Finding Bliss is a 2009 romantic comedy film written and directed by filmmaker Julie Davis (Amy's Orgasm). Finding Bliss explores the pornographic film industry through the eyes of an idealistic 24-year-old film school grad, Jody Balaban (played by Leelee Sobieski).

Plot

After a long humbling year temping as a traffic cop on a studio lot, Jody is faced with the hard decision of taking the only well-paying industry job she has yet been offered — editing porn at Grind Productions, a profitable adult film company run by former porn star Irene Fox (Kristen Johnston).

At first horrified by the prospect of exposing herself to the cockroaches of the film industry, not to mention the effect it would have on her strict Jewish parents, Jody has a remarkable change of heart when she realizes that Grind has all the facilities she needs to make her own low budget movie — on the sly of course — but things get complicated when Jody meets Jeff Drake (Matthew Davis), the charming Herr Director of adult films. Jeff, also an award-winning filmmaker, once had his own dreams of making "real" films, but now is a hard-worn cynic who masks his disappointment behind a façade of irony.  In Jody, he sees the idealism he once had, while Jody starts to face her own sexual hang-ups as she begins to get aroused by the porn she so harshly judges. Jody and Jeff get close to each other, but she gets hurt when she sees him making out with one of his actresses, Sindi, who was actually taking advantage of Jeff in his drunken state. The movie made by Jody is well received by critics, and Jeff is also nominated for an AVN Award for his movie. Jody wants to set things right with him; she accepts help from Bliss, the lead actress in both Jody's and Jeff's movies, but with different identities, and pretends to be her to gain entry at an award function. On stage, when Jeff receives his award, he announces his retirement from the Adult Industry to move on. Jeff calls Bliss for special thanks. He realizes that Jody is in disguise as Bliss, and they kiss.

Cast
 Leelee Sobieski as Jody Balaban
Sammi Hanratty as Young Jody Balaban
 Matthew Davis as Jeff Drake
 Denise Richards as Laura / Bliss
 Mircea Monroe as Sindi
 Jamie Kennedy as Richard "Dick" Harder
 Kristen Johnston as Irene
 P. J. Byrne as Gary
 Caroline Aaron as Debra Balaban
 Tim Bagley as Alan Balaban
 Christa Campbell as Kato
 Mr. Marcus as Jake B. Bigg
 Donnamarie Recco as Kathleen
 Stormy Daniels as Porn Starlet
 Garry Marshall as Himself
 Ron Jeremy as Himself
 Zach Cumer as Bobby Daples
 Mario Cassem as Morris Goldstein
 Dan Taylor as Cute Guy
 Julie Davis as Dyan Cannons
 G.K. Bowes as Additional Voices (uncredited)

Release
The film was released theatrically in the U.S. on June 4, 2010 in New York City and June 11, 2010 in Los Angeles.

Reception
The film was well-received upon its premiere at the 2009 Slamdance Film Festival.

The film opened the 2009 Gen Art Film Festival in New York.

References

External links

 Finding Bliss at Metacritic

2009 films
2000s English-language films
2009 romantic comedy films
Films about pornography
Films scored by John Swihart
American romantic comedy films
2000s American films


"Half the World" is a song and single by progressive rock band Rush from their 1996 album Test for Echo. A music video was made for the song. The song peaked at number 6 on the U.S. Billboard Mainstream Rock Tracks chart.

Track listing

Charts

See also
List of Rush songs

References

1996 singles
Rush (band) songs
Songs written by Alex Lifeson
Songs written by Geddy Lee
Songs written by Neil Peart
Song recordings produced by Peter Collins (record producer)
1996 songs
Atlantic Records singles


Global Tel Link (GTL), formerly known as Global Telcoin, Inc. and Global Tel*Link Corporation, is a Reston, Virginia–based telecommunications company, founded in 1989, that provides Inmate Calling Service (ICS) through "integrated information technology solutions" for correctional facilities which includes inmates payment and deposit, facility management, and "visitation solutions". The company's CEO is Deb Alderson. In 2020, GTL delivered 4.1 billion call minutes to incarcerated individuals and their families.

Board of directors
In 2019, Deb Alderson was Chief Executive Officer (CEO), Jeffrey Haidinger was President and Chief Operating Officer (COO), Steve Yow was Chief Financial Officer (CFO), Anthony R. Bambocci was Chief Marketing Officer and Executive Vice President, and Matthew Caesar was Senior Vice President of Engineering and Development. Board members included Hugh D. Evans and Ramzi M. Musallam from Veritas Capital and Jeffrey C. Weber from DC Capital Partners, LLC.

History
GTL was founded in 1980 in Mobile, Alabama under the name Global Telcoin, Inc. The company changed its name in 1999 to Global Tel*Link Corporation.  Private-equity firms Veritas Capital and Goldman Sachs purchased GTL from Gores Equity LLC for $345 million. In October 2011, GTL was sold for $1 billion. In 2023, Sold again, to M&H Samaniego for $2 billion.

Controversies
GTL, along with other similar entities such as Securus Technologies and the wealthy private-equity firms that own them, such as Veritas Capital, have been criticized by advocacy groups, The New York Times, The Washington Post, Bloomberg Business, and some lawmakers, for charging overly high prices in their monopoly in communication with incarcerated individuals. The Federal Communications Commission (FCC) has tried unsuccessfully for many years to cap the price of phone calls, an effort deprioritized in the late 2010s under industry lobbying by the Trump administration. The Biden administration's FCC reduced the cost of minutes for inmates in May 2021.

Litigation
The company has faced a number of class action lawsuits for violating the Federal Communications Act. The plaintiffs claim that the company uses its position to establish high rates and pays kickbacks to facilities which award it the contract. In March 2016, the FCC ruled that Global Tel*Link could be limited on its prison call costs.

Mississippi Attorney General Jim Hood filed a lawsuit against Global Tel Link for racketeering, stating that the company was "involved in a conspiracy, scheme and/or enterprise that included bribery, kickbacks, misrepresentations, fraud, concealment, money laundering and other wrongful conduct." The suit alleged that GTL had paid "consulting fees" to an agent of the company, which were used in exchange for Mississippi Department of Corrections public contracts. Global Tel Link paid $2.5 million to settle the bribery lawsuit involving former Corrections Commissioner Chris Epps in August 2017.

Reception
GTL came under scrutiny for entering into concession contracts with local prisons in order to have a monopoly on the provision of inmate telecom. The FCC reported that an inmate call from GTL could cost as much as US$17.30 for a 15 minute call, The company claimed that these high costs were required in order to securely monitor these calls.

In 2015, the FCC implemented a rule to cap the fees for interstate inmate phone calls at $3.75 for 15 minutes. But, in March 2016, a federal court ruled that the FCC could not cap rates on prison phone calls, but upheld its ability to cap other ancillary charges. In June 2017, the US Court of Appeals further rolled back the FCC rule.

References

Telecommunications company headquarters in the United States
Companies based in Reston, Virginia
Telecommunications companies established in 1980
1980 establishments in Alabama
Telecommunications companies of the United States
Prison-related organizations


Purbeckopus is an ichnotaxon of pterosaur of the family Pteraichnidae. Considered as a nomen dubium, it lived in southern England during the Berriasian, in the Early Cretaceous. According to the fossil remains found, it is expected that it was a large pterosaur, with 6 m (19.7 ft) in wingspan.

See also
 Timeline of pterosaur research
 Ichnology
 List of pterosaur ichnogenera

References

Reptile trace fossils
Pterosaurs
Nomina dubia


In the early colonial history of the United States, higher education was designed for men only. Since the 1800s, women's positions and opportunities in the educational sphere have increased. Since the late 1970s and early 1980s, women have surpassed men in number of bachelor's degrees and master's degrees conferred annually in the United States and women have continuously been the growing majority ever since, with men comprising a continuously lower minority in earning either degree. The same asymmetry has occurred with Doctorate degrees since 2005 with women being the continuously growing majority and men a continuously lower minority.

Statistics
Since the early 1970s, women have surpassed men in terms of college enrollment and graduation rates.

According to Ellen DuBois and Lynn Dumenil, they estimate that the number of bachelor and doctorate degrees from 1950 to 1980 for women are:

The statistics for enrollment of women in higher education in the 1930s varies depending upon the type of census performed in that year.

According to the U.S. Office of Education, the total number of enrollment for women in higher education the U.S. in 1930 was 480,802. This information was gathered by the U.S. Office of Education on a biannual basis, and reflects an estimate for the academic year (Fall 1929 - Spring 1930).

The U.S. Department of Commerce and Bureau of the Census performed a preliminary estimate for the same year (1930) of women in higher education in the U.S. The total number was 481,000 enrolled. This estimate was based on a calendar year census, in contrast to the academic year estimate performed by the U.S. Office of Education in the same year.

Surpassing equality and overrepresentation
Total undergraduate degree figures show that females outnumbered their male counterparts for the first time in the late 1970s. However, since 1981, women have steadily been outpacing men in bachelor's degrees earned, from only a 1% lead in 1980 to 33% advantage in 2015. Which means for every 100 males that graduate, 134 women do, however women have an additional privilege, "5,864 verified private scholarships, showed that there are 4 times as many scholarships specifically designated for women as opposed to those for men.".

Graph of Degree Attainment over time

History

Colonial
In Colonial America elementary education was widespread in New England, but limited elsewhere. New England Puritans believed it was necessary to study the Bible, so boys and girls were taught to read at an early age. It was also required that each town pay for a primary school. About 10 percent enjoyed secondary schooling. Few girls attended formal schools, but most were able to get some education at home or at so-called "Dame schools" where women taught basic reading and writing skills in their own houses. By 1750, nearly 90% of New England's women and almost all of its men could read and write. There was no higher education for women.

Tax-supported schooling for girls began as early as 1767 in New England. It was optional and some towns proved reluctant. Northampton, Massachusetts, for example, was a late adopter because it had many rich families who dominated the political and social structures and they did not want to pay taxes to aid poor families [requires citation]. Northampton assessed taxes on all households, rather than only on those with children, and used the funds to support a grammar school to prepare boys for college. Not until after 1800 did Northampton educate girls with public money. In contrast, the town of Sutton, Massachusetts, was diverse in terms of social leadership and religion at an early point in its history. Sutton paid for its schools by means of taxes on households with children only, thereby creating an active constituency in favor of universal education for both boys and girls.

Historians point out that reading and writing were different skills in the colonial era.  School taught both, but in places without schools reading was mainly taught to boys and also a few privileged girls. Men handled worldly affairs and needed to read and write. Girls only needed to read (especially religious materials). This educational disparity between reading and writing explains why the colonial women often could read, but could not write and could not sign their names—they used an "X".

Across the South, there was very little public schooling. Most parents either home schooled their children using peripatetic tutors or sent them to small local private schools. A study of women's signatures in Georgia indicates a high degree of literacy in areas with schools. In South Carolina, scores of school projects were advertised in the South Carolina Gazette beginning in 1732.

Early colonial ideology
Ideologies held by the majority of early colonial society regarding women's access to education contributed greatly to the lack of opportunity for education among these women. Seventeenth-century attitudes did not stress significant importance on women's education, as evidenced by early opinions in the New England colonies. This majority also considered their access to education as unnecessary or dangerous, as their commonly held roles as mothers prevented society from seeing other possible abilities that would demand a need for education. The primary source of respect among these colonial New England women derived from their completion of domestic tasks, not a desire for or fulfillment of intellectual practices.

Structurally, men undoubtedly held a much greater position of power and control than women, as proves true historically. As a result of this imbalance, an inferior perspective to which women became viewed under carried over into intellectual opportunities. Overall, their abilities were not considered level with those of their male counterparts, so no pressing need to further develop their intellect was acknowledged.

However, as samplers and penbooks show,, female children developed basic literacy. Most mothers were able to teach young children at home, and women like Anne Bradstreet and Philis Wheatley wrote published poetry. Samuel Sewall's diary references describe his children, boys and girls alike, taking turns reading Scriptures at night, and being praised equally for doing well. The 1770 diarist Anne Winslow Green wrote to tell her mother that her Aunt Deeming was quite literate, correcting her letters home; this same woman later recounted her own appeals for aid when, as a Tory during the American Revolutionary War, she tried to escape with a carriage of furniture and other belongings after the Siege of Boston was lifted. But resistance to the admission of upper levels of education persisted.

These public attitudes that did not recognize a need for women's education eventually changed. The number of advocates for women's improved access to educational institutions grew gradually. New England's town school in Farmington, Connecticut saw a push for the school to include young girls as well as boys by a minority of people in 1687, a battle which would then extend into the next few centuries.

19th century
In the first half of the 19th century, only a minority of American children, both girls and boys, spent any meaningful time in a classroom. An even smaller minority received any secondary education.

Emma Willard
Emma Willard (1787-1870), was a New York educator and writer who dedicated her life to women's education. She worked in several schools and founded the first school for women's higher education, the Troy Female Seminary in Troy, New York, which is now Emma Willard School. With the success of her school, she was able to travel across the country and abroad, to promote education for women. Willard pioneered the teaching of science, mathematics, and social studies to young women. She believed in establishing her own guidelines for better education for women, and her book proceeds helped improve female education throughout the world. Willard coauthored one of the most widely used textbooks of American history, as well as the first historical atlas of the U.S. The maps, graphs, and pictures added the details of the nation's geography into the broad popular image of the country as a large, powerful complex nation.  Republican motherhood idealized a "ladylike atmosphere" and "cultivation". Willard's Female Seminary became a much copied modeled in part because it helped young women fit into their "place in society". She thought the notion of female college graduates "absurd".  Elizabeth Cady Stanton, a graduate of Willard's Seminary, was resentful of this attitude, a formative experience that contributed to her feminist activism in later life.

Colleges for women
At the college level, a few private schools followed Oberlin's 1833 example of enrolling women, but notably the state schools restricted admission to men.

The second half of the 19th century, on the other hand, produced relatively rapid gains for women's education in the United States. The founding of Vassar in 1865 was followed by Wellesley in 1875, Smith in the same year, Bryn Mawr in 1885, Radcliffe in 1879, and Barnard in 1889. Such institutions were fed by a steady stream of female high school graduates, who throughout this period comprised a majority of graduates. High school enrollment trebled in the 1890s, with girls continuing to represent the lion's share. The expansion of both secondary and tertiary public education that began in 1867 and lasted until the early 20th century created greater opportunities for women. Between 1867 and 1915, 304 new colleges and universities were established, bringing the American total to 563 such institutions. On the liberal arts faculties of state colleges such as Colorado, Iowa, Kansas, Minnesota, Nebraska, Texas, and Washington, women outnumbered men; indeed, the president of the University of Wisconsin was urging quota restrictions.

20th century
Coinciding with the beginnings of the first wave of feminism in the 20th century came the attempt by women to gain equal rights to education in the United States.   After long battles against gender oppression women finally obtained the right to be educated through several government acts/conventions, the opening of facilities willing to educate them, and the opportunity to continue into higher education.

Before the education reform that occurred during the Progressive Era, boys and girls often had different course programs of study. It was not uncommon for girls to be educated towards the jobs society deemed appropriate, such as secretary, journalist, or social-service worker. The idea of a "differentiated curriculum" between boys and girls was common throughout schools in the United States. This caused the high school education system to become a more "efficient site for the construction of gender".  During this time, there was a push to make women a better "domesticated citizen" rather than a scholar. The voices of many women were just beginning to be heard in society as well as the education system, but there was still opposition from some as to the credibility of their words. Girls of different races and ethnicities were also entering the public school system at this time. Often, the course of scholarly study was impacted by the race of the individual.

1930s
The 1930s marked great economic hardship with the onset of the decade-long Great Depression in late 1929. A college major had to be a practical one in terms of the job hunt. How to justify college expenses became very real for women and their families. A study in 1924 that surveyed nearly sixteen-hundred woman PhD recipients concluded that seventy percent required grants, scholarships, and fellowships in order to cover the expense associated with earning a higher degree. Despite the financial support, the majority of these women were required to save money for years before pursuing their degrees because the aid was never enough. Despite these disadvantages, the 1930s marked the peak of woman PhD earners. These degrees varied in fields and began to legitimize fields for women that were once off-limits.

The "self-support" that these women engaged in to help finance their education became a widely accepted necessity. Both men and women were forced to find ways of supporting their education at this period of time. To help lessen the financial burden faced by families trying to educate their children, the National Youth Administration was created by the United States Government. Between 1935 and 1943, the NYA spent nearly 93 million dollars providing financial assistance. Despite the growing increasing opportunities for women in education, there was a constant need to justify the expense. As the number of college graduates increased, those who were displaced during the Great Depression had to compete with a younger and more-educated group of people.

Controversies
Education was a controversial topic in the 1930s, " and sex-segregated school systems protected "the virtue of female high school students."  ."  Home economics and industrial education were new elements of the high school curriculum unmistakably designed for women's occupations. These classes taught women practical skills such as sewing, cooking, and using the new domestic inventions of the era; unfortunately, this "formal training offered women little advantage in the struggle for stable work at a liveable wage."

The 1930s also saw tremendous changes in women's education at the college level. In 1900, there were 85,338 female college students in the United States and 5,237 earned their bachelor's degrees; by 1940, there were 600,953 female college students and 77,000 earned bachelor's degrees. This increase was partially explained by the "contemporary discourse that reinforced the need for higher education for women in their positions as wives, mothers, citizens, and professionals."

Because the proper role for a white, middle-class woman in 1930s American society was that of wife and mother, arguments in favor of women's education emphasized concepts of eugenics and citizenship. Education showed women how to exercise their civic responsibilities, and it showed them the importance of the vote. Participation in student government trained women "early to become leaders later." One study showed that in 1935, 62 percent of women college graduates voted compared to only 50 percent of women who did not attend college.

The basic assumption in the 1930s was that women should marry. There was also the perception that college educated women were less likely to marry, either because they "waited too long" or because the college experience which broadened their minds deluded them into believing "marriage should be between equals." Others argued college made women better wives and mothers because it "imparted practical skills."

The 1930s also marked the 10th anniversary of Women's suffrage in the United States. Despite earning the right to vote, women were still largely refused any role in positions of political power that allow them to make political change for their gender. Despite growing numbers of women graduates, many were denied positions that they were qualified for in favor of men. This struggle sparked new examples of political activism and increased support for an Equal Rights Amendment.

Areas of study

Teaching and nursing were the top two fields for women throughout the 1930s, but home economics also experienced a great surge in popularity during the Depression. Home economics brought a scientific language to the traditional women's sphere of the home and raised "homemaking to the status of a respectable--though definitely female--occupation." Social work, child development, and nursery school educational programs were also popular.

In addition to this strong vocational orientation in American education during the opening decades of the twentieth century, women began to make slow inroads into traditionally male dominated areas of education such as business, science, medicine, architecture, engineering, and law. Women were also able to gain positions of responsibility within the federal government because of the watershed events of the New Deal.

Women's colleges

Prior to the American Civil War few colleges admitted women. Founded in 1772 as a primary school, Salem College is the oldest female educational establishment. However, it did not award college degrees until 1890.

Some were founded as co-educational institutions; Oberlin Collegiate Institute, after 1850 Oberlin College, founded in 1833, was the first college to accept both women and African Americans as students.

Other early coeducational schools included Hillsdale College, founded as Michigan Central College in Spring Arbor, Michigan in 1844, the short-lived New-York Central College in McGraw, New York (1849–1860), and Antioch College, founded by noted educator Horace Mann in 1852 in Yellow Springs, Ohio. Hollins University, founded as the co-educational Valley Union Seminary in Roanoke, Virginia, in 1842; it became all female in 1852;

A number of colleges were founded before the Civil War with all-female student bodies, including (among others, in addition to Salem): Mount Holyoke College of South Hadley, Massachusetts, founded in 1837 by Mary Lyon as Mount Holyoke Female Seminary; Wesleyan College of Macon, Georgia, founded in 1836 as Georgia Female College, and is the first college in the world chartered to grant degrees to women;  Queens College (now Queens University) of Charlotte, North Carolina, founded in 1857 as Charlotte Female Institute; Averett College (now Averett University) of Danville, Virginia, founded in 1859 as Union women's College; and Vassar College, founded in Poughkeepsie, New York in 1861.

With the start of the war many males were in uniform so more opportunities arose for women to fill the empty space in schools and the universities became more willing to admit the women.  Slowly more educational institutions opened their doors to women; today, there are 60 women's colleges in the United States offering educational programs that parallel co-educational universities both in subject matter and in quality.

Government action
In 1848 the Seneca Falls Convention was held in New York to gain support for education and suffrage  but it had little immediate impact. This convention is significant because it created a foundation for efforts toward equal education for women, even though it was not actually achieved until much later.

The Morrill Land-Grant Colleges Act of 1862 founded universities to educate both men and women in practical fields of study, though women's courses were still centered around home economics. By 1870 30% of colleges were co-educational, later in the 1930s women-only colleges were established that expanded opportunities for courses of study to include more intellectual development as opposed to domestic instruction.

In July 1975 "Title IX regulations became effective as law" (Margaret Fund of NWLC, 2012).  The law provided one year for compliance to elementary schools and three years for compliance to high schools and post secondary institutions.   Through the 1970s the law's enactment, opposition towards the legislation, and initial compliance for the law were the focus.  According to the Margaret Fund (2012), in 1982 a court case was won upholding the nondiscriminatory acts in employment, the case title is as follows, 1982 North Haven Bd. of Ed. v. Bell, 456 U.S. 512 (1982).  In 1984, the case Grove City v. Bell, 465 U.S. 555 (1984) a, "U.S. Supreme Court decision held that federal spending clause statutes only apply to those programs or activities that receive direct federal financial assistance, effectively ending Title IX applicability to athletics" (Margaret Fund of NWLC).  This decision is later remedied in the late 1980s by the Civil Rights Restoration Act of 1987.  In 1988, this act was passed by Congress and reversed the damage from the Grove City v. Bell decision.  The Margaret Fund (2012) states, "It over-rode the Grove City v. Bell decision by expanding the definition of program or activity that receives Federal financial assistance" (Margaret Fund of NWLC, para.5).  During the 1990s three significant changes or continuations to the law were made in the course of the decade.  First, a Supreme Court decision allowed an individual to sue for monetary retributions by citing the Title IX Act.  Second, the disclosure act in 1994 stated that all institutions under Title IX were to report publicly on their operations, with an effective implementation date set for 1996.  Third, the ORC distributed requirements to institutions and schools which are explained and outlined more clearly the regulations for Title IX.  The significant events in the 2000s allow schools to use e-mail surveys, and due to a Supreme Court case in 2009, lawsuits on the basis of sexual discrimination under Title IX can be brought by parents.

Timeline

1727: Founded in 1727 by the Sisters of the Order of Saint Ursula, Ursuline Academy, New Orleans, enjoys the distinction of being both the oldest continuously operating school for girls and the oldest Catholic school in the United States.

1742: Moravians in Pennsylvania established the first all-girls boarding school in America, the Bethlehem Female Seminary to serve the Moravian community in and near Bethlehem. In 1863 it became a college. In 1913 it became Moravian Seminary and College for Women. Historians  accept Moravian as the oldest—though not continuously operational because of its current co-ed status—specifically female institute of higher learning in the United States.

1772: Salem Academy and College began as a school for young girls in 1772 in the Moravian town of Salem, North Carolina which had been established just six years earlier by Moravian missionaries. It is the oldest educational institution for both girls and women in the United States.

1783: Washington College in Chestertown, Maryland, appointed the first women instructors at any American college. Elizabeth Callister Peale and Sarah Callister taught painting and drawing.

1803: Bradford Academy in Bradford, Massachusetts was the first higher educational institution to admit women in Massachusetts. It was founded as a co-educational institution, but became exclusively for women in 1837.

1826: The first American public high schools for girls were opened in New York and Boston.

1828: The South Carolina Female Collegiate Institute was founded in Columbia, South Carolina.

1829: The first public examination of an American girl in geometry was held.

1831: As a private institution in 1831, Mississippi College became the first coeducational college in the United States to grant a degree to a woman. In December 1831 it granted degrees to two women, Alice Robinson and Catherine Hall.
Ingham University in Le Roy, New York, was the first women's college in New York State and the first chartered women's university in the United States. It was founded in 1835 as the Attica (NY) Female Seminary by Mariette and Emily E. Ingham, who moved the school to Le Roy in 1837. The school was chartered on April 6, 1852 as the Ingham Collegiate Institute, and a full university charter was granted in April 1857. After financial difficulties, the college closed in 1892 and its property was sold at auction in 1895.[1] Over several years, the college's former buildings were demolished; the stone from the Arts Conservatory, the last campus building to be dismantled, was used to build the Woodward Memorial Library at the same location in Le Roy.[2]

Ingham University was the alma mater of Sarah Frances Whiting, who later founded the physics department and establish the astronomical observatory at Wellesley College.[3]
1836: Georgia Female College (now Wesleyan College), Macon, Georgia: It is the oldest (and the first) school which was established from inception as a full college for women offering the same education as men. Awarded the first known baccalaureate degree to a woman.

1837: Bradford Academy in Bradford, Massachusetts, due to declining enrollment, became a single-sexed institution for the education of women exclusively.

1837: Mount Holyoke College, first called Mount Holyoke Seminary, was founded by Mary Lyon in South Hadley, Massachusetts.

1844: Margaret Fuller is the first woman permitted to use the Harvard College library

1849: Elizabeth Blackwell, born in England, became the first woman to earn a medical degree from an American college, Geneva Medical College in New York.

1850: Lucy Sessions earned a literary degree from Oberlin College, becoming the first African American woman in the United States to receive a college degree.

1851: The Adelphean Society, now called Alpha Delta Pi Women's Fraternity, was founded at Wesleyan Female College in Macon, Georgia and became the first secret society for women.

1855: The University of Iowa becomes the first coeducational public or state university in the United States.

1858: Mary Fellows became the first woman west of the Mississippi River to receive a baccalaureate degree (from Cornell College).

1862: Mary Jane Patterson became the first African-American woman to earn a BA in 1862. She earned her degree from Oberlin College.

1863: Mary Corinna Putnam Jacobi graduated from the New York College of Pharmacy in 1863, which made her the first woman to graduate from a United States school of pharmacy.

1864: Rebecca Crumpler became the first African-American woman to graduate from a U.S. college with a medical degree and the first and only African-American woman to obtain the Doctress of Medicine degree from New England Female Medical College in Boston, MA.

1866: Lucy Hobbs Taylor became the first American woman to earn a dental degree, which she earned from the Ohio College of Dental Surgery.

1866: Sarah Jane Woodson Early became the first African-American woman to serve as a professor. Xenia, Ohio's Wilberforce University hired her to teach Latin and English in 1866.

1869: Fanny Jackson Coppin was named principal of the Institute for Colored Youth in Philadelphia, becoming the first African-American woman to head an institution for higher learning in the United States.

1870: Ada Kepley became the first American woman to earn a law degree, from Northwestern School of Law.

1870: Ellen Swallow Richards became the first American woman to earn a degree in chemistry, which she earned from Vassar College in 1870.

1871: Frances Elizabeth Willard became the first female college president in the United States, as president of Evanston College for Ladies in Illinois.

1871: Harriette Cooke became the first woman college professor in the United States appointed full professor with a salary equal to her male peers.

1871: Japanese women are allowed to study in the USA (though not yet in Japan itself).

1873: Linda Richards became the first American woman to earn a degree in nursing.

1877: Helen Magill White became the first American woman to earn a Ph.D., which she earned at Boston University in the subject of Greek.

1878: Mary L. Page became the first American woman to earn a degree in architecture, which she earned from the University of Illinois, Urbana-Champaign.

1879: Mary Eliza Mahoney became the first African-American in the U.S. to earn a diploma in nursing, which she earned from the School of Nursing, New England Hospital for Woman and Children in Boston.

1881: American Association of University Women founded.

1883: Susan Hayhurst became the first woman to receive a pharmacy degree in the United States, which she received from the Philadelphia College of Pharmacy.

1886: Winifred Edgerton Merrill became the first American woman to earn a PhD in mathematics, which she earned from Columbia University.

1889: Maria Louise Baldwin became the first African-American female principal in Massachusetts and the Northeast, supervising white faculty and a predominantly white student body at the Agassiz Grammar School in Cambridge.

1889: Susan La Flesche Picotte became the first Native American woman to earn a medical degree, which she earned from  Woman's Medical College of Pennsylvania.

1890: Ida Gray became the first African-American woman to earn a Doctor of Dental Surgery degree, which she earned from the University of Michigan.

1892: Laura Eisenhuth became the first woman elected to state office as Superintendent of Public Instruction.

1894: Margaret Floy Washburn became the first woman to be officially awarded the PhD degree in psychology, which she earned at Cornell University under E. B. Titchener.

Late 1800s, exact date unknown: Anandibai Joshi from India, Keiko Okami from Japan, and Sabat Islambouli from Syria became the first women from their respective countries (and in Joshi's case the first Hindu woman) to get a degree in western medicine, which they each got from the Women's Medical College of Pennsylvania (WMCP), where they were all students in 1885.

1900: Otelia Cromwell became the first African-American woman to graduate from Smith College in Northampton, Massachusetts.

1903:  Mignon Nicholson became the first woman in North America to earn a veterinary degree, which she earned from McKillip Veterinary College in Chicago, Illinois.

1904: Helen Keller graduated from Radcliffe, becoming the first deafblind person to earn a Bachelor of Arts degree.

1905: Nora Stanton Blatch Barney, born in England, became the first woman to earn a degree in any type of engineering in the United States, which she earned from Cornell University. It was a degree in civil engineering.

1908: Alpha Kappa Alpha sorority, the first African-American Greek letter organization for woman, was founded at Howard University.

1909: Ella Flagg Young became the first female superintendent of a large city school system.

1915: Lillian Gilbreth earned a PhD in industrial psychology from Brown University, which was the first degree ever granted in industrial psychology. Her dissertation was titled "Some Aspects of Eliminating Waste in Teaching".

1917: Sigma Delta Tau sorority, a Jewish women's Greek letter organization was founded at Cornell University in response to antisemitism.

1918: The College of William & Mary admitted 24 women to the entering undergraduate class.

1921: Sadie Tanner Mossell became the first African-American woman to earn a Ph.D. in the U.S. when she earned a Ph.D. in Economics from the University of Pennsylvania

1922: Sigma Gamma Rho sorority was founded. It was the fourth African-American Greek letter organization for women, and the first African-American sorority established on a predominantly white campus, Butler University in Indianapolis, Indiana.

1922: Lorna Myrtle Hodgkinson became the first woman to earn a Ph.D. from Harvard, which she earned in education.

1923: Virginia Proctor Powell Florence became the first African-American woman to earn a degree in library science. She earned the degree in 1923 from the Carnegie Library School, which later became part of the University of Pittsburgh.

1925: Zora Neale Hurston became the first African-American woman to be admitted to Barnard college.

1926: Dr. May Edward Chinn became the first African-American woman to graduate from the University and Bellevue Hospital Medical College.

1929: Jenny Rosenthal Bramley, born in Moscow, became the first woman to earn a Ph.D. in physics in the United States, which she earned from New York University.

1931: Jane Matilda Bolin was the first African-American woman to graduate from Yale Law School.

1932: Dorothy B. Porter became the first African-American woman to earn an advanced degree in library science (MLS) from Columbia University.

1933: Inez Beverly Prosser became the first African-American woman to earn a PhD in psychology, which she earned from the University of Cincinnati.

1934: Ruth Winifred Howard became the second African-American woman in the United States to receive a Ph.D. in psychology, which she earned from the University of Minnesota.

1935: Jesse Jarue Mark became the first African American woman to earn a Ph.D. in botany, which she earned at Iowa State University.

1936: Flemmie Kittrell became the first African American woman to earn a Ph.D. in nutrition, which she earned at Cornell University.

1937: Anna Johnson Julian became the first African-American woman to receive a Ph.D. in sociology from the University of Pennsylvania.

1940: Roger Arliner Young became the first African-American woman to earn a Ph.D. in zoology, which she earned from the University of Pennsylvania. Marion Thompson Wright became the first African-American woman in the United States to earn a Ph.D. in History, which she earned at Columbia University.

1941: Ruth Lloyd became the first African-American woman to earn a Ph.D. in anatomy, which she earned from Western Reserve University.

1941: Merze Tate became the first African American woman to earn a Ph.D. in government and international relations from Harvard University.

1942: Margurite Thomas became the first African American woman to earn a Ph.D. in geology, which she earned from Catholic University.

1943: Euphemia Haynes became the first African-American woman to earn a Ph.D. in Mathematics, which she earned from Catholic University.

1945: Harvard Medical School admitted women for the first time.

1947: Marie Maynard Daly became the first African-American woman to earn a Ph.D. in chemistry, which she earned from Columbia University.

1949: Joanne Simpson (formerly Joanne Malkus, born Joanne Gerould) was the first woman in the United States to receive a Ph.D. in meteorology, which she received in 1949 from the University of Chicago.

1951: Maryly Van Leer Peck, became Vanderbilt University's first chemical engineer graduate. Peck also became the first woman to receive an M.S. and a Ph.D. in chemical engineering from the University of Florida.

1952: Georgia Tech's president Blake R. Van Leer admitted the first women to the school and his wife Ella Wall Van Leer setup support groups for future female engineers.

1962: Martha Bernal, who was born in Texas, became the first Latina to earn a PhD in psychology, which she earned in clinical psychology from Indiana University Bloomington.

1963: Grace Alele-Williams became the first Nigerian woman to earn any doctorate when she earned her Ph.D. in Mathematics Education from the University of Chicago.

1965: Sister Mary Kenneth Keller (1914? – 1985) became the first American woman to earn a PhD in Computer Science, which she earned at the University of Wisconsin–Madison. Her thesis was titled "Inductive Inference on Computer Generated Patterns."

1972: Title IX was passed, making discrimination against any person based on their sex in any federally funded educational program(s) in America illegal.

1972: Willie Hobbs Moore became the first African-American woman to earn a Ph.D. in Physics, which she earned from the University of Michigan.

1975: In 1975, Lorene Rogers became the first woman named president of a major research university, The University of Texas.

1975: On July 1, 1975, Jeanne Sinkford became the first female dean of a dental school when she was appointed the dean of Howard University, School of Dentistry.

1976: U.S. service academies (US Military Academy, US Naval Academy, US Air Force Academy and the US Coast Guard Academy) first admitted women in 1976.

1977: The American Association of Dental Schools (founded in 1923 and renamed the American Dental Education Association in 2000) had Nancy Goorey as its first female president in 1977.

1977–1978: For the first time, more associate degrees are conferred on women than men in the United States. More associate degrees have been conferred on women every year since.

1979: Christine Economides became the first American woman to earn a PhD in petroleum engineering, which she earned from Stanford University.

1979: Jenny Patrick became the first African-American woman in the United States to earn a Ph.D. in chemical engineering, which she earned from the Massachusetts Institute of Technology.

1980: Women and men were enrolled in American colleges in equal numbers for the first time.

1981–1982: For the first time, more bachelor's degrees are conferred on women than men in the United States. More bachelor's degrees have been conferred on women every year since.

1982: Mississippi University for Women v. Hogan, 458 U.S. 718 (1982) was a case decided 5–4 by the Supreme Court of the United States. The court held that the single-sex admissions policy of the Mississippi University for Women violated the Equal Protection Clause of the Fourteenth Amendment to the United States Constitution.

1982: Judith Hauptman earned her PhD in Talmudic studies from the Jewish Theological Seminary of New York, thus making her the first woman to earn a PhD in Talmud.

1983: Christine Darden became the first African-American woman in the U.S. to earn a Ph.D. degree in mechanical engineering, which she earned from George Washington University.

1984: The U.S. Supreme Court's 1984 ruling Grove City College v. Bell held that Title IX applied only to those programs receiving direct federal aid.  The case reached the Supreme Court when Grove City College disagreed with the Department of Education's assertion that it was required to comply with Title IX. Grove City College was not a federally funded institution; however, they did accept students who were receiving Basic Educational Opportunity Grants through a Department of Education program. The Department of Education's stance was that, because some of its students were receiving federal grants, the school was receiving federal assistance and Title IX applied to it. The Court decided that since Grove City College was only receiving federal funding through the grant program, only that program had to be in compliance. The ruling was a major victory for those opposed to Title IX, as it made many institutions' sports programs outside of the rule of Title IX and, thus, reduced the scope of Title IX.

1986–1987: For the first time, more master's degrees are conferred on women than men in the United States. More master's degrees have been conferred on women every year since.

1987: Johnnetta Cole became the first African-American president of Spelman College.

1988:  The Civil Rights Restoration Act was passed in 1988 which extended Title IX coverage to all programs of any educational institution that receives any federal assistance, both direct and indirect.

1994: Judith Rodin became the first permanent female president of an Ivy League University (specifically, the University of Pennsylvania.)

1994: In 1994, the Equity in Athletics Disclosure Act, sponsored by congresswoman Cardiss Collins, required federally assisted higher education institutions to disclose information on roster sizes for men's and women's teams, as well as budgets for recruiting, scholarships, coaches' salaries, and other expenses, annually.

1996: United States v. Virginia, , was a landmark case in which the Supreme Court of the United States struck down the Virginia Military Institute (VMI)'s long-standing male-only admission policy in a 7–1 decision. (Justice Clarence Thomas, whose son was enrolled at VMI at the time, recused himself.)

2001: Ruth Simmons became the eighteenth president of Brown University, which made her the first African-American woman to lead an Ivy League institution.

2004–2005: For the first time, more doctoral degrees are conferred on women than men in the United States. More doctoral degrees have been conferred on women every year since. As of 2011, among adults 25 and older, 10.6 million U.S. women have master's degrees or higher, compared to 10.5 million men. Measured by shares, about 10.2 percent of women have advanced degrees compared to 10.9 percent of men—a gap steadily narrowing in recent years. Women still trail men in professional subcategories such as business, science and engineering, but when it comes to finishing college, roughly 20.1 million women have bachelor's degrees, compared to nearly 18.7 million men—a gap of more than 1.4 million that has remained steady in recent years.

2006: On November 24, 2006, the Title IX regulations were amended to provide greater flexibility in the operation of single-sex classes or extracurricular activities at the primary or secondary school level.

See also
 Women's colleges in the United States
 Timeline of women's colleges in the United States
 List of girls' schools in the United States
 Educational Inequality
 Education in the United States
 Coeducation
 History of education in the United States
 Female seminary

References

Further reading

 Bush, V. Barbara, et al. eds. From diplomas to doctorates : the success of black women in higher education and its implications for equal educational opportunities for all (2009) online

 Eisenmann, Linda. Historical Dictionary of Women's Education in the United States (1998) online
  Evans, Stephanie Y. Black women in the ivory tower, 1850-1954 : an intellectual history (2008) online, in higher education

 Gordon, Lynn D. Gender and Higher Education in the Progressive Era (1990).
Guy-Sheftall, Beverly. "Black Women and Higher Education: Spelman and Bennett Colleges Revisited." The Journal of Negro Education, Vol. 51, No. 3, The Impact of Black Women in Education: An Historical Overview (Summer, 1982), pp. 278–287.
 Hannum, Kelly M., et al. "Women leaders within higher education in the United States: Supports, barriers, and experiences of being a senior leader." Advancing Women in Leadership Journal 35 (2015): 65-75. online

 Hine, Darlene Clark, ed. Black Women in America: An Historical Encyclopedia (2 vols. 1993).
 Hobbs, Catherine, ed. Nineteenth-Century Women Learn to Write (1995).
 Horowitz, Helen Lefkowitz. Alma Mater: Design and Experience in the Women's Colleges from Their Nineteenth-Century Beginnings to the 1930s (1984).
 Kornbluh, Joyce, and Mary Frederickson, eds. Sisterhood and Solidarity: Workers' Education for Women, 1914–1984 (1984).
 Lasser, Carol, ed. Educating Men and Women Together: Coeducation in a Changing World (1987).
 Murphy, Marjorie. Blackboard Unions: The AFT and the NEA, 1900–1980 (1990).
 Oates, Mary J., ed. Higher Education for Catholic Women: An Historical Anthology (Garland, 1987).
 Rossiter, Margaret W. "Doctorates for American Women, 1868-1907". History of Education Quarterly 22, no. 2 (Summer): 159–183.

 Rury, John L. Education and Women's Work: Female Schooling and the Division of Labor in Urban America, 1870–1930 (1991).
 Sicherman, Barbara, and Carol Hurd Green, eds. Notable American Women: The Modern Period (4 vol. Belknap Press, 1980).
 Solomon, Barbara Miller. In the Company of Educated Women: A History of Women and Higher Education in America (1985).  online

 Walch, Timothy. Parish School: American Catholic Parochial Education from Colonial Times to the Present (1996).
 Woody, Thomas. A History of Women's Education in the United States (2 vols. 1929) vol 1 online also see vol 2 online

 Wyman, Andrea. Rural women teachers in the United States  (1997) online

Historiography
 Eisenmann, Linda. “Reconsidering a Classic: Assessing the History of Women's Higher Education a Dozen Years after Barbara Solomon.” Harvard Educational Review, 67 (Winter 1997): 689–717.
 Nash, Margaret A. "The historiography of education for girls and women in the United States." in William J  Reese, William J. and John J. Rury, eds. Rethinking the History of American Education (2008) pp 143–159.   excerpt
 McClelland, Averil Evans. The education of women in the United States: A guide to theory, teaching, and research (Routledge, 2014).
 Seller, Maxine Schwartz, ed. Women Educators in the United States, 1820–1993: A BioBibliographic Sourcebook (Greenwood Press, 1994).

External links
 "Married Teachers" Los Angeles Herald, March 16, 1900—editorial arguing against employment of married teachers in Los Angeles, California

United States
History of women in the United States


Pteraichnus is an ichnogenus that has been attributed to pterosaurs. It has been found in, among other units, the Lower Jurassic Aztec Sandstone and Lake Ezequiel Ramos Mexia in the Candeleros Formation.

See also
 Timeline of pterosaur research
 Ichnology
 Pterosaur ichnogenera

References

Reptile trace fossils
Candeleros Formation


Kouphichnium is an ichnogenus that has been attributed to limulids (horseshoe crabs).  Kouphichnium fossils resemble the footprints of birds, sometimes in conjunction with a medial line, and were initially thought to be bird or pterosaur tracks.  The footprints are now believed to be the imprints of specialized limulid appendages, called pushers, terminating in four plates, used to push against the sediment. The medial line is left by the animal's telson. This ichnogenus is registered in the Carboniferous to the Cretaceous, in marine marginal environments in Tennessee, the United States and in Poland, as well as non-marine environments of Argentina and England, among others. The genus contains five species, K. arizonae, K. cordifomnis, K. lithographicum, K. minusculum and K. walchi.

See also
 List of xiphosuran genera
 Timeline of pterosaur research
 Trace fossil
 Mortichnia

References

Arthropod trace fossils


Haenamichnus is an ichnogenus that has been attributed to azhdarchid pterosaurs. In 2002, paleontologists Koo-Geun Hwang, Min Huh, Martin Lockley, David Unwin and Joanna Wright named the type species Haenamichnus uhangriensis, based on fossil tracks they found in the Uhangri Formation of South Korea, dating to 81 to 79 million years ago during the Campanian. The largest track may have belonged to an individual reaching  in wingspan,  in height and  in body mass. A second species, H. gainensis, was discovered from the Haman Formation, but is now considered a bipedal crocodylomorph track reassigned to as Batrachopus cf. grandis.

See also
 Timeline of pterosaur research
 Ichnology
 Pterosaur ichnogenera

References

Reptile trace fossils


Oberdollendorf is a municipal district of Königswinter, a city in the Rhein-Sieg district, in North Rhine-Westphalia, Germany. The vineyards which dominate the town are part of the Mittelrhein wine region.

Geography

The town is situated between Niederdollendorf on the right bank of the Rhine and the Siebengebirge mountain range. It borders Königswinter proper in the south and the Bonn districts of Oberkassel in the north. It includes the borough .

History

Dollendorf ("Dullendorf") was first referred to in a 966 document by Emperor Otto I, and an 1144 deed first made the distinction between Oberdollendorf and Niederdollendorf. From the 15th century onwards Oberdollendorf was part of the Duchy of Berg in its administrative unit of Löwenburg. In 1597 Oberdollendorf was part of the "Linz Concord" ("Linzer Eintracht"), a mutual defence treaty between cities along the Rhine.

The parishes of Niederdollendorf, Oberdollendorf and Oberkassel together formed the court system of Dollendorf. The parish Oberdollendorf was up to the dissolution of the Duchy of Berg in 1806 administered through a "Markgedinge", to which the seven commons ("freihofe") of the village seconded jurors: the Grevenhof of Heisterbach Abbey, the Mertenhof of the Merten Priory, the estates of the lords of Drachenfels, the Rennenbergerhof of the lords of Rennenberg, the Edelkirchenerhof of the lords of Edelkirchen in Römlinghoven and the "Klamerspol" of the Junkers zu Kalmit. The parish had following officers: a mayor, a parish administrator ("Kirchmeister"), a sacristan (who doubled as a schoolmaster) and a gendarm ("Schütze"). They were appointed by the "Markgedinge" and -with the exception of the sacristan- regularly (sometimes annually) replaced.

From 1816 to 1969 the municipality of Oberdollendorf was part of the mayoralty of Oberkassel, within Prussia's Rhine Province. From 1949 to 1955 the town formed part of the "Enklave Bonn", a special administrative area set up around the provisional seat of government of the Federal Republic of Germany under the command of the Allied High Commission. As part of the municipal reorganization of Bonn in 1969 the town was assigned to the city of Königswinter.

Demography
Population data (including its borough Römlinghoven)

 1815:  966
 1816:  991
 1825: 1,214
 1871: 1,386
 1885: 1,395
 1905: 2,067
 1925: 2,504
 1933: 2,571
 1939: 2,471
 1946: 3,199
 1967: 4,790
 2012: 5,362

Economy

Until well into the 19th century the economic activity in Oberdollendorf was dominated by wine production. In 1878, 51.06 hectares were under cultivation, which dropped to 23 hectares in 1906 and 5.5 hectares in 1924. Following the Great Depression job creation programs encouraged re-cultivation and the area again rose to 23 hectares in 1934. By 1939 Oberdollendorf counted 89 wineries, although most of them were only operated as a sideline to another business. Today there is only one winery left.

The vineyards on the western slope of the "Dollendorfer Hardt" are classified as part of the Mittelrhein wine growing region, Siebengebirge wine district ("Bereich"), Petersberg site ("Großlage") and from north to south include the vineyards of Rosenhügel, Laurentiusberg and Sülzenberg.

Main sights

 The Catholic Church of Saint Laurentius.
 The "Brückenhofmuseum", a small museum with a permanent collection on local history and temporary exhibitions covering regional themes and art.
 A statue of Caesarius of Heisterbach by the artist Ernemann Sander.
 "Gut Sülz", a listed building at the foot of the Sülzenberg vineyards. A working winery until 1967, it now houses a restaurant
 A 2 kilometre wine trail through the vines has information panels on wine and viticulture.
 the ruins of Heisterbach Abbey.

Notable residents
 Caspar Joseph Brambach
 Wilhelm Brambach

Notes

External links

 portal site for the town and its clubs

Königswinter


Sandy Cove is a community in the Canadian province of Nova Scotia, located in the Region of Queens Municipality .

References
Sandy Cove on Destination Nova Scotia

Communities in the Region of Queens Municipality
General Service Areas in Nova Scotia


Chinese people in Portugal (Chinese: 葡萄牙華人, Cantonese Yale: pòuh tòuh ngàh wàh yàhn) form the country's largest Asian community, and the twelfth-largest foreign community overall. Despite forming only a small part of the overseas Chinese population in Europe, the Chinese community in Portugal is one of the continent's oldest due to the country's colonial and trade history with Macau dating back to the 16th century. There are about 30,000 people of Chinese descent residing in Portugal

Migration history

Early history

Some Chinese slaves in Spain ended up there after being taken to Lisbon in Portugal and sold when they were young. Tristán de la China was a Chinese boy who was taken as a slave by the Portuguese, while he was still a boy. In the 1520s, he was bought by Cristobál de Haro in Lisbon and was taken to live in Seville and Valladolid. He was paid for his service as a translator on the 1525 Loaísa expedition, during which he was still an adolescent. The survivors, including Tristan, were shipwrecked for a decade until 1537 when they were taken back by a Portuguese ship to Lisbon.

There are records of Chinese slaves in Lisbon in 1540. A Chinese scholar, apparently enslaved by Portuguese raiders somewhere on the southern China coast, was brought to Portugal around 1549. Purchased by João de Barros, he worked with the Portuguese historian on translating Chinese texts into Portuguese.

In sixteenth century southern Portugal there were Chinese slaves but the number of them was described as "negligible", being outnumbered by East Indian, Mourisco, and African slaves. Amerindians, Chinese, Malays, and Indians were slaves in Portugal but in far fewer number than Turks, Berbers, and Arabs. China and Malacca were origins of slaves delivered to Portugal by Portuguese viceroys. A testament from 23 October 1562 recorded a Chinese man named António who was enslaved and owned by a Portuguese woman, Dona Maria de Vilhena, a wealthy noblewoman in Évora. In Evora, António was among the three most common male names given to male slaves. D. Maria owned one of the only two Chinese slaves in Evora and she used him from among the slaves she owned to drive her mules for her because he was Chinese since rigorous and demanding tasks were assigned to Mourisco, Chinese, and Indian slaves. D. Maria's owning a Chinese among her fifteen slaves reflected on her high social status, since Chinese, Mouriscos, and Indians were among the ethnicities of prized slaves and were much more expensive compared to blacks, so high class individuals owned these ethnicities and it was because her husband Simão was involved in the slave trade in the east that she owned slaves of many different ethnicities. When she died, D. Maria freed this Chinese man in her testament along with several other slaves, leaving him with 10,000 réis in money. D. Maria de Vilhena was the daughter of the nobleman and explorer Sancho de Tovar, the capitão of Sofala (List of colonial governors of Mozambique), and she was married twice, the first marriage to the explorer Cristóvão de Mendonça, and her second marriage was to Simão da Silveira, capitão of Diu (Lista de governadores, capitães e castelões de Diu). D. Maria was left a widow by Simão, and she was a major slave owner, possessing the most slaves in Évora, with her testament recording fifteen slaves.

A legal case was brought before the Spanish Council of the Indies in the 1570s, involving two Chinese men in Seville, one of them a freeman, Esteban Cabrera, and the other a slave, Diego Indio, against Juan de Morales, Diego's owner. Diego called on Esteban to give evidence as a witness on his behalf. Diego recalled that he was taken as a slave by Francisco de Casteñeda from Mexico, to Nicaragua, then to Lima in Peru, then to Panama, and eventually to Spain via Lisbon, while he was still a boy.

After the Portuguese first made contact with Japan in 1543, a large scale slave trade developed in which Portuguese purchased Japanese as slaves in Japan and sold them to various locations overseas, including Portugal itself, throughout the sixteenth and seventeenth centuries. Many documents mention the large slave trade along with protests against the enslavement of Japanese. Japanese slaves are believed to be the first of their nation to end up in Europe, and the Portuguese purchased large numbers of Japanese slave girls to bring to Portugal for sexual purposes, as noted by the Church in 1555. King Sebastian feared that it was having a negative effect on Catholic proselytization since the slave trade in Japanese was growing to massive proportions, so he commanded that it be banned in 1571 Some Korean slaves were bought by the Portuguese and brought back to Portugal from Japan, where they had been among the tens of thousands of Korean prisoners of war transported to Japan during the Japanese invasions of Korea (1592–98). Historians pointed out that at the same time Hideyoshi expressed his indignation and outrage at the Portuguese trade in Japanese slaves, he himself was engaging in a mass slave trade of Korean prisoners of war in Japan. Chinese were bought in large numbers as slaves by the Portuguese in the 1520s. Japanese Christian Daimyos were mainly responsible for selling to the Portuguese their fellow Japanese. Japanese women and Japanese men, Javanese, Chinese, and Indians were all sold as slaves in Portugal.

Chinese boys were kidnapped from Macau and sold as slaves in Lisbon while they were still children. Brazil imported some of Lisbon's Chinese slaves. Fillippo Sassetti saw some Chinese and Japanese slaves in Lisbon among the large slave community in 1578, although most of the slaves were blacks. Brazil and Portugal were both recipients of Chinese slaves bought by Portuguese. Portugal exported to Brazil some Chinese slaves. Military, religious, and civil service secretarial work and other lenient and light jobs were given to Chinese slaves while hard labor was given to Africans. Only African slaves in 1578 Lisbon outnumbered the large numbers of Japanese and Chinese slaves in the same city. Some of the Chinese slaves were sold in Brazil, a Portuguese colony. Cooking was the main profession of Chinese slaves around 1580 in Lisbon according to Fillippo Sassetti from Florence and they were viewed as "hard working", "intelligent", and "loyal" by the Portuguese.

The Portuguese also valued Oriental slaves more than the black Africans and the Moors for their rarity. Chinese slaves were more expensive than Moors and blacks and showed off the high status of the owner The Portuguese attributed qualities like intelligence and industriousness to Chinese slaves. Traits such as high intelligence were ascribed to Chinese, Japanese and Indian slaves.

In 1595 a law was passed banning the selling and buying of Chinese and Japanese slaves due to hostility from the Chinese and Japanese regarding the trafficking in Japanese and Chinese slaves On 19 February 1624, the King of Portugal forbade the enslavement of Chinese people of either sex.

20th century to present day
Small communities of Chinese people formed in Portugal in the mid-20th century. Following World War II, an influx of Macanese people (those of mixed Portuguese and often Chinese heritage from the colony of Macau) began settling in Portugal in significant numbers. This was most prominent in 1975, when the Portuguese military withdrew much of its presence from Macau and Macanese and local Chinese families with ties to the military immigrated to Portugal. Ethnic Chinese intending to work in the colonial Macau government also arrived in Portugal during this time to study or train for their positions.

Some members of the Chinese community in Mozambique also moved to Portugal as the process of decolonisation in Mozambique began in the 1970s and its independence drew near. However, mass Chinese migration to Portugal did not begin until the 1980s; the new migrants came primarily from Zhejiang, with some from Macau as well. As the number of migrants continued to grow, social institutions formed in order to serve the Chinese community. Nevertheless, the nature of the institutions differed according to migrant groups. Established migrants and recent arrivals from Macau, along with Chinese from Mozambique, were already familiar with the Portuguese language and culture and formed community associations and a Chinese language newspaper to better assist newer immigrants in adjusting to a new life in Portugal. Meanwhile, among arrivals from mainland China, informal social networks headed by earlier arrivals helped newer immigrants in employment needs, often under established Chinese migrant entrepreneurs.

There were expectations that the 1999 transfer of sovereignty over Macau back to the People's Republic of China would result in as many as 100,000 Chinese migrants from Macau settling in Portugal. Between 1985 and 1996, 5,853 Chinese acquired Portuguese nationality; however, most of these were residents of Macau and did not reside in Portugal or migrate there later. Prior to the 1999 transfer of sovereignty over Macau, some Chinese triad members from Macau also married Portuguese prostitutes.

Asian DNA in the Azores
None of the mainland Portuguese population has E3a and N3, but 1.2%  of the Azores population has the sub-Saharan African Y Chromosome E3a Haplogroup while 0.6% of the Azores population has the Asian Y Chromosome N3 Haplogroup. During the 16th and 17th centuries, the Asia-America-Europe trade may have brought the N3 Y chromosome  to the Azores and the people of the Azores island of Terceira have a large amount of HLA genes of Mongoloid origin. The region of China-Mongolia is the origin of the N3 Haplogroup while Iberians lack it while only northern Europeans and Asians have it. Black slave men brought the E3a Y Chromosome to the Azores, since both Iberia and the rest of Europe lack the specific Azorean E3a lineage with the sY8a mutation.

While mainland Europeans lack it, Azoreans and Asians share the subtype B*2707 and Europeans ranked farther and Asians rank nearer genetically to Azoreans, or were related in the same measure as Europeans were to Azoreans. Azoreans have a large amount of A2-B50-DR7-DQ2,  A29-B21-DR7-DQ2,  A24-B44-DR6-DQ1 HLA haplotypes of Oriental Mongoloid origin. Presence of Mongoloids on the islands an unknown point in history was suggested.

A multi generational inherited Y chromosomes of Asian or sub-Saharan origins may be held by European looking people as it does not show physical looks, but the origin of the patrilineage.

Demographic characteristics
According to surveys undertaken by Chinese associations, Chinese residents of Portugal have a very young average age, with 29.6% younger than 30, and 38.5% between 31 and 40 years old. Over three-quarters live in Lisbon, Porto, or Faro.

Migration waves and communities
Despite early arrivals of Chinese slaves, servants and traders to Portugal since the latter half of the 16th century, a visible Chinese community did not begin to form until after World War II. Before the war, Macanese people of mixed Chinese and Portuguese descent and ethnic Chinese with ties to the colonial Macau government were the primary Chinese immigrants to the country.

Since Chinese migration to Portugal greatly increased since the 1950s, the community's population has been categorized based on migration waves and purpose. The most established Chinese community in Portugal consists of those originally from the colony of Macau and their descendants. They are the most assimilated group of Chinese migrants and are dispersed throughout the country. Macau Chinese arrived in Portugal primarily as professional workers and students or due to family and career ties with the country. A smaller wave also arrived shortly before the Portuguese Handover of Macau to China in 1999.

The second group of migrants is composed of ethnic Chinese from other former Portuguese colonies, especially Mozambique, who arrived as those colonies sought independence during the early 1970s. The political instability and decline of economic activity in Portugal's African colonies created favorable conditions to immigrate to the metropole rather than remaining as a segregated group within a new government. Members of this migrant wave were able to integrate well into Portuguese society due to high levels of fluency in the Portuguese language and familiarity with Portuguese society.

Ethnic Chinese immigrants to Portugal continued to chiefly originate from Macau and Mozambique until the 1980s, when the number of students and economic migrants from mainland China began to rise. The vast majority of the new immigrants originated from the province of Zhejiang and consisted of entrepreneurs and laborers (chiefly unskilled) who found work under them. Groups of more skilled laborers and students later arrived along with family members brought over by earlier arrivals. Illegal immigration has been reported among this group of migrants, including those who remain in Portugal even after having residency permits denied.

Due to the different natures of Chinese immigration to Portugal, the community is not strongly unified on its ethnic lines but rather through migrant history. Ethnic Chinese originating from Macau and Mozambique have successfully integrated into Portuguese society, while at the same time have established Chinese community organizations for cultural purposes that serve both groups. Meanwhile, recent arrivals from China continue to seek out informal social networks usually headed by earlier migrants. The lack of Portuguese fluency and reluctance for inter-ethnic communication are major attributes for this dependency. Also, contact between recent and established immigrants is hindered through varieties of Chinese spoken, as the latter use Cantonese rather than Mandarin. Nevertheless, there has been some recent intergroup contact through professional services offered by the established Chinese community.

Employment
82.6% of the Chinese workforce in Portugal are employees. However, the number of entrepreneurs has shown an upward trend, nearly doubling from 9.4% in 1990 to 17.4% in 2000. Four-fifths of the self-employed are drawn from the population of recent migrants from Zhejiang; rates of entrepreneurship in the other groups are much lower. Chinese migrants from Mozambique and the other ex-Portuguese colonies, due to their fluency in Portuguese and familiarity with local business practices, are able to enter the mainstream economy and find professional employment, especially as bank employees, engineers, and doctors.

Most Chinese-owned firms are small family enterprises, in the services, retail, and import-export sectors. Their suppliers are Chinese-owned firms in other parts of Europe; Portuguese firms are among their clients but rarely among their suppliers. There is a tendency for Chinese business owners to seek out areas with few other Chinese, to avoid competition and find new markets.

See also
 China–Portugal relations
 Macau people
 Macanese people
 Macau

References

Sources

Further reading

Ethnic groups in Portugal
Portugal
Portugal

Immigration to Portugal


Addictive refers to things characterized by, or causing, addiction.

Addictive may also refer to:

 Addictive (Australian band), an Australian thrash metal band
 Addictive (English band), a pop/dance duo
 "Addictive" (song), a 2002 song by Truth Hurts
 Addictive TV, a UK media production company
 Addictiv (born 1984), Canadian singer

See also
 Addicted (disambiguation)
 Addiction (disambiguation)
 Addict (soundtrack), soundtrack album from the anime series FLCL
 "Addicts", 2001 episode of American sitcom Undeclared


Middle Beaverbank is a rural community of the Halifax Regional Municipality in the Canadian province of Nova Scotia.

References
 Explore HRM
Middle Beaverbank on Destination Nova Scotia

Communities in Halifax, Nova Scotia
General Service Areas in Nova Scotia


North Beaverbank is a community of the Halifax Regional Municipality in the Canadian province of Nova Scotia.

References
 Explore HRM
North Beaverbank on Destination Nova Scotia

Communities in Halifax, Nova Scotia
General Service Areas in Nova Scotia


Amblydactylus is an ichnogenus that has been attributed to dinosaurs. The generic name, derived from the Greek words amblys and dáktylos, means "dull finger". Two species of Amlydactylus have been named: A. gethingi, which references the Gething Formation where it was found; and A. kortmeyeri, which honours Carl Kortmeyer who discovered the holotype.

Large dinosaur tracks in the Winton Formation of Queensland, Australia, at the Lark Quarry trackway, were previously identified as cf. Tyrannosauropus and were as such interpreted as belonging to a large theropod. However, Tyrannosauropus has since been declared a nomen dubium and the referred tracks likely belonged to hadrosaurid ornithopods. Similarly, the large Lark Quarry footprints are also now suggested to belong to an ornithopod, and are most similar to Amblydactylus gethingi, with the suggested referral of Amblydactylus cf. gethingi.

See also
 List of dinosaur ichnogenera
 Ichnology

References

Dinosaur trace fossils


Megalosauripus is an ichnogenus that has been attributed to dinosaurs.

See also
 List of dinosaur ichnogenera
 Ichnology

References

Dinosaur trace fossils


In structural engineering, a pre-engineered building (PEB) is designed by a PEB supplier or PEB manufacturer with a single design to be fabricated using various materials and methods to satisfy a wide range of structural and aesthetic design requirements. This is contrasted with a building built to a design that was created specifically for that building.  Within some geographic industry sectors pre-engineered buildings are also called pre-engineered metal buildings (PEMB) or, as is becoming increasingly common due to the reduced amount of pre-engineering involved in custom computer-aided designs, simply engineered metal buildings (EMB).

During the 1960s, standardized engineering designs for buildings were first marketed as PEBs. Historically, the primary framing structure of a pre-engineered building is an assembly of -shaped members, often referred to as I-beams. In pre-engineered buildings, the I beams used are usually formed by welding together steel plates to form the I section. The I beams are then field-assembled (e.g. bolted connections) to form the entire frame of the pre-engineered building. Some manufacturers taper the framing members (varying in web depth) according to the local loading effects. Larger plate dimensions are used in areas of higher load effects.

Other forms of primary framing can include trusses, mill sections rather than three-plate welded, castellated beams, etc. The choice of economic form can vary depending on factors such as local capabilities (e.g. manufacturing, transportation, construction) and variations in material vs. labour costs.

Typically, primary frames are 2D type frames (i.e. may be analyzed using two-dimensional techniques). Advances in computer-aided design technology, materials and manufacturing capabilities have assisted a growth in alternate forms of pre-engineered building such as the tension fabric building and more sophisticated analysis (e.g. three-dimensional) as is required by some building codes.

Cold formed Z- and C-shaped members may be used as secondary structural elements to fasten and support the external cladding.

Roll-formed profiled steel sheet, wood, tensioned fabric, precast concrete, masonry block, glass curtainwall or other materials may be used for the external cladding of the building.

In order to accurately design a pre-engineered building, engineers consider the clear span between bearing points, bay spacing, roof slope, live loads, dead loads, collateral loads, wind uplift, deflection criteria, internal crane system and maximum practical size and weight of fabricated members. Historically, pre-engineered building manufacturers have developed pre-calculated tables for different structural elements in order to allow designers to select the most efficient I beams size for their projects. However, the table selection procedures are becoming rare with the evolution in computer-aided custom designs.

While pre-engineered buildings can be adapted to suit a wide variety of structural applications, the greatest economy will be realized when utilising standard details. An efficiently designed pre-engineered building can be lighter than the conventional steel buildings by up to 30%. Lighter weight equates to less steel and a potential price savings in structural framework.

Project professionals and manufacturer-designed buildings

The project architect, sometimes called the Architect of Record, is typically responsible for aspects such as aesthetic, dimensional, occupant comfort and fire safety. When a pre-engineered building is selected for a project, the architect accepts conditions inherent in the manufacturer's product offerings for aspects such as materials, colours, structural form, dimensional modularity, etc. Despite the existence of the manufacturer's standard assembly details, the architect remains responsible to ensure that the manufacturer's product and assembly is consistent with the building code requirements (e.g. continuity of air/vapour retarders, insulation, rain screen; size and location of exits; fire rated assemblies) and occupant/owner expectations.

Many jurisdictions recognize the distinction between the project engineer, sometimes called the Engineer of Record, and the manufacturer's employee or subcontract engineer, sometimes called a specialty engineer. The principal differences between these two entities on a project are the limits of commercial obligation, professional responsibility and liability.

The structural Engineer of Record is responsible to specify the design parameters for the project (e.g. materials, loads, design standards, service limits) and to ensure that the element and assembly designs by others are consistent in the global context of the finished building.

The specialty engineer is responsible to design only those elements which the manufacturer is commercially obligated to supply (e.g. by contract) and to communicate the assembly procedures, design assumptions and responses, to the extent that the design relies on or affects work by others, to the Engineer of Record – usually described in the manufacturer's erection drawings and assembly manuals. The manufacturer produces an engineered product but does not typically provide engineering services to the project.

In the context described, the Architect and Engineer of Record are the designers of the building and bear ultimate responsibility for the performance of the completed work. A buyer should be aware of the project professional distinctions when developing the project plan.

These prefabricated structures are widely used in the residential as well as industrial sector  for its unmatched characteristics.

References

Structural engineering
Structural system


WFYN may refer to:

 WFYN-LP, a low-power radio station (93.3 FM) licensed to serve Birmingham, Alabama, United States
 WBHB-FM, a radio station (101.5 FM) licensed to serve Waynesboro, Pennsylvania, United States, which held the call sign WFYN from 2005 to 2009


Dell Lee Dailey (born 1949) is a retired United States Army lieutenant general and former head of the State Department's counterterrorism office, serving from July 2007 to April 2009.

Childhood and education
Dailey was born into an Army family in Flandreau, South Dakota. He received a Bachelor of Science degree from the United States Military Academy at West Point in 1971 and earned a master's degree in Public Administration from Shippensburg University in 1994.

Military career
Dailey served over 36 years on active duty in the United States Army, reaching the rank of lieutenant general. He participated in major military operations such as Desert Shield, Desert Storm, Uphold Democracy, Joint Guardian, Enduring Freedom and Iraqi Freedom.

After the September 11, 2001, attacks, Dailey directed the new Center for Special Operations, the military hub for all counterterrorism – United States Special Operations Command, at MacDill Air Force Base, Florida as well as running special operations in Afghanistan and Iraq.  From 2001 to 2003, he headed the Joint Special Operations Command, a United States Special Operations Command sub-unit.

State Department

Dailey was appointed the Department of State's Coordinator for Counterterrorism on June 22, 2007. In this role he had the title of Ambassador at Large and was charged with coordinating and supporting the development and implementation of U.S. Government policies and programs aimed at countering terrorism overseas. As the principal advisor to the Secretary of State on international counterterrorism matters, he was responsible for taking a leading role in developing coordinated strategies to defeat terrorists abroad and in securing the cooperation of international partners to that end.

Awards and honors
Dailey was inducted into the U.S. Army Ranger Hall of Fame in 2014.

Commendations

References

1949 births
Living people
People from Flandreau, South Dakota
United States Military Academy alumni
Military personnel from South Dakota
United States Army Rangers
United States Army personnel of the Gulf War
Recipients of the Air Medal
Shippensburg University of Pennsylvania alumni
Recipients of the Meritorious Service Medal (United States)
Recipients of the Legion of Merit
United States Army generals
Recipients of the Defense Superior Service Medal
United States Army personnel of the Iraq War
United States Department of State officials
United States Ambassadors-at-Large


Planolites is an ichnogenus found throughout the Ediacaran and the Phanerozoic that is made during the feeding process of worm-like animals. The traces are generally small, , unlined, and rarely branched, with fill that differs from the host rock.

Distribution
Planolites fossils have been found in Africa, Asia, Europe, Antarctica, and the Americas (with most specimens found in North America).

Ichnospecies
Ichnospecies in Planolites include:

P. annularis Walcott, 1890
P. annularius Walcott, 1890
P. ballandus Webby, 1970
P. beverleyensis Billings, 1862
P. incipiens (Billings, 1861)
P. montanus Richter, 1937
P. reticulatus Alpert, 1975
P. serpens Webby, 1970
P. striatus (Hall, 1852)
P. terraenovae Fillion and Pickerill, 1990
P. virgatus (Hall, 1847)

See also
List of Ediacaran genera

References

Trace fossils
Ediacaran life
Fossils of Antarctica
Fossils of Argentina
Fossils of Austria
Fossils of Canada
Paleozoic life of British Columbia
Paleozoic life of Newfoundland and Labrador
Paleozoic life of Quebec
Fossils of China
Fossils of the Czech Republic
Fossils of Denmark
Fossils of Egypt
Fossils of France
Fossils of Germany
Fossils of Greenland
Fossils of India
Fossils of Kazakhstan
Fossils of Mexico
Fossils of Morocco
Fossils of Norway
Fossils of Poland
Fossils of Russia
Fossils of Spain
Fossils of South Africa
Fossils of Switzerland
Fossils of Tunisia
Fossils of Great Britain
Fossils of the United States
Fossil taxa described in 1873


"Time Stand Still" is a song by Canadian progressive rock band Rush, featured on their 1987 album Hold Your Fire. Released as a single in 1987, credited to "Rush (featuring Aimee Mann)," "Time Stand Still" peaked at No. 3 on the U.S. mainstream rock charts on November 6, 1987. It was also a minor hit single in the United Kingdom, peaking at No. 42 on the Singles Chart. A music video for the song was directed by Zbigniew Rybczyński.

Development and composition
"Time Stand Still" was the first track Neil Peart wrote for Hold Your Fire. According to Peart, he wrote the lyrics for "Time Stand Still" based on his time with Rush:

"Time Stand Still" is in the key of E major.  The tempo is moderately fast. The song starts in  before going to common time by the first verse. 'Til Tuesday frontwoman Aimee Mann briefly sings in each chorus of the song, marking Rush's first collaboration with another vocalist, with Rush guitarist Alex Lifeson adding that the band thought a female singer "would suit the song". Initially, the band had hoped to recruit Cyndi Lauper to sing the part, then later approached the Pretenders' Chrissie Hynde because, according to Lifeson, "we thought she'd be perfect. But Chrissie was unavailable at the time." Rush later recruited Mann and paid her $2,000 to sing on the track, with Lifeson saying that "her voice blends with Geddy [Lee]'s perfectly and I think it creates the right atmosphere for the song. It's just something new for Rush."

Critical reception
In 2013, Popmatters writer Adrian Begrand listed "Time Stand Still" at #8 on his "10 Songs That Will Make You Love Rush", calling it "Rush’s best pop moment."

Music video

The song's music video was directed by Polish filmmaker Zbigniew Rybczyński. According to the editor of the video, Glenn Lazzaro:

Aimee Mann appears with the band in the video, which was filmed over the course of an entire day.

Live performances
The song was performed on the tours for the albums Hold Your Fire, Presto, Roll the Bones, and Counterparts. After not being played live for 16 years, it was included in the set list for the 2010-2011 Time Machine Tour. Live recordings of the song appear on the albums A Show of Hands (1988) and Time Machine 2011: Live in Cleveland (2011).

Charts

See also
Rush: Time Stand Still, a documentary film about the band's 2015 R40 Live Tour
List of songs recorded by Rush

References

Rush (band) songs
Aimee Mann songs
Nelly Furtado songs
Songs written for films
1987 singles
1987 songs
Music videos directed by Zbigniew Rybczyński
Songs written by Neil Peart
Songs written by Geddy Lee
Songs written by Alex Lifeson
Mercury Records singles
Song recordings produced by Peter Collins (record producer)
Anthem Records singles


Brutalichnus is an ichnogenus. A Case Study from the Miocene of the Czech Republic found that Brutalichnus and two other Ichnogenera have evidence of biting and gnawing traces on Reptilian and Mammalian bones. Brutalichnus contains one ichnospecies, Brutalichnus brutalis. The ichnogenera Machichnus and Nihilichnus were described in the same paper.

See also
 Ichnology

References

Trace fossils


Machichnus is an ichnogenus. It was erected by Mikuláš et al. (2006) for shallow, thin, discrete, parallel to subparallel, smooth-bottomed scratches, occurring on bone tissue in small groups or series. According to modern analogues, the series of scratches represent marks of teeth of carnivorous or scavenging reptilians and mammals. Such traces are quite frequent in the fossil record since the mid-Mesozoic, but they have seldom been described in detail.

The type species/specimen of Machichnus comes from the Miocene of the Czech Republic. In this case, crocodiles are suspect as tracemakers.

Machichnus contains three ichnospecies: Machichnus regularis, Machichnus multilineatus, and Machichnus bohemicus. The ichnogenera Brutalichnus and Nihilichnus were described in the same paper.

See also
 Ichnology

References

Trace fossils


Nihilichnus is an ichnogenus of trace fossil. It was first described from bite traces in 2006. The ichnogenus contains two ichnospecies, Nihilichnus nihilicus and Nihilichnus mortalis. The ichnogenera Brutalichnus and Machichnus were described in the same paper.

References

See also
 Ichnology

Trace fossils


"Heart and Soul" is a song written by Mike Chapman and Nicky Chinn and made famous by Huey Lewis and the News. The song was first recorded by Exile in 1981 as the title track to their album Heart and Soul. Exile's single failed to crack the Billboard Hot 100, peaking at No. 102 on the Bubbling Under Hot 100 Singles chart. The song was also recorded by the BusBoys for their 1982 album American Worker.

The BusBoys version
In 1982, American rock and roll band the BusBoys covered the song for their album American Worker. Their version is a mix of both rock and funk.

Huey Lewis and the News version
Huey Lewis and the News' version was released as the first single from the album Sports in 1983. The single peaked at number 8 on the U.S. Billboard Hot 100 that November and number one on the Billboard Top Rock Tracks chart. It was nominated for a Grammy Award for Best Rock Vocal, Group at the 26th Annual Grammy Awards in 1984.

Former band member Chris Hayes later remarked, "I don't know why 'Heart & Soul' sounds so good. Usually we have to re-do all the guitar parts – this time it worked out the first time. I had a Marshall amp in a tiny room, played my Les Paul and it was great!"

Music video
The music video featured Lewis looking for, and leaving with, a woman in a dance club, with Lewis concert footage spliced in. Portions of the video are filmed at Potrero Hill, a neighborhood in San Francisco. Lewis liked Potrero Hill because it "looked very San Francisco". Actress Signy Coleman plays the woman Lewis is chasing after in the dance club. Coleman also appears in the music video for "I Want a New Drug".

In 2013, Coleman reflected on her casting:

Charts

Weekly charts

Year-end charts

See also
List of Billboard Mainstream Rock number-one songs of the 1980s

References

1981 songs
1981 singles
1983 singles
Exile (American band) songs
Huey Lewis and the News songs
Songs written by Mike Chapman
Songs written by Nicky Chinn
Chrysalis Records singles
Warner Records singles


Ophiomorpha is an ichnotaxon, usually interpreted as a burrow of an organism (specifically a crustacean) living in the near-shore environment. The burrow lining is more or less smooth on the inside, and densely to strongly mammalated or nodose on the outside, due to the packing of fecal pellets for support of the burrow. Branching is irregular but Y-shaped where present.  It (particularly O. nodosa) is often considered part of the Skolithos ichnofacies, where it has occurred (i.e. nearshore environments) since the early Permian, though it (particularly O. rudis) has also occurred in deep water settings (Nereites ichnofacies) since the Late Jurassic, such as well-oxygenated turbidites.

More generally Ophiomorpha and other crustacean-generated burrows first become prominent in the Jurassic.

See also
 Trace fossil
 Ichnology

References

Burrow fossils