History of the English Language Unit Plan Abstract. breathingkyle
A unit plan for teaching the history of the English language to 20 tenth grade honors students is described. The plan involves using a mixture of technology and traditional classroom techniques to convey information about Old, Middle, and early Modern English. Students will be split into groups to create art bots that clearly convey what they have learned about the four periods of English history.
This document provides information about the UGC NET JRF syllabus for the subject of Spanish. It outlines 10 units that cover topics related to Spanish grammar, language use, literature and culture from Spain and Latin America. Some key areas include medieval Spanish literature, the Spanish empire, independence movements in Latin America, and contemporary art and cinema. The syllabus is distributed by the University Grants Commission NET Bureau and is the latest updated June 2019 syllabus.
Teaching English as a Foreign Language at UVicchris fevens
This document provides information about the TEFL (Teaching English as a Foreign Language) certificate program at the University of Victoria in British Columbia, Canada. It discusses the beautiful surroundings of Victoria, details of the UVic campus and TEFL program, the program schedule and curriculum, accommodation options, and program requirements. The TEFL certificate is a 3 week intensive course that provides training to teach English abroad, followed by an online component to be completed within 9 weeks back home.
This document provides an overview of a symposium on using technology for teaching Latin and Greek. It includes an agenda with presentations on open access resources, online training for reading Latin, virtual learning environments, and the use of technology in flipped classrooms. The document also summarizes the results of a recent survey on teaching introductory Latin and Greek, finding that the most commonly used textbooks are still Reading Latin and Athenaze. While technology use varies between departments, most respondents said it is actively embraced at least in part for teaching these ancient languages. Sources of inspiration for integrating technology included other languages, schools, and colleagues both within classics and abroad.
The document outlines an English lesson plan about famous sights in London for 8th grade students. It includes objectives like having students compare British and Moldovan cultural symbols, explore web tools, and discover popular places to visit in London. Activities involve identifying icons, using online dictionaries and quizzes, creating a digital pinboard of landmarks, and presenting digital posters. Formative assessment includes student presentations and an online quiz about London sights.
Teaching English as a Foreign Language at the University of Victoriachris fevens
Travel the world. Make money. Change lives.
English is one of the most widely spoken languages in the world. It's the language of international news, business and government. Demand for English teachers across the globe is high, and continues to grow. If you're interested in teaching English abroad, our courses and programs are for you.
History of the English Language Unit Plan Abstract. breathingkyle
A unit plan for teaching the history of the English language to 20 tenth grade honors students is described. The plan involves using a mixture of technology and traditional classroom techniques to convey information about Old, Middle, and early Modern English. Students will be split into groups to create art bots that clearly convey what they have learned about the four periods of English history.
This document provides information about the UGC NET JRF syllabus for the subject of Spanish. It outlines 10 units that cover topics related to Spanish grammar, language use, literature and culture from Spain and Latin America. Some key areas include medieval Spanish literature, the Spanish empire, independence movements in Latin America, and contemporary art and cinema. The syllabus is distributed by the University Grants Commission NET Bureau and is the latest updated June 2019 syllabus.
Teaching English as a Foreign Language at UVicchris fevens
This document provides information about the TEFL (Teaching English as a Foreign Language) certificate program at the University of Victoria in British Columbia, Canada. It discusses the beautiful surroundings of Victoria, details of the UVic campus and TEFL program, the program schedule and curriculum, accommodation options, and program requirements. The TEFL certificate is a 3 week intensive course that provides training to teach English abroad, followed by an online component to be completed within 9 weeks back home.
This document provides an overview of a symposium on using technology for teaching Latin and Greek. It includes an agenda with presentations on open access resources, online training for reading Latin, virtual learning environments, and the use of technology in flipped classrooms. The document also summarizes the results of a recent survey on teaching introductory Latin and Greek, finding that the most commonly used textbooks are still Reading Latin and Athenaze. While technology use varies between departments, most respondents said it is actively embraced at least in part for teaching these ancient languages. Sources of inspiration for integrating technology included other languages, schools, and colleagues both within classics and abroad.
The document outlines an English lesson plan about famous sights in London for 8th grade students. It includes objectives like having students compare British and Moldovan cultural symbols, explore web tools, and discover popular places to visit in London. Activities involve identifying icons, using online dictionaries and quizzes, creating a digital pinboard of landmarks, and presenting digital posters. Formative assessment includes student presentations and an online quiz about London sights.
Teaching English as a Foreign Language at the University of Victoriachris fevens
Travel the world. Make money. Change lives.
English is one of the most widely spoken languages in the world. It's the language of international news, business and government. Demand for English teachers across the globe is high, and continues to grow. If you're interested in teaching English abroad, our courses and programs are for you.
Organizing an online study group for Japanese language teachers in the world:...CITE
1) The organizer started an online study group to connect Japanese language teachers around the world using online technologies. This allowed teachers from various countries to discuss issues and share teaching practices.
2) Regular email exchanges, bi-monthly lecture series that were broadcast online, and web roundtables helped teachers network, gain new perspectives on teaching, and reflect on their practices.
3) While IT skills and differences between online and local participants posed challenges, the study group provided a space for global dialogue among teachers and helped them develop critical thinking and autonomy.
The teacher implemented two authentic communication opportunities for students to use Japanese: a Skype conference with a Japanese high school and establishing a wiki space for long-term communication. Students enjoyed the Skype conference and interacting with Japanese peers. They created individual wiki pages in English and Japanese to introduce themselves and their culture to Japanese students. While wiki interaction has been limited so far, its potential for ongoing exchange is high. The teacher observed increased student motivation and engagement through these authentic language use opportunities.
This document summarizes a volunteer expedition project taking place in Thailand over 3.5 weeks in May-June 2009. The project will involve volunteering at various community organizations to help improve lives and share UWC ideals of service. Activities will include workshops at local schools, an English camp for primary students, building a library for villagers, and volunteering at an orphanage. Participants will stay in host families, universities, farmers' houses or tents and help with a small fundraising cost of around 600-1000 euros total per person.
Intercultural language learning activitiesJoanne Chen
This document outlines intercultural language learning activities that can be used in a Chinese language classroom. It discusses the need for an intercultural perspective in language teaching given the rise of international students. An intercultural framework is presented involving artifacts, facts, and the educational effect on behaviors, beliefs, and perceptions. Several example activities are provided, such as watching a video on Chinese factories and discussing cultural differences, practicing greetings like exchanging business cards in different cultures, acting out stories from other cultures, creating bilingual haiku poems, quizzes and games, and small group discussions comparing festivals. The goal is to raise cultural awareness by providing cultural information, actions, and explanations to develop cultural understanding through feelings, reasoning,
The top three reasons mentioned by practitioners for why telecollaborative exchange was not more popular in university education were:
1. Lack of time (Mentioned by 49/98 practitioners)
2. Technical issues/lack of support (Mentioned by 28/98 practitioners)
3. Concerns about assessment/recognition of telecollaboration in the curriculum (Mentioned by 20/98 practitioners)
This document outlines a presentation on introducing intercultural activities in the English classroom. It begins by defining culture and explaining how understanding culture influences second language communication. It then discusses the rise of English as a global language and the importance of teaching culture. Several intercultural activities are described, like comparing celebrations across countries and practicing greetings from other cultures. The document stresses analyzing these experiences to develop cultural awareness and understanding. It provides a framework for teaching cultural aspects by explaining what is being taught, how to perform or experience it, and exploring the reasons behind cultural differences.
Exploring the efl curriculum through the use of virtual forumMiguel Salek
The document discusses a study exploring the use of virtual forums in an EFL curriculum. In the study, students from Colombia, Chile, and Canada participated in blogs and discussion forums. In the first phase, students wrote about their lives and cultures in informal language. They built communities to learn from each other. In the second phase, university students participated autonomously and had weekly debates. The study concluded that this approach differed from traditional language learning by allowing students to participate actively in constructing the curriculum. It also confirmed the value of project-based learning and creating language learning communities through blogs and forums.
This etwinning project plan outlines a 5-week collaboration between students in Italy and Spain ages 14-18 to get to know each other through exchanging personal information, learning about each other's daily lives and cultures, and creating a final presentation on their new understanding using tools like wikis, blogs and video chatting. The goals are for students to build intercultural understanding and learn collaboratively through task-based activities evaluated both on the products and work process.
This document discusses bringing language learners together through virtual collaboration and exchange in both formal and informal learning contexts. It identifies challenges in foreign language education in Europe that telecollaboration can help address. Examples are provided of telecollaboration projects between pre-primary students in Spain and the US, and between university students in Spain and the US. Both formal exchanges within classrooms and informal exchanges through social media are discussed. Support for educators to facilitate such exchanges is also covered.
International Perspectives in School Libraries Caroline Roche
The document discusses the International Association of School Librarianship (IASL) and its objectives to advocate for and promote school libraries internationally. It summarizes a conference held by IASL in Tokyo, Japan in August 2016 that included keynote speakers and workshops on topics like evaluating school library programs, serving refugee students, and fostering empathy. The document also provides details on the presenter's role coordinating a teen technology competition in the UK and her work as a school librarian at an independent girls' school in England.
The Confucius Institute at the Autonomous University of Yucatan (CI-UADY) in Mexico has significantly increased its Chinese language program and cultural activities in 2011. The number of students learning Chinese doubled from 245 in 2010 to 495 in 2011. In addition to regular Chinese language courses, CI-UADY offered new cultural classes in calligraphy, tai chi, and Chinese cooking. CI-UADY also organized various cultural exhibitions and academic conferences that reached over 2,800 participants. To improve its programs, CI-UADY sent a teacher for training in China and provided training for its local teachers. It also started evaluating and updating its Chinese language programs.
"Tutti in Gita-Let's go on a trip" - A Family Learning and CLIL projectMMeasso
A school project to enhance language learning based on CLIL (Content and Integrated Language Learning) and family learning experiences.
The project was planned and organized by Michela and Jemma Enrica, two MFL specialists and teacher trainers working for the Italian Consulate in London.
Pupils learnt about History, Geography, Art using the Italian language, improving their linguistic skills, developing their thinking skills and learning new contents.
School trips were organized on the Sundays to the British Museum and other museums in London. Storytelling workshops and art and craft workshops were held to motivate children and add fun to the all learning experience..
This document contains a daily lesson log from Microlink Institute of Science and Technology in the Philippines. It outlines the objectives, content, learning resources, procedures, and reflection for lessons on Understanding Culture, Society and Politics. The objectives are to understand human cultural variation, social differences, and political identities. The content explores the concept of culture and its aspects and characteristics. Learning activities include group presentations, games, diagrams, and essays to help students recognize and appreciate different cultures. Formative assessments gauge student understanding throughout the lessons.
The document summarizes outreach initiatives at Penn State University libraries for their large international student population. It discusses various programs held for international students, including orientations, coffee hours, library instruction sessions for ESL classes, and an international student open house. It also outlines focus groups conducted with international students to understand how the libraries could better serve their needs, such as providing more quiet study spaces and online journal articles.
UADY's Confucius Institute 2011 Activities Reportuadyglobal
The Confucius Institute at the Autonomous University of Yucatan in Mexico held various events and Chinese language courses in 2011. It increased the number of students enrolled in its courses from 245 in 2010 to 416 in 2011. Cultural activities held included two China Day exhibitions which attracted over 1500 participants total. The Institute also sent local teachers for training in China and worked to improve its teaching programs. Challenges included late budget approval in 2011 and software issues with the 2012 budget application. Overall the Confucius Institute continued to successfully promote Chinese language and culture in Yucatan.
This document discusses using English movies to improve listening and speaking abilities in Chinese ESL culture learning classrooms. It reviews literature on culture teaching strategies, the importance of culture teaching, why movies are chosen, advantages and disadvantages of movies, and how teachers should use movies. The conclusion is that movies can benefit culture learning if used properly, but researchers disagree on the best methods, so determining proper usage of movies is important.
The document summarizes activities from several English language textbooks used in Argentina. It analyzes the activities in relation to theories on language teaching and cultural identity. Some textbooks include more international content that is far from students' daily lives, while one textbook incorporates examples from different regions of Argentina. The document also discusses how to incorporate students' identities into teaching and include both global and local cultural perspectives. Young learners benefit from a supportive environment that mixes play and learning to keep them engaged.
This document outlines a typical school day which includes waking up, personal hygiene, meals, lessons, extracurricular activities, leisure time, dinner and bedtime. It also mentions using technology like digital cameras and video sharing platforms to create a documentary about the school day and working with an international partner school in Barcelona.
This document summarizes a research study that investigated how increasing teacher involvement in innovative practices and connectedness can change school culture and support sustainability of innovation. The study examined how these factors impact teachers' understanding of 21st century curriculum needs and self-efficacy in integrating information and communication technology in their teaching. All 38 teachers at a local public school participated in the study, which involved pre-and post-test questionnaires, focus groups, observations, and video recordings before, during, and after an intervention period where teachers' innovative practices and connectedness were increased.
Organizing an online study group for Japanese language teachers in the world:...CITE
1) The organizer started an online study group to connect Japanese language teachers around the world using online technologies. This allowed teachers from various countries to discuss issues and share teaching practices.
2) Regular email exchanges, bi-monthly lecture series that were broadcast online, and web roundtables helped teachers network, gain new perspectives on teaching, and reflect on their practices.
3) While IT skills and differences between online and local participants posed challenges, the study group provided a space for global dialogue among teachers and helped them develop critical thinking and autonomy.
The teacher implemented two authentic communication opportunities for students to use Japanese: a Skype conference with a Japanese high school and establishing a wiki space for long-term communication. Students enjoyed the Skype conference and interacting with Japanese peers. They created individual wiki pages in English and Japanese to introduce themselves and their culture to Japanese students. While wiki interaction has been limited so far, its potential for ongoing exchange is high. The teacher observed increased student motivation and engagement through these authentic language use opportunities.
This document summarizes a volunteer expedition project taking place in Thailand over 3.5 weeks in May-June 2009. The project will involve volunteering at various community organizations to help improve lives and share UWC ideals of service. Activities will include workshops at local schools, an English camp for primary students, building a library for villagers, and volunteering at an orphanage. Participants will stay in host families, universities, farmers' houses or tents and help with a small fundraising cost of around 600-1000 euros total per person.
Intercultural language learning activitiesJoanne Chen
This document outlines intercultural language learning activities that can be used in a Chinese language classroom. It discusses the need for an intercultural perspective in language teaching given the rise of international students. An intercultural framework is presented involving artifacts, facts, and the educational effect on behaviors, beliefs, and perceptions. Several example activities are provided, such as watching a video on Chinese factories and discussing cultural differences, practicing greetings like exchanging business cards in different cultures, acting out stories from other cultures, creating bilingual haiku poems, quizzes and games, and small group discussions comparing festivals. The goal is to raise cultural awareness by providing cultural information, actions, and explanations to develop cultural understanding through feelings, reasoning,
The top three reasons mentioned by practitioners for why telecollaborative exchange was not more popular in university education were:
1. Lack of time (Mentioned by 49/98 practitioners)
2. Technical issues/lack of support (Mentioned by 28/98 practitioners)
3. Concerns about assessment/recognition of telecollaboration in the curriculum (Mentioned by 20/98 practitioners)
This document outlines a presentation on introducing intercultural activities in the English classroom. It begins by defining culture and explaining how understanding culture influences second language communication. It then discusses the rise of English as a global language and the importance of teaching culture. Several intercultural activities are described, like comparing celebrations across countries and practicing greetings from other cultures. The document stresses analyzing these experiences to develop cultural awareness and understanding. It provides a framework for teaching cultural aspects by explaining what is being taught, how to perform or experience it, and exploring the reasons behind cultural differences.
Exploring the efl curriculum through the use of virtual forumMiguel Salek
The document discusses a study exploring the use of virtual forums in an EFL curriculum. In the study, students from Colombia, Chile, and Canada participated in blogs and discussion forums. In the first phase, students wrote about their lives and cultures in informal language. They built communities to learn from each other. In the second phase, university students participated autonomously and had weekly debates. The study concluded that this approach differed from traditional language learning by allowing students to participate actively in constructing the curriculum. It also confirmed the value of project-based learning and creating language learning communities through blogs and forums.
This etwinning project plan outlines a 5-week collaboration between students in Italy and Spain ages 14-18 to get to know each other through exchanging personal information, learning about each other's daily lives and cultures, and creating a final presentation on their new understanding using tools like wikis, blogs and video chatting. The goals are for students to build intercultural understanding and learn collaboratively through task-based activities evaluated both on the products and work process.
This document discusses bringing language learners together through virtual collaboration and exchange in both formal and informal learning contexts. It identifies challenges in foreign language education in Europe that telecollaboration can help address. Examples are provided of telecollaboration projects between pre-primary students in Spain and the US, and between university students in Spain and the US. Both formal exchanges within classrooms and informal exchanges through social media are discussed. Support for educators to facilitate such exchanges is also covered.
International Perspectives in School Libraries Caroline Roche
The document discusses the International Association of School Librarianship (IASL) and its objectives to advocate for and promote school libraries internationally. It summarizes a conference held by IASL in Tokyo, Japan in August 2016 that included keynote speakers and workshops on topics like evaluating school library programs, serving refugee students, and fostering empathy. The document also provides details on the presenter's role coordinating a teen technology competition in the UK and her work as a school librarian at an independent girls' school in England.
The Confucius Institute at the Autonomous University of Yucatan (CI-UADY) in Mexico has significantly increased its Chinese language program and cultural activities in 2011. The number of students learning Chinese doubled from 245 in 2010 to 495 in 2011. In addition to regular Chinese language courses, CI-UADY offered new cultural classes in calligraphy, tai chi, and Chinese cooking. CI-UADY also organized various cultural exhibitions and academic conferences that reached over 2,800 participants. To improve its programs, CI-UADY sent a teacher for training in China and provided training for its local teachers. It also started evaluating and updating its Chinese language programs.
"Tutti in Gita-Let's go on a trip" - A Family Learning and CLIL projectMMeasso
A school project to enhance language learning based on CLIL (Content and Integrated Language Learning) and family learning experiences.
The project was planned and organized by Michela and Jemma Enrica, two MFL specialists and teacher trainers working for the Italian Consulate in London.
Pupils learnt about History, Geography, Art using the Italian language, improving their linguistic skills, developing their thinking skills and learning new contents.
School trips were organized on the Sundays to the British Museum and other museums in London. Storytelling workshops and art and craft workshops were held to motivate children and add fun to the all learning experience..
This document contains a daily lesson log from Microlink Institute of Science and Technology in the Philippines. It outlines the objectives, content, learning resources, procedures, and reflection for lessons on Understanding Culture, Society and Politics. The objectives are to understand human cultural variation, social differences, and political identities. The content explores the concept of culture and its aspects and characteristics. Learning activities include group presentations, games, diagrams, and essays to help students recognize and appreciate different cultures. Formative assessments gauge student understanding throughout the lessons.
The document summarizes outreach initiatives at Penn State University libraries for their large international student population. It discusses various programs held for international students, including orientations, coffee hours, library instruction sessions for ESL classes, and an international student open house. It also outlines focus groups conducted with international students to understand how the libraries could better serve their needs, such as providing more quiet study spaces and online journal articles.
UADY's Confucius Institute 2011 Activities Reportuadyglobal
The Confucius Institute at the Autonomous University of Yucatan in Mexico held various events and Chinese language courses in 2011. It increased the number of students enrolled in its courses from 245 in 2010 to 416 in 2011. Cultural activities held included two China Day exhibitions which attracted over 1500 participants total. The Institute also sent local teachers for training in China and worked to improve its teaching programs. Challenges included late budget approval in 2011 and software issues with the 2012 budget application. Overall the Confucius Institute continued to successfully promote Chinese language and culture in Yucatan.
This document discusses using English movies to improve listening and speaking abilities in Chinese ESL culture learning classrooms. It reviews literature on culture teaching strategies, the importance of culture teaching, why movies are chosen, advantages and disadvantages of movies, and how teachers should use movies. The conclusion is that movies can benefit culture learning if used properly, but researchers disagree on the best methods, so determining proper usage of movies is important.
The document summarizes activities from several English language textbooks used in Argentina. It analyzes the activities in relation to theories on language teaching and cultural identity. Some textbooks include more international content that is far from students' daily lives, while one textbook incorporates examples from different regions of Argentina. The document also discusses how to incorporate students' identities into teaching and include both global and local cultural perspectives. Young learners benefit from a supportive environment that mixes play and learning to keep them engaged.
This document outlines a typical school day which includes waking up, personal hygiene, meals, lessons, extracurricular activities, leisure time, dinner and bedtime. It also mentions using technology like digital cameras and video sharing platforms to create a documentary about the school day and working with an international partner school in Barcelona.
This document summarizes a research study that investigated how increasing teacher involvement in innovative practices and connectedness can change school culture and support sustainability of innovation. The study examined how these factors impact teachers' understanding of 21st century curriculum needs and self-efficacy in integrating information and communication technology in their teaching. All 38 teachers at a local public school participated in the study, which involved pre-and post-test questionnaires, focus groups, observations, and video recordings before, during, and after an intervention period where teachers' innovative practices and connectedness were increased.
The document discusses a research study that aims to investigate the relationship between students' participation in online forums during learning and their use of computers at home. It hypothesizes that there is a positive correlation between the two variables. The study will collect data on the number of online notes students read and contributed to as well as the number of hours they use computers at home. It will analyze the data using statistical measures like mean, median, mode, standard deviation, and Pearson's correlation coefficient.
Roots adapt to their environment in various ways. Some plants have buttress roots to support tall trees, shallow roots to absorb surface water, or deep roots to access underground water. Mangrove roots grow from branches for oxygen and lotus roots have holes for breathing. Stems also adapt, with cactus stems being thick to store water and climber stems growing around trees. Leaves help plants obtain sunlight and reduce moisture loss. Broad leaves maximize sunlight while smooth leaves shed rain. Spiny leaves and hairy leaves reduce moisture loss in deserts and mountains. Leaves open during the day and close at night to conserve water.
Animals adapt to their environment with their skin, skin colours, hunting tools and living styles. 1. Animals' skins help them survive in different climates and environments. For example, polar bears have thick fur to keep warm in cold climates, while desert tortoises have hard shells to reduce moisture loss in dry deserts. 2. Animals' skin colours allow some to camouflage for hunting or protection, while others have bright colours to warn predators. 3. Animals' hunting tools such as beaks and claws help birds and woodpeckers find food. Ducks have webbed feet to swim fast and catch fish.
Animals adapt to their environment with their skin, skin colours, hunting tools and living styles. 1. Animals' skins help them survive in different climates and environments. For example, polar bears have thick fur to keep warm in cold climates, while desert tortoises have hard shells to reduce moisture loss in dry deserts. 2. Animals' skin colours allow some to camouflage for hunting or protection, while others have bright colours to warn predators. 3. Animals' hunting tools such as beaks, claws and webbed feet help them catch prey as appropriate to their environment and food sources. 4. Animals have various living styles to adapt, including hibernation, migration and living in groups for protection
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.
These lecture slides, by Dr Sidra Arshad, offer a quick overview of the physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar lead (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
6. Describe the flow of current around the heart during the cardiac cycle
7. Discuss the placement and polarity of the leads of electrocardiograph
8. Describe the normal electrocardiograms recorded from the limb leads and explain the physiological basis of the different records that are obtained
9. Define mean electrical vector (axis) of the heart and give the normal range
10. Define the mean QRS vector
11. Describe the axes of leads (hexagonal reference system)
12. Comprehend the vectorial analysis of the normal ECG
13. Determine the mean electrical axis of the ventricular QRS and appreciate the mean axis deviation
14. Explain the concepts of current of injury, J point, and their significance
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. Chapter 3, Cardiology Explained, https://www.ncbi.nlm.nih.gov/books/NBK2214/
7. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
ABDOMINAL TRAUMA in pediatrics part one.drhasanrajab
Abdominal trauma in pediatrics refers to injuries or damage to the abdominal organs in children. It can occur due to various causes such as falls, motor vehicle accidents, sports-related injuries, and physical abuse. Children are more vulnerable to abdominal trauma due to their unique anatomical and physiological characteristics. Signs and symptoms include abdominal pain, tenderness, distension, vomiting, and signs of shock. Diagnosis involves physical examination, imaging studies, and laboratory tests. Management depends on the severity and may involve conservative treatment or surgical intervention. Prevention is crucial in reducing the incidence of abdominal trauma in children.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by...Donc Test
TEST BANK For Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler, Verified Chapters 1 - 33, Complete Newest Version Community Health Nursing A Canadian Perspective, 5th Edition by Stamler Community Health Nursing A Canadian Perspective, 5th Edition TEST BANK by Stamler Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Study Guide Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Stuvia Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Studocu Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Test Bank For Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Pdf Download Course Hero Community Health Nursing A Canadian Perspective, 5th Edition Answers Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Ebook Download Course hero Community Health Nursing A Canadian Perspective, 5th Edition Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Studocu Community Health Nursing A Canadian Perspective, 5th Edition Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Chapters Download Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Pdf Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Study Guide Questions and Answers Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Ebook Download Stuvia Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Questions Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Studocu Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Quizlet Community Health Nursing A Canadian Perspective, 5th Edition Test Bank Stuvia
Adhd Medication Shortage Uk - trinexpharmacy.comreignlana06
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
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.
share - Lions, tigers, AI and health misinformation, oh my!.pptxTina Purnat
• Pitfalls and pivots needed to use AI effectively in public health
• Evidence-based strategies to address health misinformation effectively
• Building trust with communities online and offline
• Equipping health professionals to address questions, concerns and health misinformation
• Assessing risk and mitigating harm from adverse health narratives in communities, health workforce and health system
4. HK students extended BCN notes How do Barcelona students’ note help my inquiry? BCN students started the discussion and HK students extended it. Eg 1
5. HK students extended the deep investigation with BCN students How do Barcelona students’ note help my inquiry? Eg 2 How to keep dolphins? How to keep lions with other species?
6. Sharing of Hong Kong students How do Barcelona students’ note help my inquiry? HK students didn’t know about platypus . BCN students stimulated HK students to find about platypus in internet. Eg 3
7. Sharing of Hong Kong students How do Barcelona students’ note help my inquiry? BCN students reminded HK students that some animals could live together. Eg 4
9. Sharing of Hong Kong students How does learning with KF differ from traditional classroom? Which do I prefer? Why? active learning inquire by ourselves team work learn from others learn more English enjoy KF exciting deep learning free
10. 2008: a great year 25 Jan Video conference 1 - Exchange of souvenir - Introduction of a few species - Cultural exchange