Table of Tables. Table 1 - Revision History 4 Table 2 - Revision History, Continued 5 Table 3 - Trunk Cable Configuration 10 Table 4 - Splice Box Pitch dimensions 18 Table 5 - NA and EU Color Code 25 Table 6 - Splice Box and Drop Connector Pin Assignment 25 Table 7 - Required Enphase Test Cases 29 Figure 1 - Enphase Energy System 9 Figure 2 - Rotating Phase Application 11 Figure 3 - Non-Rotating Phase Application 11 Figure 4 - Single Phase Trunk and Drop Application 12 Figure 5 - Three Phase Trunk, Single Phase Drop Application 12 Figure 6 - Contract Resistance Schematic 16 Figure 7 - Splice Box Dimensions 17 Figure 8 - Splice Box Pitch Along Trunk Cable 17 Figure 9 - Drop Connector Dimensions 21 Figure 10 - Drop Cable Dimensions 24 1.0 1/7/10 Xxxxxx Xxxxxxx Original Draft
Table of Tables. Individual indicators of socioeconomic status commonly used in high income countries 15 Table 2. Individual indicators of socioeconomic status commonly used in low- and middle- income countries 16 Table 3. Summary of conceptual and theoretical models underlying gene-environment interaction (GxE) studies 25 Table 1. Study sample size stratified by maternal/paternal kinship 69 Table 1. Associations between socioeconomic status indicators and sociodemographic characteristics. 97 Table 2. Twin correlations and univariate ACE estimates for standard of living, educational attainment, financial strain, and depression 100 Table 3. Genetic and environmental parameter estimates for depression moderated by standard of living and educational attainment 100 Table 1. Associations between participation predictors and continued participation 127 The research presented in this thesis was made possible by the thousands of people who volunteered their time to take part in research, as well as the research teams who conducted, managed, built and maintained each cohort. This work is thanks to the time and commitment invested by all those involved and to the funders of each study. My position as a PhD student at King’s College London was funded by the Economic and Social Research Council (ESRC) (grant number: ST11872). I owe immeasurable gratitude to my supervisors, Xx. Xxx XxXxxxx and Xx. Xxxxxx Xxxxx, for their invaluable contributions that have been instrumental in the successful completion of my doctoral research. I am truly thankful for their unwavering support, guidance, and expertise throughout this journey. The time they devoted to mentoring me and their provision of exceptional training and funding have been of immense significance. Their collective efforts have profoundly shaped my academic growth and instilled in me the confidence to overcome challenges, for which I am grateful for. I am incredibly fortunate to have benefitted from the support of all department leads, staff, researchers and students at The Social, Genetic and Developmental Psychiatry Centre, who have built and maintained an open, engaging and supportive community. I recognise and appreciate the wealth of knowledge and experiences I have gained through my interactions with my colleagues and peers over the years. Special thanks to my team members and peers Xxxxxx Xxxxxxxxxx, Xxxxx Xxxxxx, Xxxxxx Xxxxxx, Xxxxxx Xxxxxxxx, Xxxx Xxxxxxx, and Xxxxxx Xxxx, who have taken the time to share their knowledge, id...
Table of Tables. Table 1: CAMSSaaS modalities 7 Table 2: Service reporting, reviewing and continuous improvement metrics 12 Table 3: Service satisfaction metrics 12 Table 4: CAMSSaaS Assessment timing 14 Table 5: CAMSSaaS Compliance Review’s timing 14 Table 6: CAMSSaaS Content Review’s timing 15 Table 7: Glossary 19 Table 8: Acronyms 19
Table of Tables. Table (1) Summary of the LOTUS Scholarship Program Results to-date 3 Table (2) Summary of the FY 2017 Q4 activities took place: 3 Table (3) FY 2017, Quarter 4 Reporting against Annual Work Plan 4 Table (4) students’ Community Service Hours and Leadership Roles 16 On May 4, 2010, IIE/Egypt was awarded the New Scholarship Program (renamed LOTUS Scholarship Program). The original award and subsequent modification in August 2011 provided funding for 150 scholarships. Two competitive, nationwide outreach, recruitment, and selection cycles (summer 2010 and summer 2011) resulted in 150 students being selected and joining LOTUS partner universities. A total of 142 students have graduated, one Cohort 1 (female) and two cohort 2 students (females) left the program, and three cohort 1 and two cohort 2 students (3 females and 2 males) were terminated due to weak academic performance. Three students started their residencies and will continue to be supported by the program between April and October 2018. One student who started his residency in November 2016 will finish by October 1, 2017. On September 4, 2013, IIE/Egypt was awarded funding for 50 additional scholarships. The 50 Cohort 3 students completed the Bridge Year Program at the British University in Egypt (BUE) in June 2014 and began their undergraduate studies in September 2014. A total of 29 students were placed at BUE and 21 students were placed at the Arab Academy for Science, Technology and Maritime Transport (AASTMT). They have completed three years of their undergraduate degree programs and started their fourth and final year in September. On June 19, 2014, IIE/Egypt was awarded funding for 50 additional scholarships. The 50 Cohort 4 students completed the Bridge Year Program at the British University in Egypt in May 2015. A total of 26 students were placed at BUE and 24 students were placed at the Arab Academy for Science, Technology and Maritime Transport (AASTMT). The number of LOTUS Cohort 4 students currently enrolled is 49 as one student was terminated for behavioral issues. They have finished their second year of undergraduate studies and started their third year in September.
Table of Tables. Table (1): LSP Cohort 1 Students disaggregated by Governorate and Gender 4 Table (2): Cohort 1 Students disaggregated by University, Field of Study and Gender 4 Table (3): LSP Cohort 2 Students disaggregated by Governorate and Gender 4 Table (4): LSP Cohort 2 students disaggregated by University, Field of Study and Gender 5 Table (5): LSP Cohort 3 Students disaggregated by Governorate and Gender 5 Table (6): LSP Cohort 3 students disaggregated by University, Field of Study and Gender 5 Table (7): Campus visits conducted during FY2018 Q3 15 USAID awarded the Local Scholarship Program (LSP) – Private Universities to IIE, and on May 11, 2015 the agreement was signed between USAID and IIE. The start-up phase of the project began immediately after signing the agreement. The outreach, recruitment and selection phase of Cohort 1 took place after USAID approved all outreach documents. LSP Cohort 1 students finished their second academic year at their universities. Table (1): LSP Cohort 1 Students disaggregated by Governorate and Gender COHORT 1 Candidates (gender & governorate) Alexandria Assiut Aswan Beheira Beni Sueif Cairo Dakahilia Damietta Fayoum Gharbia Giza Ismailia K. El Sheikh Luxor Menofeya Minya Port Said Qaliyobia Qena Red Sea Sharkeya Sohag Suez Recruited Number of Students with Disability The following table illustrates the Cohort 1 students’ university placements and field of study disaggregated by gender Table (2): Cohort 1 Students disaggregated by University, Field of Study and Gender BUE - Communication and Mass Media 2 3 5 BUE – Economics 1 0 1 Totals 8 4 12 AASTMT - Computing and Information Technology 2 1 3 AASTMT - Engineering and Technology 3 12 15 AASTMT - International Transport and Logistics 4 6 10 AASTMT - Management and Business Technology 17 8 25 Totals 26 27 53 In November 2016, 65 LSP Cohort 2 students started their Bridge Year Program (BYP) at the American University in Cairo, and now they finished their first academic year at their universities. Table (3): LSP Cohort 2 Students disaggregated by Governorate and Gender COHORT 2 Candidates (gender & governorate) Alexandria Assiut Aswan Beheira Beni Sueif Cairo Dakahilia Damietta Fayoum Giza Ismailia Luxor Menofeya Minya New Valley N. Sinai Port Said Qaliyobia Qena Sharkeya Sohag South Sinai Recruited Number of Students with Disability The following table shows the distribution of LSP Cohort 2 students between majors and universities: Table (4): LSP Cohort 2 students disaggregated by ...
Table of Tables. Table (1): LSP Cohort 1 graduates disaggregated by Governorate and Gender 4 Table (2): LSP Cohort 1 graduates disaggregated by University and Field of Study 4 Table (3): LSP Cohort 2 graduates disaggregated by Governorate and Gender 5 Table (4): LSP Cohort 2 graduates disaggregated by University and Field of Study 5 Table (5): Current LSP Cohort 2 Students disaggregated by Governorate and Gender 5 Table (6): Current LSP Cohort 3 Students disaggregated by Governorate and Gender 5 LSP Graduates Table (2): LSP Cohort 1 graduates disaggregated by University and Field of Study Table (3): LSP Cohort 2 graduates disaggregated by Governorate and Gender Table (4): LSP Cohort 2 graduates disaggregated by University and Field of Study LSP Students (currently enrolled) During FY2022/Q3 (April 1 – June 30), the following activities took place: LSP Scholar Academic and Personal Support
Table of Tables. Table 1: Timing 8 Table 2: Service reporting, reviewing and continuous improvement metrics . 10 Table 3: Service satisfaction metrics 10 Table 4: Glossary 12 Table 5: Acronyms 12
Table of Tables. Table 6-1. Appraisal Order Opportunity 3 Table 6-2. Awarding an Appraisal Assignment via Bidding 3 Table 6-2.1 Awarding an Appraisal 4 Table 6-3. Accepting an Appraisal Assignment 4 Table 6-4. Rejecting an Appraisal Assignment 4 Table 6-5. Scheduling and Reporting the Inspection Date 5 Table 6-6. Inspecting the Subject Property 5 Table 6-7. Rescheduling the Inspection 5 Table 6-8. Reporting the Subject Property Inspection 6 Table 6-9. Developing the Appraisal Report 6 Table 6-10. Delivering the Completed Report 6 Table 6-11. Notification of Product Quality Issues 7 Table 6-12. Correction of Product Quality Issues 7 Table 6-13. Payment for Appraisal Services… 8 Table 6-14. Payment for Services after Cancellation 8 Table 6-15. Rating Quality of Performance 9 Table 6-16. Notification of Service Quality Issues 9 Table 6-18. Correction of Service Quality Issues 9
Table of Tables. Table 1- List of exclusion criteria used for the review’s screening processes 4 Table 2 - List of all sources for the articles in the review 5 Table 3 - Most frequent Journals in the sources gathered for the review 11 Table 4 – Coding guide in this Report with categories in bold being main categories 12 Table 5 – Study Goals and Methodological Approach in external sources 15 Table 6 - Study Goals and Methodological Approach in sources from scientific databases. .............................................................................................................................................................................. 22 Table 7 – Cultural Themes in Sources 31 Table 8 - Types of games jams mentioned in sources 33 Table 10 – Stakeholders 36 Table 11 - Tools in design and game jam design processes 39 Figure 1 - PRISMA 2020 flow diagram: the identification, screening (01 and 02), and inclusion of all articles – from scientific databases and external sources gathered for the SLR 9 Figure 2 - The growing number of publications in 20 years of game jams 11 Figure 3 – Most frequent authors in sources 12 Figure 4 – intersections between the category of Participants and Stakeholders 37 Figure 5 - Comparison of the codes “game Jams & games” with game-making frameworks code 37 Summary The present Report (D1.1) is the result of tasks 2.1, 2.2 and 2.3 conducted in work package 2 (WP2) - State-of-the-art and Good Practices. It aims to contribute to theoretical and empirical knowledge on game jams and game-making co-creation practices among Cultural Heritage Institutions (CHI), Creative Industries (CI), Higher Education Institutions (HEI), and Youth. Regarding the Design-based research (DBR) model, the WP2 is part of phase 1: Analysis and Exploration. Following the PRISMA 2020 method, a systematic literature review (SLR) was conducted to answer the following research questions: a) Is there, in sources, a conceptualisation of cultural game jam?; b) what processes and tools are available and researched in game- making and game jams with youth participation?; c) who are the main stakeholders and participants?; d) are Innovation frameworks presented in sources?; and e) are culture and values embedded in game jams? A total of 68 articles were included in the review: 37 articles from the scientific databases and 31 from external sources. For the review, a coding guide was created in a top-down approach, with the participation of all partners involved in WP2 – Ta...
Table of Tables. 11 1 PURPOSE AND SCOPE.............................................................................................12 1.1 DOCUMENT ORGANIZATION.......................................................................................12 1.2 DEFINITION OF WORK TO BE PERFORMED..........................................................................12
