Arrows point away from both north and south.
Phase 1. Forethought/preaction—This phase precedes the actual performance; sets the stage for action; maps out the tasks to minimize the unknown; and helps to develop a positive mindset. Realistic expectations can make the task more appealing. Goals must be set as specific outcomes, arranged in order from short-term to long-term. We have to ask students to consider the following:
<span>When will they start?Where will they do the work?How will they get started?<span>What conditions will help or hinder their learning activities are a part of this phase?
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Phase 2. Performance control—This phase involves processes during learning and the active attempt to utilize specific strategies to help a student become more successful.
We have to ask students to consider the following:
<span>Are students accomplishing what they hoped to do?Are they being distracted?Is this taking more time than they thought?Under what conditions do they accomplish the most?What questions can they ask themselves while they are working?<span>How can they encourage themselves to keep working (including self-talk—come on, get your work done so you can watch that television show or read your magazine!)
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Phase 3. Self-reflection—This phase involves reflection after the performance, a self-evaluation of outcomes compared to goals.
We have to ask students to consider the following:
<span>Did they accomplish what they planned to do?Were they distracted and how did they get back to work?Did they plan enough time or did they need more time than they thought?<span>Under what conditions did they accomplish the most work.
Hope this helps!!!!!
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In contrast, extratropical cyclones have their strongest winds near the tropopause, which is about 8 miles above the surface. These differences are due to the tropical cyclone being “warm-core” in the troposphere, whereas extra-tropical cyclones are “warm-core” in the stratosphere and “cold-core” in the troposphere.
<span>Convert angstroms to nm for atom diameter
2.18/10=.218 nm. Divide diameter by length width and height.
63.6/.218=292
74.2/.218=327
275/.218=1261
Multiply these to get volume of atoms
120,037,500
Convert atoms to moles using Avogadro number
120,037,500/6.02*10^23=2*10^-16 moles</span>
Answer:
Once used as a energy source they cannot be charged/used again.
Explanation:
