this is a presentation of cyclone.in this ppt, various types of cyclones are given.its effects, formation, different names, types, emergency response on cyclone is given
In this episode, the following aspects of cyclone are discussed:
1. Origin of Cyclones
2. Types of cyclonic storms and their physical characteristics
3. Distribution of Cyclones
4. Environmental impacts of cyclones
5. Cyclone disaster Management.
A document tackling about the basis of Thunderstorms:
-What is Thunderstorm?
-How do the Thunderstorms form?
-What is the difference between thunder and lightning?
Between a water spout and a tornado?
-What are the types of Lightning? of a Thunderstorm?
-What are some signs of an approaching thunderstorm?
-What are some precautionary measures to do before and during a thunderstorm?
-Case of Thunderstorms in the Philippines and on Planes
In this episode, the following aspects of cyclone are discussed:
1. Origin of Cyclones
2. Types of cyclonic storms and their physical characteristics
3. Distribution of Cyclones
4. Environmental impacts of cyclones
5. Cyclone disaster Management.
A document tackling about the basis of Thunderstorms:
-What is Thunderstorm?
-How do the Thunderstorms form?
-What is the difference between thunder and lightning?
Between a water spout and a tornado?
-What are the types of Lightning? of a Thunderstorm?
-What are some signs of an approaching thunderstorm?
-What are some precautionary measures to do before and during a thunderstorm?
-Case of Thunderstorms in the Philippines and on Planes
Climate Extreme (extreme weather or climate event) refers to the occurrence of a value of a weather or climate variable above (or below) a threshold value near the upper (or lower) ends of the range of observed values of the variable. Extreme weather and climate events, interacting with exposed and vulnerable human and natural systems, can lead to disasters.
This presentation encompasses what cyclones (tropical and midlatitude) are and how they form even where they occur. Even though almost all types of cyclones are highlighted in the slide the main focus is on Tropical and Mid-latitude cyclones. This is very helpful when one is searching for specifically the two types of cyclones.
This is abaout tropical strom. my teacher gave the task to make a presentation explaining natural disasters. I and my group explain about tropical storm.
Understanding Cyclones. Cyclone Freddy being of interestPeter Maphalla
These was an assignment that we were required to complete with the topic being the understanding of tropical cyclones. But the main focus of these research was on cyclone freddy which was the longest living cyclone in history. I hope you enjoy my work
in this ppt there is info about atmospheric refraction.info about scattering of light, rainbow formation, twinkling of stars, cause of refraction of light,laws of refraction, why the sky is blue, why the sun appears red at sunrise and at sunset, why clouds appear white are also given.
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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!
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
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.
3. I would like to thank my Social studies
teacher Sunita Mam and my group
members for helping me in making this
presentation. My group members helped
me in editing of this presentation. My
parents helped me in formatting the
matter of the presentation. I collected
the information from the internet and
from some books.My other gratitude I
would like to convey to my school who
suggest me to make this and to have
4.
5.
6. CYCLOGENESI
SCyclogenesis describes the process of cyclone
formation and intensification. Extra tropical cyclones
form as waves in large regions of enhanced mid-
latitude temperature contrasts called baroclinic
zones.
7. Baroclinic zones contract to form weather fronts as the cyclonic
circulation closes andintensifies. Later in theirlife cycle, cyclones
occlude as coldcore systems. A cyclone's track is guidedover the
course of its 2 to 6 day life cycle by the steering flow of the cancer
or subtropical jet stream. Weather fronts separate two masses of
air of different densities andare associatedwith the most
prominent meteorological phenomena.
LIFE CYCLE OF CYCLONE
8. Air massesseparated by a front may differin temperatureor humidity. Strongcold
frontstypicallyfeaturenarrowbandsof thunderstorms and severeweather, and may on
occasionbe precededby squalllinesor dry lines. Theyformwest of thecirculationcenter
and generally movefromwest to east.Warmfrontsformeast of thecyclonecenterand
are usuallyprecededby stratiformprecipitationand fog. Theymove polewardaheadof
the cyclone path. Occluded frontsformlate in thecyclonelife cycle nearthe centerof the
cycloneand oftenwraparoundthe stormcenter. Tropical cyclogenesisdescribesthe
processof developmentof tropical cyclones. Tropical cyclonesformdue to latentheat
drivenby significant thunderstormactivity, and arewarmcore. Cyclonescantransition
betweenextratropical, subtropical, and tropicalphasesunderthe rightconditions.
Mesocyclonesformas warmcore cyclonesover land, and canleadto tornado formation.
Waterspoutscanalsoformfrommesocyclones, but moreoftendevelopfrom
environmentsof highinstabilityandlowverticalwindshear.
9. The main features of a cyclone are: the
eye, the eye wall and rain bands. The eye is
situated at the very centre of a cyclone and
is a region of mostly calm weather.
Surrounding this is the eye wall, a ring of
towering thunderstorms where the most
severe weather occurs. Rain bands are
compact regions of vertical air movement,
which spiral into the centre of the cyclone.
10. There are a number of structural characteristics common
to all cyclones. A cyclone is a low-pressure area. A
cyclone's center (often known in a mature tropical cyclone
as the eye), is the area of lowest atmospheric pressure in
the region. Near the center, the pressure gradient
force(from the pressure in the center of the cyclone
compared to the pressure outside the cyclone) and the
force from the Coriolis effect must be in an approximate
balance, or the cyclone would collapse on itself as a result
of the difference in pressure. Because of the Coriolis
effect, the wind flow around a large cyclone is
counterclockwise in the Northern Hemisphere and clockwise
in the Southern Hemisphere. Cyclonic circulation is
sometimes referred to ascontra solem. In the Northern
Hemisphere, the fastest winds relative to the surface of
the Earth therefore occur on the eastern side of a
northward-moving cyclone and on the northern side of a
westward-moving one; the opposite occurs in the Southern
11. In the Atlantic and the northeastern
Pacific oceans, a tropical cyclone is
generally referred to as a
hurricane(from the name of the
ancient Central American deity of
wind, Huracan), in the Indian and
south Pacific oceans it is called a
12. The initial extra
tropical low-pressure
area forms at the
location of the red
dot on the image. It
is usually
perpendicular to the
leaf-like cloud
formation seen on
satellite during the
13. Tropical cyclones form when the energy
released by the condensation of moisture
in rising air causes a positive feedback
loop over warm ocean waters.
Cyclones are made from a simple
thunderstorm, with full cooperation from
both the ocean and the atmosphere. The
water in the ocean must be warmer than
26.5 degrees Celsius. The moisture and
the heat from this hot water is the
ultimate source for cyclones.
14. Anextratropicalcycloneis a synoptic scalelow-pressure weather system that does not have tropical
characteristics, being connectedwithfrontsand horizontal gradients in temperature anddew point
otherwise knownas "baroclinic zones". Thesesystemsmay alsobe describedas "mid-latitude cyclones"
due to their area of formation, or "post-tropical cyclones"where extratropical transitionhas occurred,
andare oftendescribedas" depressions"or "lows" by weather forecasters andthe generalpublic.
Theseare the everyday phenomena which alongwith anti-cyclones, drive the weather over much of the
Earth.
15. Althoughextratropical cyclones are almost always classified as baroclinic since they
formalong zones of temperature and dew pointgradient withinthe wester lies, they
can sometimes become barotropiclate in their life cycle whenthe temperature
distributionaround the cyclone becomes fairly uniformwithradius. An
extratropical cyclone can transformintoa subtropical storm, and fromthere intoa
tropical cyclone, if it dwells over warmwaters and develops central convection,
whichwarms its core. One intensetype of extratropical cyclone that strikes during
wintertime is anor'easter.
16. A subtropical cyclone is a weather system that has some
characteristics of a tropical cyclone and some characteristics of an
extratropical cyclone. They can form between the equator and the
50th parallel. As early as the 1950s, meteorologists were unclear
whether they should be characterized as tropical cyclones or
extratropical cyclones, and used terms such as quasi-tropical and semi-
tropical to describe the cyclone hybrids. By 1972, the National
Hurricane Center officially recognized this cyclone category.
Subtropical cyclones began to receive names off the official tropical
cyclone list in the Atlantic Basin in 2002. They have broad wind
patterns with maximum sustained winds located farther from the
center than typical tropical cyclones, and exist in areas of weak to
moderate temperature gradient. Since they form from initially
extratropical cyclones which have colder temperatures aloft than
normally found in the tropics, the sea surface temperatures required
for their formation are lower than the tropical cyclone threshold by
three degrees Celsius, or five degrees Fahrenheit, lying around 23
degrees Celsius.`
SUBTROPICAL CYCLONE
17. The following types of cyclones are not identifiable in
synoptic charts.
Mesocyclone
A Mesocyclone is a vortex of air, 2.0 kilometres (1.2 mi)
to 10 kilometres (6.2 mi) in diameter (the mesoscale of
meteorology), within a convective storm. Air rises and
rotates around a vertical axis, usually in the same direction
as low-pressure systems in both northern and southern
hemisphere. They are most often cyclonic, that is,
associated with a localized low-pressure region within a
super cell. Such storms can feature strong surface winds
and severe hail. Mesocyclones often occur together with
updrafts in super cells, where tornadoes may form. About
18. A tornado is a violently
rotating column of air
that is in contact with
both the surface of the
earth and a cumulonimbus
cloud or, in rare cases,
the base of a cumulus
cloud. Also referred to as
twisters, a colloquial term
in America, or cyclones,
although the word cyclone
is used in meteorology, in
a wider sense, to name
Tornado
19. A dust devil is a strong,
well-formed, and
relatively long-lived
whirlwind, ranging from
small (half a metre wide
and a few metres tall) to
large (more than 10
metres wide and more
than 1000 metres tall).
The primary vertical
motion is upward. Dust
devils are usually
harmless, but can on rare
Dust Devil
20. A waterspout is a columnar vortex forming over
water that is, in its most common form, a water
that is connected to a cumuliform cloud. While it
is often weaker than most of its land
counterparts, stronger versions spawned by
mesocyclones do occur.
Steam devil
A gentle vortex over calm water or wet landmade
visible by rising water vapour.
Water Spout
21. Cyclones can produce extremely powerful winds and torrential
rain, they are also able to produce high waves and damaging
storm surge. They develop over large bodies of warm water,
and lose their strength if they move over land. This is the
reason coastal regions can receive significant damage from a
tropical cyclone, while inland regions are relatively safe from
receiving strong winds. Heavy rains, however, can produce
significant flooding inland, and storm surges can produce
extensive coastal flooding up to 40 kilometres (25 mi) from
the coastline. Although their effects on human populations can
be devastating, tropical cyclones can also relieve drought
conditions. As a result, tropical cyclones help to maintain
equilibrium in the Earth's troposphere.
22.
23.
24. Cyclone Nargis is the deadliest tropical stormin the
recorded history of Burma (Myanmar). It devastated many
areas in Burma, as well as some areas in Sri Lanka,
Bangladesh and India.
NARGIS
25. Cyclone Nargis caused catastrophic destruction to the Burmese
landscape. Thousands of buildings have been flattened, power
lines downed, trees uprooted, roads blocked and water supplies
disrupted.
IMPACT ON
LANDSCAPES
26. It was extremely hard for the emergency responses to help the
people in Burma because the government would not let anyone
into the country. Even when they eventually did gain entry into
the country, the government insisted on distributing aids by
themselves.
EMERGENCY
RESPONSES