Coherent Fused

The DC Universe since Infinite Crisis?

I was an avid reader of DC Comics in the 90s and early 2000s. I understood the DC Universe then: it was coherent in the 30s-50s, a multiverse existed from the 60s-1985, then the DC Universe was rebooted in 1985 after Crisis on Infinite Earths.

However, since I didn't read Infinite Crisis in 2006, I'm completely lost.

Is the post-Infinite Crisis DC Universe (since 2006) the same as the post-Crisis on Infinite Earths DC Universe (1986-2005)? Or is it different? Is there a mulitiverse again? Did they fuse the pre-COIE multiverses with the post-COIE universe?

Please help. I am totally lost.

*

* Is the post-Infinite Crisis DC Universe (since 2006) the same as the post-Crisis on Infinite Earths DC Universe (1986-2005)?

No.

*Or is it different?

Yes. Although not significantly.

* Is there a mulitiverse again?

Yes. Alexander Luthor (you remember him) tried to create the "perfect universe" and to this end he 'cloned' the universe, merging different versions to get what he wanted.
The universes collapsed back together into one when his machines were destroyed, but immediately afterward, it seperated out again into 52 identical universes. Mr.Mind, finally grown into his adult form, travelled to each and every one of them, eating critical pieces of time and space, and so the 52 universes each became unique.

* Did they fuse the pre-COIE multiverses with the post-COIE universe?

No. But many of the new universes resemble some of the pre-Crisis universes. Others are more like Elseworlds.

Fused $6.49 Fused

Coherent Duality $58.94 High Quality Content by WIKIPEDIA articles Coherent duality in mathematics refers to a number of generalisations of Serre duality, applying to coherent sheaves, in algebraic geometry and complex manifold theory, as well as some aspects of commutative algebra that are part of the local theory. The historical roots of the theory lie in the idea of the adjoint linear system of a linear system of divisors in classical algebraic geometry. This was reexpressed, with the advent of sheaf theory, in a way that made an analogy with Poincare duality more apparent. Then according to a general principle, Grothendiecks relative point of view, the theory of JeanPierre Serre was extended to a proper morphism; Serre duality was recovered as the case of the morphism of a nonsingular projective variety (or complete variety) to a point. The resulting theory is now sometimes called SerreGrothendieckVerdier duality, and is a basic tool in algebraic geometry. A treatment of this theory, Residues and Duality (1966) by Robin Hartshorne, became an accessible reference. One concrete spinoff was the Grothendieck residue. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 74 Publication Date: 2010/08/15 Language: English Dimensions: 6.00 x 9.02 x 0.18 inches

Coherent (Operating System) $73.28 High Quality Content by WIKIPEDIA articles The Coherent operating system was a Version 7 Unix clone by the nowdefunct Mark Williams Company, originally produced for the PDP11 in 1980. A port was introduced in 1983 as the first Unixlike system for IBM PC compatible computers. Coherent was able to run on most Intelbased PCs with Intel 8088, 286, 386, and 486 processors. Coherent version 3 for Intelbased PCs required at least a 286, Coherent version 4 for Intelbased PCs required at least a 386. Like a true Unix, Coherent was able to multitask and support multiple users. From version 4 on Coherent also had support for X11 and MGR windowing systems. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 96 Publication Date: 2010/11/17 Language: English Dimensions: 6.00 x 9.02 x 0.23 inches

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Fused Quartz $76.47 High Quality Content by WIKIPEDIA articles Fused quartz and fused silica are types of glass containing primarily silica in amorphous (noncrystalline) form. They are manufactured using several different processes. Note that glasses formed by the traditional meltquench methods, are often referred to as vitreous, as in vitreous silica. The term vitreous is synonymous with glass, when used in the meltquench context. Fused quartz is manufactured by melting naturally occurring quartz crystals of high purity at approximately 2000C, using either an electrically heated furnace (electrically fused) or a gas/oxygenfuelled furnace. Fused quartz is normally transparent. Author: Surhone, Lambert M./ Timpledon, Miriam T./ Marseken, Susan F. Binding Type: Paperback Number of Pages: 104 Publication Date: 2010/05/19 Language: English Dimensions: 5.98 x 9.01 x 0.24 inches

Coherent LightWave Communication Systems $141.12 This book covers the history and implementation of coherent lightwave communication systems. Packed with information on narrow linewidth lasers, it also provides you with detailed discussion on circuit design techniques for receivers, methods of overcoming polarization fluctuation, multigigabit systems, and the construction of longdistance optical links. Author: Ryu, Shiro Binding Type: Hardcover Number of Pages: 302 Publication Date: 1994/12/31 Language: English Dimensions: 9.33 x 6.25 x 0.82 inches

Synchronization in Coherent MPsk Receivers $167.53 MPSK (Mary Phase Shift Keying) modulation is used in a wide variety of communications systems. Use of MPSK is widespread in wireless networking standards, telephony links, cellular telephony, digital television standards, fiberoptic communications, mobile communications, and military communications. Systems which use MPSK can be found worldwide in terrestrial, satellite, and deepspace applications. Despite the ubiquitous use of MPSK, some coherent MPSK receiver structures have evolved very little since the Costas loop was invented in the 1950s. In this groundbreaking book, new structures for use within coherent MPSK receivers are presented. These include carrier lock detectors, carrier phase detectors, and SNR (Signal to Noise Ratio) estimators. The aforementioned structures are thoroughly analyzed and compared to previously available structures and it is shown that they have significant performance advantages and have immediate applications for use in MPSK systems. Therefore, this book is indispensable to any scientist or engineer who is tasked with the research or development of MPSK communications systems. Author: Linn, Yair Binding Type: Paperback Number of Pages: 292 Publication Date: 2008/09/01 Language: English Dimensions: 9.00 x 6.00 x 0.61 inches

Coherent Stress Testing (Hardcover) $116.68 In Coherent Stress Testing: A Bayesian Approach, industry expert Riccardo Rebonato presents a groundbreaking new approach to this important but often undervalued part of the risk management toolkit. Based on the author`s extensive work, research and presentations in the area, the book fills a gap in quantitative risk management by introducing a new and very intuitively appealing approach to stress testing based on expert judgement and Bayesian networks. It constitutes a radical departure from the traditional statistical methodologies based on Economic Capital or Extreme-Value-Theory approaches. The book is split into four parts. Part I looks at stress testing and at its role in modern risk management. It discusses the distinctions between risk and uncertainty, the different types of probability that are used in risk management today and for which tasks they are best used. Stress testing is positioned as a bridge between the statistical areas where VaR can be effective and the domain of total Keynesian uncertainty. Part II lays down the quantitative foundations for the concepts described in the rest of the book. Part III takes readers through the application of the tools discussed in part II, and introduces two different systematic approaches to obtaining a coherent stress testing output that can satisfy the needs of industry users and regulators. In part IV the author addresses more practical questions such as embedding the suggestions of the book into a viable governance structure.

Coherent Radar Performance Estimation $207.12 This book provides you with a complete understanding of error effects in coherent systems. Covering performance issues never before addressed in one source, it places special emphasis on phase noise effects and detection of targets in clutter. Supported by 196 illustrations, 260 equations, and 150 references. Author: Scheer, James A./ Kurtz, James L./ Kurtz, James L. Series Title: Artech House Radar Library (Hardcover) Binding Type: Hardcover Number of Pages: 464 Publication Date: 1993/12/01 Language: English Dimensions: 9.48 x 6.26 x 1.33 inches

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Scalable Coherent Interface $68.51 High Quality Content by WIKIPEDIA articles SCI, for Scalable Coherent Interface, is a highspeed computer bus that supports a variety of topologies, speeds and connection systems. It is used primarily in the highperformance computing market, where it is used to build NUMA computer clusters and other parallel architectures. In this role most systems use high speed networking devices, typically Gigabit Ethernet, but SCI is much lighter in terms of the protocol overhead, and can offer considerably higher performance regardless of the actual link speed. Author: Surhone, Lambert M./ Tennoe, Mariam T./ Henssonow, Susan F. Binding Type: Paperback Number of Pages: 76 Publication Date: 2010/08/23 Language: English Dimensions: 6.00 x 9.02 x 0.18 inches

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Terminator 3 Fan Cut: Part 3

Is the Virginia Tech Massacre a Harbinger of Things to Come?

Our educational systems may be contributing to the rearing of kids with almost monster-like personality traits. Are metal detectors and gun control the answer? Or are we missing the real dangers?

To say that school violence has increased over the last few decades would be a gross understatement. What has changed is not just the incidents of violence, but, most dramatically, their severity and brutality. Whereas a disgruntled student of, let's say, the '60s might have started a fist fight and, if he were really violent, used chains or brass knuckles, today's disgruntled student can take his discontentment to the extreme of the wanton killing of fellow students, teachers, and anyone who happens to be in proximity to ground-zero of the carnage.

Why? What has happened in the last few decades that would account for such a sharp decline in the behavior and moral fiber of our youth?

If you listen to some of the proposed "solutions," you get the impression that the problem is merely one of "kids falling through the cracks," and resolving the problem is as cut-and-dried as putting some rules into place, much as you would in a prison system: "Put metal detectors at the entrance to schools," "Punish more severely those who bring weapons to school," "Punish parents who don't keep guns locked up," "Have cops patrol school halls," and the "solutions" go on and on. But are these really solutions?

Back in the '50s and 60's, were any of these "solutions" in place? Absolutely not. Yet, the kind of extreme violence we see in schools today was virtually unheard of then.

What has changed?

Violence on TV and in the movies? Hardly likely. War movies were one of the hottest things in the fifties -- but students didn't generally come to school packing hand grenades and machine guns. Cowboys and Indians, and violent Westerns in general, were also extremely popular in the '50s and '60s -- but you didn't hear of students scalping each other.

Media influence, although probably a factor, just doesn't appear to account for the steep decline in student behavior and general moral decay. If anything, there's probably more of symbiotic relationship between the media and the public. The media does what it does, the public does not protest, so the media keeps pushing the envelope.

Which brings us to what has actually changed -- society's attitude toward the values this country was founded on.

Despite the fact the Thomas Jefferson called for "separation of Church and State," our founding fathers saw fit, and obviously not contradictory, to have every courtroom display the phrase "In God We Trust." All our money carries the same phrase. Why? Isn't this in direct contradiction to our founding fathers' principles? And the contradiction is so glaring that it's difficult to imagine that it never crossed the minds of those who inaugurated it.

And if it did cross their minds, what were they thinking?

Perhaps they were thinking that the simple concept of God didn't have all that much to do with religion. What, you say? God has little to do with religion? How do you figure that?

Let's see if we can explain it this way. Does doing a few laps in a pool make you a good swimmer? It depends on who you ask. If you just learned to swim, your instructor will probably call you a good swimmer. If you ask someone who trains Olympic athletes, unless you're really exceptional, he's more likely to call you a slow boat to nowhere.

The analogy is simple. The moral values of earlier generations were such that the simple belief in God did not make you a religious person. Religion usually involved a host of rules, rituals, customs and ceremonies. Without them, you couldn't really claim to have religion in your life; you were simply a believer in God.

Today, on the other hand, the values of society have declined so drastically that the very basic, fundamental concept of God is seen as religion. Is it?

The fact is many scientists, after delving into the complexities of our universe, have come to the realization that there must be a Creator. Does this make them religious people? Not at all. After discovering some mind-boggling phenomenon, scientists seldom sit around talking about Santa Claus or Bar Mitzvahs. But they have been known to indulge in reflections of a Creator. Apparently, religion is religion, "God" can be arrived at logically, quite independently from religious dogma.

Although a belief in God may be the first step in becoming a religious person, just as learning to swim may be the first step in becoming an Olympic swimmer, that first step, in and of itself, does not make you a religious person or an Olympic athlete.

And this is what, I'm convinced, our founding fathers were thinking.

Bringing "In God We Trust" into courtrooms and inscribing the phrase on our currency in no way goes against the grain or gist of the principles our country was founded on, and certainly not against the constitution. If our government were to start telling us when we should or shouldn't eat meat or when we should or shouldn't make Bar Mitzvahs, that would be fusing "Church and State." But simply acknowledging that there must be a God, that's not religion by any standards. That's just as much of an intellectual outgrowth of the human thought process as acknowledging that if it's raining there must be clouds.

Now, what does all this have to do with school violence?

The problem with all the "solutions" of locking up guns, more cops, more security devices, more severe punishment, etc., is that they were not in place years ago, yet we had nowhere near the severity of violence then as we have today. And even if we were to implement many of these "solutions," there are only so many cops to go around, budgets will never allow every school to always have every security device. And, the bottom line is, you will never be able to watch every student every minute of every day.

But, wait, there is a device that's very cheap and can keep an eye on every student every minute of every day. It may not necessarily completely eliminate all violence, but it certainly can reduce its severity and incidence, as it has done very well in the past. This device was in virtually every public school in the fifties, yet it's been banned in recent years from schools and many other public arenas. This "device" is "God."

Giving kids a conscience can, and has, and does in many communities, greatly reduce violent behavior. I can just hear it now: "But God is religion, and public schools are run by the State." Nonsense. God is not religion; after you believe in God, there's still a long way to go to religion. I know of no mainstream religion that would consider you a religious person if all you believed in was God.

We must put "God" back in our classrooms, and in grades is low as kindergarten. This is our only hope of reverting to previous, less violent times.

And for those who will still argue that God is religion, which of course it is not, and that it is "unconstitutional," I say this: It is unconstitutional to hold people against their will, but we do it to jurors regularly so they can render a just verdict. We hold kids in schools against their will, in the interest of giving them an education. Martial law is also unconstitutional, but during natural disasters we routinely institute curfews to keep people from looting or rioting.

In the interest of saving lives and families we can certainly push aside -- legally, as we do in other cases -- an issue which, at best, does not contradict constitutional requirements and, at worse, perhaps it does, but is perfectly acceptable in favor a greater benefit to society.

Teaching kids that if they kill or steal they will be held accountable is not a constitutional issue. It's the law. And the notion of including God as one those who will hold them accountable, doesn't suddenly turn a civil issue into a religious one. It merely adds another dimension to the mandates of a civil society.

In a post 9/11 world, you might hear another objection to teaching kids about God: "Look at all the killing by suicide murderers in the name of God. How can you say teaching kids about God will curtail violence?"

Well, not only can you say that, but suicide bombers, ironically, PROVE my point. The problem with killing in the name of God is not in the concept of God, or in religion, for that matter. The problem lies in what is being taught that God wants from you. If you're going to teach people that God wants you to kill, then that's what many of them will obviously do.

And therein lies the proof that teaching kids about God would be the greatest deferent to the kind of extreme violence we've been witnessing lately. If the concept of God is so powerful that it can be used to get people to kill themselves over it, imagine if we can harness that power to teach kids that "God does not want you to kill?" Actually, we don't have to imagine it. We have a history that seems to support this. We've just gotten so caught up in this politically correct nonsense that we've lost track of what's in our own interest.

I must concede, however, that to teach kids in public schools about God from any particular religious perspective would, in my opinion, infringe upon their religious rights and would be unfair to their desires to stick to their own religious views. But to teach kids about God in the most basic and "generic" form, in a form that's common to and agreeable with most mainstream religions, in a form that a scientists can arrive at simply be observing the universe, in a form that says nothing more than what our civil laws say, this cannot be religion or an infringement upon religious views.

And anyone who can object to teaching kids about God on "principle," is only fooling themselves -- they have no principles. If principles are more important to anyone than human life and kids growing up as decent human beings, such a person doesn't deserve to live among human beings. To say that you have the "right" to remain an atheist is like saying you have the right to remain uneducated and ignorant. You may have the right to remain uneducated and ignorant, but that doesn't give you the right to take your kids out of school. By the same token, you may have the right to remain an atheist, but that doesn't give you the right to deny your kids the opportunity to grow up as decent human beings, and it certainly doesn't give you the right to deny those who might get killed through violent student behavior life itself.

Ironically, not teaching kids about God is actually NOT giving them a "choice." For people who were never taught about God as kids, God becomes a foreign concept, not a "choice." It's only when you teach kids about God early in life that you give them a real choice -- God becomes a realistic, viable option. And if they choose not to incorporate it in their lives later on, well, then they've truly made their own decision.

I think, "God" and some basic issues of "right" and "wrong" should be made mandatory in every public school, over all objections, in the same way that we overrule objections to other matters in the interest of a greater good for the community at large. And we don't have to worry about, "If we allow this, then the government will start running our lives in other ways." Nonsense. We have similar "unconstitutional" mandates in many areas of our lives, but we still have a live and vibrant democracy in this country. We had more rules, restrictions and mandates on our personal behavior 50 years ago and perhaps even more two hundred years ago, and not only did we have a democracy then but those days were a foundation for the great nation we have today.

We have to start realizing that "democracy" is not just some play on words. It was intended to give everyone the right to live as he or she pleases, while still conforming to rules that make for a coherent and civilized society. When our constitution starts giving the impression of infringing upon our civil liberties, that is, when we become frightened of something as fundamental as sending our kids to school, then it's time to clarify the true intent of "separation of Church and State." And if it doesn't satisfy everyone, perhaps we need to go as far as amending the constitution do declare that the concept of God by itself does not constitute religion.

Either way, we have to make our laws work for us, not against us. There's no glory in the "freedom" to live in fear. True freedom comes from giving people true choices, not from concealing them. Guns don't kill. Kids don't kill. A complete breakdown of the sanctity of human life -- that kills.

by Josh Greenberger

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