1,345 research outputs found

    Specification for Granite Curbing from Robert M. Gill & Co.

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    https://digitalcommons.salve.edu/ochre-court/1256/thumbnail.jp

    Pretty Little Rainbow / music by Vincent C. Plunkett; words by Robert Levinson

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    Key of F. Cover: a drawing of an native American Woman in the moonlight; Publisher: Joe Morris Music Co. (New York)https://egrove.olemiss.edu/sharris_c/1170/thumbnail.jp

    The Moon Shines on the Moonshine / music by Robert Hood Bowers; words by Francis De Witt

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    Cover: photo of singer Bert Williams in blackface; Publisher: Shapiro Bernstein and Co. (New York)https://egrove.olemiss.edu/sharris_d/1002/thumbnail.jp

    Investigating Differences in Nutritional Parameters in Ugandan Children with Plasmodium falciparum Severe Malaria

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    Background: The past two decades have witnessed a 60% decline in global malaria mortality. However, two thirds of all malaria deaths continue to occur among children <5 years, with a majority in the WHO African Region. Malnutrition is an important risk factor for malaria. Wasting, Stunting and Underweight are crucial indicators of malnutrition, and are associated with increased mortality in children <5. Annually, 14 million children <5 are classified as wasted and 59 million children are classified as stunted. Objective: The objective of this study is to look at nutritional parameters, weight-for-age (WAZ), height-for-age (HAZ), and weight-for-height (WHZ), and how they differ over time in children <5 with severe malaria (SM) from the Ugandan cities Mulago and Jinja and the outcomes of mortality and nutritional parameters, underweight, stunting, and wasting. Methods: We defined underweight, stunting, and wasting as 2SD below the WAZ, HAZ, and WHZ means. We evaluated Z-scores and mortality status from children <5 years enrolled in a prospective cohort study (NDI, Neurodevelopmental Impairment in Children with Severe Malaria) at enrollment and 12-month follow-up between two sites. Results: WAZ, HAZ and WHZ at baseline were significantly lower among SM groups than in CC (p<0.01), and the SM group maintained significantly lower WHZ (p<0.01) and HAZ (p<0.001) at 12-month follow-up. Among the children who died, there were no significant differences of nutritional markers in Mulago, but in Jinja there was found to be a significant association between mortality and low WAZ (p<0.05) and underweight (p<0.05). Of children classified as underweight in Jinja, 37.5% of them died compared to 15.9% who survived; additionally, the odds ratio for decreased WAZ and mortality was 0.58 (p<0.05). Conclusion: Underweight, stunting, and wasting may be risk factors for SM, and underweight may exacerbate poor mortality outcomes in rural areas like Jinja. While underweight is worsened among children with SM at 1 month and normalizes by 12 months, stunting remains persistently low at 12 months. Nutritional interventions must be aimed at maintaining linear growth throughout the first year of SM in children <5 to reduce the risk factor of underweight on poor mortality outcomes

    The tourist in Spain : Biscay and the Castiles

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    Copia Digital : Museo del Romanticismo, 2011Port. adicional grabadaReproducción de grabado

    RE 1265A C.J. Torno

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    Series 4.2, Box 30, Folder 329 Sale No. 339, File No. 1265a, C.J. Torno, Lexington, Texashttps://scholarworks.utrgv.edu/johnshary/1103/thumbnail.jp

    Towards an Economy of Higher Education

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    This paper draws a distinction between ways thinking and acting, and hence of policy and practice in higher education, in terms of different kinds of economy: economies of exchange and economies of excess. Crucial features of economies of exchange are outlined and their presence in prevailing conceptions of teaching and learning is illustrated. These are contrasted with other possible forms of practice, which in turn bring to light the nature of an economy of excess. In more philosophical terms, and to expand on the picture, economies of excess are elaborated with reference, first, to the understanding of alterity in the work of Emmanuel Levinas and, second, to the idea of Dionysian intensity that is to be found in Nietzsche. In the light of critical comment on some current directions in policy and practice, the implications of these ways of thinking for the administrator, the teacher and the student in higher education are explored
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