Relevant bibliographies by topics / Nursery

Academic literature on the topic 'Nursery'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 March 2023

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Journal articles on the topic "Nursery"

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Williams, Claire E. S. "China — A Nursery Nurse's View." Journal of the Royal Society of Health 109, no. 3 (June 1989): 86–87. http://dx.doi.org/10.1177/146642408910900303.

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Triyanto, Triyanto, Kamiso H. N., and A. Isnansetyo. "VAKSINASI INDUK LELE DUMBO (Clarias gariepinus) UNTUK MENINGKATKAN KELULUSHIDUPAN DAN PERTUMBUHAN PADA TAHAP PENDEDERAN." Jurnal Perikanan Universitas Gadjah Mada 1, no. 1 (January 26, 1996): 69. http://dx.doi.org/10.22146/jfs.8857.

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Female and male brooders were vaccinated by intraperitoneal injection and intramuscular injection respectively. Unvaccinated brooders were used as control. Fry which was produced by vaccinated and unvaccinated brooders were reared separately in paddy field pond for 15 days for the first nursery rearing period and another 15 days for the second nursery rearing period. These field experiment conducted in four locations, namely slmean (2 location) and magelang (2 location). Results of these experiments indicated that brooders vaccination could increase survival rates of the first and the second nursery rearing periods approximately 65.00% and 3.69% respectively. Average weight and total length of fry which produced by vaccinated broodstock increased 12.59% and 58.51% during the first nursey rearing period, 8.55% and 7.14% during the second nursery period.
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Swanson, Analicia J., Jorge Y. Perez-Palencia, Crystal L. Levesque, and Amanda Hesse. "PSVI-11 The Effects of Medium Chain Fatty Acid Supplementation on Sow and Piglet Performance." Journal of Animal Science 99, Supplement_1 (May 1, 2021): 203–4. http://dx.doi.org/10.1093/jas/skab054.332.

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Abstract A total of 38 mixed parity sows were used from 28-d of gestation until weaning to determine the effects of medium chain fatty acids (MCFA) in sow and nursery pig diets on litter characteristics and growth performance. On 28-d of gestation, sows were blocked by parity and body weight (BW), and allotted to either a control diet (UNSUP) or a control diet plus 0.3% inclusion of DaaFit Plus (MCFA) fed during gestation and lactation. At weaning, piglets (n=432) were allocated in a 2x2 factorial based on maternal diet (UNSUP or MCFA) and post-weaning diet (UNSUPnurs or MCFAnurs) in a 3-phase nursery pig feeding program lasting 42 days. Individual piglets were weighed at birth, 7-d, at weaning and every 2 weeks post-weaning. A flu outbreak occurred during the latter part of gestation leading to high overall stillborn rate (11%). There was no impact of MCFA supplementation on sow performance (P>0.14). During the suckling period, MCFA fed to sows had no impact on piglet weights or ADG (P>0.82). In the nursey period, overall gain (0.112±0.02 kg) was low in the first two weeks possibly due to health challenges. Supplementation of MCFA to sows or nursery pigs had no impact on body weights during the nursery period (P>0.32); however, absolute differences between groups increased with week [wean, 0.10kg; wk 2, 0.14kg; wk 4, 0.71kg; wk 6, 0.83kg) to the advantage of MCFA fed pigs. Pigs from MCFA fed sows had greater feed intake (P< 0.02) from 14 to 28-d and decreased gain:feed (P < 0.04) from 28 to 42-d compared to pigs from UNSUP sows. Overall, sow and nurser-y pigs fed MCFA had numerically greater 42-d BW, ADG, and ADFI. In conclusion, despite health challenges, supplementation with MCFA in gestation, lactation or in the nursery period improved piglet performance.
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Stock, Norman. "Nursery." College English 51, no. 3 (March 1989): 285. http://dx.doi.org/10.2307/377721.

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Rawstrone, Annette. "Starting nursery." Early Years Educator 23, no. 6 (January 2, 2022): S16. http://dx.doi.org/10.12968/eyed.2022.23.6.s16.

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Going from being your child's main carer to settling them into nursery, pre-school or a childminder's can seem like a very big step – for both you and your child. Reassure yourself that there is plenty you can do to prepare your child for the transition.
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Bates, Jane. "Nursery nurse." Nursing Standard 24, no. 10 (November 11, 2009): 27. http://dx.doi.org/10.7748/ns.24.10.27.s30.

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Nazarko, Linda. "Nursery crimes." Nursing Standard 5, no. 52 (September 18, 1991): 43. http://dx.doi.org/10.7748/ns.5.52.43.s51.

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Caspi, Barbara. "Nursery Nursing." Journal of Developmental & Behavioral Pediatrics 7, no. 1 (February 1986): 67. http://dx.doi.org/10.1097/00004703-198602000-00017.

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Denham, Debbie. "Nursery books." Practical Pre-School 2007, no. 72 (January 2007): 3. http://dx.doi.org/10.12968/prps.2007.1.72.38613.

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Vignieri, Sacha. "Spider nursery." Science 362, no. 6418 (November 29, 2018): 1014.21–1016. http://dx.doi.org/10.1126/science.362.6418.1014-u.

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Dissertations / Theses on the topic "Nursery"

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Robins, Vivien. "Invisible professionals : nursery nurses working in schools." Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/30834.

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This thesis explores the job of nursery nurses working in English Primary and Infant Schools in terms of their tasks and perceptions of their jobs. Educational management theory presently overlooks the increasingly important role of support staff, and in particular nursery nurses, who receive a professional training. The literature review reveals that there is no coherent body of research on nursery nurses and shows that their job as support or complementary staff is patchily under researched. The literature reviewed also deals with the problematic question of how can school effectiveness be maximised if the contribution of members of staff, such as nursery nurses, is not fully recognised. This is a descriptive study and it analyses data from covert participant observation; questionnaires; group interviews and telephone interviews, obtained from the majority of nursery nurses working in one County. The purpose of the research was to establish the extent of the nursery nurses' jobs and to find out their opinions on their current position in schools, working with three-five year olds. The findings portray nursery nurses as often invisible within the school culture, and their increasingly unrecognised workload. Nursery nurses perceive that various groups within the school and outside it are not aware of the extent of their role, nor do they ascribe appropriate value to it. It is argued that the way forward is for the school sector and others in Early Years education to recognise and reward professionals other than Early Years teachers. A case for increased research, focused on nursery nurses as complementary colleagues, is made. Given the current political and educational emphases on Early Years, this group of professionals is in danger of being a wasted, unrecognised and invisible resource.
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Horáček, Radek. "Nursery school." Master's thesis, Vysoké učení technické v Brně. Fakulta stavební, 2014. http://www.nusl.cz/ntk/nusl-226657.

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Subject of my master’s thesis is to make project documentation for new building of nursery school. The building is single-storey, without basement and its capacity is 60 children divided into 4 classes. As foundation system of the building are used foundation strips. Floor plan of the building is irregular, main buildings orientation is to the south. Building is covered partially by a flat roof and partially by a truss roof.
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Latorre, Ana. "Nursery building, Halmstad, Sweden." Thesis, Halmstad University, School of Business and Engineering (SET), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-2936.

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Pérez, Martín Beatriz. "Nursery in Halmstad (Sweden)." Thesis, Högskolan i Halmstad, Sektionen för ekonomi och teknik (SET), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-14674.

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A construction project including planning, cost estimation and design of a ”Nursery school” on a property in the city of Halmstad.
Ett byggnadsprojekt med planering, kostnadsberäkning och projektering av en ”Nursery school” på en fastighet i Halmstad.
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Chen, Changhe. "Robotic handling of nursery containers." Connect to resource, 1990. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1195164404.

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Clark, Lee J., Keller F. Ellsworth, and Eric R. Norton. "2003 Cooperative dry bean nursery." College of Agriculture, University of Arizona (Tucson, AZ), 2004. http://hdl.handle.net/10150/203889.

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This report contains the results of the 2003 National Cooperative Dry Bean Nursery Trials grown at two different sites in southeastern Arizona. These replicated, small plot trials contained twenty-eight varieties from ten different classes of beans. Bill-Z, a pinto variety, was the highest yielding variety in the Terry Brother=s trial with a yield over 3800 pounds per acre. K124467, a Flor de Mayo variety from Archer-Daniels-Midland, was the highest yielding variety in the Haas trial with a yield just under 2900 pounds per acre. Yields, aerial biomass, harvest index, and 100 bean weights are reported for all varieties in both studies.
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Miller, Nathan Michael. "Redlands Nursery and Tree Company." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2246.

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The purpose of this project is to outline a business that is in the start up phase. This business is going to come to life when the City of Redlands approves the plan. The plan is in its final stages with the City of Redlands. The business will be known as Redlands Nursery and Tree Company.
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Young-Murphy, Lesley. "A social and cultural exploration of health visiting and nursery nurse teams." Thesis, University of Newcastle Upon Tyne, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430343.

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Richardson, Helen Patricia. "How do nursery nurses, working in day nurseries, interpret the 'early learning goals'?" Thesis, Goldsmiths College (University of London), 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514366.

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In this thesis I address the research question, 'How do nursery nurses, in day nurseries, interpret the Early Learning Goals?' This question arises out of questions raised during my work as an Ofsted Nursery Inspector (RgNI) and the changing curriculum for pre-school children. Nursery nurses have an outcome curriculum which they are required to follow upon and this curriculum stresses the importance ofliteracy and numeracy. Most nursery nurses have had little training in these matters. I look at the changes in the curriculum and the effect it has had on nursery nurses working in day nurseries. I discovered that the child developmental approach, found in nursery nurse training, runs contrary to the outcomes curriculum which is being developed at present. I found that the introduction of the Early Learning Goals and the Foundation Stage, which the nursery nurses are required to follow, has caused confusion, time wasting and a lowering of morale in some day nurseries. The change from a child developmental curriculum to an outcome curriculum has meant that nursery nurses have to plan, assess and teach children skills, for which they judge many are not ready. Nursery nurses have not been trained to teach reading and writing skills or to teach anything other than basic numeracy and they do not think that teaching those subjects is necessary. I also set out to show how the role of the nursery nurse as a carer is being diminished, in order that the literacy and numeracy of children in school are improved. I show that many children in theday nurseries that I studied, needed the care that nursery nurses can give them, if they are to be ready for the world of school. The method used for this study was a qualitative or naturalistic research. I used a small-scale study and decided that the theories to be tested would arise in the data. I decided to collect the data over a period of eighteen months, by interviews and observations in three different types of day nurseries; a community nursery, a local authority nursery and a day nursery which was part of a large chain. I then analysed the data and built up a picture a picture of the complex roles and tasks of a nursery nurse. I then looked at the training of nursery nurses, using documents which nursery nurses in my study would have used for their training. I compared this with the present outcomes related requirements by Ofsted. I suggest that young children in day nurseries still need a great deal of help with their personal, social and emotional development, as well as their health and hygiene skills and language development. The nursery nurse training fitted the nursery nurses with a caring role, which they saw as important. They were trained to help three to five-year-old children adapt to a group situation and also provide the atmosphere and learning through play, which they might get if they were at home. They felt that it was important for children to have a good self-image and for them to enjoy being with other children. I found that the nursery nurses, whom I interviewed, thought that there needs to be an acceptance that some children require more caring and less teaching between the ages of three to five years, in order to prepare them for school. I conclude that the outcomes curriculum fails to take these arguments into account and that it is more important that young children are well prepared for school, where trained teachers can then develop their literacy and numeracy skills
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Palmer, Amy. "Nursery schools or nursery classes? : an analysis of national and local policy in England 1918-1972." Thesis, University of Roehampton, 2013. https://pure.roehampton.ac.uk/portal/en/studentthesis/nursery-schools-or-nursery-classes-an-analysis-of-national-and-local-policy-in-england-19181972(e8c92d74-061b-4a34-a6e4-4e4a681d1461).html.

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This thesis makes a contribution to the study of education policy in England by analysing decisions taken by the Board of Education and its successor bodies from 1918 to 1972 concerning whether self-governing nursery schools or nursery classes attached to infant schools should be the preferred institution for pre-school education. It draws on documentary sources from Board/Ministry of Education files at the National Archives, from Local Authority records, and from the archives of other interested organisations, offering a qualitative analysis influenced by policy and decision-making theory. It argues that these decisions were determined both by fundamental beliefs about what nursery education was for, with schools seen as more suitable for promoting physical well-being and classes as better for easing transition to formal schooling, and by the fact that nursery education was a low political priority in which the limited resources made available were not sufficient for all children to experience the ideal. It demonstrates that the Board/Ministry operated largely as a policy making elite in this area, and neither the voices of the established policy network of educationalists nor marginalised constituencies such as working parents had a significant influence on the decisions. This exclusion militated against the successful implementation of policy. The thesis also analyses decisions made within four Local Education Authorities (LEAs): two which invested almost exclusively in nursery classes and two which established both schools and classes. These differences emerged prior to World War II and were caused by the varying values and beliefs of the education committees. Despite increased central control after the war, the established paths constrained new developments so that the original patterns largely persisted. Therefore, the local picture offers a small correction to the elitist model of policymaking as it demonstrates that some voices outside central government had an impact on the implementation process.
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Books on the topic "Nursery"

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Be a better nursery nurse. London: Teach Books, 2006.

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Brain, Jean. An examination guide for nursery nurses. Cheltenham: Hulton Educational, 1985.

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Brain, Jean. An examination guide for nursery nurses. Cheltenham, Glos: Stanley Thornes, 1986.

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Lake-Thompson, Mary. Nursery rhymes for nursery times. Norwalk, CT: C.R. Gibson, 1993.

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Landers, Peter. Starting a nursery/nursery school. 2nd ed. Preston: Pressland Publications, 1989.

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Landers, Peter. Starting a nursery/ nursery school. 2nd ed. Penwortham: Pressland Consultants, 1990.

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Urquhart, Rachel. Nursery. London: Thames & Hudson, 1994.

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Gross, Kim Johnson. Nursery. New York: A.A. Knopf, 1994.

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Sabah, Lembaga Kemajuan Perhutanan, ed. Nursery. [Kota Kinabalu]: Sabah Forestry Development Authority, 1990.

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Stockham, Jessica. Nursery. Swindon: Child's Play, 2009.

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Book chapters on the topic "Nursery"

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Tyson, Trevor. "Topseed Nursery." In Working with Groups, 179–87. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-15194-3_16.

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Siyag, Panna Ram. "Nursery Techniques." In Afforestation, Reforestation and Forest Restoration in Arid and Semi-arid Tropics, 17–49. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7451-3_2.

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Beccaro, Gabriele, Giancarlo Bounous, Beatriz Cuenca, Michele Bounous, Michele Warmund, Huan Xiong, Li Zhang, et al. "Nursery Techniques." In The Chestnut Handbook, 119–54. Title: The chestnut handbook : crop and forest management / [edited by] Gabriele Beccaro, Alberto Alma, Giancarlo Bounous, José Gomes-Laranjo. Description: Boca Raton : CRC Press, 2020.: CRC Press, 2019. http://dx.doi.org/10.1201/9780429445606-5.

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McKay, Nurse. "Nursery Ailments." In Babies Growing Up, 209–20. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003328995-44.

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Shepherd, Kenneth R. "Nursery Practice." In Plantation silviculture, 64–108. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4446-6_4.

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Washington, Mary Ford. "Schalow's Nursery." In Real Life Math Mysteries, 4–5. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237631-3.

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Tudor-Hart, Beatrix. "The Nursery Years." In Learning to Live, 125–42. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003355632-9.

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Laksono, N. D., U. Setiawati, F. Nur, M. Rahmaningsih, Y. Anwar, H. Rusfiandi, B. P. Forster, E. H. Sembiring, A. S. Subbarao, and H. Zahara. "Nursery set-up." In Nursery practices in oil palm: a manual, 12–27. Wallingford: CABI, 2019. http://dx.doi.org/10.1079/9781789242140.0012.

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Laksono, N. D., U. Setiawati, F. Nur, M. Rahmaningsih, Y. Anwar, H. Rusfiandi, B. P. Forster, E. H. Sembiring, A. S. Subbarao, and H. Zahara. "Pre-nursery activities." In Nursery practices in oil palm: a manual, 28–39. Wallingford: CABI, 2019. http://dx.doi.org/10.1079/9781789242140.0028.

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Laksono, N. D., U. Setiawati, F. Nur, M. Rahmaningsih, Y. Anwar, H. Rusfiandi, B. P. Forster, E. H. Sembiring, A. S. Subbarao, and H. Zahara. "Main nursery activities." In Nursery practices in oil palm: a manual, 40–54. Wallingford: CABI, 2019. http://dx.doi.org/10.1079/9781789242140.0040.

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Conference papers on the topic "Nursery"

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Di Vano, Doranna, and Claudio Mirolo. ""Computer science and nursery rhymes"." In the 16th annual joint conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1999747.1999815.

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Range, Pedro, Bruno Giraldes, Jassim Al-Khayat, Manuel M. Romeo, Nissy Chacko, Mark Chatting, Aisha Alashwal, et al. "Coral Research and Nursery Farm Project." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0040.

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In the framework of the Coral Management Plan for the North Field Expansion Project (NFE) and North Field Production Sustainability Project (NFPS), Qatargas has partnered with the Environmental Science Center (ESC) to develop the first land-based coral nursery in Qatar. This nursery plan includes the extraction of 1000 corals’ colonies from the NFPS and NFE pipeline corridors, north of Ras Laffan, and hence their transportation to the nursery facility, rehabilitation under controlled husbandry conditions, fragmentation, out-plantation to carefully selected recipient sites and long-term monitoring (up to 48 months). The first two batches of 200 corals were extracted in March and outplanted in April 2021. Results of the first two monitoring events, after 44 and 66 days, were quite encouraging for the seven coral genera tested. Attachment success was very high, with 92% to 97% of the outplanted fragments being detected during monitoring. No bleaching, disease or mortality was recorded so far. The coral propagation methods used in this project (i.e., fragmentation, husbandry and outplanting), although widely used, have been tested with a restricted number of branching coral species and usually in in-situ nurseries. Our project is among the first to apply this type of approach (land-based nursery) to reef restoration in the Arabian Gulf.
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Damasco, Lendl Sam A., John Paulo M. Enriquez, Meg Noriel P. Razon, and Mark Angelo C. Purio. "Automated conditioning system for mangrove nursery." In TENCON 2017 - 2017 IEEE Region 10 Conference. IEEE, 2017. http://dx.doi.org/10.1109/tencon.2017.8228292.

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Shi, Hengyue, and Kun Ma. "Toward An Individual Mobile Nursery Service Platform." In 2018 International Conference on Computing, Power and Communication Technologies (GUCON). IEEE, 2018. http://dx.doi.org/10.1109/gucon.2018.8675014.

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Ferreiro, Henrique, Laura Castro, Vladimir Janjic, and Kevin Hammond. "Kindergarten cop: dynamic nursery resizing for GHC." In CGO '16: 14th Annual IEEE/ACM International Symposium on Code Generation and Optimization. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2892208.2892223.

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Ka Lun Lam, King Tim Ko, Hoi Yan Tung, and Kim Fung Tsang. "ZigBee WiMAX nursery system for patient monitoring." In 2008 Asia Pacific Microwave Conference. IEEE, 2008. http://dx.doi.org/10.1109/apmc.2008.4958087.

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Williamson, Julian, and Serap Gorucu. "Ergonomic Risk Assessments for Selected Nursery Operations." In 2022 Houston, Texas July 17-20, 2022. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2022. http://dx.doi.org/10.13031/aim.202200296.

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Tami M Brown-Brandl, John A Nienaber, Roger A Eigenberg, Hongwei Xin, and Morgan D Hayes. "Heat Production of Nursery and Growing Piglets." In 2013 Kansas City, Missouri, July 21 - July 24, 2013. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2013. http://dx.doi.org/10.13031/aim.20131618879.

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Mandala, Bayu Surya, Sony Sumaryo, and Estananto. "Smart Gold Fish Eggs Nursery with Microcontroller." In 2018 International Symposium on Electronics and Smart Devices (ISESD). IEEE, 2018. http://dx.doi.org/10.1109/isesd.2018.8605448.

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Čamber Tambolaš, Akvilina, Lidija Vujičić, and Lara Uzelac. "EDUCATORS IN NURSERY GROUPS: CHALLENGES AND PERSPECTIVES." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2590.

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Reports on the topic "Nursery"

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Weimer, Shawna, Anna K. Johnson, Howard D. Tyler, Kenneth J. Stalder, Locke A. Karriker, and Thomas Fangman. Development of a Nursery Pen Image Capturing Device to Classify Approachability of Nursery Pigs. Ames (Iowa): Iowa State University, January 2012. http://dx.doi.org/10.31274/ans_air-180814-625.

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Li, Qingyun, and John F. Patience. An Enzyme BlendImprovedGrowth Performance in Nursery Pigs. Ames (Iowa): Iowa State University, January 2017. http://dx.doi.org/10.31274/ans_air-180814-286.

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Nicholls, Thomas H. Prevention, Detection, and Control of Nursery Tree Diseases. St. Paul, MN: U.S. Department of Agriculture, Forest Service, North Central Forest Experiment Station, 1989. http://dx.doi.org/10.2737/nc-rn-348.

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Smith, Alison, Kenneth J. Stalder, Timo Serenius, Thomas J. Baas, and John W. Mabry. Effect of Weaning Age on Nursery Pig Performance. Ames (Iowa): Iowa State University, January 2006. http://dx.doi.org/10.31274/ans_air-180814-869.

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Landis, Thomas D., and Bert Cregg. National proceedings: forest and conservation nursery associations—1995. Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 1995. http://dx.doi.org/10.2737/pnw-gtr-365.

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Landis, T. D., and D. B. South. National proceedings: forest and conservation nursery associations—1996. Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 1997. http://dx.doi.org/10.2737/pnw-gtr-389.

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Landis, T. D., and J. R. Thompson. National proceedings: forest and conservation nursery associations—1997. Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 1997. http://dx.doi.org/10.2737/pnw-gtr-419.

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Lammers, Peter J., Mark S. Honeyman, Brian J. Kerr, and Thomas E. Weber. Growth and Performance of Nursery Pigs Fed Crude Glycerol. Ames (Iowa): Iowa State University, January 2007. http://dx.doi.org/10.31274/ans_air-180814-1225.

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9

Huntley, Nichole F., C. Martin Nyachoti, and John F. Patience. Immune System Stimulation Increases Nursery Pig Maintenance Energy Requirements. Ames (Iowa): Iowa State University, January 2017. http://dx.doi.org/10.31274/ans_air-180814-344.

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Johnson, Anna K., Roy A. Edler, J. Tyler Holck, Brad V. Lawrence, and Robert G. Baker. Drinking Behavior of Nursery Pigs for Oral Vaccine Administration. Ames (Iowa): Iowa State University, January 2007. http://dx.doi.org/10.31274/ans_air-180814-626.

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You might also be interested in the extended bibliographies on the topic 'Nursery' for particular source types:
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