Pluto is classified as a dwarf planet located in the Kuiper Belt beyond Neptune's orbit. It has a diameter less than one-fifth of Earth and a surface composed of ice such as methane and nitrogen. Pluto has 5 known moons - Charon, Nix, Hydra, Kerberos, and Styx. In 2015, the New Horizons probe conducted the first flyby of Pluto and provided more details of its geology, moons, and atmosphere.
Project about Pluto for Planetary Geology 2010
I updated some information and pictures on this powerpoint on 10/16/12
http://www.youtube.com/watch?v=HEheh1BH34Q
Project about Pluto for Planetary Geology 2010
I updated some information and pictures on this powerpoint on 10/16/12
http://www.youtube.com/watch?v=HEheh1BH34Q
Pluto has captured people’s imagination for nearly a century.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
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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.
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
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.
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!
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.
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.
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.
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.
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?
3. DWARF PLANET
• Pluto is called a dwarf planet
• A dwarf planet is round and orbits
the sun just like the eight major
planets.
• a dwarf planet does not have
enough gravity to attract all of the
space dust and tiny objects in its
path.
• A dwarf planet also is much smaller
than a planet, but it is not a moon.
4. PLUTO FACTS
• Pluto is the only dwarf planet to once
have been considered a major planet
• Pluto was reclassified as a dwarf planet in
2006
• American astronomer Percival Lowell first
caught hints of Pluto's existence in 1905
• Its discovery came in 1930 from Clyde
Tombaugh at the Lowell Observatory
5. • Before it was officially called as
Pluto, it was named as “Planet X”
• Pluto is also called “plutoid”
which means a dwarf planet
farther out the in space than the
planet Neptune.
6. How it was named?
• Pluto was named
after the Roman
god of the
underworld
• Which Roman god
to name it after
was decided by
Venita Burney, an
11 year old
schoolgirl.
7. PHYSICAL
CHARACTERISTICS
• Pluto has an estimated diameter less
than one-fifth that of Earth or only
about two-thirds as wide as Earth's
moon
• The planets’ surface conditions
probably consist of a rocky core
surrounded by a mantle of water ice,
with more exotic ices such as methane
and nitrogen frost coating its surface
8. PHYSICAL
CHARACTERISTICS
• Pluto's orbit is highly eccentric, or far from
circular, which means its distance from the
sun can vary considerably and at times,
Pluto’s orbit will take it within the orbit of
the planet Neptune.
9.
10.
11. PHYSICAL
CHARACTERISTICS
• Pluto's orbit is highly eccentric, or far
from circular
• Pluto's low gravity, which is a little
more than one-twentieth that of
Earth's, causes this atmosphere to
extend much higher in altitude than
Earth's.
• Pluto's surface is one of the coldest
places in the solar system at roughly
minus 375 degrees F (minus 225
degrees C).
12. PHYSICAL
CHARACTERISTICS
• When compared with past images, the
Hubble pictures revealed that Pluto
had apparently grown redder over time,
apparently due to seasonal changes.
13.
14. ORBIT AND ROTATION
• Pluto's highly elliptical orbit can take it
more than 49 times as far out from the
sun as Earth
15.
16. ATMOSPHERE
• During Pluto’s elliptical when Pluto is
closer to the Sun its surface ice thaws
and forms a thin atmosphere primarily
of nitrogen with a little methane and
carbon monoxide.
• The dominating gas in Pluto's atmosphere
is nitrogen. Carbon monoxide and methane
are also present.
• Its atmosphere resembles Neptune's moon,
Triton, which boasts clouds and winds.
17. SURFACE OF PLUTO
• Pluto's composition bears a greater
resemblance to the rocky terrestrial
planets than the gas giants that are its
neighbours
• dominated by ices, with some rock
mixed in
• 70 percent rock and 30 percent water
ice.
18. INSIDE OF PLUTO
• Pluto likely boasts a rocky core.
Surrounded by a mantle of water ice.
• They determined that Pluto's interior
has most likely separated out, with
rock falling to the center while the
lighter ices remained at the exterior.
• Pluto lies in the distant Kuiper Belt,
with similar rock-and-ice bodies
• Pluto contains potassium under its
surface.
21. CHARON
• Pluto had a very large moon nearly half
its size - Charon.
• The huge size of Charon sometimes
leads scientists to refer to Pluto and
Charon as a double dwarf planet or
binary system.
• Pluto and Charon are just 12,200 miles
(19,640 km) apart.
22. • It is widely believed that Pluto and
Charon are a double dwarf planet
because they’re so similar in size
(almost a 1:2 size ratio!)
• the theory suggests Pluto and
Charon share a common center of
gravity
Double Planet Theory
23. NIX AND HYDRA
• 2005 using Hubble Space Telescope
discovered two other tiny moons of
Pluto, now dubbed Nix and Hydra
• These are two to three times farther
away from Pluto than Charon, and they
are thought to be just 31 to 62 miles
(50 to 100 km) wide.
24. KERBEROS AND STYX
• Hubble discovered a fourth moon,
Kerberos, in 2011
• estimated to be 8 to 21 miles (13 to 34
km) in diameter
• On July 11, 2012, a fifth moon Styx,
25. Research & exploration
• NASA's New Horizons mission will be
the first probe to study Pluto, its
moons, and other worlds within the
Kuiper Belt.
• It was launched on January 2006,
making its closest approach to Pluto
on July 2015, and carries some of
the ashes of Pluto's discoverer, Clyde
Tombaugh
27. Because we know it’s all
about Pluto
Maliit... na Planet
It’s all about Pluto
Na dating... 9th Planet
It’s all about Pluto
Na ngayon dwarf planet
It’s all about Pluto... totoo...
it’s Pluto!
28. Yeah it’s pretty clear, it’s
ain’t no Earth size
Hindi dahil malayo
Pero normal na yan
Yeah got that boom moons
rotate around it.
All the right junk and all the
right places
29. It’s not Jovian Planet because
it’s not
that big
It lies on Kuiper Belt, it’s so
far far away
Kung may alam ka dito, just
raise it up
Every inch of its detail ay ‘di
pa ganun ka
clear.
30. Yah may mama she told me
yung inside ay rocky core...
And ang surface ay dominated
nga daw ng yelo...
We know wala din ring ang
Pluto na ibang term – plutoid...
And if that’s what we into
then go head and move
32. 1. It is an another term for a dwarf planet
that is farther out in space than the
planet Neptune like Pluto .
2. He was hired at the Lowell Observatory
in Arizona to search for the mysterious
object or planet, he is the discoverer of
this Pluto .
3. When was the Pluto reclassified as a
dwarf planet ? (What YEAR?) .
4. What is the name of the theory that
suggests Pluto and Charon share a
common center of gravity? .
33. 5. The next Planet after Neptune is Pluto
and before it was officially discovered
and under the study of astronomers it
was named as the .
6. It is the first probe to study Pluto and
its moons, and expected to approach
the planet this year 2015 .
7. A type of planet that does not have
enough gravity to attract all of the space
dust and tiny objects in its path .
8-10 Give at least 3 moons of the planet
Pluto.