Answers to Essay Questions: Chapter 8 8. Injured parties can recover damages by suing‚ asserting negligence under the Uniform Commercial Code (UCC). 9. To sue for negligence‚ the plaintiff must establish that the defendant breached its duty of care‚ creating an unreasonable risk to harm and such negligence or carelessness was the proximate cause of the plaintiff’s injury. 10. Strict liability is a liability ascribed to a manufacturer or seller of a defective or dangerous product regardless
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Chapter 8 Renewable Energy Part 1 Where do we get energy from ? PLANETARY ENERGY RESOURCES Non-Renewable Sources • Fossil-fuel sources of energy: • Coal • Gas • Oil • During earlier periods of the Earth’s history‚ fossilization of biological material created the deposits of coal‚ oil and gas‚ of which at least 1023 Joule is presently believed to be recoverable in a form suitable for fuel uses (Sorensen‚ 2011). • Nuclear energy may be released in large quantities from nuclear reactions (Sorensen
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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 young people
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Project management-Chapter 8 review questions 1. How does resource scheduling tie to project priority? -resource scheduling is directly tied to the project priority‚ because of the amount of available resources. The resources available will automatically go towards the project with the highest priority assigned by the organization’s objectives. 2. How does resource scheduling reduce flexibility in managing projects? -Resource scheduling will reduce the flexibility because the scheduling
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TDA 3.1: Communication and professional relationships with children‚ young people and adults Area 1 - Principles Effective communication is the key for developing and maintaining positive relationships with others. It helps build trust and encourage others to seek advices and share relevant information. We can strengthen or weaken someone’s trust in us by what we say and do. To strengthen a relationship‚ be honest and open with them‚ and try to understand their point of views. Help develop
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Unit 301 Communication and professional relationships with children‚ young people and adults (also includes unit 333‚ 1.5) (NB: Please also refer to guidance in standards for words in bold) Why is effective communication important? Explain the principles of relationship building and the skills needed to develop positive relationships with children‚ young people and adults
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Unit Title: Communication and professional relationships with children young people and adults OCR Unit 1 1) 1.1 Effective communication is important in developing positive relationships with children‚ young people and adults in all walks of life and at any age whether it be with relatives‚ friends‚ neighbours‚ colleagues‚ associates or even total strangers. Also‚ effective language skills are essential for children to access the curriculum. In the classroom‚ spoken language is the main way that
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Units STL 1‚ Communication and Professional Relationships with Children‚ Young People and Adults 1.1 Explain the principles of effective communication? Why are 1.2 effective communication skills important when developing 2.1 positive relationships with children‚ young people and adults? 2.3 1.3 What social‚ professional and cultural differences/factors may 2.2 affect the way we develop relationships with children‚ young 2.3 people and adults? 2.4 2.5 Explain how to manage
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Communication and professional relationships with children‚ young people and adults 1.3 When communicating with others it is important to consider the context in which you are working. You will need to adapt the way you communicate in different situations. It is likely that you will do this automatically without even realising you are doing it – for example‚ you should use more formal language and behaviour whilst in a meeting or discussing matters with a senior member of staff. Your school
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In Chapter XVI of I‚ Rigoberta Menchu‚ theme-changing issues are raised which lead to turning points in the attitude of Menchu’s dealing with suffering. Issues are raised such as the communal tradition of her people; the realization of oppression through inward comparison; the change from the acceptance of suffering as fate‚ which is unpreventable‚ to the realization of injustice and exploitation as preventable; and finally the road of action that these realizations lead too. The title of chapter
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