Themes. The Licensee shall maintain during the License Period a design staff capable of timely developing seasonal collections of Licensed Products pursuant to the Time and Action Calendars, in order to exploit the License and to maintain the prestige and reputation of the Licensed Mark, xx required hereunder. The Licensee’s design team shall have meetings with CKI’s-designated creative or design person or persons, the purpose of which will be to discuss and establish agreed-upon themes that will be covered for the season (such agreed upon themes hereafter referred to as the ‘‘Agreed Upon Season’s Themes’’).
Themes. Outcome What are we trying to achieve? Outcome indicator How will we know if there has been any change? Output targets What specific activities will we undertake? Evaluation/ Evidence of impact Did our activities achieve our outcomes? Develop the KCLDG Community involvement and influence Learning and personal development Health and Well- being Volunteering
Themes a) Restricted to program openings and closings (no bridges or cues). Limitation of 3 minutes of finished product.
Themes. As is obvious from the personal nature of the text “ich” is one of the main themes in Xxxxxxx’x recount in Gefangen in Hohesnchönhausen, “Ein Grab xxxxxx Erinnerungen” (2007). Xxxxxxx thematizes “ich” a total of 53 times in her recount. Some of these thematizations occur in dialogue with other prisoners or guards, but the majority are located within her own personal descriptions of her situation. Most of the sentences she begins with “ich” describe her actions. For example she writes, “Ich klopfte xxxxxxx…” (p. 144), “Ich xxxxxx und argumentierte…” (p. 140), “Ich aß so xxxxxxx wie möglich” (p. 131), “Ich saß auf…” (p. 134), “Ich spielte stundenlang mit mir selbst…” (p. 136). In other cases the sentences with “ich” as the theme are in connection with verbs that describe her emotions, “Ich war sehr xxxxx” (p. 142), “Ich fühlte mich wohlig entspannt” (p. 144), “Ich war xxxxx xxxxx überzeugt gewesen” (p. 136). Essentially the repeated use of “ich” reminds the reader that Xxxxxxx is the central and most important figure in this recount. Somewhat surprisingly considering the thematization of “ich”, “wir” is another one of Xxxxxxx’x major themes. Within her text Xxxxxxx begins her sentences with “wir” eight times. Although this may not at first consideration not seem like very many times, the instances that Xxxxxxx uses “wir” are very significant. For the most part Xxxxxxx uses “wir” to refer to herself and the other guards. She writes “Wir betraten das Erdgeschoß des Gebäudes” (p. 130) or “Wir gingen durch zwei gut bewachte Eisentüren einige Stufen hinunter” (p. 132). In these examples Xxxxxxx is purely describing the actions she takes with the guards, but in another instance she discusses a conversation she has with one of her interrogators: “Wir zankten uns ständig über Worte, ihre politische Bedeutung, über Lenins Doktrin, verglichen mit der Stalins, über den Antisemitismus in der Sowjetunion…Wir xxxxxx interessante, oft auch heftige Diskussionen, und ich langweiligte mich bei ihm nicht.” (p. 138) Instead of saying that she was forced or questioned by her interrogator, by using “wir” Xxxxxxx makes her interrogation seem more like a free and open discussion between her and her interrogator. She even goes so far to say that she was not bored by him, but rather that she found their conversations fierce, interesting, and intense. Xxxxxxx also uses “wir” when recalling another conversation with one her guards. According to Xxxxxxx many of the guards in charge of o...
Themes. In this section, you can select the theme that you would like to choose for the Page Guide. There are 6 different themes available for you to choose (each has a preview image).
Themes. Intention to progress to PG at application to UG Method of funding UG course Expectation of debt on completion Clarity of career planning Class of degree expected/obtained Intention during study and actual progression to PG Reasons for PG study Method of funding PG course Desire to do PG limited by UG debt Perception of UG as vocational or non-vocational Self rating of strengths and weaknesses Would you choose the same course again Tabulations Parental experience of HE Subject of UG study Type of institution Socio-economic group Gender Age Ethnicity
Themes. Participants shared a range of experiences, points of view and opinions during the interviews. Even with this variation, six key themes emerged as outlined by Table 1: 1) Partner dynamics; 2) Improving relationships with providers and health messaging strategies; 3) Perceptions of HIV;
Themes. Subject distributions of those who do not start HE Subject distributions of those who do not complete HE Distribution of non-start and non-completion by institution type Timing of drop out and non-completion Attitudes and views of HE Reasons for applying to HE, HEI and course Access to pre HE careers information, advice and guidance Career planning Reasons for changing course Expectation of difficulty Tabulations Socio-economic group Pre HE school/college Age Gender Ethnicity Region of domicile Region of study Domestic and care responsibilities Additional Resources required No additional resources are required. Staffing The table below indicates the responsibilities and tasks, and number of days required to fulfil the proposal. For further information on staff expertise, see (8) below. Drop out and retention Member of staff Responsibilities and tasks No. of days Xxxx Xxxxxx Project management and report writing 4 Xxxxxxx Xxxx Quantitative analyses 4 Xxxxx Xxx Management of quantitative analyses 1 Xxxxxxxx Xxxxxx Qualitative analyses 4 Xxxxxx XxXxxxxxx Quantitative analyses 4 IER research team Responding to queries and data preparation 1 Total 18
Themes. Table 2 shows all complaint themes except those about professionalism. A total of 376 concerned medical expertise (45%), for example, missed diagnoses (predominantly missed fractures, myocardial infarction, and appendicitis), insufficient medical examination, poor or unsuccessful clinical treatment (such as incorrect placement of catheters or suboptimal stitching) and outdated, wrong, or absent advice. One hundred and nineteen complaints pertained to management issues (14%), for example, long waiting time for care, refusal to visit or consult, and finance and billing. Five complaints were solely about communication (1%), for example, not being called back. The remaining 333 complaints (40%) could not be clearly categorised in the above-mentioned CanMEDS competencies, that is, medical expert, manager and communicator, nor in the competencies collaborator, health advocate, or scholar, and were preliminary coded as professionalism. After analysing all 2009 and 2019 complaint letters (n = 90), no new themes emerged. Table 2. Complaint themes except professionalism. Sensitising concept Theme N (%) Exemplary quotes Medical expertise Missed diagnosis 177 (21%) “Eventually, the toe turned out to be broken after all.” (1120) “Because of persistent complaints, my own doctor later referred me to the cardiologist, who diagnosed myocardial infarction.” (1003) “The following day, my appendix was found to be inflamed and I had to have an operation immediately.” (1431) Medical expertise Insufficient medical examination 99 (12%) “He only felt with two fingers whether there was a temperature difference. Furthermore, he didn’t perform any physical examination.” (1739) “I was briefly examined and then dismissed.” (1853)
Themes. The Director may identify 1 or more themes for a competition carried out under this sec- tion, which may vary from year to year, as the Director considers appropriate after assessing the needs of manufacturers and the success of previous competitions.
