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This document provides guidance for a GCSE coursework project comparing two beaches in Norfolk, England. It outlines the necessary sections for the coursework including an introduction with background information, methods used to collect data, presentation of beach and groyne profile data, individual analyses of each beach, and a conclusion comparing the two beaches and answering the research question. Students are advised to thoroughly explain and refer to their data, graphs, maps and sketches in both the analysis and conclusion sections.
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AssignemntGGH140-sp16 final project.docxGGH140 Final Project .docx
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Instructions:
As previously discussed in class, you are to create a PowerPoint presentation that contains at least 10 content slides regarding a specific aspect of the economic geography of the country that you have chosen to study this semester. As explained in class, your presentation should focus around a specific topic or concept from this course that you believe is particularly significant for this country. Through your content slides, you must provide examples of how this not only illustrates important aspects of certain economic concepts, but how it also illustrates geographic concepts.
Each slide must contain at least 50 words of discussion and a supporting image (map, picture, graph, etc.). Please be sure that your supporting images are specific to the place of study, and your discussion comments should connect with the image. You must conclude your presentation with at least one additional slide that contains your learning reflections(at least 250 words) on your key “take aways” regarding the economic geography of this place through the assignments, as well as any other material you were exposed to through this course.
For students who are Education majors taking this course (or for anyone else who might be interested), another approach would be to choose one of the DESE competencies associated with this course (as indicated on the syllabus), and then construct your content slides around how you might teach that topic (i.e., essentially propose a lesson plan). Of course, if you choose an economic focused competency, you will need to be sure to clearly indicate how you will also connect those concepts to geographic perspectives, and vice versa.
Although this isn’t a formal research paper, you should still cite the source (or sources) of your content on each slide, and you must include a works cited slide. There is not a specific number of sources that you must use, however, for a presentation of this length, you should really have an absolute minimum of at least 3 different sources. Remember that I do not care what citation method you use (APA, MLA, Chicago, etc.) as long as you use the same method consistently throughout your entire project. If you use online sources, use credible source materials (for example, Wikipedia is a good place to get images and useful links to source cites, but it is NOT an adequate source of information). Also, don’t forget that any sentences you choose to directly copy from any source, MUST be put in quotation marks and directly cited. Failing to do this even just one time is considered plagiarism.
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1. The document provides instructions for a graphic journal project on landscape architecture as part of a Constructed Landscape module.
2. Students are required to produce a travel sketch journal documenting their trip to Taman Negara, including a visual map of the area and illustrations of landscape elements from 5 sites.
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2. Students are required to produce a travel sketch journal documenting their field trip to Taman Negara, including a visual map of the area and illustrations of landscape elements from 5 sites.
3. The project aims to develop students' visual communication and graphic skills through applying field observations and sketching techniques to document the landscape.
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1) The document provides instructions for a graphic journal project on landscape architecture as part of an ARC30203 Constructed Landscape module.
2) Students are required to produce a travel sketch journal documenting their field trip to Taman Negara, including a visual map of the area and illustrations of landscape elements from 5 sites.
3) The project aims to develop students' visual communication skills through sketching, observation, and application of graphic techniques to represent the landscape. Successful completion will demonstrate understanding of landscape graphics and design processes.
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2) Students are required to produce a travel sketch journal documenting their field trip to Taman Negara, including a visual map of the area and illustrations of landscape elements from 5 sites.
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El documento habla sobre Carlos Sánchez en el contexto de 2007. No proporciona más detalles sobre el tema o contenido debido a la falta de información sustantiva en el documento original.
BB Patnameet May19 07
The document discusses the results of a study on the effects of exercise on memory and thinking abilities in older adults. The study found that regular exercise can help reduce the decline in thinking abilities that often occurs with age. Older adults who exercised regularly performed better on cognitive tests and brain scans showed they had greater activity in important areas for memory and learning compared to less active peers.
Saludo a María
El poema saluda a María y le anuncia que tendrá un hijo más bello que los tallos de la brisa. Dios se ha prendado de María y la ha llenado de gracia. María será bendita entre todas las mujeres por ser la madre de todos.
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El documento define conceptos clave de la economía como la oferta, la demanda, el consumo, el mercado, la publicidad, las necesidades y el merchandising. Explica que la oferta depende de factores como el precio de la mano de obra y el capital, y que la demanda depende del precio y de la cantidad demandada por los consumidores individuales y totales. También define el consumo, el mercado, la publicidad, las necesidades humanas y el objetivo del merchandising de aumentar la rentabilidad en el punto de venta.
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Bernardette fue la joven a quien se le apareció la Virgen María en Lourdes. Su cuerpo fue desenterrado tres veces durante el proceso de canonización y se encontró intacto a pesar de haber pasado 46 años enterrada, lo que sorprendió a los médicos. Aún hoy, su cuerpo permanece incorrupto y sangre líquida corre por él, lo que se considera sobrenatural y obra de Dios. Su urna de cristal en Lourdes permite la veneración de los que acuden allí.
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AssignemntGGH140-sp16 final project.docxGGH140 Final Project .docx
Assignemnt/GGH140-sp16 final project.docxGGH140 Final Project
Instructions:
As previously discussed in class, you are to create a PowerPoint presentation that contains at least 10 content slides regarding a specific aspect of the economic geography of the country that you have chosen to study this semester. As explained in class, your presentation should focus around a specific topic or concept from this course that you believe is particularly significant for this country. Through your content slides, you must provide examples of how this not only illustrates important aspects of certain economic concepts, but how it also illustrates geographic concepts.
Each slide must contain at least 50 words of discussion and a supporting image (map, picture, graph, etc.). Please be sure that your supporting images are specific to the place of study, and your discussion comments should connect with the image. You must conclude your presentation with at least one additional slide that contains your learning reflections(at least 250 words) on your key “take aways” regarding the economic geography of this place through the assignments, as well as any other material you were exposed to through this course.
For students who are Education majors taking this course (or for anyone else who might be interested), another approach would be to choose one of the DESE competencies associated with this course (as indicated on the syllabus), and then construct your content slides around how you might teach that topic (i.e., essentially propose a lesson plan). Of course, if you choose an economic focused competency, you will need to be sure to clearly indicate how you will also connect those concepts to geographic perspectives, and vice versa.
Although this isn’t a formal research paper, you should still cite the source (or sources) of your content on each slide, and you must include a works cited slide. There is not a specific number of sources that you must use, however, for a presentation of this length, you should really have an absolute minimum of at least 3 different sources. Remember that I do not care what citation method you use (APA, MLA, Chicago, etc.) as long as you use the same method consistently throughout your entire project. If you use online sources, use credible source materials (for example, Wikipedia is a good place to get images and useful links to source cites, but it is NOT an adequate source of information). Also, don’t forget that any sentences you choose to directly copy from any source, MUST be put in quotation marks and directly cited. Failing to do this even just one time is considered plagiarism.
You will be required to share your presentation in class during our scheduled Final Exam Period, which is on Tuesday, May 3, from 10:15-12:15. 15% of your score for this project will be based simply on whether or not you present your project to our class during this period. You should upload your presentation in Canvas BEFORE our fin.
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This document provides a dot-point guide for completing a coursework on the impact of tourism on the town of Grassington in Yorkshire Dales, England. It outlines the objectives, which are to investigate how shops and services cater to tourists, the effects of transport on the town's qualities, how tourism has been managed, and if tourism aims are being met. Data collection methods like surveys and traffic counts are described. The document instructs to analyze the data, conclude if the aim was achieved, and evaluate any limitations of the study.
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The document outlines the schedule and workshops for a day-long event on bringing geographic information systems (GIS) into the classroom at The Kings School in Peterborough. The day includes an introduction to GIS, two workshops in the morning and one after lunch, and a concluding review session. Various GIS applications are listed that could be used in subjects such as geography, science, and statistics.
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This document provides guidance on effective map layout and design. Some key points include:
1) Begin by defining your purpose and intended audience to ensure the map communicates the right message clearly.
2) Design the map to tell a story, unfolding additional information in layers rather than all at once.
3) Keep the map simple and ensure the primary message is instantly clear within 5 seconds of viewing. Remove non-essential information.
Project 1
1) The document outlines the requirements for a graphic journal project on landscape architecture as part of an ARC30203 Constructed Landscape module.
2) Students are required to produce a travel sketch journal documenting their field trip to Taman Negara, including a visual map of the area and illustrations of landscape elements from 5 sites.
3) The project aims to develop students' visual communication and graphic skills through sketching exercises, as well as demonstrate their understanding of landscape design and elements like softscape, hardscape, and natural features.
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1. The document provides instructions for a graphic journal project on landscape architecture as part of a Constructed Landscape module.
2. Students are required to produce a travel sketch journal documenting their trip to Taman Negara, including a visual map of the area and illustrations of landscape elements from 5 sites.
3. The project aims to develop students' visual communication skills through sketching, observation, and application of graphic techniques to represent the landscape.
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1. The document outlines the requirements for a graphic journal project on landscape architecture as part of a Constructed Landscape module.
2. Students are required to produce a travel sketch journal documenting their field trip to Taman Negara, including a visual map of the area and illustrations of landscape elements from 5 sites.
3. The project aims to develop students' visual communication and graphic skills through applying field observations and sketching techniques to document the landscape.
Project 1
1) The document provides instructions for a graphic journal project on landscape architecture as part of an ARC30203 Constructed Landscape module.
2) Students are required to produce a travel sketch journal documenting their field trip to Taman Negara, including a visual map of the area and illustrations of landscape elements from 5 sites.
3) The project aims to develop students' visual communication skills through sketching, observation, and application of graphic techniques to represent the landscape. Successful completion will demonstrate understanding of landscape graphics and design processes.
Project 1
1) The document outlines the requirements for a graphic journal project on landscape architecture as part of an ARC30203 Constructed Landscape module.
2) Students are required to produce a travel sketch journal documenting their field trip to Taman Negara, including a visual map of the area and illustrations of landscape elements from 5 sites.
3) The project aims to develop students' visual communication skills through sketching exercises, demonstrate their understanding of landscape graphics, and equip them with techniques for illustrating softscape, hardscape and natural elements.
Crowded coasts edexcel guide - part 2
This document provides guidance for students on investigating crowded coasts as part of a geography unit. It outlines various fieldwork and research techniques students could employ organized under four strands: competition for coasts, coping with pressure, increasing risks, and coastal management. Examples of one-day and two-day fieldwork itineraries are given to demonstrate how different techniques could be combined at coastal locations. The document also discusses opportunities for follow-up research and preparation for examinations through activities like methodology write-ups, data analysis and presentation, and fieldwork evaluations. Revision tips are provided, emphasizing selection of key details from fieldwork and location-specific knowledge.
Earthquakes
This document provides instructions for a group project on earthquakes for 7th grade earth science students. Students are assigned roles of data collector, artist, writer, or anthropologist. They must work together to research current earthquake data, create a map, graph, flyer, and PowerPoint presentation on one affected region to present to officials. The project is evaluated based on the quality of the group work and individual contributions in completing the assigned tasks.
Eggars setting the scene
This document provides guidance on writing a Level 3 introduction for a geography investigation. It should include:
1. A list of 5 key questions that justify the investigation and aims, explaining why each question was chosen.
2. Expected outcomes and predictions for what will be found, linking these to maps and theories. Predictions should consider social, environmental and economic issues.
3. Background information on why the topic is important to geographers and how it links to coastal processes, landforms and management.
4. Detailed context about the study location, including coordinates, annotated maps and satellite images describing the area and making further predictions. The introduction aims to set the scene for the investigation.
OCR B Geography Fieldwork Investigation Intructions 2012 submission
This document outlines the methodology for a fieldwork project investigating the need to protect the coastline in Sitges, Spain. The project aims to answer two research questions: whether there is a need to protect the coastline, and if coastal management strategies are effective in preventing erosion. The methodology involves collecting beach profile measurements, conducting bipolar evaluations, taking field sketches and photos, and making general observations. Data collection methods will then be presented and analyzed to draw conclusions regarding the research questions. Limitations of the study will also be evaluated, with suggestions for improving the investigation.
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The document provides definitions for common command words used in exams such as compare, explain, justify, and describe and explains what type of response each command is asking for. Strategies for revision such as using flashcards, mind maps, and practice questions are suggested. Key terms related to tourism are also listed that students should know the definitions for.
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1) Essential Maps outline essential content, skills, and standards across a district.
2) Consensus Maps provide more detailed year-long plans for individual schools.
3) Projected Maps show what a teacher plans to teach.
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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