Mike Gilmore has worked as an interpreter at Historic Smithfield Plantation for a year. He shares the history of the region with enthusiasm and helps with various tasks. Mike interacts well with all visitors and has a passion for history. The letter writer recommends Mike for any position involving education or service based on his dedication and asset to the plantation.
Mike Gilmore has worked as an interpreter at Historic Smithfield Plantation for a year. He shares the history of the region with enthusiasm and helps with various tasks. Mike interacts well with all visitors and has a passion for history. The letter writer recommends Mike for any position involving education or service based on his dedication and asset to the plantation.
Madison County conducted its first greenhouse gas (GHG) inventory to quantify emissions from government operations and across the community for 2010. The inventory found that Madison County emitted a total of 777,338 metric tons of CO2e in 2010. Transportation was the largest contributing sector for both government (47% of emissions) and community-wide (54%) emissions. Conducting the inventory establishes a baseline to inform the development of emission reduction targets and goals in a future Community Energy Strategic Plan.
The document provides an overview of functionalism and Marxism as sociological perspectives for understanding health and social care. It describes functionalism's view of society operating like a human body, with different institutions functioning together harmoniously. Marxism is presented as a conflict model, viewing society as characterized by inequality and exploitation of the working class by the capitalist ruling class due to private ownership of production. The document outlines key concepts for each perspective such as consensus and social control for functionalism, and ideology, class consciousness, and relations of production for Marxism.
The document discusses and compares the bio-medical and socio-medical models of health. It provides details on each model, including their key aspects and strengths and weaknesses. It then asks the learner to apply the models to case studies of three individuals - Lucy, Arthur, and Collin - to evaluate how each model would approach their illnesses and what it may miss. The learner is also asked to link the appropriate sociological perspectives to each case and model to fully assess how the individual's needs are met from both health and social care perspectives.
El documento presenta un libro que ofrece 5 claves ("llaves") para educar en el siglo XXI: 1) el aprendizaje, 2) el corazón (inteligencia emocional), 3) el talento, 4) el diálogo, y 5) la solidaridad. Cada autor se enfoca en una llave diferente, explicando su importancia y ofreciendo recursos y ejemplos prácticos. El libro busca centrarse en las dimensiones fundamentales de la educación actual.
Este documento ofrece consejos para ayudar a los hijos a construir su futuro. Recomienda que respetemos las habilidades únicas de cada hijo y los acompañemos en lugar de sustituirlos. También enfatiza la importancia de comenzar la educación temprano, ser positivos, y construir una felicidad basada en el servicio a los demás en lugar del egoísmo o las posesiones. Finalmente, destaca la necesidad de desarrollar competencias intelectuales, técnicas, personales y sociales como la comunicación y el trabajo en equip
Este documento presenta seis preguntas sobre la gestión del cambio en un centro educativo. Explica que los educadores deben gestionar el cambio de forma proactiva para mantener una educación actualizada. También destaca la importancia de derribar barreras como la inercia y el miedo, y dirigir la mirada hacia procesos internos como la comunicación y el clima del centro. Además, enfatiza que el cambio debe ser gestionado a través de un plan estratégico participativo que establezca objetivos claros y evalúe
Unit 6-personal-and-professional-development-in-hsc (3)Brownr
This unit aims to enable learners to understand the learning process and develop skills to plan, monitor, and reflect on their professional development. Learners must complete 100 hours of work experience. Initially, learners will explore factors affecting learning and plan and monitor their personal and professional development. They will reflect on their development over time and gain understanding of health and social care service provision and research methodology. Throughout the program, learners will develop a portfolio providing evidence of their progress in knowledge, skills, practice, and career aspirations.
Este documento describe la carrera de Ingeniería Agroindustrial. La Ingeniería Agroindustrial aplica ciencias como matemáticas, física, química y biología a procesos productivos y de gestión en la agroindustria, tanto para productos alimentarios como no alimentarios. Un ingeniero agroindustrial interviene en actividades económicas como agricultura, ganadería y pesca, y trabaja en procesos científicos, tecnológicos y económicos que resultan en diversidad, productividad
Madison County conducted its first greenhouse gas (GHG) inventory to quantify emissions from government operations and across the community for 2010. The inventory found that Madison County emitted a total of 777,338 metric tons of CO2e in 2010. Transportation was the largest contributing sector for both government (47% of emissions) and community-wide (54%) emissions. Conducting the inventory establishes a baseline to inform the development of emission reduction targets and goals in a future Community Energy Strategic Plan.
The document provides an overview of functionalism and Marxism as sociological perspectives for understanding health and social care. It describes functionalism's view of society operating like a human body, with different institutions functioning together harmoniously. Marxism is presented as a conflict model, viewing society as characterized by inequality and exploitation of the working class by the capitalist ruling class due to private ownership of production. The document outlines key concepts for each perspective such as consensus and social control for functionalism, and ideology, class consciousness, and relations of production for Marxism.
The document discusses and compares the bio-medical and socio-medical models of health. It provides details on each model, including their key aspects and strengths and weaknesses. It then asks the learner to apply the models to case studies of three individuals - Lucy, Arthur, and Collin - to evaluate how each model would approach their illnesses and what it may miss. The learner is also asked to link the appropriate sociological perspectives to each case and model to fully assess how the individual's needs are met from both health and social care perspectives.
El documento presenta un libro que ofrece 5 claves ("llaves") para educar en el siglo XXI: 1) el aprendizaje, 2) el corazón (inteligencia emocional), 3) el talento, 4) el diálogo, y 5) la solidaridad. Cada autor se enfoca en una llave diferente, explicando su importancia y ofreciendo recursos y ejemplos prácticos. El libro busca centrarse en las dimensiones fundamentales de la educación actual.
Este documento ofrece consejos para ayudar a los hijos a construir su futuro. Recomienda que respetemos las habilidades únicas de cada hijo y los acompañemos en lugar de sustituirlos. También enfatiza la importancia de comenzar la educación temprano, ser positivos, y construir una felicidad basada en el servicio a los demás en lugar del egoísmo o las posesiones. Finalmente, destaca la necesidad de desarrollar competencias intelectuales, técnicas, personales y sociales como la comunicación y el trabajo en equip
Este documento presenta seis preguntas sobre la gestión del cambio en un centro educativo. Explica que los educadores deben gestionar el cambio de forma proactiva para mantener una educación actualizada. También destaca la importancia de derribar barreras como la inercia y el miedo, y dirigir la mirada hacia procesos internos como la comunicación y el clima del centro. Además, enfatiza que el cambio debe ser gestionado a través de un plan estratégico participativo que establezca objetivos claros y evalúe
Unit 6-personal-and-professional-development-in-hsc (3)Brownr
This unit aims to enable learners to understand the learning process and develop skills to plan, monitor, and reflect on their professional development. Learners must complete 100 hours of work experience. Initially, learners will explore factors affecting learning and plan and monitor their personal and professional development. They will reflect on their development over time and gain understanding of health and social care service provision and research methodology. Throughout the program, learners will develop a portfolio providing evidence of their progress in knowledge, skills, practice, and career aspirations.
Este documento describe la carrera de Ingeniería Agroindustrial. La Ingeniería Agroindustrial aplica ciencias como matemáticas, física, química y biología a procesos productivos y de gestión en la agroindustria, tanto para productos alimentarios como no alimentarios. Un ingeniero agroindustrial interviene en actividades económicas como agricultura, ganadería y pesca, y trabaja en procesos científicos, tecnológicos y económicos que resultan en diversidad, productividad