Themes a) Restricted to program openings and closings (no bridges or cues). Limitation of 3 minutes of finished product.
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?
Themes. The following themes within the CSA are based on the consultations and research, and tie in with the Met Office Purpose. Performance metrics and deliverables have been developed using evidence and information that has been gathered from surveys and research undertaken by the PWSCG, the Met Office and other independent research organisations. These surveys include the Public Perception Survey, Trust Tracker, Consumer Accuracy Index and ad-hoc warning surveys.
3.1 Theme 1: Weather forecasts and warnings when it matters – stay safe: Accurate weather forecasts and warnings that help people make decisions and change their behaviour. The Met Office should deliver authoritative, trusted, timely and useful forecasts and warnings when it matters. Warnings for high impact weather should be made available to all users – this includes the public, communities, responders, the media, and government through its responsibilities as a CAT2 responder - in a timely way through the National Severe Weather Warnings Service (NSWWS), Civil Contingency Services, and direct and indirect channels. These warnings and their supporting services should provide information and advice to help mitigate the impacts of the weather that may pose an immediate risk to life and property, such as that shown in Figure 5. To meet this aim, there are a range of improvements that the Met Office should seek to make. These improvements are described in full in the following sections, but include improving the accuracy of warnings, including advice on impacts to help people make decisions and drive behaviour change, as well as maintaining and improving the advisor service and the technology used by responders (currently Hazard Manager (HM)). Why is this a priority? Warnings and advice from the Met Office, working with partners where appropriate, will enable the public, responders (for example Category 1 and Category 2 responders, community resilience, voluntary organisations etc) and government (for example the Civil Contingencies Secretariat) to take action to mitigate the impacts of weather events that may cause danger or disruption to people, property or infrastructure. The services and outputs from this theme: The PWS provides the UK’s warnings service which issues timely, accurate and authoritative advice to the public, communities, responders, the media, and government about weather which may cause danger or disruption to people, property, or infrastructure. This service should be made up of the ...
Themes. ● Contextual IoT is the most often mentioned theme, focusing on the need to address the deployment of IoT within constrained environments for trustworthy, relevant and autonomous/semi-autonomous decision-making. This is a complex topic, considering: o Operating within domain-specific models. o Adapting to changes within the environment. o Planning for and dealing with uncertainty and complex natural environments o Integrating multi-agent and human inputs. ● Interoperability continues to be a major concern, allowing for retro-fitting and integration with legacy infrastructure, assets and applications. It also acts as a mechanism to establish standards and approaches to engineering that will ultimately facilitate adoption across the whole value chain.
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 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 Socio-economic group Pre HE school/college Age Gender Ethnicity Region of domicile Region of study Domestic and care responsibilities No additional resources are required. 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. 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
