Eplaextin: August 2013

Tuesday, 20 August 2013

[H917.Ebook] Download PDF Communication in English for Vietnamese Health Professionals: Giao Tiep bang Tieng Anh trong Nganh Y, by Dinh Van Nguyen, Dinh Van Nguyen

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Communication in English for Vietnamese Health Professionals: Giao Tiep bang Tieng Anh trong Nganh Y, by Dinh Van Nguyen, Dinh Van Nguyen

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The main purpose of this bilingual book is for Vietnamese health professionals to communicate with their foreign patients who travel to Vietnam. It could be used - in some extend - for English-speaking health professionals to communicate with Vietnamese colleagues and patients when translators are not available. The book is composed of 3 parts. Part I is written in Vietnamese to introduce communication skills to Vietnamese medical health professionals. Part II is a medical English-Vietnamese phrase-book used in physical examination, then Part III is a resource of medical terminology in both languages. While the Vietnamese health care user can use the whole book, an English-speaking health professional user can use the phrase-book in part II. The user can read the phrases to the patients or shows her/his patient the Vietnamese printed phrases which have the similar meanings in English. The List of Topics at the end of the book is helpful for a quick search.

Sales Rank: #1493112 in Books
Published on: 2016-01-31
Original language: English
Dimensions: 8.00" h x .92" w x 5.00" l,
Binding: Paperback
406 pages

About the Author
Dr DINH-VAN NGUYEN graduated from Medical School, University of Medicine and Pharmacy in Ho Chi Minh City (Vietnam) in 1980. From 1980 to 1990, he was instructor of Ben-Tre Middle School of Health, physician-in-Chief of Tinh-Bien District Hospital, and anesthesiologist of Central General Hospital of An-Giang province (Vietnam). Immigrated to Canada in 1991, he was retrained and got a diploma of Respiratory and Anesthesia Technology from Vanier College (Quebec) in 1995, and BScN from University of Ottawa (Ontario) in 2000. Working in the Ottawa Hospital (2000-2002) then with VON Ottawa and Carefor Health & Community Services (2002-2016). Certified member of the Canadian Vascular Access Association since 2012.

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0 of 0 people found the following review helpful.
Đây là quyển sách rất hữu ích cho người hành ...
By V Tran
Đây là quyển sách rất hữu ích cho người hành nghề y ở Việt nam muốn biết các bệnh viện ở Mỹ dùng tiếng Anh như thế nào. Ví dụ các từ viết tắt được sử dụng rất nhiều để viết các y lệnh cũng như để ghi hồ sơ lưu trử. Tôi lấy ví dụ bác sĩ cho y lệnh “Sliding scale AC&HS, regular insulin, standard dose”, hay “Zofran 4mg PRN for N/V”. Nếu không học trước chắc chắn sẽ rất khó khăn để hiểu. Các từ tắt y khoa trong tiếng Anh có rất nhiều, không thể học hết trong thời gian ngắn. Cái ta cần nhất là cái thông dụng thì tác giả đã đưa vào sách khá đầy đủ và giải thích cặn kẻ. Đối với ai muốn thi vào làm nội trú ở Mỹ thì quyển sách này rất cần cho phần thi về kỹ năng lâm sàng: khám bệnh, hỏi bệnh, và viết bệnh án.

0 of 0 people found the following review helpful.
Quyển sách phải có cho y giới Việt Nam trong việc tiếp xúc với bệnh nhân nói tiếng Anh
By Thuan Q Trinh
"Communication in English for Vietnamese Health Professionals: Giao Tiếp bằng Tiếng Anh trong Ngành Y" : Nội dung súc tích, ngắn gọn và tỉ mỉ, quyển sách phải có cho y giới Việt Nam trong việc tiếp xúc với bệnh nhân nói tiếng Anh.
Quyển sách tích tụ mấy mươi năm kinh nghiệm, tân tụy với chức nghiệp ngành Y , gói ghém từ lời chào hỏi, thăm bệnh đến bản tra cứu, đối chiếu, ngay cả ngữ căn từ chữ Hy Lập ... nội dung quyển sách rất hữu dụng cho sinh viên y khoa, y tá, cán sự và bác sĩ thực tập. Không chỉ riêng trong việc tiếp xúc với bệnh nhân nước ngoài.
Trịnh Q Thuận, Ph.D.

0 of 0 people found the following review helpful.
Five Stars
By Amazon Customer
very helfull not only for me but also for my patients too

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Friday, 9 August 2013

[D910.Ebook] Download Combating Fungal Infections: Problems and RemedyFrom Springer

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Fungi are eukaryotic microorganisms that are closely related to humans at cellular level. Human fungal pathogens belong to various classes of fungi, mainly zygo- cetes, ascomycetes, basidiomycetes, and deuteromycetes. In recent years, fungal infections have dramatically increased as a result of improved diagnosis, high frequency of catheterization, instrumentation, etc. However, the main cause remains the increasing number of immunosuppressed patients, mostly because of HIV infection and indiscriminate usage of antineoplastic and immunosuppressive agents, broad-spectrum antibiotics and prosthetic devices, and grafts in clinical settings. Presently available means of combating fungal infections are still weak and clumsy compared to control of bacterial infection. The present scenario of antifungal therapy is still based on two classes of antifungal drugs (polyenes and azoles). These drugs are effective in many cases, but display toxicity and limited spectrum of ef?cacy. The recent trend towards emergence of drug-resistant isolates in the clinic is an additional problem. In recent years, a few new antifungal drugs have entered the clinics, but they are expected to undergo same fate as the older antifungal drugs. The application of fungal genomics offers an unparalleled opportunity to develop novel antifungal drugs. However, it is too early to expect any novel drugs, as the antifungal drug discovery program is in the stage of infancy. Interestingly, several novel antifungal drug targets have been identi?ed and validated.

Sales Rank: #14400881 in Books
Published on: 2010-08-11
Original language: English
Number of items: 1
Dimensions: 9.35" h x 1.33" w x 6.36" l, 1.50 pounds
Binding: Hardcover
539 pages

From the Back Cover
The currently available means of combating fungal infections are still weak and clumsy. The application of fungal genomics offers an unparalleled opportunity to develop novel antifungal drugs. Interestingly, several novel antifungal drug targets have already been identified and validated. However, it is too early to expect any novel antifungal drug as drug discovery programs are still in their infancy. In addition to classical and genomic approaches to drug discovery, traditional knowledge derived from natural products and phytomedicine can provide a multitude of alternative modes of combating fungal infection. This book comprises 20 chapters on various aspects pertaining to fungal diseases in human and animals, their reservoir, fungal pathogenesis, their management and recent advances in their treatment. Issues of antifungal drug toxicity, especially nephrotoxicity, are also discussed. The development of resistance in fungal pathogens, including multidrug resistance and its mechanism, is dealt with in two chapters. Diverse diagnostic approaches to fungal infections are also reviewed. The combinational drug strategies used in combating invasive fungal infections are addressed in detail. The management of pulmonary mycoses in stem cell transplantation is also given special focus. Novel antifungal drugs (synthetic and herbal), fungal vaccines, and metabolic pathways as drug targets are discussed in detail in three different chapters. Subsequently the roles of innate immunity, cytokine therapy and immunomodulators in the treatment of fungal infections are elaborated upon. As novel drug delivery systems have a great potential for modifying the pharmacokinetics of medications, the last chapter takes this fact into consideration in its examination of state-of-the-art delivery systems in controlling fungal infections.

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Thursday, 8 August 2013

[B488.Ebook] PDF Download Rethinking Grading: Meaningful Assessment for Standards-Based Learning, by Cathy Vatterott

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Grading systems often reward on-time task completion and penalize disorganization and bad behavior. Despite our best intentions, grades seem to reflect student compliance more than student learning and engagement. In the process, we inadvertently subvert the learning process.
After careful research and years of experiences with grading as a teacher and a parent, Cathy Vatterott examines and debunks traditional practices and policies of grading in K-12 schools. She offers a new paradigm for standards-based grading that focuses on student mastery of content and gives concrete examples from elementary, middle, and high schools. Rethinking Grading will show all educators how standards-based grading can authentically reflect student progress and learning--and significantly improve both teaching and learning.
Cathy Vatterott is an education professor and researcher at the University of Missouri-St. Louis, a former middle school teacher and principal, and a parent of a college graduate. She has learned from her workshops that grading continues to be the most contentious part . . . conjuring up the most intense emotions and heated disagreements. Vatterott is also the author of the book Rethinking Homework: Best Practices That Support Diverse Needs.

Sales Rank: #144863 in Books
Published on: 2015-07-15
Original language: English
Number of items: 1
Dimensions: 8.90" h x .40" w x 5.90" l, .36 pounds
Binding: Paperback
131 pages

From the Inside Flap
Grading systems often reward on-time task completion and penalize disorganization and bad behavior. Despite our best intentions, grades seem to reflect student compliance more than student learning and engagement. In the process, we inadvertently subvert the learning process. After careful research and years of experiences with grading as a teacher and a parent, Cathy Vatterott examines and debunks traditional practices and policies of grading in K12 schools. She offers a new paradigm for standards-based grading that focuses on student mastery of content and gives concrete examples from elementary, middle, and high schools. Rethinking Grading will show all educators how standards-based grading can authentically reflect student progress and learning--and significantly improve both teaching and learning. Cathy Vatterott is an education professor and researcher at the University of Missouri-St. Louis, a former middle school teacher and principal, and a parent of a college graduate. She has learned from her workshops that "grading continues to be the most contentious part . . . conjuring up the most intense emotions and heated disagreements." Vatterott is also the author of the book Rethinking Homework: Best Practices That Support Diverse Needs.

About the Author
Dr. Cathy Vatterott is an Associate Professor of Middle Level Education at the University of Missouri-St. Louis. During her career, she has been a junior high school teacher, a middle school principal, and a middle school parent. She is the author of over a dozen articles about education, published in such journals as the Middle School Journal, Schools in the Middle, Current Issues in Middle Level Education, and the New England League of Middle Schools Journal. Her first book, Academic Success through Empowering Students, was published by the National Middle School Association in 1999. Over the last 15 years, she has conducted workshops for hundreds of middle school teachers and principals, and has been a frequent presenter at the National Middle School Association's Annual Conference. She has developed an NCATE-approved university program for middle school certification at the University of Missouri-St. Louis and has prepared pre-service middle school teachers for over 10 years. She and her university students continue to work on-site with a student-focused middle school which serves as their Professional Development School. On a broader note, she is considered to be a national expert on the topic of K-12 homework, her latest research interest. She has presented her homework research to over 3000 educators and parents in the United States, Canada, and Europe, and has been interviewed as a homework expert by newspapers, magazines, television, and radio.

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3 of 3 people found the following review helpful.
Very informative
By Mena
I really hope that many teachers and parents read this book. It explains very well the undeniable benefits of standard-based grading. The sbg will help all students of all levels in many ways. As humans, we are very different from each other, which means that we learn differently. The sbg will help with this matter, to benefit mainly our students (and teachers too because it is satisfactory to know our students are learning for real), which will in the end benefit our society as well by producing highly capable professionals. A must read.

2 of 2 people found the following review helpful.
A Helpful Resource !
By Dr. Joseph S. Maresca
"Rethinking Grading" by Vatterott is an important contribution to the idea of developing meaningful metrics. The author discusses the need to teach higher order applications, student independent learning, solving complex problem sets and enabling mastery.

The idea of learning through experimentation and errors is promoted so that students can handle complexity and deep thinking. More pre-testing is recommended to refine teaching methodologies and probe for areas where learning can be bolstered or enhanced. A corollary is that standardized grading has its origins in quality feedback. Learning transfer is an area only tangentially covered by the author. Yet, this item is critical to understanding pre-requisites completely for the next sequential course.

A standard ELA test should require a writing sample, several paragraphs of reading, simple logic, synonyms, antonyms and not much else. The idea is to assess students quickly without engendering a lot of resistance to the testing itself. Ultimately, the objective is to determine whether or not everyone qualifies to advance to the next grade.

Another important aspect is identifying the matter of the test. Testing should be geared to the recommended grade-appropriate readings issued by the Public Libraries throughout the United States. Generally speaking, librarians set the reading goals and issue publicized lists of books appropriate for each grade level.

A related aspect concerns the texts issued by the largest educational publishers. It's the publishers that control the required readings and problem sets of the students. If students aren't doing enough critical thinking problems, then the publishers must create textbooks which reflect relevant critical thinking problem sets throughout.

Overall, "Rethinking Grading" is a helpful educational resource.

Pre-Kindergarten Gold

3 of 4 people found the following review helpful.
Thank you for this wonderful book. For a district who has been implementing ...
By Bob Crumley
More clearly and concisely than anywhere else I’ve seen you’ve captured and articulated the differences
between traditional grading (and much more) and what we call Performance Based grading. Thank you for
this wonderful book. For a district who has been implementing our Performance Based system for 20 years,
this resource will help our entire team revisit some of the early difficult conversations through which we
struggled to set our Shared Purpose. Your book will strengthen our continuous improvement process and
ultimately our capacity to help each student. The examples you’ve included are most helpful as well.

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