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Undergraduate study - 2023 entry
Undergraduate study - 2023 entry home
Subject: English Literature and Scottish Literature
MA Scottish Literature
UCAS code: Q531
Delivery: Full-time
School: Literatures, Languages and Cultures
College: Arts, Humanities & Social Sciences
Introducing MA Scottish Literature
Edinburgh is the first UNESCO World City of Literature, a fantastic literary city which many greats of Scottish and English literature have called home.
On this programme, you will develop your critical, analytic, linguistic and creative skills by engaging with a broad range of texts and a variety of approaches to reading.
You will explore the cultural contexts of all major periods of Scottish literature from the late Middle Ages to the present, and select honours courses on the basis of your own interests in specific topics, periods or genres.
Studying literature prepares you to contribute to a society in which an understanding of texts of all kinds is crucially important. It shows an openness to ideas and perspectives other than your own, an essential attribute in many careers and a global marketplace.
Why Edinburgh
Edinburgh is a remarkable place to study, write, publish, discuss and perform prose, poetry and drama.
We are the oldest department of English and Scottish Literature in the UK, one of the longest established in the world.
From the University's Special Collections to the National Library of Scotland, the city's resources for studying literature are exceptional.
Our programmes are extremely flexible. In Years 1 and 2 you will choose option courses from a broad list of disciplines, and specialise in Scottish Literature as you progress through your honours years.
Contract all
What you will study
One of the most attractive characteristics of this programme is its flexibility.
In Years 1 and 2, your pre-honours years, you will choose option courses from a broad list of disciplines in addition to your core subject of Scottish Literature.
As well as broadening your education and skill set, this may enable you to change the focus of your programme in Years 3 and 4, your honours years.
You will take two Literary Studies courses which will introduce you to the essential skills needed for the critical close reading of the core literary genres of:
You will read works of literature written in English from around the world, and encounter a range of ideas about the nature and purpose of literary study.
Option courses
You will complete your Year 1 studies with option courses chosen from a wide range offered by the University of Edinburgh.
You can, for example, opt to study a language in its cultural context. We offer one of the widest range of languages of any UK university - the majority are suitable for complete beginners.
Other options include, but are not limited to, courses in:
Celtic and Scottish ethnology
business, economics and informatics
politics, social policy and social anthropology
art and architectural history
history, classics and archaeology
linguistics and language sciences
philosophy, divinity and law
You will be introduced to the study of Scottish literature in its cultural and historical contexts, focusing on a selection of major periods.
These courses will explore the relationship between literary texts and the construction of national, international and imperial cultures.
As in Year 1, you will choose from a range of option courses.
You can start to specialise, and choose courses that explore different periods, topics and approaches according to your area of interest.
You can choose further specialist courses and will write an independent dissertation.
Find out more about the compulsory and optional courses in this degree programme.
To give you an idea of what you will study on this programme, we publish the latest available information. However, please note this may not be for your year of entry, but for a different academic year.
Programme structure (2022/23)
Where you will study
When you are on campus, you can expect to spend most of your time in the University of Edinburgh's Central Area - in class, in the library, or in one of the University's many social spaces.
The Central Area is located on the edge of Edinburgh's historic Old Town, surrounded by lots of green space.
Take a virtual tour of the Central Area
Libraries, collections and centres
The University holds many literary treasures in its extensive collections. These include the Corson Collection of works by and about Sir Walter Scott and the libraries of Lewis Grassic Gibbon, Hugh MacDiarmid and Norman MacCaig.
We are home to the Scottish Writing in the 19th Century project and network, and Scotland's Early Literature for Children Initiative.
We are the Scottish base of The Collected Letters of Thomas and Jane Welsh Carlyle, Duke-Edinburgh edition, one of the major editorial projects in Victorian studies of the last half-century.
We are collaborators in the Edinburgh Environmental Humanities Network and have developing strengths in the Digital Humanities.
The Edinburgh University Students' Association (EUSA) supports more than 300 student-led societies and clubs, and promotes opportunities with local charities through its volunteering centre.
EUSA also supports LitPALS - the Peer-Assisted Learning Scheme for literature where students across year groups help each other with specific study skills, topics or themes.
Across the University, there are a lot of opportunities to get involved in:
reading and writers' groups
poetry slams
creative writing and publishing
student theatre
We also have a fantastic Writer-in-Residence who organises talks and workshops by visiting writers and runs our annual writing prizes. Their drop-in sessions give you the chance to:
meet other student writers
get inspiration and prompts for new work
Annual student writing prizes include awards for prose and verse in Lowland Scots vernacular.
A UNESCO World City of Literature, Edinburgh is a remarkable place to study, write, publish, discuss and perform prose, poetry and drama.
In addition to a fantastic range of publishing houses, bookshops, theatres, and cinemas, you will study near the:
Edinburgh Central Library
Scottish Poetry Library
Scottish Storytelling Centre
Writers' Museum
We have strong links with the Edinburgh International Book Festival, which annually welcomes around 1,000 authors to our literary city.
If international travel restrictions allow, you may have opportunities to study abroad in Year 3 through the University's international exchange programme.
What are my options for going abroad?
Learning and assessment
How will I learn?
Courses are taught through a combination of:
You will be expected to undertake substantial reading each week in preparation for classes.
Your progress will be assessed through:
close reading exercises
You will receive prompt feedback on all your coursework to help you improve as you progress.
Skills and experience
Studying literature shows an openness to ideas and perspectives other than your own, an essential attribute in many careers and a global marketplace.
Beyond the literary, critical thinking and creative skills you will gain by engaging with a broad range of texts and a variety of approaches to reading on this programme, graduating with a four-year Master of Arts degree from the University of Edinburgh shows high-level intellectual strength and flexibility.
The skills you will be able to demonstrate to employers when you graduate include the ability to understand, analyse and articulate key concepts, and to work to varied briefs to deadline, both independently and in groups.
Opportunities across sectors
During your time with us, you will study a range of subjects, with the option to take courses in languages, and in other areas of the humanities and social sciences, for example.
As you progress through your honours years (Years 3 and 4), you will specialise in one or more literary topics, periods or genres.
This breadth of education gives you the foundations to excel in a range of career sectors, especially those that value transferable humanities skills.
Our alumni have gone on to careers in the private, public, not-for-profit, and for-benefit sectors, sometimes through graduate training schemes where the ability to communicate well is essential in securing a competitive place.
Typical sectors include:
business, finance and commerce
communications, marketing, advertising and public relations
creative writing, publishing, culture, heritage, and the arts
education, outreach, advocacy and training
journalism, broadcasting and media
leisure, tourism and travel
politics, policy work, diplomacy, civil service and law
research, development and venture acceleration
The enhanced research skills you will develop on a four-year programme, particularly in your honours years, are a valuable asset if you wish to continue studying at postgraduate level. At the University of Edinburgh, for example, we typically offer:
taught and research-led MSc degrees in literature
MScs in Playwriting and Creative Writing
interdisciplinary MSc programmes in Comparative Literature and Intermediality
Beyond literature and associated fields, a degree in Scottish Literature prepares you for further study in almost any humanities and social science discipline.
We have an excellent Careers Service. Throughout your time with us, we will encourage you to identify and hone your employability skills, including through peer initiatives such as Life After LLC (Literatures, Languages and Cultures) where you can draw inspiration from our graduates.
Be inspired by our alumni
Standard entry requirement
The standard entry requirement is:
SQA Highers: ABBB by end of S5 or AABB/ABBBB by end of S6. BBB must be achieved in one year of S4-S6.
A Levels: ABB.
IB: 34 points with 655 at HL.
Minimum entry requirement
The minimum entry requirement for widening access applicants is:
SQA Highers: ABBB by end of S6. BBB must be achieved in one year of S4-S6.
More information for widening access applicants
Required subjects
The grades used to meet our entry requirements must include:
SQA: Highers: English at B.
A Levels: English Literature or combined English at B.
IB: HL: English at 5.
Find out more about entry requirements
We welcome applications from students studying a wide range of international qualifications.
Entry requirements by country
If you are an international student and your school qualifications are not accepted for direct entry to the University you may be eligible for admission to this degree programme through our International Foundation Programme.
We welcome applications from mature students and accept a range of qualifications.
Mature applicant qualifications
You must demonstrate a level of English language competency at a level that will enable you to succeed in your studies, regardless of your nationality or country of residence.
SQA, GCSE and IB
For SQA, GCSE and IB students, unless a higher level is specified in the stated entry requirements, a pass is required in English at the following grades or higher:
SQA National 5 at C
SQA Standard Grade at 3
GCSE at C or 4
Level 2 Certificate at C
IB Standard Level at 5 (English ab initio is not accepted for entry)
English language tests
We accept the following English language qualifications at the grades specified:
IELTS Academic: total 6.5 with at least 5.5 in each component.
TOEFL-iBT (including Home Edition): total 92 with at least 20 in each component. We do not accept TOEFL MyBest Score to meet our English language requirements.
C1 Advanced (CAE) / C2 Proficiency (CPE): total 176 with at least 162 in each component.
Trinity ISE: ISE II with distinctions in all four components.
PTE Academic: total 62 with at least 54 in each component.
We also accept a wider range of international qualifications and tests.
English language qualifications must be no more than three and a half years old from the start date of the degree you are applying to study, unless you are using IELTS, PTE Academic, TOEFL or Trinity ISE, in which case it must be no more than two years old.
Discover Uni data
This information is part of a government initiative to enhance the material that higher education institutions provide about their degree programmes.
It is one of many sources of information which will enable you to make an informed decision on what and where to study.
Please note that some programmes do not have Discover Uni data available.
Tuition fees for MA Scottish Literature
There may be additional costs if you choose to study abroad in Year 3.
For more information on how much it will cost to study with us and the financial support available see our fees and funding information.
Have a query about undergraduate study?
Degrees in English Literature and Scottish Literature
8 degrees in English Literature and Scottish Literature
English and Scottish Literature (MA) QQ32
English Literature (MA) Q306
English Literature and Classics (MA) QQ38
English Literature and History (MA) QVH1
Scottish Literature (MA) Q531
Scottish Literature and Classics (MA) QQH8
Scottish Literature and History (MA) QVJ1
Scottish Literature and Scottish History (MA) QV22
Celtic and Scottish Literature (MA) Q590
French and English Literature (MA) RQ13
German and English Literature (MA) RQ23
Italian and English Literature (MA) RQH3
Philosophy and English Literature (MA) VQ53
Philosophy and Scottish Literature (MA) VQ55
Russian Studies and English Literature (MA) RQ73
Spanish and English Literature (MA) RQ43
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Bournemouth Shoreline Management Plan
The UK shoreline has been constantly changing for millions of years, sometimes gradually, sometimes dramatically, and these changes have created some of the coast's most beautiful and important features. Over the next century the forecast is for more frequent storms, increasing wave heights and rainfall, and rising sea levels. All pose a threat to the coastal environment and the livelihoods of the people who live and work in these areas.
In the past coastal defences were built to protect communities, usually on an ad-hoc basis and over relatively short lengths of coastline, and not always with understanding of the possible impact on other locations.
Since 1994 Shoreline Management Plans (SMPs), funded by the UK government, have provided a more strategic and sustainable approach to coastal defence – and Royal HaskoningDHV has won many public tenders to develop and review these plans.
Between October 2008 and July 2010, Royal HaskoningDHV worked with Bournemouth Borough Council to review the 1999 SMP, contributing its considerable knowledge of shoreline management to provide technical guidance and support to the Steering Committee. This included the Operating Authorities, namely, Christchurch, Bournemouth, Poole, New Forest and Purbeck, and the Environment Agency, and associate partners such as Natural England, National Trust, Dorset and Hampshire County Council, Poole Harbour Commissioners and English Heritage. The revised version was approved by Bournemouth's Cabinet in June 2010.
The south coast of England has some of the most dramatic and beautiful coastal scenery in the United Kingdom and the new plan covers a 118 mile stretch including Bournemouth, Christchurch and Poole harbours and the local river estuaries between Hurst Spit in the east and Durlston Head in the west.
Tourism is a vital part of the local and regional economy and the coast is important for recreation and leisure activities. While Bournemouth is renowned for its long sandy beaches, Poole has one of the largest harbours in the world and its mainly shallow waters make it ideal for water sports.
The area is also important ecologically, providing feeding grounds for large populations of bird species such as waders, gulls and waterfowl. The cliffs, dunes and beaches contain sites of local, national and international environmental significance because of their unique or scarce habitat, or geological interest.
One of the challenges for Royal HaskoningDHV's project team was to balance the economic, social and environmental costs of continuing to protect this shoreline, while accepting that future coastal management must allow natural habitats and features to adapt to natural changes such as rising sea levels, cliff erosion and flooding. It also had to be realistic about national budgets and priorities.
The team used an innovative and visionary approach to help formulate a plan for the long-term management of flooding and erosion risks in this coastal area. The new plan strikes a balance between these risks, natural processes and the consequences of climate change, and links in with the plans for adjacent coastal areas. It also takes account of existing coastal defences and the social, natural and historic environment.
The document sets out the best management policy for each section of coastline in accordance with guidelines issued by Defra (the Department for Environment, Food and Rural Affairs).
While the original plan aimed to maintain the coastline in its current state, the new plan brought new ideas to the table and focussed on considering what would be the best scenario for this coastline in a hundred years time.
Royal HaskoningDHV's response was to bring a better understanding of a 'Managed Realignment' policy, where the coastline is allowed to change with the forces of nature. With the project team's expert guidance, the Steering Committee has produced a strategic and visionary plan for coastal flooding and erosion risk management over the next 20, 50 and 100 years, which does not commit future generations to costly and unsustainable management, but aims to balance potential conflicting interests.
For most of Bournemouth's coastline, the recommendation is to 'Hold the Line/Advance the Line (in later epochs)' and maintain the existing landscape, if sustainable. For some areas, such as Brownsea Island, a non-interventional approach has been proposed where only limited maintenance on the deteriorating local defences is undertaken. Controversially, on some sections of the SMP coastline there may be loss of property where there is a major risk of cliff erosion and it could be unsustainable to continue its defence.
The new SMP achieves a balance between the different objectives – accepting that change is necessary and providing a way forward that is both achievable and sustainable given the increasing pressures on the coast. The plan provides a framework which will enable future generations to appreciate the stunning beauty of the Jurassic coast, while protecting the livelihoods of residential communities and wildlife habitats.
Download our full Bournemouth SMP Case Study
Water's Edge Development and Land Reclamation
Coastal and River Engineering and Management

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Srinagar,): Jammu and Kashmir Bank opened in the state about a decade back its wide network of Khidmat centers to create employment opportunities and provide basic services to the people at their doorsteps.
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But questions are raised how brach manager is encouraging such element who is running two Khidmat centers at one instance that too at distant location putting customers in distress.
It is a known fact that Rural consumers are willing to pay for products and services that meet their needs and are offered at affordable prices. Therefore, what Rural India needs is a new social contract – in which there will be common access infrastructure, provided at commercial prices rather than given for free.But here in Kashmir we are witness to lot of instances wherein Khidmat centers are failing to meet the desired needs of customers.


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K-12 Schools Seattle Area
Granite Falls School District
Granite Falls High School
Granite Falls, WA
Granite Falls High School is a public school located in Granite Falls, WA. It has 520 students in grades 9-12 with a student-teacher ratio of 21 to 1. According to state test scores, 47% of students are at least proficient in math and 82% in reading.
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1401 100th St NE
Granite Falls, WA 98252
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Granite Falls High School Reviews
As a graduating senior student of Granite Falls high school I can say there there are many good things and bad things in the school district. To start things off I would say most teachers are very nice and put obvious effort into your education, they are not there only for the paycheck. Another thing is, the student involvement, it's quite shocking how involved the school is (students, staff, and families) with school events like sports and dances. The downside however is Granite is not very good with their planning and their website is never up to date, they also never notify people about things happening. They have (on many occasions) changed the date in an event that has been the same for a month (I was in drama and this happen three times once for one play, the whole cast had to tell their families (because the school never does) sorry for the change since they all took those days off to see the performance) to something else and never tells anyone about it until last moment.
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Granite Falls High School is a very close community where most students and teachers know each other. The students and staff are fairly welcoming, but finding a group of friends to wholeheartedly accept you into their clique as an incoming student may prove to be a challenge. This can easily be attributed to the small student body. The school has a limited choice of classes pertaining to STEM subjects and has a focus on math and economics classes.
It's a small school so it has it's downfalls, but the first thing any student would say about granite is how close it is. We have our cliques, but a "nerd" can walk to a "jock" table and feel like they've always belonged there. Everyone fits in with everyone. The only problem is students don't feel supported by their administrators in their opinions and or problems with our school.


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This is an advanced history course which will expand on current tendencies, concepts and methods prevalent in the disciplines dealing with modern construction and architecture in the period 1940-1980. The course invites students to look also beyond the facts and consider critically disciplinary, socio-economic and political contexts, as well as methodological choices in the writing of recent histories. Through guest lectures, discussion, writing and reading, the course introduces students to research in these disciplines.
Ex-cathedra lectures offer both in-depth thematic analyses and general insights in relevant historical facts and actors in the fields of post-war construction and architecture, their complex relations, impact and interrelated historiographies. The fields are confronted through a focus on the broad and decisive changes instigated by the introduction of new technologies and methods in building in the period 1940-1980. A selection of these new post-war technological 'tools' will be treated in detail, confronting students with the interweaving of fields of knowledge: prefabrication, plastics, lightweight building (tensegrity, 3D frames, tensile structures), modern wood, new requirements in comfort, etc.
Students unfamiliar with the history of pre-war western modernism in architecture are required to read additional (selected) texts at the start of the course.
With the ambition of bridging the educational trajectories of architectural sciences, urbanism and design, this advanced course in the theory of architecture and urbanism aims to develop the capacity of students for critical reflections and integrative design thinking in order to comprehend the multi-scalar complexity of our built environment, and critically conceive and appraise / reflect upon future transformations (sustainable architectural and urban projects). In addition to a synthetic overview of the evolution and current state of 'theory', architectural ideas and urbanistic concepts underlying the spatial articulations, visions and models of the 'Cities of the Future' (COF, a selected set) are presented and explained in a thematic way. A particular focus is given in the course to contemporary themes (such as, sustainability, research by design, digitalization, utopianism, urbanisms, spatial quality, critical regionalism, place-making, etc.) and the link between theory and practice. Ex-cathedra lecture presentations and a selected set of key texts on these aspects are provided and discussed in the class (theory seminars). The course places a particular emphasis on taking stock of the recent proliferating efforts at imagining the future of Brussels and its sustainable regional development plan.
The course offers students a basic notion of conservation theory, its historical evolution and practice, to be applied (verbally and written) in their own design exercise.
The course aims to give the students insight into the complexity and diversity of architectural production within a broader Western socio-cultural, economic and political context. The focus is on the history of architecture from the classical period until the industrial revoluton. The course starts from the specific interest of the Department of Architectural Engineering, in particular the interest in the relationship between building structures and technological developments. The lectures question the relationship between architectural knowledge, its materialization and its position within a broader social culture. Moreover, specifc reseach methodologies and practices in architectural and construction history are analysed.


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Aluísio Lopes de Carvalho Filho, ou Aloysio Lopes de Carvalho Filho, mais conhecido como Aloysio de Carvalho (Salvador, 3 de março de 1901 — 28 de fevereiro de 1970), foi um jurista, professor, promotor público, escritor e político brasileiro que exerceu os mandatos de deputado federal e senador pelo Estado da Bahia.

Primeiros anos
Filho de Aloysio de Carvalho (Lulu Parola) e de Elisa Kock de Carvalho. Seu pai foi jornalista e poeta, com o pseudônimo Lulu Parola.

Formou-se pela Faculdade de Direito da Bahia em 1921, especializando-se em Direito Penal. Ainda em 1921, tornou-se redator do Diário da Bahia.

Foi adjunto de promotor público e, mais tarde, promotor público interino de Salvador, em 1923 e 1924. Posteriormente, foi diretor da Repartição do Arquivo, Biblioteca e Imprensa Pública do Estado do Amazonas. Em 1926, foi aprovado em concurso público para livre docência em Direito Penal na Faculdade de Direito da Bahia.

Em 1928, foi nomeado oficial de gabinete do governador baiano Vital Soares. Em 1929, foi aprovado em concurso para a cátedra de Direito Penal da Faculdade de Direito da Bahia. Com a vitória do movimento revolucionário liderado por Getúlio Vargas em 1930, Vital Soares, que havia sido eleito vice-presidente da República na chapa de Júlio Prestes, foi deposto, levando Aloysio de Carvalho a deixar o cargo de oficial de gabinete.

Carreira política
Iniciou sua atividade política em janeiro de 1932, participando do movimento de oposição ao governo provisório, ao lado das oligarquias insatisfeitas. Pleiteavam a nomeação de um interventor baiano e civil, obtendo a adesão de grande número de intelectuais, junto com o Partido Republicano Baiano (PRB) e integrantes do Partido Republicano Democrata (PRD), que anteriormente haviam apoiado o movimento. Mais tarde, prestaram solidariedade aos derrotados na Revolução Constitucionalista de 1932 em São Paulo.

Em dezembro de 1932, participou da fundação da Liga de Ação Social e Política (LASP) da Bahia, também chamada de Liga dos Amigos de São Paulo, em referência ao movimento de 1932. No ano seguinte, assumiu a presidência da LASP. No pleito de 1933, foi eleito deputado para a Assembleia Nacional Constituinte, sendo o único representante da LASP eleito para a Câmara dos Deputados.

Como constituinte, defendeu ideias liberais, como o voto feminino, o divórcio e o ensino leigo. Em outubro de 1934, reelegeu-se deputado federal, na mesma legenda do governador Otávio Mangabeira, que unificou a oposição ao interventor Juraci Magalhães e seu partido, o Partido Social Democrático da Bahia (PSD). Permaneceu na Câmara dos Deputados até o advento do Estado Novo, quando os mandatos foram suprimidos.

Durante o regime de exceção, ingressou no Ministério Público como subprocurador-geral do Estado junto ao Tribunal de Contas, em 1937, permanecendo no cargo até 1942, quando o tribunal foi extinto, deixando-o em disponibilidade. De 1939 a 1946, foi diretor da Faculdade de Direito da Bahia.

Retomada da vida política
Em dezembro de 1945, com o fim do Estado Novo, elegeu-se senador pela Bahia, na legenda da União Democrática Nacional (UDN). Em 1947, votou contra a extinção dos mandatos dos congressistas comunistas, mas o projeto foi aprovado em ambas as casas e sancionado em 1948.

Em 1954, apoiou junto com seu partido, a UDN, a apresentação de moção de impedimento a Vargas, defendendo sua renúncia, na crise que culminou no suicídio do presidente.

Encerrou seu mandato em janeiro de 1955 e só retornou à política nas eleições de 1958, quando foi eleito suplente do senador Otávio Mangabeira. Com o falecimento deste, em 1960, assumiu sua cadeira no Senado.

Adepto do parlamentarismo, foi participante ativo na crise que levou à renúncia de Jânio Quadros e na aprovação de emenda costitucional que instituiu o parlamentarismo no país. Com o Ato Institucional Número Dois, extinguindo os partidos, filiou-se à ARENA, apoiando o regime militar. Por essa legenda, reelegeu-se senador em novembro de 1966.

Foi membro e presidente da Academia de Letras da Bahia e membro correspondente das academias de letras do Amazonas, São Paulo e Rio de Janeiro. Pertenceu, também,  à Associação Baiana de Imprensa.

Obras publicadas
 Comentário ao Código Penal brasileiro. vol. 4, 4ª edição. Rio de Janeiro: Forense, 1972.
 Coletânea de poetas baianos. Rio de Janeiro, 1951.
 Machado de Assis e o problema penal, 1959.
 Centenário de Aloysio de Carvalho (Lulu Parola), 1966.
 Coelho Neto e a Bahia, 1968.
 Um depoimento para a história, 1968.

Bibliografia
 ABREU, Alzira Alves de (coord.) Dicionário histórico-biográfico brasileiro pós-1930. Rio de Janeiro: Editora FGV, ed. rev. e atual., 2001.

Ver também
 Lista de senadores do Brasil

Ligações externas
 Biografia - Página do Senado Federal

Senadores do Brasil pela Bahia
Deputados federais do Brasil pela Bahia
Naturais de Salvador
Alunos da Faculdade de Direito da Universidade Federal da Bahia
Juristas da Bahia
Deputados federais da Assembleia Nacional Constituinte de 1934
Senadores da Assembleia Nacional Constituinte de 1946
Membros da Academia de Letras da Bahia

redpajama_set_name: RedPajamaWikipedia


There is a good reason Rio de Janeiro is called 'the wonderful city' by both locals and tourists. Personally, I believe its unique natural beauty is what makes everyone instantly fall in love with this city. I've been living in Rio for 2 months now since I left Europe last year and, even though I was born here, there are still a lot of places that I've never been to which I'm really looking forward to exploring. Here I will show you a sample of some of the amazing places I've discovered during my stay so far. I hope you enjoy it!
In Santa Teresa I found this fantastic restaurant called Aprazível, which in Portuguese means delightful, pleasant, and you immediately know why as soon as you arrive. Located on top of a mountain with a privileged view of Rio de Janeiro, its wooden tables spill out over the garden and patios giving it a rustic feeling that creates a great atmosphere surrounded by beauty and nature.
At first sight it looks like a refined tree house for adults, everything seems very well thought out in terms of decor, there are so many details around including the meals which are extremely well presented. The cuisine is Brazilian and mostly sea-food based.
What I recommend is: The heart of palm as a starter (it is definitely worth it!), Sea Scallop to Joaquim and the Carnival Octupus (I might be biased here since I'm a big fan of sea food!). If you're up for drinks I would highly recommend you to try their Caipirinhas, where they have a variety of special ones like Caipibella with star fruit, passion fruit, rosemary and ginger sugar (Very good! Just be careful, Caipirinhas can be very dangerous and easy to drink, so go easy with them).
A good option for an after lunch walk is to visit this beautiful park in Santa Teresa. Save the coffee for later so you can have it while you soak up the view of the city and some of its famous landmarks. The entrance is free and you won't regret it!
In front of Copacabana's beach, one of the most beautiful and iconic sights of Rio, is where this nice Coffee shop is located. The Colombo Fort Cafe is part of the Confeitaria Colombo family of fine pastry shops and restaurants made famous in Rio since 1894 and a perfect spot for you to sit and watch the sunset, relax and enjoy the view. I recommend going there during the week, because it is usually packed on Sundays.
Lage Park is an antique mansion surrounded by the subtropical forests of Tijuca National Park* located in Jardim Botânico (Botanical Garden) neighbourhood, at the foot of the Corcovado mount. Back in the day it was the official residence of industrialist Enrique Lage and his wife, now it's national heritage site and the headquarters of the Visual Arts School.
The place from outside looks like a European royal palace, it might be because the mansion was remodelled by an Italian architect during the 20's. It would be just another European mansion but what makes it stand out is the incredible tropical forest that surrounds it. It's even hard to describe, the place is unbelievably beautiful.
In the patio you will find this charming little café on the edge of the pool, a perfect retreat for a Sunday brunch or a mid-afternoon slice of cake. For nature lovers this is a perfect place to have a walk through the gardens discovering hidden delights all over. There's also an artificial cave where you can see aquariums embedded in wall with various species of fish.
If you know any of these places tell us your thoughts, we'd love to hear them!
*Tijuca National Park is the largest urban forest in the world.
2 Responses to "Secret Places To Visit In Rio"
Secret Places To Visit In Rio, interesante. Me encanta vuestra web.
He leido Secret Places To Visit In Rio con mucho interes y me ha parecido interesente ademas de bien redactado. No dejeis de cuidar este blog es buena.


text:
HMS Sheffield je (bilo) ime več vojaških plovil Kraljeve vojne mornarice:
 HMS Sheffield (24)
 HMS Sheffield (D80)
 HMS Sheffield (F96)

Sheffield


Beltane Stoves aim to deliver efficient, enjoyable and affordable warmth to your home. Beltane stoves are built to a price point making them very affordable, but don't think for one second that you are compromising on quality. Beltane stoves are made from 5mm thick steel bodies, with adjustable primary and secondary air controls, and DEFRA Approval on certain models.


I make my own baking powder. It's easy, inexpensive and I can control exactly what goes into it - no concern over corn, GMOs, aluminum or gluten-contamination.
Baking powder is a quick-acting leavening agent (unlike yeast). Baking soda is another quick-acting leavening agents. So what's the difference, you ask?2 Baking soda is pure sodium bicarbonate; it requires a liquid acid to activate and create those fun little gas bubbles3 that give rise to baked goods.
Baking powder is essentially sodium bicarbonate with an activating acid (usually Cream of Tartar) and a drying agent (usually corn starch) added. Some baking powders also use aluminum4 compounds (sodium aluminum sulfate) to produce the desired reaction. Because it already contains both a base and an acid, baking powder activates as soon as it comes in contact with a liquid. It's for this reason that recipes call for liquids to be added after all the dry ingredients have been combined.
Gluten-free, corn-free baking powder always seems more expensive than it should be. Also, because baking powder is unstable, if you don't do much baking, chances are it will "go bad" before you are able to use all of it. Baking powder needs only to get damp or humid in order to begin to lose its power. The added starch helps to keep the mixture dry longer,5 but it is only slightly delaying the inevitable.
The other nice thing about making your own baking powder, is that you can mix it right before you use it. Thereby guaranteeing a leavening reaction.
It couldn't be simpler: one part baking soda, two parts Cream of Tartar. It's not even necessary to mix them together before adding to your recipe. You can simply add each one directly to your dry ingredients, and then mix.
And now the part for which you've been waiting... Chocolate Cherry Chunk Cookies!
This is another wonderful winter/holiday/anytime cookie. The cherries and chocolate chips add plenty of sweetness, so I've reduced the sugar in the dough. The result is an almost scone-like cookie with bursts of chocolate cherry sweetness.
They could easily stand in for a breakfast scone, enjoyed on a lazy Sunday morning with a nice cup of tea.
*To make a chia/flax egg, combine 1 Tbsp of ground chia or ground flaxseed with 3 Tbsp of filtered water. Stir well, and allow the mixture to sit and thicken, while you begin to prepare the other ingredients.
In a small bowl cream together the coconut sugar, Earth Balance and vanilla extract. Set aside.
In a separate mixing bowl combine the sorghum, tapioca, salt and "baking powder". Mix well. Stir in the soaked cherries and chocolate chips, then add the chia egg and Earth Balance, sugar, vanilla mixture.
Spoon out batter in 1" balls and drop onto a lightly greased (I use coconut oil) cookie sheet. Lightly press the cookies down using your fingers or the back of a spoon, so they begin to spread slightly.
Bake in a preheated oven until lightly browned. 10-12 minutes for softer cookies; 10-15 minutes for crisper cookies.
Serve with a steaming mug of vegan hot cocoa, or a (So Delicious® Coconut) Nog Latte, if you want to get fancy.
1. And countless other things.
2. Or maybe you're not asking because you already know; in which case, please bear with me.
3. Baking soda and vinegar "volcano", anyone?
4. If you've ever eaten a metallic-tasting muffin, it's due to use of (too much) aluminum baking powder - although, any aluminum is too much, IMO.
5. The starch is not an active component and is only necessary for storage purposes.


text:
More Questions Than Answers After McCovey Cove Body Identified As Man Who Said He Was In Danger In Mission District
Mccovey cove medical examiner Paulo Netto SFPD by Bay City News | December 27, 2013 10:31 am	| in News | 0
A body found in the water near San Francisco's McCovey Cove last month has been identified as that of a missing Los Angeles man, according to the San Francisco medical examiner's office.
The body that was seen floating in the water near Pier 48 on the morning of Nov. 9 is that of 22-year-old Paulo Netto, according to the medical examiner's office.
Related: Foul Play Not Suspected In Case Of Body Found Near McCovey Cove
Man Disappears In Mission District
Netto was visiting San Francisco from Los Angeles and on the night of Oct. 28, he had called family in Brazil and a friend in Los Angeles saying he was in trouble and needed the police to help him.
Police traced those phone calls to the 500 block of Shotwell Street in the city's Mission District.
Netto's sister came up to San Francisco from Los Angeles shortly after the call and filed a missing person's report, but he was not found, police said.
When the body was retrieved from the water last month, police said it was badly decomposed and difficult to identify.


This course teaches IT professionals how to manage their Azure subscriptions, including access, policies, and compliance, as well as how to track and estimate service usage and related costs. Students can learn how to use cloud resources in Azure through user and group accounts. Students learn how to access appropriate access to Azure AD users, groups, and services through role-based access control (RBAC). Students can discover Azure's Azure Alerts and Activity Log. Students are now invited to Log Analytics as a broad data analytics solution, and use them to analyze and analyze operational data. Students then learn about the Azure Resource Manager deployment model, and how to work with resources, resource groups and ARM templates.
Because this course is the first course in the series for the Azure Administrator exams, there is a considerable amount of content in the curriculum. The students are provided with a lesson that covers tips and tricks for working in the Azure portal, as well as an introduction to key tools used in the Azure environment, as well as the Cloud Shell and Resource Explorer. Emphasis is on PowerShell and the Command Line Interface (CLI).
This course is for Azure Administrators. Azure Administrators manage the cloud services that span storage, networking, and computing cloud capabilities, with a deep understanding of each and every service across the full IT lifecycle. They take end-user requests for new cloud applications and make recommendations on services to use for optimal performance and scale, as well as commission, size, and adjust as appropriate. This role requires communicating and coordinating with vendors. Azure Administrators use the Azure Portal and they become more proficient they use PowerShell and the Command Line Interface.
Azure tools like the Azure portal, Azure PowerShell, Cloud Shell and the Azure CLI.
In this module, you will learn about the components that make up Azure subscription and how to manage it. Azure resources to logically organize them by categories.
In this module you will learn the basics of role-based access control as it applies to users and groups. Focus on the role of Azure.
ARM templates are used to deploy those resources. This module introduces the concepts and then they are applied in the other courses.
Successful Cloud Administrators start this role with operating systems, virtualization, cloud infrastructure, storage structures, and networking.


someone had suggested to me previously to let him watch a video while he eats, and that worked for a bit, and he ate like a starving child... then after a bit, it turned into just watching the video and not eating. we have tried letting him play with a toy or two at the table, but then it turns into just playing and no eating.
Ive tried giving him choices of foods, but he wants none of it unless he can take it with him and continue playing, or come to me for a quick bite every few minutes and then return to play.
Hello. Are you still having these same difficulties?
Personally I would structure the day to have meal times at set times (if you don't already) and not fluctuate at all so he can really get used to the routine.
Give a warning before the meal that he needs to finish playing, then a one or two minute notice as you bring the food to the table. Then expect him to come to the table. I wouldn't carry him kicking and screaming but I would be quite clear that he is expected to come and eat. I would also eat with him at every meal, whether you are hungry or not, just have a very small portion if you don't like to eat at that time. I would also give him his fav foods for several days and make meal time short so he doesn't feel it goes on for ever. If he doesn't eat in say 10 mins and wants to leave the table then fine, but don't continue to feed him beyond this time. He can wait until the next meal/snack time and again be invited to the table to eat.
If you didn't get results with this I would be tempted to turn off all TVs/screens and put away all toys until after the meal time. Make it clear that playing resumes after the meal time is over and make a point of playing with him (rather than washing up the dishes or doing other chores). You could also include him in food prep, making a sandwich together or spreading pate on crackers etc so it is skill building and interesting to him. My DS is always very proud to announce "I made this" if he has taken part in making the meal, he also likes to have a clear up job to do after the meal, helping to carry things to the kitchen or wipe down the table.
I think all kids go through a phase of thinking they can come for a bite then run off to play, mine has tried that at picnics but I make it clear we sit down and eat and do not return to play until we are finished. He might eat less because he wants to get back to play then eat a larger portion at the next meal, that's fine with me I understand he wants to play, but he needs to understand that food doesn't come around the clock in bite size chunks whilst he runs around yk?
You might also find your youngest can be a good role model, as at 6 months picking up finger foods and exploring new tastes etc whilst sitting at the table, your toddler might be more inclined to join in and even show off his skills.
Can you get him involved in the meal preparation somehow? Eg setting the table, putting food on plates, helping cook? There are loads of toddler friendly recipes out there that he could help with and kids who help with the cooking/preparation are often much more willing to eat it! Growing his own veggies is also a good idea.


Where to buy Garrya elliptica plants & price comparison.
Photos of Garrya elliptica plants in real gardens.
You can also discover who's growing Garrya elliptica.
This advice is from our members, if you can't find your question, please try the Garrya genus page or ask our friendly community.


text:
Potter Anderson Adds Chancery Attorney
Potter Anderson & Corroon LLP is pleased to announce that T. Brad Davey will join the firm as a partner in the firm's corporate practice, focusing primarily on business and corporate litigation in the Court of Chancery.
"Brad brings valuable experience in a broad range of complex litigation to our Chancery practice," said Potter Anderson's chairman, Donald J. Wolfe, Jr. "His experience is particularly beneficial as Delaware is seeing more and more corporate governance issues being brought before the courts."
Mr. Davey represents directors, stockholders and special committees, and has litigated matters involving a broad range of industries including communications, energy, private equity and financial institutions.
Mr. Davey received his J.D. from the University of Virginia School of Law, where he was an articles editor of Virginia Law Review and a member of Order of the Coif, and received his undergraduate degree from Emory University. He is admitted to practice in Delaware, New York and the District of Columbia. He comes to Potter Anderson from Abrams & Bayliss LLP in Wilmington, where he was a partner in the firm's litigation practice.


text:
Q: How do I stop my iPod from playing audio books when I 'Shuffle Songs' On my main menu in my iPod, I frequently click 'Shuffle Songs' to play randomly through my songs.  It manages not to include my podcasts but every once in a while will play a chapter from an audio book.
Is there a way to stop the Audio Books from mixing in with the music?
I have an iPod nano if that matters.

A: Audiobooks and podcasts are special categories in iTunes and on the iPod that won't mix into your music. If you manually add or rip them to your iTunes library, you will probably need to change their "Media Kind" to separate them from your music:

*

*Shift select a group of Audiobook tracks

*Choose "Get Info"

*Go to the "Options" Tab

*Change the list select for "Media Kind" to "Audiobook"

*click "Okay" to keep the changes
There is only 1 thing you can change about your music library while using just your iPod:  the on-the-go playlist.

A: In iTunes, view info on the problem audio books and ensure "skip when shuffling" is checked.

A: There is a different file extension for Apple Audio Codec (AAC) files when they are audio books.  If you use them, it will save you from having to flag anything specially, and it will be excluded from shuffle play automatically without you having to flag it as in the other answers.

*

*.m4a is used for music only, although
this is not carefully observed
enough.

*.m4b is used for books, and podcasts, and anything that needs to
remember a "bookmark".  The b is for
bookmark, not for book.

redpajama_set_name: RedPajamaStackExchange


text:
Q: Lazy loading with JPA on @ManyToOne I have a project with Spring Boot, and I cannot make lazy loading work. I have 2 entities: Question and Answer. A question can have many answers.
What I want is, when I try to get an answer, to get only the answer without the question. And also, if I want both, to have this possibility.
What I did, is I added in application.yml: spring.jpa.open-in-view: true.
The Answer entity is like:
@Entity
@Table(name = "mst_ans_answer", schema = "lquest_sc")
public class Answer implements Serializable {

    @Id
    @GeneratedValue(strategy = GenerationType.SEQUENCE, generator = "lquest_sc.mst_ans_answer_ans_lqs_id_seq")
    @SequenceGenerator( name = "lquest_sc.mst_ans_answer_ans_lqs_id_seq", sequenceName = "lquest_sc.mst_ans_answer_ans_lqs_id_seq")
    @Column(name = "ans_lqs_id")
    private int id;

    @Column(name = "qst_lqs_id")
    private int questionId;

    @Column(name = "ans_text")
    private String text;

    @ManyToOne(cascade = CascadeType.ALL, fetch = FetchType.LAZY, optional = false)
    @JoinColumn(name = "qst_lqs_id", insertable=false, updatable=false)
    @JsonIgnore
    private Question question;

    //getters and setters
}

The Question entity is:
@Entity
@Table(name = "mst_qst_question", schema = "lquest_sc")
public class Question implements Serializable {

@Id
@GeneratedValue(strategy = GenerationType.SEQUENCE, generator = "lquest_sc.mst_qst_question_qst_lqs_id_seq")
@SequenceGenerator(name = "lquest_sc.mst_qst_question_qst_lqs_id_seq", sequenceName = "lquest_sc.mst_qst_question_qst_lqs_id_seq")
@Column(name = "qst_lqs_id")
private int id;

@Column(name = "qst_title")
private String title;

@OneToMany(fetch = FetchType.LAZY, mappedBy = "question")
@OrderBy("order asc")
private Set<Answer> answers = new HashSet<Answer>();

//getters and setters here

The call in the controller is:
@RequestMapping(value = "/questionId/{id}", method = RequestMethod.GET)
public List<Answer> listAll( @PathVariable("id") int id ){
    List<Answer> answers = answerRepository.findByEnabledAndQuestionIdOrderByOrderAsc(1,id);
    return answers;
}

and the repository is
public interface AnswerRepository extends JpaRepository<Answer, Long> {
    List<Answer> findByEnabledAndQuestionIdOrderByOrderAsc(int enabled,int questionId);
}

The problem is that in the controller, when I try to evaluate
answers.get(0).getQuestion(), I receive the entity of Question, with the properties filled with null values and the error Method threw 'org.hibernate.LazyInitializationException' exception. Cannot evaluate Question_$$_jvst5b6_1.toString(). What am I doing wrong?

A: I don't know why spring.jpa.open-in-view = true is not working in your case. Maybe the OpenEntityManagerInViewInterceptordoes not get triggered or the thread has been left, when you are evaluating the Question. Or you have an older version which just does not support it.
Lazy loading works only inside of a transaction. A solution could be -
 as @Pradeep already gave you the hint - to use @Tranactional inside a business logic class.
Even if you put the @Transactional inside your repository it will not work, because you have to put the annotation on top of the method where you are trying to evaluate answers.get(0).getQuestion().
Furthermore I advise you not to call your repository from the controller directly, but to use a service layer, where you put your business logic.

Example implementation
This is only a example implementation to show you how to structure your application and what the important keywords are. Also note, that you can either use @Inject or @Autowired. When you have implemented your logic, just inject the service into your controller and use it there.
AnswerService.java
public interface AnswerService {
   List<Answer> findByEnabledAndQuestionIdOrderByOrderAsc(int enabled, Long id);
}

AnswerServiceImpl.java
@Service
public class AnswerServiceImpl implements AnswerService {

    private AnswerRepository answerRepository;

    @Inject
    public AnswerServiceImpl(AnswerRepository answerRepository) {
        this.answerRepository = answerRepository;
    }

    @Transactional
    @Override
    public List<Answer> findByEnabledAndQuestionIdOrderByOrderAsc(int enabled, Long id) {
        List<Answer> answerList = findByEnabledAndQuestionIdOrderByOrderAsc(int enabled,int questionId);

        // do your lazy loading here
        // because you are still in the same transactional context

        // return the list
        return answerList;
    }
}


BUMPER COLOR is a flexible coating suitable for bodywork, especially for bumpers. BUMPER COLOR is an all- purpose product for it can be used either to get a good finish in plastics, or as a primer when they have to be painted. When using it as a finish product, it gives a texture and appearance very similar to new bumpers. We can get different textures by adjusting the nozzle of the spray gun, its pressure and the distance from where the product is applied. Although BUMPER COLOR is a ready to use product, it can be necessary to add a nitro thinner to adjust the texture.BUMPER COLOR has excellent adhesion, and can be used as a primer for the repairing of bumpers that need to be painted, as well as a basis to increase the adhesion of polyester putties on plastic. In this case, to get a flat finish the product will have to be diluted with SO72.


Commercial space located in the WestSide Professional building at the corner of 2nd ave and Main street, Airdrie.
There are 2 commercial spaces available.
Rent includes all utilities, condo fees, alarm monitoring.
Please call for details, size and floor plans.
Commercial space for rent on Main Street. Prime west side Airdrie location - corner of Main Street and 2nd ave. 2 offices, coffee room, large wheel chair accessible washroom. All utilities included. Condo fees included. Short or long term.


text:
Visitors Guide: Sooke to Port Renfrew
Off-duty RCMP officer helps catch Cache Creek car thief
'This is just one example of how we are always ready to respond to emergencies'
Max Winkelman
Feb. 27, 2020 1:45 p.m.
A Williams Lake man who stole a car from Cache Creek was captured by Clinton RCMP with the help of an off-duty Lower Mainland officer, according to Cpl. Jesse O'Donaghey, spokesperson for the RCMP Southeast District.
On Feb. 26, just before 8 p.m., an off-duty Burnaby RCMP Staff Sergeant stopped into a gas station in the Cache Creek area when he observed a man frantically chasing his silver Kia Rio on foot, as it was reportedly being driven away by a car thief, according to O'Donaghey. The man's passenger car was taken after it was left idling outside a gas station.
The suspect fled the immediate area, northbound towards Clinton, he says. The off-duty officer followed the freshly stolen vehicle and provided vital updates to police dispatchers operating out of the Kelowna Operational Communications Centre, who relayed that information to responding frontline officers.
The suspect was allegedly observed driving in a dangerous manner, at times travelling into oncoming lanes of the highway. A tire deflation device was effectively deployed by Clinton RCMP officers who managed to apprehend the suspect without further incident after the car slowed to a stop, according to O'Donaghey.
"RCMP officers not only work and live but often travel through communities across our beautiful province. This is just one example of how we are always ready to respond to emergencies," states O'Donaghey. "The off-duty officer's situational awareness and collaboration with our police dispatchers and Clinton RCMP officers resulted in the safe arrest during a situation which had the potential to harm someone."
A 34-year-old Williams Lake man now faces potential criminal charges. He was held in police custody overnight and later released, expected to make his first appearance in court on April 30, 2020.
Just 10 days earlier, Ascroft RCMP and Clinton RCMP worked together and were forced to deploy a spike belt to halt another dangerous driver.
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Any witnesses who have not yet spoken to police are asked to call the Ashcroft RCMP at 250-453-2216.
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"When talking about climate change, it's often easy to think in abstractions. But the thousands of additional suicides that are likely to occur as a result of unmitigated climate change are not just a number, they represent tragic losses for families across the country," said Burke, assistant professor of Earth system science in the School of Earth, Energy & Environmental Sciences at Stanford.
Researchers have recognized for centuries that suicides tend to peak during warmer months. But, many factors beyond temperature also vary seasonally - such as unemployment rates or the amount of daylight - and up to this point it has been difficult to disentangle the role of temperature from other risk factors.
"Suicide is one of the leading causes of death globally, and suicide rates in the U.S. have risen dramatically over the last 15 years. So better understanding the causes of suicide is a public health priority," Burke said.
To tease out the role of temperature from other factors, the researchers compared historical temperature and suicide data across thousands of U.S. counties and Mexican municipalities over several decades. The team also analyzed the language in over half a billion Twitter updates or tweets to further determine whether hotter temperatures affect mental well-being. They analyzed, for example, whether tweets contain language such as "lonely," "trapped" or "suicidal" more often during hot spells.
"Surprisingly, these effects differ very little based on how rich populations are or if they are used to warm weather," Burke said.
"We've been studying the effects of warming on conflict and violence for years, finding that people fight more when it's hot. Now we see that in addition to hurting others, some individuals hurt themselves. It appears that heat profoundly affects the human mind and how we decide to inflict harm," said Solomon Hsiang, study co-author and associate professor at theUniversity of California, Berkeley.
"Hotter temperatures are clearly not the only, nor the most important, risk factor for suicide," Burke emphasized. "But our findings suggest that warming can have a surprisingly large impact on suicide risk, and this matters for both our understanding of mental health as well as for what we should expect as temperatures continue to warm."
Stanford Woods Institute for the Environment.


text:
Title 21. FOOD AND DRUGS
Chapter 9. FEDERAL FOOD, DRUG, AND COSMETIC ACT
Subchapter IX. TOBACCO PRODUCTS
Section 387c. Misbranded tobacco products
21 U.S. Code § 387c. Misbranded tobacco products
(a) In generalA tobacco product shall be deemed to be misbranded—
if its labeling is false or misleading in any particular;
(2) if in package form unless it bears a label containing—
the name and place of business of the tobacco product manufacturer, packer, or distributor;
an accurate statement of the quantity of the contents in terms of weight, measure, or numerical count;
an accurate statement of the percentage of the tobacco used in the product that is domestically grown tobacco and the percentage that is foreign grown tobacco; and
the statement required under section 387t(a) of this title,
except that under subparagraph (B) reasonable variations shall be permitted, and exemptions as to small packages shall be established, by regulations prescribed by the Secretary;
if any word, statement, or other information required by or under authority of this subchapter to appear on the label or labeling is not prominently placed thereon with such conspicuousness (as compared with other words, statements, or designs in the labeling) and in such terms as to render it likely to be read and understood by the ordinary individual under customary conditions of purchase and use;
if it has an established name, unless its label bears, to the exclusion of any other nonproprietary name, its established name prominently printed in type as required by the Secretary by regulation;
if the Secretary has issued regulations requiring that its labeling bear adequate directions for use, or adequate warnings against use by children, that are necessary for the protection of users unless its labeling conforms in all respects to such regulations;
if it was manufactured, prepared, propagated, compounded, or processed in an establishment not duly registered under section 387e(b), 387e(c), 387e(d), or 387e(h) of this title, if it was not included in a list required by section 387e(i) of this title, if a notice or other information respecting it was not provided as required by such section or section 387e(j) of this title, or if it does not bear such symbols from the uniform system for identification of tobacco products prescribed under section 387e(e) of this title as the Secretary by regulation requires;
(7) if, in the case of any tobacco product distributed or offered for sale in any State—
its advertising is false or misleading in any particular; or
it is sold or distributed in violation of regulations prescribed under section 387f(d) of this title;
(8) unless, in the case of any tobacco product distributed or offered for sale in any State, the manufacturer, packer, or distributor thereof includes in all advertisements and other descriptive printed matter issued or caused to be issued by the manufacturer, packer, or distributor with respect to that tobacco product—
a true statement of the tobacco product's established name as described in paragraph (4), printed prominently; and
(B) a brief statement of—
the uses of the tobacco product and relevant warnings, precautions, side effects, and contraindications; and
in the case of specific tobacco products made subject to a finding by the Secretary after notice and opportunity for comment that such action is appropriate to protect the public health, a full description of the components of such tobacco product or the formula showing quantitatively each ingredient of such tobacco product to the extent required in regulations which shall be issued by the Secretary after an opportunity for a hearing;
if it is a tobacco product subject to a tobacco product standard established under section 387g of this title, unless it bears such labeling as may be prescribed in such tobacco product standard; or
(10) if there was a failure or refusal—
to comply with any requirement prescribed under section 387d or 387h of this title; or
to furnish any material or information required under section 387i of this title.
(b) Prior approval of label statements
The Secretary may, by regulation, require prior approval of statements made on the label of a tobacco product to ensure that such statements do not violate the misbranding provisions of subsection (a) and that such statements comply with other provisions of the Family Smoking Prevention and Tobacco Control Act (including the amendments made by such Act). No regulation issued under this subsection may require prior approval by the Secretary of the content of any advertisement, except for modified risk tobacco products as provided in section 387k of this title. No advertisement of a tobacco product published after June 22, 2009, shall, with respect to the language of label statements as prescribed under section 1333 of title 15 and section 4402 of title 15 or the regulations issued under such sections, be subject to the provisions of sections 52 through 55 of title 15.
(June 25, 1938, ch. 675, § 903, as added Pub. L. 111–31, div. A, title I, § 101(b)(3), June 22, 2009, 123 Stat. 1788.)
The Family Smoking Prevention and Tobacco Control Act, referred to in subsec. (b), is div. A of Pub. L. 111–31, June 22, 2009, 123 Stat. 1776. For complete classification of this Act to the Code, see Short Title of 2009 Amendment note set out under section 301 of this title and Tables.
A prior section 903 of act June 25, 1938, was renumbered section 1003 and is classified to section 393 of this title.
Another prior section 903 of act June 25, 1938, was renumbered section 1004 and is classified to section 394 of this title.
Pub. L. 111–31, div. A, title I, § 103(q)(5), (6), June 22, 2009, 123 Stat. 1840, provided that:
"(5) Package label requirements.—
The package label requirements of paragraphs (3) and (4) of section 903(a) of the Federal Food, Drug, and Cosmetic Act [21 U.S.C. 387c(a)] (as amended by this division) shall take effect on the date that is 12 months after the date of enactment of this Act [June 22, 2009]. The package label requirements of paragraph (2) of such section 903(a) for cigarettes shall take effect on the date that is 15 months after the issuance of the regulations required by section 4(d) of the Federal Cigarette Labeling and Advertising Act (15 U.S.C. 1333[(d)]), as amended by section 201 of this division. The package label requirements of paragraph (2) of such section 903(a) for tobacco products other than cigarettes shall take effect on the date that is 12 months after the date of enactment of this Act. The effective date shall be with respect to the date of manufacture, provided that, in any case, beginning 30 days after such effective date, a manufacturer shall not introduce into the domestic commerce of the United States any product, irrespective of the date of manufacture, that is not in conformance with section 903(a)(2), (3), and (4) and section 920(a) of the Federal Food, Drug, and Cosmetic Act [21 U.S.C. 387t(a)].
"(6) Advertising requirements.—
The advertising requirements of section 903(a)(8) of the Federal Food, Drug, and Cosmetic Act [21 U.S.C. 387c(a)(8)] (as amended by this division) shall take effect on the date that is 12 months after the date of enactment of this Act [June 22, 2009]."
Title 21: Food and Drugs
21 CFR PART 1 - GENERAL ENFORCEMENT REGULATIONS
21 CFR PART 1141 - CIGARETTE PACKAGE AND ADVERTISING WARNINGS