The following are multiple choice questions (with answers) about philosophy.

In Hobbes’s view, to say something is good is to say that:
A. it is conducive to human happiness.
B. you desire it.
C. most people desire it.
D. most people ought to desire it.
Answer: B<|endoftext|> and her ski masked pals dumped a dying dog on your floor - has been astonishingly, amazingly wrong on every possible level. The world isn't a TV show…Christ, I wouldn't even saddle TV with this kind of plot." Lee, naturally, would have done much better. "Now they've fucked it up beyond all repair and just because they have some…/connection/ to the paranormal, they've been able to drag you into it." Well, he seems to be a believer now, that's a change, though he clearly doesn't consider it a /positive/ thing.

Cass likes Lee and he has extra immunity to her temper due to being Nima's twin brother, but she can't help but look stern at his evaluation of what she's been through lately. "I didn't like what they did with their rescue mission," she tells him honestly. "You know me. I hate violence." And blood, especially when the two are mixed together. "Of course I know this isn't some sort of TV show. But they're /not/ awful. I can't even say that I wished I never knew any of this stuff was out there because I know that's not at all true. I know everything hasn't been handled perfectly, but, like you said, this isn't a TV show. Nothing's planned out in advance for the most part. I don't know what to tell you, Lee." At moments lik these she /does/ wish she had a power. Just so she could do demonstrations for the disbelievers. Or semi-believers as the case may be.

Lee lowers his voice, "Cass, what if Ramon came over with a gun to the Secret Lair not to stop my father from burning the place down, but to kill him afterwards, or if he flinched from destroying the place he loved more than anyone or anything else? What if the reason he's organizing people to go after this obviously-fake-name John Carter isn't for revenge but because he has to be silenced? Even what he /claims/ he wants is bad enough. Blood revenge for the murder of his wife? That is fucking unstable and crazy, even if it /weren't/ a 1983 revenge movie cliche, eyepatch and all. And that's if you believe him, which I have no reason to. None. And I doubt you do either. Just because someone knows a secret you do doesn't mean they're telling you the truth." Lee is definitely in the 'believer' category now…well…maybe 'definitely' is a bit strong, but it's looking likely…

While Cass understands that Lee is lowering his voice for both dramatic effect, since they're the only ones here, as well as to show that he's conveying something like a secret. "/Now/ who's talking like a 1983 revenge movie?" she points out to Lee for his theory. "That's the problem. Ramon would /never/ do that." Maybe if she didn't know Ramon, hadn't talked with him and /heard/ his side of the story before anything happened, then maybe she could believe that Lee's conclusion had some sort of merit. "I /do/ have a reason to believe the Gomezes, Lee. Elena saved my life. And if you had /talked/ to them before any of this actually started. You wouldn't be able to think that this was some plot. They even went through the police and the district attorney. It's not because we share the same secret that I trust Ramon and Elena. It goes a lot deeper than that." She studies her friend for a moment. "Look, I get you don't believe what I do, but there's more to it than us being the crazy people you think we are for it."

Lee says, "It's not that, not anymore, I believe there are people out there with weird abilities, and yeah, maybe there's a serial killer who can control minds out there. Why not?" he adds sardonically, like that would be just right in line with everything else he's experienced. "If a case falls through the cracks with the police, there are a lot of choices, but on the 'reasonable, non-fucking-crazy' list of options, you will not find, 'become a gun-toting vigilante.'" He shakes his head, subsiding. "I'm glad she saved your life - that does make the whole thing slightly less than a /complete/ disaster." he admits. "And like I say. I don't have a choice about what's happening, so why complain. I'll just watch until the next 'twist' comes along."

There's a distinct raise in eyebrow when Lee admits that he believes the same thing that they do. Now that's something Cass never thought she'd hear. "What made you change your mind about it?" She'll ignore the sardonic and sarcastic tone from him, that's just Lee. If she took everything he said to heart, they would never have made it past their first meeting. "He's /not/, though. Oh, I don't know. Lots of things have been turned around lately." What she /will/ get adamant about is his resigned attitude. "Oh, /please/, Lee. Don't give me any crap about not having a choice about anything. You're the most opinionated man I know. Of course you have a choice."

Lee says, "I should have seen it coming once I saw the eyepatch." with a smile that would be a sneer if it were less unhappy. He shrugs: "I got proof they exist from someone. I can't really tell you more, but if you think about how dreadfully trite a reveal like that is you can probably narrow it down to a list of three or four. You know…" He lowers his voice again, but this time it's not to keep others from hearing. "My whole childhood I felt abandoned because I thought my parents loved fictional people with strange powers more than me. Then…I get over it. I grow out of thinking that. I move on. Still hate comic books, but hey, there are better books in town. And now I find out it's /real/. And my parents /were/ involved in it. And Christ. I just want to break something with a golf club."

"Oh, is he sporting the eyepatch now?" Cass hasn't even managed to see him for that. She's already making him one of her own with a bit of a pirate-y flair, but that's the sort of thing that's lost on Lee. "You're talking to a woman who owns an occult bookstore." While it doesn't go as deep as Lee's entire life, it's at least a start of some understanding. "It's weird, isn't it? That feeling that the impossible really /is/ possible? Wondering what else we've been proving to ourselves is false is actually true." Finally, her arms drop from being wrapped around herself and she just kind of stuffs them into her pockets. "It's okay, I understand that this is one of things you can't just talk to other people about. But, you can let that person know that I'm trying to help people like them here. Give them a place to test what they can do. That's what this place is actually for, though it is kind of handy as a safehouse." Pause. "And that goes for you, too. If you want to learn more about this or see more of it in action, the door's always open. You know the code."

Lee says, "They've got a pretty good handle on it. A lot better than me." He shakes his head. "It's more than weird. It's…disappointing. Soul-suckingly /Literal/. Like Moby Dick was just a story about a whale. What good is a myth to me /now/?" It really has offended him. He's not just being a jerk.

"For you, then," Cass gives him a weak smile. Just in case he wants a place to come to terms with it all. "Wait, there was /meaning/ behind Moby Dick?" she teases him gently before quickly moving onto the topic at hand. "There's still myth and poetry and in betweens. I mean, just because /some/ people can actually fly and come back to life and heal and do all the things in myth doesn't mean that everyone can. I kind of find it comforting. To know that anything actually /is/ possible. It's not just one of those things you stitch into a pillow."

Lee says, "It pisses me off. Just so you know why I'm in such a foul mood about it." He smirks. "I have to come here. My father's here. But that brings us back to where we were before. Let's just say if I…oh /god/." he moans, putting his hand to his forehead. "I probably am going to get some kind of powers too." he complains. "The guy who hates something /always/ ends up being a part of it, it's the most cliche twist in history." He looks just miserable at the prospect. "And I bet the serial killer is going to go after the /kids/ of the women next, and they'll have increased likelihood of developing these abilities, and

 and her ski masked pals dumped a dying dog on your floor - has been astonishingly, amazingly wrong on every possible level. The world isn't a TV show…Christ, I wouldn't even saddle TV with this kind of plot." Lee, naturally, would have done much better. "Now they've fucked it up beyond all repair and just because they have some…/connection/ to the paranormal, they've been able to drag you into it." Well, he seems to be a believer now, that's a change, though he clearly doesn't consider it a /positive/ thing.

Cass likes Lee and he has extra immunity to her temper due to being Nima's twin brother, but she can't help but look stern at his evaluation of what she's been through lately. "I didn't like what they did with their rescue mission," she tells him honestly. "You know me. I hate violence." And blood, especially when the two are mixed together. "Of course I know this isn't some sort of TV show. But they're /not/ awful. I can't even say that I wished I never knew any of this stuff was out there because I know that's not at all true. I know everything hasn't been handled perfectly, but, like you said, this isn't a TV show. Nothing's planned out in advance for the most part. I don't know what to tell you, Lee." At moments lik these she /does/ wish she had a power. Just so she could do demonstrations for the disbelievers. Or semi-believers as the case may be.

Lee lowers his voice, "Cass, what if Ramon came over with a gun to the Secret Lair not to stop my father from burning the place down, but to kill him afterwards, or if he flinched from destroying the place he loved more than anyone or anything else? What if the reason he's organizing people to go after this obviously-fake-name John Carter isn't for revenge but because he has to be silenced? Even what he /claims/ he wants is bad enough. Blood revenge for the murder of his wife? That is fucking unstable and crazy, even if it /weren't/ a 1983 revenge movie cliche, eyepatch and all. And that's if you believe him, which I have no reason to. None. And I doubt you do either. Just because someone knows a secret you do doesn't mean they're telling you the truth." Lee is definitely in the 'believer' category now…well…maybe 'definitely' is a bit strong, but it's looking likely…

While Cass understands that Lee is lowering his voice for both dramatic effect, since they're the only ones here, as well as to show that he's conveying something like a secret. "/Now/ who's talking like a 1983 revenge movie?" she points out to Lee for his theory. "That's the problem. Ramon would /never/ do that." Maybe if she didn't know Ramon, hadn't talked with him and /heard/ his side of the story before anything happened, then maybe she could believe that Lee's conclusion had some sort of merit. "I /do/ have a reason to believe the Gomezes, Lee. Elena saved my life. And if you had /talked/ to them before any of this actually started. You wouldn't be able to think that this was some plot. They even went through the police and the district attorney. It's not because we share the same secret that I trust Ramon and Elena. It goes a lot deeper than that." She studies her friend for a moment. "Look, I get you don't believe what I do, but there's more to it than us being the crazy people you think we are for it."

Lee says, "It's not that, not anymore, I believe there are people out there with weird abilities, and yeah, maybe there's a serial killer who can control minds out there. Why not?" he adds sardonically, like that would be just right in line with everything else he's experienced. "If a case falls through the cracks with the police, there are a lot of choices, but on the 'reasonable, non-fucking-crazy' list of options, you will not find, 'become a gun-toting vigilante.'" He shakes his head, subsiding. "I'm glad she saved your life - that does make the whole thing slightly less than a /complete/ disaster." he admits. "And like I say. I don't have a choice about what's happening, so why complain. I'll just watch until the next 'twist' comes along."

There's a distinct raise in eyebrow when Lee admits that he believes the same thing that they do. Now that's something Cass never thought she'd hear. "What made you change your mind about it?" She'll ignore the sardonic and sarcastic tone from him, that's just Lee. If she took everything he said to heart, they would never have made it past their first meeting. "He's /not/, though. Oh, I don't know. Lots of things have been turned around lately." What she /will/ get adamant about is his resigned attitude. "Oh, /please/, Lee. Don't give me any crap about not having a choice about anything. You're the most opinionated man I know. Of course you have a choice."

Lee says, "I should have seen it coming once I saw the eyepatch." with a smile that would be a sneer if it were less unhappy. He shrugs: "I got proof they exist from someone. I can't really tell you more, but if you think about how dreadfully trite a reveal like that is you can probably narrow it down to a list of three or four. You know…" He lowers his voice again, but this time it's not to keep others from hearing. "My whole childhood I felt abandoned because I thought my parents loved fictional people with strange powers more than me. Then…I get over it. I grow out of thinking that. I move on. Still hate comic books, but hey, there are better books in town. And now I find out it's /real/. And my parents /were/ involved in it. And Christ. I just want to break something with a golf club."

"Oh, is he sporting the eyepatch now?" Cass hasn't even managed to see him for that. She's already making him one of her own with a bit of a pirate-y flair, but that's the sort of thing that's lost on Lee. "You're talking to a woman who owns an occult bookstore." While it doesn't go as deep as Lee's entire life, it's at least a start of some understanding. "It's weird, isn't it? That feeling that the impossible really /is/ possible? Wondering what else we've been proving to ourselves is false is actually true." Finally, her arms drop from being wrapped around herself and she just kind of stuffs them into her pockets. "It's okay, I understand that this is one of things you can't just talk to other people about. But, you can let that person know that I'm trying to help people like them here. Give them a place to test what they can do. That's what this place is actually for, though it is kind of handy as a safehouse." Pause. "And that goes for you, too. If you want to learn more about this or see more of it in action, the door's always open. You know the code."

Lee says, "They've got a pretty good handle on it. A lot better than me." He shakes his head. "It's more than weird. It's…disappointing. Soul-suckingly /Literal/. Like Moby Dick was just a story about a whale. What good is a myth to me /now/?" It really has offended him. He's not just being a jerk.

"For you, then," Cass gives him a weak smile. Just in case he wants a place to come to terms with it all. "Wait, there was /meaning/ behind Moby Dick?" she teases him gently before quickly moving onto the topic at hand. "There's still myth and poetry and in betweens. I mean, just because /some/ people can actually fly and come back to life and heal and do all the things in myth doesn't mean that everyone can. I kind of find it comforting. To know that anything actually /is/ possible. It's not just one of those things you stitch into a pillow."

Lee says, "It pisses me off. Just so you know why I'm in such a foul mood about it." He smirks. "I have to come here. My father's here. But that brings us back to where we were before. Let's just say if I…oh /god/." he moans, putting his hand to his forehead. "I probably am going to get some kind of powers too." he complains. "The guy who hates something /always/ ends up being a part of it, it's the most cliche twist in history." He looks just miserable at the prospect. "And I bet the serial killer is going to go after the /kids/ of the women next, and they'll have increased likelihood of developing these abilities, and we'll think he's dead, but he's not, and we'll think he's dead again, but he won't be, and we'll get all the way through that and still nobody will have figured out how the hell the mysterious company was planning to actually make dime one on the deal."

"I can see that," Cass says with no


 - get the most out of that tuition check, heh.
  9. Sweetfeld28 macrumors 65816

    Feb 10, 2003
    Buckeye Country, O-H
    Check your schools bookstore first. My school also has an agreement with MS. My bookstore sells XP, Office XP, and Office X 2004 for $10 each. My school also has an agreement with Apple so i get good discounts on Software and Computers, or anything Apple makes.

Share This Page<|endoftext|>Al Strikes Back

Lipscomb appeal finds a receptive audience in New Orleans

Moments before stepping to the podium in an august New Orleans courtroom, defense attorney Billy Ravkind jotted a few more notes on his yellow legal pad. The pad--and a plastic pen--were all Ravkind carried with him Tuesday while appearing before a three-judge panel of the 5th U.S. Circuit Court of Appeals. There was no point in arming himself with the voluminous briefs and reference books that attorneys typically bring for comfort to the high-ceilinged chamber, Ravkind said. By now, he is intimately familiar with the case of the United States of America vs. Albert Louis Lipscomb.

And judging by the reactions of the appeals court judges, one of the most controversial public corruption cases in Dallas history may not be over just yet.

Lipscomb, the aging civil rights firebrand and former Dallas City Council member, is now serving 41 months under house arrest. But in hearing his appeal, the panel was not primarily concerned with whether Lipscomb deserved to be convicted for taking bribes from Yellow Cab owner Floyd Richards. Nor did the three judges, all white men recognized as conservative jurists, particularly care about the hypercharged racial tension that engulfed Dallas after Lipscomb's indictment and during his prosecution.

A jury found former Dallas City Council member Al Lipscomb guilty of taking bribes from a taxi company owner. The question is whether that was a federal crime.
Henry Bargas

Rather, the judges are being asked to decide if Lipscomb was convicted properly. Only they know whether they might ultimately decide to throw out Lipscomb's conviction, but Lipscomb's attorneys advanced two arguments for overturning the case that seemed to gain traction with the judges as the hearing progressed.

The first was whether the federal government had any business prosecuting Lipscomb for corruption in the first place. Attorney Shirley Baccus-Lobel, appearing on Lipscomb's behalf, argued that what Lipscomb did, if it was a crime at all, was certainly not a federal crime. Lipscomb was convicted of taking cash payments from Richards in exchange for changing his stance on local regulations affecting the taxicab industry. No federal money was involved in the corruption scheme, Baccus-Lobel pointed out, and the federal government does not typically care how a city regulates its taxicabs. Former U.S. Attorney Paul Coggins' office stretched too far in indicting Lipscomb, she contended, repeating an argument that was rejected by U.S. District Judge Joe Kendall when he declined to dismiss the case before it went to trial.

When Assistant U.S. Attorney Susan Cowger rose to respond to that argument, she was immediately challenged by Presiding Judge Jerry Smith, who expressed skepticism that there was a legitimate reason for the federal government to care about the bribery scheme. "This case didn't have anything to do with federal funds, did it?" Smith asked.

Cowger argued that Lipscomb's acceptance of money from Richards rose to the level of a federal crime because Richards' cabs serviced Love Field, which receives federal money.

"Is that really the best you can do to show us a connection [to federal funds]?" Smith asked Cowger. Well, Cowger responded, there was also the more general notion that the city of Dallas receives millions in federal funds for all sorts of purposes. Since Lipscomb sat on the City Council, and the council voted on how to spend that money, Cowger argued, "he was in a position where the federal government has an interest in policing for corruption."

So the more general a public official's responsibility for divvying up federal funds, the less need there is for the government to show a direct link between corruption and specific federal funds? asked Judge Jacques Wiener. "I think the federal government has a valid interest," Cowger replied.

The government's attorney met equally sharp, though more jocular, questioning over the transfer of Lipscomb's trial from Dallas to Amarillo.

Before Lipscomb's trial began, Kendall decided to move the proceedings to the Texas Panhandle city, though neither the defense nor the government asked for the transfer. In his arguments before the appeals judges, Ravkind noted that Kendall held no hearings to see if a fair trial was possible in Dallas before making the decision to leave town.

"In the real world, which I hope we're all living in, this jury could have been selected in Dallas," Ravkind argued. "The citizen accused is entitled to be tried by the peers where he lives." Moving the trial, Ravkind said, deprived Lipscomb of a crucial argument in his defense--Dallas jurors would have better understood that black civil rights leaders had to take money secretly from white businessmen in order to retain their credibility in the black community. That's just how things in Dallas are done.

When Cowger addressed the transfer question, she was again strafed by two of the appeals judges. Kendall was well within his discretion to move the trial, Cowger argued, because publicity about the case would have made it hard to find an impartial jury in Dallas. Jury selection alone, she said, might have taken up to three weeks.

"You're talking to us in a place where trying corrupt public officials is a cottage industry," joked Wiener, Louisiana born and bred. Three weeks to pick a jury, the judge noted, did not sound like a particularly burdensome task.

But it was Judge John Duhe Jr. who seemed most vexed, noting that Kendall failed to hold hearings or establish any record to show why the trial needed to be moved. "Did he just divine out of thin air that it was going to be hard to find a jury [in Dallas]?" Duhe asked. "Without a record, how can we review what the trial judge did? We have no idea what was in his mind."

Next Page »
My Voice Nation Help<|endoftext|>The following are multiple choice questions (with answers) about high school government and politics.

The boundary lines of congressional districts must be redrawn every 10 years to
A. reflect population shifts indicated by the national census
B. guarantee the turnover of the majority of congressional seats
C. make sure each state's congressional delegation exactly mirrors its residents' party affiliations
D. determine which party's leader will be named Speaker of the House
Answer: A<|endoftext|>Return to Transcripts main page

Man Confesses to Killing Etan Patz; Some Newspapers Reducing Circulation; Donald Trump Recommends Himself For Romney's Cabinet; History In The Heavens; Etan Patz Murder Suspect To Appear In Court; "I'll Have Another" Trainer Suspended; Texas Man Gets Maximum 20 Years In Prison; Ban Ki-Moon Is "Vogue's" New Cover Star; Egypt's Brotherhood Claims Lead; Obama and The Middle East; Girl Power At The Indy 500

Aired May 25, 2012 - 07:00   ET

CHRISTINE ROMANS, CNN ANCHOR: Our STARTING POINT, case closed in the Etan Patz kidnapping case, a 51-year-old New Jersey man confessing to killing the 6-year-old boy exactly 33 years ago today, may 25th, 1979. This is the man "Inside Edition" identifies as pay to Pedro Hernandez. He's expected to appear in court today to face charges of second-degree murder. Hernandez was 19 years old the year Etan disappeared working at a corner store blocks from the little boy's home.

RAYMOND W. KELLY, NYPD COMMISSIONER: Hernandez described to the detectives how he lured young Etan from the school bus stop at West Broadway and Prince Street, with the promise of a soda. He then led him into the basement of the bodega, choked him there, and disposed of the body by putting it into a plastic bag and placing it into the trash.

ROMANS: We're going to be joined in just a moment by the Emmy Award winning producer Lisa Cohen, who's 2009 book "After Etan" is considered the definitive work on this case. And it's 33 years to the day, this is a day, May 25th, that is the national missing children's day, it was named this day by President Ronald Reagan, the first day really that a national movement of awareness about missing children began, and it's 33 years ago to the day that this little boy disappeared, presumed killed, and now finally an arrest in this case, a case that honestly, obsessed the nation. When you think about it, this is a little boy, 6 years old, who walked to school, for the first time allowed to walk to the bus stop. Because of this case, another case, Johnny Gosh in the Midwest, cases like these in the late '70s and early 1980s, really frightened a nation, quite frankly, and those days of letting a little kid walk to a bus stop are over because a whole generation of parents and their children were afraid of stranger abductions.

We get to Alina Cho for the rest of the day's top stories. Good morning, Alina. ALINA CHO, CNN CORRESP

 the license transfers into a perpetual license (as in you own a valid license of the software). You can grab a CD from the library or download it off the resnet, all 3 versions.

    I'd definitly look into seeing if your school offers something like this - get the most out of that tuition check, heh.
  9. Sweetfeld28 macrumors 65816

    Feb 10, 2003
    Buckeye Country, O-H
    Check your schools bookstore first. My school also has an agreement with MS. My bookstore sells XP, Office XP, and Office X 2004 for $10 each. My school also has an agreement with Apple so i get good discounts on Software and Computers, or anything Apple makes.

Share This Page<|endoftext|>Al Strikes Back

Lipscomb appeal finds a receptive audience in New Orleans

Moments before stepping to the podium in an august New Orleans courtroom, defense attorney Billy Ravkind jotted a few more notes on his yellow legal pad. The pad--and a plastic pen--were all Ravkind carried with him Tuesday while appearing before a three-judge panel of the 5th U.S. Circuit Court of Appeals. There was no point in arming himself with the voluminous briefs and reference books that attorneys typically bring for comfort to the high-ceilinged chamber, Ravkind said. By now, he is intimately familiar with the case of the United States of America vs. Albert Louis Lipscomb.

And judging by the reactions of the appeals court judges, one of the most controversial public corruption cases in Dallas history may not be over just yet.

Lipscomb, the aging civil rights firebrand and former Dallas City Council member, is now serving 41 months under house arrest. But in hearing his appeal, the panel was not primarily concerned with whether Lipscomb deserved to be convicted for taking bribes from Yellow Cab owner Floyd Richards. Nor did the three judges, all white men recognized as conservative jurists, particularly care about the hypercharged racial tension that engulfed Dallas after Lipscomb's indictment and during his prosecution.

A jury found former Dallas City Council member Al Lipscomb guilty of taking bribes from a taxi company owner. The question is whether that was a federal crime.
Henry Bargas

Rather, the judges are being asked to decide if Lipscomb was convicted properly. Only they know whether they might ultimately decide to throw out Lipscomb's conviction, but Lipscomb's attorneys advanced two arguments for overturning the case that seemed to gain traction with the judges as the hearing progressed.

The first was whether the federal government had any business prosecuting Lipscomb for corruption in the first place. Attorney Shirley Baccus-Lobel, appearing on Lipscomb's behalf, argued that what Lipscomb did, if it was a crime at all, was certainly not a federal crime. Lipscomb was convicted of taking cash payments from Richards in exchange for changing his stance on local regulations affecting the taxicab industry. No federal money was involved in the corruption scheme, Baccus-Lobel pointed out, and the federal government does not typically care how a city regulates its taxicabs. Former U.S. Attorney Paul Coggins' office stretched too far in indicting Lipscomb, she contended, repeating an argument that was rejected by U.S. District Judge Joe Kendall when he declined to dismiss the case before it went to trial.

When Assistant U.S. Attorney Susan Cowger rose to respond to that argument, she was immediately challenged by Presiding Judge Jerry Smith, who expressed skepticism that there was a legitimate reason for the federal government to care about the bribery scheme. "This case didn't have anything to do with federal funds, did it?" Smith asked.

Cowger argued that Lipscomb's acceptance of money from Richards rose to the level of a federal crime because Richards' cabs serviced Love Field, which receives federal money.

"Is that really the best you can do to show us a connection [to federal funds]?" Smith asked Cowger. Well, Cowger responded, there was also the more general notion that the city of Dallas receives millions in federal funds for all sorts of purposes. Since Lipscomb sat on the City Council, and the council voted on how to spend that money, Cowger argued, "he was in a position where the federal government has an interest in policing for corruption."

So the more general a public official's responsibility for divvying up federal funds, the less need there is for the government to show a direct link between corruption and specific federal funds? asked Judge Jacques Wiener. "I think the federal government has a valid interest," Cowger replied.

The government's attorney met equally sharp, though more jocular, questioning over the transfer of Lipscomb's trial from Dallas to Amarillo.

Before Lipscomb's trial began, Kendall decided to move the proceedings to the Texas Panhandle city, though neither the defense nor the government asked for the transfer. In his arguments before the appeals judges, Ravkind noted that Kendall held no hearings to see if a fair trial was possible in Dallas before making the decision to leave town.

"In the real world, which I hope we're all living in, this jury could have been selected in Dallas," Ravkind argued. "The citizen accused is entitled to be tried by the peers where he lives." Moving the trial, Ravkind said, deprived Lipscomb of a crucial argument in his defense--Dallas jurors would have better understood that black civil rights leaders had to take money secretly from white businessmen in order to retain their credibility in the black community. That's just how things in Dallas are done.

When Cowger addressed the transfer question, she was again strafed by two of the appeals judges. Kendall was well within his discretion to move the trial, Cowger argued, because publicity about the case would have made it hard to find an impartial jury in Dallas. Jury selection alone, she said, might have taken up to three weeks.

"You're talking to us in a place where trying corrupt public officials is a cottage industry," joked Wiener, Louisiana born and bred. Three weeks to pick a jury, the judge noted, did not sound like a particularly burdensome task.

But it was Judge John Duhe Jr. who seemed most vexed, noting that Kendall failed to hold hearings or establish any record to show why the trial needed to be moved. "Did he just divine out of thin air that it was going to be hard to find a jury [in Dallas]?" Duhe asked. "Without a record, how can we review what the trial judge did? We have no idea what was in his mind."

Next Page »
My Voice Nation Help<|endoftext|>Return to Transcripts main page

Man Confesses to Killing Etan Patz; Some Newspapers Reducing Circulation; Donald Trump Recommends Himself For Romney's Cabinet; History In The Heavens; Etan Patz Murder Suspect To Appear In Court; "I'll Have Another" Trainer Suspended; Texas Man Gets Maximum 20 Years In Prison; Ban Ki-Moon Is "Vogue's" New Cover Star; Egypt's Brotherhood Claims Lead; Obama and The Middle East; Girl Power At The Indy 500

Aired May 25, 2012 - 07:00   ET

CHRISTINE ROMANS, CNN ANCHOR: Our STARTING POINT, case closed in the Etan Patz kidnapping case, a 51-year-old New Jersey man confessing to killing the 6-year-old boy exactly 33 years ago today, may 25th, 1979. This is the man "Inside Edition" identifies as pay to Pedro Hernandez. He's expected to appear in court today to face charges of second-degree murder. Hernandez was 19 years old the year Etan disappeared working at a corner store blocks from the little boy's home.

RAYMOND W. KELLY, NYPD COMMISSIONER: Hernandez described to the detectives how he lured young Etan from the school bus stop at West Broadway and Prince Street, with the promise of a soda. He then led him into the basement of the bodega, choked him there, and disposed of the body by putting it into a plastic bag and placing it into the trash.

ROMANS: We're going to be joined in just a moment by the Emmy Award winning producer Lisa Cohen, who's 2009 book "After Etan" is considered the definitive work on this case. And it's 33 years to the day, this is a day, May 25th, that is the national missing children's day, it was named this day by President Ronald Reagan, the first day really that a national movement of awareness about missing children began, and it's 33 years ago to the day that this little boy disappeared, presumed killed, and now finally an arrest in this case, a case that honestly, obsessed the nation. When you think about it, this is a little boy, 6 years old, who walked to school, for the first time allowed to walk to the bus stop. Because of this case, another case, Johnny Gosh in the Midwest, cases like these in the late '70s and early 1980s, really frightened a nation, quite frankly, and those days of letting a little kid walk to a bus stop are over because a whole generation of parents and their children were afraid of stranger abductions.

We get to Alina Cho for the rest of the day's top stories. Good morning, Alina. ALINA CHO, CNN CORRESPONDENT: Good morning, Christine. Hurricane Bud the first major hurricane of the 2012 season strengthening into a major category three, now threatening Mexico's pacific coast. Here is a look at


 can we learn from all this?

More to read about on Butterfly Language:
The Nixon Quantum Hangover
Book Review: Sinister Forces By Peter Levenda
Observations, 5/10/17<|endoftext|>The following are multiple choice questions (with answers) about professional accounting.

An auditor has substantial doubt about the entity’s ability to continue as a going concern for a reasonable period of time because of negative cash flows and working capital deficiencies. Under these circumstances, the auditor would be most concerned about the
A. Control environment factors that affect the organizational structure.
B. Correlation of detection risk and inherent risk.
C. Effectiveness of the entity’s internal control activities.
D. Possible effects on the entity’s financial statements.
Answer: D<|endoftext|>Science 122 Program 15 Newton and the Laws of Motion

©1998 RCBrill. All rights reserved

Newton and The Laws of Motion

Program 15
Lesson 2.7

Coming Up

2. The Seventeenth Century

3. Curriculum Vitae

4. Newton's Laws

4.1 Laws of Nature
4.2 Forces & Vectors
4.3 Three Laws of Motion

5. Newtonian Paradigm

5.1 Rules of Nature
5.2 Unifications & Synthesis
5.3 Space & Time
5.4 Inductive & Deductive
5.5 Mathematical Laws
5.6 Mechanistic Universe
5.7 Influences & Parallels

6. Summary

Newton at 25

Newton at 65

Text References

Spielberg & Anderson 80-94

Booth & Bloom 111-119

1. What was different in seventeenth century England where Newton was a hero, compared to Italy where Galileo was a criminal?
2. What is meant by the term, "Newtonian Synthesis"?
3. What is the Royal Society of London and why is it significant?
4. What factors contributed to the burst of creativity and learning in the seventeenth century?
5. What happened that gave Newton cause to publish Principia Mathematica Philolophis Naturalis
6. What did Newton say Principia accomplished. Use your own words.
7. What is a vector quantity?
8. Define "net force" in terms of vectors?
9. According to the Laws of Motion, if an object is moving in a straight line at a constant speed, what must be true about the forces acting on it?
10. What is the difference between Newton's first and second laws?
11. Explain the relationship between force and inertia. Use the laws of motion as examples.
12. What would be the result of doubling the net force on a given object.
13. What would happen if the mass of an accelerating object was reduced by one-half while for force on it remained the same?
14. A magician quickly pulls a tablecloth from beneath a setting of plates and glasses. Rather than falling to the floor and breaking they remain on the table. Explain.
15. What is the difference between centripetal and centrifugal force?
16. What is the reading on a scale which is being pulled on by two 5 Newton forces in opposite directions? Explain.
17. Use the Action/Reaction law to describe the forces acting in each of the following cases

1. a rock is spun rapidly at the end of a string
2. a car spins its wheels on loose gravel
3. a rubber ball is thrown and bounces off a concrete wall

18. Give two examples which illustrate Newton's third law of motion.

1. Describe the social and intellectual climate of the seventeen century in Europe in the context of science and philosophy.
2. Write a descriptive profile of Sir Isaac Newton which focuses on his role in the Scientific Revolution
3. Write a brief review of Newton's book Principia Mathematica Philolophis Naturalis.
4. Write a description of Newton's three laws of motion in your own words which demonstrates your understanding of them.
5. List several individuals outside of the physical sciences whose ideas were influenced by Newton and the Newtonian paradigm.

Coming Up

In this lesson we will focus on the life and influences of Sir Isaac Newton. We will look at the seventeenth century as a period of blossoming creativity, but examining the contributions of other major scientists of this rich period in history. We will take a quick trip through the life of Isaac Newton through a resume, stopping to look more closely at events which led to the publication of his life's work.

After a short focus on vectors, we will see Newton's laws of motion from a slightly different perspective which is intended to compliment the material in the textbooks and on the video program. Finally we will present in outline form, background information on the premises and assumptions of the Newtonian paradigm and its wide ranging influences.

The Seventeenth Century
Curriculum Vitae
Newton's Laws
Newtonian Paradigm

1. Introduction

This is a rather long lesson. This is because the life of a man whose influence was so widespread in both space and time is impossible to chronicle in detail in any time frame. We have presented information in such a way that you should be able to place it in context without being overwhelmed by it. If you begin to feel overwhelmed, go back and look at the lesson objective to keep it in perspective.

The place of Sir Isaac Newton in history is well justified, both for his scientific contributions and also for the effect that his viewpoints have had on subsequent thought.

No one since Aristotle has had such influence on a global world view. Unlike Aristotle, who work was speculative although brilliant, Newton developed precise mathematical tool, specific definitions of mass, space, and time, and employed a variety of inductive and deductive techniques to answer the question of the ages regarding the motion of the planets. In doing so he removed the last trace of Aristotle's authority on matters of motion and cosmology, set a new way of thinking about the universe, established the Copernican system with planets moving according to Kepler's laws, described using Galileo's kinematics.

Newton's synthesis of gravity ranks as one of the greatest, if not the greatest achievements of the human mind in its conceptual simplicity, its logical and mathematical elegance, its potential to describe complexity in simple terms, and the paradigm shift which it culminated.

1.1. One of History's Greatest Thinkers

Newton's writings on gravity and motion show an extraordinary intelligence and talent for logical discourse and for rationalizing intuition about the physical world. Newton's laws, simply and concisely stated in three sentences, are the basis for all of physics. These, along with an equally concise law of gravitation, form the most complete formal system for describing forces and motion ever stated. Everything from the stresses on a bridge to the orbital characteristics of satellites stem from Newton's laws. We are able to calculate the masses of the sun, planets, and even distant stars using Newton's law of gravitation.

The mind of such a thinker is hard to envision. So great were Newton's powers of concentration and problem solving that he was revered almost as a Demigod in his native England and considered somewhat superhuman worldwide. His name brought images of intellect the way Einstein's name does to us today.

The similarity of the two great physicist's discoveries and their impact on their times is interesting. We encourage you to look in the library for biographies of the two men. Even if you don't read the books, look at the preface and introduction to see what their biographers have to say about them. Either one of these men would make a great topic for the final paper for the course. Consult with your instructor for assistance in choosing or limiting your topic.

1.1.1. impossible to detail contributions
1.1.2. immeasurable influence on world view
1.1.3. amazing synthesis of ideas
1.1.4. incredible mathematical analyses & inventions
1.1.5. unusual ability to rationalize intuitions
1.1.6. creative and thorough scholar

1.2. Created science of mechanics

Mechanics is the science which deals with the actions of forces on bodies and with motion. Subcategories of mechanics are kinetics, kinematics, and statics.

You may wish to spend ten minutes looking up these words in the dictionary. It will help you to understand what mechanics is.

Newton's description of the relationship between forces, motion, and equilibrium, as stated in the three laws, was found to apply not only to motion in the earthly realm such as that described by Galileo for projectiles. The planets also moved according to those principles and relationships.

1.2.1. three laws form the the basis for all of physics
1.2.2. mathematical analysis of forces and motion
1.2.3. invented vectors to describe direction and size of forces

1.3. Explained the motion of planets

The precision and elegance of Newton's explanation of the principles of planetary motion ended forever the problem of prediction of the location of a particular planet. The motions could be calculated as accurately as desired for anytime in the past, present or future after only three observations.

1.3.1. confirmed Copernican universe with Kepler's modifications
1.3.2. famous law of universal gravitation framed the development of modern science

1.4. Set stage for future analysis

Newton's methods of analysis became the model from which new methods were derived. He formalized the physics of Galileo by providing a set of rules and a system of operation which could be applied to all physical phenomena, not only mechanics

 the few things my father decided to preserve from his 42 years on this planet.

Why? Why was RFK important?

Probably because he fucking tried.

Are we re-cycling on this period of time at present? And if we are—and, per the “law” of re-cycles, it’s never *quite* the same each time around—what can we learn from all this?

More to read about on Butterfly Language:
The Nixon Quantum Hangover
Book Review: Sinister Forces By Peter Levenda
Observations, 5/10/17<|endoftext|>Science 122 Program 15 Newton and the Laws of Motion

©1998 RCBrill. All rights reserved

Newton and The Laws of Motion

Program 15
Lesson 2.7

Coming Up

2. The Seventeenth Century

3. Curriculum Vitae

4. Newton's Laws

4.1 Laws of Nature
4.2 Forces & Vectors
4.3 Three Laws of Motion

5. Newtonian Paradigm

5.1 Rules of Nature
5.2 Unifications & Synthesis
5.3 Space & Time
5.4 Inductive & Deductive
5.5 Mathematical Laws
5.6 Mechanistic Universe
5.7 Influences & Parallels

6. Summary

Newton at 25

Newton at 65

Text References

Spielberg & Anderson 80-94

Booth & Bloom 111-119

1. What was different in seventeenth century England where Newton was a hero, compared to Italy where Galileo was a criminal?
2. What is meant by the term, "Newtonian Synthesis"?
3. What is the Royal Society of London and why is it significant?
4. What factors contributed to the burst of creativity and learning in the seventeenth century?
5. What happened that gave Newton cause to publish Principia Mathematica Philolophis Naturalis
6. What did Newton say Principia accomplished. Use your own words.
7. What is a vector quantity?
8. Define "net force" in terms of vectors?
9. According to the Laws of Motion, if an object is moving in a straight line at a constant speed, what must be true about the forces acting on it?
10. What is the difference between Newton's first and second laws?
11. Explain the relationship between force and inertia. Use the laws of motion as examples.
12. What would be the result of doubling the net force on a given object.
13. What would happen if the mass of an accelerating object was reduced by one-half while for force on it remained the same?
14. A magician quickly pulls a tablecloth from beneath a setting of plates and glasses. Rather than falling to the floor and breaking they remain on the table. Explain.
15. What is the difference between centripetal and centrifugal force?
16. What is the reading on a scale which is being pulled on by two 5 Newton forces in opposite directions? Explain.
17. Use the Action/Reaction law to describe the forces acting in each of the following cases

1. a rock is spun rapidly at the end of a string
2. a car spins its wheels on loose gravel
3. a rubber ball is thrown and bounces off a concrete wall

18. Give two examples which illustrate Newton's third law of motion.

1. Describe the social and intellectual climate of the seventeen century in Europe in the context of science and philosophy.
2. Write a descriptive profile of Sir Isaac Newton which focuses on his role in the Scientific Revolution
3. Write a brief review of Newton's book Principia Mathematica Philolophis Naturalis.
4. Write a description of Newton's three laws of motion in your own words which demonstrates your understanding of them.
5. List several individuals outside of the physical sciences whose ideas were influenced by Newton and the Newtonian paradigm.

Coming Up

In this lesson we will focus on the life and influences of Sir Isaac Newton. We will look at the seventeenth century as a period of blossoming creativity, but examining the contributions of other major scientists of this rich period in history. We will take a quick trip through the life of Isaac Newton through a resume, stopping to look more closely at events which led to the publication of his life's work.

After a short focus on vectors, we will see Newton's laws of motion from a slightly different perspective which is intended to compliment the material in the textbooks and on the video program. Finally we will present in outline form, background information on the premises and assumptions of the Newtonian paradigm and its wide ranging influences.

The Seventeenth Century
Curriculum Vitae
Newton's Laws
Newtonian Paradigm

1. Introduction

This is a rather long lesson. This is because the life of a man whose influence was so widespread in both space and time is impossible to chronicle in detail in any time frame. We have presented information in such a way that you should be able to place it in context without being overwhelmed by it. If you begin to feel overwhelmed, go back and look at the lesson objective to keep it in perspective.

The place of Sir Isaac Newton in history is well justified, both for his scientific contributions and also for the effect that his viewpoints have had on subsequent thought.

No one since Aristotle has had such influence on a global world view. Unlike Aristotle, who work was speculative although brilliant, Newton developed precise mathematical tool, specific definitions of mass, space, and time, and employed a variety of inductive and deductive techniques to answer the question of the ages regarding the motion of the planets. In doing so he removed the last trace of Aristotle's authority on matters of motion and cosmology, set a new way of thinking about the universe, established the Copernican system with planets moving according to Kepler's laws, described using Galileo's kinematics.

Newton's synthesis of gravity ranks as one of the greatest, if not the greatest achievements of the human mind in its conceptual simplicity, its logical and mathematical elegance, its potential to describe complexity in simple terms, and the paradigm shift which it culminated.

1.1. One of History's Greatest Thinkers

Newton's writings on gravity and motion show an extraordinary intelligence and talent for logical discourse and for rationalizing intuition about the physical world. Newton's laws, simply and concisely stated in three sentences, are the basis for all of physics. These, along with an equally concise law of gravitation, form the most complete formal system for describing forces and motion ever stated. Everything from the stresses on a bridge to the orbital characteristics of satellites stem from Newton's laws. We are able to calculate the masses of the sun, planets, and even distant stars using Newton's law of gravitation.

The mind of such a thinker is hard to envision. So great were Newton's powers of concentration and problem solving that he was revered almost as a Demigod in his native England and considered somewhat superhuman worldwide. His name brought images of intellect the way Einstein's name does to us today.

The similarity of the two great physicist's discoveries and their impact on their times is interesting. We encourage you to look in the library for biographies of the two men. Even if you don't read the books, look at the preface and introduction to see what their biographers have to say about them. Either one of these men would make a great topic for the final paper for the course. Consult with your instructor for assistance in choosing or limiting your topic.

1.1.1. impossible to detail contributions
1.1.2. immeasurable influence on world view
1.1.3. amazing synthesis of ideas
1.1.4. incredible mathematical analyses & inventions
1.1.5. unusual ability to rationalize intuitions
1.1.6. creative and thorough scholar

1.2. Created science of mechanics

Mechanics is the science which deals with the actions of forces on bodies and with motion. Subcategories of mechanics are kinetics, kinematics, and statics.

You may wish to spend ten minutes looking up these words in the dictionary. It will help you to understand what mechanics is.

Newton's description of the relationship between forces, motion, and equilibrium, as stated in the three laws, was found to apply not only to motion in the earthly realm such as that described by Galileo for projectiles. The planets also moved according to those principles and relationships.

1.2.1. three laws form the the basis for all of physics
1.2.2. mathematical analysis of forces and motion
1.2.3. invented vectors to describe direction and size of forces

1.3. Explained the motion of planets

The precision and elegance of Newton's explanation of the principles of planetary motion ended forever the problem of prediction of the location of a particular planet. The motions could be calculated as accurately as desired for anytime in the past, present or future after only three observations.

1.3.1. confirmed Copernican universe with Kepler's modifications
1.3.2. famous law of universal gravitation framed the development of modern science

1.4. Set stage for future analysis

Newton's methods of analysis became the model from which new methods were derived. He formalized the physics of Galileo by providing a set of rules and a system of operation which could be applied to all physical phenomena, not only mechanics, but also to the study of electricity, magnetism, and light.

The chemical behavior of matter also came under closer scrutiny once it was realized that all matter,


The following are multiple choice questions (with answers) about professional law.

Congress enacts a $100 tax on the sale of any handgun to a private individual not for use in law enforcement or military duties. Will this new handgun tax survive a constitutional challenge?
A. Yes, if Congress could have banned possession of handguns outright.
B. Yes, if the dominant intent of Congress was that the tax would produce revenue.
C. No, if the tax does not result in a significant collection of revenue.
D. No, because the tax is clearly intended as a penalty on handgun ownership.
Answer: B<|endoftext|> within the administrative divisions in accordance with the powers and responsibilities stipulated in Article 8 of this Act. The government shall make financial and other facilities available within a reasonable time frame required to provide the services identified:

(a) Provide the services that have to be rendered to more than one island in the administrative division, and undertake tasks that have been mandated to the council under various statutes;

(b) Among the various public services rendered by the Government ministries and offices, provide those services that are required to be delivered in the administrative division through the atoll councils;

(c) Provide assistance and cooperation required by the state institutions and Government offices established in the administrative division;
(d) Establish and maintain a registration of islands and their lands fall within the administrative division and provide the information required by national land registration authority;
(e) Assist island councils in seeking technical and financial assistance;

(f) Provide consultancies required to the island councils;

(g)  Administer and implement projects in the Development Plan of Administrative Division that have not been assigned to a particular island council;

(h) Provide other services which are assigned to the councils, by a Law.

23. Powers and Responsibilities of the Island Council

Following are the powers and Responsibilities of the island council:

(a) Administer and develop the island in accordance with the Constitution and statutes and provide municipal services as prescribed in this Act;

(b) Prepare island development plans in consultation with the community, and submit the plan to the atoll council;

(c) In accordance with this Act, implement development projects planned and assigned by the government in line with the island development plans formulated by islands and submitted to the atoll councils;

(d) Assist Government ministries and atoll councils in monitoring the progress of various development projects, and be accountable to the atoll council during project implementation and submit reports according to the requirements of the ministries and atoll Council;

(e) Formulate island level policies necessary to discharge the powers and responsibilities conferred to the island council by this Act, and formulate and implement required regulations for the purpose;

(f) On behalf of the people of the island, make decisions that are deemed necessary to discharge the powers and responsibilities conferred to the island council by this Act;

(g) Manage public resources and funds of the island;
(h) In accordance with the Land Law of the Maldives and other statutes, for economic or social use, the council acquire land, reefs and lagoons and own in the name of the council and lease out these  properties and invest in and own the investments in the name of the council;
(i) Lease out and give lagoons and land for different purposes as mandated by national authority for land management in accordance with the Land Law and as per the island’s Land Use Plan;

(j) For economic or social use, obtain and own movable and immovable assets and lease or give such assets maintained by the council to other parties as per regulations formulated under this Act;

(k) Within the limits stipulated by this Act, seek loans from financial institutions to fund development activities and submit financial rights, interests and assets to the loan provider as security and create funds for other undertakings;
(l) When the council members are replaced or if the name of the council is changed, take responsibility for the work undertaken by the previous council;

(m) In accordance with the regulations formulated under this Act, determine and collect fees for the services provided or facilitated by the council;

(n) In the event that a person’s land and private property have to be acquired in the interest of the public, acquire such effects after giving a fair and just compensation to the owner in accordance with the Law;
(o) Name and alter the names of vehicles and vessels  operated by the council, and public places of the island such as roads, parks and places from where the council renders its services;

(p) Open or close temporarily or permanently, roads parks or public squares of the islands;

(q) Provide the assistance and support needed by the state institutions and Government authorities established in the island;
(r) Submit the reports stated in this Act, to the relevant authorities;

(s) Use the council’s seal after registration at the at the relevant Government authority;

(t) In accordance with the statutes of the Maldives, make productive use of the reefs, lagoons and other natural resources of the island;
(u) Take all necessary measures to establish a safe and peaceful environment in the island in collaboration with the police;
(v) In matters which fall within the council’s jurisdiction, or if any person in the council’s area is suspected of having committed an act against the Law, request for police assistance in investigating the matter;
(w) Administer the office of the island council;
(x) Undertake other activities prescribed by a Law.

24. Services Rendered by the Island Council

The island council shall provide the following municipal services to the people of the island in which the council was constituted; in accordance with the powers and responsibilities stated in Article 23 of this Act:

(a) Build and maintain roads of the island;

(b) Dispose waste in a reasonably safe manner at the island level as it does not create any inconvenience to the community;

(c) Maintain the jetty of the island, build and maintain wharf, and operate the ferry terminal of the island;
(d) In accordance with the Law of the Maldives, take  necessary measures to alleviate the land erosion problem and maintain the jetty and the breakwater of the island;

(e) In accordance with the law of the Maldives, provide and maintain public facilities such as water, electricity, and sewage system;
(f) In accordance with the Law of the Maldives, provide primary health care and other basic health security services;

(g) In accordance with the Law of the Maldives, provide preschool education and organize and conduct educational and vocational programs to train adults;
(h) Administer the island library, archive official documents, preserve old and historical documents of the island in the library and with the help of modern facilities, provide access to information;

(i) Maintain social centers, play grounds or sports fields and provide sporting facilities, public parks and entertainment services;
(j) In accordance with the Law of the Maldives, run a center to provide social security services, take measures to stop domestic violence and provide the victims of such violence with security and assistance and put in place a system to help senior citizens and people with special needs;

(k) In accordance with the Land Law of the Maldives and in a manner which does not contravene the island’s Land Use Plan, allocate land and register land and buildings, and monitor if all building work undertaken is in accordance with the building regulations of the Maldives and other regulations by relevant Government ministries, and in accordance with the Land Laws and other such Laws of the Maldives, keep record of all dealings undertaken by parties in regards to matters of land;

(l) Maintain a land registry of the island and provide information required for the national land registration authority;

(m) Maintain mosques;

(n) Maintain cemeteries, establish burial service mechanism and organize for burial services;

(o) Maintain historical places and promote and revive culture;
(p) Commemorate religious and national days of importance and hold religious and national
(q) Organize to sweep and clean the roads, maintain cleanliness of the island and its beauty;

(r) Provide the island with adequate lighting at night;

(s) Pest controlling;

(t) Establish a mechanism that provides assistance in an event of emergency;

(u) Monitor and check if shops, tea boutiques, restaurants, café’s, guest houses and public markets comply with standards, rules and regulations set by the law of the Maldives and take corrective measures;

(v) Organize and manage for pedestrians, motor  vehicles and non motor vehicles to use the roads as according to the  standards set by the statutes of the Maldives, and organize and manage public land and sea transport services which levy a fee to operate in compliance with the standards set by the relevant Government authority;

(w) Assist the Courts of Law and Government authorities to execute the sentences passed by the Courts of Law.

(x) Issuing and cancellation of permits and registries;  that Government ministries provide through the island councils, and on matters that fall within the jurisdiction of the island council, and on matters that have been assigned to the island council under various laws;

(y) Manage the birth and death registry of the island,  and gather and maintain the statistical records of the island,  maintain

 within the administrative divisions in accordance with the powers and responsibilities stipulated in Article 8 of this Act. The government shall make financial and other facilities available within a reasonable time frame required to provide the services identified:

(a) Provide the services that have to be rendered to more than one island in the administrative division, and undertake tasks that have been mandated to the council under various statutes;

(b) Among the various public services rendered by the Government ministries and offices, provide those services that are required to be delivered in the administrative division through the atoll councils;

(c) Provide assistance and cooperation required by the state institutions and Government offices established in the administrative division;
(d) Establish and maintain a registration of islands and their lands fall within the administrative division and provide the information required by national land registration authority;
(e) Assist island councils in seeking technical and financial assistance;

(f) Provide consultancies required to the island councils;

(g)  Administer and implement projects in the Development Plan of Administrative Division that have not been assigned to a particular island council;

(h) Provide other services which are assigned to the councils, by a Law.

23. Powers and Responsibilities of the Island Council

Following are the powers and Responsibilities of the island council:

(a) Administer and develop the island in accordance with the Constitution and statutes and provide municipal services as prescribed in this Act;

(b) Prepare island development plans in consultation with the community, and submit the plan to the atoll council;

(c) In accordance with this Act, implement development projects planned and assigned by the government in line with the island development plans formulated by islands and submitted to the atoll councils;

(d) Assist Government ministries and atoll councils in monitoring the progress of various development projects, and be accountable to the atoll council during project implementation and submit reports according to the requirements of the ministries and atoll Council;

(e) Formulate island level policies necessary to discharge the powers and responsibilities conferred to the island council by this Act, and formulate and implement required regulations for the purpose;

(f) On behalf of the people of the island, make decisions that are deemed necessary to discharge the powers and responsibilities conferred to the island council by this Act;

(g) Manage public resources and funds of the island;
(h) In accordance with the Land Law of the Maldives and other statutes, for economic or social use, the council acquire land, reefs and lagoons and own in the name of the council and lease out these  properties and invest in and own the investments in the name of the council;
(i) Lease out and give lagoons and land for different purposes as mandated by national authority for land management in accordance with the Land Law and as per the island’s Land Use Plan;

(j) For economic or social use, obtain and own movable and immovable assets and lease or give such assets maintained by the council to other parties as per regulations formulated under this Act;

(k) Within the limits stipulated by this Act, seek loans from financial institutions to fund development activities and submit financial rights, interests and assets to the loan provider as security and create funds for other undertakings;
(l) When the council members are replaced or if the name of the council is changed, take responsibility for the work undertaken by the previous council;

(m) In accordance with the regulations formulated under this Act, determine and collect fees for the services provided or facilitated by the council;

(n) In the event that a person’s land and private property have to be acquired in the interest of the public, acquire such effects after giving a fair and just compensation to the owner in accordance with the Law;
(o) Name and alter the names of vehicles and vessels  operated by the council, and public places of the island such as roads, parks and places from where the council renders its services;

(p) Open or close temporarily or permanently, roads parks or public squares of the islands;

(q) Provide the assistance and support needed by the state institutions and Government authorities established in the island;
(r) Submit the reports stated in this Act, to the relevant authorities;

(s) Use the council’s seal after registration at the at the relevant Government authority;

(t) In accordance with the statutes of the Maldives, make productive use of the reefs, lagoons and other natural resources of the island;
(u) Take all necessary measures to establish a safe and peaceful environment in the island in collaboration with the police;
(v) In matters which fall within the council’s jurisdiction, or if any person in the council’s area is suspected of having committed an act against the Law, request for police assistance in investigating the matter;
(w) Administer the office of the island council;
(x) Undertake other activities prescribed by a Law.

24. Services Rendered by the Island Council

The island council shall provide the following municipal services to the people of the island in which the council was constituted; in accordance with the powers and responsibilities stated in Article 23 of this Act:

(a) Build and maintain roads of the island;

(b) Dispose waste in a reasonably safe manner at the island level as it does not create any inconvenience to the community;

(c) Maintain the jetty of the island, build and maintain wharf, and operate the ferry terminal of the island;
(d) In accordance with the Law of the Maldives, take  necessary measures to alleviate the land erosion problem and maintain the jetty and the breakwater of the island;

(e) In accordance with the law of the Maldives, provide and maintain public facilities such as water, electricity, and sewage system;
(f) In accordance with the Law of the Maldives, provide primary health care and other basic health security services;

(g) In accordance with the Law of the Maldives, provide preschool education and organize and conduct educational and vocational programs to train adults;
(h) Administer the island library, archive official documents, preserve old and historical documents of the island in the library and with the help of modern facilities, provide access to information;

(i) Maintain social centers, play grounds or sports fields and provide sporting facilities, public parks and entertainment services;
(j) In accordance with the Law of the Maldives, run a center to provide social security services, take measures to stop domestic violence and provide the victims of such violence with security and assistance and put in place a system to help senior citizens and people with special needs;

(k) In accordance with the Land Law of the Maldives and in a manner which does not contravene the island’s Land Use Plan, allocate land and register land and buildings, and monitor if all building work undertaken is in accordance with the building regulations of the Maldives and other regulations by relevant Government ministries, and in accordance with the Land Laws and other such Laws of the Maldives, keep record of all dealings undertaken by parties in regards to matters of land;

(l) Maintain a land registry of the island and provide information required for the national land registration authority;

(m) Maintain mosques;

(n) Maintain cemeteries, establish burial service mechanism and organize for burial services;

(o) Maintain historical places and promote and revive culture;
(p) Commemorate religious and national days of importance and hold religious and national
(q) Organize to sweep and clean the roads, maintain cleanliness of the island and its beauty;

(r) Provide the island with adequate lighting at night;

(s) Pest controlling;

(t) Establish a mechanism that provides assistance in an event of emergency;

(u) Monitor and check if shops, tea boutiques, restaurants, café’s, guest houses and public markets comply with standards, rules and regulations set by the law of the Maldives and take corrective measures;

(v) Organize and manage for pedestrians, motor  vehicles and non motor vehicles to use the roads as according to the  standards set by the statutes of the Maldives, and organize and manage public land and sea transport services which levy a fee to operate in compliance with the standards set by the relevant Government authority;

(w) Assist the Courts of Law and Government authorities to execute the sentences passed by the Courts of Law.

(x) Issuing and cancellation of permits and registries;  that Government ministries provide through the island councils, and on matters that fall within the jurisdiction of the island council, and on matters that have been assigned to the island council under various laws;

(y) Manage the birth and death registry of the island,  and gather and maintain the statistical records of the island,  maintain a registry of citizen  and non-citizen of the island, and maintain a registry of foreigners living on the island;

(z) Provide other services that are prescribed by Laws.
<|endoftext|>Mr. Moore... please shut up.
by Jon on Tuesday, November 9, 2004 file under: Commentary

Michael Moore has opened his mouth again, and as always, little constructive has come out. I'm not going to post a link to his site, because I don't care to give him the extra hits, but he posted a letter on his site about 4 days ago with 17 reasons ultra-liberals


, she motioned me over and I went into her house just in time to see the second plane hit the towers. We sat there and watched, horrified, until her mother came to pick her and her three kids up. Her husband was a long distance trucker at the time and he had called from Texas to tell her to go to her parents with the kids.

I got calls from a number of my friends overseas and got e-mails from those who couldn't get through. Each one was the same "Are you okay? I am so very sorry. Please stay safe."

There were so many heroes that day and so many of them never lived to receive the medals their valor so richly deserved.

Our only hope lies in the education of our young people. Young people all over the world are leading revolutions to gain their freedom and create better lives free of the shadow of fanaticism for their countries. As we remember the heroes of 9/11 let us pray for the heroes of tomorrow. May they accomplish the dream of a world of people free to love one another without the constraints dictated by fanaticism, ignorance, racism and greed.

Nancy said...

Trish, this was a beautiful post. I was home that day. The dh took the boy to school, came home and said he'd heard a radio report that a plane hit the World Trade Center. We figured that meant a small plane, an accident. Then we turned on the TV.

We were away today, at a baby shower for our niece. It was a lovely party, and thinking of children and of hope for the future was especially nice on this particular day.

Cassondra said...

Hi Trish,

Thanks for posting this. It's always a hard day in our house. Glad to see people remembering.

Anna Campbell said...

Trish, what a moving piece. I remember the outpouring of grief and sympathy on behalf of the victims here too - there were quite a few Australians killed in the attacks as well as people from other nations. Those images still have the capacity to make me shiver. I think they always will.

marybelle said...

I do know that horrific happenings bring out the good in so many. I need to focus on that, these ten years on.

Pat Cochran said...

We send along wishes for God's blessings
on those lost, their families & friends!
Also on all those who took part in the
searches, rescues, and recoveries!

Pat Cochran<|endoftext|>The following are multiple choice questions (with answers) about high school government and politics.

People who join a political party other than the one to which their parents belong most often do so because of
A. peer pressure
B. economic issues
C. religious beliefs
D. pressure from their employers
Answer: B<|endoftext|>Tuesday, June 22, 2010

Question(s) (about memory)

Working with an elementary school student with working active memory issues + dyslexia. Several folks answered my call for more information about helping kids in this situation; one of the best links I was directed to was All Kinds of Minds.

I am looking for more information, and you -- the readers of this blog -- are without a doubt the best resource I have. So I'm asking for help, advice, thoughts, experiences related to helping students with working memory issues to learn and gain confidence in academics.

What are things that have worked for you? What hasn't? And it what ways can we turn a difficulty into a benefit when it comes to learning and loving to learn?

Looking forward to hearing from you.

  1. My son, now 12, has severe dyslexia and dysgraphia. He has extreme difficulty with reading and writing symbols, letters, and individual words in isolation, but if he considers a whole concept or is given something in context he does much better. So for instance, if he just looks at the word "woods" in isolation and tries to read it, he has difficulty. But if he is trying to read a passage written about the woods, he might substitute "forest" instead of "woods" (and not really recognize that they are two different-looking words) because he knows what it's trying to say through the context of the passage. Same thing in math, e.g. trying to do long division was a nightmare because although he understood the whole process of it, the "simple" math facts like 3+4 or 7-3 got him stuck along the way. What absolutely *did not* work for him was repeated attempts to pull him out and remedialize--the assumption was that he just needed to learn "the basics" better, by brute force memorization if necessary. This was not what he needed and he was falling further and further behind.

    He is now at or above grade-level in most topics, and for the first time in a long time he loves going to school. The accommodations provided by his IEP have made all the difference in the world (how long and hard I had to fight to actually get him a helpful IEP is another story) since he tends to get "caught" on certain basic steps in a process and that's where things go awry. So for math, he gets a multiplication chart. For writing at home and at school, he keeps a simple alphabet chart nearby - it helps him figure out what the correct shape of the letter is (p,d,b,q, etc.) because he knows the order of the letters and so he can find the right one. He gets a reader/writer for tests which are not actually on reading or writing, so that he can focus on the concepts and his answers rather than trying to struggle to even understand the question. Etc. etc.

    But most importantly, we and his fabulous teachers have worked hard to help him learn how HE can best use these tools for himself. At first he was struggling and embarrassed that his peers would call him stupid (lord help the person who ever says this to him!) but we've tried to emphasize that everybody uses tools for something, and he does also even though his tool set may be different than someone else's tools. Now he owns them, he makes them work in the way HE needs, and he's quite proud that he does. He's focused on what he CAN do rather than any limits. This is the number one thing that has boosted his confidence in himself, not to mention that his academics improved substantially from Ds and Fs to As and Bs. Quite frankly, I know he might never be able to recall simple math facts on the fly and he might always struggle with individual letters and isolated words, but we've all made peace with the fact that it's okay because the meaning and the process are more important.

  2. Shelly
    First, I'm not a fan of All Kinds of Minds: details here:

    Second, a question: do you have a sense whether the working memory issue is isolated to particular domains? Different features of working memory are, to some extent, separable. Is it a problem with keeping things in mind? Verbal stuff, spatial stuff? Or in *manipulating* what's in mind?

  3. @Angela

    Thanks for your comments. That "owning" the process/tools/learning is key; the trick is figuring out how to get there. Your comments help to inspire.

    Yes, the issues seem to be across the board from Verbal Memory (esp Story Memory), Visual (esp Design -- that's actually the most severe), and Working Verbal and Symbolic.

    Other considerations: The student is diagnosed dyslexic/dysgraphic; had late expressive verbal communication dev; and also is musically gifted, but has trouble reading music.

  4. As an Intervention Specialist, I've had a lot of success building on the memory strategy using the method of loci. You can Google it and get all kinds of info., but in short, it's building on the visual memory strategy of location.

    Here's an example: If the student is struggling with spelling words, use a simple drawing (of a person, a house, a bird, anything you have on hand). Place the words in specific places on the drawing. If the spelling word is "queen" and your pictures is a person, you might add a crown and place the word queen in the crown. Add the other spelling words in strategic places. The student would work on studying the spelling words using the picture. When assessed on the words, the student could be cued with "Remember where you placed the word queen on your drawing. Think of how it was spelled there."

  5. gosh - i wish i could meet him.

    i know i'm crazy (as opposed to intelligently giving advice) - but i would just let him do his music. i would let him hang with you - when you do your music. i would let him swim in his element.

    when he's not swimming in music.. i'd have him listen to stories...topics that interest him. give him an ipod filled with audio books. watch ted talks. watch sal kahn's videos on math and science and whatever he asks for more of.

    i'd treat him to a buffet of topics in his most comfortable media - and let him find what he's dying to know more about - then give him more of that and switch up the media.

    crazy people who's books i keep reading are making me crazy. carol dweck just now.

  6. I like to give my students that are showing some of the signs of dyslexia and/or dysgraph

 Trish. Thank you.

I was off work that day. I hadn't turned on the television. I went out to the car to get something and my neighbor was standing on her porch talking on her cordless. She called out to me "Have you seen the news?" I told her no, she motioned me over and I went into her house just in time to see the second plane hit the towers. We sat there and watched, horrified, until her mother came to pick her and her three kids up. Her husband was a long distance trucker at the time and he had called from Texas to tell her to go to her parents with the kids.

I got calls from a number of my friends overseas and got e-mails from those who couldn't get through. Each one was the same "Are you okay? I am so very sorry. Please stay safe."

There were so many heroes that day and so many of them never lived to receive the medals their valor so richly deserved.

Our only hope lies in the education of our young people. Young people all over the world are leading revolutions to gain their freedom and create better lives free of the shadow of fanaticism for their countries. As we remember the heroes of 9/11 let us pray for the heroes of tomorrow. May they accomplish the dream of a world of people free to love one another without the constraints dictated by fanaticism, ignorance, racism and greed.

Nancy said...

Trish, this was a beautiful post. I was home that day. The dh took the boy to school, came home and said he'd heard a radio report that a plane hit the World Trade Center. We figured that meant a small plane, an accident. Then we turned on the TV.

We were away today, at a baby shower for our niece. It was a lovely party, and thinking of children and of hope for the future was especially nice on this particular day.

Cassondra said...

Hi Trish,

Thanks for posting this. It's always a hard day in our house. Glad to see people remembering.

Anna Campbell said...

Trish, what a moving piece. I remember the outpouring of grief and sympathy on behalf of the victims here too - there were quite a few Australians killed in the attacks as well as people from other nations. Those images still have the capacity to make me shiver. I think they always will.

marybelle said...

I do know that horrific happenings bring out the good in so many. I need to focus on that, these ten years on.

Pat Cochran said...

We send along wishes for God's blessings
on those lost, their families & friends!
Also on all those who took part in the
searches, rescues, and recoveries!

Pat Cochran<|endoftext|>Tuesday, June 22, 2010

Question(s) (about memory)

Working with an elementary school student with working active memory issues + dyslexia. Several folks answered my call for more information about helping kids in this situation; one of the best links I was directed to was All Kinds of Minds.

I am looking for more information, and you -- the readers of this blog -- are without a doubt the best resource I have. So I'm asking for help, advice, thoughts, experiences related to helping students with working memory issues to learn and gain confidence in academics.

What are things that have worked for you? What hasn't? And it what ways can we turn a difficulty into a benefit when it comes to learning and loving to learn?

Looking forward to hearing from you.

  1. My son, now 12, has severe dyslexia and dysgraphia. He has extreme difficulty with reading and writing symbols, letters, and individual words in isolation, but if he considers a whole concept or is given something in context he does much better. So for instance, if he just looks at the word "woods" in isolation and tries to read it, he has difficulty. But if he is trying to read a passage written about the woods, he might substitute "forest" instead of "woods" (and not really recognize that they are two different-looking words) because he knows what it's trying to say through the context of the passage. Same thing in math, e.g. trying to do long division was a nightmare because although he understood the whole process of it, the "simple" math facts like 3+4 or 7-3 got him stuck along the way. What absolutely *did not* work for him was repeated attempts to pull him out and remedialize--the assumption was that he just needed to learn "the basics" better, by brute force memorization if necessary. This was not what he needed and he was falling further and further behind.

    He is now at or above grade-level in most topics, and for the first time in a long time he loves going to school. The accommodations provided by his IEP have made all the difference in the world (how long and hard I had to fight to actually get him a helpful IEP is another story) since he tends to get "caught" on certain basic steps in a process and that's where things go awry. So for math, he gets a multiplication chart. For writing at home and at school, he keeps a simple alphabet chart nearby - it helps him figure out what the correct shape of the letter is (p,d,b,q, etc.) because he knows the order of the letters and so he can find the right one. He gets a reader/writer for tests which are not actually on reading or writing, so that he can focus on the concepts and his answers rather than trying to struggle to even understand the question. Etc. etc.

    But most importantly, we and his fabulous teachers have worked hard to help him learn how HE can best use these tools for himself. At first he was struggling and embarrassed that his peers would call him stupid (lord help the person who ever says this to him!) but we've tried to emphasize that everybody uses tools for something, and he does also even though his tool set may be different than someone else's tools. Now he owns them, he makes them work in the way HE needs, and he's quite proud that he does. He's focused on what he CAN do rather than any limits. This is the number one thing that has boosted his confidence in himself, not to mention that his academics improved substantially from Ds and Fs to As and Bs. Quite frankly, I know he might never be able to recall simple math facts on the fly and he might always struggle with individual letters and isolated words, but we've all made peace with the fact that it's okay because the meaning and the process are more important.

  2. Shelly
    First, I'm not a fan of All Kinds of Minds: details here:

    Second, a question: do you have a sense whether the working memory issue is isolated to particular domains? Different features of working memory are, to some extent, separable. Is it a problem with keeping things in mind? Verbal stuff, spatial stuff? Or in *manipulating* what's in mind?

  3. @Angela

    Thanks for your comments. That "owning" the process/tools/learning is key; the trick is figuring out how to get there. Your comments help to inspire.

    Yes, the issues seem to be across the board from Verbal Memory (esp Story Memory), Visual (esp Design -- that's actually the most severe), and Working Verbal and Symbolic.

    Other considerations: The student is diagnosed dyslexic/dysgraphic; had late expressive verbal communication dev; and also is musically gifted, but has trouble reading music.

  4. As an Intervention Specialist, I've had a lot of success building on the memory strategy using the method of loci. You can Google it and get all kinds of info., but in short, it's building on the visual memory strategy of location.

    Here's an example: If the student is struggling with spelling words, use a simple drawing (of a person, a house, a bird, anything you have on hand). Place the words in specific places on the drawing. If the spelling word is "queen" and your pictures is a person, you might add a crown and place the word queen in the crown. Add the other spelling words in strategic places. The student would work on studying the spelling words using the picture. When assessed on the words, the student could be cued with "Remember where you placed the word queen on your drawing. Think of how it was spelled there."

  5. gosh - i wish i could meet him.

    i know i'm crazy (as opposed to intelligently giving advice) - but i would just let him do his music. i would let him hang with you - when you do your music. i would let him swim in his element.

    when he's not swimming in music.. i'd have him listen to stories...topics that interest him. give him an ipod filled with audio books. watch ted talks. watch sal kahn's videos on math and science and whatever he asks for more of.

    i'd treat him to a buffet of topics in his most comfortable media - and let him find what he's dying to know more about - then give him more of that and switch up the media.

    crazy people who's books i keep reading are making me crazy. carol dweck just now.

  6. I like to give my students that are showing some of the signs of dyslexia and/or dysgraphia some Brain Gym activities