Spelling reform

A spelling reform is a deliberate, often authoritatively sanctioned or mandated change to spelling rules. Proposals for such reform are fairly common, and over the years, many languages have undergone such reforms. Recent high-profile examples are the German orthography reform of 1996 and the on-off Portuguese spelling reform of 1990, which is still being ratified.
There are various goals which may drive such reforms: facilitating literacy and international communication, making etymology clearer, or for aesthetic or political reasons.
Opposition is often based upon concern that old literature will become inaccessible, the presumed suppression of regional accents, the need to learn the new spellings, making etymology less clear, or simple conservatism based on concern over unforeseen effects. Reforms which mainly eliminate needless difficulties ought to take account of such arguments. Reform efforts are further hampered by habit and, for many languages, a lack of a central authority to set new spelling standards.
Spelling reform may also be associated with wider discussion about the official script, as well as language planning and language reform.
Orthographic reform may be reverted. In Romanian, the letter "â" was eliminated in 1953 but reintroduced in 1993.
Arguments for reform.
In languages written with alphabetic or syllabary scripts, one might expect that there would be a close match of the script or spelling with the spoken sound. However, even if they match at one time and place for some speakers, over time they often do not match well for the majority: one sound may be represented by various combinations of letters and one letter or group of letters pronounced differently. In cases where spelling takes account of grammatical features, these too may become inconsistent.
People who use non-standard spelling often suffer from adverse opinions, as a person's mastery of standard spelling is often equated to his or her level of formal education or intelligence. Spelling is easier in languages with more or less consistent spelling systems such as Finnish, Serbian, Italian and Spanish, owing to the fact that, either, pronunciation in these languages has changed relatively little since the establishment of their spelling-systems, or else that "non-phonemic etymological" spellings have been replaced with "phonemic unetymological" spellings as pronunciation changes. Guessing the spelling of a word is more difficult after pronunciation changes significantly, thus yielding a "non-phonetic etymological" spelling system such as Irish or French. These spelling systems are still 'phonemic' (rather than 'phonetic') since pronunciation can be systematically derived from spelling, although the converse (i.e. spelling from pronunciation) may not be possible. English is an extreme example of a defective orthography in which spelling cannot be systematically derived from pronunciation, but it also has the more unusual problem that pronunciation cannot be systematically derived from spelling.
Spelling reforms have been proposed for various languages over the years; these have ranged from modest attempts to eliminate particular irregularities (such as SR1 or Initial Teaching Alphabet) through more far-reaching reforms (such as Cut Spelling) to attempts to introduce a full phonemic orthography, like the Shavian alphabet or its revised version, Quikscript, the latest DevaGreek alphabet, the Latinization of Turkish or hangul in Korea.
Redundancy of letters is often an issue in spelling reform, which prompts the "Economic Argument"—significant cost savings in the production materials over time—as promulgated by George Bernard Shaw.
The idea of phonemic spelling has also been criticized as it would hide morphological similarities between words with differing pronunciations, thus obscuring their meanings. It is also argued that when people read, they do not try to work out the series of sounds composing each word, but instead they recognize words either as a whole or as a short series of meaningful units (for example "morphology" might be read as "morph"+"ology", rather than as a longer series of phonemes). In a system of phonetic spelling, these morphemes become less distinct, due to the various pronunciations of allomorphs. For example, in English spelling, most past participles are spelled with "-ed", even though its pronunciation can vary (compare "raised" and "lifted").
One of the difficulties in introducing a spelling reform is how to reflect different pronunciations, often linked to regions or classes. If the reform seeks to be totally phonemic in a model dialect, speakers of other dialects will find conflicts with their own usage.
By language.
English.
English spelling contains many irregularities for various reasons. English has generally preserved the original spelling when borrowing words; and even more importantly, English began to be widely written and printed during the Middle English period: the later development of modern English included a Great Vowel Shift and many other changes in phonology, yet the older spellings, which are no longer phonetic, have been kept. On the other hand, many words were refashioned to reflect their Latin or Greek etymology. For example, for "debt" early Middle English wrote "det/dette", with the "b" being standardized in spelling in the 16th century, after its Latin etymon "debitum"; similarly for "quer/quere", which was respelled as "choir" in the 17th century, modelled on Greek χορός "chorus"; in both cases, the pronunciation was not changed.
Modern English has anywhere from 14 to 22 vowel and diphthong phonemes, depending on dialect, and 26 or 27 consonant phonemes. A simple phoneme-letter representation of this language within the 26 letters of the English alphabet is impossible. Therefore, most spelling reform proposals include multi-letter graphemes, as does current English spelling (for example the first two phonemes of "sheep" are represented by the digraphs , , and , , respectively.) Diacritic marks and use of new letter shapes like Ʒʒ have also formed part of spelling reform proposals. The most radical approach suggest discarding the Latin alphabet altogether in favor of some other writing system like the Deseret alphabet.
Critics have claimed that a consistent phonemically based system would be impractical: for example, phoneme distribution differs between British English and American English; furthermore, while English Received Pronunciation features about 20 vowels, some non-native dialects of English have 10 or even fewer. A phonemic system would therefore not be universal.
A number of proposals have been made to reform English spelling. Some were proposed by Noah Webster early in the 19th century. He was in part concerned to distinguish American from British usage. Some of his suggestions resulted in the differences between American and British spelling.
Chinese (romanization).
In the 1950s, the Language Reform Committee of the People's Republic of China devised the Hanyu Pinyin orthography and promulgated it as the official romanization system of mainland China. Since pinyin became the international standard for Chinese romanization in 1982, other romanizations (including the Wade-Giles system, Gwoyeu Romatzyh developed by Yuen Ren Chao, and Latinxua Sin Wenz) have become rarely used.
The Republic of China on Taiwan continued to use Wade-Giles romanization until the turn of the 21st century, when the Tongyong Pinyin romanization was introduced. Tongyong Pinyin has been sporadically adopted throughout the island, and criticized for inconsistency. Hanyu Pinyin, the same system used in the mainland, was formally adopted in 2009.
Dutch.
Dutch has undergone a series of major spelling reforms beginning in 1804 - with varying levels of official backing and popular acceptance across Dutch-speaking areas.
The Dutch Language Union, founded in 1980 by the Netherlands and Belgium, is now the source of official reforms. In 1995 it issued the "Green Booklet" reform, and in 2005 the spelling changed again.
French.
In 1990, a substantial reform ordered by the French prime minister changed the spelling of about 2000 words as well as some grammar rules. After much delay, the new recommended orthography received official support in France, Belgium, and Quebec in 2004, but it has not yet been widely adopted. The 2012 version of "Larousse" incorporates all of the changes. The 2009 version of "Le Petit Robert" incorporates most of the changes. There are 6000 words, including words which were not part of the 1990 reform, for example, "charrette" or "charette", based on chariot. As of 16 March 2009, several major Belgian publishing groups have begun to apply the new spellings in their online publications.
German.
German spelling was officially unified in 1901 and certain older spelling patterns were updated: for instance some occurrences of "th" were changed to "t".
In 1944 a spelling reform was due to be introduced, but it ultimately came to nothing because of World War II.
Even though German spelling was already more consistent than English or French spelling, the German-speaking countries signed an agreement on spelling reforms in 1996; these were planned to be gradually introduced beginning in 1998 and fully in force by 2005.
The so-called "Rechtschreibreform" was subject to dispute, and polls consistently showed a majority against the new spelling. In summer 2004, various newspapers and magazines returned to the old spelling, and in March 2006, the most controversial changes of Rechtschreibreform were reverted. Therefore German media outlets which had formerly opposed the changes began to use the new spelling.
Greek.
The classical, medieval, and early modern polytonic orthography inherited archaisms from Ancient Greek, which have been eliminated or simplified in the modern monotonic orthography. See also Katharevousa.
Indonesian.
Indonesian underwent spelling reforms in 1947 and 1972, after which its spelling was more consistent with the form of the language spoken in Malaysia (i.e. Malaysian).
The first of these changes ("oe" to "u") occurred around the time of independence in 1947; all of the others were a part of an officially mandated spelling reform in 1972. Some of the old spellings, which were more closely derived from the Dutch language, still survive in proper names.
Japanese.
The original Japanese kana syllabaries were a purely phonetic representation used for writing the Japanese language when they were invented around 800 AD as a simplification of Chinese-derived kanji characters. However, the syllabaries were not completely codified and alternate letterforms, or hentaigana, existed for many sounds until standardization in 1900. In addition, due to linguistic drift the pronunciation of many Japanese words changed, mostly in a systematic way, from the classical Japanese language as spoken when the kana syllabaries were invented. Despite this, words continued to be spelled in kana as they were in classical Japanese, reflecting the classic rather than the modern pronunciation, until a Cabinet order in 1946 officially adopted spelling reform, making the spelling of words purely phonetic (with only 3 sets of exceptions) and dropping characters that represented sounds no longer used in the language.
Malay.
Malay underwent spelling reforms in 1972, after which its spelling was more consistent with the form of the language spoken in Indonesia (i.e. Indonesian).
These changes were a part of an officially mandated spelling reform in 1972. Some of the old spellings, which were more closely derived from the English language, still survive in proper names.
Norwegian.
Before Norway became independent in 1905, the Norwegian language was written in Danish with minor characteristic regionalisms and idioms. After independence, there were spelling reforms in 1907, 1917, 1938, 1941, 1981 and 2005, reflecting the tug-of-war between the spelling preferred by traditionalists and reformers, depending on social class, urbanization, ideology, education and dialect. The 2005 reform reintroduced traditional spellings which had been abolished by earlier spelling reforms. Seldom-used spellings were also excluded.
Portuguese.
The medieval spelling of Portuguese was mostly phonemic, but, from the Renaissance on, many authors who admired classical culture began to use an etymological orthography. In the early 20th century, however, spelling reforms in Portugal and Brazil reverted the orthography to phonemic principles. Later reforms (Brazil, 1943 and 1971; Portugal, 1945 and 1973) have aimed mainly at three goals: to eliminate the few remnants of redundant etymological spelling, to reduce the number of words marked with diacritics and hyphens, and to bring the Brazilian spelling standard and the Portuguese spelling standard (used in all the Portuguese speaking countries, except Brazil) closer to each other.
The goal of unifying the spelling was finally achieved with a multi-lateral agreement in 1990, signed by every Portuguese-speaking country, but not ratified by Angola as of 2014. The implementation of the new rules in Brazil and Portugal began only in 2009, with a transition period of six years. The agreement is used by the government and the teaching realms, as well as many of the press and publishing houses of both countries, and by state-related institutions. Because Portuguese in Portugal differs from Brazilian Portuguese, the reform has led to new differences in spellings which were formerly the same.
None of the other Portuguese speaking countries that have signed the agreement have implemented it as of 2014. In Portugal there is still some resistance to it and in 2013 the Portuguese Parliament formed a workgroup to analyse the situation and propose solutions.
During the transition period, four spellings will coexist: the official Portuguese spelling before the reform (used in all Portuguese speaking countries in Africa, Asia and Oceania, as used in Portugal by the people), the official Brazilian spelling before the reform (used in Brazil only), the Portuguese spelling after the reform (used by the government and its institutions, some media and publishers in translated books), and the Brazilian spelling after the reform (used by the government, media and publishers in translated books). The latter two systems are regulated by the same agreement, but differ somewhat because of differing pronunciation of the same words in Portugal and Brazil.
Russian.
Over time, there have been a number of changes in spelling. They mostly involved the elimination of the (purely etymological) Greek letters that had been retained in the Cyrillic script by reason of ecclesiastical tradition, and those rendered obsolete by changes in phonetics.
When Peter I introduced his "civil script" (, ) in 1708, based on more Western-looking letter shapes, spelling was simplified as well.
The most recent major reform of Russian spelling was carried out shortly after the Russian Revolution. The Russian orthography was simplified by eliminating four obsolete letters (, and ) and the archaic usage of the letter (called , or "hard sign") at the ends of words, which had originally represented a vowel with a sound similar to schwa, but had become silent by the Middle Ages.
Bulgarian.
Bulgarian underwent a spelling reform in 1945, following the Russian model. Several Cyrillic alphabets with 28 to 44 letters were used in the beginning and middle of the 19th century during the effort to codify Modern Bulgarian until an alphabet with 32 letters, proposed by Marin Drinov, gained prominence in the 1870s. The alphabet of Marin Drinov was used until the orthographic reform of 1945, when the letters yat (uppercase Ѣ, lowercase ѣ) and yus (uppercase Ѫ, lowercase ѫ) were removed from the alphabet, reducing the number of letters to 30.
South Slavic languages.
Within the South Slavic languages, which form a dialect continuum, the Serbo-Croatian language itself consists of four literary standards: Serbian, Croatian, Bosnian and Montenegrin. It went through a series of major spelling reforms in the early to middle 19th century. Before then, two distinct writing traditions had evolved. Western dialects had been written using the Latin alphabet, while eastern (Serbian) had been using an archaic form of the Cyrillic script. Despite many attempts, there was no universally agreed-upon spelling standard employing the Latin alphabet, and the Cyrillic version was considered outdated.
A series of reforms have been undertaken to set the standards, in order to bring the writing system to parity with spoken language. The reform movement was spearheaded by Croatian linguist Ljudevit Gaj for the Latin-based writing system, and Serbian reformer Vuk Stefanović Karadžić for the Cyrillic version.
The reform efforts were coordinated in order to correlate the two writing systems, culminating in the Vienna Literary Agreement which has remained in service since. The Slovene language, not part of the Serbo-Croatian dialect continuum, was also covered by the same reform movement. After World War II and the codification of literary Macedonian, the same system has been extended with some modifications.
All of these writing systems exhibit a high degree of correspondence between language sounds and letters, making them highly phonetic and very consistent.
Spanish.
The Spanish Royal Academy (RAE) reformed the orthographical rules of Spanish from 1726 to 1815, resulting in most of the modern conventions. There have been initiatives since then to further reform the spelling of Spanish: Andrés Bello succeeded in making his proposal official in several South American countries, but they later returned to the standard of the Spanish Royal Academy.
Another initiative, the Rational Phonetic Hispanoamerican Orthography ("Ortografía Fonética Rasional Ispanoamericana"), remained a curiosity. Juan Ramón Jiménez proposed changing "-ge-" and "-gi" to "-je-" and "-ji", but this is applied only in editions of his works or his wife's. Gabriel García Márquez raised the issue of reform during a congress at Zacatecas, and drew attention to the issue, but no changes were made. However, the academies continue to update the reform.


Handset lifter


Illinois Mathematics and Science Academy

The Illinois Mathematics and Science Academy, or IMSA, is a three-year residential public secondary education institution in Aurora, Illinois, United States, with an enrollment of approximately 650 students.
Enrollment is generally offered to incoming sophomores, although younger students who have had the equivalent of one year of Algebra and a 9th grade science equivalent are eligible to apply. All applicants undergo a competitive admissions process involving the review of grades, teacher evaluations, student essays, and SAT scores. Historically, approximately one-third of applicants in any given year are admitted. Due to its nature as a public institution, there are no charges related to tuition, room and board; however, there is an annual student fee which may be reduced or waived based on family income. IMSA has been consistently ranked by Newsweek as one of the top ten high schools in the country for math and science, and some of its graduates have become leaders in a variety of fields. It is the top-rated public high school in Illinois on Niche.com.
History.
Nobel laureate Leon Lederman, director emeritus of nearby Fermi National Accelerator Laboratory in Batavia, Illinois, was among the first to propose the school in 1982, and, together with Governor Jim Thompson, he led the effort for its creation.
The school was established by the Illinois General Assembly in 1985 and opened to students in 1986. The academy is housed in a building constructed in 1978 as the north campus of West Aurora High School, with seven outlying dormitories built after IMSA took over the campus. IMSA's first class graduated in 1989, with the commencement speech delivered by Lederman. IMSA is one of the country's few high schools to possess a .edu second-level domain.
The school's founding president was former Batavia Superintendent Stephanie Pace Marshall, who was involved with the project from the start and helped write IMSA's original legislation. Marshall retired from the position on June 30, 2007, and was later named President Emerita by the Board of Trustees. She still has an office on campus and continues to position IMSA on the national and international stages. Marshall serves on the board of several non-profit and for-profit institutions, including nearby Tellabs.
Although the school received a budget cut in financial year 2002, its budget has since increased with the support of House Minority Leader Tom Cross. IMSA's chairperson is Dr. Paula Olszewski-Kubilius.
Admission.
Prospective students, who are usually freshmen in high school but in some cases may be eighth graders, must complete an application to be considered for admission to IMSA.
The application process consists of an official transcript of the student's last 2½ years of school, scores from the SAT I, four student essays, three teacher evaluations in science, mathematics, and English, and a list of awards and extracurricular activities.
Historic admission statistics.
In order to draw greater numbers of applications and "transform teaching and learning," IMSA has an outreach program run by the Center for Teaching and Learning (formerly known as The Center for Advancement and Renewal of Learning and Teaching (The Center@IMSA), then "Professional Field Services (PFS)"). Some students who are invited to attend IMSA are admitted on the condition that they successfully complete a three-week, intensive preparation course, known as EXCEL, over the summer. IMSA has a fairly low retention rate; the average retention rate per class is 85%. The reasons for this may include the difficulty of the IMSA curriculum, home-sickness, disciplinary expulsion, student's family moving out of state, and the inability for Illinois students to matriculate to IMSA after their sophomore year.
Academics.
Students at IMSA take rigorous college preparatory courses, with all classes being taught at the honors level, though IMSA philosophically spurns the Advanced Placement curriculum. Each student must fulfill a set of specific credits in order to graduate. This set of credits is broken down by academic subject. Each semester-long class counts for 0.5 credits, unless it meets with greater-than-normal frequency.
In addition to the academic program, IMSA also offers a large number clubs ranging from religious clubs to volunteer organizations. All these clubs are chartered by the Student Council, colloquially referred to as StudCo.
IMSA bills itself as an "educational laboratory", and as such tries out experimental teaching techniques. These range from how classes are laid out to what is taught and even to who takes them; in the early 1990s IMSA received national attention for an exploratory study on whether girls learned physics better in single-sex or co-ed environments, as conducted by charter physics faculty, Dr. David Workman. IMSA's main math sequence, entitled "Mathematical Investigations" and in development by IMSA faculty since 1991, was published in handbook form in 2005 and is beginning to be adopted by other school districts in the state of Illinois, such as Community Unit School District 303 in St. Charles (at St. Charles East & St. Charles North). IMSA's core science curriculum has been through a number of ground-up restructurings, its implementation divided the old scientific inquiry curriculum into four classes: Physics, Chemistry, Biology, and Methods of Scientific Inquiry.
IMSA does not use report cards, but uses an online "student information service", PowerSchool. All grades and attendance are recorded in PowerSchool, where both the student and the parents can view these at any time. Different classes use different grading scales but generally, they have a quarter 1, quarter 2, and a final.
School day.
Typical days run from 8:00 a.m. to 4:15 p.m., but most students do not have class for the entire duration. Every school day is divided into 8 modules, each 55 minutes with 5-minute breaks between. Students have a 20-minute midday break between modules 4 and 5.
Unlike conventional public high schools, schedules vary depending on the day of the week. Students have class only on four days of the week, with Wednesdays typically being reserved for off-campus research and co-curricular activities.
Course requirements.
IMSA students have a fairly rigid set of requirements at a departmental level, but within each department (especially in math and the sciences), they have many options for meeting each requirement. The class requirements are as follows, along with the typical meetings times of courses in that department:
There is also a two semester additional requirement that can be filled by either math or science electives. Once these requirements are complete, students are free to take electives in any area. Most students take a full six semesters of foreign language, for instance, and despite its nominal status as a "math and science academy", IMSA offers a variety of electives in English and History.
Course offerings.
IMSA offers a wide variety of rigorous courses spanning a number of academic fields. For all core academic disciplines (math, science, history, and English), there are core academic requirements. Once these are met students are free to take electives in that subject. Some electives may be taken concurrently with core classes.
Math.
Core curriculum includes the Mathematical Investigations (MI) series, from MI I to MI IV, which is a four-semester series covering topics in Algebra II/Trigonometry to Pre-Calculus, and the AB and BC Calculus series. Students may be placed into either the AB or the BC Calculus tracks depending on performance in the MI courses or based on a placement test. Many elective options are offered including popular ones such as Multi-Variable Calculus, Differential Equations, Discrete Mathematics, Number Theory, and Statistics. However, there are also various others on a which cover a variety of mathematical topics including Graph Theory, Problem Solving, and Modern Geometries.
With the exception of Computer Science Inquiry, a required sophomore class, computer science courses are considered math electives. Courses on Web Technologies, Object-Oriented Programming, Micro-controller Programming, Advanced Programming, as well as various others are offered.
Students who exhaust a significant portion of the elective curriculum are eligible to take advanced courses that are offered on a by-need basis. Examples include Linear Algebra, Abstract Algebra, and Group Theory, among others. If a student wants, they may also conduct an independent study of their choice under a member of the math faculty. Popular independent studies include Group Theory, Game Theory, Set Theory, in addition to various others.
Science.
The core curriculum includes the Scientific Investigations (SI) series, which are a series of four courses taken during a student's sophomore and junior years. They include SI Physics (one semester), SI Chemistry (one semester), and Advanced Biological Systems (one year), which introduce students to the respective course's subject matter, and Methods in Scientific Inquiry, a course which teaches scientific writing, basic experimental methodology, and basic statistical analysis. After a student's sophomore year, they are free to choose science class so long as they meet the prerequisites and graduation requirements.
Electives include Advanced Chemistry, Biochemistry, Organic Chemistry, Environmental Chemistry, Medicinal Chemistry, Calculus-Based Physics, Modern Physics, Planetary Science, Cancer Biology, Microbes and Diseases, and Pathophysiology.
History.
The core curriculum includes American Studies, a semester-long course during the sophomore year, and World in The 20th Century, a second-semester course for Juniors. In addition to these two mandatory courses, students must take an additional 3 semesters of electives, one during their junior and senior years. These courses focus on using primary source documents in the analysis.
Students may take elective courses after completing the core requirements, although this is not required. Electives offered include Political Theory, Modern Economics, History of the Environment, History of Biology, History of Astronomy, as well as various others.
Fine arts.
All students have to have 0.5 credits, or one semester, of Fine arts. Electives include Band, Orchestra, Choir, and Music Theory, as well as Printmaking, and Art Design.
There are multiple bands, choirs, and orchestras in which a student can be placed depending on playing ability.
English.
English core curriculum includes the Literary Explorations (LE) series, a series of courses spanning three semesters covering topics in American and British literature. Electives students may take include Idea of the Individual, Graphic Novels, Creative Writing Workshop, Tolkien, Modern Theater, as well as others.
Foreign language.
Foreign language courses are year-long courses using the "total immersion" teaching method. Languages offered include Spanish, French, German, Chinese, and Russian. Spanish and French are offered up to level 5 while Russian, Chinese, and German are only offered to level 3. Students who are native speakers of any language are not eligible to take that language.
A complete list of IMSA course offerings can be viewed on the IMSA website, in a document titled Learning Opportunities.
Other academic programs.
Intersession
During the week before the second semester students are required to participate in Intersession, a week they choose from among dozens of enrichment sessions and off-campus trips. Most students choose to participate in two half-day or one full-day on-campus course(s), while a small number travel abroad on faculty-sponsored trips to countries including France, Spain, and Russia, and others perform a week of mentorship. Classes range from "Build Your Own Computer" to studying lighthouse keeping at Washington State. Alumni often teach Intersession courses and lead overseas trips along with faculty members. Clubs are also allowed to take trips and do activities during this time. The scuba club takes a trip to the Caribbean, while the FIRST Robotics team 2022 spends the week building a robot.
Student Inquiry and Research
Most Wednesdays are "I Days" (for "inquiry") and are usually reserved for juniors and seniors to research in the SIR program. SIR also runs during the summer of one's sophomore year and junior year, allowing a student to conduct four disparate investigations. These programs give students the opportunity to develop their own scientific research and/or to work with scientists, primarily from around the Chicago area. Popular research locations include the University of Illinois at Chicago, the University of Chicago, Illinois Institute of Technology, the Adler Planetarium, Fermilab, and Argonne National Laboratory. All IMSA students are encouraged to participate in this program, and several every year present their research results in academic conferences and in scientific publications. Also, all students who have participated in research are required to present their research in April on a day called IMSAloquium, with students presenting posters and powerpoint presentations to visitors.
In lieu of research, sophomores go to Navigation (first semester) or other required activities, usually seminars, from 10:00 am to 11:30 am, where they are helped with adjusting to residential life and other affective issues; they then have the rest of the day off to work on assignments from their classes.
IN2 Innovation Center:
IN2 is a 1.9 million dollar, 6,400 square foot, communal idea center opening for the 2016–17 school year.
External programs.
Unlike many other secondary schools, IMSA runs extracurricular and summer programs for the teachers and students of the State of Illinois. The Center for Teaching and Learning (CTL), is the division of the academy that directs and manages programs serving Illinois Educators and Students. CTL offerings enable students to develop and sustain Science, Technology, Engineering and Mathematics (STEM) skills. CTL Student offerings include the IMSA Fusion program, Summer@IMSA, Funshop student enrichment programs, an on-line research course (RISE) open to all Illinois students, ALLIES (selected High School students that lead and facilitate inquiry-based STEM programs) and a variety of online learning experiences. CTL Educator offerings include professional development to include IMSA Core Competencies, IMSA Fusion (Offering professional development for educators teaching the FUSION after school program) and the annual "IMSA Teacher Institute Day" for local Mathematics and Science educators.
All CTL Programs place a special emphasis on students who are historically under-represented and under-served in math and science. Uniquely, The Center for Teaching and Learning, also operates a field office in the Metro-east area.
Student life.
Residence halls.
There are seven residence halls on campus. Each hall is composed of four wings housing up to 24 students each. Three halls are all-male, three are all-female, and a seventh contains two all-male wings and two all-female wings. All rooms have their own attached bathroom and standard residence hall furniture for two students. Furniture includes a desk, wardrobe, bed frame, and mattress for each student. Two pairs of rooms in each wing ("quads") have connecting doors that the residents can petition to have opened. One room per wing is built to be more accessible to disabled students, with a different room layout and a larger bathroom. One room per hall has a hypoallergenic room, with hardwood flooring instead of carpet.
Each wing also has a lounge area with a kitchenette and a television. Many wings have accumulated a variety of other furniture, including chairs, couches, and entertainment centers. Students are allowed to decorate their rooms and halls.
Study hours.
Study hours are a two-hour block set aside from 7 pm to 9 pm on Monday through Thursday designed to ensure academic progress. They are mandatory for sophomore students first semester (can earn privileges second semester to avoid). Within these hours, students are expected to be working on academic material. After the first quarter, sophomores are no longer required to do study hours on Wednesdays. After the second semester, sophomores' parents may allow their students be exempt. For their junior and senior years, study hours are only enforced when a student falls behind academically or is absent from class.
Service Learning.
As a graduation requirement, each student at IMSA is required to complete 200 hours of service/volunteer work. 75 of the hours must be completed in an off-campus environment. Like federally-funded college work-study programs, a variety of jobs are available on-campus, both skilled and unskilled. The program aims to ensure the development of students' skills outside the classroom. 50 hours must be used on campus to help out IMSA.
Publications.
"Hadron" is IMSA's student-run math and science magazine, a periodical which focuses on science and its application to current events and popular culture. IMSA students also produce "Heliotrope", an art and literature magazine that publishes an annual edition. "The Acronym" is IMSA's student-run general affairs newspaper. In the 2008–2009 school year "The Acronym" ceased paper publishing and transitioned to an online format.
Athletics.
IMSA is a member of the Illinois High School Association (IHSA), the organization which governs most sports and competitive activities in the state of Illinois, and began competing in the Northeastern Athletic Conference (NAC), a subdivision of the IHSA, during the 2009–2010 school year. IMSA's sports teams are stylized as the Titans.
The school sponsors interscholastic teams for young men and women in basketball, cross country, golf, soccer, swimming & diving, tennis, track & field, and volleyball. Young men may compete in baseball, while young women may compete in bowling, cheerleading, and softball. While not sponsored by the IHSA, the school also sponsors a dance team for young men and women.
Competitive activities.
The following teams have finished in the top four of their respective IHSA sponsored state championship tournament:
Campus Activities Board.
In addition to IMSA's Student Council (StudCo), Campus Activities Board (CAB) is another student-ran executive board. CAB plans almost all student activities throughout the year. Homecoming is one of the biggest of these events: each year, a week is dedicated to hyping up homecoming with competitive events, leading up to the dance on Saturday. The events range from an obstacle course to daily riddles to a hypnotist. The clue for this year's riddle is: wednesdayriddle.
Student Leadership and Development (SLD) Programs.
Student Council.
In addition to its primary role as the mediator between administrators and students, Student Council works with administrators to change aspects of the Academy. The Student Council website provides the student body relevant information about projects that the council is working on. Student Council also charters clubs at the beginning of each academic year and provides them with the necessary funds to hold various events. Student Council works throughout the year to collect student feedback and use that information to make changes that reflect the intentions of the student body.
Peer Multicultural Educators (PME).
One of IMSA's goals is to improve diversity within the community. IMSA's Peer Multicultural Educators conduct research on student perspectives, manages funds for cultural clubs chartered by Student Council, and conducts diversity work including various workshops and programs in order to improve the condition of living at IMSA by combating racism, sexism, residence hall stereotyping, and segregation. PME is also responsible for chartering the IMSA Culture Clubs and funding their events.
Leadership Education and Development (LEAD).
The LEAD program, which is mandatory for incoming sophomores, teaches essential skills and concepts that serve as an integral part of leadership. The program is split into two sub-programs: CORE LEAD and Elective LEAD. Electives that sophomores pick between are Social Entrepreneurship, EnACT, and IMPACT. The 2007–2008 LEAD program introduced an organization simulation as the real-world integration. The LEAD program is almost entirely student-run, with two student co-coordinators and approximately 30 facilitators each year, in addition to a Student Life staff that oversees the program.
Awards.
IMSA consistently ranks at the top of the nation in standardized test scores (of roughly 200 students in the senior class, about 50 are National Merit Semifinalists), as well as in the prestigious Siemens and Intel Science competitions. In the class of 2009, five students were named Siemens Regional Finalists and ten others as semifinalists.
Six mathematics teachers have been honored with the Edyth May Sliffe Award: Titu Andreescu (1994), Ronald Vavrinek (1995), Micah Fogel (2001), Steven Condie (2002), Michael Keyton (2003), Don Porzio (2004), and Steven Condie (2nd award) (2007). Asteroid "21441 Stevencondie" is named after Dr. Condie.
IMSA was also one of the top four high schools in the Mandelbrot Competition in the 2003–2004 school year. IMSA was named the nationwide winner of the 2009 Intel Star Innovator Award.


Anthony William Thomas

Anthony William (Tony) Thomas (born 15 November 1949) is an Australian physicist, Professor of Physics at the University of Adelaide since 1984 and Elder Professor of Physics since 1990.
Thomas was born in Adelaide and educated at Adelaide Boys High School where he won the Thomas Price Scholarship (for the top student in the South Australian Leaving Examinations) in 1966. He was awarded the BHP Medal in 1967 as the top student in South Australia in Mathematics, Physics and Chemistry in the (new) Matriculation Examinations.
 He completed a Ph.D. at Flinders University in 1973.
From 1973 to 1975 Thomas was Killam Postdoctoral Fellow at the University of British Columbia, then from 1975 to 1976 was Scientific Associate of the European Organization for Nuclear Research (CERN) in Geneva. With Harold Fearing he was a founding member of the theory group at TRIUMF (Canada's National Laboratory for Particle and Nuclear Physics) in Vancouver, where he carried out research from 1976 to 1982. He chaired the Experiment Evaluation Committee there from 1982 to 1987. From 1982 Thomas was a staff member in the Theory Division at CERN, leaving only to take up a Chair in Adelaide.
In 1983 Thomas accepted an offer of the Chair of Physics at the University of Adelaide; he started there in February 1984. In 1990 he was appointed Elder Professor of Physics at the University of Adelaide, and was elected a Fellow of the Australian Academy of Science. From 1991 to 1993 he was President of the Australian Institute of Physics. From 2004 to 2009 he served as Chief Scientist and Associate Director for Theoretical and Computational Physics at Thomas Jefferson National Accelerator Facility. In 2014, he was named as the South Australian Scientist of the Year for his work on the structure of subatomic matter.
Thomas was made a Companion of the Order of Australia in the 2020 Australia Day Honours for "eminent service to scientific education and research, particularly in the field of nuclear and particle physics, through academic leadership roles."


Jessie Little Doe Baird

Jessie Little Doe Baird (also Jessie Little Doe Fermino, born 18 November 1963) is a linguist known for her efforts to revive the Wampanoag language. She received a MacArthur Fellowship in 2010.
Life.
Baird has a master's degree from the Massachusetts Institute of Technology, where she studied with Dr. Kenneth L. Hale. She resides in Mashpee, Massachusetts. According to Wampanoag prophecy, a Wampanoag woman would leave her home to bring back the language and "the children of those who had had a hand in breaking the language cycle would help heal it."
In 1993, Baird began teaching the Wôpanâak language at tribal sites in Mashpee and Aquinnah.
She and her work on Wôpanâak language reconstruction and revival are the subject of a PBS documentary, ""We Still Live Here – Âs Nutayuneân"," directed by Anne Makepeace.
She also serves as the Vice-Chairwoman of the Mashpee Wampanoag Indian Tribal Council.
In 2017, Jessie Little Doe Baird received an honorary Doctorate in Social Sciences from Yale University.


George Webbe Dasent

Sir George Webbe Dasent, D. C. L. (1817–1896) was a British translator of folk tales and contributor to "The Times".
Life.
Dasent was born 22 May 1817 at St. Vincent, British West Indies, the son of the attorney general, John Roche Dasent. His mother was the second wife of his father; Charlotte Martha was the daughter of Captain Alexander Burrowes Irwin.
He was educated at Westminster School, King's College London, and Oxford University, where he befriended classmate J.T. Delane, later to become his brother-in-law. After graduating from university in 1840 with a degree in Classical literature, he was appointed secretary to Thomas Cartwright on a diplomatic post in Stockholm, Sweden. There he met Jakob Grimm, at whose recommendation he first became interested in Scandinavian literature and mythology.
He published the first result of his studies, an English translation of "The Prose or Younger Edda" (1842), followed by a translation of Rask's "Grammar of the Icelandic or Old-Norse Tongue" (1843).
Returning to England in 1845 he became assistant editor of "The Times" under his schoolmate Delane, whose sister he married. Dasent's connections to Prussian diplomat Bunsen has been credited with significantly contributing the paper developing its foreign policy. While working for the newspaper, Dasent still continued his Scandinavian studies, publishing translations of various Norse stories. He also read for the Bar and was called in 1852.
In 1853, he was appointed professor of English literature and modern history at King's College London and in 1859 he translated "Popular Tales from the Norse" "(Norske Folkeeventyr)" by Peter Christen Asbjørnsen and Jørgen Moe, including in it an "Introductory Essay on the Origin and Diffusion of Popular Tales."
Perhaps his most well-known work, "The Story of Burnt Njal", a translation of the Icelandic "Njal's Saga" that he had first attempted while in Stockholm, was issued in 1861. This work established sustained interest in Icelandic literature, so that more translations would follow. Dasent made a visit during 1861-1862 to Iceland, where he was hailed in Reykjavík as one of the saga lovers who had strengthened ties between the English and Norse. Subsequent to that visit, he published his translation of "Gisli the Outlaw" (1866).
In 1870, he was appointed a civil service commissioner and consequently resigned his post at "The Times". In 1876 he was knighted in England, though he was already a Danish knight.
Dasent retired from the public service in 1892 and died at Ascot on 11 June 1896. He was survived by his wife, two sons, and a daughter, Frances Emily Mary (born 1855). The younger son was Arthur Irwin Dasent and the elder son was Sir John Roche Dasent. Another son, George William Manuel Dasent (1849–1872), drowned near Sandford-on-Thames.


Eastern Upper Carniolan subdialect

The Eastern Upper Carniolan subdialect ("vzhodnogorenjski govor", "vzhodna gorenjščina", "vzhodnogorenjsko podnarečje") is a Slovene subdialect in the Upper Carniolan dialect group. It is spoken in the eastern part of Upper Carniola, east of a line running west of Špitalič, Trojane, and Kisovec, then east of Vače and Zgornji Hotič, and then south along the Sava to east of Dol pri Ljubljani.
Phonological and morphological characteristics.
The Eastern Upper Carniolan subdialect is a subdialect of the Upper Carniolan dialect. It has preserved pitch accent, except for a small area in Moravče.


Ronnie Dugger

Ronnie Dugger (born 1931) is an American progressive journalist.
Dugger attended UT and was editor of The Daily Texan 1950-1951. He was the founding editor of The Texas Observer from 1954 to 1961. Later he served as the Observer’s publisher, spending more than 40 years with the political newsmagazine.
Dugger has published hundreds of articles in Harper's Magazine, The Nation, The New Yorker, The Atlantic Monthly, The Progressive and other periodicals.
In 2011 Dugger won the George Polk Award in recognition of his lifelong achievements in journalism.
The following year he was dubbed the "godfather of progressive journalism in Texas" in an in-depth feature published in the Austin American Statesman by Brad Buchholz.
Political involvement.
In 1952 Dugger, along with Ralph Yarborough, John Henry Faulk, and others campaigned against Governor Allan Shivers, a Democrat who supported the Republican Party presidential candidate, Dwight Eisenhower. Shivers accused Dugger and his friends of being communists.
Dugger criticized Lyndon B. Johnson and his shift away from the left of the Democratic Party when he came under the influence of Herman Brown and George R. Brown. "The alliance (of Brown & Root and Johnson) became common knowledge as his political identity changed from left to right before everyone's eyes." Dugger said.
In 1996, Ronnie Dugger also co-founded The Alliance for Democracy, a national grassroots populist organization.
In 2000 Dugger sought the Green Party's nomination for the U.S. Senate in New York.
Dugger used his 2011 George Polk Award acceptance speech to question the nuclear policy of mutually assured destruction, saying, "Why are nuclear weapons called weapons of mass destruction when morally they are weapons of mass murder?"
 This continued his long vocal concern about nuclear weapons going back to his questioning of LBJ about how many would be killed in a nuclear war up to expressing doubts when President Obama calls for a nuclear-free world.
The Texas Observer.
Dugger and his friends decided to build The Texas Observer into an independent liberal weekly paper. From the first "I sought to practice journalism according to three basic standards, accuracy, fairness instead of 'objectivity,' and moral seriousnes.." He went on to mentor and influence progressive Texas journalists Willie Morris, Molly Ivins, Billy Lee Brammer, Lawrence Goodwyn, Kaye Northcott, and Jim Hightower.
Teaching career.
Dugger taught at the University of Virginia, Hampshire College, and the University of Illinois. He also held fellowships from the National Endowment for the Humanities, the Rockefeller Foundation, and the Woodrow Wilson International Center for Scholars.


Pillow Talk (film)

Pillow Talk is a 1959 American romantic comedy film in CinemaScope directed by Michael Gordon. It features Rock Hudson, Doris Day, Tony Randall, Thelma Ritter, and Nick Adams. The film was written by Russell Rouse, Maurice Richlin, Stanley Shapiro, and Clarence Greene.
It tells the story of Jan Morrow (Day), an interior decorator and Brad Allen (Hudson), a womanizing composer/bachelor, who share a telephone party line. When she unsuccessfully files a complaint on him for constantly using the line to woo his conquests, Brad decides to take a chance on Jan by masquerading as a Texas rancher, resulting in the two falling in love. The scheme seems to work until Brad's mutual friend and Jan's client Jonathan Forbes (Randall) finds out about this, causing a love triangle in the process.
According to a "Rambling Reporter" (August 28, 1959) item in "The Hollywood Reporter", RKO originally bought the script by Russell Rouse and Clarence Greene in 1942, but since it was not produced, the writers bought it back in 1945. In 1947, they sold it as a play, but bought it back once again four years later, finally selling it in 1958 to Arwin Productions, the company owned by Doris Day's husband, Martin Melcher. Although the film was originally titled "Pillow Talk", according to a February 2, 1959 "Rambling Reporter" item in "The Hollywood Reporter", the title "displeased" the PCA, and was changed to "Any Way the Wind Blows". In August 1959, however, the original title was reinstated.
The film won the Academy Award for Best Original Screenplay, and was nominated for Best Actress in a Leading Role (Doris Day), Best Actress in a Supporting Role (Thelma Ritter), Best Art Direction-Set Decoration, Color (Richard H. Riedel, Russell A. Gausman, Ruby R. Levitt) and Best Music, Scoring of a Dramatic or Comedy Picture.
This is the first of three romantic comedies in which Day, Hudson and Randall starred together, the other two being "Lover Come Back" (1961) and "Send Me No Flowers" (1964).
Upon its release, "Pillow Talk" brought in a then staggering domestic box-office gross of $18,750,000 and gave Rock Hudson's career a comeback after the failure of "A Farewell to Arms" two years earlier.
On July 14, 1980, Jack Martin reported on "Pillow Talk" as "biggest hit of 1959".
In 2009, it was entered into the National Film Registry by the Library of Congress for being "culturally, historically or aesthetically" significant and preserved.
Plot.
Jan Morrow is a successful, self-reliant interior decorator in New York City in the late 1950's. She lives alone and claims to be quite happy, when questioned on that subject by her drunken housekeeper, Alma. The only irritant in her life is the party line that she shares with Brad Allen, a talented, creative Broadway composer and playboy who lives in a nearby apartment building. She is unable to obtain a private phone line because the telephone company has been overwhelmed by the recent demand for new phone lines in the area.
Jan and Brad, who have only ever "met" on the telephone, develop a feud over the use of the party line. Brad is constantly using the phone to chat with one young woman after another, singing to each of them an "original" love song supposedly written just for her, though he only changes the name or language he sings in. Jan and Brad bicker over the party line, with Brad suggesting that the single Jan is jealous of his popularity.
One of Jan's clients is millionaire Jonathan Forbes, who repeatedly throws himself at her to no avail. Unknown to Jan, Jonathan is also Brad's old college buddy and his current Broadway benefactor.
One evening in a nightclub, Brad finally sees Jan dancing and learns who she is. Attracted to her, he fakes a Texan accent and invents a new persona: Rex Stetson, a wealthy Texas rancher. He succeeds in wooing Jan, and the pair begin seeing each other regularly. Jan cannot resist bragging about her new beau on the phone to Brad, while Brad teases Jan by having "Rex" show an interest in effeminate things, thereby implying "Rex's" homosexuality.
When Jonathan discovers about Brad's masquerade, he forces Brad to leave New York City and go to Jonathan's cabin in Connecticut to complete his new songs. Brad invites Jan to join him. Once there, romance blossoms until Jan stumbles upon a copy of "Rex's" sheet music. She plunks the melody on the nearby piano and recognizes Brad's song. She confronts Brad and ignores his attempts at explanation, returning to New York with Jonathan, who has just arrived at the cabin.
Back in New York, Jonathan is pleased to learn that the playboy has finally fallen in love, while conversely Jan will have nothing to do with Brad. Brad turns to Jan's housekeeper, Alma, for advice. Alma, pleased to finally meet Brad after listening in on the party line for so long, suggests he hire Jan to decorate his apartment so they will be forced to collaborate. Jan only concedes so that her employer will not lose the commission. Brad leaves all the design decisions up to Jan, telling her only to design a place that she would want to live in herself.
Still somewhat resentful, Jan decorates Brad's apartment in the most gaudy and hideous decor she can muster. Horrified by what he finds, Brad angrily storms into Jan's apartment and carries her in her pajamas through the street back to his apartment to explain herself. He tells her of all the changes he has made to end his bachelor lifestyle because he thought they were getting married. Her face lights up and, as he leaves in anger, she uses one of his "playboy" remote control switches to lock the door. She flips the second switch and the player piano pounds out a honky-tonk version of Brad's standard love song. He turns around, their eyes meet, and they lovingly embrace.
At the end of the film, Brad goes to tell Jonathan that he is going to be a father, only to be pulled by Dr. Maxwell (an obstetrician) and Nurse Resnick into their office for an examination, when he says that he is going to have a baby (a reference to when he ducks into Dr. Maxwell's office in an earlier scene to hide from Jan, but escapes before they can examine him).
Production.
Development.
The film's script was turned down and bought back by RKO a few times in the late 1940s and early 1950s until Martin Melcher (the husband of Doris Day at the time) and his Arwin Productions label bought the script and took it to Universal. According to Day in A.E. Hotchner's biography "Doris Day: Her Own Story", the film was titled "Pillow Talk", but the title displeased the Production Code Administration (PCA). Melcher tried to get co-producer Ross Hunter to change the name to "Any Way the Wind Blows", the name of a song he was about to publish, but Hunter stuck with the original name. The original ending planned for the film was to have Jan, after using the trick switch to lock the door and then smiling at Brad, shut off the light and say "All apartments look alike in the dark." This open-ending was changed in the final film to show that Jan and Brad got married and are now expecting a baby.
Casting.
The film is noted for reinventing the screen images of Rock Hudson and, particularly, Doris Day. Hunter identified Day's potential to be sexy, and recruited legendary costume designer Jean Louis, who designed 18 or 24 costumes for Day to wear. Hunter said to Day, "You are sexy, Doris, and it's about time you dealt with it...if you allow me to get Jean Louis to do your clothes, I mean a really sensational wardrobe that will show off that wild fanny of yours, and get some wonderful makeup on you, and chic you up and get a great hairdo that lifts you, why, every secretary and every housewife will say, 'Look at that—look what Doris has done to herself. Maybe I can do the same thing'". Day acknowledged that the film transformed her image from "the girl next door" to classy sex symbol, describing that the plot, for the time, was very sexy, involving a climactic scene in which the leading man carries her out of bed in her pajamas and out into the streets. In addition, Laykin et Cie lent $500,000 worth of jewels for Day to wear.
This is Hudson's first comedy film, after a slew of dramas that he made throughout the 1950s including "All That Heaven Allows" (1956) and "A Farewell to Arms" (1957). It was Hunter who saw Hudson's potential to do comedy. The advice he received from director Michael Gordon was "Comedy is the most serious tragedy in the world. Play it that way and you can't go wrong. If you ever think of yourself as funny, you haven't got a chance." On February 2, 1959, Thelma Ritter was cast as Alma, Jan's housekeeper, while Lee Patrick was cast as Mrs. Walters the following month. Hope Emerson was recruited by Hunter to play an Indian princess called "Dessert Flower" in the film. She does not appear in the final cut. A cameo appearance by Day's friend and actress Miriam Nelson occurs in the scene where Brad ducks into Dr. Maxwell's (the obstetrician) office to avoid running into Jan. Nelson was given the walk-on part as a patient in the waiting room so she could have lunch with Day in the commissary.
Filming.
According to Hudson, the final scene, in which Brad storms into Jan's apartment and yanks her out of bed, and carries her through the streets of Manhattan, back to his re-decorated apartment, was actually shot first. Due to back problems, Hudson carried Day on a shelf with her sheets and blankets over her to get through the many takes. According to Hudson, "I could have managed if only one take had been involved, but we went on endlessly, primarily because there was a bit actor who played a cop on the street, and as we passed him Doris' line was 'Officer, arrest this man,' and the cop was supposed to say to me, 'How you doing, Brad?' but that stupid actor kept calling me Rock (01:39:36). So back to our marks we went for another take and another and another. I'll bet we did that scene twenty times. That's why the shelf for Doris to sit on." Also, Hudson related that when he pulled Doris Day out of bed, he forgot to let go of her ankles "…with the result that my leading lady crashed to the floor."
Day and Hudson developed chemistry during filming and the cast and crew acted as if they were family. Hudson recalled that, as per a "Modern Screen" article, "they had to add a week on to the shooting schedule because we could not stop laughing". Day clarified this during interviews she had with Merv Griffin on "The Merv Griffin Show" and Johnny Carson on "The Tonight Show" (1976), during her 1976 press tour to promote her biography "Doris Day: Her Own Story" by A.E. Hotchner. "Every day on the set was a picnic—sometimes too much of a picnic, in that we took turns at breaking each other up." According to an artcile in the October 1959 issue of "Saturday Review", Jean Louis designed 24 costumes for Doris Day and Laykin et Cie loaned the production $500,000 worth of jewels. The film is notable for its usage of split-screens during which Jan and Brad/Rex have telephone conversations. Triple split-screens are featured at the beginning of the film when Brad is using the party line to flirt with Eileen and Yvette.
Songs.
Day sings three songs in the film: "Pillow Talk" during the opening credits, "Roly Poly" in the piano bar with Blackwell and Hudson, and "Possess Me" on the drive up to Jonathan's cabin. Singer Perry Blackwell performs three songs in the piano bar: "I Need No Atmosphere", "Roly Poly" (in part), and "You Lied"—a song directed at Hudson's character, Brad. Hudson sings "Inspiration" in the film to three of his conquests: Eileen, Yvette and Marie. It then becomes an instrumental motif to represent Brad and his playboy ways: when the telephone inspector comes to interview Brad (00:13:24), when Brad calls Jan to apologize for his behavior and ask her on a date (00:26:26) and when Jan realizes that "Rex" was Brad the whole time after discovering the sheet music of the song and playing its notes on the piano in Jonathan's home during their stay in Connecticut (01:17:54). For their commercial releases, Doris Day recorded the title song for Columbia Records and Rock Hudson recorded "Roly Poly" and the title song for Decca Records.
Release.
Promotions.
Universal's efforts to promote the film were significant. The studio sponsored press tours by the cast, director and producers in cities across the United States throughout the late summer and early fall of 1959. Promotional materials included original production photos and press material (a copy of which is available at the New York Public Library for Performing Arts at Lincoln Center), print advertisements and recordings sent to radio stations with Day and Hudson narrating introductions to audio clips from the film. Also, Hudson recorded a voice message that would play when people called a number given by K-B's Ontario Theatre in local newspaper and magazine ads for the film. Even though the number was only expected to receive about 60,000 calls daily, it was so successful it wound up receiving twice that many, or 120,000 calls a day. The posters for the film differed in content in the United States and international markets. In the United States, the posters were clean and non-explicit, with no trace of the film's verbal and visual innuendo. Consistent with the European Foreign-Language films being introduced in the states, the ads running in Europe were more explicit. For example, the Danish release poster features an illustration of Doris Day in the bathtub from a high-angle, showing the water inside and giving a sexy appearance.
Premieres.
Producer Ross Hunter convinced Sol Schwartz, owner of the Palace Theatre on Broadway, to book "Pillow Talk" for a two-week run following its premiere on October 6, 1959. Cast members Hudson and Day attended the event with celebrities, including Gloria Swanson and Tallulah Bankhead. A second premiere also took place at the same time at the re-opened Murray Hill Theatre on 34th Street as a way to benefit the United Nations International School, where Tony Randall was present. An international premiere at the Egyptian Theatre in Hollywood also took place on October 13, with Hudson, Day, Esther Williams and Jeff Chandler in attendance.
Box office.
The film was a box office hit, grossing $18,750,000 domestically. It was number one at the U.S. box office for seven consecutive weeks. This made Hunter's vision of pairing Day and Hudson together so successful, that they earned Allied's "male and female star of the year" awards for 1959.
Critical reception.
The film received mostly positive reviews from critics upon its release. Bosley Crowther of "The New York Times" wrote "A nice, old-fashioned device of the theatre, the telephone party line, serves as a quaint convenience to bring together Rock Hudson and Doris Day in what must be cheerfully acknowledged one of the most lively and up-to-date comedy-romances of the year." "Variety" described the film as "dripping with the trappings of glamor. The premise is dubious, but an attractive cast, headed by Rock Hudson and Doris Day, give the good lines the strength to overcome this deficiency. It plays." "Harrison's Reports" agreed, writing: "Although the basic premise of the plot is slightly incredulous, and the plot itself wafer thin, the entire production is endowed with superb production values that more than compensate for the script deficiencies." Paul V. Beckley of the "New York Herald Tribune" wrote, ""Pillow Talk" is a melange of legs, pillows, slips, gowns and decor and is about as light as it could get without floating away, but it has a smart, glossy texture and that part of the population likely to be entranced at the sight of a well groomed Rock Hudson being irresistible to a silver-haired Doris Day will probably enjoy it." John McCarten of "The New Yorker" was dismissive, calling the film "an attempt at farce that is hardly what I would call farcical." "The Monthly Film Bulletin" wrote that director Michael Gordon "maintains a lively pace and handles his players with an expert feeling for timing and emphasis. Doris Day gives possibly her best comedy performance to date; Tony Randall works several more variations on his tired dilettante act; and Rock Hudson's beefcake charmer has all the necessary physical ingredients for success."
The film currently holds a 93% "Fresh" rating on Rotten Tomatoes, based on 28 reviews, with an average rating of 7.09/10.
Awards and nominations.
Honors
Unproduced sequel.
In 1960, "Baby Talk", a sequel starring Hudson and Day, was announced. In 1980, a sequel was planned for the film, set 20 years after the original film ended. The story involved Jan and Brad having their first daughter (who would have been played by Kristy McNichol), and getting a divorce, which allows Jonathan (who would have been played again by Tony Randall) to have another chance of proposing to Jan. She schemes to get Brad back while Brad does a scam of his own. According to David Kaufman's biography "Doris Day: The Untold Story of the Girl Next Door", Day was enthusiastic about the project and wanted to be involved. Hudson also expressed interest in returning. Ross Hunter was set to produce again, with Delbert Mann (who directed Day and Hudson in "Lover Come Back") directing the script written by Bruce Kane. Despite making changes according to Day's wishes and getting approval from Universal to make the sequel, the project did not materialize; Day's retirement was one of the reasons.


Minnesota Institute for Talented Youth

The Minnesota Institute for Talented Youth (also known simply as MITY, pronounced "mighty") is an institute that offers extracurricular options for gifted and talented students. It is takes place at Macalester College in Saint Paul, Minnesota. Founded in 1967, MITY has become relatively large and has three different programs for primary education and secondary education students. The three programs, YES (Your Extraordinary Saturday), ExplorSchool, and Expand Your Mind, each deal with a separate age group of students, and often share staff members and class styles. YES is for students in grades 1-4, and takes place on Saturdays during the school year. ExplorSchool is offered for students in grades 4-6, and it takes place during the summer, with classes being held Monday through Friday over a two-week period. Expand Your Mind (which many veteran students refer to simply as MITY, due to its popularity) is offered for students in grades 7-12, and takes place during the summer with classes held Monday through Friday over a similar two-week period at Macalester College.
This camp includes a "Rec Time", run by "Mr. Rec". The activities include squirrel watching, geography bee, hula hooping, Trivial Pursuit tournament, Duct Tape Stuff day, urban Bocce ball, beading, and charades.
There is also a "Wacky Track Meet", on the first Friday of the camp. The activities include crab walking, three-legged race, water balloon toss, water spoon relay, watermelon seed-spitting, bubble gum blowing, and watermelon eating. On the last day, there are awards handed out to those who got first place in seed-spitting, bubble gum blowing, and watermelon eating.
Students may also take the Starburst™ Challenge. This is where they put an original flavor Starburst™ in their mouth without looking, and try to guess the flavor. The "Double Down" is where there are two starbursts, and the "Trifecta" is where there are three.
It was founded as the Twin Cities Institute for Talented Youth in 1967.


Call-progress tone

In telephony, call progress tones are audible tones that provide an indication of the status of a telephone call to the user. The tones are generated by a central office or a private branch exchange (PBX) to the calling party.
Equipment such as fax machines and modems are designed to recognize dial tones and busy tones.
The ITU-T E.180 and E.182 recommendations define the technical characteristics and intended usage of some of these tones. ToneScript is a tone description format that may be used to specify the tone. Many European systems follow the recommendations of ETSI, European Telecommunications Standards Institute
Regional and National Standards.
National telephone systems define tones to indicate the status of lines, equipment, or the result of calls with special tones.
Such tones are generally standardized in each country, and may consist of single or multiple frequencies.
Most European countries have harmonised to a system of tones based on a single 425 Hz, while the United States uses a dual frequency system.
Exceptions exist, notably in private networks and on some VoIP equipment. In Europe, some countries maintain national exceptions based on established older standards and have not fully adopted ETSI recommendations.
The most notable exceptions are found in the U.K. (distinct system of tones see table below), Ireland (British style ringback tone), Italy (non continuous dial tone) and France (tone frequencies at 440Hz).
Outside of Europe and North America, tone plans vary from country to country but are usually similar enough to be easily recognised by end users calling from abroad and by automatic dialling equipment, such as fax machines and modems.
Many countries have adopted plans similar to those recommended by the ETSI, others have influences of North American or British standards, while some like Japan and Australia are unique to those countries.
In many cases, when calling from abroad, busy, reorder and other call failure tones may be played by the local switch. Modern signalling protocols like SS7 send this information digitally, thus only a ringback tone or announcement generated by a distant switch in a foreign network will ever be heard by callers from other countries or networks.
Mobile phones roaming on a foreign network will often be provided with a ringback tone from the network they are temporarily hosted on. So, for example, calling a US phone in Europe may return a European ringback tone or visa versa. Increasingly, networks may opt to play their own domestic tones instead, making roaming seamless. In this case the ringing state is sent by the host network and the tone is generated by the home network.
In some instances, the tones are entirely generated by the local network or even by the telephone itself, this is increasingly common on VoIP based services. In this case no distantly generated tones will be heard.
The use of signalling protocols rather than audible tones means that a voice channel to the distant switch is unnecessary unless a call is connected. This saves network bandwidth, switch capacity and is often more user friendly as it can provide local tones or even on-screen feedback to end users.
North American Tones.
The tone frequencies, as defined by the Precise Tone Plan, are selected such that harmonics and intermodulation products will not cause an unreliable signal. No frequency is a multiple of another, the difference between any two frequencies does not equal any of the frequencies, and the sum of any two frequencies does not equal any of the frequencies. The frequencies were initially designed with a ratio of 21/19, which is slightly less than a whole tone. The frequencies may not vary more than ±1.8% from their nominal frequency, or the switching center will ignore the signal. The high frequencies may be the same volume as – or louder than – the low frequencies when sent across the line. The loudness difference between the high and low frequencies can be as large as 3 decibels (dB) and is referred to as "twist." The duration of the tone should be at least 537 ms.
Australian Tones.
Supervisory tones in the Australian PSTN are defined in AS/CA S002, published by the Communications Alliance.


Command and Data modes (modem)

Command and Data modes refer to the two modes in which a computer modem may operate. These modes are defined in the Hayes command set, which is the de facto standard for all modems. These modes exist because there is only one channel of communication between the modem and the computer, which must carry both the computer's commands to the modem, as well as the data that the modem is enlisted to transmit to the remote party over the telephone line.
When a modem is in command mode, any characters sent to it are interpreted as commands for the modem to execute, per the Hayes command set. A command is preceded by the letters 'AT', which stand for 'Attention'. For example, if a modem receives 'ATDT5551212' while in the command mode, it interprets that as an instruction to dial the numbers 5551212 on the telephone, using touch-tone dialing. While in command mode, the modem may send responses back to the computer indicating the outcome of the command. For example, the modem may respond with the word "BUSY" in response to the ATDT command, if it hears a busy signal after dialing and is configured to listen for busy signals.
Any communication in command mode (in both directions) is terminated by a carriage return.
When a modem is in data mode, any characters sent to the modem are intended to be transmitted to the remote party. The modem enters data mode immediately after it makes a connection. For example, if ATDT5551212 resulted in a phone call that was answered by another computer modem, the modem would report the word "CONNECT" and then switch to data mode. Any further characters received over the serial link are deemed to be from the remote party, and any characters sent are transmitted to the remote party.
When a voice-capable modem is in "voice data" mode, any data sent to the modem is interpreted as audio data to be played over the phone line, rather than character bytes to be transmitted digitally to the other party.
Switching between modes.
Modems always start out in command mode when powered up. Here are the ways a modem can switch to data mode:
Modems switch back into command mode from data mode for the following reasons:
Practical contemporary use.
Today, most modems are configured with the characters "&C1&D2" in the initialization string, or otherwise behave this way by default. This causes the following behavior:
Data Link Escape (DLE) messages.
For normal dial-up data communications, modems enter data mode only once - starting when the session connects, and ending when the session disconnects. However, when modems are used for fax and voice (audio) communication, they rapidly switch between command and data modes several times during a call. This is because the role of the modem changes more frequently - rather than simply handing bytes from point A to point B, it is either negotiating parameters and pages with a fax machine, or switching between recording, pausing, and playback audio modes.
In fax and voice data modes, sometimes events occur that the modem wishes to signal to the computer regardless of whether it's in command or data mode. An example of such an event is a caller pressing a touch-tone key in voice mode. Other common out-of-band messages are notifications from the modem that data was lost because the computer is sending data either too slow or too fast, or that the modem hears an unexpected dial-tone on the line (meaning the caller probably hung up), or that the extension handset was picked up or hung up.
This type of event is signalled with a DLE message, which is a single-character message preceded by a Data Link Escape code. DLE is a character sent from the modem to the computer whose definition is unrelated to either command or data mode, and which uses a specific ASCII code (0x10) which never occurs in any AT commands or responses, so that it can be isolated from the command/response stream on that merit alone. In these modes, whenever a DLE (0x10) is sent, the character following it has a special non-command and non-data meaning. For example, a DLE followed by the number 2 means the caller pressed the number 2 on his telephone keypad. This could happen in either command or data mode so long as the phone line is in use by the modem and someone is on the other end of the line.
The DLE character could appear in fax or audio data. To avoid misinterpreting a 0x10 data byte as a DLE "bit stuffing" is used. Stuffing is a common encoding scheme for modems and used to escape character in streams. In this case stuffing means two DLE's characters in a row are interpreted as one literal byte with value 0x10.
DLE is also used lightly in communication from the computer to the modem. One specific DLE event signals the end of a fax page, or the end of an audio file. That event returns the modem back into command mode. Unlike in standard dial-up data mode, dropping DTR isn't an appropriate way to resume command mode since a hangup is not desired, and an escape code with mandatory pauses isn't suitable either. Because of this, literal 0x10 bytes in data are doubled from the computer to the modem as well.
DLE is never used in standard modem-to-modem data modes such as the one used for dial-up Internet access, at least not by the modem itself. In these modes, DLE is passed over the line just like any other character. DLE (and DLE-escaped messages) are only used by a modem for fax and voice applications, when it is specifically placed in a fax or voice mode.


Metering pulse

In telecommunications, metering pulses are telephone signals sent by telephone exchanges to metering boxes and payphones aimed at informing the latter of the cost of ongoing telephone calls. Metering pulses are also known as "billing pulses" and "tax pulses".
The properties of metering signals differ between the telephone administrations in various countries. Some systems use alternating current pulses superimposed on the direct current (battery) levels of the local loop, while others may use a reversal of tip-ring polarity of the wire pair. Common frequencies of the A.C. pulses are 50 Hz, 12 kHz, and 16 kHz, with typical durations of the signal varying from several tens to hundreds of milliseconds. 50 Hz pulses are applied to the telephone circuit as common-mode signals with respect to ground, as applying them differentially would make them audible for the talking parties as buzzing tones. The pulse amplitude (RMS voltage) is high enough to distinguish them from signals induced from mains electricity. 12- and 16 kHz metering pulses are applied differentially across the telephone circuit, as these frequencies cannot be heard by listeners with conventional telephone instruments.
Each pulse represents an incremental cost. For calls with higher billing rates, the exchange equipment generates metering pulses at a higher rate than during calls to cheaper destinations, or during periods of lower billing rates.
On residential telephone lines, metering pulses are not used to generate billing records, but serve to inform the calling subscriber with a visual display in form of a counter or advancing dial connected to the telephone instrument. In commercial pay station telephones and coin collectors, A.C. signaling pulses operate coin control.


Gertrude van den Bergh

Gertrude van den Bergh (c. 21 January 1793 – 10 September 1840) was a Dutch pianist and composer.
Early years.
Gertrude van den Bergh was baptized in Cologne, the eldest daughter of Dutch father Henderik van den Bergh and German Maria Theresia Leydel. Van den Bergh showed talent for music at an early age, took piano lessons at six and published a harpsichord sonata at the age of nine. She studied composition with Johann Burgmüller and piano with Ferdinand Ries.
Career.
In 1809 van den Bergh's father organized a concert tour of the Netherlands for Gertrude and her sister Sophia. The family moved to The Hague about 1813, and afterward Van den Bergh seldom played in public. She continued to perform in private circles and remained well known. In 1830 she was invited to join the Society for the Promotion of Music, which had not been previously open to women. In 1834 the society held a two-day festival in The Hague where Van den Bergh participated. She directed the first mixed voice choir from The Hague and from 1837 or 1838 the Vocal Society.
As an unmarried woman, Van den Bergh lived with her mother and gave singing and piano lessons. She wrote a music instruction manual around 1830 to aid in this work, and in 1840 she died in The Hague of breast cancer at the age of 47.
Works.
Most of Van den Bergh's compositions were unpublished and so lost. Selected works include:


Marianne Simmel

Marianne Leonore Simmel (3 January 1923 – 24 March 2010) was a German-American psychologist with a special interest in cognitive neuropsychology.
The granddaughter of famed sociologist and philosopher Georg Simmel, she was born into an assimilated Jewish family in Jena, Thuringia, Germany, to doctors Hans Eugen Simmel, a professor, and his wife, Else Rose, a pediatrician. She had younger siblings Eva Barbara, Arnold Georg and Gerhard Friedrich. She immigrated to the United States in March 1940 with her family as a stateless refugee and applied for citizenship later that year. The family was initially divided across New York City; the parents stayed at a lodging house while their children lived at various friends' homes. At age 17, with only an eighth-grade education, she initially lived in Queens, working as a housekeeper for another Jewish family. Nine years later, she received her Ph.D. from Harvard University and later served on the faculty at the College of Medicine at the University of Illinois at Chicago and at Brandeis University.
With Fritz Heider, Simmel co-authored "An Experimental Study of Apparent Behavior," which explored the experience of animacy. The study showed that subjects presented with a certain display of inanimate two-dimensional figures are inclined to ascribe intentions to those figures. This result has been taken to establish "the human instinct for storytelling" and to serve as important data in the study of theory of mind.
In addition to her early work with Heider, Simmel went on to make important contributions in cognitive neuropsychology, for instance in her work on the phenomenon of the phantom limb.
She died in North Eastham, Massachusetts.


Kirsten Bomblies

Kirsten Bomblies is an American biological researcher. Her research focuses primarily on species in the Arabidopsis genus, particularly Arabidopsis arenosa. She has studied processes related to speciation and hybrid incompatibility, and currently focuses on the adaptive evolution of meiosis in response to climate and genome change.
She was Assistant Professor and then Thomas D. Cabot Associate Professor of Organismic and Evolutionary Biology at Harvard University from 2009 until 2015. She briefly moved her lab to the John Innes Centre in Norwich, UK (2015-2019) before moving to the ETH in Zürich Switzerland to take up a full professorship in Plant Evolutionary Genetics and Molecular Biology in early 2019. She was born in 1973 in Germany and grew up in Castle Rock, Colorado. She received her Bachelor of Arts in biochemistry and biology from The University of Pennsylvania in 1996.
For her PhD with John Doebley at the University of Wisconsin - Madison, she studied extant domesticated Maize (called "Corn" colloquially in United States) with some study of Teosinte, its wild precursor. She examined how these plants as well as organisms in general develop to their extant form and function due to the influence of their component genes, proteins and other intrinsic and extrinsic forces.
As a postdoc with Detlef Weigel at the Max Planck Institute for Developmental Biology in Tübingen, Germany, she began to study how individuals interact with other organisms and to examine selection forces within and across species boundaries, accessions, chronological gradients and other delineations. The work has an experimental component but the theoretical implications of the discoveries Bomblies and her colleagues made have received much attention.
She was awarded a MacArthur Fellowship in 2008. She joined the faculty of Harvard University in July 2009 and the ETH in 2019.
At ETH Zürich Bomblies studies the evolution of meiosis, particularly recombination and chromosome segregation.
In her spare time she does illustrations, etchings and other art. She loves hiking, rock climbing, and other sports.


Intransitive verb

In grammar, an intransitive verb does not allow a direct object. This is distinct from a transitive verb, which takes one or more objects. The verb property is called "transitivity". Intransitive verbs are often identified as those that can't be followed by "who" or "what".
Examples.
In the following sentences, verbs are used without a direct object:
The following sentences contain transitive verbs (they take one or more objects):
Some verbs, called ambitransitive verbs, allow for objects but do not always require one. Such a verb may be used as intransitive in one sentence, and as transitive in another.
In general, intransitive verbs often involve weather terms, involuntary processes, states, bodily functions, motion, action processes, cognition, sensation, and emotion.
Valency-changing operations.
The valency of a verb is related to transitivity. Where the transitivity of a verb only considers the objects, the valency of a verb considers all the arguments the verb takes, including both the subject of the verb and all of the objects.
It is possible to change the transitivity of a verb, and in so doing to change the valency.
In languages that have a passive voice, a transitive verb in the active voice becomes intransitive in the passive voice. For example, consider the following sentence:
In this sentence, "hugged" is a transitive verb taking "Mary" as its object. The sentence can be made passive with the direct object "Mary" as the grammatical subject as follows:
This shift is called "promotion" of the object.
The passive-voice construction cannot take an object. The passivized sentence could be continued with the agent:
It cannot be continued with a direct object to be taken by "was hugged". For example, it would be ungrammatical to write "Mary was hugged her daughter" to show that Mary and her daughter shared a hug.
Intransitive verbs can be made passive in some languages. In English, intransitive verbs can be used in the passive voice when a prepositional phrase is included, as in, "The houses were lived in by millions of people."
Some languages, such as Dutch, have an impersonal passive voice that lets an intransitive verb without a prepositional phrase be passive. In German, a sentence such as "The children sleep" can be made passive to remove the subject and becomes, "It is slept." However, no addition like "...by the children" is possible in such cases.
In languages with ergative–absolutive alignment, the passive voice (where the object of a transitive verb becomes the subject of an intransitive verb) does not make sense, because the noun associated with the intransitive verb is marked as the object, not as the subject. Instead, these often have an antipassive voice. In this context, the "subject" of a transitive verb is promoted to the "object" of the corresponding intransitive verb. In the context of a nominative–accusative language like English, this promotion is nonsensical because intransitive verbs don't take objects, they take subjects, and so the subject of a transitive verb ("I" in "I hug him") is "also" the subject of the intransitive passive construction ("I was hugged by him"). But in an ergative–absolutive language like Dyirbal, "I" in the transitive "I hug him" would take the ergative case, but the "I" in "I was hugged" would take the absolutive, and so by analogy the antipassive construction more closely resembles "*was hugged me". Thus in this example, the ergative is promoted to the absolutive, and the agent (i.e., "him"), which was formerly marked by the absolutive, is deleted to form the antipassive voice (or is marked in a different way, in the same way that in the English passive voice can still be specified as the agent of the action using "by him" in "I was hugged by him"—for example, Dyirbal puts the agent in the dative case, and Basque retains the agent in the absolutive).
Ambitransitivity.
In many languages, there are "ambitransitive" verbs, which can be either transitive or intransitive. For example, English "play" is ambitransitive, since it is grammatical to say "His son plays", and it is also grammatical to say "His son plays guitar". English is rather flexible as regards verb valency, and so it has a high number of ambitransitive verbs; other languages are more rigid and require explicit valency changing operations (voice, causative morphology, etc.) to transform a verb from intransitive to transitive or vice versa.
In some ambitransitive verbs, called "ergative verbs", the alignment of the syntactic arguments to the semantic roles is exchanged. An example of this is the verb "break" in English.
In (1), the verb is transitive, and the subject is the "agent" of the action, i.e. the performer of the action of breaking the cup. In (2), the verb is intransitive and the subject is the "patient" of the action, i.e. it is the thing affected by the action, not the one that performs it. In fact, the patient is the same in both sentences, and sentence (2) is an example of implicit middle voice. This has also been termed an "anticausative".
Other alternating intransitive verbs in English are "change" and "sink".
In the Romance languages, these verbs are often called "pseudo-reflexive", because they are signaled in the same way as reflexive verbs, using the clitic particle "se". Compare the following (in Spanish):
Sentences (3a) and (3b) show Romance pseudo-reflexive phrases, corresponding to English alternating intransitives. As in "The cup broke", they are inherently without an agent; their deep structure does not and can not contain one. The action is not reflexive (as in (4a) and (4b)) because it is not performed by the subject; it just happens to it. Therefore, this is not the same as passive voice, where an intransitive verb phrase appears, but there is an implicit agent (which can be made explicit using a complement phrase):
Other ambitransitive verbs (like "eat") are not of the alternating type; the subject is always the agent of the action, and the object is simply optional. A few verbs are of both types at once, like "read": compare "I read", "I read a magazine", and "this magazine reads easily".
Some languages like Japanese have different forms of certain verbs to show transitivity. For example, there are two forms of the verb "to start":
In Japanese, the form of the verb indicates the number of arguments the sentence needs to have.
Unaccusative and unergative verbs.
Especially in some languages, it makes sense to classify intransitive verbs as:
This distinction may in some cases be reflected in the grammar, where for instance different auxiliary verbs may be used for the two categories.
Cognate objects.
In many languages, including English, some or all intransitive verbs can take "cognate objects"—objects formed from the same roots as the verbs themselves; for example, the verb "sleep" is ordinarily intransitive, but one can say, "He slept a troubled sleep", meaning roughly "He slept, and his sleep was troubled."
Other languages.
In Pingelapese, a Micronesian language, intransitive verb sentence structure is often used, with no object attached. There must be a stative or active verb to have an intransitive sentence. A stative verb has a person or an object that is directly influenced by a verb. An active verb has the direct action performed by the subject. The word order that is most commonly associated with intransitive sentences is subject-verb. However, verb-subject is used if the verb is unaccusative or by discourse pragmatics.
In Tokelauan, the noun phrases used with verbs are required when verbs are placed in groups. Verbs are divided into two major groups.
Every verbal sentence must have that structure, which contains a singular noun phrase, without a preposition, called an unmarked noun phrase. Only if a "ko"-phrase precedes the predicate, that rule may be ignored. [6] The agent is what speakers of the language call the person who is performing the action of the verb.[6] If a noun phrase that starts with the preposition "e" is able to express the agent, and the receiving person or thing that the agent is performing the action of the verb to is expressed by a singular noun phrase that lack a preposition, or unmarked noun phrase, the verb is then considered transitive.[6] All other verbs are considered intransitive.[6]