Table 9. Overview of pre- and post-2012 on-course support at LSE Student life-cycle Existing on-course support New on-course support Pre-arrival Welcome booklets Study skills information (hard copy and online) Online newsletters Pre-sessional events for UK students Online mentoring for offer-holders Redesigned web-based information Orientation/induction Peer mentoring Study sessions for new students Student-led induction sessions More harnessing SU societies More sign-posting of support services (campus promotion and website) First year Study skills workshops One-to-one tutorials Peer support pilot Learning World online support Dyslexia/dyspraxia support Support/training for teaching staff Academic advisers Peer support roll-out UG-specific sessions (eg. exam revision, research skills) Super-reading training for dyslexic students. Use of LSE online portal for student support All years Study skills workshops One-to-one tutorials Peer support pilot Learning World online support Dyslexia/dyspraxia support Support/training for teaching staff Academic advisers UG-specific sessions (eg. exam revision, research skills) Super-reading training for dyslexic students. Use of LSE online portal for student support Monitoring/tracking of students’ access to support services Target groups for on-course support We are eager not to stigmatise or ghettoise our students from under-represented groups once they are enrolled at the School. Indeed, data on the continuation rates of some of our most popular courses suggest that students from low socio-economic classes fare just as well, if not better, than other students from higher socio-economic classes. This demonstrates that on-course support must be made available for all of our undergraduate students and not just those who are from under-represented groups. Difficulties encountered by students are often multi-factoral and complex; they rarely occur as a result of just one issue/aspect of a student’s background. However, we believe that there are UK students who are more at risk of feeling isolated and who feel less able to call on support mechanisms on campus than others. These students may take longer than others to adapt to new ways of learning, may experience difficulties in engaging with other students in their class or may require additional help with aspects of university life. Our new on-course activities will, therefore, be designed to help the following students in particular but, crucially, will be open to all students (UK...
Table 9. 03.1 of the Queensland Urban Drainage Manual (QUDM) for overland flow paths; and
Table 9. 4.1 – Ionis Product Development Milestones Ionis Product Development Milestone Event Ionis Product Development Milestone Payment 1. [***] $[***]
Table 9. 6.1 – Royalty Rates for Ionis Products Annual Net Sales of an Ionis Product in the Territory Royalty Rate as a Percentage of Net Sales Portion of Annual Net Sales of each Ionis Product that is less than or equal to [***] [***] Portion of Annual Net Sales of each Ionis Product that is greater than [***], and less than or equal to [***] [***] Portion of Annual Net Sales for each Ionis Product that is greater than [***], and less than or equal to [***] [***] Portion of Annual Net Sales of each Ionis Product that is greater than [***] [***] By way of example only, if the Annual Net Sales for an Ionis Product are [***] for a given Calendar Year, then the Ionis Royalties payable with respect to such Annual Net Sales for such Ionis Product in such Calendar Year, subject to adjustment as set forth in Section 9.6.2 (Adjustment to Ionis Royalties) would be: [***] + [***] + [***] + [***] = [***]. For the avoidance of doubt, the obligation to pay Ionis Royalties will be imposed only once with respect to the same unit of an Ionis Product.
Table 9. 7. The repartition of the pastes between rims and bases (cf. Table 9.4 for the paste numbers).
Table 9. Codes provided to the participants to download the appropriate version of the app App Element Random App Code Group (motivation tool ON or OFF after 7 days) Wave 1 Wave 2 Fruit and Vegetable Challenge 130 517 Control (OFF) 678 392 Experimental (ON) Diet Diary 387 599 Control (OFF) 827 135 Experimental (ON)
Table 9. Datastore I/O Balance (Performance tab) Description This view shows the data transfer rates for each datastore connected to the selected cluster.
Table 9. Do you believe that CRADLE project has filled the expectations outlined during the time of its application? 33
Table 9. Drugs used in thesis. *Final DMSO concentration never exceeded 0.5% Solutions Normal physiological bath solution contained: 140mM NaCl, 5mM KCl, 1mM MgCl2, 2mM CaCl2, 10mM HEPES, 10mM Glucose pH 7.4 (titrated with NaOH) External solution for calcium free experiments contained: 140mM NaCl, 5mM KCl, 1mM MgCl2, 10mM HEPES, 10mM Glucose, 1mM EDTA pH 7.4 (titrated with NaOH) Electrophysiological solutions For these experiments the external bath solution contained: 140mM NaCl, 5mM KCl, 1mM MgCl2, 1mM CaCl2, 10mM HEPES, 10mM Glucose pH 7.3 (titrated with NaOH). In recordings where a block of potassium channels was needed 20mM TEACl replaced 20mM of the external NaCl. For calcium channel recordings, 5mM CaCl2 was used and no sodium. For sodium exchange experiments 60mM NaCl was replaced with 60mM N-methyl-D-glucamine, Chloride exchange was achieved by replacement of NaCl with the sodium salt of D-gluconic acid. The pipette solution for most experiments contained: 140mM KCl, 1mM EGTA, 2mM MgATP, and 10mM HEPES, pH 7.3 (KOH). Potassium was exchanged for Caesium in all potassium channel blocking experiments and sodium and calcium channel experiments. In recordings where a block of potassium channels was needed 20mM TEA replaced 20mM of NaCl
Table 9. Environmental impact of processing 1 tonne of M. muelleri to produce silage, fishmeal and oil, and fish hydrolysate. Impact category Unit Fish Silage Fish rendering Fish Hydrolysis Climate change kg CO2 eq 194.6E+0 15.6E+0 45.5E+0 Ozone depletion kg CFC11 eq 18.0E-6 859.1E-9 3.6E-6 Ionising radiation kBq U-235 eq 15.8E+0 9.1E+0 17.0E+0 Photochemical ozone formation kg NMVOC eq 385.1E-3 35.1E-3 140.0E-3 Particulate matter disease inc. 8.2E-6 262.8E-9 2.6E-6 Human toxicity, non-cancer CTUh 1.6E-6 137.5E-9 1.2E-6 Acidification mol H+ eq 740.7E-3 84.3E-3 416.7E-3 Eutrophication, freshwater kg P eq 44.6E-3 15.9E-3 36.8E-3 Eutrophication, marine kg N eq 119.8E-3 15.0E-3 158.9E-3 Eutrophication, terrestrial mol N eq 1.2E+0 128.3E-3 1.3E+0 Ecotoxicity, freshwater CTUe 3.1E+3 209.5E+0 1.6E+3 Land use Pt 435.8E+0 54.4E+0 913.1E+0 Water use m3 depriv. 237.5E+0 4.9E+0 96.3E+0 Resource use, fossils MJ 2.3E+3 336.9E+0 784.3E+0 Resource use, minerals and metals kg Sb eq 815.3E-6 16.4E-6 240.0E-6 Climate change - Fossil kg CO2 eq 194.3E+0 15.5E+0 44.3E+0 Climate change - Biogenic kg CO2 eq 173.0E-3 35.3E-3 936.7E-3 Climate change - Land use and LU change kg CO2 eq 115.4E-3 42.0E-3 257.6E-3 Human toxicity, non-cancer - organics CTUh 67.6E-9 1.8E-9 54.2E-9 Human toxicity, non-cancer - inorganics CTUh 426.8E-9 12.6E-9 107.4E-9 Human toxicity, non-cancer - metals CTUh 1.1E-6 124.2E-9 994.8E-9 Human toxicity, cancer - organics CTUh 13.9E-9 1.2E-9 7.1E-9 Human toxicity, cancer - inorganics CTUh 707.9E-18 34.1E-18 158.7E-18 Human toxicity, cancer - metals CTUh 32.4E-9 2.9E-9 23.0E-9 Ecotoxicity, freshwater - organics CTUe 69.6E+0 1.3E+0 376.3E+0 Ecotoxicity, freshwater - inorganics CTUe 292.3E+0 10.4E+0 192.4E+0 Ecotoxicity, freshwater - metals CTUe 2.7E+3 197.8E+0 1.0E+3 In Figure 8, “EF 3.0 Method (adapted) V1.02 / EF 3.0 normalization and weighting set” has been used to calculate single score environmental impact to ease the comparison among categories. Fish silage results again in the higher global environmental impact with 16.3 mPt, followed by the fish hydrolysis with 6.5 mPt and fish rendering with 1,6 mPt. In all the processes, “Climate Change” and “Resource use, fossils” are the main category impacts as it is also shown in figure 9. The next impacts contribution varies in each case, being “Water use” and “Ecotoxicity, freshwater” for silage process, “Eutrophication, freshwater” for fish rendering and “Ecotoxicity, freshwater”, “Water use” and “Eutrophication, freshwater...
