Exam prep! Questions and answers Chapter 9. Unit 10 1. Name the different learning styles? (5) * Visual learner – seeing * Auditory learner – hearing * Kin aesthetic learner- Moving * Tactile learner- touching * 2. What makes up ones learning style?(5) * How do you take in information- visually‚ kin aesthetically or additive. * How do you organize and process information- dominant right or left brain‚ which processes analytically or globally. * Which
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“Child and Young Person Development” Support Teaching and Learning in Schools‚ level 2 Karolina Piera Loughton 24th November 2014 Child and Young Person Development “Child development is not a matter of a single topic‚ but progresses somewhat differently for different aspects of the individual”. (Wikipedia‚ Child development) Children and young people’s development is not just a single issue. It encompasses the whole range of interactions between adults and children and between
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Organizational Chart XMGT/230 October 16th‚ 2013 Mr. Mark Bolduc - MBA in Technology Management The company I worked for in the past was FORE Properties. This was a chain or apartment communities that were all purchased and built by the owner and run by the property managers‚ assistant property managers‚ and the leasing team. The “chain of command” went as follows. This is my knowledge to the best of my ability. New positions may have been added or I was
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Unit Title: Understand child and young person development Unit Number: CYP 3.1 2.1 Explain how children and young people’s development is influenced by a range of personal factors We know that things such as eye and skin colour as well as height are inherited. Some medical conditions and disabilities can also be inherited. These can affect a child’s development and below is a list of how a medical condition may affect a child. * Physical Limitations – Some medical conditions mean that
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Directions: As you read pp. 122-145 in Norton‚ A People and A Nation‚ complete the chart below. Be sure to give lots of specific facts and details – people‚ places‚ literature‚ and events – that fully explain the actions taken. PROVISIONS OF EACH BRITISH IMPERIAL POLICY THE AMERICAN REACTION TO THE BRITISH POLICY THE BRITISH REACTION TO THE AMERIAN REACTION 1. The Molasses Act (1733): This act placed a high tariff on molasses being imported by colonists from the French West Indies; it was passed
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Assessment Criteria. Learners are provided with a copy of the quarterly agenda in Appendix A and this will form the basis of the information they use to complete the tasks. The tasks have been designed so that all of the assessment criteria in Unit 19 are addressed. These guidance notes must be used in conjunction with the unit specification and C. Understand marketing concepts used by businesses Marketing concepts: buyer decision-making process: Attention‚ Information‚ Decision‚ Action‚ Satisfaction;
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April 19‚ 2015 Aaron Parsons 2621 Iowa Street #1 Cedar Falls‚ Iowa 50613 CAVALRY PORTFOLIO SERVIC 500 SUMMIT LAKE DR 400 VALHALLA‚ NY10595 Account Number 1934XXXX To Whom It May Concern‚ I am sending this letter to you in response to a notice I received from you on (10/29/14). Be advised‚ this is not a refusal to pay‚ but a notice sent pursuant to the Fair Debt Collection Practices Act‚ 15 USC 1692g Sec. 809 (b) that your claim is disputed and validation is requested. This is NOT a request for "verification"
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Task B (007.2.1 009.4.1.2.3) Complete a grid to identify the common signs and symptoms of childhood illnesses/allergies‚ accidents and injuries and how these should be responded to within your early years setting. Illness/Allergy Signs and Symptoms Procedural Response Allergy (examples) 1. 2. 3. 007.2.2 Chicken Pox High temperature (fever)‚ aches and headache often start a day or so before a rash appears. Spots (rash). Spots appear in crops. They develop into small blisters and are itchy
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Name Melanie Mickens_______________________ Equipotential Go to http://phet.colorado.edu/simulations/sims.php?sim=Charges_and_Fields and click on Run Now. Complete Part 1 for chapter 18 and part 2 and 3 for chapter 19. Part 1: What is an equipotential line and how is this simulation related to work and energy? They are like contour lines on a map which trace lines of equal altitude. 1) Turn on “Show Numbers” 2) Place a positive 1 nano-coulomb charge near the center of the screen. 3)
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CARL ROGER’S 19 PROPOSITIONS PROPOSITION 1: HUMAN EXPERIENCE AT ACONCIOUS AND UNCONCIOUS LEVEL Every individual exists in a continually changing world of experience of which he is the centre. PROPOSITION 2: HUMAN PERCEPTION The organism reacts to the field as it is experienced and perceived. This perceptual; field is‚ for the individual‚ reality. PROPOSITION 3: WHOLENESS The organism reacts as a whole to this phenomenal field. PROPOSITION 4: SELF-DETREMENATION The organism has
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