of Ukraine figured particularly prominently in the vision of a "self-sufficient" Germany. Hitler himself had stated in August 1939 that Germany needed "the Ukraine, in order that no one is able to starve us again as in the last war". Ukraine did not produce enough grain for export to solve Germany's problems. Scooping off the agricultural surplus in Ukraine for the purpose of feeding the Reich called for:


title: Hunger Plan

text: Discussing the plan, Backe noted a "surplus population" in Russia of 20 to 30 million. If that population were cut off from food, it could be used for the invading German Army and the German population. Industrialization had created an urban population of many millions in the Soviet Union. Great suffering among the native Soviet population was envisaged, with tens of millions of deaths expected within the first year of the German occupation. Carefully planned starvation was to be an integral part of the German campaign, and the German planners believed that the assault on the Soviet Union could not succeed without it. According to Gesine Gerhard, German agricultural officials saw the Hunger Plan as a solution to the European food crisis and a method for exterminating the "undesirable" Soviet population.


title: Hunger Plan

text: The Hunger Plan caused the deaths of millions of citizens in the German-occupied territories of the Soviet Union. The historian Timothy Snyder estimates that "4.2 million Soviet citizens (largely Russians, Belarusians, and Ukrainians) [were] starved by the German occupiers in 1941–1944". Among the victims were many Jews, whom the Nazis forced into ghettos, and Soviet prisoners of war under German control. Jews were prohibited from purchasing eggs, butter, milk, meat or fruit. The so-called "rations" for Jews in Minsk and other cities within the control of Army Group Centre were no more than per day. Tens of thousands of Jews died of hunger and hunger-related causes over winter 1941–1942.


title: Hunger Plan

text: The most reliable figures for the death rate among Soviet prisoners of war in German captivity reveal that 3.3 million died of a total of 5.7 million captured between June 1941 and February 1945, most of them directly or indirectly from starvation. Of these 3.3 million, 2 million had already died by the beginning of February 1942. The enormous number of deaths was the result of a deliberate policy of starvation directed against Soviet POWs. The German planning staffs had reckoned on capturing and thus having to feed up to two million prisoners within the first eight weeks of the war, i.e. roughly the same number as during the Battle of France in 1940. The number of French, Belgian and Dutch POWs who died in German captivity was extremely low compared with deaths among Soviet POWs.


title: Hunger Plan

text: In spite of the exorbitantly high death rate among Soviet POWs, who constituted the main group of victims of the Hunger Plan, the plan was never fully implemented due to the failure of the German military campaign. The historian Alex J. Kay wrote, "what one is dealing with here is the blueprint for a programme of mass murder unprecedented in modern history". Except in isolated cases, the Germans lacked the manpower to enforce a 'food blockade' of the Soviet cities; neither could they confiscate the food. The Germans were able to significantly supplement their grain stocks, particularly from the granaries in fertile Ukraine, and cut off the Soviets from them, leading to significant starvation in the Soviet-held territories (most drastically in the Siege of Leningrad, where about one million people died). Germans also tried to starve Kiev and Kharkov in German-occupied Ukraine. During the German occupation, about 80,000 residents of Kharkov died of starvation. The lack of food also contributed to the starvation of slaves and concentration camp inmates in Germany.


title: Hunger Plan

text: The Hunger Plan directed against the population of Soviet cities and grain-deficit territories was unique—the Nazis formulated no other plan against the inhabitants of other German-occupied territories. However, starvation affected other parts of German-occupied Europe, including Greece (more than 300,000 Greeks died of starvation during the Great Famine) and the General Government of Poland. Unlike in the Soviet Union, in Poland the Jewish population in ghettos (especially in the Warsaw Ghetto) suffered the most, although ethnic Poles also faced increasing levels of starvation. Raul Hilberg estimated that "in the whole of occupied Poland 500,000 to 600,000 Jews died in ghettos and labor camps", in part due to starvation. In early 1943, Hans Frank, the German governor of Poland, estimated that three million Poles would face starvation as a result of the Plan. In August, the Polish capital Warsaw was cut off from grain deliveries. Only the bumper harvest of 1943 and the collapsing Eastern Front of 1944 saved the Poles from starvation. Western Europe was third on the German list for the re-distribution of food, which was also shipped to Germany from France and other occupied territories in the West but these were never subjected to the genocidal starvation experienced in the East. As many as 22,000 people died during the Dutch famine of 1944–1945 as a result of an embargo placed by the Germans on transporting food into the country.


title: Hunger Plan

text: By mid-1941 the German minority in Poland received per day, while Poles received and Jews in the ghetto . The Jewish ration supplied a mere 7.5 percent of human daily needs; Polish rations only 26 percent. Only the rations allocated to Germans fulfilled the full needs of their daily caloric intake.


title: Lumbricus terrestris

text: Lumbricus terrestris or the common earthworm is a large, reddish worm species thought to be native to Western Europe, now widely distributed around the world (along with several other lumbricids). In some areas where it is an introduced species, some people consider it to be a significant pest for out-competing native worms.


title: Lumbricus terrestris

text: Through much of Europe, it is the largest naturally occurring species of earthworm, typically reaching 20 to 25 cm in length when extended.


title: Lumbricus terrestris

text: Because it is widely known, "L. terrestris" goes under a variety of common names. In Britain, it is primarily called the common earthworm or lob worm (though the name is also applied to a marine polychaete). In North America, the term nightcrawler (or vitalis) is also used. In Canada, it is also called the dew worm, or "Grandaddy Earthworm". In several Germanic languages, it is called variants of "rain worm", for example in German "Gemeiner Regenwurm" ("common rain worm") or in Danish "Stor regnorm" ("large rain worm"). In the rest of the world, many references are just to the scientific name, though with occasional reference to the above names.


title: Lumbricus terrestris

text: Although this is not the most abundant earthworm, even in its native range, it is a very conspicuous and familiar earthworm species in garden and agricultural soils of the temperate zone, and is frequently seen on the surface, unlike most other earthworms. It is also used as the example earthworm for millions of biology students around the world, even in areas where the species does not exist. However, 'earthworm' can be a source of confusion since, in most of the world, other species are more typical. For example, through much of the unirrigated temperate areas of the world, the "common earthworm" is actually "Aporrectodea" (="Allolobophora") "trapezoides", which in those areas is a similar size and dark color to "L. terrestris".


title: Lumbricus terrestris

text: "Lumbricus terrestris" is relatively large, pinkish to reddish-brown in colour, generally in length and about in diameter. It has around 120–170 segments, often 135–150. The body is cylindrical in the cross section, except for the broad, flattened posterior section. Head end dark brown to reddish brown lateral, dorsal pigmentation fading towards the back.


title: Lumbricus terrestris

text: The worm has a hydrostatic skeleton and moves by longitudinal and circular muscular contractions. Setae – tiny hair-like projections – provide leverage against the surrounding soil. Surface movements on moist, flat terrain were reported at a speed of 20 m/h and, based on measurements of the length of the trail, nocturnal activity away from the burrow was estimated at up to 19 m during a single surface foray. Such movement is apparent during and after heavy rainfall and usually happens when people become aware of relatively large numbers of earthworms in, for example, urban ecosystems. This form of activity is often considered a way to escape floods and waterlogged burrows. However, this cannot be the case since "L. terrestris", like other earthworms, can live in oxygenated water for long periods of time, stretching to weeks. Under less severe environmental conditions where air temperature and moisture are sufficient, the worm often moves around on the surface. This may be driven by resource availability or the desire to avoid mating with close relatives.


title: Lumbricus terrestris

text: "Lumbricus terrestris" is a deep-burrowing anecic earthworm, that is, it builds deep vertical burrows and surfaces to feed, as opposed to burrowing through the soil for its food as endogeic species. It removes litter from the soil surface, pulling it down into the mineral layer, and deposit casts of mixed organic and mineral material on the soil surface. It lives in semi-permanent burrows and can reside in or escape to deeper soil layers.


title: Lumbricus terrestris

text: Its activity is limited by temperature and humidity. High soil and night air temperatures inhibit activity, as do low night moisture and dry soil. During such times, particularly in the summer, the worms will retreat to the deepest parts of their burrows. Winter temperatures can also reduce activity, while activity in maritime climates can continue through winter.


title: Lumbricus terrestris

text: "Lumbricus terrestris" can strongly influence soil fungi, creating distinctive micro-habitats called middens, which strongly affect the spatial distribution of plant litter and litter-dwelling animals on the soil surface. In the soil system, "L. terrestris" worm casts produce have a relationship with plants which can be seen in such scenarios such as in plant propagation from seed or clone. Worm casts initiate root development, root biomass, and in effect, increase root percentage as opposed to the soil and soil systems without worm casts.


title: Lumbricus terrestris

text: In parts of Europe, notably the Atlantic fringe of northwestern Europe, it is now locally endangered due to predation by the New Zealand flatworm ("Arthurdendyus triangulatus") and the Australian flatworm ("Australoplana sanguinea"), two predatory flatworms accidentally introduced from New Zealand and Australia. These predators are very efficient earthworm eaters, being able to survive for lengthy periods with no food, so still persist even when their prey has dropped to unsustainably low populations. In some areas, this is having a seriously adverse effect on the soil structure and quality. The soil aeration and organic material mixing previously done by the earthworms has ceased in some areas.


title: Lumbricus terrestris

text: "Lumbricus terrestris" is a detritivore that eats mainly dead leaves on the soil floor and A-horizon mineral soil. Preference is associated with high concentrations of calcium and likely nitrogen. As a result, basswood, ash and aspen are most favored, followed by sugar maple and maple varieties. Oak is less palatable due to its low concentration of calcium, but will be eaten if no higher calcium leaves are available.


title: Lumbricus terrestris

text: While they generally feed on plant material, they have been observed feeding on dead insects, soil micro-organisms, and feces.


title: Lumbricus terrestris

text: "Lumbricus terrestris" is an obligatorily biparental, simultaneous hermaphrodite worm, that reproduces sexually with individuals mutually exchanging sperm. Copulation occurs on the soil surface, but partners remain anchored in their burrow and mating is preceded by repeated mutual burrow visits between neighbors. Additionally, when mates separate, one of them can be pulled out of its burrow. Mating frequency is relatively high (once every 7–11 days). The relative size of the mate, the distance from the presumed mates, the chance of being dragged to the surface, and the size-related fecundity all tend to play key roles in the mating behavior of the nightcrawler.


title: Lumbricus terrestris

text: Sperm is stored for as long as 8 months, and mated individuals produce cocoons for up to 12 months after the mating. Fertilization takes place in the cocoon and the cocoon is deposited in a small chamber in the soil adjacent to the parental burrow. After a few weeks, young worms emerge and begin to feed in the soil. In the early juvenile phase, the worms do not develop the vertical burrows typical of adults. Adulthood is likely to require a minimum of one year of development, with reproductive maturity reached in the second year. The natural lifespan of "L. terrestris" is unknown, though individuals have lived for six years in captivity.


title: Lumbricus terrestris

text: "Lumbricus terrestris" is considered invasive in the north central United States. It does not do well in tilled fields because of pesticide exposure, physical injuries from farm equipment and a lack of nutrients. It thrives in fence rows and woodlots and can lead to reductions in native herbaceous and tree regrowth.


title: Iyengar Yoga

text: Iyengar Yoga, named after and developed by B. K. S. Iyengar, and described in his bestselling 1966 book "Light on Yoga", is a form of yoga as exercise that has an emphasis on detail, precision and alignment in the performance of yoga postures (asanas).


title: Iyengar Yoga

text: The style often makes use of props, such as belts, blocks, and blankets, as aids in performing the asanas. The props enable beginning students, the elderly, or those with physical limitations to perform the asanas correctly, minimising the risk of injury or strain.


title: Iyengar Yoga

text: B. K. S. Iyengar learnt yoga from Tirumalai Krishnamacharya at the Mysore Palace, as did Pattabhi Jois; Iyengar Yoga and Jois's Ashtanga Vinyasa Yoga are thus branches of the same yoga lineage, sharing many of the same asanas. Iyengar began teaching yoga as exercise gradually, starting with individual pupils such as the violinist Yehudi Menuhin, whom he met in 1952; Menuhin's fame helped to propel Iyengar Yoga as a brand in the Western world.


title: Iyengar Yoga

text: A landmark was the publication of Iyengar's bestselling book "Light on Yoga" in 1966, describing over 200 asanas in "unprecedented" detail. The yoga scholar Andrea Jain called the book "arguably the most significant event in the process of elaborating the [Iyengar Yoga] brand". Jain and others have noted that the book's biomedical claims, such as of toning up various organs of the body, were attractive to its audience but were stated directly without any supporting evidence. Authorities such as the yoga scholar Elliott Goldberg have described it as the bible of modern yoga; the book has sold over three million copies, and has been translated into at least 23 languages.


title: Iyengar Yoga

text: Iyengar Yoga became an institution with the 1975 founding of the Ramamani Iyengar Memorial Yoga Institute in Pune, named in memory of his wife. A further major step was the founding of the first of many institutes abroad, the Iyengar Yoga Institute (IYI) in Maida Vale, London, in 1983. The old IYI building was replaced in 1994, and the new one was officially opened by Iyengar in person in 1997. Iyengar Yoga had however been taught in London before that, in evening classes run by the Inner London Education Authority starting in 1968. From the start, Iyengar personally assessed the quality of the teaching every year.


title: Iyengar Yoga

text: The first Iyengar Yoga Institute in America was founded in San Francisco in 1976 by Mary Dunn, Judith Lasater, and others; Iyengar visited the area that year. Further Iyengar Yoga Institutes have been opened in 1984 in Los Angeles, and in 1987 in New York. National Iyengar Yoga Associations have been created in Argentina, Australia, Austria, Belgium, Canada, Czechia, Chile, China, Denmark, France, Germany, Israel, Italy, Japan, the Netherlands, Mexico, Poland, Russia, Spain, South Africa, Sweden, Switzerland and New Zealand.


title: Iyengar Yoga

text: Iyengar Yoga is a form of yoga as exercise with a focus on the structural alignment of the physical body through the practice of asanas. It differs from other styles of yoga in three ways: precision, sequence and use of props.


title: Iyengar Yoga

text: According to the Iyengar Yoga Institute, unlike more experiential approaches where students are encouraged to independently "find their way" to the asanas by imitating the teacher, an Iyengar Yoga class is precise, with misalignments and errors actively explained and corrected. It states that the style "emphasises precision and alignment", and prioritises correct movement over quantity, i.e. moving a small amount in the right direction is preferred to moving more but in other directions. Postures are held for a relatively long period of time compared to other schools of yoga; this allows the muscles to relax and lengthen, and encourages awareness in the pose. Props including belts, blocks and blankets are freely used to assist students in correct working in the asanas.


title: Iyengar Yoga

text: "The New Yorker" writes that Iyengar Yoga is characterized by great attention to detail and precise focus on body alignment. Iyengar pioneered the use of "props" such as cushions, benches, blocks, straps and sand bags, which function as aids allowing beginners to experience asanas more easily and fully than might otherwise be possible without several years of practice. Props also allow elderly, injured, tired or ill students to experience the benefits of a wider variety of asanas via fully "supported" methods requiring less muscular effort.


title: Iyengar Yoga

text: "Yoga Journal" notes that in contrast to other styles, beginners in Iyengar Yoga are introduced early on to standing poses (such as Trikonasana and Virabhadrasana), executed with careful attention to detail. For example, in Trikonasana, the feet are often jumped apart to a wide stance, the forward foot is turned out, and the centre of the forward heel is exactly aligned with the centre of the arch of the other foot.


title: Iyengar Yoga

text: "The New York Times" writes that Iyengar Yoga is distinctive in its diversity of sequencing and choice of asanas. This, suggests Carrie Owerko, an Iyengar Yoga teacher, helps reduce injury. Owerko states that the style emphasises the inversion poses, headstand (Sirsasana) and shoulderstand (Sarvangasana), more than other styles, "insist[ing] on a yoga blanket to prevent overstretching of the neck area". In Owerko's words, "Iyengar yoga is very cautious and mindful."


title: Iyengar Yoga

text: A founder of Iyengar Yoga in America, Mary Dunn, stated that "People have incorrectly pigeonholed Iyengar Yoga into 'alignment, technique, props' rather than 'learning, experiencing, integrating'—which I think are the real words".


title: Iyengar Yoga

text: Iyengar teachers have traditionally completed at least two years of yoga teacher training for the introductory certificate. They may complete subsequent intermediate levels and senior levels of certification, potentially entailing a decade or more of training. The system is being replaced from 2019, with a requirement for at least six years of practice before assessment.


title: Iyengar Yoga

text: Practitioners in the West can attend the Ramamani Iyengar Memorial Institute (RIMYI) in Pune, Maharashtra, India once they have practised yoga for eight years. A "Protocol" governs attendance at the Pune institute.


title: Iyengar Yoga

text: In 2019, the Iyengar National Association of the United States decertified one of its most senior teachers, Manouso Manos, for repeated sexual assaults, and updated its ethics standards based on the Yamas and Niyamas in the "Yoga Sutras of Patanjali" as a result.


title: Iyengar Yoga

text: The yoga scholar Suzanne Newcombe notes that despite the references to Patanjali, Iyengar did not ask students to adopt any set of beliefs. She describes Iyengar as trying to "teach an embodied experience of concentration and unity of body, breath, mind and soul", focussing on "asana while teaching a method accessing all the different aspects of yoga within this single limb."


title: Del Boy

text: Derek Edward Trotter, more commonly known as Del Boy, is a fictional character from the BBC sitcom "Only Fools and Horses" and one of the main characters of its spinoff series, "Rock & Chips". He was played by David Jason in the original series and was portrayed as a teenager by James Buckley in the prequel. Del Boy is often regarded as one of the greatest comedy characters in the history of British television, and is regarded as an iconic character in British culture. In a 2001 poll conducted by Channel 4 Del Boy was ranked fourth on their list of the 100 Greatest TV Characters.


title: Del Boy

text: Encompassing everything Cockney (though not an actual Cockney), Del Boy is known for his broken French phrases, which are usually completely out of context, and a variety of British and Cockney catchphrases, including: "He who dares, wins!", "This time next year we'll be millionaires", "Cushty!", "Lovely Jubbly!", "You know it makes sense" (which he usually says to his customers after they have agreed on a deal), "Shut up you tart" and "You plonker!", usually said to Rodney.


title: Del Boy

text: Del Boy is a happy-go-lucky, cheeky character. While not always successful, his general optimism and confidence often persuade people to believe in him. Despite his general positive demeanour, the episode "Diamonds Are For Heather" reveals that Del Boy has suffered from feelings of loneliness over his lack of a family beyond Grandad and Rodney on at least one occasion. In the episode Del mentions visiting a friend's Christening party and seeing his friend's family had come to join in the celebration, at which point Del felt so upset that he left early.


title: Del Boy

text: From the sixth series on, he adopts some of the mannerisms of a stereotypical yuppie of the late 1980s, pretending to be much more wealthy than he really is, as he tries to associate with the upper classes despite being obviously underclass.


title: Del Boy

text: Del Boy is a compulsive liar, particularly to women, customers, policemen and even his family and doctors. He sometimes lies when it is against his best interests, such as when he claims to be a health freak while suffering from severe stomach pains, leading to his spending several days under observation in hospital rather than receiving an immediate diagnosis. In "Rodney Come Home" it is revealed that Del supported Millwall.


title: Del Boy

text: It is revealed in "Sickness and Wealth" that he is frightened of doctors, which causes him to resist Albert and Rodney's advice for him to see one, until a medium tricks him into believing his late mother wants him to visit the doctor about his stomach. His fear of doctors goes so far that in the same episode Rodney mentions to Cassandra that Del was once stabbed outside a nightclub by a former fiancée, and rather than seek medical attention he treated the stab wound himself with the help of a bottle of TCP.


title: Del Boy

text: In "Fatal Extraction", it is revealed that Del is also frightened of dentists, avoiding visiting them whenever possible (his previous dentist died on the night of the Queen's Silver Jubilee in 1977) and only reluctantly visiting due to bad toothache.


title: Del Boy

text: Del presents himself as being able to speak some French, though few of his phrases make any sense in the context he uses them in (e.g. saying "au revoir" to mean "hello" and "bonjour" as goodbye). He also thinks he has knowledge in subjects like geography (believing Stockholm to be in Norway), history, art and other academic subjects (his lack of knowledge in history is shown well in "To Hull and Back" in which he calls Albert "the finest little sailor this country has produced since Nelson lost the Armada"). He believes the term "yuppie" to be a compliment, and unintentionally causes considerable offence when he calls a person a yuppie to their face.


title: Del Boy

text: Del Boy is not always honest when expressing his love for his family and others. This side of his nature is shown in numerous episodes, such as "Diamonds Are for Heather", "Strained Relations", "Dates", "The Yellow Peril" and "Little Problems". His care for his grandfather ("Grandad" – Lennard Pearce) is shown in "The Second Time Around", when Grandad confesses to having Trigger phone to tell Del that his fiancée, Pauline Harris, killed her first husband, Bobby Finch, by poisoning him. Another example of this care is shown in "May the Force be With You". Faced with the possibility of Del and Rodney going to prison for handling a stolen microwave, corrupt policeman Roy Slater makes a cryptic comment suggesting that an alone and vulnerable Grandad could fall victim to an attack by some hired thugs. Del, having previously refused to name the thief, makes a deal with Slater to guarantee their release, with immunity from prosecution for doing so. Once he is given immunity from prosecution, he names himself as the thief.


title: Del Boy

text: Del is later diagnosed with irritable bowel syndrome caused by his diet of fast foods, cigars and alcohol.


title: Del Boy

text: Although engaged many times, he never marries. He has had many girlfriends, a fact that is the subject of numerous sarcastic comments by Rodney. He finally meets his partner Raquel Turner (whom he calls his "significant other") in the 1988 special "Dates".


title: Del Boy

text: Del's mother Joan dies on 12 March 1964, apparently after a long period of ill health. His neglectful father Reginald leaves three months later (on Del's 16th birthday), taking most of their money and even Del's birthday cake. This leaves the teenage Del as the family's sole provider, looking after his grandfather and Rodney, his half-brother who was born around thirteen years after him (the age gap is stated as thirteen years in one episode, but Rodney's year of birth is anywhere between 1958 and 1963 according to different episodes). He lives with Rodney, Cassandra, Raquel and their son Damien at door 368 on the twelfth floor of the fictional Nelson Mandela House in the Dockside Estate, Peckham, London. Before that, he lives in an old detached house in 39 Orchard Street with his mother, father and grandfather. His grandfather was an "out of work lamp-lighter, waiting for gas to make a comeback." In the episode "Sleepless in Peckham" Del gives the implication that his father was also a physically abusive bully who used to beat women and children, including Joan and Del. Del's father was friends with Freddie Robdal, who became better known as Freddie the Frog. It was Del's father who also brought Freddie to his home one night, which led to an affair between him and Joan, and soon after, the birth of Rodney. When he was a youngster, Del was always told to call Freddie "Uncle Fred". Then, years later, when Uncle Albert got drunk one night at a party, he told Del all about the affair. Some time afterwards, Uncle Albert told Del that Del's aunt Rene took all the photos of Del's mum because every one had a picture of Freddie in it, and she knew that when Rodney grew older the similarities would start to show, so she burnt all the photos of Joan after her funeral.


title: Del Boy

text: Del Boy has many friends during the series; Denzil, Trigger, Boycie, Marlene and Mike, to name but a few. His enemy is DCI Roy Slater. Del is courageous and, although not intellectual, he is quick-witted but inadvertently gets Rodney into trouble. In "Wanted", when a mentally unstable woman accuses Rodney of attacking her, Del makes a joke of it and says that the police have named Rodney "The Peckham Pouncer". Del is afraid of doctors and dentists. His favourite song is "Old Shep", and his favourite band is The Who. He likes the superhero Batman. In "The Long Legs of the Law" he implies that he supports Chelsea. In "A Slow Bus to Chingford" Rodney tells his date Janice that Del "used to be cultural advisor to the Chelsea Shed", a reference to the Shed End at Stamford Bridge where the most fanatical Chelsea fans would stand. In other episodes, a Crystal Palace F.C. scarf is seen hanging from the hallway. He cannot swim – the certificate in his possession is not his – nor fly a hang glider. He is selfish, but can be very thoughtful, such as when he tried to help Rodney get over his wife Cassandra's miscarriage of their first baby. He never hesitates to remind people about how he brought Rodney up practically on his own after their mother died and father left, often using this fact to win arguments with Rodney. He is also shown to be quite duplicitous, once described by corrupt policeman and former school peer Roy Slater as "A man who could talk himself out of a room with no doors". In "May the Force Be With You", he was arrested by Slater for handling a stolen microwave, but gained his release by agreeing to name the thief provided he and his family were granted immunity from prosecution. Once Del's immunity was guaranteed, he confessed that he was the thief, confidently showing a shocked Slater his immunity papers.


title: Del Boy

text: Del and Rodney often tease Uncle Albert about his appearance and resemblance to Captain Birdseye, although they show fonder feelings for him when he dies in "If They Could See Us Now". Rodney apologises for the way he treats Albert in "Sickness and Wealth".


title: Del Boy

text: In "Rock & Chips", Del Boy is shown to have a deeply close relationship with his mother Joan, whom he is very protective of. (He is Joan's favourite, to the point that she refuses to run away with Freddie Robdal until she is certain of Del's financial security.) His relationship with Grandad is the same in "Rock & Chips" as in "Only Fools and Horses", but he has an estranged relationship with his father Reg. It is clear that they love each other, but they are sometimes at odds, particularly regarding Reg's slacker lifestyle and when Reg verbally abuses Joan, when Del threatens to harm him if he does it again. Del is also visibly disgusted to hear that Joan is pregnant with what he incorrectly believes to be Reg's second child. By the end of the pilot episode, their relationship begins to improve, although in "Only Fools and Horses" it is clear that Del has still not forgiven Reg for abandoning the family after Joan's death. This is demonstrated in "Thicker than Water" when he nearly ejects Reg from the flat. But Del still appears to feel some familial loyalty to Reg, shown when he gives him some money just before his departure.


title: Del Boy

text: Del Boy works as a market trader, running his own company, Trotters Independent Traders (T.I.T.), either from out of a suitcase or from the back of his bright yellow Reliant Regal supervan. With a never-ending supply of get-rich-quick schemes and an inner belief in his ability to sell anything to anyone, he embroils "the firm", as he calls the family business, in a variety of improbable situations. This unwavering confidence had given rise to his oft-proclaimed ambition "This time next year, we'll be millionaires!" His business acumen is described in the episode "Mother Nature's Son", when Del is depressed about his financial situation and Rodney says, "The old Derek Trotter could smell a fiver in a force 9 gale. They used to say that if Del Boy fell into a Viper's Pit, he'd come up wearing snake-skin shoes."


title: Del Boy

text: However, in the episode "Cash and Curry", from series one, Del lost £2,000 to a pair of confidence tricksters.


title: Del Boy

text: While maintaining a tough exterior, Del still mourns the death of his mother and runs T.I.T. with Rodney. He takes great pride in having raised Rodney after their mother's premature death and has never forgiven his father for running away when Rodney was an infant. Despite their often minimal income, Del insists on caring for his elderly grandfather. When Grandad dies, his role in the family trio is taken by his younger brother Albert, who receives the same level of respect (and light-hearted abuse).


title: Del Boy

text: Del Boy is a petty criminal and makes no attempt to hide it unless directly confronted by the authorities. On one occasion, he claims that at least half his possessions are illegal, including the furniture. He dabbles in theft, but mostly receives stolen goods and sells them on. He pays no tax, claiming that, since he and his family do not benefit from the welfare state, they should not have to contribute to it. In an early episode, "The Second Time Around", it is implied that he is legally dead and therefore does not pay tax.


title: Del Boy

text: Del and Rodney become millionaires, following the sale of a priceless watch, which they discover amongst their inventory. In the feature-length episode "If They Could See Us Now", the Trotters' business is liquidated, Del Boy is declared bankrupt, and he receives a two-year suspended sentence for his years of tax evasion, with a condition that he pay off the outstanding balance within twelve months to avoid being sent to prison. Rodney becomes the managing director of a reformed T.I.T., but this does not stop Del acting as if he runs the business. He fails to make enough to pay his tax bill, but an inheritance from the recently deceased Uncle Albert gives him the money he needs.


title: Del Boy

text: The book was released in memory of the series' creator John Sullivan. The book portrays the events of "Rock and Chips" and "Only Fools and Horses" from Del Boy's perspective. The book also covers what happened between and after the events of "Sleepless in Peckham" and "Beckham in Peckham". In marketing for the book, John Challis and Sue Holderness reprised their roles as Boycie and Marlene. It is mentioned in the book that during the events of "The Green Green Grass", Del thought Boycie to be dead.


title: Marcus Almeida

text: Marcus Vinícius Oliveira de Almeida, also known as Buchecha (born January 8, 1990 in Santos, São Paulo, Brazil) is a Brazilian Jiu Jitsu practitioner and black belt under Rodrigo Cavaca, who gave Almeida his nickname "Buchecha", which means "cheek".


title: Marcus Almeida

text: Almeida competes for the Checkmat team. A multiple-time jiu-jitsu world champion, Buchecha is a member of the IBJJF Hall of Fame. He is also a mixed martial artist currently competing in the Heavyweight division of ONE Championship.


title: Marcus Almeida

text: Almeida was born and grew up in Santos, São Paulo. His sister started training Brazilian jiu-jitsu when Marcus was 14 years old, forcing him to come along to the gym so their father Clayton could keep an eye on her. Subsequently, Marcus and Clayton started training jiu-jitsu also, leading both to become black belts and the latter winning IBJJF Masters World Championship.


title: Marcus Almeida

text: Despite talking about transitioning to mixed martial arts since 2015, news surfaced four years later on July 30, 2020, that Almeida had signed a multi-year contract with ONE Championship. He has been training mixed martial arts at the American Kickboxing Academy and has competed in the heavyweight division.


title: Marcus Almeida

text: In August 2020, Almeida had to withdraw from an upcoming BJJ match with Fabrício Werdum due to a knee injury that has also delayed his MMA debut for ONE FC. Almeida was scheduled to make his MMA debut against Oumar Kane at ONE Championship. Unfortunately, Almeida was removed from the card and replaced with Alain Ngalani on 13th January, 2021, reportedly due to suffering an injury in training. After recovering from his injury, he was booked to make his MMA debut against Kang Ji-Won at ONE on TNT 1. Kang later withdrew from the bout for undisclosed reasons.


title: Marcus Almeida

text: Almeida was scheduled to face Thomas Narmo at on September 24, 2021. Narmo later withdrew for undisclosed reasons, and was replaced by Anderson “Braddock” Silva. He won the bout in the first round via north-south choke.


title: Marcus Almeida

text: Almeida faced Kang Ji Won at on December 3, 2021. He won the bout via rear-naked choke in the first round.


title: Marcus Almeida

text: Almeida was scheduled to face Oumar "Reug Reug" Kane on April 22, 2022 at . However, the week of the event, it was announced that the bout would be moved to May 20. Yet, Kane withdrew from the bout citing injury and was replaced by Hugo Cunha who in turn tested positive for COVID-19 and the bout was scrapped. Almeida was later rescheduled to face Simon Carson at on June 3, 2022. He won the fight by a first-round technical knockout, stopping Carson with ground and pound midway through the opening round.


title: Marcus Almeida

text: Almeida faced Kirill Grishenko at on August 27, 2022. He won the bout early in the first round after submmiting Kirill with a heel hook. This win earned him the "Performance of the Night" award.


title: Future Assault Shell Technology helmet

text: The Ops-Core Future Assault Shell Technology (FAST) Helmet, also known as the FAST helmet, is a combat helmet used by special operations forces and law enforcement organizations.


title: Future Assault Shell Technology helmet

text: The FAST helmet series features a distinctive shell shape, with ear cut geometry which extends coverage over the rear occipital bone without load carrier interference, and optimizes weight distribution for increased stability, integration, balance, and comfort. The helmet features various suspension and retention systems, and ARC rails which, similar to picatinny rails, enable users to mount items like helmet lights and cameras.


title: Future Assault Shell Technology helmet

text: It was developed by the U.S. Army Research Laboratory in collaboration with the U.S. Army Natick Soldier Research, Development and Engineering Center and the Program Executive Office (PEO) Soldier as part of the Army Manufacturing Technology (ManTech) Program, which also led to the development of the Enhanced Combat Helmet (ECH).


title: Future Assault Shell Technology helmet

text: The name FAST helmet was coined by a manufacturing company called Ops-Core in 2005. In 2008, Ops-Core showed off their prototype helmet with their Head-Loc™ Helmet Retention System (a.k.a. Head-Loc Retention System) at the 2008 SHOT SHOW convention. The helmet was publicly revealed in 2009 at the annual SHOT Show. It was issued to U.S. special forces operators deployed in Afghanistan.


title: Future Assault Shell Technology helmet

text: In 2019, U.S. Special Operations Command awarded Gentex a contract worth $95 million to supply Ops-Core FAST SF Super High Cut Helmets.


title: Future Assault Shell Technology helmet

text: Compared to standard combat helmets, the FAST helmet offers up to 25% weight reduction and is notable for its early use of ultra-high-molecular-weight polyethylene fibers (UHMWPE) in its design. It was also designed to allow outside features such as wearing communications headsets which can be attached with rail adapters.


title: Future Assault Shell Technology helmet

text: The FAST helmet ranges in weight from about 667–1592 g (1.47–3.51 lbs). The type of UHMWPE material for the ballistic FAST models provides increased protection against handgun rounds. It can be fitted with a mounting bracket, patented first in 2014, for accessories like night vision goggles and communications headsets, similar to PASGT and MICH.


title: Future Assault Shell Technology helmet

text: Users can wear it with different communications headsets with ease and comfort. It has different color options, such as foliage green, black, olive green, ranger green, tan 499, urban grey, MultiCam and desert MARPAT. As well as having mesh and cloth helmet covers in varying camouflage patterns.


title: Future Assault Shell Technology helmet

text: The FAST RF1 High Cut Helmet System is a rifle rated ballistic helmet at an average of 3.5 lbs (1592 grams) able to protect against rifle rounds like the 7.62×39mm and 7.62x51mm due to the 0.400" (10.16mm) shell thickness. The different color options are black, tan 499, ranger green, urban gray and MultiCam.


title: Future Assault Shell Technology helmet

text: The FAST XR Helmet System represents an intermediate in protection between the SF line of helmets and the RF1 Helmet System, protecting against 7.62x39mm rifle rounds at a distance of 10 feet, but not against larger rounds such as 7.62x51mm. This is due to having a shell thickness of 0.280" (7.112mm). It is far lighter than the RF1, averaging at only about half a pound heavier than the SF helmet, depending on the type of chinstrap. It is available in Tan 499, Ranger Green, MultiCam, Black, and Urban Gray.


title: Dead Man Down

text: Dead Man Down is a 2013 American neo-noir crime thriller film written by J.H. Wyman and directed by Danish director Niels Arden Oplev. The film stars Colin Farrell, Noomi Rapace, Dominic Cooper, and Terrence Howard, and was released on March 8, 2013. "Dead Man Down" was Oplev's first film since "The Girl with the Dragon Tattoo" (2009), also starring Rapace and scored by Jacob Groth.


title: Dead Man Down

text: Victor has infiltrated a criminal empire run by ruthless kingpin Alphonse Hoyt. His objective is to make Alphonse pay for the murder of his wife and young daughter two years earlier. Victor intends to exact revenge on Alphonse through physical and psychological torture before finally killing him.


title: Dead Man Down

text: Victor watches and is watched by Beatrice, a mysterious young woman who lives in the apartment across from his. Beatrice begins to contact Victor and show interest in him. On their first date, Beatrice reveals her true motivation: she has a video of Victor killing a man, and will go to the police unless Victor kills the drunk driver who disfigured her face.


title: Dead Man Down

text: Meanwhile, Alphonse is receiving threats against his life from Victor. During a shoot-out with Jamaicans, whom he believes are responsible for the threats, Victor saves his life and thus gains his trust. As the threats intensify, a man within Alphonse's crew and a friend of Victor's, Darcy, investigates their source. Victor has also kidnapped the brother of Albanian kingpin Ilir Brozi, who was involved in helping Alphonse dispose of Victor's family. Victor plans to pool the Albanians and Alphonse's men together so he can eliminate them all at once.


title: Dead Man Down

text: Victor stages a deliberately failed sniper attack on Alphonse from a rooftop in continuing his plans of torture. However, he nearly is caught in the process and manages to escape thanks to Beatrice, who has been following Victor. Ilir's brother, who was kidnapped by Victor, has been held tied up and blindfolded in an abandoned ship (the "S.S. United States", which, although the film is set in New York City, has been docked in Philadelphia since 1996). Victor makes a video in which Ilir's brother claims that he is being held in the basement of Alphonse's warehouse, in an effort to frame Alphonse, which would lure the Albanians to the warehouse in retaliation, thereby having them all gathered in one place. He then kills Ilir's brother. Beatrice is given the memory card with the video to mail to Ilir in order to make it seem like Alphonse's crew was responsible for his brother's kidnapping.


title: Dead Man Down

text: Alphonse, now knowing the threats are coming from someone within his crew, becomes suspicious but reluctant to believe that Victor is the traitor due to him previously saving his life. Victor later notifies Beatrice that he didn't kill the drunk driver so that they can spend more time together, knowing the psychological effect that the murder would have had on her. Victor sets up a trap for the Albanians and Alphonse, but Beatrice reveals through a call that she didn't mail the memory card because she didn't want to see Victor die. At that moment, Darcy, who has found Victor's true intentions while investigating his apartment, subdues Beatrice and informs Victor she is being held captive at Alphonse's house.


title: Dead Man Down

text: As Alphonse and the Albanians gather in the house, Victor crashes into the house with his truck. Victor spares Darcy's life in the ensuing gunfight and makes his way to the top floor where Beatrice is held by Alphonse and Ilir. Beatrice escapes their watch while they are distracted by Victor's successful advance, and she begins to play the video on a computer. As Ilir hears the video, he turns his gun on Alphonse who he believes has betrayed him; they kill each other.


title: Dead Man Down

text: As Victor escapes with Beatrice, Darcy confronts them with his gun raised. When asked if he spared Darcy because he has a wife and child, Victor replies, "No, because they've got you" before dropping his gun. Darcy also lowers his gun and allows the two to leave. Victor and Beatrice travel home on a subway and share a kiss.


title: Dead Man Down

text: "Dead Man Down" received mostly negative reviews from critics. Metacritic gives the film a score of 39/100, based on reviews from 24 critics, indicating "generally unfavorable" reviews. On Rotten Tomatoes, the film holds a 38% approval rating from 100 reviews, with an average score of 5/10. The site's consensus reads: "While the fine cast keeps "Dead Man Down" watchable throughout, the film is weighted down by absurd plot twists and a slack pace."


title: Dead Man Down

text: Peter Bradshaw of "The Guardian" gave the film 1 out of 5 stars, which he called "intensely pointless and silly" and "violent and boring nonsense", with Farrell "smoulderingly, facially immobile". In contrast, film director Takefumi Tsutsui gave the film 5 out of 5 stars. Michael Rechtshaffen of "The Hollywood Reporter" noted "various thematic influences ranging from "Rear Window" to "True Romance"" and praised the "potent visuals and a compelling international cast" but ultimately found the film "uninspired" with an unrewarding climax.


title: Dead Man Down

text: Against a budget of $30 million, it went on to earn a total of $18,074,539 worldwide, making it a box office bomb.


title: Total Drama: Revenge of the Island

text: Total Drama: Revenge of the Island (also called TDROTI for short) is the fourth season of "Total Drama". The series' extension was commissioned by Teletoon from the producers, Fresh TV. It is a sequel to "Total Drama Island", "Total Drama Action", and "Total Drama World Tour" and is a parody of reality TV shows, with this season taking the contestants back to Camp Wawanakwa (the original setting of the first season), only this time the island is radioactive. Previous contestants from past seasons no longer compete in "Total Drama: Revenge of the Island" since this season features an entire new cast. The thirteen new contestants who are introduced in here are Anne Maria, B, Brick, Cameron, Dakota, Dawn, Jo, Lightning, Mike, Sam, Scott, Staci, and Zoey. This season has new friendships, new rivalries, and new relationships. However, the season is only half the length of any previous seasons, with just 13 episodes. The season introduced the new cast to what previous contestants have gone through before and prepared them for "Total Drama All-Stars". Such a change occurred again in "Total Drama: Pahkitew Island".


title: Total Drama: Revenge of the Island

text: Like "Total Drama Island", this season is a fictional reality show that follows the competition of thirteen new contestants at Camp Wawanakwa, a summer camp on a fictional island located in an unspecified area in Muskoka, Ontario. However, since the island has been forgotten and left alone for the past two seasons, the island has been used as a toxic nuclear waste dump, transforming it into the perfect location for the most dramatic and brutal challenges yet. The new cast of campers must then participate in competitions to avoid being voted off the island as they all try to get ready to compete with some of the most popular original contestants in the fourth season. They spend almost 2 weeks (13 days) in this camp competing in challenges for immunity and at the end of the season, one winning contestant will have the chance to win C$1,000,000 (US$731,485.00). The competition is hosted by Chris McLean (Christian Potenza), who is assisted by the camp's chef, Chef Hatchet (Clé Bennett).


title: Total Drama: Revenge of the Island

text: At the beginning of the season, the thirteen campers are placed onto two teams, the Mutant Maggots and the Toxic Rats. In each episode, the teams participate in a challenge, in which one or more campers can win invincibility for their team. The losing team is called to the elimination ceremony at night, where they vote one of their own members off the island. At the ceremony, Chris declares which contestants are safe by calling their name and giving them a marshmallow, while the one whose name is not called is eliminated from the game and given a radioactive marshmallow. The eliminated camper is then taken to the Hurl of Shame and catapulted. However, an eliminated camper can stay in the game if they find a wooden Chris head (the elimination goes to the contestant with the second most number of votes).


title: Total Drama: Revenge of the Island

text: About halfway through the season, the Toxic Rats and the Mutant Maggots are disbanded, after which the challenges continue; the winner of each challenge then only receives invincibility for him or herself, whereupon a camper without invincibility is voted off the island. This process of elimination is continued on until two players (Cameron and Lightning) remain on the island, where then they are subject to a final contest. At the end of the season, Cameron is crowned winner of the season and is given the million dollars by Chris. Lightning however, wins in the alternate ending.


title: Total Drama: Revenge of the Island

text: "Total Drama: Revenge of the Island" premiered on both Teletoon and Cartoon Network in 2012. Teletoon aired "Total Drama: Revenge of the Island" in Canada on Thursday nights at 7:00 p.m. EST from January 5, 2012, to April 12, 2012, while on June 5, 2012, the U.S. started airing it on Tuesday nights at 7:30 p.m. EST on Cartoon Network. However, the first worldwide airing for this season was in France via Canal+ Family.


title: Total Drama: Revenge of the Island

text: For every season, the show's producers create two alternate endings for the final episode, such that the winner seen in one country's broadcasts is the runner-up in other countries (and vice versa) where the show airs. Cameron is the original winner in Canada, but he is also shown as the winner in Australia, Bulgaria, Croatia, Denmark, France, Hungary, Israel, Italy, Latin America and Brazil (Cartoon Network), the Middle East, the Netherlands, New Zealand, the Philippines, Portugal, Russia, Serbia, Singapore, Spain, South Africa, Turkey, United Kingdom, and the United States. Lightning is the original runner-up in Canada, but she is also the winner in Finland, Japan, Latin America and Brazil (Boomerang and TBS) Norway, Poland, Romania and Sweden.


title: Total Drama: Revenge of the Island

text: Unlike previous seasons, "Total Drama: Revenge of the Island" features a new set of contestants, which are Anne Maria, B, Brick, Cameron, Dakota, Dawn, Jo, Lightning, Mike, Sam, Scott, Staci, and Zoey. All of the new contestants have their own audition tapes for the season. They can be seen online on Teletoon's official website, online on Cartoon Network's official website, or on YouTube.


title: Total Drama: Revenge of the Island

text: In the early production stages, the character lineup had twelve contestants, and most of them had body shapes, colors, clothing, heights, hair styles and faces that were completely different from the final designs. The thirteenth character who was added later was B. His design was similar to that of the character in the "Total Drama Island" special as the man in the car when Courtney "discovered" civilization. That character also happened to be DJ's prototype from the original Camp TV promos. Jo was later renamed to B (which stands for Beverly) while also getting his final design. The only other characters to have their name changed was Mary; she ended up using the name 'Jo'. Despite the rename, this character underwent the least amount of change in design. The other contestant who got renamed was Molly, being renamed to 'Zoey', while also carrying over her label. Anne Maria, Brick, Lightning and Scott had minor modifications made to their outfits. Sam and Scott had different facial hair. The characters who had the most changes made to their designs were Dakota, Staci, and Zoey. Zoey's final design actually used the clothing and body shape from the original design for Dakota. Mike and Cameron had their ethnicities changed. Dawn, who was not in the original lineup, replaced an unused character named Zoey. Cameron's initial design would be reused for Jay and Mickey on "".


title: Total Drama: Revenge of the Island

text: Although the original contestants did not compete again in this season (according to Chris, they had outlived their usefulness), nine of them still had cameo appearances throughout the season: Bridgette, DJ, Duncan, Ezekiel, Gwen, Heather, Izzy, Lindsay, and Owen. However, at the beginning of the season, all of the original contestants (except for Blaineley) were seen together on a yacht, revealing their status after "Total Drama World Tour". They were all last seen (except for the nine who cameo) leaving on the yacht right before the new contestants were first introduced.


title: Total Drama: Revenge of the Island

text: A list of all the cameos in "Total Drama: Revenge of the Island" and their roles during their cameos are shown below:


title: Total Drama: Revenge of the Island

text: The fifteen original contestants who no longer appeared after the first episode of the fourth season were Alejandro, Beth, Cody, Courtney, Eva, Geoff, Harold, Justin, Katie, Leshawna, Noah, Sadie, Sierra, Trent, and Tyler. Harold was thought to have a cameo as soon as Brian Froud was confirmed to be part of the cast, but it turned out that Brian voices Sam instead. Out of all the cameos, Ezekiel is the only original contestant who made cameos in more than one episode in the season (by this point in the series, however, he was a completely feral beast who was incapable of speaking English and his role served as a plot antagonist), while DJ is the only cameoing character who has the same voice actor as a main character (Chef) already with a major role.


title: Total Drama: Revenge of the Island

text: "Total Drama: Revenge of the Island" was developed and produced by Fresh TV and distributed by Cake Entertainment. Since all the characters in this season are completely new, the studio had to hire several new voice actors to voice the new characters, but Brian Froud (the voice actor of Harold) returned to voice Sam, one of the new characters. This season was directed by Keith Oliver and Chad Hicks, and Todd Kauffman had a small role in the making of this season. Production started in early 2010 when the season was first announced as "Total Drama Reloaded", and the new characters were first released to the public by then. Production continued for almost a year well on schedule for a 2011 release date. However, major delays in 2011 caused the season's air date to be pushed back to 2012, since many scenes consisting of radioactive material had to be cut out or edited. There were also some other things that did not make the final cut also, including some backgrounds, extra scenes, a flying squirrel concept and an episode about Dakota hosting the show when she locks Chef and Chris in a closet.


title: Total Drama: Revenge of the Island

text: As revealed by Christian Potenza on the "Total Drama": Live Action Panel at Canada's 2011 Fan Expo, "Total Drama: Revenge of the Island" was originally scheduled to air in July 2011 in the United States and in September 2011 in Canada, but due to the 2011 Tōhoku earthquake and tsunami and the nuclear accident which caused many Japanese citizens to receive radiation poisoning, many staff members found some of the season's scenes of radioactive material and creatures to be considered insensitive to victims of the disaster. This initiated the producers decision to modify the storyline of the season in order to remove some of the radioactive references, leading to many scenes being edited out.


title: Total Drama: Revenge of the Island

text: This process of re-editing the entire season required more production time, causing the U.S. air date to be delayed until September 2011 (the time when Canada was originally supposed to air the season), but failure to complete the full season by then (with many scenes that still had to be changed) now caused more delay for both the U.S. and Canada, until the season was fully finished by late 2011 for an early French airing. "Total Drama: Revenge of the Island" aired three months later on Canada than originally expected on January 5, 2012, while the new rescheduled air date for the U.S. was not until June 5, 2012 (eleven months later than the original air date of July 2011). However, France aired the entire season in just 8 days from December 21, 2011 to December 29, 2011, becoming the only country to air the season in 2011. Although, they only aired the French version of the season that did not include the voices from the original voice actors (except Chris and Chef).


title: Total Drama: Revenge of the Island

text: On May 28, 2012, Australia also began to air the season almost as fast as France did (one episode per weekday), but this time in English. Italy started to air the season on January 9, 2012, while Cartoon Network also aired the season in the Netherlands, Romania, Scandinavia and Hungary starting on March 5, 2012, Russia and Bulgaria on March 6, 2012, Poland and Africa on March 8, 2012 and Latin America on April 2, 2012. Originally, the season finale was set to air in the U.S. on September 11, 2012, but was instead pulled up to August 28 (two weeks from the original date) due to that date being a national memorial holiday. The final two episodes were then combined into a one-hour full-length season finale.


title: Total Drama: Revenge of the Island

text: On March 25, 2011, the designs of all the 13 contestants were revealed. On March 27, 2011, all the names and personalities of the contestants were revealed in a press release. On April 5, 2011, Christian Potenza posted a YouTube video of him recording the first line of "Total Drama: Revenge of the Island". The quote was: