text:
scribe Most people were illiterate. Most of people that learned to read or were educated were nobles and scribes.
Educated Egyptians often learned to read at the age of four. The pharaohs went to the equivalent of exclusive private schools with the children of government officials, nobility and bureaucrats. The students learned to recognize and pronounce several hundred hieroglyphics, then they were taught arithmetic and finally writing. A writing kit consisted of reeds and a palette of solid inks. Papyrus, the material they wrote on, was made was made of the pressed fibrous material of a plant, and only the richest people in Egypt could afford it.♀
Scribe school could be pretty tough. Describing his methods one instructor wrote: "The ear of a boy is on his back. He listens when he is beaten." After school, in their free time, young Egyptian nobles wrestled and swam in the Nile. If they were good their fathers taught them how to hunt hare, gazelle, ibex and antelope.♀
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Websites on Ancient Egypt: UCLA Encyclopedia of Egyptology, escholarship.org ; Internet Ancient History Sourcebook: Egypt sourcebooks.fordham.edu ; Discovering Egypt discoveringegypt.com; BBC History: Egyptians bbc.co.uk/history/ancient/egyptians ; Ancient History Encyclopedia on Egypt ancient.eu/egypt; Digital Egypt for Universities. Scholarly treatment with broad coverage and cross references (internal and external). Artifacts used extensively to illustrate topics. ucl.ac.uk/museums-static/digitalegypt ; British Museum: Ancient Egypt ancientegypt.co.uk; Egypt's Golden Empire pbs.org/empires/egypt; Metropolitan Museum of Art www.metmuseum.org ; Oriental Institute Ancient Egypt (Egypt and Sudan) Projects ; Egyptian Antiquities at the Louvre in Paris louvre.fr/en/departments/egyptian-antiquities; KMT: A Modern Journal of Ancient Egypt kmtjournal.com; Ancient Egypt Magazine ancientegyptmagazine.co.uk; Egypt Exploration Society ees.ac.uk ; Amarna Project amarnaproject.com; Egyptian Study Society, Denver egyptianstudysociety.com; The Ancient Egypt Site ancient-egypt.org; Abzu: Guide to Resources for the Study of the Ancient Near East etana.org; Egyptology Resources fitzmuseum.cam.ac.uk
Education and Apprenticeship in Ancient Egypt
Nikolaos Lazaridis of the Centre for Research in Information Management wrote: "The main purpose of education and apprenticeship in ancient Egypt was the training of scribes and of specialist craftsmen. The result of this profession-oriented educational system was restricted accessibility to schooling, most probably favoring male members of the Egyptian elite. Basic education offered in Egyptian local schools consisted of the teaching of language, mathematics, geography, and of other subjects appropriate for the preparation of potential scribes who were destined to work in local and national Egyptian institutions, such as the palace or the temples. The evidence for the existence of such an educational system in ancient Egypt comes mainly in the form of school exercises, schoolbooks, and references found in literary and documentary texts. There is comparatively less evidence, however, for the role of apprenticeship, which was a pedagogical method employed mainly for the training of craftsmen or for advanced and specialized education, such as that needed to become a priest. Although the main elements of pedagogy probably remained as such throughout Egyptian history, it is likely that foreign languages were taught from the New Kingdom onwards, culminating in the bilingual Egyptian-Greek education of the Ptolemaic and Roman Periods. [Source: Nikolaos Lazaridis, Centre for Research in Information Management, UK, UCLA Encyclopedia of Egyptology 2010, escholarship.org ]
"Like modern educational systems, ancient Egyptian education prepared the young members of middle and upper classes for entering the labor force of the country and actively participating in various professions and duties related to the civil, priestly, and military spheres. However, unlike education nowadays, the Egyptian school system mainly offered basic and rarely advanced training. Hence, there was probably no Egyptian equivalent to a modern university with its broad educational horizons and its large diversity of specializations. Also, unlike modern educational standards according to which schooling is in most countries a prerequisite for most professions and careers, the Egyptian local school focused primarily on the preparation of scribes and officials before they joined the complex system of local or national bureaucracy. Together with the priesthood, these were the main, highly- esteemed professions available for those who completed schooling.
"The narrow perspectives Egyptian schooling kept resulted in a limited curriculum and probably also in limited approaches to study material. Although such limitations would suggest a canonized model for Egyptian education, its program and curricula most likely allowed considerable space for local variation—given that there was no central authority for controlling the function of Egyptian schools, since there is no evidence that the palace was much involved in the shaping and maintenance of schools. The lack of a nationally organized system in schooling probably also resulted in education's minor involvement in the building of a national identity for Egyptian students. By contrast, modern educational systems are designed and checked by the national authorities and are meant to contribute to the shaping and maintenance of a national identity.
"When one attempts to discover and re- construct the educational system of an ancient civilization, one seeks, first, evidence for the existence of schools. This can be in the form of: a) archaeological traces of school activity in specific localities; b) products of school activity, such as schoolbooks or school exercises; and c) references to specific schools or to a more general school education in literary or documentary texts. Second, in order to better understand the way the educational system functioned within an ancient society, one can try to identify the locality of specific schools, examining their spatial relationship with a nearby community or other institutions. In this way, one can consider the schools' potential contact with other aspects of an ancient society, as well as their potential role in the life and development of that society."
Education Versus Apprenticeship in Ancient Egypt
Nikolaos Lazaridis of the Centre for Research in Information Management wrote: "The term "education" is used here, as in most related Egyptological studies, to denote a social institution (or an educational system) rather than a general idea encompassing all forms of teaching and learning. Thus, by definition, the study of ancient Egyptian education excludes the upbringing of children at home. The main reason for this exclusion is that there is very limited evidence for the way children were educated at home and for the relationship between home and school education. However, it must be noted that home education was probably a pedagogical method as important as schooling. The majority of the working population, including agricultural workers and local craftsmen, probably received their training within a domestic context, rather than at school. The existence of such a household/family-related training context is implied in evidence from Deir el- Medina, suggesting family connections between various groups of craftsmen (cf. the studies on woodcutters and potters). The same may have applied, to a certain extent, even to scribe candidates, since family relations between succeeding scribes are widely attested. [Source: Nikolaos Lazaridis, Centre for Research in Information Management, UK, UCLA Encyclopedia of Egyptology 2010, escholarship.org ]
"The study of ancient Egyptian education focuses on the function of the Egyptian schools, which aimed at providing the youth with a basic knowledge in a variety of subjects, such as language and mathematics, as well as at teaching ethics and rules of everyday conduct. The main term employed to denote "education" in the ancient Egyptian language read sbAyt and meant "instruction" with a connotation of "punishment". This was the same term that featured in the titles of Egyptian works of wisdom known as "Instructions"—a fact that may suggest a pedagogical use of such literary works. Along with sbAyt, the term mtrt was also employed to denote the sense of "instruction," this time with a connotation of "witnessing" or "personal experience." The latter term was mainly used in the Late Period, but a semantic difference between mtrt and sbAyt has not been detected.
"In contrast to "education," whose conventional definition, in the case of this essay, covers aspects of basic training received at school, "apprenticeship" is a term that usually refers to a specific method of instruction, namely the instruction offered by a single teacher to a single or a small number of students on one or more specialized subjects or skills. This was a very popular educational method that was employed mainly when advanced training was sought out in order to develop some of the aspects of the curricula of Egyptian schools, such as writing or mathematics, or to introduce new subjects and skills, such as the study of religious texts or the learning of a craft. In addition, apprenticeship was a manner of instruction that was probably also used in some local Egyptian schools even for basic training— perhaps due to the small number of teachers and students available.
"The term most probably denoting apprenticeship read Xrj-a, which literally meant "under the arm/control of," while the expertteacher was called either nb, "master," or jtj, "father." The latter is a term employed mainly in literary contexts to imply a close father-son relationship for that between an instructor and his audience. Thus, for instance, the title "father" is often used in didactic texts, denoting the author of the instruction and teacher of an audience that has still much to learn: 'Beginning of the sayings of excellent discourse spoken by the Prince….Ptahhotep, in instructing the ignorant to understand and be up to the standard of excellent discourse…So he spoke to his son.' [Instruction of Ptahhotep]"
School Exercises in Ancient Egypt
Nikolaos Lazaridis of the Centre for Research in Information Management wrote: "In the case of ancient Egypt, we have so far: 1) numerous copies of school exercises surviving mainly on pottery or stone ostraca (a potsherd used as a writing surface), on wooden or stone tablets, or on small papyrus fragments, coming from a great variety of localities, and dating to almost all phases of Egyptian history; 2) a considerable number of copies of schoolbooks, such as the Middle Kingdom standard version of a schoolbook known as Kemit, "the complete one" or "the summary"; and 3) a large number of references to school activity and educational methods in a range of textual sources from biographical inscriptions to the content of schoolbooks themselves, such as, for instance, a reference to the copying of one chapter per day as discussed by Fischer-Elfert. [Source: Nikolaos Lazaridis, Centre for Research in Information Management, UK, UCLA Encyclopedia of Egyptology 2010, escholarship.org ]
"Egyptian school exercises vary from basic exercises of grammar and orthography to copies of actual literary or documentary texts. There is a certain degree of difficulty in distinguishing between "professional" copies of texts produced by scribes and student copies produced in schools. In most of the cases, what determines whether a text is a student product are the material used as writing surface, the context of the artifact, as well as the style of writing and the contents. Hence, for instance, a school exercise, as mentioned above, was most frequently inscribed on pottery or stone ostraca that were useless otherwise. As far as the context is concerned, school exercises tend to be found in clusters, reflecting a massive use by a group of students and teachers. The location, however, of such quantities of easily moveable material is seldom used to locate an Egyptian school, a task that has so far proven to be very difficult (see below). Finally, the most defining characteristics of a school exercise are the contents of the inscribed text, which in most cases was in the form of a list of words or phrases, as well as the style of writing, which was mostly crude, full of mistakes, and corrections.
"In the case of apprenticeship in ancient Egypt, the available evidence concerns mainly the training of draftsmen and consists of: a) practice ostraca, and b) textual references to artisan training. As with school exercises, practice material can be identified as such due to their crude drawings and the fact that they were painted on ostraca."
Schools and Their Place in Egyptian Society
Nikolaos Lazaridis of the Centre for Research in Information Management wrote: "The term probably used by the Egyptians to refer to a school, as an educational institute rather than a certain space in which teaching was taking place, read pr-anx, "house of life". In addition, there is the less commonly employed term at-sbA, "house of instruction," which could denote the school as a space. The meaning of pr-anx is still debated, since scholarly circles are divided between its translation as "school" and as "scriptorium" (that is, the space in which scribes worked— studying, producing, and copying various texts) or "university" (in the sense of an institute of advanced learning in contrast to the basic teaching offered in a common school). The pr-anx in the sense of a scriptorium is closely associated with the function of the Egyptian temple, given that most of the major temples included libraries and archives that were probably managed and maintained by scribes, the primary product of school education (for the existence of temple libraries and archives). However, there is very little evidence for the exact locations of the pr-anx or any other space used for teaching. Such evidence points towards the existence of schools, for instance, around the Ramesseum, at Deir el-Medina, and at the Mut temple in Karnak. No exact locations can be identified, however, mainly because schooling in Egypt probably took place outdoors and its location was not always fixed. References to the existence of a pr-anx vary from titles revealing a connection between administrative positions and school activity to actual references to a pr-anx in association with the life and activities of certain individuals. [Source: Nikolaos Lazaridis, Centre for Research in Information Management, UK, UCLA Encyclopedia of Egyptology 2010, escholarship.org ]
"It is this connection to specific individuals that has led to the Egyptological consensus that not all individuals had access to a school education. Instead, it seems that school education was primarily for the elite and mostly for the male members of the Egyptian society, who were destined to work for the main Egyptian socio-political and religious institutions, such as the palace, the treasury, or the temple. It should be noted here that, although many priests also bore the title of the scribe, no school texts make direct references to the priestly profession as a goal of education. Perhaps this suggests that the priestly duties were taught after school, as part of an advanced apprenticeship in a temple, or that the children who were destined to become priests were trained in separate, special schools. The "be-a-scribe" orientation of Egyptian education is at the heart of most of the discovered Egyptian schoolbooks. Thus, for instance, in the Ramesside miscellany of Papyrus Lansing one encounters a number of short texts praising the scribal profession: 'Befriend the scroll, the palette. It pleases more than wine. Writing for him who knows it is better than all other professions. It pleases more than bread and beer, more than clothing and ointment. It is worth more than an inheritance in Egypt, than a tomb in the West.' [Papyrus BM 9994, 2,2 - 2,4]
"Judging from the various references to education and literacy made in Egyptian literary works, one could deduce that being a school graduate was, indeed, highly esteemed in Egyptian society. An example of such references made in Egyptian "Instructions" (that is, didactic works mostly ascribed to a famous sage and discussing, in the form of short sayings and admonitions, general matters of life and moral principles) is: 'One will do all you say, If you are versed in writings; Study the writings, put them in your heart, Then all your words will be effective. Whatever office a scribe is given, He should consult the writings.' [The Instruction of Any, lines 7,4 - 7,5]
"The general style of such literary references to education is well illustrated in this example: education is praised in connection with the scribal profession and its high status in Egyptian society. Hence, one may say that such references are really made by scribes (that is, the authors of such compositions) about the value of their own profession, addressing other scribes or students who are to follow the scribal profession. In other words, this is probably a dialogue between members of the same circle, reflecting little about the general appreciation of education among members of Egyptian society who have not gone through a scribal training.
"The apparent limited accessibility to schooling in ancient Egypt has also been one of the reasons some scholars have argued that literacy in most phases of Egyptian history was restricted to a very low percentage of the population, in some cases amounting only to 1 percent. Estimating degrees of literacy in ancient Egypt is, however, a very difficult task. Also, although nowadays literacy equals education, in ancient Egypt most men and women would have been illiterate, due to the limited orientation and accessibility of school education; but that does not necessarily mean that they were uneducated too, since home education and craftsman apprenticeship would train them in areas of specialized knowledge that did not require knowledge of writing or reading. Such home education was also likely for women, for whom there is no solid evidence that they could ever enter schools and be trained to read and write.
"At the same time, there may be some exceptions to the rule of education accessibility according to social status. Hence, for example, in the Middle Kingdom Instruction of Dua-Khety, or the Satire of the Trades as it is often also called, Dua-Khety, who apparently did not hold any important positions in his hometown, escorts his son to the 12th Dynasty Egyptian capital (probably near el-Lisht) where his son is to be admitted to the scribal school together with the children of the elite. Given that there is no reference to a special permission or reward granted to Dua-Khety, this situation seems to reflect an open admission to such schools, including children of lower classes, although it should probably be best taken simply as a piece of literary fiction."
School Curriculum and Teaching Methods in Ancient Egypt
Nikolaos Lazaridis of the Centre for Research in Information Management wrote: "Egyptian pupils entered school probably at the age of four or five and there they were mainly taught how to read and write (including the rules of rhetoric and proper speech), geography, mathematics, and geometry. In addition, there is some evidence for the learning of foreign languages in New Kingdom schools, a fact that historically corresponds to the era of Egyptian imperialism and of the extension of Egyptian foreign relations. This evidence, however, which includes, for example, lists of foreign words or names, is far from conclusive, since it shows more an acquaintance with foreign vocabulary, possibly used in Egyptian texts, rather than mastery over a foreign language. Nevertheless, the occasional use of foreign languages in Egyptian administration was surely a result of some training in foreign languages that could have taken place either in the Egyptian capital or in foreign schools. In addition to these subjects, sports, music, and other arts could have also featured in Egyptian education. The evidence for the treatment of such subjects is, however, scarce. [Source: Nikolaos Lazaridis, Centre for Research in Information Management, UK, UCLA Encyclopedia of Egyptology 2010, escholarship.org ]
"The first script an Egyptian pupil learnt how to read and write was probably hieratic, which was later (ca. fourth century B.C. onwards) replaced by Demotic. These were the scripts the pupils used to practice writing letters and various types of administrative documents. They were also exposed to literary works, whose language and style often differ from those used in documentary texts. That was the case, for example, in the New Kingdom, when older literary works in Middle Egyptian were studied in school along with works written in Late Egyptian. The pupil was taught language by doing a lot of spelling and grammar exercises, writing passages dictated by the teacher, and copying parts of real or model documentary and literary texts. Such model texts are found in the so-called "miscellanies", which could be compilations made by teachers for classroom use. Given that some of the texts copied in schools were instructive, teaching mainly about general ethics, the Egyptian pupil was educated also through the study of the contents of such didactic texts. Probably at a later stage, the pupils learnt how to read and write hieroglyphs, the main script for monumental and archaizing writing during most periods of Egyptian history.
"An exemplary educational career of an elite child, who was to become high priest of Amun at Karnak, is described in the biographical texts inscribed on two block statues of Bakenkhons, now in Cairo and Munich. In these texts Bakenkhons mentions among other things: 'I spent 4 years as an excellent youngster. I spent 11 years as a youth, as a trainee stable-master.' [Munich statue, Gl. WAF 38, back pillar] 'I came out from the room of writing in the temple of the lady of the sky as an excellent youngster. I was taught to be a wab-priest in the domain of Amun.' [Cairo statue, Cairo CG 42155, back pillar (translated in Frood 2007: 43)]
"In contrast to the considerable amount of evidence available for basic school education in ancient Egypt, there is much less evidence for apprenticeship in advanced or special subjects and skills. Such evidence includes, for example, painted ostraca from Deir el-Medina that could have been made by artisan apprentices in situ. Probable references to such young apprentices are made in other ostraca from Deir el-Medina. Finally, there is also some evidence of the manner in which temple musicians were trained. Overall, the method of knowledge transfer through apprenticeship in Pharaonic Egypt was most likely informal and circumstantial, based not so much upon a uniform curriculum but rather upon the personal choices of the experienced professional who took over the education of his potential successors. The close relationship between artisan apprenticeship and school education is evident in the case of a number of tombs, in the context of which school exercises have been discovered. This evidence might indicate that Egyptian students were learning how to read and write by using the material inscribed on tomb walls. After all, tombs in ancient Egypt probably also functioned as places where important works of literature were meant to be preserved. In such cases, the artisan master who was overseeing the works in tombs would probably have also acted more broadly as a teacher."
Legacy of Ancient Egyptian Education on the Post-Pharaonic Era
Nikolaos Lazaridis of the Centre for Research in Information Management wrote: "Historical developments in the educational system of ancient Egypt were probably closely linked to developments in Egyptian language. As mentioned above, hieratic, which was most likely the first script an Egyptian pupil was taught, was replaced at some point during the fourth century B.C. by Demotic. This change took place at the beginning of the Hellenistic era, during which Greek became the official language of the palace in Alexandria. Therefore, in terms of administration, Demotic and Greek co-existed and were used on different occasions, making their mastery a significant requirement for those who wanted to climb the social ladder in Hellenistic and, later, Roman Egypt. As a result, probably most of the local Egyptian schools of those eras added Greek to their curricula. In addition, Greek didaskaleia ("schools") along with gymnasia ("sport schools") were founded at most of the sites of Hellenistic and Roman Egypt, as in Alexandria, Antinoopolis, or Krokodilopolis, which included large non- Egyptian populations . The relationship between the Greek gymnasia and the Egyptian schools is not clear, but it seems they were attracting ethnically and/or socially different groups. [Source: Nikolaos Lazaridis, Centre for Research in Information Management, UK, UCLA Encyclopedia of Egyptology 2010, escholarship.org ]
"As Demotic was replaced by Coptic from the second century CE onwards and the usage of Egyptian language retreated from the areas of administration and trade, in which Greek and Latin were used instead, the number of schools teaching in Egyptian probably decreased and were limited to Christian monasteries that took over the task of maintaining and developing Coptic language and literature.
"As far as the function of apprenticeship in the post-Pharaonic era is concerned, there is some evidence for children becoming apprentices to experienced craftsmen. Thus, for instance, contracts exist between such craftsmen and parents who sent their children off to learn a craft like weaving or playing a musical instrument. One of these contracts written in Greek and dated to 10 CE reads: ".we will produce our brother named Pasion to stay with you one year from the 40th year of Caesar and to work at the weaver's trade, and...he shall not sleep away or absent himself by day from Pasonis' house." [Papyrus Tebtunis 0384]"
Female Education and Literacy in Ancient Egypt
Peter A. Piccione wrote: "It is uncertain, generally, how literate the Egyptian woman was in any period. Baines and Eyre suggest very low figures for the percentage of the literate in the Egypt population, i.e., only about 1 percent in the Old Kingdom (i.e., 1 in 20 or 30 males). Other Egyptologists would dispute these estimates, seeing instead an amount at about 5-10 percent of the population. In any event, it is certain that the rate of literacy of Egyptian women was well behind that of men from the Old Kingdom through the Late Period. Lower class women, certainly were illiterate; middle class women and the wives of professional men, perhaps less so. The upper class probably had a higher rate of literate women. [Source: Peter A. Piccione, College of Charleston,"The Status of Women in Ancient Egyptian Society," 1995, Internet Archive, from NWU -]
"In the Old and Middle Kingdoms, middle and upper class women are occasionally found in the textual and archaeological record with administrative titles that are indicative of a literate ability. In the New Kingdom the frequency at which these titles occur declines significantly, suggesting an erosion in the rate of female literacy at that time (let alone the freedom to engage in an occupation). However, in a small number of tomb representations of the New Kingdom, certain noblewomen are associated with scribal palettes, suggesting a literate ability. Women are also recorded as the senders and recipients of a small number of letters in Egypt (5 out of 353). However, in these cases we cannot be certain that they personally penned or read these letters, rather than employed the services of professional scribes. -
"Many royal princesses at court had private tutors, and most likely, these tutors taught them to read and write. Royal women of the Eighteenth Dynasty probably were regularly trained, since many were functioning leaders. Since royal princesses would have been educated, it then seems likely that the daughters of the royal courtiers were similarly educated. In the inscriptions, we occasionally do find titles of female scribes among the middle class from the Middle Kingdom on, especially after the Twenty-sixth Dynasty, when the rate of literacy increased throughout the country. The only example of a female physician in Egypt occurs in the Old Kingdom. Scribal instruction was a necessary first step toward medical training. -
Instruction Letter to Egyptian Scribes
Beginning of the instruction in letter-writing made by the royal scribe and chief overseer of the cattle of Amen-Re, King of Gods, Nebmare-nakht for his apprentice, the scribe Wenemdiamun: "[The royal scribe] and chief overseer of the cattle of Amen- [Re, King of Gods, Nebmare-nakht speaks to the scribe Wenemdiamun]. [Apply yourself to this] noble profession.... Your will find it useful.... You will be advanced by your superiors. You will be sent on a mission.... Love writing, shun dancing; then you become a worthy official. Do not long for the marsh thicket. Turn your back on throw-stick and chase. By day write with your fingers; recite by night. Befriend the scroll, the palette. It pleases more than wine. Writing for him who knows it is better than all other professions. It pleases more than bread and beer, more than clothing and ointment. It is worth more than an inheritance in Egypt, than a tomb in the west. [Source: Miriam Lichtheim, Ancient Egyptian Literature (Berkeley: University of California Press, 1976), I, pp. 168-173.
"Young fellow, how conceited you are! You do not listen when I speak. Your heart is denser than a great obelisk, a hundred cubits high, ten cubits thick. When it is finished and ready for loading, many work gangs draw it. It hears the words of men; it is loaded on a barge. Departing from Yebu it is conveyed, until it comes to rest on its place in Thebes. So also a cow is bought this year, and it plows the following year. It learns to listen to the herdsman; it only lacks words. Horses brought from the field, they forget their mothers, Yoked they go up and down on all his majesty's errands. They become like those that bore them, that stand in the stable. They do their utmost for fear of a beating. But though I beat you with every kind of stick, you do not listen. If I knew another way of doing it, I would do it for you, that you might listen. You are a person fit for writing, though you have not yet known a woman. Your heart discerns, your fingers are skilled, your mouth is apt for reciting.
"Writing is more enjoyable than enjoying a basket of [?] and beans; more enjoyable that a mother's giving birth, when her heart knows no distaste. She is constant in nursing her son; her breast is in his mouth every day. Happy is the heart [of] him who writes; he is young each day. The royal scribe and chief overseer of the cattle of Amen- Re, King of Gods, Nebmare-nakht, speaks to the scribe Wenemdiamun, as follows. You are busy coming and going, and do not think of writing. You resist listening to me; you neglect my teachings.
"You are worse than the goose of the shore that is busy with mischief. It spends the summer destroying the dates, the winter destroying the seed-grain. It spends the balance of the year in pursuit of the cultivators. It does not let seed be cast to the ground without snatching it.... One cannot catch it by snaring. One does not offer it in the temple. The evil, shape-eyed bird that does no work! You are worse than the desert antelope that lives by running. It spends no day in plowing. Never at all does it tread on the threshing-floor. It lives on the oxen's labor, without entering among them. But though I spend the day telling you "Write," it seems like a plague to you. Writing is very pleasant!....
"See for yourself with your own eye. The occupations lie before you. The washerman's day is going up, going down. All his limbs are weak, [from] whitening his neighbor's clothes every day, from washing their linen. The maker of pots is smeared with soil, like one whose relations have died. His hands, his feet are full of clay; he is like one who lives in the bog. The cobbler mingles with vats. His odor is penetrating. His hands are red with madder, like one who is smeared with blood. He looks behind him for the kite, like one whose flesh is exposed. The watchman prepares garlands and polishes vase-stands. He spends a night of toil just as one on whom the sun shines.
"The merchants travel downstream and upstream. They are as busy as can be, carrying goods from one town to another. They supply him who has wants. But the tax collectors carry off the gold, that most precious of metals. The ships' crews from every house [of commerce], they receive their loads. They depart from Egypt for Syria, and each man's god is with him. [But] not one of them says: "We shall see Egypt again!" The carpenter who is in the shipyard carries the timber and stacks it. If he gives today the output of yesterday, woe to his limbs! The shipwright stands behind him to tell him evil things. His outworker who is in the fields, his is the toughest of all the jobs. He spends the day loaded with his tools, tied to his toolbox. When he returns home at night, he is loaded with the toolbox and the timbers, his drinking mug, and his whetstones.
"The scribe, he alone, records the output of all of them. Take note of it! Let me also expound to you the situation of the peasant, that other tough occupation. [Comes] the inundation and soaks him..., he attends to his equipment. By day he cuts his farming tools; by night he twists rope. Even his midday hour he spends on farm labor. He equips himself to go to the field as if he were a warrior. The dried field lies before him; he goes out to get his team. When he has been after the herdsman for many days, he gets his team and comes back with it. He makes for it a place in the field. Comes dawn, he goes to make a start and does not find it in its place. He spends three days searching for it; he finds it in the bog. He finds no hides on them; the jackals have chewed them. He comes out, his garment in his hand, to beg for himself a team.
"When he reaches his field he finds [it?] broken up. He spends time cultivating, and the snake is after him. It finishes off the seed as it is cast to the ground. He does not see a green blade. He does three plowings with borrowed grain. His wife has gone down to the merchants and found nothing for barter. Now the scribe lands on the shore. He surveys the harvest. Attendant are behind him with staffs, Nubians with clubs. One says [to him]: "Give grain." "There is none." He is beaten savagely. He is bound, thrown in the well, submerged head down. His wife is bound in his presence. His children are in fetters. His neighbors abandon them and flee. When it is over, there is no grain.
"If you have any sense, be a scribe. If you have learned about the peasant, you will not be able to be one. Take note of it!.... Furthermore. Look, I instruct you to make you sound; to make you hold the palette freely. To make you become one whom the king trusts; to make you gain entrance to treasury and granary. To make you receive the ship-load at the gate of the granary. To make you issue the offerings on feast days. You are dressed in fine clothes; you own horses. Your boat is on the river; you are supplied with attendants. You stride about inspecting. A mansion is built in your town. You have a powerful office, given you by the king. Male and female slaves are about you. Those who are in the fields grasp your hand, on plots that you have made. Look, I make you into a staff of life! Put the writings in your heart, and you will be protected from all kinds of toil. You will become a worthy official.
"Do you not recall the [fate of] the unskilled man? His name is not known. He is ever burdened [like an ass carrying things] in front of the scribe who knows what he is about. Come, [let me tell] you the woes of the soldier, and how many are his superiors: the general, the troop-commander, the officer who leads, the standard-bearer, the lieutenant, the scribe, the commander of fifty, and the garrison-captain. They go in and out in the halls of the palace, saying: "Get laborers!" He is awakened at any hour. One is after him as [after] a donkey. He toils until the Aten sets in his darkness of night. He is hungry, his belly hurts; he is dead while yet alive. When he receives the grain-ration, having been released from duty, it is not good for grinding.
"He is called up for Syria. He may not rest. There are no clothes, no sandals. The weapons of war are assembled at the fortress of Sile. His march is uphill through mountains. He drinks water every third day; it is smelly and tastes of salt. His body is ravaged by illness. The enemy comes, surrounds him with missiles, and life recedes from him. He is told: "Quick, forward, valiant soldier! Win for yourself a good name!" He does not know what he is about. His body is weak, his legs fail him. When victory is won, the captives are handed over to his majesty, to be taken to Egypt. The foreign women faints on the march; she hangs herself [on] the soldier's neck. His knapsack drops, another grabs it while he is burdened with the woman. His wife and children are in their village; he dies and does not reach it. If he comes out alive, he is worn out from marching. Be he at large, be he detained, the soldier suffers. If he leaps and joins the deserters, all his people are imprisoned. He dies on the edge of the desert, and there is none to perpetuate his name. He suffers in death as in life. A big sack is brought for him; he does not know his resting place.
"Be a scribe, and be spared from soldiering! You call and one says: "Here I am." You are safe from torments. Every man seeks to raise himself up. Take note of it! Furthermore. [To] the royal scribe and chief overseer of the cattle of Amen-Re, King of Gods, Nebmare-nakht. The scribe Wenemdiamun greets his lord: In life, prosperity, and health! This letter is to inform my lord. Another message to my lord. I grew into a youth at your side. You beat my back; your teaching entered my ear. I am like a pawning horse. Sleep does not enter my heart by day; nor is it upon me at night. [For I say:] I will serve my lord just as a slave serves his master.
"I shall build a new mansion for you [on] the ground of your town, with trees [planted] on all its sides. There are stables within it. Its barns are full of barley and emmer, wheat, cumin, dates, ...beans, lentils, coriander, peas, seed-grain, ...flax, herbs, reeds, rushes, ...dung for the winter, alfa grass, reeds, ...grass, produced by the basketful. Your herds abound in draft animals, your cows are pregnant. I will make for you five aruras of cucumber beds to the south."
Tomb of Wah; What It Says About the Life of a Scribe
Catharine H. Roehrig of the Metropolitan Museum of Art wrote: "Just over 4,000 years ago, in about 2005 B.C., a boy named Wah was born in the Upper Egyptian province of Waset, which took its name from the city better known today by its ancient Greek name—Thebes. At that time, Thebes was the capital of all Egypt, and Nebhepetre Mentuhotep, founder of the Middle Kingdom, was nearing the end of his long reign. Nebhepetre was a member of the Theban family that had controlled a large part of Upper Egypt for several generations. Early in the third decade of his reign, about twenty-five years before Wah's birth, the king reunited Upper and Lower Egypt after a period of civil war and took the Horus name Sematawy—Uniter of the Two Lands. For his accomplishment, Nebhepetre was forever honored by the Egyptians as one of their greatest pharaohs. [Source: Catharine H. Roehrig Department of Egyptian Art, Metropolitan Museum of Art, October 2004, metmuseum.org \^/]
"While growing up, Wah undoubtedly heard tales of the difficult time when there had been no supreme leader ruling over the two lands of Egypt, and Thebes was cut off from trade with the foreign lands to the northeast. He must have been told countless times of the heroic deeds of Nebhepetre and his supporters, who had fought to reunite the Nile valley in the south with the delta in the north. But in Wah's lifetime there was peace, and prosperity was returning to the land. \^/
"Early in his life, probably when he was six or seven, Wah began studying to become a scribe . Learning the art of writing was a long, painstaking process, accomplished primarily by copying standard religious texts, famous literary works, songs, and poetry. Wah may have mastered both formal hieroglyphic and the cursive hieratic scripts, memorizing hundreds of signs and learning which had specific meanings in themselves; which represented sounds and could be used to spell out words; which were determinatives, or signs that give clues as to the meaning of a word; and which could be used in more than one of these ways. He would have practiced forming signs , learning their correct size and spacing in relation to one another. He would also have learned to mix ink and to make brushes from reeds, for Egyptian handwriting was a form of painting, and the finest scribes developed personal hands that were calligraphic in style. \^/
"Sometime in his youth, perhaps quite early in his scribal training, Wah went to work on the estate of Meketre, a wealthy Theban who had begun his career as a government official during the reign of Nebhepetre and eventually rose to the exalted position of "seal bearer," or treasurer—one of the most powerful positions at court. A man of Meketre's importance probably owned a great deal of land, and his private domain would have been virtually self-sufficient, with tenant farmers, artisans and other specialized laborers, scribes, administrators, and servants all living and working on the estate. Wah probably began his service as one of the lower-level scribes, keeping accounts and writing letters. Ultimately, he became an overseer, or manager, of the storerooms on the estate. \^/
"We can speculate about some of Wah's duties thanks to a set of wooden models that were probably made during his lifetime as part of the burial equipment of his employer, Meketre. These small scenes, which form one of the finest and most complete sets of Middle Kingdom funerary models ever discovered, can be interpreted on more than one level. All of them have symbolic meanings connected with Egyptian funerary beliefs, but they also provide a picture of the day-to-day tasks that were performed on an ancient Egyptian estate. The basis of Egypt's economy was agriculture, and the grains, fresh fruits, and vegetables raised on Meketre's lands would have been his most important assets. A large portion of the crops would have been dried or processed into oil and wine, stored, and used throughout the year in the estate's kitchens . Some of the produce was set aside for taxes and salaries. Anything left over could be traded for raw materials or luxury items not available on the estate. \^/
"Artisans on the estate produced ceramic vessels in which to store beer and wine; carpenters made and repaired furniture, doors, windows, and perhaps even coffins and other funerary equipment, when necessary; weavers wove the hundreds of yards of linen used in every aspect of life and for wrapping mummies after death. In his adult years, Wah probably oversaw the output of all of the artisanal shops, as well as the storage of agricultural produce, the paying of taxes, and the doling out of wages in grain, cloth, and other products for work done on the estate. \^/
"As a young man, Wah must have been an imposing individual; at nearly six feet, his height far exceeded that of most of his contemporaries. However, at some point he seems to have injured both of his feet, and his duties as a scribe and overseer probably allowed him to maintain quite a sedentary lifestyle. Perhaps as a result of these circumstances, by his mid-twenties Wah had become obese—a sign of great prosperity, but also perhaps of poor health, for he died before he was thirty. \^/
Image Sources: Wikimedia Commons
Text Sources: UCLA Encyclopedia of Egyptology, escholarship.org ; Internet Ancient History Sourcebook: Egypt sourcebooks.fordham.edu ; Tour Egypt, Minnesota State University, Mankato, ethanholman.com; Mark Millmore, discoveringegypt.com discoveringegypt.com; Metropolitan Museum of Art, National Geographic, Smithsonian magazine, New York Times, Washington Post, Los Angeles Times, Discover magazine, Times of London, Natural History magazine, Archaeology magazine, The New Yorker, BBC, Encyclopædia Britannica, Time, Newsweek, Wikipedia, Reuters, Associated Press, The Guardian, AFP, Lonely Planet Guides, "World Religions" edited by Geoffrey Parrinder (Facts on File Publications, New York); "History of Warfare" by John Keegan (Vintage Books); "History of Art" by H.W. Janson Prentice Hall, Englewood Cliffs, N.J.), Compton's Encyclopedia and various books and other publications.
Last updated September 2018


text:
- Reference
- Prodr.Fl.Nov.Holland. 442 (1810)
- Name Status
- Current
Scientific Description
Family Scrophulariaceae.
Habit and leaf form. Herbs. Annual, or perennial; plants with neither basal nor terminal concentrations of leaves. Stem internodes hollow. To 0.5 m high. Hydrophytic, or helophytic; when hydrophytic, rooted. Leaves of aquatics emergent; medium-sized; opposite, or whorled; 'herbaceous', or leathery, or membranous; petiolate to sessile; gland-dotted; aromatic, or without marked odour; simple; epulvinate. Leaf blades dissected, or entire; if dissected much-divided; pinnately veined. Mature leaf blades adaxially glabrous, or pubescent; abaxially glabrous, or pubescent. Leaves without stipules. Leaf blade margins serrate. Leaves without a persistent basal meristem. Leaf anatomy. Hydathodes present (occasionally), or absent. Hairs present, or absent; glandular hairs present, or absent. Stem anatomy. Secondary thickening developing from a conventional cambial ring.
Reproductive type, pollination. Fertile flowers hermaphrodite. Unisexual flowers absent. Plants hermaphrodite. Entomophilous, or pollinated by unusual means (sometimes cleistogamous under water).
Inflorescence and flower features. Flowers solitary, or aggregated in 'inflorescences'; axillary; in racemes. The terminal inflorescence unit cymose, or racemose. Inflorescences terminal. Flowers pedicellate, or sessile; bracteate; bracteolate, or ebracteolate; small; very irregular; zygomorphic; 5 merous; tetracyclic. Free hypanthium absent. Hypogynous disk present. Perianth with distinct calyx and corolla; 10; 2 -whorled; isomerous. Calyx present; 5; 1 -whorled; gamosepalous; lobed. Calyx lobes markedly shorter than the tube, or about the same length as the tube, or markedly longer than the tube. Calyx erect; imbricate, or valvate; tubular; unequal but not bilabiate (lobes subequal); persistent; accrescent; with the median member posterior. Calyx lobes linear. Corolla present; 5; 1 -whorled; gamopetalous; lobed. Corolla lobes markedly shorter than the tube, or about the same length as the tube. Corolla imbricate, or valvate; funnel-shaped; bilabiate; hairy abaxially, or glabrous abaxially; hairy adaxially, or glabrous adaxially; with contrasting markings; white, or cream, or pink, or purple, or blue. Androecium 4. Androecial members adnate (to the corolla); markedly unequal; coherent (by anther cells); 1 -whorled. Stamens 4; remaining included; didynamous; reduced in number relative to the adjacent perianth; oppositisepalous. Anthers cohering (in pairs); dehiscing via longitudinal slits; introrse; bilocular (cells equal, separate, stipitate); tetrasporangiate. Gynoecium 2 carpelled. The pistil 2 celled. Gynoecium non-petaloid; syncarpous; eu-syncarpous; superior. Ovary plurilocular; 2 locular. Gynoecium median; stylate. Styles 1; simple (deflexed at the apex with 2 lateral processes below the bend); attenuate from the ovary, or from a depression at the top of the ovary; apical. Stigmas 1; 2 - lobed. Placentation axile, or apical. Ovules 50 per locule (to 'many'); pendulous to ascending; non-arillate; anatropous, or campylotropous, or hemianatropous.
Fruit and seed features. Fruit non-fleshy; dehiscent; a capsule. Capsules septicidal and loculicidal (secondarily loculicidal, initially marginicidal then loculicidal, resulting in a 4-valved capsule and an undivided placental column), or valvular ('septifrugal'). Fruit 50 seeded (to 'many'). Seeds endospermic. Endosperm oily. Seeds minute. Cotyledons 2. Embryo straight to curved.
Special features. Corolla tube exceeding the calyx; straight. The upper lip of the corolla incorporating 2 members, the lower 3; (posterior, adaxial) lip of the corolla bilobed. Lower (abaxial) lip of the corolla 3 lobed.
Geography, cytology, number of species. Native of Australia. Not endemic to Australia. Australian states and territories: Western Australia, Northern Territory, and Queensland. Northern Botanical Province.
Etymology. From the Greek for "a marshy lake" and "to love"; refers to the habitat.
Taxonomic Literature
- Wheeler, J. R.; Rye, B. L.; Koch, B. L.; Wilson, A. J. G.; Western Australian Herbarium 1992. Flora of the Kimberley region. Western Australian Herbarium.. Como, W.A..

subset: commoncrawl


text:
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text:
Deliberate mistake: Manny refers to the pirate rabbit as the Easter Bunny, even though Easter never existed in prehistoric times. (00:33:55)
Suggested correction: And mammoths didn't hang out with sloths and smilodons either. It's creative license.
Revealing mistake: When Scrat removes the giant acorn in Scratlantis the city is immediately flooded. Everyone in the background is blown away by the sudden rush of water. However, both Scrat in the background and Scrat's host (slightly off-camera) in the foreground don't move and don't seem to be affected by extremely strong flow. (01:18:50)
Continuity mistake: When Scrat arrives at Scratlantis, it is shown that the acorn-shaped island is formed by 3 land masses lined up. However, when Scrat causes the island to sink, a full solid acorn-shaped island is shown sinking. (01:17:00 - 01:18:50)
Continuity mistake: When Sid and Manny are chasing the boat, Manny lifts up Sid and he is hit by a branch. However, in the next shot the branch is gone. (00:52:15)
Continuity mistake: In the shot when Granny talks about her dead pet and the young male sloth complains about it, the uncle sloth can not be seen between them, but instead appears between them in the following shot. (00:05:25)
Continuity mistake: When the pirates sing their shanty they throw sea stars at Sid on each side of him. In different shots, there are three on one side. (00:29:40 - 00:30:40)
Continuity mistake: Fleeing from the giant crab, Sid runs to the leading edge of the huge ice float. Two shots later, the camera displays the leading edge of the ice float as it begins to go downhill, but Sid isn't there anymore. (00:18:00)
Deliberate mistake: Some of those branches would definitely not have been able to support Peaches' weight. (00:04:00)
Other mistake: The way Sid interacts with the whale's blowhole is illogical in relation with the manner the water is being discharged. When viewing Sid up close, it is seen that the water stream is divided and outspread due to Sid's manner of blocking parts of the blowhole with his body. Despite that, when viewed further away the water stream is intact and traveling straight ahead. Once the water stream is seen doing just that, the following shot shows a boar getting hit by it as if it somehow hadn't already occurred, not only that, but the stream of water that was displayed in that shot was delimited, despite the water discharge never being paused and Sid never changing positions. When Sid starts rotating, delimited streams of water are seen traveling in various directions one at a time, when there should have been multiples at a time according to what is viewed when close to Sid. (01:07:05)
Continuity mistake: In the shots of Scrat getting flung away after tripping and then bouncing between the inner and outer core, the distances between the inner end of the outer core and the inner core are completely different. (00:02:10)


text:
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The Education Minister visited Armagh for a tour of the proposed Educational and Community Village site and to hear first-hand the plans for shared education in the city and district.
John O'Dowd MLA, met with members of the Steering Group of the Educational and Community Village Consensus on Wednesday (23 October) to discuss their vision for education and the community in the city.
The group aims to create a planned network of viable and sustainable schools, with shared teaching and recreational facilities, on a joint site at the heart of Armagh.
His visit was preceded by the commencement of work on a similar project in Lisanelly, Omagh where a shared campus will be built on the site of former army barracks.
The Consensus Steering Group called on the Minister and his Department similarly to support the Armagh Educational and Community Village proposal.
The Minister's visit comes after his statement to the NI Assembly on Tuesday 22 October in which he outlined the way forward for shared education across Northern Ireland. Mr O'Dowd told the Assembly that sharing must become the accepted reality at every stage of education, from early years to post-graduate study.
He also said his Department is working with Atlantic Philanthropies and OFMdFM with a view to put in place an additional funding programme to support shared education.
The Minister was taken on a tour of the proposed Educational and Community Village site by steering group convener and Royal School governor Bishop Alan Harper and members from St Patrick's Grammar School, City of Armagh High School, the Southern Regional College and Armagh City and District Council, having first been welcomed at St Patrick's Grammar School by Fr Kevin Donaghy, Principal of St Patrick's, and by students and pupils from each of the educational establishments involved in the project.
The Educational and Community Village Steering Group convener Bishop Alan Harper said: "We were delighted to welcome to Minister for Education to Armagh today so that he could see at first-hand our plans for the Educational and Community Village.
"We have been greatly encouraged by the Minister's engagement with the project and hope to work closely with him to achieve our vision of an Educational and Community Village which we believe offers a model for co-ordinating educational services and infrastructure that will deliver both the best educational outcomes for our children and significant savings for the Department.
"We are convinced that the model we are proposing, with all its educational, social and financial benefits, is applicable not just in Armagh, but in other areas elsewhere in the region.
"We look forward to hearing how the Minister plans to take forward the proposals made by OFMdFM to create 10 shared educational villages and we firmly believe Armagh to be very well placed to be one of the first."


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The NFL knew the challenges it was facing when they decided to move forward with their season during a global pandemic which has plagued more than the sports world since mid-March.
However, the NFL has always had the luxury of time. While Major League Baseball, the NHL and NBA had to blaze their own trail in different ways, it was the NFL who could sit back and learn.
As the world learned more about the coronavirus, the NFL made adjustments.
While MLB fumbled their way through team outbreaks and games being postponed, the NFL made adjustments.
Have the adjustments worked? It might be too early to say their protocols are superior, and more effective, but so far so good. On the same day the league announced they will continue daily testing until September 6th, the initial COVID-19 test results were extremely impressive, and promising.
This per Kevin Seifert of ESPN:
.@NFL CMO Allen Sills reports initial COVID-19 test results:
— Kevin Seifert (@SeifertESPN) August 12, 2020
109,075 total tests of all personnel through Tuesday. Overall, a 0.46% positivity rate.
That includes 9,983 people tested league-wide at start of training camp. 170 new positives (1.7%). 53 of 2,840 players (1.9%)
109,075 total tests of all personnel with a .46% positivity rate. This included 9,983 tested league-wide at the start of training camp. 170 new positive (1.7%) and 53 of 2,840 players (1.9%).
There are skeptics out there who still believe playing a full contact sport like football amidst a pandemic is not possible, and while there are still major hurdles to get over these initial results are promising.
Next week teams will start to ramp up their training camp practices, including full contact drills. To date, training camp practices have consisted of strength and conditioning, individual and group workouts and overall skill development. Just recently were players permitted to wear helmets during practice, and this is all a part of the league's ramp up period to get players acclimated to the rigors of the game again. This after not being able to have physical minicamps and Organized Team Activities (OTAs).
There are those who will still take a wait-and-see approach to the NFL's return, and that is their prerogative, but these early signs are promising. Be sure to stay tuned to BTSC for the latest news and notes surrounding the Steelers as they prepare for the next phase of Training Camp.


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Publisher: British Computer Society (2017)
Computational thinking is a timeless, transferable skill that enables you to think more clearly and logically, as well as a way to solve specific problems. With this book you'll learn to apply computational thinking in the context of software development to give you a head start on the road to becoming an experienced and effective programmer. Beginning with the core ideas of computational thinking, with this book you'll build up an understanding of the practical problem-solving approach and explore how computational thinking aids good practice in programming, complete with a full guided example.
Want to see an excerpt?
Look inside at Amazon.
Sound good?
It's available via the British Computer Society's website (Link), Amazon (Link) or many other fine online retailers.
What are people saying about the book?
A scholarly book albeit written from a pragmatic perspective distilling the knowledge and expertise of an experienced software developer into a form that is accessible for beginners […]
I would recommend it to anyone who wishes to gain an understanding of computational thinking and best practice in modern software development.
Professor Cornelia Boldyreff, University of Greenwich
A 'must-read' for students embarking on their first major projects, and any teacher stepping up to the challenge of teaching Computing at school […]
Karl Beecher speaks in plain English. Incisive insight and practical advice
Roger Davies, Director of IT, Queen Elizabeth School, and Editor, Computing At School, Tenderfoot Training Project
I really enjoyed this book - it bridges the gap between the very practical, but perhaps narrow, field of computer programming with the real world problems that computer scientists might need to solve.
Mark Clarkson, Subject Leader and CAS Master Teacher


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Brown Rudnick expanded its Corporate Practice by beginning a new Latin American Practice Group with the hire of Alejandro Fiuza to join the law firm's Boston and New York offices as a partner for the Corporate Practice Group. Fiuza will chair the new Latin American Practice Group.
According to the release made by the firm, the Latin American Practice Group will be advising US businesses and global clients in cross-border transactions in Latin America. Practice focus would remain on acquisitions, private equity, venture capital, joint ventures, corporate finance and strategic alliances.
Fiuza is the fifth high-profile lawyer to join as a partner this year in the firm's Corporate Practice Group. Other new additions this year include Tim Matthews and Sophie McGraith in London, Adolfo Garcia in Boston and Numan Siddiqi in Orange County.
Before joining Brown Rudnick, Fiuza coordinated the Latin American Practice at K&L Gates. He is a former partner of Marval O'Farrell & Mairal, Argentina's largest law firm, where he was the co-chair of the International Trade Practice and Private Equity & Venture Capital groups.
Fiuza also worked as a law professor at the Universidad de Buenos Aires, the Universidad Torcuato Di Tella and the Southwestern University School of Law.
Joseph F. Ryan, Chairman and Chief Executive Officer of Brown Rudnick said that with "over 24 years of experience assisting clients in cross-border transactional work, with a particular focus on Latin America, Alejandro is the ideal lawyer to help launch our Latin American practice. Alejandro will be of tremendous value to our clients who have global business interests in that region."
On his part, Fiuza said Brown Rudnick was well placed with its offices on the East Coast and West Coast in the US and in London, and the firm excelled in "building teams capable of providing integral cross-border legal solutions to clients…"


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Our Work
We advocate for streets, trails, and transit that make Redmond more accessible and inclusive. To achieve that, we work with Redmond City Council and Mayor, the King County Council, and the State Legislature to enact smart policy and fund streets that make it easy and affordable to get around Redmond.
Want to learn more about transportation changes coming to Redmond? We organize walk and talks, bike rides, tours, candidate forums, meetups, and workshops open to everyone who lives and works in Redmond. Throughout the year we also have member-exclusive events.
Our staff are not only transportation nerds, but we have extensive experience with transportation policy in Redmond. Want to make your workplace easier to reach by bus, bike, or foot? Questions about Commute Trip Reduction or Transportation Management Programs.? We're here to help!
Each Commute Trip Reduction (CTR) organization or Transportation Management Program (TMP) affected site is required to have an Employee Transportation Coordinator (ETC) or Site Transportation Coordinator (STC) to administer their program. A cost-effective option for many of our members is for Greater Redmond TMA to staff and administer the Commute Trip Reduction Program or Transportation Management Program.
Greater Redmond TMA works with companies that are Commute Trip Reduction (CTR) affected to create programs to reduce single-occupancy vehicles to the worksite. CTR program elements may include subsidies for transit fares, flexible work schedules, telework/telecommuting opportunities, or other tailored options.
Many properties have a Transportation Management Program agreement with the City of Redmond. The agreement includes a performance goal and elements (i.e., transit subsidies, bicycle racks, HOV parking, etc.) to reduce traffic generated to the site during peak morning and afternoon periods. Greater Redmond TMA can help with program design and implementation.
Traffic Cameras:
• WSDOT – Seattle Area
• City of Redmond
• King County
Bus Information:
• King County Metro – Bus Information & Trip Planner
• Sound Transit
• Community Transit
• Sound Transit Schedules (ST Express Bus, Link Light Rail, & Sounder Train)
• One Bus Away
• BusFinder – Real-time Departure Information
Vanpool Information:
• King County Metro Vanpool Information
• Community Transit Vanpool Information
• Pierce Transit Vanpool Information
• Island Transit Vanpool Information
• Kitsap County Vanpool Information
• Washington Bikes – Bike Maps in Washington
• City of Redmond Pedestrian Bicycle Advisory Committee
• WSDOT – Washington State Bicycle Laws
• Go Redmond – Ridematch, Commute Calendar, Redmond City-Wide Commute Incentives & Subsidies
• WSDOT Tolling
• WSODT Washington State Travel Information
• WSDOT Weekly Update of Construction Closures in King County
• King County Park & Ride Information


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MSNBC Host Asks Whether Melania and Ivanka Are 'Dead Inside'
MSNBC host Nicholle Wallace questioned on Thursday whether first lady Melania Trump and first daughter Ivanka Trump are "dead inside" based on their ability to function in such close proximity to President Donald Trump.
Wallace made the remark while leading a panel discussion about former New York Mayor Rudy Giuliani's view, stated earlier this week, that Melania Trump believes her husband's denial of having a sexual liaison with adult film star Stormy Daniels in 2006.
"I respect women — beautiful women and women with value — but a woman who sells her body for sexual exploitation, I don't respect," Giuliani said concerning Daniels at an event on Wednesday in Tel Aviv, apparently seeking to cast doubt on her credibility.
Wallace — who served as White House communications director under George W. Bush and a top communications adviser on the 2008 McCain presidential campaign — questioned how the first lady and Ivanka Trump would react to Giuliani's comments.
"What do they do on a day like today?" the MSNBC personality asked. "Are they just the most stoic human beings, are they numb, are they dead inside, are they paid off?"
"Yes, yes and yes," Vanity Fair reporter Emily Jane Fox replied, saying that the women closest to the president have a "distorted image" of him.
"The president has incredibly sexist, misogynistic views about how he treats women in general, we've heard the way that he talks about women, calling them dogs and pigs, talking about grabbing them by their genitals," she said.
The latter was a reference to the infamous 2005 "Access Hollywood" tape that surfaced during the closing weeks of the presidential campaign in October 2016.
"Ivanka Trump is the most masterful compartmentalizer that America has maybe ever seen," Fox further contended. "She is able to separate those things in a way that you and I probably can't understand."
Stephanie Grisham, Melania Trump's communications director, stated on Thursday that Giuliani would not be in a position to know how the first lady feels about Daniels' allegation.
"I don't believe Mrs. Trump has ever discussed her thoughts on anything with Mr. Giuliani," Grisham said, according to New York Times reporter Maggie Haberman.
Yikes. I asked @FLOTUS spokeswoman @StephGrisham45 about Giuliani saying that she believes her husband re Stormy Daniels. Response: "I don't believe Mrs. Trump has ever discussed her thoughts on anything with Mr. Giuliani."
— Maggie Haberman (@maggieNYT) June 7, 2018
CNN followed up with Giuliani seeking a response to Grisham's statement regarding the first lady not talking to him about Daniels.
"I don't regret saying it because I believe it," he said.
Giuliani added, "Yes I believe that she (the first lady) knows him well enough to know this one is — what's the word, fakakta?" Fakakta is Yiddish for ridiculous.
On Wednesday, President Trump took the media to task for its coverage of his wife following her kidney surgery last month.
"The Fake News Media has been so unfair, and vicious, to my wife and our great First Lady, Melania," Trump tweeted.
The Fake News Media has been so unfair, and vicious, to my wife and our great First Lady, Melania. During her recovery from surgery they reported everything from near death, to facelift, to left the W.H. (and me) for N.Y. or Virginia, to abuse. All Fake, she is doing really well!
— Donald J. Trump (@realDonaldTrump) June 6, 2018
"During her recovery from surgery they reported everything from near death, to facelift, to left the W.H. (and me) for N.Y. or Virginia, to abuse. All Fake, she is doing really well!"
The president revealed on Friday that the reason his wife is not accompanying him to the G7 Summit in Quebec or the meeting with North Korean dictator Kim Jong Un early next week in Singapore is because of her surgery.
Trump: Melania wanted to go on my trip abroad but she can't fly for one month after surgery pic.twitter.com/kxlTdT3TcB
— Washington Examiner (@dcexaminer) June 8, 2018
"And she wanted to go. Can't fly for one month. The doctors say. She had a big operation. That was a … close to a four-hour operation. And she's doing great. Right there," Trump said, pointing up at the White House.
He added: "And you know what? She is a great first lady."
Truth and Accuracy
We are committed to truth and accuracy in all of our journalism. Read our editorial standards.


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Earlier this week, AirAsia has revealed its intention to increase the counter check-in fee to RM100 next month. However, it seems that the airline may have cancelled its plan as the FAQ document that we saw earlier has been quietly reverted to the original version.
If you visit the page right now, you will no longer see any reference to the RM100 fee. Instead, the fee has been once again listed as RM20 for domestic flights while the counter check-in fee for international flights costs RM30.
Both the RM20 and RM30 fees have been applied by AirAsia since September 2020. That being said though, we did screenshot the FAQ earlier this week and you can immediately see the big differences in the fee list that was shown in both versions:
The same goes for the pre-book screenshots that were featured in both versions:
While the reversal may have been done quietly, it doesn't come as a surprise though. Just take a look at the amount of backlash that the company received in our Facebook page right after we shared the news there and you get the idea.
Not only that, Malaysia Airlines also took a jab at the move with a Facebook post to remind its passengers can still perform check-in at physical counters for free even though the airline still encourages everyone to check-in online. Even though the post didn't mention any name in particular, it was quite obvious that the target was AirAsia.
Follow us on Instagram, Facebook, Twitter or Telegram for more updates and breaking news.


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Mr Dennis Aizobu
Director for International Development and Market Innovation
Dennis Aizobu is the Director for International Development and Market Innovation at Society for Family Health and also the Practice Lead Strategic Initiatives. With over 20 years of demonstrated experience, he has pioneered and led the drive for a total market approach to health solutions across several disease areas with a strong focus on the promotion of efficiencies in the private sector.
He has strong technical, managerial, and financial leadership experience with core competencies, including project management, fund mobilisation, supply chain, market innovation, product and market development, project management, managing multi-partnership, and strategic engagement.
Mr Dennis holds a Bachelor of Pharmacy degree from the University of Benin, master's in Health Management from Benue State University, and a Masters in Conflict Security and Development Studies from the Nigerian Defence Academy Kaduna.


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Numeris data shows that Canadians are choosing Netflix over the country's major terrestrial television networks. Netflix beat out both CTV and Global for average viewers with English-speaking adults 18-34, adults 25-54 and children ages 2-11. The insight is among those contained in government-commissioned report Harnessing Change: The Future of Programming Distribution in Canada, published by the CRTC last week. Among the report recommendations are replacing prescriptive licensing with binding service agreements for all video and audio services offered in Canada; and a restructured funding strategy to ensure sustainable support for content production, including the participation of television service providers, radio stations, and wireless and internet service providers.
The Government of Canada has launched a review of the Broadcasting Act and the Telecommunications Act, in addition to the Radiocommunication Act. The review is aimed at modernizing the legislative framework addressing how to best promote competition and affordability for internet and mobile wireless; and examine how to best support the creation, production and distribution of Canadian content in both French and English. As a response to a unanimously passed motion in the House of Commons, the review will be guided by the principle of net neutrality. It will be led by a panel of external experts, chaired by Janet Yale, current president and CEO of The Arthritis Society, and former executive VP at TELUS, in addition to having served as a director general at the CRTC and general counsel at the Consumers Association of Canada. The panel's final report and recommendations are due by Jan. 31, 2020.
Raj Shoan, former CRTC commissioner for Ontario, has filed an appeal of the latest Federal Court decision against him in May which dismissed his application for a judicial review of his second firing from the commission. Shoan's appeal argues judicial error saying evidence was ignored.


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Real-time hybrid predictive modeling of the Teniente converter
Revista : Journal of Process ControlVolumen : 20
Número : 1
Páginas : 3-17
Tipo de publicación : ISI
The Teniente Converter (TC) is air important technology for smelting and converting copper concentrates. Due to the complexities of its autogenous Operation, which combines continuous input flows with intermittent product extraction, efforts to model and control this dynamic have only beer) partially successful. This work presents a model of TC operation that combines phenomenological equations with empirical expressions and includes both continuous and discrete variables. Six different operating modes are described. To improve predictive capabilities, an adaptive compensation technique takes account of changes in concentrate mix characteristics. The model predicts five important variables: white metal copper concentration, slag magnetite concentration, white metal temperature, and white metal and slag levels. It is calibrated and validated with real operating data from Codelco's Potrerillos smelter. Once the model is implemented, it delivers online estimates of process variables that are Measured intermittently.
Based on the model, a hybrid predictive controller is developed to control the quantities and Characteristics of the TC products as a function of the number of dependent units such as Peirce-Smith converters and slag-cleaning furnaces. The controller's performance is evaluated via simulation under a variety of operating conditions. It is currently employed in an open-loop configuration to provide suggestions on set points for the local flow controllers and on the product extraction sequences. (C) 2009 Elsevier Ltd. All rights reserved.


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Getting started
How to get started
Bees are in the news and have been for a few years now, this is great as it raises the profile of the honey bee (and other bees) and many people now want to take up beekeeping as a hobby. Easy isn't it? Just buy a hive and some bees and stick them in the garden – except it isn't!
Beekeeping is a complex business and involves no little investment in equipment and bees. You are after all dealing with livestock, so some degree of learning on your part is essential before you actually dive in and get your first bees. Having said that, beekeeping is fascinating, absorbing, fun and a brilliant hobby. It can connect you with like minded people and many children absolutely love it and learn very quickly.
So what is the best way to get started?
• Join your local association – They will help get you started and ease you in gently. They also have the best local knowledge.
• Go on a course – Beginners' sessions in the North East are run by local associations these are usually free to members. Northumberland College at Kirkley Hall runs an excellent course each spring. Short courses and 'taster sessions' are also available from local commercial suppliers.
• Get some 'hands on' experience – There's no substitute for it. Our Beginners' sessions are designed to provide this for minimal initial outlay.
• Get a book and read up – There are lots of good beekeeping books out there and, while it's no substitute for hands-on experience, it will give you an idea of what it's all about. A suggested list is provided below.
When you've done all these and have decided that beekeeping is for you then you can consider getting your own bees. Local knowledge is vital as are local bees. Bees bred overseas or even in the south of England won't necessarily cope with our cool Northumberland summers. Buying locally bred and raised bees also means you are not at risk of bringing disease into our area. HBKA and our members may be able to supply you with bees or will know where to get them from. Patience is key, you want a colony of local, well behaved, calm bees. Be prepared to wait for the right ones.
Here at Hexham Beekeepers we run Beginners Sessions right through the summer. These are informal, basic, hands-on sessions at our association apiary near Wylam, which was set up specifically to educate new beekeepers.
These sessions are free to Hexham members and a great way to find out if beekeeping is for you – it isn't for everyone. You can come to one session for free but then we expect you to join HBKA.
There is no need to buy expensive equipment immediately. We have suits and gloves to borrow. You just need a pair of wellies and an interest in seeing what it's all about. We will demonstrate a range of different beekeeping skills and ways to deal with what you may find in a hive when you open it.
The things we will cover are briefly:
• Bees & brood – identification and health of the colony
• Feeding – what to feed, how & when
• Equipment – what you need to get started
• Swarms – how to prevent and control them
• Diseases & Parasites – what to look out for and how to manage them
For details on dates and how to join see our Beginners' Sessions page. If you would like to attend, then register your interest with email@example.com.
Suggested Reading
Haynes Bee Manual by Claire and Adrian Waring – an excellent book, clearly written with great photos. A great starter book.
The BBKA Guide to Beekeeping by Ivor Davis & Roger Cullum-Kenyon – The BBKA's offering on beekeeping.
Guide to Bees and Honey by Ted Hooper MBE – the World's best selling guide to beekeeping. For novice and experienced beekeepers alike.