Move On Mr. Moon

https://digitalcommons.library.umaine.edu/mmb-vp/4353/thumbnail.jp

If You Cared for Me As I Care for You

VERSE 1My heart’s sad and I am lonely,And I don’t know what to do!Something tells me you’re unhappy,Something says you miss me, too.Ev’ry breeze your name is sighing,Flowers nod their heads in vain;And my soul for you is crying,Won’t you come to me again? REFRAINIf you cared for me as I care for you,If your heart were mine again;If some sweet day to me you’d say,“I love you just the same!”For I want you so, and this much I know,That no other girl will do!I would happy be,If you cared for meAs I care for you! VERSE 2Do you ever see the river?Does the old moon shine as fair?Do you wander in the meadowBuilding castles in the air?Do you ever think of someone?Someone’s heart now filled with pain;Must I live on broken hearted,Say you’ll care for me again! REFRAI

That Night In Araby / music by Ted Snyder; words by Billy Rose

Cover: a photo of Rudolph Valentino; Publisher: Henry Waterson, Inc. (New York)https://egrove.olemiss.edu/sharris_d/1076/thumbnail.jp

Eternal Love

[Verse 1]Oft\u27 times you ask me if the love I bear,Is like a summer\u27s breeze,Which softly comes and goes, no one knows were,and sighs with the swaying trees.If in the years to come,I\u27ll love you as today,I can but say, I\u27ll love you then, sweetheart, forever and for aye. [Refrain]Not like the winter\u27s snow,Not like a simmer\u27s breeze,Soft thro\u27 the signing trees,Not like a flower rare,not like the stars above;none can compare with the love that I bare,for mine is eternal love. [Verse 2]Do you recall the hours we spent alone?Would they could a;ways be,The tender love light in your eyes was shown, when you gave your heart to me. But soon the time will come,When we must say adieau,I only hope that we will meet above,and then our love renew. [Refrain

If you cared for me

Gift of Dr. Mary Jane Esplen.Piano vocal [instrumentation]My hearts's sad and I am lonely [first line]If you cared for me as I care for you [first line of refrain]F [key]Andante moderato [tempo]Popular song [form/genre

Caloric Restriction Affects Liver Microsomal Monooxygenases Differentially in Aging Male Rats

Caloric restriction (CR) extends life span and retards the onset of physiological changes and pathologies associated with aging, but the underlying mechanisms remain unresolved. This study demonstrates that CR postpones the documented age-related declines in and/or enhances the activity and microsomal concentrations of several liver monooxygenases in male rats, i.e., NADPH cytochrome P-450 reductase, total cytochromes P-450. However, the relative concentration of cytochrome P-450b+c did not exhibit statistically significant changes, whereas another isozyme, the male specific P-450h, declined significantly in both ad libitum-fed and CR rats as a function of increasing age. While CR appears to retard age-associated changes in certain liver enzymes, this effect is by no means universal. The hepatic monooxygenases constitute a well-characterized enzyme system in which to examine the perturbation of the aging process by C

Implementation of Competency Based Educational Strategies into a First-Year Seminar for InterProfessional Healthcare Science Majors

ABSTRACT Introduction: The Health Educators Academy at Western Carolina University was developed by the Dean of the College of Health and Human Sciences. Interdisciplinary fellows in the 2015 HEA focused on competency based education (CBE), which naturally incentivizes collaborative, interdisciplinary and interprofessional work. The 2015 Health Educator Academy Fellows researched healthcare competencies and designed curriculum changes that aligned within these parameters. This article discusses the creation of a first-year, interprofessional healthcare course that emphasizes CBE as well as interprofessional practice. Interprofessional Goals: The 2015 Academy Fellows believed that a collaborative course in the first-year curriculum that builds upon integral competencies would help introduce a structure that would support further IPE in later courses. Background of CBE: The recent expansion of CBE in higher education is a result of a number of factors, including changing demographics, the increase in student debt, declining state funding, and the need for accountability markers and improved learning outcomes. First- Year Experience: First-year seminars were first designed to ease the transition to college for students and to increase both retention and persistence to graduation. Proposed CBE Course: Three foundational interprofessional global health competencies domains were implemented into the first-year experience course: collaboration, partnering and communication; ethics; and sociocultural and political awareness. Reflection and Lessons Learned: In reflecting upon the process of designing a first-year interprofessional, competency-based course, the members of the Health Educator Academy organically implemented many educator and curricular best practices that facilitate collaboration in health care delivery. Future Plans: Rather than deal with complex health issues from a single, specialized approach, healthcare providers will need to work as a team to meet the needs of patients as well as the broader community. Courses such as a first-year seminar based on interprofessional competency-based curriculum can begin the process of teaching students to think collaboratively and critically. This type of course will provide some of the tools that students will need once they leave the university and enter the professional realm

Mutual information-based binarisation of multiple images of an object: an application in medical imaging

A new method for image thresholding of two or more images that are acquired in different modalities or acquisition protocols is proposed. The method is based on measures from information theory and has no underlying free parameters nor does it require training or calibration. The method is based on finding an optimal set of global thresholds, one for each image, by maximising the mutual information above the thresholds while minimising the mutual information below the thresholds. Although some assumptions on the nature of images are made, no assumptions are made by the method on the intensity distributions or on the shape of the image histograms. The effectiveness of the method is demonstrated both on synthetic images and medical images from clinical practice. It is then compared against three other thresholding method

Typologies of substance use and illegal behaviors: A comparison of emerging adults with histories of foster care and the general population

This study used latent class analysis (LCA) to explore whether patterns of substance use and illegal behaviors among emerging adults, 18 to 28 years old, differ depending on whether they have a prior history in foster care. The study sample, consisting of 316 respondents who had previously been in foster care and 14,301 respondents without a foster care history, was drawn from the third wave of the National Longitudinal Study of Adolescent Health. A multiple-group LCA compared former foster youth to their peers in the general population. The following four classes were identified: illegal behaviors, substance use, illegal behaviors with problematic substance use and normative behaviors. Most of the differences between the groups were not statistically significant. However, within the illegal behavior class former foster youth were less likely to have bought, sold, or held stolen goods; injured someone in a fight so that she or he needed medical attention; to have sold drugs; and to have been drunk at school or work. Additionally, in the illegal behaviors with problematic substance use class emerging adults in the general population were more likely to have used cocaine. Within the normative behaviors class, former foster youth were more likely to be current smokers, and to have injured someone in a fight so that he or she required medical attention. Within the substance use class, emerging adults from the general population were more likely to have taken place in a fight where one group fought another. Additional statistically significant, but very small differences were also identified