Relevant bibliographies by topics / Preparatory

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Preparatory'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Preparatory"

1

Puspitarani, Yan, and Ulil Surtia Zulpratita. "Preparatory Document Structuring Technique." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 12, 2020): 3293–302. http://dx.doi.org/10.37200/ijpr/v24i2/pr200640.

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Hannay, H. "Preparatory materials." Archives of Clinical Neuropsychology 13, no. 2 (January 1998): 169. http://dx.doi.org/10.1016/s0887-6177(98)90330-4.

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Hannay, H. J. "Preparatory materials." Archives of Clinical Neuropsychology 13, no. 2 (March 1, 1998): 169. http://dx.doi.org/10.1093/arclin/13.2.169.

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Bein, Dan. "Preparatory Offences." Israel Law Review 27, no. 1-2 (1993): 185–212. http://dx.doi.org/10.1017/s0021223700016903.

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The derivative forms of criminal liability — attempt and complicity — are the subject of a vast literature, yet there has not been a systematic, comprehensive examination of the preparatory offences in legislation, case law, or even in scholarly writings. One can hardly even find a satisfactory definition of such offences. Therefore, our first task will be an attempt to provide one, because absent a definition, we will not be able to proceed toward a solution to problems that are of no insignificant practical importance.First among these problems is the question of the appropriate legislative policy to be followed in deciding when and in what areas to create preparatory offences. Second comes the question of whether it is appropriate to “derive” offences of attempt and complicity from preparatory offences, or, in other words, is it possible to speak of attempting a preparatory offence or being an accomplice to it. Third, should we make recourse to the principles applicable to criminal attempt in construing preparatory offences?
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Ufema, Joy. "Preparatory grieving." Nursing 37, no. 12 (December 2007): 29. http://dx.doi.org/10.1097/01.nurse.0000302536.43798.6b.

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Hubbuch, J., M. Kind, and H. Nirschl. "Preparatory protein crystallization." Chemie Ingenieur Technik 90, no. 9 (August 24, 2018): 1336. http://dx.doi.org/10.1002/cite.201855439.

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Pinzur, Michael S., Richard M. Sakols, Charles J. Lopez, Phil Tirimacco, and Helen Macie Osterman. "Preparatory Below Knee Prosthesis." Orthopedics 11, no. 5 (May 1988): 737–38. http://dx.doi.org/10.3928/0147-7447-19880501-11.

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Denuccio, Jerome D. "Taylor's Preparatory Meditation 1.22." Explicator 46, no. 2 (January 1988): 9–11. http://dx.doi.org/10.1080/00144940.1988.9935290.

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Cooper, Steven. "Psychoanalysis Preparatory to Psychotherapy." Contemporary Psychoanalysis 40, no. 4 (October 2004): 557–76. http://dx.doi.org/10.1080/00107530.2004.10747244.

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Cason, Carolyn L., and Janice G. Sample. "Preparatory Information for Myelogram." Journal of Neuroscience Nursing 27, no. 3 (June 1995): 182–87. http://dx.doi.org/10.1097/01376517-199506000-00007.

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Dissertations / Theses on the topic "Preparatory"

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Matthews, Vernon Keith. "Preparatory vocational education grant proposal." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1620.

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This thesis was written as part of a process to secure funds for developing a "Preparatory Vocational Education" training academy for entry-level "Irrigation Technicians." Research revealed that funding for vocational program development was being awarded to "All-inclusive" or academy-style programs. These programs provide instruction necessary for students with zero experience to compete as entry-level journeymen. This project is based on a partial proposal draft for a U.S. Department of Labor Grant.
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Kucuk, Tugba. "University Preparatory School Students&#039." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610789/index.pdf.

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This study aimed at investigating university preparatory school students&rsquo
and teachers&rsquo
perceptions of computer-assisted language learning (CALL) environment. The sample consisted of 308 students and 50 teachers from Zonguldak Karaelmas University Preparatory School. Data was gathered from the participants via two Effective CALL Questionnaires (ECALLQ) developed by the researcher. Both inferential and descriptive statistics were used to analyze the data. Principal component analysis was used to find the dimensions of the student questionnaire. Repeated measures ANOVA and paired-samples t-test were employed to define the priorities of the students within the dimensions of each subscale. MANOVA was used to investigate whether there were significant differences among students&rsquo
CALL environment perceptions with respect to certain background variables.Descriptive statistics were used to analyze students&rsquo
and teachers&rsquo
perceptions of computer&rsquo
s role and teacher&rsquo
s role in CALL environment and to analyze all participants&rsquo
responses to the open-ended questions.The study indicated that students perceive the computer&rsquo
s role with respect to (1)language skills, (2) overall effect of computer and (3) motivation
teacher&rsquo
s role with respect to (1) teacher assistance, (2) teacher guidance and (3) teacher presence
students&rsquo
expectations from the teacher with respect to (1) laboratory activities guided by the teacher and (2) overall guidance. According to the students&rsquo
perceptions, language skills,teacher assistance and lab activities guided by the teacher were found to be the most effective dimensions.Descriptive statistics showed that both students and teachers are undecided about the effectiveness of CALL, and they believe that teachers are effective in CALL environment.
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Yasar, Engin. "University Preparatory Class Efl Students&#039." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606818/index.pdf.

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This study aims to investigate university preparatory class students&rsquo
attitudes towards the assessment system by which they are evaluated and alternative assessment before and after the implementation of the electronic portfolio, their attitudes towards the electronic portfolio before and after keeping it for two months, their suggestions about improving the electronic portfolio and how keeping the electronic portfolio affects their computer literacy. For this purpose, 19 intermediate level EFL students in the Department of Basic English, METU were chosen as subjects. For this study, data were collected by administering two questionnaires before and after the implementation, conducting informal interviews with the students and keeping a diary in order to record teacher reflection. Then, the data collected through these data collection tools have been analysed. Finally, the results are discussed in order to interpret students&rsquo
attitudes towards the current assessment system at DBE, alternative assessment tools and the electronic portfolio. The findings of this study indicated that although the students are not completely dissatisfied with the current assessment used at DBE, their attitude towards alternative assessment tools, portfolio, and electronic portfolio was also positive before the implementation and keeping the electronic portfolio for two months made their attitudes towards these assessment tools even more positive. In addition, some of the students indicated that using both traditional and alternative assessment tools may reflect better assessment of their performance.
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McCarty, Emily C. "Preparatory and Performance Self-Efficacy in Athletes." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438120542.

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Carmichael, Colin S. "Modelling student performance in a tertiary preparatory course." University of Southern Queensland, Faculty of Sciences, 2006. http://eprints.usq.edu.au/archive/00003577/.

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[Abstract]: In this dissertation a review of the literature as it applies to the modelling of educational performance data is undertaken. Statistical linear models, including the novel Beta, Tweedie and Tobit regression models, are then applied to the performance data of students who have undertaken a preparatory mathematics course. These models are then critically reviewed and compared with the commonly used standard linear regression model.Issues that arise from the application of statistical linear models to educational performance data are then explored. For example, the effects of non-Normality, which characterizes educational performance data, and thepresence of large numbers of students who fail to complete the course (a characteristic of this particular context), are examined and reported. Both of these effects can violate the underlying assumptions of the standard linearregression model. Simulation studies are then used to assess the appropriateness of the linear model when it is applied under the condition of non-Normality and the presence of large numbers of missing observations.Findings from this study indicate that issues relating to model effectiveness are clouded in the educational context by typically large values of the error variance (high noise) and the difficulty in finding suitable performancepredictors. Educational models of performance typically lack statistical power, so that in many instances it doesn’t matter what model is applied to the data. Nevertheless, the study highlights many reasons why modelsalternative to the standard linear regression model should be applied to such data. For example, in situations where the effect is not constant over the entire domain of the explanatory variable, a linear model based upon the betadistribution will be much more appropriate. Similarly, in situations where the performance data contains exact zeros (for example the performance of students who withdraw from the course without providing any measure of achievement) it is more appropriate to use a Tweedie linear model than the standard linear regression model.
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La, Delfa S. "Preparatory work for C 3 line-list calculation." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/14899/.

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The goal of this dissertation is to study the infrared absorption spectrum of the C 3 (carbon three) molecule. In particular, the aim is to investigate its ground electronic state up to 12:500 cm-1, as this affects the atmospheres of cool C-rich stars. The linear C 3 molecule shows very unusual properties for a linear molecule: a high degree of floppiness, no permanent dipole moment and a strong bentstretch interaction. Consequently, the C 3 spectrum presents particular features such as overtones, hot bands, and, as has been recently detected in Carbon stars and molecular clouds, a quite low fundamental bending frequency (63 cm-1) when in the ground electronic state. This dissertation aims to address each of these features. The first section discusses the context for this work: the stars. It provides a brief introduction about the Astrophysics related to this research project. A review at the recent literature is provided and the experimental results which provide the goal for the results of the theoretical work in the rest of the dissertation are set out. The second section introduces the C 3 molecule and outlines its properties. Previous C 3 studies are discussed and the theoretical approach used to study ro-vibrational spectra of triatomic molecules is set out. Preparatory tests and calculations are carried out to allow a theoretical reproduction of C 3 roto vibrational spectrum in the infrared region to be produced. The third part of the thesis expands on the nuclear motion calculations of section 2 and presents the results of the large scale calculations performed using the DVR3D suit programs written by Tennyson et al. [1]. This program allows the calculation of energy levels, wave-functions, expectation values and Einstein Coefficients. It takes as input the Potential Energy Surface (PES) and a Dipole Moment Surface (DMS) constructed a priori (in section 2) by solving the electronic problem within the Born-Oppenheimer's approximation. Because the quality of the PES sets the accuracy of the ro-vibrational calculations tests on different C 3 PESs and DMSs are performed. To reproduce accurate spectra of cool stars atmosphere in the temperature range of 2000 - 4000 K it was necessary perform calculations with high rotational quantum number. For this reason, tests with J>>0 were necessary to optimize the DVR3DRJZ parameters in order to guarantee a certain degree of accuracy and energy levels convergence. The results of these calculations and associated C 3 line-lists should be very useful to support the observations and model atmospheric studies. This work was generously supported by the QUASAAR Marie Curie Network.
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Du, Plessis Heléne. "An evaluation of a high school preparatory programme." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20506.

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This dissertation reports a process and outcome evaluation of an anonymised organisation's preparatory programme. The preparatory programme is an out-of-school time (OST) programme that aims to prepare the students that are selected for the scholarship programme, for high school. The programme has been implemented since 2008 and this dissertation will focus on the cohorts which received the programme in 2014 and 2015. The preparatory programme was investigated in terms of its plausibility and a theory of change was developed in consultation with the programme co-ordinator. Three questions related to the programme's process were posed. These questions related to whether the programme had been implemented as intended, whether the CAT instrument that the programme was using was a useful tool for informing selection, and which aspects of the programme the participants found most and least helpful. Five questions regarding outcomes were posed that enquired whether students who had received the programme improved their mathematics and English performance, their cognitive reasoning ability, and their self-efficacy; and whether students in each of the teaching streams had benefitted equally from the intervention. The evaluation used secondary data collected throughout 2015 and included student' term 2 and term 4 report cards, their performance on internal programme assessments, CAT scores, SEQ-C results, a focus group with the teachers who taught on the 2014 iteration of the programme, and interviews with the programme co-coordinator and students that had received the programme. Data analysis methods included the use of descriptive statistics, as well as parametric and non-parametric statistical tests for quantitative data. IBM Statistics 22 was used for the analysis of quantitative data and QSR NV ivo 10 was used for qualitative data. The results revealed that several minor changes were made to the planned structure of the programme in order to maintain the quality of the intervention. Students found the mathematics and English components of the programme useful, although how well they retained and applied the content from the programme varied. Students did not find the creative writing workshops or the study skills workshop particularly useful. The CAT instrument could potentially be a useful tool for informing selection, although it is not currently being used to its full potential. Students' mathematics aggregate s improved significantly, while English aggregates did not. There was no significant change in internal assessment scores for both mathematics and English. Students in the mid-stream appeared to benefit most from the preparatory programme. There was a significant improvement in student CAT scores, as well as on each of the CAT subscales (quantitative, verbal, and non-verbal). There was a significant increase in social self-efficacy scores and a significant decrease in academic self-efficacy scores. Total self-efficacy scores and emotional self-efficacy scores did not change significantly between the pre-and post-test. However, none of these observed effects could be attributed directly to participation in the preparatory programme due to the lack of a comparison group. It is possible that changes between repeated measures on participants were due to maturation effects, regression to the mean, or another historical event which influenced the outcomes of the programme participants.
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Austin, Jonathan Edward. "The English boys boarding preparatory school, 1914-1940." Thesis, n.p, 1995. http://ethos.bl.uk/.

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Adams, Randy J. "IDENTIFYING RISK AND PROTECTIVE FACTORS OF PREPARATORY AND NON-PREPARATORY STUDENTS IN AGRICULTURAL EDUCATION PROGRAMS OF A RURAL KENTUCKY HIGH SCHOOL." UKnowledge, 2013. http://uknowledge.uky.edu/cld_etds/6.

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Today there is an increased demand for secondary agriculture education programs to prepare students to be college and career ready through a program of study. The purpose of this study was to identify risk and protective factors of preparatory and non-preparatory students within an agriculture education program at Anderson County High School in Lawrenceburg, Kentucky. The results of this study did not determine that there was a difference in risk and protective factors between preparatory and non-preparatory students within agriculture education courses. The study concluded that students among both categories were equally exposed to risks such as family conflict and peers that abused alcohol and/or drugs. The study also concluded that both preparatory and non-preparatory students could benefit from increased protective factors such as understanding the relevance of coursework within agriculture education courses, increased parent involvement in schoolwork, and having contact with peers who are involved in CTSO’s such as the FFA. It is recommended that agriculture education researchers at post-secondary institutions conduct further research on retention within career pathways from various theoretical frameworks.
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Lindberg, Cheryl Senf. "A Comparison of the Effectiveness of Childbirth Preparatory Techniques." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331561/.

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Stress reduction techniques have been used to assist people in coping with stressful medical procedures and events. Labor and delivery training classes have utilized techniques to assist women with the childbirth process. The classes generally included basic education of labor and delivery, respiration behavior, relaxation of muscles, and participation of a coach. Reducing the amount of pain experienced in labor and delivery has been suggested for facilitating the process and decreasing the amount of medication received. The painful experience changed from an uncontrollable situation into a positive one, allowing women to feel more resourceful, less anxious, and less threatened.
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Books on the topic "Preparatory"

1

1939-, Stoker H. Stephen, ed. Preparatory chemistry. New York: Macmillan, 1985.

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Stoker, H. Stephen. Preparatory chemistry. 3rd ed. New York: Macmillan Pub. Co., 1990.

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Stoker, H. Stephen. Preparatory chemistry. 4th ed. New York: Macmillan, 1993.

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Office, General Accounting. Academy preparatory schools. Washington, D.C: The Office, 1993.

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George Brown College of Applied Arts and Technology. Centre for Construction and Engineering Technologies, ed. Preparatory technical mathematics. Toronto, Ont: Nelson Education, 2010.

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Office, General Accounting. Academy preparatory schools. Washington, D.C: The Office, 1993.

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United States. General Accounting Office. National Security and International Affairs Division, ed. Academy preparatory schools. Washington, D.C: The Office, 1993.

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University, Open, ed. Preparatory reading 1. Milton Keynes: Open University, 2002.

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University, Open, ed. Preparatory reading 6. Milton Keynes: Open University, 2002.

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University, Open, ed. Preparatory reading 5. Milton Keynes: Open University, 2002.

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Book chapters on the topic "Preparatory"

1

Dalle Grave, Riccardo, Massimiliano Sartirana, Marwan El Ghoch, and Simona Calugi. "Preparatory Phase." In Treating Obesity with Personalized Cognitive Behavioral Therapy, 27–44. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91497-8_3.

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Grattan-Guinness, Ivor, and Gérard Bornet. "[Preparatory Notes]." In Science Networks. Historical Studies, 105–11. Basel: Birkhäuser Basel, 1997. http://dx.doi.org/10.1007/978-3-0348-8859-2_6.

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McAllister-Williams, R. Hamish, Daniel Bertrand, Hans Rollema, Raymond S. Hurst, Linda P. Spear, Tim C. Kirkham, Thomas Steckler, et al. "Preparatory Behavior." In Encyclopedia of Psychopharmacology, 1058. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-540-68706-1_4479.

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Hirzebruch, Friedrich. "Preparatory material." In Topological Methods in Algebraic Geometry, 8–75. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-62018-8_2.

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Budzyński, Piotr, Zenon Jabłoński, Il Bong Jung, and Jan Stochel. "Preparatory Concepts." In Lecture Notes in Mathematics, 13–32. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74039-3_2.

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Chung, Kai Lai, and Zhongxin Zhao. "Preparatory Material." In Grundlehren der mathematischen Wissenschaften, 1–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57856-4_1.

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Ding, Min. "Preparatory Work." In Logical Creative Thinking Methods, 33–40. New York, NY : Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003017752-6.

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Larsen, Jonas. "Preparatory rhythms." In Urban Marathons, 95–119. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003125068-6.

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Latz, Amanda O., and Cheryll M. Adams. "Preparatory Unit." In Action Research for Kids, 9–59. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003232728-4.

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Horgan, M. O’C. "Preparatory arrangements." In Competitive Tendering for Engineering Contracts, 9–26. London: Routledge, 2021. http://dx.doi.org/10.1201/9780203867235-2.

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Conference papers on the topic "Preparatory"

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Murphy, R. E., Raynor L. Taylor, Steven P. Neeck, Bruce A. Wielicki, Bruce R. Barkstrom, M. Crison, and J. R. Swenson. "NPOESS preparatory project (NPP)." In Remote Sensing, edited by Hiroyuki Fujisada. SPIE, 1998. http://dx.doi.org/10.1117/12.333664.

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"Bringing Students and Scientists Closer - The Concept of the Student Parabolic Flight Preparatory Preparatory Workshop." In 55th International Astronautical Congress of the International Astronautical Federation, the International Academy of Astronautics, and the International Institute of Space Law. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2004. http://dx.doi.org/10.2514/6.iac-04-p.1.03.

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Nieminen, Petteri, Clive Dyer, Keith Ryden, Craig Underwood, Susan Jason, Ali Mohammadzadeh, Eamonn Daly, Hugh Evans, and Giovanni Santin. "Preparatory radiation monitoring activities for th..." In 56th International Astronautical Congress of the International Astronautical Federation, the International Academy of Astronautics, and the International Institute of Space Law. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2005. http://dx.doi.org/10.2514/6.iac-05-d5.1.06.

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Risnanto, Slamet, Yahaya Bin Abdul Rahim, and Nanna Suryana Herman. "Preparatory Component for Adoption E-Voting." In 2019 IEEE 13th International Conference on Telecommunication Systems, Services, and Applications (TSSA). IEEE, 2019. http://dx.doi.org/10.1109/tssa48701.2019.8985461.

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Iguchi, Yukihiro, Tsuyoshi Tajiri, and Shikou Kiyota. "Preparatory Activities of the Fugen Decommissioning." In 12th International Conference on Nuclear Engineering. ASMEDC, 2004. http://dx.doi.org/10.1115/icone12-49069.

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Advanced Thermal Reactor “Fugen” is a 165MWe, heavy water moderated, light-water cooled, pressure-tube type reactor. In February 1998, the Atomic Energy Commission of Japan decided to end the mission of ATR development and introduced a new policy that development and research of decommissioning of Fugen should be promoted in order to carry out the decommissioning smoothly after the shutdown. The Fugen NPS has shut down permanently in March 2003, and based on the report titled Activities of Fugen NPS after permanent shutdown, “Fugen” has been preparing for the project, including necessary development of technologies. The development of decommissioning for “Fugen” is divided into two areas. One area is developement of unique technology for dismantling special components such as the reactor core and the heavy water system. Another area is improvement and enhancement of existing technologies. Especially the former area requires effort and comprises development of the reactor dismantlement, tritium decontamination of heavy water system and engineering support systems. The concrete activities are as follows: The density and amount of radioactive nuclides in all equipment or concrete including the reactor core need to be evaluated for the decommissioning. To prepare for decommissioning, analysis, measurement and evaluation of the neutron flux density have been executed during reactor operation. Special dismantling process is necessary for the heavy water system and the reactor that are unique to Fugen. Some studies and tests are going on for the safe dismantling based on existing technologies and their combination. It is important to execute the decommissioning economically and rationally. Therefore, systems engineering approach is necessary in order to optimize the work load, exposure dose, waste mass and cost by selecting appropriate dismantling process at the planning stage of the decommissioning. For this reason, in order to make a decommissioning plan efficiently, we have been developing an Engineering Support System for decommissioning by adopting new information technologies such as three-dimensional- (3D-) CAD system and virtual reality (VR) system. Moreover, the technical results of technology development and decommissioning activity should be organized and opened to the public so that they can contribute to other decommissioning projects. For this purpose, information exchange and co-operation with domestic and international organizations are underway.
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Resnick, Brian J. "Battleship - A senior design preparatory experience." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417989.

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Nguyen, Anh, Dimitrios Kanoulas, Darwin G. Caldwell, and Nikos G. Tsagarakis. "Preparatory object reorientation for task-oriented grasping." In 2016 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS). IEEE, 2016. http://dx.doi.org/10.1109/iros.2016.7759156.

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Tadrous, Ebram, and Günter Wozniak. "Preparatory Experiments on Oscillatory Thermocapillary bubble Convection." In The 4th World Congress on Momentum, Heat and Mass Transfer. Avestia Publishing, 2019. http://dx.doi.org/10.11159/icmfht19.102.

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Cîrceie, Emilia. "Students’ School Adjustment/Maladjustment Through Preparatory Class." In ERD 2016 - Education, Reflection, Development, Fourth Edition. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.12.15.

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Kemal, Mohammed, Mohd Wazih Ahmad, and Amanuel Zewege. "Use of Multimedia as a New Educational Technology Tool for Preparatory Students (The Case of Goro Preparatory School)." In 2016 Second International Conference on Computational Intelligence & Communication Technology (CICT). IEEE, 2016. http://dx.doi.org/10.1109/cict.2016.151.

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Reports on the topic "Preparatory"

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Rowland, Vernon, and Henry Gluck. Attention and Preparatory Processes in the Central Nervous System. Fort Belvoir, VA: Defense Technical Information Center, August 1986. http://dx.doi.org/10.21236/ada171316.

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Zinonos, Natalya O., Elena V. Vihrova, and Andrey V. Pikilnyak. Prospects of Using the Augmented Reality for Training Foreign Students at the Preparatory Departments of Universities in Ukraine. CEUR-WS.org, November 2018. http://dx.doi.org/10.31812/123456789/2657.

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The purpose of the study is to highlight the potential and the prospects of using the augmented reality in the mathematical education for foreign students at the preparatory departments of universities. Objectives of the study: to determine the peculiarities of the virtualization of the training of foreign students at the preparatory departments of universities, as well as the possibilities of using the technology of complementary reality in the teaching of mathematics. Object of research: a virtually oriented educational environment of foreign students at the preparatory departments of universities. Subject of research: virtualization of learning with the augmented reality of mathematical education of foreign students at the preparatory departments of universities. Used research methods: theoretical – analysis of scientific and methodological literature; empirical-study, observation of the educational process. Results of the research: on the basis of the analysis of scientific publications, the notion of virtualization of education and the virtually oriented educational environment of foreign students at the preparatory departments of higher educational institutions is described. The main conclusions and recommendations: 1) the article outlines the possibilities and prospects of using the augmented reality in the mathematical education for foreign students at the preparatory departments of universities; 2) the considering the various targets of mobile applications, which are used in solving mathematical problems, as well as analysis of the characteristics of various practical achievements of using the augmented reality in the mathematical preparation for foreign students at the preparatory departments of universities, it is planned to devote a separate work.
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3

John, Oliver, and Elise Frioud. SNSF Datastory - Fast-tracking solutions to the coronavirus pandemic. Swiss National Science Foundation, April 2022. http://dx.doi.org/10.46446/datastory.covid-19-funding.

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The SNSF’s National Research Council decides whether or not to fund applications. The 89 evaluation panels handle the preparatory work on which it bases its decisions, assessing several thousand applications each year.
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4

Young, Ariel. Life Near Death: The Impact of Support Groups for People with Terminal Cancer on Preparatory Grief. Portland State University Library, January 2014. http://dx.doi.org/10.15760/honors.63.

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5

Schetselaar, E., D. White, O. Boulanger, J. Craven, G. Bellefleur, and S. Ansari. 3D regional scale modelling of the Flin Flon-Glennie Complex: preparatory data analysis and preliminary results, Manitoba and Saskatchewan. Natural Resources Canada/CMSS/Information Management, 2022. http://dx.doi.org/10.4095/330304.

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Krioutchenkov, V., V. Shchukin, A. Davies, and J. J. Sweeney. Preparatory Commission for the Comprehensive Nuclear Test Ban Treaty Organization: Report of the On-Site Inspection Workshop-5-Planning Examination of Inspection Phases. Office of Scientific and Technical Information (OSTI), January 2000. http://dx.doi.org/10.2172/792351.

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7

Young, Jennifer. A Case Study of Student and Staff Perceptions of the School Breakfast Program: Food for Thought From a College Preparatory High School for Underserved Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6539.

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8

Pillai, Aditya Valiathan, Chandni Singh, Sheetal Patil, Tamanna Dalal, Nihal Ranjit, and Prathijna Poonacha. How is India Adapting to Heatwaves? An Assessment of Heat Action Plans with Insights for Transformative Climate Action. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/hiah03.2023.

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Extreme heat poses an unprecedented challenge to health and productivity in India. Heatwaves (prolonged periods of extreme heat) have increased in frequency in recent decades due to climate change. Landmark heatwaves (1998, 2002, 2010, 2015, 2022) have each led to large death tolls (according to government estimates) and extensive economic damage by reducing labour productivity and affecting water availability, agriculture and energy systems. Governments across India at the state, district and municipal levels have responded by creating heat action plans (HAPs), which prescribe a variety of preparatory activities and post-heatwave response measures across government departments to decrease the impact of heatwaves. These documents are meant to be iterated upon and refined over time.
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Murillo, Marco. Examining English Learners’ College Readiness and Postsecondary Enrollment in California. Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.policy.8.

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Given a growing asset-based approach to equipping English Learners (ELs) with the knowledge and skills to enter and succeed in postsecondary education, this brief examines ELs’ college readiness and postsecondary education outcomes in California. It includes a brief summary of relevant literature on college readiness among EL students. Researchers then present data retrieved from the California Department of Education on college readiness and postsecondary education. The results show that EL students lack access to college preparatory courses, have a low rate of meeting the state’s College/Career Indicator, and enroll in postsecondary education at lower rates than other groups. This policy brief concludes with recommendations for state-, district-, and school-level improvements for ELs’ college readiness and postsecondary enrollment.
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Astesiano, Gastón, Carolina Lembo, Cristina Simón Morientes, and Paula Castillo Martínez. Concept Note for the PPP Talk panels on Climate Investment and Digital Transformation. Inter-American Development Bank, November 2022. http://dx.doi.org/10.18235/0004573.

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The Inter-American Development Bank (IDB) holds the PPP Americas every two years in partnership with a national or subnational government. The regional forum brings together top professionals and public and private-sector representatives from Latin America and the Caribbean (LAC) to discuss groundbreaking topics and exchange ideas on planning, structuring, and managing public-private partnerships (PPPs). For the 2023 conference, the IDB is holding three preparatory events - the PPP Talks before the main event. During the PPP Talks, invited experts will lay the groundwork for the discussions to be held during the conference. The first PPP Talk will consist of two panels on December 1st, 2022: Climate Investment and Digital Transformation both topics are part of the thematic agenda of PPP Americas 2023. This Concept Note provides the conceptual framework of the two themes discussed during these panels. In addition, this note offers descriptions of key concepts, as well as the main opportunities and challenges that countries in Latin America and the Caribbean face in each area.
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