The document describes the 10 major biogeographic zones of India: Trans Himalayan, Himalayan, Desert, Semi-arid, Western Ghat, Deccan Plateau, Gangetic Plain, North East, Coastal, and Islands. Each zone has distinct climate, terrain, vegetation and wildlife. The Himalayan and North East zones contain the highest biodiversity in India, while the Desert and Semi-arid zones have sparse vegetation and wildlife adapted to arid conditions. Coastal zones contain mangrove forests and coral reefs, and Islands are home to unique tropical forests and marine species.
In this ppt, you will study about the different biographical zone of India and types of forest in India and about Indian Biodiversity with a video made by me on youtube. you can follow me here and you can see my more video on youtube.
Biogeographical classification of India:Biodiversity, Himalayan zone, semi arid zone, deccan plateau, north east india, indian deserts, red panda, monal pheasant, xerophytic plants, salt desert, rann of kutch
In this ppt, you will study about the different biographical zone of India and types of forest in India and about Indian Biodiversity with a video made by me on youtube. you can follow me here and you can see my more video on youtube.
Biogeographical classification of India:Biodiversity, Himalayan zone, semi arid zone, deccan plateau, north east india, indian deserts, red panda, monal pheasant, xerophytic plants, salt desert, rann of kutch
Hotspots of biodiversity—areas particularly rich in species, rare species,
threatened species, or some combination of these attributes—are increasingly
being delineated to help set priorities for conservation. Only recently have we
begun to test key assumptions that determine how useful a hotspot approach
can be for conservation planning. The evidence suggests that although at large
geographic scales hotspots do provide useful information for conservation
planning, at smaller scales their value may be more limited.
Introduction to biodiversity definition: genetic, species and ecosystem diversity – biogeographical classification of India – value of biodiversity: consumptive use, productive use, social, ethical, aesthetic and option values – Biodiversity at global, national and local levels – India as a mega-diversity nation – hot-spots of biodiversity – threats to biodiversity: habitat loss, poaching of wildlife, man-wildlife conflicts – endangered and endemic species of India – conservation of biodiversity: In-situ and ex-situ conservation of biodiversity
PRESENTATION ON Biosphere reserves of India
A Biosphere Reserve is an ecosystem with plants and animals of unusual scientific and natural interest. It is a title given by UNESCO to help protect the sites.
This presentation is a depiction of ecological biodiversity in India. It includes basic understanding the meaning of biodiversity, discussing about the 4 hotspots in India, also discussing the habitat if each hotspots. A map is represented as well to know the locations of the hotspots, and the threatens are also discussed along with the solutions. Overall this is an outstanding nature based project with attractive visuals to stick the eyes of viewer to the presentation.
Types of Natural Vegetation in India
→ Tropical Evergreen Rain Forests
→ Deciduous or Monsoon Type of Forests
→ Dry Deciduous Forests and Scrubs
→ Semi Desert and Desert Vegetation
→ Tidal or Mangrove Forests and
→ Mountain Forests
Points on biomes,habitat,ecotone and their differentations.
also on terrestrial ,wetland,fresh water,marine habitat and their types .Explained much with pictures..so easy to remember and to take class .Hope this may help....
Hotspots of biodiversity—areas particularly rich in species, rare species,
threatened species, or some combination of these attributes—are increasingly
being delineated to help set priorities for conservation. Only recently have we
begun to test key assumptions that determine how useful a hotspot approach
can be for conservation planning. The evidence suggests that although at large
geographic scales hotspots do provide useful information for conservation
planning, at smaller scales their value may be more limited.
Introduction to biodiversity definition: genetic, species and ecosystem diversity – biogeographical classification of India – value of biodiversity: consumptive use, productive use, social, ethical, aesthetic and option values – Biodiversity at global, national and local levels – India as a mega-diversity nation – hot-spots of biodiversity – threats to biodiversity: habitat loss, poaching of wildlife, man-wildlife conflicts – endangered and endemic species of India – conservation of biodiversity: In-situ and ex-situ conservation of biodiversity
PRESENTATION ON Biosphere reserves of India
A Biosphere Reserve is an ecosystem with plants and animals of unusual scientific and natural interest. It is a title given by UNESCO to help protect the sites.
This presentation is a depiction of ecological biodiversity in India. It includes basic understanding the meaning of biodiversity, discussing about the 4 hotspots in India, also discussing the habitat if each hotspots. A map is represented as well to know the locations of the hotspots, and the threatens are also discussed along with the solutions. Overall this is an outstanding nature based project with attractive visuals to stick the eyes of viewer to the presentation.
Types of Natural Vegetation in India
→ Tropical Evergreen Rain Forests
→ Deciduous or Monsoon Type of Forests
→ Dry Deciduous Forests and Scrubs
→ Semi Desert and Desert Vegetation
→ Tidal or Mangrove Forests and
→ Mountain Forests
Points on biomes,habitat,ecotone and their differentations.
also on terrestrial ,wetland,fresh water,marine habitat and their types .Explained much with pictures..so easy to remember and to take class .Hope this may help....
Grass land ecosystems in india.
types of grasslands
uses of grassland
threats to grasslands
flora and fauna of grassland ecosystems
interesting facts
grassland ecosystem conservation
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?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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
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.
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
2. OVERVIEW
• Trans Himalayan zone.
• Himalayan zone
• Desert zone.
• Semiarid zone.
• Western ghat zone.
• Deccan plateau zone.
• Gangetic plain zone.
• North east zone.
• Coastal zone.
• Islands present near the shore line.
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3. • Trans Himalayan zone.
• Himalayan zone
• Desert zone.
• Semiarid zone.
• Western ghat zone.
• Deccan plateau zone.
• Gangetic plain zone.
• North east zone.
• Coastal zone.
• Islands present near the shore line.
Biogeographic
zones in India
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6. FEATURES OF TRANS HIMALAYAS
COLD AND ARID REGION.
TEMPERATURE -35 to 3 degrees Celsius
4500 mts. Above mean sea level
sparse vegetation has the richest wild sheep and goat community in the
world
Extensive area covered by BARE ROCKS and GLACIERS
FAUNA:-
• wild sheep, wild goats, ibex, snow leopard, marbled cats, marmots,
black necked crane
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8. HIMALAYAS
• FEATURES:-
Flora: 2,50,000 species
Fauna: 45,000 species
Tropical Rainforests- Eastern Himalaya
Thick subtropical and Alpine forests – central Himalaya, western
Himalaya
Rich endemic forests in north east
Chief species include wild sheep, mountain goats, ibex, shrew, and
tapir. Panda and snow leopard are also found here.
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10. TOPOGRAPHY OF HIMALAYAS
• Young mountains
• Series of mountains running parallel to each other.
• Thick gravel and alluvium
• Source of major snow fed rivers of India.
• Snow covered peaks, glaciers and pristine rivers.
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11. DESERT
1. Deserts in India include Thar desert and Kutch.
2. They receive around 25 cm of precipitation annually.
3. Temperature: 30 to 50 degrees
4. Fauna : Snakes, Owls , mice, armadillo lizards, foxes, bats,
vultures, rabbit, cats ,camel etc.
5. Flora: Cactus, prickly pear, octillo plant, boojum.
6. Hot and extreme climate.
7. Vegetation found in oasis.
8. Soil is composed of sand and hard rocks.
9. States covered: Rajasthan and Gujarat
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11
13. SEMI ARID REGIONS
1. States included: Parts of Punjab, Haryana, Gujarat, Maharashtra.
2. Transitional zone between desert and dense forests of western Ghats.
3. Natural vegetation is thorn forest.
4. Discontinuous vegetation, that is, vegetation in patches.
5. Open areas of bare and water deficit soil.
6. Flora: Thorny shrubs, grasses, cereals, some variety of bamboo, dry
forests.
7. Fauna: Birds, jackals, leopards, eagles, snakes, fox, buffalo. Gazelle, lions,
wolves, zebras, deer etc.
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16. WESTERN GHATS
• Covers Malabar plains and Western Ghats.
• States included: Tamil Nadu, Maharashtra, Karnataka, Parts of
Kerala.
• Mountains along the west coast of India.
• Average altitude of mountains: 900-1500 mts. Above sea level.
• Diverse topography. Unique sets of flora and fauna.
• Rich evergreen forests, medicinal plants, ornamental plants.
• Included in the biodiversity hotspots of the world.
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17. • Sparsely populated. Mainly tribal population lives there.
• Fertile land for rice cultivation, commercial crops, plantation etc.
• 14 endemic species of legless amphibians.
• Fauna: home to 325 globally threatened species, 16 species of endemic
mammals, tiger, lion tailed macaque, 288 freshwater species, 508
species of birbs,6000 species of insects, 344 species of butterflies,
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19. DECCAN PLATEAU
• Semi arid regions lying in the rain shadow region of western Ghats.
• Central and eastern highlands provide many forest products.
• Composed of oldest crystalline rocks.
• Height varies from 300 to 900 mts above sea level.
• It is semi arid in the north and tropical in most parts.
• Rain falls in the monsoon and temperature can exceed up to 40 degrees
in summer.
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20. • Types of forests: deciduous, thorn forests and scrublands.
• Consists mainly of black soil. Suitable for commercial crops, especially, cotton.
• Flora: teak, Sal.. Consists mainly of dry deciduous forests.
• Fauna: grazing animals, four horned rhinoceros, gaur, wild water buffalo, bear,
wild dog, Indian giant squirrel, tiger etc.
• Home to more than ninety species of animals and various other carnivores.
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22. GANGETIC PLAINS
• Alluvial soil, fertile soil, drained by river ganga.
• Purely agro based area.
• Major trees in this area: teak, Sal, shisham, mahua, khair etc.
• Moist deciduous forests, densest human population.
• Fauna: Tiger, one horned rhinoceros, Asian elephant, gaur, swamp deer,
crocodile, gharial and a large number of other vertebrae.
• States covered: Parts of Haryana, Uttar Pradesh, Bihar, parts of west
Bengal.
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23. • 25-35 cm of annual rainfall.
• Patches of grassland ecosystem.
• 79 known species of mammals.
• Lots of biodiversity conservation areas.
• 95% of the land converted into agricultural land
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25. Coastal zone
• Includes west coast, east coast and Lakshadweep.
• India has coastline extending 5500 kms.
• Best preserved evergreen forests are found here, especially, in
Lakshadweep.
• Mangrove forests – a prominent feature.
• Coral reefs are found in Lakshadweep.
• Fertile land is found here. Most suitable for rice and coconut trees.
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26. • Flora: railroads vines, coconut trees, beach grass etc.
• Fauna: large variety of birds, insects and marine animals. Seagulls,
pelican, penguin, terns, crabs, sea turtles, seals etc.
• States covered: Kerala, Tamil nadu, Karnataka, Andhra Pradesh,
Gujarat, goa, Maharashtra, Orissa, west Bengal.
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28. NORTH EAST
• One of the richest areas of India in terms of biodiversity.
• Several species of orchids, bamboos, ferns, mango, bananas, citrus fruits,
pepper, medicinal plants etc.
• States included: Assam, Arrunachal Pradesh, Manipur, Meghalaya,
Mizoram, Nagaland, Sikkim, Tripura.
• One of the biodiversity hotspots of the world.
• Fauna: rich in rare species, red panda, slow Loris, marbled cat, leopard
cat, bats and rodents, sangai, wild elephant, blue sheep, yak, lots of
species of birds, python and other lower vertebrae, amphibians,
butterflies etc.
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29. • 51 types of forest ecosystems are found in this area, broadly classified
into six categories:
• tropical moist deciduous forests
• tropical semi evergreen forests
• tropical wet evergreen forests
• subtropical forests
• temperate forests
• alpine forests.
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31. ISLANDS
• It includes Andaman and Nicobar islands and Lakshadweep islands.
• Tropical climate, humid weather, no winter season.
• Maximum temperature: 28 degree Celsius.
• Flora: giant evergreen forests, wet bamboo brakes, semi evergreen forests,
mangrove forests, sub montane forests.
• Fauna: 50 varieties of forest mammals, wild boar, crocodile, sea cow,
leopard, butterflies and moths, shellfish
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32. • over 600 species of marine fishes, 78 species of corals, 82 species
of seaweed, 52 species of crabs, 2 species of lobsters, 48 species
of gastropods, 12 species of bivalves, 101 species of birds.
• Sparsely populated, tribal population.
• Huge variety of marine species.
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