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Books on the topic 'SCR reaction'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Haggerty, Kenneth Allen. The use of a sequencing batch reactor (SBR) for the removal of organics and nutrients when subjected to intermittent loading. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1999.

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2

Drug-induced immune diseases. Amsterdam: Elsevier, 1990.

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3

Briggs, Gerald G. Drugs in pregnancy and lactation: A reference guide to fetal and neonatal risk. 3rd ed. Baltimore: Williams & Wilkins, 1990.

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4

1935-, Freeman Roger K., and Yaffe Sumner J. 1923-, eds. Drugs in Pregnancy and Lactation. 7th ed. Baltimore: Lippincott Williams & Wilkins, 2005.

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5

1935-, Freeman Roger K., and Yaffe Sumner J. 1923-, eds. Drugs in pregnancy and lactation: A reference guide to fetal and neonatal risk. 6th ed. Philadelphia, Pa: Lippincott Williams & Wilkins, 2002.

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6

Briggs, Gerald G. Drugs in pregnancy and lactation: A reference guide to fetal and neonatal risk on CD-ROM. [Philadelphia, Pa.]: Lippincott, Williams & Wilkins, 1999.

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7

Innes, Martin, and Helen Innes. Signal Crimes, Social Reactions, and the Future of Environmental Criminology. Edited by Gerben J. N. Bruinsma and Shane D. Johnson. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190279707.013.11.

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This chapter examines the precepts associated with the signal crimes perspective (SCP). It begins by setting out that a signal is something that transmits messages to an audience. Thinking in terms of signals and “signaling” opens up new ways of seeing crime, disorder, and social control. In particular, it keys into an event-based unit of analysis, as opposed to measuring impacts in an aggregated form. Having laid out the conceptual apparatus of the SCP, the discussion proceeds on to briefly consider how SCP compares with more established criminological frameworks for studying reactions to and consequences of crime. The latter sections of the chapter focus on the ways that changes to the information environment, associated with an era of “big data” and social media, are altering the incidents that signal and how their impacts travel across space and time.

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8

Kraus, Alfred. Reaction and development of manic and melancholic-depressive patients. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199609253.003.0018.

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The significance of Jaspers’ differentiation of the notions of reaction and development in his General Psychopathology is shown by clinical examples of manic and melancholic as well as bipolar disturbances. Supplemented by his concepts of “situation” and “comprehensibility” the relevance of all these concepts for diagnostic classification, development and symptomatology of these states is demonstrated and discussed. These issues are compared with extended modern empirical and psychopathological research, in particular that on the personality structure of these patients. The results are brought in connection with Jaspers’ important concepts of the antinomic structure of human being, borderline situation and sc. “Gehäuse” in order to deepen our understanding of the clinical states of melancholia and mania on the background of the identity structure of these patients.

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9

Kennedy, Paul. Session 1: Introduction to Stress and Coping. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195339734.003.0002.

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Chapter 2 outlines the first session of coping effectiveness training (CET) for spinal cord injury (SCI). This session introduces stress, common reactions to stress, and the influencers of stress, as well as the stressful effects of SCI in particular. The cognitive theory of stress and coping is also explored.

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10

Kennedy, Paul. Session 3: Problem Solving. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195339734.003.0004.

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Chapter 4 discusses the third CET session for SCI. This session focuses on problem solving, and uses example scenarios to illustrate steps that can be taken to effective problem-solving (including relationship scenarios, wheelchair-access situations, and the reactions of others to your disability).

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11

Kennedy, Paul. Session 4: Managing Emotions. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195339734.003.0005.

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Chapter 5 outlines session four of CET for SCI, which discusses emotions and how to effectively manage them. This includes emotional reactions, and a cognitive model of emotions, as well as the importance of pleasant activities and scheduling pleasant activities into your life. Relaxation is also explored, using relaxation training and an autohypnotic relaxation script.

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12

Theerman, Paul. Action and Reaction: Proceedings of a Symposium to Commemorate the Tercentenary of Newton's Principia. University of Delaware Press, 1993.

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13

Action and reaction: Proceedings of a symposium to commemorate the tercentenary of Newton's Principia. Newark, Del: University of Delaware Press, 1993.

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14

Kinetics of nonhomogeneous processes: A practical introduction for chemists, biologists physcists and materials scientists. New York: Wiley, 1987.

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15

R, Freeman Gordon, ed. Kinetics of nonhomogeneous processes: A practical introduction for chemists, biologists, physicists, and materials scientists. New York: Wiley, 1987.

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16

The Architectural Drawings of Sir Christopher Wren at All Souls College, Oxford: A Complete Catalogue (Reinterpreting Classicism: Culture, Reaction and Appropriation). Lund Humphries Pub Ltd, 2007.

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17

Hilliard, Christopher. A Case of Handwriting. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198799658.003.0007.

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At this point the chapters catch up in time with the events narrated in the prologue. Chapter 5 begins by recounting George Nicholls’ discoveries in June 1921. The detective searched the Goodings’ and Swans’ houses and took from the Swans’ a quantity of blotting paper that bore the imprint of some of the libels. Rose Gooding’s handwriting was very different. When Sir Archibald Bodkin, the Director of Public Prosecutions, read Nicholls’ report, he declared that this was fundamentally ‘a case of handwriting’. How, Bodkin mused, could an ‘uneducated’ woman develop such a distinctive style? The chapter uses Bodkin’s reaction to Rose Gooding’s letters, the evidence provided by spelling and misspelling, and the inventory of writing paraphernalia in the Gooding and Swan households, to explore the relationship between popular literacy and agency, engaging with the recent work of Jane Caplan and Patrick Joyce.

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18

Gonzalez Lomelí, Daniel, María de los Angeles Maytorena Noriega, and Sandra Castañeda Figueiras. Evaluación: puente entre enseñanza y aprendizajes. Universidad de Sonora, 2021. http://dx.doi.org/10.47807/unison.74.

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Lograr una prueba que mida las competencias académicas de forma confiable y válida en el salón de clase universitario, o en cualquier lugar donde se genere el aprendizaje, es un gran reto para las instituciones educativas de cualquier nivel escolar y un arduo trabajo para el docente en su papel de evaluador. Estos requisitos técnicos de las pruebas, no se logran a la primera y de una vez para siempre; ya que es un proceso dinámico, social y reflexivo. Este libro está dirigido a profesores de los diferentes niveles educativos tanto de las instituciones públicas como privadas. Contiene información sobre el concepto central de la evaluación del aprendizaje, los errores u omisiones más común en evaluación, así como los principios valorales de los evaluadores, se presenta el Modelo Multidimensional de Evaluación de Resultados de los Aprendizajes, los tipos de conocimientos a ser evaluados, los procesos cognoscitivos subyacentes, los dos contextos de recuperación de información y la técnica de Análisis Cognitivo de Tarea. Posteriormente se abordan los conceptos asociados a los reactivos objetivas de rendimiento, características y sugerencias para su redacción, las modalidades que pueden ser medidas con reactivos de opción múltiple, así como las estrategias para la elaboración de pruebas objetivas. Finalmente se presenta información sobre los conceptos relacionados con las pruebas Multireactivo de Base Común y las estrategias para su elaboración. El lector del libro Evaluación: puente entre enseñanza y aprendizajes se beneficiará de la experiencia acumulada y de los conocimientos probados por los coautores en los últimos veinte años de trabajo en el área de la evaluación, los lectores tendrán acceso a las estrategias de evaluación que les permita crear escenarios futuribles para atender a los estudiantes a la medida de sus necesidades. ¡Bienvenidos todos!

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19

Mander, W. J. The Unknowable. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198809531.001.0001.

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This book presents a history of nineteenth century metaphysics in Britain, providing close textual readings of the key contributions to First Philosophy made by the key philosophers of the period (such as Hamilton, Mansel, Spencer, Mill, and Bradley) as well as some lesser known figures (such as Bain, Clifford, Shadworth Hodgson, Ferrier, and John Grote). The story focuses on the elaboration of, and differing reactions to, the concept of the unknowable or unconditioned, first developed by Sir William Hamilton in the 1829. The idea of an ultimate but unknowable way that things really are in themselves may be seen as supplying a narrative arc that runs right through the metaphysical systems of the period in question as, relative to this concept, these thought schemes may be divided into three broad groups which were roughly consecutive in their emergence but also overlapping as they continued to develop. In the first instance there were the doctrines of the agnostics who further progressed Hamilton’s basic idea that fundamental reality lies for the great part beyond our cognitive reach, but these philosophies were followed, immediately by those of the empiricists and, in the last third of the century by those of the idealists, both of whom—albeit in profoundly different ways—reacted against the epistemic pessimism of the agnostics. By presenting, interpreting, criticizing and connecting together their various contrasting ideas this book explains how these three traditions developed and interacted with one another to comprise the history of metaphysics in Victorian Britain.

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20

Drugs in Pregnancy and Lactation. Lippincott Williams & Wilkins, 2011.

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21

Drugs in Pregnancy and Lactation: A Reference Guide to Fetal and Neonatal Risk. 7th ed. Lippincott Williams & Wilkins, 2005.

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