pathophysiological mechanisms” (Townsend & Drummond‚ 2011‚ p.245). Pettit & Brown (2012) found that the placenta and the re-modeling of the uterine arteries is a factor in preeclamptic disease. Preeclampsia is usually diagnosed on a routine pre-natal visit during blood pressure checks and urine dips. Urine dips show the presence of protein in the urine. According to ACOG (American College of Obstetricians and Gynecologists) the criteria for diagnosing preeclampsia is a systolic blood pressure
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Peter Lamour Career Interview 1. What is your current job title/position and how long have you been in this role? I am currently employed at La Fitness and I am a personal trainer. People who have a membership here at La Fitness set up appointments‚ and I train them one on one. I have been working as a personal trainer here for 3 years now. 2. How did you “land” this position? Before I worked here as a personal trainer‚ I was still working here but as a Sales associate who sold memberships
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What is it and how can it help me? Pre-operative assessment (POA) and planning‚ carried out prior to treatment‚ ensures that the patient is fully informed about the procedure and the post operative recovery‚ is in optimum health and has made arrangements for admission‚ discharge and post operative care at home. POA and planning is an essential part of the planned care pathway which enhances the quality of care in a number of ways. * If a patient is fully informed‚ they will be less stressed
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Cambridge CELTA Course Assignment 3 Skills Related Task Selection of a reading or listening text with rationale‚ tasks and lesson plan design Trainee: Minoo Date: Feb 18‚ 2015 Appendix 1: Handouts Appendix 3: Answer key Appendix 2: Text Purpose: According to J. Harmer in his book The Practice of English Language Teaching‚ “receptive skills are the ways in which people extract the meaning from the discourse they see or hear”. In the following text the main skill which is going to be practiced
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CELTA Language Related Assignment Adrian Nicholas Crouch Date: 01.01.2011 Word Count:1‚740 PASS 1. The plane leaves at 10.00 tomorrow. Form Present tense referring to the future + time marker. definite article + subject + verb in the present simple tense + preposition + time marker Function/meaning Statement of fact/future action set by timetable or schedule. Context Someone who has arranged a holiday abroad and is confirming travel arrangements for the following day with a family member
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Language Related Assignment 1. The plane leaves at 10.00 tomorrow a) The form is present simple Subject third person + verb present tense + time marker b) A future arrangement – a ‘timetable future’ as the plane has a daily schedule and it will depart accordingly. c) Students may be confused by the form of present simple when a future time is referred to. They may confuse the meaning with present continuous ‘is leaving’ which means the event is happening now rather than
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may confuse the use of the present continuous for a current action (happening now) with its use for a future action (which will take place later). Solution: explain that the difference in use depends on the context and use examples and concept questions to illustrate this. Problem: students may leave out the auxiliary verb (to be) before the present participle (for example: I going to town). Solution: explain that in this case the -ing form is only used with the verb ‘to be’ (am‚ are‚ is). Model
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TASK 6 Make a list of associations you have with the word “grammar” (They may not all be negative!) • Intimidating • Frightening • Confusing • Diction • Fascinating TASK 7 Look at the following sentences and decide which are correct. Write a correct version of the examples that are incorrect. 1. We’ve been looking for you for ages: Correct. 2. I’ve been to the movies last night: Incorrect. Correction: I went to the movies last night
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| CELTA Lesson Plan | Teacher: | Kellie Cristhina dos Anjos | Level: | Real beginner | Date: | Mar 14th‚ 2013 | Lesson No.: | 3 | Length: | 45’ | Start time: | 9:00 | No. of Ss.: | 7 | | | Finish time: | 9:45 | MAIN AIM (language/skills): GRAMMAR | By the end of this lesson students will be able to give their e-mails‚ telephone and talk about their profession. | SUBSIDIARY AIMS: | 1. Students will review the greetings and professions presented in
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This case study is based on Patricia‚ a Spanish national in her twenties who is in her last year studying an Economics degree course. She is also a student on the Elementary course at the British Language Centre. Patricia’s started learning English at the bi-lingual school she attended. She learnt English for 3 years but did not take any official examinations‚ but sees this as a possibility for the future. At school she learnt English because it was obligatory. The only other language she speaks
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