Nina feels sick with a cold today. She has a headache, sore throat, earache and is coughing. She has an appointment with the doctor at 2:00 pm because she feels terrible and cannot go to work.
The document discusses countable and uncountable nouns. It provides examples of countable nouns using singular and plural forms with "a/an" and "-s" respectively. Uncountable nouns cannot be counted and no determiners are used. It also discusses using "some" with both countable and uncountable nouns to indicate unspecified quantities, and "a/an" or "glass of" to indicate a specified quantity. The document provides practice examples to distinguish countable vs. uncountable nouns and use of "some" vs. "any".
The document discusses countable and uncountable nouns. It provides examples of countable nouns using singular and plural forms with "a/an" and "-s" respectively. Uncountable nouns cannot be counted and no plural form is used. It also discusses using "some" with both countable and uncountable nouns to indicate unspecified quantities, and "a/an" or "glass of" to indicate specified quantities. The document provides examples of countable vs uncountable nouns and use of "some" vs "any" in affirmative and negative/interrogative sentences.
This document contains an English lesson on colors, shopping conversations, grammar exercises, and a reading passage on material goods. It includes vocabulary words, conversations comparing prices of items, and a listening exercise about shopping. Students are asked to complete charts and role plays about purchasing different colored items. Comparisons are made between the costs of everyday goods in the US and the author's home country.
The document discusses adverbs of frequency and their usage. It provides examples of how often certain daily activities are done, such as having coffee, watching news, going to the gym, feeling tired, and being late for work. It also categorizes common adverbs of frequency based on their percentage usage and discusses their position relative to verbs.
Wangari Maathai was born in 1940 in Kenya. She went to school in Kenya and the U.S., obtaining a PhD from the University of Nairobi in 1971. In 1977, she founded the Green Belt Movement, planting trees to help empower women and address environmental issues. She was awarded the Nobel Peace Prize in 2004 for her work, making her the first African woman to win the Nobel Peace Prize.
The document discusses the simple past tense in English. It explains that the simple past tense of regular verbs is formed by adding "-ed", "-d", or "-ied" to the base form of the verb. It provides examples of affirmative, negative, and interrogative simple past tense constructions using regular verbs like "work" and "live". Questions in the simple past are formed using "did" plus the subject and base verb form.
This document discusses countable and uncountable nouns. It defines nouns as names of people, places, things or ideas. Countable nouns can be counted and can be singular or plural, like "dog" or "dogs". Uncountable nouns are substances or concepts that cannot be counted, like "milk" or "information". It provides examples of countable nouns like "pen" and uncountable nouns like "electricity". It also discusses using "some" with uncountable and plural nouns in affirmative sentences and offers, and "any" in negative sentences and questions.
The document discusses countable and uncountable nouns. It provides examples of countable nouns using singular and plural forms with "a/an" and "-s" respectively. Uncountable nouns cannot be counted and no determiners are used. It also discusses using "some" with both countable and uncountable nouns to indicate unspecified quantities, and "a/an" or "glass of" to indicate a specified quantity. The document provides practice examples to distinguish countable vs. uncountable nouns and use of "some" vs. "any".
The document discusses countable and uncountable nouns. It provides examples of countable nouns using singular and plural forms with "a/an" and "-s" respectively. Uncountable nouns cannot be counted and no plural form is used. It also discusses using "some" with both countable and uncountable nouns to indicate unspecified quantities, and "a/an" or "glass of" to indicate specified quantities. The document provides examples of countable vs uncountable nouns and use of "some" vs "any" in affirmative and negative/interrogative sentences.
This document contains an English lesson on colors, shopping conversations, grammar exercises, and a reading passage on material goods. It includes vocabulary words, conversations comparing prices of items, and a listening exercise about shopping. Students are asked to complete charts and role plays about purchasing different colored items. Comparisons are made between the costs of everyday goods in the US and the author's home country.
The document discusses adverbs of frequency and their usage. It provides examples of how often certain daily activities are done, such as having coffee, watching news, going to the gym, feeling tired, and being late for work. It also categorizes common adverbs of frequency based on their percentage usage and discusses their position relative to verbs.
Wangari Maathai was born in 1940 in Kenya. She went to school in Kenya and the U.S., obtaining a PhD from the University of Nairobi in 1971. In 1977, she founded the Green Belt Movement, planting trees to help empower women and address environmental issues. She was awarded the Nobel Peace Prize in 2004 for her work, making her the first African woman to win the Nobel Peace Prize.
The document discusses the simple past tense in English. It explains that the simple past tense of regular verbs is formed by adding "-ed", "-d", or "-ied" to the base form of the verb. It provides examples of affirmative, negative, and interrogative simple past tense constructions using regular verbs like "work" and "live". Questions in the simple past are formed using "did" plus the subject and base verb form.
This document discusses countable and uncountable nouns. It defines nouns as names of people, places, things or ideas. Countable nouns can be counted and can be singular or plural, like "dog" or "dogs". Uncountable nouns are substances or concepts that cannot be counted, like "milk" or "information". It provides examples of countable nouns like "pen" and uncountable nouns like "electricity". It also discusses using "some" with uncountable and plural nouns in affirmative sentences and offers, and "any" in negative sentences and questions.
This document provides information about different jobs and workplaces. It includes examples of common jobs like doctor, nurse, dentist, architect, engineer, bricklayer, factory worker, cook, waiter, manager, accountant, businesswoman, lawyer, secretary, salesman, taxi driver, housekeeper, hair stylist, and farmer. It asks questions to identify people's jobs and workplaces, such as whether someone is a doctor or nurse and if they work in a hospital. Sample conversations are provided where people ask each other about their jobs and workplaces. The document concludes by introducing two friends, one who is a teacher at a school and one who is an architect working at a construction site.
The document discusses countable and uncountable nouns. It provides examples of countable nouns using singular and plural forms with "a/an" and "-s" respectively. Uncountable nouns cannot be counted and no determiners are used. It also discusses using "some" with both countable and uncountable nouns to indicate unspecified quantities, and "a/an" or "glass of" to indicate a specified quantity. Examples are given to practice using determiners like "some", "any" correctly with countable and uncountable nouns.
The document discusses countable and uncountable nouns. It provides examples of countable nouns using singular and plural forms with "a/an" and "-s" respectively. Uncountable nouns cannot be counted and no determiners are used. It also discusses using "some" with both countable and uncountable nouns to indicate unspecified quantities, and "a/an" or "glass of" to indicate a specified quantity. Examples are given to practice using determiners like "some", "any" correctly with countable and uncountable nouns.
This document discusses countable and uncountable nouns. It provides examples of countable nouns that have both singular and plural forms, such as apple-apples, and uncountable nouns that only have a singular form like money or water. It also discusses using a/an with countable nouns and some/any with countable and uncountable nouns. The document explains how to use how many with countable nouns and how much with uncountable nouns. It includes exercises to practice these concepts.
This document is an English activity worksheet from an Agriculture High School in the Philippines. The activity asks students to supply the correct degree of comparison for various adjectives in 30 different sentences. The objective is to practice degrees of comparison, which are the forms that show the relationship between things or people described by an adjective or adverb, such as more/most intelligent or less/least important.
Asking for and giving personal informationMiller Zamora
The document contains questions for partners to ask each other to get to know basic information like names, physical appearance, nationality, age, and English ability. It instructs the partners to write down each other's answers on a piece of paper after asking the questions listed.
This document discusses verbs and their importance in sentences. It covers two main types of verbs - action verbs, which describe physical movements, and mental verbs, which describe mental processes. Changing the verb in a sentence significantly changes the overall meaning, even if other parts of the sentence stay the same. Verbs are critical to convey the key ideas and actions in writing.
The document discusses quantifiers such as "much", "many", "a lot of", "few", and "a few". It explains that "many" is used with plural countable nouns, "much" is used with non-countable singular nouns, and "a lot of" can be used for both plural and non-countable nouns. Additionally, "few" indicates a negative or insufficient amount while "a few" indicates a positive but limited amount. Examples are provided to illustrate the proper usage of these quantifiers in different contexts.
Adverbs of manner are used to describe how something happens. They are typically formed by adding -ly to adjectives, though there are some exceptions. Some common adverbs of manner include badly, carefully, gently, easily, happily, and loudly. Adverbs of manner can come before or after verbs, but must come after objects. They can also be placed before prepositions or after objects in verb + preposition + object constructions.
The document discusses the wh- question words in English and what each asks about. It defines who as asking about a person, what as asking about a thing or an action, when as asking about time, where as asking about place, why as asking about a reason, how as asking about manner, frequency, duration, distance, or quantity, and how much/many as asking about amount or quantity. It provides examples for each question word and what type of information it seeks.
Presentation - Adjectives to describe feelingsclivetyrell
The document discusses how to express how you are feeling in English. It provides common responses to asking how someone is, including "I'm great," "I'm fine," "I'm tired," and "I'm quite stressed." It notes there are usually normal and strong adjectives to describe feelings, such as being hungry versus starving. Finally, it discusses using "-ed" and "-ing" adjectives, with "-ed" to talk about how you feel and "-ing" to give opinions, and provides examples like being interested in music versus finding music interesting.
The document discusses the simple present tense and its structure and use. It notes that the simple present tense is used to talk about facts, routines, and habits. It then provides examples of the simple present tense being used. It explains the structure of the simple present tense as subject + verb + complement. It also discusses how the third person singular is formed, including exceptions. Finally, it lists common time expressions used with the simple present tense and provides a table showing examples of the simple present tense conjugated for different subjects.
This document provides examples of asking for and giving basic personal information such as name, place of origin, date of birth, address, and descriptions. It also includes sample dialogues where one person asks a question and the other provides a response to share information, such as asking about a new student's name and how to spell it or asking what pets someone has at home. The purpose is to demonstrate common expressions for requesting and exchanging simple facts about oneself or others.
The document describes Sam's daily routine. It states that in the morning Sam wakes up at 6am, takes a shower, gets dressed, and has breakfast before walking to school. In the afternoon, Sam does homework, watches TV at 5pm, and plays video games with friends. In the evening, Sam has dinner with his family and goes to bed at 10pm.
The document provides a short description of a boy named Ernesto and his qualities as a friend and student. Ernesto comes from an educated family, gets good grades in school, and inspires his friend Andres to work harder. He is friendly, hardworking, and involved in various activities like sports and music.
This document discusses adverbs of frequency and their usage. It provides examples of common adverbs of frequency like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after verbs like "be" and usually come before other verbs. It also notes that usually and sometimes can come at the beginning or end of sentences. The document includes practice exercises asking learners to use adverbs of frequency to describe their study habits and for asking questions about frequency using "how often".
This document summarizes the difference between countable and uncountable nouns. It explains that countable nouns can be singular or plural, while uncountable nouns only have one form. It provides examples of countable nouns like "banana" and uncountable nouns like "rice". It also discusses using quantifiers like "some", "any", "much", and "many" with countable and uncountable nouns.
Este documento presenta una introducción al curso PSIC 3001 - Principios de Psicología I. Explica brevemente que la psicología es el estudio científico del comportamiento y los procesos mentales, y tiene cuatro metas principales: describir, explicar, generar teorías y predecir. También resume algunas áreas clave de la psicología como la psicodinámica, conductual, humanista y cognitiva, así como los métodos científicos utilizados en la investigación psicológica como los estudios
Este documento describe diferentes máscaras que las personas usan para ocultar su verdadera identidad de los demás. Según el texto, usamos máscaras por miedo al rechazo, fracaso o no cumplir con las expectativas de los demás. Algunas de las máscaras más comunes mencionadas son el indiferente, el payaso, el crítico, el agresivo y el popular. El documento concluye que cuanto más alejada esté nuestra máscara de lo que realmente sentimos, más atados estaremos a ella y viviremos
This document provides information about different jobs and workplaces. It includes examples of common jobs like doctor, nurse, dentist, architect, engineer, bricklayer, factory worker, cook, waiter, manager, accountant, businesswoman, lawyer, secretary, salesman, taxi driver, housekeeper, hair stylist, and farmer. It asks questions to identify people's jobs and workplaces, such as whether someone is a doctor or nurse and if they work in a hospital. Sample conversations are provided where people ask each other about their jobs and workplaces. The document concludes by introducing two friends, one who is a teacher at a school and one who is an architect working at a construction site.
The document discusses countable and uncountable nouns. It provides examples of countable nouns using singular and plural forms with "a/an" and "-s" respectively. Uncountable nouns cannot be counted and no determiners are used. It also discusses using "some" with both countable and uncountable nouns to indicate unspecified quantities, and "a/an" or "glass of" to indicate a specified quantity. Examples are given to practice using determiners like "some", "any" correctly with countable and uncountable nouns.
The document discusses countable and uncountable nouns. It provides examples of countable nouns using singular and plural forms with "a/an" and "-s" respectively. Uncountable nouns cannot be counted and no determiners are used. It also discusses using "some" with both countable and uncountable nouns to indicate unspecified quantities, and "a/an" or "glass of" to indicate a specified quantity. Examples are given to practice using determiners like "some", "any" correctly with countable and uncountable nouns.
This document discusses countable and uncountable nouns. It provides examples of countable nouns that have both singular and plural forms, such as apple-apples, and uncountable nouns that only have a singular form like money or water. It also discusses using a/an with countable nouns and some/any with countable and uncountable nouns. The document explains how to use how many with countable nouns and how much with uncountable nouns. It includes exercises to practice these concepts.
This document is an English activity worksheet from an Agriculture High School in the Philippines. The activity asks students to supply the correct degree of comparison for various adjectives in 30 different sentences. The objective is to practice degrees of comparison, which are the forms that show the relationship between things or people described by an adjective or adverb, such as more/most intelligent or less/least important.
Asking for and giving personal informationMiller Zamora
The document contains questions for partners to ask each other to get to know basic information like names, physical appearance, nationality, age, and English ability. It instructs the partners to write down each other's answers on a piece of paper after asking the questions listed.
This document discusses verbs and their importance in sentences. It covers two main types of verbs - action verbs, which describe physical movements, and mental verbs, which describe mental processes. Changing the verb in a sentence significantly changes the overall meaning, even if other parts of the sentence stay the same. Verbs are critical to convey the key ideas and actions in writing.
The document discusses quantifiers such as "much", "many", "a lot of", "few", and "a few". It explains that "many" is used with plural countable nouns, "much" is used with non-countable singular nouns, and "a lot of" can be used for both plural and non-countable nouns. Additionally, "few" indicates a negative or insufficient amount while "a few" indicates a positive but limited amount. Examples are provided to illustrate the proper usage of these quantifiers in different contexts.
Adverbs of manner are used to describe how something happens. They are typically formed by adding -ly to adjectives, though there are some exceptions. Some common adverbs of manner include badly, carefully, gently, easily, happily, and loudly. Adverbs of manner can come before or after verbs, but must come after objects. They can also be placed before prepositions or after objects in verb + preposition + object constructions.
The document discusses the wh- question words in English and what each asks about. It defines who as asking about a person, what as asking about a thing or an action, when as asking about time, where as asking about place, why as asking about a reason, how as asking about manner, frequency, duration, distance, or quantity, and how much/many as asking about amount or quantity. It provides examples for each question word and what type of information it seeks.
Presentation - Adjectives to describe feelingsclivetyrell
The document discusses how to express how you are feeling in English. It provides common responses to asking how someone is, including "I'm great," "I'm fine," "I'm tired," and "I'm quite stressed." It notes there are usually normal and strong adjectives to describe feelings, such as being hungry versus starving. Finally, it discusses using "-ed" and "-ing" adjectives, with "-ed" to talk about how you feel and "-ing" to give opinions, and provides examples like being interested in music versus finding music interesting.
The document discusses the simple present tense and its structure and use. It notes that the simple present tense is used to talk about facts, routines, and habits. It then provides examples of the simple present tense being used. It explains the structure of the simple present tense as subject + verb + complement. It also discusses how the third person singular is formed, including exceptions. Finally, it lists common time expressions used with the simple present tense and provides a table showing examples of the simple present tense conjugated for different subjects.
This document provides examples of asking for and giving basic personal information such as name, place of origin, date of birth, address, and descriptions. It also includes sample dialogues where one person asks a question and the other provides a response to share information, such as asking about a new student's name and how to spell it or asking what pets someone has at home. The purpose is to demonstrate common expressions for requesting and exchanging simple facts about oneself or others.
The document describes Sam's daily routine. It states that in the morning Sam wakes up at 6am, takes a shower, gets dressed, and has breakfast before walking to school. In the afternoon, Sam does homework, watches TV at 5pm, and plays video games with friends. In the evening, Sam has dinner with his family and goes to bed at 10pm.
The document provides a short description of a boy named Ernesto and his qualities as a friend and student. Ernesto comes from an educated family, gets good grades in school, and inspires his friend Andres to work harder. He is friendly, hardworking, and involved in various activities like sports and music.
This document discusses adverbs of frequency and their usage. It provides examples of common adverbs of frequency like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after verbs like "be" and usually come before other verbs. It also notes that usually and sometimes can come at the beginning or end of sentences. The document includes practice exercises asking learners to use adverbs of frequency to describe their study habits and for asking questions about frequency using "how often".
This document summarizes the difference between countable and uncountable nouns. It explains that countable nouns can be singular or plural, while uncountable nouns only have one form. It provides examples of countable nouns like "banana" and uncountable nouns like "rice". It also discusses using quantifiers like "some", "any", "much", and "many" with countable and uncountable nouns.
Este documento presenta una introducción al curso PSIC 3001 - Principios de Psicología I. Explica brevemente que la psicología es el estudio científico del comportamiento y los procesos mentales, y tiene cuatro metas principales: describir, explicar, generar teorías y predecir. También resume algunas áreas clave de la psicología como la psicodinámica, conductual, humanista y cognitiva, así como los métodos científicos utilizados en la investigación psicológica como los estudios
Este documento describe diferentes máscaras que las personas usan para ocultar su verdadera identidad de los demás. Según el texto, usamos máscaras por miedo al rechazo, fracaso o no cumplir con las expectativas de los demás. Algunas de las máscaras más comunes mencionadas son el indiferente, el payaso, el crítico, el agresivo y el popular. El documento concluye que cuanto más alejada esté nuestra máscara de lo que realmente sentimos, más atados estaremos a ella y viviremos
Este documento presenta una introducción al sistema nervioso central. Explica su estructura, incluyendo las neuronas, sinapsis y diferentes regiones del cerebro. También cubre temas como la clasificación de neuronas, tipos de impulsos y sinapsis nerviosas, neurotransmisores clave y métodos comunes para explorar el cerebro, como EEG, PET, TAC y RM.
Este documento describe las reacciones psicótico depresivas, incluyendo sus características, causas y desarrollo. Las reacciones psicótico depresivas implican ideas delirantes de culpa, desprecio por uno mismo y autocondena. Surgen de experiencias infantiles de dependencia excesiva y la internalización de un superego arcaico y severo. Cuando se enfrentan a pérdidas, las personas con esta condición pueden sufrir una regresión a patrones depresivos infantiles tempranos.
Este documento define la esquizofrenia y describe sus diferentes tipos e indica que involucra intentos de escapar de la ansiedad a través de delirios y alucinaciones. Describe los tipos indiferenciado agudo y crónico, residual, simple, hebefrénico, catatónico, paranoico y esquizo-afectivo, detallando los síntomas característicos de cada uno.
This document provides exercises and materials for a lesson about neighborhoods. The lesson aims to teach students vocabulary related to places in a neighborhood and to answer questions about locations using that vocabulary. It includes a map of a sample neighborhood with various landmarks and exercises asking students to identify locations using prepositions like "on", "next to", "across from". It also includes a short reading passage describing a character's house location and related comprehension questions. Finally, it introduces the grammar points of using "on" and "at" for street names and addresses and includes an exercise practicing this.
John fell ill a month ago with a high fever, sore throat, cough, headache and body aches. His mother tried to help him with hot tea but it did not work. She called the doctor who examined John and said he had the flu. The doctor prescribed treatment and John's mother got the necessary pills and medicine. John followed the doctor's instructions and recovered in ten days, returning to school.
Here are the medical records of the doctors contained in the card:
- Dr. John: A patient who wakes up feeling sick. Diagnosis: Stomach flu. Prescribed rest and fluids.
- Dr. Lisa: A patient who can't sleep. Diagnosis: Insomnia. Prescribed sleep medication for 2 weeks.
- Dr. Smith: A patient who's putting on weight. Diagnosis: Obesity. Recommended diet and exercise plan.
- Dr. Andy: A patient who has lost a lot of weight. Diagnosis: Anorexia. Referred to nutritionist and psychologist.
- Dr. Zoe: A patient who's losing weight. Diagnosis: Th
This document provides examples of phone calls between employees and their managers where the employees call in sick. It aims to build English vocabulary related to describing common illness symptoms. In the calls, Mark tells his manager Sonia he has a terrible cold. John tells Sally he is feeling very ill with a headache, sore throat, blocked nose, and muscle aches. Sally determines John's symptoms suggest he does not just have a cold but may be confused and dizzy. The document concludes with a quiz to test understanding of vocabulary used to describe illness symptoms.
The patient is experiencing back pain. During the dialogue with the doctor, the patient describes feeling pain in his/her back. The doctor examines the patient's back and determines it is a pulled muscle. The doctor advises the patient to take time off work and schedule a follow up appointment in 10 days.
This document provides information about identifying how you feel and describing symptoms of illness. It includes a vocabulary list of body parts and common feelings or ailments. Students practice asking and answering questions about how someone feels using these terms. Grammatical structures for describing health such as "feel" and "look" are introduced. Sample conversations demonstrate asking what is wrong with someone and describing symptoms like a headache or fever. Pronunciation of word stress is practiced in examples asking about health problems.
Mark will be resting for a month after breaking his leg. Lucy has been applying a cream to a rash on her back daily after seeing her doctor. The child has a bad cough, so advice for treating him with cough syrup is requested. Eye drops are suggested to treat red eyes that may be infected. Getting a flu vaccine involved the doctor giving an injection, which hurt. The doctor might put a bandage or plaster on a sprained ankle. Taking pain-killers like tablets will provide relief from a bad headache and make one feel better.
INTERMEDIATE Lesson Plan No.8 - To Your Health.pdfHuyLe319
The document discusses common English phrases related to health and illness. It includes 8 phrases: (1) bounce back, meaning to recover; (2) as sick as a dog, meaning feeling very sick; (3) take it easy, meaning to relax; (4) under the weather, meaning feeling unwell; (5) run its course, meaning to lose strength on its own; (6) pull through, meaning to survive; (7) bored out of my mind, meaning very bored; (8) run a fever, meaning to have a high temperature. The document provides examples and practice exercises for readers to understand and use these phrases in conversations about health.
This document provides information and activities for a workshop about preparing for and communicating effectively during doctor's appointments. The workshop covers 10 things participants can do to prepare, such as bringing their medical card, prescription medications, and a list of questions. It also discusses how to clearly describe symptoms to doctors, including specifying details like onset, duration, severity and impact. Participants practice asking and answering common medical history questions through partner activities. The goal is to help people make the most of their appointments by coming prepared and communicating symptoms effectively.
ATTENTION Insomnia Sufferers: True Cause Of InsomniaVick Caulmont
A new scientific breakthrough has finally revealed the true neurological cause of your insomnia… and researchers at the University of Oxford have discovered a simple, natural technique to cure your insomnia as soon as tonight. Read more ....
The letter describes the author's negative experiences with medical treatment that have left her disabled. She details being mistreated during childbirth and receiving epidural steroid injections for back pain that caused permanent damage, leaving her unable to care for herself. The author believes the injections were performed for profit without proper patient consent. She now suffers constant pain and loss of mobility due to adhesive arachnoiditis caused by the medical procedures. The letter calls for reform to prevent other patients from experiencing similar harm.
This document provides information about common health complaints and problems, and examples of asking for and giving advice related to health issues. It includes lists of common health complaints like headaches, stomachaches, and flu. It also discusses asking how someone is feeling and for their condition. Advice on actions to take for different health problems is given, like taking medication, seeing a doctor, or getting rest. Sample conversations asking for and giving health-related advice are provided. The document also discusses common personal and household problems and appropriate levels of advice strength. It encourages practicing asking for and giving advice.
A 28-year-old pregnant woman in her second pregnancy presents with a history of hypertension, headache, and one prior convulsive episode during this pregnancy. The headache is intense, throbbing, and worsens in the morning, improving in the evening. It is relieved by holding her head tightly and vomiting. She was previously given Belladonna with no relief. Based on her symptoms, Glonoine is prescribed along with continuing her antihypertensive medication. Her symptoms improve over subsequent follow ups.
1) The document discusses testimonials from various individuals about the positive impacts of taking Transfer Factor supplements.
2) The testimonials describe Transfer Factor helping to reduce inflammation levels and risk of heart attack, clear up acne, heal wounds faster, cure viral infections like molluscum, and aid cancer and stroke recovery.
3) Doctors and individuals express surprise and belief that Transfer Factor strengthened their immune systems and had life-saving or improving effects in many cases.
The author recounts experiencing severe anemia that led to her diagnosis of Wilson's disease at age 15. She describes being hospitalized multiple times and undergoing various tests while doctors struggled to determine the cause. Her mother provided constant love and support through the difficult period. After two weeks of misdiagnosed chemotherapy that caused hair loss, testing revealed the author had Wilson's disease, an inherited liver disorder. She was transferred to a specialized hospital and experienced periods of insomnia, hallucinations, and mental instability before eventually recovering and returning home with treatment.
This document summarizes a student's experiences in various clinical rotations during their health academy program. Over the course of 8 weeks, the student shadowed nurses and doctors in different units including cardiac, pediatric intensive care, operating rooms, emergency room, and medical intensive care. In each rotation, the student observed patient care, procedures, and gained a better understanding of the challenges and rewards of different medical careers. The rotations provided valuable hands-on learning experiences and insights into caring for patients.
This document summarizes a student's experiences in various clinical rotations during their health academy program. Over the course of 8 weeks, the student shadowed nurses and doctors in different units including cardiac, pediatric intensive care, operating rooms, emergency room, and medical intensive care. In each rotation, the student observed patient care, procedures, and gained a better understanding of the challenges and rewards of different medical careers. The rotations provided valuable hands-on learning experiences and insights into caring for patients.
This document lists common medical ailments and injuries including headaches, stomach aches, earaches, sore throats, toothaches, coughs, colds, asthma, sunburns, rashes, grazes, sprains, insect bites, and treatments for them such as eye drops, bandages, syrups, band aids, injections, sutures, x-rays, and ointments. It then has exercises matching symptoms and injuries to pictures, completing a dialogue about an accident victim's treatment, and imagining filling out medical forms describing patients' problems, diagnoses, and prescribed treatments.
The document provides samples of writing by Andrew Lewellen including a summary of a presentation on research techniques, an article for a newsletter about conducting research for a true crime book, an excerpt from a novel about a man visiting a brothel to tell the woman he loves that he wants her to run away with him, and information about Lewellen's background and contact details. The samples showcase Lewellen's skills in journalistic writing, fiction, and non-fiction and provide a overview of his experience and areas of expertise.
Unit 2: Asking - Filling in Medical Report
The most important part of medical work beside taking care the patient is filling in the report to keep tracking on your patient's health and well-being.
The document summarizes 5 case studies of mothers who called a postpartum health hotline seeking help for symptoms of postpartum depression:
Case 1 involves a mother with an 8-month-old and older child who has a history of depression and is struggling with breastfeeding.
Case 2 is a mother with three children seeing her doctor for possible postpartum depression.
Case 3 is a mother with a 3-week-old who dislikes holding or breastfeeding her baby and has mood swings.
Case 4 is a first-time mother with a history of depression seeking reassurance that her symptoms are temporary.
Case 5 involves a concerned mother seeking a second opinion on whether medication during
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
3. Fill in the blanks with the correct form of the
verb (to have):
1. I __________ a cold.
2. He __________ a sore throat.
3. My daughter __________ the flu.3
4. Do you __________ a headache?
5. My husband __________ a toothache
6. Our dog ________ a terrible cough.
7. We _________ a fever.
7. Read about Nina..
Today I feel very sick. I think I have a cold. I have a
headache and a sore throat. I have an earache
and I’m coughing. I feel terrible. I can’t go to
work. I have an appointment with the doctor
today at 2:00. I hope I feel better tomorrow.
• 1. How does Nina feel today?
• 2. What are her symptoms?
• 3. What is she going to do?
• 4. Read the story one more time. Underline the
verbs.
• Today I feel very sick.
8. Reading :A Confusing Trip to the Hospital
Two months ago, I tripped on a cord and fell down in my apartment.
I hurt my left side and my head. I could walk but I ached a little. At night, I
lay on my left side and the walls and the ceiling began to spin. It was
terrible. I turned on my back and the feeling disappeared. But it happened
again later. This time, it was worse. When I turned, the feeling went away.
I waited until morning. Then I got out of bed slowly. Nothing
happened. I called my doctor’s emergency service. She said, “Go to the
hospital.” After that, my son took me to County Hospital. I was the only
patient in the hospital. It was Sunday. The nurse took me to a small room.
And I lay there 3 hours. The nurse took my blood pressure constantly all 3
hours. They measured my heart too. They took me to another room and did
something to my head. But they didn’t tell me anything. I didn’t understand.
Finally, the doctor came and shook my hand. He told me his name.
He said, “Everything is okay.” I asked him, “What is wrong with me?” He
said, “It’s in your ear.” The nurse gave me 2 pills. She said, “In 10 minutes,
go on your left side.” And I was afraid. But nothing happened. They gave
me a prescription. Now, I am feeling very good.
9. Activity One:
Read the sentences and write T if the statement is true and F if the
statement is false.
_____1. Frank fell down the stairs.
_____2. He hurt his left side.
_____3. He ached a little.
_____4. He lay down on his right side and the room began to spin.
_____5. This happened five times.
_____6. He called his doctor’s office.
_____7. He called an ambulance.
_____8. He was the only patient in the emergency room.
_____9. The nurse checked his blood pressure.
_____10. They checked his heart and head.
_____11. The doctor said it was his heart.
_____12. The nurse gave him two pills and he was fine.