QUIZ No2: Chapters 3 & 4: Macromolecules 1. . The major carbohydrate-storage molecule in plants is: a. starch. b. cellulose. c. glycogen. d. deoxyribonucleic acid. e. maltose 2. The helix is an example of which level of protein structure? a. Primary structure b. Quaternary structure c. Secondary structure d. Tertiary structure e. none of the above 3. The number of D-amino acids that occur naturally in proteins is: a. zero. b. 20. c. 19. d. 9. e. none of the above 4. In polysaccharides‚
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Chapter 3- Sections 1-4 I. The Indo – Europeans A. Indo-Europeans Migrate 1. The Indo-Europeans were a group of nomadic people who came from the steppes – dry grasslands that stretched north of the Caucasus 2. They herded sheep‚ cattle and goats and tamed horses 3. The modern languages of Europe‚ Southwest Asia‚ South Asia; English Spanish‚ Persian and Hindi all trace their origins back to different forms of the original Indo-European language 4. The Indo-Europeans began to migrate outward
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Unit 3 Assignment: Supporting children- Resubmission E1 E2 A1- There are many legislations today linked with working settings for children. One of these is The Health and Safety at Work Act 1974. This legislation covers the health and safety for work throughout Great Britain. It states on legislation.gov.uk that The Health and Safety at Work Act is ‘an act to make further provision for securing the health‚ safety and welfare of persons at work‚ for protecting others against risks to health or safety
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she began to need due to physical aging. The Disengagement theory: The Disengagement theory was by Cummings and Henry in 1961 stating that ‘older adults withdraw from participation in activity.’ As well as not participating in activities older people begin to disengage them self in family life and become less involved at events‚ proffering to watch rather than join in. Cummings felt that this disengagement was beneficial to both family and the individual as it allowed change and acceptance. The
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to children and young people. This results in them feeling valued and secure in the school environment. The Government prospectus Common Core of Skills and Knowledge describes communication as ‘not just about the words you use but also the manner of speaking‚ body language and above all‚ the effectiveness with which you listen.’ Communicating positively involves actively listening‚ maintaining eye contact and being aware of our body language. A calm‚ clear tone of voice will help children and
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to safeguard the wellbeing of children and young people Understand the importance of working in partnership with other organisations to safeguard children and young people 1. Explain the importance of safeguarding children and young people All practitioners have a duty to ensure the safety of children in their care. Children (in most cases) are unable to tell anyone if they are being abused‚ either out of fear‚ shame or because they are too young. Some children may even not realise that what
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promoting children’s safety and welfare as well as protecting children when abuse happens. It has only been developed in the past 50 years‚ and the need for improved legislation has been highlighted by cases such as Maria Colwell (1973) and Victoria Climbie (2000) as these cases showed weaknesses in procedures. The United Nations Conventions on the Rights of the Child (1989) is an international human rights treaty that grants all children a comprehensive set of rights. The convention has 54 articles
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EYMP 3 This will fit into Core 3.3 1. Welfare requirements are a set of legal requirements bought in‚ in September 2008 as set out in the EYFS. These are compulsory for all providers and are split into 5 categories: safeguarding; the suitability of adults who have contact with children; promoting good health; to manage behaviour; and information and complaints. Safeguarding Every setting must have policies and procedures set out to safeguard children. This must include an explanation of
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wellbeing of children and young people 1. Understand the main legislation‚ guidelines‚ policies and procedures for safeguarding children and young people 1.1 Current legislation‚ guidelines‚ Policies and procedures UK Home Nation for safeguarding Children The United Nations Convention on the Rights of the Child 1989 • Children’s rights to protection from abuse • The right to express their views and be listened to • The right to care • Services for disabled children • Services for
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UNIT 1 GLOBALISATION Unit Structure 1.0 Overview 1.1 Learning Objectives 1.2 Globalisation 1.3 Drivers of Globalisation 1.4 Advantages of Globalisation 1.5 Disadvantages of Globalisation 1.6 Exercises 1.7 Summary 1.8 Suggested Readings 1.0 OVERVIEW Over the last thirty years‚ the environment in which international business operates has become subject to the forces of globalization and increasing world integration. The increase in world trade‚ and its globalisation‚ together with the trans-nationalism
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