Murmuring Sea

[verse 1] Murmuring sea! Beautiful sea! How I love to list to thy melody,When the winds are still in the rocky caves, And the sweet stars glance on thy purple waves Tis then I dream of the distant land, Where I left a loveing and joyous band Oh! dearer than ever they seem to be, As I muse on the shore of the murmuring sea, As I muse on the shore of the murmuring sea! [verse 2]Murmuring sea! Beautiful sea!I no more shall sail o\u27er thy water free,But I watch the ships till the fade from sight,And my fancy follows their trackless flight,And my fancy follows their trackless flight,Bounding away to their destin\u27d mart,To the land so dear to my loving hear!Oh! dearer than ever it seems to me,As I muse on the shor of the murmuring sea!I muse on the shore of the murmuring sea! [chorus]Murmuring sea! beautiful sea!Oh! dearer than ever they seem to be,As we muse on the shore of the murmuring sea, The murmuring sea, murmuring sea.Beautiful sea, beautiful sea!Murmuring, murmuring, murmuring sea \u2

Gipsy Countess

Gipsy verse 1O, how can a poor gipsy maiden like me,Ever hope the proud bride of a noble to be?To some bright jewelled beauty thy vows will be paid,And thou wilt forget her, the poor gipsy maid,And thou wilt forget her, the poor gipsy maid. Earl verse 1Away with that thought! I am free, I am free,To devote all the love of my spirit to thee;Young rose of the wilderness, blushing and sweet!All my heart. all my fortune, I lay at thy feet,All my heart, all my fortune, I lay at thy feet;By you bright moon above! GipsyThat can change a man\u27s love! EarlBy the sun\u27s constant ray! GipsyThat night\u27s tears chase away!O never by thee will my trust be betrayed, Thou wilt love me forever, thine own gipsy maid,Thou wilt love me forever, thine own gipsy maid. Earl verse 2I have lands and proud dwellings, and all shall be thine,And a coronet, Zillah, thy brow shall entwine;Thou shalt never have reason my faith to upbraid, For a Countess I\u27ll make thee, my own gipsy maid,For a Countess I\u27ll make thee, my own gipsy maid;Then fly with me now; Gipsy Shall I trust to thy vow? EarlO yes,; come away! GipsyWilt thou never betray? O never by thee will my trust be betrayed,Thou wilt love me forever, thine own gipsy maid, Thou wilt love me forever, thine own gipsy maid

Midnight Moon

[verse 1]The midnight moon is beautiful,When rising from the sea,She guides the wand\u27ring marinerAcross the waters free...The shining stars are eloquentWithin their golden spheres,...When oft before the musing mindThey bring the Lost of years.The midnight moon is beautiful, When rising from the sea,She guides the wand\u27ring marinerAcross the waters free. [verse 2]There is no voice or language heard, Those radiant orbs among,And yet they breather at midnight hourA sweet and solemn song....To earth and sea\u27s remotest shores,They tell the power divingThat launch\u27d them thro\u27 the realms of nightIn boundless space to shine,The midnight moon is beautiful,When rising from the sea,She guides the wand\u27ring marinerAcross the waters free

Tribute to the Late Justice Thurgood Marshall

Tribute

A novel receive-only liquid nitrogen (LN2)-cooled RF coil for high-resolution in vivo imaging on a 3-Tesla whole-body scanner

The design and operation of a receive-only liquid nitrogen (LN2)-cooled coil and cryostat suitable for medical imaging on a 3-T whole-body magnetic resonance scanner is presented. The coil size, optimized for murine imaging, was determined by using electromagnetic (EM) simulations. This process is therefore easier and more cost effective than building a range of coils. A nonmagnetic cryostat suitable for small-animal imaging was developed having good vacuum and cryogenic temperature performance. The LN2-cooled probe had an active detuning circuit allowing the use with the scanner's built-in body coil. External tuning and matching was adopted to allow for changes to the coil due to temperature and loading. The performance of the probe was evaluated by comparison of signal-to-noise ratio (SNR) with the same radio-frequency RF) coil operating at room temperature (RT). The performance of the RF coil at RT was also benchmarked against a commercial surface coil with a similar dimension to ensure a fair SNR comparison. The cryogenic coil achieved a 1.6- to twofold SNR gain for several different medical imaging applications: For mouse-brain imaging, a 100-mu m resolution was achieved in an imaging time of 3.5 min with an SNR of 25-40, revealing fine anatomical details unseen at lower resolutions for the same time. For heavier loading conditions, such as imaging of the hind legs and liver, the SNR enhancement was slightly reduced to 1.6-fold. The observed SNR was in good agreement with the expected SNR gain correlated with the loaded-quality factor of RF coils from the EM simulations. With the aid of this end-user-friendly and economically attractive cryogenic RF coil, the enhanced SNR available can be used to improve resolution or reduce the duration of individual scans in a number of biomedical applications

The Curriculum and Pedagogic Properties of Practice-based Experiences: The Case of Midwifery Students

Author version made available in accordance with Publisher's copyright policy.This paper outlines curriculum considerations for the ordering, enactment and experiencing of practice-based experiences (e.g. practicums) in tertiary education programs developing occupational specific capacities. Increasingly, these programs are engaging students in practicum experiences (i.e. those in the circumstances of practice). These practice-based experiences require considerable investment on the part of all involved and so need to be used in ways that do justice to those invest- ments. However, such experiences are often provided and engaged in by students without consideration being given to their educational purposes; their likely contri- butions and how they can be sequenced and utilised to achieve those purposes. Here, the specific concern is to identify bases for considering these purposes and how these might be realised through the selection and sequencing of student experiences. A case study of two practicum experiences comprising midwifery students’ ‘follow-through’ experiences with birthing women and clinical placements is used to identify the kinds of learning that can arise through different kinds of practice-based experiences and how they might be most effectively organised. The concern, therefore, is to identify how the midwifery curriculum (i.e. pathways of experiences) can be ordered and augmented by particular pedagogic practices that assist realise the program’s intended learning outcomes. The two different practice-based experiences are found to gener- ate distinct learning outcomes for the students. The follow-throughs generate under- standings about the birthing process from the birthing mothers’ perspectives and provide goal states for midwifery work and understandings about midwifery practice, whereas the development of clinical capacities that arise through clinical placements. Consequently, the formers kinds of experiences might be best provides before, or in conjunction with second. Importantly, rather than viewing these experiences as being supplementary to what is provided within tertiary education institutions, they need to be consider as particular kinds of experiences on their own terms and engage with and utilise their contributions accordingly