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Hunan Gaofa womens Hall officials were reported to have plagiarized their papers again: the copy rate was over 40percent.
2019-07-09 13:46:57 category:Society
Following the report of plagiarism of doctoral dissertations, Dong Lan, a member of the Party Group of the Hunan Provincial Higher Peoples Court and director of the Political Department, was accused of falsifying his masters dissertations.
Recently, some netizens reported in their real names that Dong Lan, a masters dissertation of Economic Law, Hunan University Law School, was suspected of plagiarizing otherspapers, with a copy rate of 42.6%.
On the afternoon of July 9, a reporter from the Beijing News learned from Dong Lans graduate school and the Law School of Hunan University that the college was investigating the plagiarism of Dong Lanshuos doctoral thesis. Our College attaches great importance to this matter, but the investigation takes time and is a very complicated process. In line with the attitude of being responsible to students and society, the results of the survey will be published to the public in time.
According to the official resume, Dong Lan was born in October 1972 in Hengdong County, Hunan Province. His masters and doctoral degrees were awarded by Hunan University.
In June 1993, Dong Lan graduated from the Law Department of Southwest University of Political Science and Law (now Southwest University of Political Science and Law) and taught at Hunan College of Political and Law Management Cadres. In September 1999, she entered Hunan University Law School, majoring in economic law, and received her Master of Law degree in June 2002. After graduation, Dong Lan taught at the Law School of Hunan Normal University.
In September 2003, 31-year-old Dong Lan began her career as Vice-President of Dingcheng District, Changde City. Meanwhile, she began to study for a doctoral degree in economics and law at Hunan University. In June 2006, Dong Lan was appointed Secretary of the Standing Committee and Discipline Committee of the District Committee of Dingcheng District. In March 2007, Dong Lan was appointed Deputy Secretary of the Linli County Party Committee. He received his doctorate of law in December of the same year.
In June 2009, Dong Lan returned to Dingcheng District to serve as Deputy Secretary of District Committee, Acting District Director and District Director, and Secretary of Shimen County Party Committee in 2013.
But after more than a year in office, in December 2014, Dong Lans position was changed again. He was appointed Secretary and Vice President of the Party Group of the Intermediate Peoples Court of Yiyang City and President of the Peoples Court in January of the following year. After serving as president for only one year and nine months, Dong Lan was reassigned to serve as the Standing Committee of Yiyang Municipal Committee and Secretary of the Political and Legal Committee of the Municipal Committee.
According to reports in June this year, Dong Lan has become a member of the Party Group and director of the Political Department of the New Hunan Provincial College of Higher Learning. However, shortly after the new year, Dong Lan was reported that his doctoral dissertation was suspected of plagiarism.
In early July of this year, netizens reported that Dong Lans doctoral dissertation Research on Financial Law of Rural Public Goods Supply copied a lot of the same doctoral dissertation Research on Legal Problems of Rural Public Goods Supply written by Li Shiqiu, a doctoral student of Hunan University. In addition, the report also said that Li Shiqius doctoral dissertation was plagiarized about half.
A reporter from Beijing News inquired that Li Shiqius doctoral thesis was submitted on March 10, 2007, and his defense date was June 7, 2007. His tutor was Wang Quanxing, professor of Hunan University Law School, and the chairman of the defense committee was Professor Liu Dinghua. The submission date of Dong Lans doctoral thesis is October 16, 2007, the reply date is December 13, 2007, the tutor is Liu Dinghua, and the chairman of the reply committee is Wang Quanxing.
That is to say, Dong Lans thesis submission and defense are several months later than Li Shiqius. Their tutors are the chairmen of the Defense Committee of each other.
According to the comparison of papers, Dong Lans doctoral dissertation is highly similar to Li Shiqius.
For example, Dong Lan wrote in his theoretical purpose, The purpose of this paper is to systematically, comprehensively and pertinently study the financial law issues of rural public goods supply, and try to put forward a relatively complete analytical framework for the supply of public goods from the perspective of financial law. At present, there are many literatures on rural, agricultural and peasant issues, but there is obviously a lack of relatively macro and systematic theoretical research on financial law aiming at some specific problems, while some existing macro-theoretical research mainly uses the general theory of public goods to conduct deductive research on public goods. There is a lack of attention to some special problems in the countryside. However, in the field of economic law, due attention has not yet been paid to it. Therefore, this paper attempts to concentrate on this issue.
Left is Li Shiqius paper and right is Dong Lans.
The purpose of Li Shiqius doctoral dissertation is to systematically, comprehensively and pertinently study the supply of farm public goods, and try to put forward a relatively complete analytical framework for the supply of public goods. At present, there are many literatures on rural, agricultural and peasant issues, but they are mainly aimed at some specific problems and lack of relatively macro and systematic theoretical research. However, some existing macro-theoretical studies mainly use the general theory of public goods to conduct deductive research, lacking attention to the particularities of public goods in rural areas. In the field of law, it has not yet attracted due attention. Therefore, this paper attempts to concentrate on this issue.
Reporters of the Beijing News noted that similar plots appeared in Dong Lans papers in many places.
On December 16, 2007, Dong Lan signed the original statement of the dissertation, stating that the dissertation submitted is the research result of my independent research under the guidance of my supervisor. In addition to the content specifically marked in this paper, this paper does not contain any other works published or written by individuals or groups. Individuals and collectives who have made important contributions to this study have been clearly identified in this paper. I am fully aware that the legal consequences of the declaration lie with me.
On the evening of July 3, this year, Hunan University released a message that in response to the network queries about the doctoral dissertations of our graduates Dong Mou and Li Mou, our university has set up a special working group and is conducting investigation and verification.
The investigation results of Hunan University have not been reported yet. Dong Lans masters thesis The Development of Bill Market and Its Main Legal Measures has been reported again. This paper is accused of copying Feng Siquans 1998 article My Opinions on Developing Money Market Vigorously and the Chinese Business Times article Revealing Secrets: The Way to Black Hole published on October 29, 2001.
Dong Lans masters thesis was submitted on April 28, 2002, and his tutor was Liu Dinghua.
Comparing with the journalists of the Beijing News, Dong Lans masters thesis is inseparable from the basic position of the development of the bill market and the money market. Most of the contents are the same as the first part of Feng Xiquans thesis. In addition, the article Revealing Secrets: The Way to a Black Hole is also used in a large part.
Left is Feng Siquans paper and right is Dong Lans.
On July 9, Xin Jing Bao reporters also called the News and Information Network Office of Hunan Provincial College on many occasions, but no one answered. A staff member of the discipline inspection and supervision team appointed by Hunan Provincial Discipline Commission said that the leaders of the discipline inspection and supervision team were visiting other places, and they did not know about the matter at present.
Dong Lans resume
Dong Lan, female, Han nationality, born in Hengdong County, Hunan Province, was born in October 1972. She was a doctoral student in culture. She worked in June 1993 and joined the Communist Party of China in November 1992.
1989.09-1993.06 Bachelors Degree in Law, Department of Law, Southwest University of Political Science and Law
1993.06-1999.09 Teachers of Hunan Provincial College of Political and Legal Management Cadres
1999.09-2002.06 Masters Degree in Economic Law, Faculty of Law, Hunan University
2002.06-2003.09 Faculty of Law, Hunan Normal University
2003.09-2006.06 Deputy Director of Dingcheng District Peoples Government, Changde City, Hunan Province (during which: Ph.D. in Economics and Law from 2003.09 to 2007.12, Hunan University, with a Ph.D. in Law)
2006.06-2007.03 Secretary of the Standing Committee and Discipline Committee of Dingcheng District Committee, Changde City, Hunan Province
2007.03-2009.06 Deputy Secretary of Linli County Party Committee, Changde City, Hunan Province
2009.06-2009.08 Deputy Secretary of the District Committee of Dingcheng District, Changde City, Hunan Province
2009.08-2010.01 Deputy Secretary of Dingcheng District Committee and Acting District Director of District Peoples Government of Changde City, Hunan Province
2010.01-2013.03 Deputy Secretary of Dingcheng District Committee and District Governor of District Peoples Government of Changde City, Hunan Province
2013.03-2014.12 Secretary of Shimen County Party Committee, Changde City, Hunan Province
2014.12-2015.01 Secretary of Party Group, Vice President, Member of Judicial Committee and Judges of Intermediate Peoples Court of Yiyang City, Hunan Province
2015.01-2016.10 Secretary and President of the Party Group of the Intermediate Peoples Court of Yiyang City, Hunan Province
2016.10 - Secretary of the Standing Committee and Political and Legal Committee of the Yiyang Municipal Committee of Hunan Province
Report in June 2019 shows that he has been a member of the Party Leadership Group and Director of the Political Department of the Hunan Provincial Higher Peoples Court.
Source: Gu Yunting_NBJS8499, responsible editor of Beijing News


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rue vox Releases Sinister, Official Music Video for "90s Villain" Starring Henry Flury and Heidi Shepherd (BUTCHER BABIES) and CHRIS KAEL (FIVE FINGER DEATH PUNCH)!
Posted on July 27, 2021 by rue vox
Las Vegas, NV based dark Rock/Pop/Industrial artist rue vox has released the official music video for her new single, "90s Villain." Featuring BUTCHER BABIES'S HENRY FLURY and HEIDI SHEPHERD as well as CHRIS KAEL of FIVE FINGER DEATH PUNCH and directed by SHANE and DEED of SonStudios, the visceral music video follows the songstress through a series of brutal murders of seduced victims until her own murder at the denouement of the saga.
"90s Villain shows how our character defects can find a way to take us out in the end. I wrote this song to kind of call myself out in how I've been a terrible girlfriend in my past. In the video I'm a serial killer who ends up getting murdered by her would-be-victim. It symbolizes how the worst parts of us have to die, sometimes involuntarily, in order for us to truly live." – rue vox
"rue vox is a beast of a talent behind the microphone and her creativity doesn't stop there. She came to me with the inspiration for her music video to be a female slasher and the epitome of a 90s Villain. We took our love of giallo films to the next level and delivered a pulp-esque style short film.
We shot on Red camera with appearances by Butcher Babies and 5FDP's Chris Kael, and all slated in the dingiest, grimiest motel on the Las Vegas Strip as each victim plays the odds with a seductress.
And so the slaughterhouse began." – Shane O'Neal
The stunning passion in her vocals, and sensationally dynamic sound, is the natural result of rue vox always having had a strong connection to music & a true desire to entertain. Growing up in music, she learned the roots of classical styles at first, and it wouldn't be long after that she started winning competitions as a teenager, as Rue began to discover & refine the pure power & potential of her remarkable vocal range. Making a pivotal decision to move from Detroit to Las Vegas and pursue her dreams of stepping into the spotlight – Rue confidently started the most exciting chapter of her story to-date.
Bursting onto the scene like a supernova, with breathtaking vocals & a brilliant hybrid sound of her own that explores the wild depths of Rock/Pop/Industrial – Rue's undeniably edgy style instantly got the buzz surrounding her music going strong. Able to deliver the most delicate of melodies with precision & heart, to the most extreme hard-hitting moments designed to take her vocals to the limits & beyond – Rue's astounding voice is every bit as captivating as it is charismatic. Launching her official debut in 2020 with the release of two incredible covers & currently working on brand-new originals with the A-list assistance of producers Brian Steele Medina (Gemini Syndrome) and Nikka Bling (In This Moment, Five Finger Death Punch) – rue vox is ready to seize the momentum and surge straight to the tops of charts & playlists worldwide, where she truly belongs. – SBS
Stay Connected With Rue Vox
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Five Finger Death Punch Official Vinyl Re-Issues Of First 3 Albums (video)
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redpajama_set_name: RedPajamaCommonCrawl


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Martin N. Davidson
Senior Associate Dean and Global Chief Diversity Officer; Johnson & Higgins Professor Business Administration
Davidson is an expert on global leadership with an emphasis on how to manage diversity to generate superior performance — an approach he pioneered called Leveraging Difference. He wrote the book on diversity in business, The End of Diversity as We Know It: Why Diversity Efforts Fail and How Leveraging Difference Can Succeed. He's experienced in helping senior leaders develop the skills they need to thrive in global environments.
Davidson consults with a host of Fortune 500 firms, government agencies and social profit organizations. He has served as chief diversity officer for the Darden School, and as the national chair of the Gender and Diversity in Organizations Division of the Academy of Management. Davidson writes a blog called "In My Opinion," found at www.leveragingdifference.com.
A.B., Harvard College; Ph.D., Stanford University
Diversity, Equity and Inclusion ">
6 Ways Business Leaders Should Prepare for 2022 and Beyond ">
6 Ways Business Leaders Should Prepare for 2022 and Beyond
Diversity Equity and Inclusion: Foundations and the Future ">
Diversity Equity and Inclusion: Foundations and the Future
Coding and Creativity, C-Suite Communication and Compensation, Career Pivots - What to Read Now ">
Coding and Creativity, C-Suite Communication and Compensation, Career Pivots - What to Read Now
How to Design for Real Race-Intelligent Inclusion ">
How to Design for Real Race-Intelligent Inclusion


You were very active last night. What was going on?
Les petits cats are always active. Sometimes active while sitting and contemplating life, sometimes active while racing down le hall.
I'm referring to the running down the hall kind of active. It was very noisy, and it woke me up. How can you possibly make such a thumping racket when you go down the stairs?
Le Midnight Run, c'est one of les high points of the day. When this petit cat can dominate le house. Et humiliate le terrain. Madame has such little understanding of our mentality.
It is not your mentality that I don't understand. It's your noisy thumping feet. And as for the high point of the day, I thought that was breakfast.
Breakfast, bien sûr, Madame is right for once. Also Dinner.
So that makes three high points of the day. But let's circle back to that dominating the terrain thing. Does this have anything to do with Mia? I notice you have another bite on your lip.
Mia, she is une très wild thing. She gives me the evil Side Eye and I jump her. We race around, and then, it must be said, there is some attacking and scrambling and biting and scratching. C'est très exhilarating.
She nailed you on the lip, didn't she? Serves you right for attacking her.
Mia forced me to attack her. With her provocative Side Eye.
I'm sure you had it coming.


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EpiPen shortage amid back to school season
Joe Raedle/Getty ImagesBY: DR. RYAN GUINNESS
(NEW YORK) — It's back to school season, and a nationwide shortage of the EpiPen is making parents scramble.
If you're the parent of a child with a serious allergy or have serious allergies yourself, the EpiPen can be a life-saving medication. Schools often require two pens to keep in the nurse's office, and, of course, they want some at home. The issue: it expires every year. And, now, there are some people who can't find new ones.
It's been going on since May, periodic shortages across the U.S. that have been chalked up to manufacturing, supply and delivery issues.
This news comes on the heels of a recent U.S. Food and Drug Administration (FDA) approval of a generic version of the EpiPen, which will bring new competition for a medication that has sparked a public outcry over high drug prices. However, it remains to be determined when this generic version will become available.
What is an EpiPen?
EpiPen refers to the brand name version of an epinephrine auto-injector; it's an injection that contains epinephrine, a chemical that narrows blood vessels and opens airways in the lungs.
The pen is a quick self-injection system that can be used by anyone to deliver medicine to someone in allergic shock. Its rising price has gotten a lot of notice in recent years, and, now, the price of a two-pen pack can be up to $400.
Allergic reactions (anaphylaxis) treated with the use of EpiPen include those from insect stings or bites, food, drugs, and other allergens, according to the American Academy of Allergy Asthma and Immunology. These are also used to treat exercise-induced anaphylaxis. The effects of this medication are rapid but not long-lasting, so people using it are advised to immediately seek medical attention.
The EpiPen is marketed by Mylan and manufactured by a subsidiary of Pfizer. Other companies have made different types of epinephrine auto-injectors, most notably Adrenaclick and Auvi-Q, but they work differently from EpiPen and can't be used interchangeably like a generic version. Both are readily available but may not be covered by most insurers.
What do we know about the shortage?
The EpiPen has been experiencing supply disruptions since May, but the situation has been worsening in recent weeks.
Multiple factors have resulted in limited availability of EpiPen in certain areas of the U.S., including both pharmacy-level supply disruptions and manufacturing constraints, according to a recent statement by Pfizer. Sales of the EpiPens also spike during the back-to-school season, as parents attempt to refill expiring prescriptions to keep in children's backpacks, at school and home.
Mylan's "actively exploring several options with Pfizer that would help stabilize supply," according to a press release. In addition, the company says that it's "expediting shipments upon receipt from Pfizer" and that they "are working closely with Pfizer to stay informed of anticipated shipments and are maintaining a regular dialogue with health authorizes to provide frequent updates on supply status."
The FDA, on its drug shortages website, includes a list of current and resolved drug shortages that it shares with consumers.
"We recognize the anxiety that is felt when access to these products are not guaranteed, and we want to assure the public that we are doing everything we can to address supply issues with the brand product," says Dr. Douglas Throckmorton, deputy center director for regulatory program in the FDA's Center for Drug Evaluation and Research, on the agency's response to ongoing drug shortages for critical products.
How will the generic differ from the brand EpiPen?
On Aug. 16, federal regulators approved the first generic version of EpiPen, developed by Teva Pharmaceuticals. This version will be interchangeable with the original epinephrine auto-injector sold by Mylan. Pharmacists will soon be able to substitute this version when doctors prescribe the original EpiPen, but it's not available yet.
"Today's approval of the first generic version of the most widely prescribed epinephrine auto-injector in the U.S. is part of our longstanding commitment to advance access to lower cost, safe, and effective generic alternatives once patents and other executives no longer prevent approval," FDA Commissioner Dr. Scott Gottlieb said in a statement. "This approval means patients living with severe allergies who require constant access to life-saving epinephrine should have a lower-cost option, as well as another approved product to help protect against potential drug shortages."
But it may not launch soon enough for families urgently searching for a supply now.
Teva Pharmaceuticals said in a statement that it's applying "full resources to this important launch in the coming months." However, Teva didn't specify a launch date or price.
What should you do if your family is affected?
Mylan encourages patients to call its customer relations department at 800-796-9526 for help locating alternative pharmacies. The company recently extended its hours to Monday through Friday, 8 a.m. to 7 p.m. ET, and said it has been successful in locating products for customers who have been unable to find it on their own.
Information on other approved epinephrine auto-injector products can be found on the FDA's website.
And, of course, as many families are doing, call around in your area to see who has the pens in stock.
Ryan Guinness M.D., M.P.H., is an internal and preventive medicine resident physician, currently working in the ABC News Medical Unit.


Early research conceptualized control beliefs as a bipolar, unidimensional construct (Lefcourt, 1976; Nowicki & Strickland, 1974; Rotter, 1966). External control belief was conceptualized as a generalized belief that outcomes are determined by external factors, whereas an internal control belief was conceptualized as the belief that outcomes are contingent on one's own responses. More recently, theoretically meaningful distinctions have been proposed for the multiple dimensions of children's control beliefs. Connell (1985) identified three dimensions of children's control beliefs that refer to the degree to which children report that outcomes are caused by themselves (internal), that outcomes are caused by other people (powerful others), or that the child does not know what causes outcomes to occur (unknown). This model separates external causes into two dimensions of "powerful others" and "unknown," based on Connell's finding in open-ended interviews that children often reported they "did not know" why events occurred. A second distinction between control beliefs is control over positive and negative events. This distinction is important because research has shown that children make different causal explanations for good events and bad events (Peterson & Seligman, 1984).
Control theorists (Lefcourt, 1976; Rotter, 1966) assert that persons with more internal control beliefs are less likely to have psychological problems because they use more active coping techniques to change the stressful situations. Illustratively, LaMontagne (1984) showed that children with internal control beliefs who were about to undergo surgery were more likely to use problem-focused techniques and to seek out information than those with external control beliefs. However, studies have not investigated how control beliefs relate to children's coping with the stressors that follow parental divorce. Postdivorce stressors present unique challenges because they often involve family changes that are beyond the child's direct control. Several studies with children of divorce have indicated that coping by attempting to solve the problem and/or thinking more positively about it (active coping) is related to less psychological problems, whereas trying to stay away from the problem (avoidance coping) relates to more psychological problems (Armistead et al., 1990; Krantz et al., 1985; Kurdek & Sinclair, 1988). Illustratively, in a study of 8- to 12-year-old children of divorce, Sandler et al. (1994) found that avoidance coping was positively related to depression and active coping was negatively related to conduct problems in cross-sectional analyses.
There is also evidence that control beliefs are related to negative appraisals for stressful events and that negative appraisals are related to mental health problems. The concept of negative appraisal is derived from Lazarus's (1991) model and refers to beliefs that an event has negative implications for an individual's well-being, goals, or values. For example, when a noncustodial parent misses a scheduled visit, a child who believes that the parent does not care about him or her is more likely to be upset than the child who believes that the missed visit was unintentional and that the parent will visit again in the future. Although there has been no research on control beliefs and negative appraisals for the stressors that follow divorce, there is evidence that children who are low on internal attributions for failure in academic tasks are more likely to make negative self-appraisals while dealing with failure in an academic situation. Diener and Dweck (1978) found that "helpless" children (who were low on internal "effort" beliefs to explain academic failure) were likely to make negative appraisals to explain their failure in academic tasks (e.g., "I am not smart"), whereas "mastery oriented" children (who were high on internal effort beliefs) focused on improving their performance. It may be that in an ambiguous but highly stressful situation, like parental divorce, information about the cause of events is particularly important to reduce stress. Not knowing why events occur may lead to negative appraisals and may make it more difficult to achieve secondary control through positive reinterpretations of the situation. A number of studies found that negative appraisals for stressful events were associated with mental health problems for children of divorce (Grych, Seid, & Fincham, 1992; Krantz et al., 1985). Illustratively, Sheets et al. (1996) found that negative appraisals for a wide range of divorce-related stressors were correlated with higher psychological problems in cross-sectional and longitudinal analyses for a sample of children of divorce.
The main objective of this study was to investigate the relations between children's control beliefs and children's coping and appraisal, and to examine children's coping and appraisal as mediators of the relations between control beliefs and mental health problems in children of divorce. We found that control beliefs were related to coping and appraisals. We also found that negative appraisal, but not coping, mediated the relation between unknown control beliefs and children's self-reported mental health problems.
The first finding of this study is that unknown control beliefs were significantly related to higher mental health problems. This replicates similar findings with other populations, including depressed children and the general population (Weisz et al., 1989; Weisz et al., 1993; Weisz, Weiss, Wasserman, & Rintoul, 1987). This study adds the finding that the children's unknown control beliefs relate to higher parent-reported as well as child-reported symptoms and, therefore, cannot be accounted for by same informant method variance. Prior research using the multidimensional control belief scale has provided inconsistent evidence about the relations between internal control beliefs and children's symptoms (Seifer, Sameroff, Baldwin, & Baldwin, 1991; Weisz et al., 1989; Weisz et al., 1993; Weisz et al., 1987). Thus, the significance of this dimension of control beliefs requires further investigation. It may be that finer distinctions between kinds of internal control beliefs, such as effort versus ability (Diener & Dweck, 1978) or characterological versus behavioral (e.g. Janoff-Bulman, 1979), are critical to more fully understand how these beliefs affect coping and adjustment.
The pattern of positive relations of the control belief variables with active and avoidant coping is surprising. Unknown control and internal control beliefs predicted both active and avoidant coping. Because active coping generally is expected to be adaptive and avoidant coping generally is expected to be maladaptive, these results appear counterintuitive. The relation between internal control and active coping was expected, based on the theory that children who believe they can control events are more likely to directly engage in problem-solving behaviors to change stressful situations. Although the positive relation between internal control beliefs and avoidant coping theoretically is counterintuitive, Kliewer (1991) reported similar findings in a sample of elementary school children. She proposed that because the children were describing their coping with primarily uncontrollable stressors, avoidant coping might be adaptive in these situations, and particularly, cognitive avoidance might reflect their attempts to retain control over these situations. Further research is needed to explore how children with different control beliefs cope across controllable and uncontrollable situations. It may be that internal control beliefs predict the ability to select the most effective coping strategies in each situation (Janoff-Bulman & Brickman, 1982).
The second interesting finding was the pattern of relations between control beliefs, negative appraisal, and mental health problems. In the path model, only unknown control for positive events had a significant path to higher negative appraisals. The pathway linking unknown control beliefs for positive events to child-reported mental health problems was mediated by negative appraisals of stressful events. This provides empirical evidence supporting one specific mechanism by which unknown control beliefs may affect children's mental health problems. It is interesting to speculate why children who are uncertain as to why events occur may generate more negative appraisals. It may be that children who do not understand why events occur are more likely to make personally threatening interpretations. For example, if children of divorce do not understand why some parents get along after divorce whereas others continue to argue, they may be more likely to believe that the arguments of their parents are attributable to something that they did. Knowing why events occur may provide children with a sense of secondary control (Rothbaum, Weisz, & Snyder, 1982) in which events are more predictable and understandable. This, in turn, may lower their level of stressful arousal and reduce the likelihood that they would develop personally threatening appraisals for events.
One implication from our findings is that there should be greater emphasis on helping children obtain a nonthreatening understanding of why events occur. This study suggests that the unknown dimension of control may be particularly relevant for children of divorce who encounter stressors that are often outside their realm of control (e.g., parental conflict, infrequent contact with dad, moving to a new home, etc.). An application of this is seen in a preventive intervention program developed by Pedro-Carroll and Cowen (1985) that taught children of divorce to distinguish between controllable and uncontrollable events. Because effective coping differs with the controllability of the event, programs are more likely to be effective if they can teach children how to cope with these two different types of events. Another important implication is that there should be a greater focus on reducing children's negative appraisals in preventive intervention programs for children of divorce. Research has repeatedly confirmed that negative cognition about the divorce, such as self-blame, overgeneralization, and pessimism, relate to more psychological problems (Krantz et al., 1985; Mazur, Wolchik, & Sandler, 1992). Moreover, this study showed that negative appraisals are particularly pronounced among children with high unknown control beliefs. Thus, one preventive intervention technique may involve helping children to understand what happens when parents divorce and teaching them not to make negative appraisals in stressful situations that are difficult to understand.
The preceding section contained information about the influence of control beliefs on children's post-divorce stress. Write three case study examples regarding how you might use the content of this section in your practice.


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I belong to a lot of Facebook teaching groups and many have posted that their districts do not teach spelling. I didn't investigate which states those teachers were in. I'd presume it wasn't Texas as we have spelling standards.
I teach spelling as well as print and cursive handwriting. I've had to teach many of my kids how to print their own name as they were writing all letters the same size. I've gotten most of them to write print correctly at this point of the year.
This is a good theory. I honestly, hate graphic novels and hate is a strong word. My librarian at a school years ago tried to explain the virtures of graphic novels about how they're the best for inferencing. Uh huh. The OP student loves graphic novels. I let them get them from the library but they're not allowed to read them in class. GNs are home reading. If it's out, it goes in their backpack.
I've watched them during independent reading and 90% are just lookig at the pictures. After 10 minutes the page should be turning. Nope. Not in my room.
I'm in Texas too and yes we have standards but spelling is squeaked over. I taught 2nd last year and had a parent get ugly over her son not having "homework" because he's bored at home. When spelling lists were sent home he just copied and spelled and bombed every single spelling test which was weekly on Fridays. They were the I read the word, you spell it. She just wanted him out of her hair but they never went over what the words were or how their pronounced. I did honesly squeak over spelling because I had admin breathing down my neck about reading and having kinder reading levels all in my room. Phonics and spelling instruction wasn't on their agenda.
In student writing, I also find the opposite problem of students selecting words they can spell in place of attempting words that best fit their prose. I find it more productive for students to attempt and learn from their nonconventional spelling. But I also recall the days when teachers were encouraged to allow the students to naturally grow into conventional spelling and to not correct any errors; research has not supported this.
It also seems today's society is not as literate as previous generations. Laura Ingalls didn't spend her childhood hypnotized by electronic media. But even in my childhood era of the 60's through 70's, yeah, we watched TV, but we also read. Prior to opening up this thread, I'd been recalling my elementary years, finding library books that matched something we learned in class, (I recall reading the entire book about a boy who encounters a Martian after reading a short selection in the basal anthology), finding books that matched my interests such as science or magic tricks.... Right now, I'm recalling how everyone in my class borrowed the Hello Mudda, Hello Fadda, Here I Am at Camp Granada book based on the hit song at that time....Oh, and there was the Amahl and the Night Visitors book. I remember reading that book to my mother while I did my best attempt at singing the operatic parts. I visited the local library to learn how to train my pet collie, Lassie. I also read to Lassie when I was 11. (His favorite book, of course, was Timmy and Lassie. Comic books.... That was something my piano teacher gave me as a reward. That was supplemental reading, kind of like dessert after a meal, not the main course. And now that I think about it, I recall reading a Bug Bunny comic book that also included word games and such. It wasn't just look-at-the-pictures back then. Yes, I looked forward to the Sunday funnies, but my Dad encouraged me to read other articles in the newspaper, too, and I did.
Writing....I had a pen pal, a missionary in Chad. In fact, everyone in my Sunday School wrote him and looked forward to his letters and visits. I remember writing to him on my Cap'n Crunch stationary I'd sent away for. I wrote stories, not as an assignment--for fun! I wrote plays that my brother and sister and I put on for our parents. These were about a Mexican boy named Pedro (I was fascinated with Mexico and Spanish and even had a 45 RPM record of Spanish words that I practiced--oh, and a coloring book about Mexico. OK, coloring books. They had captions or stories along with the pictures.
Now if I might get a bit controversial, there was more to my childhood that influenced my reading, writing, and spelling. Music was a major part of my life, and not just the current rock music. I grew up with Lawrence Welk, Perry Como, hymns in church, classical music....All these added to my languaging sections in my brain. Reading, writing, and spelling are related to mathematics and music within the biological correlations of the brain. I also played outside. I didn't just sit in a corner and twiddle my thumbs on some type of gadget. Oh, and my gadgets and toys complemented reading. I had a fan that would raise a rocket ship made of a balloon into the air, allow it to float, and then safely land. I had a Slinky that would walk up and down the stairs--so did my Super Ball, a firm bouncing ball that would bounce and bounce for what seemed like forever. What am I getting at now? How does that influence languaging? Reading comprehension and writing synthesis are experienced based. In the brain, experiences, or prior learning, connects with new learning.
It's getting late and I'm rambling. Here's my point. I fear today's children are trapped in a paradigm of sitting and viewing a media's life rather than experiencing the enrichment of actual living. This in turn is diminishing their brains' ability to use what they learn in school, plus they are not practicing outside of school what they learn in the classroom.
mathmagic and Leaborb192 like this.
Teachers are pressed for time or obsessed with perfection that they basically expect a polished final draft on the first attempt rather than get with the "messy'' process that is writing.
I've been seeing this in the classroom, too. Also, back to actual spelling instruction and handwriting instruction, over the years since I began teaching in the 80's, I've seen a decline in time spent in actual instruction in these areas. I was even instructed by administration to begin limiting the time we spent in these areas. Spelling and writing transformed into a "complete the workbook page" during busywork time rather than an actual subject; meanwhile, busywork time became a ditto dementia disaster; pile on the photocopied papers.
Ideally, I would rather have a pretest the first day of the lesson. A student would read the list from the spelling book, the class would attempt to write the word, and then the student would correctly write the word on the board for the class to correct as needed. First or second day would be an encoding lesson, using the rule to write words on the list and other words, using letter tiles or other manipulatives. I also had a special white board for examples in whole class lessons. I would enrich the lessons with humor, music, syllable practice, mnemonics, games, etc. The students were made aware that they were not memorizing just to pass a test; they were memorizing to use these words when they came up within their writing.
Cursive instruction used to be, write the letter in the air, trace the letter on your desk (or in my case, use a Hot Wheels car to drive the letter on your desk), then practice in the workbook. I enriched the handwriting lesson with examples of the letter used in words or stories. We checked how to hold the pencil and how to position the paper. And when I was a kid, we had special 3-lined paper for practice. OK, yes, today we have keyboards, printers, and texting, but we still write notes. I just read a 2018 book about productivity that encouraged the use of notes on scrap paper to remind me of ideas or things to do later. Not everything can be digitized. At some point, a person needs to use a pencil. I can prove it. Walk into high tech modern Staples and you still see a whole row of pens and pencils for sale.
Personally, I think that there is a lack of PD with all teachers. I'm a fairly new teacher and reading and spelling were NEVER an issue for me growing up. Math is a different story- but spelling, grammar, and reading always came easy to me.
Now I have to teach these skills and I have NO CLUE HOW TO TEACH READING/PHONICS. There are so many strategies and approaches and trying to explain why words are spelled a certain way is HARD. I have looked up Youtube videos, listened to podcasts, read books, met with my literacy specialist for RTI tips....and I'm seeing little to no growth in a lot of my kids. I shouldn't have to piece together what is supposed to be done in a phonics lesson! It should have already been offered by the school system! If I want to go to a PD workshop, I need to pay for it upfront with my own money. I will be only partially reimbursed and that's IF the school approves the training!
My district is very cheap IMO and just does not want to spend the money on legit PD for the staff. I have never been given the opportunity to actually TRAIN with professionals. I feel like my students are suffering because of it. My team members also do not like to share strategies. We meet for maybe 30 minutes a month to discuss ALL topics and I feel like I'm being a burden or rushed when I asked for help.
Personally, I think that there is a lack of PD with all teachers.
I agree there is a lack of quality PD, but I feel that colleges and universities are not teaching students well. Phonics should be a part of every program for teachers who will be teaching elementary level. So, should grammar and reading. I think part of the problem is that many university and college programs have swayed so far on the pendulum where teaching these things are still seen as evil that the chance of getting them back in is close to nil.
My post doesn't help your plight. I wish you well. Your choice is to either figure it out on your own, pay for outside PD, or change schools.
For context, I went to public schools through the 1980s and 90s. I have terrible handwriting and it has gotten worse as I use it less and less! I haven't used cursive since elementary school, and when I was hired to teach at a Catholic school that still taught cursive, I literally had to ask students to "demonstrate" how to write the capital letters because I didn't know how.
I am sure 500 years ago with the invention of the printing press there were monks bemoaning the imminent death of calligraphy. Civilization has somehow managed to survive without it. I personally think that civilization could continue without cursive, too.
Meanwhile, I still want my high school students to capitalize "I." This is our district's fourth year with 1:1 iPads, and it's the first year when I am seeing lower-case "i" running rampant. I 100% believe it's due to their over-reliance on tech to autocorrect spelling and punctuation errors.
For those who feel that they would benefit from PD in phonics, etc., I would like to suggest visiting PBS Teacherline. I have taken several courses with them, and feel that I was motivated enough to get the most out of them. They have three 3 credit courses that deals exactly with the lack of experience and teaching strategies this thread alludes to. The cost per course is less than $500, and there can be graduate credit earned for a little bit more money. Teacherline typically runs "special" pricing event a couple of times a year, if memory serves me well. As an AR teacher, I took the teaching reading and the phonics courses because I came into teaching without that skill set. Even though I knew that I would not be teaching itty-bitties, I was working on my MEd. in TESOL, so figured the courses were highly likely to be useful - and they have been.
The cost of each course is a fraction of what one would pay for a similar course at most colleges or universities. If taking grad courses will move you up on the pay scale, this is a way to consider. If not, then it would strictly be up to you to decide on the worth. One of these courses is about the same price as some conferences I have attended, so the price seems fair to me.
I don't know... I don't think it's always that teachers don't know how to teach phonics, although it's certainly sometimes the case. I think it's one of the things that gets pushed to the wayside, along with spelling and handwriting. Sadly, I even see myself doing it as an upper elementary teacher, although I'm very confident with my ability to teach phonics. When about 15% of your students need support with digraphs, chunking, and blends, but 90% of your class needs major help with comprehension, you prioritize that 90% and tend to focus less on that 15%. I fit in phonics when I can, but there's not always time for it. I think it's one of the things that teachers hope students will just pick up along the way as their other skills improve. Clearly that is not the case. Students end up with gaps in learning that severely impact them in the future.
I think the best solution would be more pull out instruction or after school tutoring to provide targeted intervention support. Teachers can only divide themselves up so much, and small groups and differentiation are ideal, but it's not always possible to get to everything that needs to be covered.
My co-teacher and I are starting spelling this week because we both agree it's important... but I'm curious what those of you who regularly teach it see as benefits? How does explicit spelling instruction help your students academically in other content areas?
I don't know... I don't think it's always that teachers don't know how to teach phonics, although it's certainly sometimes the case.
Most think their teacher prep programs failed to teach them how to teach reading.
You are right that it isn't always . I think it is more often the case than not. Then add to that what you described by choosing other skills rather than foundation reading skills. The difficult part is some kids that can comprehend and seem to do well without the foundation in phonics hit a wall in middle school when the complexity of the words outpace their word bank knowledge. They could be trying to read a word they actually know the meaning of and not be able to read the word due to their lack of decoding skills. It happens a lot in my district because of the lack of phonics instruction and the reliance on guessing strategies. These students then fit the "profile of the middle school kid who doesn't want to do well anymore".
Languaging is holistic. All synthesis and analysis rely on language. Further exploration into a language, in this case written language, enhances brain development, not just within neurons used to memorize spelling but within other neurons as well, including neurons that will be called upon in non-spelling related activities. But even within spelling itself, prior experience will be called upon to learn new words, to learn foreign languages or even just a few words in a foreign language, to spell check alongside the computer's spell check (which isn't always accurate allot of times), basically any future activity that involves language calls upon neurons activated during previous spelling experiences. Also, word play during childhood, the time when the languaging sections of the brain are at their peak readiness, enhances learning of any subject.
Just today, for example, I read a news article about the current popularity of the Baby Shark song. The article mentioned the importance of early language play within the repetition and rhythm of such a song. "Author and pediatrician Claudia Gold says simple songs with easy melodies, repetition, and wholesome themes help kids keep order in a new and confusing world. 'When you're 6 months old, or 2 or 5 years old, so many things are going on that you try to make sense of,' she says. 'A song can kind of harness that experience and be comforting in its repetition.'" I see where the same can be said for the repetition and exploration within spelling lessons.
In a spelling lesson, word play involves not just phonemes but usage of the words, such as spelling the word within a sentence, pictures that connect to the words, definitions of words, words that sound the same or sound similar (such as in puns), dictionary usage, synonyms and antonyms, etc. The spelling rules and word examples eventually intertwine with future learning in any subject.


Jenny Jacobsson is a Swedish photographer from the city of Gothenburg. Her mission is to create a narrative, using expressive and emotional imagery. From concept, through construction, capture and post production, her images hint at stories where the impossible really does becomes possible. It's a far cry from her previous work in neurobiology and the satisfying result of a decision to follow her heart and embrace her passion for creating conceptual imagery.
That is the description for the big feature and interview in f11 Magazine, written by publisher and creative director Tim Steele. I'm so happy to have been given the opportunity to be part of this amazing magazine written all the way from the other side of the globe, in New Zealand. In this October issue the magazine covers images taken from all across Australia (winning work from AIPP APPA Awards 2014), to the desert in southern Africa (Joshua Holko), finding its way to the northern climes of my home in Scandinavia, reflecting the global approach by f11. And it's exciting!
• Your subjects obviously inspire you to tell their stories, but what external sources also influence or inspire you?
• I see strong conceptual pre-visualisation in the creation of your images, does the idea always survive the migration to the capture process?
I want to give a shout-out to Tim Steele, for being such a nice person and a terrific editor to work with. Thank you!
You can find more issues of f11 Magazine here and find them Twitter or Facebook here.
Curious about the featured images and the stories behind them? Join me in my blog category Works to find out more.
Connect with me on Facebook for even more insight!


text:
L'Atlas (born in France in 1978) is a French painter, photographer and video artist who studied calligraphy, typography and editing techniques for documentaries.

Main exhibitions

Solo exhibitions
 2007. I WAS HERE. Galerie Beaubourg, Paris.
 2008. Cosmic Graffiti. Espace Beaurepaire, Paris.
 2008. D'un monde l'autre. Galerie Il trifolio Nero, Gênes.
 2009. The way of art. ESA, Paris.
 2009. City fragments. Gallery Nine5, New York.
 2010. L'ATLAS IS HERE. Mois de la Photo Off, Galerie G, Paris.

Collective exhibitions
 2001. Street Art. Galerie du Jour, Paris.
 2004. L'invention du monde. Centre Georges Pompidou, Paris.
 2006. Ligne, Galerie Chappe, Paris
 2006. Synapses. Musée du Montparnasse, Paris.
 2007. Graphology. Palais de Tokyo, Paris.
 2009. Collection Gallizia. Grand Palais - Paris.
 2009. Né dans la rue - Graffiti. Fondation Cartier, Paris.
 2009. Etats des lieux. Galerie du jour, Paris.
 2010. Strates. Maison des Arts, Créteil.
 2011. "Gradations". Galerie Lebenson, Paris.
 2015. "The Beach Beneath the Streets". The Mine, Dubai

Performances
 2003. Maison du Japon, Venise.
 2008. Ne perds pas le nord. Fi'Art / Centre Georges Pompidou, Paris.
 2009. Surfaces actives. Art Beijing. Pékin.
 2010. Surfaces actives. Alliance Française et Cultures France.

Biennales and art fairs
 2009. Cutlog / Contemporary Art Fair. Paris.
 2009. Stroke / Urban Art Fair. Munich.
 2010. SCOPE / New York Art Show, New York.
 2010. Stroke / Urban Art Fair. Munich.
 2010. Qui Vive / Moscow International Biennale for Young Art, Moscou.
 2010. Cutlog / Contemporary Art Fair. Paris.
 2010. Biennale des arts graphiques, Musée d'Art Contemporain de Perm, Russie.
 2010. Art Kiev Contemporary Art Fair. Mistetskiy Arsenal Culture and Art Museum Complex, Ukraine.
 2011. L'ATLAS vs TANC. Alliance Française, New Delhi.

References

External links
 Official site

French contemporary artists
1978 births
Living people
Artists from Paris
French graffiti artists

redpajama_set_name: RedPajamaWikipedia


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Triple D Bending is a recognised pipe-bending company in Canada. It has been in operation since 1986 and has 63 dedicated employees on board. As a unique company with industry-leading techniques, facilities and services that enable it to bend pipes to specific requirements, its services are used by many industry leaders. It operates in an extremely competitive and sensitive market, and continuously invests in state-of-the-art technologies that allow it to provide the most efficient and reliable services to customers.
Triple D Bending must meet the rigorous demands of many different markets, such as the oil and gas, mining, manufacturing, structural and architectural, and agricultural sectors. Although the company already has the best equipment and engineers, it has decided to become even more efficient. After a thorough investigation, it found many areas that need their internal processes to be optimised. The decision was made to bring in a modern solution to manage these processes. The company needed a customisable document management system with the highest level of security. It wanted to track all the details and changes in documents, as well as receive proactive notifications.
During the manufacturing process for a product, a large quantity of documentation is created. In the past, this was time-consuming and there was a risk that not all the documentation required would be provided to the customer with their product. With DocLogix, this process has become more efficient and the possibility of any missing documentation has been significantly reduced. We have also been able to store all our documents in a logical structure.
Furthermore, the process for collecting documents is now automated. The system pulls up the correct documents for shipment and provides shipment information such as notifications, tracking and delivery confirmation. This has given the process more transparency, thus eliminating any miscommunication and mistakes.
Triple D Bending has implemented the management of equipment maintenance using DocLogix. Each machine and part has its own service documentation, making things easy to track and find out what needs servicing when using the system. The system also sends a reminder when maintenance is required for a particular part or machine, removing the possibility of missing a maintenance check. There are thus no technical surprises for either the company or its customers.
At most companies, calibration information for equipment is managed manually. Unlike elsewhere, each device at Triple D Bending is described in systems that include information about their associated calibration procedures. DocLogix provides upcoming dates for calibration procedures and proactive notifications.
Shortly after using the functionality for meeting management, Triple D Bending noticed that its meetings had become much more productive. Participants are reminded to send information relevant to the meeting before it takes place, allowing everyone to get acquainted with it. During the meeting, the moderator issues and puts related tasks straight into the system. It is also easy to handle and review all outstanding tasks that relate to previous meetings. Uncompleted tasks automatically appear in the agenda for an upcoming meeting. The task-completion dashboard has provided a much better tracking system and meeting protocols are available in a single format and unified view, with appropriate data collected automatically from preparation reports.
DocLogix provides Triple D Bending with a number of user-friendly functionalities such as powerful search, document versioning, previews, grabbing and others, but the real added value for Triple D Bending comes from the software-modelling capabilities of DocLogix. In fact, DocLogix can be considered a platform for business-application modelling with which the process-improvement manager at Triple D Bending can successfully deploy configurations in various business areas.
For future phases of deployment, Triple D Bending plans to use the capabilities of the DocLogix workflow engine in many business areas. After deep investigation during a trial phase, Triple D Bending found that the workflow possibilities were even more advanced than expected. As a company, we plan to use DocLogix not only to control the flow of documentation, but also that of organisational processes.
Read article written by Rokas Radziunas, Triple D Bending process improvement manager.
Read Rokas Radziunas article and find out what does it take to manage information and documents in a manufacturing company.


Plan to arrive into Dubrovnik/Cilipi Airport in Croatia either the evening before or morning of to board your home for the next week! You will be embarking early in the morning to spend the week with The Sailing Collective on a Jeanneau 54 model boat. You will meet your Sailing Collective x TVP crew and sail to Cavtat.
Today you will wake up and enjoy you first full day on the Adriatic sea sailing from Cavtat across the border into Herceg Novi, Montenegro! Ask to help on deck and get a feel for what it's like to be working from a Sailing Collective "office."
Today your Sailing Collective team will take you from Herceg Novi to Budva, the nightlife capital of Montenegro. Spend the day relaxing on deck, stopping in remote coves and jumping off the boat for a swim. This evening take the opportunity to enjoy some nightlife!
Travel along the coast from Budva to the small city of Kotor, with a population of around 13,000. Kotor is a fortified town on Montenegro's Adriatic coast, in a bay near the limestone cliffs of Mt. Lovćen.
Today you will wake up in Kotor and go to sleep in Tivat. In between you will have the opportunity to swim, sunbathe and window shop for a super yacht, many of which make the port of Tivat home.
Wake up in beautiful Tivat before crossing the border back into Dubrovnik, Croatia. Today will be your final day aboard your Sailing Collective boat so ask the captain to borrow the wheel and show your fellow TVPers the sailing skills you've learned along the way! Arrive into Dubrovnik around 5pm and enjoy a night out on the town while spending the last night aboard the boat.
Say farewell to your Sailing Collective crew and depart Dubrovnik for Bosnia. You will have a stop in Ston, Croatia along the way to enjoy an oyster sampling, a specialty of this seaside hamlet. Continue on to Blagaj, Bosnia for some brief sightseeing. End the day in Mostar, Bosnia and enjoy sunset cocktails & dinner by the iconic Stari Most bridge.
Wake up and depart to Konjic for your service project with MDDC, where you will work on kennel and other infrastructure repairs. In the afternoon you will sit in on a presentation to learn how MDDC conducts De-Mining operations and employs dogs. Leave MDDC in the early evening and head to dinner in Konjic, an undiscovered gem surrounded by mountains and rivers.
Today will be an early start to finish off the service project with MDDC. Afterwards, there will be a rafting adventure through the breathtaking Nervata river. This won't be an excursion you'll soon forget. Afterwards, the group will head to Sarajevo in the early evening where you will celebrate the last night of the trip. A perfect time to reflect on the experience over dinner.
After breakfast participate in a walking tour of Sarajevo or transfers to airport, bus & railway stations. The experience will officially end at 12pm. Say farewell to your fellow TVP'ers and being planning your next THE VACATION PROJECT trip!


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Ballaí don ghaoth agus díon don bháisteach, agus deochanna in aice na tine.Irish-Gaelic to English Translation:Walls for the wind, And a roof for the rain, And drinks beside the fire.
Beannaigh tú féin agus do chuid, chomh maith leis an teach bheag a bhfuil tú i do chonaí. Go mbeadh tuí mhaith ar an díon os a cionn, agus iad sin taobh istigh go réiteódh siad lena chéile i gcónaí.Irish-Gaelic to English Translation:Bless you and yours As well as the cottage you live in. May the roof overhead be well thatched And those inside be well matched.
Beannú Eireannach… Bia folláin agus deochanna urrúnta, piliúr glan i gcomhair do cheannsa, go gcaithfeá daichead bliana sna flaithis agus nach mbéadh a fhios ag an deamhain gur tú féin atá marbh.Irish-Gaelic to English Translation:Irish Blessing... Ample food and sturdy drink, A clean pillow for your head, And may you be forty years in heaven before the devil knows you're dead.
Beannú Eireannach… Mar a théann tú síos céimeanna an tsaoil, nach sínfeadh na sceilpe an treo mícheart.Irish-Gaelic to English Translation:An Irish Blessing... As you slide down the bannisters of life, may the splinters never point the wrong way.
Céad Míle FáilteIrish-Gaelic to English Translation:One hundred thousand welcomes.
Gaire chun tú a shásaimh agus siúd atá in aice leat atá grá agat dóibh. Agus iomlán atá de dhíth ó do chroíse.Irish-Gaelic to English Translation:Laughter to cheer you And those you love near you. And all that your heart may desire.
Go bhfanfadh an díon ós ár cionn go socair, agus nach mbrisfeadh an cairdeas idir siúd a bhfuil bailithe faoi.Irish-Gaelic to English Translation:May the roof above us never fall in. And may the friends gathered below it never fall out.
Go bhfásfadh an féar ar an mbóthar go h-Ifreann de bharr easpa úsáide.Irish-Gaelic to English Translation:May the grass grow long on the road to hell for want of use.
Go bhfásfadh glúin pháistí ó ghlúin do chuid pháistíIrish-Gaelic to English Translation:May there be a generation of children On the children of your children.
Go dtabharfadh Dia, Ré Solas greine chun tú a théamh, Ré ón ngealach chun tú a chur fé dhraíocht, Aingeal cosainte, chun tú a choimeád sábháilte.Irish-Gaelic to English Translation:May God grant you always...A sunbeam to warm you, A moonbeam to charm you, A sheltering angel, so nothing can harm you.
Go dtabharfadh gach phiotal ar an tseamróg dea-dhúil chughat, dea-sláinte, da bhuíochas agus sonas. I gcomhair inniu agus gach lá eile.Irish-Gaelic to English Translation:For each petal on the shamrock This brings a wish your way, Good health, good luck, and happiness For today and every day.
Go dtabharfadh siúd a bhfuil grá agat dóibh grá ar ais chughat, agus go dtiocfadh na beannachtaí uilig atá ag teastáil uait beo!Irish-Gaelic to English Translation:May those you love bring love back to you And may all the wishes you wish come true!
Go dtiocfadh beannachtaí an tsolais chughat, solas amuigh agus solas istigh, agus id' imeachtaí, ag teacht is ag imeacht.Irish-Gaelic to English Translation:May the blessings of light be upon you, Light without and light within. And in all your comings and goings.
Go líonfadh fuaimeanna an cheoil áthasch agus an gáire ceolmhar Éireannach do chroíse le sonas, a bhfanfadh go deo ina dhiaidh.Irish-Gaelic to English Translation:May the sound of happy music And the lilt of Irish laughter Fill your heart with gladness That stays forever after.
Go loinnródh an ghrian ar feadh an lae, Go mbeadh gach rud i gceart agus nach rachadh aon rud mícheart.Irish-Gaelic to English Translation:May the sun shine all day long, Everything go right and nothing go wrong.
Go lonródh an solas ort ar lá dorcha. Nuair is ghá duit bheith sa bhaile, go shiúlfá an slí. Go mbéadh an crogacht ionat seans a thogáil, agus gan froganna a fháil id' bhríste.Irish-Gaelic to English Translation:May the light always find you on a dreary day. When you need to be home, may you find your way. May you always have courage to take a chance, and never find frogs in your underpants.
Go mbainfeadh deannach rothanna do vaigínse radharc na súl do chuid naimhde.Irish-Gaelic to English Translation:May the dust from your wagon wheels blind the eyes of your enemies.
Go mbeadh an féar a shiúlfaidh tu air bheith glas, go mbeadh spéir gorm os do chionn, go mbeadh sonas id' thimpeall, go mbeadh na croíthe a bhfuil grá agat dóibh bheith fíor.Irish-Gaelic to English Translation:May green be the grass you walk on, May blue be the skies above you, May pure be the joys that surround you, May true be the hearts that love you.
Go mbéadh do chuid bheannaithe nios líonmhaire ná an méid seamróga a bhfásann, agus nach dtiocfadh trioblóid leat aon áit dá racadhsa.Irish-Gaelic to English Translation:May your blessings outnumber the shamrocks that grow, And may trouble avoid you wherever you go.
Go mbeadh do chuid trioblóidí níos lú, agus do chuid beannachtaí níos mó. Agus nach dtiocfadh aon rud ach gliondar isteach id' dhoras.Irish-Gaelic to English Translation:May your troubles be less And your blessings be more. And nothing but happiness Come through our door.
Go mbéadh do lá lán de bheannachtaí coúil leis an ghrian a lonraíonn an spear, agus go mbeadh an críonnacht ionat do sciatháin a shíneadh agus eitilt!Irish-Gaelic to English Translation:May your day be filled with blessings Like the sun that lights the sky, And may you always have the courage To spread your wings and fly!
Go mbeadh do lámh dheas sínte amach le cairdeas i gconaí agus gan aon ní de dhíth air. Mar a eiríonn an ghrian óir os cionn Éire, go dtabharfadh gal te na gcoirce teas id' gáire dea-oibreach.Irish-Gaelic to English Translation:May your right hand always Be stretched out in friendship And never in want. As the sun rises gold Over the Emerald Isle, May your oat's hot steam Warm your hard work smile.
Go mbeadh focail deasa agat ar thráthnóna fuar, ghealach geal ar oíche dorcha, agus bother síos an chnoc go do theachsa.Irish-Gaelic to English Translation:May you have warm words on a cold evening, A full moon on a dark night, And the road downhill all the way to your door.
Go mbéadh suíochan leat gan caoineadh. Go líonfadh an grá na saolta a bhogaimid gan stopadh. Agus go líonfadh ár ngrá an domhain, sciatháin na n-aingil ag cleitearnaí go séimh.Irish-Gaelic to English Translation:May we live in peace without weeping. May our joy outline the lives we touch without ceasing. And may our love fill the world, angel wings tenderly beating.
Go múchadh an bháisteach fuar tar do chuid bláthanna, athuadh do spiorad, agus go nglanfadh sé as do chuid trioblóidí.Irish-Gaelic to English Translation:May the cool rain quench your flowers' thirst, Renew your spirit, And wash your troubles away.
Go n-éirí an bóthar leatIrish-Gaelic to English Translation:May the Journey you are making be a safe one.
Go n-oibreódh tú gan airgead de dhíth ort, go ngráfaidh tú gan aon fulaingt, agus go ndámhsódh tú gan aon duine ag féachaint ort.Irish-Gaelic to English Translation:May you work like you don't need the money, Love like you've never been hurt, and Dance like no one is watching.
Go nglacfadh na srutháin, na crainn agus na cnoic ceolmhara páirt sa curfá, freisin. Agus go gcuirfeadh gach gaoth séimh a séideann sonas cughat féin.Irish-Gaelic to English Translation:May brooks and trees and singing hills Join in the chorus, too. And every gentle wind that blows Send happiness to you.
Go siúlfaidh tú ar solas na gréine i gcónaí, nach mbeadh aon rud eile de dhíth ort, go leagfadh na h-aingil Éireannacha a cuid sciatháin in aice do dhoras.Irish-Gaelic to English Translation:May you always walk in sunshine. May you never want for more. May Irish angels rest their wings right beside your door.
Is glas iad na cnoic i bhfad uainnIrish-Gaelic to English Translation:The fields are greener far away.
Is minic a bhris béal duine a shrónIrish-Gaelic to English Translation:Many a time someone's mouth broke their own nose.
Má tá an t-ádh leat bheith ina Éireannach, tá an t-ádh leat go deo.Irish-Gaelic to English Translation:If you're lucky enough to be Irish then you're lucky enough.
Má tá tú beannaithe go leor bheith ina Éireannach, tá tú beannaithe go deo.Irish-Gaelic to English Translation:If you're blessed enough to be Irish then you're blessed enough.
Mar a théann tú síos céimeanna an tsaoil, nach sínfeadh na sceilpe an treo mícheart.Irish-Gaelic to English Translation:As you slide down the bannisters of life, may the splinters never point the wrong way.
Nach mbuailfeadh naimhde na h-Éireann le aon chara riamh.Irish-Gaelic to English Translation:May the enemies of Ireland never meet a friend.
Nuair atá gáire le feiceáil i súile Éireannacha, tá rud éigin ag tárlú de gnáth.Irish-Gaelic to English Translation:When Irish eyes are smiling, they're usually up to something.
Oideas Sean-Éireannach i gcomhair saol fada: fág an tábla ocrach. Fág an leaba tuirseach. Fág an tábla tartmhar.Irish-Gaelic to English Translation:An Old Irish recipe for Longevity: Leave the table hungry. Leave the bed sleepy. Leave the table thirsty.
Seo chuig grá-geal, buidéal, agus chara. An chéad ceann go h-álainn, an dara ceann lán, agus an ceann deireanach dílis i gcónaí.Irish-Gaelic to English Translation:Here's to a sweetheart, a bottle, and a friend. The first beautiful, the second full, the last ever faithful.
Siúlfaidh alán daoine isteach agus amach ó do shaol, ach ní fhágfaidh ach cúpla daoine coiscéimeanna id' chroí.Irish-Gaelic to English Translation:Many people will walk in and out or your life, but only true friends will leave footprints in your heart.
Tá dea longanna, tá longanna adhmaide, ná longanna a sheolanna sna h-aigéanacha.Is longanna iad na cairdeas is fearr, Agus go mbeidh siad i gcónaí.Irish-Gaelic to English Translation:There are good ships, and there are wood ships, The ships that sail the sea. But the best ships are friendships, And may they always be.
Tá gáire mhaith agus codladh fada na dhá leigheasanna is fearr.Irish-Gaelic to English Translation:A good laugh and a long sleep are the two best cures.
Tús maith, leath na h-oibreIrish-Gaelic to English Translation:Good start, half the workload.
Ualach beannachtaí agat féin, Dia agus a h-aingil in aice láimhe, Cairde agus Clann, go dteaspáfadh a ghrá, Agus beannachtaí Eireannacha i do chroí!Irish-Gaelic to English Translation:A world of wishes at your command, God and his angels close at hand, Friends and family, their love impart, And Irish blessings in your heart!
Go mbeadh ár dteachsa ró bheag chun ár gcáirde go léir a choimeád.Irish-Gaelic to English Translation:May our home always be too small to hold all our friends.
Éireann, is é an t-aon áit amháin ar domhan a thug an flaitis séis, gliondar, Agus cluain agus Ceo.Irish-Gaelic to English Translation:Ireland, it's the one place on earth That heaven has kissed With melody, mirth, And meadow and mist.
Go lonródh an ghrian ort ar feadh i bhfad, grá id thimpeall, agus go dtugadh an solas laistigh dui tar do threoir thú.Irish-Gaelic to English Translation:May the longtime sun shine upon you, all love surround you, And the sweet light within you guide you on your way.
Níl aon tinteán mar do thinteán féinIrish-Gaelic to English Translation:There's no place like home.
Tá an saol cosúil le cupán tae, tá sé ag braith air conas a dhéanfá é.Irish-Gaelic to English Translation:Life is like a cup of tea, it's all in how you make it.


BEAUTIFUL WATER ACCESS HOME IN GULF SHORES. 3 ACRE GATED PRIVATE PARK, PICNIC AREA, DOCKS AND A BOAT LAUNCH ON BON SECOUR RIVER IN THE TAYLORS RIVERVIEW COMMUNITY. THIS HOME IS LOCATED ON A BEAUTIFUL CORNER LOT WITH BREATHTAKING TREES. SCREENED IN PORCH, WOOD BURNING FIREPLACE AND VACUFLO. IT ALSO HAS AN OFFICE AND A LIVING ROOM THAT COULD BE A SEPARATE DINING ROOM. FLOOD INSURANCE IS NOT REQUIRED. DEEDED OWNERSHIP SHARE OF THE 3 ACRE PRIVATE PARK/LAUNCH ON BON SECOUR RIVER. HOME WARRANTY INCLUDED. COME SEE THIS GREAT HOME!!


text:
Nicholas Company v. United States/Opinion of the Court
< Nicholas Company v. United States
Nicholas Company v. United States
Opinion of the Court by Joseph McKenna
860956Nicholas Company v. United States — Opinion of the CourtJoseph McKenna
Case Syllabus
249 U.S. 34
Argued: Jan. 14, 1919. --- Decided: March 3, 1919
Writs of certiorari to review a judgment of the Court of Customs Appeals, affirming a decision by the Board of General Appraisers, which overruled the protests of petitioners against the action of collectors of customs at Boston and New York assessing additional or countervailing duties on whisky and gin imported from Great Britain. 7 Ct. Cust. Appeals, 97.
Paragraph E of section 4 of the Tariff Act of 1913 (38 Stat. 114 [Comp. St. § 5296]) reads as follows:
'E. That whenever any country, dependency, colony, province or other political subdivision of government shall pay or bestow, directly or indirectly, any bounty or grant upon the exportation of any article or merchandise from such country, dependency, colony, province or other political subdivision of government, and such article of merchandise is dutiable under the provisions of this act, then upon the importation of any such article or merchandise into the United States, whether the same shall be imported directly from the country of production or otherwise, and whether such article or merchandise is imported in the same condition as when exported from the country of production or has been changed in condition by manufacture or otherwise, there shall be levied and paid, in all such cases, in addition to the duties otherwise imposed by this act, an additional duty equal to the net amount of such bounty or grant, however the same be paid or bestowed. The net amount of all such bounties or grants shall be from time to time ascertained, determined, and declared by the Secretary of the Treasury, who shall make all needful regulations for the identification of such articles and merchandise and for the assessment and collection of such additional duties.'
The question in the case is the legality of the counter vailing duty. It was determined and declared to be necessary under paragraph E by reason of the allowance under the British legislation of three pence upon plain British spirits and five pence upon British compounded spirits. 23 & 24 Vict. c. 129.
The case is not of broad compass. The act of Parliament referred to above levies a duty upon every gallon of spirits of a certain strength which after certain designated dates were or should be distilled within the United Kingdom, or which, having been distilled therein, were on the designated dates in the stock or possession of any distiller or in any duty-free warehouse, and which after the named dates should be taken out for consumption within the United Kingdom.
It is provided that 'in consideration of the loss and hindrance caused by excise regulation in the distillation and rectification of spirits in the United Kingdom' there shall be paid 'to any distiller or proprietor of such spirits on the exportation thereof from a duty-free warehouse or on depositing the same in a customs warehouse * * * the allowance of two pence per gallon * * * and to any licensed rectifier who * * * has or shall have deposited in a customs warehouse spirits distilled and rectified in the United Kingdom the following allowances: * * * Three pence per gallon, and on spirits of the nature of spirits of wine an allowance of two pence per gallon. * * *'
Subsequent acts of Parliament repeat the provisions for allowance upon exported spirits, adding some details, and are replete with the regulations and provisions which the legislators thought or experience had demonstrated were necessary. And there is quite an enumeration of warehouses and their purposes which, however necessary from the standpoint of the law, happily is not necessary to our consideration of the questions in the case, although counsel describe them and use them in display of the options which it is contended the law gives to a distiller-that is, to export, warehouse, or sell the spirits or use them under conditions which would or would not result in an allowance. We do not find it necessary to go into such confusing considerations. The question in the case is more direct, and is whether the three pence and five pence paid no account of export from the United Kingdom is the bestowal 'directly or indirectly' of a 'bounty or grant upon the exportation of any article or merchandise from such country,' to use the words of paragraph E.
Looking only at the paragraph and judging from the first impressions of its words, the problem presented would seem to be without difficulty. There is paid to an exporter of spirits from the United Kingdom the sum of three or five pence a gallon, as the case may be, and the instant conclusion is that the sale of spirits to other countries is relieved from a burden that their sale in the United Kingdom must bear. There is a benefit, therefore, in exportation, an inducement to seek the foreign market. And thus it would seem, if we regard the substance of things, that the condition of the application of paragraph E obtains.
Counsel, however, resist this view in somewhat lengthy and minute arguments, only the basic propositions of which we can give. They dwell especially upon the purpose of the British act and the differences, not only actual, as they contend, but recognized in the administrative and legislative parlance of this country, between the words 'allowance,' 'bounty,' 'drawback' and 'grant.' In support of the first contention-that is, the purpose of the British act-it is urged that the allowance provided for is not a 'bounty' upon exportation, but 'compensation' to the distiller and rectifier for costs due to excise restrictions. In other words, that the allowance is not a premium on exportation, but the remission or reimbursement of the expense of manufacture to accommodate the 'peculiar conditions and necessities' of the British fiscal policy. In confirmation of this view it is said that not all British spirits when exported get the allowance, but only those that are warehoused in a certain specified way, and that, besides, the allowance is also paid when certain spirits go into domestic consumption. And the British ambassador is quoted as saying of the allowances that they 'do not even compensate the loss they are intended to reimburse, as is abundantly proved.'
It is hence asserted that the condition of the application of paragraph E-that is, a premium bestowed on an exportation from another country-is absent and that, besides, the paragraph is of limited scope, the word bounty not being used in its most comprehensive sense, and that there is a wide difference between an 'indirect bounty' and 'indirectly paying a bounty,' and that for an indirect bounty the paragraph does not provide. Counsel attempt to justify the distinction and illustrate it by the citation of the example of many acts of Congress by which 'indirect' bounties were legislated and also by the comments of legislators in discussion of the purpose and effect of the use of the words 'allowances,' and 'rebates,' and 'drawbacks.' And United States v. Passavant, 169 U.S. 16, 23, 18 Sup. Ct. 219, 42 L. Ed. 644, is quoted for a distinction between 'the word 'bounty' as differentiated from the word 'drawback' in tariff parlance' and 'the shades of meaning which Congress had in mind when enacting paragraph E and provisions in pari materia.' In further support of their distinctions counsel cite the executive practice of this country, and adduce the decisions of this and other courts to show that such practice is a useful resolvent of the meaning of words and of legislative intention.
We appreciate the strength of the argument, but the circumstances are but aids to persuasion; they do not compel it. Every new statute is individual and presents its own problem. That before us does, and, as we have said, looking at its words alone, has no uncertainty of purpose. Whenever any country 'shall pay or bestow, directly or indirectly, any bounty or grant upon the exportation of any article or merchandise,' there shall be levied and paid upon it, upon importation, in addition to the regular duty, an additional one 'equal to the net amount of such bounty or grant, however the same be paid or bestowed.' The statute was addressed to a condition and its words must be considered as intending to define it, and all of them-'grant' as well as 'bounty'-must be given effect. If the word 'bounty' has a limited sense the word 'grant' has not. A word of broader significance than 'grant' could not have been used. Like its synonyms 'give' and 'bestow,' it expresses a concession, the conferring of something by one person upon another. And if the 'something' be conferred by a country 'upon the exportation of any article or merchandise' a countervailing duty is required by paragraph E.
There can be, therefore, but one inquiry: Was something bounty or grant-paid or bestowed upon the exportation of spirits? Counsel's answer we have given; ours is different. They dwell upon the meaning of one word and the necessary adjustments of the British revenue legislation; we regard all of the words, the fact of payment and the event-the fact that the grant is made at the time of exportation and only upon exportation (of course, we mean of the spirits destined for the United States)-the event, that the spirits may be sold cheaper in the United States than in the United Kingdom, and necessarily there may be that aid to their competitive power. We do not think that it is a repelling answer to say that they are sold here at the same price that they would be sold for in the United Kingdom if the latter imposed no tax, that is, sold here as if they had not been taxed at all, and therefore sold not below their natural cost. This is mere speculation of the effects of a different situation. We have the fact of spirits able to be sold cheaper in the United States than in the place of their production, and this the result of an act of government because of the destination of the spirits being a foreign market. For that situation paragraph E was intended to provide. What legislation some other situation might require or receive we are not called upon to conjecture.
Our conclusion is supported, we think, by United States v. Passavant, supra, a case from which counsel have adduced some argument. An importation of goods from Germany was the subject of the decision. That country imposed a tax upon merchandise when sold by the manufacturer thereof for consumption or sale in the markets of Germany. Upon exportation of the merchandise the tax was remitted. The remission was called 'bonification of tax' as distinguished from being refunded as a rebate. The merchandise could be purchased in bond for exportation in the principal markets of Germany at the net invoice price and without paying the so-called German duty. The merchandise with which the case was concerned was so purchased.
Upon importation of the merchandise it was determined by the collector and customs appraiser that its value was the net invoice value with the German duty added. This ruling was contested by the importer and the Board of General Appraisers reversed it. The Circuit Court, to which the case had been carried, affirmed the decision of the Board of General Appraisers. Upon appeal to the Circuit Court of Appeals that court asked of this court whether the German duty had been lawfully included by the collector and customs appraiser in their estimate of the dutiable value. We answered in the affirmative, and said, through Mr. Chief Justice Fuller:
That 'the laws of this country in the assessment of duties proceed upon the market value in the exporting country and not upon the market value less such remission or amelioration as that country chooses to allow in accordance with its own views of public policy.'
And this conclusion was reached upon the effect of the remitted tax and not upon the word used to designate it. In other words, the decision was not determined by a consideration of costs of manufacture or their reimbursement nor by the requirements of the policies of the exporting country. It regarded the fact and effect of the remitted excise.
Downs v. United States, 187 U.S. 496, 23 Sup. Ct. 222, 47 L. Ed. 275, is a like example, and direct and indirect bounties are illustrated. As an instance of the former the amount paid upon the production of sugar under the act of Congress of October 1, 1890 (26 Stat. 617, c. 1244) is adduced, and also the 'drawback' (the word of the statute is used) upon certain articles exported; as instances of the latter, that is, of indirect bounties, the remission of taxes upon the exportation of articles which are subject to a tax when sold or consumed in the country of their production is given, and, as another example, the laws permitting distillers of spirits to export the same without payment of an internal revenue tax or other burden.
We consider further discussion unnecessary and the judgment of the Court of Customs Appeals is
NotesEdit
This work is in the public domain in the United States because it is a work of the United States federal government (see 17 U.S.C. 105).
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unused independent of public types?
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MA> Create a "placebo" file that uses all the types?
MA> are unused independent of public types?
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I didn't realize that it ignored all attributed types?
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>>> find all types of particular kind.
>>> MA> that are not directly used in code?
>>> MA> MA> Create a "placebo" file that uses all the types?
>>> MA> are unused independent of public types?
What is so special about internal types in regards of used/unused state?
gives false positives in your solution?
MA> OK, I misunderstood you.
MA> I didn't realize that it ignored all attributed types?
MA> types as far as severity goes?
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>> MA> attributes in its analysis?
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>>>> attributes you can easily find all types of particular kind.
>>>> MA> that are not directly used in code?
>>>> MA> MA> Create a "placebo" file that uses all the types?
>>>> MA> are unused independent of public types?


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