The suggested set of activities for the corresponding principles regarding the Programs and teachers is explained below.
<h3>How to explain the information?</h3>
1. Programs and teachers engage families in ways that are truly reciprocal.
- Programs and families can benefit from shared resources and information.
- Teachers seek information about children’s lives, families, and communities.
2. Programs invite families to participate in program-level decisions and advocacy efforts.
- Programs invite families to actively participate in making decisions about the program itself.
- Programs also invite families to advocate for early childhood education in the wider community.
3. Programs invite families to participate in decision-making and goal-setting for their children.
- Programs invite families to actively take part in making decisions concerning their children’s education.
- Teachers and families jointly set goals for children’s education and learning both at home and at school.
4. Programs provide learning activities for the home and in the community.
- Programs use learning activities at home and in the community to improve each child’s early learning.
5. Programs implement a comprehensive, program-level system of family engagement.
- Programs institutionalize family engagement policies and practices and ensure that teachers, and other staff receive the supports they need to fully engage families
6. Teachers and programs engage families in two-way communication
- Strategies allow for both school- and family-initiated communication that is timely and continuous.
- Conversations focus on a child’s educational experience as well as the larger program.
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DNA replication goes in the 5' to 3' direction because DNA polymerase acts on the 3'-OH of the existing strand for adding free nucleotides. DNA replication can take place both the directions chemically. ... But these nucleotide triphosphates hydrolyze spontaneously under aqeuous conditions.
Robert Hooke observed the thin slice of cork cells present in the plant cells. In 1665, Robert Hooke referred these empty tiny box-like cavities as cork cells.
<h3>What is Robert Hooke's Observation?</h3>
In 1665, Robert Hooke used a microscope to examine a tiny box-like empty cavities which are referred to as cork cells. He observed that the cork was made up of tiny units that looked like a honeycomb. He referred to them as cells, and he was the first to find a dead cell. This observation has a major contribution in the cell theory.
Hooke published his results under the title Micrographia, about his microscopic observations on several plant tissues. He is remembered as the coiner of the word “cell,” referring to the cavities he observed in thin slices of cork. The cork cells protect the tree from bacterial or fungal infection. It prevents water loss through the bark.
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Answer:
D
Explanation:
trees interact with other organisms by providing food, shelter, and nutrient cycling.
Answer:
The correct answer is bronchioles.
