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1One, Two, Three, Boys Over The Top We Go

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2One, Two, Three Jump!

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[25] pages : 24 cm

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3"One Two Three Four / Open Up Prison Door..." Https://t.co/KiPusja6m2

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"One two three four / open up prison door..." https://t.co/KiPusja6m2

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4A Group Of Three People, Two Men And One Woman, Sitting And Talking With One Another

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A group of three people, two men and one woman, sitting and talking with one another.

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5The Planning Spectrum - One, Two, Three, Infinity

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Linear Temporal Logic (LTL) is widely used for defining conditions on the execution paths of dynamic systems. In the case of dynamic systems that allow for nondeterministic evolutions, one has to specify, along with an LTL formula f, which are the paths that are required to satisfy the formula. Two extreme cases are the universal interpretation A.f, which requires that the formula be satisfied for all execution paths, and the existential interpretation E.f, which requires that the formula be satisfied for some execution path. When LTL is applied to the definition of goals in planning problems on nondeterministic domains, these two extreme cases are too restrictive. It is often impossible to develop plans that achieve the goal in all the nondeterministic evolutions of a system, and it is too weak to require that the goal is satisfied by some execution. In this paper we explore alternative interpretations of an LTL formula that are between these extreme cases. We define a new language that permits an arbitrary combination of the A and E quantifiers, thus allowing, for instance, to require that each finite execution can be extended to an execution satisfying an LTL formula (AE.f), or that there is some finite execution whose extensions all satisfy an LTL formula (EA.f). We show that only eight of these combinations of path quantifiers are relevant, corresponding to an alternation of the quantifiers of length one (A and E), two (AE and EA), three (AEA and EAE), and infinity ((AE)* and (EA)*). We also present a planning algorithm for the new language that is based on an automata-theoretic approach, and study its complexity.

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6Microsoft Research Audio 104082: Dreaming In Code: Two Dozen Programmers, Three Years, 4,732 Bugs And One Quest For Transcendent Software

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Why is software so hard? Our civilization runs on software, yet the art of creating it continues to be a dark mystery, even to the experts, and the greater the ambitions, the more it seem to fail. Scott Rosenberg tried to answer this question by taking us inside the Open Source Application Foundation, a software startup by Mitch Kapor (of Lotus Development) to follow what was supposed to be their 'one year race' to a brilliant new kind of software. Five years later the project is still in development, with no release in sight. Through this story we can learn about both a unique and troubled project and also a brief history of the software industry, complete with very real characters such as Alan Kay, Donald Knuth and Mitch Kapor. ©2007 Microsoft Corporation. All rights reserved.

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7One Life, Two Friends, Three Genders

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Why is software so hard? Our civilization runs on software, yet the art of creating it continues to be a dark mystery, even to the experts, and the greater the ambitions, the more it seem to fail. Scott Rosenberg tried to answer this question by taking us inside the Open Source Application Foundation, a software startup by Mitch Kapor (of Lotus Development) to follow what was supposed to be their 'one year race' to a brilliant new kind of software. Five years later the project is still in development, with no release in sight. Through this story we can learn about both a unique and troubled project and also a brief history of the software industry, complete with very real characters such as Alan Kay, Donald Knuth and Mitch Kapor. ©2007 Microsoft Corporation. All rights reserved.

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8ERIC ED214939: Research Into The Development Of Affective Instruments In The Lansing School District, Final Report. Part 1: The Development Of An Instrument To Measure The Effect Of Counseling Services On Elementary Children In Grades Three Through Six [and] Part 2: The Development Of An Instrument To Measure The Effects Of Counseling Services On Elementary Children In Grades One And Two.

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Part I summarizes data on the final version of the Student Self-Report, an affective, multiple-chioce questionnaire developed to measure the kinds of behavioral and attitudinal chanqes which elementary counselors most often attempt to produce when providing services to students in Grades 3-6. Part I contains reliability and validity data for the instrument, a model of affective development resulting from a path analysis done on these data, a measure of the traits exhibited by students referred for counseling services, and a measure of the effects of counseling services. The measure does not consistently show gains for students receiving counseling services. Nevertheless the data provide insight into the development of affective problems in elementary children and the way in which counseling programs address these concerns. A parallel instrument was developed to measure similar affective content for children in Grades 1-2. Part II presents validity and reliability data collected in developing a pilot version of the Student Self-Report. In general, results suggest that this instrument measures the same attitudes and behaviors measured by the upper level instrument. However, the instrument is difficult for primary children and invalid results are produced for many of these students. (Author/AL)

“ERIC ED214939: Research Into The Development Of Affective Instruments In The Lansing School District, Final Report. Part 1: The Development Of An Instrument To Measure The Effect Of Counseling Services On Elementary Children In Grades Three Through Six [and] Part 2: The Development Of An Instrument To Measure The Effects Of Counseling Services On Elementary Children In Grades One And Two.” Metadata:

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  • Language: English

“ERIC ED214939: Research Into The Development Of Affective Instruments In The Lansing School District, Final Report. Part 1: The Development Of An Instrument To Measure The Effect Of Counseling Services On Elementary Children In Grades Three Through Six [and] Part 2: The Development Of An Instrument To Measure The Effects Of Counseling Services On Elementary Children In Grades One And Two.” Subjects and Themes:

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9One Two Three How Many Animals Can You See?

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Part I summarizes data on the final version of the Student Self-Report, an affective, multiple-chioce questionnaire developed to measure the kinds of behavioral and attitudinal chanqes which elementary counselors most often attempt to produce when providing services to students in Grades 3-6. Part I contains reliability and validity data for the instrument, a model of affective development resulting from a path analysis done on these data, a measure of the traits exhibited by students referred for counseling services, and a measure of the effects of counseling services. The measure does not consistently show gains for students receiving counseling services. Nevertheless the data provide insight into the development of affective problems in elementary children and the way in which counseling programs address these concerns. A parallel instrument was developed to measure similar affective content for children in Grades 1-2. Part II presents validity and reliability data collected in developing a pilot version of the Student Self-Report. In general, results suggest that this instrument measures the same attitudes and behaviors measured by the upper level instrument. However, the instrument is difficult for primary children and invalid results are produced for many of these students. (Author/AL)

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10On The One Loop $\gamma^{(*)}\to Q\bar{q}$ Impact Factor And The Exclusive Diffractive Cross Sections For The Production Of Two Or Three Jets

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We present the calculation of the impact factor for the $\gamma^{(*)}\to q\bar{q}$ transition with one loop accuracy in arbitrary kinematics. The calculation was done within Balitsky's high energy operator expansion. Together with our previous result for the $\gamma^{(*)}\to q\bar{q} g$ Born impact factor it allows one to derive cross-sections for 2- (one loop) and 3-jet (Born) difractive electroproduction. We write such cross sections for the 2 and 3 jet exclusive diffractive electroproduction off a proton in terms of hadronic matrix elements of Wilson lines. For the 2-jet cross section we demonstrate the cancellation of IR, collinear and rapidity singularities. Our result can be directly exploited to describe the recently analyzed data on exclusive dijet production at HERA and used for the study of jet photoproduction in ultraperipheral proton or nuclear scattering.

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11One Little, Two Little, Three Little Pilgrims

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We present the calculation of the impact factor for the $\gamma^{(*)}\to q\bar{q}$ transition with one loop accuracy in arbitrary kinematics. The calculation was done within Balitsky's high energy operator expansion. Together with our previous result for the $\gamma^{(*)}\to q\bar{q} g$ Born impact factor it allows one to derive cross-sections for 2- (one loop) and 3-jet (Born) difractive electroproduction. We write such cross sections for the 2 and 3 jet exclusive diffractive electroproduction off a proton in terms of hadronic matrix elements of Wilson lines. For the 2-jet cross section we demonstrate the cancellation of IR, collinear and rapidity singularities. Our result can be directly exploited to describe the recently analyzed data on exclusive dijet production at HERA and used for the study of jet photoproduction in ultraperipheral proton or nuclear scattering.

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The book is available for download in "texts" format, the size of the file-s is: 116.70 Mbs, the file-s for this book were downloaded 82 times, the file-s went public at Thu Mar 08 2012.

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12Three Bedrooms, Two Baths, One Very Dead Corpse

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We present the calculation of the impact factor for the $\gamma^{(*)}\to q\bar{q}$ transition with one loop accuracy in arbitrary kinematics. The calculation was done within Balitsky's high energy operator expansion. Together with our previous result for the $\gamma^{(*)}\to q\bar{q} g$ Born impact factor it allows one to derive cross-sections for 2- (one loop) and 3-jet (Born) difractive electroproduction. We write such cross sections for the 2 and 3 jet exclusive diffractive electroproduction off a proton in terms of hadronic matrix elements of Wilson lines. For the 2-jet cross section we demonstrate the cancellation of IR, collinear and rapidity singularities. Our result can be directly exploited to describe the recently analyzed data on exclusive dijet production at HERA and used for the study of jet photoproduction in ultraperipheral proton or nuclear scattering.

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13ERIC ED613788: Supports For Students Who Are English Learners. Brief No. 15 This Brief Is One In A Series Aimed At Providing K-12 Education Decision Makers And Advocates With An Evidence Base To Ground Discussions About How To Best Serve Students During And Following The Novel Coronavirus Pandemic. It Addresses One Central Question: Recognizing Longstanding Educational Inequities, What Research-backed Practices Can District Administrators, School Leaders, And Classroom Teachers Use To Support English Learner (EL) Students' Academic Success And Linguistic Development In An Instructional Context Transformed By COVID-19? In Order To Answer This Question, The Brief Breaks Down The Issue Into Three Points: (1) EL Students Are A Rapidly Growing And Diverse Population Entitled To English Language Development Instruction That Will Allow Meaningful Access To Academic Content; (2) Complex Federal Laws Govern The Education Of EL Students And Continue To Hold State And Local Education Agencies Accountable For Their Academic Performance Even During The Pandemic; And (3) School Leader And Teacher Training Rarely Provides Sufficient Support For How To Meet The Unique Needs Of EL Students. Based On These Points, The Brief Provides Five Strategies To Consider And Two Strategies To Avoid. [This Brief Was Co-prepared By The University Of Texas At El Paso (UTEP) And The University Of Texas At Austin, College Of Education.]

By

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: Recognizing longstanding educational inequities, what research-backed practices can district administrators, school leaders, and classroom teachers use to support English Learner (EL) students' academic success and linguistic development in an instructional context transformed by COVID-19? In order to answer this question, the brief breaks down the issue into three points: (1) EL students are a rapidly growing and diverse population entitled to English language development instruction that will allow meaningful access to academic content; (2) Complex federal laws govern the education of EL students and continue to hold state and local education agencies accountable for their academic performance even during the pandemic; and (3) School leader and teacher training rarely provides sufficient support for how to meet the unique needs of EL students. Based on these points, the brief provides five strategies to consider and two strategies to avoid. [This brief was co-prepared by the University of Texas at El Paso (UTEP) and the University of Texas at Austin, College of Education.]

“ERIC ED613788: Supports For Students Who Are English Learners. Brief No. 15 This Brief Is One In A Series Aimed At Providing K-12 Education Decision Makers And Advocates With An Evidence Base To Ground Discussions About How To Best Serve Students During And Following The Novel Coronavirus Pandemic. It Addresses One Central Question: Recognizing Longstanding Educational Inequities, What Research-backed Practices Can District Administrators, School Leaders, And Classroom Teachers Use To Support English Learner (EL) Students' Academic Success And Linguistic Development In An Instructional Context Transformed By COVID-19? In Order To Answer This Question, The Brief Breaks Down The Issue Into Three Points: (1) EL Students Are A Rapidly Growing And Diverse Population Entitled To English Language Development Instruction That Will Allow Meaningful Access To Academic Content; (2) Complex Federal Laws Govern The Education Of EL Students And Continue To Hold State And Local Education Agencies Accountable For Their Academic Performance Even During The Pandemic; And (3) School Leader And Teacher Training Rarely Provides Sufficient Support For How To Meet The Unique Needs Of EL Students. Based On These Points, The Brief Provides Five Strategies To Consider And Two Strategies To Avoid. [This Brief Was Co-prepared By The University Of Texas At El Paso (UTEP) And The University Of Texas At Austin, College Of Education.]” Metadata:

  • Title: ➤  ERIC ED613788: Supports For Students Who Are English Learners. Brief No. 15 This Brief Is One In A Series Aimed At Providing K-12 Education Decision Makers And Advocates With An Evidence Base To Ground Discussions About How To Best Serve Students During And Following The Novel Coronavirus Pandemic. It Addresses One Central Question: Recognizing Longstanding Educational Inequities, What Research-backed Practices Can District Administrators, School Leaders, And Classroom Teachers Use To Support English Learner (EL) Students' Academic Success And Linguistic Development In An Instructional Context Transformed By COVID-19? In Order To Answer This Question, The Brief Breaks Down The Issue Into Three Points: (1) EL Students Are A Rapidly Growing And Diverse Population Entitled To English Language Development Instruction That Will Allow Meaningful Access To Academic Content; (2) Complex Federal Laws Govern The Education Of EL Students And Continue To Hold State And Local Education Agencies Accountable For Their Academic Performance Even During The Pandemic; And (3) School Leader And Teacher Training Rarely Provides Sufficient Support For How To Meet The Unique Needs Of EL Students. Based On These Points, The Brief Provides Five Strategies To Consider And Two Strategies To Avoid. [This Brief Was Co-prepared By The University Of Texas At El Paso (UTEP) And The University Of Texas At Austin, College Of Education.]
  • Author:
  • Language: English

“ERIC ED613788: Supports For Students Who Are English Learners. Brief No. 15 This Brief Is One In A Series Aimed At Providing K-12 Education Decision Makers And Advocates With An Evidence Base To Ground Discussions About How To Best Serve Students During And Following The Novel Coronavirus Pandemic. It Addresses One Central Question: Recognizing Longstanding Educational Inequities, What Research-backed Practices Can District Administrators, School Leaders, And Classroom Teachers Use To Support English Learner (EL) Students' Academic Success And Linguistic Development In An Instructional Context Transformed By COVID-19? In Order To Answer This Question, The Brief Breaks Down The Issue Into Three Points: (1) EL Students Are A Rapidly Growing And Diverse Population Entitled To English Language Development Instruction That Will Allow Meaningful Access To Academic Content; (2) Complex Federal Laws Govern The Education Of EL Students And Continue To Hold State And Local Education Agencies Accountable For Their Academic Performance Even During The Pandemic; And (3) School Leader And Teacher Training Rarely Provides Sufficient Support For How To Meet The Unique Needs Of EL Students. Based On These Points, The Brief Provides Five Strategies To Consider And Two Strategies To Avoid. [This Brief Was Co-prepared By The University Of Texas At El Paso (UTEP) And The University Of Texas At Austin, College Of Education.]” Subjects and Themes:

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14Buck Converter Holder For One, Two Or Three Converters (5201852)

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Holder plates for buck converter for one, two or three converters on one plate. Use M3x8 or shorter

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15The Taking Of Pelham One Two Three 1974 Swedish Ad

The Taking of Pelham One Two Three, 1974 swedish theatrical advertisement

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16BRANDENBURG CONCERTO NO. 2 IN F MAJOR - PART ONE; BRANDENBURG CONCERTO NO. 2 IN F MAJOR - PART TWO; BRANDENBURG CONCERTO NO. 2 IN F MAJOR - PART THREE; BRANDENBURG CONCERTO NO. 3 IN G MAJOR - PART ONE; BRANDENBURG CONCERTO NO. 3 IN G MAJOR - PART TWO; BRANDENBURG CONCERTO NO. 3 IN G MAJOR - PART THREE

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Writer: J. S. BACH 1st Movement; Allegro; 2nd Movement; Andante; 3rd Movement; Allegro assai; Allegro; Allegro - concluded; Allegro. Digitized at 78 revolutions per minute. Four stylii were used to transfer these records. They are 3.5mil truncated eliptical, 2.3mil truncated conical, 2.8mil truncated conical, 3.3mil truncated conical. These were recorded flat and then also equalized with Turnover: 500.0. The preferred version suggested by an audio engineer at George Blood, L.P. is the equalized version recorded with the 3.5mil truncated eliptical stylus, and has been copied to have the more friendly filename. Matrix number: SR 14A; SR 14B; SR 15A; SR 15B; SR 16A; SR 16B Catalog number:

“BRANDENBURG CONCERTO NO. 2 IN F MAJOR - PART ONE; BRANDENBURG CONCERTO NO. 2 IN F MAJOR - PART TWO; BRANDENBURG CONCERTO NO. 2 IN F MAJOR - PART THREE; BRANDENBURG CONCERTO NO. 3 IN G MAJOR - PART ONE; BRANDENBURG CONCERTO NO. 3 IN G MAJOR - PART TWO; BRANDENBURG CONCERTO NO. 3 IN G MAJOR - PART THREE” Metadata:

  • Title: ➤  BRANDENBURG CONCERTO NO. 2 IN F MAJOR - PART ONE; BRANDENBURG CONCERTO NO. 2 IN F MAJOR - PART TWO; BRANDENBURG CONCERTO NO. 2 IN F MAJOR - PART THREE; BRANDENBURG CONCERTO NO. 3 IN G MAJOR - PART ONE; BRANDENBURG CONCERTO NO. 3 IN G MAJOR - PART TWO; BRANDENBURG CONCERTO NO. 3 IN G MAJOR - PART THREE
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“BRANDENBURG CONCERTO NO. 2 IN F MAJOR - PART ONE; BRANDENBURG CONCERTO NO. 2 IN F MAJOR - PART TWO; BRANDENBURG CONCERTO NO. 2 IN F MAJOR - PART THREE; BRANDENBURG CONCERTO NO. 3 IN G MAJOR - PART ONE; BRANDENBURG CONCERTO NO. 3 IN G MAJOR - PART TWO; BRANDENBURG CONCERTO NO. 3 IN G MAJOR - PART THREE” Subjects and Themes:

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17One, Two, Three, Four

By

Writer: J. S. BACH 1st Movement; Allegro; 2nd Movement; Andante; 3rd Movement; Allegro assai; Allegro; Allegro - concluded; Allegro. Digitized at 78 revolutions per minute. Four stylii were used to transfer these records. They are 3.5mil truncated eliptical, 2.3mil truncated conical, 2.8mil truncated conical, 3.3mil truncated conical. These were recorded flat and then also equalized with Turnover: 500.0. The preferred version suggested by an audio engineer at George Blood, L.P. is the equalized version recorded with the 3.5mil truncated eliptical stylus, and has been copied to have the more friendly filename. Matrix number: SR 14A; SR 14B; SR 15A; SR 15B; SR 16A; SR 16B Catalog number:

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18ONE, TWO, THREE, FOUR MEDLEY

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Performer: THE HONOLULU TRIO Xylophone & Ukulele Trio; Played by. Digitized at 78 revolutions per minute. Four stylii were used to transfer this record. They are 3.5mil ET, 2.3mil CT, 2.8mil CT, 3.3mil CT. These were recorded flat and then also equalized with Turnover: 250, Rolloff: 0. The preferred versions suggested by an audio engineer at George Blood, L.P. have been copied to have the more friendly filenames. Matrix number: C69 Catalog number: G-15025 Other IDs from the record include: C69

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19ONE, TWO, THREE, FOUR

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Performer: FERERA & FRANCHINI Hawaiian Guitar Duet. Digitized at 78 revolutions per minute. Three stylii were used to transfer this record. They are 3.8mil truncated conical, 2.3mil truncated conical, 2.8mil truncated conical. The preferred versions suggested by an audio engineer at George Blood, L.P. have been copied to have the more friendly filenames. Matrix number: 4509A Catalog number: E 3032 Other IDs from the record include: (4509 A)

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20General Dynamics In One, Two And Three Dimensions

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Performer: FERERA & FRANCHINI Hawaiian Guitar Duet. Digitized at 78 revolutions per minute. Three stylii were used to transfer this record. They are 3.8mil truncated conical, 2.3mil truncated conical, 2.8mil truncated conical. The preferred versions suggested by an audio engineer at George Blood, L.P. have been copied to have the more friendly filenames. Matrix number: 4509A Catalog number: E 3032 Other IDs from the record include: (4509 A)

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21One, Two, Three ... Infinity. Facts & Speculations Of Science

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1962, 1961 Revised edition - Viking Press 1947 library id removed dd0003.jpg, dd0367.jpg

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22ERIC ED237349: Environmental Education. Catalogue Of Resources For Grades I To XII. Environmental Education Resources Are Presented In Three Categories: (1) Print Materials; (2) Non-print Materials; And (3) Physical Resources. The Print Material Category Is Subdivided Into Two Sections: Books, Booklets, And Card Sets; And Magazines, Reports, And Pamphlets. Entries, Arranged Alphabetically By Title Within Each Section, Include Grade Application, Suggested Student And/or Teacher Use, Focus In One Or More Subject Areas, Brief Description, Author (or Source), Publisher, Estimated Cost (when Applicable), And Other Information. As An Additional Service, The Section On Books Is Cross-referenced According To A List Of Authors. The Non-print Resource Category Is Subdivided Into Five Sections: Filmstrips/slides; Films, Videotapes/videocassettes, Video-discs Or Laser Discs; Records And Audio-cassettes; Games And Maps (including Photosets, Transparencies, And Computer Software); And Multi-media Resource Kits. Entries, Arranged Alphabetically By Title, Include Grade Application, Subject Area Focus, Description, And Source. Physical Resources Are Arranged In Alphabetical Order By Five, Arbitrarily Divided Areas In Alberta (Northern, Edmonton, Central, Calgary, And Southern Regions). These Resources Are Actual Locations To Which Students Could Be Taken For Out-of-school Lessons. Title, Type Of Facility (such As Industry, Natural Area, Camp/wilderness, Tourist Attraction, Government Facility), Description, And Location/contact Are Provided For Each Entry. (JN)

By

Environmental education resources are presented in three categories: (1) print materials; (2) non-print materials; and (3) physical resources. The print material category is subdivided into two sections: books, booklets, and card sets; and magazines, reports, and pamphlets. Entries, arranged alphabetically by title within each section, include grade application, suggested student and/or teacher use, focus in one or more subject areas, brief description, author (or source), publisher, estimated cost (when applicable), and other information. As an additional service, the section on books is cross-referenced according to a list of authors. The non-print resource category is subdivided into five sections: filmstrips/slides; films, videotapes/videocassettes, video-discs or laser discs; records and audio-cassettes; games and maps (including photosets, transparencies, and computer software); and multi-media resource kits. Entries, arranged alphabetically by title, include grade application, subject area focus, description, and source. Physical resources are arranged in alphabetical order by five, arbitrarily divided areas in Alberta (Northern, Edmonton, Central, Calgary, and Southern regions). These resources are actual locations to which students could be taken for out-of-school lessons. Title, type of facility (such as industry, natural area, camp/wilderness, tourist attraction, government facility), description, and location/contact are provided for each entry. (JN)

“ERIC ED237349: Environmental Education. Catalogue Of Resources For Grades I To XII. Environmental Education Resources Are Presented In Three Categories: (1) Print Materials; (2) Non-print Materials; And (3) Physical Resources. The Print Material Category Is Subdivided Into Two Sections: Books, Booklets, And Card Sets; And Magazines, Reports, And Pamphlets. Entries, Arranged Alphabetically By Title Within Each Section, Include Grade Application, Suggested Student And/or Teacher Use, Focus In One Or More Subject Areas, Brief Description, Author (or Source), Publisher, Estimated Cost (when Applicable), And Other Information. As An Additional Service, The Section On Books Is Cross-referenced According To A List Of Authors. The Non-print Resource Category Is Subdivided Into Five Sections: Filmstrips/slides; Films, Videotapes/videocassettes, Video-discs Or Laser Discs; Records And Audio-cassettes; Games And Maps (including Photosets, Transparencies, And Computer Software); And Multi-media Resource Kits. Entries, Arranged Alphabetically By Title, Include Grade Application, Subject Area Focus, Description, And Source. Physical Resources Are Arranged In Alphabetical Order By Five, Arbitrarily Divided Areas In Alberta (Northern, Edmonton, Central, Calgary, And Southern Regions). These Resources Are Actual Locations To Which Students Could Be Taken For Out-of-school Lessons. Title, Type Of Facility (such As Industry, Natural Area, Camp/wilderness, Tourist Attraction, Government Facility), Description, And Location/contact Are Provided For Each Entry. (JN)” Metadata:

  • Title: ➤  ERIC ED237349: Environmental Education. Catalogue Of Resources For Grades I To XII. Environmental Education Resources Are Presented In Three Categories: (1) Print Materials; (2) Non-print Materials; And (3) Physical Resources. The Print Material Category Is Subdivided Into Two Sections: Books, Booklets, And Card Sets; And Magazines, Reports, And Pamphlets. Entries, Arranged Alphabetically By Title Within Each Section, Include Grade Application, Suggested Student And/or Teacher Use, Focus In One Or More Subject Areas, Brief Description, Author (or Source), Publisher, Estimated Cost (when Applicable), And Other Information. As An Additional Service, The Section On Books Is Cross-referenced According To A List Of Authors. The Non-print Resource Category Is Subdivided Into Five Sections: Filmstrips/slides; Films, Videotapes/videocassettes, Video-discs Or Laser Discs; Records And Audio-cassettes; Games And Maps (including Photosets, Transparencies, And Computer Software); And Multi-media Resource Kits. Entries, Arranged Alphabetically By Title, Include Grade Application, Subject Area Focus, Description, And Source. Physical Resources Are Arranged In Alphabetical Order By Five, Arbitrarily Divided Areas In Alberta (Northern, Edmonton, Central, Calgary, And Southern Regions). These Resources Are Actual Locations To Which Students Could Be Taken For Out-of-school Lessons. Title, Type Of Facility (such As Industry, Natural Area, Camp/wilderness, Tourist Attraction, Government Facility), Description, And Location/contact Are Provided For Each Entry. (JN)
  • Author:
  • Language: English

“ERIC ED237349: Environmental Education. Catalogue Of Resources For Grades I To XII. Environmental Education Resources Are Presented In Three Categories: (1) Print Materials; (2) Non-print Materials; And (3) Physical Resources. The Print Material Category Is Subdivided Into Two Sections: Books, Booklets, And Card Sets; And Magazines, Reports, And Pamphlets. Entries, Arranged Alphabetically By Title Within Each Section, Include Grade Application, Suggested Student And/or Teacher Use, Focus In One Or More Subject Areas, Brief Description, Author (or Source), Publisher, Estimated Cost (when Applicable), And Other Information. As An Additional Service, The Section On Books Is Cross-referenced According To A List Of Authors. The Non-print Resource Category Is Subdivided Into Five Sections: Filmstrips/slides; Films, Videotapes/videocassettes, Video-discs Or Laser Discs; Records And Audio-cassettes; Games And Maps (including Photosets, Transparencies, And Computer Software); And Multi-media Resource Kits. Entries, Arranged Alphabetically By Title, Include Grade Application, Subject Area Focus, Description, And Source. Physical Resources Are Arranged In Alphabetical Order By Five, Arbitrarily Divided Areas In Alberta (Northern, Edmonton, Central, Calgary, And Southern Regions). These Resources Are Actual Locations To Which Students Could Be Taken For Out-of-school Lessons. Title, Type Of Facility (such As Industry, Natural Area, Camp/wilderness, Tourist Attraction, Government Facility), Description, And Location/contact Are Provided For Each Entry. (JN)” Subjects and Themes:

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23ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.]

By

Background: A number of school systems worldwide have proposed and implemented later school start times as a means of avoiding the potentially negative impacts that early morning schedules can have on adolescent students. Even mild sleep deprivation has been associated with significant health and educational concerns: increased risk for accidents and injuries, impaired learning, aggression, memory loss, poor self-esteem, and changes in metabolism. Although researchers have begun to explore the effects of delayed school start time, no one has conducted a rigorous review of evidence to determine whether later school start times support adolescent health, education, and well-being. Objectives: We aimed to assess the effects of a later school start time for supporting health, education, and well-being in high school students. Secondary objectives were to explore possible differential effects of later school start times in student subgroups and in different types of schools; to identify implementation practices, contextual factors, and delivery modes associated with positive and negative effects of later start times; and to assess the effects of later school start times on the broader community (high school faculty and staff, neighborhood, and families). Search methods: We conducted the main search for this review on 28 October 2014 and updated it on 8 February 2016. We searched CENTRAL as well as 17 key electronic databases (including MEDLINE, Embase, ERIC, PsycINFO, and Sociological Abstracts), current editions of relevant journals and organizational websites, trial registries, and Google Scholar. Selection criteria: We included any randomized controlled trials, controlled before-and-after studies, and interrupted time series studies with sufficient data points that pertained to students aged 13 to 19 years and that compared different school start times. Studies that reported either primary outcomes of interest (academic outcomes, amount or quality of sleep, mental health indicators, attendance, or alertness) or secondary outcomes (health behaviors, health and safety indicators, social outcomes, family outcomes, school outcomes, or community outcomes) were eligible. Data collection and analysis: At least two review authors independently determined inclusion and exclusion decisions through screening titles, abstracts, and full-text reports. Two review authors independently extracted data for all eligible studies. We presented findings through a narrative synthesis across all studies. When two or more study samples provided sufficient information to permit effect size calculations, we conducted random-effects meta-analyses to synthesize effects across studies. Results: Our search located 17 eligible records reporting on 11 unique studies with 297,994 participants; the studies examined academic outcomes, amount and quality of sleep, mental health indicators, attendance, and student alertness. Overall, the quality of the body of evidence was very low, as we rated most studies as being at high or unclear risk of bias with respect to allocation, attrition, absence of randomization, and the collection of baseline data. Therefore, we cannot be confident about the effects of later school start times. Preliminary evidence from the included studies indicated a potential association between later school start times and academic and psychosocial outcomes, but quality and comparability of these data were low and often precluded quantitative synthesis. Four studies examined the association between later school start times and academic outcomes, reporting mixed results. Six studies examined effects on total amount of sleep and reported significant, positive relationships between later school start times and amount of sleep. One study provided information concerning mental health outcomes, reporting an association between decreased depressive symptoms and later school start times. There were mixed results for the association between later school start times and absenteeism. Three studies reported mixed results concerning the association between later school start times and student alertness. There was limited indication of potential adverse effects on logistics, as the qualitative portions of one study reported less interaction between parents and children, and another reported staffing and scheduling difficulties. Because of the insufficient evidence, we cannot draw firm conclusions concerning adverse effects at this time. It is important to note the limitations of this evidence, especially as randomized controlled trials and high-quality primary studies are difficult to conduct; school systems are often unwilling or unable to allow researchers the necessary control over scheduling and data collection. Moreover, this evidence does not speak to the process of implementing later school starts, as the included studies focused on reporting the effects rather than exploring the process. Authors' conclusions: This systematic review on later school start times suggests several potential benefits for this intervention and points to the need for higher quality primary studies. However, as a result of the limited evidence base, we could not determine the effects of later school start times with any confidence. [Additional funding was provided by: (1) Department of Public Health Sciences, Canada; and (2) Canadian Institutes of Health Research and the Population Health Intervention Research Network, Canada.]

“ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.]” Metadata:

  • Title: ➤  ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.]
  • Author:
  • Language: English

“ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.]” Subjects and Themes:

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Find ERIC ED586232: Later School Start Times For Supporting The Education, Health, And Well-Being Of High School Students: A Systematic Review. Campbell Systematic Reviews 2017:15 Background: A Number Of School Systems Worldwide Have Proposed And Implemented Later School Start Times As A Means Of Avoiding The Potentially Negative Impacts That Early Morning Schedules Can Have On Adolescent Students. Even Mild Sleep Deprivation Has Been Associated With Significant Health And Educational Concerns: Increased Risk For Accidents And Injuries, Impaired Learning, Aggression, Memory Loss, Poor Self-esteem, And Changes In Metabolism. Although Researchers Have Begun To Explore The Effects Of Delayed School Start Time, No One Has Conducted A Rigorous Review Of Evidence To Determine Whether Later School Start Times Support Adolescent Health, Education, And Well-being. Objectives: We Aimed To Assess The Effects Of A Later School Start Time For Supporting Health, Education, And Well-being In High School Students. Secondary Objectives Were To Explore Possible Differential Effects Of Later School Start Times In Student Subgroups And In Different Types Of Schools; To Identify Implementation Practices, Contextual Factors, And Delivery Modes Associated With Positive And Negative Effects Of Later Start Times; And To Assess The Effects Of Later School Start Times On The Broader Community (high School Faculty And Staff, Neighborhood, And Families). Search Methods: We Conducted The Main Search For This Review On 28 October 2014 And Updated It On 8 February 2016. We Searched CENTRAL As Well As 17 Key Electronic Databases (including MEDLINE, Embase, ERIC, PsycINFO, And Sociological Abstracts), Current Editions Of Relevant Journals And Organizational Websites, Trial Registries, And Google Scholar. Selection Criteria: We Included Any Randomized Controlled Trials, Controlled Before-and-after Studies, And Interrupted Time Series Studies With Sufficient Data Points That Pertained To Students Aged 13 To 19 Years And That Compared Different School Start Times. Studies That Reported Either Primary Outcomes Of Interest (academic Outcomes, Amount Or Quality Of Sleep, Mental Health Indicators, Attendance, Or Alertness) Or Secondary Outcomes (health Behaviors, Health And Safety Indicators, Social Outcomes, Family Outcomes, School Outcomes, Or Community Outcomes) Were Eligible. Data Collection And Analysis: At Least Two Review Authors Independently Determined Inclusion And Exclusion Decisions Through Screening Titles, Abstracts, And Full-text Reports. Two Review Authors Independently Extracted Data For All Eligible Studies. We Presented Findings Through A Narrative Synthesis Across All Studies. When Two Or More Study Samples Provided Sufficient Information To Permit Effect Size Calculations, We Conducted Random-effects Meta-analyses To Synthesize Effects Across Studies. Results: Our Search Located 17 Eligible Records Reporting On 11 Unique Studies With 297,994 Participants; The Studies Examined Academic Outcomes, Amount And Quality Of Sleep, Mental Health Indicators, Attendance, And Student Alertness. Overall, The Quality Of The Body Of Evidence Was Very Low, As We Rated Most Studies As Being At High Or Unclear Risk Of Bias With Respect To Allocation, Attrition, Absence Of Randomization, And The Collection Of Baseline Data. Therefore, We Cannot Be Confident About The Effects Of Later School Start Times. Preliminary Evidence From The Included Studies Indicated A Potential Association Between Later School Start Times And Academic And Psychosocial Outcomes, But Quality And Comparability Of These Data Were Low And Often Precluded Quantitative Synthesis. Four Studies Examined The Association Between Later School Start Times And Academic Outcomes, Reporting Mixed Results. Six Studies Examined Effects On Total Amount Of Sleep And Reported Significant, Positive Relationships Between Later School Start Times And Amount Of Sleep. One Study Provided Information Concerning Mental Health Outcomes, Reporting An Association Between Decreased Depressive Symptoms And Later School Start Times. There Were Mixed Results For The Association Between Later School Start Times And Absenteeism. Three Studies Reported Mixed Results Concerning The Association Between Later School Start Times And Student Alertness. There Was Limited Indication Of Potential Adverse Effects On Logistics, As The Qualitative Portions Of One Study Reported Less Interaction Between Parents And Children, And Another Reported Staffing And Scheduling Difficulties. Because Of The Insufficient Evidence, We Cannot Draw Firm Conclusions Concerning Adverse Effects At This Time. It Is Important To Note The Limitations Of This Evidence, Especially As Randomized Controlled Trials And High-quality Primary Studies Are Difficult To Conduct; School Systems Are Often Unwilling Or Unable To Allow Researchers The Necessary Control Over Scheduling And Data Collection. Moreover, This Evidence Does Not Speak To The Process Of Implementing Later School Starts, As The Included Studies Focused On Reporting The Effects Rather Than Exploring The Process. Authors' Conclusions: This Systematic Review On Later School Start Times Suggests Several Potential Benefits For This Intervention And Points To The Need For Higher Quality Primary Studies. However, As A Result Of The Limited Evidence Base, We Could Not Determine The Effects Of Later School Start Times With Any Confidence. [Additional Funding Was Provided By: (1) Department Of Public Health Sciences, Canada; And (2) Canadian Institutes Of Health Research And The Population Health Intervention Research Network, Canada.] at online marketplaces:


24Uno, Dos, Tres ( One, Two, Three) 1961

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25The Great Landowners Of Great Britain And Ireland. A List Of All Owners Of Three Thousand Acres And Upwards, Worth Ł3,000 A Year; Also, One Thousand Three Hundred Owners Of Two Thousand Acres And Upwards, In England, Scotland, Ireland & Wales, Their Acreage, And Income From Land, Culled From The Modern Domesday Book; Also Their Colleges, Clubs, And Services. Corrected In The Vast Majority Of Cases By The Owners Themselves. With A Series Of Tables Originally Compiled For "English Land And English Landowners," By Hon. G. Brodrick, With A Dissertation Thereon

By

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“The Great Landowners Of Great Britain And Ireland. A List Of All Owners Of Three Thousand Acres And Upwards, Worth Ł3,000 A Year; Also, One Thousand Three Hundred Owners Of Two Thousand Acres And Upwards, In England, Scotland, Ireland & Wales, Their Acreage, And Income From Land, Culled From The Modern Domesday Book; Also Their Colleges, Clubs, And Services. Corrected In The Vast Majority Of Cases By The Owners Themselves. With A Series Of Tables Originally Compiled For "English Land And English Landowners," By Hon. G. Brodrick, With A Dissertation Thereon” Metadata:

  • Title: ➤  The Great Landowners Of Great Britain And Ireland. A List Of All Owners Of Three Thousand Acres And Upwards, Worth Ł3,000 A Year; Also, One Thousand Three Hundred Owners Of Two Thousand Acres And Upwards, In England, Scotland, Ireland & Wales, Their Acreage, And Income From Land, Culled From The Modern Domesday Book; Also Their Colleges, Clubs, And Services. Corrected In The Vast Majority Of Cases By The Owners Themselves. With A Series Of Tables Originally Compiled For "English Land And English Landowners," By Hon. G. Brodrick, With A Dissertation Thereon
  • Author:
  • Language: English

“The Great Landowners Of Great Britain And Ireland. A List Of All Owners Of Three Thousand Acres And Upwards, Worth Ł3,000 A Year; Also, One Thousand Three Hundred Owners Of Two Thousand Acres And Upwards, In England, Scotland, Ireland & Wales, Their Acreage, And Income From Land, Culled From The Modern Domesday Book; Also Their Colleges, Clubs, And Services. Corrected In The Vast Majority Of Cases By The Owners Themselves. With A Series Of Tables Originally Compiled For "English Land And English Landowners," By Hon. G. Brodrick, With A Dissertation Thereon” Subjects and Themes:

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26A Curriculum Guide For The Ukrainian Language Program For Grade One, Two And Three Classes In Edmonton, Alberta

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27One Hundred And Seventy Three Sermons On Several Subjects And Occasions. In Two Volumes. By Samuel Clarke, ... Published From The Author's Manuscript, By John Clarke, ... With A Preface, Giving Some Account Of The Life, Writings, And Character Of The Author: By Benjamin, Lord Bishop Of Salisbury. 1734: Vol 1

By

One hundred and seventy three sermons on several subjects and occasions. In two volumes. By Samuel Clarke, ... Published from the author's manuscript, by John Clarke, ... With a preface, giving some account of the life, writings, and character of the author: by Benjamin, Lord Bishop of Salisbury. 1734: Volume 1 . Digitized from IA40310417-72 . Next issue: bim_eighteenth-century_one-hundred-and-seventy-_clarke-samuel_1734_2 .

“One Hundred And Seventy Three Sermons On Several Subjects And Occasions. In Two Volumes. By Samuel Clarke, ... Published From The Author's Manuscript, By John Clarke, ... With A Preface, Giving Some Account Of The Life, Writings, And Character Of The Author: By Benjamin, Lord Bishop Of Salisbury. 1734: Vol 1” Metadata:

  • Title: ➤  One Hundred And Seventy Three Sermons On Several Subjects And Occasions. In Two Volumes. By Samuel Clarke, ... Published From The Author's Manuscript, By John Clarke, ... With A Preface, Giving Some Account Of The Life, Writings, And Character Of The Author: By Benjamin, Lord Bishop Of Salisbury. 1734: Vol 1
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  • Language: Middle English

“One Hundred And Seventy Three Sermons On Several Subjects And Occasions. In Two Volumes. By Samuel Clarke, ... Published From The Author's Manuscript, By John Clarke, ... With A Preface, Giving Some Account Of The Life, Writings, And Character Of The Author: By Benjamin, Lord Bishop Of Salisbury. 1734: Vol 1” Subjects and Themes:

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28Henry VI, Parts One, Two, And Three

By

One hundred and seventy three sermons on several subjects and occasions. In two volumes. By Samuel Clarke, ... Published from the author's manuscript, by John Clarke, ... With a preface, giving some account of the life, writings, and character of the author: by Benjamin, Lord Bishop of Salisbury. 1734: Volume 1 . Digitized from IA40310417-72 . Next issue: bim_eighteenth-century_one-hundred-and-seventy-_clarke-samuel_1734_2 .

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29A Curriculum Guide For The Ukrainian Language Program For Grade One, Two And Three Classes In Edmonton, Alberta

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One hundred and seventy three sermons on several subjects and occasions. In two volumes. By Samuel Clarke, ... Published from the author's manuscript, by John Clarke, ... With a preface, giving some account of the life, writings, and character of the author: by Benjamin, Lord Bishop of Salisbury. 1734: Volume 1 . Digitized from IA40310417-72 . Next issue: bim_eighteenth-century_one-hundred-and-seventy-_clarke-samuel_1734_2 .

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30WHAT'S THAT IN YOUR PIPE? ONE. TWO. THREE TOBACCOS? REVELATION GIVES YOU FIVE

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31ONE. TWO. THREE. FOUR. FIVE TOBACCOS IN REVELATION SMOKING

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32The Spectator In Four Vols. : Volume One, Two, Three Four: Everyman's Library No. 164, 165, 166, 167

By

Philip Morris Records; advertisement

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33One Hundred And Seventy Three Sermons On Several Subjects And Occasions. In Two Volumes. By Samuel Clarke, ... Published From The Author's Manuscript, By John Clarke, ... With A Preface, Giving Some Account Of The Life, Writings, And Character Of The Author: By Benjamin, Lord Bishop Of Salisbury. 1734: Vol 2

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One hundred and seventy three sermons on several subjects and occasions. In two volumes. By Samuel Clarke, ... Published from the author's manuscript, by John Clarke, ... With a preface, giving some account of the life, writings, and character of the author: by Benjamin, Lord Bishop of Salisbury. 1734: Volume 2 . Digitized from IA40310417-72 . Previous issue: bim_eighteenth-century_one-hundred-and-seventy-_clarke-samuel_1734_1 . Next issue: bim_eighteenth-century_a-letter-to-the-rev-mr_de-fleury-maria_1787 .

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  • Language: Middle English

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34The Optical Gravitational Lensing Experiment. Dwarf Novae In The OGLE Data. I. Three New Dwarf Novae: One In The Period Gap And Two Longer Period Objects

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We report serendipitous discovery of three new dwarf novae which eruptions in 2010 were observed by the ongoing microlensing survey OGLE-IV. All three objects are located in the Galactic bulge fields observed with the highest cadence of 20 minutes. In the OGLE-III and OGLE-IV data we revealed a total of 23 outbursts for one of the stars. What makes this object most interesting is the derived superhump period of 2.61 h placing it in the orbital period gap. The superhump period changed during the superoutburst with a very short timescale. For two other objects, for which we observed outburst, the orbital periods of 5.4 h and 9.5 h were measured in the quiescence.

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35Numerical Study Of The Cahn-Hilliard Equation In One, Two And Three Dimensions

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The Cahn-Hilliard equation is related with a number of interesting physical phenomena like the spinodal decomposition, phase separation and phase ordering dynamics. On the other hand this equation is very stiff an the difficulty to solve it numerically increases with the dimensionality and therefore, there are several published numerical studies in one dimension (1D), dealing with different approaches, and much fewer in two dimensions (2D). In three dimensions (3D) there are very few publications, usually concentrate in some specific result without the details of the used numerical scheme. We present here a stable and fast conservative finite difference scheme to solve the Cahn-Hilliard with two improvements: a splitting potential into a implicit and explicit in time part and a the use of free boundary conditions. We show that gradient stability is achieved in one, two and three dimensions with large time marching steps than normal methods.

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36Attractive Multi-level Homes : Four, Five, Six And Seven-room Homes, Two And Three Bedrooms, One-and-a-half And Two Story.

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10 p., ill., 28 cm., trade catalog

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37One, Two, Three

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10 p., ill., 28 cm., trade catalog

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38ONE, TWO, THREE

By

Writer: Spoliansky Waltz mad; Recorded from the sound-track of the film "HAPPY GO LOVELY". Digitized at 78 revolutions per minute. Four stylii were used to transfer this record. They are 3.5mil truncated eliptical, 2.3mil truncated conical, 2.8mil truncated conical, 3.3mil truncated conical. These were recorded flat and then also equalized with Turnover: 400.0, Rolloff: -12.0. The preferred versions suggested by an audio engineer at George Blood, L.P. have been copied to have the more friendly filenames. Matrix number: OEA 15748 Catalog number: B 10116 Other IDs from the record include: OEA 15748

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39School Architecture; One-, Two-, Three- And Four-room School Buildings

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45 p. incl. plates, plans. 21 x 28 cm

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40One Two Three Four Five

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45 p. incl. plates, plans. 21 x 28 cm

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41Shout Outs Number One, Number Two, Number Three. Nethanel James Hogue, Terry Tidwell, That Wierd Child Hl FUzp Zt MUv

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Shout outs number one, number two, number three. Nethanel_James_Hogue, Terry Tidwell, that wierd child-hlFUzpZtMUv.mp4

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42Babs2Brisbane : Three Continents, Two Friends, One Life Changing Journey

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pages

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43One Two Three... 🤡

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pages

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44The Orion Book Of Murder : Book One - Crime: Book Two -detection; Book Three - Punishment S

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Originally published: 1996

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45PARA: A One-meter Reach, Two-Kg Payload, Three-DoF Open Source Robotic Arm With Customizable End Effector

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Repository containing files to support PARA (Printed Articulated Robotic Arm) by the Creative Machines Lab @ Columbia University. PARA is an open-source three degree-of-freedom robotic arm which can lift approximately 2 kilograms at a .940-meter reach.

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46A STUDY OF THREE CASES OF TUMOR OF THE BEAIN IN WHICH OPERATION WAS PERFORMED—ONE RECOVERY, TWO DEATHS

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47United States V. Two Digital Devices Seized On September 27, 2017 And One Digital Device Seized On September 29, 2017, All Three Of Which Are Currently In The Custody Of The Federal Bureau Of Investigation

This item represents a case in PACER, the U.S. Government's website for federal case data. If you wish to see the entire case, please consult PACER directly.

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48Cantiones Sacrae 1575 Volume One, Two & Three

By

Tracklist: Disc 1: 1. Salvator Mundi; Absterge Domine; In Manus Tuas - Tallis 2. Emendemus In Melius; Libera Me, Domine - Byrd 3. Peccantem Me Quotidie - Byrd 4. Mihi Autem Nimis; O Nata Lux; O Sacrum Convivium - Tallis 5. Aspice Domine; Attolite Portas - Byrd Disc 2: 1. O Lux Beats Trinitas - Donald Byrd 2. Derelinquat Impius; Dum Transisset Sabbatum; Virtue Honor Et Potesras; Sermone Blando - Thomas Tallis 3. Laudate Pueri Dominum; Memento Homo; Siderum Rector - Donald Byrd 4. Te Lucid Ante Terinum; Salvator Mundy; Candidi Facti Sunt - Thomas Tallis Disc 3: 1. Da Mihi Auxilium; Domine Secundum Actum Meum; Deligus Dominum - Donald Byrd 2. In Jejunio Et Fletu; Suscipe Queso Domine - Thomas Tallis 3. Miserere Mihi Domine; Tribue Domine; Te Deprecor; Gloria Patri; Liberal Me Domine - Donald Byrd 4. Miserere Nostri Domine - Thomas Tallis

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49One, Two, Three...

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Tracklist: 1. Revolving Door 2. Inner Symphony 3. Catherine 4. Elsa 5. La Vida Dura 6. New Love 7. Virginia Pine 8. Tuesday's Blues 9. Stay Away 10. Complex Ways 11. Song Of The Dawn

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50History Of Western Massachusetts : The Counties Of Hampden, Hampshire, Franklin, And Berkshire; Embracing An Outline, Or General History, Of The Section, An Account Of Its Scientific Aspects And Leading Interests, And Separate Histories Of Its One Hundred Towns; In Two Volumes And Three Parts

By

Tracklist: 1. Revolving Door 2. Inner Symphony 3. Catherine 4. Elsa 5. La Vida Dura 6. New Love 7. Virginia Pine 8. Tuesday's Blues 9. Stay Away 10. Complex Ways 11. Song Of The Dawn

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  • Language: English

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