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This document discusses some linguistic differences between British and American English. It notes that British English uses a plosive 'T' sound in words like 'butter' and 'Peter' while American English does not. Additionally, British English pronounces the 'R' at the end of words like 'nurse' and 'flower' whereas American English does not. Finally, it points out the difference in pronunciation of vowel combinations like 'oʊ' in 'note' and 'boat' between the two variants of English.
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The document announces that Christopher J. Rademacher will graduate from Watertown High School on Saturday, June 7th at 10am. Friends and family are invited to an open house celebration on June 7th at 1015 Clement Street in Watertown, Wisconsin. Contact Anne Rademacher at 920-206-7430 with any questions.
British versus amercian english
British English and American English have some differences in spelling, vocabulary, and grammar structures. In terms of spelling, British English uses -re, -our, and -ll while American English uses -er, -or, and -l. For vocabulary, words like biscuits, autumn, lift, and lorry mean cookies, fall, elevator, and truck respectively in American English. Grammar structure differences include British English using the present perfect tense while American English uses the past simple, and British English using "have got" while American English uses "have".
American VS British English
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This document discusses how sounds are produced in speech. It separates consonants into categories like voiceless, voiced, nasals, laterals, and glides. It also separates vowels. It provides examples of words that contain different consonant and vowel sounds. It then provides two rhyming tongue twisters about a person named Peter Piper picking pickled peppers.
British English vs American pronunciation
Power Point creado para explicar brevemente las diferencias entre el inglés británico y el inglés americano, así como sus diferencias de pronunciación.
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This document discusses the differences between British and American English spellings. It notes that while Shakespeare's spellings varied, Samuel Johnson and John Walker later standardized British English. Noah Webster argued that with American independence, the United States should have its own distinct language and made spellings more phonetic. As a result, American English spellings today often drop silent letters and replace 'our' or 're' with 'er'.
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The document lists various differences between British and American English terms. Some examples include: British "autumn" vs. American "fall"; British "underground" vs. American "subway"; British "biscuits" vs. American "cookies"; British "trousers" vs. American "pants"; and British "chips" vs. American "French fries". In total over 30 different vocabulary terms are contrasted between British and American English.
Common american english words used in daily life vs british english equivalents
This document provides a list of common words used in daily routines and activities in American English compared to British, Indian, and other English variants. It lists words such as gas/petrol, trash/rubbish, restroom/toilet, shower/bath, bag/plastic cover, bike/bicycle, zip code/pin code, check/bill, elevator/lift, football/soccer, glasses/specs, cookies/biscuits, garage/store, flashlight/torch, flat tire/tire puncture, vacation/holiday, bill/note, cheeseburger, cologne/perfume, creamer/milk, yogurt/curd, flour/flower, meat/non
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The document announces that Christopher J. Rademacher will graduate from Watertown High School on Saturday, June 7th at 10am. Friends and family are invited to an open house celebration on June 7th at 1015 Clement Street in Watertown, Wisconsin. Contact Anne Rademacher at 920-206-7430 with any questions.
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British English and American English have some differences in spelling, vocabulary, and grammar structures. In terms of spelling, British English uses -re, -our, and -ll while American English uses -er, -or, and -l. For vocabulary, words like biscuits, autumn, lift, and lorry mean cookies, fall, elevator, and truck respectively in American English. Grammar structure differences include British English using the present perfect tense while American English uses the past simple, and British English using "have got" while American English uses "have".
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This document discusses how sounds are produced in speech. It separates consonants into categories like voiceless, voiced, nasals, laterals, and glides. It also separates vowels. It provides examples of words that contain different consonant and vowel sounds. It then provides two rhyming tongue twisters about a person named Peter Piper picking pickled peppers.
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Power Point creado para explicar brevemente las diferencias entre el inglés británico y el inglés americano, así como sus diferencias de pronunciación.
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This document discusses the differences between British and American English spellings. It notes that while Shakespeare's spellings varied, Samuel Johnson and John Walker later standardized British English. Noah Webster argued that with American independence, the United States should have its own distinct language and made spellings more phonetic. As a result, American English spellings today often drop silent letters and replace 'our' or 're' with 'er'.
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The document lists various differences between British and American English terms. Some examples include: British "autumn" vs. American "fall"; British "underground" vs. American "subway"; British "biscuits" vs. American "cookies"; British "trousers" vs. American "pants"; and British "chips" vs. American "French fries". In total over 30 different vocabulary terms are contrasted between British and American English.
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This document provides a list of common words used in daily routines and activities in American English compared to British, Indian, and other English variants. It lists words such as gas/petrol, trash/rubbish, restroom/toilet, shower/bath, bag/plastic cover, bike/bicycle, zip code/pin code, check/bill, elevator/lift, football/soccer, glasses/specs, cookies/biscuits, garage/store, flashlight/torch, flat tire/tire puncture, vacation/holiday, bill/note, cheeseburger, cologne/perfume, creamer/milk, yogurt/curd, flour/flower, meat/non
American English vs. British English
American and British English have some differences in vocabulary. For example, Americans check into a hotel and pay their bill, while Brits check in and pay their bill. Americans wear glasses, while Brits wear spectacles. Americans ride bicycles, while Brits ride bikes. Brits take holidays, while Americans take vacations.
British vs american english vocabulary
This document provides two activities to teach students the differences between American and British English. In the first activity, students are put into groups and given words to match between the two versions, like "sneakers" and "trainers." The second activity uses dominoes with words on them, like "cell phone" and "mobile phone", for students to match up the equivalents. It includes a discussion at the end about rules for spelling differences.
American vs british english
There are some key differences between British English and American English due to their separate historical developments. The document outlines differences in pronunciation, grammar, vocabulary and spelling that have emerged between the two main variants of the English language over time. While they share many similarities, certain words are pronounced, spelled or have different meanings in British English compared to American English.
Britishenglishvsamericanenglish 090226134252 Phpapp02[1]
The document outlines some of the key differences between American and British English, including differences in spelling, pronunciation, grammar, and vocabulary. It provides many examples of words that are spelled or pronounced differently, or have different meanings, between the two dialects. Different rules and conventions for grammar, such as collective nouns, verb forms, and tense usage are also described.
American vs british english
The document compares British and American English, noting that while the two forms originated from a common source, they have diverged over time in various areas such as pronunciation, grammar, vocabulary, spelling and punctuation. Some key differences mentioned are the pronunciation of R, use of the present perfect tense, collective nouns taking singular or plural verbs, preposition usage, spellings influenced by French, and punctuation of titles.
British versus american english
There are several key differences between British and American English, including differences in spelling, vocabulary, and grammar structures. Spelling variations include dropping letters like "u" and using "z" instead of "s" in words like "apologize". Vocabulary differs in terms like "trousers" versus "pants" and "public school" versus "private school". Grammar structures also show distinctions, like using the present perfect tense versus past simple and "have got" versus "have".
British and American English
1) British and American English are the two main varieties of the English language. While they share many similarities, there are some differences in spelling, vocabulary, and grammar usage between the two.
2) Some key differences include: British English favors "u" in words like "colour" while American English uses "or"; verbs like "learn" can be spelled as "learnt" or "learned"; possessions are expressed as "have" or "have got"; and certain words like "boot" and "trunk" refer to different objects.
3) Pronunciation and prepositions also vary at times, such as Americans saying "on the weekend" versus the British "at the weekend". Overall,
English Vs American English
This document compares some common vocabulary differences between British and American English, such as sidewalk/pavement, cab/taxi, apartment/flat, subway/underground, and gasoline/petrol. It also asks if the reader knows any other words that differ between the two variants of English.
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The document discusses the key differences between American English and British English, including differences in grammar, vocabulary, spelling, pronunciation, and other areas. It provides examples of grammatical differences like usage of the present perfect tense and collective nouns. Vocabulary differences highlighted include words for clothes, transportation, buildings, and other categories. The importance of understanding these differences for language teachers is also noted.
Lesson plan english 2
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TEACHING OF WRITING SAMPLE LESSON PLAN
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This lesson plan aims to teach students to identify and use context clues to determine the meaning of unknown words. The lesson will begin with a review game to motivate students and assess prior knowledge. Students will then be divided into groups to complete context clue activities. The teacher will demonstrate context clues and their types. To apply the concept, students will answer questions finding words using context clues. For assessment, students will answer statements using vocabulary in context. As assignment, students must provide examples using different types of context clues.
Detailed Lesson Plan in English 2 - (VERBS)
Today is September 23, 2015. Lord please give me the necessary guts to deliver it very well tomorow.
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The document provides a detailed lesson plan for teaching English to first year secondary students about the four types of sentences: declarative, interrogative, imperative, and exclamatory. The plan outlines objectives, materials, procedures, activities, and evaluation. It includes examples of each sentence type from a song about loving children. The lesson introduces the concepts and has students practice identifying and constructing different sentence types through group work, role playing, and an assignment.
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
Lesson 19 asking how they are
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Lesson 18 the colors
The document lists common colors in English and encourages the reader to practice identifying colors of different objects. It provides examples of asking "What color is this?" and "What color are these?" for cars and other nearby items. The purpose is to reinforce learning colors in English by having the reader observe their surroundings and describe colors using questions with "is" and "are".
Ejercicios tut 1 y 2
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Lesson 17 common expressions 3
Este documento presenta expresiones comunes en inglés divididas en tres partes. La tercera parte incluye frases como "No te preocupes", "No seas tímido", "¿Quieres algo?", "No le cuentes a nadie", "¡Confía en mí!", "¡No puedo creerlo!" y "¿Es eso verdad?". También incluye preguntas como "¿Puede repetirlo, por favor?", "¿Cómo se dice... en inglés?" y declaraciones como "No lo sé", "No me importa", "No me interesa" y "¡Olv
Lesson 16 common expressions 2
Este documento lista expresiones comunes en inglés y sus traducciones al español, incluyendo saludos como "Hola" y "Feliz cumpleaños", deseos como "Feliz Navidad" y "Feliz año nuevo", y frases para iniciar o continuar conversaciones como "¿Qué hay de nuevo?" y "¿Estás bromeando?".
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American and British English have some differences in vocabulary. For example, Americans check into a hotel and pay their bill, while Brits check in and pay their bill. Americans wear glasses, while Brits wear spectacles. Americans ride bicycles, while Brits ride bikes. Brits take holidays, while Americans take vacations.
British vs american english vocabulary
This document provides two activities to teach students the differences between American and British English. In the first activity, students are put into groups and given words to match between the two versions, like "sneakers" and "trainers." The second activity uses dominoes with words on them, like "cell phone" and "mobile phone", for students to match up the equivalents. It includes a discussion at the end about rules for spelling differences.
American vs british english
There are some key differences between British English and American English due to their separate historical developments. The document outlines differences in pronunciation, grammar, vocabulary and spelling that have emerged between the two main variants of the English language over time. While they share many similarities, certain words are pronounced, spelled or have different meanings in British English compared to American English.
Britishenglishvsamericanenglish 090226134252 Phpapp02[1]
The document outlines some of the key differences between American and British English, including differences in spelling, pronunciation, grammar, and vocabulary. It provides many examples of words that are spelled or pronounced differently, or have different meanings, between the two dialects. Different rules and conventions for grammar, such as collective nouns, verb forms, and tense usage are also described.
American vs british english
The document compares British and American English, noting that while the two forms originated from a common source, they have diverged over time in various areas such as pronunciation, grammar, vocabulary, spelling and punctuation. Some key differences mentioned are the pronunciation of R, use of the present perfect tense, collective nouns taking singular or plural verbs, preposition usage, spellings influenced by French, and punctuation of titles.
British versus american english
There are several key differences between British and American English, including differences in spelling, vocabulary, and grammar structures. Spelling variations include dropping letters like "u" and using "z" instead of "s" in words like "apologize". Vocabulary differs in terms like "trousers" versus "pants" and "public school" versus "private school". Grammar structures also show distinctions, like using the present perfect tense versus past simple and "have got" versus "have".
British and American English
1) British and American English are the two main varieties of the English language. While they share many similarities, there are some differences in spelling, vocabulary, and grammar usage between the two.
2) Some key differences include: British English favors "u" in words like "colour" while American English uses "or"; verbs like "learn" can be spelled as "learnt" or "learned"; possessions are expressed as "have" or "have got"; and certain words like "boot" and "trunk" refer to different objects.
3) Pronunciation and prepositions also vary at times, such as Americans saying "on the weekend" versus the British "at the weekend". Overall,
English Vs American English
This document compares some common vocabulary differences between British and American English, such as sidewalk/pavement, cab/taxi, apartment/flat, subway/underground, and gasoline/petrol. It also asks if the reader knows any other words that differ between the two variants of English.
Dialects in Great Britain
This document provides an overview of dialects in Great Britain, including Scottish English, Northern English, Midlands English, and Southern English dialects. It describes various regional dialects such as Geordie, Scouse, Brummie, Cockney, and Hiberno-English. For each dialect, it provides examples of distinctive vocabulary words, phrases, and grammatical constructions used in different regions of Britain. The document aims to illustrate the rich linguistic diversity that exists across the British Isles as a result of geographic isolation and cultural influences over time.
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The document discusses the key differences between American English and British English, including differences in grammar, vocabulary, spelling, pronunciation, and other areas. It provides examples of grammatical differences like usage of the present perfect tense and collective nouns. Vocabulary differences highlighted include words for clothes, transportation, buildings, and other categories. The importance of understanding these differences for language teachers is also noted.
Lesson plan english 2
The document provides details about an English lesson for Form 4 students on the topic of places of interest. The lesson objectives are for students to identify the general idea and specific details of a reading text about visiting Taman Desa by using skimming and scanning skills. Students will also recognize the use of directional prepositions like across, along and towards based on context. During the lesson, students will read the text and draw the route on a map using the prepositions, and then play a game using directional prepositions to describe routes to different destinations.
TEACHING OF WRITING SAMPLE LESSON PLAN
The document outlines a lesson plan for a writing class that teaches students how to write a character sketch through a series of pre-writing activities, including a question and answer game modeling character traits and a character web activity, followed by writing character sketches about influential people in their lives and revising their work through self and peer evaluation. The lesson aims to help students learn how to emphasize a single defining character trait, provide supporting details, and write an effective topic sentence.
A Detailed Lesson Plan in English IV
The document contains a detailed lesson plan for a 60-minute English class focusing on the short story "Footnote to Youth" by Jose Garcia Villa. The lesson plan outlines the objectives, subject matter, teacher and student activities, including an introduction, review, vocabulary lesson, presentation of the story, discussion, generalization, and assignment. Key elements of the story like characters, setting, and themes are analyzed. Students are divided into groups to complete a story grammar graphic organizer on the short story.
4A's Lesson Plan in English 6
This lesson plan aims to teach students to identify and use context clues to determine the meaning of unknown words. The lesson will begin with a review game to motivate students and assess prior knowledge. Students will then be divided into groups to complete context clue activities. The teacher will demonstrate context clues and their types. To apply the concept, students will answer questions finding words using context clues. For assessment, students will answer statements using vocabulary in context. As assignment, students must provide examples using different types of context clues.
Detailed Lesson Plan in English 2 - (VERBS)
Today is September 23, 2015. Lord please give me the necessary guts to deliver it very well tomorow.
A detailed lesson plan in english
The document provides a detailed lesson plan for teaching English to first year secondary students about the four types of sentences: declarative, interrogative, imperative, and exclamatory. The plan outlines objectives, materials, procedures, activities, and evaluation. It includes examples of each sentence type from a song about loving children. The lesson introduces the concepts and has students practice identifying and constructing different sentence types through group work, role playing, and an assignment.
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
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Britishenglishvsamericanenglish 090226134252 Phpapp02[1]
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Difference Between American English And British English
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Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
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Lesson 17 common expressions 3
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Este documento lista expresiones comunes en inglés y sus traducciones al español, incluyendo saludos como "Hola" y "Feliz cumpleaños", deseos como "Feliz Navidad" y "Feliz año nuevo", y frases para iniciar o continuar conversaciones como "¿Qué hay de nuevo?" y "¿Estás bromeando?".
Lesson 15 common expressions 1
Este documento presenta expresiones comunes en inglés divididas en dos partes. En la primera parte se incluyen frases como "Yes, please", "Sure", "Of course", "I'm not sure", "Thanks a lot", "That's nice of you", "That's great", "You're welcome", "Don't mention it", "No problem", entre otras.
Lesson 14 introducing yourself
Este documento ofrece una introducción básica a cómo presentarse a uno mismo en inglés y español. Muestra un breve diálogo de presentación entre dos personas, Jack y Brenda, donde comparten sus nombres y dicen que es un placer conocerse. También incluye una lista de términos comunes para describir la relación entre personas, como novio, amigo, vecino, jefe, compañero, y colega, junto con ejemplos de cómo usarlos en oraciones.
Lesson 13 demonstrative pronouns
The document discusses demonstrative pronouns like this, that, these, and those and how they are used to refer to nouns and ask questions about nouns. It provides examples of using demonstrative pronouns to ask yes/no questions about whether a noun matches a demonstrative pronoun and how to respond affirmatively or negatively including providing the correct noun.
Lesson 12 family members
This document lists various family members and their Spanish translations, including immediate family like parents, siblings, grandparents; extended family like aunts, uncles, cousins; in-laws; step relatives; and some additional relationship terms like friend, boyfriend/girlfriend, and wedding party roles. It provides Spanish words for over 30 different familial and other relationship terms for the purposes of vocabulary building in that language.
Lesson 11 to be ser y estar
This document discusses the uses of the verbs "ser" and "estar" in Spanish. It provides examples of when to use "ser" versus "estar" when translating the English verb "to be". "Ser" is used to describe permanent qualities or characteristics, professions, relationships, and origins. "Estar" is used to describe temporary states, locations, and actions being performed. The document provides over a dozen examples of using "ser" and "estar" in simple Spanish sentences.
Lesson 10 possessive adjectives
Este documento presenta los adjetivos posesivos en inglés y español para la primera, segunda y tercera persona del singular y plural. Explica cómo usar los adjetivos posesivos para indicar pertenencia o asociación con la persona o cosa nombrada. Proporciona ejemplos breves que ilustran el uso correcto de cada adjetivo posesivo en oraciones.
Lesson 9 pronombre it
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Lesson 8 parts of speech
The document defines the different parts of speech in English including nouns, pronouns, adjectives, articles, verbs, prepositions, adverbs, conjunctions, and interjections. It provides examples for each part of speech. The document also provides tips for learning English, recommending getting a good bilingual dictionary with phonetic symbols, being flexible and allowing mistakes, focusing on pronunciation and meanings, asking the teacher questions, and practicing.
Lesson 7 interrogative negative to be yes-no answers
The document lists different forms of the verb "to be" including affirmative, interrogative, and negative forms for the first, second, and third person singular and plural. It then provides examples of using these forms to answer yes or no questions by matching the verb form with either "yes" or "no".
Lesson 1 alfabeto
El documento presenta el alfabeto inglés en orden, desde la A hasta la Z, con cada letra y su nombre correspondiente.
Lesson 6 who and to be
The document discusses the interrogative word "WHO" in Spanish and how it is used to ask questions about people. It can be used with forms of "to be" such as "am", "is", "are" followed by pronouns like "I", "you", "he", "she", "it", "we", or "they". Examples are provided of questions using "WHO" and their answers to identify different people.
Lesson 5 to be ser
This document provides examples of using the present simple tense "to be" in English. It lists the forms of "to be" for different subjects - I am, he/she/it is, you/we/they are. Examples are then given applying these forms, such as "I am chilean", "He is Pablo", and "They are nurses".
Lesson 4 personal pronouns
El documento habla sobre pronombres personales en inglés. Explica que I, you, she, he y it se refieren a la primera, segunda y tercera persona singular respectivamente, mientras que we, you y they se refieren a la primera, segunda y tercera persona plural.
Lesson 3 preguntas básicas
Este documento ofrece respuestas comunes a preguntas frecuentes sobre cómo decir, deletrear y pronunciar palabras en otro idioma, así como solicitar repeticiones o una velocidad más lenta de habla.
Lesson 2 saludos
Este documento proporciona saludos comunes en inglés y español, incluyendo "Hello", "Hi", "Hey", "Good morning", "Good afternoon", "Good evening", "Good night", "See you", y "Bye".
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Overall life span (LS) was 1671.7±1721.6 days and cumulative 5YS reached 62.4%, 10 years – 50.4%, 20 years – 44.6%. 94 LCP lived more than 5 years without cancer (LS=2958.6±1723.6 days), 22 – more than 10 years (LS=5571±1841.8 days). 67 LCP died because of LC (LS=471.9±344 days). AT significantly improved 5YS (68% vs. 53.7%) (P=0.028 by log-rank test). Cox modeling displayed that 5YS of LCP significantly depended on: N0-N12, T3-4, blood cell circuit, cell ratio factors (ratio between cancer cells-CC and blood cells subpopulations), LC cell dynamics, recalcification time, heparin tolerance, prothrombin index, protein, AT, procedure type (P=0.000-0.031). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and N0-12 (rank=1), thrombocytes/CC (rank=2), segmented neutrophils/CC (3), eosinophils/CC (4), erythrocytes/CC (5), healthy cells/CC (6), lymphocytes/CC (7), stick neutrophils/CC (8), leucocytes/CC (9), monocytes/CC (10). Correct prediction of 5YS was 100% by neural networks computing (error=0.000; area under ROC curve=1.0).
NVBDCP.pptx Nation vector borne disease control program
NVBDCP was launched in 2003-2004 . Vector-Borne Disease: Disease that results from an infection transmitted to humans and other animals by blood-feeding arthropods, such as mosquitoes, ticks, and fleas. Examples of vector-borne diseases include Dengue fever, West Nile Virus, Lyme disease, and malaria.
How STIs Influence the Development of Pelvic Inflammatory Disease.pptx
STIs may cause PID. For the both disease, herbal medicine Fuyan Pill can be a solution.
Light House Retreats: Plant Medicine Retreat Europe
Our aim is to organise conscious gatherings and retreats for open and inquisitive minds and souls, with and without the assistance of sacred plants.
Novas diretrizes da OMS para os cuidados perinatais de mais qualidade
Novas diretrizes da OMS para os cuidados perinatais de mais qualidadeProf. Marcus Renato de Carvalho
Recomendações da OMS sobre cuidados maternos e neonatais para uma experiência pós-natal positiva.
Em consonância com os ODS – Objetivos do Desenvolvimento Sustentável e a Estratégia Global para a Saúde das Mulheres, Crianças e Adolescentes, e aplicando uma abordagem baseada nos direitos humanos, os esforços de cuidados pós-natais devem expandir-se para além da cobertura e da simples sobrevivência, de modo a incluir cuidados de qualidade.
Estas diretrizes visam melhorar a qualidade dos cuidados pós-natais essenciais e de rotina prestados às mulheres e aos recém-nascidos, com o objetivo final de melhorar a saúde e o bem-estar materno e neonatal.
Uma “experiência pós-natal positiva” é um resultado importante para todas as mulheres que dão à luz e para os seus recém-nascidos, estabelecendo as bases para a melhoria da saúde e do bem-estar a curto e longo prazo. Uma experiência pós-natal positiva é definida como aquela em que as mulheres, pessoas que gestam, os recém-nascidos, os casais, os pais, os cuidadores e as famílias recebem informação consistente, garantia e apoio de profissionais de saúde motivados; e onde um sistema de saúde flexível e com recursos reconheça as necessidades das mulheres e dos bebês e respeite o seu contexto cultural.
Estas diretrizes consolidadas apresentam algumas recomendações novas e já bem fundamentadas sobre cuidados pós-natais de rotina para mulheres e neonatos que recebem cuidados no pós-parto em unidades de saúde ou na comunidade, independentemente dos recursos disponíveis.
É fornecido um conjunto abrangente de recomendações para cuidados durante o período puerperal, com ênfase nos cuidados essenciais que todas as mulheres e recém-nascidos devem receber, e com a devida atenção à qualidade dos cuidados; isto é, a entrega e a experiência do cuidado recebido. Estas diretrizes atualizam e ampliam as recomendações da OMS de 2014 sobre cuidados pós-natais da mãe e do recém-nascido e complementam as atuais diretrizes da OMS sobre a gestão de complicações pós-natais.
O estabelecimento da amamentação e o manejo das principais intercorrências é contemplada.
Recomendamos muito.
Vamos discutir essas recomendações no nosso curso de pós-graduação em Aleitamento no Instituto Ciclos.
Esta publicação só está disponível em inglês até o momento.
Prof. Marcus Renato de Carvalho
www.agostodourado.com
Role of Mukta Pishti in the Management of Hyperthyroidism
Muktapishti is a traditional Ayurvedic preparation made from Shoditha Mukta (Purified Pearl), is believed to help regulate thyroid function and reduce symptoms of hyperthyroidism due to its cooling and balancing properties. Clinical evidence on its efficacy remains limited, necessitating further research to validate its therapeutic benefits.
Journal Article Review on Rasamanikya
Rasamanikya is a excellent preparation in the field of Rasashastra, it is used in various Kushtha Roga, Shwasa, Vicharchika, Bhagandara, Vatarakta, and Phiranga Roga. In this article Preparation& Comparative analytical profile for both Formulationon i.e Rasamanikya prepared by Kushmanda swarasa & Churnodhaka Shodita Haratala. The study aims to provide insights into the comparative efficacy and analytical aspects of these formulations for enhanced therapeutic outcomes.
The Best Ayurvedic Antacid Tablets in India
Treat the symptoms of indigestion, heartburn and stomach reflux with the 10 Best Ayurvedic Antacid Tablets in India.
Osteoporosis - Definition , Evaluation and Management .pdf
Osteoporosis is an increasing cause of morbidity among the elderly.
In this document , a brief outline of osteoporosis is given , including the risk factors of osteoporosis fractures , the indications for testing bone mineral density and the management of osteoporosis
Adhd Medication Shortage Uk - trinexpharmacy.com
The UK is currently facing a Adhd Medication Shortage Uk, which has left many patients and their families grappling with uncertainty and frustration. ADHD, or Attention Deficit Hyperactivity Disorder, is a chronic condition that requires consistent medication to manage effectively. This shortage has highlighted the critical role these medications play in the daily lives of those affected by ADHD. Contact : +1 (747) 209 – 3649 E-mail : sales@trinexpharmacy.com
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British or american
- 1. British or American ?
- 6. Use of plosive ‘T’: Butter , Peter Letter ‘R’ Nurse, Flower ‘Oʊ’ vs ‘Əʊ’ : Note, Boat