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"Summary: Overview: Now in its 6th Edition, ASSISTING IN LONG-TERM CARE is the complete learning solution for Certified Nursing Assistants! The user-friendly book delivers all required content to prepare you for the certification exam while developing career skills for long-term care and sub-acute hospital settings. Topics include professional communication, daily CNA responsibilities, residents' rights, nutrition and hydration, restorative care, resident mobility, and maintaining a safe environment - all according to federal OBRA standards for nursing home care. ASSISTING IN LONG-TERM CARE, 6th Edition also walks you through more than one hundred clinical procedures, detailing your role as a CNA in each. Available in hard copy and e-book formats, ASSISTING IN LONG-TERM CARE, 6th Edition's helpful study features include review questions and self-tests, icons that point out key material, and a robust package of interactive, supplemental learning tools."

"In this volume, leading field workers report on the history and infrastructure of their projects in Madagascar, Africa, Asia and South America. More importantly, they provide summaries of their long-term research efforts on primate behaviour, ecology and life history, highlighting insights that were only possible because of the long-term nature of the study. The chapters of this volume collectively outline the many scientific reasons for studying primate behaviour, ecology and demography over multiple generations. "

"The book describes the general stress responses in microorganisms, plants, and animals to abiotic and biotic, to natural and anthropogenic stressors. These stress responses include the activation of oxygen, the biotransformation system, the stress proteins, and the metal-binding proteins. The potential of stress response lies in the transcription of genes, whereas the actual response is manifested by proteins and metabolites. Yet, not all stress responses are in the genes : micro-RNAs and epigenetics play central roles. Multiple stressors, such as environmental realism, do not always act additively, they may even diminish one another. Furthermore, one stressor often prepares the subject for the next one to come and may produce extended lifespans and increased offspring numbers, thus causing shifts in population structures. This book provides the first comprehensive analysis of the ecological and evolutionary effects of stress."

"Kertas kerja ini membincangkan sifat kebolehmampatan tanah gambut berdasarkanhasil ujian pengukuhan menggunakan sel Rowe dengan pengukuran tekanan air liang lebihan.Ujian piawaian makmal menunjukkan bahawa tanah yang digunakan dalam kajian ini bolehdikelaskan sebagai gambut gentian dengan darjah penguraian rendah ke sederhana sertakandungan organik dan gentian yang tinggi. Ia merupakan jenis tanah gambut yang biasaditemukan di Semenanjung Malaysia. Hasil ujian pengukuhan menunjukkan bahawakebolehtelapan mula tanah adalah tinggi dengan nilai kebolehtelapan malar 3.15, dan mampatansekunder yang cukup besar dengan kelajuan yang tidak malar terhadap logaritma masa.Mampatan sekunder bermula bila tanah mencapai darjah pengukuhan 65%. Kajian menunjukkanbahawa pengujian kebolehmampatan dengan menggunakan sel Rowe dan pengukuran tekananair liang lebihan lebih baik kerana ia membolehkan penyiasatan tindak balas tanah terhadapbebanan pada kadar terikan yang tinggi hingga membenarkan penyelidikan sifatkebolehmampatan tanah untuk masa yang lebih lama. Pemisahan pemampatan primer dansekunder sangat penting bagi evaluasi sifat pemampatan tanah gambut gentian. "

"In 3 experiments, kindergarten and second-grade children's retention was examined in the context of 2 distinctiveness manipulations, namely, the von Restorff and bizarre imagery paradigms. Specifically, children learned lists of pictures (Experiments la and lb) or interactive images (Experiment 2) and were asked to recall them 3 weeks later. In Experiments la and lb, distinctiveness was manipulated perceptually (changing colors) and conceptually (changing categories or switching to a numeral), whereas in Experiment 2, distinctiveness concerned the interaction (common or bizarre) between the referents. The results showed that (a) older children retained more information than younger children, (b) younger but not older children failed to benefit from numerically distinct information, and (c) distinctiveness in other domains facilitated children's retention. These results highlight the importance of distinctive information in children's retention"