Estevan Perez, merino maor por el infante don Sancho en terra de Leon e de Asturias... Edición e anotación da súa cantiga Senhor, se o outro mundo pasar (B 923, V 511)

[Resumo] No presente traballo abórdase a edición crítica da única cantiga conservada de Estevan Perez Froian, Senhor, se o outro mundo pasar (B 923, V 511). A fixación do texto crítico do poema e a súa anotación complétanse co estudo da biografía do poeta, vasalo dos monarcas casteláns Alfonso X e Sancho IV, e coa análise dos datos que para esta cantiga ofrece a tradición manuscrita.[Abstract] In this article we tackle the critical edition of the only conserved cantiga written by Estevan Perez Froian, Senhor, se o outro mundo pasar (B 923, V 511). The establishment of poem critical text and its annotation is completed with a study of poet’s biography, vassal of Castilian kings Alfonso X and Sancho IV, and with an analysis of the existent data in manuscript tradition for this cantiga

Edición e edicións: a propósito de crítica textual e lírica medieval (profana) galego-portuguesa (I)

[Resumo] Neste artigo ofrécese unha revisión histórica e crítica do labor ecdótico realizado no ámbito da lírica profana galego-portuguesa desde os seus inicios, a comezos do século XIX, ata a década de 1960, momento en que a denominada “escola italiana” comeza os seus traballos. O estudo contempla as edicións inaugurais desta tradición poética, preparadas nos anos que seguiron ao descubrimento dos primeiros manuscritos –Stuart, Moura, Varnhagen–, a edición en Italia e en Portugal no último cuarto do século XIX –Monaci, Molteni, Braga–, o contributo dos grandes mestres –Michaëlis, Lang e Nobiling–, as publicacións motivadas polo achado de novos relatores, a comezos do século XX –M, P, R–, a edición en Portugal no período de entreguerras –Nunes–, as primeiras edicións dedicadas á lírica dos trobadores en territorio galego, o labor ecdótico en América –Carter, Ferreira da Cunha– e a edición no ámbito lusitano e galego con posterioridade ao estoupido, primeiro, da guerra civil española e, despois, da segunda guerra mundial.[Abstract] This paper consists of a historical and critical survey of works in the field of textual criticism of Galician-Portuguese Lyric Poetry, from the beginnings in the 19th century until the 1960s, when the so-called ‘Italian School’ began its activity. The survey covers the inaugural editions of Galician-Portuguese poetry published in the years following the discovery of the first MSS. (Stuart, Moura, Varnhagen), the work carried out in Italy and Portugal in the last quarter of the 19th century (Monaci, Molteni, Braga), the contributions of the ‘great masters’ (Michaëlis, Lang, Nobiling), the output following the discovery of new MSS. (M, P, R), the editorial activity in Portugal between the wars (Nunes), the earliest works on Galician- Portuguese trobador lyric published in Galicia, the works of textual criticism carried out in North and South America (Carter, Ferreira da Cunha) and, finally, the editions published in Portugal and Galicia in the period following the Spanish Civil War and WW II

Paper 246-2009 Getting the Most out of the SAS ® Survey Procedures: Repeated Replication Methods, Subpopulation Analysis, and Missing Data Options in SAS ® v9.2

This paper presents practical guidance on three common survey data analysis techniques: repeated replication methods for variance estimation, subpopulation analyses, and techniques for handling missing data. A number of new features in the SAS ® 9.2 survey procedures are demonstrated: Jackknife and Balanced Repeated Replication methods for variance estimation, subpopulation analysis with use of the DOMAIN option and the subsetting approach and the use of the NOMCAR (not missing completely at random) and multiple imputation options for handling missing data. Descriptive statistics as well as logistic regression are demonstrated. The analytic techniques presented can be used on any operating system and are intended for an intermediate level audience

O uso dos signos gráficos "i" e "y" como segundo elemento de ditongo decrecente. A evidencia de dúas mans na copia do Cancioneiro da Ajuda

Dirección Xeral de I+D+i da Consellería de Innovación e Industria da Xunta de Galici

The ALICE EMCal L1 trigger first year of operation experience

The ALICE experiment at the LHC is equipped with an electromagnetic calorimeter (EMCal) designed to enhance its capabilities for jet, photon and electron measurement. In addition, the EMCal enables triggering on jets and photons with a centrality dependent energy threshold. After its commissioning in 2010, the EMCal Level 1 (L1) trigger was officially approved for physics data taking in 2011. After describing the L1 hardware and trigger algorithms, the commissioning and the first year of running experience, both in proton and heavy ion beams, are reviewed. Additionally, the upgrades to the original L1 trigger design are detailed.Comment: Proceedings of TWEPP-12, Oxford. 10 pages, 9 figure

How the distinctive cultures of osteopathic and allopathic medical schools affect the careers, perceptions, and institutional efforts of their anatomy faculties: A qualitative case study of two schools

Anatomy faculties are integral to basic science instruction in medical schools, particularly given the preponderance of anatomic instruction in the preclinical curriculum. Recent years have witnessed major curricular restructuring and other emerging national trends that pose significant challenges to anatomists. An examination of anatomy faculty perceptions at two philosophically distinct medical schools within this shifting climate provides an indicator of how different institutional characteristics may impact anatomy instruction and other faculty responsibilities. Semistructured interviews of anatomy faculty from a large, well-established allopathic medical school (Indiana University School of Medicine) and a small, new osteopathic medical school (Marian University College of Osteopathic Medicine) were explored using qualitative thematic analysis. Four overarching themes were identified: (1) Institutional philosophies, such as affiliation with osteopathic versus allopathic medicine, have minimal impact on how the anatomical sciences are taught. (2) Differences in anatomy faculty experiences at these two institutions are largely driven by the institution's size and history. There is a disparity between institutions in the relative importance of teaching and research, but an ability to do research is important for both faculties. (3) Anatomy instruction and research agendas are driven by personal philosophies and interests rather than institutional philosophy. (4) Autonomy is highly valued by anatomists at both institutions. All the participants share a devotion to educating future physicians. In fact, this study identified more similarities than differences in these two faculties. Finally, we argue that shared educational resources and research collaborations can improve anatomy education and faculty development at both institutions. Anat Sci Educ. © 2015 American Association of Anatomists