Use of Confessions and Admissions of a Codefendant in Washington

As a general proposition, anything that a party to an action has voluntarily said at any time, if relevant, will be admissible against him. In the case of two types of such statements, ordinary direct admissions and voluntary confessions, the legal principles and rationales underlying their admissibility are so well-recognized and self-evident as to occasion little confusion and less need for comment. However, in cases where a person is sought to be charged with a statement made by someone else (the so-called implied or adoptive admissions and the various types of vicarious admissions), the underlying rationalizations and applications of the rules are more difficult and subtle, although equally valid and well-recognized

MathGraph32 para desarrollar la competencia forma, movimiento y localización en tercero de secundaria de la institución educativa Mx. de Aplicación Fortunato L. Herrera Cusco, 2023

La presente investigación con el título “Mathgraph32 para desarrollar la competencia forma, movimiento y localización en tercero de secundaria de la institución educativa Mx. de aplicación Fortunato L. Herrera cusco, 2023”, tiene como objetivo determinar de qué manera el MathGrafh32 Influye para desarrollar la competencia forma, movimiento y localización. La investigación fue de enfoque cuantitativo del tipo aplicado, con un nivel Explicativo y con diseño Pre- Experimental con un estímulo y un pre – post test. La población estuvo conformada por 60 estudiantes de ambos grados “A “y “B” del Tercer Grado. La muestra estaba constituida por 37 estudiantes del tercer Grado A de educación Secundaria. La técnica utilizada fue cuestionario y instrumento fue pre - post test con una fiabilidad de 0.916 en la prueba de alfa de Cronbach, además se aplicó una lista de cotejo para registrar e identificar los aprendizajes. El estudio de los datos descriptivos se utilizó el programa SPSS para la generación de las tablas cruzadas, y en los porcentajes resultantes fueron representados en figuras en Excel, en tanto en el nivel inferencial se aplicó prueba de normalidad utilizando el test de Shapiro-Wilk obteniendo un valor de de p= 0,000 lo cual implica la aceptación de la hipótesis alterna. En consecuencia, se rechaza la hipótesis nula, para la prueba de hipótesis se utilizó el T- student, los resultados nos muestran que el valor de p es menor a 0,05 (5%), por lo consecuente el MathGrafh32 Influye de manera significativa para desarrollar la competencia resuelve problemas de forma, movimiento y localización

Conformationally Restricted σ1 Receptor Antagonists from (-)-Isopulegol

Antagonists at σ1 receptors have great potential for the treatment of neuropathic pain. Starting from monoterpene (-)-isopulegol (1), aminodiols 8-11 were obtained and transformed into bicyclic 13-16 and tricyclic ligands 19-22. Aminodiols 8-11 showed higher σ1 affinity than the corresponding bicyclic 13-16 and tricyclic derivatives 19-22. (R)-configuration in the side chain of aminodiols (8 and 10) led to higher σ1 affinity than (S)-configuration (9 and 11). 4-Benzylpiperidines (b-series) revealed higher σ1 affinity than 4-phenylbutylamines (a-series). Aminodiol 8b showed very high σ1 affinity (Ki = 1.2 nM), excellent selectivity over σ2 receptors, and promising logD7.4 (3.05) and lipophilic ligand efficiency (5.87) values. Molecular dynamics simulations were conducted to analyze the σ1 affinity and selectivity on an atomistic level. In the capsaicin assay, 8b exhibited similar antiallodynic activity to the prototypical σ1 antagonist S1RA. The antiallodynic activity of 8b was removed by co-application of the σ1 agonist PRE-084, proving σ1 antagonism being involved in the antiallodynic effect

Evaluating Quality in the Online Classroom

The notion of measuring the effectiveness of online learning in higher education began at least a half-decade ago when Web-based distance education started expanding at an exponential rate. Traditional quality measures associated with accreditation did not match the new climate of Internet-based teaching and learning (Parker, 2004). Multiple national and global pressures demanded that colleges and universities address issues of quality specifically related to distance Web-based courses and programs. Not the least of expectant stakeholders were state regulators and accrediting bodies. How could a teaching process so dissimilar to centuries of place-based, traditional classroom methods possibly embody quality education? </jats:p