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Relevant bibliographies by topics / Hawker College

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Academic literature on the topic 'Hawker College'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Hawker College"

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S G, Almandlawi, and Ahmed A S. "Thecomparisonofserumbiomarkersin patients with osteoarthritisand rheumatoidarthritis." Innovaciencia Facultad de Ciencias Exactas Físicas y Naturales 6, no. 2 (December 28, 2018): 1–11. http://dx.doi.org/10.15649/2346075x.473.

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Introduction: This study aims to assess the status of serum vitamin D, parathyroid hormone, type II collagen, calcium, phosphate,albumin, and alkaline phosphatase in osteoarthritis and rheumatoidarthritis patients and to study their association with rheumatoid arthritis disease activity. Materials and Methods: This prospectivecross-sectional study was conducted at the clinical analysis department, College of Pharmacy, Hawler Medical University in 2017.They study samples were collected at Rizgary Teaching Hospitalduring the period September 2015 to January 2016. A total of(N=156) participants were included: (N=53) patients with rheumatoid arthritis (RA), (N=53) with osteoarthritis (OA), and (N=50)healthy controls. Enzyme Linked Immuno Sorbent Assay kits determined serum vitamin D, parathyroid hormone, and type II collagen; and serum albumin, calcium, phosphate and alkaline phosphatase, were determined by standard colorimetric methods. Resultsand Discussion: Statistically significant higher levels of parathyroid hormone and type II collagen, with lower levels of Vitamin D,were found in the osteoarthritis group than the rheumatoid arthritisgroup and the healthy controls (P=0.007, P<0.001, P= 0.005) respectively. Multiple linear regression showed a statistically significant difference in serum type II collagen as a dependent variable, inpatients suffering from RA or OA compared to the healthy controlgroup; after adjusting for the effect of other independent studyvariables, there was a mean increase of (45.90 nmol/L, P<0.001)in RA patients, and OA patients showed greater levels of type IIcollagen (73.950 nmol/L) than the health control group (P<0.001).Conclusions: Elevated type II collagen levels, in conjunction witha low vitamin D status, may be strong discriminator between osteoarthritis and rheumatoid arthritis patients.

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Saleh, Abubakir. "Perception of students about community medicine course in Hawler College of Medicine, Iraq." Zanco Journal of Medical Sciences 19, no. 3 (December 21, 2015): 1084–90. http://dx.doi.org/10.15218/zjms.2015.0036.

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Mohamed, Salim Younus, Balen Omer, and Aveen Abdulrahman. "NEEDLE STICK INJURIES AMONG DENTAL STUDENTS IN ISHIK UNIVERSITY FACULTY OF DENTISTRY AND HAWLER MEDICAL COLLEGE." International Journal of Research -GRANTHAALAYAH 7, no. 4 (April 30, 2019): 1–13. http://dx.doi.org/10.29121/granthaalayah.v7.i4.2019.930.

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Background and objectives: Needle stick injuries pose a high risk to health care workers including dental students. They represent a major risk factor for transmitting blood borne pathogens including hepatitis B virus, hepatitis C virus and human immunodeficiency virus. Needles of syringes are the most commonly identified sharp object causing the injuries. Therefore, this study conducted to determine the prevalence of needle stick injuries among dental students in Ishik university facualty of dentistry and Hawler medical college. Aim and objectives of the study: The study aimed were to: 1. Find out the prevalence of NSI among dental student in Erbil city-Iraq. 2. The percentage of dental students that had taken Hep B vaccine. 3. Study the knowledge of dental students regarding NSI.Subjects and method: The study was a cross sectional in nature, 114 students from Ishik University and Hawler Medical University Collage of Dentistry and data collections were done from the 1st of Dec till 2 of Feb 2018. Later on, data analysis and writing the thesis completed in May up to June, 2018. A questionnaire was completed through direct interview of the study students to measure their knowledge and practice about needle sticks injuries. All the obtained information including prevalence of needle sticks injuries, within previous 12 months, time of injury, and training on needle stick injury, knowledge, practice and attitude about needle sticks was then analyzed using statistical package for the social science software version 21.Results: The mean age of the participants was 22. The results of the study demonstrated that the prevalence of needle stick injury during past 12 months among dental students was 47,4%. Needle stick injury happened after using the needle in 35.2%, while in re-capping the needle occur in 27,8% and around 41.2% of the samples have precautions regarding NSI.Conclusion: The dental student had taken hepatitis B vaccine in a high percentage, while the prevalence of NSI was high and male showed higher prevalence than female. Training course regarding the precaution and management of NSI may need to be added to the curriculum of dental students.

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Saleh, Abubakir. "Medical students' perception of the quality of their education at Hawler College of Medicine, Erbil, Iraq." Zanco Journal of Medical Sciences 21, no. 2 (August 1, 2017): 1673–79. http://dx.doi.org/10.15218/zjms.2017.019.

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Rasheed, Ava, and Asmaa Hussein. "Depression, anxiety, and stress among medical students of College of Medicine, Hawler Medical University, Erbil, Iraq." Zanco Journal of Medical Sciences 23, no. 2 (August 5, 2019): 143–52. http://dx.doi.org/10.15218/zjms.2019.019.

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Sarmamy, Hemn. "Prevalence of dental trauma of permanent anterior teeth in children visiting College of Dentistry/Hawler Medical University." Zanco Journal of Medical Sciences 15, no. 1 (February 1, 2011): 43–46. http://dx.doi.org/10.15218/zjms.2011.0007.

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Doski, Nazar, Jawdat ALhag Baker, Norhan Zaki, and Dara Al-Banna. "Master students’ feedback about the teaching and learning process in the College of Nursing, Hawler Medical University." Zanco Journal of Medical Sciences 20, no. 3 (December 1, 2016): 1433–39. http://dx.doi.org/10.15218/zjms.2016.0042.

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Gill, David W. J. "‘The passion of hazard’: women at the British School at Athens before the First World War." Annual of the British School at Athens 97 (November 2002): 491–510. http://dx.doi.org/10.1017/s0068245400017482.

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From the opening of the British School at Athens in 1886 to the outbreak of the First World War, women were regularly admitted as Students. British women were actively engaged in research in Greece, although they were not permitted to join official School excavations until the 1911 campaign at Phylakopi on the island of Melos. This contrasts with the active field research of American women like Harriet Boyd Hawes. Most of the British women had been educated at either Girton College or Newnham College, Cambridge, where they had been influenced by Katharine Jex-Blake and Jane Harrison. For several, notably Hilda Lorimer, Gisela Richter and Eugenie Strong, their residence in Athens was to make a significant contribution to their careers and subsequent study of antiquity.

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Hawkes, Elizabeth, and Mayank A. Nanavaty. "Eye Rubbing and Keratoconus: A Literature Review." International Journal of Keratoconus and Ectatic Corneal Diseases 3, no. 3 (2014): 118–21. http://dx.doi.org/10.5005/jp-journals-10025-1090.

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ABSTRACT Keratoconus is a progressive corneal ectactic condition that can lead to visual loss. Despite being the most common cause for keratoplasty in the developed world the aetiology is unknown. It is thought to be multifactorial, with genetic and environmental factors implicated. The association of eye rubbing and pathogenesis of keratoconus has been well documented. In this review, we collate the existing literature and summarize the current knowledge of the role of eye rubbing in the pathogenesis of keratoconus. How to cite this article Hawkes E, Nanavaty MA. Eye Rubbing and Keratoconus: A Literature Review. Int J Kerat Ect Cor Dis 2014;3(3):118-121.

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Yawer Aldalawi, Dana M., Dara H. Saeed, and Walaa M. Saleem Almola. "Prevalence of Amalgam Overhang in Erbil City Population." Polytechnic Journal 10, no. 1 (June 30, 2020): 56–60. http://dx.doi.org/10.25156/ptj.v10n1y2020.pp56-60.

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Overhanging tooth restorations are defined as an extension of amalgam restorative material beyond or after the cavity preparation lines, lead to environmental change of the balance between beneficial bacteria and periodontopathogens, lead to periodontal breakdown. This study aim was to obtain the prevalence of tooth amalgam overhang in Erbil city population. Amalgam overhang restoration prevalence study about 1200 patients examined in College of Dentistry, Hawler Medical University, and (Khanzad) Specialized Center for Dentistry for the presence of proximal amalgam restoration. The patients also have who proximal restorations were examined clinically using dental mirror and explorer and then radiographically by taking bitewing radiograph. The results showed statistical analysis for the prevalence of amalgam overhang among patients attitude in the study (25.4%). The distribution of amalgam overhang was 59.4% for upper teeth and 40.6% for lower teeth and 64.6% for distal surface, 36.4% for the mesial surface. In conclusion, there is a high percentage of amalgam overhang among population that need treatment to prevent subsequent periodontal diseases.

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Books on the topic "Hawker College"

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Dunseth, William B. Allen F. Hawley, 1893-1978, Pomona College, class of 1916. Claremont, Calif: W. Dunseth, 1994.

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Beck, Dorothy. Legacy: Unfolding the future : Black Hawk College at 50. [Moline, Ill.]: Black Hawk College, 1996.

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College Algebra Bundled with Hawkes Learning Systems:. Quant systems, 2003.

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Caps, John. Career Crescendos. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252036736.003.0007.

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This chapter details Mancini's continued success. Mancini's success with Blake Edwards, his bestselling albums, and the growing shelf of his awards meant that now other directors, even famous classic veteran directors, the past kings of the cinema, were starting to take notice of his music, trying to get him on the phone to talk about the musical possibilities of their next pictures. Again, he was writing traditionally satisfying music that they could understand, yet it had a modern slant toward the younger audiences they wanted to court. The great Howard Hawks was one of those directors. Hawks was searching for a workable composer for his own new, overlong, under-structured John Wayne adventure film set in Africa about a group of wild game hunters who collect specimens for zoos and circuses around the world, to be called Hatari! Two more veteran director kings from cinema's aristocracy also sought scores from Mancini for their very different romantic tales during this period: Mervyn LeRoy for Moment to Moment (1966) and Delbert Mann for Dear Heart (1964).

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(Foreword), Hayden Fry, ed. Game Day: Iowa Football: The Greatest Games, Players, Coaches and Teams in the Glorious Tradition of Hawkeye Football (Game Day). Triumph Books, 2007.

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Book chapters on the topic "Hawker College"

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de Rond, Mark. "Hawkeye." In Doctors at War. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501705489.003.0001.

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In this chapter, the author talks about a general surgeon he calls Hawkeye, whom he met during a weeklong surgical training course at the Royal College of Surgeons in London. Pre-deployment training involved five days practicing on human cadavers made up to resemble recipients of the war's signature wounds. The author describes Hawkeye as someone who has genuine concern for those put in his care, particularly the Royal Marines. He also discusses the three of four required pre-deployment courses: MOST, targeted specifically at surgeons and anesthetists, a Hospital Exercise (Hospex) staged in a near-perfect replica of the Role 3 hospital in Camp Bastion, but on a military base outside York, and designed to bring the entire hospital staff together; and a ten-day Operational Test and Evaluation Command (OPTEC) hosted at the Royal Navy base in Portsmouth and required for everyone about to deploy regardless of specialty or rank.

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Guerin, Dava, and Terry Bivens. "From Reptiles to Red-Tailed Hawks." In The Eagle on My Arm, 37–53. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813180021.003.0007.

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This chapter follows Patrick from college to his first career working with wildlife. He and his mother move to Virginia. He begins working with Ross Allen, whose animal shows are very popular at the time. Patrick is the first college graduate to work with Ross, and he is soon doing turtle and alligator shows on his own.

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Carson, Austin. "Introduction." In Secret Wars, 1–25. Princeton University Press, 2018. http://dx.doi.org/10.23943/princeton/9780691181769.003.0001.

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This chapter argues that escalation control and a shared desire to limit war can motivate covert intervention up front, collusion by major powers that detect it, and official non-acknowledgment if it is widely exposed. Since World War I, large-scale escalation of war has become unacceptably costly, yet leader control of the escalation process has been simultaneously weakened. While a range of factors influence the escalation potential for war, this chapter focuses on two specific escalation-control problems: constraints created by domestic hawks and misunderstandings among adversaries about the value of limited war. It claims that backstaging military intervention allows rival leaders to insulate themselves and one another from domestic hawkish constraints. In addition, embracing the backstage communicates shared interest in keeping war limited. This basic relationship provides a unifying logic for the initial decision to intervene covertly, a detector's decision to collude after detection, and an intervener's continuing non-acknowledgment of a widely exposed intervention.

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Bonk, Curtis J., Jack A. Cummings, Norika Hara, Robert B. Fischler, and Sun Myung Lee. "A Ten-Level Web Integration Continuum for Higher Education." In Instructional and Cognitive Impacts of Web-Based Education, 56–77. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-59-9.ch004.

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Owston (1997, p. 27) pointed out that, “Nothing before has captured the imagination and interests of educators simultaneously around the globe more than the World Wide Web.” Other scholars claim that the Web is converging with other technologies to dramatically alter most conceptions of the teaching and learning process (Bonk & Cunningham, 1998; Duffy, Dueber, & Hawley, 1998; Harasim, Hiltz, Teles, & Turoff, 1995). From every corner of one’s instruction there lurk pedagogical opportunities—new resources, partners, courses, and markets—to employ the World Wide Web as an instructional device. Nevertheless, teaching on the Web is not a simple decision since most instructors typically lack vital information about the effects of various Web tools and approaches on student learning. Of course, the dearth of such information negatively impacts the extent faculty are willing to embed Web-based learning components in their classes. What Web-related decisions do college instructors face? Dozens. Hundreds. Perhaps thousands! There are decisions about the class size, forms of assessments, amount and type of feedback, location of students, and the particular Web courseware system used. Whereas some instructors will want to start using the Web with minor adaptations to their teaching, others will feel comfortable taking extensive risks in building entire courses or programs on the Web. Where you fall in terms of your comfort level as an instructor or student will likely shift in the next few years as Web courseware stabilizes and is more widely accepted in teaching. Of course, significant changes in the Web-based instruction will require advancements in both pedagogy and technology (Bonk & Dennen, 1999). Detailed below is a ten level Web integration continuum of the pedagogical choices faculty must consider in developing Web-based course components.

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O'Brien, James. "Meet the Main Characters." In The Scientific Sherlock Holmes. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199794966.003.0009.

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In this section we will examine the factors which led to Sherlock Holmes becoming such a recognizable literary figure. Several factors contribute to this. After describing his physical characteristics and his personality, we look at the most important feature of his fame, his brilliant deductive abilities. It is in this that Arthur Conan Doyle is somewhat indebted to his mentor, Dr. Joseph Bell, as described in chapter 1. In A Study in Scarlet (STUD), the very first Holmes tale, Dr. Watson describes Sherlock Holmes as being more than six feet tall, very lean, with piercing eyes and a thin hawk-like nose. Holmes’s voice was high and occasionally strident. We learn later that his eyes were gray and he had a narrow face and black hair. Most illustrators over the years have faithfully reproduced this picture of the great detective (see figure 2.1). Very little about Holmes’s background is revealed to us. Most of what we do know is told in The Greek Interpreter (GREE). In this tale, the twenty-fourth of the sixty, Watson is shocked to learn that Holmes has a brother named Mycroft. It turns out that neither of the roommates has told the other that they have a brother. We also learn that the Holmes brothers are from a family of country squires. The family traces itself back to the Frenchman Horace Vernet (1789–1863), a noted painter of military scenes. Clearly there was enough money in Holmes’s background for him to attend college. We know from The “Gloria Scott” (GLOR) that he did attend for two years. In The Musgrave Ritual (MUSG), Watson describes Holmes as very untidy. Apparently he kept his cigars in a coal scuttle and his tobacco in the toe of a Persian slipper. His correspondence was affixed to the mantel by a jackknife. In what is considered a patriotic gesture (Tracy 1977, 379), he honored his queen by using a pistol to shoot the letters VR, for Victoria Regina, into the wall of the Baker Street rooms.

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Conference papers on the topic "Hawker College"

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Yilmaz, Emin, and Abhijit Nagchaudhuri. "Winning the ASEE 2006 Robotics Design Competition: Guiding Students to Success." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42258.

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Robotics Model Design Competition sponsored by the Two Year College Division (TYCD) of American Society for Engineering Education (ASEE) provides an avenue for freshman and sophomore student teams in two year as well as four year colleges and universities to participate in a creative engineering design project. Historically Black Colleges and University - Undergraduate Program (HBCU-UP) at National Science Foundation (NSF) have provided support for development of ACTION (Advanced Curriculum and Technology-based Instructional Opportunities Network) at UMES. The ACTION program promotes inquiry based active learning and research projects among undergraduate STEM (Science, Technology, Engineering and Mathematics) majors. Engineering, Technology, and Mathematics students responded enthusiastically when the authors proposed the idea of participating in the (ASEE) 2006 Robotic Model Design Competition at one of the American Society for Mechanical Engineers (ASME) student section meetings at UMES in the fall of 2005. (The authors serve as the advisors for ASME student section chapter at UMES). The student leader of the section quickly put together a team of five freshman and sophomore engineering, engineering technology and mathematics students to develop a proposal to UMES ACTION program. The authors supported the proposal development efforts. The proposal got funded and provided the resources for project execution and travel. A team of eleven freshmen and sophomore students from Engineering, Engineering Technology and Mathematics departments of University of Maryland Eastern Shore (UMES) participated in the American Society for Engineering Education’s (ASEE) 2006 Robotics Model Design Competition project. The event was sponsored by the Two-year College Division (TYCD) of ASEE and was open to freshman and sophomore student teams from two year as well as four year colleges and universities. The competition required teams to design and build an autonomous robot capable of delivering ping pong balls to each of four corner pockets located on an 8ft×8ft plywood track in a sequence. Each team was evaluated on the basis of a written report, an oral presentation, and scores obtained from the best two runs out of four runs on the racing track. Sixteen student teams across the nation participated in the event. UMES entered two teams in the competition who called themselves “Hawks 1” and “Hawks 4”. The student team “Hawks 1” won the competition. Video clips of both design projects as they executed the specified task at the 2006 ASEE Robotics Model Design Competition can be viewed at: http://www.umes.edu/asme/robots.htm. This paper describes the design projects “Hawks 1” and “Hawks 4” and its relevance to ABET learning outcomes.

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