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Behavioral Contract Tulsa Community College Fall 2018 – – First Year Experience Seminar Course/Section/Call Number: Room Number: Day/Time: Instructor: Classroom Etiquette Open and mutually respectful communication of varied opinions, beliefs, and perspectives during classroom or online discussion encourages the free ex... | Behavioral Contract – Tulsa Community College – Fall 2018 First Year Experience Seminar Course/Section/Call Number: Room Number: Day/Time: Instructor: Classroom Etiquette Open and mutually respectful communication of varied opinions, beliefs, and perspectives during classroom or online discussion encourages the free ex... | 0.961417 | [
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Behavioral Intervention Plan Student: DOB: Grade: Case Manager: Date: Expected Intervention(s) Review Notes* Person(s) Behavior Outcome(s), and Frequency Reinforcers (date, code, Responsible Goal(s) of Intervention note) *Review GA = Goal Achieved C = Continue DC = Discontinued Expected _______________________________ ... | Behavioral Intervention Plan Student: DOB: Grade: Case Manager: Date: Behavior Expected Outcome(s), Goal(s) Intervention(s) and Frequency of Intervention Reinforcers Person(s) Responsible Review Notes* (date, code, note) *Review GA = Goal Achieved C = Continue DC = Discontinued Expected Review _________________________... | 0.584351 | [
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Exercise G-1 – Fill in the blanks with the appropriate Spanish animal. 1. 2. 3. ____________________ ____________________ ____________________ 4. 5. 6. ____________________ ____________________ ____________________ 7. 8. 9. ____________________ ____________________ ____________________ G Exercise G-2 Animals Unscramble... | Exercise G-1 – Fill in the blanks with the appropriate Spanish animal. 1. 2. 3. ____________________ ____________________ ____________________ 4. 5. 6. ____________________ ____________________ ____________________ 7. 8. 9. ____________________ ____________________ ____________________ G Exercise G-2 Animals – Unscramb... | 0.948121 | [
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Behaviour and discipline policy. Summary of Amendments February 2017. – Front cover replace old logo with new school logo. – pg 2, 3, Expectations Out of the Classroom replace’ progress managers’ with – – Head of House/Year. pg 3 Consequences Serious incident in the classroom replace sent – – – ‘pupil directly to the q... | Behaviour and discipline policy. Summary of Amendments – February 2017. Front cover – replace old logo with new school logo. pg 2, 3, – Expectations Out of the Classroom – replace’ progress managers’ with Head of House/Year. pg 3 – Consequences – Serious incident in the classroom – replace ‘pupil sent directly to the q... | 0.693841 | [
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Promoting good behaviour! FOCUS 1ST ACADEMY 1st ACADEMY STUDENT DISCIPLINARY ACTION SAMPLE: – ____________________________ Students Name: _______________________________ Date of Notice: Type of Notice: Stage 1 Verbal Warning or Stage 2 Written Warning Sent home if applicable Stage 3 1 Days Suspension Stage 4 3 Da... | Promoting good behaviour! FOCUS 1ST ACADEMY 1st ACADEMY STUDENT DISCIPLINARY ACTION – SAMPLE: Students Name: ____________________________ Date of Notice: _______________________________ Type of Notice: Stage 1 Verbal Warning or Stage 2 Written Warning Sent home if applicable Stage 3 1 Days Suspension Stage 4 3 ... | 0.567014 | [
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I do not make excuses for myself. Aims To promote self-esteem, self-discipline and proper regard for authority and positive role models on respect, responsibility and pride. To ensure consistency in the approach to both positive and negative behaviours. To provide a safe environment, free from any disruption. To promot... | I do not make excuses for myself. Aims To promote self-esteem, self-discipline and proper regard for authority and positive role models on respect, responsibility and pride. To ensure consistency in the approach to both positive and negative behaviours. To provide a safe environment, free from any disruption. To promot... | 1 | [
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Kestrel class: Persistently failing to complete home learning by the due date will merit an afterschool detention. Table 1: Examples of Behaviours The following table is a guide and is not exclusive Examples of Low level Examples of High Level Examples of Extreme Behaviour / Disruption: Behaviour / Disruption: Behaviou... | Kestrel class: Persistently failing to complete home learning by the due date will merit an afterschool detention. Table 1: Examples of Behaviours The following table is a guide and is not exclusive Examples of Low level Behaviour / Disruption: Verbal reprimand Loss of free time at break or lunchtime All tasks to be co... | 0.747453 | [
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Behaviour recording STAR chart Name: ___________________________ Location: Date Time Duration Setting events Trigger Action Result Function/purpose of the behaviour? See instructions What happened What did the client do? What happened then? below immediately before? How did you respond? 12/2 4pm Less 5 TJ, member AP TJ... | Behaviour recording STAR chart Name: ___________________________ Location: Date Time Duration Setting events See instructions below Trigger What happened immediately before? Action What did the client do? Result What happened then? How did you respond? Function/purpose of the behaviour? 12/2 4pm Less 5 minutes TJ, memb... | 0.57669 | [
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Level 4 Level 3 Level 2 Level 1 Establishes relationships with a Develops a strong network of Builds strong networks of Is considerate of others views range of stakeholders. internal and external collaborative relationships and and beliefs, encourages equality, connections. partnerships at the highest levels. diversity... | Level 4 Level 3 Level 2 Level 1 Is considerate of others views and beliefs, encourages equality, diversity and inclusion. Supports others in the team – supports team goals and KPI’s not just their own. Actively ideas and input from others. Is open to feedback. Identifies and suggests ways to work collaboratively. Suppo... | 0.612456 | [
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Bank Sponsor has accepted the responsibility for providing the required compensatory mitigation requirements of such USACE permit. The Bank Sponsor agrees to perform the actions described in this BEI and its Exhibits to support all Credits that project proponents/action agencies secure. The Bank Sponsor shall provide [... | Bank Sponsor has accepted the responsibility for providing the required compensatory mitigation requirements of such USACE permit. The Bank Sponsor agrees to perform the actions described in this BEI and its Exhibits to support all Credits that project proponents/action agencies secure. The Bank Sponsor shall provide [... | 0.991483 | [
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saccharin ingestion with also produce a taste injections of aversion in humans. physostigmine. In the Based on this literature years that followed, both demonstrating learned radiation- and taste with animals, it is conditioned taste not at all surprising that aversions were simoai aversions have subsequently been cond... | saccharin ingestion with injections of physostigmine. In the years that followed, both radiation- and conditioned taste aversions were subsequently demonstrated under a variety of conditions and with a broad number of drugs [see Barker et al. (47) and Riley and Tuck (48) for comprehensive reviews]. Taste aversions seem... | 0.601355 | [
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attention should be given possibility of creating to both. Treatment with a food aversion oral pilocarpine could be during treatment. considered (63—66). This knowledge may Since candidiasis decrease the often follows possibility of such a chemotherapy and conditioning. contributes to poor oral Patients should be hygie... | attention should be given to both. Treatment with oral pilocarpine could be considered (63—66). Since candidiasis often follows chemotherapy and contributes to poor oral hygiene, it should be adequately treated. Poor oral hygiene before treatment increases the risk of tissue damage and eventual tooth decay. Consultatio... | 0.646923 | [
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INV 8.15 Organizing – research data: good practices INV 8.16 Organizing – research data: practicum INV 8.17 Fieldwork – practicum INV 8.18 Fieldwork – debriefing: reports from each team INV 8.19 Organizing – research data: working sessions INV 8.20 Revising the – inventory framework and planning next steps | INV 8.15 – Organizing research data: good practices INV 8.16 – Organizing research data: practicum INV 8.17 – Fieldwork practicum INV 8.18 – Fieldwork debriefing: reports from each team INV 8.19 – Organizing research data: working sessions INV 8.20 – Revising the inventory framework and planning next steps | 0.553554 | [
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1-47 02 01 «Технология 4,5 2 830 Инженер- года USD полиграфических / 4,5 years Industrial производств» Technology of Printing Engineer Production 1-48 01 01 01 4,5 2 830 года «Технология USD минеральных 4,5 years Chemical удобрений, солей и / Industrial щелочей» Technology of Mineral Engineer Fertilizers, Slats and Alk... | 1-47 02 01 «Технология полиграфических производств» / Technology of Printing Production Industrial Engineer 4,5 года 4,5 years 2 830 USD 1-48 01 01 01 «Технология минеральных удобрений, солей и щелочей» / Technology of Mineral Fertilizers, Slats and Alkalies Chemical Industrial Engineer 4,5 года 4,5 years 2 830 USD 1-4... | 0.247683 | [
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A place at the 1-31 01 01-03. Biology (Scientific and Biologist 5 years 2425 dormitory is production activities) provided A place at the Biologist-Ecologist. Biology 1-33 01 01. Bioecology 5 years 2425 dormitory is and Ecology teacher. provided A at the Biologist. Teacher of 1-31 01 01-02. Biology (Scientific and 5 yea... | 1-31 01 01-03. Biology (Scientific and production activities) Biologist 5 years 2425 A place at the dormitory is provided BSU 220030 The Republic of Belarus, Minsk pr. Nezavisimosti, 4 +375 17 209-53-95 apply@bsu.by www.ums.bsu.by 1-33 01 01. Bioecology Biologist-Ecologist. Biology and Ecology teacher. 5 years 2425 A p... | 0.470449 | [
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A place at the 1-31 81 09 . Master of Mathematics and Algorithms and large scale data 1-2 years dormitory is 3600 220030 The information Technologies processing systems provided BSU Republic of Belarus, pr. Nezavisimosti, 4 +375 17 209-53-95 apply@bsu.by www.ums.bsu.by A place at the Master of Applied 1-31 81 12. 1-2 d... | BSU 220030 The Republic of Belarus, pr. Nezavisimosti, 4 +375 17 209-53-95 apply@bsu.by www.ums.bsu.by 1-31 81 09 . Algorithms and large scale data processing systems Master of Mathematics and information Technologies 1-2 years 3600 A place at the dormitory is provided BSU 220030 The Republic of Belarus, Minsk pr. Neza... | 0.47374 | [
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Prof Richard Toye (Exeter), controversies of British imperialism: research, ‘The teaching and the MOOC’ Dr Emma Reisz (QUB), issues in the historiography and teaching of ‘Divisive British decolonisation’ Dr Paul Corthorn (QUB), Contemporary History: Enoch Powell ‘Controversial and the study of the recent past’ 15.15-16... | Prof Richard Toye (Exeter), ‘The controversies of British imperialism: research, teaching and the MOOC’ Dr Emma Reisz (QUB), ‘Divisive issues in the historiography and teaching of British decolonisation’ Dr Paul Corthorn (QUB), ‘Controversial Contemporary History: Enoch Powell and the study of the recent past’ 15.15-16... | 0.795964 | [
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CAMHS (Child and Adolescent Mental Health Service) Parent Partnership Service: The Parent Partnership Service has been established to ensure that parents and carers of children from 3 to 19 years with special educational needs have access to information, advice and guidance to allow them to make informed decisions abou... | CAMHS (Child and Adolescent Mental Health Service) Parent Partnership Service: The Parent Partnership Service has been established to ensure that parents and carers of children from 3 to 19 years with special educational needs have access to information, advice and guidance to allow them to make informed decisions abou... | 0.986057 | [
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than previously (described in case assessments from thought? studies) psychiatrists, psychologists and paediatricians Is the overreliance of the male profile of Females with Autism may autism one reason have more advanced for the language and imitation underreporting of skills in comparison to females? with Autism, whi... | than previously thought? Is the overreliance of the male profile of autism one reason for the underreporting of females? (described in case studies) assessments from psychiatrists, psychologists and paediatricians Females with Autism may have more advanced language and imitation skills in comparison to with Autism, whi... | 0.555971 | [
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school aged 6 and 16 (115 18 (parents of controls only AS from typically children with females) completed SVS) developing AS Parents of 23 typically Demographic Social vulnerability was Examine a new developing children questionnaire found to be negatively measure (Social aged between 6 and 14 correlated with social sk... | school aged children with AS Examine a new measure (Social Vulnerability Scale) 6 and 16 (115 18 females) Parents of 23 typically developing children aged between 6 and 14 (15 males, 8 females) (parents of controls only completed SVS) Demographic questionnaire Childhood Asperger Syndrome Test (CAST, Scott et al., 2002)... | 0.562266 | [
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Time: 9:00am 11:00am Instructor: Mike Green – 1:00pm 3:00pm – Distracted Driving__________________________________________4 Hours TCOLE Date: 5, 6, 7, & 8, 2019 Location: Bell County Sheriff’s Dept. Time: 8:00am 12:00pm Instructor: Garry Parker – Report Writing #2019_______________________________________4 TCOLE Date: ... | Time: 9:00am – 11:00am Instructor: Mike Green 1:00pm – 3:00pm Distracted Driving__________________________________________4 Hours TCOLE Date: 5, 6, 7, & 8, 2019 Location: Bell County Sheriff’s Dept. Time: 8:00am – 12:00pm Instructor: Garry Parker Report Writing #2019_______________________________________4 TCOLE Date: ... | 0.691964 | [
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2018-2019 Bell Schedule: Warning Bell 7:30 Period 1 7:34 8:46 (72 min.) – Period 2 8:53 10:06 (73 min.) – Period 3 10:13 11:25 (72 min.) – Period 4 A 11:27 11:57 (30 min.) – 12:02 1:18 (76 min.) – Lunch B 11:54 12:24 (30 min.) – 11:32 11:54 and 12:29 1:18 (71 min.) – – Lunch C 12:21 12:51 (30 min.) – Class 11:32 12:21 ... | 2018-2019 Bell Schedule: Warning Bell 7:30 Period 1 7:34 – 8:46 (72 min.) Period 2 8:53 – 10:06 (73 min.) Period 3 10:13 – 11:25 (72 min.) Period 4 A 11:27 – 11:57 (30 min.) 12:02 – 1:18 (76 min.) Lunch B 11:54 – 12:24 (30 min.) 11:32 – 11:54 and 12:29 – 1:18 (71 min.) Lunch C 12:21 – 12:51 (30 min.) Class 11:32 – 12:2... | 0.345681 | [
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RADIATION Can anyone using the plant, or in the vicinity of the plant suffer injury or illness due to exposure to radiation in the form of any of Y N the following: infra-red radiation ultra violet light microwaves NOISE Minor Possible Medium Operation of the plant Appropriate hearing protection Can anyone using the pl... | RADIATION Can anyone using the plant, or in the vicinity of the plant suffer injury or illness due to exposure to radiation in the form of any of the following: infra-red radiation ultra violet light microwaves Y N NOISE Can anyone using the plant, or in the vicinity of the plant, suffer injury due to exposure to noise... | 0.755519 | [
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Ramses II returned Egypt to greatness by conquering Syria and signing a peace • treaty with the Hittites. He rebuilt temples, which helped Egypt’s economy. • After the death of Ramses, Egypt declined and was conquered by the Libyans. The Kush people from the south also ruled Egypt for 60 years before the Assyrians took... | • Ramses II returned Egypt to greatness by conquering Syria and signing a peace treaty with the Hittites. He rebuilt temples, which helped Egypt’s economy. • After the death of Ramses, Egypt declined and was conquered by the Libyans. The Kush people from the south also ruled Egypt for 60 years before the Assyrians took... | 0.896199 | [
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Outcome Statement Objectives Timeline Responsible Documentation Board, Facilities Facilities Committee board Re-engage Facilities Committee Fall 2013 Cmte reports Club Admin, Engage and inform stakeholders Ongoing Newsletters, website Webmaster Stay active and involved with upcoming Board, Club Admin, Ongoing Board min... | Outcome Statement Objectives Timeline Responsible Documentation Proactively manage facility needs. Re-engage Facilities Committee Fall 2013 Board, Facilities Cmte Facilities Committee board reports Engage and inform stakeholders Ongoing Club Admin, Webmaster Newsletters, website Stay active and involved with upcoming o... | 0.567666 | [
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Standard Operating Procedure Mercury This is an SOP template and is not complete until: 1) lab specific information is entered into the box below 2) lab specific protocol/procedure is added to the protocol/procedure section and 3) SOP has been signed and dated by the PI and relevant lab personnel. Print a copy and inse... | Standard Operating Procedure Mercury This is an SOP template and is not complete until: 1) lab specific information is entered into the box below 2) lab specific protocol/procedure is added to the protocol/procedure section and 3) SOP has been signed and dated by the PI and relevant lab personnel. Print a copy and inse... | 0.878236 | [
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Consultant details* Name: (including signature or Hospital: email confirmation) Address: Post Code: Telephone: Nhs.net Trust Pharmacist - Name: details of the Trust where Hospital: the patient will be Address: treated* Post Code: Telephone: Nhs.net Mandatory - NHS No*: NHS No: Mandatory Patients – DOB: date of Hospital... | Consultant details* (including signature or email confirmation) Name: Hospital: Address: Post Code: Telephone: Nhs.net Trust Pharmacist - details of the Trust where the patient will be treated* Name: Hospital: Address: Post Code: Telephone: Nhs.net Mandatory - NHS No*: Mandatory – Patients date of Optional – Hospital N... | 0.598959 | [
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July to September 2018 ABL Health Antenatal Clinic Baby Massage Why not book out a free slot in 11am-5pm 9am-12pm 12-1pm our sensory room? Invite only please ring to Mon – By appointment only book RHOSEY group Fortnightly 1-2pm Healthy Child Complex Families Course Antenatal Booking Clinic Invite only Drop-in 9am-1pm 8... | July to September 2018 Mon Antenatal Clinic 9am-12pm By appointment only Baby Massage 12-1pm ABL Health 11am-5pm Invite only – please ring to book Why not book out a free slot in our sensory room? Tues Antenatal Booking Clinic 8:30am-12:30pm Healthy Child Drop-in 9:30-11:30am RHOSEY group Fortnightly 1-2pm Invite only ... | 0.464484 | [
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A. all B. before C. not D. very c. Consult general and specialized reference Read the dictionary entry below and answer the question that materials (e.g., dictionaries, glossaries, follows. thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify depression (di presh en) n. 1 a ... | A. all B. before C. not D. very c. Consult general and specialized reference Read the dictionary entry below and answer the question that materials (e.g., dictionaries, glossaries, follows. thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify depression (di presh en) n. 1 a ... | 0.98949 | [
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(mean 2.71 vs. 3.55) and A&P II averaged in the calculation of (mean 2.66 vs. 3.55). GPA (see Appendix A). Enforce admission standards consistently. H. Number of times prerequisite courses were taken by students who were unsuccessful on the NCLEX examination in comparison with students who were successful Admission Pol... | (mean 2.71 vs. 3.55) and A&P II (mean 2.66 vs. 3.55). averaged in the calculation of GPA (see Appendix A). Enforce admission standards consistently. H. Number of times prerequisite courses were taken by students who were unsuccessful on the NCLEX examination in comparison with students who were successful Table I. F. A... | 0.629704 | [
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Contributing Factor Action Data and Analysis Example Year: 20xx Year: Example Year: 20XX Year: I. Orientation of Experienced In 20xx and 20xx, the In 20xx-xx, the faculty-mentoring mentoring program was program will be developed as an Faculty members strengthened and continues to online Will monitor “course”. be enhanc... | Contributing Factor Data and Analysis Action Example Year: 20xx Year: Example Year: 20XX Year: I. Orientation of Experienced Faculty members In 20xx and 20xx, the program was strengthened and continues to be enhanced. Significant faculty development resources are now available through ATI that will further enhance the ... | 0.662629 | [
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Student Teachers Scale scores and language Share with • Roster Program proficiency levels for each administrators, teachers, • Coordinators/ language domain and and grade level teams of Directors composite scores by school, teachers to inform Administrators grade, student, tier, and classroom instruction and • grade-le... | Student Roster • Teachers • Program Coordinators/ Directors • Administrators Scale scores and language proficiency levels for each language domain and composite scores by school, grade, student, tier, and grade-level cluster. Share with administrators, teachers, and grade level teams of teachers to inform classroom ins... | 0.416992 | [
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Cons Like Risk Level SHEARING Contact with the moving Ensure operator’s and body Can anyone’s body be sheared blade may cause a parts are kept clear of moving between two parts of plant, or between a Y N shearing injury. parts during operation and part of the plant and a work piece or maintenance of equipment. structur... | Cons Like Risk Level SHEARING Can anyone’s body be sheared between two parts of plant, or between a part of the plant and a work piece or structure? Y N Contact with the moving blade may cause a shearing injury. Ensure operator’s and body parts are kept clear of moving parts during operation and maintenance of equipmen... | 0.689006 | [
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Poorly designed workstation? Y N Repetitive body movement? Y N Constrained body posture or the need Y N for excessive effort? Design deficiency causing psychological Y N stress? Inadequate or poorly placed lighting? Y N Does the plant impact on the surrounding workplace and create potential hazards? (Consider potential... | Poorly designed workstation? Y N Repetitive body movement? Y N Constrained body posture or the need for excessive effort? Y N Design deficiency causing psychological stress? Y N Inadequate or poorly placed lighting? Y N Does the plant impact on the surrounding workplace and create potential hazards? (Consider potential... | 0.856643 | [
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Brought all Failed to bring Failed to bring Failed to bring needed one item needed more than one anything for Preparedness materials to for the day’s item needed for class. class work. the day’s work. Never is publicly Observed one Observed twice Observed more critical of the time to be to be publicly than twice to be ... | Preparedness Brought all needed materials to class Failed to bring one item needed for the day’s work. Failed to bring more than one item needed for the day’s work. Failed to bring anything for class. Attitude Never is publicly critical of the project or the work of others. Always has a positive attitude about the task... | 0.316895 | [
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Civil? 3.7-3 Criminal ? 3.7-4, Cunningham Requirement good cause include – Serious loss of confidence Non-payment of fees Should ensure sufficient time for client to obtain other’s services Civil proceeding Not require to obtain court’s approval b4 w/draw Court has no jurisdiction to prevent lawyer from doing so Decisi... | Civil? 3.7-3 Criminal ? 3.7-4, Cunningham Requirement good cause – include Serious loss of confidence Non-payment of fees Should ensure sufficient time for client to obtain other’s services Civil proceeding Not require to obtain court’s approval b4 w/draw Court has no jurisdiction to prevent lawyer from doing so Decisi... | 0.832793 | [
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Maryland Department of Human Resources Office of Licensing and Monitoring 311 W. Saratoga Street Baltimore, Maryland 21201 Office: 410.767.7871 Fax: 410.333.8408 Residential Child Care Programs Report Provider Organization: Benedictine School for Exceptional Children Inc. DHR DHR, MSDE Licensing Agency: Contracting Age... | Maryland Department of Human Resources Office of Licensing and Monitoring 311 W. Saratoga Street Baltimore, Maryland 21201 Office: 410.767.7871 Fax: 410.333.8408 Residential Child Care Programs Report Provider Organization: Benedictine School for Exceptional Children Inc. Licensing Agency: DHR Contracting Agency(s): DH... | 0.863317 | [
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Benefits of Team Teaching Teacher collaboration is not in and of itself a positive influence on learning outcomes unless it is active collaboration, including; teacher mentoring and coaching; team planning, teaching and problem solving; group designed and conducted action research; teacher appraisal and feedback; and c... | Benefits of Team Teaching Teacher collaboration is not in and of itself a positive influence on learning outcomes unless it is active collaboration, including; teacher mentoring and coaching; team planning, teaching and problem solving; group designed and conducted action research; teacher appraisal and feedback; and c... | 1 | [
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Cold Drinks Hot Drinks Tarka Still Water £2.00 Tarka Sparkling Water £2.00 Americano £2.00 £2.10 Cappuccino Frobishers Fusion Apple & Raspberry £2.00 Latte £2.10 CORNISH ORCHARD Flat White £2.10 Cranberry & Raspberry Sparkle 250ml £2.00 Hot Chocolate £2.10 Lemonade £2.00 Mocha £2.10 Cox, bramley and Old Cornish Juice £... | Hot Drinks Americano £2.00 Cappuccino £2.10 Latte £2.10 Flat White £2.10 Hot Chocolate £2.10 Mocha £2.10 Macchiato £2.00 Espresso £1.90 Add Syrup £0.60 Milk Choices: Whole, Semi-Skimmed, Skimmed, Almond, Soya milk Selection of Tea English breakfast £1.50 Earl Grey £1.50 Peppermint £1.50 Green Tea £1.50 Super Fruity £1.... | 0.653178 | [
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Assignment 25% End test 50% OUTCOMES On completion of this module, the student will be able to: 1: Investigate problems using vectors. 2: Apply complex numbers to engineering problems. 3: Investigate problems using matrices. Further Calculus and Solutions to Ordinary Differential Equations DELIVERY TOTAL LEARNING 100 H... | Assignment 25% End test 50% OUTCOMES On completion of this module, the student will be able to: 1: Investigate problems using vectors. 2: Apply complex numbers to engineering problems. 3: Investigate problems using matrices. Further Calculus and Solutions to Ordinary Differential Equations DELIVERY TOTAL LEARNING HOURS... | 0.828906 | [
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Curriculum Map for Electronic and Communications Engineering Awards Explanation. This map provides a design aid to help academic staff identify where the programme outcomes are being developed and assessed within the course. The map shows only the main measurable learning outcomes. There are many more outcomes in the m... | Curriculum Map for Electronic and Communications Engineering Awards Explanation. This map provides a design aid to help academic staff identify where the programme outcomes are being developed and assessed within the course. The map shows only the main measurable learning outcomes. There are many more outcomes in the m... | 0.631664 | [
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2.2 Specific Learning Outcomes Graduates from accredited programmes must achieve the following five learning outcomes, defined by broad areas of learning. The learning outcomes are expressed in terms of underpinning science and mathematics, engineering analysis, design, economic, social and environmental context and en... | 2.2 Specific Learning Outcomes Graduates from accredited programmes must achieve the following five learning outcomes, defined by broad areas of learning. The learning outcomes are expressed in terms of underpinning science and mathematics, engineering analysis, design, economic, social and environmental context and en... | 0.775837 | [
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Works Cited Fisher, Arthur. Reduced.” 251.4 (Oct 1997): 58. Times Mirror Magazine ProQuest. “Rubik’s Web. 9 May 2013. Gallant, Andrew and Janet Gallant. Puzzles: Getting to the The Washington “Perplexing ‘Aha!’.” 1 Dec 1988. Web. 9 May 2013. Post ProQuest. Kelly, John. Discovery Channel, n.d. Web. 9 May 2013. How Slidi... | Works Cited Fisher, Arthur. “Rubik’s Reduced.” Times Mirror Magazine 251.4 (Oct 1997): 58. ProQuest. Web. 9 May 2013. Gallant, Andrew and Janet Gallant. “Perplexing Puzzles: Getting to the ‘Aha!’.” The Washington Post 1 Dec 1988. ProQuest. Web. 9 May 2013. Kelly, John. How Sliding Puzzles Work. Discovery Channel, n.d. ... | 0.59223 | [
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most important “The now I know that…” “Okay, this information to…I now think that…” “Comparing didn’t know that. That makes me think…” “I "Here's what I know now/think now…" "Wow, I never knew that…" "Hmm, this seems really important because…" "This is just like…but not like…" | “The most important “Okay, now I know that…” “Comparing this information to…I now think that…” “I didn’t know that. That makes me think…” "Here's what I know now/think now…" "Wow, I never knew that…" "Hmm, this seems really important because…" "This is just like…but not like…" | 0.795224 | [
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poetry specific comp. with Scrambled conversations importance sticky note Sentences with yourself as [title; message, you read today? feelings, etc.] Engage Word Thurs. & Fri. …& students in word sorts; *Add to “If demonstrate Read, Draw, Collect data to you know…” thinking charts identifying imp. Talk, Write determine... | poetry specific importance [title; message, feelings, etc.] …& Thurs. & Fri. demonstrate identifying imp. & synthesizing as I read other genres, too, w/ cloze passages comp. with sticky note Engage students in Read, Draw, Talk, Write [w/bookmark] Collect data to determine word study focus; examine Scrambled Sentences W... | 0.214808 | [
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get “stuck” bet…” think…” all “This “I “I “I “I “Putting reminds me wonder…” learned…” this information of…” am know…” together, I now “I “I did guessing seems know that…” “Why “This is they…?” that ____ don’t get it. really “This “I like…” because…” I’d better read important the “In am that again…” because…” beginning... | get “stuck” “This reminds me of…” “This is like…” “This is like ___ but not “I wonder…” “Why did they…?” “I am curious about…” “I bet…” “I am guessing that ____ because…” “I predict…” “I think…” “I know…” “I don’t get it. I’d better read that again…” “This was “I learned…” “This seems really important because…” “A big ... | 0 | [
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Theme Thinking Living a Literate My Unit of Process/ Literary Life Study Ideas Analysis How Readers Work to Understand Checking for Reading-Writing What do readers NONFICTION Connections: Understanding Personal Narratives; read? Memoir; Picture Books; +revising meaning Why read? Informational Texts; +summarizing Connec... | Living a Literate Life Thinking Process/ How Readers Work to Understand Literary Analysis Theme My Unit of Study Ideas What do readers read? Why read? What do readers do? Checking for Understanding Connecting to Understand NONFICTION Personal Narratives; Memoir; Picture Books; Informational Texts; How to Texts; Caption... | 0.290317 | [
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sharing questions such as does that look like in student work?” or “What should I hear or read in a student’s work to know that he/she really “What understands that (descriptor)?” Thus, I see Continuums as the connectors of our work. They implore us to know our students deeply and, if we are lucky, draw us to collabora... | sharing questions such as “What does that look like in student work?” or “What should I hear or read in a student’s work to know that he/she really understands that (descriptor)?” Thus, I see Continuums as the connectors of our work. They implore us to know our students deeply and, if we are lucky, draw us to collabora... | 0.944674 | [
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lives which includes experiences +character surprised to learn/ find out…” (development, feelings, etc.) with literature (Watson, 1997). guess…” +problem “I think…” +solution “I Inferences are possible and +setting “Maybe…” necessary because no text is a Predicting using information in Nonfiction: complete representati... | lives which includes experiences with literature (Watson, 1997). Inferences are possible and necessary because no text is a complete representation of the meaning (Goodman, 1993). The difference between predicting and inferring is that predictions can be confirmed by surprised to learn/ find out…” “I guess…” “I think…”... | 0.542549 | [
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1) Help students see how they already infer engage them of – “Out Text” experiences first: Wrapped Presents; Body Language/Faces; Art; Games and Play; Telephone Game; Music & Sounds; Movies & T.V.; Jokes & Humor 2) Name inferential thinking by modeling self talk. bet…” guess…” “I “I “I feels like…” think…” predict…” “I... | 1) Help students see how they already infer – engage them “Out of Text” experiences first: Wrapped Presents; Body Language/Faces; Art; Games and Play; Telephone Game; Music & Sounds; Movies & T.V.; Jokes & Humor 2) Name inferential thinking by modeling self talk. “I bet…” “I “I guess…” “It feels like…” “I think…” “I pr... | 0.699623 | [
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Riparian Restoration & Tamarisk Beetle Workshop Cochise College Benson Center 1025 AZ-90, Benson, AZ 85602 Monday, April 9th, 2018 8:30-8:40 Welcome and Logistics Ben Bloodworth, RiversEdge West – – 8:40-9:00 Tamarisk Coalition/Workshop Introduction Melissa McMaster, RiversEdge West – – 9:00-9:45 Biocontrol and Tamaris... | Riparian Restoration & Tamarisk Beetle Workshop Cochise College Benson Center 1025 AZ-90, Benson, AZ 85602 Monday, April 9th, 2018 8:30-8:40 – Welcome and Logistics – Ben Bloodworth, RiversEdge West 8:40-9:00 – Tamarisk Coalition/Workshop Introduction – Melissa McMaster, RiversEdge West 9:00-9:45 – Biocontrol and Tamar... | 0.651525 | [
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a. Qualified Medicare Must have Medicare Part A or apply for Medicaid pays recipient’s Medicare deductibles, co-insurance, Beneficiary (QMB) Part A and monthly premiums for Part B (and Part A if applicable) “conditional” Category 40 100% FPL Will pay Conditional Part A premium Monthly Income Limit Asset Limit Adds $96.... | a. Qualified Medicare Beneficiary (QMB) Category 40 100% FPL Note: Amounts go in affect April 1 Must have Medicare Part A or apply for “conditional” Part A Monthly Income Limit Asset Limit Individual $951 $6,940 Couple $1,281 $10,410 (One $20 disregard per household is allowed before the federal guidelines . Medicaid p... | 0.68995 | [
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Households qualifying for LIHEAP earn at or below 150 percent Energy assistance to low-income households b. Low Income Home Energy Assistance Program (LIHEAP) of the Federal Poverty Level Provided only once per year. Note: Amounts changed in The benefit can be used to help pay October for gas or electric bills, or for ... | b. Low Income Home Energy Assistance Program (LIHEAP) Note: Amounts changed in October LIHEAP assists persons and families with their heating and cooling costs. For more information on LIHEAP please call (800) 283-4465 Updated December 2011 Households qualifying for LIHEAP earn at or below 150 percent of the Federal Po... | 0.874266 | [
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CHARACTERS Aeschere Hrothgar’s loyal thane killed by Mama – Anglo-Saxons Early inhabitants of Britain (Anglos and Saxons) who had – conquered Celtic tribes not in story but legend came to them via Viking – invasions Beowulf protagonist/epic hero – Brecca lost earlier swimming contest with Beowulf – Danes Hrothgar’s peo... | CHARACTERS Aeschere – Hrothgar’s loyal thane killed by Mama Anglo-Saxons – Early inhabitants of Britain (Anglos and Saxons) who had conquered Celtic tribes – not in story but legend came to them via Viking invasions Beowulf – protagonist/epic hero Brecca – lost earlier swimming contest with Beowulf Danes – Hrothgar’s p... | 0.556198 | [
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Vendor Committee Meeting Minutes September 28, 2012 NOAA, Seattle, WA ♦ Members Present BEP Staff Present DSB Staff Present Robert Ott Jeanne Gallo Gary Myers, A.D. Kevin Heimbigner Jim Sutherland Carrie Arnold Liz Tunison Gloria Walling Agenda Financial Report for Oct. 2011 through end of August 2012 Consumable Invent... | Vendor Committee Meeting Minutes September 28, 2012 ♦ NOAA, Seattle, WA Members Present BEP Staff Present DSB Staff Present Robert Ott Jeanne Gallo Gary Myers, A.D. Kevin Heimbigner Jim Sutherland Carrie Arnold Liz Tunison Gloria Walling Agenda Financial Report for Oct. 2011 through end of August 2012 Consumable Invent... | 0.804636 | [
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The administrator will develop a plan for vigilance and/or police protection (or standby) if necessary. Decisions will be made as to whether the appointment should or should not be kept because of potential danger. The administrator in charge will notify other office staff members of the date and time of the visit and ... | The administrator will develop a plan for vigilance and/or police protection (or standby) if necessary. Decisions will be made as to whether the appointment should or should not be kept because of potential danger. The administrator in charge will notify other office staff members of the date and time of the visit and ... | 0.990691 | [
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PDR The following data was provided by the Senior Education Adviser and reflect MoES data for 2013. Primary Aggregated Net Enrolment Data Primary Survival Rate to Grade 5 Aggregated Secondary Gross Enrolment Rate (GER) Primary Entrants with ECE Experience Early Childhood Education Net Enrolment Rate | PDR The following data was provided by the Senior Education Adviser and reflect MoES data for 2013. Primary Aggregated Net Enrolment Data Primary Survival Rate to Grade 5 Aggregated Secondary Gross Enrolment Rate (GER) Primary Entrants with ECE Experience Early Childhood Education Net Enrolment Rate | 1 | [
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The Risk Management Plan contains an assessment of risk based on the following criteria: L = Likelihood of occurrence (1=Rare, 2=Unlikely, 3=Possible, 4=Likely, 5=Almost certain) C = Consequence of occurrence (1=Negligible, 2=Minor, 3=Moderate, 4=Major, 5=Severe) R = Risk Level Combination of the two assessments (E=Ext... | The Risk Management Plan contains an assessment of risk based on the following criteria: L = Likelihood of occurrence (1=Rare, 2=Unlikely, 3=Possible, 4=Likely, 5=Almost certain) C = Consequence of occurrence (1=Negligible, 2=Minor, 3=Moderate, 4=Major, 5=Severe) R = Risk Level Combination of the two assessments (E=Ext... | 0.748928 | [
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Providers should set out a strategy for delivery of proposals. This strategy should include the timescale for implementation and how improvements will be identified, prioritised and evaluated. Providers should explain how feedback from key stakeholders will be sought and managed. This may include proposals for a consul... | Providers should set out a strategy for delivery of proposals. This strategy should include the timescale for implementation and how improvements will be identified, prioritised and evaluated. Providers should explain how feedback from key stakeholders will be sought and managed. This may include proposals for a consul... | 1 | [
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EX4 6NN Hospiscare Dryden Road 01392 688000 Support 1-to-1 and in groups Exeter EX2 5JJ enquireies@hospiscare.co.uk In Youth YES, 39 George 01392 424767 Free and confidential counselling Counselling Street textphone 07816 420811 service for young people 13-25 Service Exeter EX1 1DA and telephone support for their paren... | EX4 6NN Hospiscare Dryden Road Exeter EX2 5JJ 01392 688000 enquireies@hospiscare.co.uk Support 1-to-1 and in groups In Youth Counselling Service YES, 39 George Street Exeter EX1 1DA 01392 424767 textphone 07816 420811 Free and confidential counselling service for young people 13-25 and telephone support for their paren... | 0.510783 | [
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13C NMR (150MHz, CDCl3) of (MPI-1)-V-TCF Fig. S5. 1H NMR (400MHz, (CD3)2SO) of (MPI-3)-V-TCF Fig. S6. 1H NMR (5.5-9.0 ppm, 400MHz, (CD3)2SO) of (MPI-3)-V-TCF Fig. S7. Fig. S8. 1H NMR (600MHz, CDCl3) of (MPI-3)-V-TCF Fig. S9. 1H NMR (5.5-9.0 ppm, 600MHz, CDCl3) of (MPI-3)-V-TCF | Fig. S5. 13C NMR (150MHz, CDCl3) of (MPI-1)-V-TCF Fig. S6. 1H NMR (400MHz, (CD3)2SO) of (MPI-3)-V-TCF Fig. S7. 1H NMR (5.5-9.0 ppm, 400MHz, (CD3)2SO) of (MPI-3)-V-TCF Fig. S8. 1H NMR (600MHz, CDCl3) of (MPI-3)-V-TCF Fig. S9. 1H NMR (5.5-9.0 ppm, 600MHz, CDCl3) of (MPI-3)-V-TCF | 0.886618 | [
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Figure B1. TFPQ distribution for each year Note: figure plots the distribution of TFPQ, , for each year included to the sample. Distribution is weighted by the shares of industries in total manufacturing value added. Figure B2. TFPR distributions during 2002-2010 Note: figure plots the distribution of TFPR, , for each ... | Figure B1. TFPQ distribution for each year Note: figure plots the distribution of TFPQ, , for each year included to the sample. Distribution is weighted by the shares of industries in total manufacturing value added. Figure B2. TFPR distributions during 2002-2010 Note: figure plots the distribution of TFPR, , for each ... | 1 | [
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planning the programme], but when we look back that process, I think it's important, it's a huge strength it … does not necessarily have to be meetings, but you need to have that close dialogue and follow-up… [Programme manager 3] We were to evaluate Well we realized Three years have Implementation: The extent to the c... | planning the programme], but when we look back that process, I think it's important, it's a huge strength … it does not necessarily have to be meetings, but you need to have that close dialogue and follow-up… [Programme manager 3] Implementation: The extent to which the schools implemented the various elements of the p... | 0.491094 | [
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enzymes in the natural environment. No quantitative data is available Volitalisation half-life for No information available Model River Soil Aerobic Biodegradation scientifically unjustified; Biodegradation tests are not expert judgement applicable to inorganic substances as only organic () substance can be degraded by... | enzymes in the natural environment. No quantitative data is available Volitalisation half-life for Model River No information available Soil Aerobic Biodegradation scientifically unjustified; Biodegradation tests are not applicable to inorganic substances as only organic substance can be degraded by bacteria to form ca... | 0.699616 | [
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Pre-denature 95 5 min 95 5 min ℃ ℃ Denature 95 30 s 95 30 s ℃ ℃ Annealing 57 30 s 60 30 s ℃ ℃ Extension 72 1 min 72 1 min ℃ ℃ Cycles 30 35 Extension 72 7 min 72 7 min ℃ ℃ Storage 4 4 ℃ ℃ S3. Restriction endonuclease digestion conditions rs6294 rs6298 Reaction Volume (μL) 20 20 Restriction Enzyme (μL) RsaI, 0.5 BccI, 0.... | Pre-denature 95 ℃ 5 min 95 ℃ 5 min Denature 95 ℃ 30 s 95 ℃ 30 s Annealing 57 ℃ 30 s 60 ℃ 30 s Extension 72 ℃ 1 min 72 ℃ 1 min Cycles 30 35 Extension 72 ℃ 7 min 72 ℃ 7 min Storage 4 ℃ 4 ℃ S3. Restriction endonuclease digestion conditions rs6294 rs6298 Reaction Volume (μL) 20 20 Restriction Enzyme (μL) RsaI, 0.5 BccI, 0.... | 0.501757 | [
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Supplementary Material for Online Only publication Table A1: Website searches of guideline development organizations, including websites affiliated with all the guidelines included in our previous publication Organization Responsible Country Website Searched for Guideline Development Australian Diabetes Society Austral... | Supplementary Material for Online Only publication Table A1: Website searches of guideline development organizations, including websites affiliated with all the guidelines included in our previous publication Organization Responsible for Guideline Development Country Website Searched Australian Diabetes Society (ADS) A... | 0.55774 | [
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Table E1. Food Allergic Disorders Disorder Key features Additional Typical age Most Common Natural Diagnostic Causal foods Course Considerations (in addition to history, possible food challenges) IgE antibody dependent, (acute onset) Triggered by ingestion or Children > Primarily Depending SPT and/or sIgE “major by dir... | Table E1. Food Allergic Disorders Disorder Key features Additional Typical age Most Common Causal foods Natural Course Diagnostic Considerations (in addition to history, possible food challenges) IgE antibody dependent, (acute onset) Triggered by ingestion or by direct skin contact (contact urticaria). Food commonly ca... | 0.41157 | [
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Table S3 NRTL and UNIQUAC binary interaction parameters for DES (1) + Quinoline (2) + Toluene (3) + Heptane (4) at 308.15 T= K and atmospheric pressure NRTL parameters UNIQUAC parameters i-j Fa %RMSDb Fa %RMSDb Aij Aji τij τji 1-2 -35.81 16.31 -961.09 -211.45 1-3 -34.56 -34.13 -112.19 -772.89 1-4 28.91 38.29 437.3 843.... | Table S3 NRTL and UNIQUAC binary interaction parameters for DES (1) + Quinoline (2) + Toluene (3) + Heptane (4) at T= 308.15 K and atmospheric pressure i-j NRTL parameters UNIQUAC parameters τij τji Fa %RMSDb Aij Aji Fa %RMSDb 1-2 -35.81 16.31 -4.66 × 0.27 -961.09 -211.45 -6.79 × 10-4 0.32 1-3 -34.56 -34.13 -112.19 -77... | 0.761818 | [
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Grade 3 Symptomatic and severely altered GI function (e.g., altered dietary habits, diarrhea, or GI fluid loss); IV fluids, tube feedings, or TPN indicated hrs ≥24 Grade 4 Life-threatening consequences Grade 5 Death ADL: activities of daily life, e.g.: for exemple, IV: intra veinous, TPN: total parenteral nutrition. Ad... | Grade 3 Symptomatic and severely altered GI function (e.g., altered dietary habits, diarrhea, or GI fluid loss); IV fluids, tube feedings, or TPN indicated ≥24 hrs Grade 4 Life-threatening consequences Grade 5 Death ADL: activities of daily life, e.g.: for exemple, IV: intra veinous, TPN: total parenteral nutrition. Ad... | 0.752149 | [
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Supplementary Fig. S1 Rarefaction analysis of bacterial 16S and fungal 28S rRNA gene sequences for the analysis of (A) bacterial and (B) fungal diversities in the interior (solid lines) and exterior (dotted lines) regions during the entire doenjang-meju fermentation process. The rarefaction analysis was carried out wit... | Supplementary Fig. S1 Rarefaction analysis of bacterial 16S and fungal 28S rRNA gene sequences for the analysis of (A) bacterial and (B) fungal diversities in the interior (solid lines) and exterior (dotted lines) regions during the entire doenjang-meju fermentation process. The rarefaction analysis was carried out wit... | 1 | [
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PubMed EMBASE Cinahl Search word # Identified/screened # Identified/screened # Identified/screened (title)/ screened screened (title)/ screened (abstract)/eligible (abstract)/eligible (abstract)/eligible Electronic cigarette 1 683/165/26/16 8 296/209 /33/6 15 18/18/1/0 Electrically heated cigarette 2 0/0/0/0 9 0/0/0/0 ... | PubMed EMBASE Cinahl Search word # Identified/screened (title)/ screened (abstract)/eligible # Identified/screened screened (abstract)/eligible # Identified/screened (title)/ screened (abstract)/eligible Electronic cigarette 1 683/165/26/16 8 296/209 /33/6 15 18/18/1/0 Electrically heated cigarette 2 0/0/0/0 9 0/0/0/0 ... | 0.801247 | [
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Figure S1. Schematics of fusion peptides used to generate the Hex nanocarrier. H6-SPAB-Hex has the same acid sequences as Hex-SPAB-H6, but has the inverted configuration. Both peptides are hexameric in a native state, but dissociate into monomers when denatured by SDS. The Hex nanocarrier was produced by reassembly of ... | Figure S1. Schematics of fusion peptides used to generate the Hex nanocarrier. H6-SPAB-Hex has the same acid sequences as Hex-SPAB-H6, but has the inverted configuration. Both peptides are hexameric in a native state, but dissociate into monomers when denatured by SDS. The Hex nanocarrier was produced by reassembly of ... | 1 | [
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the NHS Pay System Buchan & 2005 Grey UK Pol. Skill-mix / ANP Nurses Calman (72) literature role Buchan & 2008 Primary UK Pol. Agenda for Health (63) study Change: professionals et al. 2000 Grey CZ Pol. Increasing the Nurses (38) literature age of entry to nursing Chevreul 2010 Grey FR Pol. Contrat Health et al. (42) l... | the NHS Pay System Buchan & Calman (72) 2005 Grey literature UK Pol. Skill-mix / ANP role Nurses Buchan & (63) 2008 Primary study UK Pol. Agenda for Change: Health professionals et al. (38) 2000 Grey literature CZ Pol. Increasing the age of entry to nursing Nurses Chevreul et al. (42) 2010 Grey literature FR Pol. Contr... | 0.44672 | [
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isolation in areas Robinson, 2003 Primary UK Pol. Family-Friendly Nurses Davey & study Policies Murrells (54) Sabin et al. 2012 Grey UK Pol. The Good Midwives (101) literature Practice and nurses Guidance for students Recruitment, Selection and Retention Sermeus & 2010 Grey CZ Pol. Expand Nurses Bruyneel (40) literatur... | isolation in areas Robinson, Davey & Murrells (54) 2003 Primary study UK Pol. Family-Friendly Policies Nurses Sabin et al. (101) 2012 Grey literature UK Pol. The Good Practice Guidance for Recruitment, Selection and Retention Midwives and nurses students Sermeus & Bruyneel (40) 2010 Grey literature CZ Pol. Expand domes... | 0.505887 | [
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Mathematical Correlation Kinetics model coefficient equation Cu NPs Cu-1 0.75767 y=0.00243x+1.3412 Ag-Cu2 0.87067 y=0.00226x+0.64255 Pseudo-first-order Ag-Cu3 y=0.00165x+1.06008 Ag-Cu4 0.8061 y=0.00145x+0.64024 Ag-Cu5 0.92799 y=0.00134x+0.35224 Cu-1 0.95697 y=0.03361x+0.85233 Ag-Cu2 y=0.01574x-0.07757 Pseudo-second-ord... | Mathematical model Cu NPs Correlation coefficient Kinetics equation Pseudo-first-order Cu-1 0.75767 y=0.00243x+1.3412 Ag-Cu2 0.87067 y=0.00226x+0.64255 Ag-Cu3 y=0.00165x+1.06008 Ag-Cu4 0.8061 y=0.00145x+0.64024 Ag-Cu5 0.92799 y=0.00134x+0.35224 Pseudo-second-order Cu-1 0.95697 y=0.03361x+0.85233 Ag-Cu2 y=0.01574x-0.077... | 0.64362 | [
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Survey of EIA Case study, Identified the Results are (Cashmore et al. stakeholders survey, interviews; relative low impact perceptual; often 2004; Heinma and decision-making of EIA information rely on only one Põder 2010; Lyhne theory; planning on stakeholder group; et al. 2015; theory; checklists no direct Runhaar et ... | Survey of EIA stakeholders Case study, survey, interviews; decision-making theory; planning theory; checklists Identified the relative low impact of EIA information on Results are perceptual; often rely on only one stakeholder group; no direct measurement of EIA’s impact on decision-making (Cashmore et al. 2004; Heinma... | 0.431363 | [
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SEW 05581 -8.011.791 BTB -8.005.782 XBX 00010 -8.004.911 RDR 03349 -8.002.685 JFD 00177 -6.862.477 DP00605 -5.981.074 DP 00603 -5.883.971 DP 00604 -5.580.471 Table SI2. Structure, Maybridge Codes and RET Inhibitory Activity of Test Compounds. IC50 on Inhibition % N° Compound Structure Code RET (100 μM)a (μM)b 7 JFD0017... | SEW 05581 -8.011.791 BTB -8.005.782 XBX 00010 -8.004.911 RDR 03349 -8.002.685 JFD 00177 -6.862.477 DP00605 -5.981.074 DP 00603 -5.883.971 DP 00604 -5.580.471 Table SI2. Structure, Maybridge Codes and RET Inhibitory Activity of Test Compounds. N° Compound Structure Code Inhibition % (100 μM)a IC50 on RET (μM)b 7 JFD0017... | 0.830789 | [
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Table S10 GLMM of frequency of red colouration on margins only of leaves in seedlings from cross-, self- and natural pollination. Acacia dealbata effects Estimate se z p contrasts Self versus cross 0.53 0.47 1.14 0.253 Natural versus cross -0.05 0.48 -0.11 0.916 Random effects Log-likelihood df p Χ2 change Tree 1.98 3.... | Table S10 GLMM of frequency of red colouration on margins only of leaves in Acacia dealbata seedlings from cross-, self- and natural pollination. effects contrasts Estimate se z p Self versus cross 0.53 0.47 1.14 0.253 Natural versus cross -0.05 0.48 -0.11 0.916 Random effects Log-likelihood change Χ2 df p Tree 1.98 3.... | 0.762157 | [
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Unidentified Perennial Annual 30YP Vicia hirsuta REF, 50YP species 4 shrub herb Unidentified Perennial Wahlenbergia Annual REF, 30YP, 30YP, 50YP species 5 shrub capensis herb 50YP Unidentified Annual Zaluzianskya Annual 30YP REF, 30YP species 6 herb divaricata herb Unidentified Annual 30YP species 7 herb Unidentified P... | Unidentified species 4 Perennial shrub 30YP Vicia hirsuta Annual herb REF, 50YP Unidentified species 5 Perennial shrub 30YP, 50YP Wahlenbergia capensis Annual herb REF, 30YP, 50YP Unidentified species 6 Annual herb 30YP Zaluzianskya divaricata Annual herb REF, 30YP Unidentified species 7 Annual herb 30YP Unidentified s... | 0 | [
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444 Arterial embolism and thrombosis 446 Polyarteritis nodosa and allied conditions 447 Other disorders of arteries and arterioles 745 Bulbus cordis anomalies and anomalies of cardiac septal closure 746 Other congenital anomalies of heart 747 Other congenital anomalies of circulatory system 997.1 Cardiac complications,... | 444 446 447 745 746 747 997.1 V42.1 V43.3 V45.0 V45.81 V45.82 Arterial embolism and thrombosis Polyarteritis nodosa and allied conditions Other disorders of arteries and arterioles Bulbus cordis anomalies and anomalies of cardiac septal closure Other congenital anomalies of heart Other congenital anomalies of circulato... | 0.633065 | [
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Fracture Network Evaluation Program (FraNEP): A software for analyzing 2D trace-line maps of fracture networks Conny Zeeb* (1,4), Enrique Gomez-Rivas (2), Paul D. Bons (2), Simon Virgo (3), Philipp Blum (1) (1) Karlsruhe Institute of Technology (KIT), Institute for Applied Geosciences (AGW), Kaiserstraße 12, 76131 Karl... | Fracture Network Evaluation Program (FraNEP): A software for analyzing 2D trace-line maps of fracture networks Conny Zeeb* (1,4), Enrique Gomez-Rivas (2), Paul D. Bons (2), Simon Virgo (3), Philipp Blum (1) (1) Karlsruhe Institute of Technology (KIT), Institute for Applied Geosciences (AGW), Kaiserstraße 12, 76131 Karl... | 1 | [
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8. H., et al., Outcome of community-acquired pneumonia: influence of age, European Respiratory Journal, 2008. residence status and antimicrobial treatment. 32(1): p. 139. 9. Newall, A.T., et al., The potential cost-effectiveness of infant pneumococcal vaccines Vaccine, 2011. 29(45): p. 8077-8085. in Australia. 10. Dirm... | 8. H., et al., Outcome of community-acquired pneumonia: influence of age, residence status and antimicrobial treatment. European Respiratory Journal, 2008. 32(1): p. 139. 9. Newall, A.T., et al., The potential cost-effectiveness of infant pneumococcal vaccines in Australia. Vaccine, 2011. 29(45): p. 8077-8085. 10. Dirm... | 0.819694 | [
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Degree of freedom (m) 6 4 7 5 at 95% confidence 12.592 7.779 12.017 9.236 χ2m of the model 8.756 6.442 10.19 8.438 χ2 Model passes test at a significant level = 0.05? Yes Yes Yes Yes α (pass when < χ2 χ2m) error% 14.14 2.855 13.4 8.475 χ2 Which is a better model (with a smaller error%) DFOP DFOP χ2 Figure S7: Simple fi... | Degree of freedom (m) 6 4 7 5 χ2m at 95% confidence 12.592 7.779 12.017 9.236 χ2 of the model 8.756 6.442 10.19 8.438 Model passes test at a significant level α = 0.05? (pass when χ2 < χ2m) Yes Yes Yes Yes χ2 error% 14.14 2.855 13.4 8.475 Which is a better model (with a smaller χ2 error%) DFOP DFOP Figure S7: Simple fi... | 0.735146 | [
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Log Abbreviation Name Molecular formula CAS No. Kowb PFBS Perfluorobutanesulfonic acid CF3(CF2)3SO3H 375-73-5 3.90 PFHxS Perfluorohexanesulfonic acid CF3(CF2)5SO3H 355-46-4 5.17 PFOS Perfluorooctanesulfonic acid CF3(CF2)7SO3H 1763-23-1 6.43 PFDS Perfluorodecanesulfonic acid CF3(CF2)9SO3H 335-77-3 7.66 4.44 6:2 FTS 6:2 ... | Abbreviation Name Molecular formula CAS No. Log Kowb PFBS Perfluorobutanesulfonic acid CF3(CF2)3SO3H 375-73-5 3.90 PFHxS Perfluorohexanesulfonic acid CF3(CF2)5SO3H 355-46-4 5.17 PFOS Perfluorooctanesulfonic acid CF3(CF2)7SO3H 1763-23-1 6.43 PFDS Perfluorodecanesulfonic acid CF3(CF2)9SO3H 335-77-3 7.66 6:2 FTS 6:2 fluor... | 0.64462 | [
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High RCR High (aggregated) tonnage High (aggregated) tonnage Isoheptane 31394-54-4 Suspected PBT/vPvB Concluded Wide dispersive use Suspected PBT/vPvB Other hazard based 2-[Methyl[(nonafluorobutyl) 67584-55-8 concern Not started acrylate Wide dispersive use Exposure of environment Consumer use Exposure of environment 7... | High RCR High (aggregated) tonnage Isoheptane 31394-54-4 High (aggregated) tonnage Suspected PBT/vPvB Wide dispersive use Concluded 2-[Methyl[(nonafluorobutyl) acrylate 67584-55-8 Suspected PBT/vPvB Other hazard based concern Wide dispersive use Exposure of environment Not started 70356-09-1 Consumer use Exposure of en... | 0.54308 | [
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#1; D1 M #2; #1; #2; MF #1; MF #2. B. GVP. MFs for the 3R4F 3R4F THS2.2 GEF+DMSO GEF+DMSO PBS-treated control in tests #1 and #2 were 97.43 and 68.20 mutants/106 viable cells, respectively. D1 M THS2.2 #1; D1 M #2; #1; #2; MF #1; MF #2. 3R4F 3R4F THS2.2 GEF+PBS GEF+PBS A B Supplementary Material, Figure C: T... | #1; THS2.2 D1 M #2; 3R4F #1; 3R4F #2; GEF+DMSO MF #1; GEF+DMSO MF #2. B. GVP. MFs for the PBS-treated control in tests #1 and #2 were 97.43 and 68.20 mutants/106 viable cells, respectively. THS2.2 D1 M #1; THS2.2 D1 M #2; 3R4F #1; 3R4F #2; GEF+PBS MF #1; GEF+PBS MF #2. A B Supplementary Material, Figure C: T... | 0.777002 | [
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Section S1. Correspondences among EIO sectors and consumption categories Table S1 shows the correspondence of the five consumption categories considered with the 72 sectors of the MIOGAL matrix, the 35 sectors included in the WIOD database and the 163 sectors of the Exiobase database. Table S1: Correspondence among con... | Section S1. Correspondences among EIO sectors and consumption categories Table S1 shows the correspondence of the five consumption categories considered with the 72 sectors of the MIOGAL matrix, the 35 sectors included in the WIOD database and the 163 sectors of the Exiobase database. Table S1: Correspondence among con... | 0.684047 | [
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Human tubulin beta 2A class IIa, Tubb2a For: gagggcgaggacgaggctta 122 (NM_001069.2) Rev: tctaacagaggcaaaactgagcacc Supplementary Figures Fig. S1. Integrity and size of the chemically modified mRNAs as determined by native agarose gel electrophoresis. cmRNAs and RiboRuler RNA ladder high range were mixed with RiboRuler ... | Human tubulin beta 2A class IIa, Tubb2a (NM_001069.2) For: gagggcgaggacgaggctta Rev: tctaacagaggcaaaactgagcacc 122 Supplementary Figures Fig. S1. Integrity and size of the chemically modified mRNAs as determined by native agarose gel electrophoresis. cmRNAs and RiboRuler RNA ladder high range were mixed with RiboRuler ... | 0.87287 | [
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Scher Howard Asterias Biotherapeutics Board of Directors <10K Astellas <10K <10K WCG Oncology <10K <10K Clovis Oncology <10K Medivation Uncompensated >50K to Memorial Sloan Kettering Merck <10K <10K Roche <10K Ferring Pharmaceuticals Uncompensated >50K to Memorial <10K Sloan Kettering Illumina, Inc >50K to Memorial Slo... | Scher Howard Asterias Biotherapeutics Astellas WCG Oncology Clovis Oncology Medivation Merck Roche Ferring Pharmaceuticals Illumina, Inc Innocrin Pharma Janssen Medivation <10K <10K <10K Uncompensated <10K <10K Uncompensated Uncompensated >50K to Memorial Sloan Kettering >50K to Memorial Sloan Kettering >50K to Memoria... | 0.476287 | [
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Astellas/Medivation <10K >50K <10K Genentech/Roche <10K Pfizer <10K Sydes Matt Astellas >50K Janssen >50K Novartis >50K Pfizer >50K Sanofi-Aventis >50K Tannock Ian Ipsen Pharma <10K Janssen <10K (Chair IDMC for a phrase III prostate cancer trials) Roche <10K (Member IDMC for a phase III prostate trial) Tombal Bertrand ... | Astellas/Medivation Genentech/Roche Pfizer <10K <10K <10K <10K >50K Sydes Matt Astellas Janssen Novartis Pfizer Sanofi-Aventis >50K >50K >50K >50K >50K Tannock Ian Ipsen Pharma Janssen Roche <10K <10K (Chair IDMC for a phrase III prostate cancer trials) <10K (Member IDMC for a phase III prostate trial) Tombal Bertrand ... | 0.474781 | [
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S2. Elemental analysis results of solid products (%). Samples C H N S Others Shale core 4.55±0.01 0.63±0.06 0.13±0.01 1.75±0.05 92.94 (Rock cuttings without fluids) Residual solid of OBDC 6.25±0.20 0.57±0.04 0.18±0.01 2.80±0.02 90.20 (Soxhlet extraction with CH2Cl2) Residual solid of OBDC 5.37±0.01 0.70±0.06 0.12±0.01 ... | S2. Elemental analysis results of solid products (%). Samples C H N S Others Shale core (Rock cuttings without fluids) 4.55±0.01 0.63±0.06 0.13±0.01 1.75±0.05 92.94 Residual solid of OBDC (Soxhlet extraction with CH2Cl2) 6.25±0.20 0.57±0.04 0.18±0.01 2.80±0.02 90.20 Residual solid of OBDC (T=475℃, t=0 min, OC=0) 5.37±0... | 0.650698 | [
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Equation 3: Dependent variable: Proportion of payments with over 90 days delay in 2009-10 Bootstrapped; Bootstrapped (full subsample of sample) nonmissing values b/t b/t -0.0004 -0.0010*** Bank branches in hundred per million job cards (0.0003) (0.0004) 0.0093*** 0.0077 Proportion of total block level MGNRGEA positions... | Equation 3: Dependent variable: Proportion of payments with over 90 days delay in 2009-10 Bootstrapped (full sample) Bootstrapped; subsample of nonmissing values b/t b/t Bank branches in hundred per million job cards -0.0004 -0.0010*** (0.0003) (0.0004) Proportion of total block level MGNRGEA positions that lies vacant... | 0.625652 | [
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Supplementary materials 1. Supplementary information in CGE model 1.1 CO2 emission calculation CO2 is emitted from fossil fuel combustion in industrial sectors and household sector. The emission factors of GHG and air pollutants from fossil fuel combustion are calculated based on the emission coefficient of fuels by mu... | Supplementary materials 1. Supplementary information in CGE model 1.1 CO2 emission calculation CO2 is emitted from fossil fuel combustion in industrial sectors and household sector. The emission factors of GHG and air pollutants from fossil fuel combustion are calculated based on the emission coefficient of fuels by mu... | 0.876776 | [
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Ref. Ref.min Max. Parameter Value Ref. Min.Value Max Value Value Formula This Temperature 750 °C T study This Pressure 1 atm p study Anode 10-9 [55] permeability Cathode 10-9 [55] permeability [32] factor, anode [32] factor, cathode Activation [32] energy, Activation [32] energy, cathode anodic 5610 electronic [34] con... | Parameter Value Ref. Min.Value Ref.min Value Max. Ref. Max Value Formula T Temperature 750 °C This study p Pressure 1 atm This study Anode permeability 10-9 [55] Cathode permeability 10-9 [55] factor, anode [32] factor, cathode [32] Activation energy, [32] Activation energy, cathode [32] anodic electronic conductivity ... | 0.315234 | [
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issues across field sites. The Nature References Guiding TNC is TNC’s The No reference Principles of Indigenous Conservancy CIHR Principles for working on a Indigenous and Conservancy to project Corporate and Indigenous systematic Communal its dispute Engagement Communal and approach to Conservation support for resolut... | issues across field sites. The Nature Conservancy References CIHR Guiding Principles for Indigenous and Communal Conservation (incorporating CIHR) TNC is working on a systematic approach to incorporate human into its M & E, as evident in its recent social impact monitoring collaboration with WWF and CI TNC’s Indigenous... | 0.328451 | [
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Understorey 0.5750 0.9229 0.0335 452.65 M: 0.0321 (+) 0.6418 0.1706 0.0031 448.65 MH (+) Dead shrub % 0.0148 0.0077 (+) 0.0035 587.18 H: 0.0425 (-) D: 0.0125 (-) 0.0187 0.0010 (+) 0.0054 585.94 MH (-) MH (+) Coarse woody 0.0836 0.9832 0.7516 2904.73 frequency 0.0130 0.0678 0.7199 2897.43 MH (-) | Understorey 0.5750 0.9229 0.0335 M: 0.0321 (+) 452.65 0.6418 0.1706 0.0031 MH (+) 448.65 Dead shrub % 0.0148 H: 0.0425 (-) 0.0077 (+) 0.0035 D: 0.0125 (-) 587.18 0.0187 MH (-) 0.0010 (+) 0.0054 MH (+) 585.94 Coarse woody frequency 0.0836 0.9832 0.7516 2904.73 0.0130 MH (-) 0.0678 0.7199 2897.43 | 0.315262 | [
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754,
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22. VIS 918 909 56.4 57.8 EPQ-R 2003-2004 based (15.5) Isolated population 23. YOUNG 3 596 2 057 37.6 58.9 NEO-FFI 2007 FINNS based (5) Longitudinal * Reported for number of subjects included in this study | 22. VIS Isolated population 918 909 56.4 (15.5) 57.8 EPQ-R 2003-2004 23. YOUNG FINNS Longitudinal 3 596 2 057 37.6 (5) 58.9 NEO-FFI 2007 * Reported for number of subjects included in this study based based | 0.515446 | [
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1,
10,
11,
2,
3,
4,
9,
5,
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7,
12,
13,
22,
25,
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17,
18,
24,
19,
20,
21,
26,
27,
28,
29,
30,
31,
32,
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34,
35,
8,
23
] | Berg_BG_2014_sup.docx | task-670-20 | 22 | [
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