Relevant bibliographies by topics / G+4 boys' hostel

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Academic literature on the topic 'G+4 boys' hostel'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "G+4 boys' hostel"

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Fathima, Neha C., Afrah N. R. Fathima, Liyana D. V. Fathima, and S. Anila. "Planning, Analysis and Design of G+4 Boys Hostel." Journal of Engineering Analysis and Design 7, no. 2 (2025): 18–26. https://doi.org/10.5281/zenodo.15405317.

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<em>The primary objective of this project is to conduct a study on the design and analysis of a G+4 boys hostel building using ETABS software. This project involves the planning, design, and structural analysis of a four-storied special residential building that will accommodate 100 students. The building is designed to include various facilities, such as five attached rooms, shared rooms, washrooms (WC), bath areas, kitchen, and a common mess. The structural design is performed using the limit state method, adhering to relevant codes and standards to ensure safety, stability, and functionalit
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Guruswamy Goud, P., B. Anusha, B. Raghavendra, K. Shashipreetham, and M. Sai Krishna. "ANALYSIS AND DESIGN OF HOSTEL BUILDING (G+4) USING ETABS." International Journal of Engineering Applied Sciences and Technology 04, no. 12 (2020): 211–14. http://dx.doi.org/10.33564/ijeast.2020.v04i12.032.

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Okoye, C. O., C. O. Chiejina, C. C. Ezeorah, J. J. Okeke, C. D. Ezeonyejiaku, and C. J. Okonkwo. "Diversity of Earthworms in Nnamdi Azikiwe University, Awka." Annals of Science and Technology 4, no. 2 (2019): 39–45. http://dx.doi.org/10.2478/ast-2019-0009.

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AbstractStudies reveal that not up to 50% of earthworm species have been described in the world and the understanding of earthworm diversity is finite in most countries including Nigeria. The study was aimed at evaluating the diversity of earthworms and environmental factors affecting their abundance. Earthworms were collected from three (3) different sampling locations in Nnamdi Azikiwe University, Awka. Descriptive statistics and estimation of species abundance, dominance and diversity were used to analyze the data obtained from the study. From the study, four (4) species of earthworms were
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Ardalic, Daniela, Slavica Spasic, and Brankica Gulan. "Reference limits for routine haematological measurements in pre-school and school-children living at an urban area." Jugoslovenska medicinska biohemija 23, no. 1 (2004): 59–64. http://dx.doi.org/10.2298/jmh0401059a.

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The aim of this study is to estimate 95% reference limits for eight haematological constituents of blood in order to provide medically reliable evaluation of haematological laboratory results. Blood counts were performed using an automated haematology analyzer (Cell-Dyn 1500) on capillary blood samples from 1918 children (1?16 years old) residing in a region of Novi Beograd. Physiological variations corresponding to age and sex were studied as the most important factors affecting biological variation in haematological constituents of blood. Children were divided in four groups according to age
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Goodman, Carly V., Meaghan Hall, Rivka Green, et al. "Iodine Status Modifies the Association between Fluoride Exposure in Pregnancy and Preschool Boys’ Intelligence." Nutrients 14, no. 14 (2022): 2920. http://dx.doi.org/10.3390/nu14142920.

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In animal studies, the combination of in utero fluoride exposure and low iodine has greater negative effects on offspring learning and memory than either alone, but this has not been studied in children. We evaluated whether the maternal urinary iodine concentration (MUIC) modifies the association between maternal urinary fluoride (MUF) and boys’ and girls’ intelligence. We used data from 366 mother–child dyads in the Maternal–Infant Research on Environmental Chemicals Study. We corrected trimester-specific MUF and MUIC for creatinine, and averaged them to yield our exposure variables (MUFCRE,
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Sylvester.O., Anyikwa, O. D. Onukwuli., E. N. Ikezue., Olisaeke Mmesoma .A, and Nkwazema MacDonald C. "Treatment of Effluent Water from Futo Hostel Using Carica papaya (Pawpaw) Seeds as Coagulant." Journal of Engineering Research and Reports 27, no. 7 (2025): 53–72. https://doi.org/10.9734/jerr/2025/v27i71562.

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Access to clean water remains a critical challenge in many communities, particularly in densely populated areas like university hostels where wastewater often contains high levels of contaminants. This study explores an eco-friendly solution by investigating the effectiveness of Carica papaya (pawpaw) seed powder as a natural coagulant for treating effluent water from the Federal University of Technology, Owerri (FUTO) hostel. The untreated effluent exhibited high turbidity (722.75 NTU, Nephelometric Turbidity Units), elevated microbial counts (E. coli: 7.0 × 10⁴ cfu/mL; Klebsiella: up to 9.0
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Chao, Kuo-Ching, Chun-Chao Chang, Eddy Owaga, et al. "Hb and dyslipidaemia as predicting markers of serum alanine aminotransferase elevation in Chinese adolescents." Public Health Nutrition 19, no. 6 (2015): 1067–73. http://dx.doi.org/10.1017/s1368980015002293.

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AbstractObjectiveFe is an essential element for erythropoiesis and Hb synthesis. High Hb levels affect the blood’s viscosity and are associated with cardiovascular dysfunction. The aim of the present study was to examine relationships of Hb and cardiometabolic abnormalities with the risk of alanine aminotransferase (ALT) elevation in adolescents.DesignA population-based, cross-sectional study.SettingNational Nutrition and Health Survey in Taiwan (2010–2011, adolescents).SubjectsHealthy adolescents aged 13–18 years.ResultsIn total, 1941 adolescents (963 boys and 978 girls) were entered in the s
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Rosengren, Björn E., Erik Lindgren, Lars Jehpsson, Magnus Dencker, and Magnus K. Karlsson. "Musculoskeletal Benefits from a Physical Activity Program in Primary School are Retained 4 Years after the Program is Terminated." Calcified Tissue International 109, no. 4 (2021): 405–14. http://dx.doi.org/10.1007/s00223-021-00853-0.

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AbstractDaily school physical activity (PA) improves musculoskeletal traits. This study evaluates whether the benefits remain 4 years after the intervention. We followed 45 boys and 36 girls who had had 40 min PA/school day during the nine compulsory school years and 21 boys and 22 girls who had had 60 min PA/school week (reference), with measurements at baseline and 4 years after the program terminated. Bone mineral content (BMC; g) and bone mineral density (BMD; g/cm2) were measured by dual-energy X-ray absorptiometry and knee flexion peak torque relative to total body weight (PTflexTBW) at
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Christian, Helen, and Brian Trustrum. "If everyone wanted girls more boys might be born." Mathematical Gazette 98, no. 543 (2014): 396–401. http://dx.doi.org/10.1017/s0025557200008093.

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In the July 2011 Gazette Paseau [1] considers a population in which each birth is an independent event with probability g of being a girl and b of being a boy (b + g = 1). He supposes that, due to a preference for girls, all couples stop after producing k girls, where k is an integer greater or equal to 1. Each new birth will, even after some couples have stopped producing, still have the probability g of being a girl and b of being a boy. Paseau correctly states and shows that this will mean that the ratioExpected number of girl births : Expected number of boy births is g : b.So it is the sam
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Vatanparast, Hassanali, Donald A. Bailey, Adam D. G. Baxter-Jones, and Susan J. Whiting. "Calcium requirements for bone growth in Canadian boys and girls during adolescence." British Journal of Nutrition 103, no. 4 (2009): 575–80. http://dx.doi.org/10.1017/s0007114509992522.

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Adequate dietary intake during the growth period is critical for bone mineral accretion. In 1997, an adequate intake (AI) of 1300 mg/d Ca was set for North American adolescents aged 9–18 years based on best available data. We determined bone Ca accrual values from age 9 to 18 years taking into account sex and maturity. Furthermore, we used the accrual data to estimate adolescents' Ca requirements. Total body bone mineral content (TBBMC) of eighty-five boys and sixty-seven girls participating in the Saskatchewan Paediatric Bone Mineral Accrual Study were used to determine annual TBBMC accumulat
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Books on the topic "G+4 boys' hostel"

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Gȯ,Diẹgȯ,Gȯ! Coloring Book: JUMBO Gȯ,Diẹgȯ,Gȯ! Colouring Book for Children, Amazing Colouring Book for Boys and Girls Ages 2-4, 4-8 and Toddlers. Independently Published, 2022.

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Coloring, Cartoon. Gȯdzilla Coloring Book: JUMBO Gȯdzilla Colouring Book for Children, Amazing Colouring Book for Boys and Girls Ages 2-4, 4-8 and Toddlers. Independently Published, 2022.

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Coloring, Cartoon. Gȯdzilla Coloring Book: JUMBO Gȯdzilla Colouring Book for Children, Amazing Colouring Book for Boys and Girls Ages 2-4, 4-8 and Toddlers. Independently Published, 2022.

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Coloring, Cartoon. Gȯȯfy Coloring Book: JUMBO Gȯȯfy Colouring Book for Children, Amazing Colouring Book for Boys and Girls Ages 2-4, 4-8 and Toddlers. Independently Published, 2022.

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Coloring, Jabour. Pẹppa Pịg Coloring Book: NEW 2022 Pẹppa Pịg Colouring Book for Kids Boys and Girls Ages 2-4, 4-8 and Toddlers. Independently Published, 2022.

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Pát the dȯg Coloring Book: JUMBO Pát the dȯg Colouring Book for Children, Amazing Colouring Book for Boys and Girls Ages 2-4, 4-8 and Toddlers. Independently Published, 2022.

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Coloring, Cartoon. Gẹt Blakẹ! Coloring Book: JUMBO Gẹt Blakẹ! Colouring Book for Children, Amazing Colouring Book for Boys and Girls Ages 2-4, 4-8 and Toddlers. Independently Published, 2022.

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Coloring, Cartoon. Mikẹ, Lu and Ȯg Coloring Book: JUMBO Mikẹ, Lu and Ȯg Colouring Book for Children, Amazing Colouring Book for Boys and Girls Ages 2-4, 4-8 and Toddlers. Independently Published, 2022.

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Coloring, Cartoon. Gȯldẹn Girls Coloring Book: JUMBO the Gȯldẹn Girls Colouring Book for Children, Amazing Colouring Book for Boys and Girls Ages 2-4, 4-8 and Toddlers. Independently Published, 2022.

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Coloring, Cartoon. Gȯldẹn Girls Coloring Book: JUMBO the Gȯldẹn Girls Colouring Book for Children, Amazing Colouring Book for Boys and Girls Ages 2-4, 4-8 and Toddlers. Independently Published, 2022.

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Book chapters on the topic "G+4 boys' hostel"

1

Mantie, Roger. "Progressive Times." In Music, Leisure, Education. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780199381388.003.0004.

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Chapter 4 focuses on the recreation movement (also known as the playground movement or play movement), a social movement that arose in tandem with the settlement house movement. In addition to demonstrating the early associations between recreation movement leaders and early public school music leaders, the chapter illustrates the growing cleavage between the moral paternalism of social reformers such as Joseph Lee, and the “scientific” paternalism of professionals that emerged in the wake of G. Stanley Hall and the child-study movement. Both the reformers and the professionals advocated for t
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"• All pupils will add two levels to their performance between Key Stage 3 at 14 and Key Stage 4 at age 16. • Targets for numbers or proportions achieving levels (say, Level 3, or graded levels within Level 2 in reading) at end of Key Stage 1, or average scores at end of Key Stage 1, in reading, writing, mathematics. • Targets for numbers or proportions achieving levels (say, Level 5) at end of Key Stage 2, or average scores at end of Key Stage 2, in English, mathematics and science. • Targets for numbers or proportions achieving levels at end of Key Stage 3, or average scores at end of Key Stage 3, in English, mathematics and science. • The proportion of pupils achieving at least GCSE grade C in English, mathematics and science. • The proportion of pupils achieving at least GCSE grade G in English, mathematics and science, individually and collectively. • The proportion of boys achieving the above levels at the four Key Stages. • The proportion of girls achieving the above levels at the four Key Stages. • The proportion of pupils of minority ethnic origin, or with English as a second language, achieving the above levels at the four Key Stages. • The proportion of pupils from different neighbourhoods within the school catchment area achieving the above levels at the four Key Stages. • The difference between the achievements of different groups of pupils within the school — by gender, ethnic origin, social class, residence, and other relevant categories. • The proportion of positive responses to a pupil satisfaction survey. • The equal application of rewards and sanctions across years, classes and subject areas. • The ratio of rewards given to sanctions applied (say, 3:1). • The average progress made by pupils will be equivalent to half a NC Level each year. No student will progress at less than half a level each x months." In Targets for Tomorrow's Schools. Routledge, 2002. http://dx.doi.org/10.4324/9780203025277-16.

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