This document provides specifications for an Intensive English course offered at King Khalid University. The 6-credit, beginner-level course aims to develop students' English communication skills, including listening, speaking, reading, writing, and grammar. It covers 12 units over one semester for a total of 180 classroom hours. Assessment methods include homework, quizzes, tests and a final exam. The course aims to improve students' knowledge of basic English and develop their cognitive skills such as comprehension and analysis.
This document provides an overview of the IELTS exam, including its various modules and sections. It describes the formats, timings, tasks, and assessment criteria for the Listening, Reading, Writing and Speaking components of both the Academic and General Training modules. For the writing sections, it highlights some key differences between the Academic and General Training tasks and response expectations. It also provides sample questions, text types, and scoring bands for the various IELTS components.
The document discusses mainstreaming English and language proficiency. It defines mainstreaming as the bridge to language proficiency, especially for listening skills. There are five stages of language proficiency from basic to advanced proficient levels. Mainstreaming is important because it acknowledges minority languages and allows students to learn in their native language before transitioning to English, helping ensure they do not fall behind in other subjects.
The document discusses the Common Core State Standards (CCSS) which are a set of academic standards in mathematics and English language arts/literacy. It provides definitions, purposes, key areas and strands of the CCSS. It also discusses anchor standards, examples of grade-specific standards, and characteristics and criticisms of the CCSS. Finally, it discusses formative and summative assessment and provides an overview of the ACTFL Proficiency Guidelines which are used to evaluate functional language ability.
Reading for life - Matsumoto JALT PAN-SIG Conference Presentationgiuseppedias
This PPT accompanied a presentation given by Joseph Dias and Gregory Strong at the JALT PAN-SIG Conference in Matsumoto Japan on May 21, 2011 in Matsumoto, Nagano Prefecture, Japan.
As most of our students now are digital natives who prefer YouTube to Hugo, Facebook to Fitzgerald , and Twitter to Twain, it’s difficult to have them attend to texts longer than status updates. The speakers will discuss ways of inviting students to become lifelong learners by making reading relevant.
The speakers discussed the groundwork for a reading curriculum revision project in an English Department of a Japanese university by presenting the results of their investigation of current teaching practices, along with an exploration of all aspects of their students' reading: both in the L1 and L2, online and off, mobile and static, for pleasure and required, current and projected. The project began with a thorough needs analysis (Brown, 1995; Richards and Rogers, 2001) that involved focus groups, classroom observation, and the administration of online surveys to students, reading teachers, and upper division content course instructors. Particular attention was focused on how reading instruction could be made relevant to digital natives and how the practice of reading could be made into a habit and carried beyond the temporal and physical confines of school life.
This lesson plan aims to develop secondary students' global listening skills over 40 minutes. It includes preparation activities like assessing students' prior knowledge of listening concepts. A presentation will define global listening and provide an example conversation. Practice activities will include controlled exercises labeling diagrams and answering questions, guided exercises completing stories and family trees, and free exercises like writing responses to a song. Feedback will be provided to help students improve. The lesson aims to help students understand implied meanings and discard redundant parts of conversations.
This document provides specifications for an Intensive English course offered at King Khalid University. The 6-credit, beginner-level course aims to develop students' English communication skills, including listening, speaking, reading, writing, and grammar. It covers 12 units over one semester for a total of 180 classroom hours. Assessment methods include homework, quizzes, tests and a final exam. The course aims to improve students' knowledge of basic English and develop their cognitive skills such as comprehension and analysis.
This document provides an overview of the IELTS exam, including its various modules and sections. It describes the formats, timings, tasks, and assessment criteria for the Listening, Reading, Writing and Speaking components of both the Academic and General Training modules. For the writing sections, it highlights some key differences between the Academic and General Training tasks and response expectations. It also provides sample questions, text types, and scoring bands for the various IELTS components.
The document discusses mainstreaming English and language proficiency. It defines mainstreaming as the bridge to language proficiency, especially for listening skills. There are five stages of language proficiency from basic to advanced proficient levels. Mainstreaming is important because it acknowledges minority languages and allows students to learn in their native language before transitioning to English, helping ensure they do not fall behind in other subjects.
The document discusses the Common Core State Standards (CCSS) which are a set of academic standards in mathematics and English language arts/literacy. It provides definitions, purposes, key areas and strands of the CCSS. It also discusses anchor standards, examples of grade-specific standards, and characteristics and criticisms of the CCSS. Finally, it discusses formative and summative assessment and provides an overview of the ACTFL Proficiency Guidelines which are used to evaluate functional language ability.
Reading for life - Matsumoto JALT PAN-SIG Conference Presentationgiuseppedias
This PPT accompanied a presentation given by Joseph Dias and Gregory Strong at the JALT PAN-SIG Conference in Matsumoto Japan on May 21, 2011 in Matsumoto, Nagano Prefecture, Japan.
As most of our students now are digital natives who prefer YouTube to Hugo, Facebook to Fitzgerald , and Twitter to Twain, it’s difficult to have them attend to texts longer than status updates. The speakers will discuss ways of inviting students to become lifelong learners by making reading relevant.
The speakers discussed the groundwork for a reading curriculum revision project in an English Department of a Japanese university by presenting the results of their investigation of current teaching practices, along with an exploration of all aspects of their students' reading: both in the L1 and L2, online and off, mobile and static, for pleasure and required, current and projected. The project began with a thorough needs analysis (Brown, 1995; Richards and Rogers, 2001) that involved focus groups, classroom observation, and the administration of online surveys to students, reading teachers, and upper division content course instructors. Particular attention was focused on how reading instruction could be made relevant to digital natives and how the practice of reading could be made into a habit and carried beyond the temporal and physical confines of school life.
This lesson plan aims to develop secondary students' global listening skills over 40 minutes. It includes preparation activities like assessing students' prior knowledge of listening concepts. A presentation will define global listening and provide an example conversation. Practice activities will include controlled exercises labeling diagrams and answering questions, guided exercises completing stories and family trees, and free exercises like writing responses to a song. Feedback will be provided to help students improve. The lesson aims to help students understand implied meanings and discard redundant parts of conversations.
This lesson plan aims to develop secondary students' global listening skills over 40 minutes. It includes preparation activities like assessing prior knowledge and identifying difficulties. A presentation on listening strategies is followed by examples and an explanation of global listening. Suggested techniques include short texts, pre-listening questions, and modeling at a natural pace. Practice activities range from controlled exercises with clear directions to guided activities with partial frameworks to free creative tasks. Feedback is provided to help students improve. The goal is to train students to understand confusing conversations by discarding unnecessary parts.
This lesson plan aims to develop students' global listening abilities in 40 minutes. It will begin with warm-up questions to assess students' current listening skills and background knowledge. Then, the teacher will present information on global listening through explanations, examples, and activities. Students will learn to discern main ideas and discard unnecessary details. Suggestions are provided to improve global listening through short texts, preparation, and visual aids. The lesson concludes with techniques for global listening practice, such as modeling at a slower pace and using prediction and context clues.
This lesson plan aims to develop students' global listening skills over 40 minutes. It begins with warm-up activities to assess students' listening abilities and background knowledge. New material on global listening is then presented through explanations and examples. Various techniques are discussed for improving global listening, such as preparing students beforehand and using short texts. Controlled, guided, and free practice activities are also outlined to give students opportunities to develop their skills, moving from fully structured to more open-ended tasks. The lesson plan provides a comprehensive overview of how to teach global listening at the secondary level.
This lesson plan aims to develop students' global listening skills over 40 minutes. It begins with warm-up activities to assess students' listening abilities and background knowledge. New material on global listening is then presented through explanations and examples. Various techniques are discussed for improving global listening, such as preparing students beforehand and using short texts. Controlled, guided, and free practice activities are also outlined to give students opportunities to develop their skills, moving from more structured to more open-ended tasks. The lesson plan provides a comprehensive overview of how to teach global listening at the secondary level.
The document discusses new approaches to teaching English in India. It advocates moving away from conventional grammar-based and rote learning methods towards more activity-oriented and self-learning approaches. The national curriculum framework recommends linking learning to students' lives outside school to reduce the gap between school, home, and community. It also discourages strictly separating subject areas. The document discusses constructing knowledge through interaction and experience. It outlines the four skills of language learning - listening, speaking, reading, and writing - and provides examples of activities to develop each skill. It advocates continuous and comprehensive evaluation over high-stakes exams to improve the teaching-learning process.
The document defines and describes the key characteristics of an extended essay. An extended essay is a long research paper between 3,000-5,000 words written on a given topic. It requires independent research using primary and secondary sources to support the writer's ideas. Key characteristics include a research focus on a specific topic, in-depth research, a formal structure with an introduction, body and conclusion, and original critical thinking demonstrated through analyzing research findings. The extended essay aims to develop research, critical thinking and academic writing skills, unlike a simple essay. Steps for writing an extended essay include choosing a topic, defining a research question, conducting research, organizing the essay, citing sources, drafting/revising, and a final version.
Triumph Hub Training And Placement Institute We provide extensive training for IELTS, PTE, GRE, TOEFL and OET. With our expert Trainers, we guarantee that you will score high in the IELTS test. We are nodal agents of the British Council and IDP for the IELTS Test booking. We provide extensive training and assurance of clearing PTE on the 1st attempt as we have professionally managed.
https://www.triumphhub.com/ielts-coaching-madurai.html
Orientation to english in english medium instruction universitiesAli Karakaş
This study examines Turkish university lecturers' and students' perceptions of and orientation to English as the medium of instruction. Semi-structured interviews were conducted with students from three universities in Turkey. Preliminary findings suggest students have a positive view of their English proficiency, particularly in writing where they aim for native-like proficiency. Their orientation to spoken English is more pragmatic, focusing on effective communication over native-like fluency. Students' views appear influenced by standard language ideologies that prize native-like English.
The document outlines the course structure and content for several English language certificate programs. The certificate course is 4 months long with 2 classes per week that are each 1.5 hours for a total of 3 hours per week. It covers topics like English fundamentals, public speaking, and offers 3 credits. The advanced certificate is 8 months long with the same class structure and covers additional topics like business English. The diploma program is 1 year long and covers areas such as IELTS preparation, listening, speaking, and advanced writing.
The document provides an agenda for a presentation on using the interpretive communication mode in language instruction. It defines interpretive communication as understanding text, movies, radio or speeches without direct interaction. The presentation will discuss the importance of interpretive communication, materials to use, incorporating it throughout the curriculum, teaching strategies and examples. It emphasizes using authentic materials from the target culture and scaffolding tasks at different proficiency levels.
AEI Summer Institute - Creating Language Learnersnbteacher
Atlantic Education International
Summer Institute 2015
Creating Language Learners
by Colleen Meagher-Allen, Geoff North, and Erica Thomas
July 2015
Fredericton, New Brunswick, Canada
Making the short story long: An approach to Meeting the Needs of Low Level U...Hala Nur
1. The document summarizes an English foundation course called E105 offered at the University of the Western Cape in South Africa. The course aims to improve the English proficiency of students with low English skills through a communicative approach using short stories, poems, and other materials.
2. Key aspects of the course include using literature to teach language and grammar in a non-threatening way, continuous assessment of students, and carefully selecting course materials at appropriate levels for students.
3. The document discusses pedagogical principles behind the course and how short stories are used, including activities analyzing stories and applying lessons to students' own experiences. Evaluations show most students found the course helpful in improving their English skills.
I am sharing_english_language_teaching_(elt)_ppt_1_with_youPayalChudasama
This document discusses the differences between English for Academic Purposes (EAP) and English for Specific Purposes (ESP). EAP focuses on developing the language skills needed for academic study, such as note taking, writing, and presentations. It aims to prepare students for college or university. ESP is more goal-oriented to meet the specific needs of learners' professions or studies. It involves analyzing needs and tailoring the English content accordingly. While both are types of ESP, EAP pays closer attention to learners' academic aims and needs to succeed in their studies.
The document summarizes benchmarks for student progress in learning Chinese as a foreign language. It outlines the major proficiency levels from novice to advanced based on the American Council on the Teaching of Foreign Languages guidelines. It then provides examples of tasks and ratings associated with different proficiency levels to assess students' communication skills in interpreting, presenting, and interacting in the target language.
This document discusses English for academic and professional purposes. It begins by outlining the learning objectives, which are to differentiate between academic and non-academic texts, examine the nature and characteristics of academic texts, recognize academic language use, analyze and evaluate academic texts based on language.
The document then defines academic texts as those that provide information on concepts and theories within a specific discipline, such as research papers, theses, journals and reports. It notes academic texts have a formal, logical structure and cohesive flow of ideas. They also use an appropriate tone to fairly present arguments without bias. Language in academic texts is unambiguous, uses clear topic sentences and formal third-person perspective, along with discipline-specific terminology. Academic texts
- Social sciences use formal, objective, and technical language. Words are precise with little emotion.
- Natural sciences use precise terminology related to empirical study. Language is factual and objective without personal views.
- Humanities use formal language to discuss broad topics. Analysis and interpretation are common. Language reflects the discipline studied like literature, history, or philosophy.
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It will teach basic listening strategies and identify flaws. Various activities using audio recordings, videos, and handouts will expose students to different listening situations. The procedure involves a warm-up, presentation of new concepts, and three levels of practice - controlled, guided, and free - to give students ample opportunity to develop their skills. Suggestions are provided to select appropriate texts and design effective pre, while, and post listening activities tailored to the instructional goals and students' proficiency levels.
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It begins with a warm-up discussion to assess their current skills. The teacher then presents strategies for global listening through examples and explanations. Students practice global listening through short controlled exercises identifying people, labeling diagrams, and answering questions about stories. Guided exercises require students to add to family trees and continue stories. Free activities challenge advanced students to create their own continuation of stories. The plan provides structured listening practice to build students' global comprehension skills.
Currently most reading is either of the printed word from ink or toner on paper, such as in a book, magazine, newspaper, leaflet, or notebook, or of electronic displays, such as computer displays, television, mobile phones or e-readers. Handwritten text may also be produced using a graphite pencil or a pen. Short texts may be written or painted on an object.Often the text relates to the object, such as an address on an envelope, product info on packaging, or text on a traffic or street sign. A slogan may be painted on a wall. A text may also be produced by arranging stones of a different color in a wall or road. Short texts like these are sometimes referred to as environmental print.Sometimes text or images are in relief, with or without using a color contrast. Words or images can be carved in stone, wood, or metal; instructions can be printed in relief on the plastic housing of a home appliance, or myriad other examples
This lesson plan aims to develop secondary students' global listening skills over 40 minutes. It includes preparation activities like assessing prior knowledge and identifying difficulties. A presentation on listening strategies is followed by examples and an explanation of global listening. Suggested techniques include short texts, pre-listening questions, and modeling at a natural pace. Practice activities range from controlled exercises with clear directions to guided activities with partial frameworks to free creative tasks. Feedback is provided to help students improve. The goal is to train students to understand confusing conversations by discarding unnecessary parts.
This lesson plan aims to develop students' global listening abilities in 40 minutes. It will begin with warm-up questions to assess students' current listening skills and background knowledge. Then, the teacher will present information on global listening through explanations, examples, and activities. Students will learn to discern main ideas and discard unnecessary details. Suggestions are provided to improve global listening through short texts, preparation, and visual aids. The lesson concludes with techniques for global listening practice, such as modeling at a slower pace and using prediction and context clues.
This lesson plan aims to develop students' global listening skills over 40 minutes. It begins with warm-up activities to assess students' listening abilities and background knowledge. New material on global listening is then presented through explanations and examples. Various techniques are discussed for improving global listening, such as preparing students beforehand and using short texts. Controlled, guided, and free practice activities are also outlined to give students opportunities to develop their skills, moving from fully structured to more open-ended tasks. The lesson plan provides a comprehensive overview of how to teach global listening at the secondary level.
This lesson plan aims to develop students' global listening skills over 40 minutes. It begins with warm-up activities to assess students' listening abilities and background knowledge. New material on global listening is then presented through explanations and examples. Various techniques are discussed for improving global listening, such as preparing students beforehand and using short texts. Controlled, guided, and free practice activities are also outlined to give students opportunities to develop their skills, moving from more structured to more open-ended tasks. The lesson plan provides a comprehensive overview of how to teach global listening at the secondary level.
The document discusses new approaches to teaching English in India. It advocates moving away from conventional grammar-based and rote learning methods towards more activity-oriented and self-learning approaches. The national curriculum framework recommends linking learning to students' lives outside school to reduce the gap between school, home, and community. It also discourages strictly separating subject areas. The document discusses constructing knowledge through interaction and experience. It outlines the four skills of language learning - listening, speaking, reading, and writing - and provides examples of activities to develop each skill. It advocates continuous and comprehensive evaluation over high-stakes exams to improve the teaching-learning process.
The document defines and describes the key characteristics of an extended essay. An extended essay is a long research paper between 3,000-5,000 words written on a given topic. It requires independent research using primary and secondary sources to support the writer's ideas. Key characteristics include a research focus on a specific topic, in-depth research, a formal structure with an introduction, body and conclusion, and original critical thinking demonstrated through analyzing research findings. The extended essay aims to develop research, critical thinking and academic writing skills, unlike a simple essay. Steps for writing an extended essay include choosing a topic, defining a research question, conducting research, organizing the essay, citing sources, drafting/revising, and a final version.
Triumph Hub Training And Placement Institute We provide extensive training for IELTS, PTE, GRE, TOEFL and OET. With our expert Trainers, we guarantee that you will score high in the IELTS test. We are nodal agents of the British Council and IDP for the IELTS Test booking. We provide extensive training and assurance of clearing PTE on the 1st attempt as we have professionally managed.
https://www.triumphhub.com/ielts-coaching-madurai.html
Orientation to english in english medium instruction universitiesAli Karakaş
This study examines Turkish university lecturers' and students' perceptions of and orientation to English as the medium of instruction. Semi-structured interviews were conducted with students from three universities in Turkey. Preliminary findings suggest students have a positive view of their English proficiency, particularly in writing where they aim for native-like proficiency. Their orientation to spoken English is more pragmatic, focusing on effective communication over native-like fluency. Students' views appear influenced by standard language ideologies that prize native-like English.
The document outlines the course structure and content for several English language certificate programs. The certificate course is 4 months long with 2 classes per week that are each 1.5 hours for a total of 3 hours per week. It covers topics like English fundamentals, public speaking, and offers 3 credits. The advanced certificate is 8 months long with the same class structure and covers additional topics like business English. The diploma program is 1 year long and covers areas such as IELTS preparation, listening, speaking, and advanced writing.
The document provides an agenda for a presentation on using the interpretive communication mode in language instruction. It defines interpretive communication as understanding text, movies, radio or speeches without direct interaction. The presentation will discuss the importance of interpretive communication, materials to use, incorporating it throughout the curriculum, teaching strategies and examples. It emphasizes using authentic materials from the target culture and scaffolding tasks at different proficiency levels.
AEI Summer Institute - Creating Language Learnersnbteacher
Atlantic Education International
Summer Institute 2015
Creating Language Learners
by Colleen Meagher-Allen, Geoff North, and Erica Thomas
July 2015
Fredericton, New Brunswick, Canada
Making the short story long: An approach to Meeting the Needs of Low Level U...Hala Nur
1. The document summarizes an English foundation course called E105 offered at the University of the Western Cape in South Africa. The course aims to improve the English proficiency of students with low English skills through a communicative approach using short stories, poems, and other materials.
2. Key aspects of the course include using literature to teach language and grammar in a non-threatening way, continuous assessment of students, and carefully selecting course materials at appropriate levels for students.
3. The document discusses pedagogical principles behind the course and how short stories are used, including activities analyzing stories and applying lessons to students' own experiences. Evaluations show most students found the course helpful in improving their English skills.
I am sharing_english_language_teaching_(elt)_ppt_1_with_youPayalChudasama
This document discusses the differences between English for Academic Purposes (EAP) and English for Specific Purposes (ESP). EAP focuses on developing the language skills needed for academic study, such as note taking, writing, and presentations. It aims to prepare students for college or university. ESP is more goal-oriented to meet the specific needs of learners' professions or studies. It involves analyzing needs and tailoring the English content accordingly. While both are types of ESP, EAP pays closer attention to learners' academic aims and needs to succeed in their studies.
The document summarizes benchmarks for student progress in learning Chinese as a foreign language. It outlines the major proficiency levels from novice to advanced based on the American Council on the Teaching of Foreign Languages guidelines. It then provides examples of tasks and ratings associated with different proficiency levels to assess students' communication skills in interpreting, presenting, and interacting in the target language.
This document discusses English for academic and professional purposes. It begins by outlining the learning objectives, which are to differentiate between academic and non-academic texts, examine the nature and characteristics of academic texts, recognize academic language use, analyze and evaluate academic texts based on language.
The document then defines academic texts as those that provide information on concepts and theories within a specific discipline, such as research papers, theses, journals and reports. It notes academic texts have a formal, logical structure and cohesive flow of ideas. They also use an appropriate tone to fairly present arguments without bias. Language in academic texts is unambiguous, uses clear topic sentences and formal third-person perspective, along with discipline-specific terminology. Academic texts
- Social sciences use formal, objective, and technical language. Words are precise with little emotion.
- Natural sciences use precise terminology related to empirical study. Language is factual and objective without personal views.
- Humanities use formal language to discuss broad topics. Analysis and interpretation are common. Language reflects the discipline studied like literature, history, or philosophy.
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It will teach basic listening strategies and identify flaws. Various activities using audio recordings, videos, and handouts will expose students to different listening situations. The procedure involves a warm-up, presentation of new concepts, and three levels of practice - controlled, guided, and free - to give students ample opportunity to develop their skills. Suggestions are provided to select appropriate texts and design effective pre, while, and post listening activities tailored to the instructional goals and students' proficiency levels.
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It begins with a warm-up discussion to assess their current skills. The teacher then presents strategies for global listening through examples and explanations. Students practice global listening through short controlled exercises identifying people, labeling diagrams, and answering questions about stories. Guided exercises require students to add to family trees and continue stories. Free activities challenge advanced students to create their own continuation of stories. The plan provides structured listening practice to build students' global comprehension skills.
Currently most reading is either of the printed word from ink or toner on paper, such as in a book, magazine, newspaper, leaflet, or notebook, or of electronic displays, such as computer displays, television, mobile phones or e-readers. Handwritten text may also be produced using a graphite pencil or a pen. Short texts may be written or painted on an object.Often the text relates to the object, such as an address on an envelope, product info on packaging, or text on a traffic or street sign. A slogan may be painted on a wall. A text may also be produced by arranging stones of a different color in a wall or road. Short texts like these are sometimes referred to as environmental print.Sometimes text or images are in relief, with or without using a color contrast. Words or images can be carved in stone, wood, or metal; instructions can be printed in relief on the plastic housing of a home appliance, or myriad other examples
Similar to Advanced Writing for university students.pptx (20)
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
2. Target Audience
Age : 21 and above
English Knowledge : G.C.E.O.L and A/L General
English
Current State : 1st year university students in
humanities in semester 1