SESAME: Finding Ways Of Promoting SME Adaptation To Flood Risk

Small and medium-sized companies and other enterprises (SMEs) around the world are exposed to flood risk and many of the 4.5 million in the UK are at risk. As SMEs represent almost half of total business turnover in the UK, their protection is a vital part of the drive for greater climate change resilience. However, few have measures in place to ensure the continuity of their activities during a flood and its aftermath. The SESAME project aims to develop tools that encourage businesses to discover ways of becoming more resilient to floods and to appreciate how much better off they will be once they have adapted to the ongoing risk. By taking some of the mystery out of flooding and flood risk, it aims to make it susceptible to the same business acumen that enables the UK’s SMEs to deal with the many other challenges they face. In this paper we will report on the different aspects of the research in the project Understanding behaviour Changing behaviour Modelling impacts Economic impacts Through the above the project will advise government, local authorities and other public bodies on how to improve their responses to floods and will enable them to recommend ways to improve the guidelines provided to SMEs in flood risk areas.

Environment in Latin American planning: ways to greater incorporation

Includes bibliography

Algunas reflexiones sobre la forma de abordar el tema del Area de Libre Comercio de las Américas = Reflections on ways to approach the topic of the Free Trade Areas of the Americas

Incluye Bibliografía

Effect of nitrogen and application ways of a plant biostimulant on different wheat genotypes contrasting in stature

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

THE THIRD QUI, AND SIX WAYS TO RECOGNIZE IT, or “WHO HAPPENS, MAECENAS?”

All Latin students eventually have a problem with qui. To solve it, they need a third qui in their quiver. The problem shows up when they advance into third year, transitioning from Caesar to Roman Comedy, or to the poets. The familiar “who” often leads to nonsense, and they are at a loss. There are three qui’s: the relative pronoun, the interrogative adjective, and the old ablative instrumental, e.g. 1. qui dixit, who spoke 2. qui vir, which man 3. illud qui, that thing by means of which It is the third that causes problems. So this article addresses the question “how do you tell qui from qui ?” There are six main ways to tell when to say “how,” “whereby,” or “the way” for qui: 1. The whereby/how qui is usually interrogative. 2. It is often marked further by being paired with a following quia: qui? quia “How . . . ? Because . . .” 3. The most frequent associated idea is of knowing, with a form of scire or gnoscere: qui scis, qui noveris? “How do you know?” 4. Qui followed immediately by an adverb or comparative is whereby/how/the way: qui minus quam . . . “How less than . . .” 5. The obvious noun antecedent is not a person, but a tool: machinas qui, “tools to __ with” (“with which to__”). 6. If the context is of giving or seeking, qui is instrumental, “how,” “a way,” “the means, “ e.g. da mi qui comparem “Give me the means to buy . . .” There is no antecedent.

Playing to Create New Ways of Playing: A Child with Prader-Willi Syndrome

This investigation evaluates the possibility of constructing new ways of playing for a child with Prader-Willi syndrome, by means of occupational therapy. It is a qualitative study which makes use of the case study methodology, whose starting point is the clinical intervention as data collect field. It also presents a short revision of the literature to subside discussions and reflections. It was observed that through the playing experience the occupational therapist led the child to know his own limitations and possibilities, by making him discover new ways of doing activities. Observing the therapist and learning with her, the patient experienced different situations throughout the therapeutic relationship, what enabled him to experiment them in his everyday life. Finally, this study aims at showing the clinical reasoning of an occupational therapist with a view to demonstrate Brazilian therapeutical conduct.

Two ways to common knowledge

It is not clear what a system for evidence-based common knowledge should look like if common knowledge is treated as a greatest fixed point. This paper is a preliminary step towards such a system. We argue that the standard induction rule is not well suited to axiomatize evidence-based common knowledge. As an alternative, we study two different deductive systems for the logic of common knowledge. The first system makes use of an induction axiom whereas the second one is based on co-inductive proof theory. We show the soundness and completeness for both systems.

The Investigation of the Ways in Which Gender Stereotypes are Perpetuated through Questioning and Assessment Strategies in Inquiry-Based Science Classroom

The purpose of this study was to investigate the questioning strategies of preservice teachers whenteaching science as inquiry. The guiding questions for this research were: In what ways do the questioning strategies of preservice teachers differ for male and female elementary students when teaching science as inquiry and how is Bloom’s Taxonomy evident within the questioning strategies of preservice teachers? Examination of the data indicated that participants asked a total of 4,158 questions to their elementary aged students. Of these questions, 974 (23%) were asked to boys, and 991 (24%) were asked to girls. The remaining questions (53%) were asked to the class as a whole, therefore no gender could be assigned to these questions. In relation to Bloom’s Taxonomy, 74% of the questions were basic knowledge, 15% were secondary comprehension, 2% were application, 4% were analysis, 1% were synthesis, and 3% were evaluation.