The document discusses different types of economic activities - primary, secondary, and tertiary - and provides examples of each. It focuses on describing agriculture as a primary activity. It notes that agriculture includes growing crops, fruits, vegetables, and rearing livestock. Two-thirds of India's population is dependent on agriculture. The document also discusses different types of farming including subsistence, commercial, plantation, and shifting cultivation.
Grade - 8 Geography Chapter - 4. Agriculture Navya Rai
Grade - 8 Geography Chapter - 4. Agriculture
Agriculture describes the practice of growing crops or raising animals.
The transformation from a plant to a finished product involves three types of economic activities- They are Primary, Secondary and Tertiary
Agriculture | Ls - 4 | Class - 8 | Geography | Social Science - PPTSugeethJayarajSA
This is a presentation for the Lesson Agriculture from Class - 8 Geography. This will help you to understand the lesson easily. This presentation also has extra info! Please use this as a tool to improve your tutoring!
Grade - 8 Geography Chapter - 4. Agriculture Navya Rai
Grade - 8 Geography Chapter - 4. Agriculture
Agriculture describes the practice of growing crops or raising animals.
The transformation from a plant to a finished product involves three types of economic activities- They are Primary, Secondary and Tertiary
Agriculture | Ls - 4 | Class - 8 | Geography | Social Science - PPTSugeethJayarajSA
This is a presentation for the Lesson Agriculture from Class - 8 Geography. This will help you to understand the lesson easily. This presentation also has extra info! Please use this as a tool to improve your tutoring!
8th std Social Science Chapter- 3. Mineral and power resourcesNavya Rai
8th std Social Science Chapter- 3. Mineral and power resources
Minerals are naturally occurring substances that have a definite chemical composition.
Minerals are formed in different types of geological environments, under varying conditions.
Minerals can be identified on the basis of their physical properties such as colour, density, hardness and chemical property such as solubility.
Minerals are distributed in rocks and sea bed also.
Tropical regions are very rich in terms of mineral resources.
This is PPT of class -7 ,Geography, Chapter -5, Water
Reference book is NCERT, .
This is useful for teachers who teach in CBSE and Chhattisgarh board.
so download and use online and offline teaching.
8th std Social Science- Ch. 3 Why Do We Need A Parliament?Navya Rai
8th std Social Science- Ch. 3 Why Do We Need A Parliament?
People would elect their representatives to the Parliament
One group from among these elected representatives forms the Government
The Parliament, which is made up of all representatives together, controls and guides the government.
desert
types of desert
how people live there
type of climate
types of people over there
flora and fauna found there
all these are summarized in this presentation
8th std Social Science Chapter- 3. Mineral and power resourcesNavya Rai
8th std Social Science Chapter- 3. Mineral and power resources
Minerals are naturally occurring substances that have a definite chemical composition.
Minerals are formed in different types of geological environments, under varying conditions.
Minerals can be identified on the basis of their physical properties such as colour, density, hardness and chemical property such as solubility.
Minerals are distributed in rocks and sea bed also.
Tropical regions are very rich in terms of mineral resources.
This is PPT of class -7 ,Geography, Chapter -5, Water
Reference book is NCERT, .
This is useful for teachers who teach in CBSE and Chhattisgarh board.
so download and use online and offline teaching.
8th std Social Science- Ch. 3 Why Do We Need A Parliament?Navya Rai
8th std Social Science- Ch. 3 Why Do We Need A Parliament?
People would elect their representatives to the Parliament
One group from among these elected representatives forms the Government
The Parliament, which is made up of all representatives together, controls and guides the government.
desert
types of desert
how people live there
type of climate
types of people over there
flora and fauna found there
all these are summarized in this presentation
this presentation depict the various terms of agriculture. in this topic the information given about the farming system, types of farming and about the major crops.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
3. • The transformation from a plant to a finished product involves three
types of economic activities.
• These are primary, secondary and tertiary activities.
• Primary activities include all those connected with extraction and
production of natural resources.
• Agriculture, fishing and gathering are good examples.
• Secondary activities are concerned with the processing of these
resources.
• Manufacturing of steel, baking of bread and weaving of cloth are
examples of this activity.
• Tertiary activities provide support to the primary and secondary sectors
through services.
• Transport, trade, banking, insurance and advertising are examples of
tertiary activities
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4. • Agriculture is a primary activity.
• It includes growing crops, fruits, vegetables, flowers and
rearing of livestock.
• In the world, 50 per cent of persons are engaged in
agricultural activity.
• Two-thirds of India’s population is still dependent on
agriculture.
• Favourable topography of soil and climate are vital for
agricultural activity.
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5. • The land on which the crops are grown is known as arable land (Fig. 4.1). In
the map you can see that agricultural activity is concentrated in those
regions of the world where suitable factors for the growing of crops exist
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6. Agriculture or farming can be looked at as a system. The important inputs are seeds,
fertilisers, machinery and labour. Some of the operations involved are ploughing, sowing,
irrigation, weeding and harvesting. The outputs from the system include crops, wool,
dairy and poultry products.
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7. Depending upon the
• geographical conditions,
• demand of produce,
• labour and
• level of technology, farming can be classified into two main types.
These are subsistence farming and commercial farming.
Subsistence Farming is practised to meet the needs of the farmer’s family.
Traditionally, low levels of technology and household labour are used to
produce small output.
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8. • Subsistence farming can be further classified as
• intensive subsistence and primitive subsistence farming.
• In intensive subsistence agriculture the farmer cultivates a small
plot of land using simple tools and more labour.
• Climate with large number of days with sunshine and fertile soils
permit growing of more than one crop annually on the same plot.
• Rice is the main crop. Other crops include wheat, maize, pulses and
oilseeds.
• Intensive subsistence agriculture is prevalent in the thickly
populated areas of the monsoon regions of south, southeast and
east Asia
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9. • Primitive subsistence agriculture includes shifting cultivation and nomadic
herding.
• Shifting cultivation is practised in the thickly forested areas of Amazon
basin, tropical Africa, parts of southeast Asia and Northeast India.
• These are the areas of heavy rainfall and quick regeneration of vegetation.
• A plot of land is cleared by felling the trees and burning them.
• The ashes are then mixed with the soil and crops like maize, yam, potatoes
and cassava are grown.
• After the soil loses its fertility, the land is abandoned and the cultivator
moves to a new plot. Shifting cultivation is also known as ‘slash and burn’
agriculture
Primitive subsistence agriculture
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10. • Nomadic herding is practised in the semi-arid and arid regions of Sahara,
Central Asia and some parts of India, like Rajasthan and Jammu and
Kashmir.
• In this type of farming, herdsmen move from place to place with their
animals for fodder and water, along defined routes.
• This type of movement arises in response to climatic constraints and
terrain.
• Sheep, camel, yak and goats are most commonly reared.
• They provide milk, meat, wool, hides and other products to the herders
and their families.
Nomadic herding
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12. • In commercial farming crops are grown and animals are reared for sale
in market.
• The area cultivated and the amount of capital used is large.Most of the
work is done by machines.
• In commercial grain farming crops are grown for commercial purpose.
Wheat and maize are common commercially grown grains.
• Major areas where commercial grain farming is practised are temperate
grasslands of North America, Europe and Asia.
• These areas are sparsely populated with large farms spreading over
hundreds of hectares. Severe winters restrict the growing season and
only a single crop can be grown
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13. Commercial farming includes
• commercial grain farming,
• mixed farming and
• plantation agriculture.
• In mixed farming the land is used for growing food and fodder crops
and rearing livestock.
• It is practised in Europe, eastern USA, Argentina, southeast
Australia, New Zealand and South Africa
Mixed farming
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14. • Plantations are a type of commercial farming where single crop of tea,
coffee, sugarcane, cashew, rubber, banana or cotton are grown.
• Large amount of labour and capital are required.
• The produce may be processed on the farm itself or
in nearby factories.
• The development of a transport network is thus essential for such
farming.
• Major plantations are found in the tropical regions of the world.
• Rubber in Malaysia, coffee in Brazil, tea in India and Sri Lanka are
some examples.
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15. • A large variety of crops are grown to meet the requirement of the growing
population.
• Crops also supply raw materials for agro based industries.
• Major food crops are wheat, rice, maize and millets.
• Jute and cotton are fibre crops.
• Important beverage crops are tea and coffee.
Rice: It is the staple diet of the tropical and sub-tropical regions.
Rice needs high temperature, high humidity and rainfall. It grows best in
alluvial clayey soil, which can retain water.
China leads in the production of rice followed by India, Japan, Sri Lanka and
Egypt. In favourable climatic conditions as in West Bengal and Bangladesh two
to three crops are grown in a year. India. In India it is grown in winter.
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16. Wheat:
Wheat requires moderate temperature and rainfall during growing season
and bright sunshine at the time of harvest.
It thrives best in well drained loamy soil.
Wheat is grown extensively in USA, Canada, Argentina, Russia, Ukraine,
Australia and India.
In India it is grown in winter.
Millets: They are also known as coarse grains and can be grown on less
fertile and sandy soils.
It is a hardy crop that needs low rainfall and high to moderate temperature
and adequate rainfall.
Jowar, bajra and ragi are grown in India. Other countries are Nigeria,
China and Niger.
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17. Maize:
• Maize requires moderate temperature, rainfall and lots of sunshine.
• It needs well-drained fertile soils.
• Maize is grown in North America, Brazil, China, Russia, Canada, India, and
Mexico.
Cotton:
• Cotton requires high temperature, light rainfall, two hundred and ten
frost-free days and bright sunshine for its growth.
• It grows best on black and alluvial soils.
• China, USA, India, Pakistan, Brazil and Egypt are the leading producers of
cotton.
• It is one of the main raw materials for the cotton textile industry.
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Cotton:
• Cotton requires high temperature, light
rainfall, two hundred and ten frost-free
days and bright sunshine for its growth.
• It grows best on black and alluvial soils.
• China, USA, India, Pakistan, Brazil and
Egypt are the leading producers of cotton.
• It is one of the main raw materials for the
cotton textile industry.
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Jute:
• Jute was also known as the ‘Golden Fibre’.
• It grows well on alluvial soil and requires high
temperature, heavy rainfall and humid
climate.
• This crop is grown in the tropical areas.
• India and Bangladesh are the leading
producers of jute.
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Coffee:
Coffee requires warm and wet climate and
well drained loamy soil.
Hill slopes are more suitable for growth
of this crop.
Brazil is the leading producer followed by
Columbia and India
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Tea:
• Tea is a beverage crop grown on
plantations.
• This requires cool climate and well
distributed high rainfall throughout
the year for the growth of its tender
leaves.
• It needs well-drained loamy soils and
gentle slopes.
• Labour in large number is required to
pick the leaves.
• Kenya, India, China, Sri Lanka produce
the best quality tea in the world
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Agricultural Development
• Agricultural Development refers to efforts made to increase farm
production in order to meet the growing demand of increasing population
and to increase food security.
• This can be achieved in many ways such as increasing the cropped area,
the number of crops grown, improving irrigation facilities, use of
fertilisers and high yielding variety of seeds. Mechanisation of
agriculture is also another aspect of agricultural development.
• Developing countries with large populations usually practise intensive
agriculture where crops are grown on small holdings mostly for
subsistence.
• Larger holdings are more suitable for commercial agriculture as in USA,
Canada and Australia. With the help of two case studies of farms