Back in March of 2011, I blogged about an incredible experience accompanying a young violinist and her friends and family virtually on top of the world, on a ridge in the Blue Ridge Mountains in southwestern Virginia. Thanks to this same family, I was back in their neck of the woods right before Christmas, and was given yet another set of musical gifts. Not quite on top of the world this time but close, this most recent performance was given at the Country Store in nearby Floyd, Virginia.
Floyd is in the heart of the Blue Ridge Mountains and just off the Blue Ridge Parkway, one of the most spectacular drives in the Unites States that I've ever been on.
Floyd is also located on the famed "Crooked Road" that weaves throughout towns where Bluegrass, Old Time, and Traditional Country Music are part of the lifeblood of the people.
The Floyd Country Store is 100 years old and is the place to be and is officially a heritage music venue for the Crooked Road. On Friday nights it's home to the "Friday Night Jamboree" but there's music and dancing going on other times as well. In the summer you can drive by and see bands just jamming in the streets, one band right in front of the store, another down the street...it's a crazy and fun place to be, especially for a straight-laced gal like me!
With all that said, when I found out we were going to be playing a recital in this incredible community venue that oozes American music history, I was thrilled, excited, but also a bit nervous. Floyd has recently started to open its doors to classical music thanks in part to the National Music Festival that had its start just this past summer, but it is mostly known for the fiddlers, the banjo players, and the cloggers. I found myself wondering how a Suzuki book recital, plus a few other classical add-ons, would fare in such a non-classical venue.
As I sat waiting in the store for the young violinist and her family to arrive and as I contemplated what I would perform on since there was no piano in sight, I amused myself by trying to guess how the evening was going to go and how it would be received. Silly me. I should have known that was a big waste of time and that music, no matter what genre, would always be well received there.
The evening was, not surprisingly, different from my standard performance. There were the external differences - the more informal venue, playing on an electric keyboard (although that's not so rare anymore), and the audience members, many of whom I guess frequent the Friday Night Jamborees. What stuck with me more, however, were some of the musical interactions that took place that night, specifically those with the local fiddler and mandolin player, Mike Mitchell. Mike decided to play on his fiddle Bach's famous "Air on a G String" and he did so playing solo, without me accompanying. It was interesting to hear him play, especially since I had never heard him before and I had no idea what to expect. He sat down on a beautiful wooden stool to play and introduced me to a completely innocent, simple way of playing Bach. And then, as his last note started to die away, he evolved that one tone into the start of an upbeat, wonderfully free fiddling improvisation. As he got going Mike's whole demeanor changed and his body and sound opened up, transporting me as a listener from one musical land into a completely different one. It was fantastic!
And if that wasn't enough, we followed that with a performance of the first movement of Vivaldi's double violin concerto with Mike on the mandolin and a friend of mine on violin. This was an on-the-spot performance since the three of us had never rehearsed together, but that made it all the more thrilling and it's exactly the kind of experience that I thrive on. In the course of 6 minutes I got to play one of my favorite pieces while getting to know another musician through music alone, and I got to experience classical music as seen through the eyes and ears of someone that lives and breathes bluegrass and mountain music. I think it was a new experience for him as well. As we finished our acknowledgement of the applause, he said quite audibly to all, "That's the first time I've done anything like that!" He said that with a beautiful smile on his face so my hope is that he was feeling the same way I was feeling - thrilled and moved by yet another new musical experience.
The audience was small that night but they were all there with a desire to hear some good music and to watch some talented young (and a few old) people play. They spoke in between pieces and shared with us what impressed them and what moved them. One audience member, who struck me as looking like your stereotypical mountain man complete with long white beard and gnarly walking staff, reminded me to never judge a book by its cover, by piping in now and then with facts about the composers whose pieces we were playing or about the instruments themselves. In the end, I walked out of the Floyd Country Store feeling still a little out-of-place, but blissfully aware that classical music is just music and can be played and enjoyed everywhere. I also walked out plotting when and how I could perform there again.
The last several weeks of my life were spent reaching for a new record I had never intended to reach - I played for over 40 different juries within the course of one week. I realize I could spend quite a bit of time just exploring the sanity of such an endeavor but I already know I'm a bit nuts sometimes so I'd rather not go there.
What I do want to share is what I learned through sitting through so many juries in a concentrated amount of time. I tweeted these this past week as a way to capture all the thoughts that were floating around in my head so here are my 140 characters-or-less words of observation about something that might not normally seem very tweetable. Hopefully they will serve some purpose in the years to come as the next round of young musicians make their way through the world of juries.
And if anyone has any jury lessons they would like to contribute, feel free to do so in the comment section!
One semester is really not a long time to have to prepare for a jury. Lesson to learn from that fact - plan ahead!
The jury itself is not the time to sing from memory for the first time. Really.
If your teacher gives you a new piece a week or two before your jury and says it's for your jury feel free to say, "no thank you."
You really, really don't want to start your jury with your least successful piece just because you're avoiding another one you can't really play or sing.
If you're a singer, it's highly recommended that you actually know what the songs you're singing are about. They know if you don't.
If you have an accompanist/collaborator, it's a good idea to - a) give them the music beforehand and b) rehearse with them.
It's a good idea to know the name of the piece you're playing/singing, the composer, and how to pronounce it all. They may ask! Plus you should know!!
Singers, especially...don't forget the the music a pianist reads goes all the way to the bottom of the page. No notes = creative improv.
When playing scales, sightreading, or other hoop jumping, take your time and think before you begin. That usually helps.
If they ask questions about your repertoire for which you have no answer, don't make something up. They'll know.
These days, there is no reason to ask a collaborator to transpose. Get the music to your pianist in the right key, please!
Know in advance if you're going to need to fill out any forms and whether or not you need to provide music to your jurors. That's the last thing you should be thinking about.
Remember this is not a time to prove yourself. If you've done the work during the semester, it will show.
Try to avoid having a jury time that is crammed between exams or immediately after a particularly demanding one.
Make sure you and your collaborator know when and where your jury is.
Don't have your jury be the first time you perform something. Even if that means performing for a bunch of elephants at the zoo (Glenn Gould did that!), perform for someone. First performances are rarely comfortable and are not often good representations of what you can really do.
It may be a jury and not a typical performance but go out and perform anyway. Everyone will be thankful.
Dress appropriately, and don't bring your cell phone to your jury.
* I am not supporting the illegal photocopying of music. I believe photocopies should only be used if the person owns a purchased copy of the music.
** For more about troubles with 3/4, please see my post, A note of sympathy and apology to a time signature .
I want to start by telling you that personally, I like you a lot. You're a great time signature - simple yet elegant. 2/4 and 4/4, they're ok but they're just too square for me sometimes. Then there are those tricky little meters - you know, the ones with odd numbers on top, or big numbers on the bottom - 7/8, 5/8, 7/16, 15/4, 59/48. Those can be entertaining, intriguing, and wonderful exercise for a musician's mind, but sometimes they can be, well, a little much. When I'm in the mood for something else, you're there with such grace at times, or with a flair that makes me dream of twirling on the dance floor in the arms of my dear husband. So thank you for that.
It has come to my attention, however, that you are sorely neglected and abused and I wanted to take a moment to express my sadness and sympathy to you. I first discovered the dreadful state of your neglect this past summer as I was working with a group of talented high-school singers that had gathered for a month of intense study. In the middle of a string of individual rehearsals I realized that I was getting weary of having to correct the singers' rhythm and of constantly adjusting the accompaniment when it dawned on me that the majority of the time the problems occurred when the song was in 3/4. As I continued rehearsing it then became clear that it wasn't just sometimes that problems occurred, it was every single time - no exaggeration. That same night we had a student recital that was a mixture of both vocal and instrumental music. As I was waiting for the program to start I leaned over to one of the voice teachers and told him about my odd findings. At first he looked slightly dubious but I said in a hushed whisper as the lights were dimming, "Just listen."
That night, every single piece in 3/4 had major rhythmic instability. Beats were being added or omitted everywhere, I suppose in an attempt to make your wonderfully unsymmetrical meter more symmetrical. Vocal...instrumental...it didn't matter. It sounded a bit like the kids were trying to fit square pegs into round holes. And ever since that night, things haven't changed. I'm sorry, 3/4, you just seem to bamboozle a lot of folks, especially the younger ones. When I got to thinking about why this might be, it's really no wonder. After all, how much popular music (rock, pop, rap, etc...) is in 3/4? Especially music that's being written and performed by bands today? Hmmm...not a whole lot, if any! 6/8, yes. That pops up from time to time but 6/8 isn't 3/4. To me, 6/8 is the same as 2/4 - symmetrical but with a little lilt.
We can help musicians to hear and understand what makes you so wonderful. I often take a piece that's giving a student problems and purposefully alter it so that it becomes a piece in 2/4 or 4/4. I then ask the student how doing that affects how the piece sounds and feels. More often than not their face cringes or they shake their heads in disapproval at the newly arranged version. It's a good way to get them to find some determination to fix the problem.
We can teach them how to waltz. I'm showing my age here, but I admit that I've known how to waltz since I was a little girl because I had to go to dancing school when I was in elementary school. But I'm pretty sure that most kids today don't even know what a waltz is, much less know how to do it themselves. So with every student that I encounter that's having trouble feeling the meter, I teach them how to do the steps and we dance the waltz together, eventually singing the music along with our dancing. I make sure that on each downbeat the leg we are on bends a bit so that we can really feel the weight of your downbeat. And yes, I often feel silly and awkward doing this and yes, they feel even more silly and awkward, but I do think it's worth it.
We can show them how to conduct in three. This can be tricky for students too and takes some practice but it's another great way to help students see and feel what you're all about - that you're not symmetrical and that there's really only one beat that is assisted by gravity.
With some examples, we can encourage them to play fast enough (as an exercise) to allow them to feel two measures together in 6/8, with the first measure being the first beat and the second measure being the second beat. I have found that doing this sometimes helps students as an intermediate step since it gives them the symmetry they often desire. When they can do this without any hesitation and with ease, I gradually slow up the tempo until the music is back in 3.
We can make sure that they are truly understanding every rhythm within each measure. This is actually something I stress with students regardless of meter but I think it's worth mentioning here since I think it's really important. Most students spend a majority of their time guessing how rhythms go even though rhythms have a clear mathematical solution. Another mission of mine is to prove to young musicians that it is worth the time it takes to figure out a rhythm because with true comprehension and internalization comes the freedom to fully express musicality.
We can be merciless in our expectation that everyone can learn to love 3/4 and to be able to play this wonderful music with ease and comfort. Need I say more?
So in summary, 3/4, I just wanted you to know that someone out there is thinking about you and that many of us appreciate all that you do for the classical music world. You may not be as popular in other genres, but you have a place.
You have a friend in me. After all, what would this world be like without "Amazing Grace," "The Blue Danube Waltz," and "Bist du bei mir?"
Hang in there, 3/4. We're working on it.
If anyone else has any other suggestions about helping students with 3/4, please do share them here! I'm obviously on a mission and could use all the ideas I can get! And if you know of any "cool" music in 3/4 that is not classical I'd love to know that too and I'll add it to a playlist I'm going to get up on youtube soon. Thanks!


Corban Dining Services, managed by ARAMARK, is located in the Travis Memorial Dining Hall on the lower level of Schimmel Hall. The dining hall features comfortable booths and multi-level table seating that overlook Salem and the countryside surrounding the campus.
Corban Dining Services provides students, staff and visitors with a full array of gourmet foods, salad bar, grilled sandwiches, pizza and burgers, Pepsi© products and Starbucks© coffee. Visit the Corban Dining website to see full menus, hours, location and more information about Corban Dining Services.


Where can I get a receipt for my paid registration?
As an organizer, every time someone successfully registers for your event, both you and the registrant will automatically receive a confirmation email containing their registration details. This confirmation email doubles as a receipt. You (the organizer) will receive a copy of each confirmation email that gets sent out to your registrants.
Click here for more details on the confirmation email.


2) to assess the utility of previous agriculture research within in the Omineca Region.
This presentation will provide a brief overview of the project and our findings so far, including results of a greenhouse study on water response in hybrid and heritage barley cultivars, and a study on the role and use of the federal Experimental Farms in Prince George and Smithers prior to their closures. With the focus of extension in mind, this presentation will provide an opportunity for feedback and discussion of research needs and priorities for the Bulkley Valley.


You are a customer or you know the store Carvel Arlington?
Those with a sweet tooth will love the latest announcement from Cold Stone Creamery. The hugely popular ice cream parlour chain will be opening up for business in Ankeny, Iowa and Altoona, Pennsylvania.
We've all been there: shaking the mayonnaise or ketchup bottle to get what's left in the bottom without much success. This will soon belong to the past, thanks to LiquiGlide.


Adland is rife with terminology and with the fast rate of change in our exciting media industry, new words and terms are added all the time. It was time that someone solved this dilemma!
Mediaworks have just launched a Jargon Buster to their website, in an effort to help marketers and ad executives understand the various marketing and media terms that are used throughout the industry both offline and online.
This is an A to Z terminology report which defines all of the both new and old terms that are used.


text:
using namespace gpdxl;
using namespace gpos;

//---------------------------------------------------------------------------
//	@function:
//		CDXLTranslateContext::CDXLTranslateContext
//
//	@doc:
//		Ctor
//
//---------------------------------------------------------------------------
CDXLTranslateContext::CDXLTranslateContext
	(
	CMemoryPool *mp,
	BOOL is_child_agg_node
	)
	:
	m_mp(mp),
	m_is_child_agg_node(is_child_agg_node)
{
	// initialize hash table
	m_colid_to_target_entry_map = GPOS_NEW(m_mp) ULongToTargetEntryMap(m_mp);
	m_colid_to_paramid_map = GPOS_NEW(m_mp) ULongToColParamMap(m_mp);
}

//---------------------------------------------------------------------------
//	@function:
//		CDXLTranslateContext::CDXLTranslateContext
//
//	@doc:
//		Ctor
//
//---------------------------------------------------------------------------
CDXLTranslateContext::CDXLTranslateContext
	(
	CMemoryPool *mp,
	BOOL is_child_agg_node,
	ULongToColParamMap *original
	)
	:
	m_mp(mp),
	m_is_child_agg_node(is_child_agg_node)
{
	m_colid_to_target_entry_map = GPOS_NEW(m_mp) ULongToTargetEntryMap(m_mp);
	m_colid_to_paramid_map = GPOS_NEW(m_mp) ULongToColParamMap(m_mp);
	CopyParamHashmap(original);
}

//---------------------------------------------------------------------------
//	@function:
//		CDXLTranslateContext::~CDXLTranslateContext
//
//	@doc:
//		Dtor
//
//---------------------------------------------------------------------------
CDXLTranslateContext::~CDXLTranslateContext()
{
	m_colid_to_target_entry_map->Release();
	m_colid_to_paramid_map->Release();
}

//---------------------------------------------------------------------------
//	@function:
//		CDXLTranslateContext::IsParentAggNode
//
//	@doc:
//		Is this translation context created by a parent Agg node
//
//---------------------------------------------------------------------------
BOOL
CDXLTranslateContext::IsParentAggNode() const
{
	return m_is_child_agg_node;
}

//---------------------------------------------------------------------------
//	@function:
//		CDXLTranslateContext::CopyParamHashmap
//
//	@doc:
//		copy the params hashmap
//
//---------------------------------------------------------------------------
void
CDXLTranslateContext::CopyParamHashmap
	(
	ULongToColParamMap *original
	)
{
	// iterate over full map
	ULongToColParamMapIter hashmapiter(original);
	while (hashmapiter.Advance())
	{
		CMappingElementColIdParamId *colidparamid = const_cast<CMappingElementColIdParamId *>(hashmapiter.Value());

		const ULONG colid = colidparamid->GetColId();
		ULONG *key = GPOS_NEW(m_mp) ULONG(colid);
		colidparamid->AddRef();
		m_colid_to_paramid_map->Insert(key, colidparamid);
	}
}

//---------------------------------------------------------------------------
//	@function:
//		CDXLTranslateContext::GetTargetEntry
//
//	@doc:
//		Lookup target entry associated with a given col id
//
//---------------------------------------------------------------------------
const TargetEntry *
CDXLTranslateContext::GetTargetEntry
	(
	ULONG colid
	)
	const
{
	return m_colid_to_target_entry_map->Find(&colid);
}

//---------------------------------------------------------------------------
//	@function:
//		CDXLTranslateContext::GetParamIdMappingElement
//
//	@doc:
//		Lookup col->param mapping associated with a given col id
//
//---------------------------------------------------------------------------
const CMappingElementColIdParamId *
CDXLTranslateContext::GetParamIdMappingElement
	(
	ULONG colid
	)
	const
{
	return m_colid_to_paramid_map->Find(&colid);
}

//---------------------------------------------------------------------------
//	@function:
//		CDXLTranslateContext::InsertMapping
//
//	@doc:
//		Insert a (col id, target entry) mapping
//
//---------------------------------------------------------------------------
void
CDXLTranslateContext::InsertMapping
	(
	ULONG colid,
	TargetEntry *target_entry
	)
{
	// copy key
	ULONG *key = GPOS_NEW(m_mp) ULONG(colid);

	// insert colid->target entry mapping in the hash map
	BOOL result = m_colid_to_target_entry_map->Insert(key, target_entry);

	if (!result)
	{
		GPOS_DELETE(key);
	}
}

//---------------------------------------------------------------------------
//	@function:
//		CDXLTranslateContext::FInsertParamMapping
//
//	@doc:
//		Insert a (col id, param id) mapping
//
//---------------------------------------------------------------------------
BOOL
CDXLTranslateContext::FInsertParamMapping
	(
	ULONG colid,
	CMappingElementColIdParamId *colidparamid
	)
{
	// copy key
	ULONG *key = GPOS_NEW(m_mp) ULONG(colid);

	// insert colid->target entry mapping in the hash map
	return m_colid_to_paramid_map->Insert(key, colidparamid);
}

// EOF

redpajama_set_name: RedPajamaGithub


If you need a little help in deciding how you would like your wedding marquee to look, then let us provide you with some inspiration.
There are lots of ideas and options to choose from, and this is what makes your wedding marquee personal to you and your big day! So, once you have decided on pleated or flat linings, round tables, long banquet style tables, dance floors and internal layout, it's now all about the decorating! More often than not, this is our clients favourite part of the planning process; you get to choose exactly how it looks and you can do as little or as much as you like!
These can be hung from the roof or placed on tables as centrepieces. Flowers are always an important of any wedding.
Big or small, and in all sorts of colours, they look great hung from different heights throughout the marquee.
Bunting also comes in many colours and different patterns. Great for garden parties as well as weddings.
There are so many fantastic ways to dress a table for the wedding breakfast. Centrepieces often fit with a particular theme or colour choice and are sometimes even used as a part of the entertainment!
Panoramic or Georgian Style window walls look truly amazing and can capture 'a view' perfectly.


text:
Jean Le Maingre ist der Name folgender Personen:

* Jean I. Le Maingre (um 1310–1367), Marschall von Frankreich
 Jean II. Le Maingre (1366–1421), Marschall von Frankreich

redpajama_set_name: RedPajamaWikipedia


text:
AmItheAsshole
Everyone Sucks
AITA for indirectly calling my wife a lunatic after she kept trying to get me to consent to naming our daughter George?(self)
2405 points2406 points2407 points submitted 4 months ago * by Denzenwasher
It's definitely the weirdest situation that's come up during our relationship. I would not consider her weird or atypical by any means. We both are very normal and average, so at first I didn't believe her and thought she was joking when she said she liked the name George for our daughter. This came after we'd been discussing traditional girl names for our daughter, so it wasn't even like she'd been considering anything gender neutral previously.
There was no reason in particular for wanting to use George other than she liked it because it would be unique and she thought it would be cute. I disagree on both fronts, but more importantly, I was against it because it's going to lead to a lifetime of bullying. I can see our daughter hating us when she's older for forcing her to deal with a name that made her a target for bullies, and she would be within her rights if she did.
I told my wife my objections, but she insisted that we name our daughter George and kept aggressively trying to change my mind. That is when I said that only a lunatic would think naming a girl George is a good idea.
I have tried to backtrack some by pointing out that I never directly called her a lunatic but only said that someone who thinks it's a good idea is one, but that hasn't made any difference. The thing is I still do believe that it's a crazy thing to want to do and borderline parental negligence. I don't think a rational person would do it knowing the child will be the one to take the brunt of the pushback.
Maybe I shouldn't have said it, but sometimes the truth hurts and we need to be called out when we're so far out of line, which is what I thought I was doing here after she refused to listen to my concerns.
Things aren't great right now, but I'm still not sure if I did anything wrong here so I want to know if I am the asshole.
Edit: A lot of people are asking me why not use Georgia or Georgiana. I have already mentioned using a female take on George and she has said no.
top (suggested)
TheHatOnTheCat 12 points13 points14 points 4 months ago
There is research that shows for example having a male name makes you more likely to be called back for an interview with the same resume. Having a boy's name can make your written work evaluated as better. And having a boy's name can help get your writing published. There are many situations where you aren't present and your name impacts how people judge you/your work.
SpyGlassez 2 points3 points4 points 4 months ago
Similar to how having a 'white' or white-coded name (Jon Cook) can be a huge advantage over a non-white/'ethnic' name (Jaquan Cook, Hosea Cook, Ljiljana Cook).

redpajama_set_name: RedPajamaCommonCrawl


text:
Generation Apathetic
'Generation Apathetic' they labelled us. 'The Generation who may never vote'. These are just some of the headlines churned out by the media to reinforce the Tory backed-notion that young people simply do not care about anything any more. The truth is we care too much.
After 40 years of a reported declining student interest in political matters perhaps it was easy for them to say this. A safe-bet for Theresa May to bank on while she planned to earn herself a big old majority in the general election. To be fair to Tezzy she hadn't gone completely mad (not like when she wore those diamond encrusted shoes), statistics suggested that student participation in political activities was down 40% compared to 40 years ago. And statistics are always right, aren't they?
But when our girl Theresa decided to trust in the newspaper claims that a whole generation of people simply couldn't be arsed to care about anything, she made a big mistake. Yes, numbers of student protests have declined, particularly since the 1990s. However, it is no coincidence that this reduction has occurred simultaneously with the introduction of university fees. The truth of the matter is that students and young people are simply not able to engage with politics in the same active way as previously seen.
Young people are now designed to emerge from school or college or sixth-form as business-minded robots, enshrined in the mantra that you better work and never stop working if you are to ever have a chance of getting a job, anywhere. Do not stop, do not pass go, do not collect £200. The big dreamers of our generation are those who hope to one day, part-own a 2 bedroomed semi-detached next to a power station on the outskirts of Dewsbury. And these inspiring heroes are too busy working Monday to Friday in a job they hate and counting their spare change to look up and see which politician is on the television today.
And as for declining votes? That is something that has been witnessed inter-generationally yet somehow focused, and blamed, on the under 25s. Either way political apathy is not something to be scorned. It is not, as the Daily Mail would have you believe, because the non-voters are lazy or uneducated or without a care in the world for the running of their country. It is because they feel like they simply have no choice. Regardless of political persuasion, nobody is listening to them and they are left in the polling booth with a choice between being ignored by somebody who wears blue accent colours, or red. Political apathy is evidence of a failing political system and not as the Tories saw it, something to be seized as an opportunity to win an election.
But in June 'Generation Apathetic' said enough is enough. Analysis by Ipsos Mori suggests that young people turned out to vote in the general election in greater numbers than at any other point for 25 years. Perhaps because people felt they finally had a choice more meaningful than between the colour of a tie. Perhaps because they simply could not take any more. We had seen what had happened in America last November and we said no, it's time for change.
Protest is in our history, it's in our blood. But until now Millennial activism has often been restrained by those who then questioned and judged our 'apathy'. The media constantly emphasises generational divisions, ignoring the greater things that unite us. Millennials are relentlessly compared to previous generations but the media should recognise that we were raised by these people. The Baby Boomers picked us up from school when the Gen Xers were working late. They taught us of our history: of the suffragettes and the miners' strikes and the poll tax riots, and we have not forgotten.
They labelled us apathetic and believed that they could do anything without so much as a question to their outdated system. But our shouts have been muffled to murmurs for too long, and now they have become screams. And if scream is what we have to do to ensure that change happens, then we will. We will no longer sit and wait for another atrocity before we say, stop. Stop ignoring us. The poor, the young, the disabled, those seeking refuge, the LGBTQ+ community, junior doctors, nurses, women. Stop ignoring us, because we are you. We are British, and if there's one thing we know how to do, it's make a bloody picket sign, call our mates and get on the first train to London.
The government has refused to give us power or equality for too long, so we are taking it back ourselves. Not Generation Apathetic, but Generation Change. We, who have been silenced for so long that this time, we will ensure that it will never happen again. We will no longer wait until there is a burning building as a catalyst for change. We are the catalyst, June 8th was just the start. And that is hope.
The Age of the Scammer
Men's Trend Prediction
A(nother) Reflection on Love Island
Bandanas are Back: Put One on your Head Now
How Banana Bread Became the Breakout Star of Quarantine
Every Woman Has Big Dick Energy
Why We Have Got Victoria Beckham All Wrong
The Growing Danger of Creating Our Own Utopias
Middle Aged Women Against The World


text:
Q: How to dynamically change the coordinates of views under the listview I have such xml:
on screen
I want to change the coordinates of layout "@+id/ifPopulate" every time when user will populate or remove items from listview (in other words, I want to have same distance between listview and layout @+id/ifPopulate").
And layout @+id/ifPopulate" don't have to be lower, than layout "@+id/buttons_at_the_bottom".
Here is my code. ListView's height need to be wrap_content,  of course. I wrote "100 dp" just for example:
 <?xml version="1.0" encoding="utf-8"?><LinearLayout xmlns:android="http://schemas.android.com/apk/res/android"
android:layout_width="match_parent"
android:layout_height="match_parent"
android:orientation="vertical"
android:background="@color/blue_normal"
android:padding="10dp"
>

<LinearLayout
    android:layout_width="match_parent"
    android:layout_height="0dp"
    android:layout_weight="1"
    android:id="@+id/ifSpinnerAddTextEdit"
    android:orientation="vertical"
    >

    <ListView
        android:id="@+id/lv2"
        android:layout_width="wrap_content"
        android:paddingLeft="10dp"
        android:paddingRight="10dp"
        android:background="@color/white"
        android:layout_marginBottom="5dp"
        android:layout_height="100dp">
    </ListView>

    <LinearLayout
        android:id="@+id/ifPopulate"
        android:layout_width="match_parent"
        android:layout_height="wrap_content"
        >

        <TextView
            android:id="@+id/addItemNumTv1"
            android:layout_width="wrap_content"
            android:layout_height="wrap_content"
            android:textSize="17sp"
            android:layout_gravity="top"
            android:text="@string/item_one" />

        <EditText
            android:id="@+id/addItemValEt1"
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        android:textColor="@color/white"
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        android:id="@+id/button2"
        android:layout_width="match_parent"
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redpajama_set_name: RedPajamaStackExchange


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text:
Q: How are C data types "supported directly by most computers"? I am reading K&R's "The C Programming Language" and came across this statement [Introduction, p. 3]:

Because the data types and control structures provided by C are supported directly by most computers, the run-time library required to implement self-contained programs is tiny.

What does the bolded statement mean? Is there an example of a data type or a control structure that isn't supported directly by a computer?

A: K&R mean that most C expressions (technical meaning) map to one or a few assembly instructions, not a function call to a support library.  The usual exceptions are integer division on architectures without a hardware div instruction, or floating point on machines with no FPU.
There's a quote:

C combines the flexibility and power of assembly language with the user-friendliness of assembly language.

(found here.  I thought I remembered a different variation, like "speed of assembly language with the convenience and expressivity of assembly language".)
long int is usually the same width as the native machine registers.
Some higher level languages define the exact width of their data types, and implementations on all machines must work the same.  Not C, though.
If you want to work with 128bit ints on x86-64, or in the general case BigInteger of arbitrary size, you need a library of functions for it.  All CPUs now use 2s complement as the binary representation of negative integers, but even that wasn't the case back when C was designed.  (That's why some things that would give different results on non 2s-complement machines are technically undefined in the C standards.)
C pointers to data or to functions work the same way as assembly addresses.
If you want ref-counted references, you have to do it yourself.  If you want c++ virtual member functions that call a different function depending on what kind of object your pointer is pointing to, the C++ compiler has to generate a lot more than just a call instruction with a fixed address.
Strings are just arrays
Outside of library functions, the only string operations provided are read/write a character.  No concat, no substring, no search.  (Strings are stored as nul-terminated ('\0') arrays of 8bit integers, not pointer+length, so to get a substring you'd have to write a nul into the original string.)
CPUs sometimes have instructions designed for use by a string-search function, but still usually process one byte per instruction executed, in a loop.  (or with the x86 rep prefix.  Maybe if C was designed on x86, string search or compare would be a native operation, rather than a library function call.)
Many other answers give examples of things that aren't natively supported, like exception handling, hash tables, lists.  K&R's design philosophy is the reason C doesn't have any of these natively.

A: The assembly language of a process generally deals with jump (go to), statements, move statements, binary arthritic (XOR, NAND, AND OR, etc), memory fields (or address).  Categorizes memory into two types, instruction and data. That is about all an assembly language is (I am sure assembly programmers will argue there is more to it than that, but it boils down to this in general).  C closely resembles this simplicity.
C is to assemble what algebra is to arithmetic.
C encapsulates the basics of assembly (the processor's language).   Is probably a truer statement than "Because the data types and control structures provided by C are supported directly by most computers"

A: Beware of misleading comparisons

*

*The statement relies on the notion of a "run-time library", which has mostly gone out of fashion since, at least for mainstream high-level languages. (It is still relevant for the smallest embedded systems.) The run-time is the minimal support a program in that language requires to execute when you use only constructs built into the language (as opposed to explicitly calling a function provided by a library).

*In contrast, modern languages tend not to discriminate between the run-time and the standard library, the latter often being quite extensive.

*At the time of the K&R book, C did not even have a standard library. Rather, the available C libraries differed quite a bit between different flavors of Unix.

*For understanding the statement you should not compare to languages with a standard library (such as Lua and Python mentioned in other answers), but to languages with more built-in constructs (such as old-day LISP and old-day FORTRAN mentioned in other answers). Other examples would be BASIC (interactive, like LISP) or PASCAL (compiled, like FORTRAN) which both have (among other things) input/output features built right into the language itself.

*In contrast, there is no standard way to get the computation results out from a C program that is using only the run-time, not any library.

A:
Is there an example of a data type or a control structure that isn't
  supported directly by a computer?

All the fundamental data types and their operations in the C language can be implemented by one or a few machine-language instructions without looping -- they are directly supported by the (practically every) CPU.
Several popular data types and their operations require dozens of machine-language instructions, or require iterating of some runtime loop, or both.
Many languages have special abbreviated syntax for such types and their operations -- using such data types in C generally requires typing a lot more code.
Such data types, and operations include:

*

*arbitary-length text string manipulation -- concatenation, substring, assigning a new string to a variable initialized with some other string, etc. ('s = "Hello World!"; s = (s + s)[2:-2]' in Python)

*sets

*objects with nested virtual destructors, as in C++ and every other object-oriented programming language

*2D matrix multiplication and division; solving linear systems ( "C = B / A; x = A\b" in MATLAB and many array programming languages)

*regular expressions

*variable-length arrays -- in particular, appending an item to the the end of the array, which (sometimes) requires allocating more memory.

*reading the value of variables that change type at runtime -- sometimes it's a float, other times it's a string

*associative arrays (often called "maps" or "dictionaries")

*lists

*ratios ( "(+ 1/3 2/7)" gives "13/21" in Lisp)

*arbitrary-precision arithmetic (often called "bignums")

*converting data into a printable representation (the ".tostring" method in JavaScript)

*saturating fixed-point numbers (often used in embedded C programs)

*evaluating a string typed in at run time as though it were an expression ("eval()" in many programming languages).

All of these operations require dozens of machine-language instructions or require iterating some runtime loop on nearly every processor.
Some popular control structures that also require dozens of machine-language instructions or looping include:

*

*closures

*continuations

*exceptions

*lazy evaluation

Whether written in C or some other language, when a program manipulates such data types, the CPU must eventually execute whatever instructions are required to manipulate those data types.
Those instructions are often contained in a "library".
Every programming language, even C, has a "run-time library" for each platform that is included by default in every executable.
Most people who write compilers put the instructions for manipulating all the data types that are "built into the language" into their run-time library.
Because C doesn't have any of the above data types and operations and control structures built into the the language, none of them are included in the C run-time library -- which makes the C run-time library smaller than the run-time library of other programming languages that have more of the above stuff built-in to the language.
When a programmer want a program -- in C or any other language of his choice -- to manipulate other data types that are not "built into the language", that programmer generally tells the compiler to include additional libraries with that program, or sometimes (to "avoid dependencies") writes yet another implementation of those operations directly in the program.

A: What are the built-in data types in C?
They are things like int, char, * int, float, arrays etc...
These data types are understood by the CPU. The CPU knows how to work with arrays, how to dereference pointers and how to perform arithmetic on pointers, integers and floating point numbers.
But when you go to higher level programming languages you have built in abstract datatypes and more complex constructs. For example look at the vast array of built-in classes in the C++ programming language. The CPU doesn't understand classes, objects or abstract datatypes, so the C++ run-time bridges the gap between the CPU and the language. These are examples of datatypes not directly supported by most computers.

A: Actually, I'll bet that the contents of this introduction haven't changed much since 1978 when Kernighan and Ritchie first wrote them in the First Edition of the book, and they refer to the history and evolution of C at that time more than modern implementations.
Computers are fundamentally just memory banks and central processors, and each processor operates using a machine code; part of the design of each processor is an instruction set architecture, called an Assembly Language, which maps one-to-one from a set of human-readable mnemonics to machine code, which is all numbers.
The authors of the C language – and the B and BCPL languages that immediately preceded it – were intent upon defining constructs in the language that were as efficiently compiled into Assembly as possible ... in fact, they were forced to by limitations in the target hardware. As other answers have pointed out, this involved branches (GOTO and other flow control in C), moves (assignment), logical operations (& | ^), basic arithmetic (add, subtract, increment, decrement), and memory addressing (pointers). A good example is the pre-/post-increment and decrement operators in C, which supposedly were added to the B language by Ken Thompson specifically because they were capable of translating directly to a single opcode once compiled.
This is what the authors meant when they said "supported directly by most computers". They didn't mean that other languages contained types and structures that were not supported directly - they meant that by design C constructs translated most directly (sometimes literally directly) into Assembly.
This close relation to the underlying Assembly, while still providing all the elements required for structured programming, are what led to C's early adoption, and what keep it a popular language today in environments where efficiency of code compiled is still key.
For an interesting write-up of the history of the language, see The Development of the C Language - Dennis Ritchie

A: It depends on the computer. On the PDP-11, where C was invented, long was poorly supported (there was an optional add-on module you could buy that supported some, but not all, 32-bit operations). The same is true to various degrees on any 16-bit system, including the original IBM PC. And likewise for 64-bit operations on 32-bit machines or in 32-bit programs, though the C language at the time of the K&R book did not have any 64-bit operations at all. And of course there have been many systems throughout the 80s and 90s [including the 386 and some 486 processors], and even some embedded systems today, that did not directly support floating point arithmetic (float or double).
For a more exotic example, some computer architectures only support "word-oriented" pointers (pointing at a two-byte or four-byte integer in memory), and byte pointers (char * or void *) had to be implemented by adding an extra offset field. This question goes into some detail about such systems.
The "run-time library" functions it refers to are not the ones you will see in the manual, but functions like these, in a modern compiler's runtime library, which are used to implement the basic type operations that are not supported by the machine. The runtime library that K&R themselves were referring to can be found on The Unix Heritage Society's website - you can see functions like ldiv (distinct from the C function of the same name, which did not exist at the time) which is used to implement division of 32-bit values, which the PDP-11 did not support even with the add-on, and csv (and cret also in csv.c) which save and restore registers on the stack to manage calls and returns from functions.
They were likely also referring to their choice to not support many data types that aren't directly supported by the underlying machine, unlike other contemporary languages such as FORTRAN, which had array semantics that did not map as well to the CPU's underlying pointer support as C's arrays. The fact that C arrays are always zero-indexed and always of known size in all ranks but the first means that there is no need to store the index ranges or sizes of the arrays, and no need to have runtime library functions to access them - the compiler can simply hardcode the necessary pointer arithmetic.

A: The statement simply means that the data and control structures in C are machine-oriented.
There are two aspects to consider here. One is that the C language has a definition (ISO standard) which allows latitude in how the data types are defined. This means that C language implementations are tailored to the machine. The data types of a C compiler match what is available in the machine which the compiler targets, because the language has latitude for that. If a machine has an unusual word size, like 36 bits, then the type int or long can be made to conform to that. Programs which assume that int is exactly 32 bits will break.
Secondly, because of such portability problems, there is a second effect. In a way, the statement in the K&R has become a sort of self-fulfilling prophesy, or perhaps in reverse. That is to say, implementors of new processors are aware of the keen need for supporting C compilers, and they know that there exists a lot of C code which assumes that "every processor looks like an 80386". Architectures are designed with C in mind: and not only C in mind, but with common misconceptions about C portability in mind also. You simply can't introduce a machine with 9 bit bytes or whatever for general purpose use any more. Programs which assume that the type char is exactly 8 bits wide will break. Only some programs written by portability experts will continue to work: likely not enough to pull together a complete system with a toolchain, kernel, user space and useful applications, with reasonable effort.  In other words, C types look like what is available from the hardware because the hardware was made to look like some other hardware for which many nonportable C programs were written.

Is there an example of a data type or a control structure that isn't supported directly by a computer?

Data types not directly supported in many machine languages: multi-precision integer; linked list; hash table; character string.
Control structures not directly supported in most machine languages: first class continuation; coroutine/thread; generator; exception handling.
All of these require considerable run-time support code created using numerous general purpose instructions, and more elementary data types.
C has some standard data types which are not supported by some machines. Since C99, C has complex numbers. They are made out of two floating-point values and made to work with library routines. Some machines have no floating-point unit at all.
With regard to some data types, it is not clear. If a machine has support for addressing memory using one register as a base address, and another
as a scaled displacement, does that mean that arrays are a directly supported data type?
Also, speaking of floating-point, there is standardization: IEEE 754 floating-point. Why your C compiler has a double which agrees with the floating-point format supported by the processor is not only because the two were made to agree, but because there is an independent standard for that representation.

A: Things such as

*

*Lists Used in almost all functional languages.

*Exceptions.

*Associative arrays (Maps) - included in e.g. PHP and Perl.

*Garbage collection.

*Data types/control structures included in many languages, but not directly supported by the CPU.

A: Supported directly should be understood as mapping efficiently to the instruction set of the processor.

*

*Direct support for integer types is the rule, except for the long (may require extended arithmetic routines) and short sizes (may require masking).

*Direct support for floating-point types requires an FPU to be available.

*Direct support for bit fields is exceptional.

*Structs and arrays require address computation, directly supported to some extent.

*Pointers are always directly supported via indirect addressing.

*goto/if/while/for/do are directly supported by unconditional/conditional branches.

*switch can be directly supported when a jump table applies.

*Function calls are directly supported by means of the stack features.

A: Yes, there are data types not directly supported.
On many embedded systems, there is no hardware floating point unit.  So, when you write code like this:
float x = 1.0f, y = 2.0f;
return x + y;

It gets translated into something like this:
unsigned x = 0x3f800000, y = 0x40000000;
return _float_add(x, y);

Then the compiler or standard library has to supply an implementation of _float_add(), which takes up memory on your embedded system.  If you're counting bytes on a really tiny system, this can add up.
Another common example is 64-bit integers (long long in the C standard since 1999), which are not directly supported by 32-bit systems.  Old SPARC systems didn't support integer multiplication, so multiplication had to be supplied by the runtime.  There are other examples.
Other languages
By comparison, other languages have more complicated primitives.
For example, a Lisp symbol requires a lot of runtime support, just like tables in Lua, strings in Python, arrays in Fortran, et cetera.  The equivalent types in C are usually either not part of the standard library at all (no standard symbols or tables) or they are much simpler and don't require much runtime support (arrays in C are basically just pointers, nul-terminated strings are almost as simple).
Control structures
A notable control structure missing from C is exception handling.  Nonlocal exit is limited to setjmp() and longjmp(), which just save and restore certain parts of processor state.  By comparison, the C++ runtime has to walk the stack and call destructors and exception handlers.

A: The short answer is, most of the language constructs supported by C are also supported by the target computer's microprocessor, therefore, compiled C code translates very nicely and efficient to the microprocessor's assembly language, thereby resulting in smaller code and a smaller footprint.
The longer answer requires a little bit of assembly language knowledge. In C, a statement such as this:
int myInt = 10;

would translate to something like this in assembly:
myInt dw 1
mov myInt,10

Compare this to something like C++:
MyClass myClass;
myClass.set_myInt(10);

The resulting assembly language code (depending on how big MyClass() is), could add up to hundreds of assembly language lines.
Without actually creating programs in assembly language, pure C is probably the "skinniest" and "tightest" code you can make a program in.
EDIT
Given the comments on my answer, I decided to run a test, just for my own sanity. I created a program called "test.c", which looked like this:
#include <stdio.h>

void main()
{
    int myInt=10;

    printf("%d\n", myInt);
}

I compiled this down to assembly using gcc. I used the following command line to compile it:
gcc -S -O2 test.c

Here is the resulting assembly language:
    .file   "test.c"
    .section    .rodata.str1.1,"aMS",@progbits,1
.LC0:
    .string "%d\n"
    .section    .text.unlikely,"ax",@progbits
.LCOLDB1:
    .section    .text.startup,"ax",@progbits
.LHOTB1:
    .p2align 4,,15
    .globl  main
    .type   main, @function
main:
.LFB24:
    .cfi_startproc
    movl    $10, %edx
    movl    $.LC0, %esi
    movl    $1, %edi
    xorl    %eax, %eax
    jmp __printf_chk
    .cfi_endproc
.LFE24:
    .size   main, .-main
    .section    .text.unlikely
.LCOLDE1:
    .section    .text.startup
.LHOTE1:
    .ident  "GCC: (Ubuntu 4.9.1-16ubuntu6) 4.9.1"
    .section    .note.GNU-stack,"",@progbits

I then create a file called "test.cpp" which defined a class and outputted the same thing as "test.c":
#include <iostream>
using namespace std;

class MyClass {
    int myVar;
public:
    void set_myVar(int);
    int get_myVar(void);
};

void MyClass::set_myVar(int val)
{
    myVar = val;
}

int MyClass::get_myVar(void)
{
    return myVar;
}

int main()
{
    MyClass myClass;
    myClass.set_myVar(10);

    cout << myClass.get_myVar() << endl;

    return 0;
}

I compiled it the same way, using this command:
g++ -O2 -S test.cpp

Here is the resulting assembly file:
    .file   "test.cpp"
    .section    .text.unlikely,"ax",@progbits
    .align 2
.LCOLDB0:
    .text
.LHOTB0:
    .align 2
    .p2align 4,,15
    .globl  _ZN7MyClass9set_myVarEi
    .type   _ZN7MyClass9set_myVarEi, @function
_ZN7MyClass9set_myVarEi:
.LFB1047:
    .cfi_startproc
    movl    %esi, (%rdi)
    ret
    .cfi_endproc
.LFE1047:
    .size   _ZN7MyClass9set_myVarEi, .-_ZN7MyClass9set_myVarEi
    .section    .text.unlikely
.LCOLDE0:
    .text
.LHOTE0:
    .section    .text.unlikely
    .align 2
.LCOLDB1:
    .text
.LHOTB1:
    .align 2
    .p2align 4,,15
    .globl  _ZN7MyClass9get_myVarEv
    .type   _ZN7MyClass9get_myVarEv, @function
_ZN7MyClass9get_myVarEv:
.LFB1048:
    .cfi_startproc
    movl    (%rdi), %eax
    ret
    .cfi_endproc
.LFE1048:
    .size   _ZN7MyClass9get_myVarEv, .-_ZN7MyClass9get_myVarEv
    .section    .text.unlikely
.LCOLDE1:
    .text
.LHOTE1:
    .section    .text.unlikely
.LCOLDB2:
    .section    .text.startup,"ax",@progbits
.LHOTB2:
    .p2align 4,,15
    .globl  main
    .type   main, @function
main:
.LFB1049:
    .cfi_startproc
    subq    $8, %rsp
    .cfi_def_cfa_offset 16
    movl    $10, %esi
    movl    $_ZSt4cout, %edi
    call    _ZNSolsEi
    movq    %rax, %rdi
    call    _ZSt4endlIcSt11char_traitsIcEERSt13basic_ostreamIT_T0_ES6_
    xorl    %eax, %eax
    addq    $8, %rsp
    .cfi_def_cfa_offset 8
    ret
    .cfi_endproc
.LFE1049:
    .size   main, .-main
    .section    .text.unlikely
.LCOLDE2:
    .section    .text.startup
.LHOTE2:
    .section    .text.unlikely
.LCOLDB3:
    .section    .text.startup
.LHOTB3:
    .p2align 4,,15
    .type   _GLOBAL__sub_I__ZN7MyClass9set_myVarEi, @function
_GLOBAL__sub_I__ZN7MyClass9set_myVarEi:
.LFB1056:
    .cfi_startproc
    subq    $8, %rsp
    .cfi_def_cfa_offset 16
    movl    $_ZStL8__ioinit, %edi
    call    _ZNSt8ios_base4InitC1Ev
    movl    $__dso_handle, %edx
    movl    $_ZStL8__ioinit, %esi
    movl    $_ZNSt8ios_base4InitD1Ev, %edi
    addq    $8, %rsp
    .cfi_def_cfa_offset 8
    jmp __cxa_atexit
    .cfi_endproc
.LFE1056:
    .size   _GLOBAL__sub_I__ZN7MyClass9set_myVarEi, .-_GLOBAL__sub_I__ZN7MyClass9set_myVarEi
    .section    .text.unlikely
.LCOLDE3:
    .section    .text.startup
.LHOTE3:
    .section    .init_array,"aw"
    .align 8
    .quad   _GLOBAL__sub_I__ZN7MyClass9set_myVarEi
    .local  _ZStL8__ioinit
    .comm   _ZStL8__ioinit,1,1
    .hidden __dso_handle
    .ident  "GCC: (Ubuntu 4.9.1-16ubuntu6) 4.9.1"
    .section    .note.GNU-stack,"",@progbits

As you can clearly see, the resulting assembly file is much larger on the C++ file then it is on the C file. Even if you cut out all the other stuff and just compare the C "main" to the C++ "main", there is a lot of extra stuff.


Since graduating in 2017 with a Bachelor of Science in Interior Design from Wentworth Institute of Technology, Erin has expanded on her academic design training by working alongside established interior design professionals.
Now a part of the team at Dyer Brown's Corporate Services studio, Erin is bringing to bear both her training and real-world interior design experience in support of the goals of our clients in the commercial workplace sector. At the same time, she is expanding her knowledge base and skill sets, and quickly becoming an indispensable part of the team.
Originally from Londonderry, New Hampshire, Erin enjoys both city living and adventuring outdoors – and never without her sketchbook! In her free time, Erin is an avid explorer, from running along the Charles and cheering on the Red Sox to hiking in New England and unwinding on the Cape.


text:
Victims Rights
Queensland has adopted 'The Charter of Victim's Rights' in the Amended 'Victims of Crime Assistance Act 2009, which set out the following rights for victims of crime.
Fair and dignified treatment
Privacy of victim
Information about services
Information about investigation of offender
Information about prosecution of the offender
Victim to be advised on their role as a witness
Minimal exposure to and contact with the offender
Victim Impact Statements
Information about the convicted offender
The return of a victim's property that is held by the state for an investigation or as evidence as soon as possible.
Eligible persons will be given the opportunity to write to the parole board under the Corrective Services Act 2006 about granting parole to the offender.
Amendment of the Victims of Crime Assistance Act 2009
Victim Assist Queensland supports victims of violence to access services and financial assistance.
The amended Victims of Crime Assistance Act 2009 (PDF, 1MB) (VOCAA) commenced 1 July 2017.
The purpose of the changes is to ensure that government and non-government agencies provide an increasingly effective response to victims of crime in Queensland. On 22 March 2017, the Queensland Parliament passed the Victims of Crime Assistance and Other Legislation Amendment Act 2017.
To summarise, the Act:
simplifies how victims apply for financial assistance
expands the scope of financial assistance to include all victims of domestic and family violence
removes limiting pools of financial assistance to ensure all applications are considered on their own merit
introduces of a Charter of Victims' Rights to guide how government and non-government agencies respond to victims
introduces a sexual assault counselling privilege
automatically gives victims of a sexual offence the status of special witness if they are to give evidence in a criminal proceeding against the accused.
You can read more about about the changes, including:
Parliamentary committee report
Final report of the review of the Victims of Crime Assistance Act 2009
A victim of crime requires access to professional legal opinion. Legal aid, a community or women's legal centre are all legal services that can provide legal advice to a person about their legal rights and what may happen in their particular case.
As a parent/support worker you may go with the person who has experienced a crime, to a lawyer or help them to find, call and talk to a lawyer. It is important to work in collaboration with them but do not take over or speak for them. Here your role is one of support rather than authority. It may be useful to see yourself as an interpreter rather than the person who tells the story. Part of your role is also to collect all the information they may need and explain what is available for them so that you can explain this in an accurate way later when they are thinking about what actions to take.
Each case is unique and needs to be seen in this light and so you cannot assume you know what will happen to a person and give your opinion as legal advice. It is important people are given all the relevant information about what the legal opinion is in their particular case. Knowing the legal implications is vital in good decision making.
In Queensland a person can have an independent third person with them during a police and legal interview and also in court processes (Equal Treatment Bench Book 2005).
A support person should not give legal advice and should not make the decision about whether or not a person should see police, a lawyer or report the crime. Neither should a support worker tell a person what they need to do and say to police or a lawyer. It is best that the person who has been a victim of a crime tells police and legal professionals what has happened in their own words.
The role of a support person is to support the person through the process is giving emotional support, standing alongside them during the process, acting as an interpreter – that is explaining things that they do not understand or asking that something is asked or explained again, providing and accessing information that they need during the process.
Communication is a very real difficulty for a number of people and you could see your role as that of being a facilitator or an interpreter, as you relay and clarify information each party gives to the other without adding in your view or interpretation of the situation.
This is some basic general information to assist you based on our knowledge, the current research and our experience. For specific advice consult a lawyer.
It is always important to get accurate advice from professionals in the given area – a lawyer or inquiry with a police information service.
Legal aid: www.legalaid.qld.gov.au –1300 65 11 88
Womens Legal Service: https://www.wlsq.org.au/ or 1800 957 957
Queensland Police Service: www.police.qld.gov.au or call Police Link – 131444.
Professor Susan Hayes (2009) tells us that the first time a person recalls a crime it will be the most accurate telling of what happened. For this reason it is important that if you are the person who hears this, you will need to keep a record of the conversation as told in their words. When they tell you about what has happened, you need to be aware that at some point in time you may be called as a witness on their behalf. This record of conversation could become an important piece of evidence.
Sometimes a person will have already gone to make a statement about the crime to the police. Again it is important for police to know if a person has an intellectual disability because they can alter the way they take evidence.
Making A Statement: An Exploratory Study of Barriers Facing Women with Intellectual Disabilities when Making a Statement about Sexual Assault to the Police (2000) is a good article about the obstacles to making a statement for people with an intellectual difference.
Visiting a lawyer
It is very important that a person is given accurate information so they are informed about the course of action to take. Typically it is a lawyer who will have the most relevant information when a person is a victim of a crime. When a person with an intellectual disability goes to see a lawyer they face significant difficulties that are both individual and systemic.
Systemic issues
At a systemic level the law is complex and abstract and difficult for most ordinary Australians to access and understand. When a person goes to get legal advice they may be given a lengthy opinion delivered in legalistic language and it is unlikely they will fully understand what has been said. If you are going as their support person there are some things you can request that may help them and these are legislated in the Equal Treatment Benchbook 2005.
The Court Process
Preparing for court is important and part of doing well giving evidence. It is important the person supporting a person with an intellectual disability in court has a relationship with them and there is trust and respect. This will be an anxious and stressful time they need to be reassured and supported during this time.
It can take people a long time to fully understand what will happen to them in the court. In preparing for court it is useful for them to understand who will be in the court room and what their roles are. There is good information about this on the Department of Justice and Attorney General www.justice.qld.gov.au
It may have been a very long time since the crime and the court case. They will be anxious about the day. Reassure them and to the best of your ability explain the court process – this may mean that you liaise with a Court Support person from Victims Assist Queensland or contact with Victims Liaison Officer (VLO) who has this knowledge or a community legal service or victim support organisation. The court support workers will remind the victim of crime about the date of the court case and what time and which court the person who has been the victim of crime needs. This person may also be able to arrange for any special measure to be allowed in the court case if needed. This can include the use of screens or CC TV to be used when the person is giving their evidence. A person may also be able to wait in an area away from the offender, all of these arrangements can be arranged with the lawyer and the VLO.
Do not talk to them about the crime or their evidence. Their lawyer will explain that they cannot talk about their evidence to other people.
Tell them that while waiting at court you can talk about everyday things but not about the evidence in their case.
If possible arrange for them to visit the court room before the day of the court case.
Remind them if they need to take any papers to court with them.
Talk about how people act in a court room and how people dress.
Explain that they may have to wait a long time in the court the day they go. Encourage them to take a drink and something to eat and something to do – book game, pack of cards or portable DVD player (if available), with them on the day.
Arrange how they will get to court and a meeting place for you, them and their lawyer on the day of the case.
Check they understand what will happen by asking them to tell you what will happen.
On the day of court
Ring them to make sure they are up and ready to get to court.
Remember –
Do not talk about the details of the case with them, your role is again one of emotional support and to explain what is happening and has been said.
Pack a bag to take to court.
They will need something to drink.
Something to do – a book or magazine to read, a game to play.
Stay with them.
When the day is over make sure that they are calm and have an understanding of what has happened and support them to get home safely. You may encourage them to do something special when the case is finished – go out for a meal with friends.
Check that they understand the process and what will happen next – they can talk to court staff if they are unsure about this or have any questions.
Further information for professionals and support workers are available in the following publications:
WWILD's – How to Hear Me Resource Kit
In 2012 the WWILD Disability Training Program – Victims of Crime published How to Hear Me: a resource kit for counsellors and other professionals working with people with intellectual disabilities. This resource kit brings together much of the knowledge WWILD has gathered over the years about the lives of vulnerable people with intellectual disabilities, and seeks to educate on issues that affect people's lives, particularly for a counselling context.
Issues such as communication, social disadvantage and discrimination, vulnerability, and cognitive issues are covered, as well as several counselling methodologies that are known to be effective, and how they may be adjusted by counsellors to meet the needs of people with intellectual disabilities. The kit includes a DVD of demonstrations of the techniques. How to Hear Me was published with the support of the Queensland Department of Justice and Attorney-General Building Capacity for Victims of Crime Services Funding Program.
Community living Association: Which Way Is Justice: A Practice Manual for supporting people with an intellectual disability in the criminal justice system.
This is basic information and there are times when you will need to respond to the diversity of people and meet their individual needs. In these situations please work with the appropriate professionals and follow their instructions in each particular case.


text:
Владимир Отарович Осия (род. , , Абхазская АССР) — заслуженный тренер России, тренер молодёжной сборной России по ММА, мастер спорта по боевому самбо. Основатель и главный тренер клуба GOLDEN TEAM, судья международной категории по ММА.

Биография

Владимир Осия родился  года в Грузинской СССР,   в городе Сухуме. Во время Грузино-Абхазкой войны переехал в Москву.

Владимир Осия выступал и становился неоднократным чемпионом и призёром соревнований по дзюдо и самбо в Москве и области, Центральном федеральном округе. В качестве судьи побывал на 7 чемпионатах России, на 3 чемпионатах мира и более 100 соревнованиях различного уровня.

Жена — Дарья Осия.

Тренерская карьера

Под руководством Владимира Осия тренируются такие спортсмены, как:

 Анатолий Малыхин — Чемпион мира по ММА 2017 и бронзовый призёр чемпионата России по вольной борьбе 2013 года в категории до 120 кг;
 Армен Гулян – чемпион России по Джиу Джитсу;
 Али Абдулхаликов — Чемпион Мира по Ушу-Саньда;
 Магомед Исмаилов — Чемпион мира по боевому самбо;

В 2012 году был назначен главным тренером сборной Московской области по смешанному единоборству (версия ММА).

В 2014 году был назначен старшим тренером молодёжной сборной России по ММА.

В 2016 году признан лучшим тренер года по версии союза ММА.

В 2017 году под руководством Владимира Осия стал чемпионом мира по ММА тяжеловес Анатолий Малыхин.

В 2019 году получил звание Заслуженный тренер России.

В 2019 году под руководством Владимира Осия сборная России выиграла чемпионат мира по ММА.

Примечания

Ссылки

 Профиль на сайте Golden Team
 ВЛАДИМИР ОСИЯ: «ДАЛЕКО ОТ СПОРТА Я НЕ УЙДУ»
 ИНТЕРВЬЮ С ВЛАДИМИРОМ ОСИЯ
 Интервью неоднократного призёра мировых, европейских и российских первенств Владимира Осия
 Владимир Осия: «С Юсуповым и Исмаиловым никто не хотел драться»
 Представлять нашу страну на первенстве мира — это особо мотивирует в юном возрасте

Заслуженные тренеры России