Ap unit illustrations
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This document outlines 7 units that will be studied in an AP geography course: 1) Geography: Its Nature and Perspectives, 2) Population, 3) Cultural Patterns and Processes, 4) Political Organization of Space, 5) Agriculture and Rural Land Use, 6) Industrialization and Economic Development, and 7) Cities and Urban Land Use. Students are asked to create illustrations that summarize the key topics to be covered in each unit.
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Kbat industrialization and development
This document provides definitions and concepts related to industrialization and economic development. It lists terms like agglomeration economies, primary and tertiary sectors, labor-intensive industries, and location theory. It also outlines topics the reader should be able to discuss, such as using indicators to classify countries, explaining theories of development, providing examples of different economic sectors, and describing factors that influence the location of manufacturing. The reader is expected to understand models of economic growth, the relationship between less and more developed countries, and the environmental and social impacts of industrialization.
Cornell notes 2 (ap outline)
1. The document discusses various theories and approaches to measuring and analyzing economic development levels between more developed countries (MDCs) and less developed countries (LDCs).
2. It outlines factors used in the UN's Human Development Index such as life expectancy, education, and GDP per capita to categorize countries and shows that the development gap between MDCs and LDCs is widening.
3. Dependency theory argues that the political and economic dominance of MDCs limits the ability of LDCs to develop and that colonialism created dependent relationships that perpetuate poverty in African nations.
Cornell notes 1 (ap outline)
The document discusses key concepts related to industrialization and economic development, including the primary, secondary, tertiary, quaternary, and quinary economic activities. It describes how the Industrial Revolution began in England and spread to Western Europe and North America, establishing industrial landscapes centered around coal and later oil sources. Factors like transportation infrastructure, global trade, and theories of industrial location influenced where industries chose to locate. Over time, deindustrialization has occurred as manufacturing moves to less developed countries for cheaper labor and production costs, leaving rust belts behind, while service industries have grown in more developed countries.
Chapter 11 key issue 4
The document discusses factors influencing changes in industry locations in the 21st century. Two key industries, textiles and apparel, have increasingly opened production facilities in lower-wage locations overseas and in the southern/western US. This allows them to take advantage of lower costs. Additionally, manufacturing has concentrated in high-tech regions like California, Massachusetts and Texas due to access to skilled labor pools and research centers. Just-in-time delivery provides benefits for manufacturers but also risks from potential disruptions in the supply chain.
Chapter 11 key issue 3
1. Manufacturing has declined in traditional industrial centers in Western Europe and shifted toward Central and Eastern Europe. This is similar to shifts seen in the US, where manufacturing has declined in the Northeastern "Rust Belt" regions and increased in the South and West.
2. China has become the leading new industrial center due to its large pool of low-cost labor and establishment of specialized economic zones along its eastern coast that offer liberal economic policies to attract foreign investment. These zones have successfully drawn multinational corporations, as evidenced by pictures showing factories operated by foreign companies.
3. Manufacturing in Latin America is clustered in Brazil and Mexico, especially in Mexico's maquiladora regions
Chapter 11 key issue 2
This document provides an overview of factors that influence the geographic distribution of different industries. It discusses how industries tend to locate near important inputs or markets. Input-oriented industries like copper, steel, and coal cluster around resource deposits, while bulk-gaining industries producing large, low-value goods locate near consumers. Transportation costs and methods also affect industry location. The document examines labor-oriented versus capital-intensive industries and mentions textiles as labor-intensive. It discusses land, capital, and electricity as additional location factors.
Chapter 11 key issue 1
This document provides questions about the distribution of industry around the world. It asks the reader to identify the four regions that produce three-fourths of global industrial output. It also asks about differences between the distribution of industry versus agriculture. Additional questions cover the origins of the Industrial Revolution in Britain, factors in Britain's later loss of industrial leadership, and resources/advantages of key industrial regions including Western Europe, Eastern Europe, North America, and East Asia. The reader is asked to label maps showing details like coal fields, iron ore areas, and early industrial infrastructure in Britain.
Chapter 9 key issue 4
This document discusses obstacles to development faced by less developed countries and various models for overcoming those obstacles. It examines theories of development through self-sufficiency, international trade, and the roles of organizations like the World Bank and IMF. Some key points covered include Rostow's stages of growth model, the success of Asian tiger economies in following an international trade approach, and both benefits and criticisms of structural adjustment programs promoted by international organizations.
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Kbat industrialization and development
This document provides definitions and concepts related to industrialization and economic development. It lists terms like agglomeration economies, primary and tertiary sectors, labor-intensive industries, and location theory. It also outlines topics the reader should be able to discuss, such as using indicators to classify countries, explaining theories of development, providing examples of different economic sectors, and describing factors that influence the location of manufacturing. The reader is expected to understand models of economic growth, the relationship between less and more developed countries, and the environmental and social impacts of industrialization.
Cornell notes 2 (ap outline)
1. The document discusses various theories and approaches to measuring and analyzing economic development levels between more developed countries (MDCs) and less developed countries (LDCs).
2. It outlines factors used in the UN's Human Development Index such as life expectancy, education, and GDP per capita to categorize countries and shows that the development gap between MDCs and LDCs is widening.
3. Dependency theory argues that the political and economic dominance of MDCs limits the ability of LDCs to develop and that colonialism created dependent relationships that perpetuate poverty in African nations.
Cornell notes 1 (ap outline)
The document discusses key concepts related to industrialization and economic development, including the primary, secondary, tertiary, quaternary, and quinary economic activities. It describes how the Industrial Revolution began in England and spread to Western Europe and North America, establishing industrial landscapes centered around coal and later oil sources. Factors like transportation infrastructure, global trade, and theories of industrial location influenced where industries chose to locate. Over time, deindustrialization has occurred as manufacturing moves to less developed countries for cheaper labor and production costs, leaving rust belts behind, while service industries have grown in more developed countries.
Chapter 11 key issue 4
The document discusses factors influencing changes in industry locations in the 21st century. Two key industries, textiles and apparel, have increasingly opened production facilities in lower-wage locations overseas and in the southern/western US. This allows them to take advantage of lower costs. Additionally, manufacturing has concentrated in high-tech regions like California, Massachusetts and Texas due to access to skilled labor pools and research centers. Just-in-time delivery provides benefits for manufacturers but also risks from potential disruptions in the supply chain.
Chapter 11 key issue 3
1. Manufacturing has declined in traditional industrial centers in Western Europe and shifted toward Central and Eastern Europe. This is similar to shifts seen in the US, where manufacturing has declined in the Northeastern "Rust Belt" regions and increased in the South and West.
2. China has become the leading new industrial center due to its large pool of low-cost labor and establishment of specialized economic zones along its eastern coast that offer liberal economic policies to attract foreign investment. These zones have successfully drawn multinational corporations, as evidenced by pictures showing factories operated by foreign companies.
3. Manufacturing in Latin America is clustered in Brazil and Mexico, especially in Mexico's maquiladora regions
Chapter 11 key issue 2
This document provides an overview of factors that influence the geographic distribution of different industries. It discusses how industries tend to locate near important inputs or markets. Input-oriented industries like copper, steel, and coal cluster around resource deposits, while bulk-gaining industries producing large, low-value goods locate near consumers. Transportation costs and methods also affect industry location. The document examines labor-oriented versus capital-intensive industries and mentions textiles as labor-intensive. It discusses land, capital, and electricity as additional location factors.
Chapter 11 key issue 1
This document provides questions about the distribution of industry around the world. It asks the reader to identify the four regions that produce three-fourths of global industrial output. It also asks about differences between the distribution of industry versus agriculture. Additional questions cover the origins of the Industrial Revolution in Britain, factors in Britain's later loss of industrial leadership, and resources/advantages of key industrial regions including Western Europe, Eastern Europe, North America, and East Asia. The reader is asked to label maps showing details like coal fields, iron ore areas, and early industrial infrastructure in Britain.
Chapter 9 key issue 4
This document discusses obstacles to development faced by less developed countries and various models for overcoming those obstacles. It examines theories of development through self-sufficiency, international trade, and the roles of organizations like the World Bank and IMF. Some key points covered include Rostow's stages of growth model, the success of Asian tiger economies in following an international trade approach, and both benefits and criticisms of structural adjustment programs promoted by international organizations.
Chapter 9 key issue 3
This document contains 10 questions about gender-related development issues around the world. It asks about differences in gender development levels between countries like Mexico and Iran, countries that have achieved gender equality, and the country with the highest Gender-Related Development Index ranking. It also contains questions about differences in pay, education, life expectancy, the Gender Empowerment Measure, and economic and political empowerment indicators between genders and across countries at different development levels.
Chapter 9 key issue 2
This document provides instructions for students to complete a map and charts identifying the geographic distribution of more and less developed countries and regions. It asks students to label and color regions on a map, draw the north-south development split, and take notes in charts about the levels of human development in more and less developed regions including Anglo-American, Western Europe, Eastern Europe, Japan, South Pacific, Latin America, East Asia, Middle East, Southeast Asia, South Asia, and Sub-Saharan Africa.
Chapter 9 key issue 1
The document discusses factors that contribute to variations in development among countries. It explains the Human Development Index (HDI) and notes that the US ranks 10th internationally on this index due to factors like GDP per capita, job types, productivity, and availability of consumer goods. Charts also summarize key economic, social, and demographic indicators of development, such as education levels, health measures, life expectancy, birth and mortality rates.
Rural land usage (student)
This document describes different patterns of rural land usage and settlements. It identifies seven types of rural villages:
1. Irregular clustered village - Farmsteads grouped around a central open area.
2. Street village - Farmsteads arranged on both sides of a street.
3. Green village - A gridiron pattern of streets meeting at right angles.
4. Isolated farmsteads/unit block farms - Land divided into pieces with farmers living separately on their own land.
5. Row village/long-lot farms - Long, thin farmsteads arranged around a road, river, or canal.
6. Hamlet - Satellite villages that develop as an original village runs
Green revolution
The document provides instructions to cut along a line on a page and then glue a graphic summary into a notebook under an assigned reading from Chapter 10, Key Issue 4.
Cornell notes (ap outline) 2
Von Thünen's model from 1826 describes six concentric zones of agricultural land use radiating from a central market. The first zone consists of market gardening activities for heavy, bulky products like vegetables. The second zone is dairy farming as milk spoils quickly. The third zone is livestock fattening in feedlots. The fourth zone is commercial grain farming. The fifth zone is livestock ranching. The sixth zone is non-agricultural land too far from the market. The model assumes uniform land quality, transportation access, climate, and political factors.
Agri regions recording
This document provides instructions to study placards containing short stories about people involved in agriculture. For each placard, the user is asked to identify the location of the activity, whether it is subsistence, commercial, or plantation agriculture, the likely climate zone, and the technologies used. A table is included for the user to fill out with their analyses for placards A through N.
Rubber
This document introduces a curriculum unit for grades 9-12 that examines the cultural and social impacts of global commodity trades. The unit uses a document-based question format to analyze eight commodities through case studies that follow each commodity's journey from origin to global impact. Each case study addresses the commodity's discovery, progression to international trade, effects of large-scale production, and boom-and-bust cycles. The unit aims to help students understand how intercultural contact and population movements have influenced societies over the long term by relating these phenomena to everyday commodities. It aligns with geography, economics, history, and culture standards in the Texas Essential Knowledge and Skills and National Geography Standards.
Tea
This document is a curriculum unit for grades 9-12 about the global commodity trade. It contains four case studies examining the cultural and social impacts of caviar, chocolate, fur, and indigo. Each case study is divided into multiple sections that trace the history of the commodity from its origins to modern use and marketing. The unit was created by researchers from multiple area studies centers at the University of Texas at Austin and is intended for classroom use.
Rice
Here are three origin myths about the origins of rice from Southeast Asia:
1. A Dayak myth from Borneo tells of a man named Se Juru who climbed a giant upside down tree and discovered rice being cooked in the sky world. He brought rice back to teach his people.
2. A Javanese myth says that rice sprang from the buried body of a goddess named Tisnawati, with rice plants growing from her body.
3. A Malayan myth involves the descendants of a legendary king discovering golden rice growing miraculously in a field, a sign they had the right to rule.
These myths reflect the deep cultural significance of rice in Southeast Asian societies and attempt to explain its origins in
Indigo
Indigo arrived in Europe through Portuguese trade routes in the early 16th century, but faced prohibitions from powerful guilds representing native woad growers who saw indigo as competition. Despite bans, indigo continued to flow into Europe from both east and west as other European powers like Spain and France established indigo plantations in their new world colonies. While indigo was seen as superior for its deep blue color, it was also viewed with suspicion in places like Germany for being "corrosive" and "deceitful."
Fur
This document provides an introduction to a curriculum unit for grades 9-12 that examines the global spread and impact of commodities through history. The unit uses a document-based question format to analyze eight commodities across four stages: origin and discovery, transition to international trade, effects of large-scale production, and boom-and-bust cycles. It aims to teach students about cultural diffusion and change through examining commodities' journeys worldwide. Case studies can also be mapped and compared using graphic organizers. The unit aligns with TEKS and National Geography Standards on cultural and economic geography.
Chocolate
This document introduces a curriculum unit for grades 9-12 that examines the cultural and social impacts of global commodity trades. The unit uses a document-based question format to analyze eight commodities through case studies that follow each commodity's journey from origin to global impact. Each case study addresses the commodity's discovery, progression to international trade, effects of large-scale production, and boom-and-bust cycles. The unit aims to help students understand how intercultural contact and population movements have influenced societies over the long term by relating these phenomena to everyday commodities. It aligns with geography, economics, history, and culture standards in the Texas Essential Knowledge and Skills and National Geography Standards.
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This document is a curriculum unit for grades 9-12 about the global commodity trade. It contains four case studies examining the cultural and social impacts of caviar, chocolate, fur, and indigo. Each case study is divided into multiple sections that trace the history of the commodity from its origins to modern use and marketing. The unit was created by researchers from several area studies centers at the University of Texas at Austin and is intended for classroom use.
Future of food
1. The potato blight that struck Ireland in the 19th century was more disastrous than the same blight in Peru because Ireland's economy was heavily dependent on the potato for food, unlike Peru.
2. In 1978, Dr. Chakrabarty and General Electric succeeded in patenting the first genetically modified organism, a bacterium designed to eat oil spills. This led to a boom in biotechnology during the 1980s under President Reagan.
3. During the 1990s under President Clinton, Monsanto became the leading producer of genetically engineered seeds and worked to control the seed supply through patents and licenses.
Kbat
This document provides a list of key terms related to agriculture for the user to know and be able to apply. It includes over 50 agricultural terms organized under "KNOW" and descriptions of agricultural concepts and models for the user to explain under "BE ABLE TO", such as the origins and evolution of agriculture, applying the von Thünen model, differentiating agricultural development levels between countries, and discussing trends in agricultural practices globally and locally.
Unit preview
The document outlines 6 key concepts about agriculture that will be studied: 1) Crop growth depends on climate. 2) There have been 3 agricultural revolutions involving farming, mechanization, and genetic engineering. 3) Von Thunen's Model shows how transportation costs affect crop selection. 4) There are 2 main farming types - subsistence and commercial. 5) Settlement patterns in the US were based on agriculture potential. 6) Modern agriculture is increasingly industrialized and specialized, replacing family farms.
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This document appears to be the table of contents for a unit on agriculture and rural land use. It includes 5 main sections:
1) The development and diffusion of agriculture from the Neolithic Agricultural Revolution to modern advances like biotechnology
2) Major agricultural production regions and the systems associated with different climatic zones
3) Rural land use and settlement patterns, including von Thünen's model of land use
4) Modern commercial agriculture including the Third Agricultural Revolution and Green Revolution
5) Issues facing farmers like economic difficulties and future food supplies and environmental impacts.
Chapter 10 key isssue 3
This document discusses key issues related to agricultural regions in more developed countries. It asks questions about typical mixed crop and livestock farms, crop rotation, the most grown crop in the USA and its commercial uses, the historical relationship between dairy farms and cities, changes in dairy farms and milk production from 1980-2000, the economic and political advantages of grain farming for countries like the USA, the geographical elements and land-use changes of the Cattle Kingdom that dominated US agriculture from 1867-1885, how the introduction of European cattle changed cattle ranching, how Argentina's Pampas helped its cattle industry develop, crops grown in Mediterranean agriculture in addition to grains for pasta and wheat, what is meant by truck farming and new specialty farming in
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
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This document contains 10 questions about gender-related development issues around the world. It asks about differences in gender development levels between countries like Mexico and Iran, countries that have achieved gender equality, and the country with the highest Gender-Related Development Index ranking. It also contains questions about differences in pay, education, life expectancy, the Gender Empowerment Measure, and economic and political empowerment indicators between genders and across countries at different development levels.
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This document provides instructions for students to complete a map and charts identifying the geographic distribution of more and less developed countries and regions. It asks students to label and color regions on a map, draw the north-south development split, and take notes in charts about the levels of human development in more and less developed regions including Anglo-American, Western Europe, Eastern Europe, Japan, South Pacific, Latin America, East Asia, Middle East, Southeast Asia, South Asia, and Sub-Saharan Africa.
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The document discusses factors that contribute to variations in development among countries. It explains the Human Development Index (HDI) and notes that the US ranks 10th internationally on this index due to factors like GDP per capita, job types, productivity, and availability of consumer goods. Charts also summarize key economic, social, and demographic indicators of development, such as education levels, health measures, life expectancy, birth and mortality rates.
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This document describes different patterns of rural land usage and settlements. It identifies seven types of rural villages:
1. Irregular clustered village - Farmsteads grouped around a central open area.
2. Street village - Farmsteads arranged on both sides of a street.
3. Green village - A gridiron pattern of streets meeting at right angles.
4. Isolated farmsteads/unit block farms - Land divided into pieces with farmers living separately on their own land.
5. Row village/long-lot farms - Long, thin farmsteads arranged around a road, river, or canal.
6. Hamlet - Satellite villages that develop as an original village runs
Green revolution
The document provides instructions to cut along a line on a page and then glue a graphic summary into a notebook under an assigned reading from Chapter 10, Key Issue 4.
Cornell notes (ap outline) 2
Von Thünen's model from 1826 describes six concentric zones of agricultural land use radiating from a central market. The first zone consists of market gardening activities for heavy, bulky products like vegetables. The second zone is dairy farming as milk spoils quickly. The third zone is livestock fattening in feedlots. The fourth zone is commercial grain farming. The fifth zone is livestock ranching. The sixth zone is non-agricultural land too far from the market. The model assumes uniform land quality, transportation access, climate, and political factors.
Agri regions recording
This document provides instructions to study placards containing short stories about people involved in agriculture. For each placard, the user is asked to identify the location of the activity, whether it is subsistence, commercial, or plantation agriculture, the likely climate zone, and the technologies used. A table is included for the user to fill out with their analyses for placards A through N.
Rubber
This document introduces a curriculum unit for grades 9-12 that examines the cultural and social impacts of global commodity trades. The unit uses a document-based question format to analyze eight commodities through case studies that follow each commodity's journey from origin to global impact. Each case study addresses the commodity's discovery, progression to international trade, effects of large-scale production, and boom-and-bust cycles. The unit aims to help students understand how intercultural contact and population movements have influenced societies over the long term by relating these phenomena to everyday commodities. It aligns with geography, economics, history, and culture standards in the Texas Essential Knowledge and Skills and National Geography Standards.
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This document is a curriculum unit for grades 9-12 about the global commodity trade. It contains four case studies examining the cultural and social impacts of caviar, chocolate, fur, and indigo. Each case study is divided into multiple sections that trace the history of the commodity from its origins to modern use and marketing. The unit was created by researchers from multiple area studies centers at the University of Texas at Austin and is intended for classroom use.
Rice
Here are three origin myths about the origins of rice from Southeast Asia:
1. A Dayak myth from Borneo tells of a man named Se Juru who climbed a giant upside down tree and discovered rice being cooked in the sky world. He brought rice back to teach his people.
2. A Javanese myth says that rice sprang from the buried body of a goddess named Tisnawati, with rice plants growing from her body.
3. A Malayan myth involves the descendants of a legendary king discovering golden rice growing miraculously in a field, a sign they had the right to rule.
These myths reflect the deep cultural significance of rice in Southeast Asian societies and attempt to explain its origins in
Indigo
Indigo arrived in Europe through Portuguese trade routes in the early 16th century, but faced prohibitions from powerful guilds representing native woad growers who saw indigo as competition. Despite bans, indigo continued to flow into Europe from both east and west as other European powers like Spain and France established indigo plantations in their new world colonies. While indigo was seen as superior for its deep blue color, it was also viewed with suspicion in places like Germany for being "corrosive" and "deceitful."
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This document provides an introduction to a curriculum unit for grades 9-12 that examines the global spread and impact of commodities through history. The unit uses a document-based question format to analyze eight commodities across four stages: origin and discovery, transition to international trade, effects of large-scale production, and boom-and-bust cycles. It aims to teach students about cultural diffusion and change through examining commodities' journeys worldwide. Case studies can also be mapped and compared using graphic organizers. The unit aligns with TEKS and National Geography Standards on cultural and economic geography.
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This document introduces a curriculum unit for grades 9-12 that examines the cultural and social impacts of global commodity trades. The unit uses a document-based question format to analyze eight commodities through case studies that follow each commodity's journey from origin to global impact. Each case study addresses the commodity's discovery, progression to international trade, effects of large-scale production, and boom-and-bust cycles. The unit aims to help students understand how intercultural contact and population movements have influenced societies over the long term by relating these phenomena to everyday commodities. It aligns with geography, economics, history, and culture standards in the Texas Essential Knowledge and Skills and National Geography Standards.
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This document is a curriculum unit for grades 9-12 about the global commodity trade. It contains four case studies examining the cultural and social impacts of caviar, chocolate, fur, and indigo. Each case study is divided into multiple sections that trace the history of the commodity from its origins to modern use and marketing. The unit was created by researchers from several area studies centers at the University of Texas at Austin and is intended for classroom use.
Future of food
1. The potato blight that struck Ireland in the 19th century was more disastrous than the same blight in Peru because Ireland's economy was heavily dependent on the potato for food, unlike Peru.
2. In 1978, Dr. Chakrabarty and General Electric succeeded in patenting the first genetically modified organism, a bacterium designed to eat oil spills. This led to a boom in biotechnology during the 1980s under President Reagan.
3. During the 1990s under President Clinton, Monsanto became the leading producer of genetically engineered seeds and worked to control the seed supply through patents and licenses.
Kbat
This document provides a list of key terms related to agriculture for the user to know and be able to apply. It includes over 50 agricultural terms organized under "KNOW" and descriptions of agricultural concepts and models for the user to explain under "BE ABLE TO", such as the origins and evolution of agriculture, applying the von Thünen model, differentiating agricultural development levels between countries, and discussing trends in agricultural practices globally and locally.
Unit preview
The document outlines 6 key concepts about agriculture that will be studied: 1) Crop growth depends on climate. 2) There have been 3 agricultural revolutions involving farming, mechanization, and genetic engineering. 3) Von Thunen's Model shows how transportation costs affect crop selection. 4) There are 2 main farming types - subsistence and commercial. 5) Settlement patterns in the US were based on agriculture potential. 6) Modern agriculture is increasingly industrialized and specialized, replacing family farms.
Table of contents '10
This document appears to be the table of contents for a unit on agriculture and rural land use. It includes 5 main sections:
1) The development and diffusion of agriculture from the Neolithic Agricultural Revolution to modern advances like biotechnology
2) Major agricultural production regions and the systems associated with different climatic zones
3) Rural land use and settlement patterns, including von Thünen's model of land use
4) Modern commercial agriculture including the Third Agricultural Revolution and Green Revolution
5) Issues facing farmers like economic difficulties and future food supplies and environmental impacts.
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(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
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- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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