Downloads & Free Reading Options - Results

The third (sic) annual meeting of International Brain Mapping & Intra-operative Surgical Planning Society (IBMISPS) was held at UCLA-California Nano-System Institute (CNSI). IBMISPS is a non-profit society organized for the purpose of encouraging basic and clinical scientists who are interested in areas of Brain Mapping and Intraoperative Surgical planning to improve the diagnosis, treatment and rehabilitation of patients afflicted with neurological disorders. Currently, there is no combined conference on both subjects. This meeting intends to build a bridge between the two fields. The meeting has been organized by the board of directors and who will form the organizing committees: Search, Medical Education Committee, Program and Finance in collaboration with the local organizing committee who are listed on the program. The event did have significant clinical and basic science components. Thus, it was a multidisciplinary venue to explore and clarify a defined subject, problem, or area of knowledge related to BM and ISP with leaders in the field. The 6th annual meeting of IBMISPS is set for Aug 26-29, 2009 at Harvard Medical school's Joseph Martin Conference center. IBMISPS is also intended for the purpose of promoting the public welfare through the advancement of Intraoperative Surgical Planning and Brain Mapping, by a commitment to excellence in education, and by dedication to research and scientific discovery. This society promotes the public welfare and improves patient care through the translation of new technologies into life saving diagnostic and therapeutic procedures. The society is committed to excellence in education, and scientific discovery. The society achieves its mission through multi-disciplinary collaborations with government agencies, patient advocacy groups, educational institutes and private sector (industry) as well as philanthropic organization. All talks will be available for podcasting on line and special issue will be published by Elsevier.

Peter Zeihan, author and geopolitical strategist, is back on the show with Jason Hartman to discuss inflation, the breakdown of supply chains and global manufacturing, the labor shortage, generational demographics, the Russia Ukraine conflict, and so much more! “In his timely new book, The End of the World is Just the Beginning: Mapping the Collapse of Globalization, author and geopolitical strategist Peter Zeihan maps out the next world: a world where countries or regions will have no choice but to make their own goods, grow their own food, secure their own energy, fight their own battles, and do it all with populations that are both shrinking and aging. The list of countries that make it all work is smaller than you think. Which means everything about our interconnected world - from how we manufacture products, to how we grow food, to how we keep the lights on, to how we shuttle stuff about, to how we pay for it all - is about to change. A world ending. A world beginning. Zeihan brings readers along for an illuminating (and a bit terrifying) ride packed with foresight, wit, and his trademark irreverence.” At the moment, the labor disconnect is the single largest issue behind our inflation numbers and the worker shortage will increase every year until 2030. The advanced worker cadre of baby boomers is moving into retirement and the need for government spending to keep these people alive will skyrocket. The very core of globalization is that anyone can go anywhere to get anything. This will change as China is no longer a reliable manufacturing partner and many companies are on their way out. Also, when we talk about the breakdown of supply chains, we're entering into a world where raw commodity access is no longer guaranteed, so we can look forward to large portions of the world losing access to the inputs that are necessary to attempt a modern lifestyle. Take silicon for semiconductors for example; 95% of it comes from one mine in North Carolina. So it's one thing to control global food or global energy - it's another thing when you can control the only input that allows digitization to even theoretically happen. The sourcing of raw materials is critical. Now that the world's top wheat exporter has invaded the world's number four wheat exporter, what short and long term consequences can we expect? Not to mention that Russia is also the world's largest exporter of fertilizer and the components necessary so people can make it. We're in the early stages of a multi year shortage in all things agricultural. 0:00 Welcome Peter Zeihan, he just released his new book The End of the World is Just the Beginning: Mapping the Collapse of Globalization 1:50 Globalization is unique to this period in history 3:15 Mass explosion of economic activity around the world 4:39 Aging demographics around the world 5:56 China crammed 200 years of economic advancement into 40 years 9:59 Historically, capital and demographics have not been intertwined 12:18 The link between inflation capital availability and demographics - Boomers are retiring in large numbers 13:21 We have a 400,000 workers shortage and that will increase every year until 2030 15:10 The labor disconnect is the single largest issue behind our inflation numbers 17:56 Labor market over the next 20 years 19:18 Can China take over the world? 22:39 China’s severe lockdown measures 24:41 China in Africa 26:57 Will automation destroy jobs? 29:45 The future of manufacturing 31:49 Was the Bretton Woods Agreement a good system? 34:43 Peter Zeihan on industrial commodities 37:42 What’s next for the economy? 40:38 Building material shortage 42:45 Learn more at https://zeihan.com/. Follow Peter on Twitter @PeterZeihan and check out his new book - The End of the World is Just the Beginning: Mapping the Collapse of Globalization PETER ZEIHAN is an expert in geopolitics: the study of how place impacts financial, economic, cultural, political and military developments. He presents customized executive briefings to a wide array of audiences which include, but are not limited to, financial professionals, Fortune 500 firms, energy investors, and a mix of industrial, power, agricultural and consulting associations and corporations. Mr. Zeihan has been featured in, and cited by, numerous newspapers and broadcasts including The Wall Street Journal, Forbes, AP, Bloomberg, CNN, ABC, The New York Times, Fox News and MarketWatch. Get the latest from Jason! TWITTER ▶ https://twitter.com/JasonHartmanROI INSTAGRAM ▶ https://www.instagram.com/jasonhartman1/ LINKEDIN ▶ https://www.linkedin.com/in/jasonhartmaninvestor/ Learn More: https://www.jasonhartman.com/ Listen to The Creating Wealth Podcast: https://www.jasonhartman.com/podcast/ Call our Investment Counselors at: 1-800-HARTMAN (US) or visit www.JasonHartman.com #jasonhartman #peterzeihan #inflation #theendoftheworld #commodities #geopolitics #china #ukraine Source: https://www.youtube.com/watch?v=LI4mDQeo9eE Uploader: Jason Hartman

Zoomable full resolution image available at davidrumsey.com . This image 1552.015 is a part of image group 1552.000 . Includes text and five figures. Published in 5 volumes, 1955-1959, with 122 colored double page map sheets, and a comprehensive index of over 200,000 names. Because of the long production times involved in the work of compiling the detailed maps, the volumes were arranged in continental groupings with volume III, North Europe, coming out first, followed by another volume each year. V.1. The World, Australasia & East Asia --V.2. South-West Asia & Russia --V.3. Northern Europe --V.4. Southern Europe & Africa --V.5. The Americas. with an Index-Gazetteer. Bound in red linen, with label stamped in real gold reading "The Times Atlas of the World, Mid-Century Edition."

Zoomable full resolution image available at davidrumsey.com . This image 1552.015 is a part of image group 1552.000 . Includes text and five figures. Published in 5 volumes, 1955-1959, with 122 colored double page map sheets, and a comprehensive index of over 200,000 names. Because of the long production times involved in the work of compiling the detailed maps, the volumes were arranged in continental groupings with volume III, North Europe, coming out first, followed by another volume each year. V.1. The World, Australasia & East Asia --V.2. South-West Asia & Russia --V.3. Northern Europe --V.4. Southern Europe & Africa --V.5. The Americas. with an Index-Gazetteer. Bound in red linen, with label stamped in real gold reading "The Times Atlas of the World, Mid-Century Edition."

Zoomable full resolution image available at davidrumsey.com . This image 1552.015 is a part of image group 1552.000 . Includes text and five figures. Published in 5 volumes, 1955-1959, with 122 colored double page map sheets, and a comprehensive index of over 200,000 names. Because of the long production times involved in the work of compiling the detailed maps, the volumes were arranged in continental groupings with volume III, North Europe, coming out first, followed by another volume each year. V.1. The World, Australasia & East Asia --V.2. South-West Asia & Russia --V.3. Northern Europe --V.4. Southern Europe & Africa --V.5. The Americas. with an Index-Gazetteer. Bound in red linen, with label stamped in real gold reading "The Times Atlas of the World, Mid-Century Edition."

Includes bibliographical references and index

The Covid-19 pandemic had intense repercussions on Food and Nutrition Security (FNS), as it increased the numerous social and structural vulnerabilities. In the midst of the food crisis, the scientific community has the role of articulating the fight against hunger and guaranteeing FNS. The aim of this study is to map the world scientific production in FNS in the context of Covid-19. This is a mapping review that will include studies published in scientific journals from 2019 to 2022, in any language. Pubmed, Embase, Scopus, CINAHL, Web of Science and Campbell Library databases will be used to identify the studies. The search strategies were elaborated according to terms related to FNS included in the Health Sciences Descriptors (DeCs/MeSH). The review will be developed according to the adapted recommendations of the PRISMA-ScR (2018) and the methodological manual of reviews of the Joanna Briggs institute (2020). This review aims to produce an panoramic overview of scientific production in FNS, in order to characterize it according to sub-themes, journals, languages, countries, continents, issues and proposals addressed during the pandemic.

This protocol outlines a scoping review of health, humanities, and social science literature, policy documents, media, and other important cultural artefacts to examine the types of available evidence, the methods used to accrue this evidence, and resultant knowledge gaps in order to clarify (1) the associations between racism, discrimination and xenophobia on the mental health of individuals, and family and kin relationships across generations (2) the mechanisms for these effects and (3) future directions and interventions that centre social justice in the promotion of a mental health enabling environment. The review will be conducted in-line with guidance from Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) Checklist (Tricco et al, 2018).

This protocol outlines a scoping review of health, humanities, and social science literature, policy documents, media, and other important cultural artefacts to examine the types of available evidence, the methods used to accrue this evidence, and resultant knowledge gaps in order to clarify (1) the associations between racism, discrimination and xenophobia on the mental health of individuals, and family and kin relationships across generations (2) the mechanisms for these effects and (3) future directions and interventions that centre social justice in the promotion of a mental health enabling environment. The review will be conducted in-line with guidance from Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) Checklist (Tricco et al, 2018).

The Comparative Database System (CDS) provides a means for coding and using data on U.S. and international postsecondary educational activity and behavior. CDS permits education-data users to obtain accurate and reliable comparative data on postsecondary education questions. This document contains a discussion of the development of CDS, a detailed technical description of CDS and its relation to other databases, and advice about its use. CDS was developed as a systematic means for reporting and analyzing data provided by respondents to the Survey of Earned Doctorates (SED), but it can be used whenever comparative and international institutional or individual data need to be organized and analyzed. Section 1 is the overview and description background and development; concepts, definitions, and methodology; and implementation), while Section 2 (half the document) contains the data codes used in CDS (geographical regions, countries, country subdivisions, primary language of instructor, standard program types, institutional types, and standard program completion awards and institutional levels (Contains 245 references.) (SLD)

The Comparative Database System (CDS) provides a means for coding and using data on U.S. and international postsecondary educational activity and behavior. CDS permits education-data users to obtain accurate and reliable comparative data on postsecondary education questions. This document contains a discussion of the development of CDS, a detailed technical description of CDS and its relation to other databases, and advice about its use. CDS was developed as a systematic means for reporting and analyzing data provided by respondents to the Survey of Earned Doctorates (SED), but it can be used whenever comparative and international institutional or individual data need to be organized and analyzed. Section 1 is the overview and description background and development; concepts, definitions, and methodology; and implementation), while Section 2 (half the document) contains the data codes used in CDS (geographical regions, countries, country subdivisions, primary language of instructor, standard program types, institutional types, and standard program completion awards and institutional levels (Contains 245 references.) (SLD)

The Comparative Database System (CDS) provides a means for coding and using data on U.S. and international postsecondary educational activity and behavior. CDS permits education-data users to obtain accurate and reliable comparative data on postsecondary education questions. This document contains a discussion of the development of CDS, a detailed technical description of CDS and its relation to other databases, and advice about its use. CDS was developed as a systematic means for reporting and analyzing data provided by respondents to the Survey of Earned Doctorates (SED), but it can be used whenever comparative and international institutional or individual data need to be organized and analyzed. Section 1 is the overview and description background and development; concepts, definitions, and methodology; and implementation), while Section 2 (half the document) contains the data codes used in CDS (geographical regions, countries, country subdivisions, primary language of instructor, standard program types, institutional types, and standard program completion awards and institutional levels (Contains 245 references.) (SLD)

The Comparative Database System (CDS) provides a means for coding and using data on U.S. and international postsecondary educational activity and behavior. CDS permits education-data users to obtain accurate and reliable comparative data on postsecondary education questions. This document contains a discussion of the development of CDS, a detailed technical description of CDS and its relation to other databases, and advice about its use. CDS was developed as a systematic means for reporting and analyzing data provided by respondents to the Survey of Earned Doctorates (SED), but it can be used whenever comparative and international institutional or individual data need to be organized and analyzed. Section 1 is the overview and description background and development; concepts, definitions, and methodology; and implementation), while Section 2 (half the document) contains the data codes used in CDS (geographical regions, countries, country subdivisions, primary language of instructor, standard program types, institutional types, and standard program completion awards and institutional levels (Contains 245 references.) (SLD)

The Comparative Database System (CDS) provides a means for coding and using data on U.S. and international postsecondary educational activity and behavior. CDS permits education-data users to obtain accurate and reliable comparative data on postsecondary education questions. This document contains a discussion of the development of CDS, a detailed technical description of CDS and its relation to other databases, and advice about its use. CDS was developed as a systematic means for reporting and analyzing data provided by respondents to the Survey of Earned Doctorates (SED), but it can be used whenever comparative and international institutional or individual data need to be organized and analyzed. Section 1 is the overview and description background and development; concepts, definitions, and methodology; and implementation), while Section 2 (half the document) contains the data codes used in CDS (geographical regions, countries, country subdivisions, primary language of instructor, standard program types, institutional types, and standard program completion awards and institutional levels (Contains 245 references.) (SLD)

The Comparative Database System (CDS) provides a means for coding and using data on U.S. and international postsecondary educational activity and behavior. CDS permits education-data users to obtain accurate and reliable comparative data on postsecondary education questions. This document contains a discussion of the development of CDS, a detailed technical description of CDS and its relation to other databases, and advice about its use. CDS was developed as a systematic means for reporting and analyzing data provided by respondents to the Survey of Earned Doctorates (SED), but it can be used whenever comparative and international institutional or individual data need to be organized and analyzed. Section 1 is the overview and description background and development; concepts, definitions, and methodology; and implementation), while Section 2 (half the document) contains the data codes used in CDS (geographical regions, countries, country subdivisions, primary language of instructor, standard program types, institutional types, and standard program completion awards and institutional levels (Contains 245 references.) (SLD)

The Comparative Database System (CDS) provides a means for coding and using data on U.S. and international postsecondary educational activity and behavior. CDS permits education-data users to obtain accurate and reliable comparative data on postsecondary education questions. This document contains a discussion of the development of CDS, a detailed technical description of CDS and its relation to other databases, and advice about its use. CDS was developed as a systematic means for reporting and analyzing data provided by respondents to the Survey of Earned Doctorates (SED), but it can be used whenever comparative and international institutional or individual data need to be organized and analyzed. Section 1 is the overview and description background and development; concepts, definitions, and methodology; and implementation), while Section 2 (half the document) contains the data codes used in CDS (geographical regions, countries, country subdivisions, primary language of instructor, standard program types, institutional types, and standard program completion awards and institutional levels (Contains 245 references.) (SLD)

The Comparative Database System (CDS) provides a means for coding and using data on U.S. and international postsecondary educational activity and behavior. CDS permits education-data users to obtain accurate and reliable comparative data on postsecondary education questions. This document contains a discussion of the development of CDS, a detailed technical description of CDS and its relation to other databases, and advice about its use. CDS was developed as a systematic means for reporting and analyzing data provided by respondents to the Survey of Earned Doctorates (SED), but it can be used whenever comparative and international institutional or individual data need to be organized and analyzed. Section 1 is the overview and description background and development; concepts, definitions, and methodology; and implementation), while Section 2 (half the document) contains the data codes used in CDS (geographical regions, countries, country subdivisions, primary language of instructor, standard program types, institutional types, and standard program completion awards and institutional levels (Contains 245 references.) (SLD)

The Comparative Database System (CDS) provides a means for coding and using data on U.S. and international postsecondary educational activity and behavior. CDS permits education-data users to obtain accurate and reliable comparative data on postsecondary education questions. This document contains a discussion of the development of CDS, a detailed technical description of CDS and its relation to other databases, and advice about its use. CDS was developed as a systematic means for reporting and analyzing data provided by respondents to the Survey of Earned Doctorates (SED), but it can be used whenever comparative and international institutional or individual data need to be organized and analyzed. Section 1 is the overview and description background and development; concepts, definitions, and methodology; and implementation), while Section 2 (half the document) contains the data codes used in CDS (geographical regions, countries, country subdivisions, primary language of instructor, standard program types, institutional types, and standard program completion awards and institutional levels (Contains 245 references.) (SLD)

The Comparative Database System (CDS) provides a means for coding and using data on U.S. and international postsecondary educational activity and behavior. CDS permits education-data users to obtain accurate and reliable comparative data on postsecondary education questions. This document contains a discussion of the development of CDS, a detailed technical description of CDS and its relation to other databases, and advice about its use. CDS was developed as a systematic means for reporting and analyzing data provided by respondents to the Survey of Earned Doctorates (SED), but it can be used whenever comparative and international institutional or individual data need to be organized and analyzed. Section 1 is the overview and description background and development; concepts, definitions, and methodology; and implementation), while Section 2 (half the document) contains the data codes used in CDS (geographical regions, countries, country subdivisions, primary language of instructor, standard program types, institutional types, and standard program completion awards and institutional levels (Contains 245 references.) (SLD)

The Comparative Database System (CDS) provides a means for coding and using data on U.S. and international postsecondary educational activity and behavior. CDS permits education-data users to obtain accurate and reliable comparative data on postsecondary education questions. This document contains a discussion of the development of CDS, a detailed technical description of CDS and its relation to other databases, and advice about its use. CDS was developed as a systematic means for reporting and analyzing data provided by respondents to the Survey of Earned Doctorates (SED), but it can be used whenever comparative and international institutional or individual data need to be organized and analyzed. Section 1 is the overview and description background and development; concepts, definitions, and methodology; and implementation), while Section 2 (half the document) contains the data codes used in CDS (geographical regions, countries, country subdivisions, primary language of instructor, standard program types, institutional types, and standard program completion awards and institutional levels (Contains 245 references.) (SLD)

The Comparative Database System (CDS) provides a means for coding and using data on U.S. and international postsecondary educational activity and behavior. CDS permits education-data users to obtain accurate and reliable comparative data on postsecondary education questions. This document contains a discussion of the development of CDS, a detailed technical description of CDS and its relation to other databases, and advice about its use. CDS was developed as a systematic means for reporting and analyzing data provided by respondents to the Survey of Earned Doctorates (SED), but it can be used whenever comparative and international institutional or individual data need to be organized and analyzed. Section 1 is the overview and description background and development; concepts, definitions, and methodology; and implementation), while Section 2 (half the document) contains the data codes used in CDS (geographical regions, countries, country subdivisions, primary language of instructor, standard program types, institutional types, and standard program completion awards and institutional levels (Contains 245 references.) (SLD)

The Comparative Database System (CDS) provides a means for coding and using data on U.S. and international postsecondary educational activity and behavior. CDS permits education-data users to obtain accurate and reliable comparative data on postsecondary education questions. This document contains a discussion of the development of CDS, a detailed technical description of CDS and its relation to other databases, and advice about its use. CDS was developed as a systematic means for reporting and analyzing data provided by respondents to the Survey of Earned Doctorates (SED), but it can be used whenever comparative and international institutional or individual data need to be organized and analyzed. Section 1 is the overview and description background and development; concepts, definitions, and methodology; and implementation), while Section 2 (half the document) contains the data codes used in CDS (geographical regions, countries, country subdivisions, primary language of instructor, standard program types, institutional types, and standard program completion awards and institutional levels (Contains 245 references.) (SLD)

The Comparative Database System (CDS) provides a means for coding and using data on U.S. and international postsecondary educational activity and behavior. CDS permits education-data users to obtain accurate and reliable comparative data on postsecondary education questions. This document contains a discussion of the development of CDS, a detailed technical description of CDS and its relation to other databases, and advice about its use. CDS was developed as a systematic means for reporting and analyzing data provided by respondents to the Survey of Earned Doctorates (SED), but it can be used whenever comparative and international institutional or individual data need to be organized and analyzed. Section 1 is the overview and description background and development; concepts, definitions, and methodology; and implementation), while Section 2 (half the document) contains the data codes used in CDS (geographical regions, countries, country subdivisions, primary language of instructor, standard program types, institutional types, and standard program completion awards and institutional levels (Contains 245 references.) (SLD)

Zoomable full resolution image available at davidrumsey.com . This image 0289A is a part of image group 0289.000 . Maps exquisitely drawn by Lydia S. Weeks & others. Has a lock of hair between two pages - Ms. Weeks'? The school atlas contains 15 plates. Twelve of the maps are drawn in pen-and-ink without color; the Southern Europe Atlantic Ocean and Pacific Ocean maps are not drawn. Covers are tan cards with the above title printed in black. "Directions for mapping" appears on back cover. See note field above.

Large scale analysis and statistics of socio-technical systems that just a few short years ago would have required the use of consistent economic and human resources can nowadays be conveniently performed by mining the enormous amount of digital data produced by human activities. Although a characterization of several aspects of our societies is emerging from the data revolution, a number of questions concerning the reliability and the biases inherent to the big data "proxies" of social life are still open. Here, we survey worldwide linguistic indicators and trends through the analysis of a large-scale dataset of microblogging posts. We show that available data allow for the study of language geography at scales ranging from country-level aggregation to specific city neighborhoods. The high resolution and coverage of the data allows us to investigate different indicators such as the linguistic homogeneity of different countries, the touristic seasonal patterns within countries and the geographical distribution of different languages in multilingual regions. This work highlights the potential of geolocalized studies of open data sources to improve current analysis and develop indicators for major social phenomena in specific communities.

Large scale analysis and statistics of socio-technical systems that just a few short years ago would have required the use of consistent economic and human resources can nowadays be conveniently performed by mining the enormous amount of digital data produced by human activities. Although a characterization of several aspects of our societies is emerging from the data revolution, a number of questions concerning the reliability and the biases inherent to the big data "proxies" of social life are still open. Here, we survey worldwide linguistic indicators and trends through the analysis of a large-scale dataset of microblogging posts. We show that available data allow for the study of language geography at scales ranging from country-level aggregation to specific city neighborhoods. The high resolution and coverage of the data allows us to investigate different indicators such as the linguistic homogeneity of different countries, the touristic seasonal patterns within countries and the geographical distribution of different languages in multilingual regions. This work highlights the potential of geolocalized studies of open data sources to improve current analysis and develop indicators for major social phenomena in specific communities.

This volume offers the author’s central articles on the medieval and early modern history of cartography for the first time in English translation. A first group of essays gives an overview of medieval cartography, illustrating the methods of cartographers. Another analyzes world maps and travel accounts in relation to mapped spaces. A third examines land surveying, cartographical practices of exploration, and the production of Portolan atlases.

Zoomable full resolution image available at davidrumsey.com . This image 2113.001 is a part of image group 2113.000 . One col. map with 11 ancillary maps. Contents: Cartography of the world 1921 -- Herodotus B.C. 450 -- Strabo A.D. 18 -- Mela A.D. 43 -- Ptolemy A.D. 150 -- Mountain of Cosmas Indicopleustes -- Cosmas Indicopleustes VI century -- Wheel map XI century -- Hereford map 1280 -- Ortelius 1570 -- De Wit c.1700 -- The world c.1800. This is the second issue of the 1920 edition, which was the first edition to use Bartholomew's maps (the only earlier edition used maps by Andree, published in 1895 (see our #1010). Superb maps, beginning a run of Times Atlas editions that continues today. Cover title: The Times atlas & gazetteer of the world. Includes page of corrections from the 1920 ed.

Zoomable full resolution image available at davidrumsey.com . This image 1552.014 is a part of image group 1552.000 . Includes text and figures. Published in 5 volumes, 1955-1959, with 122 colored double page map sheets, and a comprehensive index of over 200,000 names. Because of the long production times involved in the work of compiling the detailed maps, the volumes were arranged in continental groupings with volume III, North Europe, coming out first, followed by another volume each year. V.1. The World, Australasia & East Asia --V.2. South-West Asia & Russia --V.3. Northern Europe --V.4. Southern Europe & Africa --V.5. The Americas. with an Index-Gazetteer. Bound in red linen, with label stamped in real gold reading "The Times Atlas of the World, Mid-Century Edition."

Zoomable full resolution image available at davidrumsey.com . This image 1552.014 is a part of image group 1552.000 . Includes text and figures. Published in 5 volumes, 1955-1959, with 122 colored double page map sheets, and a comprehensive index of over 200,000 names. Because of the long production times involved in the work of compiling the detailed maps, the volumes were arranged in continental groupings with volume III, North Europe, coming out first, followed by another volume each year. V.1. The World, Australasia & East Asia --V.2. South-West Asia & Russia --V.3. Northern Europe --V.4. Southern Europe & Africa --V.5. The Americas. with an Index-Gazetteer. Bound in red linen, with label stamped in real gold reading "The Times Atlas of the World, Mid-Century Edition."

Zoomable full resolution image available at davidrumsey.com . This image 1552.014 is a part of image group 1552.000 . Includes text and figures. Published in 5 volumes, 1955-1959, with 122 colored double page map sheets, and a comprehensive index of over 200,000 names. Because of the long production times involved in the work of compiling the detailed maps, the volumes were arranged in continental groupings with volume III, North Europe, coming out first, followed by another volume each year. V.1. The World, Australasia & East Asia --V.2. South-West Asia & Russia --V.3. Northern Europe --V.4. Southern Europe & Africa --V.5. The Americas. with an Index-Gazetteer. Bound in red linen, with label stamped in real gold reading "The Times Atlas of the World, Mid-Century Edition."

Zoomable full resolution image available at davidrumsey.com . This image 1552.014 is a part of image group 1552.000 . Includes text and figures. Published in 5 volumes, 1955-1959, with 122 colored double page map sheets, and a comprehensive index of over 200,000 names. Because of the long production times involved in the work of compiling the detailed maps, the volumes were arranged in continental groupings with volume III, North Europe, coming out first, followed by another volume each year. V.1. The World, Australasia & East Asia --V.2. South-West Asia & Russia --V.3. Northern Europe --V.4. Southern Europe & Africa --V.5. The Americas. with an Index-Gazetteer. Bound in red linen, with label stamped in real gold reading "The Times Atlas of the World, Mid-Century Edition."

Manga are circulated in graphic novel format as printed Japanese comic books. They are famous Japanese graphic novels or comic books. A popular form of literature, read by people of different age groups. They certainly provide visual as well as linguistic examples of Japanese culture. They deal with a number of genres like fantasy, romance, supernatural, erotica, action, psychological, science fiction and many more to include. This paper deals with manga-culture, its evolution and, cultural and global aspects attached to it. It highlights the educational element associated with manga. It further discusses about the prospects of manga being a form of cross-cultural literature and, how influential it is not only in Japan but also worldwide.

Manga are circulated in graphic novel format as printed Japanese comic books. They are famous Japanese graphic novels or comic books. A popular form of literature, read by people of different age groups. They certainly provide visual as well as linguistic examples of Japanese culture. They deal with a number of genres like fantasy, romance, supernatural, erotica, action, psychological, science fiction and many more to include. This paper deals with manga-culture, its evolution and, cultural and global aspects attached to it. It highlights the educational element associated with manga. It further discusses about the prospects of manga being a form of cross-cultural literature and, how influential it is not only in Japan but also worldwide.

Purpose: In recent decades, higher education has increasingly faced pressures to address real-world challenges in social, economic, environmental, and technological domains. The literature indicates that universities have expanded the traditional notion of science to include new missions. Their responses to these demands varied based on their regulations and social contexts. Some universities demonstrated strong local or regional orientations, while others broadened their activities to become international players. Additionally, some institutions adapted their internal procedures to embrace new administrative methods or transformed into entrepreneurial universities. Consequently, the literature provides evidence of a positive response from universities, although this response is scattered and not uniform on a global scale. As strategic plans offer managerial insights and operational frameworks for achieving organizational goals and missions, their content can be analyzed to examine university responses to various demands. This study employed a quantitative content analysis method to investigate the strategic plans of universities worldwide, exploring their approaches to new academic missions, the emerging subjects recently included in these plans and their correlation with the development levels of their respective countries. Methodology: The research sample comprised the strategic plans of universities worldwide that are accessible on the web. The universities were initially identified using the list provided by the Scimago Institutions and University Rankings, which included 4,126 universities at the time of data collection in May 2022. By employing the following formula in the title field of documents indexed in Google, the strategic plan of each university was located, and its full text was downloaded: ("strategic plan" OR "strategic plans" OR "strategic planning" OR "Strategic * plan" OR "action plan" OR "action plans" OR "action planning" OR strategy OR vision OR mission OR values) AND [University Name] 852 strategic plans in both English and non-English languages were retrieved, available in either text or image formats. The non-English strategic plans were translated using Google Translate, while image files were converted into text with Google Docs. The complete texts of the strategic plans were then input as plain text into VoSViewer software, version 1.6.19, where their co-word maps were analyzed following linguistic pre-processing. A thesaurus was developed and utilized to standardize the terminology. To identify novel subjects that have recently emerged in the strategic plans, they were weighted according to the commencement year of their respective periods. Furthermore, to examine the relationship between these subjects and the development levels of their respective countries, the plans were weighted by the Human Development Index and Gross Domestic Expenditure on Research and Development, as reported by the United Nations Development Program and the World Bank, respectively. A whole counting method was employed to calculate term frequencies. Additionally, a threshold of occurrence in at least ten strategic plans was established for a term to be included in the map. A total of 1,158 words or phrases were identified. By applying a threshold of 60% of the most relevant terms, 695 terms were included in the final map. Findings: Five clusters were identified including “society”, “students”, “systems”, “transformation”, and “graduate programs”. The largest cluster, i.e., “society”, included the concepts related to education, research, and innovation. The terms “society” and “world” were respectively the biggest nodes in this cluster, indicating the connection of these main missions with real-world challenges. In the “graduate cluster”, the “global rankings” node occurred linked to “sustainable development goals”, “international collaborations”, and “partnerships”. In the “student” cluster, “courses" was the second largest node. Along with the terms related to classic academic missions (i.e., “students”, “graduate programs”, and “courses”), the terms related to new academic missions were observed including “communities”, “world”, “economy”, “sustainable development”, “economic growth”, “social growth”, “excellence”, “solutions”, “diversity”, “climate”, and “climate change”. The terms’ occurrences showed dependence on the plans’ novelty and country development level. For example, the terms “communities”, “social enterprises”, “sustainability”, “global rankings”, “sustainable development goals”, “web applications”, and “circular economy” occurred for moderately to highly developed countries. Conclusion: Universities worldwide have broadened their focus beyond traditional missions to encompass new objectives related to the economy, society, and the environment. The reliance on these terms varies according to each country's level of development, highlighting the necessity for pragmatic policymaking to establish achievable short- and long-term goals. Furthermore, this situation raises concerns about the potential to deepen divides among nations due to differing objectives set for higher education. Notably, the lack of terms associated with research output and traditional mission-oriented ranking systems poses a challenge to the for ranking's sake approach.

The aim of this little book is to contribute to the update of a great tradition that has been cataloging and contrasting the translations of Edgar Allan Poe's most important poem, "The Raven". This study located approximately 750 translations in various poetic forms and translation perspectives of the poetic text, which crosses through historical, political and aesthetic orientations in many countries around the world. The most important conclusion of this study is that probably Edgar Allan Poe's "The Raven" is the most translated poetic text in the world, counting at least 750 translations around the world, something that transmigrates with enormous symbolic and cultural potential to other arts, which strongly suggests that this is the most seminally intermedia poem in history. Also, with this research we proposes an invitation to the extension of the approaches of this rich material of poetic translation.

The aim of this little book is to contribute to the update of a great tradition that has been cataloging and contrasting the translations of Edgar Allan Poe's most important poem, "The Raven". This study located approximately 750 translations in various poetic forms and translation perspectives of the poetic text, which crosses through historical, political and aesthetic orientations in many countries around the world. The most important conclusion of this study is that probably Edgar Allan Poe's "The Raven" is the most translated poetic text in the world, counting at least 750 translations around the world, something that transmigrates with enormous symbolic and cultural potential to other arts, which strongly suggests that this is the most seminally intermedia poem in history. Also, with this research we proposes an invitation to the extension of the approaches of this rich material of poetic translation.

The aim of this little book is to contribute to the update of a great tradition that has been cataloging and contrasting the translations of Edgar Allan Poe's most important poem, "The Raven". This study located approximately 750 translations in various poetic forms and translation perspectives of the poetic text, which crosses through historical, political and aesthetic orientations in many countries around the world. The most important conclusion of this study is that probably Edgar Allan Poe's "The Raven" is the most translated poetic text in the world, counting at least 750 translations around the world, something that transmigrates with enormous symbolic and cultural potential to other arts, which strongly suggests that this is the most seminally intermedia poem in history. Also, with this research we proposes an invitation to the extension of the approaches of this rich material of poetic translation.

The aim of this little book is to contribute to the update of a great tradition that has been cataloging and contrasting the translations of Edgar Allan Poe's most important poem, "The Raven". This study located approximately 750 translations in various poetic forms and translation perspectives of the poetic text, which crosses through historical, political and aesthetic orientations in many countries around the world. The most important conclusion of this study is that probably Edgar Allan Poe's "The Raven" is the most translated poetic text in the world, counting at least 750 translations around the world, something that transmigrates with enormous symbolic and cultural potential to other arts, which strongly suggests that this is the most seminally intermedia poem in history. Also, with this research we proposes an invitation to the extension of the approaches of this rich material of poetic translation.

scan of book Ways of mapping the world: Mathematics and cartography by Raúl Ibáñez [2013] {526--oclc} Everything is mathematical Issue 26