This document outlines a history homework assignment for students to research Henry VIII's six wives. It instructs students to complete sections in their homework booklet on the name, date of marriage, why Henry VIII liked each wife, and how the relationship ended. Students are asked to include pictures for each wife. The document provides space for students to fill in their research and includes sections to analyze which wife was Henry VIII's best option and why. At the end, the document includes spaces to provide feedback on the student's grade, what they did well, targets for improvement, and for the student to note anything they are unsure of and set personal targets.
Este documento proporciona un resumen de 9 pasos para crear una cuenta en SlideShare y subir una presentación. Los pasos incluyen visitar el sitio web de SlideShare, completar los campos de registro, seleccionar "Subir públicamente", agregar un título, etiquetas y categoría a la presentación, esperar a que se cargue, y luego copiar el código HTML para insertar la presentación en un blog.
Para registrarse en Slideshare, primero se busca la página web en Google, se pincha en "Sign up" para introducir los datos personales y confirmar el registro a través del correo electrónico, donde se activa la cuenta pinchando en el enlace recibido; una vez registrado ya se puede empezar a subir presentaciones.
El documento proporciona instrucciones para crear una cuenta en Slideshare. Se debe ingresar a la página web de Slideshare y completar un formulario con nombre de usuario, correo electrónico y contraseña. Luego, se completa otro formulario con información personal y se verifican letras en color. Finalmente, se sube el primer archivo de PowerPoint y se agregan metadatos como privacidad, idioma, título, etiquetas y categoría antes de publicar.
A state can be defined as:
- A political organization with effective sovereignty over a geographic territory. It has a permanent population, defined territory, government, and the capacity to enter into relations with other states.
The key elements of a state include:
- A permanent population
- A defined territory
- A government that has sovereignty over the territory and population
- Independence and the ability to enter into relations with other states
So in the context of this question, a "state" refers to the major powers and countries that existed during the time period from 1792-1945 in Europe and worldwide.
This document contains a history homework assignment given to a student in Year 9 on the Holocaust. The student is tasked with analyzing two sources - Source A showing Jewish children at Auschwitz, and Source B describing life in the Warsaw Ghetto - to determine which provides more useful evidence of the experiences of Jewish children during the Holocaust. The student must consider factors like authorship, date, purpose, and reliability to evaluate the sources. They are then asked to answer questions on each source's usefulness and to compare and contrast the sources, explaining which provides more valuable evidence. Feedback at the end evaluates the student's work and provides targets for improvement.
This document contains a history homework booklet assigned to a student in Year 9 on the topic of the Holocaust. It includes two sources - a photograph from Auschwitz and a first-hand account from a Holocaust survivor in the Warsaw Ghetto. Students are asked questions to analyze the sources, including what they show about Jewish children during the Holocaust and how useful Source B is as evidence. The booklet also provides feedback on the student's current grade and areas for improvement.
This document is a history homework booklet assigned to a student for Key Stage 3 Year 9. It provides sources and questions about the evacuation of cities in Britain during World War II. The booklet instructs the student to answer questions about what can be learned from two sources - a photo of evacuees at a train station and a propaganda poster. It also asks the student to explain why the government wanted to evacuate cities and to analyze how useful Source B is as evidence of the evacuation. The booklet will be graded based on criteria such as explanations of judgments made from sources, evidence cited from sources, and effort shown.
This document is a history homework booklet assigned to a student for Key Stage 3 Year 9. It provides instructions for two tasks analyzing sources related to the evacuation of children from cities during World War II. For Task 1, the student must analyze the usefulness of two sources - a photo of evacuees at a train station and a propaganda poster - as evidence of the evacuation. For Task 2, the student must compare the sources and explain which provides the most useful evidence, giving detailed explanations. The booklet also provides grading criteria and feedback on the student's previous work, noting areas of strength and targets for improvement.
Este documento proporciona un resumen de 9 pasos para crear una cuenta en SlideShare y subir una presentación. Los pasos incluyen visitar el sitio web de SlideShare, completar los campos de registro, seleccionar "Subir públicamente", agregar un título, etiquetas y categoría a la presentación, esperar a que se cargue, y luego copiar el código HTML para insertar la presentación en un blog.
Para registrarse en Slideshare, primero se busca la página web en Google, se pincha en "Sign up" para introducir los datos personales y confirmar el registro a través del correo electrónico, donde se activa la cuenta pinchando en el enlace recibido; una vez registrado ya se puede empezar a subir presentaciones.
El documento proporciona instrucciones para crear una cuenta en Slideshare. Se debe ingresar a la página web de Slideshare y completar un formulario con nombre de usuario, correo electrónico y contraseña. Luego, se completa otro formulario con información personal y se verifican letras en color. Finalmente, se sube el primer archivo de PowerPoint y se agregan metadatos como privacidad, idioma, título, etiquetas y categoría antes de publicar.
A state can be defined as:
- A political organization with effective sovereignty over a geographic territory. It has a permanent population, defined territory, government, and the capacity to enter into relations with other states.
The key elements of a state include:
- A permanent population
- A defined territory
- A government that has sovereignty over the territory and population
- Independence and the ability to enter into relations with other states
So in the context of this question, a "state" refers to the major powers and countries that existed during the time period from 1792-1945 in Europe and worldwide.
This document contains a history homework assignment given to a student in Year 9 on the Holocaust. The student is tasked with analyzing two sources - Source A showing Jewish children at Auschwitz, and Source B describing life in the Warsaw Ghetto - to determine which provides more useful evidence of the experiences of Jewish children during the Holocaust. The student must consider factors like authorship, date, purpose, and reliability to evaluate the sources. They are then asked to answer questions on each source's usefulness and to compare and contrast the sources, explaining which provides more valuable evidence. Feedback at the end evaluates the student's work and provides targets for improvement.
This document contains a history homework booklet assigned to a student in Year 9 on the topic of the Holocaust. It includes two sources - a photograph from Auschwitz and a first-hand account from a Holocaust survivor in the Warsaw Ghetto. Students are asked questions to analyze the sources, including what they show about Jewish children during the Holocaust and how useful Source B is as evidence. The booklet also provides feedback on the student's current grade and areas for improvement.
This document is a history homework booklet assigned to a student for Key Stage 3 Year 9. It provides sources and questions about the evacuation of cities in Britain during World War II. The booklet instructs the student to answer questions about what can be learned from two sources - a photo of evacuees at a train station and a propaganda poster. It also asks the student to explain why the government wanted to evacuate cities and to analyze how useful Source B is as evidence of the evacuation. The booklet will be graded based on criteria such as explanations of judgments made from sources, evidence cited from sources, and effort shown.
This document is a history homework booklet assigned to a student for Key Stage 3 Year 9. It provides instructions for two tasks analyzing sources related to the evacuation of children from cities during World War II. For Task 1, the student must analyze the usefulness of two sources - a photo of evacuees at a train station and a propaganda poster - as evidence of the evacuation. For Task 2, the student must compare the sources and explain which provides the most useful evidence, giving detailed explanations. The booklet also provides grading criteria and feedback on the student's previous work, noting areas of strength and targets for improvement.
This document is a history homework booklet from Key Stage 3 Year 9 on World War 2. It provides sources and tasks for students to analyze the British government's evacuation of children from cities during the war. The booklet instructs students to carefully examine sources for clues about their reliability, such as authorship and context. It includes two sources - a photo of evacuees and a propaganda poster - for students to make inferences about the evacuation experience. Students are asked questions to demonstrate their understanding, such as why the government initiated evacuations and how useful each source is as historical evidence. The teacher provides feedback on individual student performance and targets for improvement.
This homework booklet contains sources for students to analyze regarding why Hitler and the Nazi party rose to power in Germany. It includes four sources - an account from an unemployed German in 1932, a diary entry by an American reporter at a Nazi rally, a political poster from 1930, and a later reflection by Albert Speer. Students are instructed to answer questions drawing information from the sources. The booklet also includes grading criteria and space for student responses and targets for improvement.
This homework assignment asks students to analyze sources about why Hitler and the Nazi party rose to power in Germany. The sources include statements from an unemployed German in 1932 expressing hope that the Nazis would create jobs, an observation by American reporter William Shirer in the 1930s about why Germans felt proud under Hitler, and a reflection by Albert Speer on why Hitler persuaded Germans. Students are asked questions to understand what these sources reveal about reasons for supporting Hitler, and how useful each source is for understanding this issue. The teacher provides feedback on each student's work and targets for improvement, focusing on explaining source information in more detail, considering what is not said, and putting more effort into spelling, grammar and presentation.
This document is a history homework booklet from Term 6 of Key Stage 3 (Year 8) on the topic of living conditions during the Industrial Revolution. The tasks involve investigating sources about the cholera epidemic during this period. Source 1 is a cartoon from 1850 depicting cholera. Students are asked questions to analyze what the source shows and what it suggests about water at the time. Source 2 is an eyewitness account from 1849 describing the filthy water people used. Students are asked to evaluate the source and consider what will happen to the boys bathing in the contaminated river water. The booklet provides feedback on the student's work, noting strengths and areas for improvement in analyzing and explaining judgments of the sources.
This document provides two homework assignments for a history class on living conditions during the Industrial Revolution and the English Civil War. The first assignment asks students to investigate sources about a cholera epidemic during the 19th century to understand what caused it. One source is a cartoon depicting cholera and dirty water. The second assignment has no details provided but relates to the English Civil War. The document includes spaces for teacher feedback on assignments.
This document outlines two homework assignments for a history class studying life in Stuart London during the plague of 1665. It provides background information on previous plague outbreaks in London in 1603, 1609, 1625 and 1636. For the first task, students are asked to create a survival guide for London in 1665, explaining how to avoid catching the plague by detailing its symptoms, common treatments used at the time, information about plague doctors, and measures taken to prevent its spread in homes. The second task is not described. Feedback criteria are also provided to evaluate students' work, focusing on research, explanation, detail, spelling and grammar, presentation, and effort.
This homework assignment asks students to create a survival guide for living in London during the plague of 1665. It provides context that plagues in 1603, 1609, 1625 and 1636 killed thousands in London, with the 1665 plague killing over 100,000. As the cause was unknown, various remedies were attempted. Students must explain what would happen if infected, how people tried to cure it, and details about plague doctors in their survival guide. The assignment is accompanied by a grading rubric assessing effort, research, explanation, detail, spelling and more.
The document is a history homework assignment asking students to argue whether Oliver Cromwell deserves his statue outside the Houses of Parliament based on research into his life and actions. Students are instructed to complete tasks explaining reasons both for and against Cromwell deserving the statue. The homework booklet guides students to explore the different interpretations of Cromwell as a hero or villain and to use evidence from their lessons to justify their arguments about the statue.
This document is a history homework booklet for an 8th year student on the topic of Oliver Cromwell. The student is tasked with explaining reasons why Cromwell should and should not have a statue outside the Houses of Parliament based on lessons exploring whether he was a hero or villain. The booklet contains sections for the student to provide one reason for and against the statue, draw the type of statue they think is appropriate, and receive feedback on their work.
This document contains a history homework assignment on the English Civil War for a student in Year 8. The assignment requires the student to analyze primary sources about how the civil war affected people. It provides two sources - a picture drawn by a Parliament supporter and a letter from 1642 written by a Royalist landowner Edmund Verney to his brother Ralph who supported Parliament. The student must answer questions about the sources to explain the viewpoints and feelings expressed. The document also includes a grading rubric for the teacher to provide feedback on the student's work.
This document outlines two homework assignments for a history class on life in Britain during the Middle Ages. The first assignment asks students to create a comic strip explaining aspects of daily life such as clothing, housing, and food. The second assignment requires researching and explaining the importance of an individual from the time period. Guidelines are provided for both assignments along with space for teacher feedback and student responses.
This document outlines homework assignments for students to research and illustrate life in medieval Britain through comic strips. It provides instructions for students to cover topics like housing, clothing, diet, and daily life through pictures and writing. Students are assigned two tasks - the first involves creating a picture, while the second likely involves continuing the comic strip. Guidelines evaluate work on criteria like depth of research, explanation of key points, creativity, additional facts, and spelling/grammar. Targets for improvement include conducting more thorough research and presenting ideas more creatively.
This document outlines two homework assignments for a history student in Key Stage 3 on life in Britain during the Middle Ages. The first assignment asks the student to create a comic strip explaining what people wore, where they lived, and what they ate during the Middle Ages. The second assignment evaluates criteria like the student's research, key points, creativity, and writing for their work on an important individual from the Middle Ages. Areas for improvement are also provided.
This document contains a history homework assignment from the Middle Ages unit on the Medieval Church. It includes tasks and questions about a doom painting that would have been in a medieval church depicting heaven and hell. Students are asked to label parts of the painting showing sins and their punishments in hell as well as righteous acts and their rewards in heaven. They are also asked questions about what people in the Middle Ages believed about the afterlife and why the church displayed these paintings. The document provides grading criteria and space for student responses and notes.
This document is a history homework assignment from a medieval church term focusing on life in the Middle Ages. It includes tasks for students to label parts of a doom painting showing heaven and hell, and to answer questions about religious beliefs and practices during this time period. Students are to draw their own version of a doom painting. The teacher provides criteria for grading the assignments and offers feedback on areas of strength and improvement for individual students.
This document is a history homework assignment from a medieval church term focusing on life in the Middle Ages. It includes tasks for students to label parts of a doom painting showing heaven and hell and to answer questions about religious beliefs and practices during this time period. Specifically, it asks students to identify depictions of salvation or damnation in the painting and to explain how such paintings would have made people feel and contributed to devout behavior. The document provides context on the central role of the Catholic church at this time and use of Latin in services.
This document is a history homework assignment from a medieval church term focusing on life in the Middle Ages. It includes tasks for students to label parts of a doom painting showing heaven and hell, and to answer questions about religious beliefs and practices during this time period. The homework is to be completed individually then graded based on criteria such as using sources, explanations, effort, and presentation.
This document contains a history homework assignment given to a student about the Battle of Hastings in 1066. It includes background information on the invasion and Battle of Hastings, as well as several primary source excerpts for the student to analyze. The homework assignments ask the student to examine pieces of the Bayeux Tapestry and excerpts written about William the Conqueror to answer questions about how the battle was fought, William as a leader, and the weapons and armor used. The teacher provides feedback on the student's work, noting what they did well and areas for improvement.
This document contains a history homework booklet assigned to a student for Key Stage 3 on the topic of the Norman invasion of England in 1066. It includes sources related to the Battle of Hastings for the student to analyze and answer questions about. The teacher provides feedback on the student's progress, noting areas of strength like making excellent judgments using sources, and areas for improvement such as giving more detail when explaining what was learned from the sources. The student is also asked to note anything they are unsure about for the teacher.
This document outlines two homework assignments given to a Key Stage 3 history student on the topic of Viking Britain before 1066. For the first task, the student must create a comic strip suitable for a history magazine explaining what life was like in Viking Britain, covering where the Vikings originated from, how they came to and their reasons for invading England, how they lived, and their impact. The second task involves further research but details are not provided. Feedback criteria address effort, research, explanation, detail, and presentation.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This document is a history homework booklet from Key Stage 3 Year 9 on World War 2. It provides sources and tasks for students to analyze the British government's evacuation of children from cities during the war. The booklet instructs students to carefully examine sources for clues about their reliability, such as authorship and context. It includes two sources - a photo of evacuees and a propaganda poster - for students to make inferences about the evacuation experience. Students are asked questions to demonstrate their understanding, such as why the government initiated evacuations and how useful each source is as historical evidence. The teacher provides feedback on individual student performance and targets for improvement.
This homework booklet contains sources for students to analyze regarding why Hitler and the Nazi party rose to power in Germany. It includes four sources - an account from an unemployed German in 1932, a diary entry by an American reporter at a Nazi rally, a political poster from 1930, and a later reflection by Albert Speer. Students are instructed to answer questions drawing information from the sources. The booklet also includes grading criteria and space for student responses and targets for improvement.
This homework assignment asks students to analyze sources about why Hitler and the Nazi party rose to power in Germany. The sources include statements from an unemployed German in 1932 expressing hope that the Nazis would create jobs, an observation by American reporter William Shirer in the 1930s about why Germans felt proud under Hitler, and a reflection by Albert Speer on why Hitler persuaded Germans. Students are asked questions to understand what these sources reveal about reasons for supporting Hitler, and how useful each source is for understanding this issue. The teacher provides feedback on each student's work and targets for improvement, focusing on explaining source information in more detail, considering what is not said, and putting more effort into spelling, grammar and presentation.
This document is a history homework booklet from Term 6 of Key Stage 3 (Year 8) on the topic of living conditions during the Industrial Revolution. The tasks involve investigating sources about the cholera epidemic during this period. Source 1 is a cartoon from 1850 depicting cholera. Students are asked questions to analyze what the source shows and what it suggests about water at the time. Source 2 is an eyewitness account from 1849 describing the filthy water people used. Students are asked to evaluate the source and consider what will happen to the boys bathing in the contaminated river water. The booklet provides feedback on the student's work, noting strengths and areas for improvement in analyzing and explaining judgments of the sources.
This document provides two homework assignments for a history class on living conditions during the Industrial Revolution and the English Civil War. The first assignment asks students to investigate sources about a cholera epidemic during the 19th century to understand what caused it. One source is a cartoon depicting cholera and dirty water. The second assignment has no details provided but relates to the English Civil War. The document includes spaces for teacher feedback on assignments.
This document outlines two homework assignments for a history class studying life in Stuart London during the plague of 1665. It provides background information on previous plague outbreaks in London in 1603, 1609, 1625 and 1636. For the first task, students are asked to create a survival guide for London in 1665, explaining how to avoid catching the plague by detailing its symptoms, common treatments used at the time, information about plague doctors, and measures taken to prevent its spread in homes. The second task is not described. Feedback criteria are also provided to evaluate students' work, focusing on research, explanation, detail, spelling and grammar, presentation, and effort.
This homework assignment asks students to create a survival guide for living in London during the plague of 1665. It provides context that plagues in 1603, 1609, 1625 and 1636 killed thousands in London, with the 1665 plague killing over 100,000. As the cause was unknown, various remedies were attempted. Students must explain what would happen if infected, how people tried to cure it, and details about plague doctors in their survival guide. The assignment is accompanied by a grading rubric assessing effort, research, explanation, detail, spelling and more.
The document is a history homework assignment asking students to argue whether Oliver Cromwell deserves his statue outside the Houses of Parliament based on research into his life and actions. Students are instructed to complete tasks explaining reasons both for and against Cromwell deserving the statue. The homework booklet guides students to explore the different interpretations of Cromwell as a hero or villain and to use evidence from their lessons to justify their arguments about the statue.
This document is a history homework booklet for an 8th year student on the topic of Oliver Cromwell. The student is tasked with explaining reasons why Cromwell should and should not have a statue outside the Houses of Parliament based on lessons exploring whether he was a hero or villain. The booklet contains sections for the student to provide one reason for and against the statue, draw the type of statue they think is appropriate, and receive feedback on their work.
This document contains a history homework assignment on the English Civil War for a student in Year 8. The assignment requires the student to analyze primary sources about how the civil war affected people. It provides two sources - a picture drawn by a Parliament supporter and a letter from 1642 written by a Royalist landowner Edmund Verney to his brother Ralph who supported Parliament. The student must answer questions about the sources to explain the viewpoints and feelings expressed. The document also includes a grading rubric for the teacher to provide feedback on the student's work.
This document outlines two homework assignments for a history class on life in Britain during the Middle Ages. The first assignment asks students to create a comic strip explaining aspects of daily life such as clothing, housing, and food. The second assignment requires researching and explaining the importance of an individual from the time period. Guidelines are provided for both assignments along with space for teacher feedback and student responses.
This document outlines homework assignments for students to research and illustrate life in medieval Britain through comic strips. It provides instructions for students to cover topics like housing, clothing, diet, and daily life through pictures and writing. Students are assigned two tasks - the first involves creating a picture, while the second likely involves continuing the comic strip. Guidelines evaluate work on criteria like depth of research, explanation of key points, creativity, additional facts, and spelling/grammar. Targets for improvement include conducting more thorough research and presenting ideas more creatively.
This document outlines two homework assignments for a history student in Key Stage 3 on life in Britain during the Middle Ages. The first assignment asks the student to create a comic strip explaining what people wore, where they lived, and what they ate during the Middle Ages. The second assignment evaluates criteria like the student's research, key points, creativity, and writing for their work on an important individual from the Middle Ages. Areas for improvement are also provided.
This document contains a history homework assignment from the Middle Ages unit on the Medieval Church. It includes tasks and questions about a doom painting that would have been in a medieval church depicting heaven and hell. Students are asked to label parts of the painting showing sins and their punishments in hell as well as righteous acts and their rewards in heaven. They are also asked questions about what people in the Middle Ages believed about the afterlife and why the church displayed these paintings. The document provides grading criteria and space for student responses and notes.
This document is a history homework assignment from a medieval church term focusing on life in the Middle Ages. It includes tasks for students to label parts of a doom painting showing heaven and hell, and to answer questions about religious beliefs and practices during this time period. Students are to draw their own version of a doom painting. The teacher provides criteria for grading the assignments and offers feedback on areas of strength and improvement for individual students.
This document is a history homework assignment from a medieval church term focusing on life in the Middle Ages. It includes tasks for students to label parts of a doom painting showing heaven and hell and to answer questions about religious beliefs and practices during this time period. Specifically, it asks students to identify depictions of salvation or damnation in the painting and to explain how such paintings would have made people feel and contributed to devout behavior. The document provides context on the central role of the Catholic church at this time and use of Latin in services.
This document is a history homework assignment from a medieval church term focusing on life in the Middle Ages. It includes tasks for students to label parts of a doom painting showing heaven and hell, and to answer questions about religious beliefs and practices during this time period. The homework is to be completed individually then graded based on criteria such as using sources, explanations, effort, and presentation.
This document contains a history homework assignment given to a student about the Battle of Hastings in 1066. It includes background information on the invasion and Battle of Hastings, as well as several primary source excerpts for the student to analyze. The homework assignments ask the student to examine pieces of the Bayeux Tapestry and excerpts written about William the Conqueror to answer questions about how the battle was fought, William as a leader, and the weapons and armor used. The teacher provides feedback on the student's work, noting what they did well and areas for improvement.
This document contains a history homework booklet assigned to a student for Key Stage 3 on the topic of the Norman invasion of England in 1066. It includes sources related to the Battle of Hastings for the student to analyze and answer questions about. The teacher provides feedback on the student's progress, noting areas of strength like making excellent judgments using sources, and areas for improvement such as giving more detail when explaining what was learned from the sources. The student is also asked to note anything they are unsure about for the teacher.
This document outlines two homework assignments given to a Key Stage 3 history student on the topic of Viking Britain before 1066. For the first task, the student must create a comic strip suitable for a history magazine explaining what life was like in Viking Britain, covering where the Vikings originated from, how they came to and their reasons for invading England, how they lived, and their impact. The second task involves further research but details are not provided. Feedback criteria address effort, research, explanation, detail, and presentation.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
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
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Henry viii homework level 3 and 4
1. Name:………………………………………………………….
Teacher:……………………………………………………….
Task 1 date issued:……Task 1 date to be completed by…….
Task 2 date issued:……Task date due in…………………
Key Stage 3 Level 3 and 4
History Homework Booklet
Term 1: Henry VIII
Your task: It is well known that Henry VIII had six wives
and that his search for a wife helped to change
England forever. However, Henry VIII didn’t marry just
anyone. Your task is to research each wife and think
about why Henry VIII married each lady. To do this
you must complete the following sections in your
booklet:
• Name
• Date married to Henry
• Why Henry VIII liked her
• How the relationship ended
Wife 1:
........................................................................................
........................................................................................
........................................................................................
........................................................................................
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Picture
Task 1
5. Key Stage 3- Year 8 History Homework
Term 1- Henry VIII
Name:
These grades are
recorded in GO.
Current Grade:
Poor/ Good/ Satisfactory/ Excellent
What you did well:
You have made excellent judgements
using research and have explained it
well.
You have made excellent judgements
using research
You have picked out good information
to talk about.
You have picked out some
information from research.
Your spelling, punctuation, and
grammar in this work is excellent.
Your work is very well presented.
Your work shows excellent effort.
Your work shows some good effort.
Targets to improve further:
You need to give more detail when
explaining what you have found out
from research.
Make sure all of your research is in
your own words.
You need to give evidence from the
research to support your points.
You need to cover more points.
You need to explain the judgements
that you make from research.
You need to read information more
carefully.
Take more care with your spelling,
punctuation and grammar.
Take more care with the presentation
of your work.
Your work shows it would benefit
from more effort.
Student Response
Note here anything you are not sure about:
What are your personal targets:
Miss Limm