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"The FDA is concerned about the safety of these products and how they are marketed to the public," said Dr. Margaret A. Hamburg, commissioner of the FDA. ||||| The FDA has been examining and seizing shipments of non-U.S.-made e-cigarettes at the U.S. border since summer 2008. ||||| In releasing its information, the FDA did not identify the two companies, but said in one sample, diethylene glycol -- a chemical used in antifreeze that is toxic to humans -- was detected.
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Why did the FDA begin testing e-cigarettes Because e-cigarettes have not been submitted to the FDA for evaluation or approval
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Washington (CNN) -- The U.S. Food and Drug Administration announced Wednesday that laboratory tests on popular smoking devices known as electronic cigarettes have found they contain carcinogens and other toxic chemicals dangerous to humans. ||||| "We know very little about these devices, said Dr. Jonathan Samet, director of the Institute for Global Health at the University of Southern California, "but to say they are healthy -- that's highly doubtful." ||||| CNN contacted Florida-based Smoking Everywhere, one of the largest manufacturers of e-cigarettes, after the FDA announcement, and a spokeswoman said the company had no comment.
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Why did the FDA begin testing e-cigarettes Because e-cigarettes have not been submitted to the FDA for evaluation or approval
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"The FDA is concerned about the safety of these products and how they are marketed to the public," said Dr. Margaret A. Hamburg, commissioner of the FDA. ||||| Because e-cigarettes have not been submitted to the FDA for evaluation or approval, the agency had no way of knowing the levels of nicotine or the amounts or kinds of other chemicals that the various brands of these products deliver to the user. ||||| That is why the FDA began to test them.
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Why did the FDA begin testing e-cigarettes The FDA was concerned about the safety of e-cigarettes and how they were marketed to the public. E-cigarettes were never submitted for testing and the FDA needed to know the levels of nicotine or the amounts or kinds of other chemicals that the various brands of these products deliver to the user
|
"The FDA is concerned about the safety of these products and how they are marketed to the public," said Dr. Margaret A. Hamburg, commissioner of the FDA. ||||| The FDA has been examining and seizing shipments of non-U.S.-made e-cigarettes at the U.S. border since summer 2008. ||||| In releasing its information, the FDA did not identify the two companies, but said in one sample, diethylene glycol -- a chemical used in antifreeze that is toxic to humans -- was detected.
|
Why did the FDA begin testing e-cigarettes The FDA was concerned about the safety of e-cigarettes and how they were marketed to the public. E-cigarettes were never submitted for testing and the FDA needed to know the levels of nicotine or the amounts or kinds of other chemicals that the various brands of these products deliver to the user
|
Washington (CNN) -- The U.S. Food and Drug Administration announced Wednesday that laboratory tests on popular smoking devices known as electronic cigarettes have found they contain carcinogens and other toxic chemicals dangerous to humans. ||||| "We know very little about these devices, said Dr. Jonathan Samet, director of the Institute for Global Health at the University of Southern California, "but to say they are healthy -- that's highly doubtful." ||||| CNN contacted Florida-based Smoking Everywhere, one of the largest manufacturers of e-cigarettes, after the FDA announcement, and a spokeswoman said the company had no comment.
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Why did the FDA begin testing e-cigarettes The FDA was concerned about the safety of e-cigarettes and how they were marketed to the public. E-cigarettes were never submitted for testing and the FDA needed to know the levels of nicotine or the amounts or kinds of other chemicals that the various brands of these products deliver to the user
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You may say, follow this particular road for a half mile. ||||| You may say, look for the green house on Sumter St. In both examples, you provided a direction.
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When you say, "Follow this particular road for a half mile," what kind of information are you providing in addition to distance Direction
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You may say, follow this particular road for a half mile. ||||| You did not just give a distance.
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When you say, "Follow this particular road for a half mile," what kind of information are you providing in addition to distance Direction
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Both pieces of information are needed to find a location. ||||| Force is a vector.
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When you say, "Follow this particular road for a half mile," what kind of information are you providing in addition to distance Direction
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More information is needed. ||||| You may say, look for the green house on Sumter St. In both examples, you provided a direction.
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Why is more info needed to describe a vector Needs a direction
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You may say, look for the green house on Sumter St. In both examples, you provided a direction. ||||| She can give the swing a strong push or a weak push.
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Why is more info needed to describe a vector Needs a direction
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She can give the swing a strong push or a weak push. ||||| The person may walk a half mile in the wrong direction!
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Why is more info needed to describe a vector Needs a direction
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More information is needed. ||||| You may say, look for the green house on Sumter St. In both examples, you provided a direction.
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Why is more info needed to describe a vector The person may walk a half mile in the wrong direction
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You may say, look for the green house on Sumter St. In both examples, you provided a direction. ||||| She can give the swing a strong push or a weak push.
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Why is more info needed to describe a vector The person may walk a half mile in the wrong direction
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She can give the swing a strong push or a weak push. ||||| The person may walk a half mile in the wrong direction!
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Why is more info needed to describe a vector The person may walk a half mile in the wrong direction
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In other words, you provided a vector. ||||| You may say, look for the green house on Sumter St. In both examples, you provided a direction. ||||| You also gave the distance.
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What two pieces of information does a vector provide Direction and distance
|
You may say, look for the green house on Sumter St. In both examples, you provided a direction. ||||| Notice the girl in Figure 1.1. ||||| You would not say, just walk half a mile.
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What two pieces of information does a vector provide Direction and distance
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To explain forces, both size and direction are needed. ||||| You would not say, just walk half a mile. ||||| Both pieces of information are needed to find a location.
|
What two pieces of information does a vector provide Direction and distance
|
In other words, you provided a vector. ||||| You may say, look for the green house on Sumter St. In both examples, you provided a direction. ||||| You also gave the distance.
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What two pieces of information does a vector provide Distance
|
You may say, look for the green house on Sumter St. In both examples, you provided a direction. ||||| Notice the girl in Figure 1.1. ||||| You would not say, just walk half a mile.
|
What two pieces of information does a vector provide Distance
|
To explain forces, both size and direction are needed. ||||| You would not say, just walk half a mile. ||||| Both pieces of information are needed to find a location.
|
What two pieces of information does a vector provide Distance
|
In other words, you provided a vector. ||||| You may say, look for the green house on Sumter St. In both examples, you provided a direction. ||||| You also gave the distance.
|
What two pieces of information does a vector provide Direction
|
You may say, look for the green house on Sumter St. In both examples, you provided a direction. ||||| Notice the girl in Figure 1.1. ||||| You would not say, just walk half a mile.
|
What two pieces of information does a vector provide Direction
|
To explain forces, both size and direction are needed. ||||| You would not say, just walk half a mile. ||||| Both pieces of information are needed to find a location.
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What two pieces of information does a vector provide Direction
|
Notice the girl in Figure 1.1. ||||| She is pushing the swing away from herself. ||||| Thats the direction of the force.
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What is the direction of force in which the girl is pushing a swing in Figure 1.1 Pushing the swing away from herself
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Notice the girl in Figure 1.1. ||||| You may say, follow this particular road for a half mile. ||||| You did not just give a distance.
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What is the direction of force in which the girl is pushing a swing in Figure 1.1 Pushing the swing away from herself
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You would not say, just walk half a mile. ||||| The person may walk a half mile in the wrong direction! ||||| You also gave the distance.
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What is the direction of force in which the girl is pushing a swing in Figure 1.1 Pushing the swing away from herself
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Notice the girl in Figure 1.1. ||||| She is pushing the swing away from herself. ||||| Thats the direction of the force.
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What is the direction of force in which the girl is pushing a swing in Figure 1.1 Swing away from herself
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Notice the girl in Figure 1.1. ||||| You may say, follow this particular road for a half mile. ||||| You did not just give a distance.
|
What is the direction of force in which the girl is pushing a swing in Figure 1.1 Swing away from herself
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You would not say, just walk half a mile. ||||| The person may walk a half mile in the wrong direction! ||||| You also gave the distance.
|
What is the direction of force in which the girl is pushing a swing in Figure 1.1 Swing away from herself
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Notice the girl in Figure 1.1. ||||| She is pushing the swing away from herself. ||||| Thats the direction of the force.
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What is the direction of force in which the girl is pushing a swing in Figure 1.1 Away from herself
|
Notice the girl in Figure 1.1. ||||| You may say, follow this particular road for a half mile. ||||| You did not just give a distance.
|
What is the direction of force in which the girl is pushing a swing in Figure 1.1 Away from herself
|
You would not say, just walk half a mile. ||||| The person may walk a half mile in the wrong direction! ||||| You also gave the distance.
|
What is the direction of force in which the girl is pushing a swing in Figure 1.1 Away from herself
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More information is needed. ||||| You may say, follow this particular road for a half mile. ||||| You may say, look for the green house on Sumter St. In both examples, you provided a direction.
|
If you know a force magnitude already, then what else do you need in order to give you the knowledge of a vector Distance
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You may say, follow this particular road for a half mile. ||||| Force is a vector. ||||| To explain forces, both size and direction are needed.
|
If you know a force magnitude already, then what else do you need in order to give you the knowledge of a vector Distance
|
She is pushing the swing away from herself. ||||| Force is a vector. ||||| This is just like describing forces.
|
If you know a force magnitude already, then what else do you need in order to give you the knowledge of a vector Distance
|
More information is needed. ||||| You may say, follow this particular road for a half mile. ||||| You may say, look for the green house on Sumter St. In both examples, you provided a direction.
|
If you know a force magnitude already, then what else do you need in order to give you the knowledge of a vector Size of the object
|
You may say, follow this particular road for a half mile. ||||| Force is a vector. ||||| To explain forces, both size and direction are needed.
|
If you know a force magnitude already, then what else do you need in order to give you the knowledge of a vector Size of the object
|
She is pushing the swing away from herself. ||||| Force is a vector. ||||| This is just like describing forces.
|
If you know a force magnitude already, then what else do you need in order to give you the knowledge of a vector Size of the object
|
More information is needed. ||||| You may say, follow this particular road for a half mile. ||||| You may say, look for the green house on Sumter St. In both examples, you provided a direction.
|
If you know a force magnitude already, then what else do you need in order to give you the knowledge of a vector Direction
|
You may say, follow this particular road for a half mile. ||||| Force is a vector. ||||| To explain forces, both size and direction are needed.
|
If you know a force magnitude already, then what else do you need in order to give you the knowledge of a vector Direction
|
She is pushing the swing away from herself. ||||| Force is a vector. ||||| This is just like describing forces.
|
If you know a force magnitude already, then what else do you need in order to give you the knowledge of a vector Direction
|
To explain forces, both size and direction are needed. ||||| She can give the swing a strong push or a weak push.
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What does a strong push or a weak push have to do with force They both have the same direction
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She can give the swing a strong push or a weak push. ||||| More information is needed.
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What does a strong push or a weak push have to do with force They both have the same direction
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The person may walk a half mile in the wrong direction! ||||| Force is a vector.
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What does a strong push or a weak push have to do with force They both have the same direction
|
To explain forces, both size and direction are needed. ||||| She can give the swing a strong push or a weak push.
|
What does a strong push or a weak push have to do with force The direction of the force is independent of the amount of force
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She can give the swing a strong push or a weak push. ||||| More information is needed.
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What does a strong push or a weak push have to do with force The direction of the force is independent of the amount of force
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The person may walk a half mile in the wrong direction! ||||| Force is a vector.
|
What does a strong push or a weak push have to do with force The direction of the force is independent of the amount of force
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To explain forces, both size and direction are needed. ||||| She can give the swing a strong push or a weak push.
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What does a strong push or a weak push have to do with force It explains the size of the force
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She can give the swing a strong push or a weak push. ||||| More information is needed.
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What does a strong push or a weak push have to do with force It explains the size of the force
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The person may walk a half mile in the wrong direction! ||||| Force is a vector.
|
What does a strong push or a weak push have to do with force It explains the size of the force
|
You may say, follow this particular road for a half mile. ||||| You may say, look for the green house on Sumter St. In both examples, you provided a direction.
|
How far is the green house on Sumter St. Half a mile
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You may say, follow this particular road for a half mile. ||||| This is just like describing forces.
|
How far is the green house on Sumter St. Half a mile
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Thats the direction of the force. ||||| Force is a vector.
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How far is the green house on Sumter St. Half a mile
|
In other words, you provided a vector. ||||| You may say, follow this particular road for a half mile. ||||| You may say, look for the green house on Sumter St. In both examples, you provided a direction. ||||| You also gave the distance.
|
What is a vector Can be used to denote distance and direction
|
You also gave the distance. ||||| To explain forces, both size and direction are needed. ||||| This is just like describing forces. ||||| Think about how you would give directions to a friend.
|
What is a vector Can be used to denote distance and direction
|
Notice the girl in Figure 1.1. ||||| More information is needed. ||||| This is just like describing forces. ||||| Thats the direction of the force.
|
What is a vector Can be used to denote distance and direction
|
In other words, you provided a vector. ||||| You may say, follow this particular road for a half mile. ||||| You may say, look for the green house on Sumter St. In both examples, you provided a direction. ||||| You also gave the distance.
|
What is a vector Force
|
You also gave the distance. ||||| To explain forces, both size and direction are needed. ||||| This is just like describing forces. ||||| Think about how you would give directions to a friend.
|
What is a vector Force
|
Notice the girl in Figure 1.1. ||||| More information is needed. ||||| This is just like describing forces. ||||| Thats the direction of the force.
|
What is a vector Force
|
In other words, you provided a vector. ||||| You may say, follow this particular road for a half mile. ||||| You may say, look for the green house on Sumter St. In both examples, you provided a direction. ||||| You also gave the distance.
|
What is a vector A combination of direction and distance
|
You also gave the distance. ||||| To explain forces, both size and direction are needed. ||||| This is just like describing forces. ||||| Think about how you would give directions to a friend.
|
What is a vector A combination of direction and distance
|
Notice the girl in Figure 1.1. ||||| More information is needed. ||||| This is just like describing forces. ||||| Thats the direction of the force.
|
What is a vector A combination of direction and distance
|
In March 2001, Rice asked the CIA to prepare a new series of authorities for covert action in Afghanistan. ||||| Rice's recollection was that the idea had come from Clarke and the NSC senior director for intelligence, Mary McCarthy, and had been linked to the proposal for aid to the Northern Alliance and the Uzbeks.
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Who did Rice recall had the idea of asking the CIA to prepare a new series of authorities for covert action in Afghanistan Clarke and the NSC senior director for intelligence, Mary McCarthy,
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Rice's recollection was that the idea had come from Clarke and the NSC senior director for intelligence, Mary McCarthy, and had been linked to the proposal for aid to the Northern Alliance and the Uzbeks. ||||| The CTC chief, Cofer Black, argued against deploying the Predator for reconnaissance purposes.
|
Who did Rice recall had the idea of asking the CIA to prepare a new series of authorities for covert action in Afghanistan Clarke and the NSC senior director for intelligence, Mary McCarthy,
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Learning that the Air Force was thinking of equipping Predators with warheads, Clarke became even more enthusiastic about redeployment. ||||| He recalled that theTaliban had spotted a Predator in the fall of 2000 and scrambled their MiG fighters.
|
Who did Rice recall had the idea of asking the CIA to prepare a new series of authorities for covert action in Afghanistan Clarke and the NSC senior director for intelligence, Mary McCarthy,
|
In March 2001, Rice asked the CIA to prepare a new series of authorities for covert action in Afghanistan. ||||| Rice's recollection was that the idea had come from Clarke and the NSC senior director for intelligence, Mary McCarthy, and had been linked to the proposal for aid to the Northern Alliance and the Uzbeks.
|
Who did Rice recall had the idea of asking the CIA to prepare a new series of authorities for covert action in Afghanistan Clarke and Mary McCarthy
|
Rice's recollection was that the idea had come from Clarke and the NSC senior director for intelligence, Mary McCarthy, and had been linked to the proposal for aid to the Northern Alliance and the Uzbeks. ||||| The CTC chief, Cofer Black, argued against deploying the Predator for reconnaissance purposes.
|
Who did Rice recall had the idea of asking the CIA to prepare a new series of authorities for covert action in Afghanistan Clarke and Mary McCarthy
|
Learning that the Air Force was thinking of equipping Predators with warheads, Clarke became even more enthusiastic about redeployment. ||||| He recalled that theTaliban had spotted a Predator in the fall of 2000 and scrambled their MiG fighters.
|
Who did Rice recall had the idea of asking the CIA to prepare a new series of authorities for covert action in Afghanistan Clarke and Mary McCarthy
|
In March 2001, Rice asked the CIA to prepare a new series of authorities for covert action in Afghanistan. ||||| Rice's recollection was that the idea had come from Clarke and the NSC senior director for intelligence, Mary McCarthy, and had been linked to the proposal for aid to the Northern Alliance and the Uzbeks.
|
Who did Rice recall had the idea of asking the CIA to prepare a new series of authorities for covert action in Afghanistan Clarke
|
Rice's recollection was that the idea had come from Clarke and the NSC senior director for intelligence, Mary McCarthy, and had been linked to the proposal for aid to the Northern Alliance and the Uzbeks. ||||| The CTC chief, Cofer Black, argued against deploying the Predator for reconnaissance purposes.
|
Who did Rice recall had the idea of asking the CIA to prepare a new series of authorities for covert action in Afghanistan Clarke
|
Learning that the Air Force was thinking of equipping Predators with warheads, Clarke became even more enthusiastic about redeployment. ||||| He recalled that theTaliban had spotted a Predator in the fall of 2000 and scrambled their MiG fighters.
|
Who did Rice recall had the idea of asking the CIA to prepare a new series of authorities for covert action in Afghanistan Clarke
|
The main debate during the summer of 2001 concentrated on the one new mechanism for a lethal attack on Bin Laden-an armed version of the Predator drone. ||||| Clarke favored resuming Predator flights over Afghanistan as soon as weather permitted, hoping that they still might provide the elusive "actionable intelligence" to target Bin Laden with cruise missiles.
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In the debate over the use of armed Predator drones what position did Clarke favor Clarke became even more enthusiastic about redeployment
|
Clarke favored resuming Predator flights over Afghanistan as soon as weather permitted, hoping that they still might provide the elusive "actionable intelligence" to target Bin Laden with cruise missiles. ||||| In fact, the CIA drafted two documents.
|
In the debate over the use of armed Predator drones what position did Clarke favor Clarke became even more enthusiastic about redeployment
|
In fact, the CIA drafted two documents. ||||| Learning that the Air Force was thinking of equipping Predators with warheads, Clarke became even more enthusiastic about redeployment.
|
In the debate over the use of armed Predator drones what position did Clarke favor Clarke became even more enthusiastic about redeployment
|
The main debate during the summer of 2001 concentrated on the one new mechanism for a lethal attack on Bin Laden-an armed version of the Predator drone. ||||| Clarke favored resuming Predator flights over Afghanistan as soon as weather permitted, hoping that they still might provide the elusive "actionable intelligence" to target Bin Laden with cruise missiles.
|
In the debate over the use of armed Predator drones what position did Clarke favor He favored resuming Predator flights over Afghanistan as soon as weather permitted
|
Clarke favored resuming Predator flights over Afghanistan as soon as weather permitted, hoping that they still might provide the elusive "actionable intelligence" to target Bin Laden with cruise missiles. ||||| In fact, the CIA drafted two documents.
|
In the debate over the use of armed Predator drones what position did Clarke favor He favored resuming Predator flights over Afghanistan as soon as weather permitted
|
In fact, the CIA drafted two documents. ||||| Learning that the Air Force was thinking of equipping Predators with warheads, Clarke became even more enthusiastic about redeployment.
|
In the debate over the use of armed Predator drones what position did Clarke favor He favored resuming Predator flights over Afghanistan as soon as weather permitted
|
The main debate during the summer of 2001 concentrated on the one new mechanism for a lethal attack on Bin Laden-an armed version of the Predator drone. ||||| Clarke favored resuming Predator flights over Afghanistan as soon as weather permitted, hoping that they still might provide the elusive "actionable intelligence" to target Bin Laden with cruise missiles.
|
In the debate over the use of armed Predator drones what position did Clarke favor Resuming Predator flights over Afghanistan as soon as weather permitted, hoping that they still might provide the elusive "actionable intelligence" to target Bin Laden with cruise missiles
|
Clarke favored resuming Predator flights over Afghanistan as soon as weather permitted, hoping that they still might provide the elusive "actionable intelligence" to target Bin Laden with cruise missiles. ||||| In fact, the CIA drafted two documents.
|
In the debate over the use of armed Predator drones what position did Clarke favor Resuming Predator flights over Afghanistan as soon as weather permitted, hoping that they still might provide the elusive "actionable intelligence" to target Bin Laden with cruise missiles
|
In fact, the CIA drafted two documents. ||||| Learning that the Air Force was thinking of equipping Predators with warheads, Clarke became even more enthusiastic about redeployment.
|
In the debate over the use of armed Predator drones what position did Clarke favor Resuming Predator flights over Afghanistan as soon as weather permitted, hoping that they still might provide the elusive "actionable intelligence" to target Bin Laden with cruise missiles
|
The CTC chief, Cofer Black, argued against deploying the Predator for reconnaissance purposes. ||||| He recalled that theTaliban had spotted a Predator in the fall of 2000 and scrambled their MiG fighters. ||||| "I do not believe the possible recon value outweighs the risk of possible program termination when the stakes are raised by the Taliban parading a charred Predator in front of CNN," he wrote.
|
Why did Cofer Black, argue against deploying the Predator for reconnaissance purposes He recalled the Taliban had spotted a Predator in the fall of 2000 and scrambled their MiG fighters. Cofer Black believed that " the recon value" does not "outweighs the risk of possible program termination when the stakes are raised by the Taliban parading a charred Predator in front of CNN"
|
"I do not believe the possible recon value outweighs the risk of possible program termination when the stakes are raised by the Taliban parading a charred Predator in front of CNN," he wrote. ||||| Black wanted to wait until the armed version was ready. ||||| The CIA's notes for Tenet advised him that "in response to the NSC request for drafts that will help the policymakers review their options, each of the documents has been crafted to provide the Agency with the broadest possible discretion permissible under the law."
|
Why did Cofer Black, argue against deploying the Predator for reconnaissance purposes He recalled the Taliban had spotted a Predator in the fall of 2000 and scrambled their MiG fighters. Cofer Black believed that " the recon value" does not "outweighs the risk of possible program termination when the stakes are raised by the Taliban parading a charred Predator in front of CNN"
|
Black wanted to wait until the armed version was ready. ||||| The main debate during the summer of 2001 concentrated on the one new mechanism for a lethal attack on Bin Laden-an armed version of the Predator drone. ||||| One was a finding that did concern aid to opponents of the Taliban regime; the other was a draft Memorandum of Notification, which included more open-ended language authorizing possible lethal action in a variety of situations.
|
Why did Cofer Black, argue against deploying the Predator for reconnaissance purposes He recalled the Taliban had spotted a Predator in the fall of 2000 and scrambled their MiG fighters. Cofer Black believed that " the recon value" does not "outweighs the risk of possible program termination when the stakes are raised by the Taliban parading a charred Predator in front of CNN"
|
The CTC chief, Cofer Black, argued against deploying the Predator for reconnaissance purposes. ||||| He recalled that theTaliban had spotted a Predator in the fall of 2000 and scrambled their MiG fighters. ||||| "I do not believe the possible recon value outweighs the risk of possible program termination when the stakes are raised by the Taliban parading a charred Predator in front of CNN," he wrote.
|
Why did Cofer Black, argue against deploying the Predator for reconnaissance purposes Black wanted to wait until the armed version was ready
|
"I do not believe the possible recon value outweighs the risk of possible program termination when the stakes are raised by the Taliban parading a charred Predator in front of CNN," he wrote. ||||| Black wanted to wait until the armed version was ready. ||||| The CIA's notes for Tenet advised him that "in response to the NSC request for drafts that will help the policymakers review their options, each of the documents has been crafted to provide the Agency with the broadest possible discretion permissible under the law."
|
Why did Cofer Black, argue against deploying the Predator for reconnaissance purposes Black wanted to wait until the armed version was ready
|
Black wanted to wait until the armed version was ready. ||||| The main debate during the summer of 2001 concentrated on the one new mechanism for a lethal attack on Bin Laden-an armed version of the Predator drone. ||||| One was a finding that did concern aid to opponents of the Taliban regime; the other was a draft Memorandum of Notification, which included more open-ended language authorizing possible lethal action in a variety of situations.
|
Why did Cofer Black, argue against deploying the Predator for reconnaissance purposes Black wanted to wait until the armed version was ready
|
The CTC chief, Cofer Black, argued against deploying the Predator for reconnaissance purposes. ||||| He recalled that theTaliban had spotted a Predator in the fall of 2000 and scrambled their MiG fighters. ||||| "I do not believe the possible recon value outweighs the risk of possible program termination when the stakes are raised by the Taliban parading a charred Predator in front of CNN," he wrote.
|
Why did Cofer Black, argue against deploying the Predator for reconnaissance purposes He wanted to wait until the armed version was ready
|
"I do not believe the possible recon value outweighs the risk of possible program termination when the stakes are raised by the Taliban parading a charred Predator in front of CNN," he wrote. ||||| Black wanted to wait until the armed version was ready. ||||| The CIA's notes for Tenet advised him that "in response to the NSC request for drafts that will help the policymakers review their options, each of the documents has been crafted to provide the Agency with the broadest possible discretion permissible under the law."
|
Why did Cofer Black, argue against deploying the Predator for reconnaissance purposes He wanted to wait until the armed version was ready
|
Black wanted to wait until the armed version was ready. ||||| The main debate during the summer of 2001 concentrated on the one new mechanism for a lethal attack on Bin Laden-an armed version of the Predator drone. ||||| One was a finding that did concern aid to opponents of the Taliban regime; the other was a draft Memorandum of Notification, which included more open-ended language authorizing possible lethal action in a variety of situations.
|
Why did Cofer Black, argue against deploying the Predator for reconnaissance purposes He wanted to wait until the armed version was ready
|
After thinking hard, Shelly had a name for her new puppy, Spot. ||||| Now, Shelly has a new best friend and they play together every day when Shelly gets home from school.
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What is the name of Shelly's new best friend Spot
|
Now, Shelly has a new best friend and they play together every day when Shelly gets home from school. ||||| Her mommy and daddy talked it over and said that they would get Shelly a new puppy.
|
What is the name of Shelly's new best friend Spot
|
Her mommy asked the worker to take the puppy out so that Shelly could make sure. ||||| She screamed, "Mommy, this is the one!"
|
What is the name of Shelly's new best friend Spot
|
She screamed, "Mommy, this is the one!" ||||| Shelly went to every cage and looked each puppy in the eyes and talked to each one. ||||| After each one, she told her mommy, "No, this isn't the one for me." ||||| Finally, she saw a black and white spotted one that she fell in love with.
|
What did Shelly say when she found a puppy she liked "Mommy, this is the one!"
|
She screamed, "Mommy, this is the one!" ||||| She asked her mommy and daddy every day for one. ||||| Shelly wanted a puppy. ||||| Shelly was so excited that she talked all the way home.
|
What did Shelly say when she found a puppy she liked "Mommy, this is the one!"
|
Shelly and her mommy took the black and white spotted puppy home with them. ||||| Her mommy took her to the dog pound so that she could choose one that she wanted. ||||| Her mommy and daddy talked it over and said that they would get Shelly a new puppy. ||||| Shelly wanted a puppy.
|
What did Shelly say when she found a puppy she liked "Mommy, this is the one!"
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She screamed, "Mommy, this is the one!" ||||| Shelly went to every cage and looked each puppy in the eyes and talked to each one. ||||| After each one, she told her mommy, "No, this isn't the one for me." ||||| Finally, she saw a black and white spotted one that she fell in love with.
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How did Shelly decide which puppy was the right one for her Shelly went to every cage and looked each puppy in the eyes and talked to the spot dog
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After each one, she told her mommy, "No, this isn't the one for me." ||||| All the puppies at the dog pound need a loving home. ||||| Her mommy and daddy talked it over and said that they would get Shelly a new puppy. ||||| Shelly was so excited that she talked all the way home.
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How did Shelly decide which puppy was the right one for her Shelly went to every cage and looked each puppy in the eyes and talked to the spot dog
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After thinking hard, Shelly had a name for her new puppy, Spot. ||||| Shelly wanted a puppy. ||||| Shelly and the puppy fell in love with each other right away. ||||| Her mommy asked the worker to take the puppy out so that Shelly could make sure.
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How did Shelly decide which puppy was the right one for her Shelly went to every cage and looked each puppy in the eyes and talked to the spot dog
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Shelly wanted a puppy. ||||| She told them that she would help take care of the puppy, if she could have one.
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What did Shelly say she would do with the Puppy if she could have one She would help take care of the puppy
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She told them that she would help take care of the puppy, if she could have one. ||||| Her mommy asked the worker to take the puppy out so that Shelly could make sure.
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What did Shelly say she would do with the Puppy if she could have one She would help take care of the puppy
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