Code (law)
A code is a type of legislation that purports to exhaustively cover a complete system of laws or a particular area of law as it existed at the time the code was enacted, by a process of codification. Though the process and motivations for codification are similar in different common law and civil law systems, their usage is different. In a civil law country, a Code typically exhaustively covers the complete system of law, such as civil law or criminal law. By contrast, in a common law country with legislative practices in the English tradition, a Code is a less common form of legislation, which differs from usual legislation that, when enacted, modify the existing common law only to the extent of its express or implicit provision, but otherwise leaves the common law intact. By contrast, a code entirely replaces the common law in a particular area, leaving the common law inoperative unless and until the code is repealed. In a third case of slightly different usage, in the United States and other common law countries that have adopted similar legislative practices, a Code is a standing body of statute law on a particular area, which is added to, subtracted from, or otherwise modified by individual legislative enactments.
Ten-code
Ten-codes, officially known as ten signals, are brevity codes used to represent common phrases in voice communication, particularly by law enforcement and in Citizens Band (CB) radio transmissions.
The codes, developed in 1937 and expanded in 1974 by the Association of Public-Safety Communications Officials-International (APCO), allow for brevity and standardization of message traffic. They have historically been widely used by law enforcement officers in North America but due to the lack of standardization, in 2006 the U.S. federal government recommended they be discontinued in favor of everyday language.
History
APCO first proposed Morse code brevity codes in the June, 1935 issue of The APCO Bulletin, which were adapted from the procedure symbols of the U.S. Navy.
The development of the APCO Ten Signals began in 1937, when police radio channels were limited to reduce use of speech on the radio. Credit for inventing the codes goes to Charles "Charlie" Hopper, communications director for the Illinois State Police, District 10 in Pesotum, Illinois. Hopper had been involved in radio for years and realized there was a need to abbreviate transmissions on State Police bands. Experienced radio operators knew the first syllable of a transmission was frequently not understood because of quirks in early electronics technology. Radios in the 1930s were based on vacuum tubes powered by a small motor-generator called a dynamotor. The dynamotor took from 1/10 to 1/4 of a second to "spin up" to full power. Police officers were trained to push the microphone button, then pause briefly before speaking; however, sometimes they would forget to wait. Preceding each code with "ten-" gave the radio transmitter time to reach full power. An APCO Bulletin of January 1940 lists codes assigned as part of standardization;
Emergency service response codes
The emergency services in various countries use systems of response codes to categorize their responses to reported events. One of the best known is the Code 3 Response, which is used in several countries, particularly the United States, to describe a mode of response for an emergency vehicle responding to a call. It is commonly used to mean "use lights and siren."
Use of "Code 3"
Although the exact origin of Code 3 is not clearly known, its use has spread across the United States and into parts of Canada.
Code 3 was the title to a 1950s television police procedural intended to compete with Dragnet.
The Greaseman used the term in one of his songs, "I Love To Go Code 3".
Response codes
The most commonly used response codes are:
Loop (Texarkana)
The Loop is a beltway around Texarkana, a twin city in the U.S. states of Arkansas and Texas, running about 16 miles (26 km). Consisting a section of Interstate 49 in Arkansas, and Loop 151 and a section of I-369 and U.S. Highway 59 in Texas, it forms a three-quarter loop around the east, south and west sides of the city. (Interstate 30 completes the circle on the north side.) The Loop is built to Interstate Freeway Standards.
The south side is bisected by State Line Avenue, which runs north–south along the state line. The whole half in Arkansas is Highway 151; US 59 intersects the Loop near the southwest corner, and so only the south side in Texas is Loop 151. Old US 59 into Texarkana (Lake Drive) is now State Highway 93.
Route description
Arkansas
North of the junction with Highway 549 and U.S. Highway 71, The former Highway 245 is part of the north–south Corridor, a planned extension of Interstate 49 north to Kansas City. (This extension will also include Highway 549.)
The Arkansas State Highway and Transportation Department submitted this piece, as well as its continuation west to the state line, as Interstate 130 (I-130) in fall 2000. The American Association of State Highway and Transportation Officials denied the part from US 71 west to Texas, as "the state of Texas has not submitted a companion application for a suitable terminus in Texas", but the piece from US 71 north to I-30 was approved on December 8, 2000 as Future I-130. Once it is upgraded to Interstate standards and added to the Interstate Highway System by the Federal Highway Administration, it will be signed as I-130.
Loop (education)
Looping, in education, refers to the practice of a teacher remaining with the same group of students for more than one school year. For example, a teacher who teaches a third grade class and then goes on to teach the same students, the following year, for the fourth grade.
This is distinct from the teacher of a multi-age class, who teaches a specific range of school grades together. In this case, although each child remains with the same teacher for multiple years, the group of students being taught changes annually as older children leave the group and are replaced by younger students entering.
Looping is usual in Waldorf education, where the traditional goal has been for a primary teacher to remain as the lead teacher of a class for eight consecutive years, though in conjunction with numerous specialized teachers; over the last decades, many schools have been reducing the loop to a shorter interval.
Benefits
Educational advantages to having a single teacher have been found, including:
Podcasts:
