Agricultural spaces in Spain can be categorized into 5 main types based on location and characteristics: 1) Humid Spain along the northern coast has small farms and fields for growing various crops; 2) the interior plateau has both irrigated and unirrigated farming as well as livestock; 3) Mediterranean coast relies on irrigated orchards and crops near the coast and cereals/vines further inland; 4) mountainous areas have farming and livestock in valleys and terraced fields; 5) the Canary Islands have both irrigated monocultures along the coast and unirrigated subsistence farming inland.
Niue is the world largest raised single coral atoll situated in the Southwest Pacific Ocean. This presentations gives you an overview about the Sandalwood production in Niue.
The primary sector. 3º ESO Geography.
Based on Santillana Richmond book. The pages that are shown in this slide presentation are refering to that book.
Niue is the world largest raised single coral atoll situated in the Southwest Pacific Ocean. This presentations gives you an overview about the Sandalwood production in Niue.
The primary sector. 3º ESO Geography.
Based on Santillana Richmond book. The pages that are shown in this slide presentation are refering to that book.
A Spanish case study in High Nature Value farming: The dehesa agroforestry sy...HNV-Link
Description of High Nature Value farming system dehesa in the Iberian peninsula, products obtained from the dehesa, services provided by the dehesa, reasons for dehesas’ existence and maintenance, current threats, conservation values and management recommendations.
HNV-Link project has received funding from the European Union Horizon 2020 research and innovation programme.
Resources and ecological management of agricultureuog
Resources and ecological management of agriculture
Natural resources management
Agriculture resources conjoint with environment Management of agriculture
Weed management and resources
Physical factors :Temperature Rainfall Soil
Economic factors : CULTIVATED AREAS Areas having abundant production
Areas having moderate production
Less productive areas
Sugar management and resources
Physical factors: Temperature Rain fall Soil
Cultivation areas: Areas having moderate cultivation
Less productive areas
Cotton management and resources Cotton management and resources
rain fall
Soil
Economic factors
cultivation areas
A Spanish case study in High Nature Value farming: The dehesa agroforestry sy...HNV-Link
Description of High Nature Value farming system dehesa in the Iberian peninsula, products obtained from the dehesa, services provided by the dehesa, reasons for dehesas’ existence and maintenance, current threats, conservation values and management recommendations.
HNV-Link project has received funding from the European Union Horizon 2020 research and innovation programme.
Resources and ecological management of agricultureuog
Resources and ecological management of agriculture
Natural resources management
Agriculture resources conjoint with environment Management of agriculture
Weed management and resources
Physical factors :Temperature Rainfall Soil
Economic factors : CULTIVATED AREAS Areas having abundant production
Areas having moderate production
Less productive areas
Sugar management and resources
Physical factors: Temperature Rain fall Soil
Cultivation areas: Areas having moderate cultivation
Less productive areas
Cotton management and resources Cotton management and resources
rain fall
Soil
Economic factors
cultivation areas
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter 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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. Agricultural spaces
• There are the result of human and
physical factors:
• Environment
• Agrarian structure
• Population and rural habitat
• Agricultural policies
3. Agricultural spaces
• It is the result of different uses of
the soil:
• Traditional:
• Agriculture
• Livestock
• Forests
• New:
• Residential
• Industry
• Others
4. Use of the soil
• Traditional:
• Agriculture and livestock have been
transformed:
• Structure:
• specialization,
• technics’ introduction
• intensification
• Forest exploitation:
• Limited production
• Deforestation problems.
5. Use of the soil
• News:
• Residential
• Industrial
• Touristy
• Hunting
6. Influence of factors
• The combination of the former
factors may influence in the
following aspects:
• Agricultural landscapes
• Crisis and problems
• Policy of organization of the
agricultural space.
7. Agricultural landscapes
• We can find the following:
• Humid Spain (Atlantic)
• Interior of the Peninsula (continental
Mediterranean)
• Mediterranean
• Mountain
• Canary
8. Crisis and reasons
• They may be of these kinds:
• Demographic
• Economic
• Environmental
9. Policies for organising
agricultural landscapes
• These elements are taken into
account:
• Development and economic
diversification
• Improvement of infrastructures and
equipment
• Preservation of environment.
10. Agricultural landscapes in Spain
• We can distinguish the following:
• Humid Spain
• Interior
• Mediterranean Spain
• Mountain
• Canary
11. Humid Spain
• Location:
• North and North-East of the Iberian
Peninsula
• Physical environment:
• Stepped relief
• Oceanic climate:
• Warm temperatures, without big contrasts
• Abundant rain during the whole year
12. Humid Spain
• Agricultural structure:
• Population:
• Traditionally abundant
• Influence of migrations
• Way of settlement:
• Spread
• Agricultural property:
• Small exploitations
• Smallholdings
13. Humid Spain
• Use of the land:
• Agriculture:
• Poly culture traditional (vegetal gardens, corn,
potato, and others)
• Nowadays it is specialised in vegetal gardens and
feeding animals.
• Livestock
• The traditional exploitation in medium and small
property was extensive.
• Today it is a mixture and it has bigger size thanks
to modernization.
• Forestry
• It is important to produce furniture and paper.
14.
15. Interior
• Location:
• Two Mesetas
• Ebro’s depression
• Physical space:
• Bleak upland, small mountains and
valleys
• Continental Mediterranean climate
(extreme temperatures, hot
summers and cold winters, with little
precipitation).
16. Interior
• Agricultural structure:
• Population:
• Traditionaly they have emigrated
• Settlement: concentrated
• Small towns (Duero and Ebro valleys)
• Big towns (South of the Peninsula)
• Agrarian property: contrasts
• Smallholding in Duero and Ebro valleys
• Estates in Salamanca, Burgos, Castile-Mancha and
Aragon and the dry area of Extremadura.
17. Interior
• Use of the land:
• Agriculture:
• Unirrigated:
• High flat areas and grass land with extensive
products
• Traditionally wheat, fallow and leguminous in
turns
• Vine and olive trees, sometimes together.
• Irrigated:
• Traditionally near rivers and orchards for self
consumption
• Nowadays in bigger surfaces industrial products,
forage and orchards.
18. Interior
• Use of the land:
• Livestock:
• Traditionally extensive:
• Meat cows in mountain regions
• Sheeps in dry areas
• Sheeps, pigs and cows in meadows
• Forestry:
• It is important in the area of Soria.
19.
20. Mediterranean Spain
• Location:
• Mediterranean coast
• Guadalquivir valley
• Balear islands
• Physical environment:
• Accident relieves, flat near the coast but
stepped as soon as separating from the coast
• Warm Mediterranean climate, coastal (warm
temperatures, hot summers, scarce
precipitation and maximum in autumn).
21. Mediterranean Spain
• Agricultural structure:
• Population:
• Traditionally huge numbers
• Settlements:
• Dispersed, concentrated in some nuclei.
• Property:
• Smallholding in orchards
• Medium in Catalonia
• Big in Andalusia
22. Mediterranean Spain
• Use of the land:
• Agriculture:
• Irrigated:
• Orchard products in open air
• Orchard products under plastic
• Fruit trees and fruits
• Unirrigated :
• Near the coast and in Guadalquivir’s valley
• Cereals, vines, olive trees and almond.
23. Mediterranean Spain
• Use of the land :
• Livestock:
• Cows and pig in Catalonia
• Sheeps in non irrigated areas
• Bulls in the region of Guadalquivir.
24. Mountains
• Location:
• High areas
• Physical environment:
• Very stepped
• Cold climate, with snow and rain in
winter
• Vegetation ordered in different levels
(terrases).
25. Mountains
• Agrarian structure:
• Population:
• Low densities
• Trend to depopulation
• Settlement:
• Disperse in valleys, or concentrated in small
regions
• Nowadays trend to form bigger centres
• Agricultural property:
• Small property is the main one
• Mountains and prairies belong to the councils
26. Mountains
• Use of the land :
• Agriculture:
• In the valleys (in the North)
• Terrases and banks (in the South)
• Livestock:
• Extensive: cows and sheep (in the North)
• Sheeps seasonal migration in Mediterranean
mountains
• Forestry:
• Wood is used.
27. Canary Islands
• Location:
• Accidented volcanic orography
• Physical environment:
• Hot weather the whole year,
precipitations are scarce and irregular.
28. Canary Islands
• Agricultural structure:
• Population:
• Agrarian population has decreased
• Main population in the Tertiary system
• Settlements:
• Concentrated in towns (there are many
with less than 500 houses)
• Agrarian property:
• In medium and high regions smallholdings
• Coastal irrigated regions big property.
29. Canary Islands
• Use of the land
• Agriculture:
• Coast:
• Monoculture irrigated for exportation (banana,
tomato, potato)
• Winter products (cucumber, pepper, flowers)
• Tropical cultivations (papaya, mango, pineaple,
avocado)
• Interior:
• Monoculture unirrigated for self-consumption
(vine, potato, wheat)
30. Canary Islands
• Use of the land :
• Livestock:
• Sheeps are scarce
• Linked to agriculture
• Forestry:
• Main area producing pine
• Gose and laurisilvas to substain coal,
construction and agrarian cultures.
