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Using a Hybrid Approach to Increase the Impact of Medical Response to Natural Disasters
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- Disaster Medicine and Public Health Preparedness / Volume 17 / 2023
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- 14 February 2023, e303
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The incidence of recurrent laryngeal nerve injury resulting in vocal cord paralysis following interventional congenital catheterisation procedures
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- Cardiology in the Young / Volume 32 / Issue 12 / December 2022
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- 14 February 2022, pp. 1952-1956
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New insights into ice accumulation at Galena Creek Rock Glacier from radar imaging of its internal structure
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- Journal of Glaciology / Volume 66 / Issue 255 / February 2020
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- 04 October 2019, pp. 1-10
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Equivalency of the diagnostic accuracy of the PHQ-8 and PHQ-9: a systematic review and individual participant data meta-analysis – ERRATUM
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- Psychological Medicine / Volume 50 / Issue 16 / December 2020
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- 19 August 2019, p. 2816
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Equivalency of the diagnostic accuracy of the PHQ-8 and PHQ-9: a systematic review and individual participant data meta-analysis
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- Psychological Medicine / Volume 50 / Issue 8 / June 2020
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- 12 July 2019, pp. 1368-1380
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Figures
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- Intelligibility, Oral Communication, and the Teaching of Pronunciation
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- 24 September 2018
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- 04 October 2018, pp vii-vii
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6 - Rhythm and Intelligibility
- from Part III - Discourse-Based Errors and Intelligibility
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- Intelligibility, Oral Communication, and the Teaching of Pronunciation
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- 24 September 2018
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- 04 October 2018, pp 127-149
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Part I - A Framework for the Teaching of Spoken Language
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- Intelligibility, Oral Communication, and the Teaching of Pronunciation
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- 24 September 2018
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- 04 October 2018, pp 9-58
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4 - Consonant Clusters and Intelligibility
- from Part II - Word-Based Errors and Intelligibility
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- Intelligibility, Oral Communication, and the Teaching of Pronunciation
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- 24 September 2018
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- 04 October 2018, pp 86-99
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Author’s Preface
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- Intelligibility, Oral Communication, and the Teaching of Pronunciation
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- 24 September 2018
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- 04 October 2018, pp xi-xii
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8 - Teaching for Intelligibility
- from Part IV - Teaching and Research Approaches to Intelligibility
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- Intelligibility, Oral Communication, and the Teaching of Pronunciation
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- 24 September 2018
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- 04 October 2018, pp 185-216
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5 - Word Stress and Intelligibility
- from Part II - Word-Based Errors and Intelligibility
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- Intelligibility, Oral Communication, and the Teaching of Pronunciation
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- 24 September 2018
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- 04 October 2018, pp 100-124
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1 - Intelligibility, Comprehensibility, and Spoken Language
- from Part I - A Framework for the Teaching of Spoken Language
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- Intelligibility, Oral Communication, and the Teaching of Pronunciation
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- 24 September 2018
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- 04 October 2018, pp 11-32
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Index
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- Intelligibility, Oral Communication, and the Teaching of Pronunciation
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- 04 October 2018, pp 295-304
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Tables
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- Intelligibility, Oral Communication, and the Teaching of Pronunciation
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- 24 September 2018
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- 04 October 2018, pp viii-viii
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3 - Segmentals and Intelligibility
- from Part II - Word-Based Errors and Intelligibility
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- Intelligibility, Oral Communication, and the Teaching of Pronunciation
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- 24 September 2018
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- 04 October 2018, pp 61-85
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9 - The Intelligibility-Based Classroom
- from Part IV - Teaching and Research Approaches to Intelligibility
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- Intelligibility, Oral Communication, and the Teaching of Pronunciation
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- 24 September 2018
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- 04 October 2018, pp 217-238
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2 - Setting Priorities
- from Part I - A Framework for the Teaching of Spoken Language
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- Intelligibility, Oral Communication, and the Teaching of Pronunciation
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- 24 September 2018
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- 04 October 2018, pp 33-58
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Part IV - Teaching and Research Approaches to Intelligibility
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- Intelligibility, Oral Communication, and the Teaching of Pronunciation
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- 24 September 2018
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- 04 October 2018, pp 183-264
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7 - Intonation and Intelligibility
- from Part III - Discourse-Based Errors and Intelligibility
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- Intelligibility, Oral Communication, and the Teaching of Pronunciation
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- 24 September 2018
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- 04 October 2018, pp 150-182
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