Literatura académica sobre el tema "Atkinson College"

Larry P. Alford wins Hugh C. Atkinson Memorial AwardDavid W. Lewis named Academic/Research Librarian of the YearBucks County Community College Program wins CJCLS/EBSCO Community College Learning Resources AwardCollard named EBSS Distinguished LibrarianDysert named ESS De Gruyter Grant winnerExcellence in Academic Libraries Award winnersBrager, Mars, and Pittman win IS Innovation AwardNutefall receives IS Ilene F. Rockman Publication of the Year AwardScherlen named Marta Lange/SAGE-CQ Press Award winner

AbstractMore than 100 years have now passed since Scott’s Terra Nova expedition to the Antarctic, which was quickly followed by the First World War. Out of the events of those times emerges the name of Edward Leicester Atkinson, the Royal Navy Surgeon and Antarctic explorer who was a member of the scientific staff of Scott’s expedition, and who went on to serve in the First World War. In his honour, the Edward Leicester Atkinson Prize will be awarded annually to a Royal Navy Medical Officer who displays the values of leadership and moral courage during the New Entry Medical Officer course, either at Britannia Royal Naval College or the Institute of Naval Medicine.

John Price Wilkin wins Hugh C. Atkinson Memorial awardLuiz wins CJCLS/EBSCO Community College Learning Resources Program AwardGarczynski named EBSS Distinguished LibrarianNelson receives ESS De Gruyter GrantExcellence in Academic Libraries Award winnersBluemle receives IS Ilene F. Rockman Publication of the Year AwardKellam named Marta Lange/SAGE-CQ Press Award winner

1 Earlier versions of this reply were incorporated in talks I gave at Nuffield College, Oxford (3 November 1995) and at the Political Thought Seminar, University of Cambridge (21 January 1996). Many thanks to Tony Atkinson, Jerry Cohen, John Dunn, Cécile Fabre, Sue James, David Miller, Adam Swift, Stuart White, Andrew Williams and others (whose names I have forgotten or never knew) for stimulating discussions on these two occasions.

In December 1994 the Revd Philip LS Barrett BD MA FRHistS FSA, Rector of Compton and Otterbourne in the Diocese of Winchester, successfully submitted a dissertation to the University of Wales College of Cardiff for the degree of LLM in Canon Law, entitled ‘Episcopal Visitation of Cathedrals in the Church of England’. Philip Barrett, best known for his magisterial study, Barchester: English Cathedral Life in the Nineteenth Century (SPCK1993), died in 1998. The subject matter of this dissertation is of enduring importance and interest to those engaged in the life and work of cathedrals, and the Editor invited Canon Peter Atkinson, Chancellor of Chichester Cathedral, to repare it for publication in this Journal, so that the author's work might receive a wider circulation, but at a manageable length. In 1999 a new Cathedrals Measure was enacted, following upon the recommendations of the Howe Commission, published in the report Heritage and Renewal (Church House Publishing 1994). The author was able to refer to the report, but not to the Measure, or to the revision of each set of cathedral Statutes consequent upon that Measure. While this limits the usefulness of the author's work as a point of reference for the present law of cathedral visitations, its value as an historical introduction remains.

COVID-19 has greatly affected the education sector compelling educators to adapt to online teaching and platforms quite abruptly. Thus, this study aims to determine the impact of this pandemic on the life of college faculty and its consequences on their social, emotional, and personal aspects due to the transition from physical classes to online lectures and design a support program to help reframe and alleviate its impacts. This is a descriptive study using a convergent mixed methods design. Employing a snowball sampling technique, a modified web-based global questionnaire that is divided into 7 sections, was administered via Google forms. With the use of SPSS v. 23, results showed from 81 respondents in 37 universities that despite the limited time and resources in the preparation, the faculty displayed an adaptive behavior. Remarkably, the narratives related impacts of emergency remote education on personal life circumstances more than what the figures showed in the statistical analysis. Three important words emerged with ambivalent themes as the general views on COVID -19 as generated by NVivo QSR: life, time and changes. Using Braun-Clarke approach to thematic analysis, the narratives also evoked that spirituality and emotions play a significant role in coping. The support program was designed with the academic, social and emotional aspects in the key result areas with proposed program and activities such as educational policy on the pedagogy of care, continuing digital literacy program, social support elements of emotional concern, instrumental aid, appraisal, virtual socialization and also conduct of webinars, workshop series and fellowship as coping mechanisms.ReferencesAristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). A Global Student Survey “Impacts of the Covid-19 Pandemic on Life of Higher Education Students”. Global Database 2020. http://www.covidsoclab.org/global-studentsurvey/globaldatabase/83.Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-Freih, M., Pete, J., Olcott, Jr., D. , Rodes, V., Aranciaga, I., Bali, M., Alvarez, Jr. A.V., Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., de Coëtlogon, P., Shahadu, Brown, M., Asino, T. I., Tumwesige, J., Reyes, T. R., Ipenza, EB., Ossiannilsson, E., Bond, M., Belhamel, K., Irvine, V., Sharma, R. C., Adam, T., Janssen, B., Sklyarova, T., Olcott, N., Ambrosino, A., Lazou, C., Mocquet, B., Mano, M., & Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis, Asian Journal of Distance Education (15),1.Carstensen, L. L. , Shavit, Y. Z. & Barnes, J. T. (2020). Age Advantages in Emotional Experience Persist Even Under Threat From the COVID-19 Pandemic. Psychological Science, 31(11) 1374–1385 https://journals.sagepub.com/doi/10.1177/0956797620967261. https://doi.org/10.1177/0956797620967261 www.psychologicalscience.org/PSCreswell, J. W. & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. (2nd ed.). Sage Publications, Inc. https://www.google.com.ph/booksDilorio, C. K. (2006). Measurement in health behavior: Methods for research and evaluation. Wiley.Hebebci, M. T., Bertiz, Y., & Alan S. (2020). Investigation of Views of Students and Teachers on Distance Education Practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science.Howitt, D. & Cramer, D. (2017). Research methods in Psychology. (5th ed.). Pearson Education Limited.Korkmaz, G. & Toraman, Ç. (2020). Are we ready for the post-COVID-19 educational practice? An investigation into what educators think as to online learning. International Journal of Technology in Education and Science (IJTES), 4(4), 293-309. ISSN: 2651-5369Kraft, M. A., Simon, N. S. & Lyon, MA. (2020). Sustaining a Sense of Success: The Importance of Teacher Working Conditions During the COVID-19 Pandemic. Annenberg Brown University EdWorkingPaper No. 20-279.Nicomedes, CJ. C. Arpia, HM. S., Roadel, RM.,Venus , CA. S., Dela Vega, AF, Ibuna, JM. T., & Avila, RM. A. An Evaluation on Existential Crisis of Filipinos during the Covid-19 Pandemic Crisis. https://www.researchgate.net/publication/341411489Nicanor-Perlas, N. (18 April 2020). Covid-19 Pandemic: the Philippine Experience: The Case for a Precision Quarantine and Immunity (PQI) Approach A Briefing Paper. www.covidcalltohumanity.orgNolen-Hoeksema, S., Fredrickson, B. L., Loftus, G. R. & Wagenaar, W. A. (2009). Atkinson & Hilgard’s Introduction to Psychology.(15th ed), Wadsworth Cengage Learning.Polit, D. F. & Beck, C. T. (2006). The Content Validity Index: Are you sure you know what’s being reported? Critique and recommendations. Research in Nursing and Health (29), 489-497. www.interscience.wiley.com DOI: 10.1002/nur.20147Prime, H., Wade, M. & Browne, D. T. (2020). Risk and Resilience in Family Well-Being During the COVID-19 Pandemic AmericanPsychological Association 2020, 75, (5), 631–643 ISSN: 0003-066X http://dx.doi.org/10.1037/amp0000660Rathus, S. A. (2012). PSYCH. (2nd Ed). WADSWORTH CENGAGE Learning. 238.Stage, F. K. &, Manning, K. (Eds.). (2016). Research in the college context: Approaches and methods (2nd ed.) Routledge Taylor and Francis Group.Talidong, KJ. B. & Toquero, CM. D. Philippine Teachers’ Practice to Deal with Anxiety amid COVID-19. Journal of Loss and Trauma International Perspectives on Stress & Coping, 25, (6–7), 573–579 https://doi.org/10.1080/15325024.2020.1759225

Integrin binding to proteins often involves recognition of domains containing the arginine-glycine-aspartate (RGD) motif. Different binding affinities and specificities of the integrin-ligand protein interactions involve additional protein domains. The n.m.r. structure of the snake-venom protein echistatin suggested that the C-terminal portion of the molecule might be important, in addition to the RGD domain, in binding to the integrin glycoprotein IIbIIIa (GPIIbIIIa) [Saudek, Atkinson and Pelton (1991) Biochem. 30, 7369-7372]. The synthetic C-terminal peptide, echistatin-(40-49), PRNPHKGPAT, (1) inhibited binding of GPIIbIIIa to immobilized echistatin (IC50 3-6 mM), but did not inhibit binding of GPIIbIIIa to immobilized fibrinogen (up to 5 mM peptide), (2) activated GPIIbIIIa binding to fibronectin and vitronectin, usual ligands for the activated integrin, (3) activated binding of GPIIbIIIa to collagen type I and type IV, proteins not usually regarded as ligands for the integrin, and (4) stimulated 125I-fibrinogen binding by human platelets. These findings argue for an interaction of this non-RGD domain in echistatin with GPIIbIIIa, leading to activation of the integrin and extension of the ligand specificity to include immobilized collagen.

Harry Dean Stanton (1926--2017) got his start in Hollywood in TV productions such as Zane Grey Theater and Gunsmoke. After a series of minor parts in forgettable westerns, he gradually began to get film roles that showcased his laid-back acting style, appearing in Cool Hand Luke (1967), Kelly's Heroes (1970), The Godfather: Part II (1974), and Alien (1979). He became a headliner in the eighties -- starring in Wim Wenders's moving Paris, Texas (1984) and Alex Cox's Repo Man (1984) -- but it was his extraordinary skill as a character actor that established him as a revered cult figure and kept him in demand throughout his career. Joseph B. Atkins unwinds Stanton's enigmatic persona in the first biography of the man Vanity Fair memorialized as "the philosopher poet of character acting." He sheds light on Stanton's early life in West Irvine, Kentucky, exploring his difficult relationship with his Baptist parents, his service in the Navy, and the events that inspired him to drop out of college and pursue acting. Atkins also chronicles Stanton's early years in California, describing how he honed his craft at the renowned Pasadena Playhouse before breaking into television and movies. In addition to examining the actor's acclaimed body of work, Atkins also explores Harry Dean Stanton as a Hollywood legend, following his years rooming with Jack Nicholson, partying with David Crosby and Mama Cass, jogging with Bob Dylan, and playing poker with John Huston. "HD Stanton" was scratched onto the wall of a jail cell in Easy Rider (1969) and painted on an exterior concrete wall in Drive, He Said (1971). Critic Roger Ebert so admired the actor that he suggested the "Stanton-Walsh Rule," which states that "no movie featuring either Harry Dean Stanton or M. Emmet Walsh in a supporting role can be altogether bad." Harry Dean Stanton is often remembered for his crowd-pleasing roles in movies like Pretty in Pink (1986) or Escape from New York (1981), but this impassioned biography illuminates the entirety of his incredible sixty-year career. Drawing on interviews with the actor's friends, family, and colleagues, this much-needed book offers an unprecedented look at a beloved figure.

In 1992 Interim Guidance Notes were issued in the UK to provide guidance for the design of offshore topsides for fires and explosions. This Guidance was one consequence of the Piper Alpha Tragedy in the North Sea. Since 1992 a great deal of further research and technology has been developed in order to improve understanding of the characteristics of fires and explosions and the response of the structures and equipment to these events. In order to collate this new information in a readily useable format, the United Kingdom Offshore Operators Association (UKOOA) and the Health and Safety Executive (HSE) commissioned the MSL Consortium to update the existing Interim Guidance Notes and produce Part 1 of the new Guidance. The MSL Consortium consisted of the organisations represented by the authors with contributions from WS Atkins (Houston) and Beth Morgan Safety Solutions. The project manager was Minaz Lalani of MSL. The new Guidance is being developed in three parts. The first two parts deal with the philosophy for the avoidance and mitigation of explosions and fires respectively, which together establish the background for Part 3 which will provide detailed guidance on design practices for fire and explosion engineering. This paper describes the first document. Specific issues which are discussed include installation risk screening, nominal explosion loads, inherently safer design, hazard management, and the derivation of Design Explosion loads. This paper also describes the recommended method for explosion response assessment given in the Guidance.