# Define asymotote and explain the relationship between a hyperbola and its asymptotes?

A hyperbola has two asymptotes which intersect at its centre of symmetry. These divide the coordinate plane into four segments and the two arms of the hyperbola are contained within diagonally opposite segments.

# Explain the relationship between maintenance and reliability?

The relationship between maintenance and reliability is strong. Ifyou maintain something it will stay reliable for a longer period oftime than if you don't.

# What is an asymptote?

Answer .
An asymptote is a line or curve that approaches a given curve arbitrarily closely..

# What is the difference between the relationship that defines acceleration and the relationship that states how it is produced?

What do you mean by "relationship"? .
What relationship "defines" acceleration? What relationship "states" how acceleration is produced? Please clarify.

# How do you explain the relationship between a country and a state?

The words country and nation are often interchangeable. A nation is a sovereign or independent state. Think of Louis XIV's famous statement: "I am the state". He was proclaiming that his royal person symbolically defined the sovereign state of France. The US started out essentially as 13 independent… nations, or states . These states entered into an agreement, The Constitution, that brought the states together under a federal government. There is often some tension or interplay between the US states and the federal government when there is a question whether a given power or authority belongs to the states or whether it has been given to the federal government. This idea of sovereign state is why that tension exists. The former Union of Soviet Socialist Republics was structured in a loosely similar way. There were several Soviet Socialist Republics that were brought together under the Kremlin. So in the US there may be, understandably, a general belief that a state is a section of a country or nation. But on the world stage, state, sovereign state and nation are much closer to the same in meaning. (MORE)

# Define autonomic nervous system and explain its relationship to the peripheral nervous system?

Autonomic nervous system is that part of the nervous system thatcontrols the body function that are not consciously controlled bythe human brain like breathing, heartbeat, and digestive processes.Autonomic nervous system is a part of the peripheral nervoussystem. It works along with the somatic nerv…ous system to regulatethe body functions. (MORE)

# What is a hyperbola?

In mathematics a hyperbola is a curve, specifically a smooth curve that lies in a plane, which can be defined either by its geometric properties or by the kinds of equations for which it is the solution set. A hyperbola has two pieces, called connected components or branches, which are mirror imag…es of each other and resembling two infinite bows. The hyperbola is one of the four kinds of conic section, formed by the intersection of a plane and a cone. The other conic sections are the parabola, the ellipse, and the circle (the circle is a special case of the ellipse). Which conic section is formed depends on the angle the plane makes with the axis of the cone, compared with the angle a line on the surface of the cone makes with the axis of the cone. If the angle between the plane and the axis is less than the angle between the line on the cone and the axis, or if the plane is parallel to the axis, then the conic is a hyperbola. Hyperbolas arise in practice in many ways: as the curve representing the function f ( x ) = 1 / x in the Cartesian plane, as the appearance of a circle viewed from within it, as the path followed by the shadow of the tip of a sundial, as the shape of an open orbit (as distinct from a closed and hence elliptical orbit), such as the orbit of a spacecraft during a gravity assisted swing-by of a planet or more generally any spacecraft exceeding the escape velocity of the nearest planet, as the path of a single-apparition comet (one travelling too fast to ever return to the solar system), as the scattering trajectory of a subatomic particle (acted on by repulsive instead of attractive forces but the principle is the same), and so on. Each branch of the hyperbola consists of two arms which become straighter (lower curvature) further out from the center of the hyperbola. Diagonally opposite arms one from each branch tend in the limit to a common line, called the asymptote of those two arms. There are therefore two asymptotes, whose intersection is at the center of symmetry of the hyperbola, which can be thought of as the mirror point about which each branch reflects to form the other branch. In the case of the curve f ( x ) = 1 / x the asymptotes are the two coordinate axes. Hyperbolas share many of the ellipses' analytical properties such as eccentricity, focus, and directrix. Typically the correspondence can be made with nothing more than a change of sign in some term. Many other mathematical objects have their origin in the hyperbola, such as hyperbolic paraboloids (saddle surfaces), hyperboloids ("wastebaskets"), hyperbolic geometry (Lobachevsky's celebrated non-Euclidean geometry), hyperbolic functions (sinh, cosh, tanh, etc.), and gyrovector spaces (a non-Euclidean geometry used in both relativity and quantum mechanics). (MORE)

# Explain the relationship between frequency and pitch?

They are the exactly the same. .
' .
"Pitch" is used more in music but they are synonyms, andmeasured in Hertz (Hz) - used to be in cycles per second (c/s)until the ISO changed many compound units to scientists' names.

# How do you explain the relationship between philosophy and education?

There is a direct relationship between philosophy and education.They are actually considers to be the same disciples becausephilosophy will use education to gain knowledge of the reality.

# Explain the Relationship between sociology and linguistic?

sociology is the scientific study of the society while linguisticsis the scientific study if language.all deal with

# Define the asymptote of rectangular hyperbola?

An asymptote is a line that a curve approaches, getting closer and closer, but does not cross. Some definitions state that the curve may cross, but may not cross an infinite number of times. In the case of a rectangular hyperbole, the asymptotes are parallel or equal to the X and Y axes.

# What are the followings-hyberbola-asymptotes of hyperbola-centre of hyperbola-conjugated diameter of hyperbola-diameter of hyperbola-directrices of hyperbola-eccentricity of hyperbola?

Asymptotes are the guidelines that a hyperbola follows. They forman X and the hyperbola always gets closer to them but never touchesthem. If the transverse axis of your hyperbola is horizontal, theslopes of your asymptotes are + or - b/a. If the transverse axis isvertical, the slopes are + or - a/b.… The center of a hyperbola is(h,k). I don't know what the rest of your questions are, though. (MORE)

# Explain the relationship between molecules and compounds?

A compound is a molecule with two ore more elements. So O 2 is a molecule because it contains two atoms but because both are the same (oxygen) element it is not a compound. On the other hand CO 2 is a molecule because it contains 3 atoms and because ther are two elements (oxygen and carbon) it is …also a compound. (MORE)

# Explain the relationship between PGAL and glucose?

PGAL is the end result of the Calvin cycle. To form glucose, it needs to go through gluconeogenesis.

# Explain the relationship between calcium and bones?

There is a very strong relationship between calcium and bones. Thatis, calcium is one of the nutrients that helps bones stay hard. Alack of calcium will result in brittle bones and osteoporosis.

# Explain the relationship between photosynthesis and respiration?

The physical and chemical processes by which an organism supplies its cells and tissues with the oxygen needed for metabolism and relieves them of the carbon dioxide form in energy-producing reactions.

# Explain in your own words the different Asymptotic functions and notations.?

We often want to know a quantity only approximately and not necessarily exactly, just to compare with another quantity. And, in many situations, correct comparison may be possible even with approximate values of the quantities. The advantage of the possibility of correct comparisons through even app…roximate values may be much less than the times required to find exact values. We will introduce five approximation functions and their notations. The purpose of these asymptotic growth rate functions to be introduced, is to facilitate the recognition of essential character of a complexity function through some simpler functions delivered by these notations. For examples, a complexity function f(n) = 5004 n 3 + 83 n 2 + 19 n + 408, has essentially same behavior as that of g(n) = n 3 as the problem size n becomes larger to larger. But g(n) = n 3 is much more comprehensible and its value easier to compute than the function f(n) Enumerate the five well - known approximation functions and how these are pronounced 1. The Notation O: Provides asymptotic upper bound for a given function. Let f(x) and g(x) be two functions each from the set of natural numbers or set of positive real numbers to positive real numbers. Then f(x) is said to be O (g(x)) (pronounced as big - oh of g of x) if there exists two positive integers / real number constants C and k such that F(x) â¤ C g(x) for all x â¥ k 2. The Î© Notation: The Î© notation provides an asymptotic lower for a given function. Let f(x) and g(x) be two functions, each from the set of natural numbers or set of positive real numbers to positive real numbers. Then f(x) is said to be Î© (g(x)) (pronounced as big - omega of g of x) if there exists two positive integer / real number constants C and k such that f(x) â¥ C (g(x)) whenever x â¥ k 3. The Notation : Provides simultaneously both asymptotic lower bound and asymptotic upper bound for a given function. Let f(x) and g(x) be two functions, each from the set of natural numbers or positive real numbers to positive real numbers. Then f(x) is said to be (g(x)) (pronounced as big - theta of g of x) if, there exists positive constants C 1 , C 2 and k such that C 2 g(x) â¤ f(x) â¤ C1g(x) for all x â¥ k. 4. The Notation o: The asymptotic upper bound provided by big - oh notation may or may not be tight in the sense that if f(x) = 2x 3 + 3x 2 + 1. Then for f(x) = O(x 3 ), though there exists C and k such that f(x) â¤ C(x 3 ) for all x â¥ k yet there may also be some values for which the following equality also holds f(x) = C(x 3 ) for x â¥ k However, if we consider f(x) = O(x 4 ) then there can not exits positive integer C such that f(x) = C x 4 for all x â¥ k The case of f(x) = O(x 4 ), provides an example for the notation of small - oh. The notation o Let f(x) and g(x) be two functions, each from the set of natural numbers or positive real numbers to positive real numbers. Further, let C > 0 be any number, then f(x) = o (g(x)) (pronounced as little oh of g of x) if there exists natural number k satisfying f(x) < C g(x) for all x â¥ k â¥ 1 5. The Notation Ï: Again the asymptotic lower bound Î© may or may not be tight. However, the asymptotic bound Ï cannot be tight. The definition of Ï is as follows; Let f(x) and g(x) be two functions each from the set of natural numbers or the set of positive real numbers to set of positive real numbers. Further Let C > 0 be any number, then f(x) = Ï (g(x)) if there exists a positive integer k such that f(x) > C h(x) for all x â¥ k (MORE)

# Explain the relationship between food and nutrients?

the relationship between food and nutrients is that food gets broken down i to pieces of nutrients so basically food is made up of nutrients

# Define relationship between potential and kinetic energy?

They can easily be converted. If a ball has 25J of kinetic energy and goes up a slope, when it slows to a stop, it will have 25J of potential energy. (presuming there is no resistance)

# Explain the relationship between electronegativity and polarity?

Take water as an example. H2O Oxygen is much more electronegative than hydrogen ( 3.44 to 2.2 ) so the electrons of the two hydrogens in water spend more time in the orbital of oxygen then in the orbitals of the hydrogens; closer, if you will. So, this gives the oxygen end of the molecule a sight…ly negative charge ( two more electrons, which are negative, spending more time in oxygen's orbital range ) and the hydrogen end ( which is almost " giving " the electrons to oxygen and divested of electrons ) becomes more positive. This is the " poles " in polar. One slightly negative and one slightly positive, but the whole molecule is considered neutral. (MORE)

# Explain the relationship between polypeptides and proteins?

Amino acids and polypeptides are the building blocks of protein. Amino acids are the basic unit of proteins. Amino acids linked together by a peptide bond forms a chain of amino acids called a polypeptide. When the amino acids from different parts of the chain interact with each other and form hydr…ogen bonds, the polypeptide chain takes on a unique shape, forming a protein. (MORE)

# Explain the relationship between precision and accuracy?

Accuracy 2 = (Repeatability) 2 + (Systematicerror) 2 where, systematic error =True value- mean of set of readings

# Explain the relationship between interactions and interdependence?

An interaction is a reaction (chemical or physical), between two organisms or cells, or chemicals. Interdependence, occurs where 2 organism require the inherent product or physical feature of the other. (it is a necessary relationship. (an example of this is a symbiotic relationship between 2 or m…ore organisms, e.g. a lichen where a fungus and an alga are interdependent.) (MORE)

# Explain the relationship between industrialization and imperialism?

Industrial revolution is a movement of men and animal power to steam and water power. It can be also defined as movement of domestic system to factory system. The innovation of new machines increased the production of the products just as the demand of the product. In order to fulfilled these needs,… industries needed a raw materials. Every raw materials had already used in their own country. So in order of fulfilled the demand, imperialism spread across Africa, Asia and Latin America during 18th and 19th century. Reasons to spread the imperialism: Hungry for raw materials To find the market for the products nationalism (MORE)

# Explain the relationship between software and hardware?

A Deep Relationship between Hardware and Software.. The Main Relationship is Software that is control the Hardware Units.

# Define Organizational Behavior and explain the relationship of Organizational behavior with other disciplines?

organizational behaviour is concerned with the study of what people do in an organization and how Th behaviour affects the performance of the organisation is concerned with the employment status in the working situations,about their jobs work,absenteesim,employment turnover,productvity,human perform…ance and management..
organizational behaviour is the study and application of knowledge about how people act within the organization's is the human tool for human benefit's applies to the behaviour of people in all types of organization such as business,government ,corporations,service sector organisations..
organizational behaviour can say in three basic levels.1.the individual 2.the group and 3.the organization. (MORE)

# Explain the relationship between a placebo and a control?

there is no relationship. one is fake, one is the real deal. By me, placebos are controls and controls are not placebos....so this is alternate.

# Define opportunity cost and explain its relationship to comparative advantage?

Opportunity costs is the highest valued alternative that must be given up to engage in an activity. Comparative advantage is the ability of an individual, a firm, or an country to produce a good or service at a lower opportunity cost than competitors.

# Explain the relationship between diffusion and osmosis?

Diffusion is the movement of particles from an area of high concentration to low concentration; osmosis is the same thing, but with water molecules, not other types of molecules.

# Explain the relationship between algae and coral?

Many corals (usually called zooxanthellate corals) contain an algae called zooxanthellae. The zooxanthellae are called symbionts, as they live inside the coral and provide a service. The zooxanthellae produce sugar that feeds the coral animal, and the coral provides nitrogen and physical safety to… the algae. (MORE)

# Explain the relationship between heat and temperature?

Heat is just a form of energy. Temperature is the average kinetic energy of the particles in a substance.

# Explain the relationship between the environment and genes?

Genes are regulated through a number of ways. Some can be regulated by the environment you're in. For example, if you're in the sun a lot, genes will get turned on or up to increase the production of skin pigmentation so you get tanned. When you stay out of the sun, the genes turn off and your skin… gets lighter. (MORE)

# Explain the difference between the constant of a hyperbola and the constant of an ellipse?

For any point on a hyperbola, the difference between the distance from the point to one focus, and the distance from the point to the other focus, is equal to a constant. In contrast, for an ellipse it is the sum of these distances that is a constant

# Explain the relationship between alienation and reconciliation?

Alienation occurs when someone turns his or her back on you and refuses to have a relationship with you or simply abandons you for reasons not known to you. Reconciliation occurs when two individuals reconnect their relationship and resolve the problem that separated them in the first place. Such …as when an adoptee finds his or her parents and are reuinited with them. Or another example would be when a separated married couple reunites and resolves their problems through forgiveness, repentance and humbleness. So the two words are opposite in meaning. I wrote the above answer earlier, but I decided there is another example of the meanings of the word alienation and reconciliation. We as humans tend to turn our backs on God. We choose not to have a relationship with him for many reasons. We decide he does not exist, we decide he does not care for those who suffer, we decide we want to do what we want to do rather than trust and obey Him or enjoy His loving relationship. When we choose to believe on Him, to believe that Jesus is the Son of God who paid the penalty for our sin and we surrender ourselves to His love that is real reconcilliation. It is the best reconcilliation I have ever experienced and seen in others. I hope this gives you a good idea about the relationship between alienation and reconciliation. Pegalita, Master of Divinity (MORE)

# What explains the relationships between colors?

It is ether Rgb color theories, the color wheel, the temperatyure groupings, or the primary and secondary color categories

# Explain the relationship between the wavelength and frequency of light?

The wavelength of light times the frequency of light is its speed, which is close to 2.9979*10 8 m/s in most mediums.

# Could you explain the relationship between diet and death?

Your diet has a direct affect on your health. People who eat their serving of fruits and vegetables, whole grain, poultry and so on reduce their chances of death by cancer or cardiovascular disease. Eating healthy also reduces the chances of diabetes and many other health problems.

# What explains the relationship between electric force charge and distance?

The formula Force = q1q2zc/2r 2 explains the relationship between electric force , charge q1q2 and distance r where z is the impedance of space and c is the speed of light.

# Explain the relationship between sample design and research design?

a sample design is a design you have to carry out in order to enable a complete and accurate method of collection of the information required for your research objective ,

# Define the relationship between the alveoli and capillaries surrounding the alveoli?

Alveoli are surrounded by capillaries. The capillaries allow for the exchange of oxygen and other gases.

# What are four similarities between hyperbolas and ellipses?

both are conic sections ( the intersection of a cone by a plane) .
both have two directrices .
both have two foci .
the ellipse is the locus of points so that sum of the distances to the foci is constant/the hyperbola is the locus of points so that difference of the distances to the foci …is constant. .
In projective geometry they are equivalent. Hyperbolas are just ellipses that cross over infinity. (imagine watching a big giant ellipse that goes off in one direction past the horizon line and then reemerges from the horizon line behind you. It would look just like a hyperbola.) .
The hyperbola is an ellipse with an imaginary semi-minor axis (a negative quare root; hence the change in sign in the hyperbola's formula) (MORE)

# Explain interdependent relationships between resources technology and institutions?

Here is the example- suppose you have petrol(natural resource or nature). Then you have a car that runs on petrol and the technology of petrolem refineries(technology). And then you have car factories and petroleum refineries(institutions). So if petrol is not there the other two wont be there. And …if technology is not there, then there will not be petroleum refineries and there will be no way we can use petrol properly. And if institution is , whatis the use of technology as we cant produce the technology without the institutions like factories. So all these are inter related (MORE)

# Explain the relationship between kinetic energy and the kelvin scale?

The thermal energy of a particle is directly proportional to its thermodynamic temperature (ie. its temperature in Kelvin).

# Find an equation for the hyperbola with foci and asymptotes?

find the constant difference for a hyperbola with foci f1 (5,0) and f2(5,0) and the point on the hyperbola (1,0).

# Explain special relationship between banker and customer?

Bankers and customers work together to do financial transactions. Agood banker will help a customer secure mortgages, balanceaccounts, and maintain a good relationship with the bank.

# Explain the relationship between the Victorian reader and the Victorian author?

well, a Victorian reader is someone that evaluates or someone that is compataballied to a situation such as how would a Victorian reader feel aout this character? etcetera. wheras, a victiorian author is a Victorian that writes books. the relation-ship etween these people are no different. apart f…rom one produces then the next reads(: (MORE)

# What explains the relationship between hours of sunlight and seasons?

The axial tilt of the earth the tilt of earth's axis relative to the sun

# What is the major difference between an eclipse and a hyperbola?

The difference, major or not, is that an eclipse and a hyperbola are not related, at all. You might have meant to say "Ellipse". In that case, an ellipse is a closed line shape of which the left and right bouts are symmetrical and the top and bottom bouts are also symmetrical. A hyperbola can never… close, and only its left and right parts are symmetrical. (MORE)

# Explain the relationship between Adult Education and community development.?

The qualitative data from the research indicated that there are connections between active citizenship, development education and adult and community education, and that active citizenship could be fostered through development education. However, many of the interviewees across all the sectors were …clear that other outcomes from development education are also of value to the learner and should not be limited to what they perceived to be a 'thin' State definition of citizenship. In other words, many saw connections between the three practices within the critical/justice tradition as evidenced in the following quote from a research participant: "So if you put the three things together, if development education can awaken people's whole notion that what we do has an impact on people across the globe and we have a role to play in trying to help people to attain a better standard of living through adult/community education then active citizenship flows out of that - the three of them together can rub off each other. You can come to any one first but if you can link all three together and if they can be part of the same equation or the same approach then it is a very powerful force for good". The outcomes of development education identified by and for adult learners from the research include: learning to learn; research and problem-solving skills; intercultural communication; increased confidence and sense of agency; collective empowerment; critical analysis; leadership; and active citizenship amongst others. These echo the strategic competences that the European Union calls to be fostered through lifelong learning. Many interviewees from both the development education and adult and community education sectors perceived development education to 'fit' best into community education and adult basic education provision. The features that research participants said were shared by these three types of provision are Freirean methodologies, flexible provision, learner-defined content, community development, critical analysis and individual and collective empowerment. The potential for development education to foster social justice agendas at home as much as abroad was considered particularly relevant to community education and adult basic education. The following quote from a research participant emphasises the relationship between community education and development education: "If there's a chance of helping people or facilitating them to make connections between their life and issues at a global level, it's in literacy and community education that it's going to occur because a) you can get at [Further Education and Training Awards Council (FETAC)] level 3 or 4; and b) it is about pursuing a very specific educational programme but in the early stages they're exploring themselves - there's an opportunity". Existing curriculum opportunities for integrating development education Those interviewed for the research indicated that integrating development education into adult and community education would be a worthwhile venture, albeit requiring a great deal of consultation across the adult and community education sector. The qualitative data indicated that development education in adult and community education should not be an add-on. It should be integrated across provision through themes and case studies and dedicated development education programmes should also be developed. The data indicated that an argument should be made as to how development education can help educators achieve existing aims. Qualitative data showed that the types of programmes and courses into which development education could be embedded are diverse, including community development, social studies and social care, personal effectiveness, intercultural studies, politics, history and geography. There was consensus that development education might not fit into every programme but that providers should look to see where it would fit most appropriately. Into practice: Examples of integration The smaller qualitative case studies conducted for the research and presented in the research report gave examples of adult and community education that had integrated development education into programmes for adult learners. These case studies included life skills training for former drug users, an adult basic education group, a women's leadership programme, a course on gender and development, and an adult educators' training programme. Data used to compile the case studies included tutor feedback and learner evaluations. Each of the case studies involved development education, which was situated within a justice/critical tradition. It was clear that the nature of the provision in the case studies allowed both learners and facilitators to co-direct the learning, enhancing engagement for both parties. For instance, the women's leadership course learners chose to work towards stated learning outcomes through an exploration of the global nature of violence against women, and the lack of human rights for women globally. It was clear that when the provision is flexible enough for learners to state their needs or interests and those needs and interests are connected to development education themes, it can result in achievements well beyond those originally scoped. For instance, a key theme arising from the cases was that taking a critical global dimension to the learning broadened the world of participants that, in turn, resulted in an increased sense of agency for them. For instance, the learners in the adult basic education case study constituted the participants in the learners' focus group for the research and made the following statements about the impact of development education on their lives: "More knowledge made me feel more powerful" (learner focus group participant A). "I felt as though I could talk about things with my family or friends without feeling stupid" (leaner focus group participant B). According to tutors consulted in the case studies, this agency fostered confidence, assisted engagement in the learning process and led to participants taking action to address both local and global issues. The learners themselves brainstormed most of the forms of active citizenship carried out across the case study groups. According to evaluations carried out for the programmes spotlighted in the case studies, development education also fostered participants' insight into their own lives and communities, developed self-esteem and increased interest in the skills elements of the programmes. To demonstrate this, below is one tutor's summarised observation of her learners in a life skills programme for former drug users, and their feedback from a participatory evaluation done with them at the end of the programme: "Given their own drug use, they could understand the connections and consequences [of the drug trade in other countries] very clearly. They could understand why there might be poverty, violence and devastation in (for example) Colombia and Afghanistan. Trying to get off drugs, to lead a healthier, happier and less anti-social lifestyle was a big step towards active citizenship. Taking responsibility for their lives and families was a way of becoming active, engaged members of society. The skills practised by the participants in the course included literacy, social skills, listening skills, problem-solving, thinking and reflecting, discussion, decision-making and time management". It was evident from the case studies that an exploration of global issues, injustice and inequality using development education methodologies can have wide-ranging and transformative impacts on adult learners. Overall, the research concluded that there is latent potential in the adult and community education sector to integrate development education in an embedded fashion. Conclusion For development educators or organisations that would like to begin to focus on supporting adult and community education providers to engage adult learners in development education this research provides a number of recommendations set out in Table 4. The ideas, findings and recommendations presented here are a small part of a much larger research report. Interested readers should go to http://www.aontas.com to download a full copy of the report. The hope is that this article has assisted development educators to see the potential for them to encourage and support development education in adult and community education provision in Ireland and has provided advice as how it could be done. The article also aimed to show that integrating a critical development education in adult and community education can help to hold a space for adult learning which fosters critical awareness, analysis and active global citizenship for learners. Table 4. Recommendations for integrating development education into adult and community education .
Lobby vocational education committees (VECs) to present development education to their constituencies as a possible consideration for the next education plan for the VEC area; .
At local level, contact your community education facilitator or adult literacy organiser or local area-based partnership to see if they are interested in promoting or integrating development education themes in their work; .
Identify local champions of development education, such as expert practitioners or innovative projects, and promote them to the VEC or adult and community education providers in your area; .
Identify where the responsibility for continuing professional development (CPD) is held in your local VEC and lobby those stakeholders to integrate development education and critical analysis into their training programmes; .
Bring your ideas about integrating development education into adult and community education to the Irish Development Education Association (IDEA) and see what is happening at a national level; and .
If you have a third level provider locally that trains adult and community educators ask if they integrate development education into that training and promote its value in training for adult and community educators. .
References Andreotti, V (2006) 'Soft versus critical global citizenship education' in Policy & Practice: A Development Education Review , Issue 3, pp. 40-51. AONTAS, Community Education: AONTAS Policy Series, Dublin, 2000. AONTAS (2004) Community Education 2004 , AONTAS, Dublin. Baptiste, I (2001) 'Educating Lone Wolves: pedagogical Implications of Human Capital Theory' in Adult Education Quarterly , Vol. 51, 3, pp. 184-201. BÃ®rzÃ©a, C, Kerr, D, Mikkelsen, R, Froumin, I, Losito, B, Pol, M & Sardoc, M (2004) All European Study on Policies for Education for Democratic Citizenship, Council of Europe, www.coe.int. Ceccini, M (2003) 'Active Citizenship, Adult Learning and Active Citizenship, Lifelong Learning and Active Citizenship', keynote speech at the European Association for the Education of Adults (EAEA) Conference, Cyprus. (MORE)

# What is the relationship between the hyperbola equation and the equation for the hyperbola asymptotes?

If the equation of a hyperbola is ( xÂ² / aÂ² ) - ( yÂ² / bÂ² ) = 1, then the joint of equation of its Asymptotes is ( xÂ² / aÂ² ) - ( yÂ² / bÂ² ) = 0. Note that these two equations differ only in the constant term. ____________________________________________ … Happy To Help ! ____________________________________________ (MORE)

# What is difference between define and cons Explain with suitable example?

Difference between define and cons is that, con is disadvantage, whereas define means to elaborate something fully.