Administrative Law Judge (ALJ) Peter Paul Castillo, Office of Administrative Hearings (OAH), Special Education Division, State of California, heard this matter on March 26 and 27, 2007, at the offices of the Orange Unified School District.
Attorney Patrick J. Balucan appeared on behalf of petitioner Orange Unified School District (District). Janet Rohlander, the District's Assistant Director of Pupil Services, attended the hearing the afternoon of March 26, 2007, and the entire day of March 27, 2007.
Parents represented Respondent (Student). Student did not attend the hearing.
The District filed a request for a due process hearing on November 14, 2006. The matter was continued on December 7, 2006. At the close of the hearing on March 27, 2007, the parties requested the opportunity to file written closing argument. That request was granted. OAH received the District's written closing argument on April 16, 2007, and did not receive a written closing argument from Student. The matter was deemed submitted on April 16, 2007.
Did the District's offer of placement and services contained in Student's Individualized Education Program (IEP) dated May 31, 2006, and June 29, 2006, constitute a free and appropriate public education (FAPE) for Student, in the least restrictive environment, for the 2006-2007 school year?
The District asserts that its IEP offer of placement and services is reasonably calculated to provide Student with some educational benefit in the least restrictive environment. The District contends that it properly determined and considered Student's educational needs and developed an appropriate IEP to meet his needs in the deficits areas of reading, math and written comprehension.
Student contends that the District failed to properly assess Student, which led to the District not having accurate information regarding Student's unique needs. Student also asserts that the District failed to consider Student's dyslexia and Attention Deficit Hyperactivity Disorder (ADHD) during the assessment process. Student contends that the District's offer to place Student in a special day class for two periods per day to work on Student's reading and one period per day in a resource program math class did not constitute the least restrictive environment. Student asserts that the District could meet his needs in these areas in a regular education classroom, especially with the use of assistive technology.
1. Student was born on October 28, 1991. At the time of the hearing, Student resided within the District boundaries with his Parents, was in the ninth grade and attended Lutheran High School, a private school. Student attended seventh and eighth grades at Prentice, a non-public school for learning disabled students. The District found Student eligible to receive special education services in 2002 under the category of specific learning disability due to a significant discrepancy between Student's cognitive ability and achievement in the areas of reading comprehension and basic reading skills. There is no dispute that Student is still eligible for special education services.
2. At the May 31, 2006 IEP meeting, the District offered, for the 2006-2007 school year to provide Student two blocks (periods) per day of a special day class for core academic classes to focus on Student's reading and writing needs. The District also offered one block per day of math in a resource specialist program classroom. The remainder of the three daily blocks would be for other regular education classes and physical education. The IEP called for Student to attend Canyon High School, a District regular education school and Student's home school. The IEP's goals and objectives focused on improving Student's reading skills, reading comprehension, passage writing, math, classroom skills to improve his attention and assignment completion, and social skills regarding inter-personal interaction.
3. On June 26, 2006, the District modified its offer to include three weekly, 50-minute sessions for specialized reading instruction. The District also added a goal to improve Student's decoding skills by increasing the words Student could read and spell. Also, the District added a goal regarding sentence and paragraph composition to improve his reading comprehension. The District agreed to conduct an assistive technology evaluation for reading support when school commenced. Parents did not consent to the District's offer and enrolled Student at the start of the 2006-2007 school year at Lutheran High School.
4. The IDEA provides that an IEP must contain a statement of the current levels of educational performance, measurable annual goals, and a means to measure progress towards the goals. Additionally, the IEP team must take into account the results of the student's most recent assessments in formulating the IEP to determine the student's present levels of performance and the student's unique needs, and to set appropriate goals.
5. In May 2005, Dave Bastin, District school psychologist, conducted an evaluation of Student's educational progress as part of the District's triennial IEP process regarding Student's continued eligibility for special education services. Mr. Bastin conducted the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) to determine Student's cognitive abilities and areas of strength and weakness. Student's scores on the WISC-IV indicated Student's strengths regarding verbal comprehension, which includes his ability to process and remember information he hears, as Student scored in the average range. Student, however, displayed weakness regarding visual processing as his scores were slightly below average. Student's weakness regarding visual processing relates to his deficits concerning reading as Student has difficulty processing what he reads and with nonverbal problem solving.
6. Mr. Bastin also administered the Bender Gastalt test to examine Student's sensory motor functioning. The Bender Gastalt results indicated that Student's abilities were average for an eight year old, which is below normal as Student was then 13 and a half years old. Student had difficulty with accurately reproducing geometric shapes, which indicates a problem in completing tasks and problems due to visual processing deficits.
7. As part of the triennial assessment, Denise McEuen, a District special education teacher and case carrier for middle school students, conducted the Woodcock-Johnson Test of Academic Achievement, Third Edition (WJ-III). The WJ-III looks at a student's academic skills regarding reading and math. Across all the reading and math subtests, Student's scores were below average. Regarding reading, Student's broad reading score was in the second percentile as Student had difficulty decoding words that he read, understanding reading passages, limited vocabulary skills and problems with phonics. Student could not quickly read and understand passages he read. Student required additional time to process this written information. Student also had written expression deficits, as Student scored in the fourth percentile. Student's written expression deficit relates to his inability to visually process what he is writing down. Student's results from the WISC-IV indicated that Student could verbally respond to questions and understand information read to him.
8. Regarding math, Student's broad math scores, which encompassed all the subtest results, were in the second percentile. Student had difficulty in all math areas of the WJ-III, which can be traced to Student's difficulty in being able to process what he reads.
9. As part of the assessment, Mr. Bastin had Student's teachers at Prentice complete a behavior rating scale. The results indicated that Student had difficulty in less structured environments, had a tendency to act impulsively, is easily distracted, and had difficulty remaining on task. Mr. Bastin wrote that low average scores on the WISC-IV correlated with Student's difficulty in sizing up real life situations that involve planning and anticipating outcomes, which related to the behavior difficulties his teachers reported.
10. Mr. Bastin's assessment also included information regarding Student's classroom and social-emotional skills based upon comments from Student's teachers at Prentice. Mr. Bastin noted that Student was cooperative during the assessment. The teachers noted that Student had a history of being inattentive, acting impulsively, difficulty in settling down, and difficulty remaining on task without reminders. Mr. Bastin and his teachers commented that Student is outgoing and friendly, but has problems reading social situations and is a bit immature.
11. As part of the triennial assessment, the District conducted a health and developmental assessment. This assessment report indicated that according to Mother, Student had been diagnosed with dyslexia.
12. Parents and District personnel met on June 9, 2005, for Student's triennial IEP. The team members agreed that Student remained eligible for special education services based on the District's triennial assessment results. Student continued to attend Prentice pursuant to an agreement between Parents and the District.
13. Parents and the District next met on May 31, 2006, for an IEP meeting as Parents expressed a desire for Student to attend a District high school. Ms. McEuen administered to Student the WJ-III on May 22, 2006, and obtained information regarding Student's progress at Prentice from his teachers. Ms. McEuen presented her findings at the IEP meeting. On the WJ-III, McEuen found that Student's reading scores had improved, but he still had significant deficits in passage comprehension and reading fluency. Student's written expression showed marginal progress as his combined scores were still in the seventh percentile. Student made significant progress in all math areas, except for math fluency, which involves reading skills and processing speed.
14. Ms. McEuen obtained information from Student's teachers at Prentice and from her own interaction from Student about Student's classroom and social-emotional skills. Student and teachers agreed that Student completed his work on time and was organized. Teachers commented that Student still required assistance with remaining on task, can be easily frustrated, quick to anger, lacked self-control, and had problems picking up verbal cues from others.
15. Ms. McEuen summarized her findings regarding Student's present levels of performance at the IEP meeting and in the IEP document. Ms. McEuen's findings regarding Student's present levels of performance for reading, math, written expression, and classroom and social-emotional skills accurately reflected Student's abilities at the time of the May 31, 2006 IEP meeting.
16. At the May 31, 2006 IEP meeting, based on Parents' concerns regarding Student's reading ability, and previous failure to respond to District reading programs, the District agreed to conduct a further assessment by a District reading specialist. Carla Roehl, District speech and language and reading support specialist, conducted the reading assessment on June 26, 2006. Ms. Roehl administered the Woodcock-Johnson, Diagnostic Reading Battery, Third Edition (WJ-III DRB), Gray Oral Reading Test, Fourth Edition (GORT), and Lindamood-Bell Auditory Conceptualization Test. Ms. Roehl is qualified to administer these testing instruments based on her education, training and her experience in performing these tests. Ms. Roehl appropriately chose these testing instruments to give the IEP team members a comprehensive picture of Student's reading difficulties.
17. Ms. Roehl presented her assessment findings at the June 29, 2006 IEP meeting. Based on the WJ-III DRB, Student's reading abilities were about the third grade level. Ms. Roehl found that Student had great difficulty in decoding simple words, which forms the building block to being able to understand progressively more complex words. Ms. Roehl stated that Student had trouble breaking down words to be able to understand what he was reading, which led to slower reading fluency and problems in comprehension. Ms. Roehl also determined that Student's reading and oral vocabulary were low, which limited Student's ability to understand what he reads. Finally, Ms. Roehl found that Student had difficulty in holding more than four sounds in his head at a time, which impacted Student's reading fluency in being able to sound out words he does not understand.
18. At the June 29, 2006 IEP meeting, Ms. Roehl recommended that Student attend the District's summer reading program to improve his reading skills. Student attended Ms. Roehl's summer reading program for 15 sessions. Pursuant to Mother's request, Ms. Roehl administered the Brigance Diagnostic Comprehensive Inventory of Basic Skills (Brigance) to obtain a baseline regarding Student's reading abilities and was to re-administer the Brigance after the summer reading intervention program to see if Student made progress. Ms. Roehl could not re-administer the Brigance because Student did not enroll at Canyon High School for the ninth grade. Ms. Roehl did state that Student made significant progress during the program regarding his decoding skills and reading fluency in progressing to reading work at the fourth grade level from the third grade starting point at the beginning of the summer reading program.
19. The parties met again on October 19, 2006, to discuss Student's IEP. During the IEP meeting, Parents requested an Independent Educational Evaluation (IEE), which the District subsequently agreed to provide. The parties agreed that Robert Patterson, Ph.D. would conduct the IEE. Dr. Patterson began his assessment in early February 2007. At the time of the hearing, Dr. Patterson had completed the IEE, and was finalizing his written report. Dr. Patterson verbally summarized the IEE findings at hearing. For the IEE, Dr. Patterson reviewed Student's entire education record, which included the District's assessments mentioned above, and Student's IEPs. Dr. Patterson also conducted a wide range of tests to evaluate Student's educational deficits, the sources of those deficits and to develop strategies to help Student overcome these education deficits. Dr. Patterson has the necessary education, training and experience to conduct the IEE.
20. Dr. Patterson concurred with the findings of the District's assessments regarding Student's math and reading deficits, and Student's needs in these areas. Dr. Patterson stated that while Student had attention issues, Student did not have ADHD. Dr. Patterson stated that Student has visual dyslexia, which affects Student's reading, and dysgraphia, which negatively impacts Student's writing. However, Dr. Patterson stated that his diagnosis of dyslexia and dysgraphia did not invalidate the District's assessments as the District properly determined Student's educational deficits and the appropriate special education services Student required. Dr. Patterson stated that a diagnosis of dyslexia or dysgraphia does not by itself determine a student's special education needs and services Student required. Therefore, the District had accurate information regarding Student's educational needs based on its assessments when the District developed its May 31, 2006, and June 29, 2006 IEPs.
21. A district must provide a student with an educational program that is reasonably calculated to provide the student with some educational benefit in the least restrictive environment. A district is not required to provide a special education student with the best education available or to provide instruction or services that maximize a student's abilities. A school district need only provide a basic floor of opportunity that consists of access to specialized instructional and related services, which are individually designed to provide an educational benefit to the student.
22. The District appropriately determined Student's present levels of performance and needs through its assessments regarding reading, written expression and math. Based on Student's deficits and needs, Ms. McEuen developed goals to meet Student's needs in the areas of reading, writing, math, classroom skills and social-emotional skills, which the District expanded after Ms. Roehl's later reading assessment. The District's proposed reading goals met Student's unique needs by focusing on his decoding, fluency and passage comprehension deficits. The proposed writing goal appropriately focused on Student properly constructing a paragraph, which Student must do to pass the high school exit exam. Finally, the District properly tailored the proposed math goals to improve Student's ability to perform word math problems and math calculations that met his unique needs.
23. Dr. Patterson reviewed the District's proposed goals as part of his IEE. Dr. Patterson concurred that the District's offer met Student's unique educational needs.1 Therefore, the District's May 31, 2006, reand June 29, 2006 offer was reasonably calculated to provide Student with some educational benefit.
24. School districts are required to ensure that a variety of potential educational placements are available to special education students, including placements in general education classes, special day classes, and resource classes at district schools, and placement at certified non-public schools if appropriate. There is no requirement that every possible program option available in a school district be addressed at an IEP meeting.
25. As noted in Legal Conclusion 5, an analysis of the least restrict environment must consider four factors: (1) the educational benefits to the child of placement full-time in a regular class; (2) the non-academic benefits to the child of such placement; (3) the effect the disabled child will have on the teacher and children in the regular class; and (4) the costs of educating the child in a regular classroom with appropriate services, as compared to the cost of educating the child in the district's proposed setting.
26. During middle school, Student attended Prentice, a non-public school for learning disabled students. Therefore, Student's entire education at Prentice consisted of 100 percent time in a special education environment. The District's offer was for Student to spend 50 percent of his school day in the general education environment. Both the special day and resource specialist classrooms offered smaller class sizes than Canyon's general education classes. In developing its offer, the District considered Student's needs based on the assessments and decided that Student required intensive help that could be best provided in a special education classroom. The District properly determined that Student's needs regarding reading, written expression and math could be best met with the more intense and individualized assistance Student could receive in a special education classroom.
27. Parents stated that Student should attend all regular education classes. Parents felt that the District could meet Student's needs by providing assistive technology and pushing-in needed services into these regular education classes. Student expressed to Mother and Dr. Patterson his reluctance to attend a special education classroom because he felt that other students would label him a "dummy". Parents also noted that Student presently attends high school in a 100 percent general education setting. However, Student did not present any of Student's teachers from Lutheran High School to testify regarding Student's ability to make adequate educational progress in a 100 percent general education setting. Dr. Patterson noted that while Student has made some improvement at Lutheran High School, he also had some areas of regression. Dr. Patterson concurred with the District's IEP offer as being appropriate to meet Student's educational needs in his areas of deficit because of Student's need for the more intensive remediation he could receive in a 100 percent general education setting.
1 Dr. Patterson stated that Student requires an assistive technology evaluation and services to meet his needs. The District was not able to conduct an assistive technology evaluation to determine his needs because the District could not observe Student at Prentice and because Parents did not enroll Student at Canyon High School.
2 All statutory citations to the Education Code are to California law, unless otherwise noted.
3 In October 2006, amendments to the Code of Federal Regulations (C.F.R.) to correlate to the reauthorized IDEA became effective. Unless otherwise specified, the citations herein are to the version of the C.F.R. that was in effect when the IEP that is the subject of this Decision was drafted.
28. Applying the four-part least restrictive environment analysis, Student could not make adequate educational progress in a full-time, regular education setting. Student required the intensive services the District offered in the special education classroom with a specially trained teacher and smaller class size. Regarding the second part of the analysis, the District could work with Student in the special education setting on social skills that Student needed to better interact with his typically developing peers. Also, the District's offer allowed Student to transition from a 100 percent special education environment at Prentice to the larger, general education high school setting. As to the third part of the analysis, based on comments from the Prentice teachers, Student's learning difficulties may cause him to be disruptive if he gets frustrated in class because he does not understand what is being taught. Regarding the final element in the analysis, neither party introduced evidence regarding the cost to the District to educate Student in the regular education or special education setting. A weighing of the four factors favors the District's offer because of Student's need for intensive instruction in a special education setting to meet his unique needs, and because the District's offer permits Student to spend half his school day in regular education.
29. The District properly considered the "continuum of program options" in developing its IEP offer by reviewing the various placement options that existed for Student to meet his needs. Additionally, the District's offer is in the least restrictive environment because Student still required intensive remediation for his reading, writing and math deficits in a smaller class setting. Student was not ready to transition from a 100 percent special education setting in middle school to a 100 percent general education setting for high school at the start of the 2006-2007 school year. The District's offer of 50 percent special education and 50 percent general education best met the needs of Student in the least restrictive environment.
30. A school district must comply both procedurally and substantively with the IDEA. While not every procedural flaw constitutes a denial of FAPE, procedural flaws that inhibit a student's right to receive a FAPE, significantly prevent a parent's opportunity to participate in the IEP process, or cause a deprivation of educational benefit to a student, will constitute a substantive denial of FAPE. The failure to include a student's private school teacher in the IEP process, where the student is presently attending a private school, constitutes a procedural violation of the IDEA, which results in a denial of FAPE to the student, unless the failure to do so is the result of harmless error.
31. No teacher from Prentice attended the May 31, 2006, or June 29, 2006 IEP meetings. The District could not get a teacher from Prentice to attend an IEP meeting because Prentice does not allow its teachers to attend IEP meetings, in addition to not allowing District personnel on the Prentice campus to observe Prentice classrooms and students. Prentice allows the District to obtain information regarding students through written questions and review of Student's records at Prentice.
32. For the May 31, 2006 IEP meeting, Ms. McEuen obtained information from Student's teachers regarding his academic, pre-vocational and social-emotional needs based on the teachers' responses to written questions. Ms. McEuen incorporated the Prentice teachers' comments regarding Student's abilities in developing Student's goals and objectives. The District also had, from the Prentice teachers, Student's progress on his goals and objectives regarding his reading skills, decoding, reading aloud, reading comprehension, vocabulary and math. Student met his math goals, and was making progress regarding the other goals.
33. The District made sure that the IEP team had current information about Student's educational progress by obtaining this information from Student's teachers through written questions. The written responses that the District obtained corroborated information the District obtained in its assessments regarding Student's deficits and progress. Thus, the District did not violate Parents' procedural rights to have a Prentice teacher attend the IEP meetings because Prentice would not make its teachers available, and because the District obtained the needed information from Student's teachers at Prentice to allow Parents to meaningfully participate in the IEP process.
1. The District, as the petitioning party seeking relief, has the burden of proof.
2. Under both the federal Individuals with Disabilities Education Act (IDEA) and state law, students with disabilities have the right to a free appropriate public education. (20 U.S.C. § 1400; Ed. Code, § 56000.2) The term "free appropriate public education" means special education and related services that are available to the student at no charge to the parent or guardian, that meet the state educational standards, and that conform to the student's individualized education program. (20 U.S.C. § 1401(9).) A child with a disability has the right to a FAPE under the IDEA and California law. (20 U.S.C. § 1412(a)(1)(A); Ed. Code, § 56000.) The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA), effective July 1, 2005, amended and reauthorized the IDEA. The California Education Code was amended, effective October 7, 2005, in response to the IDEIA.
6. Local educational agencies must ensure that a continuum of program options is available to meet the needs of individuals with exceptional needs for special education and related services. (Ed. Code, § 56360.) There is no requirement that every possible program available in a school district be addressed at an IEP meeting.
Did the District's offer of placement and services contained in Student's IEP dated May 31, 2006, and June 29, 2006, constitute FAPE for Student, in the least restrictive environment, for the 2006-2007 school year?
1. The District's May 31, 2006, and June 29, 2006 offer provides Student with FAPE in the least restrict environment because the District's offer is reasonable calculated to provide Student with some educational progress based on accurate present levels of performance from the District's assessments.
2. Pursuant to Factual Findings 5-20, the District obtained accurate information regarding Student's strengths and weaknesses in the areas of reading, writing, math and social-emotional skills. The District accurately reflected this information in Student's present levels of performance in the IEPs. Dr. Patterson's extensive IEE corroborates the information that the District developed in its assessments regarding Student's needs in the areas of reading, writing, math and social-emotional skills.
1. Pursuant to Factual Findings 22 and 23, the District developed appropriate goals to meet Student's unique needs, as reflected in the present levels of performance. Pursuant to Factual Findings 26-29, the District properly considered a continuum of placement options in the IEP process and offered an appropriate mix of 50 percent time in a special education setting and 50 percent in a general education setting, which met Student's unique needs in the least restrictive environment. Therefore, the District's offer in the IEPs dated May 31, 2006 and June 29, 2006, was reasonably calculated to provide Student with some educational progress in the least restrictive setting.
1. Pursuant to Factual Findings 31-33, while the District did not have a teacher from Prentice attend either the May 31, 2006, or the June 29, 2006 IEP meetings, the District did not violate the procedural rights of Parents. The District could not get a Prentice teacher to attend an IEP meeting because Prentice does not make its teachers available. The District obtained the needed information that a Prentice teacher would present at an IEP meeting by having the Prentice teachers answer written questions regarding Student's educational progress and needs. Therefore, Parents meaningfully participated in the educational process because the District obtained the needed information regarding Student from his Prentice teachers to develop Student's IEP, and shared that information with Parents.
The District's request that the IEPs dated May 31, 2006, and June 29, 2006, be determined an offer of FAPE to Student is granted.
Education Code section 56507, subdivision (d), requires that the hearing decision indicate the extent to which each party has prevailed on each issue heard and decided. The District prevailed on the only issue presented for decision.


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The General Debate of the sixty-fourth session of the United Nations General Assembly was the first debate of the 64th Session of the United Nations General Assembly that ran from 23–29 September 2009. Leaders from a number of member states addressed the General Assembly.

Organisation
The speaking order of the General Debate is different from the speaking order of other General Assembly debates. For the General Debate, the Secretary-General speaks first delivering their "Report of the Secretary-General on the work of the Organization, " they are then followed by: the President of the General Assembly who opens the General Debate, the delegate from Brazil and the Delegate from the United States of America. After this, the order is first given to Member States, then Observer States and supranational bodies. For all other Member States, the speaking order is based on their level of representation at the General Debate, order preference and other criteria such as geographic balance.

According to the rules in place for the General Debate, statements should be made in one of the United Nations' official languages of Arabic, Chinese, English, French, Russian or Spanish, and are translated by United Nations translators. Additionally, speakers are usually limited to a 15-minute time limit in order to comply with the schedule set up by the General Committee. Member States are also advised to provide 350 paper copies of their statements in order for them to be distributed to other Member States, as well as to translation services.

The theme for the 64th Session was chosen by President Ali Abdussalam Treki as: "Effective responses to global crises: strengthening multilateralism and dialogue among civilizations for international peace, security and development."

Speaking schedule

23 September
Morning session

  – Secretary-General Ban Ki-moon (Report of the Secretary-General on the work of the Organization)
  – President of the 64th session of the General Assembly Ali Abdussalam Treki (Opening)
  – President Luiz Inácio Lula da Silva
  – President Barack Obama
  – Leader of the Revolution Colonel Muammar Al-Qadhafi
  – President Yoweri Kaguta Museveni
  – Amir Hamad bin Khalifa Al-Thani
  – President Gurbanguly Berdimuhamedov
  – President Michelle Bachelet Jeria
  – President Tabaré Vázquez
  – President Abdelaziz Bouteflika
  Republic of Korea – President Lee Myung-bak
  – President Nicolas Sarkozy
  – Prime Minister Fredrik Reinfeldt
  – President of the Council of Ministers Silvio Berlusconi
  – Prime Minister Gordon Brown

Afternoon session

  – President Cristina Fernández de Kirchner
  – President Emomali Rahmon
  – President Hu Jintao
  – Prince Albert II
  – President Álvaro Uribe Vélez
  – President Dmitry Medvedev
  – President Jacob Zuma
  – President Václav Klaus
  – President Carlos Mauricio Funes Cartagena
  – President Teodoro Obiang Nguema Mbasogo
  – President Leonel Fernández Reyna
  – President Mahmoud Ahmadinejad
  – President Evo Morales Ayma
  – President Victor Yushchenko
  – President Lech Kaczyński
  – Prime Minister Kevin Rudd

24 September
Morning session

  – President Ahmed Abdallah Mohamed Sambi
  – President John Evans Atta Mills
  – Chairman of the Presidency Željko Komšić
  – President Paul Kagame
  – President Dalia Grybauskaite
  – President Demetris Christofias
  – President Fradique Bandeira melo de Menezes
  – President Ernest Bai Koroma
  – President Ricardo Martinelli Berrocal
  – President Hans-Rudolf Merz
  – Prime Minister José Luis Rodríguez Zapatero
  – Prime Minister Yukio Hatoyama
  – Prime Minister Recep Tayyip Erdoğan
  – Prime Minister Benjamin Netanyahu

Afternoon session

  – President Hugo Rafael Chávez Frías
  – President Danilo Türk
  – President Bharrat Jagdeo
  – President  Óscar Arias Sánchez
  – President Jakaya Mrisho Kikwete
  – President Valdis Zatlers
  – President Bingu Wa Mutharika
  – President Jalal Talabani
  – President Al Hadji Yahya Jammeh
  – President Fernando Lugo Méndez
  – President Mohamed Nasheed
  – President Álvaro Colom Caballeros
  – President René Préval
  – President Abdoulaye Wade
  – President Tarja Halonen
  – President Rupiah Bwezani Banda
  – President Stjepan Mesić
  – President Litokwa Tomeing
  – Prime Minister Lawrence Gonzi
  – President Mikheil Saakashvili

25 September
Morning session

  – President Robert Mugabe
  – President Marcus Stephen
  – President Johnson Toribiong
  – President Toomas Hendrik Ilves
  – President Laurent Gbagbo
  – President Blaise Compaoré
  – President Michel Sleiman
  – President Sharif Sheikh Ahmed
  – President Gjorge Ivanov
  – President Nicholas Joseph Orville Liverpool
  – President Anote Tong
  – President Asif Ali Zardari
  – President Mahmoud Abbas
  – Prime Minister Winston Baldwin Spencer
  – Prime Minister Nasser Al-Mohammad Al-Ahmad Al Jaber Al-Sab
  – Prime Minister Navinchandra Ramgoolam

Afternoon session

  – President Boris Tadić
  – President Emanuel Mori
  – President Denis Sassou-Nguesso
  – Head of State Mswati III
  – President Elbegdorj Tsakhia
  – President Paul Biya
  – President  Nguyen Minh Triet
  – Vice-President Ramdien Sardjoe
  – Vice-President Joseph Boakai
  – Prime Minister Raila Amollo Odinga
  – Prime Minister John Key
  – Prime Minister  Milo Đukanović
  – Prime Minister Faustin Archange Touadera
  – Prime Minister Edward Nipake Natapei
  – Deputy Prime Minister Jean Asselborn
  – Deputy Prime Minister Theodore Brent Symonette
  – Deputy Prime Minister Fredrick Fono
  – Secretary of State Kanat Saudabayev
  – Minister for Foreign Affairs Jean-Marie Ehouzou
  – Secretary for Foreign Affairs Alberto Romulo
  – Minister for Foreign Affairs Elmar Maharram oglu Mammadyarov
  – Minister for Foreign Affairs Paul Toungui

26 September
Morning session

  – Vice-President Gabriel Ntisezerana
  – Prime Minister Abhisit Vejjajiva
  – Prime Minister Jan Peter Balkenende
  – Prime Minister Igor Chudinov
  – Prime Minister Apisai Ielemia
  – Prime Minister Patrick Manning
  – Prime Minister Tuila'epa Lupesoliai Sailele Malielegaoi
  – Prime Minister Sheikh Hasina
  – Prime Minister Denzil Douglas
  – Prime Minister Pakalitha Bethuel Mosisili
  – Prime Minister Madhav Kumar Nepal
  – Prime Minister Feleti Vaka'uta Sevele
  – Deputy Prime Minister Thongloun Sisoulith
  – Minister for Foreign Affairs Ahmed Aboul Gheit
  – Minister for Foreign Affairs Nasser Judeh
  – Minister for Foreign Affairs Miroslav Lajčák
  – Minister for Foreign Affairs Taïb Fassi Fihri

Afternoon session
  – Prime Minister Sali Berisha
  – Prime Minister Josaia Bainimarama
  – Prime Minister Carlos Gomes Junior
  – Prime Minister Ratnasiri Wickramanayake
  – Deputy Prime Minister Hor Namhong
  – Deputy Prime Minister Kenneth Baugh
  – Minister for Foreign Affairs Michael Spindelegger
  – Minister for Foreign Affairs Abdullah Bin Zayed Al Nahyan
  – Minister for Foreign Affairs Yves Leterme
  – Minister of External Affairs S. M. Krishna
  – Minister for Foreign Affairs Rumiana Jeleva
  – Minister for Foreign Affairs Össur Skarphéðinsson
  – Minister for Foreign Affairs Sergei Martynov
  – Minister for Foreign Affairs Seyoum Mesfin
  – Minister for Foreign Affairs Cristian Diaconescu
  – Minister for Foreign Affairs Mohamed Bolkiah
  – Minister for Foreign Affairs Aurelia Frick
  – Minister for Foreign Affairs Lawrence Cannon
  – Minister for Foreign Affairs Xavier Espot Miró

Rights of Reply
Islamic Republic of Iran
The delegation of Iran used its right of reply to place on record their position on two issues. First, it responded to claims by various delegations, in particular the delegations of the Netherlands, Slovakia, Austria and Canada, in regards to its nuclear program. Iran stated that its nuclear activities have always been for peaceful purposes, and that they have always observed their legal obligations under the Treaty on the Non-Proliferation of Nuclear Weapons. It further stated that more attention should be paid to "un-safeguarded and secretive nuclear weapons installations of the Zionist regime."

Secondly, it responded to the United Arab Emirates regarding its territorial integrity and the sovereignty of three islands in the Persian Gulf, namely Bu Musa, Greater Tunb and Lesser Tunb. These islands are claimed by the United Arab Emirates, and in their General Assembly speech called for their return. Iran, however, considers these islands to be an integral part of Iranian territory. It stated that all actions taken on these islands have been in exercise of its sovereign rights.

Serbia
The delegation of Serbia used its right of reply to respond to statements made by the Prime Minister of the Albania, Sali Berisha. In his speech before the Assembly, the Prime Minister added his support to the independence of Kosovo from Serbia. He also urged Member States to recognize Kosovo and uphold General Assembly Resolution 49/204, which called for an end to human rights violations against ethnic Albanians in Kosovo, as well as the establishment of democratic institutions in Kosovo.

Serbia responded by denouncing Mr. Berisha's attempts to interfere in the internal affairs of other United Nations Member States. Serbia also stated that his remarks were deplorable, especially when the legality of Kosovo's secession was being considered by the International Court of Justice. Finally, Serbia stated that, contrary to Mr. Berisha's statements, inter-ethnic tensions in Kosovo have not been reduced, but rather "frozen in uneasy expectation."

United Arab Emirates
The delegation of the United Arab Emirates used its right of reply to respond to statements made in the right of reply of the Islamic Republic of Iran. HH. Abdullah Bin Zayed Al Nahyan re-emphasized that the United Arab Emirates considers Bu Musa, Greater Tunb and Lesser Tunb as integral parts of Emirati territory and called upon Iran to engage in unconditional, serious and direct bilateral negotiations in order reach a final outcome of the dispute. He also suggested that, if no resolution could be found, the case be sent to the International Court of Justice for a legal opinion.

Albania
The delegation of Albania used its right of reply to respond to statements made in the right of reply of Serbia. Albania stated that the Republic of Kosovo was an undeniable reality, and that it would one day finally achieve its independence. While agreeing that the issue was still divisive, the delegation pointed out that the number of countries recognizing Kosovo has only increased. Finally, the delegation stated that it reserves the right to advocate for the independence of Kosovo as a neighboring state that could be possibly affected by any conflicts over the region.

28 September
Morning session

  – Minister for Foreign Affairs Antonella Mularoni
  – Minister for Foreign Affairs Marco Hausiku
  – Minister for Foreign Affairs José Antonio García Belaúnde
  – Prime Minister Thein Sein
  – Secretary for Foreign Affairs Patricia Espinosa Cantellano
  – Minister for Foreign Affairs Khalid Bin Ahmed Bin Mohamed Alkhalifa
  – Minister for Foreign Affairs Bruno Rodriguez Parrilla
  – Minister for Foreign Affairs Abdelwaheb Abdallah
  – Minister for Foreign Affairs Osman Mohammed Saleh
  – Minister for Foreign Affairs Walid Al-Moualem
  – Minister for Foreign Affairs Aichatou Mindaoudou
  – Acting Foreign Minister Ghazi Salahuddin Atabani
  – Minister for Foreign Affairs Alexis Thambwe Mwamba
  – Minister for Foreign Affairs Yousef Bin Al-Alawi Bin Abdullah
  – Attorney General Wilfred Elrington
  – Minister for Foreign Affairs George Yeo
  – Minister for Foreign Affairs Péter Balázs
  – Minister for Foreign Affairs Lyonpo Ugyen Tshering

Afternoon session
  – Minister for Foreign Affairs Naha Mint Mouknass
  – Minister of State Peter Power
  – Minister for Foreign Affairs Abubakr Al-Qirbi
  – Minister for Foreign Affairs Vladimir Norov
  – Minister for Foreign Affairs Oldemiro Marques Baloi
  – Minister for Foreign Affairs Edward Nalbandian
  – Minister for Foreign Affairs Maxine Pamela Ometa McClean
  – Minister for Foreign Affairs Moussa Faki Mahamat
  – Minister for Foreign Affairs Alexandre Cécé Loua
  – Minister of External Affairs Rufus George Bousquet
  – Minister for Foreign Affairs Fander Falconi
  – Minister of External Affairs Assunçaõ Afonso dos Anjos
  – Minister for Foreign Affairs Zacarias Albano Da Costa
  – Minister for Foreign Affairs Anifah Aman
  – Minister for Foreign Affairs Rangin Dâdfar Spantâ
  – Minister for Foreign Affairs Ojo Maduekwe
  – Minister for Foreign Affairs Patricia Isabel Rodas Baca
  – Vice Minister for Foreign Affairs Pak Kil Yon
  – Secretary for Foreign Affairs João Gomes Cravinho
  – Chairman Thomas Matussek

29 September
Morning session

  – Minister for Foreign Affairs and Foreign Trade Peter David
  – Minister of External Affairs Samuel Abal
  – Minister for Foreign Affairs Samuel Santos López
  – Minister for Foreign Affairs Jonas Gahr Støre
  – Minister for Foreign Affairs Hassan Wirajuda
  – Permanent Representative Roble Olhaye
  – Chair of the Delegation Antonio Pedro Monteiro Lima
  – Chair of the Delegation Camillo Gonsalves
  – Chair of the Delegation Alexandru Cujba
  – Chair of the Delegation Anastassis Mitsialis
  – Chair of the Delegation Carsten Staur
  – Chair of the Delegation Ronald Jean Jumeau
  – Chair of the Delegation Kodjo Menan
  – Chair of the Delegation Oumar Daou
  – Chair of the Delegation Charles Thembani Ntwaaggae
  – Archbishop Celestino Migliore
  – President of the 64th session of the General Assembly Ali Abdussalam Treki (Closing)

References

External links
 64th session of the United Nations General Assembly
 General Debate of the 64th Session

General debates of the United Nations General Assembly
2009 in international relations
September 2009 events
2009 in the United Nations

redpajama_set_name: RedPajamaWikipedia


text:
Sex and the Incredible Hulk
(NOT what you think)
Despite my earlier protestations, D and I were both won over by the Scene Unseen review and actually paid good money to see Sex and the City last night.* A week ago, we took D's family out to see The Incredible Hulk. It may surprise you to learn that these two movies share many similarities! Well, maybe two. Would you believe three vowels and a consonant?**
But seriously, folks... both movies actually do begin the same way, with a fast-cutting "our story thus far" montage. With Sex, it's a collection of clips from the HBO series which (re)introduces the four main characters and explains their current life situations--married, with children, etc. For Hulk, it's a high-energy retcon that erases the first, Ang Lee movie and establishes that Bruce Banner has been on the run for several years, hulking out periodically while eluding capture by the U.S. Army.
Fashion is also an issue in both films. Carrie Bradshaw is very particular about her wedding dress, and Bruce Banner is very particular about his stretchy pants.
That's about where the similarities end. I have to admit that Sex was the better movie, even for a straight man with little interest in handbags. It was just a better show, featuring well-drawn characters in a solid story that weaves all their lives together. Maybe because of its TV roots, and perhaps because they didn't want to screw up the franchise, it's clear that a lot of energy went into writing this movie and protecting its heart. There are themes, there are callbacks and parallels, there is solid structure.
Hulk, on the other hand, shows obvious signs of its story having been gutted by a contentious post-production period. Edward Norton didn't get official screen credit for his work on the screenplay (though he is credited in the novelization), and scuttlebutt says most of his contributions--including an opening sequence in the Arctic, which you may have glimpsed in the trailer--were scrapped. I don't believe the final battle would have seemed any less like a video game (an effect heightened when you see it in digital projection), but it might have had a better setup. It's like Joss Whedon says: "The problem with the third act is the first two acts."
~CKL
* I quote my wife: "We listened to that damn podcast, and now I totally have a hard-on for Sex and the City." Direct quote.
** That's my little Get Smart homage, which I understand from reviews is on par with how much the new movie has to do with the original TV series. Oh well.
Third Time's the Charm, Right?
Hugo Reading
Least Helpful Logline EVAR
"Apartment of Champions" Teaser
John Grisham on "Foreshadowing"
The Great Experiment
"Pork and Beans" music video
My Work, Cut Out For Me

redpajama_set_name: RedPajamaCommonCrawl


text:
BP to continue using dispersant on Gulf oil spill
Updated: Jan. 14, 2019, 7:06 p.m. | Published: May. 22, 2010, 8:11 p.m.
(AP Photo/Patrick Semansky)In this Tuesday, April 27, 2010 file photo, a dispersant plane passes over an oil skimmer as it cleans oil in the Gulf of Mexico near the coast of Louisiana. A massive oil leak in the Gulf of Mexico has become the testing ground for a new technique where a potent mix of chemicals is shot deep undersea in an effort to stop oil from reaching the surface, and scientists are hurriedly weighing the ecological risks and benefits.
COVINGTON, La. -- BP PLC says it's going to stick with the main chemical dispersant it's been using to fight the Gulf of Mexico oil spill because it's the best option for breaking up the ooze before it reaches the surface.
The Environmental Protection Agency on Thursday directed BP to use a less toxic form of the chemical dispersant to break up the oil. The agency said Corexit 9500, one of the chief agents used, can pose health hazards.
But BP Chief Operating Officer Doug Suttles tells the EPA in a letter released Saturday that "Corexit remains the best option for subsea application."
Louisiana Gov. Bobby Jindal, members of Congress and environmental groups have raised questions about the dispersants, which are being shot into the oil plume thousands of feet beneath the sea.


While in the gorgeous Great Smoky Mountains you should save plenty of time to drive or hike the Roaring Fork Motor Nature Trail, the perfect way to see it all! Roaring Falls is a mountain stream larger and faster than any other in the surrounding parkland, thus the name Roaring Fork. The stream lines the narrow and winding Roaring Fork Motor Nature Trail, the absolutely breathtaking 5.5 mile long one-way loop that highlights the vistas of the surrounding forest and historic buildings. The various streams, old growth forest, log cabins, grist mills, and other various historic buildings here along the motor trail and hiking trail-heads make this an absolute favorite visitor side trip while in Gatlinburg.
This motor nature trail is closed during the winter and also during inclement weather, so before heading over, be sure to check online or at the visitor center for daily closings. Start the Roaring Fork Motor Nature Trail at Noah "Bud" Ogle's Nature Trailhead, a beautiful place in which you and your group can take a self-guided tour of the historic Ogle's farmstead, surrounded on each side by hardwood forest and wildflower gardens. Here you can see a historic stream tubmill and wooden flume plumbing. Take the trail-head at Rainbow Falls for a moderate 5.4 mile round trip to see one of the park's most popular attractions, the massive cascading 80 foot falls, the highest in the park. You can also choose to take the trail-head at Trillium Gap, which lead to the 25 foot Grotto Falls as well as "wet weather" Place of a Thousand Drips Falls (or do them both!). Be sure to bring good hiking boots, plenty of water and sunscreen, and a camera to capture all the gorgeous Smoky Mountain moments along the way!


Trevor graduated from High School last night. We are all so very proud of him and excited for him to take the next step in his future. I pray for his heart to stay close to God and that he seeks His path for him. What a great young man.
I should be posting from K-State and sporting some purple here in the near future!! Way to go Trevor! Purple Power!
Eyes and Ears and Mouth and Nose….


We love the tradition of a rehearsal dinner here at The Carlyle House! It's such a special time where the bridal party, close friends, and families of the bride and groom come together to share a meal! AND… it was quite a meal full of yummy food and lots of good drink! I believe all the wonderful desserts were the highlight of the evening. The guests went home with a full stomach, for sure! What better way to calm the pre-wedding jitters!
Everyone loved getting to know each other better and the DVD of the bride and grooms life was a perfect way. It was definitely two AWESOME families coming together to share in the happiness of the moment! Thanks for allowing Carlyle House to host the rehearsal dinner and be part of your special memories!
« Thank You Perimeter Church's Widows!	» Congratulations Jason and Erica!
A perfect evening with family, friends, fun, and fabulous food!
Thank you for your kind words! The 173 Carlyle Staff absolutely loved serving you and hope to do it again in the near future!
The evening was flawless. Gerise took me by the hand every step of the way! The food was fabulous. A enjoyable evening was had by all. Five Stars!


Suspicion falls on a volatile single mother with a grudge against the doctor, but Reverend Clare Fergusson isn't convinced. That is, we are doing the same thing as Google, only within the framework of one subject. Author Julia Spencer-Fleming has described her not just a lady, but a former tough army personnel, having worked as a chopper pilot. The investigation about the infant brings Clare Fergusson together with the police chief of the town, Russ Van Alstyne. Now, the clinic physician who bears Ketchem's name in Millers Kill, New York, is missing. The Clare Fergusson and Russ Van Alstyne mysteries include the multiple award-winning books In the Bleak Midwinter first in the series and All Mortal Flesh.
So now I'm caught up on the story line with the female Episcopal priest and the married male police officer, both of whom are in danger of -- but determined not to -- breaking their respective vows. The two of them seem to get into a life threatening situation in every book but by working together they always survive in mostly one piece. Finally, the ending was nearly perfect. All the novels of the series have become very successful and have helped author Spencer-Fleming to establish herself as a well known author of the mystery and thriller genres. This time is necessary for searching and sorting links. I was ill at the time and became even more ill in the weeks that followed. Julia has degrees from Ithaca College, George Washington University and the University of Maine School of Law.
These two characters are the backbone of the first three books and not only do they find themselves in the middle of intriguing situations with a mystery to solve, the relationship between these two is vitally important to the story line. Suspicion falls on a volatile single mother with a grudge against the doctor, but Reverend Clare Fergusson isn't convinced. Claire Fergusson and police chief Russ Van Alstyne become entangled in a parallel investigation -- two missing men, one who disappeared in the 1930s and one who disappears in the here-and-now. On April 1, 1930, Jonathan Ketchem's wife Jane walked from her house to the police department to ask for help in finding her husband. Even Clare's good friend, police chief Russ Van Alstyne, is shaken by the brutality of the crimes-especially when it appears that the victims were chosen because they are gay.
Out of the Deep I Cry. Having thoroughly enjoyed In the Bleak Midwinter, I took on Russ and Clare once again. The already published novels of the series consist of mysterious plots along with glimpses of romantic elements. My maternal grandfather just disappeared as well. In this particular book, part of a series which is still being actively written, Russ and Clare are faced with the intricate connections in the town of Miller's Kill among the town's free clinic, the historical society, old families, old pain, rum-running!! Suspicion falls on a volatile single mother with a grudge against the doctor, but Reverend Clare Fergusson isn't convinced. Rouse, who for 30 years has headed the free clinic founded by Ketchem. Here together for the first time in a fabulous eBook bundle are books 1-3 in the Clare Fergusson and Russ Van Alstyne Series: In The Bleak Midwinter Clare Fergusson, female priest and Russ Van Alstyne, the chief of police in an Upstate New York town investigate the abandonment of a newborn baby on the church steps and the subsequent discovery of the mother's body.
But coming home is harder than it looks. Thank you for reading my review. They solve crimes together -- cold cases and mysteries set in the Adirondack region of New York State. To view it, Out of the Deep I Cry is book three in the Clare Fergusson series. Soon they become successful in uncovering the labyrinthine conspiracy in the town but do not pay attention to the threat that it poses and seems to be deadly for both of them. Too bad I could not stay awake.
This time it's the physician of the clinic that bears the Ketchem name. Julia Spencer-Fleming never fails to ensconce the reader into the world of Millers Kill through her masterful description and perfectly timed action sequences. The history behind the dams and the farmers who were bought out was very interesting and, again, loved the chemistry between the reverend and the chief of police. They are also to fight for the developing and unspoken attraction in them for each other. A Fountain Filled with Blood Clare and Russ who have been fighting their mutual attraction and carefully avoiding one another, are thrown together when circumstances dictate their working together. Russ is also described to be a former army man and a dedicated police chief for cleaning the mess of the town and stop the criminal activities from happening. I had read the first two,liked the light mysteries and adored the angst exhibited by the two main characters.
As the small towns gossip increasingly speculates about the Rev. The book touches on bootlegging in upstate New York, as well as rumrunning from Canada during Prohibition, and describes some violent crimes and disease symptoms in a way that may disturb sensitive readers. The majority of pages are undamaged with minimal creasing or tearing, minimal pencil underlining of text, no highlighting of text, no writing in margins. He manages the stray sheep of the town as a cynically good shepherd. Third-party sites are multimedia services that allow you to read and download e-books.
There are several mysteries that are connected, one dating back in time. . Fast forward to the Now , where Clare is faced with an extremely serious, expensive roof repair on the church and no apparent way to raise money before the roof literally falls in. It is a good murder mystery that seemed to end abruptly on the developing relationship between Clare and Russ. By solving the past mystery they solve the current day mystery. Well, you'd think lying in a hospital bed would give me plenty of time to read. The novels of the series feature Rev.


Oildale Kiwanians are volunteers changing the community through service. Kiwanis members help shelter the homeless, feed the hungry, mentor the disadvantaged, care for the sick, build playgrounds, and much more. No problem is too big or too small. Why? Because by working together, many can achieve what one person cannot accomplish alone.


text:
Q: how to call thingspeak api in jquery ajax i want to call thingspeak rest api and want to show the value in html page. im getting the value as undefined.
code
<script type="text/javascript">
    $(document).ready(function() {

     var response;
    $.ajax({
      url: 'https://api.thingspeak.com/channels/channelid/fields/field1/last?api_key=key',
      type: 'GET',
      data: {
        format: 'json'
      },
      success: function(response) {
      response = response.field1;
      },
      error: function() {
        $('#errors').text("There was an error processing your request. Please try again.");
      }
    });

    document.getElementById("field1").innerHTML=response;
});
    </script>

api response data
{response = {created_at: "2018-03-28T09:36:48Z", entry_id: 2476, field1: "0}

A: Following the API docs (https://www.mathworks.com/help/thingspeak/readlastfieldentry.html) I found the response if you wanna get the text result you should fix your method. The new method should be something like this:

$(document).ready(function() {
    $.ajax({
      url: 'https://api.thingspeak.com/channels/147878/fields/field1/last.txt?api_key=S4O9F5QP5QC',
      type: 'GET',
      data: {
        format: 'text'
      },
      success: function(response) {
        alert(response);
      },
      error: function() {
        $('#errors').text("There was an error processing your request. Please try again.");
      }
    });
});
<script src="https://ajax.googleapis.com/ajax/libs/jquery/2.1.1/jquery.min.js"></script>

A: if you believe that you're using the api in the correct way, as you can see in api response data that you mentioned, there is no "text" key, so you get undefined when you try to access response.text
if you want to convert the response to string format, you should use JSON.stringify(response)

A:  <script type="text/javascript">
    $(document).ready(function() {
    $.ajax({
      url: 'https://api.thingspeak.com/channels/channelid/fields/field1/last?api_key=ur_app_key',
      type: 'GET',
      data: {
        format: 'json'
      },
      success: function(response) {
      $("#field1").text(response.field1);
      },
      error: function() {
        $('#errors').text("There was an error processing your request. Please try again.");
      }
    });
});
    </script>

redpajama_set_name: RedPajamaStackExchange


text:
package org.apache.tamaya.spisupport;

import org.apache.tamaya.Configuration;
import org.apache.tamaya.spi.ConfigurationBuilder;
import org.apache.tamaya.spi.ConfigurationContext;
import org.apache.tamaya.spi.ConfigurationProviderSpi;
import org.osgi.service.component.annotations.Component;

import java.util.Objects;

/**
 * Implementation of the Configuration API. This class uses the current {@link ConfigurationContext} to evaluate the
 * chain of {@link org.apache.tamaya.spi.PropertySource} and {@link org.apache.tamaya.spi.PropertyFilter}
 * instance to evaluate the current Configuration.
 */
@Component(service = ConfigurationProviderSpi.class)
public class TestConfigurationProvider implements ConfigurationProviderSpi {

    private Configuration config = new DefaultConfigurationBuilder()
            .addDefaultPropertyConverters()
            .addDefaultPropertyFilters()
            .addDefaultPropertySources()
            .build();
    @Override
    public Configuration getConfiguration(ClassLoader classLoader) {
        return config;
    }

    @Override
    public Configuration createConfiguration(ConfigurationContext context) {
        return new DefaultConfiguration(context);
    }

    @Override
    public ConfigurationBuilder getConfigurationBuilder() {
        return new DefaultConfigurationBuilder();
    }

    @Override
    public void setConfiguration(Configuration config, ClassLoader classLoader) {
        Objects.requireNonNull(config.getContext());
        this.config = Objects.requireNonNull(config);
    }

    @Override
    public Configuration releaseConfiguration(ClassLoader classloader) {
        return null;
    }

    @Override
    public boolean isConfigurationSettable(ClassLoader classLoader) {
        return true;
    }

}

redpajama_set_name: RedPajamaGithub


Streamlined and elegant, the new ergonomic shape of the fore-end guarantees the most advantageous and comfortable grip for the shooter—a must in the heat of competition. The reconfigured fore-end iron boasts a new design of its own, a patented internal mechanism that maintains a constant barrel-receiver-iron fit.
This innovative system not only improves the strength of the locking system, but the overall service life of the gun.


text:
Credit: Cheryl Groff
The Return of F.Y.P
Ryan Ritchie September 28, 2012
San Pedro punk band F.Y.P plays its first local show in nearly a decade today at The Blue Star. However, singer-guitarist Todd Congelliere says the performance is not a reunion in the traditional sense.
For starters, F.Y.P (Five Year Plan) had 20 members during its initial run between 1989 and 1999 and only two of those — Congelliere and guitarist Sean Cole — are part of the new lineup. In addition, Cole joined the group as a drummer in 1995 and was the bassist by the time the band ended. Then there's the fact that the title of F.Y.P's final record, Toys That Kill, became the name of the quartet formed by Congelliere and Cole after F.Y.P's demise. And if that wasn't confusing enough, Toys That Kill bassist Casey "Chachi" Ferrara and drummer Mike "Jimmy Jackets" Felix are also the rhythm section for the current version of F.Y.P.
"It's absolutely not a reunion," Congelliere goes on. "Because 'reunion' is a bad word. Plus, reunions also imply making a lot of money."
Promoters have offered to book F.Y.P for a few years, Congelliere says, but the 39-year-old has resisted. He's been busy with Toys That Kill and his other groups, which also include indie-pop act The Underground Railroad to Candyland, an acoustic-based foursome titled Stoned At Heart and solo work.
In fact, in May Toys That Kill issued its fourth full-length, Fambly 42, on Congelliere's Recess Records. The group is slated to embark on a national tour in October, which makes the singer/guitarist's decision to say yes to an F.Y.P show now even stranger. Congelliere responds that since he had no plan when he began F.Y.P and didn't have one when the group ended, resurrecting F.Y.P at an inopportune time actually makes sense considering the group's history.
Congelliere changed his mind because a promoter told him that people would have fun at an F.Y.P show. With that in mind, he re-visited his previous material with a different perspective and agreed to play as F.Y.P for so long as audiences and his band were having a good time.
"I kept saying no because we are so separated from those songs," Congelliere says. "I always said I hated reunions and we even had songs about this. But all that is just shitty pride stuff. Deep down, I want to play these songs and I want people who didn't see us get to see us play these songs."
The new F.Y.P has performed recently in Escondido and Hawaii and did a few secret shows in San Pedro, but this flurry of activity does not mean F.Y.P is a full-time group. If anything, the performance at The Blue Star will be the only Los Angeles F.Y.P show for a long time because "one of these shows could easily be the one where we say no more," Congelliere says.
He adds: "The only thing that's going to stop us is having one of those shows where there's no reason for us to be there, or we're not into it."
F.Y.P plays today at The Blue Star with Four Letter Words, Audacity, Death Hymn #9 and Maniac. The show is 18 and over, $12 for advanced tickets and $14 at the door
Follow us on Twitter @LAWeeklyMusic, and like us at LAWeeklyMusic.
The 20 Worst Hipster Bands
Top 20 Greatest L.A. Punk Albums of All Time
Top 20 Sexiest Female Musicians of All Time
Top 20 Worst Bands of All Time


text:
Phineas and Ferb is an American animated television series that centers on two stepbrothers and their adventures in their backyard during summer vacation.
Seasons[edit]
Film[edit]
Main article: Phineas and Ferb The Movie: Across the 2nd Dimension
Phineas Flynn (voiced by Vincent Martella)
Ferbs "Ferb" Fletcher (voiced by Thomas Sangster)
Candace Flynn (voiced by Ashley Tisdale)
Perry the Platypus (vocal effects by Dee Bradley Baker)
Dr. Heinz Doofenshmirtz (voiced by Dan Povenmire)
Phineas and Ferb quotes at the Internet Movie Database
Phineas and Ferb at TV.com
Retrieved from "https://en.wikiquote.org/w/index.php?title=Phineas_and_Ferb&oldid=2912690"
2000s American surreal comedy TV shows
American children's animated comedy TV shows
American children's animated musical TV shows
Musical comedy TV shows
Disney Channel shows
Disney XD shows
Animated TV shows about brothers
Television series by Disney Television Animation


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text:
Walk Number 4....Fazackerleys Range Circuit 14/2/2011
Valentine's Day, a day on which lovers express their love for each other, a day to receive a card or flowers from a secret admirer, and a day for Jane and I to venture out and explore unknown territory..that being the Fazackerleys Range Circuit.
To access this area we turned east off the Arthur Highway, 5.2km south of Murdunna into a forestry road with a sign marked 'Forestier State Forest'. We then drove 1.9km to a forestry gate, it was here that we parked the car and began our trek.
Both Jane and I started off enthusiastically, eager to get to the first landmark being the MacGregor Fire Tower. Our enthusiasm waned very quickly after starting the 30 minute walk. The track was very steep and very rocky, infact exceedingly steep and rocky! I was thinking about how many hours on the treadmill I'd need to get a cardio workout like this one and Jane was thinking, as she later admitted, what sort of walk is this mad woman taking me on. Needless to say there was not much talking done for the next half hour, neither of us had any breathe left to waste on talking. This was hard yakka!
Finally, we reach flat ground....ahh relief...not for long though as the track now narrows and climbs steeply, but for only about 100 metres to the Fire Tower.
From the upper levels of the firetower there are extensive views which sweep from Maria Island in the north across Blackman and Norfolk Bays, away to Mount Wellington and Adamsons Peak in the west, then on to Capes Pillar and Hauy in the south. Closer at hand are the rugged cliffs above Waterfall Bay and the sheltered anchorage of Pirates Bay. Unfortunately it isn't possible to climb to the top level of the tower, but good views can be had from the next level down. The MacGregor Tower is 461 metres above sea level.
From the firetower the walking track heads east and is marked by a mixture of orange pointers and small rock cairns. Unfortunately the pointers are very infrequent and at times hard to spot so looking out for them does detract a little from appreciating the beautiful surrounds. This area is dominated by Stringbark and Blue Gum, scattered Bedfordia and a few patches of young Sassafras. The track which is over rocky ground swings southeast and enters a closed forest (a forest with a tree canopy of 60 to 100%). For the first time on any of my walks we come across a black snake...minding his own business sunning himself on the track. Under the circumstances all 3 of us remained relatively calm, the snake slithered away under a rock and Jane and I took a wide berth around the area just in case. After this encounter we were mindful of the need to remain on alert for unexpected wildlife sharing the track.
The route continues to an area locally know as the Magic Forest and it's not difficult to see why. The track winds through a very old forest of Sassafras, Musk and Native Laurel, which have gnarled and twisted trunks and branches, while Treeferns and the endemic Grass Trees grow among large moss covered rocks. Funghi of all shapes, sizes and colours grow on the ground and fallen logs, and even on the living trees. The whole scene is bathed in an almost iridescent green light...it is truly magical.
The track at this point is dominated by alot of boulder climbing which once again gets the heart rate up. Another thing I noticed as we were walking along, probably because I was leading the way, is there are so many spider webs...now this doesn't normally worry me but walking through thick webs every few metres can get a bit freaky, I was starting to get paranoid as to whether the occupants of these webs were using me as some sort of free public transport service...regular checks found this wasn't the case...thank goodness!
One hour from the firetower the track reaches a trig point at the true summit of MacGregor Peak, 591 metres above sea level, it's here that we stop for our first prolonged refreshment break.
A few metres to the south of the trig marker, a large rock provides views to Tasman Island, Cape Pillar, Hippolyte Rock, Cape Hauy and Norfolk Bay. This is the premium spot on the hike for scenic vistas.
Cape Pillar, Hippolytes & Cape Hauy
Pirates Bay
Jane getting a few shots
From MacGregor Peak the route heads northeast, descending from the rocky summit and following the ridge of the Fazackerleys Range. It is marked with a mixture of orange pointers and various coloured tapes. We noticed that the ferns were quite thick and overgrowing the track so if you're not wearing gaiters expect to get a few scratches.
We follow the track for another 25 minutes or so and then it descends off the ridge and enters the largest tract of remnant rainforest on the east coast. This is a truly impressive forest, being dominated by massive Sassafras and Musk, the occasional Celery-top Pine and some of the largest Treeferns on the Peninsula. The ground is a mass of twisted roots, and mosses and ferns grow abundantly. A word of caution though, the markers become very unclear and very intermittent.....we spent a lot of time getting through this area. In the name of safety do not proceed on until you have sighted the next marker as the track is very unclear and it would be very easy to become disoriented and ultimately lost....unless that's just me! How we approached this situation was for one of us to stay at the last known marker while the other went in search of the next marker.....never wandering too far away, always in a straight line and always staying within ear shot of the other person. For this reason alone it would be very foolish to go on any of these walks by yourself....at this point we had also lost mobile reception.
The descent off the ridge is, as expected, very steep and is through mixed forest. Mixed forest is a type of Cool Temperate Rainforest, where trees grow as an understorey amongst old growth giants, it is very rare and only occurs in areas that have not had fire for a very long time. Unfortunately, there are signs of old selective logging activity, with some very large old stumps and the remains of a shoe track where logs were dragged across the forest floor.
Approximately an hour from the summit, the walking track intersects the four wheel drive track "Schofields Road". It's at this point we stop for lunch. It wasn't the most relaxing lunch spot, as there was the constant need to check ourselves for leeches which seemed to be quite abundant in this area.
Once we finish lunch we head down the 4WD track through regrowth wet forest...wet forest has an understorey in which broad-leaved tall shrubs and small trees such as Dogwood, Musk and Bedfordia form a prominent layer. The shrub understorey is often very dense. After a 25 minute walk we come to a forestry gate, which isn't very obvious as quite a bit of foliage has grown over it and obscured it from view. Just beyond the gate is a jeep track which leads to the left. Follow this track as it climbs (quite steeply) to a saddle in the Fazackerleys Range. Apparently, the track passes an old quarry site, however we didn't spot it so can only conclude that it has been many, many years since it's been worked and has now become overgrown.
After a further 30 minute walk we reach another forestry gate and lo and behold end up at the spot where we left the car 6 and a half hours earlier! So, the Fazackerleys Range Circuit had been successfully completed, taking longer than anticipated, due mainly to the condition of the track and the need to be sure of keeping on the correct route. While we didn't experience the breathtaking views that have been a feature of previous hikes, this one held it's own allurement by passing through some of the most breathtaking scenery you could wish to encounter. Researching the different types of forests and their makeup has also appealed to my inner geek...I'm learning so much, and hope that the readers of this blog find the little bits of info interesting as well.
Well, I have managed to return another walking partner safely back to civilisation, and Jane has even expressed an enthusiastic interest in accompanyng me on another hike in the future...yay! Not sure if she was swayed by the obligatory refreshment break at the Dunalley pub on the way home, or the mutual enjoyment we shared from spending the day in such a magnificent location, but I will definitely be taking her up on the offer.
So once again a day has been spent in magnificent surrounds and with a fantastic walking companion. Bushwalking should be fun, so when you set out don't put pressure on yourself to achieve the times given on signs and don't be afraid to turn back if the walk seems too difficult. We are blessed with some of the most beautiful scenery in the State and I'm sure if you decide to undertake these walks you will find them, like I have, to be irresistable!
I can't think of any better way to have spent Valentine's Day......well perhaps there's one other better way but this comes in at a very close second!!
Giant Treefern
Posted by kmeredith at 4:12 PM
Rotuli June 20, 2012 at 7:45 PM
Hi Karen,great post very informative thankyou as going there this weekend Dave M
kmeredith June 20, 2012 at 9:06 PM
Thanks Dave, have a great time :)
Planning the 4th walk & information about the Peni...
Walk Number 4....Fazackerleys Range Circuit 14/2/2...


text:
Russian Air Force aerial tanker fleet to be reinforced
Posted On Thursday, 14 January 2021 13:26
The Russian Aerospace Forces (VKS) will have its aerial tanker fleet reinforced in the coming years, according to the Russian aerospace industry.
Follow Air Recognition on Google News at this link
Ilyushin Il-76MD-90A aerial tanker (Picture source: Ilyushin)
On December 18, 2020 the Ulyanovsk-based Aviastar-SP aviation plant (a subsidiary of the United Aircraft Corporation (UAC) controlled by state corporation Rostec) said it would begin manufacturing 10 newest Ilyushin Il-78M-90A aerial under a contract with the Russian Ministry of Defense (MoD). The enterprise inked the deal in late 2020 during an official visit of Deputy Defense Minister Alexey Krivoruchko to the enterprise.
The new aerial tanker is based on Ilyushin Il-76MD-90A heavy airlifter and is powered by four United Engine Corporation PS-90-76A turbofan engines. The platform features a fully updated avionics suite and a glass cockpit that reduces tiredness of pilots and improves flight safety. Il-78M-90A refuels two frontline aircraft or one long-range or special air systems. When on the ground, the aerial tanker can refuel up to four aircraft. "Il-78M-90A is a convertible system and can also be operated as an airlifter," said the press department of Aviastar-SP on December 18.
According to the official portfolio of Il-78M-90A, the aerial tanker has a maximum take-off weight of 190 tons and can transfer up to 69.2 tons of fuel. It can fly at up to 850 km/h (440-600 km/h during air refueling) and a maximum flight altitude of 12,100 meters. The air platform is controlled by a six-strong crew. Il-78M-90A features a long service life — the aircraft can conduct 6,000 flights and spend 8,000 flight hours in the air, with an expected life duration of 35 years.
The Russian MoD already operates Ilyushin Il-78M (NATO reporting name: Midas) aerial tanker. According to the official portfolio of the air platform, Il-78M has a maximum take-off weight of 190 tons. The aerial tanker has a six-strong crew and is intended for refueling Mikoyan-Gurevich MiG-31 (Foxhound) interceptors, Sukhoi Su-24 (Fencer) and Su-34 (Fullback) frontline bombers, and Sukhoi Su-30 (Flanker-H) and Su-35 (Flanker-E+) multirole combat aircraft.
Ilyushin Il-78M Midas aerial tanker can refuel to aircraft in flight (Picture source: Rostec)
The Ilyushin Company (a subsidiary of UAC) also upgrades Il-78M tankers to the Il-78-2 standard. The upgraded air platform made its maiden flight on September 26, 2019. Il-78-2 has received some components, which have been unified with those of Il-76MD-90A and Il-78M-90A. The upgraded aerial tanker has also been fitted with a new flight-and-navigation system, a defense suite, and a communications system. The Il-78-2 program is intended to bring the existing Il-78 and Il-78M to a modern standard.
It should be mentioned that the Russian aerospace industry has also updated its portfolio of export-oriented aerial tankers. The portfolio of such systems now includes the cutting-edge Ilyushin Il-78MK-90A convertible tanker-transport. Compared to the previous iterations of the Midas, it features a maximum take-off weight of 210 tons and transports 58-78 tons of fuel. If converted, Il-78MK-90A carries a 60 tons or up to 225 servicemen. Its air refueling station has a refueling output of 2,500 l/min. The air platform refuels up to four aircraft on the ground and one or two aircraft in the air.
The integration of PS-90-76A has resulted an increase of the system's performance in mountainous areas; the tanker's capabilities to operate on harsh environments are beefed up by its ability to take off from unpaved airfields and land at them. It should be mentioned that the tanker has been fitted with a modern flight-management system enhancing the flight performance of the air platform.


text:
Q: The time derivatives of vectors in rotating frames
The time rate of change of the vector $\mathbf{G}$ as seen by
the two observers is then obtained by dividing the terms in Eq.
(4.81) by the differential time element $dt$ under consideration;
$$\bbox[yellow]{
  \left(\frac{d\mathbf{G}}{dt}\right)_\text{space}
  =\left(\frac{d\textbf{G}}{dt}\right)_\text{body}
  +\boldsymbol{\omega}\times\mathbf{G}.
  } \tag{4.82}$$

The quote is from Goldstein's book. Here he is saying that the vector in LHS is observed in space frame and the $\frac{d\textbf{G}}{dt}$ in RHS is in body or rotaing frame. By using this he proved the expressions for Coriolis force and Euler's equations (rigid body dynamics). With his interpretation the $\frac{d\textbf{L}}{dt}$ in RHS should be zero(as angular momentum in the rotating frame is zero since everything ia at rest.). I read this answer and thought that Goldstein's interpretation is wrong and RHS time derivative is just expressed in rotating basis and is not the vector seen in rotating frame. During the proof of time derivatives formula itself we took that the vector is just expressed in rotating basis. But they generally say that Coriolis force is a force observed in rotating frame. Is that wrong? Or in this case somehow acceleration expressed in rotating basis coincides with that in rotating frame?

A: You have two coordinate system , the inertial system index I, and the body fixed system index B, thus the components of a vector in I-system are:
$$\left(\vec G\right)_I=R\,\left(\vec G\right)_B\tag 1$$
where $R$ is orthonormal transformation matrix between B-system and I-system
the derivative of eq. (1) is:
$$\frac{d}{dt}\left(\vec G\right)_I=R\,\frac {d}{dt}\left(\vec G\right)_B+
\dot R\,\left(\vec G\right)_B$$
with
$$\dot R\,=R\, \left[ \begin {array}{ccc} 0&-\omega_{{z}}&\omega_{{y}}
\\ \omega_{{z}}&0&-\omega_{{x}}\\
-\omega_{{y}}&\omega_{{x}}&0\end {array} \right] _B
$$
you obtain:
$$\frac{d}{dt}\left(\vec G\right)_I=R\,\frac {d}{dt}\left(\vec G\right)_B+
R\,\left[\vec\omega_B\times \left(\vec G\right)_B\right]\tag 2$$
or :
$$R^T\,\frac{d}{dt}\left(\vec G\right)_I=\frac {d}{dt}\left(\vec G\right)_B+
\vec\omega_B\times \left(\vec G\right)_B\tag 3$$
you can compare now eq. (3) with  Goldstein notation:
$$\left(\frac{d\vec G}{dt}\right)_{\text{space}}=\left(\frac{d\vec G}{dt}\right)_{\text{body}}+\vec{\omega}\,\times \vec{G}$$
Angular momentum is a vector, thus
$$\left(\vec L\right)_I=R\,\left(\vec L\right)_B$$
with $\left(\vec L\right)_B=I_B\,\vec{\omega}_B$
$$\vec{ \dot{ L}}_I=R\,I_B\,\vec{\dot\omega}_B+\dot{R}\,I_B\,\vec{\omega}_B=\left(\vec{\tau}\right)_I$$
$$R\,I_B\,\vec{\dot\omega}_B+R\left(\omega_B\,\times\,I_B\,\vec{\omega}_B\right)=\left(\vec{\tau}\right)_I$$
thus the Euler equation
$$I_B\,\vec{\dot\omega}_B+\omega_B\,\times\,I_B\,\vec{\omega}_B=R^T\,\left(\vec{\tau}\right)_I=\left(\vec{\tau}\right)_B$$

A: Consider a any vector $\mathbf{B}$ that undergoes pure rotation around axis $\mathbf{\hat{n}}$ at rate $\Omega$.
$$\frac{d\mathbf{B}}{dt}=\mathbf{\Omega}\times\mathbf{B}$$
which can be proved with elementary math (see  Section 9.5.1 in Introduction to Mechanics Klepner).

Consider any vector $\mathbf{C}$ that is changing at rate $(d\mathbf{C}/{dt})_{in}$ as observed in an inertial system. The problem is to find the time derivative $(d\mathbf{C}/dt)_{rot}$ as observed in a system rotating at rate $\mathbf{\Omega}$. Now what do we mean by this?
Vector is physically measurable, so its magnitude and direction remain the same regardless of what coordinate system we choose to assign its components. In calculating the time derivative of $(d\mathbf{C}/dt)_{rot}$ we must take into account that the base vectors in the rotating system all rotate with angular velocity $\Omega$. So There will be two-part One due to the rotating vector and the other due to the rotating basis. As
$$\frac{d\hat{i'}}{dt}=\mathbf{\Omega}\times \hat{i}'$$
similarly for other two, so that
$$\frac{d\mathbf{C}}{dt}=\left(\frac{dC'_x}{dt}+\cdots\right) +\left( C'_x\frac{d\hat{i}'}{dt}+\cdots\right)$$
The first one is $(d\mathbf{C}/dt)_{rot}$, the time derivative of $\mathbf{C}$ that would be measured by an observer in the rotating frame. You can work out further to show
$$\left( \frac{d\mathbf{C}}{dt}\right)_{in}=\left( \frac{d\mathbf{C}}{dt}\right)_{rot}+\Omega\times\mathbf{C}$$
So that's the meaning what Goldstein says.

But they generally say that Coriolis force is a force observed in a rotating frame. Is that wrong?

Coriolis force is not some new force that only acts on the rotating frame. You can do the problem in an inertial frame and you will see the Coriolis term as
$$\mathbf{\ddot{r}}=(\ddot{r}-r\dot{\theta}^2)\hat{r}+(r\ddot{\theta}+2\dot{r}\dot{\theta})\hat{\theta}$$
the second term of $\hat{\theta}$ is what Coriolis force is which come so naturally due to the fact we are using polar coordinate so it doesn't have that new name. But when you use a non-inertial frame pseudo force is a debt that you pay. You need to assure them to balance the fact that you are in a non-inertial frame.

Or in this case somehow acceleration expressed in rotating basis coincides with that in rotating frame?

Yeah! This is true because the observer is in a rotating frame like earth so its basis actually coincides with the angular velocity of the system (earth in this case). If you consider a two spherical system with the same center, both rotating with different angular velocity then the basis in one will not consider with the other one.

A: Clarification added
As Goldstein points out, only after the differentiation has been carried out in relationship (4.82) of the question, can the components be taken along another set of coordinate axes.  That is ${d\vec G \over dt})_{space}$ must be evaluated using space coordinates before it can be expressed in body coordinates, and ${d\vec G \over dt})_{body}$ must be evaluated using body coordinates before it can be expressed in space coordinates.
Consider two coordinate systems $S$ and $B$, assumed to have a common origin. $S$ is a fixed, inertial system and $B$ is a non-inertial system rotating at angular velocity $\vec \omega$ about the common origin with respect to $S$. See Figure 1.  (For a rigid body, $S$ denotes the space frame and $B$ the body frame.)

We wish to evaluate any vector $\vec G$ from the perspective of both coordinate systems. As developed in Goldstein, we can consider the rotation of the $B$  frame as a passive rotation of the coordinate system, and $\vec G$ is the same vector in both coordinate systems. [Ref 1] Alternatively, we can consider an active rotation that rotates the vector.  Equivalent results are obtained using either the passive or the active rotation approach, as subsequently discussed.
Let the vector $(e_{1S}, e_{2S}, e_{3S})$ represent the axes unit vectors in the $S$ system and the vector $(e_{1B}, e_{2B}, e_{3B})$ the axes unit vectors in the $B$ system. We can describe $\vec G$ in terms of the $S$ and $B$ frame coordinates as ;$$(1) \vec G = \sum_{i=1}^{3} G_{iS} \hat e{i_S}$$ $$ (2) \vec G = \sum_{i=1}^{3} G_{iB} \hat e{i_B}$$ $G_{iS}$ and $G_{iB}$ are the magnitudes of the components of $\vec G$ along the $i^{th}$ axis in the $S$ and $B$ systems, respectively.
The time derivatives of (1) and (2) with respect to the inertial frame are equal so: $$(3)\sum_{i=1}^{3} \dot G_{iS} \hat e{i_S} =   \sum_{i=1}^{3} \dot G_{iB} \hat e{i_B} + \sum_{i=1}^{3} G_{iB} \dot {\hat e{i_B}}$$ [Ref 2]  Note that in $B$ coordinates the time derivative has to account for the change in direction of the $(e_{1B}, e_{2B}, e_{3B})$ unit vectors in time.
For consistency with the Goldstein nomenclature, Let ${d\vec G \over dt})_S$  be defined as $\sum_{i=1}^{3} \dot G_{iS} \hat e{i_S}$, and let ${d\vec G \over  dt})_B$  be defined as $\sum_{i=1}^{3} \dot G_{iB} \hat e{i_B}$. [Ref 1]  It can be shown that   $\sum_{i=1}^{3} G_{iB} \dot {\hat e{i_B}} = \vec \omega(t) \times \vec G$. [Ref 2]  Therefore, we can express (3) as $$(4)  {d\vec G \over dt})_S  =
{d\vec G \over dt})_B  +  \vec \omega(t) \times \vec G$$ (4) is the relationship used in Goldstein and is the relationship addressed in your question. [Ref. 1]  Since (4) is equivalent (3), we interpret ${d\vec G \over dt})_S$  to be in $S$ coordinates , and ${d\vec G \over dt})_B$ and $= \vec \omega(t) \times \vec G$ to both be in $B$ coordinates.  However, as Goldstein points out, the vectors in (4) can be resolved along either the $S$ or $B$ axes, only after the differentiation has been carried out. [ Ref 1] This is addressed in subsequent examples.
Comparing (4) to (3), we can provide the following physical interpretations of each term in (4). The term on the left-hand side of (4)  ${d\vec G \over dt})_S $ is the time derivative of $\vec G$ as seen by an observer fixed in the inertial $S$ frame. The first term on the right-hand side of (4), ${d\vec G \over dt})_B $, can be considered as the time derivative of $\vec G$ as seen by an observer rotating along with (fixed in) the $B$ system; or this term can be considered as the time derivative of $\vec G$ if $B$ is not rotating. The second term on the right-hand side of (4), $\vec \omega(t) \times \vec G$, accounts for the change in the $B$ system unit vector directions with time; that is, this second term is due to the rotation of the axes in the $B$ system.
An important point is that the same vector $\vec G$ is used on both sides of (4).  For application to the rotational motion of a rigid body about its center of mass, let S be the space frame and B be the body frame.  The body rotates in the space frame but is fixed in the body frame.  Let $\vec L$ be the angular momentum in the space frame. Using (5), ${d \vec {L} \over dt})_S = {d \vec {L} \over dt})_B + \vec \omega \times \vec L$.  The first term on the right-hand side of this relationship is the time rate of change of the space frame angular momentum $\vec L$ expressed using body frame coordinates. Let $\vec H$ denote the angular momentum in the body frame; $\vec H$ is zero. $\vec L$ is NOT the angular momentum in the body frame; $\vec L$ is a different vector than $\vec H$. $\vec L$ is the same vector in both frames, and $\vec H$ is the same vector in both frames, but $\vec L\ne \vec H$.  An earlier answer by @Eli provides the relationships for $\vec L$.
We can express the transformation of $\vec G$ from the $S$ system to the $B$ system using a rotation matrix $\bf A$. Let $\vec G_S$ represent $\vec G$ as expressed in (1) and let $\vec G_B$ represent $\vec G$ as expressed in (2). Specifically, $\vec G_B = {\bf A} \vec G_S$.  $\bf A$ represents a passive rotation of the coordinate system as used in Ref 1. (Alternatively, we use an active rotation and define the rotation matrix $\bf R$ as transforming $B$ to $S$ components: $\vec G_S = {\bf R} \vec G_B$.  $\bf R$ and $\bf A$ are related as follows: ${\bf R} = \bf A^T$ where $\bf A^T$ is the transpose of $\bf A$.)
To express all three vectors in (4) in $S$ coordinates using the passive rotation matrix ${\bf A}$ we have
$$(5){d\vec G \over dt})_S  =
{\bf A^T} {d\vec G \over dt})_B  + {\bf A^T} (\vec \omega(t) \times \vec G)$$
To express all three vectors in (4) in $B$ coordinates using the passive rotation matrix ${\bf A}$ we have
$$(6){\bf A}{d\vec G \over dt})_S  =
 {d\vec G \over dt})_B  +  \vec \omega(t) \times \vec G$$
To express all three vectors in (4) in $S$ coordinates using the active rotation matrix ${\bf R}$ we have
$$(7){d\vec G \over dt})_S  =
{\bf R} {d\vec G \over dt})_B  + {\bf R} (\vec \omega(t) \times \vec G)$$
To express all three vectors in (4) in $B$ coordinates using the active rotation matrix ${\bf R}$ we have
$$(8){\bf R^T}{d\vec G \over dt})_S  =
 {d\vec G \over dt})_B  +  \vec \omega(t) \times \vec G$$
Results (7) and (8) agree with the results provided in an earlier answer by @Eli as relationships (2) and (3) in that answer.
Examples
For the following two examples, consider rotation in a plane about the $\hat e_{3S} =  \hat e_{3B}$ axis. $\vec \omega(t)$ is  $\left\{0,0,\theta '(t)\right\}$  where $\theta^{'}  = \omega = {d \theta \over dt}$. For this situation, the passive rotation matrix $\bf A$ is $$\left(
\begin{array}{ccc}
 \cos (\theta (t)) & \sin (\theta (t)) & 0 \\
 -\sin (\theta (t)) & \cos (\theta (t)) & 0 \\
 0 & 0 & 1 \\
\end{array}
\right)$$
The following results were calculated using Mathematica.
Example 1
Let $\vec G$ be constant in both time and magnitude in the S frame. $\vec G_S = (c1, c2, c3)$ where $c1, c2,$ and $c3$ are constant in time.
Using either (5) or (7), the results in space coordinates are as follows:
$({d \vec G \over  dt})_S$ expressed in $S$ coordinates is: $ \{0,0,0\}$.
$({d \vec G \over  dt})_B$ expressed in $S$ coordinates is: $\left\{\text{c2} \theta '(t),-\text{c1} \theta '(t),0\right\}$.
$\vec \omega \times G$ expressed in $S$ coordinates is: $\left\{-\text{c2} \theta '(t),\text{c1} \theta '(t),0\right\}$.
Using either (6) or (8), the results in body coordinates are as follows:
$({d \vec G \over  dt})_S$ expressed in $B$ coordinates is: ${0,0,0}$.
$({d \vec G \over  dt})_B$ expressed in $B$ coordinates is: $\left\{\theta '(t) (\text{c2} \cos (\theta (t))-\text{c1} \sin (\theta (t))),\theta '(t) (-(\text{c1} \cos (\theta (t))+\text{c2} \sin (\theta (t)))),0\right\}$.
$\vec \omega \times G$ expressed in $B$ coordinates is: $\left\{\theta '(t) (\text{c1} \sin (\theta (t))-\text{c2} \cos (\theta (t))),\theta '(t) (\text{c1} \cos (\theta (t))+\text{c2} \sin (\theta (t))),0\right\}$.
Example 2
Let $\vec G$ be constant in direction but have magnitude increasing linearly with time in the S frame.  $\vec G_S = {c t, c t, 0}$ where c is a constant.
Using either (5) or (7), the results in space coordinates are as follows:
$({d \vec G \over  dt})_S$ expressed in $S$ coordinates is: $\{c,c,0\}$.
$({d \vec G \over  dt})_B$ expressed in $S$ coordinates is: $\left\{c t \theta '(t)+c,c-c t \theta '(t),0\right\}$.
$\vec \omega \times G$ expressed in $S$ coordinates is: $\left\{-c t \theta '(t),c t \theta '(t),0\right\}$.
Using either (6) or (8), the results in body coordinates are as follows:
$({d \vec G \over  dt})_S$ expressed in $B$ coordinates is $\{c \sin (\theta (t))+c \cos (\theta (t)),c \cos (\theta (t))-c \sin (\theta (t)),0\}$
$({d \vec G \over  dt})_B$ expressed in $B$ coordinates is: $\left\{c \left(t \theta '(t) (\cos (\theta (t))-\sin (\theta (t)))+\sin (\theta (t))+\cos (\theta (t))\right),-c \left(t \theta '(t) (\sin (\theta (t))+\cos (\theta (t)))+\sin (\theta (t))-\cos (\theta (t))\right),0\right\}$.
$\vec \omega \times G$ expressed in $B$ coordinates is: $\left\{c t \theta '(t) (\sin (\theta (t))-\cos (\theta (t))),c t \theta '(t) (\sin (\theta (t))+\cos (\theta (t))),0\right\}$.
References
[Ref 1] Goldstein, Classical Mechanics
[Ref 2] Symon, Mechanics


——FCAR will attend to The 53rd China International Trade Fair for Auto Maintenance Technology and Equipment in BeiJing On Mar 18th to Mar 21th 2010.
With the economic recovery, Shenzhen FCAR Technology Co., Ltd make the fully preparation in the new year to meet market and customer's demands.
In the past year, FCAR F1, F3 Series products got a good reputation in the market. In the new year, FCAR will take more actions and have sufficient preparation to a new stage for all FCAR customers of China and the world. From January 1st, 2010, the customers(China market) who buy FCAR series products will enjoy Main Unit lifetime free warranty service. Such a major action as FCAR advocate people-oriented, Heart-Service scientific development concept to let the customers who buy our products without any worry.
As the first company for lifetime warranty in the same industry, FCAR will continue to service customers,and the one F3-D is special to develop and service as diagnostic equipment for Diesel Power Manufacturer /after-sales maintenance and repari. It got very warmly feedback from entering market.And now we also are enhancing the English Edition usage. FCAR as the leader in the diagnosis of diesel-powered vehicles, will attend 2010 March 18th to 21th the 53rd China International Trade Fair for Auto Maintenance and Repair.FCAR will be located on the second exhibition hall D331-D338 total five exhibition spaces.There will be gifts and technical szfcar_tbnews for free support.Welcome to visit and jorn in us.