This very short document consists of three lines that simply repeat the phrase "I > Y CHANGE!". It advocates for changing the letter "I" to the letter "Y" without providing any additional context or explanation for the change being suggested.
6 indirect objects and their pronouns(no animation)Laura Riddle
1) An indirect object indicates to or for whom an action is carried out and is expressed in Spanish with an indirect object pronoun and the preposition "a".
2) The indirect object pronouns in Spanish are "me", "te", "le", "nos", "os", "les" and they can represent relationships of "to", "from", or "for".
3) For clarity, the prepositional form accompanying the indirect object pronoun is often used, such as "a mí", "a ti", etc. The repetition of the indirect object pronoun and accompanying preposition is required by Spanish grammar.
The document summarizes the present perfect tense in both English and Spanish. It is formed with the present tense of either "to have" or "haber" plus the past participle. It is used to refer to past actions that have relevance or connection to the present. Examples are provided to demonstrate how it is used and conjugated, as well as differences compared to similar constructions like the verb "tener." Special cases involving pronouns, contractions, and compound forms are also covered briefly.
This document discusses the use of direct and indirect object pronouns together in Spanish. Both pronouns can come before a conjugated verb or after an infinitive or gerund, with the indirect object pronoun coming first. When using object pronouns after an infinitive or gerund, the pronouns must stay right next to each other and the verb. The combinations of double object pronouns in Spanish are listed.
Spanish direct and indirect object pronouns can be used together, similar to English. The indirect object pronoun precedes the direct object pronoun when they are used before a conjugated verb. When used after an infinitive or gerund, the object pronouns must remain adjacent to each other and the verb. In cases where the indirect object is "le" or "les", it changes to "se" before a direct object pronoun to avoid the invalid combinations "le lo", "le la", etc. The context will clarify the meaning of "se" in these cases. There are set combinations of double object pronouns in Spanish including me lo/la/los/las, te lo/la/los/las
This document summarizes the activities for wrapping up unit 2 of a Spanish class. It introduces the student Tynette and describes that she will participate in a two-part assignment. Part 1 involves writing about their school experience in Spain, including daily routine, classes taken, teachers, and activities. Part 2 requires recording an audio message telling another student about favorite aspects of school and culture in Spain using information from cultural lessons. Proper use of past tense is emphasized for describing classes and teachers.
This document introduces Marlon, a student in the class who participates in JROTC and plans to join the military or become a mechanic. It discusses wrapping up unit 2 and continuing to introduce students each week. It provides instructions for an assignment where students will write about their school experience in Spain and record themselves telling another student about their favorite aspects of school and culture in Spain.
Cinco de Mayo celebrates Mexico's victory over France in the 1862 Battle of Puebla. It is a symbol of Mexican pride and unity, with festivities including parades, traditional Mexican foods like tacos and menudo soup, dancing like the Mexican Hat Dance, and dressing in the colors of the Mexican flag or in traditional Mexican attire. While primarily celebrated in Mexico and areas of the United States with large Mexican populations, Cinco de Mayo has become more widely recognized as a celebration of Mexican culture with music, dance, food and activities.
This document provides an overview and instructions for a Spanish 2 course on Canvas. It introduces the instructor, Señora Hamlett, and encourages students to complete a brief survey. It outlines how students should navigate the course by reviewing announcements, modules, and graded assignments. It emphasizes logging in daily, checking for announcements, meeting deadlines, attending required classes, communicating with the instructor, and utilizing resources like tutoring to be successful.
6 indirect objects and their pronouns(no animation)Laura Riddle
1) An indirect object indicates to or for whom an action is carried out and is expressed in Spanish with an indirect object pronoun and the preposition "a".
2) The indirect object pronouns in Spanish are "me", "te", "le", "nos", "os", "les" and they can represent relationships of "to", "from", or "for".
3) For clarity, the prepositional form accompanying the indirect object pronoun is often used, such as "a mí", "a ti", etc. The repetition of the indirect object pronoun and accompanying preposition is required by Spanish grammar.
The document summarizes the present perfect tense in both English and Spanish. It is formed with the present tense of either "to have" or "haber" plus the past participle. It is used to refer to past actions that have relevance or connection to the present. Examples are provided to demonstrate how it is used and conjugated, as well as differences compared to similar constructions like the verb "tener." Special cases involving pronouns, contractions, and compound forms are also covered briefly.
This document discusses the use of direct and indirect object pronouns together in Spanish. Both pronouns can come before a conjugated verb or after an infinitive or gerund, with the indirect object pronoun coming first. When using object pronouns after an infinitive or gerund, the pronouns must stay right next to each other and the verb. The combinations of double object pronouns in Spanish are listed.
Spanish direct and indirect object pronouns can be used together, similar to English. The indirect object pronoun precedes the direct object pronoun when they are used before a conjugated verb. When used after an infinitive or gerund, the object pronouns must remain adjacent to each other and the verb. In cases where the indirect object is "le" or "les", it changes to "se" before a direct object pronoun to avoid the invalid combinations "le lo", "le la", etc. The context will clarify the meaning of "se" in these cases. There are set combinations of double object pronouns in Spanish including me lo/la/los/las, te lo/la/los/las
This document summarizes the activities for wrapping up unit 2 of a Spanish class. It introduces the student Tynette and describes that she will participate in a two-part assignment. Part 1 involves writing about their school experience in Spain, including daily routine, classes taken, teachers, and activities. Part 2 requires recording an audio message telling another student about favorite aspects of school and culture in Spain using information from cultural lessons. Proper use of past tense is emphasized for describing classes and teachers.
This document introduces Marlon, a student in the class who participates in JROTC and plans to join the military or become a mechanic. It discusses wrapping up unit 2 and continuing to introduce students each week. It provides instructions for an assignment where students will write about their school experience in Spain and record themselves telling another student about their favorite aspects of school and culture in Spain.
Cinco de Mayo celebrates Mexico's victory over France in the 1862 Battle of Puebla. It is a symbol of Mexican pride and unity, with festivities including parades, traditional Mexican foods like tacos and menudo soup, dancing like the Mexican Hat Dance, and dressing in the colors of the Mexican flag or in traditional Mexican attire. While primarily celebrated in Mexico and areas of the United States with large Mexican populations, Cinco de Mayo has become more widely recognized as a celebration of Mexican culture with music, dance, food and activities.
This document provides an overview and instructions for a Spanish 2 course on Canvas. It introduces the instructor, Señora Hamlett, and encourages students to complete a brief survey. It outlines how students should navigate the course by reviewing announcements, modules, and graded assignments. It emphasizes logging in daily, checking for announcements, meeting deadlines, attending required classes, communicating with the instructor, and utilizing resources like tutoring to be successful.
Spanish architecture has a long and varied history, from ancient burial chambers built in 4000BC to modern works. Notable periods include Roman architecture which introduced civil engineering like aqueducts and roads, Gothic cathedrals built in the 12th-13th centuries, Renaissance palaces in the 15th-16th centuries like El Escorial, and Barcelona's iconic buildings by Gaudi in the 20th century Catalan Modernism style. Spain has a wealth of architectural styles and UNESCO World Heritage Sites that showcase its rich architectural history.
This document provides an overview and instructions for a Spanish 2 course on Canvas. It introduces the instructor, Señora Hamlett, and encourages students to complete a brief survey. It explains how to navigate the course by reviewing announcements, modules, and graded assignments. Finally, it offers tips for being successful, such as logging in daily, attending live classes, communicating with the instructor, and taking advantage of tutoring resources.
The document congratulates students for their good work this week and provides information about upcoming language learning events. It announces that the first Unit 6/7 review lesson conference will take place tomorrow at 6pm and that there is an extra credit Culture Café session on Thursday at 10am. It also shares a website for students to review and quiz themselves on the preterite vs imperfect tenses.
The document discusses wrapping up a school unit. It recognizes a student named Victoria for her accomplishments in JROTC and plans to join the Navy and earn a science degree. It provides instructions for a two-part assignment on sharing a school experience in Spain, including writing about daily routine, classes, teachers, and activities, using information from a chosen Spanish school website. Part two requires recording an audio message telling another student about favorite aspects of Spanish school and culture.
This document provides an overview and instructions for students taking Spanish 2 over the summer. It introduces the instructor, Señora Hamlett, and asks students to complete a brief survey. It explains how to navigate the course, including accessing daily announcements, modules, and graded assignments. Students are advised to log in daily, complete all assignments on time, attend live classes, communicate with the instructor, and take advantage of tutoring resources to be successful.
Señora Hamlet welcomes students to Spanish II and introduces herself and her large family. She asks students to complete a brief survey to share information about themselves. The document provides instructions on how to navigate the course, including reading the daily learning blocks, completing assignments in order and on time, attending live classes, communicating with the professor, and utilizing resources like tutoring and culture cafes. Students are advised to log in daily, check grades and feedback, take notes, and have fun learning.
The document provides rules for expressing numbers from 100 to 999 in Spanish. It states that for numbers from 100 to 199, "ciento" is used followed by the ones place value. For numbers ending in hundreds from 200 to 900, the hundreds place value takes on a masculine or feminine form depending on the noun it modifies. Examples are given of numbers expressed in Spanish according to the rules.
Several students shared their favorite things about fall. Zachary enjoys football season, Abbie likes the smells of pumpkin spice candles and coffee and the beautiful colors of changing leaves. She also enjoys wearing cozy sweaters. Natalie loves visiting the State Fair with her family and seeing the leaves change in the mountains. Morgan's favorites are the changing colors and visiting farms. Gao appreciates how nature's changing appearance can bring people together in love.
This document reviews Spanish lessons about using "ser" and "tener" to describe family members and their characteristics. It discusses using "ser" to identify family relationships and describe physical traits like height. It emphasizes agreeing adjectives with the subject's gender and number. Possessive adjectives are also covered. The document ends by reminding students of the upcoming grading period deadline and contact information for getting help.
This document provides information and instructions about checking progress reports and grades in an online course. It explains how to access the grades tab and user report, which displays all assignments due for the current grading period. It emphasizes completing all assignments, as incomplete or missing work is reflected as zeros in the grade report. Progress reports are issued every two weeks to students. The document also provides the teacher's phone number for questions. The remainder of the document provides vocabulary and grammar lessons in Spanish on topics like living, talking, eating, colors and numbers.
The document provides reminders and announcements for a Spanish class. It reminds students about upcoming lesson deadlines, review sessions, and extra credit opportunities. It also previews upcoming lessons on different types of Spanish verbs (-ar, -er, and -ir verbs) and provides some online practice resources for students to review verbs.
The document provides reminders and information for Spanish students. It reminds them about upcoming unit lessons, review lessons, and extra credit opportunities. It also provides examples of -er and -ir verbs in Spanish and includes links to practice these verb conjugations online.
Este documento proporciona instrucciones sobre cómo decir la hora en español. Explica cómo preguntar la hora usando "¿Qué hora es?" y cómo responder indicando horas específicas, mediodía, medianoche, y agregando minutos usando "y" o restando minutos usando "menos". También cubre cómo indicar AM y PM usando "de la mañana", "de la tarde", o "de la noche". Finalmente, muestra ejemplos de preguntas sobre a qué hora ocurren eventos y cómo responderlas.
This document provides an overview and instructions for students taking Spanish I in the fall of 2015. It introduces the teacher, Profesora Allison Hamlett, and provides information about navigating the online course. Students are instructed to complete a brief survey after reviewing the material. The document outlines the "Getting Started" module and assignments, and emphasizes logging in daily, completing assignments on time, attending live classes, communicating with the teacher, and taking advantage of tutoring resources to be successful.
The document thanks students for their good work during the week. It provides the schedule for Unit 6/7 Review and Language Classes (RLC) for the week of July 20-24, with times on Monday at 4 pm, Tuesday at 11 am or 3:30 pm, Wednesday at 10 am, Thursday at 3 or 9 pm, and Friday at 9 pm. It also shares a link to a website for more practice with the preterite vs imperfect tenses, encouraging students to review and take a practice quiz for additional practice.
Anuncios para viernes, el 26 de juniosec13alleyhamlett
Vishal completed all the work for unit 2 about his school experience in Spain. The work included two parts: 1) A written description of Vishal's daily routine, classes, teachers, and extracurricular activities while attending a school in Spain. 2) A recorded conversation advising another student who wants to study in Spain about Vishal's favorite aspects of the Spanish school and culture, drawing from cultural lessons in the unit. The work was to be completed and submitted using a suggested Web 2.0 tool, with the written portion in the past tense to describe Vishal's time in Spain.
Anuncios para viernes, el 26 de juniosec5alleyhamlett
This document summarizes the tasks for wrapping up Unit 2 of a Spanish language course. Students are asked to write about their school experience in Spain, including daily routines, classes taken, teachers, and activities. They are then asked to record an audio message telling another student about their favorite parts of school and Spanish culture. The recording should incorporate the written description and use a Web 2.0 tool. Students are reminded to use the imperfect tense in Spanish when describing past classes, teachers, and experiences.
Getting started with spanish 2 summer 15alleyhamlett
This document provides information and instructions for students taking Spanish II over the summer. It introduces the instructor, Señora Allison Hamlett, and provides details about navigating the online course. Students are instructed to complete a brief survey after reviewing the material. The document outlines the "Getting Started" module and assignments, and emphasizes logging in daily, attending live classes, communicating with the instructor, and utilizing resources like tutoring to be successful. Students are encouraged to have fun while learning.
This document reviews how to use the verb "tener" in the past tense (imperfect) to express common conditions like hunger, thirst, temperature, age, and emotions. It provides examples of using "tener" in the past tense, such as "Yo tenía hambre" for "I was hungry", and exercises translating similar sentences from English to Spanish using the imperfect form of "tener".
The document introduces the imperfect tense in Spanish. It is used to describe actions that were repeated, ongoing, or incomplete in the past. It explains the conjugations of regular verbs in the imperfect by adding endings like -aba or -ía to the verb stem. A few common irregular verbs like ser, ir, and ver are also provided. Examples are given to illustrate direct and indirect object pronouns used with the imperfect tense.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Spanish architecture has a long and varied history, from ancient burial chambers built in 4000BC to modern works. Notable periods include Roman architecture which introduced civil engineering like aqueducts and roads, Gothic cathedrals built in the 12th-13th centuries, Renaissance palaces in the 15th-16th centuries like El Escorial, and Barcelona's iconic buildings by Gaudi in the 20th century Catalan Modernism style. Spain has a wealth of architectural styles and UNESCO World Heritage Sites that showcase its rich architectural history.
This document provides an overview and instructions for a Spanish 2 course on Canvas. It introduces the instructor, Señora Hamlett, and encourages students to complete a brief survey. It explains how to navigate the course by reviewing announcements, modules, and graded assignments. Finally, it offers tips for being successful, such as logging in daily, attending live classes, communicating with the instructor, and taking advantage of tutoring resources.
The document congratulates students for their good work this week and provides information about upcoming language learning events. It announces that the first Unit 6/7 review lesson conference will take place tomorrow at 6pm and that there is an extra credit Culture Café session on Thursday at 10am. It also shares a website for students to review and quiz themselves on the preterite vs imperfect tenses.
The document discusses wrapping up a school unit. It recognizes a student named Victoria for her accomplishments in JROTC and plans to join the Navy and earn a science degree. It provides instructions for a two-part assignment on sharing a school experience in Spain, including writing about daily routine, classes, teachers, and activities, using information from a chosen Spanish school website. Part two requires recording an audio message telling another student about favorite aspects of Spanish school and culture.
This document provides an overview and instructions for students taking Spanish 2 over the summer. It introduces the instructor, Señora Hamlett, and asks students to complete a brief survey. It explains how to navigate the course, including accessing daily announcements, modules, and graded assignments. Students are advised to log in daily, complete all assignments on time, attend live classes, communicate with the instructor, and take advantage of tutoring resources to be successful.
Señora Hamlet welcomes students to Spanish II and introduces herself and her large family. She asks students to complete a brief survey to share information about themselves. The document provides instructions on how to navigate the course, including reading the daily learning blocks, completing assignments in order and on time, attending live classes, communicating with the professor, and utilizing resources like tutoring and culture cafes. Students are advised to log in daily, check grades and feedback, take notes, and have fun learning.
The document provides rules for expressing numbers from 100 to 999 in Spanish. It states that for numbers from 100 to 199, "ciento" is used followed by the ones place value. For numbers ending in hundreds from 200 to 900, the hundreds place value takes on a masculine or feminine form depending on the noun it modifies. Examples are given of numbers expressed in Spanish according to the rules.
Several students shared their favorite things about fall. Zachary enjoys football season, Abbie likes the smells of pumpkin spice candles and coffee and the beautiful colors of changing leaves. She also enjoys wearing cozy sweaters. Natalie loves visiting the State Fair with her family and seeing the leaves change in the mountains. Morgan's favorites are the changing colors and visiting farms. Gao appreciates how nature's changing appearance can bring people together in love.
This document reviews Spanish lessons about using "ser" and "tener" to describe family members and their characteristics. It discusses using "ser" to identify family relationships and describe physical traits like height. It emphasizes agreeing adjectives with the subject's gender and number. Possessive adjectives are also covered. The document ends by reminding students of the upcoming grading period deadline and contact information for getting help.
This document provides information and instructions about checking progress reports and grades in an online course. It explains how to access the grades tab and user report, which displays all assignments due for the current grading period. It emphasizes completing all assignments, as incomplete or missing work is reflected as zeros in the grade report. Progress reports are issued every two weeks to students. The document also provides the teacher's phone number for questions. The remainder of the document provides vocabulary and grammar lessons in Spanish on topics like living, talking, eating, colors and numbers.
The document provides reminders and announcements for a Spanish class. It reminds students about upcoming lesson deadlines, review sessions, and extra credit opportunities. It also previews upcoming lessons on different types of Spanish verbs (-ar, -er, and -ir verbs) and provides some online practice resources for students to review verbs.
The document provides reminders and information for Spanish students. It reminds them about upcoming unit lessons, review lessons, and extra credit opportunities. It also provides examples of -er and -ir verbs in Spanish and includes links to practice these verb conjugations online.
Este documento proporciona instrucciones sobre cómo decir la hora en español. Explica cómo preguntar la hora usando "¿Qué hora es?" y cómo responder indicando horas específicas, mediodía, medianoche, y agregando minutos usando "y" o restando minutos usando "menos". También cubre cómo indicar AM y PM usando "de la mañana", "de la tarde", o "de la noche". Finalmente, muestra ejemplos de preguntas sobre a qué hora ocurren eventos y cómo responderlas.
This document provides an overview and instructions for students taking Spanish I in the fall of 2015. It introduces the teacher, Profesora Allison Hamlett, and provides information about navigating the online course. Students are instructed to complete a brief survey after reviewing the material. The document outlines the "Getting Started" module and assignments, and emphasizes logging in daily, completing assignments on time, attending live classes, communicating with the teacher, and taking advantage of tutoring resources to be successful.
The document thanks students for their good work during the week. It provides the schedule for Unit 6/7 Review and Language Classes (RLC) for the week of July 20-24, with times on Monday at 4 pm, Tuesday at 11 am or 3:30 pm, Wednesday at 10 am, Thursday at 3 or 9 pm, and Friday at 9 pm. It also shares a link to a website for more practice with the preterite vs imperfect tenses, encouraging students to review and take a practice quiz for additional practice.
Anuncios para viernes, el 26 de juniosec13alleyhamlett
Vishal completed all the work for unit 2 about his school experience in Spain. The work included two parts: 1) A written description of Vishal's daily routine, classes, teachers, and extracurricular activities while attending a school in Spain. 2) A recorded conversation advising another student who wants to study in Spain about Vishal's favorite aspects of the Spanish school and culture, drawing from cultural lessons in the unit. The work was to be completed and submitted using a suggested Web 2.0 tool, with the written portion in the past tense to describe Vishal's time in Spain.
Anuncios para viernes, el 26 de juniosec5alleyhamlett
This document summarizes the tasks for wrapping up Unit 2 of a Spanish language course. Students are asked to write about their school experience in Spain, including daily routines, classes taken, teachers, and activities. They are then asked to record an audio message telling another student about their favorite parts of school and Spanish culture. The recording should incorporate the written description and use a Web 2.0 tool. Students are reminded to use the imperfect tense in Spanish when describing past classes, teachers, and experiences.
Getting started with spanish 2 summer 15alleyhamlett
This document provides information and instructions for students taking Spanish II over the summer. It introduces the instructor, Señora Allison Hamlett, and provides details about navigating the online course. Students are instructed to complete a brief survey after reviewing the material. The document outlines the "Getting Started" module and assignments, and emphasizes logging in daily, attending live classes, communicating with the instructor, and utilizing resources like tutoring to be successful. Students are encouraged to have fun while learning.
This document reviews how to use the verb "tener" in the past tense (imperfect) to express common conditions like hunger, thirst, temperature, age, and emotions. It provides examples of using "tener" in the past tense, such as "Yo tenía hambre" for "I was hungry", and exercises translating similar sentences from English to Spanish using the imperfect form of "tener".
The document introduces the imperfect tense in Spanish. It is used to describe actions that were repeated, ongoing, or incomplete in the past. It explains the conjugations of regular verbs in the imperfect by adding endings like -aba or -ía to the verb stem. A few common irregular verbs like ser, ir, and ver are also provided. Examples are given to illustrate direct and indirect object pronouns used with the imperfect tense.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.