A natural disaster is a major adverse event resulting from natural processes of the Earth; examples include floods, volcanic eruptions, earthquakes, tsunamis, and other geologic processes.
A natural disaster is a major adverse event resulting from natural processes of the Earth; examples include floods, volcanic eruptions, earthquakes, tsunamis, and other geologic processes.
The volcano continues to rumble and hurl ash skyward, if at a slightly diminished rate now, as the dispersing ash plume has dropped closer to the ground, and the World Health Organization has issued a health warning to Europeans with respiratory conditions. Collected here are some images from Iceland over the past few days.
A amp B 3 The term tephra defines all pieces of rock fra.pdfsanjaychauhan1530
#A & B
3) The term tephra defines all pieces of rock fragments ejected into the air by an erupting volcano.
Most tephra falls back onto the slopes of the volcano, enlarging it. But, billions of smaller and
lighter pieces less than 2mm in diameter (less than one-tenth of an inch), termed ash, are carried
by winds for thousands of miles. Falling ash, even in low concentrations, can disrupt human
activities hundreds of miles downwind, and drifting clouds of fine ash can endanger jet aircraft
thousands of miles away. When it has settled on and near the ground, volcanic ash threatens the
health of people and livestock, damages electronics and machinery, and interrupts power
generation, water and transportation systems, and telecommunications (USGS) The Eyjafjallajkull
volcano in Iceland erupted spectacularly in April 2010. The heat from the lava beneath the crater
of the glacier-covered summit quickly melted and vaporized the glacier ice above. Mud, ice, and
meltwater running off the volcano swelled local rivers and streams, flooding farmland and
damaging roads. Expanding gasses from the rapid vaporization of ice caused explosions that
resulted from the contact of water and magma. The hydro-phreatic explosions sent a plume of
steam and ash almost 7 miles (11km) into the atmosphere. The plume was driven southeast,
across the North Atlantic Ocean to northern Europe, by the prevailing winds. Fearing the damage
to commercial aircraft and potential loss of life that could result from flying through the ash cloud,
many European countries closed their national airspace and grounded flights for several days.
(after Britannica)Image left: 2010 ash plume from Eyjafjallajkull eruption. Image right: Composite
map of the volcanic ash cloud spanning 14-25 April 2010. View looking down onto the North Pole.
Source: Wikipedia a) Heat from magma can change water suddenly to steam, which can expand
to more than a thousand times the original volume of water. The sudden expansion results in an
explosive force that can blast a volcano to pieces and create large amounts of volcanic ash. Name
the type of explosion produced when water in groundwater, seawater, or even melting glacial ice
or snow comes into contact with magma. b) Referring to the ash plume map above, estimate the
percentage of the planet's circumference the ash plume traveled in the first 2 weeks of April 2010.
(Hint: Count the wedge-shaped sections that show dark and light gray ash. Divide the number of
sections with ash by the total number of sections. For example, 6 sections with ash divided by 24
total sections =6 divided by 24=.25 or 25% of the globe. Do not use these numbers. Count the
sections on the image above and show your calculations..
The volcano continues to rumble and hurl ash skyward, if at a slightly diminished rate now, as the dispersing ash plume has dropped closer to the ground, and the World Health Organization has issued a health warning to Europeans with respiratory conditions. Collected here are some images from Iceland over the past few days.
A amp B 3 The term tephra defines all pieces of rock fra.pdfsanjaychauhan1530
#A & B
3) The term tephra defines all pieces of rock fragments ejected into the air by an erupting volcano.
Most tephra falls back onto the slopes of the volcano, enlarging it. But, billions of smaller and
lighter pieces less than 2mm in diameter (less than one-tenth of an inch), termed ash, are carried
by winds for thousands of miles. Falling ash, even in low concentrations, can disrupt human
activities hundreds of miles downwind, and drifting clouds of fine ash can endanger jet aircraft
thousands of miles away. When it has settled on and near the ground, volcanic ash threatens the
health of people and livestock, damages electronics and machinery, and interrupts power
generation, water and transportation systems, and telecommunications (USGS) The Eyjafjallajkull
volcano in Iceland erupted spectacularly in April 2010. The heat from the lava beneath the crater
of the glacier-covered summit quickly melted and vaporized the glacier ice above. Mud, ice, and
meltwater running off the volcano swelled local rivers and streams, flooding farmland and
damaging roads. Expanding gasses from the rapid vaporization of ice caused explosions that
resulted from the contact of water and magma. The hydro-phreatic explosions sent a plume of
steam and ash almost 7 miles (11km) into the atmosphere. The plume was driven southeast,
across the North Atlantic Ocean to northern Europe, by the prevailing winds. Fearing the damage
to commercial aircraft and potential loss of life that could result from flying through the ash cloud,
many European countries closed their national airspace and grounded flights for several days.
(after Britannica)Image left: 2010 ash plume from Eyjafjallajkull eruption. Image right: Composite
map of the volcanic ash cloud spanning 14-25 April 2010. View looking down onto the North Pole.
Source: Wikipedia a) Heat from magma can change water suddenly to steam, which can expand
to more than a thousand times the original volume of water. The sudden expansion results in an
explosive force that can blast a volcano to pieces and create large amounts of volcanic ash. Name
the type of explosion produced when water in groundwater, seawater, or even melting glacial ice
or snow comes into contact with magma. b) Referring to the ash plume map above, estimate the
percentage of the planet's circumference the ash plume traveled in the first 2 weeks of April 2010.
(Hint: Count the wedge-shaped sections that show dark and light gray ash. Divide the number of
sections with ash by the total number of sections. For example, 6 sections with ash divided by 24
total sections =6 divided by 24=.25 or 25% of the globe. Do not use these numbers. Count the
sections on the image above and show your calculations..
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.
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.
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?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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.
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.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
3. Where is Eyjafjallajökull? Volcano location http://d-maps.com/carte.php?lib=europe_map&num_car=2233&lang=en
4. So... what happened? http://news.bbc.co.uk/weather/hi/about/newsid_8625000/8625035.stm
5. So... what happened? Iceland is located on the Mid-Atlantic Ridge. The North-American and Eurasian plates move apart- called constructive plates. This causes magma to rise to the surface and form volcanoes. The latest eruption occurred under a glacier. The water cooled the lava quickly resulting in glass particles entering the plume. http://en.wikipedia.org/wiki/File:Fimmvorduhals_second_fissure_2010_04_02.JPG
6. April 15th Ash Plume- Image from NASA http://en.wikipedia.org/wiki/File:Ash_plume_from_Eyjafjallajokull_Volcano_over_the_North_Atlantic,_April_15,_2010_-_A2010105.1330.250m.jpg
8. Why can’t we fly?- Which are true? The particles erode the fans of the engines. Glass in the plume melts and coats the internal parts of the engine. The aircraft is likely to be hit by lava. The particles can sandblast the windscreen making it difficult to land. Ash blocks the ventilation system, causing the engines to overheat and shut down. Gases from the volcano could cause the pilots to pass out. http://en.wikipedia.org/wiki/File:Turbofan3_Unlabelled.gif Ash can add significant weight to the aircraft and change its balance. Ash can cause damage to instruments that measure pressure and airspeed. Pilots are unable to navigate due to the poor visibility.
9. Limited Service Where can’t we fly? United Kingdom Austria Belgium Croatia Czech Republic Denmark Estonia Finland France Germany Hungary Ireland Italy Latvia Luxembourg http://d-maps.com/carte.php?lib=europe_map&num_car=2233&lang=en As correct 17th April 2010.
10. Limited Service Where can’t we fly? Moldova Netherlands Norway Poland Romania Serbia Bosnia Montenegro Sweden Switzerland Ukraine http://d-maps.com/carte.php?lib=europe_map&num_car=2233&lang=en As correct 17th April 2010.
12. What impact on the individual? An importer of fruit. Produce a similar diagram for one of these individuals. No flights GCSE student on holiday No fruit can be imported. A teacher on holiday Fruit is left to rot. A self-employed builder Importer loses money. Fruit shortage and price rises?
