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Cheng Cheng-mount

Cheng Cheng-mount is a Taiwanese politician who served as the Vice Chairperson of Financial Supervisory Commission since 1 November 2016. Cheng obtained his bachelor's degree in economics from National Taiwan University in 1985 and master's degree in economics from University of Wisconsin–Madison in the United States in 1989, he was the assistant research fellow at Taiwan Institute of Economic Research in 1998–2002, chief economist at Citibank Taiwan in 2002–2012, adjunct assistant professor of Department of Finance of National Chengchi University in 2011, president of Academy of Banking and Finance in 2012–2015 and president of Agricultural Bank of Taiwan in 2015–2016

Jimmy the Gent (film)

Jimmy the Gent is a 1934 American Pre-Code comedy-crime film directed by Michael Curtiz, starring James Cagney and Bette Davis and featuring Allen Jenkins. It was the first pairing of Cagney and Davis, who would reunite for The Bride Came C. O. D. seven years later. The screenplay by Bertram Millhauser was based on the story "The Heir Chaser" by Ray Nazarro and Laird Doyle; the unscrupulous Jimmy Corrigan, runs an agency that searches for heirs of those who have died without leaving a will, provides phony claimants in order to collect his fee. When his former girlfriend Joan Martin, who left him because of his lack of ethics, accepts a position at the legitimate firm owned by Charles Wallingham, Corrigan investigates Wallingham's background and discovers his rival is more duplicitous than he is, he promises to go straight if Joan will come back to him. Prior to its release, the film's working titles were The Heir Chaser. Both Cagney and Davis considered Jimmy the Gent to be a throwaway studio assembly-line quickie film, neither was happy about the assignment.

Cagney had the sides of his head shaved for the film, without the knowledge of either director Michael Curtiz or studio unit head Hal B. Wallis. Curtiz was stunned when he saw the haircut, Wallis took it personally. Bette Davis did not appreciate it either, refused to have publicity pictures taken with Cagney. Jimmy the Gent did well at the box office, the critical response was positive as well. In his review in The New York Times, Mordaunt Hall described the film as "a brisk, slangy piece of work in which Mr. Cagney is as much of a pepper-pot as ever... tackles the barbed argot of his lines with speed and force... Bette Davis is attractive and capable as Joan." Variety said, "Jimmy the Gent... expert, thorough-going Cagney... and good for plenty of laughs." Jimmy the Gent at the American Film Institute Catalog Jimmy the Gent at the TCM Movie Database Jimmy the Gent on IMDb Synopsis at AllMovie Still at

Mark Edward Lewis

Mark Edward Lewis is an American sinologist and historian of ancient China. Mark Edward Lewis was born on September 25, 1954, he received his B. A. M. A. and Ph. D. from the University of Chicago and studied Chinese at the International Chinese Language Program. His dissertation, entitled "The Imperial Transformation of Violence in Ancient China," was written under the Chinese-American historian Ho Ping-ti, he was a Junior Fellow in the Harvard University Society of Fellows. Since 2002 he has been Kwoh-Ting Li Professor in Chinese Culture at Stanford University, he was a Reader at the Faculty of Oriental Studies at the University of Cambridge. He was a Humboldt Research Award Fellow for one year at the University of Muenster, Germany, he has created an online course for learning classical Chinese and reading early Chinese philosophers. It is open to anyone. China’s Cosmopolitan Empire: The Tang Dynasty; the Belknap Press of Harvard University Press, 2009. China Between Empires: The Northern and Southern Dynasties.

The Belknap Press of Harvard University Press, 2009. The Early Chinese Empires: Qin and Han; the Belknap Press of Harvard University Press, 2007. Awarded the Prix Stanislas Julien by the Académie des Inscriptions et Belles-Lettres of the Institut de France, 2009; the Flood Myths of Early China. State University of New York Press, 2006; the Construction of Space in Early China. State University of New York Press, 2006. Writing and Authority in Early China. State University of New York Press, 1999. Awarded the Prix Budget by the Académie des Inscriptions et Belles-Lettres of the Institut de France, 2002. Sanctioned Violence in Early China. State University of New York Press, 1990. "Early Imperial China, from the Qin and Han through the Tang." In Fiscal Regimes and the Political Economy of Premodern States. Ed. Andrew Monson and Walter Scheidel. Cambridge: Cambridge University Press, 2015. "Mothers and Sons in Early Imperial China." In Extrême Orient, Extrême Occident. 2012. "Swordsmanship and the Socialization of Violence in Early China," in From Athens to Beijing: West Meets East in the Olympic Games.

Ed. Susan Brownell. New York: Athlone. 2012. "Historiography and Empire," in Oxford History of Historical Writing, Vol 1. Ed. Grant Hardy and Andrew Feldherr. Oxford: Oxford University Press, 2011. "Evolution of the Shang Calendar," in Measuring the World and Beyond: The Archaeology of Early Quantification and Cosmology. Ed. Colin Renfrew and Iain Morley. Cambridge: Cambridge University Press, 2010. "The Mythology of Early China," in Rituels, pantheons et techniques: Histoire de la religion chinoise avant les Tang. Ed. John Lagerwey. Leiden: E. J. Brill, 2009. "Gift Exchange and Charity in Ancient China and the Roman Empire," in Institutions of Empire: Comparative Perspectives on Ancient Chinese and Mediterranean History. Ed. Walter Scheidel. Stanford: Stanford University Press, 2009. "Writing the World in the Family Instructions of the Yan Clan." Early Medieval China: Essays in Honor of Albert E. Dien Volumes 13-13: Part 1. 2007. "The Just War in Early China," in The Ethics of War in Asian Civilizations. Ed.

Torkel Brekke. London: Routledge, 2006. "Writings on Warfare Found in Ancient Chinese Tombs," Sino-Platonic Papers 158. "Custom and Human Nature in Early China." Philosophy East and West 53:3. "Dicing and Divination in Early China." Sino-Platonic Papers. 121. "The Han Abolition of Universal Military Service," in Warfare in Chinese History. Ed. Hans van de Ven. E. J. Brill, 2000. "The City-State in Spring-and-Autumn China," in A Comparative Study of Thirty City-State Cultures. Ed. M. H. Hansen. Historisk-filosofiske Skrifter 21; the Royal Danish Academy of Sciences and Letters, 2000. "The Feng and Shan Sacrifices of Emperor Wu of the Han," in Court Ritual in China. Ed. Joseph McDermott. Cambridge University Press, 1999. "Political History of the Warring States," in The Cambridge History of Ancient China. Ed. Michael Loewe and Edward Shaughnessy. Cambridge University Press, 1999. "The Ritual Origins of the Warring State." Bulletin de l'École Française d'Extrême-Orient 84:2. "The Warring State in China as Institution and Idea," in War: A Cruel Necessity?

Ed. Robert A. Hinde. I. B. Tauris, 1995. "Les rites comme trame de l'histoire," in Changement et idées de changement en Chine. Ed. Vivienne Alton. Institut des Hautes Études Chinoises, 1994. "The Suppression of the Sect of the Three Stages: Apocrypha as a Political Issue," in Chinese Buddhist Apocrypha. Ed. Robert Buswell, ed. University of Hawaii Press, 1990

School shooting

A school shooting is an attack at an educational institution, such as a primary school, secondary school, or university, involving the use of firearms. Many school shootings are categorized as mass shootings due to multiple casualties; the phenomenon is most widespread in the United States, which has the highest number of school-related shootings, but school shootings have taken place in many countries across the world. According to studies, factors behind school shooting include family dysfunction, lack of family supervision, mental illness among many other psychological issues. Among the topmost motives of attackers were: bullying/persecution/threatened and revenge, while 54% reported having numerous reasons; the remaining motives included an attempt to solve a problem, suicide or depression, seeking attention or recognition. School shootings have sparked a political debate over gun violence, zero tolerance policies, gun rights and gun control; the United States Secret Service published the results from a study regarding 37 school shooting incidents, involving 41 individuals in the United States from December 1974 through May 2000.

In a previous report of 18 school shootings by the FBI, they released a profile that described shooters as middle-class, lonely/alienated, caucasian males who had access to guns. The most recent report cautioned against the assumption that a perpetrator can be identified by a certain'type' or profile; the results from the study indicated that perpetrators came from varying backgrounds, making a singular profile difficult when identifying possible assailant. For example, some perpetrators were children of divorce, lived in foster homes, or came from intact nuclear families; the majority of individuals had or never gotten into trouble at school and had a healthy social life. Some, such as Alan Lipman, have warned against the dearth of empirical validity of profiling methods. One assumption into the catalytic causes of school shootings comes from the "non-traditional" household perspective, which focuses on how family structure and family stability are related to child outcomes. Broadly speaking, proponents of this hypothesis claim that family structures such as single mothers, same-sex parents, extended family, or cohabitation are more harmful to the development of a child's mental well-being, than heterosexual, married parents.

This perspective is found to back federal efforts such as the Personal Responsibility and Work Opportunity Reconciliation Act of 1996 and US federal tax incentives. However, these assumptions on the detrimental effects of "non-traditional" family structures have been shown to be false flags, with the true issues lying within socio-economic realities. Longitudinal research has shown the robust, positive effects of higher incomes and higher education levels on child well-being and emotional development, which reflects on the family stability, not family structure. Further, proponents of this hypothesis cite family statistics for those who commit crimes, but leave out how these compare to other populations, including the general population. For example, a 2009 survey conducted by the Substance Abuse and Mental Health Services Administration revealed that substance abuse amongst children raised by single mothers was higher than children raised by their biological parents. However, the percentage of substance abuse amongst children raised by single-mothers was not only remarkably low, but only 1.2% higher than children raised by both their parents.

Those rates reveal to be smaller when compared to other demographics of the same time period. According surveys commissioned by to the National Institute on Drug Abuse between 20%–30% of teenagers used/abused illicit substances, a much higher rate than single-mother households. Another example of poorly cited statistics to further this narrative can be found in children who have lost at least one parent. In the U. S. the rate of parental death before age 16 is 8%. The rate of parental death is disproportionately high for prisoners, however, it is disproportionately high for high-performing scientists and US presidents. Harvard's Baker Foundation Professor, Emerita, Dr. Teresa M. Amabile states, "Those kinds of events can crush a child, they can lead to a lot of problems, they can lead to incredible resilience and superhuman behaviors if people can come through those experiences intact. I don’t know if we — we being the field in general — have discovered what the keys are, what makes the difference for kids."

Understanding that socio-economic factors have greater effects on child development and emotional stability have led many to argue that single-parent and other non-traditional households should be afforded equivalent incentives by the state, as are afforded married households, that focussing on family structure rather than family stability derails efforts to understand the realities of mass-shooters. “Studies have found that within offenders’ families, there is a lack of supervision, low emotional closeness, intimacy”. In a 2018 publication, Dr. George S. Everly, Jr, of The Johns Hopkins School of Medicine and The Johns Hopkins Bloomberg School of Public Health outlined an accumulation of seven, recurring themes that warrant consideration regarding school shooters. One factor is that school shooters tended to isolate themselves, "exhibited an obsessive quality that led to detailed planning, but they seemed to lack an understanding of the consequences of their behavior and thus may have a history of adverse encounters with law enforcement."

A criticism in the m

Rytz's construction

The Rytz’s axis construction is a basic method of descriptive Geometry to find the axes, the semi-major axis and semi-minor axis and the vertices of an ellipse, starting from two conjugated half-diameters. If the center and the semi axis of an ellipse are determined the ellipse can be drawn using an ellipsograph or by hand. Rytz’s construction is a classical construction of Euclidean geometry, in which only compass and ruler are allowed as aids; the design is named after its inventor David Rytz of Brugg, 1801–1868. Conjugate diameters appear always if a circle or an ellipse is projected parallelly as images of orthogonal diameters of a circle or as images of the axes of an ellipse. An essential property of two conjugate diameters d 1, d 2 is: The tangents at the ellipse points of one diameter are parallel to the second diameter; the parallel projection of a circle, in general an ellipse. A fundamental task in descriptive geometry is to draw such an image of a circle; the diagram shows a military projection of a cube with 3 circles on 3 faces of the cube.

The image plane for a military projection is horizontal. That means; the images of the circles at the other two faces are ellipses with unknown axes. But one recognizes in any case the images of two orthogonal diameters of the circles; these diameters of the ellipses are no more orthogonal but as images of orthogonal diameters of the circle they are conjugate. This is a standard situation in descriptive geometry: From an ellipse the center C and two points P, Q on two conjugate diameters are known. Task: find the axes and semi-axes of the ellipse.steps of the construction rotate point P around C by 90°. Determine the center D of the line segment P ′ Q ¯. Draw the line P ′ Q and the circle with center D through C. Intersect the circle and the line; the intersection points are A, B. The lines C A and C B are the axes of the ellipse; the line segment A B ¯ can be considered as a paperstrip of length a + b generating point Q. Hence a = | A Q | and b = | B Q | are the semi-axes; the vertices and co-vertices are known and the ellipse can be drawn by one of the drawing methods.

If one performs a left turn of point P the configuration shows the 2. Paper strip method and a = | A Q | and b = | B Q | is still true; the standard proof is performed geometrically. An alternative proof uses analytic geometry: The proof is done, if one is able to show that the intersection points U, V of the line P ′ Q with the axes of the ellipse lie on the circle through C with center D, hence U = A and V = B, | U Q | = a, | V Q | = b. proof: Any ellipse can be represented in a suitable coordinate system parametrically by p → = T. Two points p →, p → lie on conjugate diameters if t 2 − t 1 = ± π 2.: Let be Q = and P = ( a cos ⁡, b sin ⁡ (