By Фадеев В.Ю.

ISBN-10: 3540774947

ISBN-13: 9783540774945

ISBN-10: 3540774955

ISBN-13: 9783540774952

Пособие содержит подробный разбор всех задании из учебника по геометрии для 10-11 классов авторов Л.С. Атанасяна, В.Ф. Кутузова и др. (М.: Просвещение)Ответы и решения представлены в соответствии со структурой* учебника, что значительно облегчит поиск необходимой информации.

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Extra resources for Ответы и решения к заданиям учебника Л.С.Атанасяна, В.Ф.Бутузова Геометрия 10-11 класс(часть 1)

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This socially acceptable self, formed for fear of losing the love of the parent, is often in opposition to the true ‘organismic self’ that is suppressed by conditions of worth. The struggle to live up to this idealized self is carried forward into adult life, and we discuss the two selves in Chapter 3. In evolutionary learning situations the idealized self-concept is revealed in the ‘shoulds’ and ‘oughts’ and ‘got tos’ that may appear in clients’ issues. The use of ‘should’ suggests that clients may be speaking under conditions of worth – rather than from their true organismic self (Rogers, 1992).

Mindfulness is ‘about being aware of what is happening in the present, on a moment by moment basis. It is an intentional becoming aware of our bodies and minds and the world around us whilst not making judgements about what we like or don’t like in what we find there’ (Landale, 2005). We present a mindfulness exercise in Appendix 2. In addition, for transformative learning it is necessary to revise the destructive core beliefs embedded in the emotional brain, which informs self 2. The emotional brain learns negative core beliefs from uncaring or threatening messages from childhood, and associates them with feelings like hurt, anger, fear and envy.

For functionalist and engagement approaches, instrumental and consensual reflection is appropriate. For evolutionary approaches, challenging embedded power relations through revealing a prevailing discourse enables critical reflection for clients. Our map of mentoring and coaching will now be placed in the context of learning theory. NOTE 1 The term ‘engagement mentoring’ has been coined by Helen Colley (2004) in her publication entitled Mentoring for Social Inclusion, Routledge-Falmer. This page intentionally left blank 3 Learning theories How can learning theories inform our understanding of mentoring and coaching?

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Ответы и решения к заданиям учебника Л.С.Атанасяна, В.Ф.Бутузова Геометрия 10-11 класс(часть 1) by Фадеев В.Ю.

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