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\"Numerous Hindu and Buddhist kingdoms flourished in Southeast Asia from the 5th to the 9th century, yet until recently few concrete details were known about them. Lost Kingdoms reveals newly discovered architectural and sculptural relics from this region, which provide key insights into the formerly mysterious kingdoms. The first publication to use sculpture as a lens to explore this period of Southeast Asian history, Lost Kingdoms offers a significant contribution and a fresh approach to the study of cultures in Cambodia, Thailand, Burma, and other countries\"--Distributor's website.

Geospatial information of many kinds, from topographic maps to scientific data, is increasingly being made available through web mapping services. These allow georeferenced map images to be served from data stores and displayed in websites and geographic information systems, where they can be integrated with other geographic information. The Open Geospatial Consortium’s Web Map Service (WMS) standard has been widely adopted in diverse communities for sharing data in this way. However, current services typically provide little or no information about the quality or accuracy of the data they serve. In this paper we will describe the design and implementation of a new “quality-enabled” profile of WMS, which we call “WMS-Q”. This describes how information about data quality can be transmitted to the user through WMS. Such information can exist at many levels, from entire datasets to individual measurements, and includes the many different ways in which data uncertainty can be expressed. We also describe proposed extensions to the Symbology Encoding specification, which include provision for visualizing uncertainty in raster data in a number of different ways, including contours, shading and bivariate colour maps. We shall also describe new open-source implementations of the new specifications, which include both clients and servers.

A high-quality sequence assembly of the zebrafish genome reveals the largest gene set of any vertebrate and provides information on key genomic features, and comparison to the human reference genome shows that approximately 70% of human protein-coding genes have at least one clear zebrafish orthologue. The zebrafish genome The genome of the zebrafish — a key model organism for the study of development and human disease — has now been sequenced and published as a well-annotated reference genome. Zebrafish turns out to have the largest gene set of any vertebrate so far sequenced, and few pseudogenes. Importantly for disease studies, comparison between human and zebrafish sequences reveals that 70% of human genes have at least one obvious zebrafish orthologue. A second paper reports on an ongoing effort to identify and phenotype disruptive mutations in every zebrafish protein-coding gene. Using the reference genome sequence along with high-throughput sequencing and efficient chemical mutagenesis, the project's initial results — covering 38% of all known protein-coding genes — they describe phenotypic consequences of more than 1,000 alleles. The long-term goal is the creation of a knockout allele in every protein-coding gene in the zebrafish genome. All mutant alleles and data are freely available at go.nature.com/en6mos . Zebrafish have become a popular organism for the study of vertebrate gene function 1 , 2 . The virtually transparent embryos of this species, and the ability to accelerate genetic studies by gene knockdown or overexpression, have led to the widespread use of zebrafish in the detailed investigation of vertebrate gene function and increasingly, the study of human genetic disease 3 , 4 , 5 . However, for effective modelling of human genetic disease it is important to understand the extent to which zebrafish genes and gene structures are related to orthologous human genes. To examine this, we generated a high-quality sequence assembly of the zebrafish genome, made up of an overlapping set of completely sequenced large-insert clones that were ordered and oriented using a high-resolution high-density meiotic map. Detailed automatic and manual annotation provides evidence of more than 26,000 protein-coding genes 6 , the largest gene set of any vertebrate so far sequenced. Comparison to the human reference genome shows that approximately 70% of human genes have at least one obvious zebrafish orthologue. In addition, the high quality of this genome assembly provides a clearer understanding of key genomic features such as a unique repeat content, a scarcity of pseudogenes, an enrichment of zebrafish-specific genes on chromosome 4 and chromosomal regions that influence sex determination.

[...]we have developed a system to track individual regions that are under review. The primary assembly unit contains sequences for the non-redundant haploid assembly; this includes the scaffolds that make up the chromosome sequence as well as unplaced and unlocalized scaffolds that are thought to represent novel sequence (not shown in this picture).\\n Additionally, we wish to engage the research and clinical communities to identify regions that require targeted effort and to incorporate information from groups performing detailed work on specific loci.

Nature 496, 498–503 (2013); doi:10.1038/nature12111 In this Letter, five authors were inadvertently omitted: Sharmin Begum and Christine Lloyd from the Wellcome Trust Sanger Institute, and Christa Lanz, Günter Raddatz and Stephan C. Schuster from the Max Planck Institute for Developmental Biology. David Elliot was incorrectly listed as David Eliot, Beverley Mortimore was incorrectly listed as Beverly Mortimer, and James D.

Though secondary schools in England and Wales are having to manage a significant increase in the numbers of students now eligible for access arrangements in examinations, particularly in GCSE examinations, there is a dearth of research evidence, firstly on the systems for the provision of access arrangements in examinations and secondly, on the responses of key stakeholders (staff and students) to such systems. To investigate these two issues, four urban secondary schools were studied as a case-series. These four schools represented different permutations of reading support mode (hands-up to request help or all text read) and location (in the main examination hall, in a group withdrawal room or in individual rooms). Semi-structured interviews were conducted with students (n =32) as well staff involved in managing and delivering reading support (n = 12), alongside observations of examination sessions, followed by semi-structured group interviews with staff involved in the delivery of the reading support in each session. Quantitative data from the student interviews found no significant patterns of association between the within-student variables of reading skills, self-perception of reading skills, test anxiety and motivation on the one hand and preferences for reading support, location or staffing, on the other. Whilst a significant association was found between student preferences for reading support mode and its location (X2 p = 0.0136) student preferences for support seemed otherwise to be idiosyncratic in respect of these variables. However their desire to be consulted on their preferences for examination support conditions was found to be strong and widespread. From both quantitative and qualitative data analysed, eight 'themes' were drawn inductively, representing key 'drivers' in the dynamics of the provision and use of reading support in GCSE examinations: 'confidence and competence'; 'worthiness'; 'unfair advantage'; 'relationships'; 'judgements'; access arrangements as a whole-school issue; resourcing and 'the researcher's influence (as critical friend) upon the research setting'. These eight themes were then located in the framework of Roeser and Shun's (2002) model of the dynamic interactive relationship between contextual educational features and adolescent students' reactions to these, based upon the goodness-of-fit between these features and adolescent developmental psychological needs. Conclusions set out implications for practice in the provision of examination access arrangements. In particular, a case was made for the central importance of consulting students themselves, as the end-users of that provision, if systems for providing such support are to be optimally effective.