introduction
solar energy wind energy
tidal energy
geothermal energy
bio mass bassed energy
biogas
petro plants
dendrothermal energy
energy from urban waste
Natural resources are the resources utilized by the living organism for their survival and welfare directly from the natural environment.
These are basically resources gifted by nature to us like sun light, air, water, plants, animals, soil and minerals.
Resource are form of energy/matter which is essential for the functioning of organism, population, community
introduction
solar energy wind energy
tidal energy
geothermal energy
bio mass bassed energy
biogas
petro plants
dendrothermal energy
energy from urban waste
Natural resources are the resources utilized by the living organism for their survival and welfare directly from the natural environment.
These are basically resources gifted by nature to us like sun light, air, water, plants, animals, soil and minerals.
Resource are form of energy/matter which is essential for the functioning of organism, population, community
It's a presentation about our india's natural vegetation. This also caries notes which are very important for the exams and also the Tag U1B indicates that for 9th class it is very important.
this presentation deals with the formation, depletion, conservation of various sources of energy. it also includes the various advantages and disadvantages of the sources.
It's a presentation about our india's natural vegetation. This also caries notes which are very important for the exams and also the Tag U1B indicates that for 9th class it is very important.
this presentation deals with the formation, depletion, conservation of various sources of energy. it also includes the various advantages and disadvantages of the sources.
A presentation on Petroleum for the
Course: B.Tech. Polymer Science in DU FYUP
Subject: Raw Materials,
Year - For Ist Year Students.
You may download this ppt to get a better idea about the contents and animation!
This presentation supports the IB Environmental System and Societies Diploma Programme course.
Extensive support material can be found at www.sciencebitz.com
Additional review and revision material is available as an iTunesU course at
https://itunesu.itunes.apple.com/enroll/DEZ-HWS-HNJ
What Energy Sources are available & how do they work?
Civilizations are based on the fuels they use to power themselves. The fuel determines the technologies used, and the technologies determine the lifestyles, economies, and eventually the entire culture. So the transition to sustainable fuels is critical if we wish to design sustainable cultures.
This class explores which fuels can be considered 'renewable' & under which circumstances.
Also we look into the various transformer technologies which are needed to make this energy available to us, how they are most effectively used and we explore what a truly 'solar-powered civilization' might look like.
Topic 1.1 Part 1 - Perspectives for the SL and HL IB Diploma ESS Course. These notes form quick over views of the main points of each topic and a designed to help students as a starting point for revision.
Topic 2.4 - Biomes, Zonation and Succession in the Pyrenees.pdfNigel Gardner
Develops and understanding of Zonation and Succession through a case study of the Garigue ecosystem in the Corbiere range in South East France as part of the Pyrenees. The Garigue is a typical Mediterranean Type ecosystem but its range has been significantly increased historically through human influence.
With rural depopulation secondary succession has developed and biodiversity change is occurring.
This resource has been created for IB Diploma ESS, but it is also useful for Post 16 Biology and Geography courses.
For downloadable versions please visit the four corners education TES webstore
Getting to the Core of Paper 2 - ESS Stream.pdfNigel Gardner
Where do the questions come from in section B Paper 2 of the IB DP ESS exam?
Walk through the process of why concentrating on these questions is valuable and how to build your own questions.
IB Environmental Systems and SocietiesTopic 2 - Energy in an ecosystem - The ...Nigel Gardner
A presentation to support the IB ESS course examining energy flow through and ecosystem. The presentation covers photosynthesis and respiration on ecosystems, productivity, and feeding relationships through the use of Arctic ecosystems as examples. Questions are included along the way to help students critically think about the relationships between energy, productivity and populations.
Getting to the Core of Paper 2 - ESS.pdfNigel Gardner
How important are the 9 mark questions in IB Diploma Environmental Systems and Societies?
Where do those questions come from?
How do you teach to answer those questions?
Topic 1.1- Environmental value systems Four Corners.pdfNigel Gardner
Environmental Value systems (EVS) : Have been affected by events through history as the environmental movement has developed
Environmental Value systems (EVS) : Exist as a spectrum of ideas and values that depend on many factors and influences.
For IB Diploma Environmental Systems and Societies
Topic 2.5: investigating ecosystems - Vegetation Sampling Part 1Nigel Gardner
Original written for a Land Managers course around 20 years ago. Updated slightly to be of use to teachers with little experience of conducting field surveys.
ATL skills in the diploma programme - visible not hiddenNigel Gardner
Approaches To Learning Skills are already embedded in the Diploma Programme. The harder part is teasing them out. Thinking about where they are. Constructing our curriculum around skills.
In this first slideshares we look at identifying the ATL skill clusters already in the subject and creating opportunities to support them through BBD thinking.
Topic 2.2 communities and ecosystems photosynthesis and respiration ssNigel Gardner
Topic 2.2 Communities and Ecosystem - Photosynthesis and Respiration for the IB DP Environmental Systems and Societies Course.
The role of photosynthesis in the ecosystems
Limits to photosynthesis in the ecosystem
Respiration in the ecosystem
Foundation of energy flow in the ecosystem
Topic 2.1 for the IB Environmental Systems and Societies course
Species
Habitat
Niche
Joseph Connells Barnacle experiment
Abiotic and Biotic factors
Populations
What regulates populations
Predator Prey relationships
Biotic interactions
Population growth
Competition and population growth
Topic 1.1 environmental value systems for the IB ESS Course.
What is an Environmental Value System?
What influence your EVS?
How are Environmental Values a System?
Spectrum of EVS
Historical Influences on the environmental movement
Case study: Zakouma National Park shifting Environmental Values
With the increased emphasis on concepts, inquiry based learning, ATL skills, ToK in the curriculum and approaches to teaching, what could assessment as an educational tool within the IB DP look like.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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?
2. Topic 3: Human population, carrying
capacity and resource use
3.3: Energy resources
3.3.1: Available Energy Resources
All energy on the planet
comes either directly or Simplified view of
Energy Pathways Solar
Radiation
Light reflected
indirectly from the sun
from atmosphere
Green House Effect
Atmosphere
Energy
released as
"IR" (HEAT)
Light absorbed Light absorbed
by plants by surfaces
Particles gain
energy and move
Photosynthesis more rapidly
"DRIVES" "DRIVES"
Biological Physical
Processes Processes
Life Processes
Food chains Atmospheric circulation
Eventual dissipation Oceanic currents
as heat
Water cycle
Fossilisation
"energy sink"
3. Topic 3: Human population, carrying
capacity and resource use
3.3: Energy resources
3.3.1: Available Energy Resources
Energy resources can be classified as either:
Renewable or
Non renewable
4. Topic 3: Human population, carrying
capacity and resource use
3.3: Energy resources
3.3.1: Available Energy Resources
Non renewable energy resources:
Fossil fuels - oil, natural gas and coal
Nuclear energy
5. Topic 3: Human population, carrying
capacity and resource use
3.3: Energy resources
3.3.1: Available Energy Resources
Renewable energy
resources:
Wind. Biomass.
Wave. Hydroelectric.
Solar. Geothermal.
6. Topic 3: Human population, carrying
capacity and resource use
3.3: Energy resources
3.3.1: Available Energy Resources
Global energy use
Energy source Approximate
global usage
(%)
Non- renewable Oil 38
Coal 25
Natural Gas 22
Uranium 5
Renewable Biomass (wood) 3
Hydroelectric 3
Wind 2
Solar 2
Wave 2
7. Topic 3: Human population, carrying
capacity and resource use
3.3: Energy resources
3.3.2: Evaluating Energy Resources
Advantages and disadvantages of a particular energy
resource can be group into three broad areas:
Economic
Environmental
Social
8. Topic 3: Human population, carrying
capacity and resource use
3.3: Energy resources
3.3.2: Evaluating Energy Resources
Pathways of Soil Erosion in the Sahel
Increasing
population
Economic, Environmental and Social More food
required
factors for any resources changes with the More
More fuel
Increased
context in which the resource is used.
needed for
livestock grazing
cooking
More fuel
Increased Deforestation
needed for
grazing
Using wood as the main fuel source for
for firewood
cooking
cooking may not have a major impact in a Removal of
vegetation
heavily forested scandinavian country but Soil exposed
to wind and
in saharan Africa it would
water
Top soil can
blow away
SOIL EROSION
9. Topic 3: Human population, carrying
capacity and resource use
3.3: Energy resources
3.3.2: Evaluating Energy Resources
Oil- Advantages
Extraction technology is Large oil reserves still
well developed exist
Can be Oil provides more ethan
transported relatively ch just an energy source -
eaply and in large e.g. Plastics
amounts
Efficient energy source
10. Topic 3: Human population, carrying
capacity and resource use
3.3: Energy resources
3.3.2: Evaluating Energy Resources
Oil- Disadvantages
Most of the worlds oil reserves Accidents in extraction and
tend to be where consumption is transport can lead to pollution
low and not spread evenly around causing habitat destruction
the planet
Expense of dealing with pollution
Combustion of oil leads to
climate change through the As supply is used up newer supply
release of carbon dioxide sources are more difficult to
extract due to where they are
(Arctic) or the form in which the
oil exists (shale tar)
11. Topic 3: Human population, carrying
capacity and resource use
3.3: Energy resources
3.3.2: Evaluating Energy Resources
Solar power - Advantages
Sunlight is free Can operate on small scale
as well as large
Does not produce green
house gases
When used for heating well
insulated houses can be
cheaper than coal or oil
12. Topic 3: Human population, carrying
capacity and resource use
3.3: Energy resources
3.3.2: Evaluating Energy Resources
Solar power - Disadvantages
Only useful were sunlight is Aesthetically problematic in
plentiful - not very effective rural areas
during Northern
Hemisphere winter Technology still expensive
Takes up a lot of space for
commercial solar harvesting
13. Topic 3: Human population, carrying
capacity and resource use
3.3: Energy resources
3.3.3: Choice of Energy Resources
The choice of energy sources that a nation or society
uses is very much dependent upon several factors:
Availability Historical use
Cost Industrial need
Technology National politics
14. Topic 3: Human population, carrying
capacity and resource use
3.3: Energy resources
3.3.3: Choice of Energy Resources
France is a good example of a Nation whose
energy policy has changed over time.
Energy use in France is mainly for the
commercial production of electricity and fuel
for homes and transport
15. Topic 3: Human population, carrying
capacity and resource use
3.3: Energy resources
3.3.3: Choice of Energy Resources
Traditionally Frances main energy
requirements were filled by coal
Mainly from the French Coal fields in Alsace,
Lorraine and Nord Pas de Calais
16. Topic 3: Human population, carrying
capacity and resource use
3.3: Energy resources
3.3.3: Choice of Energy Resources
Increasing coast of production resulted in
France looking for alternatives to coal
Unlike the UK or Norway France has no oil
reserves of its own, so if coal was replaced
with oil national energy security would be
dependent upon an imported energy resource
17. Topic 3: Human population, carrying
capacity and resource use
3.3: Energy resources
3.3.3: Choice of Energy Resources
The answer for France was to invest heavily in
Nuclear power
75% of all France’s energy needs are met by Nuclear
power
France produces so much electricity from Nuclear
power that it exports 18% of its production
18. Topic 3: Human population, carrying
capacity and resource use
3.3: Energy resources
3.3.3: Choice of Energy Resources
Nuclear Reactors in France
19. Topic 3: Human population, carrying
capacity and resource use
3.3: Energy resources
3.3.3: Choice of Energy Resources
Golfech Nuclear Reactor
http://www.flickr.com/photos/26106240@N06/2909771892/lightbox/
20. Topic 3: Human population, carrying
capacity and resource use
3.3: Energy resources
3.3.3: Choice of Energy Resources
Following the Fukushima Nuclear
Accident in 2011, concerns have been
raised over the safety of Nuclear
power.
Partly because of this France has
increased its development of alternative
energy sources.
