abstract: The Men's sprint event of the Biathlon World Championships 2015 was held on 7 March 2015 at 14:00 local time.

text:
# Biathlon World Championships 2015 – Men's sprint

The **Men's sprint** event of the Biathlon World Championships 2015 was held on 7 March 2015 at 14:00 local time.

## Results

| Rank | Bib | Name | Nationality | Time | Penalties (P+S) | Deficit |
| --- | --- | --- | --- | --- | --- | --- |
|  | 16 | Johannes Thingnes Bø | Norway | 24:12.8 | 1 (0+1) |  |
|  | 12 | Nathan Smith | Canada | 24:24.9 | 1 (0+1) | +12.1 |
|  | 38 | Tarjei Bø | Norway | 24:38.1 | 0 (0+0) | +25.3 |
| 4 | 41 | Simon Fourcade | France | 24:42.3 | 1 (0+1) | +29.5 |
| 5 | 36 | Erik Lesser | Germany | 24:43.1 | 1 (0+1) | +30.3 |
| 6 | 11 | Evgeniy Garanichev | Russia | 24:48.4 | 2 (0+2) | +35.6 |
| 7 | 10 | Michal Šlesingr | Czech Republic | 24:48.9 | 2 (1+1) | +36.1 |
| 8 | 4 | Vladimir Iliev | Bulgaria | 24:53.0 | 1 (1+0) | +40.2 |
| 9 | 23 | Ondřej Moravec | Czech Republic | 24:56.7 | 1 (0+1) | +43.9 |
| 10 | 39 | Benedikt Doll | Germany | 24:59.3 | 2 (0+2) | +46.5 |
| 11 | 43 | Jaroslav Soukup | Czech Republic | 25:02.4 | 0 (0+0) | +49.6 |
| 12 | 25 | Martin Fourcade | France | 25:02.5 | 3 (0+3) | +49.7 |
| 13 | 7 | Benjamin Weger | Switzerland | 25:07.7 | 2 (1+1) | +54.9 |
| 14 | 17 | Jakov Fak | Slovenia | 25:08.1 | 3 (1+2) | +55.3 |
| 15 | 5 | Tim Burke | United States | 25:12.4 | 2 (1+1) | +59.6 |
| 16 | 21 | Yuryi Liadov | Belarus | 25:12.5 | 2 (0+2) | +59.7 |
| 17 | 40 | Lowell Bailey | United States | 25:14.3 | 1 (0+1) | +1:01.5 |
| 18 | 28 | Anton Shipulin | Russia | 25:15.3 | 2 (1+1) | +1:02.5 |
| 19 | 34 | Ole Einar Bjørndalen | Norway | 25:21.7 | 3 (1+2) | +1:08.9 |
| 20 | 26 | Fredrik Lindström | Sweden | 25:26.0 | 3 (0+3) | +1:13.2 |
| 21 | 18 | Brendan Green | Canada | 25:27.1 | 1 (0+1) | +1:14.3 |
| 21 | 54 | Michael Rösch | Belgium | 25:27.1 | 1 (1+0) | +1:14.3 |
| 23 | 14 | Dominik Windisch | Italy | 25:28.3 | 2 (1+1) | +1:15.5 |
| 24 | 2 | Lukas Hofer | Italy | 25:32.1 | 3 (1+2) | +1:19.3 |
| 25 | 58 | Christian De Lorenzi | Italy | 25:33.9 | 1 (0+1) | +1:21.1 |
| 26 | 6 | Serhiy Semenov | Ukraine | 25:38.2 | 3 (1+2) | +1:25.4 |
| 27 | 31 | Timofey Lapshin | Russia | 25:40.9 | 3 (1+2) | +1:28.1 |
| 28 | 3 | Mario Dolder | Switzerland | 25:42.3 | 2 (0+2) | +1:29.5 |
| 29 | 53 | Serafin Wiestner | Switzerland | 25:43.1 | 2 (1+1) | +1:30.3 |
| 30 | 27 | Arnd Peiffer | Germany | 25:44.0 | 3 (1+2) | +1:31.2 |
| 31 | 57 | Roland Lessing | Estonia | 25:45.2 | 2 (2+0) | +1:32.4 |
| 32 | 51 | Cornel Puchianu | Romania | 25:45.9 | 2 (1+1) | +1:33.1 |
| 33 | 48 | Matej Kazár | Slovakia | 25:48.3 | 1 (0+1) | +1:35.5 |
| 34 | 37 | Dmitry Malyshko | Russia | 25:48.4 | 3 (3+0) | +1:35.6 |
| 35 | 59 | Henrik L'Abée-Lund | Norway | 25:50.7 | 1 (1+0) | +1:37.9 |
| 36 | 8 | Emil Hegle Svendsen | Norway | 25:53.3 | 4 (2+2) | +1:40.5 |
| 36 | 46 | Ivan Joller | Switzerland | 25:53.3 | 2 (1+1) | +1:40.5 |
| 38 | 29 | Quentin Fillon Maillet | France | 25:54.2 | 2 (0+2) | +1:41.4 |
| 39 | 30 | Dominik Landertinger | Austria | 25:59.3 | 2 (1+1) | +1:46.5 |
| 39 | 42 | Jean-Guillaume Béatrix | France | 25:59.3 | 3 (0+3) | +1:46.5 |
| 41 | 35 | Daniel Mesotitsch | Austria | 26:00.5 | 3 (2+1) | +1:47.7 |
| 42 | 1 | Andrejs Rastorgujevs | Latvia | 26:00.7 | 4 (2+2) | +1:47.9 |
| 43 | 9 | Vladimir Chepelin | Belarus | 26:02.0 | 3 (2+1) | +1:49.2 |
| 44 | 50 | Julian Eberhard | Austria | 26:03.9 | 4 (2+2) | +1:51.1 |
| 45 | 22 | Leif Nordgren | United States | 26:09.4 | 3 (0+3) | +1:56.6 |
| 46 | 19 | Simon Eder | Austria | 26:11.0 | 4 (2+2) | +1:58.2 |
| 47 | 15 | Klemen Bauer | Slovenia | 26:13.9 | 5 (2+3) | +2:01.1 |
| 48 | 56 | Oleksander Zhyrnyi | Ukraine | 26:17.0 | 3 (2+1) | +2:04.2 |
| 49 | 24 | Dmytro Pidruchnyi | Ukraine | 26:18.8 | 3 (2+1) | +2:06.0 |
| 50 | 55 | Scott Gow | Canada | 26:19.0 | 2 (1+1) | +2:06.2 |
| 51 | 70 | Jarkko Kauppinen | Finland | 26:21.2 | 1 (0+1) | +2:08.4 |
| 52 | 13 | Krasimir Anev | Bulgaria | 26:30.4 | 3 (0+3) | +2:17.6 |
| 53 | 89 | Kauri Kõiv | Estonia | 26:33.1 | 3 (1+2) | +2:20.3 |
| 54 | 61 | Ahti Toivanen | Finland | 26:35.4 | 2 (1+1) | +2:22.6 |
| 55 | 97 | Sean Doherty | United States | 26:41.7 | 3 (2+1) | +2:28.9 |
| 56 | 47 | Dmitriy Dyuzhev | Belarus | 26:50.5 | 2 (1+1 | +2:37.7 |
| 57 | 64 | Ivan Zlatev | Bulgaria | 26:57.7 | 3 (1+2) | +2:44.9 |
| 58 | 120 | Krzysztof Pływaczyk | Poland | 26:58.0 | 2 (0+2) | +2:45.2 |
| 59 | 33 | Michal Krčmář | Czech Republic | 26:59.4 | 5 (3+2) | +2:46.6 |
| 60 | 88 | Tomas Kaukėnas | Lithuania | 27:00.6 | 3 (1+2) | +2:47.8 |
| 61 | 108 | George Buta | Romania | 27:03.5 | 2 (0+2) | +2:50.7 |
| 62 | 32 | Artem Pryma | Ukraine | 27:05.3 | 4 (1+3) | +2:52.5 |
| 63 | 68 | Łukasz Szczurek | Poland | 27:07.3 | 2 (1+1) | +2:54.5 |
| 64 | 52 | Kalev Ermits | Estonia | 27:10.1 | 6 (4+2) | +2:57.3 |
| 65 | 62 | Martin Otčenáš | Slovakia | 27:13.2 | 4(2+2) | +3:00.4 |
| 66 | 102 | Janez Marič | Slovenia | 27:13.5 | 4 (0+4) | +3:00.7 |
| 67 | 44 | Tsukasa Kobonoki | Japan | 27:18.9 | 3 (1+2) | +3:06.1 |
| 68 | 80 | Karol Dombrovski | Lithuania | 27:19.7 | 2 (0+2) | +3:06.9 |
| 69 | 110 | Vytautas Strolia | Lithuania | 27:20.3 | 3 (1+2) | +3:07.5 |
| 70 | 99 | Dzmitry Abasheu | Belarus | 27:22.1 | 4 (2+2) | +3:09.3 |
| 71 | 98 | Rok Tršan | Slovenia | 27:23.3 | 4 (0+4) | +3:10.5 |
| 72 | 60 | Ted Armgren | Sweden | 27:23.5 | 4 (0+4) | +3:10.7 |
| 73 | 109 | Christian Gow | Canada | 27:23.8 | 3 (1+2) | +3:11.0 |
| 74 | 111 | Miroslav Matiaško | Slovakia | 27:28.1 | 4 (1+3) | +3:15.3 |
| 75 | 92 | Tomáš Hasilla | Slovakia | 27:28.7 | 3 (1+2) | +3:15.9 |
| 76 | 128 | Anton Sinapov | Bulgaria | 27:30.1 | 3 (2+1) | +3:17.3 |
| 77 | 20 | Simon Schempp | Germany | 27:32.3 | 7 (4+3) | +3:19.5 |
| 78 | 49 | Peppe Femling | Sweden | 27:39.7 | 6 (3+3) | +3:26.9 |
| 79 | 93 | Lee-Steve Jackson | Great Britain | 27:44.1 | 3 (1+2) | +3:31.3 |
| 80 | 105 | Mikito Tachizaki | Japan | 27:45.4 | 4 (2+2) | +3:32.6 |
| 81 | 78 | Scott Dixon | Great Britain | 27:48.6 | 1 (0+1) | +3:35.8 |
| 82 | 69 | Anton Pantov | Kazakhstan | 27:52.2 | 2 (0+2) | +3:39.5 |
| 83 | 74 | Christofer Eriksson | Sweden | 27:54.6 | 5 (2+3) | +3:41.8 |
| 84 | 77 | Kazuya Inomata | Japan | 27:58.0 | 4 (2+2) | +3:45.2 |
| 85 | 83 | Olli Hiidensalo | Finland | 28:05.7 | 6 (2+4) | +3:52.9 |
| 86 | 100 | Maxim Braun | Kazakhstan | 28:07.2 | 2 (0+2) | +3:54.4 |
| 87 | 96 | Tang Jinle | China | 28:22.9 | 3 (0+3) | +4:10.1 |
| 88 | 73 | Ren Long | China | 28:37.5 | 5 (1+4) | +4:24.7 |
| 89 | 90 | Grzegorz Guzik | Poland | 28:39.3 | 6 (4+2) | +4:26.5 |
| 90 | 45 | Thomas Bormolini | Italy | 28:45.8 | 5 (1+4) | +4:33.0 |
| 91 | 84 | Kim Yong-gyu | South Korea | 28:46.6 | 3 (1+2) | +4:33.8 |
| 92 | 104 | Alexei Almoukov | Australia | 28:47.1 | 3 (1+2) | +4:34.3 |
| 93 | 94 | Roberts Slotiņš | Latvia | 28:51.5 | 4 (1+3) | +4:38.7 |
| 94 | 101 | Remus Faur | Romania | 28:58.1 | 5 (2+3) | +4:45.3 |
| 95 | 106 | Damir Rastić | Serbia | 29:02.0 | 4 (1+3) | +4:49.2 |
| 96 | 63 | Yan Savitskiy | Kazakhstan | 29:07.8 | 6 (2+4) | +4:55.0 |
| 97 | 91 | Jun Je-uk | South Korea | 29:12.8 | 4 (2+2) | +5:00.0 |
| 98 | 75 | Apostolos Angelis | Greece | 29:15.7 | 4 (2+2) | +5:02.9 |
| 99 | 86 | Thorsten Langer | Belgium | 29:22.3 | 1 (1+0) | +5:09.5 |
| 100 | 124 | Kim Jong-min | South Korea | 29:26.7 | 3 (2+1) | +5:13.9 |
| 101 | 118 | Marian Marcel Dănilă | Romania | 29:47.7 | 7 (3+4) | +5:34.9 |
| 102 | 103 | Károly Gombos | Hungary | 29:50.2 | 3 (1+2) | +5:37.4 |
| 103 | 126 | Tuomas Grönman | Finland | 29:51.8 | 7 (2+5) | +5:39.0 |
| 104 | 107 | Edin Hodžić | Serbia | 30:08.7 | 3 (2+1) | +5:55.9 |
| 105 | 125 | Lee Su-young | South Korea | 30:13.9 | 5 (1+4) | +6:01.1 |
| 106 | 127 | Toms Praulītis | Latvia | 30:14.0 | 2 (1+1) | +6:01.2 |
| 107 | 85 | Filip Petrović | Croatia | 30:22.8 | 3 (0+3) | +6:10.0 |
| 108 | 114 | Kevin Kane | Great Britain | 30:39.2 | 6 (3+3) | +6:26.4 |
| 109 | 123 | Rokas Suslavičius | Lithuania | 30:40.7 | 4 (3+1) | +6:27.9 |
| 110 | 121 | Thierry Langer | Belgium | 30:41.9 | 5 (4+1) | +6:29.1 |
| 111 | 112 | Ahmet Üstüntaş | Turkey | 30:57.8 | 3 (1+2) | +6:45.0 |
| 112 | 119 | Ryo Maeda | Japan | 31:04.4 | 4 (2+2) | +6:51.6 |
| 113 | 129 | Vassiliy Podkorytov | Kazakhstan | 31:06.8 | 6 (1+5) | +6:54.0 |
| 114 | 81 | Gjorgji Icoski | Macedonia | 31:19.2 | 3 (0+3) | +7:06.4 |
| 115 | 66 | Rolands Pužulis | Latvia | 31:23.7 | 5 (3+2) | +7:10.9 |
| 116 | 116 | Dimitrios Kyriazis | Greece | 31:25.5 | 2 (0+2) | +7:12.7 |
| 117 | 95 | Kleanthis Karamichas | Czech Republic | 31:33.5 | 4 (3+1) | +7:20.7 |
| 118 | 115 | Marcel Laponder | Great Britain | 31:49.8 | 7 (2+5) | +7:37.0 |
| 119 | 82 | Tom Lahaye-Goffart | Belgium | 32:14.1 | 7 (4+3) | +8:01.3 |
| 120 | 122 | Dejan Krsmanović | Serbia | 32:23.3 | 6 (3+3) | +8:10.5 |
| 121 | 72 | Victor Pînzaru | Moldova | 32:33.7 | 2 (1+1) | +8:20.9 |
| 122 | 117 | Ajlan Rastić | Serbia | 32:42.3 | 7 (2+5) | +8:29.5 |
| 123 | 87 | Dyllan Harmer | Australia | 33:12.2 | 6 (3+3) | +8:59.4 |
| 124 | 71 | Orhangazi Civil | Turkey | 33:31.2 | 6 (3+3) | +9:18.4 |
| 125 | 67 | Toni Stanoeski | Macedonia | 33:41.9 | 7 (3+4) | +9:29.1 |
| 126 | 65 | Mehmet Üstüntaş | Turkey | 33:51.7 | 6 (1+5) | +9:38.9 |
| 127 | 113 | Daniel Walker | Australia | 34:40.9 | 7 (3+4) | +10:28.1 |
|  | 76 | Joel Sloof | Netherlands | DNF |  |  |
|  | 79 | Martin Remmelg | Estonia | DNF |  |  |

## InfoBox

| Men's sprint <br>at the Biathlon World Championships 2015 | |
| --- | --- |
|  | |
| Venue | Kontiolahti, Finland |
| Date | 7 March 2015 |
| Competitors | 129 from 37 nations |
| Winning time | 24:12.8 |
| Medalists | |
| Norway  Canada  Norway | |
|


title: El Puente (Maya site)

abstract: El Puente, or the Parque Arqueológico El Puente, is a Maya archaeological site in the department of Copán in Honduras. Once an independent Maya city, the city of El Puente became a tributary to the nearby city of Copán between the 6th and 9th centuries AD. The site contains more than 200 structures that include tombs, religious structures, and living quarters, but only a few have been excavated, including a large Maya step pyramid. El Puente is located in the Florida Valley in the municipality of La Jigua, 11 kilometres (6.8 mi) to the north of the Honduran town of La Entrada. The site is 2 kilometres (1.2 mi) north of the confluence of the Chamelecón and Chinamito Rivers. El Puente is 20 kilometres (12 mi) east of the El Paraíso archaeological site. The site is located within the Southern Maya area on the southeastern periphery of Mesoamerica, and it was situated on the frontier between Maya and non-Maya peoples. The site was first described by Jens Yde in 1935. He mapped the site but did not carry out any excavations. The site received a Cultural Heritage of the Nation designation by executive decree in March 1989. The La Entrada Archaeological Project started excavations at El Puente in 1991 with the intention of creating the second archaeological park in the country, after Copán. The Parque Arqueológico El Puente opened on 20 January 1994 and includes a visitor centre, site museum and administrative offices.

text:
# El Puente (Maya site)

**El Puente**, or the  ***Parque Arqueológico El Puente***  ("El Puente Archaeological Park"), is a Maya archaeological site in the department of Copán in Honduras. Once an independent Maya city, the city of El Puente became a tributary to the nearby city of Copán between the 6th and 9th centuries AD. The site contains more than 200 structures that include tombs, religious structures, and living quarters, but only a few have been excavated, including a large Maya step pyramid.

El Puente is located in the Florida Valley in the municipality of La Jigua, 11 kilometres (6.8 mi) to the north of the Honduran town of La Entrada. The site is 2 kilometres (1.2 mi) north of the confluence of the Chamelecón and Chinamito Rivers. El Puente is 20 kilometres (12 mi) east of the El Paraíso archaeological site. The site is located within the Southern Maya area on the southeastern periphery of Mesoamerica, and it was situated on the frontier between Maya and non-Maya peoples.

The site was first described by Jens Yde in 1935. He mapped the site but did not carry out any excavations. The site received a Cultural Heritage of the Nation designation by executive decree in March 1989. The La Entrada Archaeological Project (PALE  from *Proyecto Arqueológico La Entrada* in Spanish) started excavations at El Puente in 1991 with the intention of creating the second archaeological park in the country, after Copán. The Parque Arqueológico El Puente opened on 20 January 1994 and includes a visitor centre, site museum and administrative offices.

## History

El Puente appears to have been first settled around the middle of the 6th century AD, in the Early Classic period, fairly late in the Mesoamerican timescale and occupation at the site did not last very long. Architectural and ceramic similarities with Copán suggest that El Puente was founded by that city to control the crossroads of two trade routes that met in the valley. The site was a regional centre during the Late Classic period when it remained closely allied with the great city of Copán.

After the collapse of Copán in the Terminal Classic (between AD 850950), the La Entrada region suffered politically with local elites losing prestige and territory. However, unlike at Copán, there does not seem to have been overuse of local resources and El Puente appears to have received immigrants from Copán during the Late Classic.

## Site description

Although the architecture is predominantly Maya there are slight non-Maya influences from the neighbouring non-Maya area, such as long structures connected end-to-end. The architecture at El Puente also tends to lack the symmetry found in traditional Maya sites with a long occupational history, perhaps due to a lesser level of technical ability. For example, stairways on the main buildings are of different sizes on each of the four sides of the structures. Quality of workmanship in the working of stone for construction can differ markedly from one building to the next, or even within the same structure.

The principal materials for construction were tufa, schist and a hard limestone, with tufa being the commonest stone used at the site. The tufa is very fragile and the cut tufa stones have frequently crumbled to dust. The infill used within the structures is quite inconsistent and consists of stone, earth and clay. The mortar used in construction was of low quality, with little lime, using only a hard clay that was particularly vulnerable to water damage, causing the stucco facing to come away from the structures and resulting in their complete collapse.

The plazas had a well-designed drainage system to channel runoff rainwater. These channels were carved from stone and at the base of Structure 5 one of the channels is still functional. Another has been excavated on the east side of Structure 3.

Several burials have been excavated, some are accompanied by offerings of jade and ceramic vessels decorated with bands of hieroglyphs. One of these vessels contained an additional offering of 13 obsidian prismatic blades. Rough stones were placed in a circle around one burial, with a seashell placed beside the skull.

Green obsidian from the Pachuca source in central Mexico has been excavated at the site.

### Structures

El Puente has 210 structures and the site core contains 5 plazas. Nine structures at the site have been investigated and restored. Parts of the site have been severely damaged by looters and by agricultural activities.

**Structure 1** is the tallest building at El Puente, measuring 12 metres (39 ft) tall. It appears to have been built in the 7th century AD, its earliest version bears a stylistic similarity to buildings from that period in Copán. It was a radial pyramid with six tiers and stairways on all four sides, with the east and west stairways being the best preserved. It was topped by a superstructure with three rooms and fallen remains indicated that it had a vaulted roof with channels to drain off rainwater. The wall was decorated with sculptures of three human figures. Archaeologists have tunnelled within the structure and have also excavated around it, revealing a large amount of ceramic fragments, burnt clay, and burnt maize and beans. The structure has been badly damaged by looters.

**Structure 3** has excellent quality stonework in the wall on the north side of its first-level platform but the rest of the building features markedly poorer quality workmanship.

**Structure 4** is on the northwest side of Plaza 1, at the extreme northwest of the site core.

**Structure 5** is also on the northwest side of Plaza 1, at the extreme northwest of the site core. It has three Copán-style rooms and traces of domestic activity were found during excavation. At only 30 centimetres (12 in) thick, the walls were not thick enough to have supported a vaulted roof.

**Structure 31** is a pyramid on the eastern side of the site core. Its eastern portion has been badly damaged by looters. The structure supported two rooms. The main room has the remains of a stone bench and an entrance that opens onto the main stairway that climbs the west side of the structure from Plaza C. The building had several construction phases, all dating to the Late Classic. Excavators found an increase in fragments of Copán-style polychrome ceramics in the final construction phase. An altar and a stela were associated with the temple, the stela was not inscribed with any hieroglyphic text.

* Bell, Ellen E.; Marcello A. Canuto; Jorge Ramos (2001). "El Paraíso: Punto embocadero de la periferia sudeste maya". *Yaxkin* (in Spanish). **XIX**. Tegucigalpa, Honduras.: Instituto Hondureño de Antropología e Historia. ISSN 0254-7627. OCLC 436650630. Archived from the original (PDF) on 2011-07-15.
* IHAH (2008). "Parque Arqueológico El Puente" (in Spanish). Tegucigalpa, Honduras.: Instituto Hondureño de Antropología e Historia. Retrieved 2010-10-27.
* Nakamura, Seiichi; Daniel Cruz Torres (1994). "Investigaciones arqueológicas y trabajos de restauración en el sitio arqueológico El Puente, Copan, Honduras" (PDF). *VII Simposio de Investigaciones Arqueológicas en Guatemala, 1993 (edited by J.P. Laporte and H. Escobedo)* (in Spanish). Guatemala: Museo Nacional de Arqueología y Etnología: 518–526. Archived from the original (versión digital) on 2011-09-15. Retrieved 2010-02-27.

15°6′36″N 88°47′30″W / 15.11000°N 88.79167°W / 15.11000; -88.79167

## InfoBox

El Puente
|  | |
| --- | --- |
| Location | La Jigua |
| Region | Copán Department,  Honduras |
| Coordinates | 15°6′36″N 88°47′30″W / 15.11000°N 88.79167°W / 15.11000; -88.79167 |
| History | |
| Periods | Classic Period |
| Cultures | Maya civilization |
| Site notes | |
| Excavation dates | 19911994 |
| Archaeologists | Proyecto Arqueológico La Entrada |
| Architecture | |
| Architectural styles | Classic Maya |
| Restored: 19911994 | |


title: Roposo

abstract: Roposo is an Indian video-sharing social media service, owned by Glance, a subsidiary of InMobi. Roposo provides a space where users can share posts related to different topics like food, comedy, music, poetry, fashion and travel. It is a platform where people express visually with homemade videos and photos. The app offers a TV-like browsing experience with user-generated content on its channels. Users can also use editing tools on the platform and upload their content.

text:
# Roposo

Roposo
| Type of business | Private |
| --- | --- |
| Founded | 2013 (2013) |
| Headquarters | Bangalore, India |
| Area served | India |
| Founder(s) | * Mayank Bhangadia(CEO) * Avinash Saxena * Kaushal Shubhank |
| Industry |  |
| Parent | Glance |
| Commercial | Yes |
| Current status | Active |

**Roposo** is an Indian video-sharing social media service, owned by Glance, a subsidiary of InMobi. Roposo provides a space where users can share posts related to different topics like food, comedy, music, poetry, fashion and travel. It is a platform where people express visually with homemade videos and photos. The app offers a TV-like browsing experience with user-generated content on its channels. Users can also use editing tools on the platform and upload their content.

## History

Established in July 2014, under the aegis of Relevant E-solutions Pvt. Ltd., Roposo is the brainchild of three IIT Delhi alumni – Mayank Bhangadia, Avinash Saxena and Kaushal Shubhank.

In November 2019, Roposo was acquired by InMobi's Glance Digital Experience Pvt. Ltd.(the mobile content platform and part of the InMobi Group). When the Chinese-owned video-sharing app Tiktok was banned on 30 June 2020, the app saw a huge spike in users with several TikTok users registering on Roposo.

## Technology

The open platform has some features such as a TV-like browsing, different channels, a chat feature that lets buyers and sellers converse directly through the platform, and creation tools such as an option to add voice-over, music and GIF stickers for videos and photos.

## InfoBox

Roposo
|
|  |
| Developer(s) | Roposo |
| Initial release | 19 November 2014 (2014-11-19) |
|  | |
| Stable release(s) | |
| Android 7.0.5.2 / 19 March 2021 (2021-03-19)  iOS 10.6.0 / 20 March 2021 (2021-03-20) | |
|  | |
| Operating system |  |
| Size |  |
| Available in | 12 languages |
| List of languagesEnglish, Hindi, Tamil, Telugu, Kannada, Gujarati, Punjabi, Marathi, Bengali, Malayalam, Odia, Assamese | |
| Type |  |
| Licence | Freeware |
| Website | www.roposo.com |


title: Cognitive flexibility

abstract: Cognitive flexibility is an intrinsic property of a cognitive system often associated with the mental ability to adjust its activity and content, switch between different task rules and corresponding behavioral responses, maintain multiple concepts simultaneously and shift internal attention between them. The term cognitive flexibility is traditionally used to refer to one of the executive functions. In this sense, it can be seen as neural underpinnings of adaptive and flexible behavior. Most flexibility tests were developed under this assumption several decades ago. Nowadays, cognitive flexibility can also be referred to as a set of properties of the brain that facilitate flexible yet relevant switching between functional brain states. Cognitive flexibility varies during the lifespan of an individual. In addition, certain conditions such as obsessive–compulsive disorder are associated with reduced cognitive flexibility. Since cognitive flexibility is a vital component of learning, deficits in this area might have other implications. Two common approaches to studying of cognitive flexibility focus on the unconscious capacity for task switching and conscious ability of cognitive shifting. Methods of measuring cognitive flexibility include the A-not-B task, the Dimensional Change Card Sorting Task, the Multiple Classification Card Sorting Task, the Wisconsin Card Sorting Task, and the Stroop Test. Functional Magnetic Resonance Imaging (fMRI) research has shown that specific brain regions are activated when a person engages in cognitive flexibility tasks. These regions include the prefrontal cortex (PFC), basal ganglia, anterior cingulate cortex (ACC), and posterior parietal cortex (PPC). Studies conducted with people of various ages and with particular deficits have further informed how cognitive flexibility develops and changes within the brain. Cognitive flexibility should not be confused with psychological flexibility, which is the ability to adapt to situational demands, to balance life demands and to commit to behaviors by thinking about problems and tasks in novel, creative ways.

text:
# Cognitive flexibility

**Cognitive flexibility** is an intrinsic property of a cognitive system often associated with the mental ability to adjust its activity and content, switch between different task rules and corresponding behavioral responses, maintain multiple concepts simultaneously and shift internal attention between them. The term *cognitive flexibility* is traditionally used to refer to one of the executive functions. In this sense, it can be seen as neural underpinnings of adaptive and flexible behavior. Most flexibility tests were developed under this assumption several decades ago. Nowadays, cognitive flexibility can also be referred to as a set of properties of the brain that facilitate flexible yet relevant switching between functional brain states.

Cognitive flexibility varies during the lifespan of an individual. In addition, certain conditions such as obsessive–compulsive disorder are associated with reduced cognitive flexibility. Since cognitive flexibility is a vital component of learning, deficits in this area might have other implications.

Two common approaches to studying of cognitive flexibility focus on the unconscious capacity for task switching and conscious ability of cognitive shifting. Methods of measuring cognitive flexibility include the A-not-B task, the Dimensional Change Card Sorting Task, the Multiple Classification Card Sorting Task, the Wisconsin Card Sorting Task, and the Stroop Test. Functional Magnetic Resonance Imaging (fMRI) research has shown that specific brain regions are activated when a person engages in cognitive flexibility tasks. These regions include the prefrontal cortex (PFC), basal ganglia, anterior cingulate cortex (ACC), and posterior parietal cortex (PPC). Studies conducted with people of various ages and with particular deficits have further informed how cognitive flexibility develops and changes within the brain.

Cognitive flexibility should not be confused with psychological flexibility, which is the ability to adapt to situational demands, to balance life demands and to commit to behaviors by thinking about problems and tasks in novel, creative ways (for example by changing a stance or commitment when unexpected events occur).

## Definitions

The American Psychological Association (APA) defines cognitive flexibility as:

> The capacity for objective appraisal and appropriately flexible action. Cognitive flexibility also implies adaptability and fair-mindedness.
>
> APA Dictionary of Psychology, "Cognitive Flexibility"

Cognitive flexibility varies during the lifespan of an individual. Researchers have more specifically described cognitive flexibility as the capacity to shift or switch one's thinking and attention between different tasks or operations typically in response to a change in rules or demands. For example, when sorting cards based on specific rules, children are considered cognitively flexible if they are able to successfully switch from sorting cards based on the color of the object to sorting based on the type of object on the card.

Cognitive flexibility has been more broadly described as the ability to adjust one's thinking from old situations to new situations as well as the ability to overcome responses or thinking that have become habitual and adapt to new situations. As such, if one is able to overcome previously held beliefs or habits (when it is required for new situations) then they would be considered cognitively flexible. Lastly, the ability to simultaneously consider two aspects of an object, idea, or situation at one point in time refers to cognitive flexibility. According to this definition, when sorting cards based on specific rules, children are considered cognitively flexible if they can sort cards based on the color of the objects and type of objects on the card simultaneously. Similarly, cognitive flexibility has been defined as having the understanding and awareness of all possible options and alternatives simultaneously within any given situation.

### Contributing factors

Regardless of the specificity of the definition, researchers have generally agreed that cognitive flexibility is a component of executive functioning, higher-order cognition involving the ability to control one's thinking. Executive functioning includes other aspects of cognition, including inhibition, memory, emotional stability, planning, and organization. Cognitive flexibility is highly related with a number of these abilities, including inhibition, planning and working memory. Thus, when an individual is better able to suppress aspects of a stimulus to focus on more important aspects (i.e. inhibit color of object to focus on kind of object), they are also more cognitively flexible. In this sense, they are better at planning, organizing, and at employing particular memory strategies.

Researchers have argued that cognitive flexibility is also a component of multiple classification, as originally described by psychologist Jean Piaget. In multiple classification tasks, participants (primarily children, who have already developed or are in the process of developing this skill) must classify objects in several different ways at once - thereby thinking flexibly about them. Similarly, in order to be cognitively flexible they must overcome centration, which is the tendency for young children to solely focus on one aspect of an object or situation. For example, when children are young they may be solely able to focus on one aspect of an object (i.e. color of object), and be unable to focus on both aspects (i.e. both color and kind of object). Thus, research suggests if an individual is centrated in their thinking, then they will be more cognitively inflexible.

Research has suggested that cognitive flexibility is related to other cognitive abilities, such as fluid intelligence, reading fluency, and reading comprehension. Fluid intelligence, described as the ability to solve problems in new situations, enables fluid reasoning ability. When one is able to reason fluidly, they are in turn more likely to be cognitively flexible. Furthermore, those who are able to be cognitively flexible have been shown to have the ability to switch between and/or simultaneously think about sounds and meanings, which increases their reading fluency and comprehension. Cognitive flexibility has also been shown to be related to one's ability to cope in particular situations. For example, when individuals are better able to shift their thinking from situation to situation they will focus less on stressors within these situations.

In general, researchers in the field focus on development of cognitive flexibility between the ages of three and five. However, cognitive flexibility has been shown to be a broad concept that can be studied with all different ages and situations. Thus, with tasks ranging from simple to more complex, research suggests that there is a developmental continuum that spans from infancy to adulthood.

## Measures/assessments

A variety of assessments are appropriate for distinguishing between different levels of cognitive flexibility at different ages. Below are the common tests used to assess cognitive flexibility in the order of the developmentally appropriate age.

### A-not-B task

In the A-not-B task, children are shown an object hidden at Location A within their reach, and are then prompted to search for the object at Location A, where they find it. This activity is repeated several times, with the hidden object at Location A. Then, in the critical trial and while the child is watching, the object is hidden in Location B, a second location within easy reach of child. Researchers have agreed that the A-not-B task is a simple task that effectively measures cognitive flexibility during infancy.

### Dimensional Change Card Sorting Task

In the Dimensional Change Card Sorting Task (DCCS), children are initially asked to sort cards by a single dimension (such as color), and are subsequently required to alter their strategy to sort cards based on a second dimension (such as shape). Typically, three-year-old children are able to sort cards based on a single dimension, but are unable to switch to sort the cards based on a second dimension. However, five-year-old children are able to sort cards based on one dimension and can then switch to sorting cards on a second dimension.

### Multiple Classification Card Sorting Task

In the Multiple Classification Card Sorting Task, children are shown cards and asked to sort them based on two different dimensions (e.g. by color, such as yellow and blue, and object type, such as animals and food) simultaneously into four piles within a matrix (e.g. yellow animals, yellow foods, blue animals and blue foods). This task appears to be more difficult as research has shown that seven-year-old children were incapable of sorting cards based on the two dimensions simultaneously. These children focused on the two dimensions separately, whereas at the age of eleven, children were capable of sorting cards based on these two dimensions simultaneously. This demonstrates an increase in cognitive flexibility between the ages of seven and eleven.

### Wisconsin Card Sorting Test

The Wisconsin Card Sorting Test (WCST) is used to determine an individual's competence in abstract reasoning, and the ability to change problem-solving strategies when needed.

In this test, a number of cards are presented to the participants. The figures on the cards differ with respect to color, quantity, and shape. The participants are then told to match the cards, but not how to match; however, they are told whether a particular match is right or wrong. The ability to switch matching rules is measured. Typically, children between ages nine and eleven demonstrate the cognitive flexibility needed for this test.

### Stroop Test

The Stroop Test is also known as the Color-word Naming Test. In this measure, there are three types of cards in the deck. The "color card" displays patches of different colors, which participants are asked to identify as quickly as possible. The "word card," displays the names of colors printed in black and white ink, which participants are again asked name as quickly as possible. The final card type is the "color-word card", which displays the names of the colors printed in an ink of a conflicting color (e.g. the word RED would be printed in yellow), and requires participants to name the ink colors while ignoring the conflicting color names. The basic score on each card is the total time (in seconds) that the participant takes to respond verbally. Typically, naming the color of the word takes longer and results in more errors when the color of the ink does not match the name of the color. In this situation, adults tend to take longer to respond than children because adults are more sensitive to the actual color of the word and thus are more likely to be influenced by it when naming the conflicting color word printed.

## Neural underpinnings

Understanding of the mechanisms underlying cognitive flexibility is a subject of current research. It remains an elusive property of distributed brain function that instantiates itself in many ways. Human studies using functional magnetic resonance imaging (fMRI) and animal studies using optogenetics have shown that cognitive flexibility relies on a variety of distinct regions of the brain that work in concert, including the prefrontal cortex (PFC), anterior cingulate cortex (ACC), posterior parietal cortex (PPC), basal ganglia, and thalamus.

The regions active during engagement of cognitive flexibility depend on the task and various factors involved in flexibility that are used to assess the behavior, as flexible thinking requires aspects of inhibition, attention, working memory, response selection, and goal maintenance. Several studies using task switching paradigms have demonstrated the complexities of the network involved in cognitive flexibility. Activation of the dorsolateral PFC has been shown during resolution of interference of irrelevant task sets. Another study further extended these results by demonstrating that the level of abstractness of the switch type influenced recruitment of differing regions in the PFC depending on whether the participant was asked to make a cognitive set switch, a response switch, or a stimulus or perceptual switch. A set switch would require switching between task rules, as with the WCST, and is considered to be the most abstract. A response switch would require different response mapping, such as circle right button and square left button and vice versa. Lastly, a stimulus or perceptual set switch would require a simple switch between a circle and a square. Activation is mediated by the level of abstractness of the set switch in an anterior to posterior fashion within the PFC, with the most anterior activations elicited by set switches and the most posterior activations resulting from stimulus or perceptual switches. The basal ganglia is active during response selection and the PPC, along with the inferior frontal junction are active during representation and updating of task sets called domain general switching.

### Development

Children can be strikingly inflexible when assessed using traditional tests of cognitive flexibility, but this does not come as a surprise considering the many cognitive processes involved in the mental flexibility, and the various developmental trajectories of such abilities. With age, children generally show increases in cognitive flexibility which is likely a product of the protracted development of the frontoparietal network evident in adults, with maturing synaptic connections, increased myelination and regional gray matter volume occurring from birth to mid-twenties.

### Deficits

Diminished cognitive flexibility has been noted in a variety of neuropsychiatric disorders such as anorexia nervosa, obsessive–compulsive disorder, schizophrenia, autism, and in a subset of people with ADHD. Each of these disorders exhibit varying aspects of cognitive inflexibility. For example, those with obsessive–compulsive disorder experience difficulty shifting their attentional focus as well as inhibiting motor responses. Children with autism show a slightly different profile with deficits in adjusting to changing task contingencies, while often maintaining the ability to respond in the face of competing responses. Potential treatments may lie in neurochemical modulation. Juveniles with anorexia nervosa have marked decreases in set-shifting abilities, possibly associated with incomplete maturation of prefrontal cortices associated with malnutrition. One can also consider people with addictions to be limited in cognitive flexibility, in that they are unable to flexibly respond to stimuli previously associated with the drug.

### Aging

The elderly often experience deficits in cognitive flexibility. The aging brain undergoes physical and functional changes including a decline in processing speed, central sensory functioning, white matter integrity, and brain volume. Regions associated with cognitive flexibility such as the PFC and PC atrophy, or shrink, with age, but also show greater task-related activation in older individuals when compared to younger individuals. This increase in blood flow is potentially related to the evidence that atrophy heightens blood flow and metabolism, which is measured as the BOLD response, or blood-oxygen-level dependence, with fMRI. Studies suggest that aerobic exercise and training can have plasticity inducing effects that could potentially serve as an intervention in old age that combat the decline in executive function.

## Implications for education and general learning

### Educational applications

Cognitive flexibility and other executive function skills are crucial to success both in classroom settings and life. A study examining the impact of cognitive intervention for at-risk children in preschool classrooms found that children who received such intervention for one to two years significantly outperformed their peers. Compared to same-age children who were randomly assigned to the control condition (a literacy unit developed by the school district), preschoolers who received intervention achieved accuracy scores of 85% on tests of inhibitory control (self-discipline), cognitive flexibility, and working memory. Their peers in the control (no intervention) condition, on the other hand, demonstrated only 65% accuracy. Educators involved in this study ultimately opted to implement the cognitive skills training techniques instead of the district-developed curriculum.

Further indicative of the role cognitive flexibility plays in education is the argument that how students are taught greatly impacts the nature and formation of their cognitive structures, which in turn affect students' ability to store and readily access information. A crucial aim of education is to help students learn as well as appropriately apply and adapt what they have learned to novel situations. This is reflected in the integration of cognitive flexibility into educational policy regarding academic guidelines and expectations. For example, as outlined in the Common Core State Standards Initiative, a standards-based education reform developed to increase high school graduation rates, educators are expected to present within the classroom "high level cognitive demands by asking students to demonstrate deep conceptual understanding through the application of content knowledge and skills to new situations." This guideline is the essence of cognitive flexibility, and a teaching style focused on promoting it has been seen to foster understanding especially in disciplines where information is complex and nonlinear. A counterexample is evident in cases where such material is presented in an oversimplified manner and learners fail to transfer their knowledge to a new domain.

#### Impact on teaching and curriculum design

An alternative educational approach informed by cognitive flexibility is hypertext, which is frequently computer-supported instruction. Computers allow for complex data to be presented in a multidimensional and coherent format, allowing users to access that data as needed. The most widely used example of hypertext is the Internet, which dynamically presents information in terms of interconnection (e.g. hyperlinks). Hypertext documents, therefore, include nodes – bits of information – and links, the pathways between these nodes. Applications for teacher education have involved teacher-training sessions based on video instruction, whereby novice teachers viewed footage of master teachers conducting a literacy workshop. In this example, the novice teachers received a laserdisc of the course content, a hypertext document that allowed the learners to access content in a self-directed manner. These cognitive flexibility hypertexts (CFH) provide a "three-dimensional" and "open-ended" representation of material for learners, enabling them to incorporate new information and form connections with preexisting knowledge. While further research is needed to determine the efficacy of CFH as an instructional tool, classrooms where cognitive flexibility theory is applied in this manner are hypothesized to result in students more capable of transferring knowledge across domains.

Researchers in the field advocate a teaching style that incorporates group problem-solving activities and demands higher-level thought. According to this process, a teacher initially poses a single question in a number of ways. Next, students discuss the problem with the teacher and amongst themselves, asking questions. In forming these questions, students are actively brainstorming and recalling prior knowledge. At this point, the teacher provides specific conditions of the issue discussed, and students must adapt their prior knowledge, along with that of their peers, to generate a solution.

#### Learning applications beyond the classroom

A vastly different application can be seen in the study of cognitive flexibility and video games. Examining the trait under the guise of "mental flexibility", Dutch researchers observed that players of first-person shooter games (e.g. Call of Duty, Battlefield) exhibited greater "mental flexibility" on a series of measures than did non-gamers. The researchers posit that, while video game play may be controversial due to frequently graphic content, harnessing the effect of such games could lead to similar gains in various populations (e.g. the elderly, who face cognitive decline) and is therefore socially relevant.

Several online programs marketed to those seeking to increase cognitive ability have been created to enhance "brain fitness", including cognitive flexibility.

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title: Cognitive evaluation theory

abstract:
Cognitive evaluation theory (CET) is a theory in psychology that is designed to explain the effects of external consequences on internal motivation. Specifically, CET is a sub-theory of self-determination theory that focuses on competence and autonomy while examining how intrinsic motivation is affected by external forces in a process known as motivational "crowding out." CET uses three propositions to explain how consequences affect internal motivation:
  - External events set will impact intrinsic motivation for optimally challenging activities to the extent that they influence perceived competence, within the context of self-determination theory. Events that promote greater perceived competence will enhance intrinsic motivation, whereas those that diminish perceived competence will decrease intrinsic motivation.
  - Events relevant to the initiation and regulation of behavior have three potential aspects, each with a significant function.
  -
    -
      -
        - The informational aspect facilitates an internal perceived locus of causality and perceived competence, thus positively influencing intrinsic motivation.
        - The controlling aspect facilitates an external perceived locus of causality, thus negatively influencing intrinsic motivation and increasing extrinsic compliance or defiance.
        - The amotivating aspect facilitates perceived incompetence, and undermining intrinsic motivation while promoting disinterest in the task.
    - The relative salience and strength of these three aspects to a person determines the functional significance of the event.
  - 3. Personal events differ in their qualitative aspects and, like external events, can have differing functional significances. Events deemed internally informational facilitate self-determined functioning and maintain or enhance intrinsic motivation. Events deemed internally controlling events are experienced as pressure toward specific outcomes and undermine intrinsic motivation. Internally amotivating events make incompetence salient and also undermine intrinsic motivation.

text:
# Cognitive evaluation theory

**Cognitive evaluation theory** (**CET**) is a theory in psychology that is designed to explain the effects of external consequences on internal motivation. Specifically, CET is a sub-theory of self-determination theory that focuses on competence and autonomy while examining how intrinsic motivation is affected by external forces in a process known as motivational "crowding out."

CET uses three propositions to explain how consequences affect internal motivation:

1. External events set will impact intrinsic motivation for optimally challenging activities to the extent that they influence perceived competence, within the context of self-determination theory. Events that promote greater perceived competence will enhance intrinsic motivation, whereas those that diminish perceived competence will decrease intrinsic motivation (Deci & Ryan, 1985).
2. Events relevant to the initiation and regulation of behavior have three potential aspects, each with a significant function.

* The informational aspect facilitates an internal perceived locus of causality and perceived competence, thus positively influencing intrinsic motivation.
* The controlling aspect facilitates an external perceived locus of causality (a person's perception of the cause of success or failure), thus negatively influencing intrinsic motivation and increasing extrinsic compliance or defiance.
* The amotivating aspect facilitates perceived incompetence, and undermining intrinsic motivation while promoting disinterest in the task.
The relative salience and strength of these three aspects to a person determines the functional significance of the event (Deci & Ryan, 1985). 3. Personal events differ in their qualitative aspects and, like external events, can have differing functional significances. Events deemed internally informational facilitate self-determined functioning and maintain or enhance intrinsic motivation. Events deemed internally controlling events are experienced as pressure toward specific outcomes and undermine intrinsic motivation. Internally amotivating events make incompetence salient and also undermine intrinsic motivation (Deci & Ryan, 1985).

## Evidence for

Many empirical studies have given at least partial support for the ideas expressed in CET. Some examples include:

1. Vallerand and Reid (1984) found that college students' perceived competence and intrinsic motivation were increased by positive feedback and decreased by negative feedback. Further, a path analysis suggested that the effects of feedback on the students' intrinsic motivation were mediated by perceived competence.
2. Kruglanski, Alon, and Lewis (1972) found that tangible rewards decreased fifth grade children's intrinsic motivation for playing various games. The authors also attempted to measure whether or not children who received the rewards had an external locus of causality. They asked rewarded and non-rewarded children 1 week after the treatment session for their reasons for playing the games. Of the 36 rewarded children, only 2 mentioned the reward as their reason.
3. Goudas, Biddle, Fox, and Underwood (1995) tested this hypothesis with the use of different teaching styles in a physical education class. The students reported higher levels of intrinsic motivation when their track-and-field instructor offered them a number of choices throughout the lesson rather than controlling every class decision.

## Evidence against

Many empirical studies have given at least partial support against the ideas expressed in CET. Some examples include:

1. Many studies have found changes in intrinsic motivation without changes in perceived locus of causality or competence (Boal & Cummings, 1981; Harackiewicz, Manderlink, and Sansone, 1984).
2. Phillips and Lord (1980) found changes in perceived competence following the receipt of rewards, but no changes in intrinsic motivation.
3. Salancik (1975) found that college students rewarded with money reported internal attributions of control.
4. Abuhamdeh, Csikszentmihalyi, & Jalal (2015) Found that participants chose to replay games in which they previously experienced high suspense but low perceived competence over games in which they previously experienced high perceived competence but low suspense.

## Alternative for undermining of intrinsic motivation

Some behaviorist psychologists have offered up other explanations for the undermining of intrinsic motivation that has been found in support of CET. Dickinson (1989) proposed three explanations:

1. That intrinsic motivation may decrease over time due to repetitive actions. This is to say that the motivation was not undermined by an external force but was decreasing because of doing the same action over and over.
2. If the controlling actions (the reward) are negative it could negatively influence intrinsic motivation. Rewards can do this in several ways, including serving as a proxy for a punishment by withholding a reward as the reward stands as a means of coercion to complete an otherwise undesirable task.
3. Culturally, intrinsically motivated acts that have no extrinsic reward are praised by society whereas actions that receive a tangible reward are not praised as highly, which would indicate that for actions that have a tangible reward they receive less praise and this undermines their intrinsic motivation to complete the task.

Other explanations for the undermining effect include the "overjustification" effect, tested by Lepper, Greene, and Nisbett (1973). The "overjustification" effect claims that subjects will justify their actions later by investigating the causes for their own behavior, and if they were rewarded for that behavior they are likely to place an emphasis on the reward as opposed to any intrinsic motivation they might have had. Similarly, Lepper, Sagotsky, Dafoe, and Greene (1982) showed that children will develop beliefs that if they have to do one task prior to be allowing to engage in another (i.e., "clean up the dinner table before you can have dessert") that the first task is going to be uninteresting and that the second activity is preferable.

## Implications

The primary implication for CET is that the consequences of a reward will be a decreased level of intrinsic motivation and satisfaction because the reward is perceived to negatively impact the autonomy and competence of the individual. Tangible rewards under most conditions will negatively impact the motivation and interest of employees. However, while expected tangible rewards negatively impact motivation and satisfaction, unexpected tangible rewards do not have a negative impact because they are unexpected and thus do not influence the motivation to engage in the act. Similarly, rewards that are not dependent upon the task and are given freely are also not detrimental to motivation and satisfaction (Deci, Koestner, & Ryan, 1999).

Also, positive feedback is positively related to intrinsic motivation and satisfaction so long as the feedback is not relayed in a controlling manner. Word choice can negatively influence autonomy even under conditions of positive feedback if the feedback is given in a controlling manner, such as by indicating that someone is doing a good job and that they "should" continue the work, as opposed to simply indicating that they are performing well (Deci, Koestner, & Ryan, 1999).

However, an important finding regarding positive feedback is that positive feedback is important for adults, but not for children. In their analysis of the literature, Deci et al. (1999) found that while adults had their intrinsic motivation significantly enhanced by positive feedback, children showed no such difference. Positive feedback for children neither significantly increased nor decreased their intrinsic motivation. Despite this, perceived satisfaction with tasks was still positively impacted by positive feedback for both children and adults.

It is important to note that the findings of CET are usually based on the premise that the task is an interesting one so that the employee/student will want to engage in the task of their own volition, but when the task is not interesting the findings indicate that the use of rewards does not damage the intrinsic motivation or satisfaction of the employees/student to a significant degree (Deci, Koestner, & Ryan, 1999). This might indicate that under certain situations, such as when a boring task is used, tangible rewards might be appropriate.

Taken together, CET implies that under conditions involving interesting tasks positive feedback is generally a positive force on intrinsic motivation and that tangible and expected rewards are a negative force. This would indicate that when tangible rewards are to be used that they should not be made known beforehand (and therefore linked to the behavior) and that positive verbal feedback is only good when it is applied in a manner that does not threaten the autonomy of the individual. The implications of this theory have been noted in the field of economics due to its implications for incentives (Fehr & Falk, 2002) and in educational settings (Hattie & Timperley, 2007). In the educational field, the difference between children and adults in how important positive feedback is to their feelings of intrinsic motivation is an important one and will alter the application of CET between the workplace and the classroom.

## Future research

Future research on CET will likely look to the effect of rewards on long-term tasks as opposed to short-term tasks as this might affect the relationship between rewards and motivation; complicated and interesting tasks that occur over time might display different relationships regarding rewards and intrinsic motivation (as suggested by Hidi & Harackiewicz, 2000). Other elements to consider for future research include investigating how intrinsic versus extrinsic rewards might alter the relationship between rewards and intrinsic motivation, as the expected payoff between learning a new skill (such as learning to play the guitar) and being compensated monetarily could have different effects on intrinsic motivation (Vansteenkiste, Lens, & Deci, 2006).


title: State Line, Texas

abstract: State Line is an unincorporated community in Culberson County, Texas, United States. According to the Handbook of Texas, the community had a population of 18 in 2000.

text:
# State Line, Texas

**State Line** is an unincorporated community in Culberson County, Texas, United States. According to the Handbook of Texas, the community had a population of 18 in 2000.

## History

State Line had a population of 18 in 2000.

## Education

Today, the community is served by the Culberson County-Allamoore Independent School District.

## InfoBox

| State Line, Texas | |
| --- | --- |
| Unincorporated community | |
| State LineState Line | |
| Coordinates: 31°59′53″N 104°32′5″W / 31.99806°N 104.53472°W / 31.99806; -104.53472 | |
| Country | United States |
| State | Texas |
| County | Culberson |
| Elevation | 3,944 ft (1,202 m) |
| Time zone | UTC-7 (Mountain (MST)) |
| Summer (DST) | UTC-6 (MDT) |
| Area code | 432 |
| GNIS feature ID | 2034720 |


title: State Line Serpentine Barrens

abstract: State Line Serpentine Barrens is a 60-square-mile (160 km⁲) tract of serpentine barrens in Pennsylvania and Maryland in the eastern United States. The protected area is actually an assemblage of six tracts owned by a combination of the Nature Conservancy, the State of Pennsylvania, two counties, a township, and private owners. The largest tract is Nottingham County Park in Chester County, which has also been deemed a National Natural Landmark. The second-largest is Goat Hill Serpentine Barrens, jointly owned by the Nature Conservancy and the Pennsylvania Forestry Department, and the third-largest, Chrome Serpentine Barrens, is jointly owned by Elk Township and the Nature Conservancy. Rock Springs Preserve in Lancaster County is managed by the Lancaster Conservancy. The site has been named an Outstanding Geologic Feature of Pennsylvania. In the 19th century, the Pennsylvania–Maryland serpentine barrens were mined for chromite and magnesite. Other serpentine barrens in the mid-Atlantic region of North America include Soldiers Delight Barrens in Maryland and some scattered sites on Staten Island, including Serpentine Ridge Nature Preserve.

text:
# State Line Serpentine Barrens

**State Line Serpentine Barrens** is a 60-square-mile (160 km2) tract of serpentine barrens in Pennsylvania and Maryland in the eastern United States. The protected area is actually an assemblage of six tracts owned by a combination of the Nature Conservancy, the State of Pennsylvania, two counties, a township, and private owners. The largest tract is **Nottingham County Park** in Chester County, which has also been deemed a National Natural Landmark. The second-largest is **Goat Hill Serpentine Barrens**, jointly owned by the Nature Conservancy and the Pennsylvania Forestry Department (as a unit of William Penn State Forest), and the third-largest, **Chrome Serpentine Barrens**, is jointly owned by Elk Township and the Nature Conservancy. **Rock Springs Preserve** in Lancaster County is managed by the Lancaster Conservancy.

The site has been named an Outstanding Geologic Feature of Pennsylvania. In the 19th century, the Pennsylvania–Maryland serpentine barrens were mined for chromite and magnesite. Other serpentine barrens in the mid-Atlantic region of North America include Soldiers Delight Barrens in Maryland and some scattered sites on Staten Island, including Serpentine Ridge Nature Preserve.

## Further reading

## InfoBox

| State Line Serpentine Barrens | |
| --- | --- |
| Serpentine aster grows at the serpentine barrens in Pennsylvania | |
| Coordinates | 39°44′N 76°00′W / 39.733°N 76.000°W / 39.733; -76.000 |
|  | |
| U.S. National Natural Landmark | |
| Designated | 2009 |
|  | |
|  | |


title: Cogua

abstract: Cogua is a municipality and town of Colombia in the department of Cundinamarca. It is situated on northern part of the Bogotá savanna with the urban centre at an altitude of 2,600 metres (8,500 ft) at 50 kilometres (31 mi) from the capital Bogotá. Cogua borders Tausa in the north, Nemocón in the east, Pacho in the west and Zipaquirá in the south.

text:
# Cogua

**Cogua** (Spanish pronunciation: \[ˈkoɣwa\]) is a municipality and town of Colombia in the department of Cundinamarca. It is situated on northern part of the Bogotá savanna with the urban centre at an altitude of 2,600 metres (8,500 ft) at 50 kilometres (31 mi) from the capital Bogotá. Cogua borders Tausa in the north, Nemocón in the east, Pacho in the west and Zipaquirá in the south.

## Etymology

The name Cogua is derived from Chibcha and means "Support of the hill".

## History

Cogua in the times before the Spanish conquest was inhabited by the Muisca who lived on the Altiplano Cundiboyacense and had established an advanced civilization. Cogua is located between two important sources of salt in the Muisca economy; Zipaquirá and Nemocón.

Modern Cogua was founded on August 23, 1604 by Lorenzo de Terrones.

## Economy

Main economical activities of Cogua are agriculture and livestock farming. The Neusa Reservoir is located within the boundaries of Cogua.

Panorama of the Neusa Reservoir, Cogua

5°04′N 73°59′W / 5.067°N 73.983°W / 5.067; -73.983

## InfoBox

| Cogua | |
| --- | --- |
| Central square of Cogua | |
|  | |
| Nickname: current city of pure water | |
| Location of the town and municipality of Cogua in the Cundinamarca Department. | |
| CoguaLocation in Colombia | |
| Coordinates: 5°3′19″N 74°1′17″W / 5.05528°N 74.02139°W / 5.05528; -74.02139 | |
| Country | Colombia |
| Departamento | Cundinamarca |
| Province | Central Savanna Province |
| Founded | 23 August 1604 |
| Founded by | Lorenzo de Terrones |
| Government | |
| Mayor | William Dario Forero Forero
(2016-2019) |
| Area | |
| City | 113 km2 (44 sq mi) |
| Urban | 14 km2 (5 sq mi) |
| Elevation | 2,600 m (8,500 ft) |
| Population (2015) | |
| City | 22,361 |
| Density | 200/km2 (510/sq mi) |
| Urban | 7,736 |
| Demonym | Coguan |
| Time zone | UTC-5 |
| Area code | 1 |
| Website | Official website |
| Censo DANE 2005 | |


title: Starship Operators

abstract: Starship Operators Starship Operators is a Japanese light novel series written by Ryo Mizuno. Six volumes were published by MediaWorks between 2001 and 2005. An anime television series adaptation animated by J.C.Staff aired on TV Tokyo from January to March 2005. Starship Operators is licensed in North America by Geneon.

text:
# Starship Operators

***Starship Operators*** (スターシップ・オペレーターズ, *Sutāshippu Operētāzu*) is a Japanese light novel series written by Ryo Mizuno. Six volumes were published by MediaWorks (now ASCII Media Works) between 2001 and 2005. An anime television series adaptation animated by J.C.Staff aired on TV Tokyo from January to March 2005. *Starship Operators* is licensed in North America by Geneon.

## Plot

*Starship Operators* is about the 73rd class of the Defense University of the Planet Kibi. As they are returning home after the maiden voyage of the *Amaterasu* (アマテラス), they find that their home planet, Kibi, has been taken over by one of the Henrietta region's super powers, Henrietta Alliance of Planetary Nations.

The original command crew all abandon ship, as per the conquerors' demands. Left alone on the ship, the cadets decide to keep their command and fight on. To this end, they have decided to ask Galaxy Network to fund the operation of *Amaterasu* as a fleeing self-governed nation in exchange for letting them broadcast the ship's adventures live - as a reality TV program.

The novel's storyline also features *Amaterasu* finding its way through space to reach the control zone of another super power, the Henrietta Independent Federation, for protection.

## Characters

The *Amaterasu* command structure is divided into three bridges. If the first bridge is inoperable or unavailable, any of the other two may assume command. The Operators' uniform color signifies their station.

### Primary (Command) Bridge

*Operator uniform color: blue*

**Sinon Kouzuki** (香月シノン, *Kōzuki Shinon*)

Voiced by: Shizuka Itō (Japanese); Kelly Sheridan (English) Sinon is the main protagonist and executive officer of the *Amaterasu*. She is a brilliant strategist in combat, often providing CO Kanzaki with a voice of reason. She is also one of the most resistant in fighting with the *Amaterasu* against the kingdom. Sinon has some problems when it comes to understanding feelings and thus may appear cold.

**Alley Hisaka** (氷坂アレイ, *Hisaka Arei*)

Voiced by: Akeno Watanabe (Japanese); Paula Lindberg (English) Alley is quiet and reserved, and often handles the ship-to-ship communications. She is fighting to avenge the destruction of the *Maizuru* that her father commanded. This hatred results in her being one of the most driven members of the crew to the point of near recklessness at times.

**Miyuri Akisato** (秋里ミユリ, *Akisato Miyuri*)

Voiced by: Masumi Asano (Japanese); Nicole Bouma (English) Miyuri is one of Sinon's close friends, and the chief astronomer. She joined the Defense Forces because the starships, in particular the *Amaterasu*, carry the best observatories in the galaxy. Miyuri has some of the best eyes on the ship and spends most of her free time observing the stars.

**Cisca Kanzaki** (神崎キスカ, *Kanzaki Kisuka*)

Voiced by: Yukimasa Obi (Japanese); Andy Toth (English) The commanding officer of the *Amaterasu*. He is an excellent administrator but easily cracks under the pressures of battle. The only thing that prevents him from totally folding under the pressure at times is his pride as a man and officer. Captain Kanzaki is slightly pessimistic but he and the others use that nature to find flaws in combat plans and ways of improving the plans for maximum efficiency. Cisca is considered to be one of the leaders by the Kingdom. He was one of the two people on the ship that is aware that someone else is pulling the strings behind the scenes.

### Secondary (Fire Control) Bridge

*Operator uniform color: orange*

**Sanri Wakana** (若菜サンリ, *Wakana Sanri*)

Voiced by: Mamiko Noto (Japanese); Ashleigh Ball (English) The shy and relaxed teenage daughter of the president of a Kibi corporation called "Wakana Rare Metals". She has a two year crush on Takai Kiryu but has not acted on it all.

**Imari Kamiya** (神谷イマリ, *Kamiya Imari*)

Voiced by: Yūko Kaida (Japanese); Laura Drummond (English) Although she is one of the youngest members on board, she acts as the crew's "big sister".

**Yukino Nanase** (七瀬ユキノ, *Nanase Yukino*)

Voiced by: Satomi Arai (Japanese); Tabitha St. Germain (English) A short cadet who is cheerful and lackadaisical.

**Takai Kiryu** (桐生タカイ, *Kiryū Takai*)

Voiced by: Masayuki Katō (Japanese); Kirby Morrow (English) The fire control chief, and commander of the second bridge. Nicknamed the "King of Fighters" among the cadets, he is also an accomplished marksman. A very laid back young man with a strong will that doesn't give into peer pressure and doesn't believe that others should either, thus he gets frustrated with the other crew members who feel forced into staying on the ship. Takai also lost a father on the Guard Ship *Maizuru* but rather than fighting for vengeance like Alley Hisaka, he is more concerned about the justice of the Kingdom’s actions and uses the battles as a form of protest. Takai is considered third in command of the ship even though he directly states that he is unsuited for full leadership.

### Tertiary (Navigation) Bridge

*Operator uniform color: red*

**Akiho Maya** (摩耶アキホ, *Maya Akiho*)

Voiced by: Atsuko Enomoto (Japanese); Leah Juel (credited as Leah Breen) (English) An easygoing cadet who has a good sense of humor.

**Renna Satomi** (里見レンナ, *Satomi Renna*)

Voiced by: Yū Asakawa (Japanese); Holly Eccleston (English) Text-message pals with Sinon, but an otherwise quiet young woman. Renna is an agent of Kibi Intelligence that was to keep and eye on the ship. She dies from gunshots from soldiers while on the planet of Shu. Renna desperately wanted to be a full member of the crew but was unable due to her job as spy.

**Rio Mamiya** (間宮リオ, *Mamiya Rio*)

Voiced by: Ayako Kawasumi (Japanese); Anna Cummer (English) She is from a family of diplomats and politicians, and brought her uncle, former Kibi Prime Minister Tatsuma Mamiya, on board as head of the government-in-exile. She is a very politically intelligent woman who at times acts as the public face of the crew. Rio is one of the two people who knows that someone else is pulling the strings behind the scenes. While she puts on a strong face, Rio is afraid of dying in the fighting. She only ever allows this vulnerability to be shown around Cisca Kanzaki. She was head of the debate team while in the academy.

**Shinto Mikami** (三上シント, *Mikami Shinto*)

Voiced by: Tomohiro Tsuboi (Japanese); Michael Coleman (English) The navigation control chief, and commander of the third bridge. In addition to being the helmsman of the *Amaterasu*, Shinto also pilots the *Amaterasu*'s small shuttle, and is among the best flight controllers in the Defense Forces. He was given officer status due to his high grades and the fact he is one of the few males on the ship. That was done for the Network. Shinto's piloting skills have allowed him to save a number of his fellow crew's lives.

### Other *Amaterasu* Crew Members

*Operator uniform color: purple*

**Shimei Yuuki**

Voiced by: Miyu Irino (Japanese); Samuel Vincent (English) A child prodigy, he holds mathematics and theoretical physics degrees at the age of 15. He is also the systems administrator of the AESOP computer, and is the only commissioned officer who remained on board the *Amaterasu*. Shimei spends most of his time away from the rest of the crew because of the need to work in a sealed room with AESOP. He always seems to smile even when in the face of imminent doom. Shimei dies in the final episode piloting the *Amaterasu* as a fireship, asserting his official rank as superior to the cadets'.

**Minase Shinohara**

Voiced by: Yū Kobayashi (Japanese); Rebecca Shoichet (English) The ship's only medical staff, who was a trainee during the shakedown cruise. She is highly pressed for her medical skills.

**Sei Ogino**

Voiced by: Kaori Shimizu (Japanese); Sylvia Zaradic (English) The ship's supply chief, and an expert economist.

**Kouki Sakakibara**

Voiced by: Shinji Kawada (Japanese); Brian Drummond (English) The chief engineer of the *Amaterasu*. He is nicknamed *Oyassan* (Old Man) by fellow crew mates, to his annoyance. Kouki does his best to keep the engineering crew from panicking but due to the high demand for his level of skill, the chief engineer can not always break up every dispute. Kouki tries to act like a father to the young crew, especially Sinon.

### Henrietta Planetary Alliance

Admiral **Dul Elroy**

Voiced by: Dai Matsumoto (Japanese); Michael Dobson (English) The commanding officer of the Alliance heavy cruiser *Conquistador*. He is the first to start treating the *Amaterasu* as a real threat while his constitutions cannot see beyond the fact that the *Amaterasu*'s is made up of mostly children. The Admiral believes that only a three to one advantage over the *Amaterasu* will have a chance of beating the warship and its cunning crew. Elroy was responsible for sinking the Shenlong. While he is an officer of the Alliance, this man is willing to directly challenge orders if they go in the face of destroying the *Amaterasu*.

**Hans Georg Hermann**

Voiced by: Kan Tanaka (Japanese); Alec Willows (English) An intelligence officer in the Alliance military.

### Civilians

**Dita Mirkov**

Voiced by: Hitomi Nabatame (Japanese); Rebecca Shoichet (English) The enthusiastic reporter for the Galaxy Network reality show *Starship Channel*. She starts to sympathize with the crew and at times forgets that she isn’t officially part of the crew itself.

**Peter Spikes**

Voiced by: Tomoyuki Shimura (Japanese); Paul Dobson (English) The cynical, sarcastic producer for *Starship Channel* that heads the show and provided funds for the ship. He cares more about the ratings than the lives of the crew and only cares about the show.

**President Rau**

Voiced by: Hiroshi Ito (Japanese); Fred Henderson (English)

## Episodes

## Ships

* ***Amaterasu*** \- 3rd Freedom Guard Ship, Kibi Planetary Nation

(name origin: Amaterasu (天照), a sun goddess and a principal Shinto deity) CO: Cisca Kanzaki XO: Shinon Kouzuki Crew: 46 Length: 310 m Width: 105 m Primary Armament: 4600 mm Plasma Cannon (possibly derived from the 460 mm naval guns mounted on the *Yamato*-class battleships) Secondary Armament: Torpedoes/Missiles Tertiary Armament: one "Revolver" - 5 chamber LASER cannon, one Pulse LASER, one Plasma Coil Gun Defensive Munitions: Anti-Laser Defensive Systems Kasumi (霞, "misty") - Magnetic wave reflection plate Ikasumi (烏賊墨, "squid ink")- Magnetic wave absorption fiber Armor: Hotaru (蛍, "Firefly") Heat Protection Plates Sensor: Kamioka (神岡) - Neutrino emission Sensor (origin: Kamioka Observatory) Onboard Artificial Intelligence (AI): AESOP (Artificial Encephalon System by Optical Processor) (name origin: Aesop, an ancient Greek story teller) Propulsion: 2 main thrusters 6 sub thrusters Max acceleration 5G+ (with auxiliary boosters) Destroyed: EP 13 * ***Trafalgar*** \- 21st Battleship (Destroyer Class), Henrietta Alliance (15:50 Ep 2)

(name origin: Battle of Trafalgar, British naval victory over combined French and Spanish fleets, 1805) CO: Captain Joseph Meyer Primary Armament: Laser cannons Defensive Armament: 10000 mm Plasma cannon Destroyed: EP 2 * ***Maizuru*** \- 2nd Freedom Guard Ship, Kibi Planetary Nation (07:52 Ep 3)

(name origin: Maizuru (舞鶴市 *Maizuru-shi*), a city in Kyōto Prefecture 京都府, headquarters of the JMSDF Western District fleet) CO: Captain Hisaka Jin Destroyed: EP 1 * ***Aboukir*** \- Stealth Ship, Henrietta Alliance (7:30 Ep 4)

(name origin: **Battle of Aboukir Bay**, Japanese name for Battle of the Nile, British naval victory over French fleet, 1798) CO: Admiral Ricardo Fares Destroyed: EP 4 * ***Actium*** \- Stealth Ship, Henrietta Alliance

(name origin: Battle of Actium, Naval victory of Gaius Octavius' over Marcus Antonius and Cleopatra VII, 31 BC) Primary Armament: Laser Cannon Defenses: Invisible to active and passive sensors Destroyed: EP 12 * ***Solomon*** \- Flagship, Henrietta Alliance

(name origin: **Battles of the Solomon Sea**, Japanese name for a series of naval engagements during the Guadalcanal Campaign, 1942. CO: Fleet Admiral August Perry Appeared in novel * ***Shenlong*** \- Battleship, Shu Planetary Nation, (12:35 EP 7)

(name origin: Shenlong, (神龍, *Shénlóng*, lit. "Divine Dragon"), a spiritual dragon from Chinese mythology) CO: Captain Wong Primary Armament: 1 Plasma Cannon Secondary Armaments: 4 missile launchers Tertiary Armaments: 4 pulse lasers, 2 pulse beams Propulsion: 1 main thruster 2 sub thrusters Max Acceleration: 7 G Destroyed: EP 8 * ***Conquistador*** \- Battleship, Henrietta Alliance, Gordova Planetary Nation (13:03 EP 7)

(name origin: Conquistador, a term used for Spanish and Portuguese explorer-soldiers during Spanish conquest of Americas) CO: Admiral Dulle Elroy Primary Armament: 1x 4000 calibre Plasma Cannon Secondary Armament: 1x 300PM class LASER Cannon Propulsion: 2 Main thrusters 8 sub-thrusters Max Acceleration: 10 G Destroyed: EP 13 * ***Lissa*** (Dragonfly) - Warship (Skipper Class), Henrietta Alliance (13:10 EP 7)

(name origin: Battle of Lissa (1866), Austrian naval victory over Italy; Battle of Lissa (1811), British naval victory over combined French and Venetian squadron) CO: Captain Harrel Naja Primary Armament: Lisa2 - Assault Module (pulse laser), capable of precision short-warp Propulsion: 1 Main thruster 4 sub-thrusters Max acceleration: 8 G Destroyed: EP 11 * ***Leyte*** (Hammerhead) - Armored Battleship (Corvette Class), Henrietta Alliance (13:28 EP 7)

(name origin: **Battle of Leyte**, Japanese name for the Battle of Leyte Gulf, October 1944) CO: Captain Yun-suk Lee Primary Armament: 4 Separating turrets (1 plasma cannon, 3 laser cannons) Propulsion: 1 Main thruster 4 sub-thrusters Max Acceleration: 7 G Destroyed: EP 8 * ***Mariana*** (Hedgehog) - High Speed Warship (Frigate Class), Henrietta Alliance (13:35 EP 7)

(name origin: **Battle of the Marianas**, Japanese name for the Battle of the Philippine Sea near the Mariana Islands, June 1944) CO: Admiral Louis Belmont Primary Armaments: 4 LASER Cannons Propulsion: 2 main thrusters 6 sub-thrusters Max Acceleration: 9.5 G Destroyed: EP 11 * ***Levant***, Recon Ship, Henrietta Alliance (19:27 EP 9)

(name origin: **Battle of the Levant**, Japanese name for Battle of Navarino, 1827) CO: Captain Tiet Langa Incapacitated: EP 11 * ***Earth Federation Warship*** (EP 12)

CO: Captain Josef Truman (possibly a reference to former American President Harry S. Truman) Primary Armament: 4 LASER Cannons * **Unknown Henrietta Alliance warship** (EP 1)

Primary Armaments: 1 Railgun Support facilities: Onboard refinery capable for producing ammunition from nearby Asteroids Destroyed: EP 1

Additional info - First names of ship captains from

## Organizations

Henrietta Alliance of Planetary Nations (ヘンリエッタ星域惑星国家同盟, *Henrietta Seiiki Wakusei Kokka Dōmei*) (Name origin: Henrietta, a feminine given name ultimately derived from the Germanic name *Henrik*, which means "Ruler of the home" or "Lord of the house.") Militaristic alliance of nations within Henrietta region of known space. It has forced several neighbouring planetary nations into submission, and after securing nonaggression treaties, purchases their weaponry at ridiculous bargains. Because of such practices, this alliance is nicknamed the "Kingdom". Planetary Nation of Kibi (Name origin: Kingdom of Kibi (吉備国, *Kibi no kuni*), a kingdom based in Western Japan during the 4th century) Home of crew of *Amaterasu*. Currently has a pacifist administration. Surrenders to Henrietta Alliance after destruction of 2nd Guard Ship, *Maizuru*. Planetary Nation of Shu (Name origin: Kingdom of Shu (蜀國), an ancient state based in what is now Sichuan, China.) Government which used to be closer to Henrietta Alliance before the *Amaterasu* incidents. The *Amaterasu* and its crew have many fans in Planet Shu. Galaxy Network Large media corporation that finances the purchase of the *Amaterasu* and its crew's fight against the Henrietta Alliance, by creating a reality show based on it. Starship Channel broadcasting is based in Hollywood. Arima General Industrial (AGI) Corp. (Name origin: Arima clan (有馬氏, *Arima-shi*), a Japanese kin group.) Large conglomerate that is equivalent to today's Boeing, and the company that developed and built the *Amaterasu*. AGI also acts as an intermediary for sale of military hardware. Henrietta Independent Federation (ヘンリエッタ星域自治連合, *Henrietta Seiiki Jichi Rengō*) Alliance of planetary nations that competes for power with the Kingdom. Appeared in novel. Earth Federation (Originally: Earth Alliance Planetary Nation) A political power centered on Earth, rivalling or surpassing in power all others.

## Places

Kibi

(name origin: Kingdom of Kibi, 4th century western Japanese kingdom that acted as cultural bridge between Korea and Yamato, conquered by Yamato)

Home planet of *Amaterasu* and its crew. Phoenicia

(name origin: ancient Phoenicia, located north of the Canaan, enterprising maritime culture, conquered by Persia)

Neutral system where *Amaterasu* sought temporary sanctuary. It is located near Kibi. Shu

(name origin: Shu (state), one of major states during China's warring states era, conquered by Qin)

Planet of origin for Captain Wong and Shenlong Gordova

(name origin: Cordoba, Spain, Spanish city conquered by Moors)

Planet of origin for the Conquistador and its original crew. Palmia

(name origin: Palmyra, Ancient Syrian city, conquered by Romans)

Location of Arima General Industry (AGI) Headquarter

## Theme songs

**Opening theme**

* **Radiance**

by Mami Kawada arranged by Tomoyuki Nakazawa

**Ending theme**

* **Chi ni Kaeru ~on the Earth~**

by Kotoko arranged by Yoichi Shimada

## Staff

* Director - Takashi Watanabe
* Screenplay - Yoshiko Tomizawa
* Music - Kenji Kawai
* Original Work - Ryo Mizuno
* Character Design - Fumio Matsumoto
* Mech Design - Kimitoshi Matsumoto
* Sound Director - Toru Nakano

## Japanese Companies

## InfoBox

| Starship Operators | |
| --- | --- |
| Cover of 1st volume Region 1 DVD of *Starship Operators*. | |
| スターシップ・オペレーターズ
(*Sutāshippu Operētāzu*) | |
| Genre | Drama, Military science fiction, Space opera |
| Light novel | |
| Written by | Ryo Mizuno |
| Illustrated by | Ryu Naito
Kimitoshi Yamane |
| Published by | MediaWorks (2001–2008)
ASCII Media Works (current) |
| Imprint | Dengeki Bunko |
| Demographic | Male |
| Original run | March 10, 2001May 10, 2005 |
| Volumes | 6 |
| Anime television series | |
| Directed by | Takashi Watanabe |
| Written by | Yoshihiko Tomizawa |
| Music by | Kenji Kawai |
| Studio | J.C.Staff |
| Licensed by |  |
| Original network | TV Tokyo |
| Original run | January 5, 2005  March 30, 2005 |
| Episodes | 13 |


title: Starship Regulars

abstract: Starship Regulars was an animated Macromedia Flash cartoon series created for Icebox by Rob LaZebnik, the producer of The Simpsons, in 1999. It parodied modern science fiction programs such as Star Trek. The series is available at Icebox's website, as well as on Comcast video on demand. In 2000, Showtime expressed interest in developing a live-action television version.

text:
# Starship Regulars

***Starship Regulars*** was an animated Macromedia Flash cartoon series created for Icebox by Rob LaZebnik, the producer of *The Simpsons*, in 1999. It parodied modern science fiction programs such as *Star Trek*. The series is available at Icebox's website, as well as on Comcast video on demand.

In 2000, Showtime expressed interest in developing a live-action television version.

## Setting

*Starship Regulars* is set aboard the massive Federation starship *Integrity* in the 24th century. The *Integrity* is commanded by Captain Bellagen (usually referred to as "The Captain"). The series focuses on three soldiers, Tycho, Wilson and Dave. In contrast to the morality shown by the Captain, Tycho and Wilson are shown to be more interested in "getting laid" or drinking booze.

## Voice performers

*Starship Regulars* had a diverse cast, including:

## Episodes

There were ten webisodes of *Starship Regulars*:

WarThe crew participate in a drinking game as the ship is under attack. HostageThe crew plot how to retrieve a bottle of *Cordomite*, a rare alcoholic beverage, which was taken hostage with the Captain. RaidAs the Captain is tortured, Tycho, Wilson and Dave ingeniously use an old *Hughes*-transporter to beam up the *Cordomite* bottle. Enemy EngagedTycho works hard to pick up a Gerex woman. ConquestTycho must struggle with whether to have sex with a Gerex woman and possibly die. Galien NationTycho struggles with the advances of a male alien ambassador. The Ultimate WeaponThe crew are placed in charge of guarding a Koraeg, the Federation's worse enemy. As the Captain contemplates whether to introduce a virus into the Koraeg civilization, the Regulars get him drunk and show him a good time. ObsessionWilson is infatuated with the music of Dido, although his trip to her concert on Rantor 6 may be moved because of a war in the Ashtar Nebula. Virgin TerritoryTycho is trusted to guard a beautiful virgin alien princess. UntouchedWilson is treated like a god by the Kaligians, something he uses to satisfy his hunger.

## InfoBox

| *Starship Regulars* | |
| --- | --- |
| Genre | Science fiction comedy |
| Created by | Rob LaZebnik |
| Written by | Rob LaZebnik |
| Voices of | Diedrich Bader
Michael Dorn
Amy Pietz
Billy Ragsdale
Karl Wiedergott
Megyn Price |
| Composer | Niels Bye Nielsen |
| Country of origin | United States |
| Original language | English |
| No. of seasons | 1 |
| No. of episodes | 10 |
| Production | |
| Executive producer | Rob LaZebnik |
| Producer | Patricia Parker |
| Running time | 3 to 7 minutes |
| Production company | icebox.com |
| Original release | |
| Release | 1999 (1999)
2000 (2000) |