Figure 16. Hand exposure: Plot of 95% CIs (grey lines), geometric means (red lines) and medians (black dashed lines) for the log10(model outputs) with the log10(measured potential dermal exposure (hands)*) (blue circles=aerial, purple squares=boom sprayer, red diamonds=broadcast sprayer, orange crosses=hand-held sprayers) (all M&L periods combined) * including data sets which have model inputs that were imputed 1e+07 log10(Potential dermal exposure (µg/hands)) 1e+06 100000 10000 1000 100 10 1 0.1 0.01 0 20 40 60 80 100 120 140 Index Figure 17: Whole body exposure: Plot of log10(measured potential dermal exposure (body)) and log10(geometric mean(model outputs)) (Red circles= datasets where no model inputs needed to be imputed; blue circles= data sets which have model inputs that were imputed) (all M&L periods combined) 1e+07 log10 (Measured potential dermal exposure(µg/body)) 1e+06 100000 10000 1000 100 10 1
Figure 16. Regional specificity of L-DOPA effects. Microinjection of L-DOPA (200 pg) into the striatum of DRD mice significantly reduced abnormal movements (F2,8=6.8, one way repeated measures ANOVA; p<0.01 Xxxx Sidak post hoc analysis), whereas cerebellar microinjections did not (p>0.1, Xxxx Sidak post hoc analysis). Microinjection experiments were performed at 2pm. Values represent mean ± SEM; *p<0.05. Figure 17: L-DOPS response in DRD mice. (A) Peripheral administration of 1 g/kg L-DOPS did not affect abnormal movements in DRD mice (p>0.1, Student’s t test). (B) Similarly, 1 g/kg L-DOPS did not affect locomotion (p>0.1, Student’s t test). L-DOPS experiments were performed at 8pm. Values represent mean ± SEM
Figure 16. The framework for detecting video events using zero positive examples
Examples of Figure 16 in a sentence
This is accomplished by adding eight “dummy” clocks after the 24-bit address as shown in Figure 16.
Figure 16 Vector Diagram of Smoke velocity in Inlet Area of the First Layer Catalyst under at 100% Load with Diversion Plate Figure 17 Schematic Diagram of Flow Lines in the First Layer of Catalyst Under the Condition at 100% Load with Guide PlateAs it is can be seen from FIG.
At some position along the ramp (see Figure 1), the debris gains acceleration 415 which is depicted by the slope in the graph for each case in Figure 16.
Figure 16 Base Stock system As seen on Figure 16 the manufacturing process is represented by MPi and the link between stages is modelled by a synchronization station at the output of each stage.
State governments, universities, and other nonprofit organizations funded the remaining 2% (see Figure 1).6 Figure 1.
More Definitions of Figure 16
Figure 16. Calient Software defined packet-optical data centre networks[Calient]. The Calient architecture is a derivative of the well-known HELIOS datacentre network, where a packet-based network handling short non-persistent data flows interconnects all top of rack switches in the data centre or cluster. This is complemented by a circuit switched fabric consisting of one or more optical circuit switches such as CALIENT’s S320. This allows for a direct optical path to be established e.g. in the case of where a large (Elephant) flow is established between distinct ToRs. Furthermore, this allows according to Calient “unconstrained data flow between the TOR uplinks with the absolute lowest latency possible (<60 ns)”. The circuit switched path can be maintained for as long as the high-capacity flow persists. Similar activity can be supported between multiple TORs simultaneously due to the high port density of circuit switches such as the S320. Calient provides OpenFlow API’s on the optical switches to allow integration with packet switches from other vendors under a third party SDN infrastructure layer with coordinated control from the upper layers.
Figure 16. What are the main issues related to disabled students and the use of IT in school? Only one of the interviewed teachers would like to provide support for learners suffering from deafness and visual impairments, all the others see no need for specific support for disabled children within the Beaconing project. This is very different from the results we saw in the parents’ section, but it indicates that there are not many children with dyslexia and autism in the classes of these teachers, most probably not at the school at all, or that it is not seen as an appropriate tool. Figure 17 shows which current assessment activities the interviewed teachers use: projects, tests, oral exams or presentations to assess their students. Only one of our internal teacher grades indicates that traditional or online methods are used. This shows that this sub-question was not clear to the teachers. One teacher indicates that he/she does not use any assessment means. Multiple answers were allowed. Presentation 6 Project 7 Test 7 Traditional & Online 1 None 1 Which kind of assessment activities / means do you use ? 0 3 4 5 6 Figure 17: Which kind of assessment activities / means do you use? Figure 18 is related to the preferences of their students. The answers indicate that studying and discovery is thought to be the most enjoyable activities. These answers need to be compared with the outcome of the students questionnaire in section 3.4 which is about the Technological and Content Providers. What activities do you think your students enjoy most? Discovery 4 Study 5 Team Work 1 Educational Games 1 Online Ones 1 3 6 8 Figure 18: What activities do you think your students enjoy most? The teachers were also asked how and where they prepare their classes. This is relevant for the architecture and the access to the Beaconing Platform. 100% of the teachers use a computer for the preparation. More than half of the participants prepare their lessons using MS Office and a third use 3rd party services like Google services. Just one teacher uses multi touch devices for creating lesson materials. Beaconing intends to also deliver a gamified component and games. This might cause more work and perhaps some training in case the teachers are not familiar with games- neither as a player nor with the usage in an educational setting. Consequently, it is relevant to know what sort of games they are used to playing and what they have used for educational purposes. Figure 19 shows all teachers have ...
Figure 16. The example of a) risk curve and b) risk matrix for demonstration of RA assessment in RiskWISE®.
Figure 16. Modular structure of the baseline switch architecture. Not all connections are showed. The switch architecture is extremely modular. A port-arbiter, a crossbar multiplexer and an output buffer are instantiated for each output port, while a routing module is cascaded to the buffer stage of each input port. We implement logic-based distributed routing (LBDR), which computes target switch output ports by means of combinational logic and a dozen of configuration bits [16]. Bit re-computation is performed by a centralized NoC manager by changing these latter bits. For this purpose, we exploited the fault-tolerant control network proposed in [7] taking care to deliver the control bits from the global manager to the switches and vice versa. The logic enabling the OSR-Lite mechanism was integrated into the above mentioned baseline switch taking care to preserve its modularity together with its performance. Thus, the OSR-Lite logic was designed in new modules plugged in the switch without affecting the existing blocks. Moreover, the new modules were instantiated for each switch port following the modularity of the baseline blocks (the OSR-Lite mechanism can be extended for switches of every arity by means of simple logic replication).
Figure 16. Entry mask for the system settings
Figure 16. Project management structure case of disagreement, voting will be applied. Voting in the SC will be by majority; should there be a hung vote, the Scientific Coordinator (i.e., the SC chair) will have the casting vote. The SC reports to the General Assembly. The General Assembly (GA) is the ultimate decision-making body of the consortium. It is responsible for the overall achievement of the objectives and contractual obligations of the ENVISAGE project. The GA will federate the project team along the same objectives and ensure a strong cohesion within the consortium. The GA will consist of the nominated consortium Site Leaders and will be chaired by the Scientific Coordinator. It will monitor the progress of the project with respect to its objectives and contractual obligations, and will enforce corrective actions as appropriate. Means: The GA will meet annually. It could meet more often on request of the steering committee, or upon request of 2/3 of its members. The annual meeting will be a physical meeting. Additional meetings may be physical or electronic. In most cases, decisions will be taken based on consensus. In case of disagreement, voting will be applied. Voting in the general assembly will be by majority; should there be a hung vote, the Scientific Coordinator
Figure 16. The Cranborne Boutique aimed at adults Figure 17: The Dino Shop aimed at families (Copyright: Trustees of the NHM) (Copyright: Trustees of the NHM) Action 3: Do not target families As discussed above, the assumption was that families would continue to visit without any marketing. Therefore, a decision was also taken not to target families with marketing. Instead, the Museum’s ADP (S2: ADP, 2014) recommended that the NHM deepen engagement with the family audience. By deepening engagement, this meant the aim for the family segment was not to increase numbers to the site but to encourage families who were already visiting to take part in learning activities, for example, shows, workshops or handling stations, rather than simply looking around the permanent collection. It was believed that, if families engaged with these elements of the offer, it would improve their experience because these were more tailored to the needs of families than the permanent galleries and were often more interactive and participatory. These activities were free so this approach, coupled with the Marketing Strategy (2018) to only promote the paid-for elements, meant that there would be no marketing to families.