Final -M in Non-Elite Latin Texts
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How Can We Create Environments Where Hate Cannot Flourish?
How can we create environments where hate cannot flourish? Saturday, February 1 9:30 a.m. – 10:00 a.m. Check-In and Registration Location: Field Museum West Entrance 10:00 a.m. – 10:30 a.m. Introductions and Program Kick-Off JoAnna Wasserman, USHMM Education Initiatives Manager Location: Lecture Hall 1 10:30 a.m. – 11:30 a.m. Watch “The Path to Nazi Genocide” and Reflections JoAnna Wasserman, USHMM Education Initiatives Manager Location: Lecture Hall 1 11:30 a.m. – 11:45 a.m. Break and walk to State of Deception 11:45 a.m. – 12:30 p.m. Visit State of Deception Interpretation by Holocaust Survivor Volunteers from the Illinois Holocaust Museum Location: Upper level 12:30 p.m. – 1:00 p.m. Breakout Session: Reflections on Exhibit Tim Kaiser, USHMM Director, Education Initiatives David Klevan, USHMM Digital Learning Strategist JoAnna Wasserman, USHMM Education Initiatives Manager Location: Lecture Hall 1, Classrooms A and B Saturday, February 2 (continued) 1:00 p.m. – 1:45 p.m. Lunch 1:45 p.m. – 2:45 p.m. A Survivor’s Personal Story Bob Behr, USHMM Survivor Volunteer Interviewed by: Ann Weber, USHMM Program Coordinator Location: Lecture Hall 1 2:45 p.m. – 3:00 p.m. Break 3:00 p.m. – 3:45 p.m. Student Panel: Beyond Indifference Location: Lecture Hall 1 Moderator: Emma Pettit, Sustained Dialogue Campus Network Student/Alumni Panelists: Jazzy Johnson, Northwestern University Mary Giardina, The Ohio State University Nory Kaplan-Kelly, University of Chicago 3:45 p.m. – 4:30 p.m. Breakout Session: Sharing Personal Reflections Tim Kaiser, USHMM Director, Education Initiatives David Klevan, USHMM Digital Learning Strategist JoAnna Wasserman, USHMM Education Initiatives Manager Location: Lecture Hall 1, Classrooms A and B 4:30 p.m. -
The Utility of Genetic Risk Scores in Predicting the Onset of Stroke March 2021 6
DOT/FAA/AM-21/24 Office of Aerospace Medicine Washington, DC 20591 The Utility of Genetic Risk Scores in Predicting the Onset of Stroke Diana Judith Monroy Rios, M.D1 and Scott J. Nicholson, Ph.D.2 1. KR 30 # 45-03 University Campus, Building 471, 5th Floor, Office 510 Bogotá D.C. Colombia 2. FAA Civil Aerospace Medical Institute, 6500 S. MacArthur Blvd Rm. 354, Oklahoma City, OK 73125 March 2021 NOTICE This document is disseminated under the sponsorship of the U.S. Department of Transportation in the interest of information exchange. The United States Government assumes no liability for the contents thereof. _________________ This publication and all Office of Aerospace Medicine technical reports are available in full-text from the Civil Aerospace Medical Institute’s publications Web site: (www.faa.gov/go/oamtechreports) Technical Report Documentation Page 1. Report No. 2. Government Accession No. 3. Recipient's Catalog No. DOT/FAA/AM-21/24 4. Title and Subtitle 5. Report Date March 2021 The Utility of Genetic Risk Scores in Predicting the Onset of Stroke 6. Performing Organization Code 7. Author(s) 8. Performing Organization Report No. Diana Judith Monroy Rios M.D1, and Scott J. Nicholson, Ph.D.2 9. Performing Organization Name and Address 10. Work Unit No. (TRAIS) 1 KR 30 # 45-03 University Campus, Building 471, 5th Floor, Office 510, Bogotá D.C. Colombia 11. Contract or Grant No. 2 FAA Civil Aerospace Medical Institute, 6500 S. MacArthur Blvd Rm. 354, Oklahoma City, OK 73125 12. Sponsoring Agency name and Address 13. Type of Report and Period Covered Office of Aerospace Medicine Federal Aviation Administration 800 Independence Ave., S.W. -
The Use of Vulgar Language in Fiction for Young Adults Bachelor Thesis
ŠIAULIAI UNIVERSITY FACULTY OF SOCIAL SCIENCES, HUMANITIES AND ART DEPARTMENT OF FOREIGN LANGUAGE STUDIES STUDY PROGRAMME ENGLISH PHILOLOGY THE USE OF VULGAR LANGUAGE IN FICTION FOR YOUNG ADULTS BACHELOR THESIS Research Adviser: Lect. dr. Karolina Butkuvienė Student: Ieva Biliūnaitė Šiauliai, 2017 CONTENTS INTRODUCTION ...................................................................................................................... 3 1 THE UNDERSTANDING OF VULGAR LANGUAGE ....................................................... 5 1.1 Standard and Non-standard Language .............................................................................. 5 1.2 Definition of Vulgar Language......................................................................................... 6 1.3 Vulgar Language and Other Non-standard Varieties ....................................................... 7 1.4 Types of Vulgar Language ............................................................................................. 11 1.5 Functions of Vulgar Language ....................................................................................... 14 2 THE USE OF VULGAR LANGUAGE IN MELVIN BURGESS’S NOVEL “LADY: MY LIFE AS A BITCH” ................................................................................................................. 16 2.1 Methodology of the Research ......................................................................................... 16 2.2 Bodies and their Effluvia ............................................................................................... -
M.'S Story Jay and Tava Musial, Who Were Living in Michigan at the Time
M.’s Story Jay and Tava Musial, who were living in Michigan at the time, had planned a family trip for Memorial Day weekend, but not before stopping by their daughter’s pediatrician’s office. Tava had noticed her daughter M. Rhapsody frequently had to go to the bathroom. Assuming she had a urinary tract infection, they hoped to get antibiotics and be on their way. M.’s lab work revealed no signs of bacteria but indicated her blood sugar was extremely high. Five days after her eighth birthday, M. was diagnosed with Type 1 diabetes. The Musials’ weekend getaway quickly rerouted to St. John’s Hospital in Detroit where M. spent a full week learning how to manage diabetes. Shortly after M’s diagnosis, the Musial family relocated to Sheppard Air Force Base in Wichita Falls, Texas. Relocating also meant finding a new endocrinologist for M. It was at that first appointment that Dr. John Caras recommended Diabetes Education at United Regional. Diabetes is a disease that affects the whole family, especially when a child is diagnosed. Diabetes Education also provides a support group for kids and their families. “M. comes to every appointment with a smile on her face and has never let her diabetes hold her back on anything,” said Nicole Benz, Diabetes Nurse Educator at United Regional. Children’s Miracle Network at United Regional provides scholarships for kids with Type 1 Diabetes to go to Camp Sweeney. This three-week camp’s goal is that every child who attends camp will not only learn about his or her condition but will find the inner strength each day to do what it takes to live a healthy lifestyle. -
R-Codox-M / R-Ivac Indication
Lymphoma group R-CODOX-M / R-IVAC INDICATION Burkitt lymphoma, ‘double hit’ lymphoma or high IPI diffuse large B-cell lymphoma. TREATMENT INTENT Curative. PRE-ASSESSMENT 1. Ensure histology is confirmed prior to administration of chemotherapy and document in notes. 2. Record stage of disease - MRI scan of brain (+/- spinal cord) with Gadolinium enhancement, CT scan (neck, chest, abdomen and pelvis) +/- PET, presence or absence of B symptoms, clinical extent of disease, consider bone marrow aspirate and trephine (with cytogenetics/FISH as indicated). 3. Blood tests - FBC, DAT, U&Es, LDH, ESR, urate, calcium, magnesium, creatinine, LFTs, glucose, Igs, β2 microglobulin, hepatitis B core antibody and hepatitis BsAg, hepatitis C antibody, EBV, CMV, VZV, HIV 1+2 after consent, group and save. 4. A number of drugs can interfere with tubular secretion of methotrexate. These include penicillins, aspirin and NSAIDs. Tazocin should NOT be used during high dose methotrexate administration or rescue. Consider using meropenem or other alternative. Review indications for aspirin and NSAIDs and consider stopping during methotrexate treatment. 5. Patients MUST NOT receive co-trimoxazole, starting from the week before the first methotrexate infusion. Consider pentamidine treatment if considered at risk from Pneumocystis infection. 6. CSF examination • cell count +/- immunophenotype, protein and glucose: can be done as part of 1st intrathecal. 7. Ophthalmic examination - if clinically indicated. 8. Urine pregnancy test • before cycle 1 of each new chemotherapy for women of child-bearing age unless they are post-menopausal, have been sterilised or undergone a hysterectomy. 9. ECG +/- Echo - if clinically indicated. 10. Record performance status (WHO/ECOG), height and weight. -
Poetic Diction, Poetic Discourse and the Poetic Register
proceedings of the British Academy, 93.21-93 Poetic Diction, Poetic Discourse and the Poetic Register R. G. G. COLEMAN Summary. A number of distinctive characteristics can be iden- tified in the language used by Latin poets. To start with the lexicon, most of the words commonly cited as instances of poetic diction - ensis; fessus, meare, de, -que. -que etc. - are demonstrably archaic, having been displaced in the prose register. Archaic too are certain grammatical forms found in poetry - e.g. auldi, gen. pl. superum, agier, conticuere - and syntactic constructions like the use of simple cases for pre- I.positional phrases and of infinitives instead of the clausal structures of classical prose. Poets in all languages exploit the linguistic resources of past as well as present, but this facility is especially prominent where, as in Latin, the genre traditions positively encouraged imitatio. Some of the syntactic character- istics are influenced wholly or partly by Greek, as are other ingredients of the poetic register. The classical quantitative metres, derived from Greek, dictated the rhythmic pattern of the Latin words. Greek loan words and especially proper names - Chaoniae, Corydon, Pyrrha, Tempe, Theseus, Zephym etc. -brought exotic tones to the aural texture, often enhanced by Greek case forms. They also brought an allusive richness to their contexts. However, the most impressive charac- teristics after the metre were not dependent on foreign intrusion: the creation of imagery, often as an essential feature of a poetic argument, and the tropes of semantic transfer - metaphor, metonymy, synecdoche - were frequently deployed through common words. In fact no words were too prosaic to appear in even the highest poetic contexts, always assuming their metricality. -
“Bo Diddley” and “I'm a Man” (1955)
“Bo Diddley” and “I’m a Man” (1955) Added to the National Registry: 2011 Essay by Ed Komara (guest post)* Bo Diddley While waiting in Bo Diddley’s house to conduct an interview for the February 12, 1987 issue of “Rolling Stone,” journalist Kurt Loder noticed a poster. “If You Think Rock and Roll Started With Elvis,” it proclaimed, “You Don’t Know Diddley.” This statement seems exaggerated, but upon listening to Diddley’s April 1955 debut 78 on Checker 814, “Bo Diddley” backed with “I’m A Man,” it becomes apt, perhaps even understated. Bo Diddley (1928-2008) described his own place in music history to Loder. “People wouldn’t even bother with no stuff like ‘Bo Diddley’ and ‘I’m A Man’ and stuff like that ten years earlier [circa 1945] or even a year earlier [1954]. Then Leonard and Phil Chess decided to take a chance, and suddenly a whole different scene, a different kind of music, came in. And that was the beginning of rock and roll.” The composer credit for Checker 814 reads “E. McDaniels,” and there begins the tale. Bo Diddley was born Ellas Otha Bates in McComb, Mississippi on December 30, 1928 to a teenage mother and her local boyfriend. He was raised, however, by his maternal first cousin, Gussie McDaniel, to whom he was taken to Chicago, and given her surname McDaniel. He grew up on the South Side of the city, where he learned violin, trombone and, at age 12, the guitar. Before long, he was playing for change on the local streets. -
UNIVERSITY of CALIFORNIA Los Angeles Studies in Merovingian Latin Epigraphy and Documents a Dissertation Submitted in Partial Sa
UNIVERSITY OF CALIFORNIA Los Angeles Studies in Merovingian Latin Epigraphy and Documents A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Indo-European Studies by Éloïse Lemay 2017 c Copyright by Éloïse Lemay 2017 ABSTRACT OF THE DISSERTATION Studies in Merovingian Latin Epigraphy and Documents by Éloïse Lemay Doctor of Philosophy in Indo-European Studies University of California, Los Angeles, 2017 Professor Brent Harmon Vine, Chair This dissertation is a study of the subliterary Latin of Gaul from the 4th to the 8th centuries. The materials studied consist in epigraphic and documentary sources. The inscriptions of late antique and early medieval Trier and Clermont-Ferrand receive a statistical, philological and comparative analysis, which results in 1) fine-grained decade- by-decade mapping of phonological and morphosyntactic developments, 2) comparative discussion of forms of importance to the chronological and regional development of Vulgar Latin, and, 3) isolation of sociolectal characteristics. Particular attention is paid to the issue of inscription dating based upon linguistic grounds. This dissertation also approaches papyrus and parchment documents as material cul- ture artifacts. It studies the production, the use, and the characteristics of these docu- ments during the Merovingian period. This dissertation examines the reception that the Merovingian documents received in the later Middle Ages. This is tied to document destruction and survival, which I argue are the offshoot of two processes: deaccession and reuse. Reuse is tied to the later medieval practice of systematized forgery. Systematized forgeries, in turn, shed light upon the Merovingian originals, thanks to the very high level of systematic interplay between base (the Merovingian documents) and output documents (the forgeries). -
List of Approved Special Characters
List of Approved Special Characters The following list represents the Graduate Division's approved character list for display of dissertation titles in the Hooding Booklet. Please note these characters will not display when your dissertation is published on ProQuest's site. To insert a special character, simply hold the ALT key on your keyboard and enter in the corresponding code. This is only for entering in a special character for your title or your name. The abstract section has different requirements. See abstract for more details. Special Character Alt+ Description 0032 Space ! 0033 Exclamation mark '" 0034 Double quotes (or speech marks) # 0035 Number $ 0036 Dollar % 0037 Procenttecken & 0038 Ampersand '' 0039 Single quote ( 0040 Open parenthesis (or open bracket) ) 0041 Close parenthesis (or close bracket) * 0042 Asterisk + 0043 Plus , 0044 Comma ‐ 0045 Hyphen . 0046 Period, dot or full stop / 0047 Slash or divide 0 0048 Zero 1 0049 One 2 0050 Two 3 0051 Three 4 0052 Four 5 0053 Five 6 0054 Six 7 0055 Seven 8 0056 Eight 9 0057 Nine : 0058 Colon ; 0059 Semicolon < 0060 Less than (or open angled bracket) = 0061 Equals > 0062 Greater than (or close angled bracket) ? 0063 Question mark @ 0064 At symbol A 0065 Uppercase A B 0066 Uppercase B C 0067 Uppercase C D 0068 Uppercase D E 0069 Uppercase E List of Approved Special Characters F 0070 Uppercase F G 0071 Uppercase G H 0072 Uppercase H I 0073 Uppercase I J 0074 Uppercase J K 0075 Uppercase K L 0076 Uppercase L M 0077 Uppercase M N 0078 Uppercase N O 0079 Uppercase O P 0080 Uppercase -
THE CULEX VIRGILIAN RATHER THAN NON-VIRQ ILIAN by John
The Culex; Virgilian rather than non-Virgilian Item Type text; Thesis-Reproduction (electronic) Authors Weidenschilling, J. M. (John Martin), 1893- Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 24/09/2021 15:39:08 Link to Item http://hdl.handle.net/10150/553096 THE CULEX VIRGILIAN RATHER THAN NON-VIRQ ILIAN By John Martin Weidonschilling Submitted in partial fulfillment of the requirements for the degree of Master of Arts in the College of Letters,Arts,and Sciences,of the University of Arizona 19)0 V U l d l 381V- n c v %AHT A3HT .nH I ir oar. b ' .^1+' n ' < , "dj '' o v*r!e: •> ar rti bejj-jpi a *- * dV ut lot eeonei a? bra* i ♦ ^;. e b*j* + UilJ ni "nocit/ 3v jjo oy.; r?:? 1. Introduction* The question of authorship of the Latin poem,the Culex, has elicited considerable attention and comment during the past twenty-five years,and the subject is of special interest in this bimillenial anniversary year(1950) of the birth of Virgil. Up to the middle of the last century the Culex had been generally accepted as Virgilian. But more recently the Virgilian authorship of the poem has been questioned and even rejected by scholars of renown. Others have tried to uphold the claim of tradition. Although the controversy has pro duced numerous monographs and articles in classical peri odicals,the question of authorship still remains unsettled. -
Proposal for Generation Panel for Latin Script Label Generation Ruleset for the Root Zone
Generation Panel for Latin Script Label Generation Ruleset for the Root Zone Proposal for Generation Panel for Latin Script Label Generation Ruleset for the Root Zone Table of Contents 1. General Information 2 1.1 Use of Latin Script characters in domain names 3 1.2 Target Script for the Proposed Generation Panel 4 1.2.1 Diacritics 5 1.3 Countries with significant user communities using Latin script 6 2. Proposed Initial Composition of the Panel and Relationship with Past Work or Working Groups 7 3. Work Plan 13 3.1 Suggested Timeline with Significant Milestones 13 3.2 Sources for funding travel and logistics 16 3.3 Need for ICANN provided advisors 17 4. References 17 1 Generation Panel for Latin Script Label Generation Ruleset for the Root Zone 1. General Information The Latin script1 or Roman script is a major writing system of the world today, and the most widely used in terms of number of languages and number of speakers, with circa 70% of the world’s readers and writers making use of this script2 (Wikipedia). Historically, it is derived from the Greek alphabet, as is the Cyrillic script. The Greek alphabet is in turn derived from the Phoenician alphabet which dates to the mid-11th century BC and is itself based on older scripts. This explains why Latin, Cyrillic and Greek share some letters, which may become relevant to the ruleset in the form of cross-script variants. The Latin alphabet itself originated in Italy in the 7th Century BC. The original alphabet contained 21 upper case only letters: A, B, C, D, E, F, Z, H, I, K, L, M, N, O, P, Q, R, S, T, V and X. -
5 Curl-Free Fields and Electrostatic Potential
5Curl-freefieldsandelectrostaticpotential • Mathematically, we can generate a curl-free vector field E(x, y, z) as ∂V ∂V ∂V E = −( , , ), ∂x ∂y ∂z by taking the gradient of any scalar function V (r)=V (x, y, z).The gradient of V (x, y, z) is defined to be the vector ∂V ∂V ∂V ∇V ≡ ( , , ), ∂x ∂y ∂z pointing in the direction of increasing V ;inabbreviatednotation,curl- free fields E can be indicated as E = −∇V. – Verification: Curl of vector ∇V is xˆ yˆ zˆ ! ∂ ∂ ∂ ! ∇×(∇V )=! ∂x ∂y ∂z ! =ˆx0 − yˆ0 − zˆ0=0. ! ∂V ∂V ∂V ! ! ! ! ∂x ∂y ∂z ! ! ! – If E = −∇V represents! an electrostatic! field,thenV is called the electrostatic potential. ◦ Simple dimensional analysis indicates that units of electro- static potential must be volts (V). 1 – The prescription E = −∇V ,includingtheminussign(optional, but taken by convention in electrostatics), ensures that electro- static field E points from regions of “high potential” to “low po- tential” as illustrated in the next example. Electrostatic fields E point from regions of “high V ” to “low V ” Example 1: Given an electrostatic potential V (x, y, z)=x2 − 6y V 4 in a certain region of space, determine the corresponding electrostatic field E = −∇V in the same region. 2 Solution: The electrostatic field is ∂ ∂ ∂ 0 E = −∇(x2 − 6y)=−( , , )(x2 − 6y)=(−2x, 6, 0) = −xˆ 2x +ˆy6 V/m. ∂x ∂y ∂z !2 Note that this field is directed from regions of high potentialtolowpotential.Alsonote that electric field vectors are perpendicular everywhere to “equipotential” contours. !4 !4 !2 0 2 4 Given an electrostatic potential V (x, y, z),findingthecorrespondingelec- Light colors indicate “high V ” trostatic field E(x, y, z) is a straightforward procedure (taking the negative dark colors “low V ” gradient) as already illustrated in Example 1.