120,598 research outputs found
Venloo / Gez. v. H. v. Poyda u. C. Zirbeck ; Gest. v. Carl Fried, Ferd. Wolff
No full textVENLOO / GEZ. V. H. V. POYDA U. C. ZIRBECK ; GEST. V. CARL FRIED, FERD. WOLFF
G. D. Reymann's topographische Special-Karte von Central-Europa (-)
Venloo / Gez. v. H. v. Poyda u. C. Zirbeck ; Gest. v. Carl Fried, Ferd. Wolff (121) ( -
Wolff, H E, 109156
No full textThis record was harvested from a previous catalogue system and will be withdrawn in 2025. Information in this record may be superseded or incomplete. Visit this record in UMA's new catalogue at: https://archives.library.unimelb.edu.au/nodes/view/426888Surname: WOLFF. Given Name(s) or Initials: H E. Military Service Number or Last Known Location: 109156. Missing, Wounded and Prisoner of War Enquiry Card Index Number: 46631.248903
Item: [2016.0049.59149] "Wolff, H E, 109156
Lydia H. Hart Diary
No full textDiary, 1823-1830, 1875 and loose papers 1813, 1831, and undated of Lydia H. Hart of Richmond, Virginia and later Walden, Orange County, New York. The Diary was started by Lydia H. Hart, the wife of Reverend William H. Hart, who was the rector of St. John’s Church in Richmond, VA and later St. Andrews Church in Walden, New York. Diary entries include day-to-day activities and meetings with local neighbors and church patron’s. These neighbors included Elizabeth Van Lew and her parents, which Lydia Hart writes about several times. Most dated entries also include discussion of specific bible verses or Rev. Hart’s sermons. Notable entries include a description of the funeral service for Rev. John Buchanan, former rector of St. John’s Church from 1795 to 1822. Diary entries are chronological and more frequent for 1823 and become less frequent in 1823. In 1828, Lydia Hart moved to New York and eventually to Walden, New York in May 1830.At the end of the diary entries is an entry form another author, possibly by Mary. W. Hart dated 1875. Lydia Hart died in 1831 and could not have made the entry.At the back of the diary and upside down to the diary entries are transcriptions of letters and poems of Lydia Hart’s to various newspapers and and personnel correspondence. Entries include a plea for support to the city of Richmond to take care of its ‘destitute children’, letters to the editor of local newspapers, and poems for the birth of a child or death of a patron.Loose papers include a letter dated Jan 8th 1813, a bequeath request from William H. Hart for the placement of a Tombstone for Lydia Hart, a table of contents for various letters or sermons, a letter from William Hart to a friend from Richmond, and 2 loose undated papers of unknown authorship. The letter from William Hart speaks of the events of Lydia’s death, and inquiries about events taking place in Richmond
H. G. Adler Life, Literature, Legacy
No full textIntro -- Contents -- Acknowledgments -- Introduction: Encountering H. G. Adler - Julia Creet, Sara R. Horowitz, and Amira Bojadzija-Dan -- Part I | Writing a Life -- The World of My Father's Memory Writing: The Gesamtkunstwerk of H. G. Adler - Jeremy Adler -- The Self Positioned, The (De)posited Self, The Soul Released: The Uses of Biography in H. G. Adler's Shoah Trilogy - Peter Filkins -- Shaping Survival through Writing: H. G. Adler's Correspondence with Bettina Gross, 1945-1947 - Sven Kramer -- Part II | Contexts -- Recovered Gems: Neglect and Recovery of Holocaust Fiction - Sara R. Horowitz -- H. G. Adler and First-Person History - Omer Bartov -- Holocaust Fact and Holocaust Fiction: The Dual Vision of H. G. Adler - Lawrence L. Langer -- Part III | Fictions -- From Panorama to The Journey: Repetition and Intensification of Traumatic Memory - Amira Bojadzija-Dan -- Double Exposure in the Absence of Verbs: Repossessing the Image of Self in H. G. Adler's The Journey - Emily Budick -- A Dialectic of the Deictic: Pronouns and Persons in H. G. Adler's The Journey - Julia Creet -- "I Have Lost Myself": H. G. Adler's Novel The Wall and the Damaged Identity of the Survivor - Ruth Vogel-Klein -- Part IV | Genres -- Prague Circles: H. G. Adler's Kafkaesque Hope - Helen Finch -- "Die Grenzen des Sagbaren": Toward a Political Philology in H. G. Adler's Reflections on Language - Lynn L. Wolff -- "Here I Stand": The Poetry of H. G. Adler - Katrin Kohl -- Part V | Encounters -- An Imaginative Dialogue between H. G. Adler and Psychoanalysis: Aesthetic Themes of Uncertainty, Transformation, and Binding - Deborah P. Britzman -- The Archive and the Image: H. G. Adler's Snapshots of Traumatic History - Dorota Glowacka -- Reading H. G. Adler (Tangentially) - Leslie Morris -- Major Works by H. G. Adler -- Contributors -- IndexDescription based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
Contribution of Information and Communication Technology (ICT) in Country’S H-Index
No full textThe aim of this study is to examine the effect of Information and Communication Technology (ICT) development on country’s scientific ranking as measured by H-index. Moreover, this study applies ICT development sub-indices including ICT Use, ICT Access and ICT skill to find the distinct effect of these sub-indices on country’s H-index. To this purpose, required data for the panel of 14 Middle East countries over the period 1995 to 2009 is collected. Findings of the current study show that ICT development increases the H-index of the sample countries. The results also indicate that ICT Use and ICT Skill sub-indices positively contribute to higher H-index but the effect of ICT access on country’s H-index is not clear
Identifying perioperative patient safety risks. Towards prospective measurement
No full textContains fulltext :
216171.pdf (Publisher’s version ) (Open Access)Radboud University, 21 februari 2020Promotores : Meijerink, W.J.H.J., Wolff, A.P. Co-promotores : Calsbeek, H., Hofland, J
A comparative study of the Finnish 4-H organization and the Wisconsin 4-H organization
No full textPlan BThe education of today’s youth, tomorrow’s future, is the focus of the 4-H organization. The aim of the 4-H program is to develop life skills in youth using hands-on learning. 4-H began in the heartland of America in the early 1900’s and soon stretched around the globe. 4-H or a partner organization of 4-H can be found in over 63 countries in the world (V. Gobeli, personal communication, February 25, 2002). The programming, structure, and principles of 4-H programs around the world are all based on the program that began in the United States, but the methods used are different in every country. It is even different among states in the United States. Each program has unique ideas used in the education of youth, but little communication exists to share these ideas among countries. The purpose of this study is to compare another country’s 4-H program to the program that has been long established in Wisconsin. The goal of the study is to show the similarities and difference of two programs that have been created using the same theme, “learning by doing.” Due to the scope of this research, the researcher chose to look only at one country. The country of Finland was chosen for comparison because of its location, similar structure, and its well-established example of European youth programming. The researcher looked at the history of the two programs to help establish the similarities and difference that might exist. The Finnish 4-H Federation began after two men visited the United States and observed the success of club work administered by the United States Department of Agriculture. The program ideas were changed to fit the needs of the Finnish people, with the key concept of life skill development remaining the same. The researcher also found that many articles have been written to show an importance in international programming and international travel. The research was done using ethnographic research along with a qualitative written survey and various interviews. The written survey was used to gain basic information before ethnographic research began. The research revealed that although the programs have the same basic goal, the two programs are very different. The largest differences were seen in projects offered, staff roles, leaders participation, and competition. It was found that both 4-H programs contained ideas of superior quality. If these ideas were shared, it could help to improve the program in the other country. The research not only compared the two programs, but also recommended further programs or studies that could be established based on the research performed
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