Refer to figure shown, Names the parts 1 and 5 ?

Thermal over load relay, magnetic coil of CONT ACTOR

Start bush button, auxiliary contact

Stop bush button, start bush button

Auxiliary contact, start bush button

ACTIVITY CONTROL CIRCUIT

Control Hazard and Risk Ergonomics Online Activity No. 2 : Find The Ergonomic Errors

The advantage of direct method is that the teacher can control the class and fit in a lot of activity into a short class period. This leaves plenty of opportunities for the students to hone their skills, especially new ones. On the other hand, because the class is centered around the teacher, some students may not receive proper feedback, and creativity is limited. Also, the lesser talented athletes often tend to get lost in the shuffle while the great athletes shine. However, there are now a multitude of various teaching strategies that can be employed in addition to that method. Ex: Announcements, Module/Unit introductions, Descriptions/modeling of assignments and learning activities, Written or video lectures, Demonstration videos, Presentations, Discussions moderated by instructors, Interactive tutorials. Indirect Method The Indirect Teaching Style allows students to be involved in their own learning through experience and other peer’s knowledge. Students can use critical thinking to expand their learning capabilities by seeing what others may be doing correct and adjusting this to their own knowledge. The Indirect approach is the opposite of what the direct style suggests, but they are both strictly related, meaning you can’t have one without the other. Direct teaching: The instructor stands in front of the class or group and lectures or advises. Indirect teaching: The instructor assumes a more passive role and guides the student interactions. Movement exploration: Incorporates the use of equipment that involves movement. Movement Exploration The movement exploration class is founded on developing a strong, positive association to physical activity. Classes are aimed at developing movement skills and foundational strength through fun and engaging activities. The activities are age appropriate and include games, challenges, and exploration that positively challenge children’s competency while improving their physical capabilities. Skills such as the ability to climb, hold animal shapes, gymnastic style activities, and the introduction to athletic motor skill competencies are the foundations to youth training. This class provides the introduction to strength training to give children the opportunity to learn the skills required to safely and confidently engage in resistance training. Cooperative Skills Cooperative activities teach students to work together for their group's common good. By participating in these activities, students can learn the skills of listening, discussing, thinking as a group, group decision making, and sacrificing individual wants for the common good. There are two primary objectives guiding the teaching of cooperative activities. First, cooperative activities allow students to apply a variety of fundamental motor skills in a unique setting. Students are typically asked to perform motor skills in a specific way, such as “skip in general space” or “balance on one foot and one elbow.” Cooperative activities ask students to perform different activities such as skip with their hands on the shoulders of someone in front of them, walk with big steps while placing their feet on small spots, or walk across an area blindfolded while someone directs their moves. Due to the uniqueness of such experiences, students often find cooperative activities exciting and motivating. Second, cooperative activities are a wonderful medium for teaching social and emotional learning (SEL). SEL offers students an opportunity to understand and manage their emotions. In addition, such activities offer an opportunity to show empathy for others and develop positive relationships. Cooperative activities demand that all students play a role in completing the task or solving the movement problem. Every student, regardless of ability level, is important and contributes to group goals. 9 traits a PE teacher often needs Here are nine essential traits of an effective PE teacher: 1. Athletic ability Athletic ability is an essential trait for a PE teacher because they're often showing kids how to perform exercises. To demonstrate proper form and encourage the kids to continue their fitness education, it's important they can perform the exercises themselves. Having experience with fitness training can enhance a PE teacher's lesson planning because they're familiar with how each exercise affects a person's body. Athletic ability can also refer to an aptitude for sports and games. PE teachers can instruct students on how to play these games or lead after-school activities involving them, like soccer or basketball. An aptitude for sports and games can help a PE teacher encourage students to participate in the activities during class. If the PE teacher enjoys physical activity, they may make the lessons more enjoyable for the student. 2. Teaching ability A PE teacher is a member of a school faculty, so it's essential they have the teaching ability that allows them to communicate lessons to students. There are various skills involved in teaching, including the technical capabilities associated with each professional's particular field. Learning these skills can help PE teacher plan their lessons effectively and connect with their students, meaning they can encourage students to practice fitness skills in optimal ways for their health. Here are some important teaching skills for PE teachers: Having an engaging classroom presence  Real-world learning  Project building  Lesson planning  Technology 3. Interpersonal skills PE coaches are part of faculty teams, so working alongside other teachers is an essential part of their job. They often collaborate with a student's general education teacher to address any behavioral issues that arise. They can also team up with other classes to plan activities for students, like field days and special field trips. Communicating with peers can ensure these interactions remain productive and create opportunities for more fulfilling lessons. Teachers can also model emotional skills for their students by displaying positive social interactions. Interpersonal skills can also help PE teachers interact with students and their families. If a student can make a student feel comfortable expressing their needs and preferences, they can often perform physical exercises or play games to the best of their individual capacities. Understanding how to soothe nerves and support students' emotional needs are important examples of interpersonal skills. When interacting with family members, you may use some of these same techniques to communicate effectively and best uplift students. 4. Written and verbal communication Both verbal and written communication is important for PE teachers because they often communicate with students, families and various personnel on a day-to-day basis. For example, a PE teacher uses their communication skills in a lesson plan to describe any student assignments or expectations accurately. They may also write instructions in a document, then explain them in a classroom lecture. They also use communication skills to share their lesson plans with other PE teachers during conferences or classroom development exercises. Many teachers continue to learn their trade even after working as a teacher for many years. They may share tips with each other or special lessons they've developed if they feel another teacher may benefit from it. Creating a community can help PE teachers continue to expand their teaching methodology and receive feedback on their lessons. 5. Patience and adaptability Working with children can require patience and adaptability because they're encountering many new concepts at the same time and learning how to regulate their emotions. As a result, it's important to treat them with patience and care while they're in your class so they can feel comfortable and feel motivated to complete assignments. As children become teenagers, they may require patience and adaptability to account for their changing bodies and attention spans. Like any job where you perform tasks in real-time, certain circumstances may occur that require you to adapt lesson plans. For example, if the weather turns from sunshine to rain on a day you planned for students to run a mile outside, you may need to adapt the lesson plan so they can practice endurance sports inside a gymnasium instead. 6. Organization PE teachers can use organization skills to improve their lesson planning sessions. For example, they can keep their plans in one place, and determine which parts of a semester or quarter to introduce new concepts. Throughout the year, these objectives may change because of unforeseen setbacks, but organizational skills can help PE teachers control the trajectory of their class curriculum. PE teachers can also use organizational skills to maintain their classroom space. Physical education frequently requires balls, equipment and tools to play games that may be on a lesson plan. They also organize equipment and decide where to store it within their classroom or storage space. 7. Creativity Creativity can help a PE teacher develop fun ways to introduce new material to their students or reinforce previous lessons. They can teach new games or devise interesting ideas to change the rules of a game to help keep students engaged. To find inspiration for their lesson plans, they can turn to personal hobbies or media aspects they enjoy, like movie scenes, songs or dances. A varied lesson plan can foster more engagement among students who prefer action- based learning activities, rather than lectures. 8. Focus Focus is an essential trait of a PE teacher because students often require their full attention during class, especially if they're learning a complicated physical task. You can focus your lesson plans around specific elements of physical education you believe are essential for students of a certain age group or skill level. If students require mentorship, you can also focus on each student's needs to supply them with a steady support system. Focusing on your students can help guide your career purpose. It can give you a core value system that informs your lesson plans and mentorship activities. This passion for your student's well-being can also help you become an advocate for each student in your class. You can also help organize funding for different field trips or establish after-school activities to support their interests. 9. Enthusiasm for teaching sports and fitness Enthusiasm is essential for a PE teacher. Many physical education activities require high energy and may suit someone who enjoys teaching them to others. Being an effective PE teacher also requires an enthusiasm for working with kids and making a positive impact on their lives.

Here are 12 questions based on the Word Wall Spin the Wheel Activity focusing on Robber Barons and Labor Unions: Multiple Choice: What is a "Trust"? A) A labor organization formed by skilled workers. B) A large business combination that aims to control markets and reduce competition. C) A worker strike that demands higher wages. D) A type of factory producing steel. Answer: B Which labor union sought to include all workers, regardless of skill, gender, or race? A) American Federation of Labor (AFL) B) Industrial Workers of the World (IWW) C) Knights of Labor D) Pullman Company Answer: C Who was the founder of Standard Oil, known for his monopolistic practices? A) Andrew Carnegie B) Eugene V. Debs C) John D. Rockefeller D) Samuel Gompers Answer: C Which event involved a nationwide railroad strike that led to federal intervention and the arrest of Eugene V. Debs? A) Haymarket Square Riot B) Pullman Strike C) Homestead Strike D) Coal Strike of 1902 Answer: B What is "Vertical Integration"? A) A system where one company controls all phases of production from raw materials to finished product. B) A labor union negotiation process for better working conditions. C) The consolidation of competing businesses under a single company. D) A strike where workers occupy a factory to prevent its operation. Answer: A Which of the following was a key goal of the American Federation of Labor (AFL)? A) Overthrow the capitalist system. B) Establish worker-run factories. C) Secure higher wages, shorter hours, and better working conditions. D) Eliminate all forms of skilled labor. Answer: C Fill in the Blank: John D. Rockefeller used ___________ to gain control over the oil industry and eliminate his competition. Answer: Trusts The labor organization founded by Samuel Gompers that focused on craft unionism and collective bargaining was the ___________. Answer: American Federation of Labor (AFL) The ___________ advocated for direct action and sought to organize all workers into one large union, regardless of skill or background. Answer: Industrial Workers of the World (IWW) The ___________ was an 1894 labor strike against the Pullman Company that resulted in federal troops being sent to restore order. Answer: Pullman Strike Andrew Carnegie’s belief that the wealthy had a moral obligation to use their wealth for the betterment of society was known as the ___________. Answer: Gospel of Wealth The ___________ began as a peaceful rally for an eight-hour workday but turned violent after a bomb was thrown, leading to a nationwide backlash against labor unions. Answer: Haymarket Square Riot These questions combine multiple choice and fill-in-the-blank formats, reinforcing key concepts related to labor unions and robber barons.

Economy of Southeast Asia Even prior to the penetration of European interests, Southeast Asia was a critical part of the world trading system. A wide range of commodities originated in the region, but especially important were such spices as pepper, ginger, cloves, and nutmeg. The spice trade initially was developed by Indian and Arab merchants, but it also brought Europeans to the region. First the Portuguese, then the Dutch, and finally the British and French became involved in this enterprise in various countries. The penetration of European commercial interests gradually evolved into annexation of territories, as traders lobbied for an extension of control to protect and expand their activities. As a result, the Dutch moved into Indonesia, the British into Malaya, and the French into Indochina. Europe’s interest and activity in the region was further enhanced by the opening of the Suez Canal, the development of telegraphic communications, the adoption of steam shipping, and the prospects for trade with China. In the case of Malaya, the gradual diffusion of British administration provided systems of law and order and of taxation and allowed for the gradual development of infrastructure, principally reliable transport systems. This environment attracted Chinese immigrants, and the growth of the tin mining industry soon followed. Later rubber plantations were established, which brought about still further immigration. Similar developments took place in Burma (Myanmar), Vietnam, and Indonesia. In Siam (Thailand) during the second half of the 19th century, a rapid expansion of Western enterprise occurred, though not by colonization. Both British and American firms began trading in the region. The impact of the Western activity was essentially to remove trade from what had been a Chinese monopoly and to emphasize the export of a single commodity, rice. Established indigenous textile and sugar-processing industries were replaced by imports, and the economy slowly became dependent on rice exports. The Philippines gradually developed a plantation farming system under Spanish and later American influence, although rice, sugar, and tobacco continued to be produced by small-scale growers and processed by Chinese enterprises until the mid-19th century. The incorporation of Southeast Asia into the world economy had a major impact on the distribution of the region’s economic development, and it created more uneven patterns of population growth and economic activity. It also brought about a stronger sense of class distinction and resulted in a larger discrepancy between the wealthy and poor. The worldwide economic depression of the 1930s severely affected the commercialized areas most dependent on the world economy. Unemployment rose, and the period produced the seeds of political change and activism that culminated in the independence of most of the region’s countries after World War II. Since the 1950s the economic development strategies of virtually all the capitalist Southeast Asian states have emphasized urban industrialization, while agricultural development generally has been viewed as subsidiary to industrial growth. These strategies have met with mixed success. Indeed, the trading pattern of the region by and large has continued to be one of producing and exporting raw materials and importing manufactured goods. Only Singapore has reached an advanced level of industrialization, in the process becoming one of the world’s great centers of industry and commerce. There is great disparity in development rates within the region, especially between the member and nonmember countries of the Association of Southeast Asian Nations (ASEAN). Those belonging to this grouping—Brunei, Indonesia, Malaysia, the Philippines, Singapore, and Thailand—generally have experienced significant economic development since the mid-1960s; the exception has been the Philippines, the economy of which has grown at a much slower rate. Development has been extremely slow or nonexistent in the non-ASEAN countries of Cambodia, Laos, Myanmar, and Vietnam, and these are among the poorest nations in the world.

Prepare a question paper mcq and descriptive of following syllabus Kotlin basics: Introduction to Kotlin, Benefits of using Kotlin, Use Kotlin REPL to practice basic expressions, Control flow statements in Kotlin, Null safety with Kotlin. Functions: Creating and calling functions with default and named arguments, Writing concise and compact functions, Passing functions as arguments to other functions, Writing simple lambdas. Classes and Objects: Introduction to object-oriented programming in Kotlin, Classes and objects in Kotlin, Constructors, Visibility modifiers, Subclasses and inheritance, Interfaces, Data classes, Singleton class enums, Pairs, triples and collections in Kotlin, Extensions in Kotlin Buildind first Android app: Installing Android Studio, Creating an Android app project, Deploying the app to an emulator or a device, Building an Android app that contains images and a click handler, Modifying views within the layout of an app, Adding libraries to module gradle file. Layouts: Creating layouts in Android Studio using XML and the Layout Editor, Adding interactivity to your app, Working with ConstraintLayout, Data binding basics App Navigation: Creating Fragments, Defining NavHostFragment, navigation graphs, navigational paths, Functionality of Back and Up buttons, Defining the options menu, Creating a navigational drawer, Using the Safe Args plugin and passing of arguments,Starting an external Activity Activity and Fragment Lifecycles: Understanding Activity and Fragment Lifecycles, Exploring logging options in your app, Using the Android Lifecycle library, Exploringconfiguration changes App Architecture (UI Layer) : Using the recommended Android App Architecture, Using the LifeCycle, ViewModel, and ViewModelFactory classes, Adding LiveData and LiveData, observers, Adding Data Binding with ViewModel and LiveData, Adding LiveData , transformation Connect to the Internet: Connecting to a web service with the Retrofit library, Parsing aJSON response with the Moshi library, Using coroutines with Retrofit , Loading and displaying images from the Internet, Filtering data from the Internet. Repository pattern and Work Manager: Adding an offline cache and repository,Implementing Work Manager, Working with background workers and periodic Worker Request App UI Design: Introduction to basic app design, Understanding Styles and Themes, Implementing Material Design, Designing for everyone

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