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Windows Explorer is a great tool, but the addition of a few little tweaks can make vastly improve your experience with the file and folder management system. Windows Explorer Replacement Programs For MicrosoftWhere is Windows Explorer in Windows 7? Left-click the Start Orb > All Programs > Accessories > windows Explorer.-- Bruce Chambers. Windows Explorer Replacement. Windows Programs replacement v. Opus is an extremely powerful and configurable File Manager/Explorer Replacement for Windows. Windows Explorer is the fundamental file and folder management and navigation system for the Windows GUI, and has evolved over the many iterations of the Windows. Looking for some good desktop/shell replacement programs for Windows? For those of you who feel the need, the need to customize, an alternative shell to th.
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Briber, Jaime Cardena- Garcia, and MSE Associate Professor Luz Martinez- Miranda recently completed work on an National Science Foundation (NSF)- funded project titled . Work funded under the proposal also helped integrate significant advances in nanotechnology research with the undergraduate engineering laboratory curriculum through the development of a new teaching lab. The first is a pair of micro- tensile testers used for determining the mechanical properties of micron- scale devices and materials. New Bioengineering Laboratory Course Developed Through NSF Funding. The National Science Foundation (NSF). One influential program sponsored by DUE was the Instrumentation and Laboratory Improvement Program. The second is an integrated nanoindentation / scanning probe microscope (SPM) testing system, used for measuring the hardness and elasticity of materials at the nanoscale, and for imaging samples. Located in the Jeong H. Kim Engineering Building, the 2. Clark School. 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Course, Curriculum, and Laboratory Improvement nsf. Full Proposal Deadline(s) (due by 5 p. The anticipated total funding amount for all tracks in CCLI is. Page limits and format requirements have been changed. The deadline dates have been revised. An increased emphasis is placed on making use of the educational. Synopsis and adding a section to the Program. Description. Rather than a word limit, the Project Summary is now limited to. It must clearly address in separate statements. Tuition and fees may be charged for workshops offered as a part. SUMMARY OF PROGRAM REQUIREMENTSGeneral Information. Program Title: Course, Curriculum, and Laboratory Improvement (CCLI) Educational Materials Development (EMD); Adaptation and Implementation (A& I); National Dissemination(ND); Assessment of Student Achievement (ASA) Tracks. Synopsis of Program: The Course, Curriculum, and Laboratory Improvement (CCLI) program. STEM) education for all students, based on educational. It targets. activities affecting learning environments, course content, curricula. STEM education. The CCLI program has four tracks that emphasize, respectively, the. EMD); the local adaptation and implementation of previously. A& I); the national. ND); and the assessment of student achievement. ASA). Projects may address the needs of a single. Abstracts of previously. Limit on Number of Proposals. None Specified. Award Information. Anticipated Type of Award: Standard. Continuing Grant Estimated Number of Awards: 2. EMD, 1. 0 ND, 1. 15 A& I, and 1. ASA awards Anticipated Funding Amount: $4. Proposal Preparation and Submission Instructions. A. Proposal Preparation Instructions. Full Proposal Preparation Instructions: This. Grant. Proposal Guide (GPG) proposal preparation guidelines. Please see the. full text of this solicitation for further information. B. Budgetary Information. Cost Sharing Requirements: Cost Sharing is Specialized. Please. see the full text of this solicitation for further information. Indirect Cost (F& A) Limitations: Not Applicable. Other Budgetary Limitations: Not Applicable. C. Due Dates. Full Proposal Deadline Date(s) (due by 5 p. Award Administration Information. Award Conditions: Standard NSF award conditions apply. Reporting Requirements: Additional reporting requirements. Please see the full text of this solicitation for further information. TABLE OF CONTENTSSummary of Program Requirements. Introduction. Program Description. Track 1 – Educational Materials Developments. CCLI- EMD)Track 2 – National Dissemination (CCLI- ND)Track 4 – Assessment of Student Achievement. CCLI- ASA)Eligibility Information. Award Information. Proposal Preparation and Submission Instructions. Proposal Preparation Instructions. Budgetary Information. Due Dates. Fast. Lane Requirements. Proposal Review Information. NSF Proposal Review Process. Review Protocol and Associated Customer. Service Standard. Award Administration Information. Notification of the Award. Award Conditions. Reporting Requirements. Contacts for Additional Information. Other Programs of Interest. I. INTRODUCTIONUndergraduate science, technology, engineering and mathematics (STEM). The Course, Curriculum, and Laboratory Improvement (CCLI) program’s. STEM. The CCLI program strengthens NSF’s goal of ensuring access to. STEM education for all students by focusing on the development. The focus includes introductory. This program. also supports the development of assessment tools and processes and. The CCLI program reflects a cycle of discovery. Rand Mathematics Study. Panel (2. 00. 2) Mathematical Proficiency for all Students: Towards a Strategic. Development Program in Mathematics Education, Rand Corporation MR- 1. OERI). that includes: Developing and testing new theories and knowledge. Designing and developing tools, materials and. Designing, implementing, and documenting interventions; Synthesizing and interpreting results and identifying. Conducting research on problems of learning, teaching. The components of the CCLI program collectively encourage and nurture. Each of the four CCLI tracks contributes to. The development of innovative instructional materials, processes, and. Educational Materials Development (EMD) track. CCLI. EMD “Proof- of- Concept” projects test the scientific. Some of these will lead. Full- Scale” EMD projects to develop final products and. Through the Adaptation and Implementation (A& I) track, the CCLI. Projects supported. A& I proposals are. Through the subsequent synthesis of evaluation. NSF seeks to continue building knowledge about effective educational. In addition, the A& I track. Type II projects, is prepared to support those who have identified. The National Dissemination (ND) track provides STEM faculty with professional. EMD and A& I tracks of the CCLI program. ND projects must be. The goal of the ND track. ND projects. are encouraged to create and nurture these networks and thus become. The Assessment of Student Achievement (ASA) track of the CCLI program. This track contributes to the cycle of innovation. EMD, A& I, and ND projects and. STEM. disciplines. The ASA track supports assessment at a variety of levels. The opportunity for faculty and their institutions to have a major. Increased national. STEM education, coupled with rapid. K- 1. 2. education, increased understanding of how students learn, and successful. These developments provide. STEM undergraduate. II. PROGRAM DESCRIPTIONThe CCLI program aims to support the development. These should be based on educational research that documents. Thus. the most competitive proposals will be those that refer to existing. One source of information about previously. NSF Division of Undergraduate Education projects is the Project. Information Resource System (PIRS), https: //www. Track 1 - Educational Materials Development. CCLI- EMD)The objective of the CCLI- EMD track is to support. Projects are expected to address national needs and/or. STEM education and to produce innovative. Projects to develop new materials. Because it is the aim of the EMD program track to. The CCLI- EMD track invites two types of proposals. Those that intend to establish a . In this case, the final report for the proof- of- concept project. Developing the prototype into a full- scale. Commercial or other self- sustained distribution. If the team developing a prototype involves collaboration. Full- Scale Development. A full- scale development project is expected to produce. The outcomes expected of funded. The full- scale development of innovative materials. A credible evaluation of the effectiveness. Faculty at test sites and other potential users. Dissemination of information about the developed. Self- sustaining national distribution (for. The Project Description portion of the proposal should. Budget Considerations: Full- scale. Alternatively, when a project. PI may submit a request for a supplement. The request for the supplement. PIs interested in. NSF Program Director assigned. Collaborations between Two- Year Colleges. Four- Year Colleges/Universities: In addition to individual. Educational Materials. Development track also encourages proposals from two- year colleges in. The goal is to encourage. These proposals. may be submitted by either a two- or a four- year institution but must. If appropriate, activities leading to seamless. NSF also encourages submission. Full- Scale Development proposals developed jointly by two- and four- year. Track 2 –- National. Dissemination (CCLI- ND)This track supports the national dissemination of. STEM learning. Proposals. Such organizations should. Although it is expected that. These professional development opportunities are. The new content may be scientific and technical knowledge. It is expected that the format will provide interaction. Successful proposals must aim to provide faculty. Scientific societies may submit proposals to the. Proposals from scientific societies should. Scientific societies in the same discipline. The outcomes expected of funded. CCLI- ND projects include all of the following: Sets of materials for use by attending faculty. Participation by faculty who are representative. Track 3 –- Adaptation. Implementation (CCLI- A& I)The Adaptation and Implementation (A& I) track. CCLI program promotes the improvement of STEM education in the. The acquisition of instrumentation. Type I project. When possible, projects are expected to include students. Proposers are encouraged to consider. Funds may be requested in any budget category. NSF or may be entirely for equipment or instrumentation. Proposals must specifically identify the materials. Materials and/or practices for adaptation. The outcomes expected of funded. Type I projects include all of the following: Adaptation and implementation of exemplary. An evaluation that informs the institution. Faculty professional development, as needed. Efforts to build on the project and to broaden. Effective dissemination of project results. Type II Projects. Type II projects provide support for a group of faculty. In order to begin significant curriculum. STEM curricula, materials. The projects also are expected to include students. Projects might include, for example. A combination of intensive faculty enhancement. A series of pilot efforts within a department. A modification of the curriculum in ways that. An investigation of important curricular changes. A combination of faculty enhancement efforts. A multi- institutional effort that allows a. The proposing group may be an entire department or. The proposal must provide evidence. The. proposal must describe the ultimate long- term curricular goals that. Funds may. be requested in any budget category supported by NSF. The outcomes expected of funded. Type II projects include all of the following: Lowering of the challenges or barriers that. A description of the exemplary curricula, materials. A summary of student contributions to the project. An evaluation, using the benchmarks defined. Effective dissemination of project processes. A specific plan, including a timeline, for. Submittal to the appropriate academic officer. Post-stroke fatigue: a review on prevalence, correlates, measurement, and management Mohanasuntharaam Nadarajah, Hui-Ting Goh Department of Rehabilitation Medicine. The Chalder fatigue scale is widely used to measure physical and mental fatigue in chronic fatigue syndrome patients, but the constructs of the scale have not b. Chalder Fatigue Scale. 98 17 Chalder Fatigue Scale Reference 1. Development of a fatigue scale. Journal of Psychometric Research, 37 (2), 147 153. Chalder fatigue scale. This scale can be scored “bimodally” with columns representing 0, 0, 1 & 1 and a range from 0 to 11. Fatigue levels were similar. Click HERE for Facit Translation. Questionnaires. Below is a list of all scales that are currently part of the FACIT Measurement System. Questionnaires and all related subscales, translations, and adaptations (“FACIT System”) are owned and copyrighted by David Cella, Ph. D. The ownership and copyright of the FACIT System resides strictly with Dr. Cella has granted FACIT. FACIT System to other parties. Copies of the questionnaire in English are available below. To gain access to the scoring and interpretation materials, please register. Translations: Translations are not available on the website and may require a fee depending on the details of your study. Pharmaceutical clinical trials tend to require licensing fees per language/per questionnaire, whereas fees are typically waived for investigator- initiated studies. Please register, indicating the country and language you'd like, and we will contact you (either with the questionnaire or to request further information). Make sure you enter your email address properly so that we're able to get in touch with you and make sure that you're able to receive emails from facit. If you do not hear from anyone within 5 days, send a message to information@facit. Please confirm the translation of the questionnaire you'd like to use exists before registering. For a current list of language availability for each questionnaire, place your cursor over . Adolescent Sleep Hygiene Scale (pdf). Chalder Fatigue Questionnaire (pdf) Norsk versjon, validert. For vurdering av fatigue og kronisk fatigue syndrom. You have free access to this content Arthritis Care & Research Volume 49, Issue S5, Version of Record online. Fatigue category Chalder fatigue scale Fatigue score 3 yearsafter giardiasis Fatigue score 5 years after giardiasis. Title: bgt37089figmc2.eps Author: M Short communication Cross-cultural validation of the Chalder Fatigue Questionnaire in Brazilian primary care Hyong Jin Choa,b,4, Erico Costaa,c, Paulo Rossi Menezesd. If you register for questionnaire that is not available, we will not respond to your registration. Note that the FACIT questionnaires undergo a rigorous translation and linguistic validation methodology, including cognitive debriefing with patients, and that unauthorized translations of our scales will not be recognized as official versions. To request translations of our questionnaires not currently available, visit the FACITtrans portion of this website. The English versions of our questionnaires are free for anyone to use. By downloading any of the questionnaires below, you agree to the following: You must register your study on our website using the registration form. You are not required to provide any proprietary or confidential information. We will use this information in our website database for internal tracking purposes only. Registration will also automatically grant you access to the scoring and interpretation materials. You will provide us with copies of any publications which come about as the result of collecting data with any FACIT questionnaire. Due to the ongoing nature of cross- cultural linguistic research, we reserve the right to make adaptations or revisions to wording in the FACIT measurement system and/or related translations as necessary. If such changes occur,you have the option of using either previous or updated versions according to your research objectives. You may not change the wording or phrasing of any FACIT document without previous permission from us. If any changes are made to the wording or phrasing of any FACIT item without permission, the document cannot be considered FACIT and subsequent analyses and/or comparisons to other FACIT data will not be considered appropriate. Permission to use the name “FACIT” will not be granted for any unauthorized translations of the FACIT items. Any analyses or publications of unauthorized changes or translated versions may not use the FACIT name. Any unauthorized translation will be considered a violation of copyright protection. In all publications and on every page of the FACIT used in data collection, the copyright information be listed precisely as it is listed on the questionnaire itself. Note: If you previously registered and obtained a username and password prior to November of 2. Further information about terms of use can be found in the Copyright section under About Us.
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