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2) It identifies a serious limitation of whole-liver transplants

Explanation:

People with liver failure can be treated through whole-liver transplant surgery.  This method transplants liver from the body of a recently deceased person into a recipient.

But whole-liver transplantation cannot be a good alternative to save thousands of people waiting for a liver transplant.

The number of livers available for this type of transplant is extremely limited.

2) It identifies a serious limitation of whole-liver transplants

Explanation:

People with liver failure can be treated through whole-liver transplant surgery.  This method transplants liver from the body of a recently deceased person into a recipient.

But whole-liver transplantation cannot be a good alternative to save thousands of people waiting for a liver transplant.

The number of livers available for this type of transplant is extremely limited.

1.A. Settling children into the classroom

The focus of whole group time is to create the feel of community within the class. Whole group time allows the children to interact and engage with other children. It allows them to accept and support each other, bringing them together. This sense of belongingness settles the children into the classroom.

2.A. Children all develop at the same rate.

Children learning holistically, learning best when safe and secure, and learning through play are all included in the principles of child development. It is consistently cited that children develop at DIFFERENT rates according to own pattern and timing of growth, unique personality, temperament and learning style and family background. This is the reason why teaching strategies should be individualized according to each learner’s unique style. The principles of child development also reiterate that the differences among the learners in the classroom can be managed by varied teaching strategies and approaches.

3.B. asking questions you know the children can answer.

The main goal of teaching to open the learners’ horizons by practicing critical thinking and enhancing social skills. Teaching strategies include challenging the children’s minds with interesting concepts—asking questions that the children already know the answers to does not stimulate the mind and soul. Educating must aim to encourage the children’s enthusiasm in learning new ideas in an exciting and engaging way.  

4.B. Exploratory play

Early childhood is about curiosity, inquiry and discovery. Exploratory play encourages learning through examination, inspection and problem solving. It supports the use of the senses. Exploratory play allows the children to engage in the surroundings and experience things all around them for maximum learning.

5.B. what parents want their child to be taught.

Concepts about child development and learning, effective teaching strategies and appropriate content concerning young children should be understood to fully utilize the principles of developmentally appropriate practice. Oftentimes, teachers need to educate the parents too because the parents may have been misinformed or haven’t had the information on how they can support their young children’s development. Parents who has had the education and training may offer input to the educators but it is best to allow the teachers to make their own assessments and interventions.

6.C. One-on-one, small-group, whole-group

One-on-one format is used to provide individualized teaching to each learner’s unique learning pace and style. Whole group time is done to address the entire class to assess the class, and deliver new and repeated concepts. Small group format is usually done after whole group discussion to follow-up on the students’ learning to solidify the concepts and identify need for a different approach.  

7.B. Whole-group time

Whole group time encourages learning through socialization. It allows the children to explore other children in the classroom and practice team play.

It enables the children to interact and share experiences. Whole group time also provides a platform for children to validate thoughts and feelings as they try to relate and communicate with each other.  

8.C. Maria Montessori

Maria Tecla Artemisia Montessori was an early childhood theorist who thought and advocated for individual learning styles in relation to learning intelligence. The Italian physician and educator is famed for her study and philosophy of education which grounded on the idea that young children learn best in and environment that supports their natural eagerness to learn.

9.C. work one-on-one with children in need.

Whole group time allows early childhood teachers to introduce new material. It ensures that each student is presented and reviewed with uniform key concepts. It also sets expectations in planning and developing the lessons because it provides baseline assessments.

10.C. Developmentally Appropriate Practice.

Developmentally Appropriate Practice (DAP) is a teaching approach that implements young children’s optimal learning and development according to researches about how young children learn and develop. To achieve developmentally appropriate practice, DAP functions considering knowing child development and learning, knowing what is individually appropriate and knowing what is culturally important.

Explanation:

Objective of the problem is to maximize profit.

Each jar is of 10 ounces.

Western Food Salsa (W) contains:

50% whole tomatoes, i.e. 50%*10 = 5 ounces;

30% tomato sauce, i.e. 30%*10 = 3 ounces;

20% tomato paste, i.e. 20%*10 = 2 ounces.

Mexico City Sales (M) contains:

70% whole tomatoes, i.e. 70%*10 = 7 ounces;

10% tomato sauce, i.e. 10%*10 = 1 ounces;

20% tomato paste, i.e. 20%*10 = 2 ounces.

Note: 1 pound = 16 ounces for below calculations

Maximum available quantity of Whole Tomatoes = 280*16 = 4480 ounces

Maximum available quantity of Tomato Sauce = 130*16 = 2080 ounces

Maximum available quantity of Tomato Paste = 100*16 = 1600 ounces

Profit for each jar of W = 1.64 - (0.96*5/16 + 0.64*3/16 + 0.56*2/16 + 0.10 + 0.02 + 0.03) = $ 1.00

Profit for each jar of M = 1.93 - (0.96*7/16 + 0.64*1/16 + 0.56*2/16 + 0.10 + 0.02 + 0.03) = $ 1.25

a. Refer first table in Sensitivity report, Optimal solution is following

W = 560 jars

M = 240 jars

Profit = $ 860

b. Refer third table in Sensitivity report, Objective coefficient range is as follows

Variable      Objective coefficient range

                       Lower limitUpper limit

W                   0.892861.25

M                                11.4

Lower limit is obtained by subtracting allowable decrease from the objective coefficient and upper limit is obtained by adding allowable increase to objective coefficient

c. Refer third table in Sensitivity report, Shadow prices (or Dual value) of each constraint are following

Whole tomatoes = 0.12500

Tomato sauce = 0.00000

Tomato paste = 0.18750

Interpret each shadow price

i. The shadow price is the value that the objective function will change...

ii. 0.125, increase by $ 0.125

iii. 0, not change

iv. 0.188, increase by $ 0.188

v. it is a non-binding constraint

d. Refer fourth table of sensitivity report, Right hand side ranges of the constraints are following

Variable                    Righ Hand Side Range

                                    Lower limit    Upper limit

Whole tomatoes4480-160 = 4320  4480+1120 = 5600

Tomato sauce2080-160 = 1920  2080-inifinite = infinite

Tomato paste  1600-320 = 1280  1600+40 = 1640

cheers i hope this helped !!!

1.A. Settling children into the classroom

The focus of whole group time is to create the feel of community within the class. Whole group time allows the children to interact and engage with other children. It allows them to accept and support each other, bringing them together. This sense of belongingness settles the children into the classroom.

2.A. Children all develop at the same rate.

Children learning holistically, learning best when safe and secure, and learning through play are all included in the principles of child development. It is consistently cited that children develop at DIFFERENT rates according to own pattern and timing of growth, unique personality, temperament and learning style and family background. This is the reason why teaching strategies should be individualized according to each learner’s unique style. The principles of child development also reiterate that the differences among the learners in the classroom can be managed by varied teaching strategies and approaches.

3.B. asking questions you know the children can answer.

The main goal of teaching to open the learners’ horizons by practicing critical thinking and enhancing social skills. Teaching strategies include challenging the children’s minds with interesting concepts—asking questions that the children already know the answers to does not stimulate the mind and soul. Educating must aim to encourage the children’s enthusiasm in learning new ideas in an exciting and engaging way.  

4.B. Exploratory play

Early childhood is about curiosity, inquiry and discovery. Exploratory play encourages learning through examination, inspection and problem solving. It supports the use of the senses. Exploratory play allows the children to engage in the surroundings and experience things all around them for maximum learning.

5.B. what parents want their child to be taught.

Concepts about child development and learning, effective teaching strategies and appropriate content concerning young children should be understood to fully utilize the principles of developmentally appropriate practice. Oftentimes, teachers need to educate the parents too because the parents may have been misinformed or haven’t had the information on how they can support their young children’s development. Parents who has had the education and training may offer input to the educators but it is best to allow the teachers to make their own assessments and interventions.

6.C. One-on-one, small-group, whole-group

One-on-one format is used to provide individualized teaching to each learner’s unique learning pace and style. Whole group time is done to address the entire class to assess the class, and deliver new and repeated concepts. Small group format is usually done after whole group discussion to follow-up on the students’ learning to solidify the concepts and identify need for a different approach.  

7.B. Whole-group time

Whole group time encourages learning through socialization. It allows the children to explore other children in the classroom and practice team play.

It enables the children to interact and share experiences. Whole group time also provides a platform for children to validate thoughts and feelings as they try to relate and communicate with each other.  

8.C. Maria Montessori

Maria Tecla Artemisia Montessori was an early childhood theorist who thought and advocated for individual learning styles in relation to learning intelligence. The Italian physician and educator is famed for her study and philosophy of education which grounded on the idea that young children learn best in and environment that supports their natural eagerness to learn.

9.C. work one-on-one with children in need.

Whole group time allows early childhood teachers to introduce new material. It ensures that each student is presented and reviewed with uniform key concepts. It also sets expectations in planning and developing the lessons because it provides baseline assessments.

10.C. Developmentally Appropriate Practice.

Developmentally Appropriate Practice (DAP) is a teaching approach that implements young children’s optimal learning and development according to researches about how young children learn and develop. To achieve developmentally appropriate practice, DAP functions considering knowing child development and learning, knowing what is individually appropriate and knowing what is culturally important.

A

Step-by-step explanation:

A

Step-by-step explanation:

its *part to part* also A

Step-by-step explanation:

:)