title: Li Lu

text: is a Chinese-born American value investor, businessman and philanthropist. He is the founder and chairman of Himalaya Capital Management. Prior to emigrating to America, he was one of the student leaders of the 1989 Tiananmen Square student protests. In 2021, he also co-founded The Asian American Foundation and serves as its chairman.


title: Li Lu

text: Li Lu was born and grew up in Tangshan, China during the Cultural Revolution. He was a survivor of 1976 Tangshan earthquake, one of the deadliest in recorded history. In 1985, he went to Nanjing University, majored in Physics but later transferred to Economics. In 1989, he participated in the Tiananmen Square student protests and became one of the student leaders. He helped organize the students and participated in a hunger strike. After the crackdown on the movement, he fled the PRC and went to New York City at the age of 23 because his grandfather had received his PhD at Columbia University.


title: Li Lu

text: In 1990, he published a book about his experience in China titled "Moving the Mountain: My Life in China." The book was the basis of a 1994 feature-film documentary, "Moving the Mountain", produced by Trudie Styler and directed by Michael Apted, which probed the origins of the 1989 protests in Tiananmen Square and the consequences of the movement in the lives of several of the movement's student leaders. The book recounts a symbolic marriage ceremony on May 22, 1989, between Li Lu and his then girlfriend, Zhao Ming, at the Heroes' Monument. Students gathered at the wedding to congratulate the married couple and sang the "Wedding March," which gradually turned into "The Internationale." Chai Ling quotes Li Lu in her book as saying the marriage was meaningless .


title: Li Lu

text: At Columbia, Li first enrolled in the American Language Program to learn English. He then studied in the School of General Studies and later transferred to Columbia College. He ended up joining the college, law school and business school over a six-year period. Li Lu was one of the first in Columbia's history to receive three degrees simultaneously: a B.A. in economics, a M.B.A. and a J.D. in 1996.


title: Li Lu

text: Li was inspired to get into investment after hearing Warren Buffett, a Columbia alumnus, give a lecture at Columbia in 1993. As detailed in the Foreword to the Chinese Edition of "Poor Charlie’s Almanack: The Wit and Wisdom of Charles T. Munger", Li Lu found Buffett’s lecture on the principles of investing in the stock market “concise, logical and convincing.” Shortly thereafter, Li Lu began investing in stocks while a student at Columbia University.


title: Li Lu

text: In 1997, Li Lu founded Himalaya Capital Management, known for its disciplined and value-oriented approach to investing. From 1998 to 2004, he managed both a hedge fund and a venture capital fund.


title: Li Lu

text: Charlie Munger, vice-chairman of Berkshire Hathaway and a long-time partner of the legendary investor Warren Buffett, is one of the investors of his fund, and a "mentor and good friend" (in Li Lu's own words). Li Lu met Charlie Munger on Thanksgiving 2003 and they have been friends since. With Munger's help, Li transformed his hedge fund into a long-only investment vehicle which is currently focused on global investment opportunities. Munger has stated that Li Lu is the only outside manager he’s ever invested with and he’s described him as the “Chinese Warren Buffett.” Part of Li's agreement with Munger was that the fund would be closed to new investors. The fund remained closed to new investors from 2004 to 2013 and does not charge a management fee.


title: Li Lu

text: Himalaya now has almost US$18.5 billion in capital under management investing in global securities. As of June 2021, its largest U.S. investment is in Micron Technology with a value of US$1 billion.


title: Li Lu

text: Li Lu's investing mantra is "accurate and complete information," including understanding the character of a CEO by visiting his local church and speaking to his neighbors. He believes the most important thing in investing is intellectual honesty, recognizing that there is always a possibility that “you don’t know that you don’t know.” According to a 2021 interview by Columbia Business School Professor Bruce Greenwald, Li Lu’s investment strategy attempts to identify and invest in long-term compounders, focusing on the nature of a business’ competition “such that one could predict the outcome in 10 years, even with all the up and downs in the macro environment” which he says is the most important.


title: Li Lu

text: Li Lu has been known as the man who introduced the Chinese battery and electric car maker BYD Company to Charlie Munger and Warren Buffett. He is an informal advisor to BYD. His investment partnership owns about 2.5% of BYD.


title: Li Lu

text: Li was rumored to be the front runner to manage a large portion of Berkshire Hathaway's investment portfolio once Warren Buffett steps down. According to "The Wall Street Journal", Charlie Munger once said "it is a foregone decision" that Li Lu would be going to be a member of Berkshire's top investors team after Warren Buffett retires. This was also hinted several times in some conversations with Buffett. In 2010, it was revealed that Li Lu had withdrawn himself from consideration for the job.


title: Li Lu

text: In May 2021, Li Lu alongside several Asian-American business leaders, including Jerry Yang, co-founder of Yahoo, and Joseph Tsai, co-founder of Alibaba, launched The Asian American Foundation (TAAF) a nonprofit organization with $125 million in initial commitments from the board. TAAF's mission statement is to serve the 23 million Asian Americans and Pacific Islanders (AAPI) in three key areas: anti-hate programs, education, and data and research. Li Lu serves as co-founder and chairman of the board of The Asian American Foundation (TAAF). Since launch, TAAF has raised over $1 billion to support AAPI communities.


title: Li Lu

text: In January 2020, Li Lu co-founded the Guardians of the Angeles Charitable Foundation to combat the global COVID-19 crisis and now serves as Chairman of the Board of the Foundation.


title: Li Lu

text: In 2020, Li Lu wrote and published a book in China titled "Civilization, Modernization, Value Investment and China" ().


title: Li Lu

text: In May 2010, Li Lu helped to translate and publish the Chinese version of "Poor Charlie's Almanack, The Wit and Wisdom of Charles T. Munger" () in China and wrote a foreword for the book.


title: Li Lu

text: Li Lu currently serves as a trustee of Columbia University and California Institute of Technology (Caltech).


title: Li Lu

text: He is a past recipient of the John Jay Award from Columbia College, the Raoul Wallenberg Human Rights Award from the Congressional Human Rights Foundation, and the Reebok Human Rights Award. He is featured in the Smithsonian Institute's Family of Voices, a part of the ongoing twenty-year Exhibition, starting in 2017, "Many Voices, One Nation" at the National Museum of American History.


title: The Way (Ariana Grande song)

text: "The Way" is a song by American singer Ariana Grande, featuring American rapper Mac Miller, from Grande's debut studio album "Yours Truly" (2013). The song was written by Amber Streeter, Al Sherrod Lambert, Jordin Sparks, Brenda Russell, Miller, and the producer Harmony Samuels. It was released by Republic Records on March 26, 2013, as the lead single from the album. The song samples Big Pun's 1998 song "Still Not a Player", which itself samples Russell's 1979 song "A Little Bit of Love".


title: The Way (Ariana Grande song)

text: "The Way" peaked at number nine on the US "Billboard" Hot 100, which became Grande and Miller's first top 10 song on the chart. "The Way" was eventually certified triple platinum by the Recording Industry Association of America (RIAA) for selling over three million units in the United States. An accompanying music video was directed by Jones Crow, and released on March 28, 2013. It depicts Grande and Miller dancing inside a room covered in balloons, as Miller takes several photographs of Grande.


title: The Way (Ariana Grande song)

text: On December 12, 2011, Grande released her debut single "Put Your Hearts Up", which is a bubblegum pop song with a vastly different style of music and target demographic than "The Way." Whereas the lyrics in "The Way" deal with the subject of a flirty, romantic relationship, some sections with sexual implications, "Put Your Hearts Up" was a song aimed at young audiences, with lyrics about making the world a better place. During a radio interview on KIIS-FM on March 25, 2013 about her debut single, Grande confessed that she had in fact "hated" both the music video for and the song itself, considering it to be "a terrible first impression". She added that she had wanted to "pretend it never happened before it already happened" and that she had felt no enthusiasm to promote the song at the time. In a 2013 interview with "Billboard", Grande implied that her music needed to relate to her maturing personality. Although she insisted on being "there for [her] younger fans" while portraying Cat on the American teen sitcom "Sam & Cat" (2013), Grande also wanted to perform music as a result of "growing up".


title: The Way (Ariana Grande song)

text: In January 2013, she met with producer Harmony Samuels, at which point he presented her with a demo of the song that featured the vocals of co-writer Jordin Sparks, whom the song was originally intended. The beat he had created for the single, samples Brenda Russell's "A Little Bit of Love" either directly or indirectly, via Big Pun's "Still Not a Player". Grande immediately connected with the sound and asked Mac Miller to feature on the song with her, to which he responded, "Sounds like a hit to me." The song was recorded that same month, and caught the attention of Republic Records VP Charlie Walk when he heard it being played from Republic co-founder Monte Lipman's office. "It was 8:00 one night, and I heard a song coming from Monte's office through my wall. He called me down and I played a video, a DIY of Ariana Grande. We heard the song and I immediately made the decision to set it up [and] put the song out."


title: The Way (Ariana Grande song)

text: Grande created online buzz in the weeks leading up to her single's release through social media. She first tweeted about "The Way" on March 5, 2013, stating that the song would be released later that month. On March 13, 2013, she announced the release date. She posted a teaser trailer for both the song and the music video on her YouTube account on March 16, 2013, then shared a second teaser on March 21, 2013.


title: The Way (Ariana Grande song)

text: In the later half of March, Grande went on a radio tour across the United States, focusing on some of the most popular Top 40 stations in the country. She visited both Y-100 Miami and 93.3 FM on March 18, 2013, for interviews. The next day she went on "Elvis Duran and the Morning Show" and attended a release party thrown by Z100, where she spoke to fans about her music. On March 25, 2013, she visited KIIS-FM for an interview with JoJo Wright. She visited 99-7 Now on March 29, 2013. "The Way" debuted on On Air with Ryan Seacrest on March 25, 2013.


title: The Way (Ariana Grande song)

text: An official R&B remix for "The Way" was released on July 11, 2013, which features American rapper Fabolous adding two verses.


title: The Way (Ariana Grande song)

text: "Digital Spy" gave the song a five out of five star rating comparing the song's sound and Ariana's vocals to Mariah Carey's, continuing to say Ariana has a "powerful vocal" whilst the song has "bouncy piano riff" and "throwback R&B beats". Sam Lansky of "Idolator" gave the song a positive review, calling the vocals "sweet, soulful, and grown-up". MTV Buzzworthy's Jenna Hally Rubenstein praised the song, advising readers to "keep one eye on Ariana" as "she may very well be the hottest pop newcomer in the game." Rubenstein also commented that the song's "early '00s-influenced R&B vibes" made it sound like an updated version of Jennifer Lopez's "I'm Real" featuring Ja Rule. Nick Catucci of "Rolling Stone" magazine gave the song 3 and half stars out of five, criticizing Grande's vocals for being "more flirty than freaky", but positively compared her vocals to Carey for being "ecstatic".


title: The Way (Ariana Grande song)

text: Following its release, "The Way" sold over 120,000 digital downloads within the first 48 hours and 219,000 in its first week. It debuted at number 10 on the "Billboard" Hot 100 chart for the week ending April 5, 2013, becoming Grande and Miller's first top-ten hit. This made Grande the first top-ten arrival for a lead female artist making her first Hot 100 appearance since Yael Naim, who launched with "New Soul" back in 2008. The song dropped to number 22 during its second week on the chart, and then to number 37. As radio stations gave it more attention, the song gradually rebounded, eventually peaking at number 9 for two weeks. "The Way" spent 26 weeks in the "Billboard" Hot 100 chart. The Spanglish version of "The Way" reached number 5 on "Billboard"s Latin Pop Songs chart on the week ending August 24, 2013. On July 30, 2014, "The Way" was certified triple platinum by the Recording Industry Association of America for sales and streaming data in excess of three million units in the United States. As of April 2018, the song has sold over 2.4 million copies in the United States.


title: The Way (Ariana Grande song)

text: On December 11, 2013, Minder Music filed a copyright infringement lawsuit against Grande, Sony/ATV, UMG Recording and other parties. It claimed that the line "What we gotta do right here is go back, back into time", which is spoken in the introduction to "The Way", infringes its copyright in the 1972 single "Troglodyte" by The Jimmy Castor Bunch, which contains the spoken lyric, "What we're gonna do right here is go back, way back, back into time".


title: The Way (Ariana Grande song)

text: The suit argued that the songs' similarities include "nearly identical lyrics; similar enunciation speed with a fast and consistent pace for 'What we gotta do right' and a slightly slower pace for 'here is go back,' and substantially similar placement" at the beginning of both songs. Minder Music sought a permanent injunction, statutory damages of $150,000 per infringement, and legal fees. The case was settled outside of court in 2015.


title: The Way (Ariana Grande song)

text: The music video for "The Way" was filmed on February 10 and 11, 2013. On March 16, 2013, the first teaser for the song was released via her YouTube page. The second teaser was released on Ryan Seacrest's website two days later, and later on Grande's page. The video was released on March 28, 2013. Directed by Jones Crow, the video consists of Grande, Miller, and a group of dancers. Grande poses for pictures taken by Miller on various cameras, while dancing around a room filled with balloons and their images are projected on the wall. At the end of the video, Miller and Grande kiss, which Grande described as "quite a statement" of growing up. The video was Vevo-certified on October 2, 2013, having reached 100 million views. As of August 2020, the music video has over 400 million views on YouTube.


title: The Way (Ariana Grande song)

text: Grande debuted the live performance of "The Way" with "multi-octave pipes" on the May 29, 2013, episode of "The Ellen DeGeneres Show". Miller was invited on stage before he snuggled on Grande and kissed her hand, as "Rap-Up" staff opined that the performance was "fun and flirty". Grande and Miller also performed the song together on the June 15, 2013, episode of "Late Night with Jimmy Fallon", and on the morning show "Today" in Rockefeller Plaza on September 3, 2013, as Miller name-dropped American rapper Lil B during his opening verse in the latter performance. During the pre-show of the 2013 MTV Video Music Awards, Grande performed "The Way" in a medley alongside "Baby I" (2013). She wore a purple silk dress with "prom-style" jewels and high heels, while accompanied by two backup dancers sporting black. Writing about the performance, Caitlin White of MTV News noted that Grande appeared "a little nervous" when singing the former song. On October 16, 2013, she performed "The Way" on "Jimmy Kimmel Live!" while sporting a shimmery, strapless, sequined dress.


title: The Way (Ariana Grande song)

text: Grande included "The Way" on the setlist of several concerts. During her debut concert titled The Listening Sessions, the song was included as the concert's encore performance, as she incorporated an a cappella in the introduction and utilized several vocal harmony lines in place of the backing vocalists.


title: The Way (Ariana Grande song)

text: Grande performed "The Way" as a duet with Miller at One Love Manchester on June 4, 2017, before providing vocals for a performance of Miller's 2016 song "Dang!". From August 6 to 8, 2021, she performed "The Way" as a part of her 14-minute virtual concert setlist during the Rift Tour in the video game "Fortnite Battle Royale". During the song's performance, Grande's avatar climbs a white staircase to approach a bright light, which Ilana Kaplan of "NME" described the singer's "enlarged" appearance as "a judge flexing her gavel outside of a courthouse".


title: Virchow's triad

text: Virchow's triad or the triad of Virchow () describes the three broad categories of factors that are thought to contribute to thrombosis.


title: Virchow's triad

text: It is named after the renowned German physician Rudolf Virchow (1821-1902). However, the elements comprising Virchow's triad were not proposed by Virchow. Neither did he ever suggest a triad to describe the pathogenesis of venous thrombosis. In fact, it was not until decades after Virchow's death that a consensus was reached proposing that thrombosis is the result of alterations in blood flow, vascular endothelial injury, or alterations in the constitution of the blood. Still, the modern understanding of the factors leading to embolism is similar to the description provided by Virchow. Virchow's triad remains a useful concept for clinicians and pathologists alike in understanding the contributors to thrombosis.


title: Virchow's triad

text: The origin of the term "Virchow's Triad" is of historical interest, and has been subject to reinterpretation in recent years. While both Virchow's and the modern triads describe thrombosis, the previous triad has been characterized as "the consequences of thrombosis", and the modern triad as "the causes of thrombosis".


title: Virchow's triad

text: Rudolf Virchow elucidated the etiology of pulmonary embolism, whereby thrombi occurring within the veins, particularly those of the extremities, become dislodged and migrate to the pulmonary vasculature. He published his description in 1856. In detailing the pathophysiology surrounding pulmonary embolism, he alluded to many of the factors known to contribute to venous thrombosis. While these factors had already been previously established in the medical literature by others, for unclear reasons they ultimately became known as Virchow's triad. This eponym did not emerge in the literature until long after Virchow's death. One estimate of the first use of the phrase dates it to the early 1950s.


title: Virchow's triad

text: Although the concept of the triad is usually attributed to Virchow, he did not include endothelial injury in his description. This has been attributed to a dispute Virchow had with Jean Cruveilhier, who considered local trauma of primary importance in the development of pulmonary artery thrombosis.


title: Sébastien Chabal

text: Sébastien Chabal (born 8 December 1977) is a French former rugby union player. He played number eight and lock for Bourgoin (1998–2004), Sale Sharks (2004–2009), Racing Métro 92 Paris (2009 – February 2012), and for the French national team.


title: Sébastien Chabal

text: Chabal played professionally for 16 years and won the English Premiership with Sale, and the 2007 Six Nations Championship with France. He also finished in fourth place at the 2007 Rugby World Cup. He earned his first international cap on 4 March 2000 against Scotland, and represented France in 62 games.


title: Sébastien Chabal

text: He is known for his full beard, long hair and ferocious tackling, leading the French rugby fans to nickname him "l'Homme des Cavernes" (Caveman). With this look, he has a number of lucrative commercial contracts. He was one of the most popular sportsmen in France, so much that local journalists wrote about "Chabalmania".


title: Sébastien Chabal

text: Born on 8 December 1977 in Valence, Drôme, Chabal grew up in Beaumont-lès-Valence in the Drôme department in southeast France. His modest family was originally from Ardèche. His father worked in a garage and his mother worked in a jewellery store. Passionate about mechanical works, he attended a Lycée professionnel where he studied for and obtained a "brevet d'études professionnelles" in mechanics. He then worked as a milling machine operator in a Salmson factory in Crest. While working in Crest, he played rugby for the amateur club in Beauvallon. When he joined Valence Sportif, he left his factory job and became a professional rugby union player.


title: Sébastien Chabal

text: While playing for Bourgoin-Jallieu, he married Annick and became stepfather to her daughter who was born in 1994. In 2005, he welcomed the birth of his daughter Lily-Rose.


title: Sébastien Chabal

text: Chabal is a member of the 'Champions for Peace' club, a group of 54 famous athletes committed to serving peace in the world through sport, created by Monaco-based international organization Peace and Sport.


title: Sébastien Chabal

text: Chabal first tried rugby at the age of nine, but gave it up after just two months. However, he again tried his hand at rugby when he was sixteen, by following two friends who played for the local club in Beauvallon. This time, he discovered a passion for the game, and the camaraderie that follows matches.


title: Sébastien Chabal

text: He quickly made his way up, through the French league system. First with Valence Sportif who played in the Fédérale 2, the fourth division of French rugby, and then with CS Bourgoin-Jallieu in 1998 who played in the top flight. Here, he played as a flanker as his preferred position of number eight was taken by Pierre Raschi. With Bourgoin-Jallieu, Chabal played at the highest level of French domestic rugby, European club rugby and from here gained his first international cap for France. Moreover, at Bourgoin-Jallieu he played with the golden generation of players from the club's youth system such as Lionel Nallet, Julien Bonnaire, Olivier Milloud, Pascal Papé, and Benjamin Boyet. However, he did not win any trophies during this time although he played in the semi-final of the


title: Sébastien Chabal

text: French Championship during the 2003–2004 season. He also played on the losing side in the 1998–99 European Challenge Cup final, the final of the Challenge Yves du Manoir in 1999, the final of the League Cup in 2003 and the final of the Challenge Sud-Radio in 2003.


title: Sébastien Chabal

text: On 11 October 2002, during the group stages of the 2002–2003 Heineken Cup, Bourgoin, with Chabal, defeated Sale Sharks 18–24 at Edgeley Park, the home of Sale Sharks. During this match, Jason Robinson received a yellow card for the first time in his career following a tackle from Chabal. In the return match, Bourgoin again defeated Sale, but finished second in their group to Biarritz Olympique as they had scored fewer tries.


title: Sébastien Chabal

text: During the 2003–2004 Heineken Cup, Chabal and Bourgoin played against Munster and Gloucester in the group stage. On 6 December 2003, Bourgoin lost their first match at home against the Irish province 17–18. Chabal scored the only try of the encounter, but Ronan O'Gara scored six penalty kicks. One week later, Bougoin suffered a heavy defeat away at the hands of Gloucester 49–13, with Chabal again scoring the only try for his team. Bourgoin lost against Gloucester at home, and lost five of six matches during their 2003–2004 European campaign, finishing third in their pool and were eliminated from the competition. On 25 January 2004, the head coach of Bourgoin, Philippe Saint-André, was sacked after he applied for the position of head coach of the Welsh national team, left vacant following the departure of Steve Hansen. The ambitious plan for Bourgoin initiated by Laurent Seigne under the direction of Pierre Martinet and Patrick Sébastien had ended.


title: Sébastien Chabal

text: Following the departure of Saint-André, and after six years wearing the blue jersey of Bourgoin, Chabal wanted to change his horizons and continue his professional development as a player at another club. He wished to join Stade Toulousain, but the club of the "Ville Rose" made no offer for his services. However, Saint-André, now sporting director at Sale Sharks, signed him on a two-year contract with the Manchester outfit. Although Chabal had played at flanker throughout his time at Bourgoin, Saint-André selected him at number eight in his first match for Sale.


title: Sébastien Chabal

text: The 2004–2005 English Premiership marked the return of Sale Sharks to the country's top flight under the guidance of Saint-André. In their first two matches of the season, Sale, with Chabal, won against both Leicester Tigers and London Wasps, the favourites for the title that year. The English club won the 2004–05 European Challenge Cup beating Pau 27–3 in the final. This was the first title won by Chabal. The Sharks lost their 2004–05 domestic league semi-final 43–22 against the eventual victors London Wasps, despite a try from Chabal, but finished the season in third place, securing their place in the 2005–06 Heineken Cup. By the end of the season, Chabal had made the position of Sharks No. 8 position his own.


title: Sébastien Chabal

text: Chabal's second season with the English outfit brought more success. First, Sale reached the quarter-finals of the 2005–2006 Heineken Cup losing to Biarritz Olympique. Earlier in the group stages, Chabal was the victim of a gang tackle by Paul O'Connell and Anthony Foley during Sale's group-deciding match against Munster at Thomond Park. Chabal had only just caught a Ronan O'Gara restart when he was hit hard and driven back into his teams 22. The tackle was to turn the match in Munster's favour and established something of a stigma for Chabal against the Irish province (as he would be hit hard a number times by Munster centre Lifeimi Mafi in a match during the 2008–2009 season again with a crowd-pleasing outcome). Nevertheless, back in the English league, Sale won the 2005–06 Guinness Premiership by beating London Wasps 22–12 in the semi-final before defeating Leicester Tigers 45–20 in the final. With his two-year contract now up, Chabal turned down an offer to join Stade Toulousain and extended his contract with the Sharks for a further year.


title: Sébastien Chabal

text: The 2006–2007 season was not as successful as 2005–2006. Sale finished sixth in the Guinness Premiership and were eliminated in the group stages of the Heineken Cup. However, during the group stages of the Heineken Cup, Sale played against Stade Français and during the match in Paris, Chabal scored an interception try from Agustín Pichot, running 50 metres to the line. Following this performance, Chabal was selected for the French national side for the 2007 Six Nations Championship.


title: Sébastien Chabal

text: The 2007–2008 season was met with more success than the 2006–07, with victories against some of the best teams in the domestic championship, but a home defeat to London Irish on the last day of the regular season confined Sale to finishing the season in fifth place. However, this guaranteed them a place in the 2008–09 Heineken Cup having played in the 2007–08 European Challenge Cup. During the quarter-final of the European Challenge Cup against CA Brive, Chabal scored the first of six tries for the English side, but injured his knee. This injury forced him out of action for one month, during which Sale lost 36–14 to Bath Rugby in the semi-finals. In December 2007, Chabal extended his contract with Sale for a further two years.


title: Sébastien Chabal

text: For the 2008–2009 season, Saint-André started playing Chabal in the second row instead of his more usual position of No. 8 or flanker. During the group stages of the Heineken Cup, Sale were grouped with Munster and Clermont, losing against both and depriving Sale and Chabal from the final phases of the competition. In the domestic competition, Sale were on course for a place in the playoffs, but not for a European competition place. However, in the penultimate game of the regular season, Chabal scored an important try that gave Sale an important bonus point and a place in the European competition. Despite this, during the last day of the regular season, although Sale won their match, results elsewhere led to Sale missing out on the play-offs and terminating the season for Chabal.


title: Sébastien Chabal

text: Philippe Saint-André had announced in December 2008 that he was to leave Sale Sharks at the end of the 2008–09 season with Kingsley Jones named as his successor. Chabal had already announced that he wished to return to play in France, his family had already left England in September 2008.


title: Sébastien Chabal

text: After five years at Sale, Chabal officially signed a three-year contract with the French club Racing Métro 92 in April 2009. The French club were recently promoted to the Top 14 in 2009 after winning the 2008–2009 Pro D2 with three rounds to spare. They also signed Lionel Nallet and the South African's François Steyn and Jacques Cronjé. Racing enjoyed success in their return to the top flight, claiming the sixth and final slot in the newly expanded Top 14 playoffs, where they narrowly lost in the first round at eventual champions Clermont. Racing's sixth-place finish also gave them a berth in the 2010–11 Heineken Cup. In September 2010, it was reported that Chabal is the highest-paid rugby player in the world, earning a reported €1 million per year.


title: Sébastien Chabal

text: Shane Richardson, Chief Executive of the South Sydney Rabbitohs, an Australian rugby league club revealed the club had contacted Chabal's management to inquire about the possibility to switch codes, where he would play "a portion of his season with the club." The club were unsuccessful in their attempts to pursue Chabal.


title: Sébastien Chabal

text: During the 2012–2013 and 2013–2014 seasons Chabal played for Lyon. He finished his playing career on a high in May 2014 by helping Lyon being promoted to the top division.


title: Sébastien Chabal

text: Although Chabal is primarily a back-row player, former France coach Bernard Laporte frequently used him as a lock. In a 2007 interview, Chabal said that Laporte called him just before the France squad was announced for the 2007 Rugby World Cup and told him, "I really want to pick you but to play second row." Chabal accepted Laporte's offer.


title: Sébastien Chabal

text: At France's loss to England in the semi-final of the 2007 Rugby World Cup, Chabal was visibly distraught, as they failed to make it to the final.


title: Sébastien Chabal

text: Chabal was not included in Les Bleus squad for the 2008 Six Nations Championship. He expressed a desire to continue to represent his country, and believed that omission from the June tour to Australia would indicate that he was out of reckoning for France's 2011 World Cup preparations. On 9 June 2008 he was recalled to the France squad for their Australian tour. He was selected in the French squad for the 2008 Autumn internationals. He was called once again for the 2009 Six Nations Championship.


title: Sébastien Chabal

text: In February 2012, Chabal made an appearance with Balmain Rugby Union from Sydney for one game against Petersham Rugby Club at ANZ Stadium. The game featured as a curtain raiser to the Round 1 Super Rugby game between the NSW Waratahs and Queensland Reds. Chabal's appearance created a media hype in both Australia and France. In the game, Chabal scored the last try for Balmain, winning 19–5.


title: Sébastien Chabal

text: In January 2014, Chabal appeared in an advertising campaign for an online currency exchange company CurrencyFair as the "Currency Fairy".


title: Sébastien Chabal

text: He is a member of the 'Champions for Peace' club, a group of more than 90 famous elite created by Peace and Sport, a Monaco-based international organization placed under the High Patronage of H.S.H Prince Albert II. This group of top-level champions, wishes to make sport a tool for dialogue and social cohesion.


title: Community colleges in the United States

text: In the United States, community colleges are primarily two-year public institutions of tertiary education. Community colleges also offer remedial education, GEDs, high school diplomas, technical degrees and certificates, and a limited number of 4-year degrees. After graduating from a community college, some students transfer to a four-year college or university to continue their studies. Community college is tuition free for selected students in 47 states, often under the name College Promise. Most community college instructors have advanced degrees, but serve as part-time low wage employees.


title: Community colleges in the United States

text: Community college enrollment has declined every year since 2010. According to the National Student Clearinghouse, the total decline in enrollment from 2010 to 2020 was more than 2.2 million students. The largest enrollment drop occurred in 2020, the latest year surveyed.


title: Community colleges in the United States

text: Before the 1970s, community colleges were often referred to as junior colleges, and that term is still used at some institutions and for athletics, specifically the NJCAA. However, the term "junior college" is now usually used to characterize private two-year institutions. The term "community college" has evolved to describe publicly funded two-year institutions. The main national advocacy organization for community colleges, which was founded in 1920 as the "American Association of Junior Colleges", changed its name in 1992 to the "American Association of Community Colleges".


title: Community colleges in the United States

text: Cohen and Brawer noted other names: city college, county college (in New Jersey), and branch campus. Other common components of the school name include vocational, technical, adult education and technical institute. Nicknames include "democracy's college" and "opportunity college".


title: Community colleges in the United States

text: In several California cities, community colleges are often called "city colleges", since they are municipally funded and designed to serve the needs of the residents of the city in which they are situated. However, the state's public two-year colleges are not solely found in its larger cities.


title: Community colleges in the United States

text: New York City's network of community colleges was established outside of the CUNY system, and they integrated into that system at the insistence of the state government. Another example is Westchester Community College. In the late 1940s, the county operated a popular vocational institute. The New York state government required that the county transform its technical institute into a community college. The county government resisted this transformation, as it would be responsible for a third of the new institution's operating costs (in contrast, the state paid for all of the technical institute's operating costs). After a series of very heated meetings, fully reported in the local press, the county was forced to conform to the state government's wishes.


title: Community colleges in the United States

text: The origins, purposes, and funding of public two-year colleges varies widely among the states and, as in California, within states. Because the role played by rural community colleges in preparing excess rural youth for productive careers in urban centers is not well understood by policy makers, these smaller institutions do not receive sufficient state funding to offset their weak tax bases and, because of their relatively small size, they bear much higher per-student costs when compared to urban community colleges. This inequity in basic institutional funding has led to the creation of such organizations as the Community Colleges of Appalachia and the tribal college association, which have sought to promote more equitable funding irrespective of an institution's size or location.


title: Community colleges in the United States

text: Community college tuition is free in 47 states to qualified individuals, through College Promise programs.


title: Community colleges in the United States

text: Adjunct faculty, a form of contingent workers, make up most of the instructional staff at community colleges. Adjunct pay ranges from about $1,397 to about $3,000 per course. While the community college instructional staff is diverse, some community college professors are "freeway flyers" who work at multiple campuses to make a living.


title: Community colleges in the United States

text: According to the American Association of Community Colleges, the race and ethnic backgrounds of community college students taking credit are: 41 percent white, 27 percent Hispanic, 13 percent black, 6 percent Asian/Pacific Islander, and 1 percent Native American. The mean and median ages of community college students are 28 years of age and 24 years of age respectively. Thirty-five percent of students are attending full time and 65 percent are part-time. Twenty-nine percent are first generation students, fifteen percent of students are single parents, 20 percent have a disability, 9 percent are non-citizens, and 5 percent are military veterans.


title: Community colleges in the United States

text: Before 1850, a few public institutions offered two years of college: Lasell Junior College in Auburndale, Massachusetts, and Vincennes University of Vincennes, Indiana. Helland cites a section from the 1899 Vincennes University catalog: "The Vincennes University occupies a unique position in the educational field. It is half-way between the commissioned high school and the full-fledged college: it is in fact a junior college."


title: Community colleges in the United States

text: Many early community colleges were normal schools that prepared school teachers. Primary emphasis was placed on traditional middle class values and developing responsible citizens. As an example, Normal Schools began in the State of Massachusetts in the 1880s as extensions of local high schools. They were originated to meet the need for teacher preparation. In Saint Joseph, Missouri, a Normal School was added to the local high school to provide a career track for women who wanted to teach. Mr. Whiteford, the area's district superintendent, inquired of the University of Missouri to determine if credits from Saint Joseph Normal School could transfer into a baccalaureate program. The University's President Dr. Hill acknowledged the request and provided for the articulation. Coincidentally, Dr. Hill was actively involved in the American Association of Universities and calling for the establishment of junior colleges for this purpose.


title: Community colleges in the United States

text: In Minnesota, St. Paul's Public School District established a "City Training School" for preparing teachers. The 1883 school's mission was to provide certified teachers and substitutes for the district. Mrs. M. E. Jenness from the Normal School at River Falls, Wisconsin, was the St. Paul School's first principal; Mrs. N. F. Wheaton was the Director of Practice. Wheaton had been employed at the Oshkosh Normal School in Wisconsin. In Minneapolis, a Normal Training School was instituted in the fall of 1887. Miss Adele Evers of Manchester Normal School in New Hampshire was appointed the first teacher; she was one of six candidates for the position. Evers' references included work at Martha's Vineyard and Saratoga.


title: Community colleges in the United States

text: Baltimore's Manual Training High School opened in 1884, was the first separate secondary school for education that was specifically work-oriented. The Maryland institution was unique as a stand-alone campus. Other examples of sub-baccalaureate programs were the University Preparatory School and Junior College of Tonkawa. The result of the two-year schools founded in Oklahoma Public School Secondary System in 1902, both institutions later merged in 1914 and became the Oklahoma Institute of Technology. Dean Schneider of the University of Cincinnati developed an alternative high school with a cooperative plan where students spent one week in an occupation and the other in school. Industry provided the shop experiences and the classroom facilitated the academic. There were also non-cooperative high schools; two examples were the Girl's Vocational High School in Kansas City, Missouri and the Delgado Trade School in New Orleans. A two-year, terminal education, was seen as more socially efficient for students who could advance past high school but not continue to attain bachelor's degrees. This national vocational movement gave junior colleges a target population, but numerous students wanted more than a semiprofessional education; many maintained a desire to transfer. Throughout this time period, there was a move for more public two-year institutions along with a trend to separate from high schools and affiliate with higher education. With the change in affiliation came a new status which encouraged junior colleges to develop additional credibility through the creation of professional criteria and use of scientific methods.


title: Community colleges in the United States

text: Brint and Karabel conclude that "The two-year college has been a distinctively American creation, and nowhere else has it attained such prominence." J. L. Ratcliff. suggests one perspective for the emergence of two-year post secondary institutions of the past century: they began in the private sector after the Panic of 1893. At that time of severe financial hardship J. M. Carroll, president of Baylor University, made a pragmatic suggestion to solve the problem of too many Baptist colleges with insufficient funds and not enough students to support them: reduce the smaller Baptist colleges' curriculum to the freshman and sophomore years. After this preliminary period, Baylor University accepted the two-year students and provided the junior and senior years of their academic plan. Carroll hoped this split would require fewer faculty and resources for the first two years of higher education.


title: Community colleges in the United States

text: In the larger cities early public community colleges were often an extension of high schools, like the first established, Joliet Junior College, in Illinois in 1901. These initial community colleges generally were small (usually fewer than 200 students) and focused on a liberal arts education with the goal of transferring students to four-year colleges. They reflected high school needs and lacked a definite identity. These examples of two-year structure innovations with transfer missions in the private and public sector provided a pragmatic approach for the preservation of existing institutions.


title: Community colleges in the United States

text: Junior colleges grew in number from 20 in 1909 to 170 in 1919. By 1922, 37 states had set up 70 junior colleges, enrolling about 150 students each. Meanwhile, another 137 were privately operated, with about 60 students each. Rapid expansion continued in the 1920s, with 440 junior colleges in 1930 enrolling about 70,000 students.


title: Community colleges in the United States

text: Many factors contributed to rapid growth of community colleges. Students parents and businessmen wanted nearby, low-cost schools to provide training for the growing white collar labor force and for more advanced technical blue collar jobs. Four-year colleges were also growing, but not as fast; however many were located in rural or small-town areas away from the fast-growing metropolis.


title: Community colleges in the United States

text: Several different movements supported the creation of community colleges, including local community support of public and private two-year institutions, the expansion of the public education system, increased professional standards for teachers, the vocational education movement, and an expanding demand for adult and community education. Numerous colleges and universities advocated for the development of junior colleges. Leadership felt small, private liberal arts colleges and high schools could provide the first two years of college while larger universities could focus resources on research and junior and senior level students.


title: Community colleges in the United States

text: During the 1920s and 1930s there was a shift in the purpose of community colleges to developing a workforce, which was influenced by wide unemployment during the Great Depression. Developing "semiprofessionals" became dominant national language to describe junior college students. The notion that engineers and supervisors make primary decisions about what and how activities were to be done in the workplace provided the origins for employees needed to carry out their decisions. This need for a class of workers to implement the decisions of the theoreticians demanded an educational delivery system other than the traditional four-year college or university. The closed shop of the artisan which had initially provided workers was no longer the educational program of choice. Nationally, a new two-year vehicle for educating the industrial worker found its launching within the secondary public school system under the leadership of local school districts.


title: Community colleges in the United States

text: After World War II, the G.I. Bill afforded more educational opportunity to veterans which resulted in increased enrollments. Another factor that led to growth was the rise of adult and community education. After World War II, community colleges were seen as a good place to house continuing education programs. The 1947 President's Commission on Higher Education was an important national document for community colleges. It established a network of public community colleges that would provide education to a diverse group of students at little or no cost along with serving community needs through a comprehensive mission.


title: Community colleges in the United States

text: The peak year for private institutions came in 1949, when there were 322 junior colleges; 180 were affiliated with churches, 108 were independent non-profit, and 34 were private Schools run for-profit.


title: Community colleges in the United States

text: This national network exploded in the 1960s with 457 community colleges and the enrollment of baby boomers. A series of grants through the Kellogg Junior College Leadership Programs helped train many community college leaders during this decade.


title: Community colleges in the United States

text: Merritt College, a junior college (and now a community college) in Oakland, California, was the site for organizing and educating members of the Black Panthers in the mid- to late-1960s.


title: Community colleges in the United States

text: In the 1970s, growth continued when many enrolled to escape the Vietnam era draft. The 1970s also marked a shift to faculty development, including more instructional training for the unique student body and mission of community colleges. In 1976, Coastline Community College was launched as the first "college without walls", using television, a precursor today's online programs as well as using community facilities. As a result of budget struggles, community colleges relied more on part-time instructors, which made up 50 to 60 percent of the faculty by 1980. During the 1980s, community colleges began to work more closely with high schools to prepare students for vocational and technical two-year programs.


title: Community colleges in the United States

text: By the end of the 20th century, two-year community colleges were playing important roles in higher education as access mechanisms. They became an integral feature for those persons who were attending higher education for the first time or as non-traditional students. Brint and Karabel have recognized the change that transpired from 1920 when fewer than 2 percent of all college freshmen were enrolled in a two-year college to the late 1980s when over 50 percent were matriculated. Junior colleges once located in high schools had left their origins to develop their own campuses and were called community colleges and still retained the transfer access mission. High school normal schools matured into teacher colleges or colleges of education within universities offering bachelor and graduate degrees. Industrial institutes integrated with local junior colleges to make these campus's programs more comprehensive community colleges. Along with this growth and legitimization of two-year mechanisms for the delivery of higher education, the emergence of two-year institutions provided an epistemological debate that divided the river of education flowing into the early 20th century into three streams of educational natures. "In the process of this struggle and adjustment some colleges will grow stronger, some will become academies, some junior colleges; the high schools will be elevated to a still more important position than that which they now occupy. The general result will be the growth of a system in the higher educational work of the United States, where now no system exists."


title: Community colleges in the United States

text: In recent history, a debate between the advocates and critics of community colleges gained strength. Advocates argued that community colleges served the needs of society by providing college opportunity to students who otherwise cannot go to college, training and retraining mid-level skilled workers, and preserving the academic excellence of four-year universities. Critics argued that community colleges continued a culture of privilege through training business workers at public expense, not allowing the working class to advance in social class, protecting selective admissions at four-year institutions for the nation's elite, and discouraging transfer through cooling out. In 1998, 64 percent of community college faculty were part-time workers.


title: Community colleges in the United States

text: Although the growth of community colleges has stabilized, enrollment continued to outgrow four-year institutions. A total of 1,166 loosely linked community colleges face challenges of new technological innovations, distance learning, funding constraints, community pressure, and international influence. Some of the issues currently faced are explored in community college resources compiled by the Association for Career and Technical Education.


title: Community colleges in the United States

text: During the Great Recession (2007–2009), community colleges faced state budget cuts amid increases in enrollment, and community colleges raised student tuition. With enrollments decreasing, lower budgets at community colleges continued with increasing reliance on adjunct professors, who were paid less, typically received few employment benefits, and faced greater uncertainty of continued employment semester to semester.


title: Community colleges in the United States

text: In the 2010s, funding for community colleges faced scrutiny as state budgets were tightened. Because higher education budgets are considered discretionary expenses, they have been more likely targets for cuts than K–12 education or Medicaid. In 2014, however, the state of Tennessee and the city of Chicago, Illinois began programs for free community college.


title: Community colleges in the United States

text: In 2015, President Barack Obama proposed making community college tuition free to many residents of the United States. The plan, called "America’s College Promise", rekindled a nationwide conversation on community colleges and the funding of higher education in general. The proposed program would have had state contribute a portion of the funding and would have covered tuition only; non-tuition items (e.g., textbooks, supplies, transportation, and room and board) would not have been covered. However, key Republican lawmakers, including John Boehner


title: Community colleges in the United States

text: By 2015, two states took measures to provide free community college tuition. "Oregon now is poised to follow Tennessee as the second state with a plan on the books to provide free two-year college." The Oregon Promise, similar to America's College Promise, will provide free community college to students who meet certain eligibility requirements. According to Fain, the legislation will cost Oregon $10 million per year to pay for tuition costs state and federal aid doesn't cover. Thanks to a large increase in funding for higher education, Oregon is able to financially afford the costs of providing free community college to students.


title: Community colleges in the United States

text: Tennessee currently has the Tennessee Promise, but this initiative does not receive its funding in the same way in which President Obama wanted to fund U.S. College Promise (Mangan & Supiano, 2015). Following in the footsteps of Tennessee and Oregon was Illinois. The Community College of Philadelphia and Harper College in Illinois announced plans to provide free two-year community college experiences to students (Fain, 2015).


title: Community colleges in the United States

text: 1947: Publication of "Higher Education for American Democracy" by the President's Commission on Higher Education (the 1947 Truman Commission).


title: Community colleges in the United States

text: 1965: Higher Education Act of 1965 established grant programs to make higher education more accessible.


title: Community colleges in the United States

text: 1992: The American Association of Junior Colleges changed their name to the American Association of Community Colleges.


title: Community colleges in the United States

text: The higher education governance structure landscape in the United States is very diverse; they are not intended to be precise organization charts. According to the Education Commission of the States there are three major types of higher education governance systems in the states; they are Governing Board States, Coordinating Board States and Planning/ Regulatory/Service Agency States. (from: The Education Commission of the States website)


title: Community colleges in the United States

text: State-level governing boards are distinguished according to whether they are responsible for consolidated systems or multi-campus systems. Consolidated systems are composed of several previously independently governed institutions that were later consolidated into one system. Multi-campus systems developed primarily through extensions of various branches or campuses.


title: Community colleges in the United States

text: Coordinating boards vary significantly in formal authority and informal power and influence from state to state. Generally, there is a state level board governing universities, colleges, and community colleges. Each university and community college district will have its own board that is accountable to a state-coordinating agency.


title: Community colleges in the United States

text: The PRSA states have limited or non-existent formal governing or coordinating authority, which carry out regulatory and service functions such as student financial aid.


title: Community colleges in the United States

text: For a comprehensive list of American community colleges and their state level governing boards: "U.S. Community Colleges by State, University of Texas at Austin"


title: Community colleges in the United States

text: A more thorough description of state level college and university governance models can be found at: "Models of Postsecondary Education Coordination and Governance in the States"


title: Community colleges in the United States

text: Most community colleges are operated within special districts that draw property tax revenue from the local community, as a division of a state university, or as a sister institution within a statewide higher education system.


title: Community colleges in the United States

text: In all cases, community colleges are governed by a board of trustees, appointed by the state governor, or the board is elected by citizens residing within the community college district. In some instances, as with the City Colleges of Chicago, the board of trustees is appointed by the presiding local government. In Chicago, it is the mayor who appoints the board.


title: Community colleges in the United States

text: Depending on the operational system, the board of trustees may directly govern the college or may govern the college through a university or system-level office. Depending upon the locus of control, the board may or may not be subject to control by a state agency that supervises all community college districts or all higher education institutions within the state.


title: Community colleges in the United States

text: The board of trustees selects a president or chancellor of the community college to serve as the chief executive officer and lead the faculty and staff.


title: Community colleges in the United States

text: Multi-college community college districts include several individually accredited community colleges within one district. Each college is independent with distinct local administration, but they share a single board of trustees and report to a non-instructional central administrative office.


title: Community colleges in the United States

text: The Contra Costa Community College District is an example of one of the largest multi-college community college districts in California. The District consists of Contra Costa College, Diablo Valley College, Los Medanos College, San Ramon Campus, and Brentwood Center, and annually serves almost 62,000 students.


title: Community colleges in the United States

text: Larger schools implement a multi-campus system and generally share a single accreditation. Local administrative governance varies. Extension campuses report to the main campus administration or a central administrative office. A good example of this is College of DuPage in Glen Ellyn, Illinois, which has 6 satellite campuses within a 10-mile area, in addition to its main campus, which itself has 9 structures and an enrollment of over 30,000 students.


title: Community colleges in the United States

text: A faculty senate, or faculty council as this body is sometimes referred to, is the representative body of all faculty who participate in the governance processes of the community college. As with all governing bodies, the faculty senate is usually governed by a constitution and a set of bylaws specific to the college. Membership in this body varies from college, with most restricting voting rights to tenured and tenure track faculty, and others allowing a wider array of members to include full-time, adjunct, continuing education, technical, and adult basic education faculty. (modified from: Pima Community College : Faculty Senate)


title: Community colleges in the United States

text: Though this is not an exhaustive list, the mission of the faculty senate at the community college usually includes: matters concerning curricular decisions; strengthening the concept of the faculty as a college entity; promoting the gathering, exchanging, and disseminating of faculty views and concerns regarding college matters; promoting mutual accountability between the college faculty and the faculty representative to any college committee; advising the Chancellor and other administrators of faculty views on college matters; bringing the concerns of the Chancellor and other administrators on college matters to the faculty; promoting the involvement of all faculty members in the establishing, staffing, and functioning of college committees, task forces, or other initiatives; and participating in the policy review process of the college.


title: Community colleges in the United States

text: Most community college faculty are bargained for employees. While unions and their respective collective bargaining agreements serve to protect faculty rights and working conditions, collective bargaining agreements, or union contracts, provide faculty with a defined set of rules and regulations they must follow as a condition of employment.


title: Community colleges in the United States

text: Collective bargaining swept into higher education on the coattails of legislation authorizing public employees to negotiate. As these laws were passed in various states in the 1960s and 1970s, employee groups ranging from refuse collectors to prison guards gained union representation and began negotiating contracts (Cohen & Brawer, 2008, p. 147)


title: Community colleges in the United States

text: Collective bargaining units exist for all divisions of community college faculty; however, participation by faculty groups differs from college to college.


title: Community colleges in the United States

text: There is a student government organizational presence on close to every community college campus in America The Student Government organization is the official voice of the student body, a vital link in effective student participation in all areas of student concern in relationship to the college's administration. By advocating student rights and services, the organization represents the student body and presents its concerns to the college administration, local, and national issues. Through the Student Government organizations the college provides students with essential leadership experience, and valuable connections with faculty, staff administration, students, and the Board of Trustees. Student involvement is usually based on criteria set by the institution; all students have the right as a student to participate in democratic process on campus. (from ASGA's entry of Bakersfield College)


title: Community colleges in the United States

text: Shared governance is the set of practices under which college faculty and staff participates in significant decisions concerning the operation of their institutions. Colleges are very special types of institutions with a unique mission—the creation and dissemination of ideas. At the heart of shared governance is the belief that decision-making should be largely independent of short-term managerial and political considerations. Faculty and professional staff are in the best position to shape and implement curriculum and research policy, to select academic colleagues and judge their work; and The perspective of all front-line personnel is invaluable in making sound decisions about allocating resources, setting goals, choosing top officers and guiding student life.


title: Community colleges in the United States

text: For a more detailed explanation of governance at the community college, please see the AAUP's 1966 Statement on Government of Colleges and Universities and the 1998 statement on the same topic by the Association of Governing Boards of Universities and Colleges. These documents more clearly define those matters that are the responsibility of the voting faculty and those reserved to the governing body and its delegates. (From: AAUP: Civic Engagement, Shared Governance, and Community Colleges)


title: Community colleges in the United States

text: In the United States, community colleges operate under "open admissions" policies. That is, anyone with a high school diploma or GED may attend, regardless of academic status or college entrance exam scores. Students however do take placement tests before enrolling, because not all courses are open admission. In California and Minnesota, students reaching age 18 are not required to have completed secondary education, but they must show an "ability to benefit" from a college's educational program. Under certain circumstances, community colleges also accept high school students or dropouts.


title: Community colleges in the United States

text: The open admission policy results in a wide range of students attending community college classes. Students range in age from teenagers in high school taking classes under a concurrent, or dual, enrollment policy (which allows both high school and college credits to be earned simultaneously) to working adults taking classes at night to complete a degree or gain additional skills in their field to students with graduate degrees who enroll to become more employable or to pursue lifelong interests. "Reverse transfers" (or those transferring from a university) constitute one of the fastest growing new community college cohorts.


title: Community colleges in the United States

text: One threat to enrollment at community colleges has been the increasing popularity of for-profit e-learning and online universities. Many community colleges have supplemented their offerings with online courses to stave off competition from exclusively e-learning schools. For example, Northern Virginia Community College's Extended Learning Institute has been offering distance learning courses for thirty-five years. Texas offers the Virtual College of Texas whereby a student at any community college in the state can attend classes from any of the state's 51 community colleges or four Texas State Technical College campuses, paying local tuition plus a VCT fee of around $40.


title: Community colleges in the United States

text: The Maricopa County Community College District in the Phoenix, Arizona metropolitan area, is the largest community college district in the United States in terms of enrollment.


title: Community colleges in the United States

text: California has the lowest community college enrollment fees in the nation, currently set at $46 per unit for state residents.


title: Community colleges in the United States

text: In terms of enrollment demographics the American Association of Community Colleges (2015) 46% of all U.S. undergraduates are community college students. Other representations are as follows: first generation-41%, Native American-61%, Hispanic-57%, Black-52% and Asian/Pacific Islander-43%. While 50% of students are white at community colleges, that is 10% lower compared to 4-year institutions and a greater percentage exists of every non-white group at community colleges. More than half of Native American, Hispanic, and Black undergraduates are enrolled in community colleges, rather than 4-year institutions, a testament to their service to underrepresented populations. The average age of student is 28 compared to the 24-year-old 4-year institution average. Nearly 50% of students fall between the ages of 22–39, a much higher age range than the 4-year institution. There are slightly more women, 57%, than men, which may attribute to the greater number of students with children and the women who return to school after becoming a stay-at-home mother (17% of students are single parents). 60% of students are enrolled in credit coursework, seeking degrees, while the other 40% is pursuing certifications. Over 70% of students apply for any kind of financial aid, while only 58% receive aid. This only increases the number of student's requiring some form of employment. When it comes to employment status the two highest populations are full-time students with part-time jobs and part-time students with full-time jobs. This is likely due to the necessity of work/school balance. As Katz and Davison (2014) state, "community college students are more likely to be working class, ethnic minorities, over age 25, and from less educated families than traditional university students" (p. 308). Despite the added barriers and obstacles faced by community college students, research has found that these same students possess high aspirations, and have shown self-initiative, and resilience.


title: Community colleges in the United States

text: Among four-year institutions, transfer students have better outcomes at public institutions, very selective institutions, and institutions with students of higher SES. Average Bachelor's completion rates are 10% higher for students that transferred to public four-year institutions than those who transferred to private non-profit four-year institutions. Community college students who transferred to very selective four-year institutions had bachelor's completion rates that were on average 36 percentage points higher than those of students who transferred to non-selective institutions.


title: Community colleges in the United States

text: Community colleges generally offer a range of programs. The majority of programs are offered on campus, however, distance and online educational opportunities have become increasingly common. Virtually all community colleges offer courses and programs online.


title: Community colleges in the United States

text: According to the Center for Community College Student Engagement, 68 percent of community college students require remedial coursework.


title: Community colleges in the United States

text: In study towards an associate degree, a student takes necessary courses needed to earn a degree that will allow for entry into jobs requiring some level of college education but not a full four-year degree.


title: Community colleges in the United States

text: The associate degree program also allows students who wish to eventually obtain a bachelor's degree at a four-year college to complete the necessary "core" requirements to attend the college of their choice. Some states have mandated that the community college's curriculum be structured so as to satisfy "core curriculum" requirements at the state's public universities or private universities.


title: Community colleges in the United States

text: Many community colleges have articulation arrangements with nearby four-year institutions, where a student obtaining an associate degree in a field will automatically have his/her classes counted toward the bachelor's degree requirement. For example, a community college associate degree in hotel and restaurant management, computers or accounting would count toward the four-year school's core requirement for a Business Administration degree. Some have gone one step further by arrangements with a four-year college for the student to obtain the bachelor's degree from the four-year college while taking all the courses via distance learning or other non-traditional modes, thus reducing the number of physical visits to the four-year school. One such example is College of DuPage (COD) in Illinois, who have implemented a program called 3+1. In this program, students can take three years of classes at the community college taught by COD professors and faculty, and in the fourth year attend classes on the COD campus, but taught by professors of nearby partner universities, such as Benedictine University, Concordia University, Governors State University, Lewis University, and Roosevelt University.


title: Community colleges in the United States

text: Certification in an area of training (such as nursing, computer repair, allied health, law enforcement, firefighting, or welding), which require preparation for a state or national examination, or where certification would allow for hiring preference or a higher salary upon entering the workforce. These courses are often geared toward the needs of the local or area business community.


title: Community colleges in the United States

text: Services of local interest to members of the community, such as job placement, adult continuing education classes (either for personal achievement or to maintain certification in specialized fields), and developmental classes for children. Some community colleges offer opportunities for high school dropouts to return to school and earn a high school diploma or obtain a GED.


title: Community colleges in the United States

text: A growing trend in the United States is for community colleges to begin offering bachelor's degrees. As of 2013, nineteen states have authorized their community colleges to offer bachelor's degrees with California passing authorizing legislation in 2014.


title: Community colleges in the United States

text: Many large community colleges, such as Miami-Dade College and St. Petersburg College in Florida, have dropped the words "community" or "junior" from their names as they have added bachelor's degree programs in limited fields and have started their evolution into four-year colleges while retaining their local commitments. Even some smaller community colleges, such as Northern New Mexico College in Española, New Mexico, have dropped community from their names and now offer six or more bachelor's degrees. A few of the larger institutions, such as De Anza College in northern California and College of DuPage near Chicago, who both boast enrollment of over 25,000 students, continue to explore the cost-benefit analysis in offering 4-year degrees. In more rural communities, community colleges may host branches of the local state university, and community colleges with specialized programs may offer four-year degrees in conjunction with other schools, some miles away. For instance, Southern Illinois University offers aviation management bachelor's degrees at Mt. San Antonio College and Palomar College in Southern California.


title: Community colleges in the United States

text: Many four-year colleges (usually near the community college) have made arrangements, known as articulation agreements, allowing associate degrees to qualify for transfer, some cases allowing the student to complete the bachelor's degree via distance learning from the community college campus. Some states have passed rules whereby certain associate degrees in a field will automatically transfer to state universities as the core curriculum for specified bachelor's degrees.


title: Community colleges in the United States

text: States that have facilitated transfers include Minnesota, Alabama, Oregon, North Carolina, Illinois, Texas, and California. Minnesota, Alabama, and Oregon have created a statewide "transfer curriculum" allowing credits to be transferred to any other public university and almost all of the private colleges. The North Carolina system has a similar agreement, whereby specific courses are designated for mandatory transfer credit to all statewide public four-year institutions. Illinois's I-transfer program program aids students in transferring credits across the state. California has a system known as Assist, which labels course equivalencies between all California Community Colleges and California public four-year colleges. Texas has a similar system known as TCCN for labelling course equivalencies between all Texas Community Colleges and Texas public four-year institutions.


title: Community colleges in the United States

text: In the absence of transfer arrangements established by the schools or by the states, transferring credits can sometimes be a problem, as each four-year college has its own requirements for enrollment.


title: Community colleges in the United States

text: Effective and passionate instructors can provide remedial students with social capital, leading them to services ranging from tutoring and counseling. Students in remedial courses can often end up performing “better than college-prepared students in terms of their grade point average, retention, and program completion”. Remedial students who attend community college orientations and receive more contact with tutoring, advising and mentoring services find these options to be rewarding. Those who complete remedial courses before college level courses often experience more benefits, including higher grade point averages, compared to their counterparts who do not take these remedial courses early in their college careers.


title: Community colleges in the United States

text: Many schools have adapted the term "comprehensive" to describe their institutions. These schools typically offer six facets of education:


title: Community colleges in the United States

text: Within the transfer education category, comprehensive schools typically have articulation agreements in place that provide prearranged acceptance into specific four-year institutions. At some community colleges, the partnering four-year institution teaches the third and fourth year courses at the community college location and thereby allows a student to obtain a four-year degree without having to physically move to the four-year school.


title: Community colleges in the United States

text: There are institutions and organizations which provide community college research to inform practice and policy.


title: Community colleges in the United States

text: For background on U.S. community college libraries, see "Disposed to Consolidation and Innovation: Criteria for the Community College Specialization".


title: Community colleges in the United States

text: Remediation, or sometimes referred to as developmental education, is a format of education aimed to help open doors for students by reinforcing or re-teaching them core skills. This educational strategy is utilized so students can meet competencies in various academic arenas and further progress in their academics. Remediation is prominent in community colleges, a type of two-year colleges, as these institutions are designed to accommodate students of various levels of academic abilities. Community college students are placed into remedial coursework according to their performance on placement-based testing they take prior to beginning classes.


title: Community colleges in the United States

text: The push in shifting students to enroll in remedial courses at community colleges stems from philosophical beliefs and reputations that these are the most appropriate places for instruction. All community colleges have developmental or remedial courses of some kind. Around 42 percent of first-year students attending two-year colleges in the United States sign up for remedial courses, twice as many as those at four-year universities or colleges. In Ohio, four in ten traditional-age students at community colleges enroll in remedial English courses, whereas six in ten enroll in remedial math. This state example reflects national studies that show a higher need for remedial community college students to take math courses, which also often have bigger class sizes and more levels of coursework than their remedial reading and writing counterpart courses. Students start taking remedial coursework in community colleges according to their performance on college placement tests, considered by some scholars to be far from perfect in their designs. Community colleges possess few admission requirements, meaning these types of institutions see a higher number of remedial students. Remedial education within community colleges may exist within an academic department, in its own academic department, or in an entire academic unit of its own.


title: Community colleges in the United States

text: Scholars recommend that community colleges can enhance their remedial education programs through utilizing a variety of methods. Community colleges are suggested to allow students to have the option of taking other courses, in addition to remedial courses, so they may feel like they are making progress with their programs. The institution of learning communities at community colleges may be challenging due to the nature of these students coming to and leaving campus often, but they have been helpful for remedial students at other postsecondary educations in facilitating friendships, improved studying patterns, and higher rates of passing courses. Technology-enhanced classrooms, complete with SmartBoards, computers and online networks, can increase the level of motivation that remedial community college students place toward their academic work. Remedial students obtaining academic assistance via college writing centers can also be helpful for enhancing their skills, as well as observing the interdisciplinary nature of classroom concepts and learning strategies.


title: Community colleges in the United States

text: Gainful employment is a concept that ties college attainment with improved job opportunities. In 2010, the Obama Administration began enacting gainful employment policies that required career colleges and some community college programs to maintain transparency and accountability about their effectiveness, and tied federal Title IV funding with gainful employment performance. Under Department of Education Betsy DeVos, these policies were unraveled.


title: Hoarders (TV series)

text: Hoarders is an American documentary reality television series that debuted on A&E on August 17, 2009. The show depicts the real-life struggles and treatment of people who suffer from compulsive hoarding disorder.


title: Hoarders (TV series)

text: Over a year after the program's original cancellation in 2013, Lifetime began airing a series of weekly "Update" episodes on June 2, 2014. Each "Update" episode presented an episode from earlier seasons, ending with a present-day visit to a featured hoarder by the therapist or organizer who worked with them. Interviews with the hoarder and their family reveal how their lives have progressed since their first appearance on the show. This led to the production of a seventh season, Hoarders: Family Secrets, which aired on Lifetime from May 28, 2015, to July 30, 2015.


title: Hoarders (TV series)

text: The program returned to A&E for subsequent seasons beginning with season eight on January 3, 2016. "Update" episodes continue to run between seasons under the titles Hoarders: Where Are They Now?, Hoarders: Then & Now or Hoarders: Overload. The eleventh season premiered on July 20, 2020. A twelfth season premiered on March 22, 2021.


title: Hoarders (TV series)

text: Each 60-minute episode profiles one or two interventions. During most of the first season, the hoarder worked with either a psychiatrist/psychologist, a professional organizer, or an "extreme cleaning specialist," each of whom specialized in some aspect involving the treatment of obsessive compulsive disorders, anxiety disorders, and/or hoarding. A crew of professional cleaners (usually a local franchise of the series' major corporate sponsor) performed the actual cleanups. Two episodes in the first season featured a cleanup with both a psychologist "and" an organizer: Jill (episode "Jennifer and Ron/Jill") and Patty (episode "Patty/Bill"). From season 2 onward, all hoarders were given a psychologist and an organizer. The final episode of the first season, "Paul/Missy and Alex", featured professional organizer Geralin Thomas, CPO-CD, working with Missy, while a child psychologist, Dr. David Dia, worked with Missy's seven-year-old son Alex. Beginning in the second season, each hoarder had a psychologist-plus-organizer/cleaning specialist team assisting them. This specialist combination leads a group of cleaning professionals, family, friends, and relatives of the hoarder in conducting a two- to three-day decluttering session. In most instances, a crisis prompted the intervention, such as a threat of eviction or the removal of minor children from the home.


title: Hoarders (TV series)

text: At the end of each episode, on-screen text indicates the short-term outcome of the cleanup effort, including the subjects' decisions on whether to seek further assistance from organizers and/or therapists. The show provides six months of aftercare funds to pay these professionals and, occasionally, to carry out vital repairs to the home.


title: Hoarders (TV series)

text: Beginning with the season nine finale, episodes were expanded to two hours and focused on a single hoarder.


title: Hoarders (TV series)

text: Each of the "Update" episodes revisits hoarders from previous episodes, showing clips from their original appearances followed by newer footage detailing the progress they have made.


title: Hoarders (TV series)

text: With the release of the DSM-5 in 2013, hoarding was classified as a separate disorder. During the show's original run, hoarding behaviors were considered symptoms of obsessive–compulsive disorder (OCD). Hoarding does show links to obsessive and compulsive behaviors; however, it also shows connections to major depressive disorder as well as attention deficit hyperactivity disorder (ADHD).


title: Hoarders (TV series)

text: The role of documentary shows like "Hoarders" in this change of classification is unclear. However, some believe the rise in awareness caused by such shows was a significant contributing factor. When hoarding became a buzzword, it "commanded a significant amount of professional…attention".


title: Hoarders (TV series)

text: A number of board-licensed therapists, psychologists, and professional organizers have contributed to the show as on-air personalities. Recurring cast members are as follows:


title: Hoarders (TV series)

text: At the time of its premiere, "Hoarders" was the most-watched series premiere in A&E network history among adults aged 18–49 and tied for the most ever in the adults aged 25–54 demographic. The premiere was watched by 2.5 million viewers: 1.8 million adults aged 18–49.


title: Hoarders (TV series)

text: In 2011, "Hoarders" won a Critics' Choice Award, in a tie with "The Real Housewives of Beverly Hills", for best reality series.


title: Rhyon Nicole Brown

text: She made her film debut in "Santa & Pete" (1999) And has since appeared in various television shows. Brown has had recurring roles on shows such as "That's So Raven" as Madison, on "Judging Amy" as Rebecca Van Exel, and most recently a starring role on the ABC Family TV series "Lincoln Heights" as Lizzie Sutton. In 2005, she appeared in 50 Cent's semi-biographical film, "Get Rich or Die Tryin'" as the younger version of 50 Cent's love interest Charlene. Brown also stars as R&B singer Michel'le in the 2016 Lifetime movie "".


title: Rhyon Nicole Brown

text: Brown is best known for her role as Elizabeth "Lizzie" Sutton on the ABC Family series, "Lincoln Heights" ran from 2007 to 2009.


title: Rhyon Nicole Brown

text: Brown is a graduate of Junipero Serra High School in San Juan Capistrano, California. In her spare time, she enjoys traveling, dancing, singing, reading, cheerleading, sports and hanging out with her family.


title: Rhyon Nicole Brown

text: She recently graduated from the University of Southern California. Rhyon is the younger sister of R&B singer RaVaughn.


title: UFC on ESPN: Font vs. Aldo

text: UFC on ESPN: Font vs. Aldo (also known as UFC on ESPN 31 and UFC Vegas 44) was a mixed martial arts event produced by the Ultimate Fighting Championship that took place on December 4, 2021 at the UFC Apex facility in Enterprise, Nevada, part of the Las Vegas Metropolitan Area, United States.


title: UFC on ESPN: Font vs. Aldo

text: A bantamweight bout between Rob Font and former WEC and two-time UFC Featherweight Champion José Aldo served as the event headliner.


title: UFC on ESPN: Font vs. Aldo

text: Jimmy Crute and Jamahal Hill were expected to meet in a light heavyweight bout at , but they were eventually rescheduled for this event.


title: UFC on ESPN: Font vs. Aldo

text: A heavyweight bout between Tanner Boser and Sergei Pavlovich was scheduled for this event. However, the bout was scrapped due to travel issues.


title: UFC on ESPN: Font vs. Aldo

text: A middleweight bout between Maki Pitolo and Duško Todorović took place at the event. They were originally scheduled for , but Pitolo pulled out due to undisclosed reasons.


title: UFC on ESPN: Font vs. Aldo

text: A women's strawweight bout featuring Montserrat Ruiz and Mallory Martin was expected to take place at the event. However, Ruiz pulled out due to undisclosed reasons and was replaced by Cheyanne Vlismas.


title: UFC on ESPN: Font vs. Aldo

text: Brad Tavares was expected to face Brendan Allen in a middleweight bout. He eventually pulled out in mid November and was replaced by Roman Dolidze. In turn, Dolidze was forced to pull out due to complications in his recovery from COVID-19 and was replaced by Chris Curtis.


title: UFC on ESPN: Font vs. Aldo

text: A light heavyweight bout between William Knight and Alonzo Menifield took place at this event. They were previously expected to meet at and UFC 260, but the contest was cancelled both times due to positive COVID-19 tests from Menifield and Knight, respectively.


title: UFC on ESPN: Font vs. Aldo

text: A welterweight bout between Matt Brown and Bryan Barberena was scheduled for the event. However on November 23, Brown was removed from the contest due to testing positive for COVID-19. He was replaced by Darian Weeks.


title: UFC on ESPN: Font vs. Aldo

text: Philipe Lins was expected to face Azamat Murzakanov in a light heavyweight bout at the event. However, Lins withdrew from the event due to undisclosed reasons and he was replaced by Jared Vanderaa, therefore changing the bout to heavyweight. Shortly after the weigh-ins, officials had announced that the bout had been cancelled due to Vanderaa not being medically cleared.


title: UFC on ESPN: Font vs. Aldo

text: A welterweight bout between Jake Matthews and Jeremiah Wells was expected to take place at the event. However, just hours before taking place, the bout was cancelled after one of Wells' cornermen tested positive for COVID-19.


title: Kamorta-class corvette

text: The "Kamorta"-class corvettes or Project 28 are a class of anti-submarine warfare stealth corvettes currently in service with the Indian Navy. Built at Garden Reach Shipbuilders & Engineers (GRSE), Kolkata, they are the first anti-submarine warfare stealth corvettes to be built in India. Project 28 was approved in 2003, with construction of the lead ship, commencing on 12 August 2005. All of the four corvettes, INS "Kamorta", , and were commissioned in 2014, 2016, 2017 and 2020 respectively.


title: Kamorta-class corvette

text: The platform and major internal systems of this class of corvettes are indigenously designed and built. The corvettes are named after the islands in the Lakshadweep archipelago. The "Kamorta"-class corvettes are intended to succeed the by precedence and the by role.


title: Kamorta-class corvette

text: In 2003, under the code name Project 28, the Indian Navy placed an order for four anti-submarine warfare (ASW) corvettes. The corvette's design was originally planned to be based on the Russian corvette Project 2038.2, however the basic design was later provided by the Indian Navy's Directorate of Naval Design, followed by the detailed design by Garden Reach Ship Builders and Engineers (GRSE). The design includes many stealth ship features, including reductions in acoustic signature and vibration of the vessels.


title: Kamorta-class corvette

text: The class incorporates some major features including but not limited to the 'X'-shaped hull form to improve stealth, a raft-mounted propulsion system to reduce vibration, and an infrared signature suppression system. It also includes networks such as the Total Atmospheric Control System (TACS), Integrated Platform Management System (IPMS), Integrated Bridge System (IBS), Battle Damage Control System (BDCS) and Personnel Locator System (PLS). The ships also include technology that enables them to fight in nuclear, biological and chemical warfare (NBC) scenarios. The Indian Navy claims that the indigenisation achieved in these ships is about 90%.


title: Kamorta-class corvette

text: The overall length of the "Kamorta"-class corvettes is , and the beam spans . The ships displace about at standard load and when fully loaded. Each ship retains a complement of 180 sailors and 13 officers.


title: Kamorta-class corvette

text: They are propelled by four Pielstick 12 PA6 STC diesel engines, each with a power of in CODAD configuration. They also have two controllable pitch propellers which helps the ship achieve maximum speeds in excess of .


title: Kamorta-class corvette

text: The "Kamorta"-class corvettes boast a wide variety of sensors. Given below are the list of known sensors in the corvette:


title: Kamorta-class corvette

text: The armament of the class includes a license-built OTO Melara 76 mm Super Rapid Gun in a stealth mount and a weapons layout similar to what is found on the and s, two Larsen & Toubro built derivatives of the RBU-6000 anti-submarine rocket launcher, as well as Larsen & Toubro torpedo tube launchers, and a pair of AK-630M close-in weapon system (CIWS). The fire-control system is the Bharat Electronics IAC Mod C system.


title: Kamorta-class corvette

text: There is an option on the ship to include surface-to-air missiles (SAM). As of 2022 Navy is planning to integrated VL-SRSAM. The corvette can hold one helicopter, which currently is a Westland Sea King Mk.42B helicopter.


title: Kamorta-class corvette

text: The order for four "Kamorta"-class corvettes were placed in 2003 by the Indian Navy. Construction of the lead ship, INS "Kamorta" began in the year 2005 and the keel was laid down in 2006 at GRSE, Kolkata. The ship was launched in the year 2010 and was inducted into the navy in 2014 after a series of delays. Construction of the second ship, followed and the keel was laid in 2007. The corvette was launched in 2011 and was inducted in the early 2016. was laid down in 2010 and launched in 2013. While the last ship of its class, was laid down in 2012 and launched in 2015. Both the ships were commissioned in 2017 and 2020 respectively.


title: Kamorta-class corvette

text: The project's objective was to enhance localization and development of warship construction industry in India. The navy asked the Indian industries to deliver equipment of higher sophistication levels than usual. This led to some unforeseen delays in the product delivery, and struggles perfecting the products.


title: Kamorta-class corvette

text: All the ships of this class are built using DMR 249A special grade high-tensile steel, produced by the state-owned Steel Authority of India Limited (SAIL), and carbon fiber reinforced plastic (CFRP) materials. The main machinery is raft mounted, and each gear unit and its associated engines are mounted on a common raft. The diesel engines are license built by Kirloskar under SEMT Pielstick of France. DCNS supplies the noise-suppressing raft-mounted gearbox for CODAD propulsion. Wärtsilä India manufactures the low-vibration diesel alternators to power the on-board electronics.


title: Kamorta-class corvette

text: The ships also includes an integrated ship management system (ISMS) from L-3 MAPPS which combines an integrated platform management system and bridge management system into a single integrated system.


title: Kamorta-class corvette

text: INS "Kiltan" and INS "Kavaratti" are to be more advanced than their elder ships. In a first, composite materials, imported from Kockums, Sweden, are used for the construction of the superstructures. This resulted in increased stealth features, reduced weight relative to typical superstructures built with steel, anti-corrosive and fire resistant. It's also projected for the ships to have some additional armament and new features.


title: Kamorta-class corvette

text: The last ship of the class "Kavaratti" was commissioned by Indian Army's COAS General Manoj Mukund Naravane on 22 October 2020.


title: Kamorta-class corvette

text: All the ships names of the class are reincarnations of ships from the previous s which are considered to be the spiritual predecessors of the "Kamorta" class.


title: Kamorta-class corvette

text: Under a modernisation program, the Philippines Navy sought to purchase two light frigates, each displacing , spanning in length, capable of cruising at and be able to sail in sea state 7. In the bidding process, GRSE was selected as the lowest bidder among the contenders, Daewoo Shipbuilding & Marine Engineering, Hyundai Heavy Industries and Navantia. The deal was said to cost more than . However, based on a post qualification assessment, GRSE was disqualified on the grounds of not meeting the financial capability requirements


title: Kamorta-class corvette

text: In June 2018, GRSE submitted proposal for Brazilian Navy's future corvette program. GRSE offered a modified "Kamorta" class of 2,800 tonnes with weapons and sensors on par with its Philippines offer. The project was planned to be completed in Brazil's local shipyard for which GRSE teamed up with Sinergy Group Corporate for local production. GRSE's proposal did not make the downselect in October 2018.


title: Nora Miao

text: Nora Miao () (born Chan Wing-man (); 8 February 1952) is a Hong Kong film actress. She is best known for appearing in many kung fu films in the 1970s, opposite Hong Kong action movie stars such as Bruce Lee and Jackie Chan.


title: Nora Miao

text: Chan Wing-man was born in British Hong Kong. She attended St. Teresa's School Kowloon. She was contracted to Golden Harvest, and spent her time making films in Hong Kong and in Taiwan, where she starred in several romance movies.


title: Nora Miao

text: Miao worked well with Ko Chun-hsiung and was paired with him in several movies. She played opposite both Bruce Lee and Jackie Chan. Miao appeared in all three of Bruce Lee's Hong Kong films, and became the only actress to share an on-screen kiss with Lee in "Fist of Fury". She also starred opposite Jackie Chan in his first major film, "New Fist of Fury".


title: Nora Miao

text: She retired from acting in the late 1980s, and during the 1990s hosted an evening television show for the CFMT channel in Toronto.


title: Traci Wolfe

text: Traci Wolfe (born December 27, 1960) is an American film actress and model, known for her role as Rianne Murtaugh in all four films of the "Lethal Weapon" series.


title: Traci Wolfe

text: Prior to acting, Wolfe was a Wilhelmina Model. In the 1987 film "Lethal Weapon", Wolfe played Rianne Murtaugh, the daughter of Danny Glover's character, a role which she would reprise in all three sequels. For her role in the first part of the "Lethal Weapon" series, she was awarded an NAACP Image Award in the category of Outstanding Supporting Actress in a Motion Picture the year it was released. She was seen again as Rianne Murtaugh in 1989's "Lethal Weapon 2" and later reprised the role in "Lethal Weapon 3" (1992) and "Lethal Weapon 4" (1998).


title: Traci Wolfe

text: Outside of "Lethal Weapon", Wolfe guest starred on "The Cosby Show" and one episode of "In the Heat of the Night" as Nicole Sands, a niece of Virgil Tibbs.