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Top Sider
Top Sider
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Sole: White cupsole rubber sole
Available in a wide variety of textiles and leathers, the Topsider is a classic men's sneaker. Typically worn with jeans, it's very comfortable and versatile while still maintaining a classy silhouette.
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Posted November 18, 2022 by Hector Rivera
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Prepare for an adventurous and carefree summer with a pair of colorful slippers that are created just for you! The rubber sole is lined with a soft fabric to make sure you feel comfortable wherever your day takes you.
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Export 3 results:Author [ Title] Type Year
Filters: Author is Stich, D. [Clear All Filters]
Focal mechanisms for sub-crustal earthquakes in the Gulf of Cadiz from a dense OBS deployment. Geophysical Research Letters. 37:n/a–n/a.. 2010.
Acoustic and seismic imaging of the Adra Fault (NE Alboran Sea): in search of the source of the 1910 Adra earthquake. Natural Hazards and Earth System Science. 12:3255–3267.. 2012.


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Gerard Butler | Images
We launched our first website with group4whatsapp.com domain, which we had to shut down due to WhatsApp trademark issue. Then we started the website again after buying a new domain group4whatsup.com.
We didn't just want to post WhatsApp group links for you, but we also wanted to post the rest of the social media networking group links for our website visitors e.g Facebook, Vkontakte, Odnoklassniki, MeWe, Telegram, etc. So we bought a new domain which was necessary to make this dream come true. Which you now know by the name of groupchaton.com.
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All Rights and Credits Goes Directly to It's Rightful Owners. No Copyright Infringements Intended.


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IGNOU PGPDSEHI Exam Time Table – Download Now Exam time Table of IGNOU PGPDSEHI for upcoming Examination conducted by IGNOU University. If candidates have already filled their Examination Form then they can now check their Exam Time Table for upcoming TEE. Time Table is necessary for those PGPDSEHI candidates who want to start their preparation of examination on the basis of Exam time table.
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Smart Blonde
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One pound (symbol: lb), the international avoirdupois pound, is legally defined as exactly 0.45359237 kilograms.
One ounce (symbol: oz) equals to one sixteenth of a pound avoirdupois. The avoirdupois ounce equal to approximately 28.3 grams and the troy ounce of about 31.1 grams. The ounce is a unit of weight used in most British derived customary systems of measurement.
The kilogram (symbol: kg) is the SI unit of mass. It is equal to the mass of the international prototype of the kilogram. This prototype is a platinum-iridium international prototype kept at the International Bureau of Weights and Measures. One kg is approximately equal to 2.20462262 pounds.
- How many kg are in 1585 pounds and 13 ounces?
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Dr. Brandt is committed to protecting our customer's privacy. Please take the time to review this notice which explains what information we collect about you, how we use it, and your rights. Cosmetic Dermatology LLC ("Dr. BRANDT", "we" or "us") is the data controller of the personal data collected via or in connection with drbrandtskincare.uk and any associated App (the "Site").
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This creamy chicken soup is definitely a good dish for people who carefully follow a diet. Including low-fat cheese, a lightweight chicken meat and some fresh vegetables with rice, this soup is a perfect lunch. Especially for anyone with irritable bowel syndrome. The thyme adds a special kinky flavor to this mild dish, making it even tastier!
Mille-feuille of wild mushrooms
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Weight: 320g


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RAREMETAL Documentation
Useful Wiki Pages
There are several pages in this Wiki that may be useful to RAREMETAL users. Here are links to key pages:
- The RAREMETAL FAQ
The rvtests tool for rare-variant association analysis can also generate output compatible with RAREMETAL.
Key Features
RAREMETAL has the following features:
- RAREMETAL performs gene-based or region-based meta analysis using Burden tests with the following methods: CMC_counts, Madsen-Browning, SKAT, and Variable Threshold.
- RAREMETAL performs single variant metal-analysis by default.
- RAREMETAL allows customized groups of variants to be tested.
- RAREMETAL allows conditional analysis to be performed in both gene-level meta-analysis and single variants meta-analysis.
- RAREMETAL generate QQ plots and manhattan plots by default.
Brief Description
RAREMETAL is a computationally efficient tool for meta-analysis of rare variants using sequencing or genotyping array data. RAREMETAL takes summary statistics and LD matrices generated by RAREMETALWORKER or rvtests, handles related and unrelated individuals, and supports both single variant and burden meta-analysis. RAREMETAL generates high quality plots by default and has options that allow users to build reports at different levels.
RAREMETAL is developed by Shuang Feng, Dajiang Liu and Gonçalo Abecasis. A R-package written by Dajiang Liu using the same methodology is available.
The key idea behind meta-analysis with RAREMETAL is that various gene-level test statistics can be reconstructed from single variant score statistics and that, when the linkage disequilibrium relationships between variants are known, the distribution of these gene-level statistics can be derived and used to evaluate signifi-cance. Single variant statistics are calculated using the Cochran-Mantel-Haenszel method. Our method has been published in Liu et. al in Nature Genetics. Please go to method for details.
Download and Installation
- University of Michigan CSG users can go to the following:
Where to Download
- The software package for Linux and Mac (source code included) can be downloaded here: RAREMETAL DOWNLOAD
- Binary or executable can be downloaded here: RAREMETAL BINARY DOWNLOAD
How to Compile
- Save it to your local path and decompress using the following command:
tar xvzf raremetal.0.4.4.tar.gz
- Go to raremetal_0.4.4/raremetal/src and type the following command to compile:
For compiling questions, please go to RAREMETAL FAQ for more information.
How to Execute
- Go to raremetal_0.4.4/raremetal/bin and use the following:
- For example usage, please refer to [example command lines]
Basic Usage Instructions
RAREMETAL is a command line tool. It is typically run from a Linux or Unix prompt by invoking the command
raremetal. In the following are descriptions of basic usage for meta analysis. A detailed TUTORIAL with toy data are also available.
Prepare Input Files
RAREMETAL requires the following basic input files: summary statistics and covariance matrices of score statistics generated by RAREMETALWORKER or rvtests, a file with list of studies to be included and a group file if gene-level meta-analysis is expected.
Summary Statistics
Files containing summary statistics and LD matrices generated by RAREMETALWORKER should be compressed and tabix indexed using the following commands:
bgzip study1.singlevar.score.txt tabix -s 1 -b 2 -e 2 -c "#" study1.singlevar.score.txt.gz bgzip study1.singlevar.cov.txt tabix -s 1 -b 2 -e 2 -c "#" study1.singlevar.cov.txt.gz
Files containing summary statistics and LD matrices generated by rvtests should be compressed and tabix indexed using the following commands:
bgzip study1.MetaScore.assoc tabix -s 1 -b 2 -e 2 -S 1 study1.MetaScore.assoc.gz tabix -s 1 -b 2 -e 2 -S 1 study1.MetaCov.assoc.gz
List of Studies
- --summaryFiles option is crucial for RAREMETAL to work. Ignoring this option would lead to FATAL ERROR and RAREMETAL would stop.
- The file should contain the path and prefix of the studies you want to include.
- If there is one or more studies that you want to excluded from your list, but want to save some effort of generating a new file, you can put a "#" in front of the line of record. RAREMETAL would automatically exclude that study from meta analysis. An example list of summary file is in the following:
/net/fantasia/home/sfengsph/prj/raremetal/raremetal/bin/META/TwinsUK/TwinsUK.TG.singlevar.score.txt.gz #/net/fantasia/home/sfengsph/prj/raremetal/raremetal/bin/META/HUNT/RareMetalWorker/HUNT_MI_case.TG.singlevar.score.txt.gz
- When gene-level analysis is requested, --covFiles option should be used to specify the covariance files. An example file is:
/net/fantasia/home/sfengsph/prj/raremetal/raremetal/bin/META/TwinsUK/TwinsUK.TG.singlevar.cov.txt.gz #/net/fantasia/home/sfengsph/prj/raremetal/raremetal/bin/META/HUNT/RareMetalWorker/HUNT_MI_case.TG.singlevar.cov.txt.gz
- The above example study name file guides RAREMETAL to look for summary statistics from TwinsUK study only, because "HUNT" study is commented out. The following two files are needed for RAREMETAL to perform further analysis together with their tabix index file are needed.
Group Rare Variants
From a Group File
- Grouping methods are only necessary when doing gene-based or group-based burden tests in meta-analysis.
- If none of the grouping method is specified, then only single variant meta-analysis will be performed.
- With --groupFile option, you can specify particular set of variants to be grouped for burden tests.
- The group file must be a tab or space delimited file in the following format:
- MARKER_ID must be in the following format:
- An example group file is:
PLEKHN1 1:901922:G:A 1:901923:C:A 1:902088:G:A 1:902128:C:T 1:902133:C:G 1:902176:C:T 1:905669:C:G HES4 1:934735:A:C 1:934770:G:A 1:934801:C:T 1:935085:G:A 1:935089:C:G ISG15 1:949422:G:A 1:949491:G:A 1:949502:C:T 1:949608:G:A 1:949802:G:A 1:949832:G:A AGRN 1:970687:C:T 1:976963:A:G 1:977028:G:T 1:977356:C:T 1:977396:G:A 1:978628:C:T 1:978645:G:A C1orf159 1:1021285:G:T 1:1021302:T:C 1:1021315:A:C 1:1021386:G:A 1:1022534:C:T 1:1025751:C:T 1:1026913:C:T
From an Annotated VCF File
If --groupFile option is NOT specified, RAREMETAL will look for an annotated vcf file as blue print for variants to group. Users are also allowed to generate a vcf file based on the superset of variants from pooled samples, and annotate outside RAREMETAL. Then, annotated vcf file can be used as input for RAREMETAL for gene-level meta-analysis, or group files can be generated based on the annotated vcf file. Detailed description of these options are available. There are also examples of this usage at the bottom of this page.
QC Options
- RAREMETAL allows filtering of variants from individual studies by their HWE pvalue and call rate, which are generated as part of the output from RAREMETALWORKER or rvtests.
- To filter by HWE p-values, --hwe option should be used. The default is 0.0, which means not filtering any of the variants.
- To filter by call rate, --callRate option can be specified. The default is 0.0, which allows no filtering utilized.
Association Options
- Currently, CMC type burden test, Madsen-Browning burden test, Variable Threshold burden test and SKAT are provided in RAREMETAL, by specifying --burden, --MB, --VT and --SKAT.
- --maf specifies the minor allele frequency cutoff when doing gene-based or group-based burden tests. The default is maf<0.05.
Conditional Analysis
- To decide whether a signal is caused by shadowing a significant common variant nearby, RAREMETAL also enables conditional analysis with a list of variants to be conditioned upon provided in a file as input for --condition option. An example input file should be space or tab delimited as in the following. When alleles do not match the ref and alt alleles from samples, the variant will be skipped from conditional analysis.
Additional Analysis Options
Group Rare Variants from Annotated VCF
- If --groupFile option is NOT specified, RAREMETAL will look for an annotated vcf file as blue print for variants to group.
- The annotated VCF file should be specified using --annotatedVcf option.
- --annotation should be used with --annotatedVcf together when specific category of functional variants are of interest to be grouped. For example, if grouping nonsynonymous and splicing variants are of interests, the following should be included in command line:
--annotatedVcf your.annotated.vcf --annotation nonsyn/splicing Note: this allows you to group variants that are annotated starting with nonsyn or splicing (not case-sensitive).
- Special format for the annotated VCF file is required: all annotation information should be coded in INFO field in VCF file, starting with the key "ANNO=". An example annotated VCF file is in the following:
#CHROM POS ID REF ALT QUAL FILTER INFO 1 19208194 . G A 100 PASS AC=3;ANNO=nonsynonymous:ALDH4A1:NM_170726:exon8:c.C866T:p.P289L,ALDH4A1:NM_001161504:exon8:c.C686T:p.P229L,ALDH4A1:NM_003748:exon8:c.C866T:p.P289L,; ANNO=splicing:ALDH4A1 1 19208293 . G C 100 PASS AC=7;STUDIES=5;MAC=7;MAF=0.001;DESIGN=TBD_ASSAY;DSCORE=1.00; ANNO=nonsynonymous:ALDH4A1:NM_170726:exon8:c.C767G:p.P256R,ALDH4A1:NM_001161504:exon8:c.C587G:p.P196R,ALDH4A1:NM_003748:exon8:c.C767G:p.P256R,
- Notice that each variant is allowed to have more than one annotations; but each annotation should start with a new key "ANNO=" followed by annotation:genename:other transcript information.
Generate a VCF File to Annotate Outside of Rare Metal
- --writeVCF allows user to write a VCF file including pooled single variants from all studies. Then users can use their favorite annotation tool to annotate the VCF file. After annotating the VCF file, users can use that file as input for RAREMETAL for further gene-based or region-based meta analysis.
- The output vcf file will be name as: yourPrefix.pooled.variants.vcf. An example output vcf file is in the following:
#CHROM POS ID REF ALT QUAL FILTER INFO 1 115658497 115658497 G A . . ALT_AF=0.380906; 2 74688884 74688884 G A . . ALT_AF=8.33611e-05; 3 121414217 121414217 C A . . ALT_AF=0.0747833;
Options for Report Generation
- --correctGC generates QQ plots and manhattan plots with pvalues corrected using genomic control.
- --prefix allows customized prefix for output files.
- --longOutput allows users to output not only burden test results but also the single variant results (allele frequencies, effect sizes, and p-values) for the variants being grouped together. Please refer to the output files section for detailed explanation and examples.
- --tabulateHits works with --hitsCutoff together to generate reports for genes that have p-value less than specified cutoff from burden tests or SKAT. The default cutoff of p-value for genes to be reported is 1.0e-06, which can be specified by --hitsCutoff option. For more explanations and examples, please go to Tabulated Hits.
Miscellaneous Options
- --tabix allows rapid analysis when number of groups/genes of interests are small. Currently, when number of groups is less than 100, --tabix option is automatically turned on.
Reports Generated by RAREMETAL
Single Variant Meta Analysis Output
- Single variant meta analysis output has the following components: header, results and footnote.
- Header lines start with "##" shows summary of the meta analysis including method used, number of studies, and total sample size.
- Header line starts with "#" are column headers for results table.
- Footnote also starts with "#", where genomic controls from each study and the overall sample are reported.
- An example single variant meta analysis output is shown below:
##Method=SinglevarScore ##STUDY_NUM=2 ##TotalSampleSize=14308 #CHROM POS REF ALT POOLED_ALT_AF EFFECT_SIZE DIRECTION_BY_STUDY PVALUE 1 115658497 G A 0.380906 0.00954332 ++ 0.45828 2 74688884 G A 8.33611e-05 -0.196387 -! 0.845372 3 121414217 C A 0.0747833 0.0216982 -+ 0.34453 6 137245814 G C 0.000803746 0.105693 ++ 0.601805
- A detailed explanation of each column is in the following:
CHROM: Chromosome Name POS: Variant Position REF: Reference Allele Label ALT: Alternative Allele Label POOLED_ALT_AF: Pooled Alternative Allele Frequency EFFECT_SIZE: Alternative Allele Effect Size DIRECTION_BY_STUDY: Effect size direction of alternative allele from each study. The order of study is consistent with the order of studies listed in the input file for option --summaryFiles. "?" means the variant is not observed or monomorphic from the study. "!" means the variant observed from this study has different alleles from those in the first study.
RAREMETAL generates QQ plots and manhattan plots from single variant meta-analysis by default. Three QQ plots are generated, one with all variants included, one of variants with maf<0.05 and one of variants with maf<0.01. All plots are saved in a pdf file named yourPrefix.meta.plots.pdf. Genomic controls are also reported in the title of plots. When --correctGC option is specified, GC corrected plots are also generated.
Gene-level Tests Meta-Analysis Output
When --longOutput is used, output includes both burden test results of genes and single variant results of the variants included in burden tests. Here is an example of output file from SKAT when --longOutput is specified.
##Method=Burden ##STUDY_NUM=2 ##TotalSampleSize=14308 #GROUPNAME NUM_VAR VARs MAFs SINGLEVAR_EFFECTs SINGLEVAR_PVALUEs AVG_AF MIN_AF MAX_AF EFFECT_SIZE PVALUE NOC2L 7 1:880502:C:T;1:881918:G:A;1:887799:C:T;1:888659:T:C;1:889238:G:A;1:891591:C:T;1:892380:G:A 0.000166722,0.0242172,0.0109203,0.0355845,0.0333729,0.00700233,0.00200067 -0.183575,-0.00228307,-0.0598337,0.0220595,0.0229464,-0.0302768,-0.0200417 0.790161,0.953446,0.515806,0.503548,0.499251,0.791773,0.926625 0.0161807 0.000166722 0.0355845 0.00667875 0.662531 KLHL17 2 1:897285:A:G;1:898869:C:T 0.0148408,0.00108369 -0.0502034,-0.0256403 0.528269,0.934606 0.00796222 0.00108369 0.0148408 -0.0484494 0.528878
Otherwise, single variant results of variants included in burden tests will not be included in the output. Here is an example of output file from SKAT when --longOutput is not specified.
##Method=Burden ##STUDY_NUM=2 ##TotalSampleSize=14308 #GROUPNAME NUM_VAR VARs AVG_AF MIN_AF MAX_AF EFFECT_SIZE PVALUE NOC2L 7 1:880502:C:T;1:881918:G:A;1:887799:C:T;1:888659:T:C;1:889238:G:A;1:891591:C:T;1:892380:G:A 0.0161807 0.000166722 0.0355845 0.00667875 0.662531 KLHL17 2 1:897285:A:G;1:898869:C:T 0.00796222 0.00108369 0.0148408 -0.0484494 0.528878
- When --tabulateHits is specified, top hits from Burden tests will be generated. Each method will have an individual tabulated file generated. The purpose of this tabulated file is to list burden test results of top hits together with single variant results from variants being grouped in burden tests. The difference between this file and the standard long-format output file from burden test is that each row of the file represents a single variant that is included in the gene for burden test. This format allows each sorting on users end.
- Tabulated top hits are saved in the file:
yourPrefix.meta.tophits.youMethod.tbl (example files names: TG.meta.tophits.burden.tbl, LDL.meta.tophits.SKAT.tbl)
- The following items are tabulated in the output:
GENE: Gene name. METHOD: Burden test used. GENE_PVALUE: P-value from gene-based burden tests. MAF_CUTOFF: MAF cutoff used when doing gene-based tests. ACTUAL_CUTOFF: Actual MAF cutoff used. (This will be different from MAF_CUTOFF only for Variable Threshold method. Otherwise, it will be the same as MAF_CUTOFF.) VAR: Variant name in CHR:POS:REF:ALT format. MAF: Single variant pooled MAF from all samples. EFFSIZE: Effect size from single variant meta analysis. PVALUE: Pvalue from single variant meta analysis.
- An example of tabulated hits from a standard burden test with maf<0.05 as criterion is shown in the following:
GENE METHOD GENE_PVALUE MAF_CUTOFF ACTUAL_CUTOFF VARS MAFS EFFSIZES PVALUES PCSK9 BURDEN_0.050 7.54587e-11 0.05 0.05 1:55505647:G:T 0.0396631 -0.442192 2.10159e-46 PCSK9 BURDEN_0.050 7.54587e-11 0.05 0.05 1:55518371:G:A 0.0237138 0.0548733 0.430246 PCSK9 BURDEN_0.050 7.54587e-11 0.05 0.05 1:55529187:G:A 0.0433324 0.0946321 0.00129942 APOE BURDEN_0.050 2.83457e-72 0.05 0.05 19:45412079:C:T 0.0413056 -0.554561 2.83457e-72
- According to the example above, PCSK9 had a p-value of 7.54587e-11 from the gene-based burden test, where three variants from this gene were included. Another hit from this meta analysis is APOE, where only one variant was included in the burden test.
RAREMETAL generates QQ plots and manhattan plots from single variant and gene-level meta-analysis by default. Example QQ plots and manhattan plots are:
- A log file is automatically generated by RAREMETAL to save the parameters in effect. An example is in the following:
The following parameters are in effect: List of Studies: ============================ --studyName [studyName.SardiNia] Grouping Methods: ============================ --groupFile [genes.file] --annotatedVcf [] --annotation [] --writeVcf [OFF] QC Options: ============================ --hwe [0] --callRate [0] Association Methods: ============================ --burden [true] --MB [false] --SKAT [false] --VT [false] --condition [condition.file] Other Options: ============================ --tabix [OFF] --correctGC [ON] --prefix [test] --maf [0.05] --longOutput [false] --tabulateHits [false] --hitsCutoff [1e-06]
Example Command lines
- Here is an example command line to do single variant meta analysis only:
./raremetal --summaryFiles your.list.of.summary.files --prefix yourPrefix
- When you want to do all burden tests using a group file to specify which variants to group:
./raremetal --summaryFiles your.list.of.summary.files --covFiles your.list.of.cov.files --groupFile your.groupfile --burden --MB --SKAT --VT --maf 0.01 --prefix yourPrefix (NOTE: this will generate single variant meta analysis result and the short format output for burden test results.)
- Here is how to do all SKAT meta analysis using a group file and request a long format output together with tabulated hits:
./raremetal --summaryFiles your.list.of.summary.files --covFiles your.list.of.cov.files --groupFile your.groupfile --SKAT --longOutput --tabulateHits --hitsCutoff 1.0e-07 --prefix yourPrefix
- Here is an example of adding QC filters to variants when doing meta analysis.
./raremetal --summaryFiles your.list.of.summary.files --covFiles your.list.of.cov.files --groupFile your.groupfile --SKAT --longOutput --tabulateHits --hitsCutoff 1.0e-07 --hwe 1e-06 --callRate 0.98 --prefix yourPrefix
- Here is how to do the same thing but reading grouping information from an annotated VCF file:
./raremetal --summaryFiles your.list.of.summary.files --covFiles your.list.of.cov.files --annotatedVcf your.annotated.vcf --annotation nonsyn/stop/splicing --SKAT --longOutput --tabulateHits --hitsCutoff 1.0e-07 --hwe 1e-06 --callRate 0.98 --prefix yourPrefix
- If you want to write a VCF file of pooled variants from all studies, annotate them using your favorite annotation program, and then come back to RAREMETAL with the annotate VCF file to do burden tests:
First, use the following command to write the VCF file: ./raremetal --summaryFiles your.list.of.summary.files --writeVcf --prefix yourPrefix Second, annotate the VCF file using your favorite annotation program. (Annotated VCF file has to follow the format described here: annotated VCF format) Third, use the following command to do meta analysis: ./raremetal --summaryFiles your.list.of.summary.files --covFiles your.list.of.cov.files --annotatedVcf your.annotated.vcf --annotation nonsyn/splicing/stop --burden --MB --SKAT --VT --maf 0.01 --prefix yourPrefix
Other Useful Info
- Summary specs can be found Summary Files Specification for RAREMETAL
- For a comprehensive tutorial of RAREMETALWORKER and RAREMETAL using example data sets, please go to the following:
RAREMETAL Tutorial
- For a brief tutorial of rvtests, please go to:
Please email Shuang Feng (sfengsph at umich dot edu) for questions.
Change Log
- Version 0.0.1 released to U of M CSG group. (2/13/2013)
- Version 0.0.1 released. (2/24/2013)
- Version 0.1.2 released after fixing a few bugs, adding conditional analysis and automatic graphing to the tool. (8/5/2013)
- Version 0.2.9 released after fixing a bug in SKAT and writing PDF when all variants are monomorphic. (10/7/2013)
- Version 0.3.1 released to fix a bug when one of the alleles coded as missing.
- Version 0.4.0 released with a few bugs fixed to properly handling missing genotypes. Major change in command options. Now allow user to specify list of summary statistics files and covariance files separately using --summaryFiles and --covFiles options.
- Version 0.4.2 released with a bug fixed for SKAT when there are two variants in a group, and a bug fixed in Makefile for easy compiling.
- Version 0.4.4 released with a bug fixed when alleles are flipped in group file. (3/14/2014)


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Spectacle set multicolour sapphire pendant
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The Gunpowder Plot Conspirators
© National Portrait Gallery, London
The Gunpowder Plot Conspirators
by Heinrich Ulrich
line engraving, early 17th century
7 1/2 in. x 8 1/8 in. (190 mm x 207 mm) plate size; 7 7/8 in. x 8 1/2 in. (200 mm x 217 mm) paper size
Given by the daughter of compiler William Fleming MD, Mary Elizabeth Stopford (née Fleming), 1931
Reference Collection
Artistback to top
- Heinrich Ulrich (circa 1592-circa 1631). Artist or producer associated with 4 portraits.
Sittersback to top
- Thomas Bates (1567-1606), Gunpowder plot conspirator. Sitter in 7 portraits. Identify
- Robert Catesby (1573-1605), Leader of the Gunpowder plot. Sitter in 8 portraits. Identify
- Guy Fawkes (1570-1606), Gunpowder plot conspirator. Sitter in 7 portraits. Identify
- Thomas Percy (1560-1605), Organiser of the 'Gunpowder Plot'. Sitter in 14 portraits. Identify
- Robert Winter (1568-1606), Gunpowder plot conspirator. Sitter in 8 portraits. Identify
- Thomas Winter (1572-1606), Conspirator; brother of Robert Winter. Sitter in 7 portraits. Identify
- Christopher Wright (1570?-1605), Gunpowder plot conspirator. Sitter in 9 portraits. Identify
- John Wright (1568?-1605), Gunpowder plot conspirator; brother of Christopher Wright. Sitter in 7 portraits. Identify
Subjects & Themesback to top
Events of 1600back to top
Current affairsRobert Devereux, Earl of Essex is put on trial for failing to put an end to the rebellion in Ireland, attempting to negotiate a truce with the rebel leader Hugh O'Neill, Earl of Tyrone, and deserting his post.
Charles Blount, Lord Mountjoy, replaces Essex as Lord Deputy of Ireland.
The East India Company receives its Royal Charter by Queen Elizabeth I.
Birth of Prince Charles in Scotland (later King Charles I).
Art and scienceWilliam Shakespeare writes Hamlet.
The scientist William Gilbert writes De magnete ('on the magnet'), which pioneers research into the properties of the lodestone (magnetic iron ore) and introduces the terms 'electricity' and 'magnetic pole'.
The miniature painter Nicholas Hilliard works on his painting treatise The Art of Limning at this time.
InternationalHenry IV of France marries Marie de Medici from the powerful ruling family of Florence, Italy.
The Italian astronomer, philosopher and mathematician Giordano Bruno is sentenced to death by the Roman Inquisition and burned at the stake for heresy.
Following the death of Toyotomi Hideyoshi, Tokugawa Ieyasu seizes control of Japan at the Battle of Sekigahara.
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Two years ago, in a class called "Beginning Studies in Acting," Roger Q. Mason found himself intrigued by lecturer Tim Vasen's description of a group of women who gathered at performances of William Shakespeare's plays.
"They sold exotic fruit to theatergoers -- specifically underclass men and women -- and they were called 'the orange women,'" said Mason, now a senior.
The image stuck with Mason when he thought about writing a play for his senior thesis that would imagine the lives that historical figures from Elizabethan times might have been leading behind closed doors. "Orange Woman, A Ballad for a Moor" tells the story of Lucy Negro, a historical figure whom some scholars believe was the inspiration for "the dark lady" in Shakespeare's sonnets. The play depicts the lead character as Lucy Morgan, a dancer for Queen Elizabeth who is ejected from the court and becomes Lucy Negro, a notorious brothel keeper. When she seeks to peddle oranges at Shakespeare's plays, she ends up providing poetic inspiration for his writings instead.
Mason's play runs at 8 p.m. Friday and Saturday, April 4-5, and Thursday through Saturday, April 10-12, in the Berlind Theatre.
"Roger has an extraordinary imagination," said Robert Sandberg, a lecturer in the Department of English and the Program in Theater and Dance in the Lewis Center for the Arts. "His mind races with new images, new language, new moments that might enrich the world of the play." In "Orange Woman," Mason is "trying to balance historical reality with the fantasia he's writing, creating the characters of Lucy Negro, Shakespeare and Queen Elizabeth [as] combinations of our received notions and his unique inventions," Sandberg said.
Mason, who grew up in Los Angeles, arrived at Princeton with a love for the theater. An English major earning certificates in the Program in Theater and Dance and the Center for African American Studies, Mason has served as artistic director of the Black Arts Company: Drama and as an actor in the Princeton Shakespeare Company.
Participating in those extracurricular activities, as well as taking classes in playwriting, directing and producing, gave Mason an appreciation for all the elements that go into a theatrical production, he said. Last summer, to prepare for writing the play, he studied Elizabethan stage practices at the University of Oxford and visited London and Shakespeare's hometown of Stratford-upon-Avon to learn more about Elizabethan times. He also traveled to Dublin, Ireland, to conduct research about the background of one of the play's characters, brothel keeper Minnie O'Shea.
Next year, Mason hopes to work as an intern at a theater while applying to graduate programs in playwriting.
Writing the play and being able to see it staged at Berlind — with seven students in the acting roles, direction by McCarter Theatre Center guest director Kemati Porter and choreography by Dyane Harvey, a lecturer in theater and dance and the Lewis Center — has been a magical experience, Mason said. "The play is a blueprint, and they have used it to create something of their own," he said. "They have brought it to life in ways I couldn't have imagined."
For Mason, "Orange Woman" has fulfilled three passions: "my love of language, my curiosity about the storytelling mechanisms of the theater and my need to bring to life a story of Africans in the diaspora."
Tickets for "Orange Woman" are available through the University Ticketing website or by calling the McCarter Theatre Center box office at (609) 258-2787.


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Pre-algebra - Pre-algebra is a common name for a course in middle school mathematics. In the United States, it is generally taught between the seventh and ninth grades, although students have taken this course as early as fifth or sixth grade. The objective of pre-algebra is to prepare the student to the study of algebra. Pre-algebra includes several broad subjects: Review of natural- and whole-number arithmetic; introduction of new types of numbers such as integers, fractions, decimals and negative numbers; Factorization of natural numbers; Properties of operations (associative, distributive and so on); Simple roots and powers; Rules of evaluation of expressions, such as operator precedence and use of parentheses; Basics of equations, including rules for invariant manipulation of equations; Variables and exponentiation. Pre-algebra often includes some basic subjects from geometry, mostly the kinds that further understanding of algebra and show how it is used, such as area, volume, and perimeter. Wikipedia Pre-algebra.
Algebra I & II - Algebra is a branch of mathematics concerning the study of structure, relation, and quantity. Together with geometry, analysis, combinatory, and number theory, algebra is one of the main branches of mathematics. Elementary algebra is often part of the curriculum in secondary education and provides an introduction to the basic ideas of algebra, including effects of adding and multiplying numbers, the concept of variables, definition of polynomials, along with factorization and determining their roots. Algebra is much broader than elementary algebra and can be generalized. In addition to working directly with numbers, algebra covers working with symbols, variables, and set elements. Addition and multiplication are viewed as general operations, and their precise definitions lead to structures such as groups, rings and fields. Wikipedia Algebra
Abstract Algebra - Abstract algebra is the subject area of mathematics that studies algebraic structures, such as groups, rings, fields, modules, vector spaces, and algebras. The phrase abstract algebra was coined at the turn of the 20th century to distinguish this area from what was normally referred to as algebra, the study of the rules for manipulating formulas and algebraic expressions involving unknowns and real or complex numbers, often now called elementary algebra. The distinction is rarely made in more recent writings. Contemporary mathematics and mathematical physics make intensive use of abstract algebra; for example, theoretical physics draws on Lie algebras. Subject areas such as algebraic number theory, algebraic topology, and algebraic geometry apply algebraic methods to other areas of mathematics. Representation theory, roughly speaking, takes the 'abstract' out of 'abstract algebra', studying the concrete side of a given structure; see model theory. Wikipedia Abstract Algebra
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First and foremost, I believe it is important to establish a trusting relationship with those you teach. Throughout my experiences in the field of education, I have found the most fruitful of those relationships to be those in which I was able to work with a student or group of students regularly over an extended period of time to develop a routine and a strong relationship in which great amounts of learning and understanding could be accomplished. Although many people experience obstacles in learning Mathematics, I believe that by presenting multiple ways to approach a problem, every student can find a method that works for them. Every student should be allowed the resources and opportunity to realize that they CAN achieve their goals. I am here to help students who have had difficulty with Math in the past to succeed, and feel confident in both their abilities in Math, and in life.
As a student, I was always committed to learning and to achieving my goals. As a teacher and tutor, I strive to help others share the same love for learning and for understanding as I do. Now, I help others set goals, and work toward achieving them. I have worked with all ages, all ability levels, and various sized groups and have enjoyed each and every experience. In the past, I have primarily tutored in the subject of Mathematics, but am also trained by the Literacy Council to tutor reading and writing, and have enjoyed volunteering with that organization as well. I believe that I can help anyone enjoy and understand math, and help them feel better about themselves for it.
I've always been interested in the application of math and science to the solution of real world problems. This led me to a very satisfying career in engineering. Therefore my approach to teaching is very application oriented. I like to relate the subject to problems that the students will encounter in real life situations. I've generally only worked with older students; high school or college age or older mature adults who have returned to school to get advance training or learn a new trade.
I've always been interested in math and science; especially in their application to solving real world problems. This led me to a very satisfying career in engineering. I have a BS in electrical engineering from General Motors Institute (now Kettering University) and an MS in electrical engineering from Marquette University. I am a registered professional engineer in Illinois. I have over 30 years of experience in the application, development, and sales/field support of electrical/electronic controls for industrial, aerospace, and automotive applications. I'm currently doing consulting work at Hamilton-Sundstrand, Delta Power Company, and MTE Hydraulics in Rockford. I also have college teaching and industrial training experience. I have taught several courses at Rock Valley College in Electronic Technology, mathematics, and in the Continuing Education area. I've done industrial technical training for Sundstrand, Barber Colman, and others. I've also taught math courses at Rasmussen College and Ellis College (online course). I've also been certified as an adjunct instructor for Embry-Riddle Aeronautical University for math and physics courses. I've tutored my own sons in home study programs. I'm currently tutoring a home schooled student in math using Saxon Math. I hope to do more teaching/tutoring in the future as I transition into retirement.
From my tutoring experience, I have noticed that students have trouble understanding the meaning of numbers and symbols on paper simply because no one has taught them how to visualize and interpret them in a real world situation. They also don't realize that they have plethora of resources and tools available to them to help them, yet they rarely utilize them. I try to give hints and clues to my students and let them obtain the right answers on their own instead of simply solving the problem for them. I believe this gives them a much better understand of the material.
Having recently graduated with a Bachelor's degree, I am continuing my education to obtain my Master's degree in mathematics. Number Theory will be my focus, as I intend to get involved in the encryption field. During my senior year as undergraduate, I have worked on campus as a teacher's assistant and at home as an online tutor for UNCG's iSchool program. I have privately tutored undergraduates needing help in pre-calculus and calculus. I enjoyed helping the students and showing them some of my own tricks and ways when it comes to solving the problems.
My students know I love math. I am enthusiastic, patient, and caring. I believe everyone can learn math given the right circumstances. I take interest in my students, I email them, I encourage them to do their homework. Through this personal interest, my students work to please the teacher. I also use different teaching styles: discovery learning, Look-Do-Learn, one-to-one instruction, critical thinking. Once a student, always a student for me. I go the extra mile.
From an early age I loved math and so when I graduated with a BA in Math and Latin, I went straight into teaching math at the high school level. During graduate school years, I taught math at the University of Toronto. While working with computer programming, I taught math in the evening division of Westbury College in Montreal. I have taught math in different countries: Jamaica, Canada, U.S. Virgin Islands, Nigeria-West African Educational Council, The Bahamas, and Florida.
I teach by example and I am methodical. I show a student how to solve a problem by going very slowly and by following a sequence of steps. I make sure that the student follows understands each step before moving on to the next one. I then ask the student to solve almost the exact same problem (with a slight change in numbers for example)so that the student learns the method and how to solve the problem by herself/himself. I am very patient but expect the student to be willing to learn. I tell students that learning a subject matter is more important than getting an A in a class - this is because 1. if you learn, chances are you won't forget (at least for a long while) and 2. you will get a good grade as a result.
I have been employed by the IBM corporation for the last 27 years. I held numerous positions in hardware development, software development, telecommunication network development, project management, solution architecture, performance analysis, and others. As much as I enjoy my job, I have passion in Mathematics. I develop new ideas related to my work and expand them into U.S. patents and external technical papers. I informally tutor family and friends attending high school or college. I was a Mathematics teaching assistant at the Univ. of Pittsburgh for 2 years and at the Univ. of Michigan at Ann Arbor for 3 years. I love teaching and sharing my knowledge with others. I have published numerous technical papers and hold numerous U.S. patents as well.
I believe that students are wary of mathematics and statistics because they appear clinic and distant, with little to do with the "real" world. To educate I try to create dynamic and above all relevant "uses" for the lessons. My experiences have exposed me to different teaching styles and class formats and allowed me to develop a teaching philosophy that encompasses the best of all these methods. My philosophy is best described with reference to six primary concepts:
1. Knowledge conveyed in a relevant context
2. Interaction with each student and the material
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4. Adaptability
5. Creativity in teaching methods and
6. Respect between the student and the teacher
All students seek knowledge; it's the teacher's role to facilitate learning and guide them along the path. A successful lesson is one in which the student comes out seeing the world a little differently.
During my education and career, the teaching of others has featured prominently in my personal goals and life objectives. While attending high school, I tutored fellow students professionally in subjects ranging from basic algebra to complex calculus. My undergraduate degree was in the field of Mathematics and Statistics with an additional biological statistics certificate and at present I am completing my Masters of Science in statistics. My understandings of these fields lead to my recruit by a number of professors and researchers to provide assistance and advisement on statistical analysis of their projects. In addition to assisting my professors, I was also selected to be a Graduate Teaching Assistant, and was also selected to conduct "stand alone" courses. I have a strong passion for these subjects and I believe my years of teaching experience have given me the insight, patience and ability to convey the complex world of mathematics and statistics to my students.
I believe in my students and their abilities to learn and synthesize their experiences. My students learn their subjects because I provide a variety of techniques to command their attention. I believe teaching is not just about giving students information but about reaching students who might "get lost" in the system without a guide and friend to help them along.
I have taught for over ten years in the public school system and learned how to "connect" with students. I have taught physics, chemistry, and mathematics at the high school level, and I have a wide range of teaching experiences in those fields. I have taught AP, honors, and standard classes. Using interesting movies followed by a lab to reinforce the concept is one of the ways I have used to reach students and make a difference in their lives.
My teaching style has been, for the most part, dictated by student response. I am comfortable teaching in a traditional lecture format, in a format that uses a cooperative learning approach exclusively, or in a hybrid format. The goal is for effective learning to take place, and I believe my strongest quality is to be able to adapt in such a way that best helps students reach their academic goals.
For eight years, I taught freshman and sophomore-level mathematics courses at Arizona State University. These courses included College Algebra, Pre-Calculus, Calculus, Finite Mathematics, and Elementary Mathematics Theory. Additionally, I have tutored students in these courses both in the Mathematics Department Tutor Center, and on my own personal time.
I have enjoyed our association with Advanced Learners because they have come through for us in meeting our tutoring needs many times in the past and our students have benefited greatly from their help and guidance.
Over the years that we have worked with Advanced Learners, they have always been very professional, dependable and effective with our students.
Thought I would share Jean's grades with you. The last numbers are her grades at mid term this final nine weeks!! She has come up on five grades. I know you are a HUGE part. I want to thank you so much.
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Chapter 2
Jacob denounces the love of riches, pride, and unchastity—Men may seek riches to help their fellowmen—The Lord commands that no man among the Nephites may have more than one wife—The Lord delights in the chastity of women. About 544–421 B.C.
1 The awords which Jacob, the brother of Nephi, spake unto the people of Nephi, after the death of Nephi:
2 Now, my beloved brethren, I, Jacob, according to the aresponsibility which I am under to God, to bmagnify mine office with csoberness, and that I might drid my garments of your sins, I come up into the temple this day that I might declare unto you the word of God.
3 And ye yourselves know that I have hitherto been diligent in the office of my calling; but I this day am weighed down with much more desire and anxiety for the awelfare of your souls than I have hitherto been.
4 For behold, as yet, ye have been obedient unto the word of the Lord, which I have given unto you.
5 But behold, hearken ye unto me, and know that by the help of the all-powerful Creator of heaven and earth I can tell you concerning your athoughts, how that ye are beginning to labor in sin, which sin appeareth very abominable unto me, yea, and abominable unto God.
6 Yea, it grieveth my soul and causeth me to shrink with shame before the presence of my Maker, that I must testify unto you concerning the wickedness of your hearts.
7 And also it grieveth me that I must use so much aboldness of speech concerning you, before your wives and your children, many of whose feelings are exceedingly tender and bchaste and delicate before God, which thing is pleasing unto God;
8 And it supposeth me that they have come up hither to hear the pleasing aword of God, yea, the word which healeth the wounded soul.
9 Wherefore, it burdeneth my soul that I should be constrained, because of the strict commandment which I have received from God, to aadmonish you according to your crimes, to enlarge the wounds of those who are already wounded, instead of consoling and healing their wounds; and those who have not been wounded, instead of feasting upon the pleasing word of God have daggers placed to pierce their souls and wound their delicate minds.
10 But, notwithstanding the greatness of the task, I must do according to the strict acommands of God, and tell you concerning your wickedness and abominations, in the presence of the pure in heart, and the broken heart, and under the glance of the bpiercing eye of the Almighty God.
11 Wherefore, I must tell you the truth according to the aplainness of the bword of God. For behold, as I inquired of the Lord, thus came the word unto me, saying: Jacob, get thou up into the temple on the morrow, and declare the word which I shall give thee unto this people.
12 And now behold, my brethren, this is the word which I declare unto you, that many of you have begun to search for gold, and for silver, and for all manner of precious aores, in the which this land, which is a bland of promise unto you and to your seed, doth abound most plentifully.
13 And the hand of providence hath smiled upon you most pleasingly, that you have obtained many riches; and because some of you have obtained more abundantly than that of your brethren ye are alifted up in the pride of your hearts, and wear stiff necks and high heads because of the costliness of your apparel, and persecute your brethren because ye suppose that ye are better than they.
14 And now, my brethren, do ye suppose that God justifieth you in this thing? Behold, I say unto you, Nay. But he condemneth you, and if ye persist in these things his judgments must speedily come unto you.
15 O that he would show you that he can pierce you, and with one glance of his aeye he can smite you to the dust!
16 O that he would rid you from this iniquity and abomination. And, O that ye would listen unto the word of his commands, and let not this apride of your hearts destroy your souls!
17 Think of your abrethren like unto yourselves, and be familiar with all and free with your bsubstance, that cthey may be rich like unto you.
18 But abefore ye seek for briches, seek ye for the ckingdom of God.
19 And after ye have obtained a hope in Christ ye shall obtain riches, if ye seek them; and ye will seek them for the intent to ado good—to clothe the naked, and to feed the hungry, and to liberate the captive, and administer relief to the sick and the afflicted.
20 And now, my brethren, I have spoken unto you concerning pride; and those of you which have afflicted your neighbor, and persecuted him because ye were proud in your hearts, of the things which God hath given you, what say ye of it?
21 Do ye not suppose that such things are abominable unto him who created all flesh? And the one being is as precious in his sight as the other. And all flesh is of the dust; and for the selfsame end hath he created them, that they should keep his acommandments and glorify him forever.
22 And now I make an end of speaking unto you concerning this pride. And were it not that I must speak unto you concerning a grosser crime, my heart would rejoice exceedingly because of you.
23 But the word of God burdens me because of your grosser crimes. For behold, thus saith the Lord: This people begin to wax in iniquity; they understand not the scriptures, for they seek to excuse themselves in committing awhoredoms, because of the things which were written concerning David, and Solomon his son.
24 Behold, David and aSolomon truly had many bwives and concubines, which thing was cabominable before me, saith the Lord.
25 Wherefore, thus saith the Lord, I have led this people forth out of the land of Jerusalem, by the power of mine arm, that I might raise up unto me a arighteous branch from the fruit of the loins of Joseph.
26 Wherefore, I the Lord God will not suffer that this people shall do like unto them of old.
27 Wherefore, my brethren, hear me, and hearken to the word of the Lord: For there shall not any aman among you have save it be bone cwife; and concubines he shall have none;
28 For I, the Lord God, delight in the achastity of women. And bwhoredoms are an abomination before me; thus saith the Lord of Hosts.
29 Wherefore, this people shall keep my commandments, saith the Lord of Hosts, or acursed be the land for their sakes.
30 For if I will, saith the Lord of Hosts, raise up aseed unto me, I will command my people; otherwise they shall hearken unto these things.
31 For behold, I, the Lord, have seen the sorrow, and heard the mourning of the daughters of my people in the land of Jerusalem, yea, and in all the lands of my people, because of the wickedness and aabominations of their bhusbands.
32 And I will not suffer, saith the Lord of Hosts, that the cries of the fair daughters of this people, which I have led out of the land of Jerusalem, shall come up unto me against the men of my people, saith the Lord of Hosts.
33 For they shall not lead away captive the daughters of my people because of their tenderness, save I shall visit them with a sore curse, even unto destruction; for they shall not commit awhoredoms, like unto them of old, saith the Lord of Hosts.
34 And now behold, my brethren, ye know that these commandments were given to our afather, Lehi; wherefore, ye have known them before; and ye have come unto great condemnation; for ye have done these things which ye ought not to have done.
35 Behold, ye have done agreater iniquities than the Lamanites, our brethren. Ye have broken the hearts of your tender wives, and lost the confidence of your children, because of your bad examples before them; and the sobbings of their hearts ascend up to God against you. And because of the bstrictness of the word of God, which cometh down against you, many hearts died, pierced with deep wounds.


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Adding captions or translations is a great way to take your favorite WordPress.tv video and share it with an even broader audience! It is easy to help us with this goal by submitting a caption or translation file for your favorite video. Just follow the steps below!
The tools at Amara.org will help you to create your caption or translation file. So before you begin, be sure to sign up for a free account on Amara.org.
In addition to helping you create a caption file, the tools at Amara.org also allow you to stop and start again in the middle of the captioning process. That way if you get interrupted, you can save your subtitles and pick up where you left off.
Once you have created your Amara.org account, you can follow these steps to create and upload your new caption file:
Locate the "Med" link in the Download section of the sidebar.
Right-click on that link and select the option that will copy the video URL. Each browser has slightly different terminology for this. Yours may say "Copy Link", "Copy Link Address", "Copy Link Location", or something similar.
Go to http://www.amara.org/en/videos/create/ and enter the video URL you copied from WordPress.tv.
Next click "Subtitle Me" and follow the instructions provided by Amara.org
Once the video is subtitled at Amara.org, click on the link under View Subtitles, to the left of the video display.
Next click on the Download drop-down menu and select DFXP format.
When you have downloaded the caption file to your computer, you should have a file that looks something like this: wordcamp-minneapolis-2014.dfxp In order to have this file work with WordPress.tv (which only accepts .ttml files) just edit the file extension to change it from .dfxp to .ttml, like so: wordcamp-minneapolis-2014.ttml
Return to the WordPress.tv video page, and click on the "Subtitle this video" button at the bottom of the sidebar.
On the next page, choose your file for upload, select your language from the drop-down selector, and then click Submit button.
Success! Your subtitles will go through a short moderation process, and then you can enjoy your newly captioned video in all its text-enriched glory. Thank you for helping out! 🙂
In cases where there is already a caption file uploaded to a video, you do not need to use Amara at all, as it is usually much easier to translate the existing file instead.
Load the page for the video you would like to add a translation for. You can find the TTML link under the Subtitles section of the video information sidebar.
Download the existing caption file and then open it in a simple text-editor like Notepad or TextEdit. Avoid using applications like Word or Dreamweaver, because they will distort the TTML markup.
Inside the downloaded file, you'll see the speaker's words surrounded by <p> and </p> tags. Translate all of the speaker's words into your language, but be careful not to change the surrounding <p> tags at all.
Locate xml:lang="en" near the top of the TTML document, and change the two letter language abbreviation to the language you are translating the file into.
For example, if you are translating the file into German, you would change this to xml:lang="de" instead. If you are not sure what abbreviation to use, here is a list of common two letter country codes
When you're finished, save the file—being sure to use the original TTML file extension—and return to the WordPress.tv video page, then click on the "Subtitle this video" button at the bottom of the sidebar.
On the next page, choose your file for upload, select your language from the drop-down selector, and then click Submit button.
Success! Your subtitles will go through a short moderation process, and then you can enjoy your newly captioned video in all its text-enriched glory. Thank you for helping out! 🙂