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Author: Berger, S.
Publisher: ERIC Digest
Volume: #E510
Year: 1991
Students who are gifted and talented are found in full-time self-contained classrooms, magnet schools, pull-out programs, resource rooms, regular classrooms, and every combination of these settings. No matter where they obtain their education, they need an appropriately differentiated curriculum designed to address their individual characteristics, needs, abilities, and interests.
Developing An Effective Curriculum
An effective curriculum for students who are gifted is essentially a basic curriculum that has been modified to meet their needs. The unique characteristics of the students must serve as the basis for decisions on how the curriculum should be modified (Feldhusen, Hansen, & Kennedy, 1989; Maker 1982; TAG, 1989; VanTassel-Baska et al., 1988).
It is difficult to generalize about students who are gifted because their characteristics and needs are so personal and unique. However, as a group they comprehend complex ideas quickly, learn more rapidly and in greater depth than their age peers, and may exhibit interests that differ from those of their peers. They need time for in-depth exploration, they manipulate ideas and draw generalizations about seemingly unconnected concepts, and they ask provocative questions.
A program that builds on these characteristics may be viewed as qualitatively (rather than quantitatively) different from the basic curriculum; it results from appropriate modification of content, process, environment, and product (Maker, 1982).
Modifying Content
Content consists of ideas, concepts, descriptive information, and facts. Content, as well as learning experiences, can be modified through acceleration, compacting, variety, reorganization, flexible pacing, and the use of more advanced or complex concepts, abstractions, and materials. When possible, students should be encouraged to move through content areas at their own pace. If they master a particular unit, they need to be provided with more advanced learning activities, not more of the same activity. Their learning characteristics are best served by thematic, broad-based, and integrative content, rather than just single-subject areas. An entire content area arranged and structured around a conceptual framework can be mastered in much less time than is traditionally allotted (VanTassel-Baska, 1989). In addition, such concept-based instruction expands opportunities to generalize and to integrate and apply ideas. (See Bruner, 1966, MAN: A COURSE OF STUDY MACOS for an example of a thematic, integrated curriculum.)
Middle and secondary schools are generally organized to meet student needs within content areas. Providing an interdisciplinary approach is another way of modifying curriculum . Jacobs and Borland (1986) found that gifted students benefit greatly from curriculum experiences that cross or go beyond traditional content areas, particularly when they are encouraged to acquire an integrated understanding of knowledge and the structure of the disciplines.
Modifying Process
To modify process, activities must be restructured to be more intellectually demanding. For example, students need to be challenged by questions that require a higher level of response or by open-ended questions that stimulate inquiry, active exploration, and discovery. Although instructional strategies depend on the age of the students and the nature of the disciplines involved, the goal is always to encourage students to think about subjects in more abstract and complex ways. Activity selection should be based on student interests, and activities should be used in ways that encourage self-directed learning. Bloom's TAXONOMY OF EDUCATIONAL OBJECTIVES (1956) offers the most common approach to process modification. His classification system moves from more basic levels of thought, such as memory or recall, to more complex levels of analysis, synthesis, and evaluation. Parnes (1966), Taba (1962), and others have provided additional models for structuring thinking skills. Every teacher should know a variety of ways to stimulate and encourage higher level thinking skills. Group interaction and simulations, flexible pacing, and guided self-management are a few of the methods for managing class activities that support process modification.
Modifying Environment
Gifted students learn best in a receptive, nonjudgmental, student-centered environment that encourages inquiry and independence, includes a wide variety of materials, provides some physical movement, is generally complex, and connects the school experience with the greater world. Although all students might appreciate such an environment, for students who are gifted it is essential that the teacher establish a climate that encourages them to question, exercise independence, and use their creativity in order to be all that they can be.
Modifying Product Expectation and Student Response
Teachers can encourage students to demonstrate what they have learned in a wide variety of forms that reflect both knowledge and the ability to manipulate ideas. For example, instead of giving a written or oral book report, students might prefer to design a game around the theme and characters of a book. Products can be consistent with each student's preferred learning style. They should address real problems, concerns, and audiences; synthesize rather than summarize information; and include a self-evaluation process.
Assessing Curriculum Effectiveness
In their synthesis of curriculum effectiveness studies and effective practice, VanTassel-Baska et al. (1988) suggested that differentiated curriculum would respond to diverse characteristics of gifted learners in the following three ways:
- By accelerating the mastery of basic skills through testing-out procedures and reorganization of the curriculum according to higher level skills and concepts.
- By engaging students in active problem-finding and problem-solving activities and research.
- By providing students opportunities for making connections within and across systems of knowledge by focusing on issues, themes, and ideas.
Curriculum development is a dynamic, ongoing process. Special attention needs to be paid to articulation, scope, and sequence to avoid gaps and repetition through grade levels; ensure that the understandings and skills we expect children to develop fit together; and assure that children are provided with the knowledge and skills that will prepare them for the future. Periodic evaluations of curriculum effectiveness allow corrections to be made when needed, and they are essential if curriculum is to meet the long-term needs of gifted students for increasingly complex and challenging opportunities.
The curriculum committee of the Leadership Training Institute (Passow, 1982) developed seven guiding principles for curriculum differentiation that reflect the considerations described in this Digest.
- The content of curricula for gifted students should focus on and be organized to include more elaborate, complex, and in-depth study of major ideas, problems, and themes that integrate knowledge within and across systems of thought.
- Curricula for gifted students should allow for the development and application of productive thinking skills to enable students to reconceptualize existing knowledge and/or generate new knowledge.
- Curricula for gifted students should enable them to explore constantly changing knowledge and information and develop the attitude that knowledge is worth pursuing in an open world.
- Curricula for gifted students should encourage exposure to, selection, and use of appropriate and specialized resources.
- Curricula for gifted students should promote self-initiated and self-directed learning and growth.
- Curricula for gifted students should provide for the development of self-understanding and the understanding of one's relationship to persons, societal institutions, nature, and culture.
- Evaluations of curricula for gifted students should be conducted in accordance with the previously stated principles, stressing higher level thinking skills, creativity, and excellence in performance and products.
Developing curriculum that is sufficiently rigorous, challenging, and coherent for students who are gifted is a challenging task. The result, however, is well worth the effort. Appropriately differentiated curriculum produces well-educated, knowledgeable students who have had to work very hard, have mastered a substantial body of knowledge, and can think clearly and critically about that knowledge. Achieving such results for one or for a classroom full of students who are gifted will produce high levels of satisfaction, not only for the students who are beneficiaries, but also for every teacher who is willing to undertake the task.
This publication was developed by Sandra L. Berger with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under contract no. RI88062007. The opinions expressed in this report do not necessarily reflect the positions or policies of OERI or the Department of Education.
The Council for Exceptional Children, ERIC Clearinghouse on Handicapped and Gifted Children, Reston, Va.
This digest was created by ERIC, The Educational Resources Information Center. For More Information About ERIC, Contact Access ERIC 1-800-LET-ERIC.
Bloom, B.S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: Longmans, Green.
Bruner, J.S. (1966). Toward a theory of instruction. New York: Norton.
Feldhusen, J., Hansen, J., & Kennedy, D. (1989). Curriculum development for GCT teachers. GCT, 12(6), 12-19.
Jacobs, H., & Borland, J. (1986). The interdisciplinary concept model: Theory and practice. Gifted Child Quarterly, 30(4), 159-163.
Maker, C.J. (1982). Curriculum development for the gifted. Rockville, MD: Aspen.
Parnes, S.J. (1966). Programming creative behavior. Buffalo, NY: The State University of New York at Buffalo.
Passow, A.H. (1982). Differentiated curricula for the gifted/talented. In Curricula for the gifted: Selected proceedings for the First National Conference on Curricula for the Gifted/Talented (pp. 4-20). Ventura, CA: National/State Leadership Training Institute on the Gifted and Talented.
Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt, Brace & World.
The Association of the Gifted (TAG). (1989). Standards for programs involving the gifted and talented. Reston, VA: The Council for Exceptional Children.
VanTassel-Baska, J., Feldhusen, J., Seeley, K., Wheatley, G., Silverman, L., & Foster, W. (1988). Comprehensive curriculum for gifted learners. Needham Heights, MA: Allyn & Bacon.
VanTassel-Baska, J. (1989). Appropriate curriculum for the gifted. In J. Feldhusen, J. VanTassel-Baska, & K. Seeley (Eds.), Excellence in educating the gifted (pp. 175-191). Denver: Love.
Permission Statement


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Here's the Abstract:
A model for the prediction of laminar-turbulent transition processes was formulated. It is based on the LCTM ('Local Correlation-based Transition Modelling') concept, where experimental correlations are being integrated into standard convection-diffusion transport equations using local variables. The starting point for the model was the γ-Re θ model already widely used in aerodynamics and turbomachinery CFD applications. Some of the deficiencies of the γ-Re θ model, like the lack of Galilean invariance were removed. Furthermore, the Re θ equation was avoided and the correlations for transition onset prediction have been significantly simplified. The model has been calibrated against a wide range of Falkner-Skan flows and has been applied to a variety of test cases.Keywords: Laminar-turbulent transition, Correlation, Local variables
Authors: Florian R. Menter, Pavel E. Smirnov , Tao Liu, Ravikanth Avancha
Transition location, and subsequent turbulence modeling remain the largest source of uncertainty for most engineering flows. Even for chemically reacting flows the source of uncertainty is often less the parameters and reactions for the chemistry, and more the uncertainty in the fluid state driven by shortcomings in turbulence and transition modeling.

subset: commoncrawl


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You've heard people say that it's not what you know, it's who you know that gets your foot in the door. Well, that's also true for marketing.
One of the most effective forms of marketing is relationship marketing. This type of marketing involves branding and positioning by building relationships with your audience to the point that they cannot see any other person to buy the product or service from. Hopefully!
Building relationships online involve getting active on social media, getting involved in the discussions on blog posts, and truly opening your ears and listening to your audience for keys to what they want. Once your audience feels heard, you've built a long-lasting relationship with them that will be hard to break.
Here are some of the best relationship building strategies that are proven to work:
Keeping in Touch with Customers
You have an email list of customers – it's important to use it. Don't just ask them to sign up and then ignore them. Keep in touch with your customers by sending them periodic updates about what you're doing, sales, and just interesting facts. What's more, if you don't use your email list they might forget they even signed up and accuse you of spamming them when you finally do send something. Don't make that mistake; keep in touch from day one.
Conduct Surveys with Audience
Periodically, use your email list (and even social media) to conduct a survey about your audience's attitudes or other factors that might need exploring. You can even ask them via a survey to help you name a new product or service, or pick a new product or service they'd like you to offer. Keeping them involved will keep your relationship strong. Customers love to be asked what they think about things. Take advantage of that fact.
Ask for Customer Feedback
After every sale, or failed sale, ask for feedback from the customer. You need to know why they did what they did, chose what they chose, or acted in the way that they did. The more you know about the why of your customers' actions, the better you can get in offering them what they need, want and desire. More importantly, you'll get insight on what causes them to act. You'll also be able to use the feedback to improve your products and services.
Understand the Power of Social Media
Social media is a very powerful tool that can be used to expand awareness of your brand, engage with your customers, and even teach people something new. Social media can be used to make anything go viral, good or bad. Keeping aware of what you are posting, and why you're posting it will be a good habit to get into since you never know when something will take off. Don't underestimate the power for both good and bad results when it comes to social media.
Social media is essentially a method by which it's easy to start a conversation with your audience. What's more, you can drive the conversation in the direction you want it to go. You can also use social media as a powerful listening tool that can help you build better relationships and get more traffic to your website.


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Consciousness in the physical world
Physics of the observer series:
The Role of the Observer – Prof. Yasunori Nomura
The Multiverse
The Multiverse – Part 2
Misconceptions about LHC
Misconceptions about Quantum Physics
Misconception about Quantum Physics slides
Past Events
Clarifying theoretical physics & cosmology misconceptions
Click for Flyer
Date: Thursday, July 9, 2015
Time: 1:30 PM – 5:00 PM
Speakers: Professor Yasunori Nomura, Professor William Poirier, and Professor John Terning
Topics: Misconceptions about Quantum Physics, Multiverse Cosmology, Particle Physics, and Space-Time.
Free to the public
Location: Lawrence Hall of Science, University of California, Berkeley
Book Series
Quantum Physics, Mini Black Holes, and the Multiverse
Debunking Common Misconceptions in Theoretical Physics
Authors: Nomura, Yasunori, Poirier, Bill, Terning, John
Editors: Nekoogar, Farzad (Ed.)
Cosmic Update
Dark Puzzles. Arrow of Time. Future History
Adams, Fred, Buchert, Thomas, Mersini-Houghton, Laura, Nekoogar, Farzad (Founding Ed.) ISBN 978-1-4419-8293-3.
Extra Dimensions in Space and Time
Bars, Itzhak, Terning, John, Nekoogar, Farzad (Founding Ed.) 2010, ISBN 978-0-387-77637-8.
The meant-to-inspire books in this series are designed for scientifically literate non-specialists who want to know the latest discoveries in theoretical physics and cosmology in a non-technical language. The level of presentation is appropriate for readers with basic undergraduate background in modern physics and quantum mechanics. More


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Today it was announced that ShipIt, the free CD service that Canonical has been running since the inception of Ubuntu will be discontinued. I know some LoCo Teams may be worried about this, so I wanted to clarify some details right away.
- Why? – a few reasons. Firstly, CD distribution is not really as effective as it used to be, and it is expensive. These days, particularly with the availability of low cost hi-speed Internet growing across the world, more and more people are simply downloading the ISO images and burning them to a CD or installing from a USB stick. Canonical felt like it would make better sense to reduce the investment in snail-mail CD distribution and focus it more on LoCo Teams and use those savings to invest in other areas of the project.
- What about LoCo Teams? – here is the key point – we are still going to provide Approved LoCo Teams with CDs! We recognize the hugely valuable contribution LoCo teams make in advocating Ubuntu and helping people to use it and enjoy the freedoms in it, and we will continue to provide Approved LoCo teams with CDs that they can use for this advocacy work. As before, we encourage these CDs to be shared and re-used – Ubuntu CDs sat in a closet gathering dust don't benefit anyone! Get the CDs, share them and re-use them.
- How do LoCo Teams get CDs? – there is a new form to fill in. Simple go here to request your CDs.
- Why can only approved LoCo teams get CDs? – the provision of free CDs from Canonical is an expensive service intended to empower LoCo teams in spreading the word of Ubuntu. Approved LoCo teams have demonstrated significant and sustained contributions in this area and based on this strong reputation we trust those resources won't be wasted. Non-approved teams have not yet built that reputation, but when they do and get approved, they are welcome to apply for CDs too.
Alright, I think that covers the main points. Any questions, feel free to ask in the comments.
Originally posted here by Jono Bacon on Tuesday, April 5th, 2011.


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Your comments are urgently needed to help Wyoming's wild horses today!
You do not need to live in the U.S.A. to comment as we know Wyoming tourism draws people to the state from around the world to see native wild horses.
The Bureau of Land Management (BLM) released an Environmental Assessment (EA) for the roundup and removal of wild horses from the "Checkerboard" region HMAs–Adobe Town and Salt Wells Creek (ATSW) in the Red Desert of Wyoming. The EA reads:
"All wild horses on private lands and on the checkerboard lands within the ATSW Complex would be removed in accordance with the 2013 Consent Decree."
Since wild horses move freely from public land to private land in the "Checkerboard" region, will they chase the native wild horses with helicopters on to private land to remove as many as possible from the entire public-private land region? They have chased them on to public land in the past to trap them.
Does this roundup have a back-room connection to BP America's Continental Divide – Creston (CD-C) natural gas project that will frack 8,950 new gas wells? The massive CD-C project already has 4,400 existing oil and gas wells.
Watch GASLAND Part II on HBO July 8th to see the answer to that question.
Comments are due to BLM Wyoming by 4:30 p.m. Central Time, June 10, 2013.
We encourage you to select Alternative C, No Action Alternative, No removal
Focus on the environmental damage because of the proposed Adobe Town Salt Wells Roundup. Oppose the roundup and request Alternative C, No Action Alternative, No removal. You can make it short. The point is to make a comment because they count how many come in. Below are some talking points:
- Damaged and trampled plants, terrain and destruction of the fragile ecosystem from chasing wild horses with helicopters and the potential for a stampede.
- Damaged and trampled plants, terrain and destruction of the fragile ecosystem from trucks and trailers as well as equipment trucks driving in and out.
- Damage to riparian areas from chasing wild horses with helicopters and the potential for a stampede.
- Damage to riparian areas and the surrounding fragile ecosystem from trucks and trailers as well as equipment trucks driving in and out.
- Noise pollution from noisy helicopters assaults all wildlife and disturbs sage grouse.
- Helicopters pollute the environment. They release CO2 that increases global warming and should not be allowed.
- Fuel emissions from trucks carrying equipment and trailers for the roundup pollute. Trucks release CO2 that increases global warming and should not be allowed.
- Dust from chasing wild horses, coupled with the stress, causes upper respiratory infections, possible permanent damage or possible death of native wild horses as well A hurting other animals in the ecosystem.
- Dust from equipment trucks and trucks hauling captured wild horses in trailers causes possible damage to other species in the ecosystem.
- Wild horses are a return-native species (E. caballus) and should not be removed. They are an essential piece in the native ecosystem, creating diversity and helping to reverse desertification. If native wild horses are removed the ecosystem will become more out of balance as we see happening because many predators species are being removed or killed.
- Without proving overpopulation, this proposed roundup is in violation of NEPA.
- Without proving overpopulation, this proposed roundup does not merit the use of risky chemical fertility control (PZP, SpayVac®) or fertility control made from pig ovaries (PZP-22, ZonaStat-H) as most pigs have become GMO animals and the risks are unknown. The "birth-control" was approved by the EPA as a "restricted use pesticide" only.
- Without proving overpopulation, this roundup should be cancelled. Even the NAS study said the BLM fails to provide accurate data to support their overpopulation claims.
- Native wild horses are not "pests" and should not be labelled or treated as if they are. They are an essential part of the native ecosystem.
More items will be listed later. Your suggestions below are welcome.
Read Debbie Coffey's statement on using the fertility control agent known as PZP:
"PZP and other fertility control should not be used on non-viable herds either. Most of the remaining herds of wild horses are non-viable. The NAS and any advocacy groups that are pushing PZP and other fertility control have not carefully studied all of the caveats in Dr. Gus Cothran's genetic analysis reports along with the remaining population of each herd of wild horses." ~ Debbie Coffey, Director of Wild Horse Affairs at Wild Horse Freedom Federation
Read Jesica Johnston's statement about overpopulation:
"The NAS findings clearly state that the BLM has failed to provide accurate estimates of the nation's population of wild horses and burros. Therefore, the NAS cannot conclude that a state of over-population exists and or provide a recommendation for artificial management considerations such as 'rigorous fertility controls' to control populations for which the complex population dynamics are currently unknown." ~Jesica Johnston, environmental scientist and biologist.
Here is the link to the BLM's Environmental Assessment online:
Here is the BLM press release explaining their side:
Release Date: 05/10/13 | |||||||||||
Adobe Town/Salt Wells Creek Wild Horse Gather EA Available |
The Bureau of Land Management (BLM) Rawlins and Rock Springs field offices are launching a 30-day public comment period on an environmental assessment (EA) to gather excess wild horses from the Adobe Town and Salt Wells Creek (ATSW) Herd Management Areas (HMAs).The two HMAs are managed collectively as the ATSW Complex due to wild horse movement between the two areas. The Complex is located in the checkerboard pattern of mixed public, private, and state land ownership in Sweetwater and Carbon counties, stretching from Interstate 80 south to the Wyoming/Colorado border. The BLM respects private land owner rights while managing wild horse populations. The ATSW Complex includes approximately 510,308 acres which are privately held. This gather would reduce landowner conflicts where the wild horses stray onto private lands.Population surveys conducted in May 2012 found approximately 1,005 wild horses in the ATSW Complex. However, wild horse populations are expected to increase by approximately 20 percent with the 2012 and 2013 foaling seasons, bringing the population in the ATSW Complex to an estimated 1,447 wild horses by summer.The appropriate management level (AML) for the ATSW Complex is 861-1,165 wild horses. The gather is necessary to maintain the wild horse herds toward the lower range of the established AMLs in compliance with the 1971 Wild Free-Roaming Horse and Burro Act, and the 2003 Wyoming Consent Decree. The AML for the ATSW Complex was established through an agreement with private land owners and wild horse advocacy groups. It was confirmed in the 1997 Green River Resource Management Plan (RMP) and through the 2008 Approved Rawlins RMP. The proposed gather is anticipated in 2013.
The proposed action in the EA is also in conformance with the Consent Decree with the Rock Springs Grazing Association (RSGA) ordered by the U.S. District Court on April 3, 2013, to remove all wild horses from private lands within the checkerboard portion of the ATSW Complex in 2013. According to the Consent Decree, if the numbers are likely to exceed 200 wild horses within the checkerboard portion of the ATSW Complex, the BLM shall prepare to remove the wild horses from the private lands. The ATSW Complex was last gathered in fall 2010. During that gather, 99 mares released back to the HMAs were administered the PZP fertility control vaccine. Fertility control is an alternative being considered in the EA. Public comments are most helpful if they cite specific actions or impacts, and offer supporting factual information or data. Written comments should be received by June 10, and may be emailed only to firstname.lastname@example.com (please list "ATSW Comment" in the subject line), mailed or hand-delivered during regular business hours (7:45 a.m. to 4:30 p.m.) to: The BLM Rock Springs Field Office, ATSW Comment, 280 Highway 191 N., Rock Springs, WY 82901. Before including your address, phone number, email address, or other personal identifying information in your comment, you should be aware that your entire comment – including your personal identifying information – may be made publicly available at any time. While you may ask us in your comment to withhold your personal identifying information from public review, we cannot guarantee that we will be able to do so. For more information, please contact BLM Wild Horse Specialist Jay D'Ewart at 307-352-0256. Note to editor: A link to the EA and map of the proposed project area can be found atwww.blm.gov/wy/st/en/info/NEPA/documents/rfo/atsw-gather.html. |
The BLM manages more than 245 million acres of public land, the most of any Federal agency. This land, known as the National System of Public Lands, is primarily located in 12 Western states, including Alaska. The BLM also administers 700 million acres of sub-surface mineral estate throughout the nation. In Fiscal Year (FY) 2011, recreational and other activities on BLM-managed land contributed more than $130 billion to the U.S. economy and supported more than 600,000 American jobs. The Bureau is also one of a handful of agencies that collects more revenue than it spends. In FY 2012, nearly $5.7 billion will be generated on lands managed by the BLM, which operates on a $1.1 billion budget. The BLM's multiple-use mission is to sustain the health and productivity of the public lands for the use and enjoyment of present and future generations. The Bureau accomplishes this by managing such activities as outdoor recreation, livestock grazing, mineral development, and energy production, and by conserving natural, historical, cultural, and other resources on public lands. | |||||||||||
–BLM–Rock Springs Field Office 280 Highway 191 North Rock Springs, WY 82901 |


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The order for the new Volvo B13R coaches comes as a result of the operator's decision to upgrade its fleet to improve its offering to the market and meet its environmental standards by minimizing emissions.
"Our coaches are some of the hardest working in the country, often covering more than 300,000 kilometres each year. We needed to partner with a supplier that could offer us a high quality and safe product, with proven reliability, all backed up with a national service network. Volvo was the supplier that could offer all of that to Greyhound," says Melinda Rich, General Manager – Procurement of Greyhound Australia.
Reaching the entire continent, Greyhound Australia's network covers almost 20 million kilometres carrying, on average, more than three million tourists and commuters each year. The coaches are required to run in a range of different geographies and often harsh conditions.
"Our coaches cover a lot of land and diverse terrain. The technology offered by the Volvo engine and chassis allows us to significantly improve fuel efficiency and lower carbon emissions of our fleet, making it more sustainable."
The decision for the fleet upgrade is in line with Greyhound's high commitment to environmentally friendly travel alternatives by ensuring continuous improvements in fuel efficiency and the delivery of lower carbon emissions.
"When choosing the supplier, we were particularly interested in the balance between performance and fuel economy, so we trialled coaches in a range of short haul and long haul duties in our Express network. In the end, it was the B13R coach that offered us the best combination of power and performance, while offering good fuel economy."
The B13R uses the same vertically installed 13-litre engine (D13C) that has been used by Volvo Trucks for several years. It is, thus, one of the world's most-sold heavy diesel engines with proven performance and reliability.
"We expect our customers to love the reliability and comfort offered by the new coaches in our Express fleet. Beyond the obvious benefits of a reliable and efficient chassis from Volvo, we have also invested heavily in the body of the coach by providing reclining leather seats, and USB charging for phones and tablets, as well as, onboard wi-fi. We believe our coaches will offer our customers the most reliable and comfortable way to get out and see Australia."
So far, the first Volvo coaches are being used to train about 200 Greyhound drivers, covering most of the operator's bases in the east coast of Australia. The rest of the order is expected to be running in the Express fleet by the first quarter of 2014.
"Volvo has supported us with a significant training program for our drivers, which is important as ultimately it is our drivers who will ensure we get the best performance on the road out of the new coaches. Our drivers have been very excited about the new Volvos coming into our fleet over the next few months."
Volvo Bus Australia will be displaying a Greyhound coach at the Australian Bus & Coach show, during 25-26.9 in Sydney.


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Without a negative carry-over your commission will just keep comming. You have earned it!
A program that puts the respect back into a business relationship combined with a casino brand that truly appreciates its players. That is what we call a winning combination. Why not be part of it? We would love to welcome you on-board!


text: Dwyer Instruments, Inc Series APM analog process meter has a NEMA 4X front panel design. The weatherproof, UV resistant, large, dual line display allows for more information making it easier to read and simpler to program. It features up to eight visual alarm set points to trigger certain events and three function keys which can be programmed to provide direct menu access. With up to four relays available, the APM features latching, non-latching, sampling, pump alteration control, and a failsafe action. Offering programmable delay time, this meter prevents recognition of false maximum or minimum reading which may be caused by the start-up or unusual process events. This unit has the ability to obtain non-linear input signals and linearize them with simple to use math functions such as square-root extractor, weirs and flumes exponential linearizer, horizontal round tank linearizer or general purpose 32-point linearizer. Unit accepts 0 to 20 mA, 4 to 20 mA, 0 to 5 V, or ±10V inputs and requires 85-265 VAC or 12/24 VDC power supply. Choose from RS-232, RS-422/485 serial communication options or any available expansion modules, accessories, and enclosures.


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The U.S. Department of Education Monday detailed its long-awaited "50-state" strategy for putting some teeth into a requirement of the 12-year-old No Child Left Behind Act that has gone largely unenforced up until now: ensuring that poor and minority students get access to as many great teachers as their more advantaged peers.
States will be required to submit new plans to address teacher distribution by April of 2015, or just a few months before the department likely will begin to consider states' requests to renew their waivers from the NCLB law. (Read a letter the department sent to state chiefs outlining the plan here.)
This isn't the first time that the feds have asked states to outline their plans on teacher distribution, but the results so far haven't exactly been a stunning success.
Under NCLB, which was signed into law in 2002, states were required to ensure that poor and minority students were not being taught by unqualified teachers at a higher rate than other students. But fewer than half of states have separate teacher-equity plans on file with the department. Most of those plans are at least several years old, and the Education Trust, a Washington-based organization that advocates for poor and minority kids, found them to be seriously lacking in this 2006 report.
Meanwhile, a national survey of teachers found that core classes in high-poverty schools are twice as likely to be taught by out-of-field teachers as similar classes at schools serving more advantaged students, according to the Education Trust.
But addressing that problem won't be easy. States have a limited authority and capacity to ensure that districts distribute teachers fairly, since decisions like hiring and transfers tend to be made at the local level. Plus, states are currently knee-deep in developing new teacher-evaluation systems that take student outcomes into account.
"All students deserve excellent educators, and all educators deserve our full support," U.S. Secretary of Education Arne Duncan told reporters during a White House press briefing Monday. "To reach these goals, there are no magic bullets or quick fixes and the best ideas, quite frankly, won't come from any of us here in Washington. ... Our department won't require any particular approach." But, he added, some promising practices include giving strong teachers access to effective principals and colleagues, and paying them fairly, as well as giving teachers time to collaborate and learn from each other.
To highlight the initiative, Duncan and President Barack Obama had lunch with a group of teachers at the White House Monday.
So will this new batch of plans actually bring about change? That remains to be seen. To help states move forward, the Obama administration plans to develop a $4.2 million new "technical assistance" network—called the Educator Equity Support Network—to help states develop their plans and put them in place. The network will come up with model plans to guide states' work, and give educators a space to swap information about how they have approached the teacher-equity problem. (It's worth noting that $4.2 million is a pretty small amount in federal budget terms. It's less money, for example, than the administration would allocate to just three individual foundering schools under the School Improvement Grant program, and this money would be spread through out the entire country.)
The administration is also planning to publish "Educator Equity" profiles in the fall, to help states get a sense of where their gaps are when it comes to equitable distribution of teachers. The profiles could include information comparing teacher experience levels, attendance rates, and qualifications at high and low poverty schools.
And the department will share states' data files from the Civil Rights Data Collection, to help inform their analysis of where they currently stand when it comes to teacher distribution. (It's worth noting that much of the data in the CRDC analysis already come from districts within the states themselves.)
But big questions loom, including just how—and whether—these state-equity plans will figure into waiver renewal. Will the Obama administration decide not to renew a state's waiver if it doesn't develop a sufficiently ambitious teacher-equity plan?
Duncan didn't get into specifics on that question during the White House briefing Monday, saying only that the department would look at the equity plans as "a piece of many things we're considering." And at a separate press briefing at the Education Department on Monday he described the process as a collaboration with states.
"This could be a very adversarial process between states and the federal government," he said, but that's not something the administration is looking for. Instead, the feds want states to design teacher equity plans that fit their unique needs. "This isn't about playing gotcha," he said.
Duncan declined to spell out a contigency plan for states that choose not to comply with the administration's request.
Tying state action on teacher equity to waiver renewal was on the table last year. In August of 2013, the Education Department said it planned to require states to look at where they are falling short on teacher equity in order to renew their NCLB waivers.
Then, a few months later, the Obama administration backed off that proposal in favor of a much more streamlined waiver "extension" process. The feds promised to take a more rigorous look at the teacher-equity issue through a 50-state strategy that would apply to all states, not just the 40-plus with waivers. The administration had initially hoped to unveil that plan in January, but didn't release anything until Monday.
It's also unclear whether the feds will expect states to consider whether disadvantaged kids have access to as many highly qualified teachers (those with proper certification and subject knowledge) or as many "effective" teachers (those that actually move the needle on student achievement.) The original NCLB law stressed "highly qualified" teachers. But the waivers have nudged states closer to effectiveness, although, as Duncan noted Monday, states are in different places when it comes to being able to measure a teachers' impact on student achievement.
Political landscape: The equity proposal comes several months after civil rights organizations—and their congressional allies—turned up the pressure on the Obama administration to make teacher distribution a condition of waiver renewal.
Members of the three caucuses in Congress representing minority-group lawmakers: the Congressional Black Caucus, the Hispanic Caucus, and the Asian Pacific Caucus, sent a letter to Duncan back in February blasting the impact of the waivers on the poor and minority students the NCLB law was initially designed to help, and imploring the Obama administration to look closely at whether states are taking teacher-equity issues seriously before deciding whether to extend their waivers.
Who likes the plan? Even though details are still sketchy, the administration's initial proposal is getting good reviews from the field, including both the National Education Association and the American Federation of Teachers. Randi Weingarten, the president of the AFT, even showed up at a press conference at the U.S. Department of Education to lend her support.
So did Wade Henderson, president and CEO of Leadership Conference on Civil and Human Rights. He said that states and districts must be given the resources to bolster equity, in areas beyond just teacher distribution.
Also on hand: Chris Minnich, the executive director of the Council of Chief State School Officers. Minnich has made it clear in the past that while states can provide leadership when it comes to teacher equity, they don't have a lot of say over areas such as hiring and placement. Instead, he said Monday, states can provide clear data on the scope of the teacher distribution problem, spark discussion between district leaders, unions and educators, and bolster teacher preparation. CCSSO will be releasing recommendations on the state role in teacher equity soon, Minnich said.
"Any federal efforts in this area must allow the states to lead the way," he added.
And Deborah Veney Robinson, the vice president for government affairs at The Education Trust, which has been one of the loudest voices when it comes to teacher equity, said the organization is "encouraged by today's announcement by Secretary of Education Arne Duncan of his intention to focus new energy on the problem of unequal access to quality teachers."
Photo by Associated Press.


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CSETI is an organization fronting for the establishment, not at all what it claims to be. Under the guise of seeking contact with extraterrestrials, and supposedly succeeding, they hope to accomplish the following objectives:
When CSETI did not have the success they hoped for with their earlier campaigns, they changed tactics. The populace virtually ignored them in their me-first contact escapades, so they gave this up almost entirely and switched to a pro-active role in the Awakening process. CSETI openly challenged the legality of MJ12's operating procedure, which made good press but will amount to nothing. In fact, since MJ12's charter allows them to take the life of anyone breaking their oath to MJ12, there will be no volunteers who are genuine MJ12 members. Nevertheless, this tack has stirred interest in the possibility of a secret government existing, and to this end is beneficial.


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Welcome to this week's M9B Friday Reveal!
This week, we are spotlighting
Michael Gibney
author of
The Three Thorns (The Brotherhood and the Shield #1)
a Middle Grade title from Tantrum Books!
Be sure to enter the giveaway found at the end of the post!
Physical books or eBooks?
Coke or Pepsi?
Coke (I'm a sucker for the original)
Twitter or Facebook?
Song you can't get out of your head right now?
The Flamingos – I Only Have Eyes For You. (It's such a cinematic song.)
Sweet or salty?
Coffee or tea?
Write on computer or notebook paper?
Computer. I'm left handed, so my handwriting is at a disadvantage, I've always felt.
Michael Gibney began working in restaurants at the age of sixteen and assumed his first sous chef position at twenty-two. He ascended to executive sous chef at Tavern on the Green, where he managed an eighty-person staff. He has worked in the kitchens of Morgans Hotel Group, 10 Downing in Manhattan, and Governor in Brooklyn's DUMBO, among many others. Over the course of his career, he has had the opportunity to work alongside cooks and chefs from many of the nation's best restaurants, including Alinea, Per Se, Eleven Madison Park, Daniel, Jean Georges, Le Bernardin, Bouley, Ducasse, Corton, wd~50, and Momofuku.In addition to his experience in the food service industry, Gibney also holds a BFA in painting from Pratt Institute and an MFA in nonfiction writing from Columbia University. He lives in Brooklyn, New York.
Three brothers born to a once powerful King were abandoned at birth and cast out into the old world as orphans - alone and unaware of the other's existence or their royal heritage. In the new world, by order of the false King, three of the most lethal assassins are sent to kill the children before they come of age and avenge their father's throne. But when the brothers find one another, Benjamin, Tommy and Sebastian must resist the temptation of magic and power if they are to defeat the unspeakable evil that has threatened them since birth. The Three Thorns is book one in an exciting children's fantasy series called The Brotherhood and the Shield from debut author Michael Gibney.
Chapters Indigo | Amazon | Barnes & Noble | Kobo | TBD | Indiebound | Google Play | BAM | iBooks
Complete the Rafflecopter below for a chance to win!


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Bows Set Frames
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If your basement is wet, PLEASE read the following before you call in a basement waterproofing contractor:
- Most basements get wet when rainwater runs toward the walls of houses from roofs, yards, and driveways. The first step to eliminating this is to force water away from your home. Repairing gutters, extending downspouts, and/or grading the soil around your house will clear up most problems at a minimal price.
- If these simple fixes don't work, get an independent opinion from a drainage specialist or a home inspector with expertise in drainage issues. You'll have to pay for an inspection, but a competent inspector's advice may save you many times their fee.
- Focus on solving the problem from the outside. Many basement waterproofing contractors want to sell costly interior drainage systems with sump pumps—even if you don't need them. If built properly, these systems will keep your basement dry, but there usually are better solutions that prevent water from reaching the walls of your home; interior systems manage water only after it has entered the building.
- If your home was built within the last few years, check the builder's warranty for clauses on seepage.
Don't ask a basement waterproofing contractor for help until you are absolutely sure you need its services.
If you do need to hire a contractor, meet with and obtain proposals from several companies. Many landscaping companies specialize in drainage work. If you must hire a basement waterproofing contractor, use our ratings to identify ones that get favorable ratings from their customers. Avoid companies that use aggressive sales tactics.


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AUTO INJURY ADVICE FROM YOUR Murrieta CHIROPRACTOR
Individuals who have sustained an auto injury understand how it can impact their life. Seemingly minor auto accidents have the potential to cause debilitating pain later on, even if it isn't felt immediately. This phenomenon occurs due to the body's fight-or-flight response during an auto accident that uses adrenaline to cover up your injuries temporarily. If you have had an auto injury recently, chances are you are not out of the woods yet. Our chiropractic team in Murrieta specializes in helping patients recover from auto injuries of all kinds.
The initial three days after a car accident are important since this is when injuries can go under the radar and this is when treatment can have the biggest impact on recovery. Some of the signs of whiplash can include:
- Blurry vision
- Stiff neck
- Back pain
- Poor flexibility
- Migraines
To avoid the worsening of your symptoms, it is imperative to see a chiropractor in Murrieta proactively to mitigate your chances of experiencing severe pain later.
There are 5 pieces of advice to keep in mind about auto injuries and chiropractic in Murrieta:
- Do not use your vehicle as benchmark for determining whether you are injured or not. Even if the vehicle escapes unscathed, your body is not built to withstand the forces involved in a car crash.
- Always wear a seatbelt, no excuses. Even in a low-speed accident, a seatbelt can hold you back from smashing into the steering wheel or flying out of the windshield. Even when wearing a seatbelt, chiropractic is recommended combat any misalignments caused by the accident.
- Pay attention to your body. The symptoms related to an auto injury can takes days, weeks, or even months to manifest themselves. Do not hesitate to visit your chiropractor if you suspect you are injured.
- Do not become discouraged if you do not heal from an auto injury overnight. Chiropractic care can help you overcome an auto injury but you must understand that the massive forces and stress your body underwent take time to correct.
- Visit a chiropractor after any car accident, no matter how harmless it seems. As the saying goes - it's always better to be safe than sorry. Seeking chiropractic care quickly minimizes the chance of painful symptoms rearing their heads later.
If you are seeking effective chiropractic care for auto injuries, look no further than Pure Chiropractic in Murrieta.
8:00am - 12:00pm
2:00pm - 6:00pm
8:00am - 12:00pm
2:00pm - 6:00pm
10:00am - 2:00pm
3:00pm - 7:00pm
8:00am - 12:00pm
8:00am - 12:00pm
2:00pm - 6:00pm
By Appointment
Pure Chiropractic
25186 Hancock Avenue #100
Murrieta, CA 92562


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North Fork Winery Tour, Part IV
This is the final installment in our series on self-guided winery touring in the North Fork of Long Island, which we call the North Fork Winery Tour, Part IV. Can you believe that within only 15 miles of our Bed and Breakfast-Arbor View House, there are more than twice as many wineries? Here, we will tackle the last few on our route.
16. Shinn Estate Vineyards, 2000 Oregon Road, Mattituck:
Power culinary couple Barbara Shinn and David Page made this winery their home after starting one of the first farm to table restaurants on the East Coast and having great success with a brewery and cookbook. Now, they have one of the only wineries on the East coast powered solely by alternative (mostly solar) energy. The tasting room is open Sunday thru Thursday from 10:30 a.m. to 5 p.m. and stay open until 8 p.m. on Friday and Saturday nights.
17. Gramercy Vineyards, 10020 Sound Ave Mattituck:
Head back towards Middle Road and take it through the town of Mattuck. Just Southwest of town, three and a half acres of Merlot grow exceptionally well in this small micro-climate. Founded in 2003 on a 'gentleman's farm,' all fruit is hand-picked and sorted and aged in French oak for 18 months. The video below depicts a fundraising event that took place there.
18. Laurel Lake Vineyards, 3165 Main Rd, Laurel:
Head back down to Route 25 and a little over a mile down is Laurel Lake Vineyards. The winery boasts a colonial style building where tastings take place, filled with period antiques. A large two-story deck is the perfect place to enjoy a glass of wine while over looking the bucolic beauty of the agricultural North Fork of Long Island. The tasting room is open year round, seven days a week.
19. Macari Vineyards & Winery, 150 Bergen Avenue, Mattituck:
While the vineyard was established in 1995, the property has belonged to the Macari family for over 50 years and would not be a complete North Fork Winery Tour, Part IV without this amazing winery. They produce a wide selection of varietals, including Sauvignon Blanc, Reisling, Cobernet Franc, Malbec, Petit Verdot, Pinot Meunier and others. Along with wines, the 500 acre property also boasts diverse livestock, including Longhorn cattle, Spanish goats, horses and more. The tasting room is open from 9 a.m. to 5 p.m. on weekdays and 11 a.m. to 5 p.m. on weekends.


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Currently, 47% approve of the way Obama is handling his job as president while 45% disapprove. Opinions about Obama's job performance continue to be deeply divided along partisan
lines: 80% of Democrats approve of the way he is handling his job while 16% disapprove. Republicans' views are the reverse – 16% approve and 81% disapprove. Among independents, 48% disapprove and 42% approve of the job Obama is doing. (For a detailed breakdown of Obama's overall job rating, see the table at the end of this report.)
In terms of specific issues, Obama receives his highest rating for his handling of the environment (51% approve, 35% disapprove). On five other issues tested – Afghanistan, Libya, energy policy, the economy and budget deficit – Obama's ratings are mixed or more negative than positive.
Among these issues, Obama gets his lowest ratings on the budget deficit and the economy. Currently, 59% disapprove of his handling of the budget deficit and 56% disapprove of his handling of the economy. These views have changed little since the summer of 2009.
Obama Faulted on the Deficit
Even some groups that have generally positive opinions about Obama, such as young people, are critical of his handling of the federal budget deficit. Overall, more than half of those younger than 30 (54%) approve of Obama's overall job performance – the highest percentage in any age group.
But nearly twice as many young people disapprove as approve of his handling of the federal budget deficit (57% to 29%). On this issue, the views of young people are similar to those in older age groups.
Nearly two-thirds of independents (65%) disapprove of Obama's handling of the deficit, while just 26% approve. Even independents who lean to the Democratic Party give Obama only a mixed rating on this issue (48% approve, 43% disapprove).
How Should Obama Deal with Congress?
The public is divided over how President Obama should deal with Republicans in Congress. About as many say Obama should go along
with Republicans more often (29%) as say he should challenge Republicans more often (27%); 34% say he is handling things about right.
While mixed, opinion is far more favorable toward Obama than it was toward George W. Bush following the 2006 midterms. In March 2007, just 18% said Bush should challenge congressional Democrats more often – far more (43%) said he should go along with Democrats more often; about a quarter (27%) said he was handling things about right. The public's views of Obama's approach to Congress today is similar to opinions about Bill Clinton's in the spring of 1995, following Democratic losses in the 1994 midterm election.


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About Snake Challenge
Collect fruits and grow your snake. Avoid the four walls, and don't collide with yourself! Slither your way to get the highest score. Features: - Keyboard controls for desktop. Touch to swipe controls for smartphones and tablets. - Beautiful theme - Collect apples, grapes and oranges to increase your score and grow longer - Pro players: need a challenge? Double the speed of your snake, and double the thrill. Remake of the classic snake game. Reimagined with new graphics and theme.


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Tips to Lower Your Medical Bills
1. Prepare in advance.
The time to start thinking about your condition is when you first become ill. Do not wait until you are sitting on a cold examining room table, nervous, and half-naked to pull together the explanation you will give your physician. When you first develop a new and concerning symptom, start taking notes. For instance, what were you doing when you first noticed the pain? Describe the pain in detail, including where it radiates, if anywhere. What have you tried for the problem and how much did it help?
2. Prioritize your concerns.
Your doctor may be too busy to address all of your problems in one visit, so list your concerns in the order of importance. Doing so will ensure that your most important problems are addressed before any less significant issues.
3. Take notes.
When you sit down to talk to your doctor, take notes. Ask about the specific diagnosis and walk away from the office with a vague understanding of your illness, unless, of course, the diagnosis is not clear at that time. Find out how long you should expect to be sick and if you are not better in that timeframe what your next step should be, such as making another appointment or calling your doctor.
4. Ask your doctor's office manager for a list/brochure of his policies. If he does not have one printed up, at the very least, ask the following:
What is his policy on medication refills, e.g. do you have to make an appointment each time a refill is needed on a chronic medication.
Does he give samples?
Is there a fee for missing an appointment without canceling and if so, what is the cancellation notice required?
5. Opt for generic medications. While pharmaceutical companies may run elaborate advertisements for their newest products, older tried and true medications usually work just as well, and they have a proven safety record. Ask your physician about the pros and cons of the potential medications he is considering prescribing.
6. Keep a copy of your own medical records.
While your copy will not be as extensive as your physician's, you should have a list of your chronic medical conditions, drug allergies, medications, prior hospitalizations and surgeries, and family history, at the very least. Keep this in your wallet with you at all times. You cannot predict when an emergency will arise and you find yourself on a stretcher in the local ER. Having a copy of important health records can literally be life-saving!
Patient Whiz is a credit card size USB flash drive that teaches you vital patient skills that will help you expedite your own diagnosis. Over 20 fill-in charts help you organize your medical records like never before. Even learn national preventive medicine guidelines with this revolutionary patient empowerment guide! Available at PatientSchool.net
You Should Also Read:
Patient School
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If you were a Room Eight writer and would like access to an export of your content, please contact the editor.
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text: Kellogg Co. has introduced peanut butter Pop-Tarts. Just in time for summer, new Pop-Tarts Gone Nutty! come in two flavors: Peanut Butter and Frosted Chocolate Peanut Butter. With filling made with real peanut butter, the Peanut Butter variety is sprinkled with fine sugar crystals while the Frosted Chocolate Peanut Butter flavor features a chocolate pastry crust and sweet frosting. Both are wrapped in special gold foil, making them stand out from the brand's traditional silver foil wrappers.


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Features include: FREE built-in updates that ensure that you always have access to the latest CQB-simulating questions. No expiration date. If you purchase it via the appstore now, you can study now and into the future as necessary. All charts and figures that you'll need to reference are included (though, as with the PC versions, you need to get your own Jepp student route manual). Compatible with all EASA classroom courses and all EASA-FCL/JAA-FCL syllabus programs. Excellent ease-of-use. Multiple study and learning modes Take as many simulated practice exams as you'd like! The apps are available via the Android Market™. Just click on one of the links above to learn more and/or to purchase. You can be studying on you Android device in no time!
How do I purchase the Android™ versions?
Will this work on my device?
Do the apps contain study material for ALL of the, for example, ATPL(A) exams?
I want to use both the PC and Android™ software. Can I get a discount?
Are the Android™ apps up to date?
When does my app purchase expire?
Do I need to be online to use the apps?
How many questions are in the apps?


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This is not an offer for credit and should be used for estimation purposes only based on the information you provided. You should not base your decision on this estimate alone. Title, registration, tax and other fees, and personal circumstances such as employment status and personal credit history, were not considered in the calculations.
Anti-lock Brake System (ABS)
Front Rotor Type - Dual floating
Rear Rotor Type - Fixed
Front Caliper - 1.3 in. (32 mm), 4-piston fixed dual axially mounted
Rear Caliper - 1.3 in. (32 mm), single axially mounted
Rider Safety Enhancements - Electronic Linked Braking (ELB), Traction Control System (TCS), Cornering Enhanced Anti-lock Brake System (C-ABS), Cornering Enhanced Electronic Linked Braking (C-ELB), Cornering Enhanced Traction Control System (C-TCS)
Front - 130 / 60B19 M / C 61H
Rear - 180 / 55B18 M / C 80H
Front / Rear Type - Dunlop® Harley-Davidson Series, bias blackwall
Rider Safety Enhancements - Tire Pressure Monitoring System (TPMS)
As Shipped - 802 lb. (364 kg)
In Running Order - 838 lb. (380 kg)
5.7 in. (145 mm)
Right Lean Angle - 32°
Left Lean Angle - 32°
Infotainment system - Skyline™ OS
Screen Size - 12.3 in. (312 mm)
Type - Full Color TFT
50W Per Channel
Speakers - 2
Speaker Size - Two 5.25 in. (133 mm) fairing speakers
AM / FM - Standard
SD Card, Flash Drive and MP3 - via USB Connection - Supported
Languages, Text-to-Speech (TTS) Languages - Arabic, Bahasa (Indonesian), Catalan, Chinese (Simplified / Traditional), Czech, Danish, Dutch, English (UK / USA default), Finnish, French (Canada / France), German, Hebrew, Hungarian, Indonesian, Italian, Japanese, Korean, Malay, Norwegian, Polish, Portuguese (Brazil / Portugal), Romanian, Russian, Siamese (Thai), Slovak, Spanish (Mexico / Spain), Swedish, Tagalog, Turkish, Vietnamese
Hands-free Mobile Phone - via Bluetooth - Standard
Voice Recognition Languages: Phone functions only - Phone dependent
Voice Recognition Languages: Tuner / Media / Navigation - Embedded on Vehicle
Rider / Passenger Intercom - Standard (passenger headset sold separately), VOX is available for HD headsets
Vehicle Information Screen (Air temperature, oil pressure and EITMS) - Standard
USB - USB-C / MTP / iPod / iPhone, any device with proper adapters to the electric power outlet located in the inner fairing storage.
Phone Connectivity - Apple CarPlay (wireless or wired)
Bluetooth - Phone / Media Player, Headset
130 ft. lb. (176 Nm)2 @ 3,250 rpm
Testing Method - J1349
Rider Safety Enhancements - Drag-torque Slip Control System (DSCS), Cornering Drag-Torque Slip Control System (C-DSCS)
1st - 9.593
2nd - 6.65
3rd - 4.938
4th - 4
5th - 3.407
6th - 2.875
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Update: The conclusion of this post is deliberately ambiguous. I wrote it that way to spark discussion. Thanks for keeping those discussions, both here and on Facebook, polite. I appreciate it.
Comments here, on social media, and in email, expressed disappointment that I didn't offer a concrete opinion regarding US involvement in Syria. See the addendum at the end of the post.
Tongue firmly in cheek, I suggested on Facebook and Twitter the following:
You know what I'd like to see? A Constitutional Amendment that says before we can invade a country: 95% of both high school students and Congress have to be able to find said country on a blank map without help.
I posted it to social media on purpose, to spark conversation, to see how people honestly felt about involving themselves in yet another conflict, as research for this essay.
Sure, it's a flippant comment, but think about it.
Ninety-five percent of all high school students, not to mention congress, would have to know the world so well that you could pick any random country from Afghanistan to Zimbabwe and they would be prepared to find it on a map. And not only find the target country in question, but describe its people, its demographics, its place in the world economy, its relationship to its neighbors, its politics, its geography, its general history, its various beefs with the rest of the world, and the particulars of whatever conflict is occurring there.
Imagine what that would take. No really think about what it would actually take to make that happen. No, no, not what it would take to ratify such an Amendment (since, well, yeah, obviously), but what it would take to implement it, to bring our population to that bare minimum level of knowledge.
Oh, sure, wish in one hand, spit in the other, right?
But you know, if we're going to go to war, if we're going to send our children to war, if we're going to drive ourselves further into debt, if we're going to have to suffer the consequences of our involvement in conflicts for decades to come, shouldn't we at least know what we're getting into?
I mean a significant fraction of Americans can't find America on a map.
Doesn't it seem reasonable that those who send our soldiers into battle – not to mention the soldiers themselves – at least know where they're going? Who they'll be killing? And why?
That doesn't seem like too onerous of an educational burden to me.
Be nice if the rest of America knew too, wouldn't it?
So, anyway, Syria.
Something has to be done about Syria.
We have to do something, we're all agreed on that, right?
Sure we are.
There's been a war going on in Syria for, what? A year? Two years? Ten years? Twenty? Something like that. It's a civil war, right? Or is it an uprising? A rebellion maybe? The Indian Summer of the Arab Spring? Whatever you call it, it's some kind of conflict. It's difficult to keep up with these things. To be blunt, well, there's always a war on somewhere, isn't there? Afghanistan, Iraq, The Kurds, Rwanda, Serbia, Bosnia, Chechnya, the Sudan, Egypt, Mexico, Libya, Darfur, Somalia, Russia and Georgia, Yemen, it's a constant stream of woe and misery and destruction and death in some distant land far, far away.
And now it's Syria.
Every single day, the news – whatever channel you happen to be listening to, doesn't really matter – kicks off with an update on Syria.
Syria, Syria, Syria.
For most of America, it's an academic issue, just another brush-fire war in some place that has very little to do with us. We don't sell anything to Syria. We don't buy anything from Syria. We don't visit Syria and they don't visit us. Frankly, we don't much like Syria, do we? They damned sure don't like us.
We hear about Syria's Ba'athist government – though few Americans could tell you what, exactly, the Ba'athists believe in and most of us don't care enough to Google it. We hear that Bashar al-Assad, the dictator (or is it Prime Minister? King? President?), is an Alawite – though few Americans could tell you what that means. Alawite, some kind of Arab, right? Some kind of Muslim, the bad kind, I guess. We hear about the battle for Aleppo, though there are few, very few, Americans who have any idea where that town is or why anybody would fight and die for it. Heck, as long as we're on the subject, there aren't very many Americans who could name the capital city of Syria or describe in even the vaguest terms the historical significance of that ancient city.
We hear that al-Assad has committed atrocities, but most Americans can't really describe what those are beyond the current go-to label "genocide."
We hear that the rebels aren't much better. But most Americans couldn't describe who they are beyond the current go to label "al Qaida" or maybe Hezbollah – and few Americans could describe the current goals of either organization in more detail than "they hate America" and "they hate Israel" respectively.
And yet, people are dying in Syria.
They've been dying, for years. How many have died? I doubt very many Americans could hang a figure on it, a couple hundred? A few thousand? Ten thousand? Beats me. Besides, they're just Muslims, right? They all hate us anyway.
It's hasn't really been our business, this war in Syria.
Oh, sure, it's terrible – in a distant academic somebody should do something sort of way. But it's not really our problem, is it?
But now, now, a line has been crossed.
We could mostly ignore the conflict, mostly, just so long as al-Assad stuck to killing his people with guns and bombs, that was okay. Well, maybe not okay okay, but at least we could ignore it, mostly. Shoot 'em? Burn 'em? Blow 'em up? Beat 'em to death? Blast? Shock? Torture? Starvation? Disease? Exposure? Sure, sure, we're good with that. Well, not good good, but it's not really our business. We don't like it, but it's not our problem. Makes good news reports though, so there's that.
Callous? Hey, it's a tough world. We've got our own problems over here in the First World.
And it's not like we get oil from Syria. Right? Right.
But gas? Boy Howdy, we're going to draw the line at poison gas.
Because, it's not the killing, it's the method.
That's the real moral issue, isn't it? The method.
Please spare me the hypocrisy.
More than a hundred thousand people have died in Syria over the last two years. Hundreds of thousands more are displaced, homeless, starving, raped, blinded, sickened, crippled, maimed, orphaned, widowed, and without hope. In that they're little different from the millions of similar refugees elsewhere in the Middle East, in Africa, in Asia, in India, in South America, in Mexico, in Indonesia, and right here in the hearts of our own cities – and you don't have to look very hard to find them. The Syrians are just like all the other people who aren't our problem.
But gas, that's the red line.
For us, it's not the killing, it's the method. Quod Erat Demonstrandum.
Gas, that's what it takes to goad us into self-righteous action.
And there is little doubt that war gases have been used on civilian populations.
And, so, now it appears we must do something.
The question, of course, is what?
We could do nothing, that's a popular option.
We could denounce the Syrian regime on the floor of the UN. Always an effective tactic. Then the UN could fight and argue and do nothing.
We could launch a few cruise missiles from Navy ships patrolling offshore, something I have a bit of experience with. And likely this is indeed what will happen. It's a little better than nothing, honor is satisfied, no Americans get hurt, we blow up a "baby milk factory" or an "orphanage," the Navy crew gets a ribbon, and America rolls over and goes back to watching the game.
But in reality, those missile strikes do nothing. Who do you aim them at? What are the targets? The country is blown to hell already, what exactly will a few more explosions do? The Assad government is against the wall, they win or they die. They're not going into exile. They're not going to share power, even if they had that option – which they don't. They win. Or they die. That's it. Why do you think Assad used gas in the first place? He wins, or he dies, what's he got to lose?
What's that?
Some people say it was the rebels who used chemical weapons?
It's the same answer, they win or they die. They've got absolutely nothing to lose. We kill them. Assad kills them. The only way they live is they win. By whatever means.
At this point, it doesn't really matter who unleashed the gas, does it?
Certainly not to the dead it doesn't.
The country is already on fire, a few cruise missiles are going to do what, exactly?
American cruise missile strikes sure won't keep anybody from killing anybody else – especially Assad, especially al-Qaida, especially Hezbollah. Honestly, haven't you people been paying attention?
If that tactic actually worked, we wouldn't be having this conversation, would we?
All lobbing missiles at Syria does is make us feel like we're doing something.
So, what then? Harsh language? Send in the CIA and the drones?
Unless we're actually willing to commit forces for real and in strength, unless we're willing to kill a lot of people, there's not a lot of options beyond harsh language.
If you're going to start lobbing missiles into Syria with the expectation of actually accomplishing something, then you're going to have to pick a side. You're going to have to commit and you're going to have to follow it up with enough sustained military force to end the conflict and impose a peace on our terms.
And really, good luck with that.
Good luck assembling that coalition of the willing. I was at the last party, I'm pretty sure we burned those bridges a couple years back.
Be that as it may, if you're going to start lobbing missiles with the intention of actually doing something other than making yourself feel good, then you've only got two choices:
You can point your assault at Assad and go for a decapitating strike, wipe out the current Syrian regime and hand the country over to a dozen different mobs, many of whom are terrorist organizations.
Or you can point your strike at the rebels, and hand the country back to Assad.
Those are the options. Note that either way, you're likely to kill a lot of civilians via collateral damage. A lot of civilians – especially if you start firing missiles into chemical weapons storage depots. You should prepare yourself for those TV images accordingly.
Pick Assad, we'd get Russian help and Vladimir Putin's undying gratitude. That might come in handy one day. We could ask for Snowden back and maybe some discount coupons for rides to the space station.
Pick Hezbollah, and we could demand that the price of toppling Assad is peace with Israel (oh, ho, didn't think of that, did you?).
Both options have unpleasant side effects. Lots.
Or we could stay out, but that too has unpleasant side effects.
The simple truth of the matter, the ugly brutal terrible truth of Syria, is that for us, there are no good options – certainly not if we go it alone.
Frida Ghitis, World Affairs columnist for the Miami Herald and the World Political Review, outlined five reasons in her article on CNN today to go into Syria: 1) Other Dictators are watching: if we don't do something, other dictators will use chemical weapons on their own people. 2) There'll be chemical weapons in the future: if we don't do something now, not just dictators but everybody will think they're ok. 3) The war is spreading: i.e. Shit just got real. 4) Inaction hands a victory to al-Assad, Iran, and Hezbollah: if we don't do something, the terrorists will win (boy, that sure sounds familiar, doesn't it?). 5) A new generation of haters: The victims of this attack will never give up, neither will their kids.
White House spokesman Jay Carney gave a different reason: Carney said the United States and one hundred and eighty-eight other nations are signatories to the United Nations convention on chemical weapons, which opposes the use of such weapons. Carney said that signatories to that treaty have a duty to ensure "international norms" are respected. International norms.
Peter Suderman, senior editor at Reason Magazine gives eight reasons not to get involved: 1) If the rebels win, it's bad news for us. 2) If al-Assad wins, it's bad news for us. 3) Limited actions likely won't have any effect. 4) Limited actions tend not to stay limited. 5) There's no endgame. 6) Obama's "red line" has already been crossed. 7) It won't be easy. 8) The majority of Americans oppose military involvement in Syria.
And, of course, Glenn Beck predicts the end of the world should we get involved in Syria – because, really, isn't everything about the end of the world in Glenn Beck Land? It amuses me to see conservative pundits siding with Russia and China – and by implication, admitting finally that they fear both because, apparently, their great and glorious God who favors America above all other nations can't protect us from either Moscow or Beijing. Refreshing, that candor. Apparently God is just fine with what's happening in Syria, nothing to see here, move along, move along, or I'll give you a good smiting.
Conspiracy website Infowars agrees with Beck that any strike on Syria will cause Iran to attack Israel in retaliation and thereby precipitate World War Three.
Rand Paul says, "The United States should never get involved where we have no clear national interest. We should not intervene militarily in a country like Syria, where we can't separate friend from foe and might end up arming the very people who hate us the most." Then he called for a "national debate." I don't know that I necessarily disagree with Rand Paul, but it sounds to me like he's already made up his mind, I'm not really sure what the debate is for – or how a national debate would be different from what we're all doing right now. From what I can gather, what Paul really wants is to be the one who gets to decide, not President Obama – but then again, he's hardly alone as on that one, is he?
Christopher Dickey makes a pretty good case for doing nothing in his article Let It Bleed over on the Daily Beast. Dickey says that no American action can resolve the Syrian conflict. That's not entirely true, there are actions we can take, but they require a far, far greater commitment than a couple of cruise missiles. I figure about $1 to $2 trillion, ten years, and say 6,000 American lives – but hey, they'll cheer us in the streets of Damascus.
Former Vice President Dick Cheney wanted to bomb Syria in 2007, but couldn't convince George W. Bush. Today he's not sure if we should get involved or not. Seems the only thing Dick's sure of is that Obama is wrong, no matter what he does.
Yeah, but what about the average American? What do they have to say about Syria? As always, let's look to the comments under some of the above linked articles:
When things go badly - Keep this in mind. It was Obama's idea, his stubboen egotistical mindset, his inexperience and his insatiable need for power that killed more of our sons & daughters. No other nation or government approached and sought America's intervention. It was Obama.
Probably a good thing we've already assigned blame. Proactive, not reactive, isn't that what they teach in management school?
This is the third regime friendly to the U.S. after Lybia and Egypt that Obama has sought to topple. In each case Obama's actions have favored and supported known terrorists. 90% of Americans oppose this war yet Obama moves forward - What's that tell you?
It tells me somebody needs to let the nurse know it's time to double up on the meds.
nice false flag operation. Poor Syrians. They're this generations Iraqis. Except their leader held the peace with Israel for 30 years... and we're taking sides with Al qaeda... makes zero sense. Someone at the helm here in the west is getting greedy..
I can't imagine why this guy's reasoning make's zero sense.
It is foretold in the Bible that Damascus will be destroyed and no building left standing. About to become a reality it appears !!
The bible also said two of every kind of animal lived within walking distance of Noah's house. I'm just saying, you might want consider the source before you start to panic.
For us to choose a side, in this Civil-war will set the wrong impression for Syria, and the world, that a country can over throw their government and get support form the International community....and that's a message we do not want to send to the world.
I, um, what now? Good thing the French didn't buy into this idea, we'd still be speaking English, or, well, you know what I mean.
I could go on, there are literally millions of opinions for and against American involvement in Syria. Most from people who can't even find the goddamned country on a map.
Some of those positions from the professional sources, for or against action, have at least some merit – well, maybe not Glenn Beck's unless you stay awake for a week on speed washed down with cheap bourbon as a number of those commenters obviously did – but something's missing.
Did you see it?
For or against, do you see the common thread?
National leaders, pundits, politicians, the media, when these people speak of action, or inaction, one thing is missing.
Human beings.
This red line is about methods, it's about what other countries think of us, it's about future wars, it's about the price of oil, it's about defending the Holy Land, it's about the End Times and biblical prophecy, it's about national interest, it's about terrorism, it's about regional stability, it's about UN treaties, it's about money and treasure, it's about making Obama look good or about making him look bad, it's about the 2016 US presidential election, it's about hundreds of things for and against our involvement in Syria – but it doesn't seem to be about people.
Not really.
Should we get involved?
That's the question, isn't it?
Should we get involved in Syria.
Either we give a damn about these people, the ones dying, or we don't.
It's really just that simple.
Don't talk to me of military action unless you're talking about people. If it's about political parties, if it's about scoring points, if it's about money or defense contracts or any of the usual rhetoric, I'm not interested. Stay out. I've been to war, dead by bullets, dead by chemical weapons, dead under the treads of a tank, it's all the same to me.
Don't tell me about your loving God or how you believe in the right to life. If this is about your religion, if this is about protecting some ancient temple in Israel, or bringing about your God's goofy bullshit apocalyptic vision of the end times, if this is about the voices you hear in your head, I'm not interested. Don't talk to me about the morality of your religion, unless you want to see me call shenanigans on your hypocrisy. If your God has an opinion on Syria, he can stop being coy and just come right out and say it, in fact, while he's at it, he can finally get off his fat useless ass and take an active role. Otherwise he can butt out, he's got nothing to say about Syria that interests me.
I don't care about treaties or treasure or politics or religion or even the supposed end of the world, if you're going to tell me about the morality, the morality, of getting involved in Syria, or not, then talk to me about people.
Do we care about the dying or don't we?
Do we have a moral obligation to help those caught in the middle of this conflict or don't we?
Do we as Americans have a moral obligation as a civilized nation to do something about those dying people, or don't we? Yes or no. There is no grey area here, it's not a trick question, either we have the moral obligation or we don't.
So which is it?
Do we have a moral obligation, whether they all hate us or not, to do something?
Does our morality depend on the hatred of others? Does it really? What kind of morality is that?
I know what I think the answer must be.
I know what the answer for a moral and just and civilized nation should be.
Listen, do you run into a burning building to save those inside? Do you run towards danger or away? Do you risk your own life to save others? Or do you stand outside on the sidewalk debating the religious and political worthiness of those trapped inside? Does it matter that the burning building may ignite the whole block? Does it matter that it may explode at any minute? Does it matter that the building owner is a jerk? Does it matter that the tenants, some of them, may hate you? Do you let their kids burn too? Do you? Do you listen to the screams and say, "well, I don't live here, it's not my problem, sorry. I can't put out all the fires in the world."
Maybe charging recklessly into that conflagration will get you killed. It might. That's that nature of the beast. If it was easy, everybody would do it. Maybe you'll die and save no one, that's the risk you take.
Especially if you go it alone.
Or do you just stand there and watch it burn, is that who you are?
Sometimes there are no good choices.
Sometimes you just have to do what's right.
8/30/2013, Addendum to the original essay:
Sometimes you just have to do what's right.
And what is that exactly?
What is right?
What is the right thing to do when it comes to US involvement in Syria?
That's the question, isn't it?
What is right?
What is right for us? You and me, individual citizens.
What is right for government?
What is right for the world?
What is right for Syria?
The above essay raises more questions than it answers.
I used words that are not clearly defined in the context, morals, right. I begin the essay with concepts that would seem to indicate America should stay out of Syria, that there's nothing we can do except to make it worse unless we're willing to commit to full scale war … and then managed to work my way around to a conclusion that most of you took to mean that I think we should charge into with Syria guns blazing anyway.
Most of you skimmed over the essay's lead-in, but that wasn't fluff. It was there on purpose. The simple truth of the matter is that many of us don't know enough about the situation, about Syria itself, about its history and people, about the hideously complex nature of the region, to even have an informed opinion. Not really. Not beyond the topical information presented by our news feeds.
The fact is, there are more questions than answers.
From my email, from the comments here and on the associated Facebook thread it seems some of you are confused by what I wrote.
You wanted a clear opinion, you didn't get one.
That was on purpose.
I don't have a clear opinion.
Folks, there are no easy answers. I certainly don't have one. It's apparent that neither the President nor the US Congress have a clear and unambiguous answer. Nor does the International Community. The Middle Eastern powers have no easy answers, nor does China, nor Russia.
There is no right answer, only wrong ones.
There are no good choices, only bad ones in varying degrees.
We go in, people will die. We stay out, people will die. There are moral choices, certainly, but they lead only to immoral consequences.
If we go in, we should know the cost.
If we stay out, we should know the cost.
Syria is going to burn no matter what we do, it is burning right now. People are going to die, are dying right now. And the truth is that there's not much we can do to stop it, even if we (however you define "we") were willing to go all in, which we most certainly are not.
As of this morning, the White House is still indicating that the US will likely take some as yet undefined action. The United Kingdom is out, they will not engage. The UN can't make up its mind, but the writing is on the wall. Russia is out. China is out. France is in. Israel, well who knows what Israel will do. The rest of the Middle Eastern Muslim powers aren't going to help and may, in fact, make it worse.
We go, the US, we go alone.
Whatever form our response takes, it's going to be on us.
And we're going to have to live with it.
So be it.
Up above I concluded that we should do what's right.
But what's right for individual citizens, isn't always what is right for nations – in fact, it rarely is.
In the essay I used the analogy of a burning building. I asked what you would do. Would you run into the flames to save the people, or would you stand on the sidewalk and watch them burn.
As an individual, you have a choice. You can decide to place your safety above that of those in peril.
The government gets no such choice – or shouldn't anyway. At least not our government, if indeed we are the nation we claim to be.
But, of course, it's never as simple as that.
For you and me, we can choose. We can decide to risk our lives for others, or we can decide that we just can't take the risk – perhaps for good reason. Can we risk running into an inferno to save others when we have family depending upon us? Perhaps we personally lack the courage, and that's ok for individuals, discretion is often the best part of valor. Perhaps we know that we are physically incapable of the required heroics. Perhaps we know that it is futile, that it is just too late. We can make that decision for ourselves.
The fire department doesn't get that option. The fire department must take the risk, they must go into the flames.
We have a choice, government does not.
Whoa, now hold on, I hear you say. You've pushed that analogy just about far enough.
Sure, the government, ours anyway, is obligated to save its citizens.
And that's the point.
The Syrians are not our citizens.
The US government isn't obligated in any way to come to their rescue.
Well, yes … and not exactly.
See, it's just never that simple.
Remember what I said about finding Syria on a map?
Because of its strategic location, the war in Syria affects the entire world, physically, economically, politically. The situation is staggeringly complex, the secondary effects can't even be calculated beyond vague generalities.
Syria is a quaking structure made of teetering dominos, when they fall, if they fall, the consequences could be catastrophic.
While the Syrians are not our citizens, the consequences of their conflict already directly affect us. You don't need to look any further that the fluctuating price of oil to see that. And yes, that matters. And yes, that is a perfectly moral concern, war for the price of gas.
Oh yes it is.
Our economy, the world economy, is powered by oil. Like it or not, that's just how it is.
The price of oil as it relates to the conflict in Syria (and elsewhere) must be considered. The price of oil directly and immediately affects the world economy. People the world over eat or go hungry based on that value. Considering the the price of oil (and all that follows) when weighing the decision to get involved is no different, morally, than deciding whether to risk your life charging into that burning building by pondering how your risk will affect your loved ones. If you die saving others, your children may go hungry and homeless. And that's the real moral quandary here, isn't it?
In fact, not to consider it is immoral, or at the very least selfish, because that value, the price of oil, affects us all far far beyond Syria.
And it's not just oil. It's Israel. It's Iran. It's Russia. It is economically vital sea lanes and global commerce. It's complex international relationships. It's the world economy. It's political power and balances at home. It's the political power and balances abroad. It's international treaties and long term consequences that may affect our relationship to other nations for decades to come. It's the economic recovery. It's the price of food. It's the will and the wherewithal of American citizens. It's the lives of millions, perhaps billions, of people. It's what comes after – something that we failed to consider in Iraq. It's the cost, in blood, in our lives, in our money. It's millions upon millions of possible outcomes and consequences and repercussions and side effects and unexpected unpleasant surprises.
The world is not a simple place. Actions, and lack of action, have consequences some of which can be predicted, many of which cannot.
This is what the President of the United States is wrestling with right now.
I was asked on Facebook what I would do, if I was standing in Obama's shoes.
I don't know.
I don't know what I would do if I was in Obama's shoes, because I'm not in Obama's shoes.
Yes, I know that sounds flip, but bear with me.
The President of the United States sits at the center of a vast, vast, vast web of information, far beyond that of the average citizen, beyond that of the average congressman, beyond that of any other world leader, beyond that of business and religious leaders, certainly beyond that of any blogger or pundit.
I know, I used to be part of that web.
He is surrounded by layer upon layer of advisers and intelligence.
He is the focal point for dozens, hundreds of plans and options military, political, and economic.
He commands vast, vast, vast resources.
And he is rigidly constrained by reality, by law, by political, economic, and military factors that most people simply have no grasp of.
The president's position is complex almost beyond comprehension.
One of the reasons that liberals have taken to hating Obama is that he hasn't made good on certain naive campaign promises – even things that he felt deeply about, such as the closing of the Guantanamo Bay prison or military options or domestic spying. Because once in office, he found his reality far, far different than when he was a Senator, than when he was a mere citizen.
Morality for individuals is rarely the same as it is for government. Obama learned that the hard way.
And the same is true of Bush, of Clinton, of any president past, present, or future.
It's easy for me to say, "Oh sure, I'd do this or I'd do that." In reality, there's no way to know what I'd do, what anybody would do, outside of very, very broad outlines. You'd think most Americans would have figured this out by now, but unfortunately they haven't.
The world is complex, far, far more complex than the simple choices presented by most "authorities."
There are no simple answers.
There are no easy choices.
Here's what I think should happen:
I think President Obama should go before the nation and clearly outline the options.
Limited strikes, no fly zones, boots on the ground, invasion and occupation, humanitarian relief only, or no action. Whatever the options his advisers are giving him, A to Z. I think he should explain as best he is able, in simple terms, the advantages and disadvantages of each, and the expected consequences and outcomes.
I think he should tell us which option he prefers.
Then I think he should publicly call for a vote in Congress.
I think every member of Congress should go on record, yea or nay, as representatives of the people of the United States.
And then I think the President should abide by that decision.
If we're going to get involved, we should know the cost.
If we're going to stay out, we should know the cost.
Government is not moral, morals are for individuals.
Government may be just, it may be rational, it may be ethical within certain broad guidelines, but it's not moral. It can't be.
Sometimes you have to do what's right.
And sometimes, the right thing is doing only what you can live with.


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