Histoire de Beyrouth et des Bohtor émirs dʻal-Gharb,

Appendices includes a continuation from Ibn Asbāt's history of the Tanūkh emirs and a sketch of Beirut from the Ottoman period.

Batsʻatrutʻiwn chʻapʻutsʻ ew kshṛotsʻ nakhneatsʻ : aṛajnordutʻeamb Epipʻanu, Khorenatsʻwoy ew Shirakatsʻwoy /

Haṛajabanutʻiwn -- Epiphaniou Peri metrōn kai stathmōn = Epipʻanu Haghags chʻaputsʻ ew kshṛotsʻ -- Anania Shirakunoy hamaroghi Haghags kshṛotsʻn ew chʻapʻutsʻ -- Movsisi Khorenatsʻwoy Haghags asparisakan chʻapʻu -- Haghags ěntʻatsʻitsʻ aregakan ew hamaroy chʻapʻutsʻ ěst krkin ōrinakatsʻ Shirakatsʻwoyn -- Batsʻatrutʻiwn chʻapʻuts ew kshṛotsʻ nakhneatsʻ -- Ard i chʻapʻkʻ ew kshiṛkʻ Gaghghiatsʻwotsʻ -- Aṛandzin dasakargutʻiwn kshṛotsʻ ew chʻapʻutsʻ handerdz tachkakan baṛiwkʻ.

The Weber collection; Greek coins ... by L. Forrer.

Half-title: Descriptive catalogue of the collection of Greek coins formed by Sir Hermann Weber....

Epiphanius.

Accompanying CD-ROM (inside back cover of Bd. 4) contains all the indexes found in Bd. 4 as a PDF file, readable and searchable using Adobe Acrobat software.

Libanii Opera;

On t.-p. of v. 9: Imprimendum curavit Eberhardus Richsteig.

Voyages d'une famille à travers la Méditerranée : à bord de son yacht Le Sunbeam /

Translation of: Sunshine and storm in the east, or, Cruises to Cyprus and Constantinople.

Plays and lyrics. --

"This volume contains 'Yolanda of Cyprus', a hitherto unpublished play; many new lyrics; some others that appeared in 'Song-surf', a volume whose publishers, failed before it reached the public; and 'David', which came out in America in 1904."-Pref.

Seventeen lectures on the study of medieval and modern history, and kindred subjects.

Inaugural (February 7, 1867) -- On the present state and prospects of historical study (May 17, 1876) -- On the present state and prospects of historical study (May 20, 1876) -- On the purposes and methods of historical study (May 15, 1877) -- Methods of historical study (May 18, 1877) -- Learning and literature at the court of Henry II (June 11, 1878) -- Learning and literature at the court of Henry II (June 13, 1878) -- The mediaeval kingdoms of Cyprus and Armenia (October 26 and 29, 1878) -- On the characteristic differences between mediaeval and modern history (April 15, 1880) -- On the characteristic differences between mediaeval and modern history (April 17, 1880) -- The reign of Henry VIII (June 7, 1881) -- Parliament under Henry VIII (June 9, 1881) -- The history of the canon law in England (April 19, 1882) -- The history of the canon law in England (April 20, 1882) -- The reign of Henry VII (April 24, 1883) -- The reign of Henry VII (April 25, 1883) -- A last statutory public lecture (May 8, 1884).

Typing mineral deposits using their grades and tonnages in an artificial neural network

A test of the ability of a probabilistic neural network to classify deposits into types on the basis of deposit tonnage and average Cu, Mo, Ag, Au, Zn, and Pb grades is conducted. The purpose is to examine whether this type of system might serve as a basis for integrating geoscience information available in large mineral databases to classify sites by deposit type. Benefits of proper classification of many sites in large regions are relatively rapid identification of terranes permissive for deposit types and recognition of specific sites perhaps worthy of exploring further. Total tonnages and average grades of 1,137 well-explored deposits identified in published grade and tonnage models representing 13 deposit types were used to train and test the network. Tonnages were transformed by logarithms and grades by square roots to reduce effects of skewness. All values were scaled by subtracting the variable's mean and dividing by its standard deviation. Half of the deposits were selected randomly to be used in training the probabilistic neural network and the other half were used for independent testing. Tests were performed with a probabilistic neural network employing a Gaussian kernel and separate sigma weights for each class (type) and each variable (grade or tonnage). Deposit types were selected to challenge the neural network. For many types, tonnages or average grades are significantly different from other types, but individual deposits may plot in the grade and tonnage space of more than one type. Porphyry Cu, porphyry Cu-Au, and porphyry Cu-Mo types have similar tonnages and relatively small differences in grades. Redbed Cu deposits typically have tonnages that could be confused with porphyry Cu deposits, also contain Cu and, in some situations, Ag. Cyprus and kuroko massive sulfide types have about the same tonnages. Cu, Zn, Ag, and Au grades. Polymetallic vein, sedimentary exhalative Zn-Pb, and Zn-Pb skarn types contain many of the same metals. Sediment-hosted Au, Comstock Au-Ag, and low-sulfide Au-quartz vein types are principally Au deposits with differing amounts of Ag. Given the intent to test the neural network under the most difficult conditions, an overall 75% agreement between the experts and the neural network is considered excellent. Among the largestclassification errors are skarn Zn-Pb and Cyprus massive sulfide deposits classed by the neuralnetwork as kuroko massive sulfides—24 and 63% error respectively. Other large errors are the classification of 92% of porphyry Cu-Mo as porphyry Cu deposits. Most of the larger classification errors involve 25 or fewer training deposits, suggesting that some errors might be the result of small sample size. About 91% of the gold deposit types were classed properly and 98% of porphyry Cu deposits were classes as some type of porphyry Cu deposit. An experienced economic geologist would not make many of the classification errors that were made by the neural network because the geologic settings of deposits would be used to reduce errors. In a separate test, the probabilistic neural network correctly classed 93% of 336 deposits in eight deposit types when trained with presence or absence of 58 minerals and six generalized rock types. The overall success rate of the probabilistic neural network when trained on tonnage and average grades would probably be more than 90% with additional information on the presence of a few rock types.

Journey towards cultural competence:developing university teachers

Purpose - This paper examines the importance of intercultural training for lecturers; describes innovative training to address this, based on a new theoretical framework; and evaluates training and framework. Background - UK HE is becoming increasing internationally diverse. The UK HEI population is also very multicultural. The proportion of lecturers who come from outside the UK has risen. It is, therefore, important that students develop intercultural awareness. One way of doing this is to work with students. A more sustainable approach focusses training on lecturers who will embed cultural awareness into their practice. Method - This paper sets out a theoretical framework which underpins training developed for lecturers as part of a Postgraduate Certificate. The paper describes the training and evaluates the effectiveness of this. Findings and results - Findings show that participants were apprehensive about the training. Afterwards they expressed surprise at the participative approach, but were pleased with outcomes. They enjoyed the exercises and the training appeared to have opened up their outlook. They praised the freedom to share thoughts with others. Conclusions - Findings show that participants learnt intercultural skills to use in class. This was due to the design. The nature of the training encouraged reflection on cultural diversity and participants attested to the effects this would have on their teaching. These results replicate other studies Implications - The implications are immediate in the design of intercultural training in different contexts. It has already been used to design innovative training for students and managers. In both cases the same far-reaching results were achieved.

Perspective-taking mediates the imagined contact effect

We investigated the potential for mental imagery to reduce intergroup bias in Cyprus, an island that has suffered from interethnic tension for over 40 years. Seventy-three Turkish Cypriots were asked to imagine a scenario in which they interacted with Greek Cypriots, compared to those imagining an outdoor scene. Subsequently, participants in the imagined contact condition reported more positive outgroup evaluations. Mediational analysis showed this relationship was explained by increased levels of perspective-taking. The findings highlight theoretical and practical possibilities for future imagined contact research.

Mathematica Balkanica New Series Book Volume 24 2010

Muharem Avdispahic 1 Coordinator of the TEMPUS Project SEE Doctoral Studies in Mathematical Sciences (144703-TEMPUS-2008-BA-TEMPUS-JPCR) The main goals of the TEMPUS Project ”SEE Doctoral Studies in Math- ematical Sciences”, funded by European Commission under the TEMPUS IV first call, consist of the development of a model of structured doctoral studies in Mathematical Sciences involving the network of Western Balkans universi- ties, the curricula design based on the existing strenghts and tendencies in the areas of Pure Mathematics, Applied Mathematics and Theoretical Computer Science and the first phase of implementation of the agreed model during the SEE Doctoral Year in Mathematical Sciences 2011. A decisive step in this direction was ”SEE Young Researchers Workshop” held in Ohrid, FYR Macedonia, September 16-20, 2009, as a part of the Math- ematical Society of South-Eastern Europe (MASSEE) International Congress on Mathematics - MICOM 2009. MICOM 2009 continued the tradition of two previous highly successful MASSEE congresses that took place in Bulgaria in 2003 and in Cyprus in 2006. This volume of the journal Mathematika Balkanica contains the talks de- livered at Ohrid Workshop by South-Eastern European PhD students in various stage of their research towards a doctoral degree in mathematics or informat- ics. Facilitating publication efforts of young researchers from the universities of Sarajevo, Tuzla, Belgrade, Skopje, Stip, Graz, and Sofia fully coincides with MASSEE goals to promote, organize and support scientific, research and edu- cational activities in South-Eastern Europe. The consent of the Editorial Board of Mathematica Balkanica to publish ”SEE Young Researchers Workshop” contributions aptly meets intentions of European reform processes aimed at creating the European Higher Education Area and European Research Area. It is an encouragement to these young researchers in the first place and at the same time an encouragement to their institutions in overcoming fragmentation and enhancing their capacities through fostering reciprocal development of human resources.

What can practitioner perceptions tell us about our subject?

Part of the challenge of fostering learning is to open up learner minds to new possibilities or ways of thinking but is what we are encouraging learners to think really that different from the current practitioner conceptions? Having been uncomfortable with the focus of textbooks for the teaching of the core concept, the nature of a program, in the teaching of object-­oriented programming, we sought to discover how practitioner’s conceived the concept. Our findings provide a framework for understanding the different ways of conceiving the concept and the features that distinguish these conceptions. How could these conceptions and their critical features influence the focus in teaching especially in relation to computational thinking?