Студопедия — MEDICAL SPECIALTIES AND SPECIALISTS 10 страница
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MEDICAL SPECIALTIES AND SPECIALISTS 10 страница






Certain organisms may accumulate considerable amounts of elements that do not normally occur in the human body.

Besides hydrogen, oxygen is the element present in the human body in the greatest amount constituting about 65 % of the total (by weight) amount.

The most amount of oxygen is combined with hydrogen as water. It is generally recognized that the primeval life forms' developed in the waters of the Earth and the evolution of animals progressed much in the sea.

The heritage of our remote origins is still contained within us - the most abundant compound constituting the human body is water which constitutes 45 % to 75 % by weight. The exact amount depends principally on age, sex and build; relatively, infants have more than adults, men more than women. There may also be considerable differences between healthy and ill people and the water content of the body may be affected by drugs.

The next most common element is carbon to which about one half of the body weight of tissues is due. The unique nature of living matter is due to its organic constituents, that is, compounds, based on a carbon chain.

There are important inorganic constituents of the body, in addition to water. Sodium, potassium, chlorine are present as the ions, and so are part of calcium, magnesium, iodine and bromine. The total body sodium in a young adult is about 58 mmol/kg2 (1.3 g/k). The normal recommended intake of NaCl is 1 g per kg of water. Most western European and American diets contain 6-8 g of NaCl per day which, in a temporate climate, is much greater than required. The total body potassium in a young adult man is about 50 mmol/kg (1.9 g/k). It is somewhat less in women and decreases slightly with advanced age. An adult man was about 16.7 mmol/kg (400 mg/kg) of magnesium in his body, about half of which is present in bones. The concentration of magnesium in cells is about 7.5 mmol/1, about 1/3 of this is protein-bound3.

Other important ions occurring in living matter, besides those formed from organic acids and bases, are bicarbonate, ammonium, phosphate and sulphate. The bony skeleton and the teeth contain lithium fluoride4 as well. Additional important inorganic compounds include carbon dioxide and oxygen. Most of nitrogen, sulphur and iodine and the heavy metals are present in organic molecules. About one tenth of phosphorus is combined with organic compounds.

Notes:

'primeval life forms - початкові форми життя

2mmol/'kg - концентрація речовин у розчині, що відповідає одній тисячній грам-молекули в 1 л розчину чи 1 кг маси

3protein-bound - зв'язаний з білком

4lithium fluoride - фтористий літій, фторид літію

Exercise 2. Read the sentences and name the tense and voice of the verbs; translate the sentences into Ukrainian.

1. The primeval life forms developed in the waters of the Earth. 2. The evolution of animals progressed greatly in the sea. 3. The exact amount of water in the human body depends on a person's age, sex and build. 4. Carbon constitutes about one half of the body weight. 5. The amount of potassium decreases slightly with advanced age. 6. The water content of the body is affected by drugs. 7. Heavy metals are present in organic molecules.

Exercise 3. Read the sentences. Put the verbs in brackets in the correct form.

1. Hydrogen, carbon, nitrogen and iodine (to find) in higher concentrations in the human body than in the Earth. 2. Oxygen in the living matter (to constitute) 65 % of the total amount 3. Primeval life forms (to develop) in the waters of the Earth. 4. The most amount of oxygen (to combine) with hydrogen as water. 5. The total body potassium (to decrease) slightly with advanced age. 7. The bony skeleton and the teeth (to contain) lithium fluoride as well.

Exercise 4. Answer the following questions using the text.

1. What amount of chemical elements does living matter contain? 2. What elements are recognized as the most abundant in nature and human body? 3. What elements are found in the human body in higher concentrations than in the Earth's crust? 4. Is it right to say that primeval life forms developed in water? 5. Why does water constitute most part of the human body? 6. What does the exact amount of water in an adult and an infant depend on? 7. Is there any difference in water content in healthy and ill people? 8. What is the unique nature of living matter due to? 9. When does the total body potassium decrease? 10. What is the recommended dose of sodium chloride intake daily? 11. What chemical elements do bones and teeth contain? 12. What amount of phosphorus is combined with organic compounds? 13. What parts of the human body contain nitrogen, sulphur, iodine?

 

 

LESSON THIRTY-FIVE

 

I Speaking At the Chemist's
II Grammar 1. Дієслово у Future Perfect та Future Perfect Continuous (§92). 2. Скорочені стверджувальні і заперечні речення типу So shall I, Neither (nor) did he (§93)
III Independent Work Aspirin

 

I. Speaking: At the Chemist's

Exercise 1. Phonetic reading: practice the pronunciation of the following words. Try to translate them without the dictionary.

Prescription [pris'kripjn], chemist ['kemist], label [Teibl], poisonous ['paiznas], to administer [ad'minista], dose [daus], dosage ['dausidj], tonics ['toniks], intravenous [,intra'vi:nas], intramuscular [,intra'rnAskjula], subcutaneous [,sAbkju'tainias], sedatives ['sedativz], laxatives [laeksativz], bromide ['braumaid], cardiac ['ka:diask], iodine ['aiadiin], tranquillizer ['traenkwHaiza], stimulant ['stimjoiant], hormone ['ho:maun], diuretic [,daijua retik], narcotic [na:'kt>tik], antibiotic [.asntibai'rjtik], depressant [di'presant], antihypertensive [,aenti,haipe:'tensiv], compatibility [kam,pasta'biliti], orally ['a:rali].

Exercise 2. Learn the following words and word combinations by heart. See the transcription of the words in Exercise 1.

Label - етикетка; labels of three colors (white, yellow, blue); to stick a label on a bottle; the dose of the drug is indicated on the label.

To administer - призначати; to administer some medicines; to administer some drug orally (для внутрішнього вживання); a doctor administers proper treatment; direction for administration of a drug.

Dose - доза; dosage - дозування; the dose is indicated on the label; overdosage of a drug may cause allergic reaction - передозування ліків може викликати алергічну реакцію.

Vitamin - вітамін; vitamins for internal use, for intravenous injections, for intramuscular injections.

drugs for cough - ліки від кашлю

cardiac medicine - серцеві ліки

tonic - тонізуючий (зміцнювальний) засіб

sedative - заспокійливий (снодійний) засіб

tranquillizer - заспокійливий засіб, транквілізатор

stimulant - збуджуючий засіб

diuretic - сечогінний засіб

depressant - заспокійливий засіб

antihypertensive - засіб, що знижує тиск (гіпотензивний)

to be in charge of - бути відповідальним за

manager - керівник, директор, завідувач

compatibility - сумісність

ingredient - складова частина

constant - постійний

average - середній

drug cabinet - шафа для зберігання ліків strong effective drug - сильнодіючі ліки medicines right away - готові лікарські препарати % - per cent [pa'sent] - відсоток, процент ml, milliliter - мілілітр mgm, milligram міліграм

 

Exercise 3. Read the text and translate it.

 

At the Chemist's

Chemists' shops are specialized shops where medicines are sold. Chemists' shops are -s.ially situated on the ground floor. They have a hall for visitors, two departments for selling:rugs, and proper working rooms.

The department for reception of prescriptions and delivery of drugs is called a prescription:epartment. The other one is called a chemist's department. In the prescription department -.edicines are sold or made up according to prescriptions. In the chemist's department you can: jy medicines without prescriptions. In this department different things for medical care and -edicinal plants are bought.

The working rooms of a chemist's include rooms for washing, drying and sterilization of glassware, an analytical laboratory, a room for storing medicines, a room for dispensing them and some others.

At the chemist's all medicines are kept in drug cabinets, on open shelves and in the refrigerator. Poisonous drugs are kept in a drug cabinet with the letter A. Strong effective drags are kept in a drug cabinet having the letter B.

The drugs prepared at the chemist's for immediate use should be kept in the refrigerator. Powders, galenical preparations and medicines produced at pharmaceutical plants are usually kept on shelves protected from light at a constant temperature, not higher than room temperature.

Every small bottle or box has a label with the name of the medicine. There are labels of four colors for the drugs prepared at the chemist's: labels of green color indicate medicines for internal use; blue labels indicate drugs used for injections. Drugs for external application have labels of yellow color. Drugs used for treatment of eye diseases have labels of pink color.

The single dose and the total dosage are indicated on the label or signature. The directions for drug administration are very important for sick people as well as for those who take care for them.

In the chemist's department medicines are kept according to the therapeutic effect: drugs for cough, cardiac medicines, drugs for headache. Disinfectants, herbs and things for medical care such as hot-water bottles, medicine droppers, cups, thermometers, etc. are kept separately.

In the prescription department one can see drugs of all kinds, boxes and parcels for different powders, ampules of glucose and camphor used for internal use; tonics and sedatives administered orally.

The personnel of an average chemist's consists of a manager of the chemist's, a dispensing pharmacist who takes prescriptions and delivers drugs, a chemist controlling prescriptions, that is, physical, physico-chemical and pharmacological compatibility of the ingredients of compounds prescribed by physicians. The personnel includes also a chemist-analyst who controls effectiveness of the drug prepared at the chemist's as well as that of manufactured drugs. There is also a pharmacist who is in charge of the supply of necessary medicines.

Exercise 4. Test yourself: can you translate these topical words and word combinations?

Prescription, chemist's, to have a prescription made up, chemist's department, prescription department, drug, drug cabinet, label, to stick smth on smth, to indicate administration, chemist, remedy, poisonous, overdosage, untoward, powder, ampule, intravenous, intramuscular, tube, to heal, ointment, to rub in, irritation, pill, sedative, tonic, cod liver oil, sleeping draught, laxative, to administer, indigestion, dropper, to mark, effective, to sponge, to rinse, to take a tablespoonful of.

Exercise 5. Answer the questions based on the text.

1. What floor are the chemist's shops usually situated on? 2. How many departments are there in every chemist's shop? 3. What things can you buy in the chemist's department? 4. What is mainly sold in the prescription department? 5. How many rooms does a chemist's consist of? 6. Where are different drugs kept at the chemist's? 7. What drags shouldbe kept in the refrigerator? 8. At what temperature should drags be kept in the refrigerator? 9. What is the color of labels on bottles with drugs for external use? 10. Where are the dosage and administration indicated? 11. Can we buy things for medical care at the chemist's? 12. What kinds of drugs are there in the prescription department? 13. What can you say about the personnel of the chemist's? 14. What does a manager of a chemist's do? 15. What does a dispensing pharmacist do? 16. What does a controller do? 17. What does a chemist-analyst do? 18. What does a pharmacist of supply do?

Exercise 6. Fill in the blanks with the modal verbs can, may, should, must.

1.You... be careful when you take medicines. 2.1... order the prescription at our chemist's. 3. You... keep the mixture in a cool place. 4. How many times a day... I take the medicine? 5. This drug... be kept in the refrigerator. 6. You... buy all the necessary drugs at the chemist's department. 7. All the drugs... have a label with the name of the drugs and directions for administration.

Exercise 7. Put the verbs in brackets in the appropriate form.

1. The prescription (to prepare - Past Indefinite Passive) in two hours. 2. The prescription (to contain - Present Indefinite Active) the name of the drug, the name of the patient, the name of the physician and other information. 3. Today all prescriptions (to write - Present Indefinite Passive) in English. 4. That chemical name (to be - Past Indefinite) difficult to use and remember. 5. At the chemist's there (to be - Present Indefinite) a special room for preparation of medicines. 6. Powders, galenical preparations and medicines (can - Past Indefinite) be produced at pharmaceutical plants. 7. A dispensing pharmacist (to take - Past Indefinite Active) prescriptions.

Exercise 8. Answer the questions; begin your answer with the words:

I think (that)... I suppose (that)... I know (that)...

1. What drugs should be kept in the refrigerator? 2. Where can you buy things for medical care? 3. How should galenical preparations be kept? 4. Where are single dose and total dosage indicated? 5. Are poisonous drugs kept according to special rules?

Exercise 9. Read the short dialog and act it out.

At the Chemist's

- Will you make up this prescription, please?

- Just a minute... Here you are. One tablespoon before meals three times a day.

- Thank you.

- As for these tablets, you can get them without prescription in the other department. Exercise 10. Translate into Ukrainian.

1. Drugs used for treatment of eye diseases have a pink color. 2. Directions for administration of a drug may be very important for patients. 3. Drugs will be ready in two hours. 4. A chemist-analyst has to control the effectiveness of drugs. 5. Overdosage may cause untoward reactions. 6. Generic names should be used as the language for prescriptions. 7. Each drug has its own dose specification.

Exercise 11. Prepare a report about the chemist's shop according to the plan.

1. Departments of an average chemist's.

2. Working rooms of the chemist's.

3. Personnel of the chemist's.

4. General description of drugs, groups of drugs, their labels and dosage forms and doses.

 

II. Grammar Exercises

Exercise 1. Name the parts of speech of the following words.

Treatment; toxic, toxicology, toxicosis, toxicogenic, intoxication, intoxicate, toxicity; associated, association; particularly; available, availability; progressive; mainly; commonly; obtainable; selective; regional; reaction; subtropical; antimalarial; peripheral; chronic.

 

Exercise 2. Learn the word rate and its meanings.

rate (n) 1) швидкість, темп, ритм, інтенсивність

2) ступінь, коефіцієнт, індекс, рівень

3) потужність, інтенсивність

4) частота

5) доза, норма, кількість, виробництво

6) ціна, оцінка

rate (v) 1) цінити, оцінювати, вимірювати

2) вважати, розраховувати, розглядати birth rate - рівень народжуваності death rate - рівень смертності dose rate - інтенсивність/сила дози heart rate ~ частота серцевих скорочень metabolic rate - швидкість/рівень метаболізму

т orbidity rate - розповсюдження хвороби _________________________________

Translate the sentences with rate:

1. It is difficult to separate rates for alcohol and drug use.

2. The rates of this disease vary by area.

3. Heart rate was monitored continuously and blood pressure was recorded every 5
minutes.

4. We also observed a high rate of remission.

5. His metabolic rate is rather normal.

Exercise 3. Translate the pairs of antonyms into Ukrainian.

A modem drag - an outdated drug, a single dose - a total dose, receive - deliver, reception -delivery, depressant - stimulant, healthy - sick (ill), healthy people - patients.

Exercise 4. Translate the sentences in the Future Perfect Tense.

1. I'll have finished my work by the time you come. 2. The work will have been done by 5 o'clock. 3. Will you have taken all your exams by the end of June? 4. She will have made all


injections by the doctor's order. 5. I'll have rung him up before I begin my lecture. 6. I'll have had a talk with you before I have done this work.

 

Exercise 5. Find sentences in the Future Perfect Continuous Tense.

1. When I entered the ward, the doctor was examining my uncle. 2. We will have been asked for the anatomy test when you come. 3. The students will have been discussing future internship for a long time when the director returns. 4. He likes to speak English. 5. We will visit him at hospital tomorrow.

Exercise 6. Translate the sentences into English, use the Future Perfect or Future Perfect Continuous Tense.

1. Лікар вже огляне всіх своїх пацієнтів до 12 години. 2. Лікар оглядатиме своїх пацієнтів кілька годин, перш ніж піде в операційну. 3. Ми й 10 хвилин не чекатимемо викладача, який прийде читати лекцію. 4. Він завершить операцію до огляду хворих. 5. Ми перекладатимемо цю інструкцію ліків довго: вона дуже велика.

Exercise 7. Add short answers to the sentences as in the model. Model: 1) "I like skating. " - "So do J. "

2) "I can't do this injection. " - "Neither can he. "

1. We saw this tree in the distance. (Вони також.)

2. I got an important task today. (Він також.)

3. He wasn't late for the lesson. (Вони також.)

4. I'm sure you'll pass the exams. (Моя подруга також.)

5. I have never seen him before. (Мій батько також.)

6. I enjoyed the lecture very much. (Мої друзі також.)

Exercise 8. Complete the sentences with "я (ми, ви, він, вони) також"in English, use the Model of Exercise 7.

1. I am dying of hunger....

2. We are very thankful to you....

3. My brother can't drive....

4. My father always gives me good advice....

5. I am not satisfied with your mark....

6. We didn't speak English well....

Exercise 9. Put the verbs in the correct form (indefinite active or passive) and translate the sentences.

1. After some years of studies graduates of the medical college (to work) at different hospitals departments. 2. He (to find) that many students were deficient in scientific knowledge. 3. Great attention in his lectures (to give) to organic chemistry. 4. The Fahrenheit thermometric scale and some new methods of study (to introduce) by Dutch chemist Boerhaave. 5. Pharmacy (to define) as the science of drags. 6. The civilization of the past (to contribute) to our present knowledge by the collection of drags and drug preparations.

III. Independent Work: Aspirin

Exercise 1. Read and translate the text.

 

Ordinary Aspirin Is Truly a Wonder Drug

Aspirin is the most popular drug in the world today. Many people take aspirin when they have a headache. It is effective in relieving other pains too.

Americans swallow 15,000 tons of aspirin, one of the safest and the most effective drugs invented by man, every year. Its bad effects are relatively mild, and, besides, it is cheap.

For millions of people, suffering from arthritis, it is the only thing that works. Aspirin, in short, is truly the 20th century wonder drug. It is also the second largest suicide drug and it is the leading cause of poisoning among children. Its side effects, although relatively mild, are largely recognized among users.

Although aspirin was first sold by a German company in 1899, it has been around much longer than that. Hippocrates, in ancient Greece, understood the medical value of the leaves and tree bark which today are known to contain salicylates, the chemical in aspirin. During the 19th century, there was a great deal of experimentation in Europe with this chemical, and it led to the introduction of aspirin. By 1915, aspirin tablets were available in the United States.

A small quantity of aspirin (two five-grain tablets) relieves pain and inflammation. It also reduces fever by interfering with some of the body's reactions. Specifically, aspirin seems to slow down the formation of the acids involved in the pain and the complex chemical reactions that cause fever. The chemistry of these acids is not fully understood, but the slowing effect of aspirin is well known.

Aspirin is very irritating to the stomach lining and many aspirin takers complain about upset stomaches. There is a right way and a wrong way to take aspirin. The best way is to chew the tablets before swallowing them with water, but few people can stand the bitter taste. Some people suggest crushing the tablets in milk or orange juice and drinking that.

Exercise 2. Read each statement. Write "T" after true statements and "F" after false statements.

1. Aspirin is one of the safest drugs invented by man.

2. This text states that aspirin is a pain reliever that works for arthritis and headaches.

3. Aspirin is the leading cause of poisoning among children.

4. The side effects of aspirin are quite serious.

5. The chemical in aspirin has been used for less than 100 years.

6. Ancient Greeks understood the value of salicylates.

7. Aspirin interferes with some of the body's reactions.

8. Aspirin speeds up the formation of acids that cause pain.

9. Scientists do not completely understand how aspirin works.

10. You should swallow aspirin tablets whole.

Exercise 3. Choose the best possible answers and complete the sentences with them.

1. This text discusses:

a) only the good things about aspirin.

b) only the bad things about the aspirin.

c) both good and bad things about aspirin.

2. The side effects of aspirin are:

a) serious.

b) mild.

c) none.

3. The information in the article shows that:

a) aspirin can be dangerous.

b) aspirin is always safe.

c) aspirin is both safe and dangerous.

4. Aspirin tablets were available in the United States in:
a)1950.

b)1915. c)1899.

5. Salicylates are the:

a) leaves and tree bark.

b) chemical in aspirin.

c) aspirin tablets.

6. Aspirin can cause:

a) an upset stomach.

b) pain and inflammation.

c) formation of the acids involved in a fever.

7. Aspirin seems to (A) the reactions that (B) fever. (Choose one word from each group and
put both letters on the line: A_______________ B.)

a) speed up a) cause

b) slow down b) stop

c) stop c) understand

8. The best way to take aspirin is to:

a) swallow tablets.

b) crush tablets.

c) chew tablets.

9. The author of this text seems to be:

a) more in favor of aspirin.

b) more against the use of aspirin.

c) not interested in aspirin.

10. A good title for this text would be:

a) Aspirin: The Most Popular Medicine in the World

b) Why I Take Aspirin

c) The Side Effects of Aspirin

d) The History of Aspirin

LESSON THIRTY-SIXESSON THIRTY-SIX

 

I Speaking Obstetrics and Gynecology
II Grammar Місце прислівників у реченні (§94)
III Independent Work Childbirth

 

I. Speaking: Obstetrics and Gynecology

Exercise 1. Practise the pronunciation of the following words.

Unreliable, threaten, wheel, vague, warning, premature, guess, sweatbox, whispering, gynecology, pause, nightmare.


Exercise 2. Learn the following fetus ['fi:tas] плід

gynecology [,gaini'kT)lod3i] гінекологія

ovum (pi. ova) - яйцеклітина

pelvis ['pelvis] таз

period ['pisriad] менструація

to miss a period (syn. to be overdue) -

мати затримку менструації pregnancy - вагітність pregnant - вагітна

signs of pregnancy - ознаки вагітності ectopic, or extrauterine pregnancy -

позаматкова вагітність reproduction - відтворення;

розмноження vagina [vo'djains] піхва birth [Ьз:0] народження childbirth - пологи to give birth to a child - народити

дитину

(child)birth pains - перейми a woman in childbirth - породілля deliver [di'livo] народжувати delivery (syn. labor ['leibs]) - пологи obstetrician [,Dbsti'triJn] акушер obstetrics [sb'stetriks] (syn. midwifery)

- акушерство midwife - акушерка

words and word combinations, onset ['onset] початок (хвороби, пологів) premature [prams'tjuo] передчасний;

недоношена дитина term [гз:т] термін, строк, певний період a full-term baby - доношена дитина newborn - новонароджений stillborn - мертвонароджений afterbirth - послід, плацента cesarian section [si'zeorion'sekjh] кесарів розтин birth activity - пологова діяльність conception - запліднення

fertility [f3:'tibti] здатність до відтворення потомства infertility - безпліддя gestation [dsa'steijh] період вагітності gestosis [dp'steozis] {syn. toxemia) токсикоз вагітних; гес гоз

maternity [тзЧз:пігі] материнство maternity home - пологовий будинок maternity leave - декретна відпустка miscarriage [mis'k£erid5] викидень to curette - вишкрібати кюреткою uterus [ juitsrss] (syn. womb [wu:m]) матка umbilical [лт'ЬіІікзІ] пупковий umbilical cord - пуповина to induce abortion - викликати викидень to perform abortion - робити аборт


Exercise 3. Pay attention that obstetricians can work at:

- a female (antenatal) department (жіноча консультація);

- a maternity home/hospital;


- a feldsher-midwife station (ФАП);

- prophylactic centers of large facilities (factories, plants, etc.).

Exercise 4. Read the necessary obstetrical terminology and translate it with a dictionary.

1. The fetal position is the correlation of separate parts of the fetus (the head, the trunk and the limbs).

2. The fetal position is also the relation of the fetal axis to the vertical axis of the uterus.

3. And it is also the position of the fetal back towards the sides of the uterus.

4. The fetal axis is the conventional line that goes from the back of the head to the coccyx.

5. The fetal presentation is the position of the fetus towards the plane of the pelvic entry.

6. The presenting part of the fetus is that part of it, which lies nearer to the small pelvic entry.

7. At a female department a midwife must be able to measure the sizes of the abdomen and the pelvis; to determine the term of pregnancy.

8. At a maternity home a midwife prepares the woman in childbirth to birth activity, manages the delivery, and provides all hygiene of the woman after labor.

Notes:

fetal position - положення плода в матці fetal presentation - передлежання плода presenting part of the fetus - передлегла частина плода fetal axis f'aeksis] вісь плода

Exercise 5. Make up sentences using the word combinations:

- the work of a midwife

- to give birth to a child

- a woman in labor

- at the maternity home

- to measure the sizes of the pelvis and abdomen

- to determine the term of pregnancy

Exercise 6. Read and translate the text using a dictionary.

a) During my midwifery practice in the 4* year I was called to a woman in labor. It was going to be my first case of delivery and I was very nervous. The door was opened by a thin girl of about five who took me upstairs to the room where the expectant mother was lying. I hoped to find a midwife there, the cool, experienced midwife that usually controlled all the students, but there was nobody. I was alone with my patient. I felt like an actor who forgot the words and found that the prompter (суфлер) had gone out for a drink.

"Nov/, Mother," I said cheerfully. "How many children do you have?" - "Five, Doctor," she answered.

Well, that was something. At least one of us knew a bit about childbirth. I wondered what to do.

b) "I think it's coming, Doctor!" she cried out between birth pains. I grasped her hand.
"You'll be all right in a minute," I said as confidently (впевнено) as possible. "Leave it to
me."

I turned into the corner and looked as if 1 was waiting for the time to interfere. Out of my pocket 1 drew a small but valuable book in a red cover "The Student's Friend in Obstetrical Difficulties" by Sir Percy Cudlip. He was an old obstetrician and had no illusions about what students would find difficult. It started with "The Normal Delivery". The text was written in short numbered paragraphs, like a cookery book, і looked at the first page. "Sterility," it said. "The student must try to achieve sterile surroundings for the delivery and scrub up himself as for a surgical operation. If there are no sterile towels, newspapers may be used as they are often bacteria free."







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