title: Empirical distribution function

text: The variance of the empirical distribution times formula_9 is an unbiased estimator of the variance of the population distribution, for any distribution of X that has a finite variance.


title: Empirical distribution function

text: For any real number formula_14 the notation formula_15 (read “ceiling of a”) denotes the least integer greater than or equal to formula_14. For any real number a, the notation formula_17 (read “floor of a”) denotes the greatest integer less than or equal to formula_14.


title: Empirical distribution function

text: If formula_19 is not an integer, then the formula_20-th quantile is unique and is equal to formula_21


title: Empirical distribution function

text: If formula_19 is an integer, then the formula_20-th quantile is not unique and is any real number formula_24 such that


title: Empirical distribution function

text: Since the ratio approaches 1 as goes to infinity, the asymptotic properties of the two definitions that are given above are the same.


title: Empirical distribution function

text: By the strong law of large numbers, the estimator formula_30 converges to as almost surely, for every value of :


title: Empirical distribution function

text: thus the estimator formula_30 is consistent. This expression asserts the pointwise convergence of the empirical distribution function to the true cumulative distribution function. There is a stronger result, called the Glivenko–Cantelli theorem, which states that the convergence in fact happens uniformly over :


title: Empirical distribution function

text: The sup-norm in this expression is called the Kolmogorov–Smirnov statistic for testing the goodness-of-fit between the empirical distribution formula_30 and the assumed true cumulative distribution function . Other norm functions may be reasonably used here instead of the sup-norm. For example, the L-norm gives rise to the Cramér–von Mises statistic.


title: Empirical distribution function

text: The asymptotic distribution can be further characterized in several different ways. First, the central limit theorem states that "pointwise", formula_30 has asymptotically normal distribution with the standard formula_36 rate of convergence:


title: Empirical distribution function

text: This result is extended by the Donsker’s theorem, which asserts that the "empirical process" formula_38, viewed as a function indexed by formula_39, converges in distribution in the Skorokhod space formula_40 to the mean-zero Gaussian process formula_41, where is the standard Brownian bridge. The covariance structure of this Gaussian process is


title: Empirical distribution function

text: The uniform rate of convergence in Donsker’s theorem can be quantified by the result known as the Hungarian embedding:


title: Empirical distribution function

text: Alternatively, the rate of convergence of formula_44 can also be quantified in terms of the asymptotic behavior of the sup-norm of this expression. Number of results exist in this venue, for example the Dvoretzky–Kiefer–Wolfowitz inequality provides bound on the tail probabilities of formula_45:


title: Empirical distribution function

text: In fact, Kolmogorov has shown that if the cumulative distribution function is continuous, then the expression formula_45 converges in distribution to formula_48, which has the Kolmogorov distribution that does not depend on the form of .


title: Empirical distribution function

text: As per Dvoretzky–Kiefer–Wolfowitz inequality the interval that contains the true CDF, formula_51, with probability formula_52 is specified as


title: Empirical distribution function

text: As per the above bounds, we can plot the Empirical CDF, CDF and Confidence intervals for different distributions by using any one of the Statistical implementations. Following is the syntax from Statsmodel for plotting empirical distribution.


title: Ægir

text: Ægir (anglicised as Aegir; Old Norse 'sea'), Hlér (Old Norse 'sea'), or Gymir (Old Norse less clearly 'sea, engulfer'), is a jötunn and a personification of the sea in Norse mythology. In the Old Norse record, Ægir hosts the gods in his halls and is associated with brewing ale. Ægir is attested as married to a goddess, Rán, who also personifies the sea, and together the two produced daughters who personify waves, the Nine Daughters of Ægir and Rán, and Ægir's son is Snær, personified snow. Ægir may also be the father of the beautiful jötunn Gerðr, wife of the god Freyr, or these may be two separate figures who share the same name (see below and Gymir (father of Gerðr)).


title: Ægir

text: One of Ægir's names, "Hlér", is the namesake of the island Læsø (Old Norse "Hléysey" 'Hlér's island') and perhaps also Lejre in Denmark. Scholars have long analyzed Ægir's role in the Old Norse corpus, and the concept of the figure has had some influence in modern popular culture.


title: Ægir

text: The Old Norse name "Ægir" ('sea') may stem from a Proto-Germanic form "*āgi-jaz" ('that of the river/water'), itself a derivative of the stem "*ahwō-" ('river'; cf. Gothic "" 'body of water, river', Old English "ēa" 'stream', Old High German "aha" 'river'). Richard Cleasby and Guðbrandur Vigfússon saw his name as deriving from an ancient Indo-European root. Linguist Guus Kroonen argues that the Germanic stem "*ahwō-" is probably of Proto-Indo-European (PIE) origin, as it may be cognate with Latin "aqua" (via a common form "*h₂ekʷ-eh₂-"), and ultimately descend from the PIE root "*h₂ep"- ('water'; cf. Sanskrit "áp-" 'water', Tocharian "āp-" 'water, river'). Linguist Michiel de Vaan notes that the connection between Proto-Germanic *"ahwō"- and Old Norse "Ægir" remains uncertain, and that *"ahwō-" and "aqua", if cognates, may also be loanwords from a non-Indo-European language.


title: Ægir

text: The name "Ægir" is identical to a noun for 'sea' in skaldic poetry, itself a base word in many kennings. For instance, a ship is described as "Ægir's horse" and the waves as the "daughters of Ægir".


title: Ægir

text: Poetic kennings in both "Hversu Noregr byggðist" (How Norway Was Settled) and "Skáldskaparmál" (The Language of Poetry) treat Ægir and the sea-jötunn Hlér, who lives on the Hlésey ('Hlér island', modern Læsø), as the same figure.


title: Ægir

text: The meaning of the Old Norse name "Gymir" is unclear. Proposed translations include 'the earthly' (from Old Norse "gumi"), 'the wintry one' (from "gemla"), or 'the protector', the 'engulfer' (from "geyma"). (For more on this topic, see discussion below)


title: Ægir

text: Ægir and Rán receive mention in the poem "Sonatorrek" attributed to 10th century Icelandic skald Egill Skallagrímsson. In the poem, Egill laments the death of his son Böðvar, who drowned at sea during a storm. In one difficult stanza, the skald expresses the pain of losing his son by invoking the image of slaying the personified sea, personified as Ægir (Old Norse "ǫlsmið[r]" 'ale-smith') and Rán ("Ægis man" 'Ægir's wife'):


title: Ægir

text: In the "Poetic Edda", Ægir receives mention in the eddic poems "Grímnismál", "Hymiskviða", "Lokasenna", and in the prose section of "Helgakviða Hundingsbana I". In "Grímnismál", the disguised god Odin references Ægir's status as a renowned host among the gods:


title: Ægir

text: In "Hymiskviða", Ægir plays a major role. In the poem, the gods have become thirsty after a successful hunt, and are keen to celebrate with drink. They "shook the twigs and looked at the augury" and "found that at Ægir's was an ample choice of cauldrons". Odin goes to Ægir, who he finds sitting in good cheer, and tells him he shall "often prepare a feast for the Æsir". Referring to Ægir as a jötunn, the poem describes how, now annoyed, Ægir hatches a plan: He asks Thor to fetch a particular cauldron, and that with it he could brew ale for them all. The gods are unable to find a cauldron of a size big enough to meet Ægir's request until the god Týr recommends one he knows of far away, setting the stage for the events of the rest of the poem.


title: Ægir

text: According to the prose introduction to "Lokasenna", "Ægir, who is also called Gymir", was hosting a feast "with the great cauldron which has just been told about", which many of the gods and elves attended. The prose introduction describes the feast as featuring gold that shimmers like fire light and ale that serves itself, and that "it was a great place of peace". In attendance also were Ægir's servers, Fimafeng and Eldir. The gods praise the excellence of their service and, hearing this, Loki murders Fimafeng, enraging the gods, who chase them out to the woods before returning to drink.


title: Ægir

text: In the poem that follows the prose introduction (and in accompanying prose), Loki returns to the hall and greets Eldir: He says that before Eldir steps forward, he should first tell him what the gods are discussing in the hall. Eldir says that they're discussing weaponry and war, and having nothing good to say about Loki. Loki says that he will enter Ægir's halls and have a look at the feast, and with him bring quarrel and strife. Eldir notifies Loki that if he enters and causes trouble, he can expect them to return it to him. Loki enters the hall and the gods see him and become silent.


title: Ægir

text: Ægir receives numerous mentions in the "Prose Edda" book "Skáldskaparmál", where he sits at a banquet and asks the skaldic god Bragi many questions, and Bragi responds with narratives about the gods. The section begins as follows:


title: Ægir

text: Beyond this section of "Skáldskaparmál", Ægir receives several other mentions in kennings. Section 25 provides examples for 'sea', including 'visitor of the gods', 'husband of Rán', 'father of Ægir's daughters', 'land of Rán and Ægir's daughters'. Kennings cited to skalds in this section include 'the storm-happy daughters of Ægir' meaning 'waves' (Svein) and a kenning in a fragment of a work by the 11th century Icelandic skald Hofgarða-Refr Gestsson, where Rán is referred to as 'Gymir's ... völva':


title: Ægir

text: The section's author comments that the stanza "[implies] that they are all the same, Ægir and Hler and Gymir.


title: Ægir

text: Chapter 33b of "Skáldskaparmál" discusses why skalds may refer to gold as "Ægir's fire". The section traces the kenning to a narrative surrounding Ægir, in which the jötunn employs "glowing gold" in the center of his hall to light it "like fire" (which the narrator compares to flaming swords in Valhalla). The section explains that "Ran is the name of Ægir's wife, and the names of their nine daughters are as was written above ... Then the Æsir discovered that Ran had a net in which she caught everyone that went to sea ... so this is the story of the origin of gold being called fire or light or brightness of Ægir, Ran or Ægir's daughters, and from such kennings the practice has now developed of calling gold fire of the sea and of all terms for it, since Ægir and Ran's names are also terms for the sea, and hence gold is now called fire of lakes or rivers and of all river-names."


title: Ægir

text: In chapter 61 provides yet more kennings. Among them the author notes that "Ran, who, it is said, was Ægir's wife" and that "the daughters of Ægir and Ran are nine". In chapter 75, Ægir occurs in a list of jötnar.


title: Ægir

text: In what appears to be a Norwegian genealogical tradition, Ægir is portrayed as one of the three elements among the sea, the fire and the wind. The beginning of the "Orkneyinga saga" ('Saga of the Orkney Islanders') and "Hversu Noregr byggdisk" ('How Norway Was Settled') tell that the jötunn king Fornjót had three sons: Hlér ('sea'), whom he called Ægir, a second named Logi ('fire'), and a third called Kári ('wind').


title: Ægir

text: Carolyne Larrington says that Ægir's role in "Hymiskviða" "may reflect Scandinavian royal practices in which the king enforces his authority on his subordinates by visiting their homes and demanding to be feasted". According to Andy Orchard, Ægir's role in "Skáldskaparmál", where he attends a banquet rather than hosting it, could be a deliberate inversion of the traditional motif of Ægir as host.


title: Ægir

text: The name "Gymir" may indicate that Ægir was understood as the father of the beautiful jötunn Gerðr; they may also have been two different figures sharing the same name (see Gymir, father of Gerðr). Both the prose introduction to "Lokasenna" and "Skáldskaparmál" state that Ægir is also known as "Gymir", the father of the jötunn Gerðr. Rudolf Simek argues that, if understood to be two different entities, this may stem from an erroneous interpretation of kennings in which different jötunn-names are used interchangeably.


title: Ægir

text: As highlighted above in "Skáldskaparmál", the name of the island Læsø in Denmark references Hlér (Old Norse "Hléysey" 'Hlér's Island'). Simek speculates that Hlér may therefore have been seen as something of an ancestor of the island.


title: Ægir

text: Two sources list the personified snow, Snær (Old Norse 'snow'), as Hlér's son. Book nine of Saxo Grammaticus's 12th century history of Denmark "Gesta Danorum" contains mention of a figure by the name of "Lerus" (from Old Norse "Hlér") whose son is "Snio" (from Old Norse "Snær" 'Snow'). The Danish chronicle of Lejre, "Chronicon Lethrense" also connects the two, and the name "Lejre" may, like "Læsø", derive from the jötunn.


title: Ægir

text: Scholars have often discussed Ægir's role as host to the gods and his description as a jötunn. Anthony Faulkes observes that Ægir is "often described by modern writers as god of the sea" yet that he is nowhere described as a god in the "Prose Edda" and appears in a list of jötnar in "Skáldskaparmál". According to John Lindow, since his wife Rán is listed among the Ásynjur (goddesses) in the same part of the "Prose Edda", and since he had a close and friendly relationship with the Æsir (gods), Ægir's description as a jötunn appears questionable. Andy Orchard argues on the contrary that Ægir's inclusion among the Æsir is probably a late development since his daughters are described as jötnar and some sources mention him as the descendant of the jötunn Fornjót. According to Rudolf Simek, while attested as a jötunn, Ægir "has characteristics" of a sea god.


title: Ægir

text: Ægir has been the subject of a variety of art pieces. These include Nils Blommér's painting "Näcken och Ägirs döttrar" (1850), Johan Peter Molin's (d. 1874) fountain relief "Ægir", and Emil Doepler's "Ægir" (1901).


title: Ægir

text: Ægir is referenced in a variety of others ways in modern popular culture. For example, he is the namesake of a Norwegian corvette produced in 1967 ("Ægir"), a coastal defense ship in the Imperial German Navy, and of an exoplanet, Epsilon Eridani b.


title: FC Kairat

text: Football Club Kairat () is a professional football club based in Almaty, which plays in the Kazakhstan Premier League, the highest level of Kazakh football. Founded in 1954 as Lokomotiv Alma-Ata, they became Urozhay in 1955 and Kairat in 1956. The club's home ground is the Central Stadium which has a capacity of 23,804. The club's home kit colours are yellow and black striped shirts, black shorts and black socks.


title: FC Kairat

text: Kairat was the leading Kazakh club during the Soviet period and the only representative of the Kazakh Soviet Socialist Republic in the Soviet Top League. For this, Kairat became nicknamed "The Nation's Team", and remains to be widely supported all over the country. All in all, the club spent 24 seasons in the Soviet highest level. They also won Soviet First League titles twice in 1976 and 1983. During this period, Kairat was a part of the Voluntary Sports Societies of the Soviet Union.


title: FC Kairat

text: In modern history, Kairat won three league titles, eight Kazakhstan Cups and two Kazakhstan Super Cups. The club's strongest rivalry is FC Astana, among fans their matches are considered as the Two Capitals Derby.


title: FC Kairat

text: The club was founded in 1954 as "Lokomotiv Alma-Ata" on the basis of the football club Dinamo Alma-Ata. Heretofore, Dinamo was developed by Nikolai Starostin, who is mostly known as "the father of Soviet football" and founder of the Spartak Moscow. His assistant Arkady Khokhman became the first head coach of the club. Lokomotiv joined Zone I of the Class B, the second tier of Soviet football. In their debut season, they finished 4th with 11 wins, 7 draws and 4 defeats. In 1955, they were reformed as "Urozhay Sports Society", which united sportsmen of agricultural sphere. In 1955, Urozhay competed in Zone II of the Class B, finishing season in 10th place. On 1 June 1956, the Council of Ministers of the Kazakh SSR signed a decree about merger of the Urozhay Sports Society and Republican Sports Society of Collective Farmers to found new Republican Rural Voluntary Sports Society. Thereafter, Kazakh sports governing body proposed to adopt new name in recognition of the merger. Suggested names included Yeginshi (Cultivator), Tulpar (Phoenix), Onim (Harvest), Altyn Dan (Golden Grain), Kuresshi (Fighter), Dala Burkiti (Steppe Eagle) and Zhastar (The Youth). On 18 June 1956, plenary session of the Council of Ministers unanimously voted for "Kairat" (Power), the name missing in proposals, apparently promoted by then the leader of Kazakh SSR Dinmukhamed Kunayev. In July 1956, Pyotr Zenkin appointed as a new head coach. Under Zenkin, Kairat spent four consecutive seasons in the Class B, showing average results on final tables.


title: FC Kairat

text: On 21 December 1959, Soviet sports governing body adopted a resolution on expansion of Soviet Top League teams number from 12 to 22. Ten Soviet republics were able to enter by one team without competition, permission which was aimed to make league status more "All-Union". Kazakh side gave a spot to Kairat, who had strong lobbying from the country administration. On 10 April 1960, they played their first competitive match in the league against Admiralteyets Leningrad, with a score of 0–0. On 13 May 1960, Kairat registered their first Top League victory defeating Dinamo Minsk 2–1 in away match. During the season, tactical scheme of Kairat caused a lot of discussion among football specialists. Team manager Nikolay Glebov adopted 4–2–4 and 4–3–3 formations, so-called Brazilian schemes, previously not used by Soviet teams. As a result, team playing style became strictly defensive. For this, Soviet press and fans nicknamed team defense "Kairat Concrete", an epithet which was associated with the club during the next decades. In spite of this, weaknesses in the offensive part and a poor goal scoring rate led only to 18th place in their inaugural season in the top level.


title: FC Kairat

text: Kairat stayed at the top level for another three seasons. In 1963, Kairat did their best result in the Soviet Cup, reaching semi-final against Shakhtar Stalino. For this accomplishment, all team members were equated the Master of Sport of the USSR rank. After failure season in 1964, they relegated to the Soviet First League. On 25 November 1965, they played the decisive match against Ararat Yerevan for only spot in the Top League. Kairat lost the game 1–2. However, this day teams managers took a telegram from Football Federation of USSR about decision on promotion of both clubs, an information hidden from players until the end of the match. Kairat dropped once again to the First League at the end of the 1969 season under the management of Andrey Chen Ir Son. Chen Ir Son was replaced by Aleksandr Sevidov. He steered Kairat back to the Top League, finishing as runners-up in the 1970 Soviet First League season. Next season, Sevidov left the team to head Dynamo Kiev.


title: FC Kairat

text: The 1971 season was highly successful for the club. Under Viktor Korolkov rule, Kairat finished 8th in the Top League, a significant increase compared to previous seasons. On 12 November 1971, Kairat won the European Railworks Cup, defeating Rapid Bucharest 2–1 in the final. This achievement made Kairat the first Soviet team to win a European tournament. In subsequent two seasons, the club kept its registry in the Top League. In 1974, under Artyom Falyan Kairat finished the season in 15th place and they were relegated once more. Next year, new head coach Vsevolod Bobrov could not get a promotion, finishing season 4th. In 1976, under the dual management of Timur Segizbayev and Stanislav Kaminskiy, the club won the Soviet First League and returned to top level. The deuce of head coaches managed the team for the next two years. In the 1977-1978 Top League seasons, Kairat finished 8th and 12th respectively. In the 1979 season, Karat headed by the deuce of Segizbayev and Igor Volchok led the club to 13th place in the league.


title: FC Kairat

text: In 1980, Igor Volchok, already as a sole head coach, built up the team dominantly consisted of young players. Among them were Yevstafi Pekhlevanidi,


title: FC Kairat

text: Vakhid Masudov, Anton Shokh, Sergei Volgin, Sergei Ledovskikh and Kurban Berdyev, who became the key players of the club in the 80s. Kairat finished the 1980 season in 12th place with 10 wins, 11 draws and 13 defeats. For the most wins with a comeback, the team won the For the Will of Victory Prize, awarded by the Soviet Russia newspaper. In the 1982 season, under Yozhef Betsa coaching, team results had been sharply declined. Towards the end of the season Betsa was replaced by Leonid Ostroushko. However, he did not have time to rectify the situation and they were relegated to the First League. In the 1986 season, Ostroushko led the club to 7th place, the best result of Kairat in the Soviet Top League. In the 1988 season, under Segizbayev rule, Kairat relegated to the First League once more. Despite this failure the team ended the season with success. On 22 November 1988, Kairat won the USSR Federation Cup. In the final in Kishinev, the club beat Neftchi Baku 4–1, where all four goal scored by Kairat's forward Viktor Karachun. Until the dissolution of the Soviet Union in the end of 1991, Kairat was a member of the First League, season-by-season showing decline.


title: FC Kairat

text: As a result of the subsequent independence of Kazakhstan, Kairat joined the newly formed Kazakhstan Premier League. Being the strongest Kazakh club at that time, Kairat was chosen as a base club to form the Kazakhstan national football team. Therefore, the club manager Bakhtiyar Baiseitov also headed the national team. In the inaugural season of the league, the club became champion. They also reached their first double, winning Fosfor Taraz in the 1992 Kazakhstan Cup Final.


title: FC Kairat

text: Next season, Kairat records deteriorated sharply. The 11th place in the 1993 season led to dismissal of Baiseitov. Following two seasons, under management of former Kairat player Kurban Berdyev Kairat finished 11th and 9th. In 1997, another Kairat veteran Vakhid Masudov led the team to their second Kazakhstan Cup success. In the end of the season, Kairat had financial troubles due to financial crisis in the country. The Ministry of Defense of Kazakhstan decided to become a main sponsor and take the team under its wing. However, the half of the team did not agree with the decision to be under military control. As a result of disagreement, Kairat was divided into two teams, Kairat Sports and Health Professional Football Club, shortly Kairat SHPFC, and Kairat-CSKA, who took sponsorship of the state military body. The last got a right to Premier League register, while Kairat SHPFC went to Kazakhstan First Division. In the 1998 season, Kairat SHPFC found a sponsorship from Kazakh businessman Bulat Abilov, whose support led to Kazakhstan First Division win and promotion to Premier League. The next two seasons marked the participation of both Kairats in the league. The fully crowded Central Stadium hosted their matches against each other and caused great interest but also contradictions among the fans. In 2000, Kairat SHPFC won the Kazakhstan Cup, beating 5–0 Access-Golden Grain in the final.


title: FC Kairat

text: On 1 March 2001, Almaty Deputy Mayor Kairat Bukenov announced the reunification of two clubs. Already as unified Kairat, they won two Kazakhstan Cups, in 2001 and 2003. In 2004, under the Aleksei Petrushin rule the club won their second domestic title.


title: FC Kairat

text: At the end of the 2006 season, the main sponsor of the club Kazakhstan Temir Zholy, withdrew. This precipitated a financial troubles which lasted until the start of 2007 season. Consequently, most of the club's players switched to other teams. The club entered the 2007 season with an inexperienced, young team. In July 2007, a group of private investors took over the club and invested around 4 million US dollars in it. At the beginning of 2009, the club declared itself bankrupt and was relegated to the First Division. In November 2009, Kairat became the champion of the First Division and returned to top-flight.


title: FC Kairat

text: On 15 October 2018, Carlos Alós left Kairat by mutual consent, with Andrei Karpovich being appointed as Caretaker manager.


title: FC Kairat

text: On 25 November 2018, Kairat presented Aleksey Shpilevsky as their new manager. On 7 June 2021, Aleksey Shpilevsky left Kairat to join Erzgebirge Aue. On 24 August 2021, Kurban Berdyev was appointed manager of the Kazakhstan Premier League club FC Kairat. Berdyev left Kairat by mutual consent on 6 June 2022. Kirill Keker was appointed as the clubs permanent Head Coach two days later on 8 June 2022.


title: FC Kairat

text: In their earlier years, Kairat played their home games at the Spartak Stadium. Building of the club's present ground Almaty Central Stadium started in 1956. The initiator of the building was the then leader of the Kazakh SSR Leonid Brezhnev. The location for the stadium in the square surrounded by Abay, Baitursynov, Satpayev streets and the Yesentai River was chosen by Brezhnev himself. Architect Adambay Kapanov took the Luzhniki Stadium in Moscow as a model for the new stadium. Being smaller than Luzhniki, the stadium later was nicknamed as the Small Luzhniki. The arena was also projected with running track and the number of elements for athletic events. The Central Stadium was commissioned in 1958. However, the first official match was held here on 10 April 1960. On this day, Kairat played their debut match in the Soviet Top League against Admiralteyets Leningrad, which ended with a score of 0–0. Initially, the stadium benches seated around 35,000 people. In 1997, the stadium was renovated. As a result of old wood benches being replaced by individual plastic chairs, the capacity was reduced to 23,804 seats.


title: FC Kairat

text: During the Soviet period, the Central stadium was a state property. After independence of Kazakhstan, the stadium was owned by the City Council of Almaty. In 2015, the stadium was transferred to the ownership of Kairat for exchange of 30% of shares of the club.


title: FC Kairat

text: Until the Football Union of Kazakhstan joined UEFA in 2002, the club took part in the Asian Cup Winners' Cup twice in 1997–98 and 2000–01. On the last occasion, they had their best result reaching the quarterfinal, which was lost to the Iranian Esteghlal by the aggregate score of 0–3.


title: Argyll and Bute

text: Argyll and Bute (; , ) is one of 32 unitary authority council areas in Scotland and a lieutenancy area. The current lord-lieutenant for Argyll and Bute is Jane Margaret MacLeod (14 July 2020). The administrative centre for the council area is in Lochgilphead at Kilmory Castle, a 19th-century Gothic Revival building and estate. The current council leader is Robin Currie, a councillor for Kintyre and the Islands.


title: Argyll and Bute

text: Argyll and Bute covers the second-largest administrative area of any Scottish council. The council area adjoins those of Highland, Perth and Kinross, Stirling and West Dunbartonshire. Its border runs through Loch Lomond.


title: Argyll and Bute

text: The present council area was created in 1996, when it was carved out of the Strathclyde region, which was a two-tier local government region of 19 districts, created in 1975. Argyll and Bute merged the existing Argyll and Bute district and one ward of the Dumbarton district. The Dumbarton ward, called 'Helensburgh and Lomond', included the burgh of Helensburgh and consisted of an area to the west of Loch Lomond, north of the Firth of Clyde and mostly east of Loch Long.


title: Argyll and Bute

text: The council area can also be described by reference to divisions of the counties of Scotland. The council area includes most of Argyll (Argyll less the Morvern area, north of Mull, which is part of the Highland council area), part of Buteshire (the Isle of Bute) and part of Dunbartonshire (the Helensburgh and Lomond ward).


title: Argyll and Bute

text: Thirty-six representative members make up the council, elected, since 2007, by single transferable vote and, before that, by the first-past-the-post system. The 2017 election saw the SNP become the largest group. This was the first time since the creation of the modern authority that the representatives of a political party had outnumbered Independents in holding the largest number of seats on the council; nevertheless, it was a coalition of Independents, Conservatives, and Liberal Democrats who would go on to form an administration following the election.


title: Argyll and Bute

text: In February 2012, the council was criticised for allegedly setting up "spy" accounts on social media. As a result of the investigation, a council employee was suspended for setting up "fake social media accounts to monitor what was being said about the council". The council's own investigation later confirmed it had "found no evidence of any form of spying or covert surveillance having been carried out by any employee within the council's communication team."


title: Argyll and Bute

text: Eleven multi-member wards were created for the 2007 election, replacing 36 single-member wards which had been in place since 1999 (adjusted up from 33 in the 1990s):


title: Argyll and Bute

text: In June 2012, the council was heavily criticised for banning a local primary student, Martha Payne (aged 9), from taking photographs of her school dinners for her online blog. The blog, NeverSeconds, had been praised by the celebrity chef, Jamie Oliver, had attracted over two million visits, and at the time of the ban had raised nearly £2,000 for a food charity. On the day the story broke, the blog had raised over £40,000. After an initial statement from the council defending the decision, the ban was subsequently overturned by council leader, Roddy McCuish.


title: Argyll and Bute

text: In November 2012 a book written by David Payne, Martha's father, revealed the background to the council's attempt to censor and bully a 9-year-old girl. The book says: "My anger and frustration at Argyll and Bute Council was not being soothed by time. Thinly veiled attacks on our parenting on national radio and an abusive phonecall stood out as examples of a public body sick to the very top. Complaints via the proper procedures and through elected councillors had brought no visible changes. Far from being contrite they seemed to take a pride in being untouchable."


title: Argyll and Bute

text: The main railway line in Argyll and Bute is the West Highland Line, which links Oban to Glasgow, passing through much of the eastern and northern parts of the area. From the south the line enters Argyll and Bute just to the west of Dumbarton, continuing north via Helensburgh Upper to the eastern shores of the Gare Loch and Loch Long. The line comes inland at Arrochar and Tarbet to meet the western shore of Loch Lomond. At the northern end of the loch the lines leaves Argyll and Bute to enter Stirling council area. The Oban branch of the West Highland Line re-enters the area just west of Tyndrum, and heads west to Oban: stations on this section of the line include Dalmally and Taynuilt railway station. The majority of services on the line are operated by ScotRail: as of 2019 the summer service has six trains a day to Oban, with four on Sundays. In addition to the ScotRail service is the nightly Caledonian Sleeper, although this does not run on the Oban branch.


title: Argyll and Bute

text: Helensburgh also has a much more frequent service into Glasgow and beyond via the North Clyde Line, which has its western terminus at the town's central railway station.


title: Argyll and Bute

text: Due to its heavily indented coastline and many islands, ferries form an important part of the council area's transport system. The main ferry operator in Argyll and Bute is Caledonian MacBrayne (CalMac), which operates services from the mainland to most of the inhabited islands. Several other routes are operated by commercial operators, usually on contract to the council, although the Western Ferries service across the Firth of Clyde is run on a commercial basis.


title: Argyll and Bute

text: There are also routes connecting some mainland locations in Argyll and Bute to other parts of the mainland:


title: Argyll and Bute

text: There is also a passenger-only ferry service linking Campbeltown and Port Ellen on Islay with Ballycastle in County Antrim, Northern Ireland, running seasonally from April to September, operated by West Coast Tours as the Kintyre Express.


title: Argyll and Bute

text: The later scenes of the 1963 James Bond film "From Russia with Love" were filmed around the lochs and hills of Argyll and Bute.


title: Argyll and Bute

text: The area has also been indirectly immortalised in popular culture by the 1977 hit song "Mull of Kintyre" by Kintyre resident Paul McCartney's band of the time, Wings.


title: Jungfrau

text: The Jungfrau ( "maiden, virgin"), at is one of the main summits of the Bernese Alps, located between the northern canton of Bern and the southern canton of Valais, halfway between Interlaken and Fiesch. Together with the Eiger and Mönch, the Jungfrau forms a massive wall of mountains overlooking the Bernese Oberland and the Swiss Plateau, one of the most distinctive sights of the Swiss Alps.


title: Jungfrau

text: The summit was first reached on August 3, 1811, by the Meyer brothers of Aarau and two chamois hunters from Valais. The ascent followed a long expedition over the glaciers and high passes of the Bernese Alps. It was not until 1865 that a more direct route on the northern side was opened.


title: Jungfrau

text: The construction of the Jungfrau Railway in the early 20th century, which connects Kleine Scheidegg to the Jungfraujoch, the saddle between the Mönch and the Jungfrau, made the area one of the most-visited places in the Alps. Along with the Aletsch Glacier to the south, the Jungfrau is part of the Jungfrau-Aletsch area, which was declared a World Heritage Site in 2001.


title: Jungfrau

text: The name "Jungfrau" ("maiden, virgin"), which refers to the highest of the three prominent mountains overlooking the Interlaken region, along with the Mönch ("monk") and the Eiger ("ogre"), is most likely derived from the name "Jungfrauenberg" given to Wengernalp, the alpine meadow directly facing the huge northern side of the Jungfrau, across the Trummelbach gorge. Wengernalp was so named for the nuns of Interlaken Monastery, its historical owner. Contrary to popular belief, the name did not originate from the appearance of the snow-covered mountain, the latter looking like a veiled woman.


title: Jungfrau

text: The "virgin" peak was heavily romanticized as "goddess" or "priestess" in late 18th to 19th century Romanticism. Its summit, considered inaccessible, remained untouched until the 19th century. After the first ascent in 1811 by Swiss alpinist Johann Rudolf Meyer, the peak was jokingly referred to as "Mme Meyer" (Mrs. Meyer).


title: Jungfrau

text: Politically, the Jungfrau (and its massif) is split between the municipalities of Lauterbrunnen (Bern) and Fieschertal (Valais). It is the third-highest mountain of the Bernese Alps after the nearby Finsteraarhorn and Aletschhorn, respectively away. But from Lake Thun, and the greater part of the canton of Bern, it is the most conspicuous and the nearest of the Bernese Oberland peaks; with a height difference of between the summit and the town of Interlaken. This, and the extreme steepness of the north face, secured for it an early reputation for inaccessibility.


title: Jungfrau

text: The Jungfrau is the westernmost and highest point of a gigantic wall dominating the valleys of Lauterbrunnen and Grindelwald. The wall is formed by the alignment of some of the biggest north faces in the Alps, with the Mönch () and Eiger () to the east of the Jungfrau, and overlooks the valleys to its north by a height of up to . The Jungfrau is approximately from the Eiger; with the summit of the Mönch between the two mountains, from the Jungfrau. The Jungfraujoch is the saddle between the Jungfrau and the Mönch and the Eigerjoch is the saddle between the Mönch and the Eiger. The wall is extended to the east by the Fiescherwand and to the west by the Lauterbrunnen Wall, although it follows different directions from the Jungfrau and the Eiger.


title: Jungfrau

text: The difference of altitude between the deep valley of Lauterbrunnen () and the summit is particularly visible from the area of Mürren. From the valley floor, west of the massif, the altitude gain is more than for a horizontal distance of .


title: Jungfrau

text: The landscapes around the Jungfrau are extremely contrasted. In contrast to the vertiginous precipices of its northwest, the mountain's southeastern side emerges from the upper snows of the Jungfraufirn, one of the main feeders of the Aletsch Glacier, at around . The valley of Aletsch on the southeast is completely uninhabited, and is surrounded by neighboring valleys with similar landscapes. The area as a whole constitutes the largest glaciated area not just in the Alps, but in Europe as well.


title: Jungfrau

text: In 1811, the brothers Johann Rudolf (1768–1825) and Hieronymus Meyer, sons of Johann Rudolf Meyer (1739–1813), the head of a rich merchant family of Aarau, along with several servants and a porter picked up at Guttannen, first reached the Valais by way of the Grimsel, and crossed the Beich Pass, a glacier pass over the Oberaletsch Glacier, to the head of the Lötschen valley. There, they added two local chamois hunters, Alois Volken and Joseph Bortis, to their party and traversed the Lötschenlücke before reaching the Aletschfirn (the west branch of the Aletsch Glacier), where they established the base camp, north of the Aletschhorn. After the Guttannen porter was sent back alone over the Lötschenlücke, the party finally reached the summit of the Jungfrau by the Rottalsattel on August 3. They then recrossed the two passes named to their point of departure in Valais, and went home again over the Grimsel.


title: Jungfrau

text: The journey was a most extraordinary one for the time, and some persons threw doubts at its complete success. To settle these, another expedition was undertaken in 1812. In this the two sons, Rudolf (1791–1833) and Gottlieb (1793–1829), of Johann Rudolf Meyer, played the chief parts. After an unsuccessful attempt, defeated by bad weather, in the course of which the Oberaarjoch was crossed twice (this route being much more direct than the long detour through the Lötschental), Rudolf, with the two Valais hunters (Alois Volker and Joseph Bortis), a Guttannen porter named Arnold Abbühl, and a Hasle man, bivouacked on a depression on the southeast ridge of the Finsteraarhorn. Next day (August 16) the whole party attempted the ascent of the Finsteraarhorn from the Studer névé on the east by way of the southeast ridge, but Meyer, exhausted, remained behind. The following day the party crossed the Grünhornlücke to the Aletsch Glacier, but bad weather then put an end to further projects. At a bivouac, probably just opposite the present Konkordia Hut, the rest of the party, having come over the Oberaarjoch and the Grünhornlücke, joined the Finsteraarhorn party. Gottlieb, Rudolf's younger brother, had more patience than the rest and remained longer at the huts near the Märjelensee, where the adventurers had taken refuge. He could make the second ascent (September 3) of the Jungfrau, the Rottalsattel being reached from the east side as is now usual, and his companions being the two Valais hunters.


title: Jungfrau

text: The third ascent dates from 1828, when several men from Grindelwald, headed by Peter Baumann, planted their flag upon the summit. Next came the ascent by Louis Agassiz, James David Forbes, Heath, Desor, and Duchatelier in 1841, recounted by Desor in his "Excursions et Séjours dans les Glaciers". Gottlieb Samuel Studer published an account of the next ascent made by himself and Bürki in 1842.


title: Jungfrau

text: In 1863, a party consisting of three young Oxford University graduates and three Swiss guides successfully reached the summit and returned to the base camp of the Faulberg (located near the present position of the Konkordia Hut) in less than 11 hours (see the section below, The 1863 Ascent). In the same year Mrs Stephen Winkworth became the first woman to climb the Jungfrau. She also slept overnight in the Faulberg cave prior to the ascent as there was no hut at that time.


title: Jungfrau

text: Before the construction of the Jungfraujoch railway tunnel, the approach from the glaciers on the south side was very long. The first direct route from the valley of Lauterbrunnen was opened in 1865 by Geoffrey Winthrop Young, H. Brooke George with the guide Christian Almer. They had to carry ladders with them in order to cross the many crevasses on the north flank. Having spent the night on the rocks of the Schneehorn () they gained next morning the Silberlücke, the depression between the Jungfrau and Silberhorn, and thence in little more than three hours reached the summit. Descending to the Aletsch Glacier they crossed the Mönchsjoch, and passed a second night on the rocks, reaching Grindelwald next day. This route became a usual until the opening of the Jungfraujoch.


title: Jungfrau

text: The first winter ascent was made on 23 January 1874, by Meta Brevoort and W. A. B. Coolidge with guides Christian and Ulrich Almer. They used a sled to reach the upper Aletsch Glacier, and were accompanied by Miss Brevoort's favorite dog, Tschingel.


title: Jungfrau

text: The Jungfrau was climbed via the west side for the first time in 1885 by Fritz and Heinrich von Allmen, Ulrich Brunner, Fritz Graf, Karl Schlunegger and Johann Stäger—all from Wengen. They ascended the Rottal ridge ("Innere Rottalgrat") and reached the summit on 21 September. The more difficult and dangerous northeast ridge that connects the summit from the Jungfraujoch was first climbed on 30 July 1911 by Albert Weber and Hans Schlunegger.


title: Jungfrau

text: In July 2007, six Swiss Army recruits, part of the Mountain Specialists Division 1, died in an accident on the normal route. Although the causes of the deaths was not immediately clear, a report by the Swiss Federal Institute for Snow and Avalanche Research concluded that the avalanche risk was unusually high due to recent snowfall, and that there was "no other reasonable explanation" other than an avalanche for the incident.


title: Jungfrau

text: The "Führerbuch" of the Alpine guide Peter Baumann records an ascent of the Jungfrau made by himself with three men from England in July 1863. The foreign climbers were long thought to have been John Tyndall, J.J. Hornby and T.H. Philpott, until in 1958 the records were checked by the Alpine Club and the following conclusion was reached:


title: Jungfrau

text: On July 23, 1963, Phillpotts, with James Robertson and H.J. Chaytor, climbed the Jungfrau (the entry shown in A.J. 32. 227 was wrongly transcribed by Montagnier, who says ‘T.H. Philpott’ for J.S. Phillpotts). The entry in Peter Baumann’s Führerbuch (facsimile in A.C. archives) says that the trio crossed the Strahlegg Pass and the Oberaarjoch, and then climbed the Jungfrau from the Eggishorn.


title: Jungfrau

text: Tyndall, Hornby and Philpott were well-known Alpinists, but there is no record of their having attempted the Jungfrau in 1863. Robertson, Chaytor and Phillpotts were novices; they had recently graduated from Oxford University where they had all been keen members of the Oxford University Boat Club.


title: Jungfrau

text: William Robertson (1839–1892), the leader of the expedition (wrongly called ‘James’ in the Note quoted above), was an Australian by birth, and the first non-British national to take part in the Oxford and Cambridge Boat Race. He later became a barrister and member of parliament in Australia. He and H.J. Chaytor (possibly the father of the medievalist Henry John Chaytor) were both members of the victorious Oxford team in the 1861 Boat Race. James Surtees Phillpotts (1839–1930) was the third member of the team; he would later become headmaster of Bedford School. The trio had three Swiss guides, Peter Baumann, Peter Kaufmann (""Grabipeter"", father of Peter Kaufmann the younger) and Rubi.


title: Jungfrau

text: A description of the ascent of the Jungfrau is contained in a letter dated Sunday 26 July which Phillpotts wrote to his friend Alexander Potts (later to become the first headmaster of Fettes College). The letter is now in the possession of the Alpine Club. The following extracts are from that letter.


title: Jungfrau

text: The Virgin certainly did not smile on the poor "fools who rushed in" on her sacred heights, i.e. in plain British, we had the treadmill slog, the biting wind, the half frost-bitten feet and the flayed faces that generally attend an Alpine ascent.


title: Jungfrau

text: We got to the Faulberg hole about dark, and enjoyed the coffee the longman (Kauffmann) made, as one would in a hole in a rock in a cold evening. The "Faulberg Nachtlager" consists of two holes and a vestibule to the upper hole. The Upper Hole in which we lodged just contained Chay[tor], the Guv [Robertson] and myself, stretched at full length on a little hay over a hard rock mattress, convex instead of concave at the point where one likes to rest one's weight. Chaytor was in the middle, and as we were very close was warm and slept. The Guv and I courted Nature's soft nurse in vain. At two we got up and methodically put our feet into the stocks, i.e. our boots, breakfasted and shivered, then started (unwashed of course, as the cold gave us malignant hydrophobia) a little after 3:30.


title: Jungfrau

text: The hole was about up one of the loose stone cliffs one now knows so well. So we groped our way down it and over the moraine – the stars still lingering, as day was just dawning. We could not start at 1:30, the proper time, as there was no moon and we wanted light as we had to tramp the glacier at once. Rubi led, and off we went, roped and in Indian file, in the old treadmill way over the slippery plowed-field-like snow that lay on the upper glacier, for a pull without a check of one or two hours.


title: Jungfrau

text: At last we came to the region of "bergschrunds" and crevasses. They seemed to form at first an impassable labyrinth, but gradually the guides wound in and out between the large rifts, which were exquisitely lovely with their overhanging banks of snow and glittering icicles, and then trod as on pins and needles over a snowbridge here and there, or had to take a jump over the more feasible ones – and we found ourselves at the foot of the mountain; trudged up on the snow which ought to have been crisp but was even then more or less fresh fallen and sloppy; had to creep over about three crevasses, and after a tiresome pull, dragging one leg after another out of ankle or knee deep snow, we got on a crest of snow at right angles to the slope we had just come up. That slope with its crevasses on one side, and on the other a shorter and much steeper one which led in a few steps to a precipice.


title: Jungfrau

text: All along this crest went a snakelike long crevasse, for which we had continually to sound, and go first one side and then the other; then we got to the foot of the saddle. Some twenty or thirty steps, some cut, some uncut, soon took us up a kind of hollow, and we got on a little sloping plateau of some large, where we left the grub and the knapsack, keeping my small flask of cognac only. Then up a steep ice slope, very steep I should say, down which the bits of ice cut out of the steps hopped and jumped at full gallop and then bounded over to some bottomless place which we could not see down. Their pace gave one an unpleasant idea of the possible consequence of a slip.


title: Jungfrau

text: Here we encountered a biting bitter wind. Peter Baumann cut magnificent steps, at least he and Rubi did between them, the one improving on the other's first rough blows. After Rubi came Chaytor with Kauffmann behind him, then the Guv, and then myself, the tail of the string. Each step was a long lift from the last one, and as the snow was shallow they had to be cut in the ice which was like rock on this last slope.


title: Jungfrau

text: Suddenly there burst upon us, on lifting our heads over the ridge, the green and cheerful valleys of Lauterbrunnen and Interlaken, of Grindelwald and a distant view of others equally beautiful stretching on for ever in one vast panorama. On the other side in grim contrast there was a wild and even awful scene. One gazed about one and tried in vain to see to the bottom of dark yawning abysses and sheer cliffs of ice or rock.


title: Jungfrau

text: Named after the Jungfrau, the Jungfrau Region of the Bernese Oberland is a major tourist destination in the Alps and includes a large number of railways and other facilities. While the mountain peak was once difficult to access, the Jungfrau Railway, a rack railway, now goes to the Jungfraujoch railway station at , therefore providing an easy access to the upper Aletsch Glacier and a relatively short access to the Jungfrau itself, the height difference between the station and the summit being only 704 metres and the horizontal distance being slightly less than 2 kilometres. As a result, in the popular mind, the Jungfrau has become a mountain associated with the Bernese Oberland and Interlaken, rather than with Upper Valais and Fiesch.


title: Jungfrau

text: In 1893, Adolf Guyer-Zeller conceived of the idea of a railway tunnel to the Jungfraujoch to make the glaciated areas on its south side more accessible. The building of the tunnel took 16 years and the summit station was not opened before 1912. The goal was in fact to reach the summit of the Jungfrau with an elevator from the highest railway station, located inside the mountain. The complete project was not realized because of the outbreak of the World War I. Nevertheless, it was at the time one of the highest railways in the world and remains today the highest in Europe and the only (non-cable) railway on Earth going well past the perennial snow-line.


title: Jungfrau

text: The Jungfrau Railway leaves from Kleine Scheidegg, which can be reached from both sides by trains from Grindelwald, and Lauterbrunnen via Wengen. The train enters the Jungfrau Tunnel running eastward through the Eiger just above Eigergletscher, which is, since 2020, also accessible by aerial tramway from Grindelwald. Before arriving at the Jungfraujoch, it stops for a few minutes at two other stations, "Eigerwand" (on the north face of the Eiger) and "Eismeer" (on the south side), where passengers can see through the holes excavated from the mountain. The journey from Kleine Scheidegg to Jungfraujoch takes approximately 50 minutes including the stops; the downhill return journey taking only 35 minutes.


title: Jungfrau

text: A large complex of tunnels and buildings has been constructed at the Jungfraujoch, referred to as the "Top of Europe". There are several restaurants and bars, shops, multimedia exhibitions, a post office, and a research station with dedicated accommodation facilities. An elevator enables access to the top of the Sphinx and its observatory, at , the highest viewing platform of the area. Outside, at the level of the Jungfraujoch, there is a ski school, and the "Ice Palace", a collection of elaborate ice sculptures displayed inside the Aletsch Glacier. Another tunnel leads to the east side of the Sphinx, where one can walk on the glacier up to the Mönchsjoch Hut, the only hotel infrastructure in the area.


title: Jungfrau

text: Apart from the Jungfraujoch, many facilities have been built in the Jungfrau Region, including numerous mountain railways. In 1908, the first public cable car in the world, the Wetterhorn Elevator, opened at the foot of the Wetterhorn, but was closed seven years later. The Schilthorn above Mürren, the Männlichen above Wengen, and the Schynige Platte above Wilderswil, offer good views of the Jungfrau and the Lauterbrunnen valley. On the south side, the Eggishorn above Fiesch also offers views of the Jungfrau, across the Aletsch Glacier.


title: Jungfrau

text: The normal route follows the traces of the first climbers, but the long approach on the Aletsch Glacier is no longer necessary. From the area of the Jungfraujoch the route to the summit takes only a few hours. Most climbers start from the Mönchsjoch Hut. After a traverse of the Jungfraufirn the route heads to the Rottalsattel (), from where the southern ridge leads to the Jungfrau. It is not considered a very difficult climb but it can be dangerous on the upper section above the Rottalsattel, where most accidents happen. The use of the Jungfrau Railway instead of the much more gradual approach from Fiesch (or Fieschertal), via the Konkordia Hut, can cause some acclimatization troubles as the difference of altitude between the railway stations of Interlaken and Jungfraujoch is almost .


title: Timeline of the American Old West

text: This timeline of the American Old West is a chronologically ordered list of events significant to the development of the American West as a region of the continental United States. The term "American Old West" refers to a vast geographical area and lengthy-time period of imprecise boundaries, and historians' definitions vary. The events in this timeline occurred primarily in the portion of the modern continental United States west of the Mississippi River, and mostly in the period between the Louisiana Purchase in 1803 and the admission of the last western territories as states in 1912 where most of the frontier was already settled and became urbanized; a few typical frontier episodes happened after that, such as the admission of Alaska into the Union in 1959. A brief section summarizing early exploration and settlement prior to 1803 is included to provide a foundation for later developments. Rarely, events significant to the history of the West but which occurred within the modern boundaries of Canada and Mexico are included as well.


title: Timeline of the American Old West

text: Western North America was inhabited for millennia by various groups of Native Americans and later served as a frontier to the Spanish Empire, which began colonizing the region starting in the 16th century. British, French, and Russian claims followed in the 18th and 19th centuries, though these did not result in settlement and the region remained in Spanish hands. After the American Revolution, the newly independent United States began securing its own frontier from the Appalachian Mountains westward for settlement and economic investment by American pioneers. The long history of American expansion into these lands has played a central role in shaping American culture, iconography, and the modern national identity, and remains a popular topic for study by scholars and historians.


title: Timeline of the American Old West

text: Events listed below are notable developments for the region as a whole, not just for a particular state or smaller subdivision of the region; as historians Hine and Faragher put it, they "tell the story of the creation and defense of communities, the use of the lands, the development of markets, and the formation of states... It is a tale of conquest, but also one of survival, persistence, and the merging of peoples and cultures."


title: Timeline of the American Old West

text: For almost three centuries after Columbus' voyages to the New World, much of western North America remained unsettled by white colonists, despite various territorial claims made by European colonial powers. European interest in the vast territory was initially motivated by the search for precious metals, especially gold, and the fur trade, with miners, trappers, and hunters among the first people of European descent to permanently settle in the West. The early years were also a period of scientific exploration and survey, such that by 1830 the rough outline of the western half of the continent had been mapped to the Pacific Ocean.


title: Luxembourgers

text: Luxembourgers ( ; ) are a Germanic ethnic group and nation native to their nation state of Luxembourg, where they make up around half of the population. They share the culture of Luxembourg and speak Luxembourgish.


title: Luxembourgers

text: Luxembourgers were, much like Austrians, historically considered to be a regional subgroup of ethnic Germans and viewed themselves as such until the collapse of the German Confederation. Luxembourg became independent, while remaining in personal union with the Netherlands, after the signing of the Treaty of London in 1839. The personal union proved short-lived as it was bilaterally and amicably dissolved in 1890.


title: Luxembourgers

text: Legally, all citizens of the Grand Duchy of Luxembourg are considered to be "Luxembourgers" per Luxembourgish law, although a distinct Germanic ethnolinguistic identification is vocally espoused and promoted. The corresponding adjective is "Luxembourgish".


title: Luxembourgers

text: Most ethnic Luxembourgers live in the Grand Duchy of Luxembourg, a small country in Europe between Germany, France, and Belgium, and are of Celtic/Gallo-Roman and Germanic (Frankish) origin. Luxembourgish is the only native language of Luxembourgers (as taught by parents), although nearly all of them learn French and German in school and are able to communicate in these two languages as well from an early age on. Despite the rather small number of Luxembourgers, there is a relatively large diaspora, in Europe and elsewhere. Particularly, there are populations in the surrounding countries of Belgium, France, and Germany. For the most part, this is due to historic reasons, especially the three Partitions of Luxembourg, which led to former territories of Luxembourg being incorporated into each of the three surrounding countries.


title: Luxembourgers

text: There are also significant populations in the Americas, with the largest contingent being in the United States. Others migrated to Hungary along with Germans during the first phase of German eastward settlement in the 12th century. Transylvanian Saxons and Banat Swabians are the descendants of these settlers.


title: Differentiated instruction

text: Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in their ability.Differentiated instruction means using different tools, content, and due process in order to successfully reach all individuals. Differentiated instruction, according to Carol Ann Tomlinson, is the process of "ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student's readiness level, interests, and preferred mode of learning." According to Boelens et al. (2018), differentiation can be on two different levels: the administration level and the classroom level. The administration level takes the socioeconomic status and gender of students into consideration. At the classroom level, differentiation revolves around content, processing, product, and effects. On the content level, teachers adapt what they are teaching to meet the needs of students. This can mean making content more challenging or simplified for students based on their levels. The process of learning can be differentiated as well. Teachers may choose to teach individually at a time, assign problems to small groups, partners or the whole group depending on the needs of the students. By differentiating product, teachers decide how students will present what they have learned. This may take the form of videos, graphic organizers, photo presentations, writing, and oral presentations. All these take place in a safe classroom environment where students feel respected and valued—effects.


title: Differentiated instruction

text: When language is the factor for differention, Echevarria et al. (2017), proponents of the Sheltered Instruction Observation Protocol (SIOP) strongly supports and guides teachers to differentiate instruction to English as a Second Language Learners (ELLs) who have a range of learning ability levels—beginning, intermediate and advanced. Here, differentiated instruction will mean adapting a whole new instructional strategy that a teacher of a typical classroom of native speakers of English would not have a need to.


title: Differentiated instruction

text: Differentiated classrooms have also been described as ones that respond to student variety in readiness levels, interests, and learning profiles. It is a classroom that includes and allows all students to be successful. To do this, a teacher sets different expectations for task completion for students, specifically based upon their individual needs. Teachers can differentiate in four ways: 1) through content, 2) process, 3) product, and 4) learning environment based on the individual learner. Differentiation stems from beliefs about differences among learners, how they learn, learning preferences, and individual interests (Algozzine & Anderson, 2007). Therefore, differentiation is an organized, yet flexible way of proactively adjusting teaching and learning methods to accommodate each child's learning needs and preferences to achieve maximum growth as a learner.


title: Differentiated instruction

text: An important part of differentiated instruction and assessment is determining what students already know so as not to cover material students have mastered, or use methods that would be ineffective for students. The goal of pre-assessment is to determine a student's knowledge, understanding and skill prior to the unit of study. These are assessments for learning and include diagnostic or pre-assessments that the teacher uses to help guide instruction and benefit each learner. They are informal and provide qualitative feedback to teachers and students to address strengths and needs during the unit. Pre-assessments should be conducted several weeks before the unit of study and should not be graded. Chapman and King (2005) note that when "teachers strategically administer pre-assessments before planning their lessons, they can address the students' strengths and needs during instruction." Pre-assessment can be conducted in two ways: 1) by identifying learning preferences and interests (i.e. Gardner's Multiple Intelligence test, or Visual, Auditory, or Kinesthetic learner), and 2) by identifying knowledge of student understandings (i.e. checklists, quizzes, class discussion, portfolios, entry/exit cards, anticipation guides, journals, self-reflections). Both of these types of pre-assessment are used to design student tasks, particularly when a student might require support, enrichment, or have different learning styles, intelligence, or interests. Teachers can also determine, locate, and compile appropriate resources and decide timelines/priorities for upcoming units.


title: Differentiated instruction

text: The goal of differentiated instruction is to develop engaging tasks that challenge and enhance learning for each student. Instructional activities are flexible and based and evaluated on content, process, product, and learning environment. This instructional approach and choice of content are driven by the data from students' assessment results and from the outcomes of other screening tools. Pre-assessments can gather information about each student's strengths, comforts, or areas of weakness. This leads to appropriate differentiation that accommodates each student's learning needs and preferences. Assessments should be used as a tool to create clear and meaningful instruction that guides each student towards challenging but not frustrating activities.


title: Differentiated instruction

text: Assessment is the process of gathering information from a variety of sources such as assignments, teacher observations, class discussions, and tests and quizzes. Teachers must assess regularly to inform instructional strategies, learn about each student's readiness, interests, and learning preferences and to improve student learning. This information can be gathered through diagnostic (pre-assessments), formative, and summative assessments, as well as Individual Education Plans, Ontario Student Records, student interest surveys, and multiple intelligence or learning style inventories.


title: Differentiated instruction

text: Assessment for learning not only includes diagnostic or pre-assessment measures but also formative assessment. Formative assessments are used during a unit to provide understanding about what the student is learning, and continually guide instructional decisions. Assessment as learning takes place when students self-assess their work and reflect on their growth as learners. Earl (2003) says this is the process in metacognition, and "occurs when students personally monitor what they are learning and use feedback . . . to make adjustments, adaptations, and . . . changes in what they understand." Differentiation can be used when applying, demonstrating, extending knowledge, or practicing skills and attitudes to monitor achievement of goals. This might include peer/ self-assessments, and peer/teacher conferences. Assessment of learning is the culminating task or summative assessment, which takes place after the learning has occurred and students can show what concepts and/or skills they learned. Differentiation can also be used here through a variety of strategies such as tests, projects, demonstrations, writing performances, and more.


title: Differentiated instruction

text: All these ongoing assessments help the teacher know students and their needs so they can select effective teaching and learning strategies and interventions that maximize student achievement. Consistent program review and diagnosis of whole-class and individual student responses not only provides ongoing feedback to enhance teaching and learning for teachers but students and parents as well. Teachers use ongoing assessments to gather information about a student's knowledge and capabilities, to direct future planning, to monitor student progress, and to evaluate student achievement. Students and parents can also use these assessments to reflect and understand their own learning preferences and level of achievement.


title: Differentiated instruction

text: The content of lessons may be differentiated based on what students already know. The most basic content of a lesson should cover the standards of learning set by the district or state. Some students in a class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery of the content – or display mistaken ideas about the content, and some students may show mastery of the content before the lesson begins. The teacher may differentiate the content by designing activities for groups of students that cover different areas of Bloom's taxonomy. For example, students who are unfamiliar with the concepts may be required to complete tasks on the lower levels of Bloom's taxonomy: knowledge, comprehension, and application. Students with partial mastery may be asked to complete tasks in the application, analysis and evaluation areas, and students who have high levels of mastery may be asked to complete tasks in evaluation and synthesis.


title: Differentiated instruction

text: When teachers differentiate content, they may adapt what they want students to learn or how students access the knowledge, understanding, and skills (Anderson, 2007). In these instances, educators are not varying student objectives or lowering performance standards for students. They use different texts, novels, or short stories at a reading level appropriate for each individual student. Another example would be including visuals, maps, or graphic organizers to introduce or reinforce concepts as opposed to only providing written or oral text. This provides students with different methods of viewing, considering and absorbing content. Teachers can also use flexible groups and have students assigned to like groups listening to audiobooks or accessing specific internet sources. Students could have a choice to work in pairs, groups, or individually, but all students are working towards the same standards and objectives.


title: Differentiated instruction

text: Understanding by Design (UbD), which was developed by Grant Wiggins is an educational strategy that may be used to inform content in a differentiated classroom. This model was further refined by Carol Ann Tomlinson and Jay McTighe, who maintained that UbD and differentiated instruction (DI) form an essential partnership. Their position is that learning occurs not at the individual level or to the individual but within the individuals students as they are engaged in exploring concepts. The combination of UbD and differentiated instruction is expected to allow educators to simultaneously "craft powerful curriculum in a standards-dominated era and ensure academic success for the full spectrum of learners.


title: Differentiated instruction

text: UbD is described as a backward design model that emphasizes the beginning with the end in mind. Here, planning the courses, units, and individual lessons are undertaken based on the desired result. For instance, when teaching a literary piece, the teacher first decides the goal and how the students will be assessed to determine if such goal is achieved. The framework also recognizes the importance of assessment and employs evaluative or summative assessment models as the bases of grading.


title: Differentiated instruction

text: To understand how students learn and what they know, pre-assessment and ongoing assessment are essential. This provides feedback for both teacher and student, with the ultimate goal of improving student learning. Delivery of instruction in the past often followed a "one size fits all" approach. In contrast, differentiation is individually student centered, with a focus on appropriate instructional and assessment tools that are fair, flexible, challenging, and engage students in the curriculum in meaningful ways.


title: Differentiated instruction

text: Students vary in culture, socioeconomic status, language, gender, motivation, ability, disability, learning styles, personal interests and more, and teachers must be aware of these varieties as they plan in accordance with the curricula. By considering varied learning needs, teachers can develop personalized instruction so that all children in the classroom can learn effectively.


title: Differentiated instruction

text: The process of how the material in a lesson is learned may be differentiated for students based on their learning styles, taking into account what standards of performance are required for the age level. This stage of differentiation allows students to learn based either on what method is easiest for them to gain knowledge, or what may challenge them most: some students may prefer to read about a topic (or may require practice in reading), and others may prefer to listen (or require practice in listening), or acquire knowledge by manipulating objects associated with the content. Information may be presented in multiple ways by the teacher, and may be based on any available methods or materials. Many teachers use areas of Multiple Intelligences to provide learning opportunities.


title: Differentiated instruction

text: Commonalities in the assessment results lead to grouping practices that are designed to meet the students' needs. "How" a teacher plans to deliver the instruction is based on assessment results that show the needs, learning styles, interests, and levels of prior knowledge. The grouping practices must be flexible, as groups change with regard to the need that must be addressed. Regardless of whether the differentiation of instruction is based upon student readiness, interests, or needs, the dynamic flow of grouping and regrouping is one of the foundations of differentiated instruction. It is important for a differentiated classroom to allow some students to work alone, if this is their best modality for a particular task. (Nunley, 2004)


title: Differentiated instruction

text: Differentiating by process refers to how a student comes to understand and assimilate facts, concepts and skills (Anderson, 2007). After teaching a lesson, a teacher might break students into small "ability" groups based on their readiness. The teacher would then give each group a series of questions, based on each group's appropriate level of readiness-skills, related to the objectives of the lesson. Another way to group the students could be based on the students' learning styles. The main idea behind this is that students are at different levels and learn in different ways, so a teacher can't teach them all the same way.


title: Differentiated instruction

text: Another model of differentiation, layered curriculum, offers student a choice of assignments but requires that they demonstrate learning to pass the assignment. This eliminates the need for pre-assessment and is useful for teachers with large class loads, such as in high school (Nunley, 2004).


title: Differentiated instruction

text: The product is essentially what the student produces at the end of the lesson to demonstrate the mastery of the content: tests, evaluations, projects, reports, or other activities. Based on students' skill levels and educational standards, teachers may assign students to complete activities that demonstrate mastery of an educational concept (writing a report), or in a method the student prefers (composing an original song about the content, or building a 3-dimensional object that explains mastery of concepts in the lesson or unit). The product is an integral component of the differentiated model, as preparation of the assessments determines both the 'what' and 'how' of instruction delivery.


title: Differentiated instruction

text: When an educator differentiates by product or performance, they are affording students various ways of demonstrating what they have learned from the lesson or unit (Anderson, 2007; Nunley, 2006). It is done by using menu unit sheets, choice boards or open-ended lists of final product options. It is meant to allow students to show what they learned based on their learning preferences, interests and strengths.


title: Differentiated instruction

text: Examples of differentiated structures include Layered Curriculum, tiered instruction, tic-tac-toe extension menus, Curry/Samara models, RAFT writing activities, and similar designs. (See external links below.)


title: Differentiated instruction

text: In differentiated instruction, teachers respond to students' readiness, instructional needs, interests and learning preferences and provide opportunities for students to work in varied instructional formats. A classroom that utilizes differentiated instruction is a learner-responsive, teacher-facilitated classroom where all students have the opportunity to meet curriculum foundation objectives. Lessons may be on inquiry based, problem based and project based instruction.


title: Differentiated instruction

text: While significant research has shown the effectiveness of product based differentiated instruction at primary and secondary level, effective use has also been demonstrated in higher education in some circumstances.


title: Differentiated instruction

text: Differentiating through the environment is important as it creates the conditions for optimal learning to take place. According to Tomlinson (2003), "Environment will support or deter the student's quest for affirmation, contribution, power, purpose, and challenge in the classroom," (p. 37). The learning environment includes the physical layout of the classroom, the way that the teacher uses the space, environmental elements and sensitivities including lighting, as well as the overall atmosphere of the classroom. The teacher's goal is to create an environment that is positive, structured, and supportive for each student. The physical environment should be a place that is flexible with varied types of furniture and arrangements, and areas for quiet individual work as well as areas for group work and collaboration. This supports a variety of ways to engage in flexible and dynamic learning. Flexible seating is a method used to differentiate seating assignments within the learning environment. In the flexible seating model, students choose the type of seating and location in the classroom that will allow them to learn best. Each student chooses for themselves within teacher guidelines.Teachers should be sensitive and alert to ways that the classroom environment supports students' ability to interact with others individually, in small groups, and as a whole class. They should employ classroom management techniques that support a safe and supportive learning environment.


title: Differentiated instruction

text: According to Carol Ann Tomlinson, most parents are eager for their students to learn, grow, succeed and feel accepted in school. Sharing these goals is important. A differentiated classroom may "look different" from what parents expect. The teacher can help them develop a clear, positive understanding of differentiated instruction and how it benefits their children by letting parents know that:


title: Differentiated instruction

text: Education critics on theories of different learning styles have used this as an avenue to also criticize differentiated instruction. One source includes Mike Schmoker of Education Week, who claims that after a lengthy email exchange with an architect of DI, she conceded "There [is] no solid research or school evidence" in support of DI. In Educational Research, John Geake states, "the evidence consistently shows that modifying a teaching approach to cater for differences in learning styles does not result in any improvement in learning outcomes," and that implementing learning styles, citing VAK specifically, does "not reflect how our brains actually learn, nor the


title: Differentiated instruction

text: individual differences we observe in classrooms." In Psychological Science for the Public Interest, Pashler et al. note, "the literature fails to provide adequate support for applying learning-style assessments in school settings. Moreover, several studies that used appropriate research designs found evidence that contradicted the learning-styles hypothesis...[W]e feel that the widespread use of learning-style measures in educational settings is unwise and a wasteful use of limited resources."


title: Homestead, Florida

text: Homestead is a city within Miami-Dade County in the U.S. state of Florida, between Biscayne National Park to the east and Everglades National Park to the west. The population was 80,737 as of the 2020 census. Homestead is primarily a Miami suburb and a major agricultural area. It is a principal city of the Miami metropolitan area, which was home to an estimated 6,012,331 people at the 2015 census. It is located approximately southwest of Miami, and northwest of Key Largo.


title: Homestead, Florida

text: The city of Homestead is located near the southern terminus of the Homestead Extension of Florida's Turnpike where it ends at its junction with U.S. 1. Homestead is immediately north and east of Florida City, and these two cities comprise the greater Homestead-Florida City area. Some of the notable unincorporated communities in the area are Redland, Leisure City, Naranja, and Princeton.


title: Homestead, Florida

text: Homestead was incorporated in 1913 and is the second oldest city in Miami-Dade County next to the city of Miami. The name originates from when the Florida East Coast Railway extension to Key West was being built. The rail line was passing through an area opened up for homesteading, and as the construction camp at the end of the line did not have a particular name, construction materials and supplies for the workers were consigned to "Homestead Country", shortened to "Homestead" by the engineers who mapped the area. Homestead and neighboring South Miami-Dade County communities bore the brunt of Category 5 Hurricane Andrew on August 24, 1992.


title: Homestead, Florida

text: According to the United States Census Bureau, the city has a total area of . of it is land and of it (0.63%) is water.


title: Homestead, Florida

text: Homestead is a small-sized city. At its greatest north-south points – along SW 137th Avenue (Speedway Boulevard) – its city limits extend only  – from SW 288th Street (Biscayne Drive) at the north end to (theoretical) SW 352nd Street at the south end. At its greatest east-west points – along SW 328th Street (North Canal Drive / Lucy Street) – its city limits extend  – from (theoretical) SW 132nd Avenue at the east end to SW 192nd Avenue at the west end. U.S. 1 – known as Homestead Boulevard within the city limits – extends through a rather narrow northeast / southwest corridor of the city from SW 304th Street (Kings Highway) at the north end to SW 328th Street (Lucy Street) at the south end. It is at this point at the south end that Homestead and Florida City share a common border. (North of the north end at SW 304th Street is known as Unincorporated Miami-Dade County, but it is locally known as the community of Leisure City).


title: Homestead, Florida

text: Major east-west streets within Homestead include SW 304th Street / NE & NW 15th Street (Kings Highway), SW 312th Street / NE & NW 8th Street (Campbell Drive), SW 320th Street (Mowry Drive), SW 328th Street / SE & SW 8th Street (North Canal Drive / Lucy Street), and SW 344th Street / SE 24th Street (Palm Drive).


title: Homestead, Florida

text: The original Homestead Air Force Base was once located several miles to the northeast of Homestead, but due to annexation of formerly unincorporated land immediately to the east and northeast of the original city limits during the late-1990s the city and the far southwestern perimeter of the (now) Homestead Air Reserve Base share a common border for a small portion along SW 137th Avenue (Speedway Boulevard).


title: Homestead, Florida

text: A noteworthy tourist attraction within Leisure City is Coral Castle, built by a jilted lover, Edward Leedskalnin, over the course of 28 years from 1923 to 1951. The Fruit and Spice Park is also of interest.


title: Homestead, Florida

text: Homestead experiences a tropical monsoon climate (Köppen climate classification "Am") that borders on a tropical savanna climate ("Aw"). Summers are hot and humid and high temperatures average between 90° and 92 °F (32° to 33 °C). Winters are warm and dry. The all-time record high temperature is 100 °F (38 °C), on 21 July 1942. Lows in summer average between 70° and 75 °F (21° to 24 °C), with low temperatures in all times of year averaging 5 degrees cooler than coastal Miami, mainly because of its inland and rural location. In winter, the area sees cold fronts bring cold weather for short periods from November to March. The lowest temperature ever recorded is 26 °F (–3 °C), on 13 December 1934, which was recorded at Homestead Air Force Base, some 10 miles east of the town. High temperatures in winter average between 68° and 80 °F (18° to 26 °C), and lows average between 57° and 64 °F (8° to 14 °C). Summer is the season when most of the rain occurs. Homestead has a wet season lasting from mid-May to early October. The dry season sees some rain, with most of it coming with the passing of cold fronts. Snow flurries were reported to have been observed in the air at Homestead Air Force Base, on January 20, 1977, and marked the farthest south that snow flurries have ever been reported in the lower 48 United States.


title: Homestead, Florida

text: In August 1992, the Category 5 hurricane Andrew devastated the town, as well as nearby Homestead Air Force Base. Hurricane Katrina caused flooding in Homestead in August 2005. The following October, Hurricane Wilma damaged light poles, grandstands, garages, and sections of catch fence at the Homestead–Miami Speedway, a motor racetrack built in the years following Hurricane Andrew. After Hurricane Wilma, a Homestead man was killed in a tractor accident while clearing debris.


title: Homestead, Florida

text: When Hurricane Irma struck Florida in September 2017, parts of Homestead lost electric power. South Dade Center, a low-income housing project for farmworkers, was flooded with rainwater. Residents were without electricity and waste collection for about a week without relief.


title: Homestead, Florida

text: As of the 2020 United States census, there were 80,737 people, 20,320 households, and 15,784 families residing in the city.


title: Homestead, Florida

text: The city of Homestead is served by the Miami market for local radio and television. Homestead has its own newspaper, the "South Dade News Leader," which has been serving the South Dade community since 1913. The "News Leader" is published on Fridays.


title: Homestead, Florida

text: "Inside Homestead TV" is a television program where viewers can find out about all the happenings in Homestead. Each month, a news show is released offering Homestead residents updates on local events as well as other developments throughout the region. Also, the program has in-depth interviews with the local Mayor & Council and City Staff, special events coverage, and how-to videos.


title: Homestead, Florida

text: These monthly news reports vary in topic every month. For instance, the March 2015 video describes the new City Hall, education and National Parks news.


title: Homestead, Florida

text: The Florida Department of Corrections operates the Dade Correctional Institution and the Homestead Correctional Institution in an unincorporated area near Homestead. The Dade CI was originally the Dade Correctional Institution Annex, and the Homestead CI was originally the Dade Correctional Institution; the two received their current names on July 1, 2003. In June 2018, Homestead Temporary Shelter for Unaccompanied Children, a federal facility operated by Comprehensive Health Services, Inc., was estimated to hold 1,000 minor detainees.


title: Homestead, Florida

text: On October 11, 1957, an Air Force B-47 Stratojet carrying a nuclear bomb crashed on takeoff at Homestead Air Force Base, present-day Homestead Air Reserve Base.


title: Homestead, Florida

text: The principal roadways linking Homestead with the rest of Miami-Dade County are US 1, the Florida Turnpike and State Road 997. The Florida Turnpike has three exits (6, 5 and 2) as it runs south through eastern Homestead before eventually terminating at US 1 in Florida City. US 1 (Homestead Blvd.) runs northeast-to-southwest roughly through the middle of the city, and is the only way to continue to the Florida Keys. State Road 997 (Krome Ave.) runs north-south through the western end of Homestead and through the historic downtown district.


title: Homestead, Florida

text: Miami-Dade Transit (MDT) runs several Metrobus routes connecting the Homestead/Florida City area to the rest of Miami-Dade County. Express routes run along the South Miami-Dade Busway, connecting the area with Metrorail and the rest of the Metrobus network and on to Tri-Rail, Amtrak and Miami International Airport. In addition, MDT operates Dade-Monroe Express service from Florida City to the Upper Keys.


title: Homestead, Florida

text: The City of Homestead operates two local circulator Homestead Trolley lines. This free service operates daily and transits principal residential, business and commercial areas, as well as the historic downtown district and Miami-Dade College's Homestead Campus. The Trolley connects with Metrobus at the Busway and other Metrobus stops throughout the city.


title: Homestead, Florida

text: Starting in 2014 the Homestead Trolley began seasonal service to Everglades National Park and Biscayne National Park. The free Homestead National Parks Trolley is offered by the City of Homestead in partnership with the National Park Service. Operating on weekends between January and April, the service is the only public transportation option available to these two parks.


title: Homestead, Florida

text: The Homestead General Aviation Airport is located just northwest of the city's central business district.


title: Homestead, Florida

text: There are public marinas at Homestead Bayfront Park and Marina, on Biscayne Bay east of the city and adjacent to Biscayne National Park's Convoy Point Visitor Center, and at Black Point Park and Marina to the northeast. Convoy Point also has a limited number of marina slips for day visitors to dock.


title: Homestead, Florida

text: Most major national car and truck rental companies have rental locations in Homestead or its immediate surroundings.


title: Homestead, Florida

text: Most of Homestead is zoned to Homestead High School, while a northwest portion is zoned to South Dade High School, located outside the city limits in unincorporated Miami-Dade County.


title: Homestead, Florida

text: The Roman Catholic Archdiocese of Miami previously operated Sacred Heart School in Homestead. It closed in 2009.


title: Occipital bun

text: An occipital bun, also called an occipital spur, occipital knob, chignon hook or inion hook, is a prominent bulge or projection of the occipital bone at the back of the skull. It is important in scientific descriptions of classic Neanderthal crania. It is found among archaic "Homo" species (including Neanderthals), as well as Upper Pleistocene "Homo sapiens" and present-day human populations.


title: Occipital bun

text: The occipital bun is a protuberance of the occipital bone. Its size and shape has been compared to that of a dinner roll. It is a quintessential trait of Neanderthals, though it is a trend in archaic "Homo" species. The true purpose of the occipital bun has not yet been defined. However, some studies have found possible evolutionary purposes. In a study published in "Proceedings of the Royal Society B", the occipital bun has been attributed to the enlargement of the visual cortex; this is hypothesized to be an adaptation to lower light levels found in the higher latitudes of Europe. This enlarged visual cortex also correlates with larger eyes among Neanderthals. The occipital bun has also been hypothesized to function in relieving stress on the neck muscles, offsetting the weight of the Neanderthal's heavier, more robust face.


title: Occipital bun

text: A study conducted by Lieberman, Pearson and Mowbray provides evidence that individuals with narrow heads (dolichocephalic) or narrow cranial bases and relatively large brains are more likely to have occipital buns as a means of resolving a spatial packing problem. This differs from Neanderthals, who have wider cranial bases. This suggests that there is no homology in the occipital buns of Neanderthals and "Homo sapiens."


title: Occipital bun

text: In addition to Neanderthals, fossilized early modern "Homo sapiens" of Europe have been found to have occipital buns. Many current-day modern human populations, including Lapps, the bushmen of South Africa, and Australian aboriginals, have frequent occurrences of occipital buns. However, as previously mentioned, there is no evidence of homology between Neanderthals and "Homo sapiens."


title: Occipital bun

text: As mentioned above, fossilized early modern "Homo sapiens" of Europe, as well as current-day modern human populations, such as Lapps, the bushmen of South Africa, and Australian aboriginals, have some prevalence of occipital buns. Among modern humans, there are three classes of occipital buns: type I (smooth), type II (crest form), and type III (spine form). Type I has been found to be more common in women, while type III is more common in men. In some cases, individuals with occipital buns experience a range of symptoms. The most common symptoms include tenderness at the back of the skull while lying down and/or when moving the neck. A surgical procedure can be done to reduce the size of the occipital bun and relieve symptoms.


title: Fotheringhay Castle

text: Fotheringhay Castle, also known as "Fotheringay Castle", was a High Middle Age Norman Motte-and-bailey castle in the village of Fotheringhay to the north of the market town of Oundle, Northamptonshire, England (). It was probably founded around 1100 by Simon de Senlis, Earl of Northampton. In 1113, possession passed to Prince David of Scotland when he married Simon's widow. The castle then descended with the Scottish princes until the early 13th century, when it was confiscated by King John of England.


title: Fotheringhay Castle

text: By 1220, Fotheringhay Castle was controlled by Ranulf de Blondeville, 6th Earl of Chester. In January the following year, it was briefly captured by William II de Forz, 3rd Earl of Albemarle, in his rebellion against King Henry III. Forz abandoned the castle, Henry III took it under his control, and Fotheringhay remained in royal hands until the reign of Edward II. It was a favoured residence of the Dukes of York, and King Richard III was born there in 1452. It was also the final place of imprisonment of Mary, Queen of Scots, who was tried and executed in the castle in 1587.


title: Fotheringhay Castle

text: The castle was dismantled in the 1630s and most of the masonry was removed, leaving only the earthworks. The site is protected as a Scheduled Monument and is open to the public.


title: Fotheringhay Castle

text: William the Conqueror granted the area to Judith of Lens, wife of Waltheof, Earl of Northumbria. Their eldest daughter, Maud, inherited the lordship of Fotheringhay. Around 1090, she married Simon de Senlis who was made Earl of Huntingdon, and about 1100 he founded Fotheringhay Castle, on the northern side of the River Nene. Simon had died by 1113 when King Henry I of England arranged for Maud to marry Prince David of Scotland. Through this marriage, David, who later became King of Scotland, acquired Fotheringhay Castle, as well as other properties in Huntingdonshire. Possession of the castle descended through the Scottish princes until the 13th century. Shortly after King John was excommunicated, he demanded his barons send him hostages to ensure their loyalty. In 1212, he used this as leverage against David, Earl of Huntingdon and Prince of Scotland, to acquire Fotheringhay Castle. He wrote to the earl, saying "You have given us your son as a hostage, therefore we require you to yield to us your castle at Fotheringhay". This is the first documented reference to the castle. The period 1208 to 1214 saw John confiscate many baronial castles; this proved unpopular with the barons and, to appease them, John began reversing his actions in 1215. Fotheringhay was among the castles he returned to their previous owners that year.


title: Fotheringhay Castle

text: David, Earl of Huntingdon, rebelled against the king, and his property was granted to William Marshal, 2nd Earl of Pembroke. In 1218, Marshal had been ordered to return the earl's estates, but had retained possession of at least Fotheringhay Castle. When David died in June 1219, the Earl of Pembroke still held Fotheringhay despite King Henry III of England. Alexander II, King of Scotland, had a claim to the castle through David and was to form part of the dowry of Joan, Henry III's sister who was to marry the Scottish king. On 3 December 1219 Marshal finally gave Fotheringhay Castle to the English king.


title: Fotheringhay Castle

text: According to the Barnwell chronicler, Hubert de Burgh, 1st Earl of Kent, was given custody of Fotheringhay Castle in 1221 when he married the King of Scotland's sister. The castle had yet been transferred to the control of the King of Scotland and was still effectively an English castle held under Henry III. William II de Forz, 3rd Earl of Albemarle, rebelled against Henry III late in 1220, and in January the following year captured Fotheringhay Castle, installing his own garrison. He attacked several other castles the same month, but the capture of Fotheringhay was Forz's only success. According to a royal letter he "furtively and seditiously seized the castle of Fotheringhay ... devastating and plundering our land and violently disturbing and infringing our peace and that of our kingdom". Faced with a massing royal army, Forz fled north and Henry III took Fotheringhay and Castle Bytham. Henry III retained control of the castle, and it remained in royal possession until the reign of Edward II.


title: Fotheringhay Castle

text: During the Second Barons' War, Fotheringhay and Chester Castle were taken by Robert de Ferrers, 6th Earl of Derby. He held them from 1264 to 1265. Edward II granted Fotheringhay Castle to John of Brittany, Earl of Richmond. When John died in 1334, his niece Marie de St Pol, the widowed countess of Pembroke, inherited Fotheringhay Castle. She died in 1377, and Edward III gave her property over to his son, Edmund Langley. In 1385, he was made Duke of York by the king and Fotheringhay Castle became his principal seat. According to John Leland writing in 1540, Langley spent a great deal on Fotheringhay Castle. Langley died in 1402 and was succeeded by his eldest son, Edward. He died without children of his own in 1415, so his property passed to his nephew Richard.