Pollination is very important. It leads to the creation of new seeds that grow into new plants. All plants do not have flowers. Some might have small or large flowers. The pollination process varies from plant to plant depending on the kind of flowers. Different pollinators feed on different plants and therefore pollinate different plants. Some common pollinators are bees, butterflies, birds, and moths. there are flowers which get pollinated by elephants.
Pollination is very important. It leads to the creation of new seeds that grow into new plants. All plants do not have flowers. Some might have small or large flowers. The pollination process varies from plant to plant depending on the kind of flowers. Different pollinators feed on different plants and therefore pollinate different plants. Some common pollinators are bees, butterflies, birds, and moths. there are flowers which get pollinated by elephants.
this topic objectives are: differentiate self- pollination and cross pollination,draw self-pollination in plants and appreciate the importance of insects in pollination.
fruit pollination is the very good factor for fruit production and very beneficial chapter for students and scientist. they are give more knowledge about pollination and fruit development of student
this topic objectives are: differentiate self- pollination and cross pollination,draw self-pollination in plants and appreciate the importance of insects in pollination.
fruit pollination is the very good factor for fruit production and very beneficial chapter for students and scientist. they are give more knowledge about pollination and fruit development of student
Basic presentation of the parts of a plant and of the life cycle of plants. Pitched at about the 2nd, 3rd or 4th grade level. Lots of descriptive pictures and diagrams.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
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!
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?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
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.
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.
How libraries can support authors with open access requirements for UKRI fund...
Chapter 1 plants
1. How Plants Live andHow Plants Live and
GrowGrow
Chapter 1Chapter 1
2. Plant RootsPlant Roots
What is the job of plant roots?What is the job of plant roots?
They hold plants in the ground and take water and minerals fromThey hold plants in the ground and take water and minerals from
the soilthe soil
A mineral is a natural, NONLIVING, material that can beA mineral is a natural, NONLIVING, material that can be
found in soilfound in soil
3. Plant StemsPlant Stems
What is the job of a plant stem? (*think of ourWhat is the job of a plant stem? (*think of our
backbone)backbone)
Stems hold up the leaves, flowers and fruit of a plantStems hold up the leaves, flowers and fruit of a plant
Stems have tiny tubes in them that carry water andStems have tiny tubes in them that carry water and
minerals from the roots up to the plantminerals from the roots up to the plant
Where do stems grow?Where do stems grow?
4. Plant LeavesPlant Leaves
What kind of Plant Leaves have you seen?What kind of Plant Leaves have you seen?
5. Plant LeavesPlant Leaves
Green Plants useGreen Plants use energy from the sunenergy from the sun to make food (sugar)to make food (sugar)
See diagrams on pg. A10-A11See diagrams on pg. A10-A11
6. Flower PartsFlower Parts
Point to the Petal on pg. A14, What is a Petal?Point to the Petal on pg. A14, What is a Petal?
Where is Pollen formed? Where does it have toWhere is Pollen formed? Where does it have to
be moved to first?be moved to first?
Pollen must be moved to the center of thePollen must be moved to the center of the
flower BEFORE seeds can form!flower BEFORE seeds can form!
7. How do seeds form?How do seeds form?
1. Pollen moves to the center of the flower1. Pollen moves to the center of the flower
2. Seeds begin to grow2. Seeds begin to grow
3. A fruit forms around the seeds to protect3. A fruit forms around the seeds to protect
themthem
4. As the fruit grows, the flower petals fall off4. As the fruit grows, the flower petals fall off
8.
9. Scattering PollenScattering Pollen
Who can carry pollen from flower to flower?Who can carry pollen from flower to flower?
BIRDS AND INSECTS!BIRDS AND INSECTS!
When bees carry pollen to the stem-like part ofWhen bees carry pollen to the stem-like part of
the flower it’s calledthe flower it’s called pollinationpollination
How else can pollen be scattered?How else can pollen be scattered?
WIND!WIND!
10. How do Cones form seeds?How do Cones form seeds?
Pollen from cones is scattered by the windPollen from cones is scattered by the wind
This pollen lands on a cone and pollinates it,This pollen lands on a cone and pollinates it,
then seeds form and grow! (Have you seen athen seeds form and grow! (Have you seen a
pinecone??)pinecone??)
Trees with Cones, likeTrees with Cones, like EvergreensEvergreens, keep their, keep their
leaves all year long! **Pine and Fir Trees*leaves all year long! **Pine and Fir Trees*
11. Seed PartsSeed Parts
Seeds come in many shapes, colors andSeeds come in many shapes, colors and
sizes!sizes!
All seeds can grow into new plantsAll seeds can grow into new plants
12. Seed PartsSeed Parts
TheThe seed coatseed coat protects the seeds, like a coat weprotects the seeds, like a coat we
would wear to keep us warmwould wear to keep us warm
The developing plant gets food from theThe developing plant gets food from the seedseed
leafleaf
Why do you think seeds need to beWhy do you think seeds need to be
scattered?scattered?
13. Scattering SeedsScattering Seeds
Seeds are scattered by……Seeds are scattered by……
1. The wind (what kinds of seeds?)1. The wind (what kinds of seeds?)
2. Water2. Water
Animals (which animals do you think carryAnimals (which animals do you think carry
seeds?)seeds?)
14. The Life Cycle of a Flowering PlantThe Life Cycle of a Flowering Plant
Every living thing has a life cycle (We go fromEvery living thing has a life cycle (We go from
infants, to child, teenager and adult)infants, to child, teenager and adult)
See diagram on pg. A 22-23See diagram on pg. A 22-23
Seeds grow in the center of the flower. After theSeeds grow in the center of the flower. After the
petals dry up and fall off, seeds also fall to thepetals dry up and fall off, seeds also fall to the
ground!ground!
15. GerminationGermination
The seed soaks up the water and swells until theThe seed soaks up the water and swells until the
seed coat splitsseed coat splits
A root begins to grow out of the seed down intoA root begins to grow out of the seed down into
the soil and the stem begins to grow up!the soil and the stem begins to grow up!
This is calledThis is called germinationgermination when a tiny plantwhen a tiny plant
begins to grow and develop!begins to grow and develop!
16. SeedlingSeedling
A Seedling is a young plant that grows out of theA Seedling is a young plant that grows out of the
ground/ point to the picture on pg. A23ground/ point to the picture on pg. A23
The Plant is fully grown and will look like theThe Plant is fully grown and will look like the
parent plant (most flowers look similar)parent plant (most flowers look similar)
What would happen if a seed was planted in dryWhat would happen if a seed was planted in dry
soil?soil?
17. ConifersConifers
An Evergreen tree that makes cones is called aAn Evergreen tree that makes cones is called a
Conifer.Conifer.
Conifers keep their leaves all year round!Conifers keep their leaves all year round!
The seeds grow inside the cone and when theThe seeds grow inside the cone and when the
scales dry out the seeds fall out!scales dry out the seeds fall out!
18. The Life Cycle of a ConiferThe Life Cycle of a Conifer
Seeds fall to the ground and some areSeeds fall to the ground and some are
germinated or scattered by the windgerminated or scattered by the wind
A Seedling begins to grow and cones form onA Seedling begins to grow and cones form on
the tree (usually in Spring). Seeds grow insidethe tree (usually in Spring). Seeds grow inside
the POLLINATED cones.the POLLINATED cones.
Growth – the tree is fully grown! See pg. A24-Growth – the tree is fully grown! See pg. A24-
2525