text:
|Oracle9i Database Performance Tuning Guide and Reference
Release 2 (9.2)
Part Number A96533-02
Optimizer hints can be used with SQL statements to alter execution plans. This chapter explains how to use hints to force various approaches.
The chapter contains the following sections:
Hints let you make decisions usually made by the optimizer. As an application designer, you might know information about your data that the optimizer does not know.
For example, you might know that a certain index is more selective for certain queries. Based on this information, you might be able to choose a more efficient execution plan than the optimizer. In such a case, use hints to force the optimizer to use the optimal execution plan.
You can use hints to specify the following:
Hints provide a mechanism to direct the optimizer to choose a certain query execution plan based on the following criteria:
Hints (except for the
RULE hint) invoke the cost-based optimizer (CBO). If you have not gathered statistics, then defaults are used.
Chapter 3, "Gathering Optimizer Statistics" for more information on default values
Hints apply only to the optimization of the statement block in which they appear. A statement block is any one of the following statements or parts of statements:
For example, a compound query consisting of two component queries combined by the
UNION operator has two statement blocks, one for each component query. For this reason, hints in the first component query apply only to its optimization, not to the optimization of the second component query.
You can send hints for a SQL statement to the optimizer by enclosing them in a comment within the statement.
Oracle9i SQL Reference for more information on comments
A statement block can have only one comment containing hints. This comment can only follow the
The following syntax shows hints contained in both styles of comments that Oracle supports within a statement block.
UPDATEare keywords that begin a statement block. Comments containing hints can appear only after these keywords.
+ causes Oracle to interpret the comment as a list of hints. The plus sign must immediately follow the comment delimiter; no space is permitted.
hintis one of the hints discussed in this section. If the comment contains multiple hints, then each hint must be separated from the others by at least one space.
textis other commenting text that can be interspersed with the hints.
If you specify hints incorrectly, then Oracle ignores them but does not return an error:
The optimizer recognizes hints only when using the cost-based approach. If you include a hint (except the
RULE hint) in a statement block, then the optimizer automatically uses the cost-based approach.
When using hints, in some cases, you might need to specify a full set of hints in order to ensure the optimal execution plan. For example, if you have a very complex query, which consists of many table joins, and if you specify only the
INDEX hint for a given table, then the optimizer needs to determine the remaining access paths to be used, as well as the corresponding join methods. Therefore, even though you gave the
INDEX hint, the optimizer might not necessarily use that hint, because the optimizer might have determined that the requested index cannot be used due to the join methods and access paths selected by the optimizer.
In Example 5-1, the
ORDERED hint specifies the exact join order to be used; the join methods to be used on the different tables are also specified.
SELECT /*+ ORDERED INDEX (b, jl_br_balances_n1) USE_NL (j b) USE_NL (glcc glf) USE_MERGE (gp gsb) */ b.application_id, b.set_of_books_id, b.personnel_id, p.vendor_id Personnel, p.segment1 PersonnelNumber, p.vendor_name Name FROM jl_br_journals j, jl_br_balances b, gl_code_combinations glcc, fnd_flex_values_vl glf, gl_periods gp, gl_sets_of_books gsb, po_vendors p WHERE...
Note that the hints could have been also been in this format:
By default, hints do not propagate inside a complex view. For example, if you specify a hint in a query that selects against a complex view, then that hint is not honored, because it is not pushed inside the view.
Unless the hints are inside the base view, they might not be honored from a query against the view.
Table hints (in other words, hints that specify a table) generally refer to tables in the
UPDATE statement in which the hint occurs, not to tables inside any views referenced by the statement. When you want to specify hints for tables that appear inside views, Oracle recommends using global hints instead of embedding the hint in the view. Any table hint described in this chapter can be transformed into a global hint by using an extended syntax for the table name.
The SQL Analyze tool that is available with the Oracle Tuning Pack, provides a graphical user interface for working with optimizer hints. The Hint Wizard, a feature of SQL Analyze, helps you easily add or modify hints in SQL statements.
Optimizer hints can be categorized as follows:
The hints described in this section let you choose between the cost-based and the rule-based optimization approaches. With the cost-based approach, this also includes the goal of best throughput or best response time.
If a SQL statement has a hint specifying an optimization approach and goal, then the optimizer uses the specified approach regardless of the presence or absence of statistics, the value of the
OPTIMIZER_MODE initialization parameter, and the
OPTIMIZER_MODE parameter of the
The optimizer goal applies only to queries submitted directly. Use hints to determine the access path for any SQL statements submitted from within PL/SQL. The
ALL_ROWS hint explicitly chooses the cost-based approach to optimize a statement block with a goal of best throughput (that is, minimum total resource consumption).
For example, the optimizer uses the cost-based approach to optimize this statement for best throughput:
SELECT /*+ ALL_ROWS */ employee_id, last_name, salary, job_id FROM employees WHERE employee_id = 7566;
n is any positive integer) or
FIRST_ROWS instruct Oracle to optimize an individual SQL statement for fast response.
FIRST_ROWS(n) affords greater precision, because it instructs Oracle to choose the plan that returns the first
n rows most efficiently. The
FIRST_ROWS hint, which optimizes for the best plan to return the first single row, is retained for backward compatibility and plan stability.
For example, the optimizer uses the cost-based approach to optimize this statement for best response time:
SELECT /*+ FIRST_ROWS(10) */ employee_id, last_name, salary, job_id FROM employees WHERE department_id = 20;
In this example each department contains many employees. The user wants the first 10 employees of department #20 to be displayed as quickly as possible.
The optimizer ignores this hint in
UPDATE statement blocks and in
SELECT statement blocks that contain any of the following syntax:
BYclauses, when there is no index on the ordering columns
These statements cannot be optimized for best response time, because Oracle must retrieve all rows accessed by the statement before returning the first row. If you specify this hint in any of these statements, then the optimizer uses the cost-based approach and optimizes for best throughput.
If you specify either the
ALL_ROWS or the
FIRST_ROWS hint in a SQL statement, and if the data dictionary does not have statistics about tables accessed by the statement, then the optimizer uses default statistical values (such as allocated storage for such tables) to estimate the missing statistics and, subsequently, to choose an execution plan.
These estimates might not be as accurate as those gathered by the
DBMS_STATS package. Therefore, use the
DBMS_STATS package to gather statistics. If you specify hints for access paths or join operations along with either the
FIRST_ROWS hint, then the optimizer gives precedence to the access paths and join operations specified by the hints.
"How the CBO Optimizes SQL Statements for Fast Response" for an explanation of the difference between
CHOOSE hint causes the optimizer to choose between the rule-based and cost-based approaches for a SQL statement. The optimizer bases its selection on the presence of statistics for the tables accessed by the statement. If the data dictionary has statistics for at least one of these tables, then the optimizer uses the cost-based approach and optimizes with the goal of best throughput. If the data dictionary does not have statistics for these tables, then it uses the rule-based approach.
SELECT /*+ CHOOSE */ employee_id, last_name, salary, job_id FROM employees WHERE employee_id = 7566;
Oracle Corporation strongly advises the use of cost-based optimization. Rule-based optimization will be deprecated in a future release.
Each hint described in this section suggests an access path for a table.
Specifying one of these hints causes the optimizer to choose the specified access path only if the access path is available based on the existence of an index or cluster and on the syntactic constructs of the SQL statement. If a hint specifies an unavailable access path, then the optimizer ignores it.
You must specify the table to be accessed exactly as it appears in the statement. If the statement uses an alias for the table, then use the alias rather than the table name in the hint. The table name within the hint should not include the schema name if the schema name is present in the statement.
For access path hints, Oracle ignores the hint if you specify the
Oracle9i SQL Reference for more information on the
FULL hint explicitly chooses a full table scan for the specified table.
table specifies the name or alias of the table on which the full table scan is to be performed. If the statement does not use aliases, then the table name is the default alias.
Oracle performs a full table scan on the
employees table to execute this statement, even if there is an index on the
last_name


The radiation detector known as a Geiger counter uses aclosed, hollow, cylindrical tube with an insulated wire along itsaxis. Suppose a Geiger tube, as it's called, has a1.0-{\rm mm}-diameter wire in a tubewith a 25 {\rm mm} inner diameter. The tube isfilled with a low-pressure gas whose dielectric strength is1.0\times 10^6 {\rm{ V/m}}.
What is the maximum potential difference between the wire and thetube?
\Delta V_{\rm max} =___________kV


text:
John P. McDonough, Secretary of State
Photograph by Tom Darden, State of Maryland
The Maryland flag has
been described as the perfect state flag bold colors, interesting
patterns, and correct heraldry—a flag that fairly shouts "Maryland." The
design of the flag
comes from the shield in the coat of arms of the Calvert family, the colonial proprietors of
Maryland. George Calvert, first Lord Baltimore, adopted a coat of arms that included a shield
with alternating quadrants featuring the yellow-and-black colors of his paternal family and the
red-and-white colors of his maternal family, the Crosslands1
. When the
in 1904 adopted a banner
of this design as the state flag, a link was forged between modern-day Maryland and the very
earliest chapter of the proprietorship of the Calvert family.
Despite the antiquity of its design, the Maryland flag is of post-Civil War origin. Throughout the
colonial period, only the yellow-and-black Calvert family colors are mentioned in descriptions of
the Maryland flag. After independence, the use of the Calvert family colors was discontinued.
Various banners were used to represent the state, although none was adopted officially as a state
flag. By the Civil War, the most common Maryland flag design probably consisted of the great
seal of the state on a blue background. These blue banners were flown at least until the late
The Calvert family coat of arms was reintroduced in Maryland in an 1854 law that called for a
new great seal based on the Calvert design. The seal created pursuant to this act contained several
inaccuracies, and in 1876 the General Assembly provided for a new great seal that conformed
closely to the Calvert original.
Reintroduction of the Calvert coat of arms on the great seal of the state was followed by a
reappearance at public events of banners in the yellow-and-black Calvert family colors. Called
the "Maryland colors" or "Baltimore colors," these yellow-and-black banners lacked official
sanction of the General Assembly, but appear to have quickly become popular with the public as
a unique and readily identifiable symbol of Maryland and its long history.
The red-and-white Crossland arms gained popularity in quite a different way. Probably because
the yellow-and-black "Maryland colors" were popularly identified with a state which, reluctantly
or not, remained in the Union, Marylanders who sympathized with the South adopted the
red-and-white of the Crossland arms as their colors. Following Lincoln's election in 1861, red
and white "secession colors" appeared on everything from yarn stockings and cravats to
children's clothing. People displaying these red-and-white symbols of resistance to the Union and
to Lincoln's policies were vigorously prosecuted by Federal authorities.
During the war, Maryland-born Confederate soldiers used both the red-and-white colors and the
cross bottony design from the Crossland quadrants of the Calvert coat of arms as a unique way of
identifying their place of birth. Pins in the cross bottony shape were worn on uniforms, and the
headquarters flag of the Maryland-born Confederate general Bradley T. Johnson was a red cross
bottony on a white field.
By the end of the Civil War, therefore, both the yellow-and-black Calvert arms and the
red-and-white colors and bottony cross design of the Crossland arms were clearly identified with
Maryland, although they represented opposing sides in the conflict. As officers and soldiers
returned home after the war to resume their peacetime occupations, the greatest challenge facing
the country was reconciliation. Nowhere was the problem more serious than in deeply divided
Maryland, where veterans who had fought under the red-and-white secession colors" had to be
reintegrated into a state that had remained true to the Union.
As the slow process of reconciliation took place in post-Civil War Maryland, a new symbol
emerged. A flag incorporating alternating quadrants of the Calvert and Crossland colors began
appearing at public events. While the design derived directly from the seventeenth-century
Calvert family coat of arms, for Marylanders of the 1880s the new banner must have conveyed a
powerful message. The passage of time had gradually diminished the passions of former Rebels
and Yankees, permitting them to work together once again. Now the colors they had fought under
had come together as well, symbolically representing through this new flag the reunion of all the
Neither the designer nor the date of origin of this new Maryland flag is
certain, but a banner in this form was known at least by October 1880.
Flags incorporating four quadrants alternating between the yellow-and-black
Calvert arms and the red-and-white Crossland arms appear in published sketches
by Frank B. Mayer depicting the huge 150th birthday parade held in
Baltimore that month. Eight years later, in October 1888, a large flag
with the alternating Calvert and Crossland colors was carried by Maryland
National Guard troops escorting Governor Elihu E. Jackson at the dedication
ceremonies for the Maryland monument at the Gettysburg Battlefield. A year
later, in October 1889, the Fifth Regiment, Maryland National Guard, adopted a
flag in this form as its regimental color. The Fifth Regiment thereby
became the first organization to adopt officially what is today the Maryland
The adoption of this new flag by the Fifth Regiment helped popularize the
design. The Fifth was the largest component of Maryland's military after
1870, and it played a conspicuous part in major public events both in and out of
the state. Organized in May 1867, the Fifth Regiment was the successor
organization to the Old Maryland Guard, a military unit formed in Baltimore in
1859 that dissolved when most of its officers and men went south in 1861 to join
the Confederate Army.
True to its heritage, the original Fifth Regiment consisted primarily of
Maryland-born former Confederate officers and soldiers. The new regimental
color adopted in 1889, combining the traditional yellow-and-black "Maryland
colors" with the red-and-white "secession colors" in the form of a bottony
cross, must have seemed especially appropriate to members of the Fifth.
The colors symbolically represented what had happened to the Fifth Regiment
itself in the quarter century since the Civil War. Originally denounced as
a "Rebel Brigade," the Fifth had by the 1870s become Maryland's premier
military organization, attracting Union veterans as well as former Confederates.
From its inception, the Fifth Regiment had demonstrated through its prominent
participation in public events and with its summer encampments in the north that
former Confederates could be good soldiers and loyal citizens of the state and
The Fifth Regiment's new regimental color was not the only example of former
Confederates perpetuating and thereby popularizing the use of the red-and-white
Crossland colors and the cross bottony design. The monument on Culp's Hill
at the Gettysburg Battlefield commemorating the Second Maryland Infantry, CSA,
carries a cross bottony on each face, and the Maryland Line Confederate
Soldiers' Home, established in Pikesville in 1888, featured a large cross
bottony on service badges and on invitations to events sponsored.
Beginning a custom that would later be officially recognized by law, the Fifth
Regiment by 1905 had replaced the silver eagle on the flagstaff bearing its
regimental color with a cross bottony.
In 1904 the General Assembly affirmed the popular support shown for a banner
composed of alternating Calvert and Crossland quadrants by declaring it the
State flag. In 1945, a gold cross bottony was made the official ornament
for a flagstaff carrying the Maryland flag.
The Maryland flag, flown on a staff properly ornamented with a gold cross
bottony, is therefore much more than a symbol of state sovereignty. The
flag excels as a state banner because it commemorates the vision of the founders
while it reminds us of the struggle to preserve the Union. It is a unique
symbol of challenges met and loyalties restored, a flag of unity and
reconciliation for all the state's citizens.
1: Design - The Calvert colors are described as gold and
black, and the Crossland colors as red and silver, but in heraldry gold is depicted with yellow and
silver with white. The cross in the Crossland arms ends in demi-fleurs-de-lis and is properly a
cross flory; the cross in the Maryland flag terminates in buttons, and in heraldry is termed a cross
bottony. The word "bottony" is spelled several ways; the version used here conforms to the 1945
law that made the cross bottony the official ornament for a flagstaff carrying the Maryland flag.

source: HuggingFaceFW/fineweb-edu


text:
RIVETING POLITICAL THRILLER ENTERTAINS AND EDUCATES AROUND NECESSARY CHANGE DEFINING OUR RIGHTS AS INDIVIDUALS
A highly impressive work of fiction built around deep research of American history and our inalienable rights brings to life Vivian Carpenter's debut political thriller, The Fifth Letter. The story of courageous Katherine Helena Ross, the first black female Supreme Court justice caught between her conscience and political expedience when forced to consider the most important question facing the U.S. Supreme Court today: Who is a person with inalienable rights?
Former U.S. Senator Bob Graham said it well, "Frequently political novels are a genre for truth telling. Dr. Vivian Carpenter's description of inside Washington rings true. The Fifth Letter takes us forward to a United States Supreme Court foreshadowed by the current court's personalities and political tilt. This novel will engage and educate readers."
The protagonist, Katherine, struggles to do with is right— facing death threats, manipulation, and personal challenges along the way. Inspired by her mother's 1940s memoir, Katherine finds the courage to turn the spotlight on, and help the public understand the most important issue facing Americans: inferior individual rights.
Recognizing the need for radical change, Carpenter explains, "The Fifth Letter is about us. All of us. I hope it will open the doors of your mind."
Throughout The Fifth Letter compelling themes are examined including:
- Who is a person with inalienable rights in America?
- Overcoming fear to achieve greatness, how individuals can create change
- What is "corporate personhood" and how it evolved
- What "We The People" meant in the 1800s vs. what it means today
- How corporations have superior rights to individuals, in turn weakening our national security
A thought-provoking novel that proves Carpenter a force to be reckoned with in the political thriller genre, The Fifth Letter is sure to be a can't miss addition to 2015 reading lists.
About the Author
Vivian L. Carpenter is a writer, motivational speaker, and teacher. She holds three degrees from the University of Michigan: a BSE in industrial engineering and operations research and MBA and a Ph.D. in business administration. As an academic, she has won several awards and grants for her scholarly work in institutional theory from the National Science Foundation, Governmental Accounting Standards Board, Kellogg Foundation and Ford Foundation. As a business professional, she served as a Deputy State Treasurer of the State of Michigan, was Director of Academic Programs at FAMU's School of Business and Industry (SBI), and served as chairperson of the board of MotorCity Casino in Detroit, Michigan. She lives in Tallahassee, Florida and Birmingham, Michigan.

source: openbmb/Ultra-FineWeb


text:
Making the transition to a bed
Tips to help your child move from a cot to a bed:
- Forewarn her of the move. On the whole, toddlers are not known for their flexibility - they find reassurance in familiarity - so surprising her with a change as big as this, is likely to go badly unless she has had time to get used to the idea first.
- Tell your child that moving into a bed is exciting because now that she's getting bigger and isn't a baby any more, she needs a 'big bed' just like mum and dad.
- Your toddler may enjoy helping you to choose new bedding and then putting it on the bed.
- Your toddler may find reassurance in moving her cot bedding into her new bed. Sure, it may not fit properly but at least she'll be happy.
- If space allows it, you may like to set up the new bed in your child's bedroom while the cot is still there, so she can lie and play on the bed without any pressure to sleep in it. Some children begin taking naps during the day in their big bed whilst returning to their cot at night.
- Have quiet time together while your toddler is in her new bed before you say good-night. Perhaps read a book together.
- Follow your usual bedtime routine, but consider using a night light or leaving a light on outside her bedroom, while she adjusts to life in her new bed.
- Once you've removed the cot from her bedroom, try to place the bed in the same position. She'll find it easier to settle back to sleep in the night if she's in the same position in her bedroom.
- Let her snuggle in, say goodnight and leave. Don't linger in her bedroom and make the move into something bigger than it is, or you may make her worried about being left alone in her bed.
If your child's not ready to make the change, don't push it. Try leaving the bed set up, while she continues to sleep in her cot. Seeing the bed there every day will make her more comfortable and the transition easier.
This article was written by Ella Walsh for Kidspot. Sources include SA Government's Parenting and Child Health and Raising Children's Network.
- 1. How much sleep does my toddler need?
- 2. Going to bed problems
- 3. Reading with toddlers
- 4. Kids songs
- 5. Cooking with a toddler
- 6. Best books for toddlers
- 7. Play stages for toddlers
- 8. Feeding toddlers
- 9. Encouraging your toddler to eat
- 10. Toddlers and fussy eating
- 11. Toilet training basics
- 12. Discipline 1 - 3 years
- 13. Toddler fears
- 14. Understanding why my toddler lies
- 15. Best toddler tips
- 16. 10 tips to deal with tantrums


text:
Read/Search this Article
Speech wave is converted into a time series of short time spectra by 20-channel filter bank and is segmented into four groups: silence, unvoiced-non-fricative, unvoiced-nonplosive, and voiced group. The unvoiced groups are classified into a unit of phoneme by heuristic algorithms and voiced group by Bayes rule. To normalize the variation of reference patterns among speakers, vowel patterns are learned by the non-supervised learning method. The optimum matching between a just recognized phoneme string and a phoneme string of a given word in the word dictionary is performed by utilizing the phoneme similarity matrix and Dynamic Programming. According to the results tested upon 1,500 samples of isolated digits, spoken by 20 male speakers, about 97% were correctly recognized and, in case of the system adapting for each speaker, 98% correctly recognized.


Distance Besancon Kiev. Directions, total distances, average speed, travel time, calculate cost and fuel consumption
Road distance Besancon Kiev
The total distance represents the road distance in km or miles between Besancon and Kiev. Initially this is displayed in km but you can always change it using the settings (by selecting the distance in miles or the distance in km):
Average speed
The average speed for the route Besancon - Kiev is calculated by taking into account the speed limit on each road segment as well as their length.
Travel time
The time required for a car to travel the distance between Besancon and Kiev, taking into account the speed allowed for each road segment.
Time of arrival
The time of arrival in Kiev is calculated considering that you are departing immediately from Besancon It takes into account the total travel time.
Fuel price
Total consumption
It represents total fuel (in liters or gallons) needed to travel the road distance from Besancon to Kiev.
Calculate a new route
Addresses containing a street number: - 10 Street Name, Besancon
points of interest: - ATM Besancon or Hotel Name, Kiev
postal codes: - 012345


Friday, August 5, 2011
Down Memory Lane In a Rickshaw
Two uniformed passengers take a rickshaw ride at Durban, Natal, South Africa, during World War I. One of the Australian soldiers depicted - he is seated on the right hand side of the rickshaw - is George Stephen GADSDON (aka George Stephen LEADER, _PHONE_).
Born in Islington, London, in 1882, George Stephen Gadsdon lied about his age to get into the Royal Warwickshire Regiment: he was 15 at the time but stated he was 18. This circumstance led to his being discharged from the Regiment a month after he enlisted. He then joined the 6th Dragoon Guards, saw action in the Anglo-Boer War in South Africa and later went to Australia where he changed his surname to LEADER.
He survived several major battles of World War I including Ypres: his battalion (2nd Australian) lost 90% of their number at Gallipoli. George was wounded twice during his military career and also suffered the effects of mustard gas in France from which he never fully recovered. When George was reported Missing in Action at one stage of the Great War, his wife was asked if he had any distinguishing marks: she replied, 'A Union Jack tattooed across his chest.'
Aussie soldiers World War I with rickshaw, Durban.
 Unidentified lady and child in rickshaw at Durban, ca first decade 1900s.
The word rickshaw (sometimes spelled ricksha) stems from the Japanese jinrikisha meaning literally'man strength vehicle'. It was introduced in Japan ca 1870; by the 1880s the word was anglicised and shortened. Rickshaws became a popular tourist attraction in Durban from the 1890s. Today their numbers have dwindled but it is still possible to take a rickshaw ride along Durban's Golden Mile (the beachfront).
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text:
The High Mountain Habitats
The mountain heights of Wales may seem an
inhospitable environment, but there are some surprising species
that thrive amongst the crevices, ledges, rocks and scree slopes of
even our highest mountains.
Ledges and crevices
High mountain ledges and rock crevices are important places for
some of the rarest mountain plants, particularly where veins of
base-rich rock break the surface. Their inaccessibility to sheep
makes them a refuge for many plants with a sensitivity to
Such places include the tall-herb ledges, where the mineral-rich
water flushing through them and the shade of the north-facing
slopes create conditions suitable for species that would normally
be associated with woodland. In summer, these aptly named tall-herb
ledges can provide some of the most attractive and spectacular
displays of wild plants in the mountains. They often have the
appearance of hanging gardens, supporting plants with names such as
wild angelica, ladies mantle, globeflower and roseroot
Also well adapted to this mountain habitat are the
arctic-alpines – plants usually found in high Alpine mountains or
far north in the arctic. They are found here in Wales on the very
edge of their distribution, and include the Saxifrages, mountain
avens and moss campion.
Many of these species survive by growing in pockets of soil in
cracks and crevices. They are generally small and often hug the
rock by means of creeping stems, or by adopting a cushion shape to
minimise their exposure to strong winds. They survive in this
hostile environment because under gentler conditions they would
soon be overcome by competition from more aggressive species.
These plants would appear to be safe in their mountain refuges
but even they face challenges – from rising temperatures, acid
rain, overgrazing by sheep and the attentions of increasing numbers
of feral goats in parts of North Wales.
Scree slopes and summits
Another rocky habitat of the mountains occurs on scree slopes.
These distinctive landforms are widespread, reflecting the geology
of their parent cliffs. Where screes are unstable and acidic (the
most common type in Snowdonia), the vegetation is usually composed
of a pioneer community of parsley fern, with various mosses and
Extremes of wind and temperature on the summits of the higher
mountains mean that few plants can survive. Nevertheless, species
such as the stiff sedge and the hardy dwarf willow are virtually
confined to this high ground. The latter species is locally common
in montane heath communities in Snowdonia that are not too heavily
grazed. The small size of its stems and leaves initially give the
impression of a low-growing bilberry, but closer inspection reveals
it to be a tree in miniature.


Virginia Bill Would Eliminate Unconstitutional 'Free Speech Zones'
January 14, 2014
HB 258 reads:
The language of provisions (b)–(d) tracks the Supreme Court's decision defining "reasonable time, place, or manner restrictions" in Clark v. Community for Creative Non-Violence, 468 US 288, 293 (1984). Lingamfelter's decision to match the Supreme Court verbatim demonstrates his commitment to protecting student and faculty expression to the full extent of the law—a commitment that all administrators and legislators should share.
This strong reminder of the limitations of time, place, and manner restrictions is much-needed in light of recent controversies like the one at Modesto Junior College, where administrators asserted that they could prevent student Robert Van Tuinen from handing out copies of the Constitution on campus because he had not given prior notice and was outside of the school's "free speech zone." Further, as blogger John T. Hill noted on Bearing Drift today, 11 of Virginia's public colleges and universities receive a "red light" or "yellow light" rating in FIRE's Spotlight database, meaning that they maintain speech codes that restrict protected speech or can be easily abused to punish protected speech. Some of these policies would be directly impacted by HB 258.
Virginia—with three "green light" institutions and a law protecting religious pluralism on campus—boasts a better record on students' First Amendment rights than many other states. If passed, this bill would allow the commonwealth to continue setting a positive example for the rest of the country.
Image: Virginia state capitol – Wikimedia Commons
Cases: Virginia: Right to Counsel Bill


text: A macrophage assay and proteomic screening were used to investigate the biological activity of soluble factors in the plasma of millimeter wave-exposed rats. NR8383 rat macrophages were incubated for 24 h with 10% plasma from male Sprague-Dawley rats that had been exposed to sham conditions, or exposed to 42 °C environmental heat or 35 GHz millimeter waves at 75 mW/cm² until core temperature reached 41.0 °C. Two-dimensional polyacrylamide gel electrophoresis, image analysis, and Western blotting were used to analyze approximately 600 protein spots in the cell lysates for changes in protein abundance and levels of 3-nitrotyrosine, a marker of macrophage stimulation. Proteins of interest were identified using peptide mass fingerprinting. Compared to plasma from sham-exposed rats, plasma from environmental heator millimeter wave-exposed rats increased the expression of 11 proteins, and levels of 3-nitrotyrosine in seven proteins, in the NR8383 cells. These altered proteins are associated with inflammation, oxidative stress, and energy metabolism. Findings of this study indicate both environmental heat and 35 GHz millimeter wave exposure elicit the release of macrophage-activating mediators into the plasma of rats.


text:
Education and Awareness
Share important information about lupus with your local community through opportunities including:
- Health Fair Representative: Volunteers are needed to attend Health Fairs and other public events to display information, literature, and to answer questions.
- Speaker's Bureau and Community Outreach: Volunteers are needed to contact church and community groups, distribute literature, and make presentations at meetings.
- Patient Service Programs: Offer direct assistance to people living with lupus and their families through programs like these.
- Support Groups: Volunteers are needed to lead support groups for people with lupus and their family members.
- Phone Buddies: Sometimes the best thing for a person living with lupus is having a supportive person to listen to their concerns. Volunteers are needed to lend that supportive touch through telephone support.
- Mentors: Volunteers are needed to provide the knowledge that someone else has lived through a new diagnosis of lupus. Mentors can provide that knowledge through telephone and email.
Anyone interested should contact Corrianne Gagliardi, Director of Development and Communications at _EMAIL_.


Measures for Schools/Districts
Metiri Group, through the enGauge project at North Central Regional Education Laboratory (NCREL) first used the term "21st Century Skills" in the context that it is now widely known. Since 2000, Metiri has collected a significant library of background research, proven strategies for promoting those skills and measurement tools to help K20 educators understand current practice, determine needs, and plan strategic directions. After enGauge, Metiri Group carefully developed research-based tools that have demonstrated worth to schools, districts, states, universities, and other educational organizations across the globe working to achieve a highly developed and continually progressing digital learning system.
Evaluate Social-Emotional Learning
Metiri has developed a streamline measure for social-emotional learning. This measure is created to provide sound, valid reporting for use in state, district, or school level monitoring, progress, and improvement. If your educational organization is investing in purposefully developing social-emotional learning for students in K12 schools this measure will provide you the data you need.
Identify Student Outcomes for Digital Learning: Self-Directed Learning Inventory
The Self-directed Learning Inventory (SLI) by Metiri Group is a reliable, online assessment to measure how self-directed students are in their learning. This streamlined assessment helps classrooms, schools, districts, and states analyze self-direction from four sub-scales over time.
Measure Student Outcomes for Digital Learning: Student Engagement Surveys
The Measure of Student Engagement by Metiri Group is a reliable, online assessments of how cognitively, socially-emotionally, and behaviorally engaged students are in their learning. This dynamic assessment includes reporting on the presence of research-based classroom strategies and pedagogies that promote students engagement over time.


Activities of Federal Law Enforcement Agencies Toward the Branch Davidians/Section 6
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VI. Negotiations To End the Standoff With the Davidians[edit]
Negotiations between the FBI and the Branch Davidians continued for 51 days during which time the negotiators utilized generally accepted negotiation techniques. The FBI was unwilling to engage in a novel approach toward the Davidians.
While American hostage negotiation training, especially FBI training, is thought to be the best in the world, there remains considerable room for reassessment and, based on the Waco record, improvement. The FBI possesses exceptional negotiators, but the Bureau was unwilling to engage outside experts and too eager to ignore the advice given by its own experts. The evolving nature of hostage barricade situations necessitates that in the future the FBI continually strive for the preparedness to confront more emotional and unpredictable barricaded subjects. At Waco, FBI resistance to different negotiation methods may have contributed to a premature decision to end the standoff.
a. the conflict between tactical commanders and negotiators[edit]
1. The problem with two teams: one negotiating team and a tactical team[edit]
At Waco, the FBI Crisis Management Team was deployed. The Crisis Management Team is made up of a variety of law enforcement professionals, among them agents trained as tactical agents and as negotiators. The team was divided into groups with separate leadership and different responsibilities. Each team gave its perspective to Jeffrey Jamar, the Special Agent in Charge, who determined which strategy to employ in negotiations. There often was a conflict between these two approaches.
Although disposed to the active approach, Jamar allowed the proposals of each team to be implemented simultaneously, working against each other.
a. Standard Procedure in Negotiations[edit]
According to the FBI's Chief Negotiator, Gary Noesner, the conflict between tactical and negotiating teams is the one universal element in law enforcement operations of this type.[1] FBI tactical forces are trained to act in stressful, violent situations. Agents are inclined toward the "action imperative," the sense among agents that motivates them to act.[2] Negotiators are more inclined to seek a nonviolent resolution of the standoff simply by virtue of their training.
The FBI has a policy in place that favors a negotiated settlement.[3] Through a type of negotiation called active listening, negotiators attempt to find ways to explain to the barricaded subject why it is in his best interest to seek a nonviolent solution. This FBI policy and training of negotiators conflicts with the "action imperative."
b. Major disagreements between the two teams[edit]
Each team adamantly argued to Jamar on behalf of its perspective and adamantly opposed the other's.[4] Dr. Alan A. Stone [5] chronicled the progression in strategy that occurred among the FBI Commanders at Waco in his Report and Recommendations. At first, according to Stone, "the agents on the ground proceeded with a strategy of conciliatory negotiation, which had the approval and understanding of the entire chain of command. Pushed by the tactical leader, the commander on the ground began to allow tactical pressures to be placed on the residence in addition to negotiation." [6] Stone summarized the feelings of negotiators of this inevitable progression. Stone writes, "This changing strategy at the residence from (1) conciliatory negotiating to (2) negotiation and tactical pressure and then to (3) tactical pressure alone, evolved over the objections of the FBI's own experts and without clear understanding up the chain of command." [7]
The disagreement was called a "fundamental strategy disagreement." [8] The negotiators suggested that tactical maneuvers worked against the negotiation process. The tactical team wanted to employ aggressive tactics. Regarding the conflict with tactical people, McClure says simply, "Tactical people think in tactical terms and negotiators think in negotiation terms." [9] Byron Sage, a Supervisory Special Agent and the lead day-to-day FBI negotiator at Waco, testified before the subcommittees, "[The conflict between tactical and negotiation teams] presented difficulties, for sure, but that is not unusual. These are not matters that we were not prepared to attempt to negotiate through." [10] In the end, however, the tactical team won the endorsement of Jamar.
Jamar decided to constrict the perimeter of the building by moving vehicles closer to the residence. On March 9, 1993 the FBI began to use Bradley Fighting Vehicles to clear debris (including automobiles and boats) from the front of Mount Carmel. On March 14, 1993 the FBI focused bright lights on the residence in an effort to disrupt the sleep of those inside. Four days later, loudspeakers were set up to communicate messages from the FBI to the Davidians inside the residence. Soon thereafter, the FBI began playing recordings of Tibetan chants, rabbits being slaughtered, and other sound effects.[11]
While negotiators were trying to gain the trust of Koresh and the Davidians, the actions of the tactical team gave Davidians reason to distrust FBI's negotiators. At the hearings, Sage explained, "It is not uncommon to, as part of the negotiation process, to actually try to ingratiate yourself a little bit more with Koresh and his followers by saying, look, this is out of our hands, but that is why you need to give us something to work with." [12] It is difficult to imagine that use of tactical force could be a beneficial tool with those whom experts say should be treated with caution and conciliation. Notwithstanding Sage's description of the tactical maneuvers as helpful to negotiations, any consequences of aggressive movements on the part of FBI were not ones it intended. They were predicted, however. Gary Noesner remarked, "I do not awake from nightmares or have trouble sleeping at night... because everything that I predicted would happen, did happen." [13]
c. Insufficient communication between the two teams and their commanders[edit]
In testimony before the subcommittees, Jamar described the strategic decisionmaking process. He said, "The supervisors of each component would get together and report and discuss matters. And we would have various meetings." [14] Noesner said the problem was not one of communication. Jamar's office was across from the negotiation room. Noesner communicated the desired approach of negotiators with regularity and often in heated exchanges. Jamar heard opinions from the negotiators and tactical agents given with equal force. He let each strategy go forward as if it was the primary one.[15]
d. Decisions between the options presented by the two teams[edit]
In early 1993, FBI policy was to place the Special Agent in Charge of the FBI's regional office in charge of making operational decisions in a crisis like Waco. Noesner described the role of the SAC saying, "He has to take the information and couple that with the information he receives from other intelligence sources, from the tactical team and he has to weigh all those things, weigh them with his own experiences and his own perceptions and he has to come to a decision." [16]
Noesner emphasized the fact that the real problem in Waco was one of leadership. The situation at Waco required someone to make the decision on what strategy to utilize to confront this "unconventional" group. He characterized Jamar as an action-oriented agent, one who fell prey to the "action imperative." [17]
Stone describes the action imperative in terms of the FBI's "group psychology." The options available to the FBI, according to Stone, fell somewhere between "doing nothing (passivity) and a military assault (the action imperative)." [18] In light of the fact that "the appeal of any tactical initiative to an entrenched, stressed FBI must have been overwhelming," Stone reasons, "the desultory strategy of simultaneous negotiation and tactical pressure was enacted as a compromise." [19] Stone concluded that tactical maneuvers were initiated as a way to relieve agents' desire to act. It is left to the SAC to override the group psychology of the agents on the ground and make the decisions necessary to reach a peaceful conclusion. Stone writes, "The FBI should not be pushed by their group psychology into misguided ad hoc decision making the next time around." [20]
e. The effect on negotiations of the decision to employ tactical maneuvers[edit]
The decision to employ tactical maneuvers had the exact result negotiators and experts predicted. The experts advised against antagonizing the Davidians.[21] In a memorandum coauthored by Peter Smerick, an FBI Criminal Investigative Analyst, and Park Dietz, Clinical Professor of Psychiatry and Biobehavioral Sciences at the UCLA School of Medicine, the FBI was advised that "negotiations coupled with ever increasing tactical presence... could eventually be counterproductive and could result in loss of life." [22] When tactical maneuvers were utilized, negotiations were set back. The Davidians were unable to sleep with sounds of loud music and rabbits being slaughtered. The Davidians were angered by movements of the armored personnel carriers. They were angered by the clearing of debris from the grounds.[23] As Richard DeGuerin, the lawyer representing Koresh, says, tactical maneuvers appeared to be "calculated to discourage anyone from coming out." [24]
The effect that the tactical maneuvers had on negotiations was only one of the problems resulting from that decision. In fact, some believe that playing loud music bonded the Davidians closer together.[25]
f. Tactical maneuvers may have fed into the vision anticipated by Koresh[edit]
Koresh often warned Davidians that they would die in a fire brought on by "the Beast." [26] In Smerick's March 8 memo, he recommended that tactical pressure "should be the absolute last option we


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- Solid-state lasers can produce light in the red and blue parts of the spectrum but not the green.
- Recent research suggests that this "green gap" could be plugged as early as this year.
- The advance will allow for laser-based video displays that are small enough to fit in a cell phone.
On a rainy Saturday morning in January 2007, Henry Yang, chancellor of the University of California, Santa Barbara, took an urgent phone call. He excused himself abruptly from a meeting, grabbed his coat and umbrella, and rushed across the windswept U.C.S.B. campus to the Solid State Lighting and Display Center. The research group there included one of us (Nakamura), who had just received the Millennium Technology Prize for creating the first light-emitting diodes (LEDs) that emit bright blue light. Since that breakthrough over a decade earlier, Nakamura had continued his pioneering research on solid-state (semiconductor) lighting, developing green LEDs and the blue laser diodes that are now at the core of modern Blu-ray disc players.
As Yang reached the center about 10 minutes later, people were milling about a small test lab. "Shuji had just arrived and was standing there in his leather jacket asking questions," he recalled. Nakamura's colleagues Steven DenBaars and James C. Speck were speaking with a few graduate students and postdoctoral researchers as they took turns looking into a microscope. They parted for Yang, who peered into the eyepiece to witness a brilliant blue-violet flash emanating from a glassy chip of gallium nitride (GaN).


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The 9th Coast Guard District has issued a warning that the unusually warm temperatures have greatly increased the possibility of weakened ice.
With temperatures forecasted to reach nearly 60 degrees, ice has become thin and unsafe, which increases the likelihood of people falling through the ice, according to a release.
"Due to these unseasonably warm temperatures, ice across the Great Lakes is deteriorating quickly, and conditions are becoming inherently unsafe," said Frank Jennings Jr., 9th Coast Guard District Recreational Boating and Water Safety Program manager, in a release.
The U.S. Coast Guard reminds people to think I.C.E. before heading out:
Intelligence — know the weather and ice conditions, know where you are going, and know how to call for help. Never go out alone.
Clothing — have the proper clothing to prevent hypothermia. Wear a waterproof exposure suit and a life preserver.
Equipment — have the proper equipment. Carry ice picks or screwdrivers, in case you fall in. Use these items to dig into the ice and pull yourself out; they are more effective than bare hands. Carry a whistle or other sound-producing device to alert people that you are in distress. Carry a cellular phone or marine band radio in a waterproof container so that you can call for help if you come across trouble.


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At _URL_ … Images of Chiron beamed back to earth showed the moon of Pluto was reddish in colour in its northern parts. There was speculation at the time on why this might be and now an explanation has been offered – the red colour was painted by nearby Pluto. The theory is that methane gas escaping from Pluto's atmosphere became trapped by Chiron's gravity. Subsequently, the squirted gas froze at Chiron's north pole and a chemical process occurred in which ultra violet light from the sun transformed the methane into heavier hydrocarbons (and eventually into a reddish organic molecules known as tholins).
The article is in Nature and the blog author at Earth Sky accepts the findings without any questioning. Needless to say the results were obtained by modelling. This began with the premise that methane was involved. The modelling also requires the sun to convert the methane into other hydrocarbons and to obtain this in their model they used the 248 year orbit of Pluto (and Chiron) to show that for 100 years there was constant sunshine (warmth) followed by 100 years of darkness (cold).


Subnational and non-state action in the EU
An overview of the current landscape, emission reduction potential and implementation
Download Report
Go to Project page
Main Findings:
This working paper presents an overview of key findings from literature:
1. Landscape
Sub/non-state action is increasingly significant in the EU. 40% of the 2016 EU GHG emissions are covered by individual actors' targets, including cities, regions and companies. The number of net-zero emissions pledges is also increasing rapidly among EU sub/non-state actors; as of October 2020, subnational net-zero targets already cover 36% of the EU's total population. In addition, over 130 international cooperative initiatives (ICIs) focus on GHG mitigation across all sectors in the EU with ambitious, aspirational targets.
2. Mitigation potential & interactions
Sub/non-state actors could make significant contributions to GHG emission reductions in the EU. This mitigation potential can however not be isolated from national or EU-level climate ambitions; the GHG emission reductions can only be realised in coordination with national and EU-level policies. The high GHG emission reduction potential shows that there is willingness to act on the ground and that more ambition is possible, but enhanced collaboration between sub/non-state actors and national or EU-level policymakers is needed.
3. Progress
So far, we have found limited information about the progress of sub/non-state climate actors toward their targets and goals. However, substantial outputs have been delivered by initiatives aiming for indirect contributions to GHG emission reductions and literature indicates that individual European cities have made good progress towards their 2020 targets.
Contacts for further information: Sybrig Smit, Takeshi Kuramochi


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Learning Beyond the Classroom
At Riverdale, students are encouraged to spread their wings and expand their minds through a variety of field studies.
Grade School Field Trips and Field Studies
Primary grades enjoy a wide array of field trips complement and enrich the concepts explored throughout the curriculum. Examples of past day trips include the Oregon Coast, OMSI's paleontology lab, Oregon Children's Theater, Jackson Bottoms and Luscher Farms. In addition, many community outreach programs bring specialists and guest speakers into the classroom.
In 3rd and 4th grades, learning is extended beyond the classroom through exciting, relevant field trips such as exploring Bull Run Watershed, a canoe ride along the Willamette River with invasive plant removal, a day in the life of a laborer at Fort Vancouver and an overnight "pioneer" field study experience.
Unique educational experiences include a fall field study trip to Mount St. Helens in 5th grade. Parents join the faculty and students for several days of geological inquiry in a camp-like atmosphere. Other significant 5th grade units of study include a space study and a focus on United States history. 6th graders focus on plant life during a biology-focused field study trip to Outdoor School in the spring, and explore World History and Geography of the Western Hemisphere. Both grades participate in the Oregon Department of Fish and Wildlife's classroom Salmon and Trout Enhancement Program, raising and releasing fish each year.
Riverdale 7th graders enjoy a unique field studies program constructed to enhance their focus on World History – a week-long medieval-themed camp in the spring. There is also a service-learning focused "Amazing Race" geo-caching day that takes students all over downtown Portland. The 8th grade field study is a capstone trip to Ashland that ties directly with the English curriculum. Students explore the town and see three or four Oregon Shakespeare Festival performances. Not only does this trip serve as a culminating activity for students' grade school experience, it also makes for many positive and lasting memories.
High School Field Studies
Each spring, high school students, faculty and staff participate in our annual week-long field studies. These excursions provide the opportunity to use classroom knowledge in real-world, experiential settings.
- All freshman and new students take part in the Wildhorse excursion run by older student leaders and directors who plan the week's activities. Participants spent the week expanding their social circles and stepping out of their comfort zones. One student described it as "a way for everyone to bond and share what's going on in their life, and you realize that a lot of the things you're going through, everyone else is going through, too."
- Favorites such as Golf Oregon, Photography and Filmmaking will likely return, with numerous other new choices for students each year.
- Additionally, students can apply for week-long internships or request approval for independent college visits.


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The study of Cataclysmic Variables (CVs) is crucial to test our understanding of binary evolution and its application to many astrophysical phenomena, such as short gamma-ray bursts, X-ray transients and, more important, Supernovae Ia, our yardsticks for measuring distances. Yet, the predicted major component of the present-day CV population, the so-called "period bouncers" (CVs containing a white dwarf and a degenerate donor), has not been detected, highlighting a major discrepancy between theory and observations.
We present here CHiCaS, the Compact binary HIgh CAdence Survey, which will perform three hours of uninterrupted time series photometry over 136 square degrees of the sky with JAST/T80Cam. By the end of next year, this program will deliver one minute cadence lightcurves for $\simeq 2.5$ million objects as faint as $g \simeq 21.5$, along with full colour information. Via detection of their eclipses, CHiCaS will finally, and unambiguously identify the predicted large population of period bouncers. The identification of the missing population will provide an observational support for the current models for the mechanisms of angular momentum loss in compact binaries, which also describe the evolution of all kind of binaries.
CHiCaS will also offer a complete and unbiased view into the short term variability of thousands of binaries, eclipsing systems, pulsating stars and CVs in the period gap, which will allow to improve our knowledge of these objects and to carry out additional tests on CV evolution.


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A Problem posed by
BASILIO THE TAXMAN
"In a basket we have 100 fortune cookies there are 5 each of 20 different fortunes, how many cookies we have to eat to have a 50/50 chance of reading all the fortunes?"
Let us generalize the problem a little bit. A basket contains N fortune cookies. There are k different fortunes and exactly m of each are present in the basket. So N=km. There are many probability questions that may be asked which involve randomly picking cookies out of this basket. We shall start by anwsering Basilio's question by picking 35 cookies and reading the fortunes. In order to get an idea how probable it is to read all of the fortunes we will have to repeat this experiment many times and determine the percentage of times we get to read all of the fortunes. So as not to get sick of eating cookies, we will simulate this on the computer.
Below is an applet which eats x cookies and reads the fortunes. It will allow you to specify the number k of different fortunes and the number of times m that each fortune is repeated. After you enter your choices for k, m and x, press the "Go" button and the computer will display the state of the basket as you specified it, the number of cookies that were eaten and the number of different fortunes that were read. To answer Basilio's question try for instance entering k=20, m=5, and x=35. Then press "Go" as many times as you want and see how often it reads all the fortunes. If this does not happen half of the time, then keep increasing the value of x until you reach a value that appears to answer Basilio's question.


While the wealthiest corporations avoid paying their fair share, our schools have the most crowded classrooms in the nation and our local communities are struggling to respond to the impact of COVID. It's time to put Schools & Communities First by voting YES on Prop 15!
Prop 15 is a fair and balanced reform that:
 1. Closes property tax loopholes benefiting wealthy corporations.
 2. Cuts small business taxes.
 3. Reclaims billions every year to invest in our schools and local communities.
 4. Exempts homeowners, renters, small businesses and agricultural land so they continue to be protected by Prop 13.
 5. Prioritizes transparency and accountability by requiring public disclosure of all new revenues and how they are spent.
Just 10% of California's most expensive nonresidential commercial properties account for 92% of Prop 15's loophole-closing revenues.
No matter what we look like or where we come from most of us pitch in for each other and hope to leave things better off for those to come.
But today a handful of corporations undermine all of us. Corporations like Chevron, Google and Disney rake in record profits, while they refuse to contribute to the schools where our young people learn and other community services like health clinics and emergency responders. Then they divide us against each other by blaming Black and brown people for our problems, hoping we won't notice so they can continue to reap the benefits of our contributions while refusing to put in their share.
That's why we're supporting Prop 15 – the Schools and Communities First Initiative on the November 2020 ballot. When we vote it in, we will restore the resources we need for our communities by ensuring that everyone pitches in for each other in California, including the wealthiest corporations.
When everyone is all in for all of us, we make California a place we're proud to call home with the world-class schools and universities, healthcare, homes, and shared resources our families need. When we join together – white, Black, and brown – to change the rules, we'll restore the resources to truly educate all of our kids and truly support all of our families.
Prop 15 was put on the ballot by a record-breaking 1.7 million people who believe that wealthy corporations need to pay their fair share. Now it's time to vote it into law!


you to prepare your case in detail.
(11) Prepare your witnesses. They must know not to be intimidated by objections. Instruct them to stop speaking the moment an objection is made and not to speak again until directed by the judge; it is futile and rude to try to speak over an objecting attorney. Let them know that you'll be alert to rescue them with objections, but also not to edit their testimony after government objections are overruled. Also tell them they may try to give a more detailed answer than yes or no if such an answer would be incomplete or misleading. Better, insure they know you will rescue them with an opportunity to explain the answer if they are forced into a yes or no answer on cross-examination.
(12) Maybe a government objection can help you. When going through your mental checklist and deciding whether to object, think about how you may be helped. For example, the government might open the door to evidence that you would like to ask this witness -- or their witness -- by asking an otherwise objectionable question of your witness. The government also can help you re-order your case when making foundation or hearsay objections. By requiring you to go through the sometimes mechanical or exhaustive steps of laying a foundation (or laying it more comprehensively than you did the first time), you get the chance to recapture the focus of a panel whose attention you may have started to lose.
(13) Use motions in limine. It is risky to wait until the government asks a question to object. When you anticipate that the government will ask certain questions or offer certain evidence, you should prepare a motion in limine ("at the threshold") to seek a judge's ruling in advance that the government may not offer the disputed evidence. This applies to anticipated hearsay, speculative testimony about which there is inadequate foundation, expert testimony and other prejudicial evidence that you can anticipate. A judge is not required to rule on motions in limine, but often will do so in the interests of clarity and a smooth trial. Your motion alerts the judge, increases the pressure on the government (and smokes out government theories of admissibility) and increases the chance that your objection will be sustained. If denied in limine, you should renew your objection on the merits.
(14) Don't always use motions in limine. You may not want to give the government the advantage of knowing that evidence it plans to introduce is inadmissible. In such situations, consider holding your objection until the government asks the question or offers the evidence. This may derail the prosecution and keep you in control of the courtroom. This should not be your normal course -- you need to be sure your objection will be sustained and that the government will not harm your case just by attempting to offer the evidence, but there are times that you can benefit from remaining mum.
(15) Some common objections:
(a) "Leading." Strictly, a leading question is one that suggests the answer, such as "Isn't it true that it was raining that day?" Not all questions that require yes or no answers are leading. For example, "Was it raining that day?" is not leading, because the witness is free to answer "yes," "no," or "I don't recall." Some judges see this differently, so be prepared to adapt. Reserve this objection for instances in which your opponent is blatantly leading a reluctant, ill-prepared or inarticulate witness. In such circumstances, you should force the government to better craft its questions because (1) you will interrupt the flow of the exam, and (2) highlight to the jury that it is counsel and not the witness who is testifying. If the government puts important words in its witness's mouth, "counsel is testifying" is an effective way to phrase the "leading" objection, because it sounds less whiny ("leading" can sound like an insider's objection) and it tells the panel that counsel is manipulating the proof, afraid to risk its coming from the mouth of his own witness. Remember that counsel always may lead on cross-examination.
(b) "Asked and answered." You need a good reason to use this objection because it can sound petty. If opposing counsel is re-plowing old ground either because he is disorganized or is trying to emphasize a point, you can consider this objection. However, you probably do not care enough -- the jury may hold his tactics against him -- to waste an objection in this area. If he keeps rephrasing the question to get the exact answer he wants, take care of that on cross and in one sentence of argument in which you remind the panel of how the government counsel had to repeatedly mine the witness until the phrasing was to his satisfaction (suggesting that the testimony is less worthy of belief).
(c) "Badgering the witness." Sometimes the judge will sustain it, sometimes he won't. When you are cross-examining a hostile, unsympathetic witness you should badger him up to the point that you risk engendering sympathy. If your witness is being pilloried, however, a "badgering" objection, even if overruled, can be useful because it: (1) reminds the government you're alert and not going to tolerate abusive questions, (2) plants the idea in the government mind that you will renew this objection with this or other witnesses, further hampering the pace and control of the exam, (3) starts the judge thinking about overreaching conduct by the government and, sometimes most importantly, (4) lets your witness know that you'll not abandon him or her.
(d) "Assuming facts not in evidence." Counsel may not slip into a question material that is not before the court. It must either introduce such evidence or ask the question as a hypothetical.
(e) "Compound question." This is almost a neutral objection with a goal of clarity. If the government asks "Did you arrive at 0830 and see the accused in formation," a "compound" objection would lie, because it is unclear whether the response relates to the time of arrival or seeing the accused. For tactical reasons you may want to let the question go and point out in argument that the ambiguous answer is not probative evidence.
(f) "Argumentative." When the government's question is less a true question and more a statement for the jury, object as argumentative. Again, not worth using often but worth posing when counsel repeatedly uses the tactic under the guise of tough, leading cross-examination.
(g) "Beyond the scope of the direct." When the government tries to delve into areas wholly unrelated to the direct exam, use this objection to rein him in. It is worth risking jury curiosity ("What is the defense trying to keep out?") when the objectionable material is damaging but collateral. If especially significant, consider asking for a limiting instruction as well.
(h) "Degrading." Mil. R. Evid. 303 prohibits immaterial and degrading questions "before any military tribunal." This does not include courts-martial, but does include Art. 32 investigations. (16) If you receive a preliminary, tentative ruling from the judge on an objection or motion in-limine, you must object again at the appropriate time to preserve the issue for appeal. See Jones, 43 M.J. 708.
b. Don'ts:
(1) Don't object unless there's a good reason, legal or tactical. The major reasons: courtesy and inevitability.
(a) Courtesy. No one likes to be interrupted when speaking (counsel or witness) nor when a story is being told (judge or panel). Therefore, don't object unless the information is so prejudicial and objectionable that it truly must be kept out, or when there's a strong tactical reason, such as protecting your witness, sending a message to the panel or interrupting your opponent.
(b) Inevitability. If your know from pretrial preparation or experience that the information inevitably will be admitted, it often pays not to bother objecting because you look like the rule-bound counsel trying to play "legal gotcha" and trying to hide evidence.
(2) Don't object during argument unless you have an especially good reason. If the government counsel is stating something in an opening statement that she will not be able to prove, let her lay a trap for herself that you will personally spring when she hasn't kept her promise by the close of the case. If the government is exaggerating or quoting information not in evidence during the closing argument, slam that door in your closing. The statement would have to be especially egregious to warrant interruption of argument; very rarely is it worth the breach of courtesy (or risk of a payback).
(3) Don't argue until the judge asks you to do so. The government makes a spurious objection to which you want to respond, especially in front of a panel. Often the judge will decide immediately that the objection has no merit and say "overruled" without hearing argument. Therefore, there are two good reasons to wait: (1) don't trample on the judge and unnecessarily irk him and (2) the pause give you time to think.
(4) Speak to the judge, never to opposing counsel. Never address your opponent when making an objection and never let your opponent force you to answer him. If he asks you a question, ignore it until the judge asks you to answer it, then answer the judge only. Not only is this common sense (counsel make objections, judges make rulings) but it makes clear that you won't be baited by the government and signals to judge and jury that you remain in control of your case.
(5) State your case outside the hearing of the members. Do not exploit the opportunity to argue an objection in front of the


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ESCAPE: How can I escape?
"Help! I'm trapped. How can I escape?" This is the cry of the thinker. Why? Because THE most difficult feat of thinking is to escape from your point-of-view. All of us are trapped in the special world we create for ourselves in our brain, our own unique viewpoint, our CVS. Your world and my world are different. You are trapped in your CVS as surely as I am trapped in my CVS.
CVS: MAIN POINT What is the main point about this CVS?
Every CVS is dominated by a Main Point. For example, the main point about drug abuse is to ban drugs. Or, the main point about losing weight is dieting. The main point about an argument is winning. When we want to make an escape from a CVS its easier if we become aware of the main point. Identifying the main point in a CVS shows us more clearly what we need to escape from. When we can see the main point we can see what we may need to change.
TENPOWER: The Powers of Ten – How can I X10 this?
Tenpower is a measurement tool. Measurement is a very important skill for the brainuser to develop. It's also a big help in finding a way out of our CVS. For example, a BVS is a decimal of a CVS. A CVS is also a decimal of a BVS. In other words, they are related by powers of ten. Sometimes a BVS is ten times smaller than a CVS. Other times it is ten times greater. The deliberate or habitual use of the number 10 is called Tenpower. Ten times better may be ten times more, or ten times less, or ten units forward or ten units back. It's the deliberate use of tenpower as a provocation to get you to escape from your CVS. Tenpower helps you to switch patterns of perception. That's all. While it is not important that the number ten is accurately used, its use is a powerful escape mechanism. Take an X10 leap with tenpower.
WHY? Why do I have this CVS?
Asking 'Why?' is one of the most effective ways to begin the escape from your CVS. Asking 'Why?' is a challenge. Asking 'Why?' means you have stopped, for the moment, defending your CVS and have opened your mind to fresh information. For example, here are ten Whys to challenge a CVS:
1. Why is this so inconvenient?
2. Why do I have this CVS?
3. Why do our customers hate this?
4. Why is this so complicated?
5. Why is it organised this way?
6. Why is this my reaction?
7. Why is this so difficult?
8. Why is this so unsafe?
9. Why does it make this noise?
10. Why can't I improve this?
WHY NOT? Why not do this differently?
Why not change this CVS to that BVS? The 'Why not' question is a good way to introduce change. 'Why not' is a signpost for a BVS. Here are ten 'Why nots' you can use to find a BVS:
1. Why not reverse this sequence or rotate it?
2. Why not eliminate this task?
3. Why not do this differently?
4. Why not ask someonelse for their opinion?
5. Why not change the shape, sound, smell, location etc?
6. Why not expand it (longer, bigger, duplicate, exaggerate)?
7. Why not reduce it (remove, smaller, divide, simplify, lighten)?
8. Why not use an alternative (approach, person, method, attitude)?
9. Why not increase the repetition?
10. Why not borrow an idea (combining, adapting, experimenting)?
OPPORTUNITY? What is the opportunity here?
Escaping from a CVS involves risk and uncertainty. So there must be a positive gain or an upside to make the CVS to BVS switch worthwhile. To help define the benefits of changing we need to focus on the main opportunity for doing so. There may be an opportunity to save money or time. There may be an opportunity to prevent a future problem. The exercise is to try to see the main opportunity in the proposed BVS.
WHO? Who can help?
One of the quickest ways to escape from your CVS is to ask another thinker for their point-of-view. Since no two human brains are exactly alike each person has a valid, but different, CVS. Their CVS might be your BVS. We can ask our partners, our children, our customers, our enemies, our experts or any other thinker.
STAIRWAY? Where's a stairway I can use?
Suppose you are stuck on the ground floor trying to watch a parade go by and your view, your CVS, is limited. If only you had a better view. You look around and find a step-ladder with ten steps. As you climb each step your view of the parade gets better. Ten steps later you have a BVS. Tenpower is how we use the number 10 to escape from our CVS up the ladder to a BVS.
Just suppose I sat on a light beam. What would I see? This is the question Albert Einstein asked himself at 16. By the time he had answered it five years later he had made the greatest single discovery ever made by a human brain. Asking 'Just Suppose' is a great way to surprise yourself and to get outside your own head. Use random connections. Take quantum leaps. Just suppose my car could talk, what would it say? Just suppose I was boss, what would I do? Just suppose my house was a pineapple ….?
START: How can I get started?
Make a Startlist. Most races are lost, not at the finish-line, but at the start. Why? Because most of us, most of the time just never get started. There are four steps in making a Startlist:
1. Take a piece of paper.
2. Write the numbers 1 2 3 4 5 6 7 8 9 10 down the left side of the paper.
3. Then just fill in this list, in any random way you like, with words, phrases, bits of information etc.
4. Harvest your list. You've created an information field and given your brain something to harvest. You have already started!
DO: What do I do now?
Once we move from thought into action we immediately create feedback. Our actions have consequences and it is these consequences that enable us to evaluate the effectiveness of our behaviour. When in doubt, do something. Anything. What do I do now?
NOTICE: What do I need to notice?
The basis of all science is observation and measurement – noticing things. A clever thinker is a clever noticer and the skill of noticing is looking for feedback.
THINK: How can I create movement?
There is no "right" way to think. The key to thinking is movement. Movement through the cognos, movement through think-space, movement through the universe of possible thoughts. Whether you move out or in or up or down, sideways, backwards or upside-down reverse pikes, it doesn't matter. Whether you take great leaps, use stepping-stones, random provocations, lateral thinking, flip-a-coin, or fantastic images, it all works. Whether you use intuition, alpha-visualisations, TM, tarot cards, I-Ching, runes, prayer, auto-suggestion, cognetics, hypotheticals, scientific method, professional counselling, net surfing or "ask the oracle" – it all adds up to movement.
DO IT NOW: How many Now! moments are there in a day?
When to Start? There is really only one time to start called … Now! Just suppose a Now! moment is one second, the time it takes to start something is one second. How long does it take to pick up the telephone? One second. How long does it take to start to get up to go for a walk. One second. How many Now! moments are there in a day? I'll save you the trouble of the maths. It's 84,000. If not Now, when?
NEXT: What's my next move?
In the game of chess we are always faced with our next move. This is based on the feedback from our opponent;s move. What do I do next? The same applies in the game of life. Life is fluid. It just keeps moving. There is always feedback from others to consider and then … what's my next move? What do I DO, next?
SEARCH: What am I looking for?
What information am I seeking? What phrase should I be searching for? What word can I google? You can use the internet search engines–Google, Yahoo and others–to put in any phrase, press the SEARCH button, and the search engine will search the entire internet for references to your requested phrase. But you can do that with or without the internet. You can use any reference source at home, at school or at the library. But first, you have to ask yourself: What am I searching for?
STRATEGY: How should I think strategically about this?
The two main thinking strategies are: 1 Judge, and 2 Design. Due to the Right/Wrong system we are automatically inclined to judge things. However, we also have the option of design. As a thinker, we have the option of adding value, of improving things. So before jumping in with our judgement boots we can ask: How should I think about this: judge or design?
QUALITY: How can I make this much better?
Quality is important. As a thinker you're concerned with adding value to the situation the quest for quality. Contrast this with


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Rhaeto-Romanic (rēˈtō-rōmănˈĭk) [key], generic name for several related dialects of the Romance group of the Italic subfamily of the Indo-European family of languages (see Romance languages). These dialects are now considered sufficiently similar to form a single unit in the Romance group. The principal Rhaeto-Romanic dialects are Romansh (or Romansch), Ladin, and Friulian. Romansh has about 70,000 speakers in SE Switzerland and is recognized in that country as a national, but "semi-official," language (German, French, and Italian are Switzerland's official languages). Ladin is the tongue of some 20,000 persons in the Italian Tyrol, and Friulian is spoken by approximately 500,000 in Friuli, a region of NE Italy.
The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved.
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Ecodigital art: Democratization, globalization, and interdisciplinarity
Common Ground Publishing
School of Arts and Humanities
This paper articulates the defining themes of digital art - democratization, globalization, and interdisciplinarity – in relation to how artists work with technology to highlight the urgency of environmental sustainability. While advances in engineering and technology are often touted as the solutions to the Anthropocene's ecological problems, few studies have concentrated on the interconnections between digital technology, art, and sustainability. An outcome of ecopolitical digital art is the changing of public perceptions and behaviors concerning nature and humanity's troubled relationship to it. This paper historicizes digital art, tracing its evolution and major typologies, in order to posit a growing engagement with environmental issues in digital artworks of recent times. The works of Natalie Jeremijenko and Joseph DeLappe provide case studies of digital creatives adopting themes of environmental sustainability and engendering the artist as ecological activist.


How to Insert a Text Box in Google Docs to Give Your Work a Professional Look
Text boxes are a great way to highlight sections of a document to generate an organized and polished look. Pull quotes placed in boxes, for example, can help a reader note vital passages.
Although a useful tool, Google doesn't make managing boxes super simple. Here is a guide to show the ways to use this feature and learn how to insert a text box in Google Docs.
Table of Contents
 1. What Is a Text Box and Why Use It?
 2. Android and IOS
 3. For Desktop in 2021
 4. Customizing Text Boxes to Enhance Documents
 5. Is There a Text Box on Google Docs?
 6. How Do You Put a Text Box on a Picture in Google Docs?
What Is a Text Box in Google Docs and Why Use It?
Why Use It
A text box in Google Docs is a UI element that allows users to input an alterable typescript that stands out from other items in the document. These input fields can be found on social media networks like Facebook and Twitter, and basic messenger apps of all kinds.
The editable field we are discussing today is a tool that creates custom-sized input areas anywhere on the page.
So, why use a text box? There are many reasons to want editable fields in a document.
Here are a few:
 - Form an emphasized pull quote to highlight significant information or sections.
 - Denote locations on maps or information on graphs and tables.
 - Make quick word-art or advertising business materials.
 - Stylize certain words or letters using the word-art function.
Users can insert a text box through a couple of different techniques, covered below.
How to Insert Text Box in Google Docs for Android and IOS in 2020
Android and IOS
Follow these six easy tips for how to add text box in Google Docs:
 1. Tap on the add option, which looks like a plus (+) sign.
 2. From the add menu, select 'table'.
 3. Select the down arrow to the right of 'Columns' and reduce the number to 1.
 4. To the right of the 'Rows' option, find the down arrow, and reduce the number to 1.
 5. Select 'insert' to add the table to the document. The table can also be moved around as needed.
 6. This single-cell table functions identically to a text box. Users can enter and stylize the text size, color, and more by clicking inside the cell.
How to Add a TextBox in Google Docs for Desktop in 2020
Add a TextBox
Using the desktop version makes adding a text box simple, especially for new users. The desktop edition has the option to insert text boxes with two methods.
 - Table Creator
 - Drawing Editor
Here is a quick guide on how to add a textbox in Google Docs.
1. Using the 'Table' Method to Create a Text Box
The table method is a great way to create a text box. It is available for use on the desktop, as well as the android and IOS applications. Here is how to use it:
 1. Move the cursor to the location in the document where the text box needs to be placed.
 2. Select 'Insert' from the top menu, then click 'Table'.
 3. Select a 1×1 Table.
 4. Enter data into the single-celled table.
2. Using The 'Draw' Method to Create a Text Box
The 'Draw' method may be more familiar for those used to creating text boxes in Microsoft Word.
Here are seven simple tips:
 1. Choose the 'Insert' tab located on the top action bar.
 2. Select 'Drawing' from the drop-down menu to create a new item.
 3. With the drawing options open, select the text symbol. It is a square with a 'T' in the center.
 4. Click and drag the mouse to create a rectangle or square of the appropriate size.
 5. Insert text and adjust the size, style, color, and design of the box and writing, however, desired.
 6. When the shape looks right, select 'save and close.'
 7. Move the text box to the desired location, adjust it more if necessary, or double click it to reopen the 'Draw' menu.
Customizing Text Boxes to Enhance Documents
The best thing about using text boxes is customizing, and adding creativity to a doc. Once a user knows how to add a textbox in Google Docs, they have a lot of options for the personalization of this business.
Here are just a few ways people may want to customize their text in the drawing menu.
 - Change font, text size, color, alignment, and other basic elements.
 - Adjust the color of the background
 - Alter the color of the outline.
 - Modify the line weight and style that surrounds the input area.
 - Transform the size by clicking and dragging the outside corner.
 - Add an image to the background of the text box.
 - Change the shape to something more visually interesting.
 - Layer text boxes on top of one another or other document elements.
FAQ Section
Is There a Text Box on Google Docs?
Yes! Whether using the desktop or mobile app, there are simple ways to build and modify a text box in Google Docs.
Users can employ the 'table' approach on all three versions of the application, and desktop users can apply the 'Draw' option as well. Both methods can be completed with the help of this step-by-step guide.
What is an Example of a Text Box?
Example of a Text Box
One can find text boxes on things like the search bar on Google or the input field of messenger apps or social media networks like Twitter or Facebook.
Adding a text box over an image is simple thanks to the drawing editor.
 1. Select 'Insert' from the top action bar.
 2. Select 'Drawing' and 'New.'
 3. Once in the drawing editor, click the insert image button. This looks like a black square with a mountain in the center.
 4. Locate an image and upload it to the editor.
 5. With the picture now in the editor, adjust its size and details until satisfied.
 6. Click the text box option, which is a square with a capital 'T' in the center.
 7. Draw a shape by clicking and dragging with the mouse.
 8. Add text and adjust its line and color style.
 9. Adjust the size and location in relation to the image.
 10. Once happy with how it looks, click 'Save and Close.'
How Do You Move Text Boxes in Google Docs?
If a text box is in the wrong spot after it has been added to the document, there is no need to alter or insert a new text box in Google Docs.
 1. Ensure the wrapping is correct, whether that be 'in line,' or 'in front of' text.
 2. Click and drag the text box with the mouse.
So, That's All There is To a Google Docs Text Box
Sure, the system for inserting a text box on Google Docs might be a little convoluted. Many want the text box and image editing system to someday become fully incorporated. Still, the text and image editing options provide a great way to be creative.
How do you utilize these features to make your documents stand out? Let us know in the comments.
Published: October 28, 2020Updated: May 31, 2021
Matt Robinson
Matt Robinson
Matt is an experienced technical writer and translator skilled in writing targeted texts for a variety of audiences. He has a diversified background, including social media management of various products. He is a data-driven strategist and a passionate story-teller. He posts about all social innovations and delivers high-quality research and content to our readers.
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text:
Safety Benefits of Proper Bonding and Grounding
A proper bonding and grounding system using grounding shoes will not reduce
the chances of a lightning strike on your boat. It will, however, reduce the possibility
of severe hull damage and electrical shock potential. A proper bonding and
grounding system will help provide a direct, controlled high-capacity path for lightning
Enhances Electronic Performance
SSB and HAM radio transmitters rely upon a proper size ground to operate to their
designed capacity. A grounding shoe helps provide a large solid surface (the water
surrounding your boat) to "push off" from. This is technically known as "counterpoise",
and the other necessary half of your antenna system.
The bronze material also serves as the next sacrificial metal on
the galvanic scale after your zincs, providing another buffer against corrosion
of stainless steel parts.


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About Uncle Seth
Part 1. Why Do the Yankees Hate Us?
Part 6. Uncle Seth's Reply to Self-Hating, Yankee-Educated Southerners
Part 9. Louis Napoleon Nelson–Black Confederate and Loyal Friend
Part 20. Humanity in the Midst of Hell
Part 29. The Confederate Flag–Brave Men Carried It and Died Defending It
Part 33. He Fought for the South and He Had No Slaves
Part 42. Early Southern Anti-Slavery
Part 49. Rape and Murder–Yankee Treatment of Southern Civilians
Part 61. But The War Is Over!
Part 69. Did the South Intentionally Mistreat Yankee Prisoners of War?
Part 77. Yankee Torch Applied to Southern Homes
Part 83. Yankee Invaders Hang Seventeen-Year Old Arkansas Boy
Part 89. Yankee Materialism: The Root Cause of the War
Part 96. Reconstruction–Southerners Become Slaves of the Federal Empire
Part 105. The Confederate Soldier's Only Regret
Kennedy uses the "everyman" character of Uncle Seth to represent the courageous and rugged individualists who combined the best of the Scotch-Irish, German, and other fiercely independent peoples who found refuge in the South because of racial or religious persecution. Uncle Seth's stories focus on the Southern determination to be left alone by the federal government and their strong commitment to community, God, and family. The atrocities he chronicles as part of his tales to the youngsters around him provide an insight into the horrors of subjugation and anti-Christian behaviors of Northern invaders while giving a hint at what the future might hold if individuals do not fight for their rights and freedoms.


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More than 25 companies operate commercial vessels in the Great Lakes-Seaway System. The largest Great Lakes freighters are massive and can carry more than 70,000 tons of cargo in a single voyage. Stood on end, these ships would be as tall as a 100 story building. Ships offer the most efficient means of transporting large quantities of cargo. For example, the largest Great Lakes vessels can transport the same amount of cargo as 700 rail cars or 2,800 trucks.
Lakers / Salties
- Lake Vessels
Most Great Lakes-Seaway commercial cargo ships are specially designed and constructed for use in the system. Known as "lakers," these vessels carry bulk cargo and have a unique configuration that enable them to fit through our navigation locks and operate under the weather and fresh-water hydrologic conditions in the Great Lakes.
- Ocean-going Vessels
The waterway is also served by ocean-going vessels designed to operate not only in the Great Lakes, but also in the harsh conditions of the world's salt-water oceans. For this reason, these vessels are known as "salties." Most salties are multipurpose in their design, able to carry bulk cargo, break bulk cargo and project cargo.
The Great Lakes-Seaway system is served by three distinct vessel operator communities:
- U.S.-flag operators are those companies whose vessels are documented under the laws of the United States. Generally these carriers operate between U.S. ports within the Great Lakes.
- Canadian-flag operators are those companies whose vessels are documented under Canadian law. These carriers generally operate between lower St. Lawrence River ports and Great Lakes ports, carrying both domestic and bi-national commerce.
- Foreign-flag operators are those carriers whose vessels are documented under the laws of a country other than the United States or Canada. These vessels operate between system ports and overseas destinations.


This graphic compares body maps of the control group (top) and of people with schizophrenia (bottom). Credit: Sohee Park
Sohee Park, Gertrude Conaway Vanderbilt Professor of Psychology, and Ph.D. student Lénie J. Torregrossa compared individuals with schizophrenia with matched, asking each to fill in a "body map" in a way that correlates to the way they physically experience emotion. They used a computerized coloring task to locate where participants feel sensations when they experience, for example, anger or depression.
The outcomes differed radically between groups, with the showing distinct maps of sensations for 13 different emotions, indicating specific patterns of increased arousal and decreased energy across the body for each emotion. However, in individuals with schizophrenia, there was an overall reduction of bodily sensation across all emotions.
The study also found that individuals with schizophrenia don't differentiate on their maps for varying emotions. That may pose a problem for them in identifying, recognizing and verbalizing their emotions or trying to understand the emotions of others.
"The main outcome of this research is that we have a better understanding of why people with might have trouble interacting with others," she said. "What we can do now is help them learn to attend to physiological sensations arising from their bodies and use them to process emotions."
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Gender and schizophrenia
Citation: People with schizophrenia experience emotion differently from others, 'body maps' show (2018, December 21) retrieved 18 June 2021 from _URL_
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7 August 2019
Public confidence in sentencing and the criminal justice system
The Sentencing Council has a statutory duty to have regard to the need to promote public confidence in the system when developing the sentencing guidelines and monitoring their impact. To achieve this, the Council must have an understanding of the public's attitude to, and knowledge of, sentencing and the criminal justice system.
Public Knowledge of and Confidence in the Criminal Justice System and Sentencing reports on research carried out to help the Council meet its public confidence obligations. The research, which included an online survey of 2,000 adults representative of the population of England and Wales, provides insight into what drives the public's attitudes and understanding of the system and suggests how the Council might reinforce and improve their confidence.
Among the key findings are:
- Sixty-seven per cent of the public and 68 per cent of victims of crime said that the existence of sentencing guidelines improved their confidence in the fairness of sentencing at least a little.
- Confidence in the effectiveness and fairness of the criminal justice system is mixed, and varies according to demographic factors and involvement. Young adults (18-34), those in the highest socio-demographic group (AB) and BAME adults are particularly likely to be confident in the system.
- Having contact with certain agencies in the system, particularly the criminal courts, emerged as a key driver of positive perceptions of confidence, as is experience of the system that has improved their understanding of sentencing.
- Conversely, living in certain regions of the country, most notably the North of England, was a key driver of negative perceptions of confidence and the perception that sentencing is too lenient.
- Around 70 per cent of the public think sentencing in general is too lenient and the public is particularly likely to regard sentences for serious crimes, like rape and death by dangerous driving, as too lenient. However, this perception tends to lessen noticeably when the public are presented with actual scenarios and sentences (based on real cases).
- A majority of those surveyed were confident they understood terms like 'life sentence' and 'statutory maximum sentence', although under half felt confident they understood the term, 'on licence'. However, qualitative discussions showed that actual understanding lagged behind perceived understanding.
The research was conducted for the Council by ComRes.


Fall is when the mosquitoes leave, and we're outdoors. Officials warn the EEE threat is still prevalent.
In what might be a story-line which rivals a Halloween movie, just when you think the villain mosquito has been run off by colder weather, the EEE threat still lies within the insects who linger. According to WMUR News 9, there are still mosquitoes in the area, and these are more likely to be infected with diseases such as Eastern equine encephalitis, or EEE. In addition, experts believe the threat isn't going away any time soon. EEE is likely to be around into the winter.
According to WMUR News 9, entomologist of Dragon Mosquito Control Sarah MacGregor said "I like to say when there's snow on the ground, but when we have a hard freeze, which is different from a frost. So, we need to see temperatures below freezing for at least six hours overnight. That's when you get up in the morning and all the plants are dead. Everything. The leaves are brown. So, we know it's killed all living organisms."
According to WCVB ABC 5, The Massachusetts Department of Public Health received reports about three fatalities among the 10 confirmed human cases of EEE in 2019.


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look up any word, like poopsterbate:
1 definition by Kaltamati
1) the beginning of the 3 weeks that my home was covered in smoke and the smell of asbestos and dust.
2) The day my cousin died.
3) The day a good friend almost died but was carried down 35 flights of steps by a total stranger
4) A lesson in sensitivity and awareness to a number of people
9/11 was a big deal and has a lot of political and cultural significance that needs to be addressed thoughtfully adn carefully.
by Kaltamati September 08, 2003
6587 1571


text:
By Steve Dent, Source: Engadget
Here's another new use for graphene (that will probably never happen): stopping bullets. University of Massachusetts-Amhers researchers have found that everybody's favorite potential wonder-material vastly outperforms steel and even kevlar armor. Testing the ultra-lightweight, 1-atom thick carbon sheets has proved tricky in the past, as they disintegrated on contact with regular bullets. So, the team used laser pulses to fire micron-sized glass bullets into the sheets at around 6,700 mph, about three times the speed of an M16 bullet (see below). Sheets from 30 to 300 layers thick absorbed the impacts much better than the other materials by deforming into a cone shape, then cracking.
Read the rest at: Engadget