10/06/09 Question (a) Study Sources A and B. Which of these two sources would an historian studying Kristallnacht find the more useful? Source A is a summary by the Historian Fritz Hesse. It is his account of a dinner on the evening of November 9th. Hesse wrote the account in 1954. He was a journalist who worked for the Nazis. Source A implies that Goebbels was to blame for the terrible act of Kristallnacht as he would do anything to win back Hitler’s support. But how useful is this source to a
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Situation Analysis Situation Analysis In the era of globalization and technological revolution‚ education is considered as a first step for every human activity. It plays a vital role in the development of human capital and is linked with an individual’s well-being and opportunities for better living. It ensures the acquisition of knowledge‚ skills‚ attitudes‚ and values that enable individual to increase productivity and improve quality of life to make a difference in the society. To achieve
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beginnings were modest. The company had anxious moments in its infancy‚ balancing precariously on the brink of bankruptcy until cash inflows from sales began. The earliest record of a shipment is July 20‚ 1903‚ approximately one month after incorporation‚ to a Detroit physician. With the company’s first sales‚ came a ray of hope. A worried group of stockholders‚ skeptically eyeing a bank balance that had dwindled to $223.65‚ breathed easier‚ and a young Ford Motor Company had taken its first step.
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learners allows both teachers and learners to have a shared understanding. Moreover‚ negotiating ground rules with learners is to achieve mutual respect in the classroom‚ and involving the learners would give them ownership of the rules and make them more likely to follow them. Some good ground rules would be: • Turn off all mobile phones • Respect each others’ opinion • No talking over each other • Respecting each other • Use your experience to help others in the group • Try not to bring your
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When I was approached by my principal‚ Mr. Jones‚ I was shocked‚ embarrassed‚ and upset. Shocked‚ that they had actually read as well as they did‚ but knew that they both could. Their fluency scores were certainly not high‚ in comparison to many other second graders‚ but higher for them. Embarrassed‚ that my principal was put in a position to confront me about my approach to helping my daughters. He‚ being a father of three also‚ understands the frustrations‚ expectations‚ and responsibility
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Dangerous Situations And Fear Fear is an emotion aroused by danger. It is an important protective instinct. At any hint of danger‚ a substance called noradrenalin is released into the blood. This prepares the body for action. When we are scared‚ our skin is pale‚ as blood is diverted to the muscles. Our body is sweating more‚ to cool the muscles; our breathing is faster‚ and provides so more oxygen for the muscles; our heart beats faster to push more blood to the muscles. Also the gut and
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Chapter 1 Communication Theory 1.1 COMMUNICATION THEORY Specific OutcomesThe student should be able to: * Identify the four needs underlying communication. * Describe the process of communication and show how it applies to various situations within the industry. * Recognise and explain in his/her own words the terminology of the process of communication. * Distinguish between the different types of communication. * Determine the internal and external factors that influence communication
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ANALYSE DIFFERENT WAYS IN WHICH YOU WOULD ESTABLISH GROUND RULES WITH LEARNERS‚ WHICH UNDERPIN BEHAVIOR AND RESPECT FOR OTHERS: Establishing ground rules in teaching is like having a mutually agreed contract which must be followed by all in order to have an effective environment in which to learn. It is agreed that formulating ground rules early on in any teaching can help in to avoid group disruption (Gravells‚ 2008). The purpose of having clear rules is to assist students in the learning environment
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Never GIVE Up!!! when ikl ajkm [J CKM "LKM D OJM KJAS M OJEKM OJKEJIM knmsdf pok a’l ]plm OKLC‚ASM OK ’‚ DFLMOMSMOJM SOOOK A;ODMWLLJA LPPPKDWOKLPA;IOMLSAOK JKKKDKKKKLSFADGDGFGFDGGCVFFFGX DVG DDFDFSSFDFDFSDF DASFSDFDFSFFFFFSDSDFSDFSFDGGGGFGFDGGGDGFGDFGDGDDGFG SDF SDSFDFGSDGRGTTTRT TWTWTWEWERWERWERRWERERWER WRWERERWE WRWERWREWWRWERWERWERWRER WRWRWERWRWR RWR EWR WERWERWERWR R WRWERWRERWER RWRER EREWR WWR WERWER RWER WERWR WERWR WER WER WER WEW WRWERERWERWERRWE EWRWERWERWER ER R WRERWERWERWER EWR EWR
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Indira Gandhi National Open University School of Computer & Information Sciences MCS-015 COMMUNICATION SKILLS Block 2 SKILLS NEEDED AT THE WORKPLACE-II UNIT 6 Meetings UNIT 7 Taking Notes & Preparing Minutes UNIT 8 Presentation Skills-I UNIT 9 Presentation Skills-II UNIT 10 Negotiation Skills 5 26 48 59 71 Skills Needed at the Workplace-II COURSE DESIGN COMMITTEE Dr Anju Sahgal Gupta School of Humanities IGNOU Faculty of SOCIS‚ IGNOU Prof. Manohar Lal Shri Akshay Kumar Shri
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