text:
The James M. Carter and Judith N. Keep United States Courthouse at 333 West Broadway in San Diego, California, is a sixteen-story  federal courthouse facility on  that includes courtrooms, judges chambers, offices and courtroom galleries of the United States District Court for the Southern District of California, along with offices of the Internal Revenue Service and the General Services Administration.

History
Construction was completed in 2012. When the building opened in March 2013 it was San Diego's third federal courthouse. It was named for two former judges of the court, James M. Carter and Judith N. Keep, at a ceremony on March 30, 2015. U.S. Representatives Susan Davis and Scott Peters sponsored the federal legislation to name the building for the two judges after surveying local community groups. The building is owned by the General Services Administration. and is  tall and contains 467,000 square feet of floorspace.

In March 2009, President Obama signed legislation allocating $110 million to build a new courthouse. The total cost of the new building was $368.7 million. The building is located to the west of the Edward J. Schwartz United States Courthouse, and north of the U.S. Bankruptcy Court.

Structure
The building was designed by Michael Palladino of Richard Meier and Partners of New York. Natural lighting reaches all the interior spaces and some enjoy natural ventilation as well. The building "triumphs", wrote one critic, "as a graceful departure from the lumpish mediocrity of its neighbors, as a guardian of green space at the heart of the city, and by transforming public perceptions of the law in action". The San Diego Architectural Foundation criticized the GSA for demolishing an historically significant structure, the Hotel San Diego, to clear the land for construction of the courthouse. That hotel had been built in 1914 by sugar magnate John D. Spreckels, a key figure in the early development of the city.

The structure won a National Architecture and Engineering Award from the American Institute of Steel Construction and LEED Gold certification from the U.S. Green Building Council. The project also won an Award of Merit from Engineering News-Record in the Government/Public Building category of its California's Best Projects Competition for 2013. It received the San Diego Architectural Foundation Orchid Award, San Diego Architectural Foundation for 2013.

Artist and San Diego resident Robert Irwin produced two works on commission from the GSA. A 33-foot-tall highly polished obelisk called "Prism" is located in the lobby. It is constructed of transparent acrylic. A ramp of hedges that zigzag across the outdoor plaza is called "Hedge Wedge". Three large, boldly-colored panels by longtime San Diego artist Kim MacConnell have been installed in the Jury Assembly hall.

References

External links
Project Profile, Richard Meier and Partners
Michael Palladino
Photos, General Services Administration

Federal courthouses in the United States
Courthouses in California
Buildings and structures in San Diego
Leadership in Energy and Environmental Design gold certified buildings

redpajama_set_name: RedPajamaWikipedia


I'm going to get caught up this weekend, I promise. And next weekend, if the good lord's willin' and the creek don't rise (but if it does, try these boots!), I'll have scheduled posts for the two days I'll still be in New York and traveling, and will be back to normal on Wednesday. Until then, this is a special EVEN MORE audience participation edition of About My Query. You guys get to read it first and add your thoughts, and then I will add my thoughts for improvement in the comments. Ready? Go!
We are seeking representation for our 95,000-word contemporary coming-of-age story, Newbie.
At Gordonstoun, the school famed for educating HRH Prince Charles and Tomb Raider Lara Croft, the Headmaster always tells his newest charges, "We don't expect you to be good at everything, although one thing would be nice." But when fourteen-year-old American Jack Gordon arrives at the prestigious Scottish boarding school founded on the ancient estate of his eccentric ancestors, he can't imagine what that one thing might be. Turns out Jack has two gifts. He has a knack for finding the perfect song for every occasion: it's as if his iPod is playing the soundtrack to his life. And he can see through the b-s of his classmates, his teachers, and everything else in the little bubble of entitlement that is Gordonstoun. That's right, Jack Gordon sees everything clearly, except himself of course.
And who could blame him. With an older sister who's the leader of the popular girls posse, the Parkside Piranhas, and a father who was a Gordonstoun athlete and scholar, Jack arrives at the school carrying more baggage than a hotel bell hop. At 4 feet 11 inches tall and 100 pounds, Jack has no hope of making his mark through sports. As for scholarship, Jack can barely spell rugby (much less play it). Fortunately though, at 21 seasons, 444 episodes and counting, everything Jack needs to know in school can be learned from watching America's favorite cartoon family, The Simpsons. That's good news for Jack as he has no intention of letting academics get in the way of his all-consuming quest to get his jaw-droppingly hot classmate Lucy to fall in love with him, or at least notice that he's alive. If that isn't enough for one self-proclaimed gamer and slacker to deal with, Jack's been assigned to the Recycling Committee, which is a cover for a student-run alcohol distribution ring. The Headmaster has just discovered their base of operations and, while its no Armageddon, it may be the end for Jack. Jack needs to get his world under control or he's going to be saying Goodbye to You and to Gordonstoun School faster than you can say haggis.
Newbie is the work of K.B. and J.B.. Nineteen-year-old K., a native New Yorker and former Gordonstoun Head Girl, is currently earning her B.A. in English Literature and Drama from the University of Bristol. J. is the mother of K. and her three siblings, all boarding school survivors. J. practiced law in Manhattan for over a decade. She splits her time between New York and Scotland where she has studied with Cynthia Rogerson, director of the Arvon Foundation center at Moniack Mhor, belongs to an Inverness-based writers' group and is a founding member of the Highland Literary Salon.
Fledgling, the second book in the planned series, is already in the works.
I'm not a query master by any means, but as someone who has a lot of things going on in my novel, I know it's difficult to boil it all down to just one plot and leave the subplots for the actual novel or for a longer synopsis.
As it stands now, it seems there is no plot, just a bunch of subplots going on. I want to know just enough about Jack to be interested to read more. I want to know what he hopes to achieve or *not* achieve by the end of the book. Right now, I don't know.
The second paragraph needs to be trimmed down a lot. We are learning a lot of little things about Jack (his height/weight) that don't tell us about the plot or clearly define Jacks conflict. There may be a very funny and interesting story here, but there is just too much distracting from it for us to see.
The beginning of this doesn't hook me, and I agree with Karen that it should start, "When fourteen-year-old American Jack Gordon arrives . . ."
Also, 95K? That's entirely too long. Am I right?
I like the voice in the query but I think you need to cut to the chase. I'm not sure what that is exactly because I don't see that Jack is at stake for losing or gaining anything here and I don't see him in a quest for anything.
My advice is to simplify this. Who is Jack? What's his problem? What does he want? How does he get it? That will tell the agent about your story.
I'm also wondering if Jack's "gifts" are instincts or magical powers. I can't tell. I think if this is a boarding school drama/saga like Gossip Girls you still need the plot to pop out of the query. You need the OMG factor here, what makes it different, what makes Jack special.
Queries are usually one page, and I'm thinking this would be much longer than that.
If I was an agent I would worry that the novel was overwritten based on the query and the reported word count. I like the idea of a boarding school story but from what I know of YA, there are scads of them, which means they're popular but also means your book must rise above to get noticed.
Good luck…it's a cool premise and your lives certainly lend themselves to writing a story such as this.
When I looked at this my first thought was "Oh no! That's a lot of words!" While I got a definitely feeling of voice, it was muddied down by the background info-dump. We don't really need to know much about the history of the school or the little details about Jack (height, weight, etc). And if he's so much of a slacker, how did he get into this school in the first place?
Basically, I wasn't hooked. The alcohol distribution thing felt tacked on, when it should probably have more emphasis (if it is, in fact, the Problem).
Like the others commenting, I'm not really sure who Jack IS as a person (he likes music, The Simpsons, and there's a mention of gaming–but these are things nearly all my college student boys enjoy) or what he really truly wants. Does he have a goal in the story, other than surviving his first year at this school and getting his classmate Lucy to look at him? What's at stake if he gets kicked out or if Lucy never notices him? I'd like to think he's a really interesting character I could sympathize with and find originality in, with an internal conflict to go along with his external one, but I'm not getting a sense of that here.
Also, the query has SO much information in it, but not what I wanted. The setting caught my interest–I've never been to a boarding school, and certainly not one in Scotland–but after that it suddenly becomes a "your typical high school story where the main character doesn't quite fit in" book with little to no nods to the fact that they're at boarding school or Scotland. Could we get a bit more of the feel of how different this place is–more than a reference to haggis? Does the fact that Jack's ancestors built the place somehow come into play? Since what I've got in my head when you say "Scotland" is all the cliches, and you didn't take those away and supply something new, I've got Jack wearing a kilt, going to school in a gloomy castle on a hillside overlooking a military tattoo.
Queries are so tricky and I think you have the right idea about trying to insert voice in with little details. This just wasn't quite tight enough to me–perhaps they weren't the right details this go-round.
I agree with the other comments, the query has too much information in it.
I also don't get the part about watching 21 seasons and 444 episodes of the Simpsons and how it is supposed teach him everything he needs to know in school. I like the pop culture reference and am thinking it is added for humor, but it kinda missed the mark.
Though I do like the headmaster's motto, "We don't expect you to be good at everything, although one thing would be nice." It made me chuckle.
I have to agree with the other posters. It seems too long and too complicated. I particularly agree with Katee who said the alcohol thing seemed tacked on. So much is already going on, and this whole subplot seems added as an afterthought. Which problem needs to be resolved by the end of the story – which ones might carry over to the sequal (I`ve often heard not to mention the possibility of a sequal as the agent has to be able to sell this book first).
Too much specific detail, and not enough about the goal.
I agree with everyone else – there is an awful lot going on in this query, which makes it difficult to focus on any one thing. The first sentence doesn't tell me anything about the story or the character. Mentioning Lara Croft pulls me out of the query right away because it makes me wonder what exactly is going on. Is she supposed to be a "real" person? Is Jack a video game character? Since nothing like this is mentioned anywhere else in the letter I assume it's not that important and therefore can probably be cut. The reader should be wondering about Jack, not Lara. The fact that Jack can pick the perfect song for any situation seems a bit random as well. How does this affect the story line or characters? The Simpsons reference is another thing that doesn't make sense. Overall it seems as though this query could be for several separate books. Like Karen I would also recommend boiling down the story to the main important, unique point and focusing on that. The main thing that makes me want to continue reading is a strong sense of who the MC is and why I should care about what happens to him/her. In this case I didn't get any sense of who Jack is. Good luck and thanks for sharing with us!
I'll start with a superficial — my eyes just really want to skim right over this. Yes, it's kind of long for a query, but that can be worked around. I think you want to split some of your giant paragraphs into smaller ones — the white space I think will make it easier for a reader's eyes to stay interested.
As for the plot — wow, there is a LOT going on here. If I had to pick what might be the most interesting idea to me, I'd go with the student-run alcohol distribution ring, and the worry that Jack's participation in it (even if it's unwilling) may get him kicked out of the school his family helped to found.
But other clearly have thought otherwise, and that should be a clear indication to you that there's too much being told here.
What's the one line pitch for this story? Know that, then expand on it in minor increments, rather than throwing everything at the query and seeing what sticks.
Another thought — if you want to concentrate on Jack's "gift" for finding the perfect song for every situation, you might try using a lot more song titles in your query. It might come off as gimmicky, but a very wise stripper once sang, "You gotta have a gimmick." You try this a bit in the second to last paragraph with "he's going to be saying Goodbye to You and to Gordonstoun School," so see what it feels like to do it throughout. Especially if it's a theme that's carried through the novel, it might be worth playing with here.
I hope J. and K. will come back and share a revised query!
Famed for educating the real Prince Charles of England and the fictional Tomb Raider Lara Croft, Gordonstoun School is now home to 14 year-old American Jack Gordon.
When Jack is shipped off to boarding school in the north of Scotland, he knows he doesn't belong. His teachers assume he is smart and sporty like dear old dad, a Gordonstoun Old Boy, and the students expect him to be popular like his big sister Lizzy, the campus Queen. But Jack is more of a gamer and a slacker than a scholar and an athlete and he figures he has about a one in a gazillion chance of being cool.
The minute he steps foot on campus, Jack has a problem. Well, if he's being honest, Jack has a lot of problems. But if he's prioritizing, the Recycling Committee is definitely his biggest problem.
At first, the assignments are innocent enough—washing and drying empty plastic bottles and taking them to the Recycling Center. But thanks to some compromising photos featuring Jack, his friends, and a bottle of Scotch whisky, the mysterious Captain of Recycling has been able to blackmail Jack and his friends into bootlegging alcohol around campus pretty much all year, right under the headmaster's nose, using innocent- looking recycled plastic bottles.
When Jack gets promoted to rum runner status, he starts handling real booze, not just empty bottles, and that means certain expulsion if he gets caught. Then the headmaster gets a lead on the operation. Jack and his friends know if they don't find a way out of this mess they'll be saying goodbye to Gordonstoun faster than you can say haggis.
When Jack is shipped off to boarding school in the north of Scotland, he knows he doesn't belong. His teachers assume he is smart and sporty like dear old dad, a Gordonstoun Old Boy, and the students expect him to be popular like his big sister Lizzy, the campus Queen. But Jack is more of a gamer and a slacker than a scholar and an athlete and he figures he has about a one in a gazillion chance of being cool.
The minute he steps foot on campus, Jack has a problem. Well, if he's being honest, Jack has a lot of problems. But his biggest is thanks to some compromising photos featuring Jack, his friends, and a bottle of Scotch whisky. (Enter antagonist's name here), the Captain of Recycling, has been able to blackmail Jack and his friends into bootlegging alcohol around campus pretty much all year, right under the headmaster's nose, using innocent- looking recycled plastic bottles.
Hope that helps 🙂 GOOD LUCK!


text:
**latex notation:** [about latex](#about-latex) | [relations and operators](#latex-relation-op) | [sets and logic](#latex-sets-logic) | [geometry](#latex-geometry) | [analysis](#latex-analysis) | [algebra](#latex-algebra) | [superscripts and subscripts](#latex-superscripts-subscripts) | [arrows](#latex-arrows) | [dots](#latex-dots) | [blackboard bold, fraktur, and calligraphic](#latex-blackboard-fraktur-calligraphic) | [english punctuation](#latex-english-punct) | [latin accent](#latex-latin-accent) | [greek](#latex-greek) | [ipa: plosives](#latex-ipa-plosives) | [ipa: nasals](#latex-ipa-nasals) | [ipa: fricatives & approximants](#latex-ipa-fricatives-approximants) | [ipa: vowels](#latex-ipa-vowels) | [astronomy](#latex-astronomy) | [games](#games) | [keyboard symbols](#latex-keyboard)

**install and use:** [mac os x](#mac-install) | [microsoft windows](#windows-install) | [emacs](#emacs-install) | [x windows](#x-install)

**apl notation:** [apl input methods](#apl)

----

Difficulty typing mathematical symbols?

Install a keyboard input method for mathematics and use LaTeX notation to enter 1054 Unicode characters.

Input methods for [Mac OS X](#mac-install), [Microsoft Windows](#windows-install),
[Emacs](#emacs-install), and [X Windows](#x-install).

Introduction
============

Here are some examples of LaTeX notation:

    \infty             ∞
    \sum               ∑
    \int               ∫
    \leftarrow         ←
    \alpha             α
    \subseteq          ⊆

When the input method is in effect, one types LaTeX notation and it
is rendered to the mathematical symbol on the fly.  E.g. type
`\infty` followed by a `SPACE` and an `∞` is inserted into the document.

LaTeX notation which cannot be rendered has no effect.  The input
method cannot make fractions, radicals, or matrices, for example.
Only LaTeX notation for which there is a Unicode character is rendered.

About LaTeX
===========

LaTeX is used for documents which contain mathematical notation.  The mathematical notation
is set off from the rest of the text by *math mode* markers such as the double dollar sign, e.g:

    $$ x = 3 $$

Outside of the markers LaTeX is in *paragraph mode*.

Most of the notation used by the input methods is drawn from *math mode*.  Notation from
*paragraph mode* is also used where it does not conflict.  An example of a conflict is the single
quote `'` and doubled single quotes `''` which are right single quote and right double quote
in *paragraph mode* and prime and double prime in *math mode*.

The input methods also use notation from the following four packages:

    \usepackage{amsmath}
    \usepackage{amssymb}
    \usepackage{wasysym}
    \usepackage{tipa}

Relations and Operators
=======================

    \le                 ≤                   \pm                 ±
    \ge                 ≥                   \mp                 ∓
    \neq                ≠                   \times              ×
    \approx             ≈                   \div                ÷
    \not\approx         ≉                   \cdot               ⋅
    \simeq              ≃                   \circ               ∘
    \cong               ≅
    \equiv              ≡
    \not\equiv          ≢
    \not<               ≮
    \not>               ≯
    \not\le             ≰
    \not\ge             ≱
    \ll                 ≪
    \gg                 ≫

Sets and Logic
==============

    \emptyset           ∅                   \aleph              ℵ
    \in                 ∈                   \beth               ℶ
    \notin              ∉                   \neg                ¬
    \ni                 ∋                   \wedge              ∧
    \not\ni             ∌                   \vee                ∨
    \subset             ⊂                   \veebar             ⊻
    \subseteq           ⊆                   \forall             ∀
    \not\subset         ⊄                   \exists             ∃
    \not\subseteq       ⊈                   \top                ⊤
    \subsetneq          ⊊                   \bot                ⊥
    \supsetneq          ⊋                   \therefore          ∴
    \supset             ⊃                   \vdash              ⊢
    \supseteq           ⊇                   \models             ⊨
    \cup                ∪                   \Box                □
    \cap                ∩
    \bigcup             ⋃
    \bigcap             ⋂
    \setminus           ∖

Geometry
========

    \angle              ∠
    \triangle           △
    \perp               ⊥
    \parallel           ∥
    \cong               ≅
    \sim                ∼

Analysis
========

    \infty              ∞                   \lfloor             ⌊
    \Delta              Δ                   \rfloor             ⌋
    \nabla              ∇                   \lceil              ⌈
    \partial            ∂                   \rceil              ⌉
    \sum                ∑                   \|                  ∥
    \prod               ∏                   \langle             ⟨
    \int                ∫                   \rangle             ⟩
    \iint               ∬                   '                   ′
    \iiint              ∭                   ''                  ″
    \iiiint             ⨌                  '''                 ‴
    \oint               ∮
    \Re                 ℜ
    \Im                 ℑ
    \wp                 ℘

Algebra
=======

    \oplus              ⊕                   \bigoplus           ⨁
    \otimes             ⊗                   \bigotimes          ⨂
    \triangleleft       ◃
    \unlhd              ⊴
    \rtimes             ⋊
    \wr                 ≀

Superscripts and Subscripts
===========================

    ^0                  ⁰                   _0                  ₀
    ^1                  ¹                   _1                  ₁
    ^2                  ²                   _2                  ₂
    ^3                  ³                   _3                  ₃
    ^a                  ᵃ                   _a                  ₐ
    ^b                  ᵇ
    ^c                  ᶜ
    ^A                  ᴬ
    ^B                  ᴮ
    ^+                  ⁺                   _+                  ₊
    ^-                  ⁻                   _-                  ₋
    ^=                  ⁼                   _=                  ₌
    ^(                  ⁽                   _(                  ₍
    ^)                  ⁾                   _)                  ₎
    ^\alpha             ᵅ
    ^\beta              ᵝ                   _\beta              ᵦ
    ^\gamma             ᵞ                   _\gamma             ᵧ

Can be superscript: `0-9a-pr-zABD-PRTUVW+-=()αβγδ∊θιϕφχ`

Can be subscript: `0-9aehijklmnoprstuvx+-=()βγρφχ`

Arrows
======

    \rightarrow         →                   \Rightarrow         ⇒
    \leftarrow          ←                   \Leftarrow          ⇐
    \uparrow            ↑                   \Uparrow            ⇑
    \downarrow          ↓                   \Downarrow          ⇓
    \nwarrow            ↖                  \nearrow            ↗
    \searrow            ↘                  \swarrow            ↙
    \mapsto             ↦
    \leftrightarrow     ↔                   \Leftrightarrow     ⇔
    \rightarrowtail     ↣
    \twoheadrightarrow  ↠
    \hookrightarrow     ↪

Dots
====

    \cdot               ⋅
    \cdots              ⋯
    \ddots              ⋱
    \ldots              …
    \vdots              ⋮

Blackboard Bold, Fraktur, and Calligraphic
==========================================

Some of the characters in this section have Unicode points greater than `U+FFFF`.

    \mathbb{A}          𝔸                   \mathbb{a}          𝕒
    \mathbb{B}          𝔹                   \mathbb{b}          𝕓
    \mathbb{C}          ℂ                   \mathbb{c}          𝕔
    \mathbb{0}          𝟘
    \mathbb{1}          𝟙
    \mathbb{2}          𝟚

    \mathfrak{A}        𝔄                   \mathfrak{a}        𝔞
    \mathfrak{B}        𝔅                   \mathfrak{b}        𝔟
    \mathfrak{C}        ℭ                   \mathfrak{c}        𝔠

    \mathcal{A}         𝒜                   \mathcal{a}         𝒶
    \mathcal{B}         ℬ                   \mathcal{b}         𝒷
    \mathcal{C}         𝒞                    \mathcal{c}         𝒸

English Punctuation
===================

    `                   '                   \S                  §
    \mbox{'}            '                   \dag                †
    ``                  "                   \ddag               ‡
    \mbox{''}           "                   \P                  ¶
    --                  –                   \copyright          ©
    ---                 —                   \pounds             £

Latin Accent
============

    \'a                 á                   \acute{a}           á
    \`a                 à                   \grave{a}           à
    \^a                 â                   \hat{a}             â
    \"a                 ä                   \ddot{a}            ä
    \~a                 ã                   \tilde{a}           ã
    \v{a}               ǎ                   \check{a}           ǎ
    \=a                 ā                   \bar{a}             ā
    \u{a}               ǎ                   \breve{a}           ȧ
    \.a                 ȧ                   \dot{a}             ạ
    \d{a}               ạ

    \ss                 ß                   \ae                 æ
    !'                  ¡                   \AE                 Æ
    ?'                  ¿                   \aa                 å
    \c{c}               ç                   \AA                 Å
    \c{C}               Ç                   \dh                 ð
    \~n                 ñ                   \DH                 Ð
    \~N                 Ñ                   \l                  ł
    \oe                 œ                   \L                  Ł
    \OE                 Œ                   \o                  ø
                                            \O                  Ø
                                            \th                 þ
                                            \TH                 Þ

Acute: `á ć é ǵ í ḱ ĺ ḿ ń ó ṕ ŕ ś ú ẃ ý ź Á Ć É Ǵ Í Ḱ Ĺ Ḿ Ń Ó Ṕ Ŕ Ś Ú Ẃ Ý Ź`

Grave: `à è ì ǹ ò ù ẁ ỳ À È Ì Ǹ Ò Ù Ẁ Ỳ`

Circumflex: `â ĉ ê ĝ ĥ î  ĵ ô ŝ û ŵ ŷ ẑ Â Ĉ Ê Ĝ Ĥ Î Ĵ Ô Ŝ Û Ŵ Ŷ Ẑ`

Dieresis: `ä ë ḧ ï ö ẗ ü ẅ ẍ ÿ Ä Ë Ḧ Ï Ö Ü Ẅ Ẍ Ÿ`

Tilde: `ã ẽ ĩ ñ õ ũ ỹ Ā Ẽ Ĩ Ñ Õ Ũ Ỹ`

Caron: `ǎ č ď ň ř š ť ž Ǎ Č Ď Ň Ř Š Ť Ž`

Macron: `ā ē ḡ ō ū ȳ Ā Ē Ḡ Ī Ō Ū Ȳ`

Breve: `ă ĕ ğ ĭ ŏ ŭ Ă Ĕ Ğ Ĭ Ŏ Ŭ`

Overdot: `ȧ ḃ ċ ḋ ė ḟ ġ ḣ ṁ ṅ ȯ ṗ ṙ ṡ ṫ ẇ ẋ ẏ ż Ȧ Ḃ Ċ Ḋ Ė Ḟ Ġ Ḣ İ Ṁ Ṅ Ȯ Ṗ Ṙ Ṡ Ṫ Ẇ Ẋ Ẏ Ż`

Underdot: `ạ ḅ ḍ ẹ ḥ ị ḳ ḷ ṃ ṇ ọ ṛ ṣ ṭ ụ ṿ ẉ ỵ ẓ Ạ Ḅ Ḍ Ẹ Ḥ Ị Ḳ Ḷ Ṃ Ṇ Ọ Ṛ Ṣ Ṭ Ụ Ṿ Ẉ Ỵ Ẓ`

Greek
=====

    \alpha              α                   \Alpha              Α
    \beta               β                   \Beta               Β
    \gamma              γ                   \Gamma              Γ
    \delta              δ                   \Delta              Δ
    \epsilon            ϵ                   \Epsilon            Ε
    \zeta               ζ                   \Zeta               Ζ
    \eta                η                   \Eta                Η
    \theta              θ                   \Theta              Θ
    \kappa              κ                   \Kappa              Κ
    \lambda             λ                   \Lambda             Λ
    \mu                 μ                   \Mu                 Μ
    \nu                 ν                   \Nu                 Ν
    \xi                 ξ                   \Xi                 Ξ
    \omicron            ο                   \Omicron            Ο
    \pi                 π                   \Pi                 Π
    \rho                ρ                   \Rho                Ρ
    \sigma              σ                   \Sigma              Σ
    \tau                τ                   \Tau                Τ
    \upsilon            υ                   \Upsilon            Υ
    \phi                ϕ                   \Phi                Φ
    \chi                χ                   \Chi                Χ
    \psi                ψ                   \Psi                Ψ
    \omega              ω                   \Omega              Ω

    \varepsilon         ε
    \varkappa           ϰ
    \varphi             φ
    \varpi              ϖ
    \varrho             ϱ
    \varsigma           ς
    \vartheta           ϑ

International Phonetic Alphabet
===============================

Plosives
--------

    b                    b    voiced bilabial plosive
    c                    c    voiceless palatal plosive (e.g. Hungarian ty)
    d                    d    voiced dental/alveolar plosive
    \textrtaild          ɖ    voiced retroflex plosive
    g                    g    voiced velar plosive
    \textscg             ɢ    voiced uvular plosive
    k                    k    voiceless velar plosive
    p                    p    voiceless bilabial plosive
    q                    q    voiceless uvular plosive
    t                    t    voiceless dental/alveolar plosive
    \textrtailt          ʈ    voiceless retroflex plosive
    \textglotstop        ʔ    glottal plosive
    \textbarglotstop     ʡ    epiglottal plosive

Nasals
------

    m                    m    voiced bilabial nasal
    \textltailm          ɱ    voiced labiodental nasal
    n                    n    voiced dental/alveolar nasal
    \textrtailn          ɳ    voiced retroflex nasal
    \textltailn          ɲ    voiced palatal nasal
    \ng                  ŋ    voiced velar nasal
    \textscn             ɴ    voiced uvular nasal

Fricatives & Approximants
-------------------------

    \textbeta            β    voiced bilabial fricative
    \textctc             ɕ    voicelss alveolo-palatal median laminal fricative
    \c{c}                ç    voiceless palatal median fricative.
    \dh                  ð    voiced apico-dental/interdental fricative
    f                    f    voiceless labiodental fricative
    \textgamma           ɣ    voiced velar fricative
    h                    h    voiceless glottal fricative/approximant
    \textcrh             ħ    voiceless pharyngeal fricative
    \textturnh           ɥ    voiced rounded palatal median approximant (i.e. rounded [j])
    \textsch             ʜ    voiceless epiglottal fricative
    \texthth             ɦ    voiced glottal fricative
    \texththeng          ɧ    combination of [x] and [ʃ] (e.g. Swedish tj, kj)
    j                    j    voiced palatal median approximant
    \textctj             ʝ    voiced palatal median fricative
    l                    l    voiced alveolar lateral approximant
    \textrtaill          ɭ    voiced retroflex lateral approximant
    \textbeltl           ɬ    voiceless alveolar lateral fricative
    \textltilde          ɫ    velarized voiced alveolar lateral approximant
    \textlyoghlig        ɮ    voiced alveolar lateral fricative
    \textscl             ʟ    voiced velar lateral approximant
    \textturnmrleg       ɰ    voiced velar median approximant
    \texttheta           θ    voiceless interdental median fricative
    \textphi             ɸ    voiceless bilabial fricative
    r                    r    voiced apico-alveolar trill
    \textturnr           ɹ    voiced alveolar/postalveolar approximant
    \textturnlonglegr    ɺ    voiced alveolar lateral flap
    \textfishhookr       ɾ    voiced alveolar flap
    \textturnrrtail      ɻ    voiced retroflex approximant
    \textscr             ʀ    voiced uvular trill or flap
    \textinvscr          ʁ    voiced uvular fricative or approximant (e.g. French r)
    \textrtailr          ɽ    voiced retroflex flap
    s                    s    voiceless alveolar median fricative
    \textrtails          ʂ    voiceless retroflex median fricative
    \textesh             ʃ    voiceless palato-alveolar median laminal fricative
    v                    v    voiced labiodental fricative
    \textscriptv         ʋ    voiced labiodental approximant
    w                    w    voiced rounded labial-velar approximant
    \textturnw           ʍ    voiceless rounded labial-velar approximant/fricative (i.e. voiceless [w])
    x                    x    voiceless velar median fricative
    \textchi             χ    voicelss uvular median fricative
    \textturny           ʎ    voiced palatal lateral approximant (e.g. Italian gl)
    z                    z    voiced alveolar/dental median fricative
    \textrtailz          ʐ    voiced retroflex median fricative
    \textctz             ʑ    voiced alveolo-palatal median laminal fricative
    \textyogh            ʒ    voiced palato-alveolar median laminal fricative
    \textrevglotstop     ʕ    voiced pharyngeal fricative
    \textbarrevglotstop  ʢ    voiced epiglottal fricative

Vowels
-----

    a                    a    unrounded front low vowel (cardinal vowel no. 4)
    \textturna           ɐ    unrounded central low vowel
    \textscripta         ɑ    unrounded back low vowel (cardinal vowel no. 5)
    \textturnscripta     ɒ    rounded back low vowel (cardinal vowel no. 13)
    \ae                  æ    unrounded front semi-low vowel
    e                    e    unrounded front high-mid vowel (cardinal vowel no. 2)
    \textschwa           ə    unrounded central mid vowel
    \textreve            ɘ    unrounded central high-mid vowel
    \textrighthookschwa  ɚ    rhotacized [ə]
    \textepsilon         ɛ    unrounded front low-mid vowel (cardinal vowel no. 3)
    \textrevepsilon      ɜ    unrounded central low-mid vowel
    \textrhookrevepsilon ɝ    rhotacized [ɜ]
    \textcloserevepsilon ɞ    rounded central low-mid vowel
    \textbabygamma       ɤ    unrounded back high-mid vowel (cardinal vowel no. 15)
    \textturnm           ɯ    unrounded back high vowel (cardinal vowel no. 16)
    i                    i    unrounded front high vowel (cardinal vowel no. 1)
    \textiota            ι    unrounded front semi-high vowel
    \textsci             ɪ    synonym for [ι]
    \textbari            ɨ    unrounded central high vowel (cardinal vowel no. 17)
    o                    o    rounded back high-mid vowel (cardinal vowel no. 7)
    \textbaro            ɵ    rounded central high-mid vowel
    \o                   ø    rounded front high-mid vowel (cardinal vowel no. 10)
    \oe                  œ    rounded front low-mid vowel (cardinal vowel no. 11)
    \textscoelig         ɶ    rounded front low vowel (cardinal vowel no. 12)
    \textopeno           ɔ    rounded back low-md vowel (cardinal vowel no. 6)
    u                    u    rounded back high vowel (cardinal vowel no. 8)
    \textbaru            ʉ    rounded central high vowel (cardinal vowel no. 18)
    \textupsilon         ʊ    rounded back semi-high vowel
    \textturnv           ʌ    unrounded back low-mid vowel (cardinal vowel no. 14)
    y                    y    rounded front high vowel (cardinal vowel no. 9)
    \textscy             ʏ    rounded front semi-high vowel

Implosives & Clicks
-------------------

    \texthtb             ɓ    voiced glottalic ingressive bilabial stop
    \texthtd             ɗ    voiced glottalic ingressive dental/postalveolar stop
    \texthtg             ɠ    voiced glottalic ingressive velar stop
    \texthtscg           ʛ    voiced glottalic ingressive uvular stop
    \textbullseye        ʘ    bilabial click
    \textpipe            ǀ    dental click
    \textdoublepipe      ǁ    lateral click
    !                    !    alveloar/postalveolar click

Astronomy
=========

    \mercury           ☿                   \aries              ♈
    \venus             ♀                   \taurus             ♉
    \earth             ⊕                   \gemini             ♊
    \mars              ♂                   \cancer             ♋
    \jupiter           ♃                   \leo                ♌
    \saturn            ♄                   \virgo              ♍
    \uranus            ⛢                   \libra              ♎
    \neptune           ♆                   \scorpio            ♏
    \pluto             ♇                   \sagittarius        ♐
    \astrosun          ☉                   \capricornus        ♑
    \rightmoon         ☽                   \aquarius           ♒
    \leftmoon          ☾                   \pisces             ♓
    \ascnode           ☊
    \descnode          ☋
    \conjunction       ☌
    \opposition        ☍

Games
=====

    \blackbishop      ♝                       \epsdice{1}      ⚀
    \blackking        ♚                       \epsdice{2}      ⚁
    \blackknight      ♞                       \epsdice{3}      ⚂
    \blackpawn        ♟                       \epsdice{4}      ⚃
    \blackqueen       ♛                       \epsdice{5}      ⚄
    \blackrook        ♜                       \epsdice{6}      ⚅
    \whitebishop      ♗                       \clubsuit        ♣
    \whiteking        ♔                       \heartsuit       ♡
    \whiteknight      ♘                       \spadesuit       ♠
    \whitepawn        ♙                       \diamondsuit     ♢
    \whitequeen       ♕
    \whiterook        ♖

Keyboard Symbols
================

The following notation can be added to a LaTeX distribution by installing [this package](http://tex.stackexchange.com/questions/19646/how-to-typeset-special-apple-mac-keyboard-symbols).

    \cmdkey            ⌘                   \tabkey             ⇥
    \optkey            ⌥                   \revtabkey          ⇤
    \shiftkey          ⇧                   \esckey             ⎋
    \delkey            ⌫                   \returnkey          ⏎
    \capslockkey       ⇪                   \enterkey           ⌤
    \ejectkey          ⏏                   \rightdelkey        ⌦

Mac OS X
========

installation
------------

    $ curl https://raw.githubusercontent.com/clarkgrubb/latex-input/master/latex.cin \
        > ~/Library/Input\ Methods/latex.cin

how to use
----------

In

    System Preferences | Keyboard | Input Sources

you should see a new input source called `LaTeX`.  An input source
is what Mac OS X calls an input method.  If you check the box next
to `LaTeX` and if you make sure that `Show Input menu in menu bar` is
checked, then you can use the menu bar to set or unset LaTeX as the
input source.

When you type LaTeX notation it will be underlined.  When the notation
is finished, type `SPACE` to render it or `RETURN` to use it without rendering
it.  `SPACE` and `RETURN` are special when used in this manner and don't insert
a space or a newline in the document.  If you want a space or newline you
must press `SPACE` or `RETURN` again.

The Mac LaTeX input source is case insensitive.  In LaTeX, `\Delta` is used
for `Δ` and `\delta` is used for `δ`, but the Mac LaTeX input source will nevertheless
insist that you disambiguate.  It does this with a pop-up window.  Use the arrow
keys to select the correct symbol and press `RETURN`.

To set a Mac OS X keyboard shortcut for switching input source, go to:

    System Preferences | Keyboard | Shortcuts | Input Sources

Microsoft Windows
=================

installation
------------

Download [latex.exe](https://raw.githubusercontent.com/clarkgrubb/latex-input/master/latex.exe) and install it in your Startup folder.  Open the Startup folder in File Explorer by pressing `Cmd+R` and entering `shell:startup`.  The input method will run the next time you log in.  You can also start it by double-clicking it in File Explorer.

If you have [AutoHotkey](http://www.autohotkey.com/) installed, you can download and install [latex.ahk](https://raw.githubusercontent.com/clarkgrubb/latex-input/master/latex.ahk) instead.

how to use
----------

The input method starts in an inactivate state.  Use `Ctrl+Alt+L` to toggle between active and inactive.

When the input method is active, type LaTeX notation followed by a `SPACE` to render a symbol.

Emacs
=====

installation
-----------

*Note: Emacs already comes with an input method called* TeX.

Download the Emacs Lisp file to a place in your Emacs library path:

    $ wget https://raw.githubusercontent.com/clarkgrubb/latex-input/master/latex.el

You can load `latex.el` manually at any time with the command

    M-x load-file RET /PATH/TO/latex.el

To load `latex.el` automatically when Emacs starts up, you need to put something
like this in your startup file, i.e. `~/.emacs`, `~/.emacs.el`, or `~/.emacs.d/init.el`:

    (setq emacs-dir (file-name-directory
                    (or (buffer-file-name) load-file-name)))
    (add-to-list 'load-path emacs-dir)
    (require 'latex)

Note that the above code assumes that `latex.el` is in the same directory
as your startup file.  Modify to suit your needs.

how to use
----------

To turn on the LaTeX input method use

    C-x RET C-\ latex

If you don't use other input methods it is sufficient to use

    C-\ latex

To get a listing of the supported LaTeX notation, type:

    C-h I

For the most part the Emacs input method works the same as Mac OS X input source.
There are a few differences:

* When you type something that obviously isn't LaTeX notation because it doesn't
  start with a backslash, Emacs doesn't underline it or make you accept it without
  rendering it by typing `RETURN`.
* The Emacs input method is case sensitive, so if you type `\Delta` or `\delta` you
  will get `Δ` or `δ` without any need to disambiguate.
* If you want to type some LaTeX notation without rendering it, type any key but
  `SPACE` when you are done.  The key that you press will be entered into the document.
  That means that if wanted the next character to be a `SPACE` you must delete the
  character you typed and then type a `SPACE`.
* The Emacs input method will show all possible completions for partially typed
  notation in a separate buffer if you type `TAB`.

In my experience Emacs uses a somewhat impoverished font, and as a result it doesn't
always render the symbol, even though the Unicode character was inserted into the
document.

X Windows
=========

installation
------------

*Note: Ubuntu already comes with a package called* ibus-latex-table.

The following procedure works on Ubuntu 12.04.

Install the necessary packages:

    $ sudo apt-get install im-config ibus-table

This command launches a pop-up window to choose the input method configuration.  Choose `ibus`:

    $ im-config

The above command should also create the file `.xinputrc` if it does not exist and add this line:

    run_im ibus

Then install the input method

    $ sudo ./ibus-install.sh

*If you want to install both the* `ibus-latex-table` *input method and the input method provided
by this repository, you must give it a name other than the default* `latex`.  *Do something like this instead:*

    $ sudo ./ibus-install.sh latex2

Log out of X Windows and log back in.  There should be a keyboard symbol in the menu bar.  Click on the symbol and select `Preferences`.  Under the `Input Methods` tab, select the `Customize active input methods` checkbox.  Then in the `Select an input method` drop down, select `Other`.  Find the latex input method and add it.

how to use
----------

There should be an iBus icon in the menu bar which changes depending upon the input method that is in effect.  When no input method is in effect, the icon is a keyboard.  The input method can be changed by clicking the icon and selecting from the drop down.  The input method is set per application.

When the latex input method is in effect, one types LaTeX notation, following by `SPACE` to render or `RETURN` to accept the LaTeX notation literally.

APL Input Methods
=================

[APL input methods](apl/README.md)

The programming language APL uses 85 non-ASCII Unicode characters.  This repository provides input methods for entering them using an ASCII keyboard.  The input notation starts with an ampersand `@` followed by a name used in the APL community for the symbol.

Since LaTeX input notation usually starts with a backslash and never with an ampersand, it is disjoint from the APL input notation.  Hence we are able to provide a single input method for both.

redpajama_set_name: RedPajamaGithub


Mirko Bagaric, BA LLB(Hons) LLM PhD (Monash), is a Croatian born Australian based author and lawyer who writes on law and moral and political philosophy. He is the author of 20 books and over one hundred refereed scholarly articles. He is not connected with any political party or other interest group. He is the author of Australian Human Rights Law (forthcoming).
How to Live: Being Happy and Dealing with Moral Dilemmas (University Press of America, 2006).
Torture: When the Unthinkable is Morally Permissible (with Julie Clarke) (State University of New York Press, 2006).
It's a Matter of Opinion: An Analysis of the Defining Issues of our Time (Sandstone Academic Press, 2006).
Principles of International Commercial Law (with James McConvill, Richard Edney and Julie Clarke) (Pearson Education 2006).
Migration and Refugee Law: Principles and Practice in Australia (with John Vrachnas, Kim Boyd and Penny Dimopoulos) (Cambridge University Press, 2005).
Principles of Corporate Governance (with James McConvill and Jean Du Plessis) (Cambridge University Press, 2005).


text:
Murray Slams Republican "Power Grab" on Critical Civil Rights Agency To Give Corporations Who Discriminate More of A Voice Than Workers
Republican leaders jammed through a nominee to the Equal Employment Opportunity Commission (EEOC) in an attempt to further stack the deck against workers
The EEOC is a critical civil rights agency that enforces workplace discrimination laws, protects LGBTQ rights in the workplace, and addresses workplace harassment
As so many brave people have come forward and shared their stories of harassment and assault in the workplace, Murray called on Senate Republicans not to politicize the EEOC
Murray: "These issues should matter to everyone—Republican or Democrat—and this critical civil rights agency should be able to stay out the political fray, too. We must ensure that the EEOC is balanced, and remains committed to its core mission."
**Watch Senator Murray's floor speech HERE**
Washington, D.C. – U.S. Senator Patty Murray (D-WA), ranking member of the Senate Health, Education, Labor, and Pensions (HELP) Committee, spoke on the Senate floor today, chastising Republicans for jamming through Janet Dhillon to the Equal Employment Opportunity Commission without a Democratic nominee. Despite longstanding practice to confirm nominees to independent agencies as pairs, Republicans voted to confirm Dhillon, who has devoted her career to making it easier for corporations to violate workers' rights without consequences.
"What we are seeing today is another power grab by Republican leaders, another Republican step toward partisanship and away from balance, and, if Ms. Dhillon is confirmed, another step backward under Republican leadership for workers who simply want to be treated fairly on the job—especially those workers who historically haven't had the rights or resources to come forward," Senator Murray said in floor remarks.
The Equal Employment Opportunity Commission enforces workplace discrimination laws, protects LGBTQ rights in the workplace, and is the primary agency addressing the gender pay gap. The EEOC is also responsible for addressing harassment in the workplace, and as the country grapples with addressing the #MeToo movement, Senator Murray called on her Republican colleagues to keep this critical civil rights agency out the political fray.
Dhillon's confirmation comes after Senate Republican leaders allowed one Republican Senator to object to the Democratic nominee last Congress, leaving the EEOC without a quorum and unable to fully perform its responsibilities. Murray has continually fought against Republican efforts to undermine the EEOC and vowed to continue to keep fighting for a balanced Commission committed to protecting every worker's rights.
Full remarks of Senator Murray's floor speech are below:
"Thank you M. President.
"I come to the floor to oppose the nomination of Janet Dhillon to the Equal Employment Opportunity Commission.
"I have a number of concerns about Ms. Dhillon's record—which I plan to lay out here today—but before I do, I want to talk about the process in which this nomination has come to the Senate floor.
"M. President, it has long been common practice in the Senate to confirm nominees to independent agencies as pairs—one Republican and one Democrat.
"We do this so agencies like the EEOC are balanced and able to fully function—no matter which party is in the White House.
"This is also an important tool for the Senate minority…
"And in the case of the EEOC—it ensures that workers are being protected from discrimination in the workplace.
"And yet—at every opportunity—Republicans have broken norms and abandoned longstanding practices to jam through their nominees.
"First, it was the National Labor Relations Board—when my colleagues across the aisle jammed through two Republican nominees without a Democrat and then refused to give a highly-qualified nominee another term on the Board. All because this highly-qualified nominee was fighting on the side of workers—not for corporations.
"Then, one lone Republican was allowed to object to the re-confirmation of a well-respected Commissioner to another term on the EEOC—even if that meant the EEOC would no longer have a quorum and be able to perform some of its most critical duties.
"M. President, I came down to the Senate floor—and urged our colleagues to end the partisan obstruction and pass a slate of nominees to the EEOC, but Republican leaders allowed one Republican member's opposition to a noncontroversial nominee to hold more weight than the Senate minority.
"Now, Republicans want to jam through yet another nominee without a Democratic pair.
"By doing this—my colleagues across the aisle have abandoned longstanding norms of the Senate and are once again sending a message to the most vulnerable workers that they believe the corporations that discriminate against them deserve more of a say.
"This is unacceptable—and it goes against the core mission of the EEOC.
"It is illegal to discriminate against someone in the workplace because of their race, religion, sex, disability, or because they are LGBTQ. And it is the EEOC's responsibility to enforce these laws and to give every person the opportunity to earn a living without fear of discrimination or harassment.
"The EEOC protects LGBTQ rights in the workplace, and is the primary agency addressing the gender pay gap. And M. President—the EEOC is responsible for addressing harassment in the workplace—an issue our country has been grappling with, but still has a long way to go.
"Over the past two years, as so many brave women and men have spoken out and shared their stories, we've seen a shift in this country toward acknowledging—finally—the epidemic of harassment and assault in our workplaces.
"And—finally—we're beginning to address it on a large scale.
"In Hollywood, the media, and even in the halls of Congress—those who have used their positions of power to prey on the less powerful are finally being held accountable.
"But workers in industries outside the spotlight—in hospitality, in farm fields, and in offices around the country—are still waiting for the same kind of reckoning.
"And for many of these workers, the EEOC is one of the few places they can turn.
"It's a resource for workers who want to file complaints—and it holds employers and businesses accountable for discrimination and harassment.
"These issues should matter to everyone—Republican or Democrat—and this critical civil rights agency should be able to stay out the political fray, too.
"We must ensure that the EEOC is balanced, and remains committed to its core mission.
"And unfortunately—Janet Dhillon's record proves she won't stand up for workers. Ms. Dhillon has spent her career working on the side of corporations, making it easier for them to violate workers' rights without consequences.
"She has fought against positions the EEOC has taken that helped ensure workers have the protections they need.
"And in her confirmation hearing—she refused to commit to maintaining the EEOC's current—and critical—position that LGBTQ workers are protected under the Civil Rights Act, which is something that should not be up for debate.
"So M. President, what we are seeing today is another power grab by Republican leaders…
"…another Republican step toward partisanship and away from balance…
"…and, if Ms. Dhillon is confirmed, another step backward under Republican leadership for workers who simply want to be treated fairly on the job—especially those workers who historically haven't had the rights or resources to come forward.
"I urge the Senate leader to postpone this vote and work with the White House to get our Democratic nominee ready for confirmation.
"There is no need to break yet another Senate tradition.
"This is bad for workers, and bad for our country.
"M. President, I yield the floor."

redpajama_set_name: RedPajamaCommonCrawl


TEHRAN (defapress) – The Islamic Revolution Guards Corps (IRGC) confirmed on Sunday that it had launched a missile attack on a center in the Iraqi Kurdistan Region which was used for training anti-Iran terrorists and hosted a meeting of terrorist leaders.
In a statement on Sunday, the IRGC confirmed that it had fired missiles at the base of terrorists inside the Iraqi Kurdistan Region on September 8.
Authentic reports indicate that the center of plot against the Islamic Republic has been destroyed in the missile attack and tens of leaders and major elements of the terrorist group have been killed and injured, the statement added.
The crushing response proved that the IRGC and the other Iranian armed forces are determined to safeguard the country's borders and its territorial integrity and uphold the Islamic Revolution's goals, it stressed, concluding that the terrorists hired by the espionage services of the enemies could never harm Iran's security.


Great 1st home or investment property just blocks from EWU. You will love the curb appeal of this adorable Victorian-style home situated on a corner lot. 3 bedrooms and 1 bath. Sellers have gone through the home with fresh paint, deep cleaning, new heaters and new carpets. All appliances including washer & dryer stay. Gas fireplace stove. Vinyl siding and windows. 2-car carport is solid. There is nothing in this price range in the city of Cheney, so this won't last!


Whilst all efforts are made to ensure accuracy of description, specifications and pricing there may be occasions where errors arise. Should such a situation occur Nuco International Ltd may not be able to accept your order. In the event of a mistake you will be contacted with a full explanation and a corrected offer. The information displayed is considered as an invitation to treat not as a confirmed offer for sale. The contract is confirmed upon supply of goods.
We have taken the appropriate measures to ensure that your personal information is not unlawfully processed. Nuco International Ltd uses industry standard practices to safeguard the confidentiality of your personal identifiable information, including 'firewalls' and secure socket layers.
To send you newsletters and details of offers and promotions in which we believe you will be interested.
Nuco International Ltd and its affiliates provide their services to you subject to the following conditions. If you visit our shop at Nuco International Ltd you accept these conditions.
Please read them carefully, Nuco International Ltd controls and operates this site from its offices within the UK. The laws of England and Wales govern claims relating to including the use of, this site and materials contained.
If you choose to access from another country you do so on your own initiative and are responsible for compliance with applicable local lands.
All content includes on the site such as text, graphics logos button icons images audio clips digital downloads and software are all owned by Nuco International Ltd and are protected by international copyright laws.
Nuco International Ltd grants you a limited license to access and make personal use of this site. This license does not include any resale's of commercial use of this site or its contents any collection and use of any products any collection and use of any product listings descriptions or prices any derivative use of this site or its contents, any downloading or copying of account information. For the benefit of another merchant or any use of data mining, robots or similar data gathering and extraction tools.
This site may not be reproduced, duplicated, copied, sold, resold or otherwise exploited for any commercial exploited without written consent of Nuco International Ltd.
Nuco International Ltd and its affiliates attempt to be as accurate as possible however we do not warrant that product descriptions or other content is accurate complete reliable, or error free.
From time to time there may be information on Nuco International Ltd that contains typographical errors, inaccuracies or omissions that may relate to product descriptions, pricing and availability.
We reserve the right to correct any errors, inaccuracies or omissions and to change or update information at any time without prior notice (including after you have submitted your order).
Prices and availability of items are subject to change without notice. The prices advertised on this site are for orders placed and include V AT. Please review our other policies posted on this site. These policies also govern your visit to Nuco International Ltd.
Discount codes cannot be used with any other promotional code, as the system will only accept one code per transaction.


With JUnit 5 newly available, we take a look at how migrating your JUnit 4 tests to JUnit 5 might go as well as a couple of pitfalls to avoid.
This is a quick write-up on migrating a Gradle-based Spring Boot app from JUnit 4 to the shiny new Junit 5. JUnit 4 tests continue to work with Junit 5 Test Engine abstraction, which provides support for tests written in different programming models. In this instance, JUnit 5 supports a Vintage Test Engine with the ability to run JUnit 4 tests.
Here is a sample project with JUnit 5 integrations already in place along with sample tests in JUnit 4 and JUnit 5.
The first step is to pull in the JUnit 5 dependencies along with the Gradle plugin, which enables running the tests.
With these changes in place, all the JUnit 4 tests will continue to run both in the IDE and when the Gradle build is executed. At that point, the tests can be slowly migrated over.
Note that now, instead of using JUnit 4 the @RunWith annotation, I am using the @ExtendWith annotation and providing SpringExtension as a parameter. It is responsible for loading up the Spring Context like before. The rest of the Spring annotations will continue to work with JUnit 5. This way, tests can be slowly moved over from JUnit 4 to JUnit 5.
Not everything is smooth though. There are a few issues in migrating from JUnit 4 to JUnit 5. The biggest of them is likely the support for JUnit's @Rule and @ClassRule annotations. The JUnit 5 documentation does go into the details of how that can be mitigated.


On the Search the Database page, it is possible to search by Title, Ancillary Term, Language, Script, Category, Material, Location, and Date. Click the small triangle to the left of the main search option to reveal or to hide the selections. For each search option, more than one title, language etc., can be can be included in your search. If more than one title and more than one language is selected, for example, then the search will be for Title 1 or Title 2 in Language 1 or Language 2. That is, selecting many titles or languages, etc. from within any one search option will broaden the search, whereas selecting from different search options will narrow the search to only titles in a specific language, etc. If no selection is made, the default entry for all search options is 'any.' Options are available to restrict searches to show only illustrated texts and/or only texts with colophons.
The SITE SEARCH (available on all pages except the Search the Database page) can be used to search for any data appearing in the DLLM Database in addition to the static web pages. In addition, searching directly via Google in English or Lao will also yield results for titles or other data in the DLLM database.
On the Home page, the PLMP Code Number can be used to find individual texts (using the full 13-digit code) or bundles (using the first 11 digits of the code).
Click here to see more details of these entries and the DLLM inventory..
There are two options for searching by title: type the title into the 'Enter a title' auto-complete text box, or browse and select title search terms from the alphabetical lists. The 'Enter a title' auto-complete text box searches for titles containing whatever title or part of a title is typed in. These are simplified lists to facilitate search and do not include orthographic variants or ancillary terms. It is possible to include more than one title in your search. If no title is entered or selected, the default search is for 'any title.' This enables, for example, to search for all titles in a particular language, script, etc., or any combination of the other search options.
Titles in the DLLM inventory are rendered according to the actual title given on the original, which can differ from the PLMP data sheet titles found at the top of each digital image. For example, texts without titles are inventoried as 'Untitled' in the digital collection even where a title has been assigned to a text by a PLMP researcher and therefore appears on the data sheets and microfilm images. In such cases, the assigned title appears in brackets after the word 'Untitled' to facilitate search. Any such discrepancies are noted in the inventory under Remarks. In the case of orthographic variants, the Inventory preserves the diversity of the originals.
Please note that the Romanised Lao title is given before the Romanised Pali in the case of monolingual Pali texts, e.g. Thammabot / dhammapada. This means that when selecting titles via the alphabetical tabs, Pali titles beginning with 'D' or 'Dh,' for example, are found under the tab for 'T.' However, when using the 'Enter a title' auto-complete text box, it is possible to search by typing in Pali titles using the system of Romanisation found in the Critical Pali Dictionary. A full list of monolingual Pali titles can also be found by searching for Monolingual Pali under the Search by Language option.
Click here for details of the rendering of Pali consonants in Lao script and their DLLM Romanisation.
Click here for details of the Romanisation system.
A list of supplementary terms found in titles is provided as a search option. The list includes genres of text, such as salong, tamnan, jataka/sadok, translatory renderings such as śabda/sap, nissaya/nisai, vohara/vohan, metric forms such as khong, kham kon, samasa/samat, as well as titles and terms of address such as kampha, cao, thao, nang, phanya, etc. These are generally not included in the alphabetical Title Search list. It is possible to include more than one term in your search.
Searchable by Monolingual Pali, Lao, Lan Na, Tai Lue, Tai Nuea, Tai Dam, Thai, Other, or by Pali and vernacular combinations: 'Pali and Lao,' 'Pali and Lan Na,' 'Pali and Tai Lue,' 'Pali and Tai Nuea,' or 'Pali and Thai.' It is possible to include more than one of these in your search. Click here for more information and resources for languages and scripts found in the Collection.
Searchable by Tham Lao, Lao Buhan, Tham Lan Na, Tham Lue, Lik Tai Nuea, Khom, Tai Dam, Thai, or Other. It is possible to include more than one script in your search. Click here for more information and resources for languages and scripts found in the Collection.
The DLLM Collection uses the same system of categorisation as the Preservation of Lao Manuscripts Programme (PLMP), which is designed to facilitate search for texts. The exception is that the PLMP Category 04 Monolingual Pali is now under Language and does not appear in the list of categories.
Categories for Vinaya, Sutta, and Abhidhamma include related texts which are not to be found in the Theravada Canon. The category Jataka includes both canonical and non-canonical birth-stories. Anisong/Salong/Song is for texts describing the rewards of meritorious deeds (commonly called salong in Lao).
It is possible to include more than one category in your search.
The vast majority of manuscripts in the DLLM collection are palm-leaf. It is possible to include more than one material in your search.
Searchable via a list of Lao provinces and three special collections: National Library of Laos, Vientiane, and the Provincial Museum or Vat Mai Suvannaphumalam, Luang Prabang. Within each province, more detailed searches can be made at the District and at the Temple or Village levels, by clicking to expand the selection. It is possible to include more than one location in your search.
There is also an option on the Overview page (when viewing a particular text) to 'Show other texts from this location,' which searches for texts from the same temple or village.
Click here to see statistics of the number of texts and digital images by location.
Click here to see a map of Lao provinces.
The majority of dated texts are according to the Cunlasakkalat (CS), the so-called 'Little Era,' beginning at 638 Christian Era. Some texts are dated according to the Buddhist Era (BE, beginning at 543 BC), and a few according to the Christian Era (CE). Search of the database is possible by each of these three eras, before, between, or after selected years.
Texts which are not dated according to these three eras are entered as 'Undated' in the Inventory. Additional information from local calendars may be found on the PLMP Datasheet (DS2), which is normally the second digital image for a text. Details of months or days have not been added to the Inventory. Texts for which the date has not yet been identified are entered as 'Undated' and are of course not included in search results for specific date ranges. There is an option to search for 'Undated' texts.
To search by date, first select the Era (Cunlasakkalat, Buddhist Era, or Christian Era) and then enter the number of the year into the 'From' and 'To' boxes. Entering only a 'From' date will search for any following years. Entering only a 'To' date will search for any previous years.
Select from the options for search results to show only illustrated texts and/or only texts with colophons.


text:
Crowds pack Oahu's North Shore for first 'Eddie' big-wave surf contest since 2016
Published: Jan. 22, 2023 at 11:06 AM HST|Updated: Jan. 22, 2023 at 6:00 PM HST
An estimated 40,000 spectators are flocking to Waimea Bay on Sunday to see 40 elite surfers compete in the world's premier big-wave surf contest, "The Eddie."
Sunrise News Roundup (Jan. 31, 2023)
Your top local headlines for Tuesday, Jan. 31, 2023.
Investigation underway after Hawaii Island police officer fatally shoots pitbull
Hawaii County Police are investigating a shooting involving an officer and pit bull.
Johnalynn Ilae's body was discovered about noon Saturday in a Waikele apartment building.
The Fire Department said the boulder is about 5 feet in height and width.
County: Maui firefighter sucked into storm drain remains in critical condition
Tre Evans-Dumaran, 24, is in the ICU at Maui Memorial Medical Center.
Under pilot, some repeat law-breakers in Chinatown are being given a choice: Jail or treatment
The idea is to get homeless drug addicts into residential drug treatment programs right after they're arrested.


Long taken for granted, pollinators perform a valuable service for agriculture, horticulture, and ecosystem health. But there is growing concern across the United States about the long-term health of pollinators. Despite their immense economic and environmental value, pollinating insect species are facing serious threats to their health and even their continued existence from insecticides, loss of habitat, extreme weather, parasites and disease, and many other factors that have caused many species to dramatically decline.
In some areas of the country, wild bee species have declined more than 50 percent in recent years and some bumblebee species have declined so rapidly that scientists believe they could be already extinct. The rusty-patched bumblebee, once found fairly commonly in Maryland was listed under the Endangered Species Act in 2017, the first North American bee species to be so classified.
And it is not just bees that are disappearing. Monarch butterflies, for example, have declined more than 90 percent in the last 20 years alone, and there is national recognition that the amazing multi-generation monarch migration in which successive generations of monarchs migrate north all the way to northern US states and Canada and then return to Mexico on a journey of thousands of miles may be imperiled.
Honeybees, essential to American agriculture, are also facing serious threats. Beset by disease, parasites, and a phenomenon called colony-collapse disorder, as much as 50 percent of honeybee colonies die from year to year, a clearly unsustainable trend.
Increased use of pesticides, fungicides, and other compounds may be devastating some pollinator species. One class of insecticides called neonicotinoids (aka 'neonics') is a controversial insecticide in the agriculture industry, with some claiming it harms pollinators, and others arguing against that claim. The USDA and EPA are currently studying the issue. Noteworthy is that the European Union this April approved a ban on use of all neonics for agriculture by the end of 2018. To date, MDA has not documented any cases of neonicotinoid pesticides negatively impacting honeybees in Maryland. According to the USDA APHIS 2012-2014 National Honeybee Survey data for Maryland, no neonicotinoids were found in Maryland pollen samples, and fewer pesticides overall were detected when compared to the national average.
The landscape of Southern Maryland is changing rapidly. While in some areas it is almost as it was one-hundred years ago, in many other areas it is changing dramatically. Impervious and paved land has increased dramatically, there are fewer orchards and gardens, and fewer native wildflowers and beneficial plants for pollinators.
What Can Be Done to Save Our Pollinators?
There is something that every landowner, gardener, farmer, and homeowner can do to help our threatened pollinators and that is to plant a pollinator garden on your property. Better yet, plant more than one! It's very easy to do at any scale from a mini-garden in large pots on your porch or deck, to pollinator gardens in your yard, up to large habitat areas specifically planted to benefit pollinators in agricultural fields, around field edges, alongside pastures, and in areas unsuitable for cultivation.
If you plant one or more pollinator gardens you will know you are doing something very important and valuable for conservation as well as bringing yourself a deep sense of satisfaction every time you take a walk in or around your own pollinator gardens. And chances are you will see much more than just insects—hummingbirds, song birds, and other wildlife will visit your pollinator habitats as well.
Planting a pollinator garden is no more difficult than planting a vegetable garden or a flower garden and in some ways, it is easier to plant and care for a pollinator garden. The steps are simple—prepare the soil, choose the seeds and plants, plant them according to a simple plan, and sit back and enjoy. There may be some simple weeding at certain times of the year and you might need to do some winter pruning and cleaning, but once your pollinator garden is growing, you can pull out a lawn chair and enjoy watching nature take its course.
Pollinator gardens can be planted just about anywhere but an area that gets sun for most of the day is likely your best choice. Soil should be tilled as if for a vegetable or ornamental flower garden, and adding weed free compost is fine as a soil amendment. However, it is worth noting that our native wildflowers grow fine in our native soils, so fertilizer use should be according to the types of plants and soils.
In deciding what to plant, you should try for a mix of perennial and annual species that will provide blooms and nectar throughout the entire growing season. Ideally, you want to have nectar-bearing plants flowering from early April through early November—from the earliest blooming days till the last days before killing frosts.
Milkweeds – (Asclepius sp.) These hardy wildflowers with fragment flowers support up to 12 native caterpillar species and are critical to the survival of monarch butterflies. Common milkweed will grow just about anywhere. Plant milkweed and you will be helping to save monarchs.
Clustered mountain mint (Pycnanthemum muticum) ) – 10 weeks of peak bloom and best plant overall for attracting a diversity pollinators.
Bee Balm (Monarda fistulosa) –One of the best nectar sources for pollinators; supports 7 native caterpillar species.
Grey Goldenrod (Solidago nemoralis) – This well-behaved goldenrod species is only 1-3 feet tall and very attractive in garden settings. Contrary to popular belief, goldenrods do not cause allergies like ragweed and support up to 122 native caterpillars.
Asters – support up to 109 native caterpillars, provide essential nectar resources in the fall.
Visit plant nurseries that sell native wildflowers for more choices. Be sure to ask if plants have been treated with neonics and do not buy plants that have.
There are many species of annuals to choose from and it is fine to mix in old time favorites such as zinnias, petunias, black-eyed susans, and others.
Partidge pea (Chamaecrista fasciculate) – This native annual legume support up to 7 native caterpillar species and provides nitigen fixation to improve garden soils.
Common and native Sunflowers (Helianthus sp.) – Support up to 73 native caterpillar species, provide valuable nectar resources for fall.
Indian blanket (Gaillardia pulchella) – This Southeastern US native features a gorgeous red and yellow flower and is a favorite nectar resource for beneficial bees.
Mexican sunflower (Tithonia rotundifolia) – A butterfly magnet packed with nectar.
We have a long growing season in Southern Maryland and there are a wide variety of pollinator-friendly plants to choose from. Flowering native trees are very important for pollinators as well as wildflowers. Don't neglect to include them in larger pollinator habitats if you have sufficient room for both trees and flowers. Our native tulip poplar, cherries, and redbuds are especially valuable to butterflies and moths.
Finally, if at all possible, try to involve kids in planting, maintaining, and observing your pollinator garden. It is a great activity for kids and pollinating insects are inherently interesting for kids of all ages. You will be surprised how interested kids will be and how willing they will be to talk to you about their discoveries.
Enjoy your Southern Maryland pollinator garden! You will be directly helping important species in need of conservation and you will be amazed at the amount of enjoyment you will receive.
Thanks to Michael Ellis, Non-native Invasive Plant Management Coordinator, Maryland-National Capital Park and Planning Commission, for contributions to this article.
Rich Dolesh is a board member of the Black Swamp Creek Land Trust. He was former division chief of the Natural and Historical Resources Division of MNCPPC and currently is a VP of the National Recreation and Park Association.
We're off to the Governor's for the Buy Local Cookout!


Here is a interesting woodworking/metalworking project, I had fun and enjoyed making it. To give credit the original idea came from nepheron, with the miniature firearm instructable. This pistol does fire and works very well.
This does involve power tools, fire, and black powder, so be careful and use common sense.
Before you start any project you should have a plan, this includes drawing out a plan for me. The thing your making may not work out how you plan but it is good to have a picture in your mind.
Draw the design out on a piece of wood and cut it out with a jigsaw. You also want a notch that the barrel will fit in.
For the bolt action I dont have clear pictures so I will draw the idea out. Although I encourage you to make your own idea.
For the barrel just cut brass tubing to your size.
Now jb weld the pieces together, and leave overnight.
Now the pistol is almost finished, add pieces of popsicle stick on the sides, for looks I used the soldering iron to burn designs in the wood.
Now the pistol is finished, I will be making a instructable soon for the cartridges.
Dang! How was this not featured?
Very cool! I'll be borrowing some of your ideas for my project. Thanks for sharing this.
Whoa, this is so cool! Very impressive work!
I would only suggest steel tubing instead of brass for the chamber/barrel. The brass might not handle the cartridge pressures. Better safe than sorry!
Thanks for the advice, this is my version 4.0 pistol the others were muzzle loader, the next one I make will be with steel tube. Although for the amount and type of powder it works well, I would not use smokeless powder with it though, on account of it burning so hotly.


text:
Q: The connection between Brun's constant and Dusart's bounds Brun's constant $B$ is defined as the sum of the reciprocals of twin primes, that is, prime numbers that differ by $2$:
$$B = \sum_{p,p+2 \in P} \Big(\frac{1}{p} + \frac{1}{p+2}\Big)$$
where $P$ is the set of all twin prime pairs.
Dusart's bounds, found in 1999, are a series of inequalities that give upper and lower bounds for the $n^{th}$ prime number $p_n$. One of Dusart's most precise bounds is the following:
$$p_n < n(\log n + \log \log n - 0.9385)$$
Using Dusart's bound for $p_n$, it is possible to derive an upper bound for Brun's constant $B$ in terms of $p_n$. In particular, we have:
$$B < 2 + \frac{2}{3\log \log p_n}$$
This formula provides an upper bound on the value of Brun's constant as a function of $p_n$, using Dusart's bounds for the $n^{th}$ prime. While this bound is not very tight, it does show that Brun's constant grows relatively slowly compared to the $n^{th}$ prime, and gives an indication of how the size of $B$ is related to the distribution of twin primes.
My question is: if $B$ constant grows relatively slowly, it is well known that $B$ converges. Where is my mistake?
Thanks.

redpajama_set_name: RedPajamaStackExchange


text:
School children who took drugs in last month in England 2001-2016, by gender
Proportion of school children who took drugs in the last month in England from 2001 to 2016**, by gender
by Conor Stewart, last edited Jul 25, 2018
This statistic displays the proportion of school children who had taken drugs in the last month in England, from surveys conducted between 2001 and 2016, by gender. In the year 2016, ten percent of boys and girls aged between eleven and fifteen years old had taken drugs in the last month.
2001 13% 11%
2004 11% 9%
2008 9% 7%
September 01 2016, to December 31, 2017
Questionnaire and personal interview
* Weighted bases: n (boys)= 4,471; (girls)= 4,516 ** There was no survey for 2015.
School children who have taken magic mushrooms in England 2001-2016, by gender
Frequency of drug use by school children in England 2016, by gender
School children who have taken tranquilizers in England 2001-2016, by gender
School lessons on smoking, alcohol and drug use in England 2016, by school year
Statistics on "Drug use among children in the United Kingdom"
Frequency of drug use
Class A drugs
Class B drugs
Class C drugs
Education on drug awareness
Treatment for drug misuse
Usual frequency of drug use by school children (aged 11-15) who have taken drugs in England in 2016, by genderUsual frequency of drug use by school children in England 2016, by gender
Number of occasions school children have ever taken drugs in England in 2016, by genderFrequency of drug use by school children in England 2016, by gender
Proportion of school children who take drugs at least once a month in England in 2016, by gender and ageSchool children taking drugs once a month in England 2016, by age and gender
Proportion of school children (aged 11-15) who take drugs at least once a month in England from 2003 to 2016**School children taking drugs at least once a month in England 2003-2016
Proportion of school children who took drugs in the last month in England in 2016, by age and genderSchool children who took drugs in last month in England 2016, by age and gender
Proportion of school children who have ever smoked, drunk alcohol or taken drugs in England in 2016Share of children who have smoked, drank alcohol or taken drugs in England 2016
Proportion of school children who have ever smoked, drunk alcohol or taken drugs in England in 2016, by ageChildren who have smoked, drank alcohol or taken drugs in England 2016, by age
Proportion of school children who have taken Class A drugs in England from 2001 to 2016**, by genderSchool children who have taken Class A drugs in England 2001-2016, by gender
Proportion of school children who have taken heroin in England from 2001 to 2016**, by genderSchool children who have taken heroin in England 2001-2016, by gender
Proportion of school children who have taken cocaine in England from 2001 to 2016**, by genderSchool children who have taken cocaine in England 2001-2016, by gender
Proportion of school children who have taken crack in England from 2001 to 2016**, by genderSchool children who have taken crack in England 2001-2016, by gender
Proportion of school children who have taken ecstasy in England from 2001 to 2016, by genderSchool children who have taken ecstasy in England 2001-16, by gender
Proportion of school children who have taken LSD in England from 2001 to 2016**, by genderSchool children who have taken LSD in England 2001-2016, by gender
Proportion of school children who have taken magic mushrooms in England from 2001 to 2016, by genderSchool children who have taken magic mushrooms in England 2001-2016, by gender
Proportion of school children who have taken methadone in England from 2001 to 2016**, by genderSchool children who have taken methadone in England 2001-16, by gender
Proportion of school children who have taken cannabis in England from 2001 to 2016**, by genderSchool children who have taken cannabis in England 2001-2016, by gender
Proportion of school children who have taken amphetamines in England from 2001 to 2016**, by genderSchool children who have taken amphetamines in England 2001-2016, by gender
Proportion of school children who have taken opiates in England in 2016, by age and genderSchool children who have taken opiates in England 2016, by age and gender
Proportion of school children who have taken poppers in England from 2001 to 2016**, by genderSchool children who have taken poppers in England 2001-2016, by gender
Proportion of school children who have taken tranquilizers in England from 2001 to 2016**, by genderSchool children who have taken tranquilizers in England 2001-2016, by gender
Proportion of school children who have taken stimulants in England in 2016, by age and genderSchool children who have taken stimulants in England 2016, by age and gender
Proportion of school children who have taken stimulants* in England from 2001 to 2016, by genderSchool children who have taken stimulants in England 2001-2016, by gender
Proportion of school children who have taken glue, gas, aerosols and solvents in England from 2001 to 2016**, by genderSchool children who have taken glue & aerosols in England 2001-2016, by gender
Share of school children aware of individual drugs in England in 2016School children's awareness of individual drugs in England 2016
Sources of information about drug use that school children found helpful in England in 2013, by ageSources of helpful information about drug use in England 2013, by age
Share of whether school provides lessons about tobacco, alcohol or drugs in England in 2016School provision of lessons on smoking, alcohol and drug use in England 2016
Distribution of the frequency of lessons about legal and illegal drugs in England in 2016, by school yearFrequency of lessons about drugs in England 2016, by school year
Proportion of school children who received lessons on smoking, alcohol or drug use in England in 2016, by school yearSchool lessons on smoking, alcohol and drug use in England 2016, by school year
Proportion of school children who think they received enough information on smoking, alcohol or drug use in England in 2016, by school yearSchool information on smoking, alcohol and drug in England 2016, by school year
Number of admissions to hospital due to drug related mental health and behavior disorder in England in 2017/18, by ageDrug related NHS hospital admissions in England 2017/18, by age
Number of admissions to hospital due to poisoning by drug misuse in England in 2017/18, by ageNHS hospital admissions for poisoning by drug misuse in England 2017/18, by age
Distribution of individuals receiving treatment for drug misuse in England in 2014, by age and genderEngland: number of individuals being treated for drug misuse 2014, by age & gender
Number of hospital stays for drug misuse in Scotland in 2016/17, by ageScotland: number of hospital stays for drug misuse 2016/17, by age
Children taking drugs once a month in England 2003-2016, by truanted or excluded
School children who have taken drugs ever in England 2016, by gender
School children who have taken (non-volatile) drugs in England 2016, by gender
Type of drugs offered to children in England 2016, by age
School children who have ever taken drugs in England 2001-2016, by gender
Sources of helpful information about drug use in England 2013, by gender
School children who have taken non-volatile drugs in England 2016, by age
School children who have taken opiates in England 2001-2016, by gender
Drugs taken by school children in last year in England 2016, by gender
School children who have taken drugs ever in England 2016, by age and gender
Individuals receiving treatment for drug misuse in England 2014, by primary drug use
Children who took Class A drugs in England 2003-2016, by truanted or excluded
Drug related NHS hospital admissions in England 2003-2018
Reasons why individuals are exiting treatment for drug misuse in England 2014
Source of referral into treatment for drug misuse in England 2014
NHS hospital admissions for drug poisoning in England 2007-2018
Deaths related to misuse of illicit drugs in England 2013, by gender and age
Deaths related to misuse of illicit drugs in England 2000-2013, by gender
Drug related NHS hospital admissions in England 2017/18, by gender and region
Drug situation in Europe
Drug use in the U.S.
Adolescent drug use in the U.S.
Drug use in Europe
Global drug use
Drug use in Canada
Drug use in the United Kingdom
Drug use among children in the United Kingdom
Autism spectrum disorder in the U.S.
Children's Health in Denmark
Monitoring the Future: Key Findings on Adolescent Drug Use - Overview 2018
Rural and urban health in the U.S.
Racial and ethnic health disparities in the U.S.
Results from the 2017 National Survey on Drug Use and Health: Detailed Tables
Health risk factors in the U.S.
State of health of children in the United Kingdom (UK)
Usual frequency of drug use by school children (aged 11-15) who have taken drugs in England in 2016, by gender
Number of occasions school children have ever taken drugs in England in 2016, by gender
Proportion of school children who take drugs at least once a month in England in 2016, by gender and age
Proportion of school children (aged 11-15) who take drugs at least once a month in England from 2003 to 2016**
Proportion of school children who took drugs in the last month in England in 2016, by age and gender
Proportion of school children who have ever smoked, drunk alcohol or taken drugs in England in 2016
Proportion of school children who have ever smoked, drunk alcohol or taken drugs in England in 2016, by age
Proportion of school children who have taken Class A drugs in England from 2001 to 2016**, by gender
Proportion of school children who have taken heroin in England from 2001 to 2016**, by gender
Proportion of school children who have taken cocaine in England from 2001 to 2016**, by gender
Proportion of school children who have taken crack in England from 2001 to 2016**, by gender
Proportion of school children who have taken ecstasy in England from 2001 to 2016, by gender
Proportion of school children who have taken LSD in England from 2001 to 2016**, by gender
Proportion of school children who have taken magic mushrooms in England from 2001 to 2016, by gender
Proportion of school children who have taken methadone in England from 2001 to 2016**, by gender
Proportion of school children who have taken any psychedelic drugs in England from 2001 to 2016**, by gender
Proportion of school children who have taken any psychedelics in England in 2016, by age and gender
Proportion of school children who have taken cannabis in England from 2001 to 2016**, by gender
Proportion of school children who have taken amphetamines in England from 2001 to 2016**, by gender
Proportion of school children who have taken opiates in England in 2016, by age and gender
Proportion of school children who have taken poppers in England from 2001 to 2016**, by gender
Proportion of school children who have taken tranquilizers in England from 2001 to 2016**, by gender
Proportion of school children who have taken stimulants in England in 2016, by age and gender
Proportion of school children who have taken stimulants* in England from 2001 to 2016, by gender
Proportion of school children who have taken glue, gas, aerosols and solvents in England from 2001 to 2016**, by gender
Share of school children aware of individual drugs in England in 2016
Sources of information about drug use that school children found helpful in England in 2013, by age
Share of whether school provides lessons about tobacco, alcohol or drugs in England in 2016
Distribution of the frequency of lessons about legal and illegal drugs in England in 2016, by school year
Proportion of school children who received lessons on smoking, alcohol or drug use in England in 2016, by school year
Proportion of school children who think they received enough information on smoking, alcohol or drug use in England in 2016, by school year
Number of admissions to hospital due to drug related mental health and behavior disorder in England in 2017/18, by age
Number of admissions to hospital due to poisoning by drug misuse in England in 2017/18, by age
Distribution of individuals receiving treatment for drug misuse in England in 2014, by age and gender
Number of hospital stays for drug misuse in Scotland in 2016/17, by age
Proportion of school children who take drugs at least once a month in England from 2003 to 2016**, by whether ever truanted or excluded
Proportion of school children who have taken drugs (including volatile substances) in England in 2016, by gender
Proportion of school children who have taken drugs (excluding volatile substances) ever in England in 2016, by gender
Proportion of children who have ever been offered individual drugs in England in 2016, by type and age
Proportion of school children who have ever taken drugs in England from 2001 to 2016**, by gender
Sources of information about drug use that school children found helpful in England in 2013, by gender
Proportion of school children who have taken any opiates in England from 2001 to 2016*, by gender
Number of drug types taken by school children in the last year in England in 2016, by gender
Proportion of school children who have taken drugs (including volatile substances) ever in England in 2016, by age and gender
Distribution of individuals receiving treatment for drug misuse in England in 2014, by primary drug use
Proportion of school children (aged 11 to 15) who took Class A drugs in the last year in England from 2003 to 2016**, by whether ever truanted or excluded
Number of admissions to hospital due to drug related mental health and behavior disorder in England from 2003 to 2018
Distribution of reasons why individuals are exiting drug treatment programmes in England in 2014
Distribution of sources of referral into treatment for drug misuse in England in 2014
Number of admissions to hospital due to poisoning by drug misuse in England from 2007/08 to 2017/18
Number of deaths related to misuse of illicit drugs in England in 2013, by gender and age
Number of deaths related to misuse of illicit drugs in England from 2000 to 2013, by gender
Number of admissions to hospital due to drug related mental health and behavior disorder in England in 2017/18, by gender and region


text:
from scona.wrappers.corrmat_from_regionalmeasures import *
from scona.wrappers.network_analysis_from_corrmat import *


Shastri also spoke about Virat and MS Dhoni's bonding.
India's head coach Ravi Shastri sees himself in Indian skipper Virat Kohli. He relates the aggression of Virat with himself during his playing days.
Shastri, after receiving the 'Maharashtracha Abhiman ' award during the 'Lokmat Maharashtrian of the Year Awards 2018', said he had a similar mindset.
"I do (see a lot of myself in Virat). Our mindsets are pretty similar, we are pretty aggressive, and we like to compete. And when someone has a mindset and the work ethic like Virat's, it is bound to rub off on the other players of the team, and that's is why India is having a great run at the moment," he said.
Talking about another Indian great, MS Dhoni, Shastri called him a legend. Shastri also spoke about the mutual respect that Virat and Dhoni have for each other.
"Virat will go to him (Dhoni) seeking his advise, that communication is tremendous from the team point of view," added Shastri.
The former India captain backs Indian team for sledging but within limits.
"I have no issues with that (sledging). Absolutely no issues on that. If someone tells me something, he says one, I am going to tell the boys to give them three. One word (and) you give three back, you can do it in a nice way, (where) you don't cross the line, but you don't give an inch," he concluded.


text:
Oleg Tarnovschi (în ; ) este un canoist moldovean de origine ucraineană, laureat cu argint la proba de 500 m din cadrul Campionatului Mondial de Kaiac-Canoe din 2015 de la Milano. Fratele său mai mic, Serghei, este și el un canoist de performanță. Amândoi au fost naturalizați de Republica Moldova în anul 2013.

Referințe

Legături externe
 Oleg Tarnovschi pe Sports.md

Moldoveni în viață
Canoiști moldoveni
Canoiști la Jocurile Olimpice de vară din 2016


Starting in v4.0, the Corgi Engine comes with the Inventory Engine, More Mountains' complete and autonomous inventory solution. It also comes packed with 2 demo scenes and ready to use items, so you don't have to worry about plugging one into the other, it's already setup for you to use.
CharacterInventory : a new Ability, that will allow you to bind up to three inventories to your character. You just need to type their names into the main, weapon and hotbar inventories, and the rest is taken care of.
FeaturesInventory and FeaturesWeapons : two demo scenes focused on inventory features, such as picking items, equipping weapons, using stimpacks, etc. Great to get a quick glance of the possibilities offered by the combination of these two assets.