Comparison of Starch Content Among the Selected Crops: Gabi/Taro (Colocasia esculenta)‚ Sweet Potato (Ipomea batatas) and Potato (Solanum tuberosum) GROUP VIII - 3A Caramel R. Arcillas Jhazel Pink L. Alcaraz April Mae N. Mapute Crisha Sein R. Atienza Jesse Orven J. Tumambing RESEARCHERS Mrs. Grace R. Guaves ADVISER ACKNOWLEDGEMENT This study would not have been possible without the guidance and the help of several individuals who in one way or another contributed and extended their valuable
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Abstract In this paper soil compaction is described in relation to soil physical factors‚ root growth‚ and nutrient uptake by crop plants; rice growth and yield. In compaction‚ soil solids are rearranged with compression of liquid and gaseous phases accompanied by volume change. Soil compaction affects water retention characteristics‚ water intake rates‚ and gaseous exchange. In compacted soil‚ bulk density‚ microvoids‚ thermal conductivity‚ and nutrient mobility increase and macrovoids‚
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Meat production requires relatively more land than crop production. Some people think that as land is becoming scarce‚ the world’s meat consumption should be reduced. What measures could be taken to reduce the world’s meat consumption? What kinds of problem might such measure cause? Determining an appropriate and healthy diet for individuals has always been a great source of controversy. During the past century‚ there has been a trend toward vegetarianism. According to an investigation carried
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SEMI- DETAILED LESSON PLAN IN TLE I. Objectives At the end of twenty- minute lesson‚ the students should be able to: Evaluate different kinds of food according to their uses in the body Identify the various kinds of food that our body needed State the importance of eating the right kinds of food II. Subject Matter Topic: The three Basic Food groups and Food Pyramid Reference: http://en.wikipedia.org/wiki/Food_guide_pyramid www.livestrong.com Material: Powerpoint‚ pictures of go‚ glow
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Educational Psychology 14: Introduction to Learning and Instruction Section 001: MWF 12:20-1:10 in 112 Chambers Section 002: MWF 1:25-2:15 in 112 Chambers Dr. Rayne A. Sperling 202 CEDAR Building 863-2261 rsd7@psu.edu Office Hours:*** M/W/F 2:15-3:00; Friday 10-12 and by appointment Teaching Assistants Nicole Leigh Berezo nlb5193@psu.edu 225 CEDAR Rachel Croninger rmc301@psu.edu 304 CEDAR Alexa Kottmeyer amk420@psu.edu 304 CEDAR Office Hours*** Tuesday/Thursday 12:15-2:15
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I.INTRODUCTION: TLE Club has been launched different activities that will enhance the student skills and knowledge. We as the officers were challenge to show them the importance of life. By means of different activities‚ we encourage them to show their talents and abilities. Officers‚ teachers and school-head together with the students are with us in promoting this programs or activities. From the month of July until the last month of the school year 2013-2014‚ TLE Club was actively participated
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human suffering‚ it has also given us a glimpse into the functions in which these areas of the brain subserve. Most damage‚ including lesions‚ ongoing epileptic activity and undesired treatment effects associated to Temporal Lobe Epilepsy (TLE) is localised to the medial temporal lobe (Chelune‚ 1995). This area consists of the hippocampal region (CA fields‚ dentrate gyrus and subiculum) and the adjacent perirhinal‚ entorhinal and parahippocampal cortices. This system of anatomically related
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The most important learning and take away from this TLE journey has been that I have confronted the questions that I have pushed back for some time. The transformational experience has provided me with a process and lot of tools to find my path and way on my journey that has started already sometime before I signed in EMBA program. This change is more comprehensive and longer-term development that is still ongoing. Based on the TLE journey I have also made development in the areas that I knew are
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Pedagogical Approaches The pedagogical approaches are integrative‚ constructivist‚ inquiry-based‚ reflective and Collaborative. Constructivist. Teaching of all the subjects is anchored on the belief that the learner is not an empty receptacle who is mere recipient of instruction. Rather‚ the learner is an active constructor of knowledge and a maker of meaning. The role of the teacher becomes one of the facilitator‚ a “guide on the other side” rather than a dispenser of information‚ the sage
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plus elective Technology & Livelihood Education • Core Learning Areas and exploratory Technology & Livelihood Education Humanities and Social Sciences Science‚ Technology‚ and Engineering Sports • Core Learning Areas (AP‚ English‚ EPP/TLE‚ EsP‚ Filipino‚ Math‚ MAPEH‚ MT‚ Science); MTB-MLE from Grades 1-3 • Learning Domains K to 12 graduates proceeding to college take 1yr revised General Education Curriculum (GEC) followed by 2+ yrs of Major Courses 2 9/3/2012 Overall
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