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INSIGHTS > New Articles > DAILY ANSWER WRITING > Insights Daily Answer Writing Challenge – Day – 30
Insights Daily Answer Writing Challenge – Day – 30
Posted by: INSIGHTS
Category:	DAILY ANSWER WRITING IAS UPSC UPSC Mains GS Strategy
QUESTIONS ASKED: DAY – 30 (19/08/2013)
1) Describe the salient features of Basohli and Kangra schools of art and briefly explain the influences of other art forms on these schools.
2)"The essence of our struggle for freedom was the unleashing of a liberating force in India. This force did not even affect the frontier people in one of the most important tribal areas". Comment.
3) Intertropical Convergence Zone and Monsoon.(100 words)
RESPONSES:
3) Intertropical Convergence Zone and Monsoon
*Intertropical convergence zone is the zone of conversion of the northeastern and southeastern tradewinds in a narrow zone near the equator i.e.in tropics.The ITCZ depending upon the location of the sun fluctuates above and below the equator.This fluctuation is more pronounced over land than over oceans.This is a zone of calmness over the seas and has been historically named as doldrums by the ancient sailors.
Monsoon is the seasonal reversal of wind direction across the equator which cause torrential rains and thunderstroms in the south asian region.After the end of winter in the northern hemisphere the ITCZ has a tendency to shift northwards from the equator,this inturn causes the reversal of southeast trade winds direction which when crosses the equator starts flowing southwest because of the earth's coriolis effect.This SW trade wind picks up heavy misture while flowing over the indian ocean and sheds them as Monsoon In indian sub continent and parts of south asia.This process continues till ITCZ shifts back southwards To the equator and beyond.
itsmesagar
3) Intertropical Convergence Zone and Monsoon.
Ans- ITCZ can be defined as the region of convergence of north-east & south-east trade winds. This zone, that encircles the whole earth nearby the equator, changes its position throughout the year. While in summers, it shifts northward, whereas in winters, it shifts southward.
As far as India is concerned, position of ITCZ lies along northern India while in winter, it shifts towards Indian ocean. Since, the monsoonal winds move toward the convergence point , this changing position of ITCZ is responsible for the monsoonal reversals.. Hence, in summer, it flows toward north India over rajasthan from Ocean, while in winters, the winds blow toward the convergence point over the Indian ocean.
The Intertropical Convergence Zone(ITCZ) is the region where the North East Trade Winds and the South East Trade Winds converge at the doldrums.With the apparent migration of the sun the ITCZ shifts to the north or south.
As per Flohn's concept there is an exceptional bend of ITCZ over Indian landmass in the high sun season .Due to this shift the South East moisture lade trade winds of the southern hemisphere cross over the equator and under the influence of Coriolis force between 40-60 0 E longitude are deflected to the right into the Indian landmass as South West monsoons.
This exceptional bend further acts as the boundary for the North East Trade Winds and the Sub tropical Jet and facilitates the genesis of the Tropical Easterly Jet which helps in the movement of the monsoons.
Basholi Paintings are considered to be the first school of the Pahari (Miniature) Paintings which later evolved into a more profilic Kangra School of Painting. Both these schools originated at the foothills of the Himalayas in Jammu & Kashmir and Himachal Pradesh depict the religious beliefs, poetry , music and are deeply rooted in the feelings and experiences of the hillmen .
The Basholi School has a distinctive style of using 2-Dimesnsional domain to avail greater space for detail. Love being the main theme of these paintings these are associated with vigorous , bold and imaginative artistic style with a vigorous use of primary colours. It has a distinctive , stylized facial construct with huge eyes and the use of raised drops of white paint to depict jewellery and beetle wings for emeralds in the paintings.
The Guler School is considered to be the birthplace of Kangra paintings in many ways. The effect of the Bhakti movement and Jayadev's Gita Govind established the theme of " shringar" dealing with the love story of Radha Krishna at the heart of this school. The feminine figures are artistically and gracefully depicted in these paintings which celebrate the themes of life and love. The School has a distinctive style of using many shades of primary colours especially green to depict great sceneries , nocturnal scenes with elabaorate landscapes.These colours are made from vegetable and mineral extracts.
Both these schools are greatly influenced by the Rajput School of paintings as Rajputs were the main patrons and these paintings are more of aristocratic art rather than folk art. This has had its effect with the lack of 3 dimensional depictions and absence of light and shadow effects in these paintings.
lakshmi prasanna
"The essence of our struggle for freedom was the unleashing of a liberating force in India. This force did not even affect the frontier people in one of the most important tribal areas". Comment.
This was the statement made by Nehru regarding tribal inhabits in north east frontiers. Intension is to emphasis the impact of freedom struggle in raising national consciousness. As it failed to feel them as part of India and they are one among the India's ethnic cultures.
Before independence most of the north eastern part was under British control and they were undeveloped. It lost its connection with rest of India. People residing there were not much knowing about the freedom struggle. They use to hear about the rumors of freedom struggle and react in either ways that is positive and negative because they lack in knowledge that they are also Indians. After independence many Christian missionaries encouraged them in demanding separate nationality showing their cultural differences. But missionary's tactics were successfully thrown out by the national leaders and made it part of India named the area as north east frontier agency. But still national consciousness was not observed due to language hurdles, ethnic difference, lack of connection with rest of India where food is supplied only through air, and illiteracy. Nehru's influence provided them sixth schedule of india for preserving their culture and to remove people's fears about extinction of their culture. The area was made an autonomous body administered by separate administrators with help of tribal commissions. Established schools, constructed roads for communication and tried to resolve all their problems for development.
Steps like giving education in their tribal languages by using davanagari script are advisable. Better administration and communication is needed to encourage them to develop in their own lines. Environment to make bonds between them and other parts of India is urgent to make them psychologically Indians.
2) The essence of our struggle for freedom was the unleashing of a liberating force in India. This force did not even affect the frontier people in one of the most important tribal areas". Comment.
Pandit J. L. Nehru made the above statement when question of North –easte front's integration in to the Union of India was brought in to discussion after the Independence. North eastern front was as diverse as whole of India put together. Majority of population in these regions were Tribals. They were hundreds of groups who spoke different languages & belonged to different cultural group.
What put them apart from rest of the country's tribal population was their relatively high degree of isolation over a long period. Under British rule, these areas were given special administrative status. British did not affect the socio-political structure & polices were formed to keep the non-tribal people from away from these regions. While British let the middle men , money lenders, non tribals etc. penetrate the tribal areas in rest of the India, their approach was totally different in NE India.
British allowed Christian missionaries to enter these areas and open schools, churches & hospitals. Missionaries not only influenced the culture of local population in these regions but also kept the nationalist influence out of tribal area. Concept of India as 'nation' evolved during the phases of struggle for freedom. Struggle brought people from different regions, caste & class together to fight a common enemy, British Imperialism.
But spirit of freedom struggle was not successful to bring the north east people under its influence. Tribals in north east could never experience the feeling of India as a nation. Only outsiders they had contacted over a course of time were British officials or missionaries workers.
Degree of Isolation was the reason that Indian government took special measure when integrating north east front in Indian union. Majority of development policies were formed without disturbing the socio-cultural pattern in this region. Constitution's sixth schedule also provided special autonomy in legislative &judicial matters to the regional councils & autonomous districts.
ITCZ are the zones near equator where trade winds flowing from south west direction in Southern continent & trade winds from north east direction in northern continent converges. This Zone is also known as doldrums due to the absence of horizontal movement of air.
Normally, Inter tropical zones are found on both sides of equator from 5 degree north to 5 degree south. But position of ITCZ is not permanent & It keeps changing throughout the year depending on land & ocean's surface condition.
Monsoon is the seasonal change in directions of winds. Monsoon patterns are found in different regions of the world like western Africa, Asia and Australia. Seasonal winds flowing from Bay of Bengal & Arabian Sea bring heavy rainfall in Indian subcontinent with in a span of one month (June-July).These seasonal winds are known as south western monsoon in India.
Though the Monsoon is linked to the rains but there are dry phases too during monsoon period. Nearly 60 percent of India agriculture land is rain-fed. Considering monsoon's influence on agriculture sector which employs nearly 50 % of country's population, Monsoon are sometime referred as real Finance minister of India
SREEJESH
3) Inter-tropical Convergence Zone And Monsoons.
The North-Easterly and South-Easterly trade winds converge in a zone around Equator known as Inter-tropical Convergence Zone.During summer season these ITCZ moves towards Tropic of Cancer and extends further towards Himalayas.At the same time intense heating of land masses takes place all over India.This intense heating of land mass and movement of ITCZ creates a low pressure area over land.The South-Easterly winds under "coriolis" effect deflects South-West and along with it carry loads of moisture and starts flowing towards these low pressure areas.These winds are known as "Monsoon winds" and are responsible for bringing rainfall in South-East Asia and particularly in our country.
During winters, the ITCZ moves towards south of Equator intense cooling of land masses results in high pressure area and North-East winds starts blowing over the land creating dry conditions in the sub-continent.
Shubhangi
(Writing through mobile, so please forgive spelling mistakes if any.)
Indian freedom struggle was a mass movement to liberate India from the exploitative rule of British. Liberating force for this came from various ideological basis such as revolutionary nationalism, Gandhin non violence,satyagrah, swaraj and Nehruvian socialism. Indian National Congress was the main organ to unleash this liberating force to masses to ensure their wider participation. But despite the presence of Indian national movement in India and abroad, it failed to mainstream the tribal people of North East india. There were several reasons for such failure. First, tribals of NE inhabited remote and isolated areas which were difficult to approach to ensure their participation. Second, tribals of NE were different from rest of the country culturally and racially. Third, British initially followed the policy of non interference in tribal areas and introduced land reforms and infrastructure projects at later stage. So tribal people realised the exploitative nature of British very late. And last, even many Indians left no opportunity to exploit tribals of NE as moneylender and land encroachers.
Due to twin exploitation- by British and by some greedy Indians, tribals remained against both. Various tribal movements such as Garo movement, Kuki movement and Khasi movement not only aimed at british but also at greedy Indian zamindar and moneylenders. These tribal movements were never aimed at removing British rule but only to restore earlier social order as they failed to realise that the root cause of their exploitation was in British rule. And various liberating forces of independence including congress failed to develop this vision in tribal groups of North-East.
Please give feedback as it is my first post. INSIGHTS please review it.
The above given statement by Pandit Nehru establishes this notion of the segregation of the Tribal areas from the influence of the national movement.
However the NorthEast stayed aloof of such developments due to non intrusive policies of the British . No one but the missionaries were allowed to venture into these areas . For tribals in other regions their socio-political structure , their dependence on forests for their livelihood , their ancient practices of agriculture , were all destroyed once the market forces entered the other tribal regions and religious beliefs and superstitions were constantly being challenged by the non tribal communities they came in contact with .
The missionaries in North East tried to influence their socio-religious beliefs and at the same time imparted anti-India feelings to the tribals and kept them cocooned away from the ensuing freedom struggle. The difficult terrain of the region also restricted the benefits of new modes of communication. At the same time modern education though limited along with the increased communications in rest of India through newspapers , railways brought in new rationalist , humanist and nationalist ideas to the people. This made them realize root cause of their exploitation which was resisted through the various peasant and tribal struggles which progressively was streamlined into the national movement.
Post Independence Nehru along with Elwin sought to end this isolation through Special provisions including the Sixth Schedule , establishment of Tribal Autonomous Regions , grating of special powers to President and Governor to safeguard the tribal interests , reservation in the administrative and political domain.
However the region has a long history of secessionist movements which have continued unabated to the present day and in light of these the recent amendments like PESA act, Skill Development Programme aim to further empower the people at the grass roots level to terminate the problem once and for all.
2-The essence of our struggle for freedom was the unleashing of a liberating force in India. This force did not even affect the frontier people in one of the most important tribal areas". Comment.
Indian freedom struggle was one of the most important and unique freedom movement.Our forefathers who have sacrificed for us to make this country abode of freedom of conscience,human rights and an example of development which was not there at the time of British rule.Freedom struggle was started with great zeal in the year 1857 and even before that and every community have sacrifice their beloved sons and daughters .
But we are not able to develop the Ramrajya or Utopian system of governance which our forefathers have planned for us.We are not able to create equality and inclusive development.
Because of many reasons areas which were away from center of industries remained backward.People,specially tribals who have their own culture and language could not come up from the vicious cycle of poverty…Jharkhand,Orissa,chattishgarh,west bengal.North east ares are example of this.Not only in terms of development of industry but also in education,employment and freedom of thoughts . Poverty backwardness,superstitions,child labour,female infanticide,child marriage have engulfed them.
Result of all this has made people to respond not rationally for their needs..Rise of violent movement like naxalism and maoist is result of this lack of this development.
But the picture is not gloomy still there is hope .As the present rate of growth causing to send its fruits in these ares as well.We can hope the in near future we ll be able to fulfill desire of our forefathers.
India is a country dependent on monsoon for agricullture. Monsoon in itself a complex system of seasonal winds. Intertropical convergence zone is one of the factor responsible for the reversal of direction of winds. Intertropical convergence zone is low pressure area or trough.In the month of june this low pressure area developed near Tibetan pleateau. So wind Blows from both side to converge in this trough .When winds blows from sea to land it picks moisture .which cause further rainfall in India .Monsoon winds on reaching Indian territories divide itself into two parts one is of Arabian sea branch and other is of gulf of Bengal branch.These two monsoon 's branch cause heavy rainfall in India from June to september. India agriculture is heavily dependent on this monsoon
Evika
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1)Describe the salient features of Basohli and Kangra schools of art and briefly explain the influences of other art forms on these schools.
Basohli and Kangra schools of art are famous for their miniature style. The former was the first school of Pahari paintings, which later developed into Kangra School by mid 18th century.
Distinctive features of Basohli are the enthusiastic use of primary colors and an unusual facial formula that is oval in shape with a receding forehead and large expressive eyes like lotus petals. Some paintings have a single subject placed separately into a square frame that depicts an understanding of space sense. The paintings emphasize folk art. The school developed under Raja Kripal Pal.
Kangra School gives attention to details and is characterized by convoluted landscape filled with blossoming plants, creepers, leafless trees and rivulets. The paintings are huge with countless figures showing diversity of subject matter. They use fresh and cool colors made of mineral and vegetable extracts.
With the eclipse of Mughal art during Aurangzeb's rule, Rajput kings sheltered artists from Mughal court and hence these paintings are an amalgamation of Rajput and Mughal paintings. The male and female costumes, in particular, reflect Mughal style. They also have an influence of Rajasthani paintings especially in those expressing different moods of Radha-Krishna.
Due to the geographical isolation of the North-East region, there is an absence of its cultural and psychological integration with the mainland India. Even today many sections of population struggle for their freedom from India.
Pt. Jawaharlal Nehru had tried to emphasize this seclusion and isolation of the NE through the above lines.
The liberating force that helped in our independence could not solve the economic problems of NE and they still remain backward inspite of having abundant natural resources.
The British had drawn an Inner Line beyond which only missionaries were allowed to travel. This contributed to the psychological separateness of the tribal. They encouraged tea plantations at the cost of other industries. Post independence, communications were disrupted when the Chittagong port was handed over to Pakistan. There is a lack of market accessibility, labour mobility, migration related issues, social exclusion and concentration of industries in certain parts of Assam. There have been frequent clashes in the region and AFSPA only shows the government's inability to solve the problem with political measures.
However, in the last 3 years, due to frequent Chinese incursions, all-weather roads are being constructed in the region. ASIDE scheme has been launched for providing central assistance to develop infrastructure facilities. NERLP project has been started with an objective to improve the livelihood, particularly of women, unemployed youth and disadvantaged sections of NE region.
Insights, with reference to your enlightening 'tips for writing better answers in UPSC' article, does 'comment 'mean giving a one sided view on the topic? So is the last paragraph i wrote not required?
Evika,
Comment doesn't mean one sided opinion or a view – it depends on the nature of question. In the above question, you can take only one sided opinion for which you get plenty of evidences to strengthen your arguments.
The final paragraph, in my opinion, is not relevant to the question. The context of the statement (given by Nehru) is the process of consolidation of India as a nation immediately after the independence. So, you should comment on how and why NE remained isolated because of British policies in spite of nationwide opinion against the British rule. (check page 142, India Since Independence – Bipan Chandra)
Avik
India's freedom struggle was a mass movt. Every class of society and every region contributed and strengthen the movement. But few regions of British India and its tribal population was out of that movt. They are tribal population of N-E India. But the failure to join the mass movt was not from their side. It was the failure of circumstances prevailing I British India and The failure of our nationalist leadership.
British policy towards N-E tribal population was of noninterference in their matter by other population. Land reform was also initiated. But their plight did reduce. On the other hand , few Indian zamindars also did not loose the opportunity to exploit them. For them, there was no difference between British and Indian elite class. They could not understand the root cause of their plight was British imperialism. Whatever movt they initiated like Garo, Kuki were against British as well as Indian zamindars.
They were racially and ethnically different from Indians. They were also in distance from main stream population. These factors keep aloof the nationalist leaders from those population. Nationalism could not spread among them. They could not be part of India as a nation.
Their neutrality in Indian freedom struggle still felt when few ethnic groups show their tendency to go out of India. Indian Govt. has given those regions special status in schedule six but at the same time has taken repressive measures to curb anti-Indian tendency. It is our failure, failure of our Govt. that Govt. could not make them understand they are the part of India, they are also Indian.
Describe the salient features of Basohli and Kangra schools of art and briefly explain the influences of other art forms on these schools.
Basholi and Kangra school of painting belong to Pahari school of painting. Pahari school of painting took its origin in Himalayan Kingdoms.This style of painting covered the regions of present day Jammu & kashmir,Himachal & Uttrakhand.
Basholi is located in Jammu and Kashmir.This place was known for its palaces and miniature painting of Basholi style. Basholi is considered as first school of Pahari style of painting.
Main features of Basholi style are:
Use of striking color
Painting in primary color red,blue,yellow
Red borders,bold lines & rich symbols
Large expressive eyes
Most popular themes of painting come from Gita Govinda,Ragamala,Rasmanjari
Kangra school of painting was evolved in first half of 18th century.Kangra is more evolved form of Basholi style of paintings. Kashmiri painters trained in Mughal art took shelter in court of Raja of Guler during this period.These painters got influenced by the local artist & surrounding atmosphere of hills and adopted a unique style of painting.
Main features of Kangra style are:
Themes based on love and life of Krishna,bhagvad purana,Gita Govinda
Depiction of springs ,rivers,trees,birds,landscapes
Beautiful depiction of female figures
Use of natural colours
Influences from other art forms
Developed in 18th centuries,Pahari school of painting is considered as legacy of Rajasthani style.There is a faint influence of Mughal painting as well.For ex. Hindu characters in paintings have been shown in Mughal costumes
Parameters used to depict the sentiments are same as in Rajasthani style
Use of colours and folk art was predominant in Basholi style like the Mewar style.
Themes like Radha-Krishna,Gita Govinda etc was also prevalent in Rajasthani style of painting
use of colors and beautiful depiction of female figures particularly noticeable in the Kangra style was same as in Bundi and Kishangarh styles
Near the equator (5 degree N to 5 degree S), warm air rises and colder air moves beneath it. As the warm air rises it forms huge clouds and thunderstorms over the ocean, an area called ITCZ. It is the zone along which trade wind systems of northern and southern hemispheres.
The location of ITCZ zone greatly affect the rainfall in many equatorial nations, resulting in wet and dry sessions as against cold and warm session of higher altitude.
The movement of ITCZ over ocean is constrained by the distribution of the ocean temperatures but over land is movers back and forth across the equator following sun's zenith point
During northern summer, ITCZ moved northwards and asian continent is warmer than adjacent ocean. Thus warm continental air rises and air is drawn from ocean towards land. This is the time of southwest monsoon (May to Sept.). The reverse is true during northern winter when the air flow is from land to the ocean.
In summary, location of ITCZ affects the precipitation in equatorial regions and influence the monsoon winds of nearby latitudes (30N to 30S)
Ans- This statement was made by Pt. Jawaharlal Nehru just after India achieved independence to emphasize on the importance of bringing frontier people of tribal areas into the mainstream of indian life.
As far as this statement is concerned, the declaration of essence of freedom struggle as the unleashing of a liberating force is a bit overgeneralization.
During freedom struggle, a number of forces were working in India & each of them had their own different motive.
While congress initially wanted political sovereignity which, later on, turned to purna swaraj.
Muslim league, on the other hand, was only focussed on the muslim empowerment & wanted to achieve this by any means. Liberation of muslims was their only aim.
Princely states can be kept out of this purview, since they were busy in saving their provinces only.
The group of english educated Indians & businessmen wanted british dominion as they were enjoying it.
Peasants & laborers were interested only in the end to exploitation. Eventually they realised that it can be achieved only through Swaraj.
So, it would not be totally right to call this a liberating force.
Another point stated is that frontier tribal people were totally unaffected by the freedom struggle. This statement is true for some of the tribal areas but can't be generalized to all of them.
A number of uprisings did happen in tribal areas. Santhal uprising, Koli uprising, Bhil uprising, Pagal panthis & Faraizi's revolts etc. Most of them were against zamindars & oppressive policies. Being only localised in nature, they failed to make any substantial changes. Their aim was liberation from oppression, not british rule.
But these were a handful of tribes. As far as other tribes are concerned, they were totally unaware of national affairs. Britishers also ignored them due living in difficult terrains, not so productive for economy, added burden on administration etc.
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Gather every available person. The search must begin immediately. A hundred pieces of gold to the one that finds her.
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text:
Romney, Ryan to campaign 'on different tracks' until convention
(CNN) – Mitt Romney and his running mate, Paul Ryan, will campaign together in Wisconsin on Sunday, but going forward the two members of the newly formed Republican ticket will campaign "on different tracks," a Romney campaign adviser told reporters Sunday.
"It's likely that they'll be campaigning on different tracks until we get to the convention," Romney senior adviser Kevin Madden said, adding that the campaign saw the potential for Ryan to made inroads for the Republican ticket in the Great Lakes states. Ryan is a seven-term Wisconsin congressman, who was re-elected in 2010 with over two-thirds of the vote.
"We have a number of states that are competitive where we believe he helps us - obviously his home state of Wisconsin and some of these other Great Lake states," Madden said. "But Iowa in particular, that is a state where I think his life story is important for others, something that I think helps him connect with a lot of those voters there."
Ryan will attend the Iowa State Fair on Monday, a Romney campaign official said on Saturday.
Romney's vice-presidential candidate rollout began Saturday morning, when Romney and Ryan appeared side by side on stage in Norfolk, Virginia. The pair made additional joint appearances on Saturday. Romney's bus tour is scheduled to continue over the next several days in North Carolina, Ohio, and Florida.
Asked if Ryan's absence from the bus trip to Florida was because of the changes to Medicare in his proposed budget plan, Madden said splitting the two candidates was more about spreading resources than avoiding tough questions from Florida's large senior population.
"This has more to do with expanding our bandwidth," Madden said. "Gov. Romney is going to be talking about the issues that are important to Floridians."
On Sunday evening, Romney and Ryan will attend a "Homecoming Rally" in Waukesha, Wisconsin, a late addition to the Republican bus tour.
The county is the state's biggest suburban county and biggest Republican county, and is one of three seen as critical for Republican electoral success in the state.
The Badger State went for Barack Obama in 2008 by nearly 15 percentage points, but the latest polling in Wisconsin shows a much tighter race this time around.
A Quinnipiac University/CBS News/New York Times poll showed 51% of likely Wisconsin voters backing Obama, compared to 45% who back Romney. The former Massachusetts governor won the Wisconsin GOP primary on April 3 with 44% of the vote.
- CNN's Jim Acosta, Rachel Streitfeld, Peter Hamby and Kevin Liptak contributed to this report
Filed under: Mitt Romney • Paul Ryan
vic , nashville ,tn
Media may fall in love with this ticket, and follow the ticket where ever they go really we don't care
When we retire this ticket will through us from cliff if we don't have billions $ in our account
Yep, like their military/foreign affairs experience. ZERO. What an insult to military service members and their families – Naval ship backdrop!
Wake up voters. These two are more destructive than Bush was, if that is possible.
I know I`m stating the obvious here but neither one of them knows ANYTHING about foriegn policy / affairs. Mitt only knows about offshore secretive tax havens.
Under Obama, the Democrats own foriegn policy successes again, and again, that neither Romney nor Ryan could have pulled off.
Where was Ryan on the war in Iraq, Afghanistan? Where was he on the Libya debate [so masterfully managed by the President]? What about catalyzing the revolutions in Egypt, Tunisia, & Syria, could Rmney / Ryan do that? To listen to MR, he`d eneter into ANOTHER middleEast war with Iran if given half a chance. What does PR`s voting record say that held do? Oh, and how, Mr. Budgetman, would You PAY FOR ITthis time?
they will be campaigning on two different tracks. Is this a way of saying that Mitt will flip and Paul will flop on the same issues so that they will be on both sides of all issues and only the ignorant folks will think these two clowns are working in their favor? One is a job destroyer and the other is a thinktank cheesehead. Wake up folks, support Obama/Biden for intelligent balanced government that is for the people, not the rich and corporations.
They're going to campaign on different tracks, are they? Going to have to if Romney doesn't want to spent the next two months explaining why his pick for vice president is set to gut medicare and privatize social security. The Paul Ryan budget passed the House of Representatives. Only thing left is a Romney presidency to get the Ryan Budget once again rolling up the hill to the White House for a Romney signature.
Oh, well. Romney can spend the remainder of his campaign explaining away why he's refusing to release his tax returns for the years he's spent running for president and Ryan can go on his different campaign track and spend the time explaining medicare vouchers and Wall Street controlled social security to those whose financial existence depends on medicare and social security.
Ought to be a fun-filled fall campaign.
NATHAN WIMBERLY
Mitt the twit now has his Palin. The problem is at the top of the ticket,Mitt the twit.
the HOODSTERS, finally on stage and ready to take everything from the middle class, seniors, veterans, women and let us not forget firing policemen, firemen and teachers.
12 million jobs the first year?????...they never stop lying, do they???
A battleship background for two draft dodgers , what an insult to our TRUE HEROES in the Armed Forces, sickening.

redpajama_set_name: RedPajamaCommonCrawl


More people in Norfolk will be able to get their skates on at Norwich Ice Rink with the addition of sessions for wheelchair users.
The session is returning after its success last year saw 19 people attend.
Wheelchair users must be accompanied on the ice by a competent skater who may skate free of charge.
Sponsored by Bakers & Larners of Holt, the Eastern Daily Press Ice Rink will open in Castle Mall Gardens between December 14 - January 6, only closing on Christmas Day, Boxing Day and New Years Day.
This year, the wheelchair session will be held on Friday, December 28 at 10am.
If you would like to book to this session, please email icerink@archant.co.uk.


text:
Violence against primary school children with disabilities in Uganda: a cross-sectional study
Karen M Devries1,
Nambusi Kyegombe1,
Maria Zuurmond1,
Jenny Parkes2,
Jennifer C Child1,
Eddy J Walakira3 &
Dipak Naker4
150 million children live with disabilities globally, and a recent systematic review found 3 to 4 times the levels of violence versus non-disabled children in high income countries. However, almost nothing is known about violence against disabled children in lower income countries. We aim to explore the prevalence, patterns and risk factors for physical, sexual and emotional violence among disabled children attending primary school in Luwero District, Uganda.
We performed a secondary analysis of data from the baseline survey of the Good Schools Study. 3706 children and young adolescents aged 11-14 were randomly sampled from 42 primary schools. Descriptive statistics were computed and logistic regression models fitted.
8.8% of boys and 7.6% of girls reported a disability. Levels of violence against both disabled and non-disabled children were extremely high. Disabled girls report slightly more physical (99.1% vs 94.6%, p = 0.010) and considerably more sexual violence (23.6% vs 12.3%, p = 0.002) than non-disabled girls; for disabled and non-disabled boys, levels are not statistically different. The school environment is one of the main venues at which violence is occurring, but patterns differ by sex. Risk factors for violence are similar between disabled and non-disabled students.
In Uganda, disabled girls are at particular risk of violence, notably sexual violence. Schools may be a promising venue for intervention delivery. Further research on the epidemiology and prevention of violence against disabled and non-disabled children in low income countries is urgently needed.
Globally, 150 million children aged 0-18 are estimated to be living with a disability, the majority of whom live in low and middle-income countries (LMICs) [1]. The Convention on the Rights of the Child, and the Convention on the Rights of Persons with Disabilities, direct governments to ensure all children, irrespective of any disability, enjoy their rights without discrimination [2, 3]. Despite these commitments, a growing body of evidence indicates that disabled children are often amongst the most socially excluded and vulnerable [1].
Violence is both a key risk factor for, and consequence of, social exclusion and vulnerability. Evidence from a recent systematic review indicates that children with disabilities are three to four times more likely to be victims of violence than their peers without disabilities [4]. This review drew on studies conducted in high income countries [4]. The majority of evidence from LMICs consists of small-scale qualitative studies by the United Nations and non-governmental organisations [5–8]. This qualitative research has identified multiple forms of discrimination faced by children with disabilities, including stigma, denial of access to school, lack of support for special educational needs and reduced employment prospects [9–11]. Poverty, gender inequalities and disability have been shown to interact to increase the risk of violence and discrimination against children in some contexts, suggesting that disabled girls might be at particular risk [12]. However, existing studies generally do not explore differences by sex, or collect information on who the perpetrators of violence are—a recent systematic review found that the perpetrator was stated in only 12 of 17 included studies [4].
In many settings, disabled children are less likely to be attending school, and have lower levels of educational attainment than their peers [13]. Understanding barriers to school attendance and performance is crucial for understanding how to improve the experience of disabled children in schools in LMICs. To our knowledge, virtually no evidence is available concerning the experience of disabled schoolchildren in Uganda. However, violence against the general population of Ugandan schoolchildren is common, and both demographic and mental health difficulties are associated with increased risk of experiencing violence [14]. Based on previous research, we hypothesized that for disabled children, violence would be more common than among the general population. Drawing on recent empirical findings around the multiplicative effects of multiple vulnerabilities on poor health outcomes [15], we also hypothesised that there could be an interaction effect, where the presence of demographic and mental health risk factors in disabled children might confer even more risk of violence than they do in the general population.
The present study was conducted in the Luwero District which has a mixture of urban and rural communities and demographic characteristics that are broadly similar to the rest of Uganda. 7.1% of Uganda's population is estimated to have a disability, equivalent to approximately 2.1 million people, with children accounting for 31% of the total [16]. Uganda is generally considered progressive in terms of policies related to disability and has a National Policy on Disability (2005), which "aims at promoting equal opportunities for enhanced empowerment, participation and protection of rights of people with disabilities irrespective of gender, age and type of disability" [17]. The Ministry of Education and Sports also makes reference to a draft Special Needs and Inclusive Education Policy (2011) which aims to encourage increased enrolment, participation and completion of schooling by children with special learning needs [18].
In this paper, we provide data on the epidemiology of violence against disabled children and young adolescents attending primary school in Luwero District. Disability is defined through children's self-accounts, and includes domains of sight, hearing, mobility, and speech. For disabled students, we sought to 1) describe the prevalence of different types of violence, (physical, sexual, emotional violence and neglect), and the extent to which individual children may experience multiple forms of violence; 2) describe the most common perpetrators of violence; and 3) to explore whether the association between increased risk of violence and mental health difficulties and other selected factors differed between disabled and non-disabled students.
We use data from The Good Schools Study [19], a cluster randomised controlled trial of a school-based intervention by Ugandan NGO Raising Voices, designed to prevent violence against children and improve educational outcomes (http://raisingvoices.org/good-school/). The baseline survey was conducted between June and July 2012. Full ethical approvals were given by the London School of Hygiene and Tropical Medicine and the Uganda National Council of Science and Technology. Results for the general population of Luwero school children are reported elsewhere [14].
Based on the most up-to-date records of the Ministry of Education and Sports, 268 schools were operating in Luwero in 2010. Owing to their small size (having less than 40 registered students in Primary 5) 97 schools plus a further 20 schools with existing governance interventions were excluded. The remaining 151 schools constituted our sampling frame. The 151 schools were stratified according to the gender ratio of pupils (>60% girls, >60% boys or approximately even). 42 schools were randomly selected, proportional to the size of the stratum. All schools that were approached agreed to participate. The sampled schools represent 79.7% of Primary (P) 5, 6, and 7 students in the District. A simple random sample of up to 130 pupils across P5, P6 and P7 was taken within each school. In schools that had fewer than 130 students in the target years, all students were invited to participate. Data were obtained from 77% of sampled students. 19% of students were absent from school during the week of data collection or for extended periods and the remaining 4% either refused, were ineligible or had a parent opt them out.
Staff, students and parents from each participating school were notified in advance of the survey by the head teacher. Parents could choose to opt their child out of participation, but there was no requirement for full parental consent in this study. Instead, individual children provided full written consent to participate. Data were collected in private face-to-face interviews. Survey interviewers received three weeks of specialised training on violence research including how to ask questions in a non-judgemental way, preserve confidentiality and on procedures to follow if participants became distressed. In conjunction with local services, the study team also developed a comprehensive child protection plan to provide support to those that were identified to be in need of services. A trained counsellor was available for any child who requested counselling. The response of services is the subject of a separate paper [20].
All survey tools and instruments were reviewed by a panel comprising teachers and Raising Voices staff to ensure their contextual appropriateness. They were then translated into Luganda and iteratively refined in a sample of approximately 40 children from primary schools in Kampala to ensure that they were cognitively accessible and that the meanings of original items were adequately captured. Following this, a larger sample of 697 students and 40 staff from Kampala schools were surveyed to test study procedures and the distribution of items.
Disability was measured using a single question with multiple response options, and included domains of sight, hearing, mobility, speech and whether or not students had epilepsy (Table 1). It was modelled as a binary variable. This method of assessing disability focuses on functional limitations.
Table 1 Definitions of key variables
The International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional (ICAST-CI) [21] and some items from the WHO Multi Country Study on Women's Health and Domestic Violence against Women [22] were used to measure experiences of violence. Reliability and construct validity for the ICAST-CI were initially established in 4 countries and the instrument has since been translated into 20 languages and used extensively in multi-country research [21]. Lifetime and past week experience of physical, sexual, emotional violence and injuries were constructed as binary variables (see Table 1).
Symptoms of common childhood mental disorders including depression, anxiety and conduct disorders were measured using the Strengths and Difficulties Questionnaire (SDQ) [23] brief screening instrument which has been used in more than 60 different countries (including several in Africa) and validated in a variety of settings [23]. In our sample reliability for global difficulties scores was Cronbach alpha = 0.70. The global SDQ score was constructed as a categorical variable, with children having 'high', 'medium' or 'low' levels of difficulties relative to their peers. Responses from 20 items were summed to construct this measure and children scoring in the highest decile of the overall distribution were deemed to have 'high' difficulties; the next decile to have 'medium' difficulties and the remaining 80% to have 'low' difficulties [23, 24].
Demographic variables included: age of the child in years, whether or not the child ate three meals versus less than three meals in the past day, whether the child shared a sleeping area with two other children versus less, whether the child shared a sleeping area with an adult versus not, if the child does one-two, or two or more, hours of paid or unpaid work outside of school versus less than 1 hour.
All analyses were conducted using Stata 12.0 [25] and were carried out separately for male and female participants. Data collection was electronic with algorithms designed to eliminate erroneous skips, so levels of missing data were less than 1% for multivariate analysis. Missing data were excluded from analyses involving those variables (pairwise deletion).
We present descriptive statistics on participants' demographic characteristics and prevalence of different forms of violence by disability status. Comparisons are made using Chi-squared tests for binary variables, Chi-squared tests for trend for categorical variables, or t-tests for continuous variables.
To examine whether factors associated with violence differed between disabled and non-disabled students, we fitted a series of logistic regression models with interaction terms for disability and exposure variables (demographic and mental health difficulties). We created models for emotional violence/neglect in boys and girls, physical violence in boys and girls, and sexual violence in girls. Levels of sexual violence were higher among disabled boys, however overall prevalence was too low (only 9 disabled boys reported sexual violence), to allow us to statistically model predictors. Of all interactions tested, only one was statistically significant, hence we present models examining factors associated with different forms of violence for male and female students, controlling for the main effect of disability.
All analyses account for the sampling scheme employed in the baseline survey—student responses are weighted to account for unequal probabilities of selection for students. Standard errors are adjusted for clustering at the school level using Taylor linearization [26].
Characteristics of students
3706 students completed the survey and their characteristics are summarised in Table 2. Of these students, 8.8% of boys and 7.6% of girls reported a disability. Distribution of different forms of disabilities were similar between boys and girls in this sample: 2.8% of all students reported difficulties with sight, 1.4% with hearing, 0.9% with movement, 0.5% with speech, and 3.1% reported an 'other' form of disability (students could report more than one form of disability). However, 1.0% of boys but only one girl reported difficulties with speech in our sample. We also asked if students suffered from 'fits' (epilepsy) but only two students reported this.
Table 2 Demographic characteristics in students with and without disabilities, full sample
Disabled and non-disabled students were demographically similar in most respects. Most students were aged 11-14 years, and less than half of all students reported eating at least 3 meals in the day before the survey, indicating that they were possibly hungry. Around one third of all students had ever worked for money, and about 15% of students reported doing more than 2 hours of paid or unpaid work per day. The only difference in background characteristics between groups was that disabled students were far more likely to board at school than non-disabled students.
Experiences of violence
Experiences of physical, sexual, emotional violence or neglect are nearly universal among primary school students in this setting, with more than 95% of all students reporting experiences of violence. Patterns of experiences of violence differed for male and female students, and for disabled students (Table 3). Overall, disabled and non-disabled boys reported similar levels of any forms of violence from any perpetrator, however disabled girls were more likely to report violence exposure than non-disabled girls. Disabled girls reported slightly more physical violence overall and nearly twice as much sexual violence versus non-disabled girls. For disabled boys, levels of sexual violence were nearly double those of non-disabled boys, but given the low prevalence of sexual violence in boys overall this difference was not statistically significant. Levels of emotional violence and neglect were similar between disabled and non-disabled boys and girls.
Table 3 Levels of violence, disabled versus non disabled girls and boys
The patterns of who perpetrated violence also differed for disabled and non-disabled students, and again by sex (Table 3). School staff were less likely to be physically violent towards disabled boys in the past week, but more likely to be emotionally violent or neglectful. For girls, school staff were also more likely to be emotionally violent or neglectful, but also more likely to have used physical violence in the past week. In both disabled girls and boys, levels of severe physical violence and injury from school staff were not statistically different from non-disabled peers.
Both male and female disabled and non-disabled students reported similar levels of violence from caregivers. We also considered violence from male and female peers. Disabled and non-disabled boys reported similar levels of violence from male and female peers, but disabled boys reported more than four times as much sexual violence from male peers versus non-disabled boys. Disabled girls also reported similar levels of violence from male and female peers, but disabled girls were more than twice as likely to report sexual violence from male peers versus non-disabled girls.
From all other perpetrators, disabled and non-disabled boys reported similar levels of violence, with the exception of sexual violence. Disabled boys were 6 times more likely to report sexual violence from 'others', versus non-disabled boys. For boys, the main perpetrators of this violence were 'other relatives', not parents or caregivers. Disabled girls were at increased risk of physical, sexual and to a lesser extent, emotional violence from other perpetrators. The main 'other' perpetrators of physical violence against disabled girls were 'other relatives'. The main 'other' perpetrators of sexual violence against disabled girls were 'others'—that is, not boyfriends, girlfriends, parents or caregivers, school staff, other relatives or someone they would rather not say (leaving mainly strangers and acquaintances in the community).
Do factors associated with increased risk of violence differ between disabled and non-disabled students?
Interaction terms were not statistically significant (data not shown), suggesting that factors associated with increased risk of violence are similar for disabled and non-disabled students. Disability itself is associated with increased risk of sexual violence in girls (Table 4).
Table 4 Predictors of different forms of violence in girls and boys
Disability was also associated with increased risk of past week physical violence from school staff for girls, but decreased risk for boys. Being disabled was not statistically significantly associated with emotional violence or physical violence from others besides school staff in boys or girls. Having medium or high levels of mental health difficulties was consistently associated with all forms of violence exposure in both boys and girls. Working outside of school for 1-2 hours or 2 or more hours per day was also associated with several forms of violence experience in both boys and girls, although the association was more consistent across different forms of violence in boys. Sharing a sleeping area with 2 or more children also was associated with decreased risk of emotional and sexual violence in girls, and emotional violence in boys. Other factors were not consistently associated with violence exposure in girls and boys.
Disabled girls show higher levels of victimisation from a variety of perpetrators than their non-disabled peers. They are twice as likely as their non-disabled peers to have experienced sexual violence. Disabled boys are also at increased risk of some forms of violence relative to non-disabled boys. The school environment is a main venue at which violence is occurring, with disabled boys and girls both reporting more emotional violence and neglect from school staff, sexual violence from male peers, and disabled girls reporting more emotional violence from female peers. For girls, disability is associated with increased risk of past week physical violence from school staff, but for boys, being disabled is associated with decreased risk of past week physical violence from school staff. Risk factors for violence experience in disabled and non-disabled students are similar: younger age, working outside the home and having symptoms of common mental disorders are associated with increased violence exposure.
Other literature
Our findings support the results of multi-country qualitative research in sub-Saharan Africa, which suggested a greater risk of violence against children with disabilities in all countries as well as some variation in types of violence experienced across different disability types. This multi-country research also found that disabled girls were more likely to be subjected to sexual violence [7], similar to our results. Whilst some qualitative evidence highlights that schools are a key setting for the perpetration of violence in LMICs, our study is one of the first studies to provide rigorous population-based epidemiological data on different forms of violence experienced by children with disabilities who attend schools in such settings.
Further research is needed to fully understand why disabled children, and girls in particular, are at increased risk. Some studies in the region have shown that girls with disabilities may face higher levels of violence because of being less able to defend themselves or seek help [12]. Stigma associated with disability, attitudes and traditional beliefs about disabilities, social isolation and the view that children with disabilities are often perceived as unworthy of dignity and respect, combined with traditional gender norms in many LMIC settings may also explain why children with disabilities are at greater risk of violence [27].
Further research is also needed to understand how boarding at school may interact with risk. In our study, disabled students were far more likely to board at school. Although parents and caregivers may actually see boarding as a mechanism to protect children from violence, for example, by reducing their exposure to violence as they journey to school, clearly this was not the case. Qualitative research may provide some insight into pathways of risk.
Strengths and limitations
Our study is cross-sectional, and causal inferences should not be drawn from our findings. We did not survey children who were not attending school, consequently our findings should not be considered representative of disabled children who are not attending school. Available evidence highlights poor access and retention in school for children with disabilities [1], and that children with more severe disabilities are likely to be excluded from school. In resource constrained contexts, parents may not perceive as many longer term economic benefits from schooling for their disabled versus non-disabled children, and may be less likely to send disabled children to school. Lack of physical access to schools is often a major barrier to inclusion for children with physical disabilities, and may also explain the limited reporting of mobility-related challenges.
Often research including disabled children is limited by small sample sizes, making it difficult to do sex-specific analyses. We have a reasonably large sample size, which helps to look at patterns, but statistical power to look at the relative contributions of different determinants separately by sex is still limited.
Our survey contained one question assessing difficulties with functioning in multiple domains to measure disability. More detailed measures may have detected more cases of disability. We also recognise that shame or stigma associated with disability could have led to under-reporting of disability [28, 29]. Furthermore, evidence suggests that children with disabilities are often socially isolated, have limited support networks and few friends, which can make reporting about violence more difficult [6]. We did not ask about level of severity of disabilities and it is possible that children experiencing more severe difficulties were more likely to self-identify and that milder difficulties were under-reported. Further, we did not ask children to self-report intellectual disability. This may explain the higher percentage of children under 'other'. Some studies suggest that intellectual disability may place young people at particular risk [13], and it would be interesting to explore this in future research.
Our measure of emotional violence may also have underestimated the prevalence of discrimination and 'bullying' related to children's disability status. The measure included items related to maltreatment because of skin colour, gender, religion, tribe and health problems, but we did not specifically mention disability. A measure including more specific items may have detected higher levels of emotional violence in disabled children.
Uganda has a favourable policy climate, which reflects the government's commitment to address issues of accessibility, participation, capacity-building, awareness raising, care and support of disabled children. Despite these positive policy initiatives, our findings highlight the need for school-based interventions to reduce violence against all children, paying particular attention to the increased risks of violence associated with disability. Although there are an increasing number of interventions to address school-based violence in low income settings, there is limited evidence on their efficacy. In contrast, there is more rigorous evidence available for some school-based interventions to bullying between students, with school-wide programs more successful at reducing bullying versus curriculum-based programs [30]. There is a clear need to develop and test interventions to reduce violence from school staff towards students—to our knowledge, the Good Schools Study is the only rigorous study underway to evaluate an intervention aimed at reducing staff violence. There is also a clear need to develop effective programs to address 'dating violence' between peers [31]. New interventions should be inclusive and accessible to disabled students. This is particularly true of interventions to address sexual violence—although disabled students form less than 10% of the school population in our sample, they have about double the rates of sexual violence. Interventions to reduce sexual violence must address the additional vulnerability faced by disabled students.
In Uganda, disabled children attending school are at increased risk of most forms of violence relative to their non-disabled peers. Schools are a main risk environment, but also provide an opportunity to deliver interventions to reduce violence. Further research is needed to understand the patterns and potential to prevent violence against children with disabilities inside and outside of school in low income countries, particularly sexual violence against girls.
GSS:
Good Schools Study
LMICs:
Low and middle-income countries
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Pre-publication history
The pre-publication history for this paper can be accessed here:http://www.biomedcentral.com/1471-2458/14/1017/prepub
We gratefully acknowledge Sarah Pollack at LSHTM, the Good Schools Team at Raising Voices, and the participants in our study. This work was funded by the Hewlett Foundation and the UK Medical Research Council, the UK Department for International Development and the Wellcome Trust via the Joint Global Health Trials Scheme.
London School of Hygiene & Tropical Medicine, 15-17 Tavistock Place, London, WC1H 9SH, UK
Karen M Devries, Nambusi Kyegombe, Maria Zuurmond & Jennifer C Child
Institute of Education, London, UK
Jenny Parkes
Makerere University, Kampala, Uganda
Eddy J Walakira
Raising Voices, Kampala, Uganda
Dipak Naker
Karen M Devries
Nambusi Kyegombe
Maria Zuurmond
Jennifer C Child
Correspondence to Karen M Devries.
Dipak Naker developed the Good School Toolkit, which is being evaluated in the Good Schools Study (where this analysis draws data from). The authors declare that they have no competing interests.
KD conceived and conducted the analysis and drafted the paper, and is Principal Investigator of the Good Schools Study. NK and MZ co-drafted the paper. JP, JC, EW and DN critically revised the paper. All authors approved the final version.
Devries, K.M., Kyegombe, N., Zuurmond, M. et al. Violence against primary school children with disabilities in Uganda: a cross-sectional study. BMC Public Health 14, 1017 (2014). https://doi.org/10.1186/1471-2458-14-1017
DOI: https://doi.org/10.1186/1471-2458-14-1017


Are you a Netflix customer who feels like you don't always get the most of your $7.99/month for unlimited streaming video? Well, one man decided to put Netflix and himself to the test by watching more than 400 hours of video in a month.
Mark Malkoff, who previously tested New Yorkers' willingness to do anything for a free taxi ride and thelimits of Apple store hospitality, started his Netflix movie-thon on April 16.
In the first week alone, he watched 60 films for a total of 95.55 hours. In fact, he says he didn't leave his Queens apartment for a stretch of 155 hours that week, though he did manage to get Jason London, star of the Richard Linklater classic Dazed and Confused to pop by and provide running commentary on the film — and a shoulder rub.


Comment: Unsealed CD in GREAT condition with remainder mark.
"While it's difficult for any artist to find and gain success, the real struggle comes with sustaining it. Silverstein are one of those rare artists that have found a way to stand the test of time. Their formula is no secret: they have been going at full speed, nonstop for the past 17 years. They've taken no breaks between touring and recording, and have consistently produced quality albums and played sold out shows across the world. Since their inception, they've played over 1,800 shows and sold over 1 million albums. The band's most recent headline tour resulted in 90% sell out business, while playing 1,000 capacity venues in 40 US major markets. Silverstein will also be appearing on the entire 2017 Vans Warped Tour, proving that the band's relevance is still thriving. Silverstein's newest album, "Dead Reflection" is one of the band's strongest albums to date. These 12 songs are each uniquely crafted to showcase the band's signature mixture of emotional screams and soaring melodies. Every band writes one record that truly captures their essence and showcases their character. It is the album immediately recommended when discovering a band's discography. This will become Silverstein's trademark album. "Dead Reflection" is a timeless album. This is Silverstein at the top of their game, and they are proving that after 17 years of continued success, they can still bring something new and exciting to the table."
5.0 out of 5 starsWow...Where Did This Come From?!?!?!
I have been listening to Silverstein since When Broken Is Easily Fixed first came out. Like few other bands out there they have managed to stay consistent in their approach, which is very refreshing in an industry where bands come and go. I don't have to think to hard to purchase a new album when it is released...I know what I will get. But this album...holy cow....they nailed it like they haven't done since Discovering the Waterfront. All I can say is that this is the most un-pretentious effort I have listened to in a long time. Nothing to prove to anyone, just solid cuts one after another. This was obviously made for themselves, and it totally works. Good job gentlemen.
Don't get me wrong, this album is great, but some songs fall victim to the present pop sound. It's not completely a bad thing. Being a long term fan, I can still appreciate that they maybe wanted to try something new on this album.
Not my favorite, but a good album as always. Still gets my 5 stars.
5.0 out of 5 stars17 years later and they're still rocking it!
5.0 out of 5 starsGreat Album by Silverstein!
How can a band continue to make the best album time and time again? I don't know but I'm glad Silverstein can and does. This is by far my favorite band and they have never disappointed me.
5.0 out of 5 starsSilverstein is an awesome band!
Silverstein always amazes me :D aquamarine, whiplash, wake up, and the afterglow are great!
Silverstein rocks!! Never cease to impress me!


text:
Home/FactCheckZW/FACT-CHECK: BCC suspends water-shedding schedule
FactCheckZWNews
FACT-CHECK: BCC suspends water-shedding schedule
Tanaka Mrewa 30th July 2019
0 23 1 minute read
The Bulawayo City Council (BCC) Town Clerk Christopher Dube on July 28 announced the suspension of the water-shedding program.
The local authority had imposed a citywide 48-hour water shedding schedule.
"The City of Bulawayo would like to advise consumers that it will be temporarily suspending the water-shedding programme that was introduced in February 2019 with immediate effect. The suspension will be reviewed on Friday the 9th of August 2019," said Dube.
It was circulated on the council's social media platforms as well as shared with residents on WhatsApp platform.
The suspension, Dube said, comes after considerable progress of major rehabilitation works at Criterion Water Works, and the normalization of the water supply distribution system.
"Currently the Raw Water holding reservoir at Criterion – which is the City's buffer has continued to gain in volume with levels currently at 3.94m. We shall continue to monitor the reservoir level, which should ideally be at 5.5m. Its recovery and stability can only be reassured through the support of consumers who are expected to continue conserving water and adhering to the approved daily water rationing allocations," he said.
The Town Clerk said re-introduction of the shedding may be necessitated by excessive use of potable water, power shedding and maintenance works disruptions.
Did all areas in the city receive water supplies following the lifting of the water-shedding program?
CITE fact-checked the local authority`s announcement by conducting interviews with Councillors and residents in various wards across the city.
Our investigations revealed that Matshobana, Cowdray Park, Nkulumane 5, Nkulumane 10, Sizinda and Mzilikazi had no water supplies on Monday and Tuesday in the morning.
Some areas received normal water supplies around 10 am on Tuesday.
Bulawayo City Council Christopher Dube
Tanaka Mrewa
Former Byo Deputy Mayor dies
Dabengwa burial: A story of defiance
Water shedding schedule to stay: BCC
Government to fast-track parastatal reforms
Met dept predicts heavy rains


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text:
// CHECKSTYLE_OFF: Copyrighted to members of JCP JSR-166 Expert Group.
/*
 * Written by Doug Lea with assistance from members of JCP JSR-166
 * Expert Group and released to the public domain, as explained at
 * http://creativecommons.org/licenses/publicdomain
 * Other contributors include Andrew Wright, Jeffrey Hayes,
 * Pat Fisher, Mike Judd.
 */
// CHECKSTYLE_ON
package com.google.j2cl.jre.java.util.concurrent;

import com.google.j2cl.jre.java.util.EmulTestBase;
import java.util.concurrent.TimeUnit;

/**
 * Tests for TimeUnit.
 */
public class TimeUnitTest extends EmulTestBase {

  private static final long SECS_IN_MIN = 60L;
  private static final long SECS_IN_HOUR = SECS_IN_MIN * 60L;
  private static final long SECS_IN_DAY = SECS_IN_HOUR * 24L;

  private static final long MILLIS_IN_SEC = 1000L;
  private static final long MILLIS_IN_MIN = SECS_IN_MIN * MILLIS_IN_SEC;
  private static final long MILLIS_IN_HOUR = SECS_IN_HOUR * MILLIS_IN_SEC;
  private static final long MILLIS_IN_DAY = SECS_IN_DAY * MILLIS_IN_SEC;

  private static final long MICROS_IN_SEC = 1000000L;
  private static final long MICROS_IN_MILLI = 1000L;
  private static final long MICROS_IN_MIN = SECS_IN_MIN * MICROS_IN_SEC;
  private static final long MICROS_IN_HOUR = SECS_IN_HOUR * MICROS_IN_SEC;
  private static final long MICROS_IN_DAY = SECS_IN_DAY * MICROS_IN_SEC;

  private static final long NANOS_IN_SEC = 1000000000L;
  private static final long NANOS_IN_MILLI = 1000000L;
  private static final long NANOS_IN_MICRO = 1000L;
  private static final long NANOS_IN_MIN = SECS_IN_MIN * NANOS_IN_SEC;
  private static final long NANOS_IN_HOUR = SECS_IN_HOUR * NANOS_IN_SEC;
  private static final long NANOS_IN_DAY = SECS_IN_DAY * NANOS_IN_SEC;

  // (loops to 88888 check increments at all time divisions.)

  /** convert correctly converts sample values across the units */
  public void testConvert() {
    for (long t = 0; t < 88888; t += 500) {
      assertEquals(t * SECS_IN_DAY, TimeUnit.SECONDS.convert(t, TimeUnit.DAYS));
      assertEquals(t * SECS_IN_HOUR, TimeUnit.SECONDS.convert(t, TimeUnit.HOURS));
      assertEquals(t * SECS_IN_MIN, TimeUnit.SECONDS.convert(t, TimeUnit.MINUTES));
      assertEquals(t, TimeUnit.SECONDS.convert(t, TimeUnit.SECONDS));
      assertEquals(t, TimeUnit.SECONDS.convert(t * MILLIS_IN_SEC, TimeUnit.MILLISECONDS));
      assertEquals(t, TimeUnit.SECONDS.convert(t * MICROS_IN_SEC, TimeUnit.MICROSECONDS));
      assertEquals(t, TimeUnit.SECONDS.convert(t * NANOS_IN_SEC, TimeUnit.NANOSECONDS));

      assertEquals(t * MILLIS_IN_DAY, TimeUnit.MILLISECONDS.convert(t, TimeUnit.DAYS));
      assertEquals(t * MILLIS_IN_HOUR, TimeUnit.MILLISECONDS.convert(t, TimeUnit.HOURS));
      assertEquals(t * MILLIS_IN_MIN, TimeUnit.MILLISECONDS.convert(t, TimeUnit.MINUTES));
      assertEquals(t * MILLIS_IN_SEC, TimeUnit.MILLISECONDS.convert(t, TimeUnit.SECONDS));
      assertEquals(t, TimeUnit.MILLISECONDS.convert(t, TimeUnit.MILLISECONDS));
      assertEquals(t, TimeUnit.MILLISECONDS.convert(t * MICROS_IN_MILLI, TimeUnit.MICROSECONDS));
      assertEquals(t, TimeUnit.MILLISECONDS.convert(t * NANOS_IN_MILLI, TimeUnit.NANOSECONDS));

      assertEquals(t * MICROS_IN_DAY, TimeUnit.MICROSECONDS.convert(t, TimeUnit.DAYS));
      assertEquals(t * MICROS_IN_HOUR, TimeUnit.MICROSECONDS.convert(t, TimeUnit.HOURS));
      assertEquals(t * MICROS_IN_MIN, TimeUnit.MICROSECONDS.convert(t, TimeUnit.MINUTES));
      assertEquals(t * MICROS_IN_SEC, TimeUnit.MICROSECONDS.convert(t, TimeUnit.SECONDS));
      assertEquals(t * MICROS_IN_MILLI, TimeUnit.MICROSECONDS.convert(t, TimeUnit.MILLISECONDS));
      assertEquals(t, TimeUnit.MICROSECONDS.convert(t, TimeUnit.MICROSECONDS));
      assertEquals(t, TimeUnit.MICROSECONDS.convert(t * NANOS_IN_MICRO, TimeUnit.NANOSECONDS));

      assertEquals(t * NANOS_IN_DAY, TimeUnit.NANOSECONDS.convert(t, TimeUnit.DAYS));
      assertEquals(t * NANOS_IN_HOUR, TimeUnit.NANOSECONDS.convert(t, TimeUnit.HOURS));
      assertEquals(t * NANOS_IN_MIN, TimeUnit.NANOSECONDS.convert(t, TimeUnit.MINUTES));
      assertEquals(t * NANOS_IN_SEC, TimeUnit.NANOSECONDS.convert(t, TimeUnit.SECONDS));
      assertEquals(t * NANOS_IN_MILLI, TimeUnit.NANOSECONDS.convert(t, TimeUnit.MILLISECONDS));
      assertEquals(t * NANOS_IN_MICRO, TimeUnit.NANOSECONDS.convert(t, TimeUnit.MICROSECONDS));
      assertEquals(t, TimeUnit.NANOSECONDS.convert(t, TimeUnit.NANOSECONDS));
    }
  }

  /** toNanos correctly converts sample values in different units to nanoseconds */
  public void testToNanos() {
    for (long t = 0; t < 88888; t += 100) {
      assertEquals(t * NANOS_IN_DAY, TimeUnit.DAYS.toNanos(t));
      assertEquals(t * NANOS_IN_HOUR, TimeUnit.HOURS.toNanos(t));
      assertEquals(t * NANOS_IN_MIN, TimeUnit.MINUTES.toNanos(t));
      assertEquals(t * NANOS_IN_SEC, TimeUnit.SECONDS.toNanos(t));
      assertEquals(t * NANOS_IN_MILLI, TimeUnit.MILLISECONDS.toNanos(t));
      assertEquals(t * NANOS_IN_MICRO, TimeUnit.MICROSECONDS.toNanos(t));
      assertEquals(t, TimeUnit.NANOSECONDS.toNanos(t));
    }
  }

  /** toMicros correctly converts sample values in different units to microseconds */
  public void testToMicros() {
    for (long t = 0; t < 88888; t += 100) {
      assertEquals(t * MICROS_IN_DAY, TimeUnit.DAYS.toMicros(t));
      assertEquals(t * MICROS_IN_HOUR, TimeUnit.HOURS.toMicros(t));
      assertEquals(t * MICROS_IN_MIN, TimeUnit.MINUTES.toMicros(t));
      assertEquals(t * MICROS_IN_SEC, TimeUnit.SECONDS.toMicros(t));
      assertEquals(t * MICROS_IN_MILLI, TimeUnit.MILLISECONDS.toMicros(t));
      assertEquals(t, TimeUnit.MICROSECONDS.toMicros(t));
      assertEquals(t, TimeUnit.NANOSECONDS.toMicros(t * NANOS_IN_MICRO));
    }
  }

  /** toMillis correctly converts sample values in different units to milliseconds */
  public void testToMillis() {
    for (long t = 0; t < 88888; t += 100) {
      assertEquals(t * MILLIS_IN_DAY, TimeUnit.DAYS.toMillis(t));
      assertEquals(t * MILLIS_IN_HOUR, TimeUnit.HOURS.toMillis(t));
      assertEquals(t * MILLIS_IN_MIN, TimeUnit.MINUTES.toMillis(t));
      assertEquals(t * MILLIS_IN_SEC, TimeUnit.SECONDS.toMillis(t));
      assertEquals(t, TimeUnit.MILLISECONDS.toMillis(t));
      assertEquals(t, TimeUnit.MICROSECONDS.toMillis(t * MICROS_IN_MILLI));
      assertEquals(t, TimeUnit.NANOSECONDS.toMillis(t * NANOS_IN_MILLI));
    }
  }

  /** toSeconds correctly converts sample values in different units to seconds */
  public void testToSeconds() {
    for (long t = 0; t < 88888; t += 100) {
      assertEquals(t * SECS_IN_DAY, TimeUnit.DAYS.toSeconds(t));
      assertEquals(t * SECS_IN_HOUR, TimeUnit.HOURS.toSeconds(t));
      assertEquals(t * SECS_IN_MIN, TimeUnit.MINUTES.toSeconds(t));
      assertEquals(t, TimeUnit.SECONDS.toSeconds(t));
      assertEquals(t, TimeUnit.MILLISECONDS.toSeconds(t * MILLIS_IN_SEC));
      assertEquals(t, TimeUnit.MICROSECONDS.toSeconds(t * MICROS_IN_SEC));
      assertEquals(t, TimeUnit.NANOSECONDS.toSeconds(t * NANOS_IN_SEC));
    }
  }

  /** toMinutes correctly converts sample values in different units to minutes */
  public void testToMinutes() {
    for (long t = 0; t < 88888; t += 100) {
      assertEquals(t * SECS_IN_MIN * 24, TimeUnit.DAYS.toMinutes(t));
      assertEquals(t * SECS_IN_MIN, TimeUnit.HOURS.toMinutes(t));
      assertEquals(t, TimeUnit.MINUTES.toMinutes(t));
      assertEquals(t, TimeUnit.SECONDS.toMinutes(t * SECS_IN_MIN));
      assertEquals(t, TimeUnit.MILLISECONDS.toMinutes(t * MILLIS_IN_MIN));
      assertEquals(t, TimeUnit.MICROSECONDS.toMinutes(t * MICROS_IN_MIN));
      assertEquals(t, TimeUnit.NANOSECONDS.toMinutes(t * NANOS_IN_MIN));
    }
  }

  /** toHours correctly converts sample values in different units to hours */
  public void testToHours() {
    for (long t = 0; t < 88888; t += 100) {
      assertEquals(t * 24, TimeUnit.DAYS.toHours(t));
      assertEquals(t, TimeUnit.HOURS.toHours(t));
      assertEquals(t, TimeUnit.MINUTES.toHours(t * SECS_IN_MIN));
      assertEquals(t, TimeUnit.SECONDS.toHours(t * SECS_IN_HOUR));
      assertEquals(t, TimeUnit.MILLISECONDS.toHours(t * MILLIS_IN_HOUR));
      assertEquals(t, TimeUnit.MICROSECONDS.toHours(t * MICROS_IN_HOUR));
      assertEquals(t, TimeUnit.NANOSECONDS.toHours(t * NANOS_IN_HOUR));
    }
  }

  /** toDays correctly converts sample values in different units to days */
  public void testToDays() {
    for (long t = 0; t < 88888; t += 100) {
      assertEquals(t, TimeUnit.DAYS.toDays(t));
      assertEquals(t, TimeUnit.HOURS.toDays(t * 24));
      assertEquals(t, TimeUnit.MINUTES.toDays(t * SECS_IN_MIN * 24));
      assertEquals(t, TimeUnit.SECONDS.toDays(t * SECS_IN_DAY));
      assertEquals(t, TimeUnit.MILLISECONDS.toDays(t * MILLIS_IN_DAY));
      assertEquals(t, TimeUnit.MICROSECONDS.toDays(t * MICROS_IN_DAY));
      assertEquals(t, TimeUnit.NANOSECONDS.toDays(t * NANOS_IN_DAY));
    }
  }

  /**
   * convert saturates positive too-large values to Long.MAX_VALUE and negative to LONG.MIN_VALUE
   */
  public void testConvertSaturate() {
    assertEquals(
        Long.MAX_VALUE, TimeUnit.NANOSECONDS.convert(Long.MAX_VALUE / 2, TimeUnit.SECONDS));
    assertEquals(
        Long.MIN_VALUE, TimeUnit.NANOSECONDS.convert(-Long.MAX_VALUE / 4, TimeUnit.SECONDS));
    assertEquals(
        Long.MAX_VALUE, TimeUnit.NANOSECONDS.convert(Long.MAX_VALUE / 2, TimeUnit.MINUTES));
    assertEquals(
        Long.MIN_VALUE, TimeUnit.NANOSECONDS.convert(-Long.MAX_VALUE / 4, TimeUnit.MINUTES));
    assertEquals(Long.MAX_VALUE, TimeUnit.NANOSECONDS.convert(Long.MAX_VALUE / 2, TimeUnit.HOURS));
    assertEquals(Long.MIN_VALUE, TimeUnit.NANOSECONDS.convert(-Long.MAX_VALUE / 4, TimeUnit.HOURS));
    assertEquals(Long.MAX_VALUE, TimeUnit.NANOSECONDS.convert(Long.MAX_VALUE / 2, TimeUnit.DAYS));
    assertEquals(Long.MIN_VALUE, TimeUnit.NANOSECONDS.convert(-Long.MAX_VALUE / 4, TimeUnit.DAYS));
  }

  /**
   * toNanos saturates positive too-large values to Long.MAX_VALUE and negative to LONG.MIN_VALUE
   */
  public void testToNanosSaturate() {
    assertEquals(Long.MAX_VALUE, TimeUnit.MILLISECONDS.toNanos(Long.MAX_VALUE / 2));
    assertEquals(Long.MIN_VALUE, TimeUnit.MILLISECONDS.toNanos(-Long.MAX_VALUE / 3));
  }

  /** toString returns string containing common name of unit */
  public void testToString() {
    String s = TimeUnit.SECONDS.toString();
    assertTrue(s.indexOf("ECOND") >= 0);
  }
}

redpajama_set_name: RedPajamaGithub


Gets the XmlMembersMapping for each XML Web service method exposed by the specified type(s).
The Type that exposes the XML Web service methods.
An ArrayList that is used to store the mappings.
true if type can be assigned to a SoapHttpClientProtocol; otherwise, false.
An array of type Type that contains the types that expose the XML Web service methods.
A Hashtable that contains the XmlMembersMapping for each XML Web service method exposed by the specified types. The types contained in types are used as keys.