Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
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
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.
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
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
![CHAPTER ASSESSMENT<br />1Diagram 1 shows the set-up of apparatus to investigate the electrolysis of 1.0 mol dm-3 of sodium sulphate solution using carbon electrodes.<br />Carbon electrode YCarbon electrode X <br />sodium sulphate 1.0 mol dm-3 solution<br />A<br />Diagram 1<br />i) What is meant by anion?<br /> ................................................................................................................................................<br />[1 mark]<br /> ii) State all the anions present in the electrolyte.<br /> ................................................................................................................................................<br />[1 mark]<br />What is the energy change that occurs in the above process?<br /> ...............................................................................................................................................<br />[1 mark]<br />Write the formulae of the ions which moved to the electrode X.<br />……………………..................................................................................................................<br /> [1 mark]<br />i) State the name of the gas collected in the test tube at the electrode X<br />..................................................................................................................................................<br />[1 mark]<br /> ii) Write the half equation for the reaction at the electrode X ……………………………………………………………………....................................................... [1 mark]<br /> iii) Describe the chemical test to confirm the gas in (d) (i).<br /> ....................................................................................................................................................<br /> .....................................................................................................................................................<br />[2 marks] <br />If the sodium sulphate solution is replaced by the copper(II) sulphate solution in the above electrolysis, <br />i) what is the observation at the electrode X<br />……………………………..………………………………………………………………………<br />[1 mark]<br /> ii) Explain your answer in (e) (i).<br /> ……………….……………………………………………………………………………………<br /> ……………………………………………………………………………………………………<br />[2 marks]<br />2Diagram 2 shows the set-up of apparatus to investigate the electrolysis of sodium chloride solution with carbon electrodes.0.001 mol dm-3 sodium chloride solution Test tubeElectrode P AElectrode Q Electrolytic Cell Diagram 2 (a)What is the energy change in the electrolytic cell above? ........................................................................................................................... [1 mark] (b)Write the formulae of all ions present in sodium chloride solution..................................................…………………………………………………… [1 mark] (c)(i)Name the gas collected at electrode P. ................................................………………….......…………..………….. [1 mark] (ii)How do you identify the gas collected in (c)(i)?………………………………………………………………..…..……………...…………………………………...………………………….………………….. [2 marks] (d)(i)What is the product formed at electrode P if the experiment is repeated using 2.0 mol dm-3 sodium chloride solution? ..................................…………………………………………………… [1 mark] (ii)Explain your answer in (d)(i). …………………………………………………………………………………… ………………………....………………………………………………………… [2 marks] (iii)Write the half equation for the reaction at electrode P.………………………….......…………………………………………………… [1 mark] (e)Suggest one metal that can replace the carbon electrodes in this experiment to obtain the same result as above.………………………………....…...………………………………………………….. [1 mark] <br />3.<br />Electrode PDilute sodium chloride solutionElectrode QGas XGas Y<br />The apparatus above is used to electrolyze dilute sodium chloride solution.<br />a)Name electrode <br />(i)P : ………………………………(ii)Q: …………………………………………..<br />Write formula of all ions present in the solution.<br />………………………………………………………………………………………………..<br />c)(i)Name the product X.<br />…………………………………………………………………………………………<br />State a chemical test to confirm you answer to (c) I above<br />…………………………………………………………………………………………<br />State the observation at electrode P<br />…………………………………………………………………………………………<br />Write a half - equation for the reaction at electrode P<br />…………………………………………………………………………………………<br />d)(i) Name the product Y<br />…………………………………………………………………………………………<br />State a chemical test to confirm your answer to (d) I above.<br />………………………………………………………………………………………..<br />State the observation at electrode Q<br />………………………………………………………………………………………..<br /> Write a half ionic equation for the reaction at electrode Q<br />………………………………………………………………………………………..<br />4.<br /> Copper (II) sulphate solutionCopper electrode<br />The apparatus above is used to electrolyse copper (II) sulphate solution using copper electrodes.<br />a)Write the formula of all ions present in the solution.<br />………………………………………………………………………………………………<br />Write half equation for the reaction at the<br />Anode : ……………………………………………………………………………….<br />Cathode : …………………………………………………………………………..<br />State the observation for this experiment.<br />……………………………………………………………………………………………..<br />d)(i)What happens to the intensity of the blue colour of the copper (II) sulphate solution during electrolysis?<br />……………………………………………………………………………………….<br />Explain your answer.<br />……………………………………………………………………………………….<br />……………………………………………………………………………………….<br />e)If the experiment is repeated but with the copper electrodes being replaced with carbon electrodes, name the products formed at the <br />Anod : …………………………………(ii) Cathode : …………………………….<br />f) When carbon electrodes are used, write half ionic equation for the reaction at the<br />,[object Object]](https://image.slidesharecdn.com/bengkelelektrolisis2-101006015601-phpapp01/85/Bengkel-elektrolisis-2-1-320.jpg)
