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  2. Risk Management Framework v1 [07.09.21] UNIVERSITY OF CAMBRIDGE Risk…

    https://www.governanceandcompliance.admin.cam.ac.uk/files/risk_management_framework_2021.pdf
    7 Sep 2021: Risk Management Framework v1 [07.09.21]. UNIVERSITY OF CAMBRIDGE. Risk Management Framework. Version 1 [07.09.21]. Contents 1. Strategy & Vision. 2. (a) Risk Management Policy. 2. (b) Definitions of Risk Management. 2. (c) University Statement of
    By: Elle Bateman

  3. Quaestio 19 Main Final edited

    https://www.asnc.cam.ac.uk/publications/quaestio/back-issues/Quaestio-19.pdf
    20 Sep 2021: The Cambridge Colloquium in Anglo-Saxon, Norse and Celtic is a yearly spring conference. organized by postgraduate students of the Department of Anglo-Saxon, Norse and Celtic at the University of Cambridge. Information on the next Colloquium,

  4. The Cambridge Colloquium in Anglo-Saxon, Norse and Celtic is ...

    https://www.asnc.cam.ac.uk/publications/quaestio/back-issues/Quaestio-18.pdf
    20 Sep 2021: The Cambridge Colloquium in Anglo-Saxon, Norse and Celtic is a yearly spring conference. organized by postgraduate students of the Department of Anglo-Saxon, Norse and Celtic at the University of Cambridge. Information on the next Colloquium,

  5. The Cambridge Colloquium in Anglo-Saxon, Norse and Celtic is ...

    https://www.asnc.cam.ac.uk/publications/quaestio/back-issues/Quaestio-17.pdf
    20 Sep 2021: The Cambridge Colloquium in Anglo-Saxon, Norse and Celtic is a yearly spring conference. organized by postgraduate students of the Department of Anglo-Saxon, Norse and Celtic at the University of Cambridge. Information on the next Colloquium,

  6. An Inquiry into Machine Learning-basedAutomatic Configuration Tuning…

    https://www.cl.cam.ac.uk/~ey204/teaching/ACS/R244_2022_2023/papers/AKEN_VLDB_2021.pdf
    23 Sep 2021: An Inquiry into Machine Learning-basedAutomatic Configuration Tuning Services onReal-World Database Management SystemsDana Van Aken , Dongsheng Yang, Sebastien Brillard, Ari Fiorino. Bohan Zhang , Christian Bilien, Andrew PavloCarnegie Mellon

  7. A compliant and low-expansion 2-phase micro-architecturedmaterial,…

    www-mech.eng.cam.ac.uk/profiles/fleck/papers/380.pdf
    11 Sep 2021: A compliant and low-expansion 2-phase micro-architecturedmaterial, with potential application to solid-state Li-ion baeries. Ying Zhaoa,b, Vikram S. Deshpandeb, Norman A. Fleckb,. aDepartment of Aerospace Engineering and Applied Mechanics, Tongji

  8. 1. Inclusive curriculum design: self-evaluation tool

    https://www.cctl.cam.ac.uk/files/mtg-self-evaluation-1-curriculum-design.docx
    23 Sep 2021: 1. Inclusive curriculum design: self-evaluation tool. The first set of questions or prompts in this checklist has been designed for discussion by whole-of-course team, or working group interested in evaluating inclusive practices in their course or
    By: Ruth Walker

  9. 3. Inclusive teaching: self-evaluation tool

    https://www.cctl.cam.ac.uk/files/mtg-self-evaluation-3-teaching-practices.docx
    23 Sep 2021: The first set of questions or prompts in this checklist has been designed for discussion by whole-of-course team, or working group interested in evaluating inclusive practices in their course or Department. The subsequent questions more broadly
    By: Ruth Walker

  10. 2. Inclusive assessment and feedback: self-evaluation tool

    https://www.cctl.cam.ac.uk/files/mtg-self-evaluation-2-assessment-feedback.docx
    23 Sep 2021: 2. Inclusive assessment and feedback: self-evaluation tool. The first set of questions or prompts in this checklist has been designed for discussion by whole-of-course team, or working group interested in evaluating inclusive practices in their
    By: Ruth Walker

  11. 4. Inclusive learning environment: self-evaluation tool

    https://www.cctl.cam.ac.uk/files/mtg-self-evaluation-4-learning-environments.docx
    23 Sep 2021: The first set of questions or prompts in this checklist has been designed for discussion by whole-of-course team, or working group interested in evaluating inclusive practices in their course or Department. The subsequent questions more broadly
    By: Ruth Walker

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