text:
Importing Data from Relational Database
R has certain limitation regarding the processing of extremely large dataset and doesn't support concurrent access to data. A Relational Database Management System on the other hand is capable of providing fast access to selected portions of the big data, and can provide concurrent access from multiple users running on various hosts. There are various R packages that can be used to communicate with RDBMS, each with a different level of abstraction. Some of these packages have the functionality of copying entire data frames to and from databases. Some of the packages available on CRAN for importing data from Relational Database are:
- RSQLite (This packages is used for bundled DBMS SQLite)
- RJDBC (This package uses Java and can connect to any DBMS with a JDBC driver)
- RMongo (This is an R interface for Java Client with MongoDB)
RMySQL package is an interface to MySQL DBMS. The current version of this package requires DBI package to be pre-installed.
The function dbDriver("MySQL") returns the database connection manager object, which can be followed up by functions like dbConnect and dbDisconnect to open a database connection and close the connection, respectively. Packages such as RSQLite, RPostgreSQL and ROracle needs to be installed before working on these DBMS using their respective call functions, dbDriver("SQLite"), dbDriver("RPostgreSQL"), dbDriver("Oracle").
Learn Data Science by working on interesting Data Science Projects
- dbGetQuery sends the queries and fetches results as the data frame.
- dbSendQuery only sends the query and returns an object of class inheriting from "DBIResult", this object of class can be used to fetch the required result.
- dbClearResult removes the result from cache memory.
- fetch returns few or all rows that were asked in query. The output of fetch function is a list.
- dbHasCompleted is used to check is all the rows are retrieved.
- dbReadTable and dbWriteTable functions are used to read and write the tables in Database from an R data frame.
>library(RMySQL) >connection <-dbConnect(dbDriver("MySQL"), dbname = "Test_Database") ## Assuming that we are using MySQL tables for DBMS >dbListTables(connection) ##Loading a data frame into database >data(Sample_Data) >dbWriteTable(connection, "Column1", Sample_Data, overwrite=True) ## To read the Column1 of in the database >dbReadTable(connection, "Column1") ## Selecting from the loaded table as a query >dbGetQuery(Connection, paste(Row_Name, Variable_Name, Condition))
RODBC package provides an interface to database sources supporting on ODBC interface. This package is widely used because it needs the same R code to import data from different database system. RODBC package works on OS X, Windows and Unix/Linux across most of the database systems such as, MySQL, Microsoft SQL Server, Oracle, PostgreSQL.
- odbcConnect and obdcDriverConnect functions are used to open a database connection.
- odbcGetInfo function will provide details about the client and server.
- odbcClose function is used to close the database connection.
- sqlSave function saves the R data frame in argument into the database table.
- sqlFetch does the opposite, by saving the database table into an R data frame.
- sqlQuery is used to send an SQL query to the database, which returns an R data frame.
In the example mentioned below, we are using a PostgreSQL with an ODBC driver.
>library(RODBC) >connection <- odbcConnect("Sample_Database", uid="Name", case="tolower") >data(Sample_Data) >sqlSave(connection, Sample_Data, rowname="Row1", addPK=TRUE) >rm(Sample_Data) >sqlQuery(connection, "Select_Column, Condition")
Importing Data from Non-Relational Database
R also has packages that support non-relational database for data import.
- rhbase is used for Hadoop Distributed File System
- RCassandra is used for Cassandra Database system
- Rmongodb is used for MongoDB.
>Library(rmongodb) >SampleDatabase <- "Test_Database" >MyMongoDB <- mongo.create(db=SampleDatabase) ## To insert a list >mongo.insert(MyMongoDB, "Test_Database.Column1", list.name)


text:
Weir Your Badge, Lesson Plan Grades 1-4
- Grade Level:
- First Grade-Fourth Grade
- Art, Civic Engagement, Community, Conservation, Design, Ecology, Education, Environment, Geography, Government, Historic Preservation, History, Landscapes, Leadership, Literature, Museum Studies, Reading, Regional Studies, Social Studies, Visual Arts, Writing
- 130 Minutes
- Group Size:
- Up to 36
- indoors or outdoors
- National/State Standards:
School philosophy goals met: critical thinking, creativity, communication, place-based learning
- art, national park service, arrowhead, Weir Farm National Historic Site, Impressionism, Symbol, perspective, Place-based, lesson plan, Resource, Preserve, Preservation, en plein air, rubric, badge, mission, inquiry
OverviewThis curriculum unit includes three seasonal visits to the park, as well as in-class lessons, which encourage students to gain a broad perspective of the park. Students will design a symbol or badge to represent Weir Farm National Historic Site using the National Park Service Arrowhead as a model, and their newfound knowledge of their local national park as inspiration.
Students will recognize symbols as a means of communication using the National Park Service Arrowhead as a model. They will explore and use observational skills to connect with Weir Farm National Historic Site and the mission and meanings related to the National Park Service.
Using one's town (local park) as a context to expand knowledge of geography, history, human interdependence, while incorporating international comparisons. This may include comparing the history and geography of the local community with at least one other town in the United States and at least two towns or regions in other parts of the world.
School philosophy goals met: critical thinking, creativity, communication, place-based learning
Students will understand…..
- The importance of preservation and conservation of land resources
- Symbols provide valuable information and benefit society
- Symbols are an important tool for communication
- How visitors find meaning in the National Park Service Arrowhead
Q1: Why are symbols important? In the park, how are symbols important?
Q2: How do symbols benefit society?
Q3: How do symbols allow us to process information?
Q4: What role do symbols play within your school, your community, your local national park, the world?
Q5: Why do communities use symbols?
Student will know….
K1: Symbols are designed with specific details to make them effective. Symbols do not typically use words.
K2: The National Park Service Arrowhead is a universal symbol that represents the aspects protected in all national parks.
K3: Symbols provide safety and orientation.
K4: Symbols are used throughout the world by a variety of cultures.
K5: Individual perspectives affect interpretation and meanings of symbols.
Student will be able to…
- Recognize the importance of symbols in their surrounding environments.
- Explain why symbols are important to society.
- Design an original symbol of Weir Farm National Historic Site incorporating park resources, historically significant people or objects, and landscape features, which will then be made into a wearable badge.
- Identify the different resources, aspects, and perspectives associated with Weir Farm National Historic Site and the National Park Service.
Weir Farm National Historic Site is one of America's special places. Its natural beauty, coupled with its rich art history, allows this park to be a model for inspiration for all visitors. Students will visit the park on three occasions during three different seasons to gain a broader perspective of the park and what it has to offer its visitors.
In addition to learning about and exploring their local national park, students will develop an understanding of the National Park Service mission, as well as the iconic Arrowhead logo. The National Park Service Arrowhead was authorized as the official National Park Service emblem by the Secretary of the Interior on July 20, 1951. The Sequoia tree and bison represent vegetation and wildlife, the mountains and water represent scenic and recreational values, and the arrowhead represents historical and archeological values. It was registered Feb. 9, 1965, by the U.S. Patent Office as the official emblem of the National Park Service.
Attachment 1, Hula Hoop Questionnaire: Using hula hoops in the landscape allows the children to frame a visual area in the park.By looking through a hula hoop, the students are now changing the perspective on how one uses a hula hoop (not around their waist as a toy, but more as a camera lens) as well as focusing on one particular perspective of the park. The Hula Hoop Questionnaire allows the children to reflect on their activities exploring different perspectives with the hula hoop. While some questions are open-ended, others are concrete. These questions encourage dialogue and communication among students.
Attachment 2, Badge Rubric: A rubric is a scoring tool that lists the criteria for a piece of work, or "what counts". For example, purpose, organization, details, and mechanics are often what count in a piece of writing; it also articulates gradations of quality for each criterion, from excellent to poor.
Attachment 3, Badge Questionnaire: This form provides a check list in question format, for the students to use as they reflect and make sure all badge requirements have been met.
Five question assessment form for Weir Your Badge, a lesson plan focused on Weir Farm National Historic Site. Download
Attachment 2 for Weir Your Badge Lesson Plan. A rubric for the student created badge assessment. Download
Attachment 3 badge questionnaire for Weir Your Badge Lesson Plan. Download
Lesson 1, Classroom:
Using Smartboard interactive activity, students participate and analyze symbols. Students receive a copy of the National Park Service Arrowhead and make observations. Teacher asks open-ended questions to students requiring them to reflect upon the National Park Service Arrowhead and to analyze the meaning behind the symbols that make up this iconic logo. All observations are documented and saved on Smartboard. Information on the significance of the National Park Service Arrowhead is shared. Each symbol on the National Park Service Arrowhead and what it represents is discussed.
After sharing observations using the National Park Service Arrowhead, inform students they will be visiting Weir Farm National Historic Site, their local national park, and will explore the park with a hike to Weir Pond. Ask students to conjecture what they may observe during the hike. Provide students with journals. Inform students they will be acting as naturalists, using their journals to record observations.
Lesson 2, Weir Farm National Historic Site:
Meet with a park ranger. Receive introduction to the significance of the park. Review the National Park Service Arrowhead and meaning of symbols. Using park maps, navigate a hike around Weir Pond. Along the way, stop to look at significant landmarks located on maps including the Weir House, Weir and Young studios, sunken garden, and trails. Students discover that Weir Farm National Historic Site was, and continues to function as a retreat, a place apart, that now provides the 21st-century artist and visitor with a setting that nurtures inspiration, reflection, collaboration, and community. Students continue to make observations, while teacher generates open-ended questions. Note observations at pond. Hike back to visitor center.
Lesson 3, Classroom:
Reflection. Encourage students to write down thoughts about the hike around Weir Farm National Historic Site. Share notes, observations from journals.
Lesson 4, Classroom:
Prepare for winter hike. Ask students to ponder how the park may be different from their prior visit. What changes might they see? How will the park remain the same? Note student ideas.
Lesson 5, Weir Farm National Historic Site:
(Second visit to Weir Farm National Historic Site) This visit allows students to recognize the park as a natural place of beauty as well as a habitat and refuge for wildlife, both flora and fauna. Students are then partnered up for an activity in which they learn about perspective. Students arrive at park and meet with park ranger who introduces students to the Weir Preserve. Using a map of the preserve, students will navigate a hike while making observations in their journals. Such observations may include animal tracks and signs of wildlife. Post hike students will partner up. Each team will be given a hula hoop and will be asked to choose a location anywhere in the park to look through the hula hoop and illustrate the perspective of the park through that hula hoop by creating a perspective drawing. Perspective drawings are shared in the Burlingham Barn. (see attachment 1, Hula Hoop Questionnaire)
Lesson 6, Classroom:
Partners complete an original paragraph explaining the perspective drawings created while at Weir Farm National Historic Site. Paragraphs are edited, revised, and shared.
Lesson 7, Weir Farm National Historic Site:
The artistry of Julian Alden Weir and the many artists associated with Weir Farm National Historic Site challenge us to look carefully and observe purposefully, to focus on the palette of light, color, and pattern all around us. Students will act as true artists and be inspired to create drawings en plein air (in the open air) as artists have in this landscape for over 130 years. Using colored pencils and chalk pastels provided by the Weir Farm National Historic Site, students will observe and illustrate the beauty of the park by creating a plein air drawing.
Lesson 8, Classroom:
Students will write a descriptive passage describing their plein air drawing. Paragraphs are edited, revised, and shared. The students will then present their final pieces to the class.
Lesson 9, Classroom:
Finally, students are asked to design a symbol specific to Weir Farm National Historic Site which represents the many perspectives of the park. Their original symbol will be made into a wearable badge, and could also be used as a universal symbol or logo for

source: openbmb/Ultra-FineWeb


text:
In the intricate world of corporate environments, office ranking plays a pivotal role in shaping the professional landscape. Whether you're just starting your career or have climbed the ranks, understanding the dynamics of office ranking is crucial for success. This article delves into the various aspects of office hierarchy, the factors influencing ranking, and how individuals can navigate this complex terrain.
Office ranking typically follows 강남오피 a hierarchical structure, with employees organized into different levels based on their roles, responsibilities, and seniority. This structure helps establish clear lines of authority, accountability, and communication. Common designations include entry-level positions, mid-level management, and executive leadership roles. The hierarchy is often depicted as an organizational chart, illustrating the reporting relationships and chains of command within the company.
Factors Influencing Office Ranking:
- Experience and Expertise:
- Seasoned professionals often find themselves in higher-ranking positions due to their wealth of experience and expertise.
- Specialized skills and knowledge in a particular field can contribute significantly to climbing the corporate ladder.
- Performance and Achievements:
- Consistent high performance and notable achievements distinguish individuals and contribute to their upward mobility.
- Companies often reward employees who exceed expectations with promotions and increased responsibilities.
- Education and Qualifications:
- Educational background and qualifications, such as degrees and certifications, can be key factors in determining office ranking.
- Some roles may require specific educational credentials for progression.
- Leadership and Management Skills:
- Individuals who demonstrate strong leadership and management skills are often earmarked for higher-ranking positions.
- The ability to inspire and guide teams can significantly impact one's standing within the organization.
- Networking and Relationship Building:
- Building strong professional networks and relationships within the organization can open doors to new opportunities.
- A positive rapport with colleagues, superiors, and subordinates can enhance an individual's standing in the office hierarchy.
Navigating the Corporate Ladder:
- Set Clear Goals:
- Define your career objectives and set achievable goals to guide your professional development.
- Continuous Learning:
- Stay updated with industry trends and invest in ongoing education to enhance your skills.
- Performance Excellence:
- Consistently deliver high-quality work and strive to exceed expectations in your current role.
- Effective Communication:
- Develop strong communication skills to convey ideas, collaborate with team members, and present yourself as a confident professional.
- Seek Mentorship:
- Find mentors within the organization who can provide guidance, support, and valuable insights into career progression.
- Embrace change and be adaptable to evolving work environments and responsibilities.
Office ranking is a multifaceted aspect of professional life that requires a combination of skills, experience, and strategic planning. By understanding the factors influencing office hierarchy and employing effective strategies, individuals can navigate the corporate ladder with confidence and achieve their career aspirations. Ultimately, a proactive and goal-oriented approach will contribute to personal growth and success


text:
<< Previous exercise (2.71)
| Index |
Next exercise (2.73) >>
Encoding the most frequent element as per ex. 2.71 is a mere search into the symbol list, which is accomplished in O(n).
Encoding the least frequent element involves descending down the tree, with a search in the symbol list each time.
The complexity is O(n) + O(n-1) +... + O(1), akin to O(n²).
Still not 100% sure of that; correct me if I'm wrong.

source: HuggingFaceFW/fineweb-edu


text:
Mobile Suit Zeta Gundam, Planetes Recommendations
Great sci-fi anime animated by Sunrise.
Mobile Suit Zeta Gundam deals with the relationships between the people of Earth and the people who live in Space Colonies, following a large war in which Zabi dictatorship that ruled the colonies was brought to an end, the apparently democratic Federation installs their new force; the Titans. However, the democracy is bureaucratic and elitist, the politicians on Earth care not for space let alone their own Earth that has had climate change.
Planetes is set before mass colonization of space but it deals with the beginning of the space age, there are colonies on the moon and your average

source: m-a-p/FineFineWeb


When you use the Open With context menu, Windows 2000 records the program used to open the file extension.
If you accidentally opened a file with the wrong program, you can remove the entry:
1. Use Regedt32 to navigate to HKEY_CURRENT_USER\Software\Microsoft\Windows\CurrentVersion\Explorer\FileExts\<.extention>\OpenWithList.
2. Each entry uses a value name that is a letter, as in a, and a data string which is the program that opened the file, like Notepad.exe. Locate the program that you wish to delete and record the value name. Delete this value name.
3. Edit the MRUList value name and remove the letter that you deleted.


OUR WORLD: Power Pose
Knee deep in the Gulf of Mexico, a group of karate students performs hakucho kata.
In unison, their movements create a pattern of ebb and flow between balanced poses. A constant drizzle of rain soaks them as the waves test their balance.
It was an end-of-summer workout, one where martial arts students came together for a day of training at Delnor-Wiggins State Park in North Naples. The beach workout, an annual one for the students at Minami Dojo martial arts school, is a chance to bring karate out of the classroom and into the lives of the students, says the school's founder and master instructor, Lynn Kureth. With students of all levels training at various locations, Kureth said the tradition started as a way to bring his students together.
"It develops fellowship. It helps students to build relationships on a different level and to have a better cohesion with the dojo," said Kureth.
Exercises originally taught in the dojo are tested in outside environments where weaknesses will be amplified. For example, a kata is a pre-choreographed slow-motion pattern of movements to develop form. Karate katas often imitate animals, and the hakucho kata is based on the white crane.
"The different types of the steps that are found in the hakucho kata have to do with the ways that a crane would step. They are either stepping over something or stepping through something," said Kureth.
"The bird will strike with its beak and we will strike with our fingertips."
Pat Hurley, a first-degree black belt and sensei of the school's Ave Maria dojo, said the on-location training forces the students to focus on their balance. Familiar exercises from the dojo become unfamiliar when standing on the beach or in the water.
"It causes you to really focus on how you may need to improve. When you do karate on a sandy beach it is like lifting weights for your balance," said Hurley.
"Karate is more than self-defense. It is a mindset. The way you develop your training and practice helps you with school and it helps you with work. It helps you with dealing with other people and everyday life," said Kureth.
"Someone might ask me 'When is the last time you used your karate?' My answer would be 'every day.' It is in how I deal with people or how I drive down the road. You aren't aggressive. You see someone who is going to be aggressive and you back off and let them go. You choose the battles you wish to fight. Some of the battles aren't worth fighting."
Connect with David Albers at _URL_
Naples Daily News polls


Scroll to navigation
TSEARCH(3) Linux Programmer's Manual TSEARCH(3)
_TAG_
void *tfind(const void *key, void *const *rootp,
 const VISIT which,
 const int depth));
_TAG_ _GNU_SOURCE /* See feature_test_macros(7) */
_TAG_ void tdestroy(void *root, void (*free_node)(void *nodep));
tsearch(), tfind(), twalk(), and tdelete() manage a binary tree. They are generalized from Knuth (6.2.2) Algorithm T. The first field in each node of the tree is a pointer to the corresponding data item. (The calling program must store the actual data.) compar points to a comparison routine, which takes pointers to two items. It should return an integer which is negative, zero, or positive, depending on whether the first item is less than, equal to, or greater than the second.
tsearch() searches the tree for an item. key points to the item to be searched for. rootp points to a variable which points to the root of the tree. If the tree is empty, then the variable that rootp points to should be set to NULL. If the item is found in the tree, then tsearch() returns a pointer to it. If it is not found, then tsearch() adds it, and returns a pointer to the newly added item.
tfind() is like tsearch(), except that if the item is not found, then tfind() returns NULL.
tdelete() deletes an item from the tree. Its arguments are the same as for tsearch().
twalk() performs depth-first, left-to-right traversal of a binary tree. root points to the starting node for the traversal. If that node is not the root, then only part of the tree will be visited. twalk() calls the user function action each time a node is visited (that is, three times for an internal node, and once for a leaf). action, in turn, takes three arguments. The first argument is a pointer to the node being visited. The structure of the node is unspecified, but it is possible to cast the pointer to a pointer-to-pointer-to-element in order to access the element stored within the node. The application must not modify the structure pointed to by this argument. The second argument is an integer which takes one of the values preorder, postorder, or endorder depending on whether this is the first, second, or third visit to the internal node, or the value leaf if this is the single visit to a leaf node. (These symbols are defined in .) The third argument is the depth of the node; the root node has depth zero.
(More commonly, preorder, postorder, and endorder are known as preorder, inorder, and postorder: before visiting the children, after the first and before the second, and after visiting the children. Thus, the choice of name postorder is rather confusing.)
tdestroy() removes the whole tree pointed to by root, freeing all resources allocated by the tsearch() function. For the data in each tree node the function free_node is called. The pointer to the data is passed as the argument to the function. If no such work is necessary, free_node must point to a function doing nothing.
tsearch() returns a pointer to a matching item in the tree, or to the newly added item, or NULL if there was insufficient memory to add the item. tfind() returns a pointer to the item, or NULL if no match is found. If there are multiple elements that match the key, the element returned is unspecified.
tdelete() returns a pointer to the parent of the item deleted, or NULL if the item was not found.
tsearch(), tfind(), and tdelete() also return NULL if rootp was NULL on entry.
Interface Attribute Value
tsearch (), tfind (), tdelete () Thread safety MT-Safe race:rootp
twalk () Thread safety MT-Safe race:root
tdestroy () Thread safety MT-Safe
POSIX.1-2001, POSIX.1-2008, SVr4. The function tdestroy() is a GNU extension.
twalk() takes a pointer to the root, while the other functions take a pointer to a variable which points to the root.
tdelete() frees the memory required for the node in the tree. The user is responsible for freeing the memory for the corresponding data.
The example program depends on the fact that twalk() makes no further reference to a node after calling the user function with argument "endorder" or "leaf". This works with the GNU library implementation, but is not in the System V documentation.
The following program inserts twelve random numbers into a binary tree, where duplicate numbers are collapsed, then prints the numbers in order.
_TAG_ _GNU_SOURCE /* Expose declaration of tdestroy() */
_TAG_
_TAG_
_TAG_
_TAG_
static void *root = NULL;
static void *
xmalloc(unsigned n)
 void *p;
 p = malloc(n);
 if (p)
 return p;
 fprintf(stderr, "insufficient memory\n");
static int
compare(const void *pa, const void *pb)
 return -1;
 return 1;
 return 0;
static void
 int *datap;
 switch (which) {
 case preorder:
 case postorder:
 datap = *(int **) nodep;
 case endorder:
 case leaf:
 datap = *(int **) nodep;
 int i, *ptr;
 void *val;
 ptr = xmalloc(sizeof(int));
 *ptr = rand() & 0xff;
 if (val == NULL)
 else if ((*(int **) val)!= ptr)
 twalk(root, action);
 tdestroy(root, free);
2015-08-08 GNU


123Listening.com - free listening audio and worksheets
123 Listening Listening Worksheet Makers Free Listening Tests ESL Games Music to Download
Free animals listening activities, English listening exercises and printable worksheets for animal listening tests
 from www.123 Listening.com . Many different audio downloads and many different worksheets that can be combined to be very simple for young learners or more difficult for older students.
brought to you by MES-English.com and DreamEnglish.com
Animals Listening tests and animal listening test worksheets:
Animals set two free audio files:
Ready to print worksheets to match the audio scripts
choose from 3 pictures
- test worksheet
choose from 2 pictures
- test worksheet
choose from 2 pictures and write the answer
- test worksheet
connect the answer to the number
- test worksheet
connect the answer to the number and write the word
- test worksheet
write the number next to the picture and write the answer
- test worksheet
write the answer using a word bank
- test worksheet
write the answer
- test worksheet
Mix and match these with the audio files above to create varying levels of difficulty.
Test answers: 1. monkey, 2. zebra 3. mouse, 4. shark, 5. koala, 6. dolphin, 7. snake, 8. sheep, 9. giraffe, 10. whale
Make your own animal listening tests
: If you don't like the choices on the ready to print versions or if you'd like to
use your own script and audio
, you can use these
listening test makers to create your own listening worksheets
These listening worksheet generators are provided courtesy of:
Tools for Educators.com - visit Tools for Educators for more worksheet makers and printable game generators with thousands of images!
Animals set 2 vocabulary and additional resources: a fox, a giraffe, a kangaroo, a koala, a dolphin, a monkey, a shark, a pig, a whale, a mouse, a zebra, a snake, a donkey, a sheep, a seal
123Listening.com is a website built and maintained by MES-English.com and Dream English.com.
DreamEnglish.com offers free mp3 downloads with chants and songs for children, lesson and games ideas, 2 CDs packed with great songs for children. Let's sing!
The listening scripts and worksheets from 123Listening.com were designed around vocabulary sets from MES-English. Visit MES-English.com for resources that match 123listening.com tests including: free printable flashcards, game cards, bingo cards, worksheets, crosswords, word searches, and language games!


text:
Science & Math | News
Arkansas Department of Ed Provides Statewide Access to STEM Activities
- By Dian Schaffhauser
Students in Arkansas will have access to a Web-based tool to help them master math and science. The Arkansas Department of Education will be providing access to Penda Learning, a Web-based standards mastery resource for students in grades 4 through 10.
Penda uses avatars and competitions to engage students as they work through multiple activities, which are standards-aligned. Instructors can take advantage of the service's reporting features, which can report data by grade level, class, and student. That data can be imported by gradebooks and can show time spent on a given task as well as the activities and standards mastered.
"[Science, technology, engineering, and math] education is a key state priority and we are always on the lookout for innovative and proven STEM tools for the students of Arkansas," said Jim Boardman, an assistant commissioner with Arkansas' DOE Division of Research and Technology. "By giving our students access to Penda's engaging and standards-aligned math and science activities, we are supplementing our classroom teaching and helping teachers improve student proficiency."
Dian Schaffhauser is a writer who covers technology and business for a number of publications. Contact her at _EMAIL_.


text:
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Document Details :
Title: Theseus at the Gates of the Labyrinth
Subtitle: Interpreting a Pompeian Painting
Author(s): LING, Roger
Volume: 84 Date: 2009
A painting of Theseus and Ariadne in the House of M. Lucretius Fronto at Pompeii shows the moment when the princess hands the hero the ball of wool that will enable him to find his way out of the Labyrinth; but the action of Theseus, who holds his arm over his head with a fillet dangling from the hand, presents a problem of interpretation. A recent theory has proposed that he is crowning himself after his victory over the Minotaur and, therefore, that the painting combines two moments in time: the preparations for the expedition into the Labyrinth and the celebrations after its successful outcome. The present paper suggests, by analogy with other Pompeian paintings of the same subject, that Theseus is actually removing his sword prior to entering the Labyrinth naked and unarmed. This is an iconographic variant found only at Pompeii and only for a brief period shortly before the middle of the 1st century AD.


text:
Roseate Spoonbill (Platalea ajaja)
- Roseate spoonbills grow to a height of 32 inches (81 cm), with an average wingspan of 50 inches (127 cm). Their distinguishing characteristics include their pink body and legs, white neck and breast. pale green bald head, spoon-shaped bill, and bright red shoulder patch.
- Life History
Roseate spoonbills eat primarily small fish and crustaceans. Raccoons and coyotes eat roseate spoonbill eggs and young. Spoonbills reach sexual maturity at approximately 16 weeks. In Texas, their mating season lasts from March through June. Nests are built in thick vegetation above water; are well-built, and deeply cupped. Females typically lay two to five brown-speckled white eggs, which hatch after about 24 days. In about eight weeks, the young roseate spoonbills are ready to fly. Their life span is as long as ten years.
Unlike most birds, roseate spoonbills are silent and often solitary when they feed. They swish their spoon-shaped bills back and forth in the water to find small invertebrates, fish and crustaceans. During breeding season, the male uses gifts of nesting material to attract the female. Once mated, the pair remains monogamous. Both male and female take turns sitting on the eggs and feeding the young.
Spoonbills eat shrimp, shrimp eat algae, and the algae make their own red and yellow pigments, called carotenoids. Some scientists believe that the pink coloration that roseate spoonbills acquire as they mature is due to their diet of carotenoid-rich organisms like shrimp. The more they eat, the pinker they get. Flamingos are close relatives of the roseate spoonbill. They both have pink feathers, but the flamingos are much larger, with a longer neck.
- From March through October, roseate spoonbills prefer the bays, marshes and estuaries along the Gulf Coast. Occasionally they will travel inland through the eastern third of Texas. In winter, most roseate spoonbills migrate to Central and South America.
- The roseate spoonbill is found throughout the entire Gulf of Mexico coastline, south to Central America, South America, and the West Indies.
- Like many other bird species with beautiful plumage, roseate spoonbills were nearly hunted to extinction during the 1800s. Their striking pink feathers were popular on women's hats, and hunters from all over the United States competed for spoonbill plumes. In the early 1900s, roseate spoonbills began to recolonize areas along the Gulf Coast and slowly increase in number. Today, threats to roseate spoonbill populations come as a result of habitat loss.


text: valsalva manoeuvre The effort to breathe out forcibly while the mouth and nose are firmly closed or the vocal cords pressed together. The valsalva manoeuvre is employed while straining at stool and in other circumstances. It causes a rise in blood pressure followed by a sharp drop and then a second sharp rise in blood pressure. This may be dangerous in people with heart disease and should be avoided. (Antonio Maria Valsalva, 1666–1723, Italian anatomist).


The Military Health System wants to know, how do we further the MHS's strategic goals by innovating around the Quadruple Aim?
In 2012 the Assistant Secretary of Defense (Health Affairs), Dr. Jonathan Woodson, announced a renewed strategy for Military Health System (MHS) Innovation. This strategy will help to continuously improve the care and service provided to our Service men and women, while also supporting responses to the budget questions that the Department faces.
The MHS Innovation Strategy recognizes that success will be achieved by supporting the development and sustainment of a culture of innovation within the MHS. While developing the culture of innovation will take time, the MHS has several tools ready now to identify and fund innovations that support the MHS's strategic goals and Quadruple Aim.
MHS Innovation Challenges are a new part of the MHS Innovation Strategy, aimed at identifying innovations that should be piloted and tested in the MHS, for possible diffusion across the entire system. These challenges are designed to be broad reaching and to identify ideas that support furthering the MHS Quadruple Aim.
The MHS is using to support this process to enable crowd-sourcing and knowledge sharing on innovation. Ideas submitted through are made available for public review; the MHS Innovation team will incorporate public feedback in the review process. Crowd-sourcing tools also enable connections among our diverse MHS community.
In this first challenge, we are looking for ideas that support the Quadruple Aim:
 - Readiness: How do we ensure the total military force is ready to deploy? How do we ensure that the medical forces are ready to deliver health care at any time?
 - Population Health: How do we encourage healthy behaviors among all beneficiaries? How do we use preventative medicine to reduce the incidence of illness?
 - Experience of Care: How do we provide the highest quality care that is patient and family centered?
 - Per Capita Cost: How do we bend the cost curve by reducing cost and removing inefficiencies?
View full rules
MHS Innovation Award (3)
Winners of the Military Health System Innovation Challenge will be announced in mid-February. Winners will work with the Innovation Team to develop presentations that will be bought to Health Affairs/TRICARE Management senior leadership and the services Senior Generals, for potential pilot approval. winners will also participate in a virtual showcase of other SMMAC approved initiatives, where initiative owners will share experiences and progress on their pilots. This is a unique opportunity to learn about innovation accomplishments within the MHS Community and how winners can encourage this culture of innovation in their local communities.
Devpost Achievements
Submitting to this hackathon could earn you:
How to enter
Submit ideas through To submit an idea through, create an account and then click the "Accept this Challenge" button.
Complete the submission form, keeping the following guidelines in mind:
 - What is the title for your idea?
 - How does the idea work?
 - How does it support the readiness of our troops and medical force?
 - What would a small pilot look like? How many pilot locations would be needed? What resources would be used?
 - Cost estimates?
 - What does the implementation timeline look like for your pilot?
If you have any supporting documents/models, please include them with the submission.
Please note:
 - The submission must not contain material that violates or infringes upon another's rights, including but not limited to privacy, publicity, or intellectual property rights; or material that constitutes copyright or license infringement.
 - The submission must not contain any personal health information or personally identifiable information, aside from the submitter.
MHS Innovation Council
MHS Innovation Council
Judging Criteria
 - "Innovativeness"
 How innovative is the idea?
 - Cost Effectiveness
 How cost effective is the idea? Will it yield a return on investment?
 - Ease of Implementation
 How complex will the implementation be? Will several policy/law exceptions need to be made? Will buy-in from the organization be required before implementation?
 - Scalability
 If the idea is proven to be successful, will it be scalable to the entire Military Health System?
 - Tri-Service
 Is the idea Tri-Service, or is it Service specific? If it is Service specific can it be modified to support all Services?


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Shooting birds such as wood pigeon, rooks and magpies could become impractical if conservationists succeed in a legal challenge launched in the High Court on Friday (22 March).
The action has been taken by a recently formed group called Wild Justice, set up by celebrity naturalist Chris Packham, former RSPB conservation director Mark Avery and wildlife campaigner Ruth Tingay, to challenge the general licence system used by Natural England that authorises the shooting of certain birds.
The group has raised £36,000 through crowdfunding to pay for its campaign and has instructed Manchester-based solicitors Leigh Day to take the case.
The general licence is issued each year by Natural England and is an "open" licence, so farmers and shooters do not have to apply for it individually (unlike closed licenses used for species such as ravens and cormorants).
It provides for the culling of certain species in cases where there are threats to livestock, crops or fisheries, and to stop the spread of disease.
In total there are 15 species covered, including wood pigeons, crows, jackdaws, jays, magpies and rooks.
Egyptian geese and parakeets have also recently been added to the list.
Wild Justice believes all birds should be protected, as provided for under the EU Birds Directive and the Wildlife and Countryside Act 1981
While this legislation does allow some exemptions, Wild Justice says these should only apply where the competent authority (Natural England) is satisfied that no alternative non-lethal means, such as scaring, could provide a satisfactory solution.
Wild Justice argues that Natural England is simply leaving it to individuals to make this assessment, rather than doing it themselves.
Mark Avery, director of Wild Justice, said: "Natural England and Defra are allowing the casual killing of millions of birds each year with no monitoring, no control and no justifiable reason.
"Mass killing of wildlife under the general licences has been going on for nearly 40 years – it's time that this casual killing ended."
But the moves have been condemned by the Countryside Alliance, which says the current system works perfectly well in helping control pest species, without threatening overall populations.
Countryside Alliance chief executive, Tim Bonner, said: "Wild Justice's legal proceedings are an expensive, disruptive action that seeks the exact changes that were rejected at the last consultation.
"The money being raised by this group would be better spent on saving species at risk, rather than funding celebrity-run vanity projects that, if successful, could have a negative impact on our countryside."
Natural England said it would be carrying out a review of general licences as planned, but insisted that, in the meantime, all existing licences remain in operation.
"We take our approach to licensing seriously, taking into account the needs of wildlife and the needs of people," said interim chief executive, Marian Spain.
"We strive to make these licences as effective as possible, considering both the evidence base relied on and the administrative burdens that they impose."
What the general licence says
With this licence you can catch alive or kill, as well as take, damage or destroy the nests, or take or destroy the eggs of: crows, collared doves, jackdaws, jays, lesser black-backed gulls, magpies, pigeons (feral and wood pigeon), rooks, Canada geese, Egyptian geese, monk parakeets, ring-necked parakeets.
You must still follow animal welfare laws and kill birds in a quick and humane manner.


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In this section you will find the fundamentals on how to create and use Soul Pictures.
Perhaps most important is the page describing the Four Pillars of Soul Pictures. These four simple principles act as a guide in how to create a Soul Picture to make it as supportive and effective as possible. However, know that whatever you draw, paint or otherwise create is absolutely fine. These are guidelines and helpful suggestions, with good reasons behind them. Yet, it is your Soul Picture, and there can also be good reasons to choose something different. Let your intuition guide you!
Next up are the Three Kinds of Soul Picture: foci, maps, and anchors. This describes both what these three kinds of image are used for, as well as the differences in how to create them. See which one feels most appropriate to what you want to represent for a given situation.
The third page is about how to use tapping (EFT) with your Soul Picture. This technique helps in three different ways. It is great at releasing emotions and blocks around a subject. Tapping can help you to achieve a more creative, intuitive frame of mind. And it can also be used to cement new understandings and resources.
Finally, there is a page and video on breathing. Heart Math breathing, sometimes called Balancing Breath, is a highly effective way to get yourself into a state of calm, focus and creativity. It is also easy to do, and to maintain while you are creating your Soul Picture. It helps you to get into flow: that state where you are engaged in what you are doing so you lose track of time, feeling focused and stimulated. If you ever worry about artist's block, give this a try!


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The Map & Atlas Museum of La Jolla has added an important new volume to its collection: the 1588 "Le Voyage de Messire Francois Drake chevalier."
The book (originally published in English, French and Latin) is a journal of Sir Francis Drake's 1585 mission to America. An English privateer (some would say pirate), Drake was sent west to harass the Spanish as war broke out between the two countries.
Apparently, Drake was extremely successful, burning cities in what is now Colombia and destroying a fort in what is now St. Augustine, Florida. The journal includes several maps of his journey engraved by Baptista Boazio.
"There are six known extant copies of the 1588 'Voyage' with the (Map) Museum holding the only copy in a private collection," said the museum's founder, Mike Stone, in a statement. "Of the six copies, four are in American libraries, with only the Huntington and the Map Museum of La Jolla owning copies containing the maps."
Stone founded the Map Museum in 2011 from his own collection of maps, books and artifacts. It contains approximately 500 items dating back at least five centuries.
The museum is open 11 a.m. to 4 p.m. Wednesdays and Thursdays (although it will be closed Dec. 26 and Jan. 2) and the first and third Saturdays. Admission is free. Call _PHONE_ or visit


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The chemical formula for tin(IV) nitrate, also known as stannic nitrate, is Sn(NO3)4. It is synthesized by the reaction of 70 percent composition of nitric acid and tin.Continue Reading
In chemistry, the two types of compounds are organic and inorganic. Organic compounds involve the formation of substances containing the element carbon while inorganic compounds are made up of two or more elements, other than carbon, that are chemically bonded together. Inorganic compounds are categorized into two: ionic compounds and molecular compounds. Ionic compounds comprise of a metal and a non-metal while molecular compounds are composed of two non-metals.
Ionic compounds consist of a positively charged metallic ion, called a "cation," and a negatively charged non-metallic anion, which is referred to as an "anion." Some transition metals may exist in various ionic forms. Different ions of the same element are distinguished using a Roman numeral, which also indicates its oxidation state and charge. The element tin forms the Sn2+ and Sn4+ ions and are named tin(II) and tin(IV), respectively. The Latin equivalents of these two ions are stannous for tin(II) and stannic for tin(IV). When two or more atoms are covalently bonded, a polyatomic ion is formed. One of the most commonly occurring polyatomic anion is nitrate, with the chemical formula NO3-. The ionic compound tin(IV) nitrate consists of the stannic cation and the polyatomic nitrate anion.Learn more about Solutions & Mixtures


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During the Geostat meeting (_URL_ an excursion to the Rieselfelder area a meadow bird conservation area near Muenster was organized. It is one of these areas where human have accidentally shaped a landscape that turned out to conserve nature. A nice example of how unexpected rural areas developments shape the current European rural landscape.
|The major and regulation pond|
Rieselfelder used to be shaped by sewage farming. Beginning of the century, the waste water of Muenster were directed to Rieselfelder, where the waste water was used to fertilize the land. As the city of Muenster grew, more and more waste water was directed to the area and farming became impossible in the middle of the century. Only in the late seventies the city of Muenster put an waste water plant into operation. In the meantime, waste water continued flowing into the abandoned Rieselfelder area. The waste water laid there and create small ponds full of mud and prevented tree and shrubs to grow. The openness of the landscape and also the nutritious mud attracted many meadow birds who found there the peace for breeding and abundant food, in a time where these types of landscape disappeared from the European map.
|A smaller pond|
Today, after several attempt to transform the Rieselfelder area into an industrial zone, it finally became a nature conservation area under the European bird directive. It is formed of several ponds with rids where meadow bird find the safety and silence to breed. The recycled water from the waste water plant flows into the biggest pond, that also serves as a reservoir. During the summer, the water from the reservoir is used to fill the other small ponds making sure that the area stays wet enough. The decreasing level of water in the reservoir during this period results in a bigger muddy zones, which insures that the meadow bird find sufficient food during the breeding time.
|The regulation point of the major pond/reservoir|
The whole area has also been well planned for recreation and attracts the city dwellers who less than 10 km from the town center find a place to relax, without disturbing the breeding meadow birds. Also the biological field station offers children program so that every child regardless of her/his background can discover nature. The biological field station also maintains the area with some employees and many volunteers and collect data about meadow birds.
It is an interesting story showing that the lack of urban planning has created an environment that on other location has disappeared and has become today one of the crucial nodes in Europe for migrating birds : a multifunctional landscape worth a visit and some thoughts about the human nature interaction.
More info can be found under _URL_
|Our very engaged and passionate guide|


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Teaching feedback to first-year medical students: long-term skill retention and accuracy of student self-assessment.
ABSTRACT: BACKGROUND: Giving and receiving feedback are critical skills and should be taught early in the process of medical education, yet few studies discuss the effect of feedback curricula for first-year medical students. OBJECTIVES: To study short-term and long-term skills and attitudes of first-year medical students after a multidisciplinary feedback curriculum. DESIGN: Prospective pre- vs. post-course evaluation using mixed-methods data analysis. PARTICIPANTS: First-year students at a public university medical school. INTERVENTIONS: We collected anonymous student feedback to faculty before, immediately after, and 8 months after the curriculum and classified comments by recommendation (reinforcing/corrective) and specificity (global/specific). Students also self-rated their comfort with and quality of feedback. We assessed changes in comments (skills) and self-rated abilities (attitudes) across the three time points. MEASUREMENTS AND MAIN RESULTS: Across the three time points, students' evaluation contained more corrective specific comments per evaluation [pre-curriculum mean (SD) 0.48 (0.99); post-curriculum 1.20 (1.7); year-end 0.95 (1.5); p = 0.006]. Students reported increased skill and comfort in giving and receiving feedback and at providing constructive feedback (p < 0.001). However, the number of specific comments on year-end evaluations declined [pre 3.35 (2.0); post 3.49 (2.3); year-end 2.8 (2.1)]; p = 0.008], as did students' self-rated ability to give specific comments. CONCLUSION: Teaching feedback to early medical students resulted in improved skills of delivering corrective specific feedback and enhanced comfort with feedback. However, students' overall ability to deliver specific feedback decreased over time.
Project description:BACKGROUND:The use of feedback has been integral to medical student learning, but rigorous evidence to evaluate its education effect is limited, especially in the role of patient feedback in clinical teaching and practice improvement. The aim of the Patient Teaching Associate (PTA) Feedback Study was to evaluate whether additional written consumer feedback on patient satisfaction improved consultation skills among medical students and whether multisource feedback (MSF) improved student performance. METHODS:In this single site, double-blinded randomised controlled trial, 71 eligible medical students from two universities in their first clinical year were allocated to intervention or control and followed up for one semester. They participated in five simulated student-led consultations in a teaching clinic with patient volunteers living with chronic illness. Students in the intervention group received additional written feedback on patient satisfaction combined with guided self-reflection. The control group received usual immediate formative multisource feedback from tutors, patients and peers. Student characteristics, baseline patient-rated satisfaction scores and tutor-rated consultation skills were measured. RESULTS:Follow-up assessments were complete in 70 students attending the MSF program. At the final consultation episodes, both groups improved patient-rated rapport (P =?0.002), tutor-rated patient-centeredness and tutor-rated overall consultation skills (P =?0.01). The intervention group showed significantly better tutor-rated patient-centeredness (P =?0.003) comparing with the control group. Distress relief, communication comfort, rapport reported by patients and tutor-rated clinical skills did not differ significantly between the two groups. CONCLUSIONS:The innovative multisource feedback program effectively improved consultation skills in medical students. Structured written consumer feedback combined with guided student reflection further improved patient-centred practice and effectively enhanced the benefit of an MSF model. This strategy might provide a valuable adjunct to communication skills education for medical students. TRIAL REGISTRATION:Australian New Zealand Clinical Trials Registry Number ACTRN12613001055796 .
Project description:Introduction:Internship preparation should include curricula to hone key skills such as acute medical management and communication with consulting and interprofessional providers. Methods:To enhance these skills, we developed an interprofessional mock paging and consult curriculum incorporating direct observation and peer, faculty, and nursing feedback for fourth-year medical students entering medical internships. Our brief mock paging and consult curriculum was designed as part of a larger 2-week internship preparation course. Our curriculum was delivered in two 2-hour sessions by physician and nurse educators. Sessions were conducted in small groups, offering the opportunity for direct observation and feedback from faculty, nurse educators, and peers. Our curriculum was expanded from a pilot for 10-15 students to 60 students after 2 years of a successful pilot. Results:Mock paging and consult sessions were highly rated by medical students and resulted in significantly enhanced self-assessment of preparedness in key intern skills such as returning pages, interprofessional communication, calling a consult, and managing acute issues for cross-cover patients. Discussion:We have demonstrated the effectiveness of a brief, interprofessional mock paging and consult curriculum incorporating faculty, nurse educator, and peer feedback. The tenets of our curriculum can be widely adopted for other learner groups.
Project description:
Introduction
An important area of communication in healthcare is the consultation. Existing literature suggests that formal training in consultation communication is lacking. We aimed to conduct a targeted needs assessment of third-year students on their experience calling consultations, and based on these results, develop, pilot, and evaluate the effectiveness of a consultation curriculum for different learner levels that can be implemented as a longitudinal curriculum.
Methods
Baseline needs assessment data were gathered using a survey completed by third-year students at the conclusion of the clinical clerkships. The survey assessed students' knowledge of the standardized consultation, experience and comfort calling consultations, and previous instruction received on consultation communication. Implementation of the consultation curriculum began the following academic year. Second-year students were introduced to Kessler's 5 Cs consultation model through a didactic session consisting of a lecture, viewing of "trigger" videos illustrating standardized and informal consults, followed by reflection and discussion. Curriculum effectiveness was assessed through pre- and post- curriculum surveys that assessed knowledge of and comfort with the consultation process. Fourth-year students participated in a consultation curriculum that provided instruction on the 5 Cs model and allowed for continued practice of consultation skills through simulation during the Emergency Medicine clerkship. Proficiency in consult communication in this cohort was assessed using two assessment tools, the Global Rating Scale and the 5 Cs Checklist.
Results
The targeted needs assessment of third-year students indicated that 93% of students have called a consultation during their clerkships, but only 24% received feedback. Post-curriculum, second-year students identified more components of the 5 Cs model (4.04 vs. 4.81, p<0.001) and reported greater comfort with the consultation process (0% vs. 69%, p<0.001). Post- curriculum, fourth-year students scored higher in all criteria measuring consultation effectiveness (p<0.001 for all) and included more necessary items in simulated consultations (62% vs. 77%, p<0.001).
Conclusion
While third-year medical students reported calling consultations, few felt comfortable and formal training was lacking. A curriculum in consult communication for different levels of learners can improve knowledge and comfort prior to clinical clerkships and improve consultation skills prior to residency training.
Project description:
Introduction
Telemedicine has become part of mainstream medical practice. High quality virtual care is a skill that will be required of many physicians. Skills required for effective evaluation and communication during a video encounter differ from skills required at bedside, yet few rubrics for educational content and student performance evaluation in telemedicine training have been developed. Our objective was to develop, implement, and assess a training module designed to teach medical providers techniques to deliver professional, effective, and compassionate care during a telemedicine encounter.
Methods
We created a simulation-based, 8-hour modular curriculum using the PEARLS debriefing framework with video-based encounters focused on "web-side manner" as a critical corollary to traditional bedside manner. We recorded simulated cases for each student with standardized patients, guided debriefs, and incorporated small-group exercises to teach advanced communication and examination skills.
Results
Of medical students, 98 in their major clinical year participated in 2019. Of participants, 97% were enthusiastic about the course; 100% felt simulation was an effective mechanism for delivery of the educational material. After participation, 71% believed that telemedicine had the potential to become part of their future practice; 92% perceived an improvement in their comfort and ability to conduct video-based patient encounters.
Discussion
Teaching telemedicine using this methodology was well received by students, providing early exposure to this evolving aspect of medical practice. Qualitative comments were used for targeted improvements of the content and delivery for curriculum development. Objective assessment tools of students completing telemedicine encounters need to be created.
Project description:
Background
Surgical skills training is a recognized vital component of medical education, yet a standardized curriculum does not exist. Early opportunities for skills development and mentorship may increase student interest in pursuing surgery. We evaluated the effects of a student-led, faculty-supervised suture clinic on student comfort level with basic surgical skills and interest in


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Economic realism claims that the only value which ought
No more than two pages with double space1.Economic realism claims that the only value which ought to inform the law is that of economic efficiency. Given the fact that we, as a society, can no longer expect moral consensus, are there any shared values (consider Dworkin's conception of "politically moral values" fromLesson 8) that we could reasonably appeal to in order to limit the excesses of economic realism?2.Compare and contrast the economic realist's theory of self-interested individualism with Marx's conception of species being. Which theory of human nature do you agree with and why?
We pride ourselves in writing quality essays CLICK HERE TO CONTACT US


Researchers find virus plaguing soft-crab businesses
With Dundalk crabbers' help, discovery may boost sales, ease harvest pressure
January 24, 2011|By Timothy B. Wheeler, The Baltimore Su
Not long after Lee Carrion and her partner launched Coveside Crabs in Dundalk five years ago, they realized their seafood business had a serious problem.
Up to half of the molting crabs they were holding in dockside tanks to sell as soft crabs died before they could be sold to customers.
"I was horrified. I couldn't believe they were dying like that," said Carrion, 50, a former teacher who'd left the classroom to join 54-year-old waterman Richard Young in the crab business. Alarmed by the losses, they methodically tweaked their operations and equipment, and managed to reduce the crab mortality, but couldn't eliminate it. Carrion began to look for help.
Her search led to the Columbus Center in the Inner Harbor. There, as it turned out, scientists with the University of Maryland's Institute of Marine and Environmental Technology were looking for a soft-crab business in the Baltimore area willing to provide some crabs to study.
Working together, they have found a virus in Chesapeake Bay blue crabs that they believe routinely kills a quarter or more of all soft crabs produced baywide before the premium seafood can get to market. They hope the discovery will lead to a way to spot and screen out infected animals, making soft-crab businesses more profitable while easing harvest pressure on the bay's iconic crustacean.
The findings, published in the December issue of the journal Diseases of Aquatic Organisms, go a long way toward explaining the significant die-off seen in soft-crab shedding operations, said Eric J. Schott, a research assistant professor with UM's Center for Environmental Science at the Inner Harbor institute.
The researcher said the virus appears to affect only blue crabs, and there's no evidence it poses any hazard to humans. In any case, he pointed out, pathogens would be eliminated when the crabs are cooked.
"It's an expected part of soft-crab production," Schott said of the mortality. "Peeler" crabs showing signs of being nearly ready to molt are harvested from the wild and held in tanks until they wriggle out of their shells. They're plucked from the water before they can grow new shells. In the tanks, Schott said, soft-crab operations have reported losing 30 to 40 percent of their inventory.
Until now, most watermen had written off the crabs' demise to poor water quality or the stress and injuries they get in being caught, handled and kept in captivity.
"This is something that has been talked about off and on forever," said Bill Sieling, executive director of Chesapeake Bay Seafood Industries Association, based in Annapolis.
But Schott, who specializes in aquatic viruses, suspected something more may be involved. Aquaculture operations, with fish raised in close confinement, are often beset by diseases, he noted. So he and his colleagues set out to look for a hidden killer in soft-crab shedding operations.
They first extracted nucleic acids from obviously sick crabs — they become sluggish a few days before dying — and processed the samples to see if they could see any double-stranded RNA, the genetic material typical of viruses. They spotted a virus, and found the same one in more than half the dead and dying soft crabs they examined. It showed up in less than 5 percent of the healthy crabs they checked.
As a further test of the virus' potency, researchers put it in healthy crabs — all became ill and died.
Schott said the virus doesn't appear to be that prevalent in the wild — they found it in less than 4 percent of more than 200 crabs sampled from around the bay. But in the close quarters of a soft-crab shedding operation, it appeared to spread readily and take a significant toll.
"Typically, during harvest, crabs become injured, with nicks and scratches," Schott explained. Normally, that's not a big deal, since crabs' hemolymph, or circulating fluid, clots just as human blood does. But crabs with the virus lose their ability to clot, the researcher said. And while the virus itself may not have killed all the crabs, it likely paved the way. The virus affects the animals' immune system, so they can't defend themselves from other germs or viruses.
Some soft-crab operations pump outside water through their shedding tanks, while others recirculate their water. Coveside gets its crabs from the bay and its water from Tabasco Cove, at the head of Bear Creek. But Schott said the type of water system used in the shedding operation doesn't appear to affect how many crabs get sick.
What does seem to matter, he said, is the length of time crabs are together in tanks. "The longer they're in there, the greater the chances that they'll contract the virus," he said.
Baltimore Sun Articles


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Deer in Metro – level 3
Commuters in Virginia got a shock when a deer ran through a metro station. Main surveillance cameras captured the galloping deer.
It is not clear how the mammal made it into the subway, but eventually it managed to make it back out unharmed.
You can watch the video news lower on this page.
What do you think about this news?
LEARN 3000 WORDS with NEWS IN LEVELS
News in Levels is designed to teach you 3000 words in English. Please follow the instructions
How to improve your English with News in Levels:
- Do the test at Test Languages.
- Go to your level. Go to Level 1 if you know 1-1000 words. Go to Level 2 if you know _PHONE_ words. Go to Level 3 if you know 2000-3000 words.
- Read two news articles every day.
- Read the news articles from the day before and check if you remember all new words.
- Listen to the news from today and read the text at the same time.
- Listen to the news from today without reading the text.
- Answer the question under today's news and write the answer in the comments.


co1numpp- "Number" property of pins and pads
create counter
The number (not name) of a pin or a pad is at the heart of how parts of KiCad work… although the name is important in some contexts.
Be careful to keep these two properties apart.
You may also find times when you are confusing a schematic symbol or footprint's name with a pin or pad name/ net name.
Each pin of a schematic symbol has a "number", which is the identifier which links it to a pad of a footprint on the final PCB design.
Each pad of a footprint (also known as "a module") has a "number", which is the identifier which links it to a pin of a schematic symbol on the project's circuit diagram in "ordinary" situations. (It is only when you using power ports and invisible pins that things get a little complicated.)
Pin and pad numbers may be numbers in the usual sense, e.g.1, 27, 9999. However, the "numbers" can have letters in them, too, not just digits. "Vcc" is the "number" of an invisible pin on some devices, for instance. Nothing other than letters and digits should be used in a pin or pad number.
(Each pin also has a name, and each pad has a net name, but these are used for other things.)
Invisible pins offer a little challenge. What is their number (and name)? Often you will "just know". There is help with how to find the pin number (and name) at the invisible pins page in this encyclopedia.
Pin/ pad number rules….
(You'll need this information when making your own schematic symbols and footprints, and even before that you may find things here useful.)
Maximum length: Four characters.
If you try to assign a longer name, KiCad just abbreviates what you've used.
(Minimum length: While the schematic symbol editor will let you make a pin with no number, this seems like a Very Bad Idea to me, and I have no idea why you would want to create such a pin, and the fact that you can do it at all puzzles me. (I should go back and re-run the tests which made me think it is possible!) Pins without names is a different matter. They do occur.)
Spaces: The eeSchema manual says "Avoid spaces in pin numbers and names". This would imply that you would also not want to use spaces in pad numbers.


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Fast Fourier Transform
Although many personal computers have four processors, Fast Fourier Transform, the complex mathematical equation computers use to process sound and images, is calculated on just one processor. Dale Mugler's new mathematical formula dramatically increases a computer's operating speed by allowing multiple processors to contribute to the calculation. This improvement could be especially important for MRI and CT imaging, as well as X-ray crystallography.
Known more formally as a miniaturized sensing system for the detection of heart failure, Fred Choy's microchip maps and analyzes sounds to detect early signs of heart failure. The device identifies two sounds present only in heartbeats patients experiencing cardiac distress.


Skip to definition.
Noun: odeum ow'dee-um
 1. A kind of theatre in ancient Greece or Rome, smaller than the dramatic theatre and roofed over, in which poets and musicians submitted their works to the approval of the public, and contended for prizes; - hence, in modern usage, the name of a hall for musical or dramatic performances
 - odeon
Derived forms: odeums
Encyclopedia: Odeum


You are here: Home / Publications & Online Resources / Publications / Books in Print / Ancient Maya Art at Dumbarton Oaks
Ancient Maya Art at Dumbarton Oaks
Joanne Pillsbury, Miriam Doutriaux, Reiko Ishihara-Brito, and Alexandre Tokovinine, editors
Pre-Columbian Art at Dumbarton Oaks
Art, Art History, Pre-Columbian Studies, Museum Collections
Based on the comprehensive study of one of the most important collections of Maya art in the United States, Ancient Maya Art at Dumbarton Oaks is a scholarly introduction to one of the great traditions of sculpture and painting in ancient America. Assembled by Robert Woods Bliss between 1935 and 1962, the collection is historically important, as it was one of the first to be established on the basis of aesthetic criteria. The catalogue, written by leading international scholars of Maya archaeology, art history, and writing, contains detailed analyses of specific works of art along with thematic essays situating these works within the broader context of Maya culture. Monumental panels, finely worked jade ornaments, exquisitely painted ceramic vessels, and other objects—most created in the first millennium CE—are presented in full color and analyzed in light of recent breakthroughs in understanding their creation, function, and deeper meaning in Maya ritual and history. Individual essays address the history of the Dumbarton Oaks collection; Maya culture, history, and myth; and Maya aesthetics. They also study specific materials (including jade, shell, and fine ceramics) and their meanings. Scholarly yet accessible, this volume provides a detailed introduction to Maya art and culture.
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Definitions for "probate"
The review or testing of a will before a court of law to ensure that the will is authentic.
The right or jurisdiction of proving wills.
an important document when it comes to genealogy
Trusts eliminate time-consuming and often expensive formalities to obtain probate and ensure the release of assets on death, particularly when such assets are located in many countries. Another advantage that trusts have over other probate arrangements is that they allow uninterrupted management of the assets.
See "Death Probate."
To divide or assess proportionately.
put a convicted person on probation by suspending his sentence
Keywords: proof
Keywords: grant, representation, see
See 'Grant of Probate'.
(See grant of representation)
Keywords: problem, institution
Problem Institution


attach(parent, cf, aux, print)
 This function is equivalent to calling config_attach_loc(parent,
 cf, locs, aux, print) with locs set to NULL.
 config_attach_pseudo(cf)
 Create an instance of a pseudo-device driver. config(5) syntax
 allows the creation of pseudo-devices from which regular
 device_t instances can be created. Such objects are similar to
 the devices that attach at the root of the device tree.
 The caller is expected to allocate and fill the cfdata_t object
 and pass it to config_attach_pseudo(). The content of that
 object is similar to what is returned by config_search_loc() for
 regular devices.
 config_detach(dev, flags)
 Called by the parent to detach the child device. The second
 argument flags contains detachment flags. Valid values are
 DETACH_FORCE (force detachment (e.g., because of hardware
 removal)) and DETACH_QUIET (do not print a notice).
 config_detach() returns zero if successful and an error code
 otherwise. config_detach() is always called from a thread con-
 text, allowing condition variables to be used while the device
 detaches itself.
 config_deactivate(dev)
 Called by the parent to deactivate the child device dev.
 config_deactivate() is called from interrupt context to immedi-
 ately relinquish resources and notify dependent kernel subsys-
 tems that the device is about to be detached. At some later
 point config_detach() will be called to finalise the removal of
 the device.
 config_defer(dev, func)
 Called by the child to defer the remainder of its configuration
 until all its parent's devices have been attached. At this
 point, the function func is called with the argument dev.
 config_interrupts(dev, func)
 Called by the child to defer the remainder of its configuration
 until interrupts are enabled. At this point, the function func
 is called with the argument dev.
 config_mountroot(dev, func)
 Called by the child to defer the remainder of its configuration
 until the root file system is mounted. At this point, the func-
 tion func is called with the argument dev. This is used for
 devices that need to load firmware image from a mounted file
 system.
 config_pending_incr()
 Increment the config_pending semaphore. It is used to account
 for deferred configurations before mounting the root file sys-
 tem.
 config_pending_decr()
 Decrement the config_pending semaphore. It is used to account
 for deferred configurations before mounting the root file sys-
 tem.
 config_finalize_register(dev, func)
 Register a function to be called after all real devices have
 been found.
 Registered functions are all executed until all of them return
 0. The callbacks should return 0 to indicate they do not
 require to be called another time, but they should be aware that
 they still might be in case one of them returns 1.
CODE REFERENCES
 The autoconfiguration framework itself is implemented within the file
 sys/kern/subr_autoconf.c. Data structures and function prototypes for
 the framework are located in sys/sys/device.h.
SEE ALSO
 config(1), config(5), condvar(9), config(9), driver(9)
HISTORY
 Autoconfiguration first appeared in 4.1BSD. The autoconfiguration frame-
 work was completely revised in 4.4BSD. The detach and deactivate inter-
 faces appeared in NetBSD 1.5.
NetBSD 6.0 June 26, 2010 NetBSD 6.0
You can also request any man page by name and (optionally) by section:
Command:
Section:
Architecture:
Collection:

Use the DEFAULT collection to view manual pages for third-party software.
©1994 Man-cgi 1.15, Panagiotis Christias <_EMAIL_>
©_PHONE_ Modified for NetBSD by Kimmo Suominen


Take the 2-minute tour ×
Consider a cube with faces we'll call "left", "right", "front", "back", "top" and "bottom".
The cube can be described by $0 \le x,y,z \le 1$.
To name the faces, we'll say $x$ extends to the right, $y$ to the top and $z$ forward:
Given a face/plane (for example, $x=1$ or $y=0$), I want to generate an ordered list of vertices of that face, such that they proceed counter-clockwise around the face of the cube if you were to look at the cube -- that is from some point outside $(0,1)$.
For example, one such ordering for the right face ($x=1$) would be:
while one such ordering for the left face($x=0$) would be:
Note that in the first ordering, we go from $(y,z) = (0,0)$ to $(1,0)$.
While in the second we go from $(y,z) = (0,0)$ to $(0,1)$.
This is because of the counter-clockwise restriction.
I'm fairly certain I can somehow use the normal of the face (in the above case <1,0,0>) to compute these, and I'm thinking it has something to do with a cross product somewhere, but after that I'm lost.
Any guidance would be greatly appreciated. Thanks in advance.
share|improve this question
1 Answer 1
up vote 2 down vote accepted
Cross-product is, indeed, the key. I'll assume that the cube is $[-1,1]^3$ rather than $[0,1]^3$ (replacing $-1$'s by $0$'s in the final answer shouldn't be an insurmountable programming challenge) If $e$ is the unit vector in the direction of your face (say $(0,-1,0)$) and $v$ is any vertex on that face (say, $(-1,-1,1$), then the next vertex in the counterclockwise order is given by $e+e\times v$.
share|improve this answer
Your Answer


text:
19th Century Subdivision Map of Planned Bartow Village
Located at _URL_
Please Click Here for Index to All Blog Postings.
During the mid to late 19th century, there was an area in the Town of Pelham known as Bartow. The hamlet of Bartow was a quaint and small collection of residences located on the mainland near City Island. The entire area -- as well as City Island -- was annexed by New York City, effective in 1896. Before then, however, the little area known variously as Bartow, Bartow-on-the-Sound, Bartow Station and Bartow Village became an important part of Pelham and its history.
Detail of 1895 Map by Julius Bien & Co.
Showing Bartow, Northwest of City Island.
All that remains today of the little hamlet of Bartow are the remnants of a once beautiful stone train station designed by famed architect Cass Gilbert and built in 1908 to replace the little wooden station built on the branch line in the 1870s. The station was known as Bartow station. Today the stone station is a collapsed and decrepit shell covered with vandals' graffiti.
in Pelham Bay Park
I have published to the Historic Pelham Blog a number of postings about the hamlet of Bartow and the remnants of its train station. See:
Thu. March 24, 2005: The Bartow Area of Pelham in the 19th Century: Where Was It?
Thu. July 21, 2005: Today's Remnants of the Bartow Station on the Branch Line Near City Island?
This "Map of Bartow Village" shows a planned subdivision thwarted by New York City's acquisition and annexation of the lands as part of its development of Pelham Bay Park during the late 19th century. The map offers an interesting insight into the area. The railroad tracks cross the map from left to right in its very center. The small black rectangle at the center of the map represents the Bartow Station. A photograph of the remnants of that station appears above.
Today's pathway leading to the remnants of the station appears to lie approximately where "Third Street" was planned in the little Village. On the Long Island Sound side of the railroad tracks, there were a number of streets planned to lead from today's Shore Road toward the railroad tracks: First, Second, Third, Fourth, Fifth and Sixth Streets. Third Street was the only such street planned to cross the railroad tracks. Bishop Avenue was planned for construction parallel to the railroad tracks on the Sound side immediately in front of the Railroad Depot.
On the side of the railroad tracks away from the Long Island Sound (opposite the Railroad Depot) two streets were planned for construction parallel to the railroad tracks: Oak Avenue and Chestnut Avenue.
Interestingly, the map seems to reflect that a number of the properties near the Railroad Depot were reserved by the Bartow Estate involved in the development of the subdivision -- presumably because the properties likely were among the most commercially valuable. A few others appear to have been reserved for -- or owned by -- others including J.H. Byron.
Today the area sits near the Pelham Bit Stables in Pelham Bay Park. Rarely do those who pass even realize that a residential village once was planned where today there is little more than trees, brambles and a lovely bridle trail.


Take the 2-minute tour ×
I'm trying to get the progress of an Apache HTTP Client Execute method. Is it possible to either
 1. Get the mount of input stream that has been read by the execute method or
 2. Monitor the execute process using some internal method either by percent or amount of data sent?
The code below sends an input stream to the server (in this case an image) which is then stored appropriately. Problem is with high resolution cameras and slow mobile operators its hard to tell if an upload is actually taking place. The code does work, but feedback is desired.
public List writeBinary(String script, InputStream lInputStream) {
 Log.d(Global.TAG,"-->writing to server...");
 HttpParams httpParameters = new BasicHttpParams();
 HttpConnectionParams.setConnectionTimeout(httpParameters, 5*1000);
 HttpConnectionParams.setSoTimeout(httpParameters, 60*1000);
 HttpClient httpclient = new DefaultHttpClient(httpParameters);
 HttpPost httppost = new HttpPost("_URL_" + script);
 String responseText = null;
 List responseArray = new ArrayList();
 try {
 httppost.setEntity(new InputStreamEntity(lInputStream, -1));
 HttpResponse response = httpclient.execute(httppost);
 if (response.getStatusLine().getStatusCode() == 200){
 InputStream lInputStreamResponse = response.getEntity().getContent();
 DataInputStream lDataInputStream = new DataInputStream(lInputStreamResponse);
 BufferedReader lBufferReader = new BufferedReader(new InputStreamReader(lDataInputStream));
 while ((responseText = lBufferReader.readLine())!= null){
 } catch (ClientProtocolException e) {
 } catch (IOException e) {
 return responseArray;
share|improve this question
1 Answer 1
I prefer to "decorate" the stream/reader/writer object a little bit, add the desired progress feature into it. In decorated stream/reader/writer, you can keep a counter to indicate the progress, you can even put a indicator callback into it. ;-)
Something like this:
public Class CountableOutputStream implements OutputStream {
 private int counter;
 private OutputStream origStream;
Actually, the whole Java IO package demonstrate this design pattern fairly well.
share|improve this answer
Your Answer


text: Nanoindentation is used to explore the variation of mechanical properties associated with the dehydration process in sodium saccharin dihydrate. Upon indenting using a Berkovich tip, (011) and (101) faces exhibit explicit mechanical anisotropy that is consistent with the underlying crystal structure and intermolecular interactions. For freshly grown crystals, (011) is stiffer than (101) by 14%, while (101) is harder than (011) by 8%. Being a heavily hydrated system, the measured mechanical responses contain information pertinent to the fluidity associated with lattice water. Indentation on (011) with a sharp cube-corner tip induces a fluid flow; this observation is uncommon in molecular crystals. The crystals effloresce over a period of time with the generation of a more compact crystal structure and consequently increasing H and E.


text:
Blue Cliff Record
by David Rothenberg
"It is astonishing how thousand-year-old riddles are brought here to evocative poetic life. David Rothenberg converts them into contemporary verbal music, an arcanum, a profound secret, a mystery without intellectual solution."
—Frederick Franck, author of The Zen of Seeing, The Buddha Eye, and other books
Much as Coleman Barks breathed new life into the work of the great Sufi poet Rumi and reached the hearts and minds of contemporary readers, David Rothenberg now brings us vividly poetic new versions of the enigmatic koans and riddles from the classic Zen Buddhist text, the Blue Cliff Record. Blue Cliff Record: Zen Echoes is an accessible contemporary distillation of this twelfth-century treasure of Zen Buddhism, a lively feast of words and images designed to stretch and open the mind.
With a foreword by poet, author, and translator Sam Hamill.
"David Rothenberg's adaptation of Blue Cliff Record is that rare thing, a work of art that is also useful. It is as bracing as a dive into a cold spring–a wake up call from reality–the splendor of what is."
—Mark Rudman, winner of the National Book Critics' Circle Award for Poetry and author of Rider
"What is unique and wondrous about these poetic responses to the Blue Cliff Record is that here philosophy, spiritual practice and creativity are fused and whole. Each poem remarkably celebrates the Zen past and at the same time builds the foundation for a new interpretation that helps imagine how we, here and now, can live the Dharma on these shores."
—Charles Johnson, winner of the National Book Award in fiction for Middle Passage


text:
- PPI-PACE is an online tool developed by eTrenchless Group Inc. that follows the design procedures in well-established
and accepted water standards (ANSI/AWWA C150/151, ANSI/AWWA C900, ANSI/AWWA C901, ANSI/AWWA C905, ANSI/AWWA C906,
- Per the recent AWWA and ANSI approvals of AWWA C906-15, the Hydrostatic Design Stress (HDS) of PE4710 is 1000 psi.
- Users can change the default values per project requirements.
- For Recurring Surge, PPI-PACE defaults to 4 fps for design velocity; the software allows for a 4-8 fps range.
- For Occasional Surge, PPI-PACE defaults to 8 fps for design velocity; the software allows for a 5-15 fps range.
- For Working Pressure, PPI-PACE defaults to 70 psi - which is the average working pressure in the US. The minimum allowable value in PPI-PACE is 40 psi.
- For Anticipated Recurring Surges, PPI-PACE defaults to 55 cycles (the minimum) per day per AWWA C900-07 and AWWA C905-10 (Appendix B/Design Example); this results in about 1 million cycles for a 50-year design life and about 2 million cycles for a 100-year design life. It was recommended by one consultant to design for 3.5 million cycles or 96 cycles per day at a 100-year design life. The minimum allowable value in PPI-PACE is the default 55 cycles/day.
- For Temperature, PPI-PACE defaults to 57°F which is the average water temperature in the US; the software allows 40-100°F; consult the manufacturer for other temperatures.
- For Minimum Design Life, PPI-PACE defaults to 100 years; the software allows a minimum recommended design life of 50 years.
- For Help, refer to Resistance of PE4710 Piping to Pressure Surge Events in Force Main Applications, PP XVI, Barcelona, 2012 and to UK Water Industry IGN 4-37-02 Design Against Surge and Fatigue Conditions for Thermoplastic Pipes
- The definition of pressure rating and pressure class differ between the implemented standards (AWWA C900, AWWA C905, AWWA C906, ASTM F714, ASTM D2241). The calculations on this site, provided by eTrenchless Inc., provide an unbiased interpretation of these standards so that an equivalent comparison of pipe materials can be conducted.
- Temperature derating factors for PE pipe in AWWA-M55 are limited to 100°F with a reference to manufacturers literature for temperatures greater than 100°F. ASTM F714 (PE) and AWWA-M23 (PVC) publishes temperature derating factors up to 140°F but these higher temperatures are not included in this design tool.
The design fatigue life for PVC is determined using the calculation method stated in AWWA C900 and C905 Appendix B using a 2:1 design factor. Data from tests with PE 4710 pipe are consistent with the UKWIR and Marshall/Brogden reports; see above reference and link to PP XVI Barcelona, 2012. For PE the design fatigue life is determined using fatigue curves provided in Marshall, G.P., Brogden, S: Final report of Pipeline Innovation Contract to UKWIR, 1997 using a 2:1 design factor.
For additional information on fatigue life and flow velocities see the Jana Laboratories report here. The design fatigue life of Ductile Iron (DI) pipe is not shown in PPI-PACE since these calculations are not available or referenced in the DI AWWA Standards or Manuals.
- Pressure rating should be reduced for systems operating under special or unusual conditions or where the pipe transports fluids that are known to have some degrading effect on the properties of polyethylene or where specified in Codes or Regulations or by the authority having jurisdiction. Water is the assumed transport fluid on PPI-PACE.
- Occasional transients caused by emergency pump and valve operations are usually severe. The system should be designed to withstand positive and negative pressures caused by these emergency operations. Water column separation may occur if the negative pressure is reduced to the vapor pressure of the liquid. Rejoining of the separated water column typically results in a large pressure rise, which will possibly damage the pipe system. Whenever possible, water column separation should be avoided
- These are preliminary calculations for product comparison only, not for final design. Qualified professionals should be contracted to consider all aspects of the design for pressure pipe design.
For more information contact _EMAIL_


text:
Chewa, also known as Nyanja, is a language of the Bantu language family. The gender prefix chiis used for languages, so the language is also known as Chichewa and Chinyanja (spelled Cinyanja in Zambia), and locally Nyasa in Mozambique.
Chewa is the national language of Malawi. It is also one of the seven official African languages of Zambia, where it is spoken mostly in the Eastern Province. It is also spoken in Mozambique, especially in the provinces of Tete and Niassa, as well as in Zimbabwe where, according to some estimates, it ranks as the third-most widely used local language, after Shona and Northern Ndebele. It was one of the 55 languages featured on the Voyager.
An urban variety of Nyanja, sometimes called Town Nyanja, is the lingua franca of the Zambian capital Lusaka and is widely spoken as a second language throughout Zambia. This is a distinctive Nyanja dialect with some features of Nsenga, although the language also incorporates large numbers of English-derived words, as well as showing influence from other Zambian languages such as Bemba. Town Nyanja has no official status, and the presence of large numbers of loanwords and colloquial expressions has given rise to the misconception that it is an unstructured mixture of languages or a form of slang.
The fact that the standard Nyanja used in schools differs dramatically from the variety actually spoken in Lusaka has been identified as a barrier to the acquisition of literacy among Zambian children. iSchool.zm, which develops online educational content in Zambian languages, has begun making 'Lusaka Nyanja' available as a separate language of instruction after finding that schoolchildren in Lusaka do not understand standard Nyanja.
Chinyanja has its origin in the Eastern Province of Zambia from the 15th century to the 18th century. The language remained dominant despite the breakup of the empire and the Nguni invasions and was adopted by Christian missionaries at the beginning of the colonial period.
In Zambia, Chewa is spoken by other peoples like the Ngoni and the Kunda, so a more neutral name, Chinyanja "(language) of the lake" (referring to Lake Malawi), is used instead of Chewa.
The first grammar, A grammar of the Chinyanja language as spoken at Lake Nyasa with Chinyanja–English and English–Chinyanja vocabulary, was written by Alexander in 1880 and partial translations of the Bible were made at the end of 19th century. Further early grammars and vocabularies include A vocabulary of English–Chinyanja and Chinyanja–English: as spoken at Likoma, Lake Nyasa and A grammar of Chinyanja, a language spoken in British Central Africa, on and near the shores of Lake Nyasa, by George Henry (1891). The whole Bible was translated by William Percival Johnson and published as Buku Lopatulika ndilo Mau a Mulungu in 1912.
A strong historical link of the Nyanja, Bemba and Yao people to the Shona Empire, who can point their earlier origins to Mashonaland, proves linguistically evident today. The ancient Shonas who temporarily dwelt in Malambo, a place in the DRC, eventually shifted into northern Zambia, and then south and east into the highlands of Malawi.
||Town Nyanja (Lusaka)
|How are you?
||Nili bwino / Nili mushe
|What's your name?
||Dzina lanu ndani?
||Zina yanu ndimwe bandani?
|My name is...
||Dzina langa ndine...
||Zina yanga ndine...
|How many children do you have?
||Muli ndi ana angati?
||Muli na bana bangati?
|I have two children
||Ndili ndi ana awiri
||Nili na bana babili
|How much is it?
|See you tomorrow
- ^ Nationalencyklopedin "Världens 100 största språk 2007" The World's 100 Largest Languages in 2007
- ^ Jouni Filip Maho, 2009. New Updated Guthrie List Online
- ^ cf. Kiswahili for the Swahili language.
- ^ Williams, E (1998). Investigating bilingual literacy: Evidence from Malawi and Zambia (Education Research Paper No. 24). Department for International Development.
- ^ Woodward, M. E. 1895.
- ^ Henry, George. 1891.
- ^ The Umca in Malawi, p 126, James Tengatenga, 2010: "Two important pieces of work have been accomplished during these later years. First, the completion by Archdeacon Johnson of the Bible in Chinyanja, and secondly, the completed Chinyanja prayer book in 1908."
- Paas, Steven, 2012. 3rd edition. Dictionary / Mtanthauziramawu. English – Chichewa / Chinyanja // Chichewa / Chinyanja – English. VTR Publications. ISBN 978-3-941750-87-6
- Mchombo, Sam, 2004. The Syntax of Chichewa. Cambridge Syntax Guides
- Hetherwick, Alexander (1907). A Practical Manual of the Nyanja Language.... Society for Promoting Christian Knowledge. Retrieved 25 August 2012.
- Gray, Andrew; Lubasi, Brighton; Bwalya, Phallen (2013). Town Nyanja: a learner's guide to Zambia's emerging national language.
- Henry, George, 1904. A grammar of Chinyanja, a language spoken in British Central Africa, on and near the shores of Lake Nyasa.
- Laws, Robert (1894). An English–Nyanja dictionary of the Nyanja language spoken in British Central Africa. J. Thin. pp. 1–. Retrieved 25 August 2012.
- Rebman, John; Church Missionary Society (1877). Dictionary of the Kiniassa language. Gregg. pp. 65–. Retrieved 25 August 2012.
- Riddel, Alexander (1880). A Grammar of the Chinyanja Language as Spoken at Lake Nyassa: With Chinyanja–English and English–Chinyanja Vocabularies. J. Maclaren & Son. Retrieved 25 August 2012.
- Woodward, M. E., 1895. A vocabulary of English–Chinyanja and Chinyanja–English as spoken at Likoma, Lake Nyasa. Society for Promoting Christian Knowledge.
- Missionários da Companhia de Jesus 1963. Dicionário Cinyanja–Português. Junta de Investigaçôes do Ultramar.