The neurally active Substances may also be an ester of the hydroxyl group on R. Specific active compounds encompass terpineol, phenylethyl alcohol, benzylacetate, benzyl alcohol, eugenol, cinnamic alcohol and mixtures thereof.

Proceedings of the Fifth International Conference on the Foundations of Digital Games, 2010

Video games are complex, emergent systems that are difficult to design and test. This difficulty invariably leads to failures being present in the game, negatively impacting the play experience of some. We present a taxonomy of possible failures, divided into temporal and non-temporal failures. The taxonomy can guide the thinking of designers and testers alike, helping them expose bugs in the game. This will lead to games being better tested and designed, with fewer failures when released.

The present document may be made available in more than one electronic version or in print. In any case of existing or perceived difference in contents between such versions, the reference version is the Portable Document Format (PDF). In case of dispute, the reference shall be the printing on ETSI printers of the PDF version kept on a specific network drive within ETSI Secretariat. Users of the present document should be aware that the document may be subject to revision or change of status. Information on the current status of this and other ETSI documents is available at ETSI deliverable status If you find errors in the present document, please send your comment to one of the following services: ETSI Committee Support Staff No part may be reproduced except as authorized by written permission. The copyright and the foregoing restriction extend to reproduction in all media.

2014

The NSEC is pleased to announce its upcoming courses Advanced Pediatric Life Support APLS "Ultrasound-Enhanced life Support "USLS-BL1 Target audience: This course, accredited by AAP and ACEP has been designed to meet the growing needs of emergency physicians, pediatricians, nurses and all other health care professionals. It provides them with a complete body of knowledge in Pediatric Emergency Medicine. A textbook on Pediatric Emergencies will be delivered to the candidates prior to the course. Each chapter or "module" of education of this textbook is case based and covers the key elements of assessment, diagnosis, testing, treatment, and disposition. Each chapter also includes references, helpful tables and charts, photographs and illustrations. The course is conducted in small group discussion format.

2020

Notes 1 The scheme was closed to new applicants on 31 March 2019, leaving the future support for small-scale generation uncertain. 2 The proportion for the 2006-2007 Renewables Obligation period (Ofgem 2008). 3 The Utilities Act 2000 had made provision for this eventuality. 4 The UK distinguishes between microgenerators, with installed peak capacity below 50 kW, and small-scale generators, which have installed peak capacity between 50 kW and 5 MW (Wood and Dow 2011: 2232).

Skeletal Radiology, 1982

Journal of Pragmatic Constructivism, 2022

A problem is not an objectively existing thing. It cannot be found in the world. We do not know what a problem looks like. We do not know if it is black, noisy, dancing or sleeping' H. Nørreklit, 1991, p. 38 Being a young and hopeful PhD student in the early 1990s, it was kind of a revelation to meet professor Nørreklit's work on problems and problem recognition (H. . Here we found some of the answers to a very specific problem; how to do proper research in an action-and problem-oriented research setting? Professor Nørreklit skechted out a conceptualising method, where we could see ourselves and our research in a paradigm with a theory and some methods that were much better suited for the kind of research problems we were confronted with. That was theory and method that was much better suited to our projects, than the kind of semipositivist, deductive and naïve realist methods offered by the traditional business school establishment. By taking an outset in real-life problems and looking at them through the lens of the conceptualising method, it was possible to do proper research that simultaneously could benefit the field in question. Our university (Aalborg University) pride itself of being a university where problem-based learning and problem-based research are at the centrepiece of all teaching and research activities and our projects followed that problem-oriented path. Therefore, the analysis of the problem as we found it in professor Nørreklits's work came in handy. Finally, we had something that we found meaningful, relevant, and useful in a problem-oriented research context. In the following I will take a closer look at the problem of problem and show how problem can be conceptualised and through that form the basis for problem-based research and problem-based learning.

Proceedings of the IODP, 2014

IETE Journal of Research, 2016