A presentation of the second subchapter (Rainfall Discharge Relationships) from the first chapter (Fluvial Geomorphology) of Revision for Geography AS Cambridge exams.
CAMBRIDGE AS GEOGRAPHY REVISION: HYDROLOGY AND FLUVIAL GEOMORPHOLOGY - 1.1 DR...George Dumitrache
A presentation of the first subchapter (Drainage Basin Systems) from the first chapter (Hydrology and Fluvial Geomorphology) of Revision for Geography AS Cambridge exam.
CAMBRIDGE AS GEOGRAPHY REVISION: HYDROLOGY AND FLUVIAL GEOMORPHOLOGY - 1.3 RI...George Dumitrache
A presentation of the third subchapter (River Channel Processes) from the first chapter (Hydrology and Fluvial Geomorphology) of Revision for Geography AS Cambridge exam.
CAMBRIDGE AS GEOGRAPHY REVISION: ATMOSPHERE AND WEATHER - 2.3 WEATHER PROCESS...George Dumitrache
A comprehensive presentation of subchapter 2.3 Weather Processes and Phenomena, from the second chapter of Physical Geography, AS Cambridge, Atmosphere and Weather.
CAMBRIDGE AS GEOGRAPHY REVISION: HYDROLOGY AND FLUVIAL GEOMORPHOLOGY - 1.4 HU...George Dumitrache
A presentation of the fourth subchapter (The Human Impact) from the first chapter (Hydrology and Fluvial Geomorphology) of Revision for Geography AS Cambridge exam.
CAMBRIDGE AS GEOGRAPHY REVISION: ATMOSPHERE AND WEATHER - 2.2 THE GLOBAL ENER...George Dumitrache
A comprehensive presentation of subchapter 2.2 The Global Energy Budget, from the second chapter of Physical Geography, AS Cambridge, Atmosphere and Weather.
CAMBRIDGE AS GEOGRAPHY REVISION: HYDROLOGY AND FLUVIAL GEOMORPHOLOGY - 1.1 DR...George Dumitrache
A presentation of the first subchapter (Drainage Basin Systems) from the first chapter (Hydrology and Fluvial Geomorphology) of Revision for Geography AS Cambridge exam.
CAMBRIDGE AS GEOGRAPHY REVISION: HYDROLOGY AND FLUVIAL GEOMORPHOLOGY - 1.3 RI...George Dumitrache
A presentation of the third subchapter (River Channel Processes) from the first chapter (Hydrology and Fluvial Geomorphology) of Revision for Geography AS Cambridge exam.
CAMBRIDGE AS GEOGRAPHY REVISION: ATMOSPHERE AND WEATHER - 2.3 WEATHER PROCESS...George Dumitrache
A comprehensive presentation of subchapter 2.3 Weather Processes and Phenomena, from the second chapter of Physical Geography, AS Cambridge, Atmosphere and Weather.
CAMBRIDGE AS GEOGRAPHY REVISION: HYDROLOGY AND FLUVIAL GEOMORPHOLOGY - 1.4 HU...George Dumitrache
A presentation of the fourth subchapter (The Human Impact) from the first chapter (Hydrology and Fluvial Geomorphology) of Revision for Geography AS Cambridge exam.
CAMBRIDGE AS GEOGRAPHY REVISION: ATMOSPHERE AND WEATHER - 2.2 THE GLOBAL ENER...George Dumitrache
A comprehensive presentation of subchapter 2.2 The Global Energy Budget, from the second chapter of Physical Geography, AS Cambridge, Atmosphere and Weather.
CAMBRIDGE AS GEOGRAPHY REVISION: SETTLEMENTS - 6.3 THE CHANGING STRUCTURE OF ...George Dumitrache
A comprehensive presentation of subchapter 6.3 The Changing Structure of Urban Settlements, from the third chapter of Human Geography, AS Cambridge, Settlements.
CAMBRIDGE AS GEOGRAPHY REVISION: ATMOSPHERE AND WEATHER - 2.1 LOCAL ENERGY BU...George Dumitrache
A comprehensive presentation of subchapter 2.1 Local Energy Budgets, from the second chapter of Physical Geography, AS Cambridge, Atmosphere and Weather.
Geography notes Hydrology, Atmosphere, Weathering, Population and Migration
Casestudies aren't included - sorry. Hope these are helpful. Good luck everyone with your exams.
CAMBRIDGE GEOGRAPHY AS - HYDROLOGY AND FLUVIAL GEOMORPHOLOGY; 1.1. DRAINAGE B...George Dumitrache
Introductory presentation of the drainage basin systems in the first chapter of Hydrology and Fluvial Geomorphology, suitable for AS students, consisting in the following: the global hydrological cycle, store, flows, the drainage systems, precipitation, evapotranspiration, interception, infiltration, percolation, drainage patterns, the water balance.
AS Level Physical Geography - Atmosphere and WeatherArm Punyathorn
Weather influences every part of our daily life. Climate shapes our culture, our history and our civilization. The changes in wind, temperature, humidity can not be underestimated.
CAMBRIDGE AS GEOGRAPHY REVISION: SETTLEMENTS - 6.4 THE MANAGEMENT OF URBAN SE...George Dumitrache
A comprehensive presentation of subchapter 6.4 The Management of Urban Settlements, from the third chapter of Human Geography, AS Cambridge, Settlements.
CAMBRIDGE GEOGRAPHY AS ULTRA REVISION TEST 2 ATMOSPHERE AND WEATHERGeorge Dumitrache
Cambridge Geography AS Ultra Revision Test 2, with questions and answers for chapter 2 Atmosphere and Weather. This is a test with 30 questions, 2 minutes each.
AS Level Human Geography - Urbanization and SettlementArm Punyathorn
In this chapter, we will discuss how our cities/ villages are shaped. We will look at how residential factors can affect incomes and poverty, migration and population.
AS Level Physical Geography - Rocks and WeatheringArm Punyathorn
The earth's surface is an ever-changing entity. With the forces of weather and climate and tectonic variability, the rocks and minerals that make up the earth are always changing in size, shape and forms - a fascinating, ancient, never-ending process.
AS Level Human Geography - Population DynamicsArm Punyathorn
In this chapter, you will learn about how the human population change over the centuries and why those changes occur. You will also discuss the arguments regarding population and resources - the ideas of Thomas Malthus and Ester Boserup.
CAMBRIDGE GEOGRAPHY AS ULTRA REVISION TEST 1 HYDROLOGYGeorge Dumitrache
Cambridge Geography AS Ultra Revision Test 1, with questions and answers for chapter 1 Hydrology and Fluvial Geomorphology. This is a test with 12 questions, 5 minutes each.
CAMBRIDGE GEOGRAPHY AS - HYDROLOGY AND FLUVIAL GEOMORPHOLOGY: 1.3 RIVER CHANN...George Dumitrache
Subchapter 3 in the first chapter of Hydrology and Fluvial Geomorphology, suitable for AS students, consisting in the following: river processes, velocity, flows and Hjulstrom Curve.
Runoff is that portion of the rainfall or irrigation water which leaves a field either as surface or as subsurface flow. When rainfall intensity reaching the soil surface is less than the infiltration capacity, all the water is absorbed in to the soil. As rain continues, soil becomes saturated and infiltration capacity is reduced, shallow depression begins to fill with water, then the overland flow starts as runoff.
CAMBRIDGE AS GEOGRAPHY REVISION: SETTLEMENTS - 6.3 THE CHANGING STRUCTURE OF ...George Dumitrache
A comprehensive presentation of subchapter 6.3 The Changing Structure of Urban Settlements, from the third chapter of Human Geography, AS Cambridge, Settlements.
CAMBRIDGE AS GEOGRAPHY REVISION: ATMOSPHERE AND WEATHER - 2.1 LOCAL ENERGY BU...George Dumitrache
A comprehensive presentation of subchapter 2.1 Local Energy Budgets, from the second chapter of Physical Geography, AS Cambridge, Atmosphere and Weather.
Geography notes Hydrology, Atmosphere, Weathering, Population and Migration
Casestudies aren't included - sorry. Hope these are helpful. Good luck everyone with your exams.
CAMBRIDGE GEOGRAPHY AS - HYDROLOGY AND FLUVIAL GEOMORPHOLOGY; 1.1. DRAINAGE B...George Dumitrache
Introductory presentation of the drainage basin systems in the first chapter of Hydrology and Fluvial Geomorphology, suitable for AS students, consisting in the following: the global hydrological cycle, store, flows, the drainage systems, precipitation, evapotranspiration, interception, infiltration, percolation, drainage patterns, the water balance.
AS Level Physical Geography - Atmosphere and WeatherArm Punyathorn
Weather influences every part of our daily life. Climate shapes our culture, our history and our civilization. The changes in wind, temperature, humidity can not be underestimated.
CAMBRIDGE AS GEOGRAPHY REVISION: SETTLEMENTS - 6.4 THE MANAGEMENT OF URBAN SE...George Dumitrache
A comprehensive presentation of subchapter 6.4 The Management of Urban Settlements, from the third chapter of Human Geography, AS Cambridge, Settlements.
CAMBRIDGE GEOGRAPHY AS ULTRA REVISION TEST 2 ATMOSPHERE AND WEATHERGeorge Dumitrache
Cambridge Geography AS Ultra Revision Test 2, with questions and answers for chapter 2 Atmosphere and Weather. This is a test with 30 questions, 2 minutes each.
AS Level Human Geography - Urbanization and SettlementArm Punyathorn
In this chapter, we will discuss how our cities/ villages are shaped. We will look at how residential factors can affect incomes and poverty, migration and population.
AS Level Physical Geography - Rocks and WeatheringArm Punyathorn
The earth's surface is an ever-changing entity. With the forces of weather and climate and tectonic variability, the rocks and minerals that make up the earth are always changing in size, shape and forms - a fascinating, ancient, never-ending process.
AS Level Human Geography - Population DynamicsArm Punyathorn
In this chapter, you will learn about how the human population change over the centuries and why those changes occur. You will also discuss the arguments regarding population and resources - the ideas of Thomas Malthus and Ester Boserup.
CAMBRIDGE GEOGRAPHY AS ULTRA REVISION TEST 1 HYDROLOGYGeorge Dumitrache
Cambridge Geography AS Ultra Revision Test 1, with questions and answers for chapter 1 Hydrology and Fluvial Geomorphology. This is a test with 12 questions, 5 minutes each.
CAMBRIDGE GEOGRAPHY AS - HYDROLOGY AND FLUVIAL GEOMORPHOLOGY: 1.3 RIVER CHANN...George Dumitrache
Subchapter 3 in the first chapter of Hydrology and Fluvial Geomorphology, suitable for AS students, consisting in the following: river processes, velocity, flows and Hjulstrom Curve.
Runoff is that portion of the rainfall or irrigation water which leaves a field either as surface or as subsurface flow. When rainfall intensity reaching the soil surface is less than the infiltration capacity, all the water is absorbed in to the soil. As rain continues, soil becomes saturated and infiltration capacity is reduced, shallow depression begins to fill with water, then the overland flow starts as runoff.
Assignment on: Runoff and flooding (Drainage Pattern, Stream Flow Velocity, R...Mozakkir Azad
Water is one of our most important natural resources. Without it, there would be no life on earth. The supply of water available for our use is limited by nature. Although there is plenty of water on earth, it is not always in the right place, at the right time and of the right quality. Adding to the problem is the increasing evidence that chemical wastes improperly discarded yesterday are showing up in our water supplies today. Hydrology has evolved as a science in response to the need to understand the complex water systems of the Earth and help solve water problems. Hydrologists play a vital role in finding solutions to water problems, and interesting and challenging careers are available to those who choose to study hydrology
Stream flow representing the runoff phase of the hydrologic cycle is the most important basic data for hydrologic studies. Runoff is generated by rainstorms. Its occurrence and quantity are dependent on the characteristics of the rainfall event, i.e. intensity, duration and distribution. This module highlights about runoff components of the hydrological cycle.
Stream Morphology
Investigation
Manual
ENVIRONMENTAL SCIENCE
Made ADA compliant by
NetCentric Technologies using
the CommonLook® software
STREAM MORPHOLOGY
Overview
Students will construct a physical scale model of a stream system
to help understand how streams and rivers shape the solid earth
(i.e., the landscape). Students will perform several experiments
to determine streamflow properties under different conditions.
They will apply the scientific method, testing their own scenarios
regarding human impacts to river systems.
Outcomes
• Design a stream table model to analyze the different
characteristics of streamflow.
• Explain the effects of watersheds on the surrounding
environment in terms of the biology, water quality, and economic
importance of streams.
• Identify different stream features based on their geological
formation due to erosion and deposition.
• Develop an experiment to test how human actions can modify
stream morphology in ways that may, in turn, impact riparian
ecosystems.
Time Requirements
Preparation ...................................................................... 5 minutes,
then let sit overnight
Activity 1: Creating a Stream Table ................................ 60 minutes
Activity 2: Scientific Method: Modeling Human Impacts
on Stream Ecosystems .................................. 45 minutes
2 Carolina Distance Learning
Key
Personal protective
equipment
(PPE)
goggles gloves apron
follow
link to
video
photograph
results and
submit
stopwatch
required
warning corrosion flammable toxic environment health hazard
Key
Personal protective
equipment
(PPE)
goggles gloves apron
follow
link to
video
photograph
results and
submit
stopwatch
required
warning corrosion flammable toxic environment health hazard
Table of Contents
2 Overview
2 Outcomes
2 Time Requirements
3 Background
9 Materials
10 Safety
10 Preparation
10 Activity 1
12 Activity 2
13 Submission
13 Disposal and Cleanup
14 Lab Worksheet
18 Lab Questions
Background
A watershed is an area of land that drains
any form of precipitation into the earth’s water
bodies (see Figure 1). The entire land area that
forms this connection of atmospheric water to
the water on Earth, whether it is rain flowing into
a lake or snow soaking into the groundwater, is
considered a watershed.
Water covers approximately 70% of the earth’s
surface. However, about two-thirds of all water
is impaired to some degree, with less than
1% being accessible, consumable freshwater.
Keeping watersheds pristine is the leading
method for providing clean drinking water to
communities, and it is a high priority worldwide.
However, with increased development and
people flocking toward waterfront regions to live,
downstream communities are becoming increas-
ingly polluted every day.
From small streams to large rivers (hereafter .
Stream Morphology
Investigation
Manual
ENVIRONMENTAL SCIENCE
Made ADA compliant by
NetCentric Technologies using
the CommonLook® software
STREAM MORPHOLOGY
Overview
Students will construct a physical scale model of a stream system
to help understand how streams and rivers shape the solid earth
(i.e., the landscape). Students will perform several experiments
to determine streamflow properties under different conditions.
They will apply the scientific method, testing their own scenarios
regarding human impacts to river systems.
Outcomes
• Design a stream table model to analyze the different
characteristics of streamflow.
• Explain the effects of watersheds on the surrounding
environment in terms of the biology, water quality, and economic
importance of streams.
• Identify different stream features based on their geological
formation due to erosion and deposition.
• Develop an experiment to test how human actions can modify
stream morphology in ways that may, in turn, impact riparian
ecosystems.
Time Requirements
Preparation ...................................................................... 5 minutes,
then let sit overnight
Activity 1: Creating a Stream Table ................................ 60 minutes
Activity 2: Scientific Method: Modeling Human Impacts
on Stream Ecosystems .................................. 45 minutes
2 Carolina Distance Learning
Key
Personal protective
equipment
(PPE)
goggles gloves apron
follow
link to
video
photograph
results and
submit
stopwatch
required
warning corrosion flammable toxic environment health hazard
Key
Personal protective
equipment
(PPE)
goggles gloves apron
follow
link to
video
photograph
results and
submit
stopwatch
required
warning corrosion flammable toxic environment health hazard
Table of Contents
2 Overview
2 Outcomes
2 Time Requirements
3 Background
9 Materials
10 Safety
10 Preparation
10 Activity 1
12 Activity 2
13 Submission
13 Disposal and Cleanup
14 Lab Worksheet
18 Lab Questions
Background
A watershed is an area of land that drains
any form of precipitation into the earth’s water
bodies (see Figure 1). The entire land area that
forms this connection of atmospheric water to
the water on Earth, whether it is rain flowing into
a lake or snow soaking into the groundwater, is
considered a watershed.
Water covers approximately 70% of the earth’s
surface. However, about two-thirds of all water
is impaired to some degree, with less than
1% being accessible, consumable freshwater.
Keeping watersheds pristine is the leading
method for providing clean drinking water to
communities, and it is a high priority worldwide.
However, with increased development and
people flocking toward waterfront regions to live,
downstream communities are becoming increas-
ingly polluted every day.
From small streams to large rivers (hereafter .
Floods have the greatest damage potential when compared to the other natural disasters, over the environment. Floods are also considered to be both social and economic disasters. This module highlights the details of floods as natural hazards.
07. DEPTH STUDY GERMANY: NAZI REGIME - REICHSTAG FIRE SOURCESGeorge Dumitrache
07. DEPTH STUDY GERMANY: NAZI REGIME - REICHSTAG FIRE
On February 27, 1933, the German parliament (Reichstag) building burned down. The Nazi leadership and its coalition partners used the fire to claim that Communists were planning a violent uprising. They claimed that emergency legislation was needed to prevent this. The resulting act, commonly known as the Reichstag Fire Decree, abolished a number of constitutional protections and paved the way for Nazi dictatorship.
05. DEPTH STUDY GERMANY: NAZI REGIME - HITLER CONSOLIDATING POWER 1933-34.PPTXGeorge Dumitrache
05. DEPTH STUDY GERMANY: NAZI REGIME - HITLER CONSOLIDATING POWER 1933-34.PPTX
Following Hitler’s appointment as chancellor the Nazis were finally in a position of power.
However, this power was limited, as the Nazis were just one party in a three party coalition government, under President Hindenburg.
This topic will explore how the Nazis managed to eliminate their opposition and consolidate ultimate power over Germany, whilst maintaining an illusion of democracy.
It will first explore this topic in chronological order, from the Reichstag Fire through to the death of President Hindenburg, and then explore it thematically in the last section. On the 31 January 1933, Hitler, conscious of his lack of a majority in the Reichstag, immediately called for new elections to try and strengthen his position. The Nazis aimed to increase their share of the vote so that they would have a majority in the Reichstag. This would allow them to rule unopposed and unhindered by coalition governments.
Over the next two months, they launched themselves into an intense election campaign.
On 27 February 1933, as the campaign moved into its final, frantic days, the Reichstag, the German Parliament building, was set on fire and burnt down. An atmosphere of panic and terror followed the event.
This continued when a young Dutch communist, Van der Lubbe was arrested for the crime.
The Nazi Party used the atmosphere of panic to their advantage, encouraging anti-communism. Göring declared that the communists had planned a national uprising to overthrow the Weimar Republic. This hysteria helped to turn the public against the communists, one of the Nazis main opponents, and 4000 people were imprisoned.
The day after the fire, Hindenburg signed the Emergency Decree for the Protection of the German People. On the 28 February 1933, President Hindenburg signed the Emergency Decree for the Protection of the German People. This decree suspended the democratic aspects of the Weimar Republic and declared a state of emergency.
This decree gave the Nazis a legal basis for the persecution and oppression of any opponents, who were be framed as traitors to the republic. People could be imprisoned for any or no reason.
The decree also removed basic personal freedoms, such as the freedom of speech, the right to own property, and the right to trial before imprisonment.
Through these aspects the Nazis suppressed any opposition to their power, and were able to start the road from democracy to a dictatorship. The atmosphere of uncertainty following the Reichstag Fire secured many voters for the Nazi party.
The SA also ran a violent campaign of terror against any and all opponents of the Nazi regime. Many were terrified of voting of at all, and many turned to voting for the Nazi Party out of fear for their own safety. The elections were neither free or fair.
On the 5 March 1933, the elections took place, with an extremely high turnout of 89%.
The Nazis secured 43.9% of the vote.
DEPTH STUDY GERMANY: NAZI REGIME - 04. HITLER BECOMING CHANCELLOR 1933George Dumitrache
Hitler was not immediately appointed chancellor after the success of the July 1932 elections, despite being leader of the largest party in the Reichstag. It took the economic and political instability (with two more chancellors failing to stabilise the situation) to worsen, and the support of the conservative elite, to convince Hindenburg to appoint Hitler.
Hitler was sworn in as the chancellor of Germany on the 30 January 1933. The Nazis were now in power.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 08. NAZIS IN THE WILDERNESSGeorge Dumitrache
The “Lean Years” (also called the "wilderness" years) of Hitler and the Nazi Party in Germany refer to the period between 1924 and 1928 when the Nazi party did not have high levels of support and still suffered from humiliation over the Munich Putsch. Why where these years “lean”?
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 07. STRESEMMAN ERA 1924-1929George Dumitrache
The period 1924-1929 was a time when the Weimar economy recovered and cultural life in Germany flourished. This dramatic turnabout happened in large part because of the role played by Gustav Stresemann who became Chancellor in August 1923 during the hyperinflation crisis.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 06. THE BEER HALL PUTSCH 1923George Dumitrache
The Beer Hall Putsch, also known as the Munich Putsch, was a failed coup d'état by Nazi Party (Nationalsozialistische Deutsche Arbeiterpartei or NSDAP) leader Adolf Hitler, Generalquartiermeister Erich Ludendorff and other Kampfbund leaders in Munich, Bavaria, on 8–9 November 1923, during the Weimar Republic. Approximately two thousand Nazis marched on the Feldherrnhalle, in the city centre, but were confronted by a police cordon, which resulted in the deaths of 16 Nazi Party members and four police officers. Hitler escaped immediate arrest and was spirited off to safety in the countryside. After two days, he was arrested and charged with treason. The putsch brought Hitler to the attention of the German nation for the first time and generated front-page headlines in newspapers around the world. His arrest was followed by a 24-day trial, which was widely publicised and gave him a platform to express his nationalist sentiments to the nation. Hitler was found guilty of treason and sentenced to five years in Landsberg Prison, where he dictated Mein Kampf to fellow prisoners Emil Maurice and Rudolf Hess. On 20 December 1924, having served only nine months, Hitler was released. Once released, Hitler redirected his focus towards obtaining power through legal means rather than by revolution or force, and accordingly changed his tactics, further developing Nazi propaganda.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 05. HYPERINFLATIONGeorge Dumitrache
Hyperinflation affected the German Papiermark, the currency of the Weimar Republic, between 1921 and 1923, primarily in 1923. It caused considerable internal political instability in the country, the occupation of the Ruhr by France and Belgium, and misery for the general populace.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 03. THE TREATY OF VERSAILLES IMPACT ON...George Dumitrache
Thanks to the Treaty of Versailles, Germany's ability to produce revenue-generating coal and iron ore decreased. As war debts and reparations drained its coffers, the German government was unable to pay its debts. Some of the former World War I Allies didn't buy Germany's claim that it couldn't afford to pay.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 02. THE NOVEMBER REVOLUTION 1918George Dumitrache
The German Revolution or November Revolution was a civil conflict in the German Empire at the end of the First World War that resulted in the replacement of the German federal constitutional monarchy with a democratic parliamentary republic that later became known as the Weimar Republic. The revolutionary period lasted from November 1918 until the adoption of the Weimar Constitution in August 1919. Among the factors leading to the revolution were the extreme burdens suffered by the German population during the four years of war, the economic and psychological impacts of the German Empire's defeat by the Allies, and growing social tensions between the general population and the aristocratic and bourgeois elite.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANYGeorge Dumitrache
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANY. This presentation covers the social, economic and political impact of war along with a brief analysis of the physical cost of war.
QUESTIONS AND ANSWERS - LEAGUE OF NATIONS. The League of Nations was an international organization, headquartered in Geneva, Switzerland, created after the First World War to provide a forum for resolving international disputes.
ABYSSINIAN CRISIS. The Abyssinian Crisis was over in 1936. Italy and Mussolini continually ignored the League of Nations and fully annexed Abyssinia on May 9th 1936. The League of Nations was shown to be ineffective. The League had not stood up against one of the strongest members and fulfilled the promise of collective security.
Manchurian Crisis. On September 18, 1931, an explosion destroyed a section of railway track near the city of Mukden. The Japanese, who owned the railway, blamed Chinese nationalists for the incident and used the opportunity to retaliate and invade Manchuria.
05. LEAGUE OF NATIONS - Great Depression and LON.pptxGeorge Dumitrache
GREAT DEPRESSION AND THE LEAGUE OF NATIONS. The Great Depression of 1930-33 meant people turned to extremist dictators such as Hitler and Mussolini, who were keen to invade other countries. This made it hard for the League to maintain peace. The League had some very ambitious plans and ideals – to stop war and make the world a better place.
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.
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?
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.
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.
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.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
2. KEYTERMSANDDEFINITIONS
A river regime is the annual variation in the flow of a river.
A flood or storm hydrograph shows the short-term changes in river
discharge, over a day or a couple of days. Usually it is drawn to show
how a river reacts to an individual storm.
Each storm hydrograph has a series of parts.
The rising limb shows us how quickly the flood waters begin to rise.
The peak flow is the maximum discharge of the river as a result of the
storm.
The time lag is the time between the peak rainfall and peak discharge.
The recessional limb is the speed with which the water level in the
river declines after the peak.
3.
4. KEYTERMSANDDEFINITIONS
Baseflow is the normal level of the river, which is fed by groundwater.
Quickflow or stormflow is the water that gets into the river as a result
of overland runoff.
The annual hydrograph – also known as the river regime – is the
average annual flow of a river; it is largely determined by climate.
Antecedent moisture is the moisture already in a soil before a rainfall
event.
5.
6. TOPICSUMMARY
A river regime is the annual variation in the flow of a river.
On an annual basis the most important factor determining stream
regime is climate. Regimes can be simple or complex.
A flood hydrograph shows how the discharge of a river varies over a
short time.
The effect of urban development on hydrographs is to increase peak
flow and decrease time lag.
Highly intensive rainfall is likely to produce overland flow and a steep
rising limb and high peak flow.
If the ground is saturated or near saturated, rainfall will quickly
produce overland flow and a high peak flow and short time lag.
7.
8.
9. TOPICSUMMARY
Impermeable surfaces cause more water to flow overland.
Steeper slopes create more overland flow, shorter time lags and higher
peak flows.
Broad-leafed vegetation intercepts more rainfall, especially in summer,
and so reduces the amount of overland flow and peak flow and
increases time lag.
Land uses that create impermeable surfaces or reduce vegetation cover
reduce interception and increase overland flow.
If more drainage channels are built (sewers, ditches, drains) the water
is carried to rivers very quickly, thus peak flows are increased and time
lags reduced.
10.
11. ADDITIONALWORK
1. Examine the factors that cause variations in storm hydrographs.
2. Describe, and suggest reasons for, variations in river regimes in
Europe, as shown in Figure 1.7.
3. Examine the role of human activity in the modification of
hydrographs in urban areas.
12. SUGGESTEDWEBSITES
For a list of rivers arranged by discharge visit:
http://en.wikipedia.org/wiki/List_of_rivers_by_average_discharge
www.s-cool.co.uk/gcse/geography/rivers/hydrology.html#flood-
hydrographs
for a simple hydrograph, and:
www.s-cool.co.uk/alevel/geography/river-profiles/stormhydrographs-and-
river-discharge.html
for differences in urban and rural hydrographs.
www.nohrsc.noaa.gov/technology/gis/uhg_manual.html
For the US National Weather Service’s National Operational Hydrologic
Remote Sensing Center’s Hydrologic Technical Bulletin on Hydrographs.