Presentation: Climates and vegetation of spainrafakarmona
Presentation: Climates and vegetation of spain
Social science unit based on CLIL (Content and Language Integrated Learning)
Year 5 of Primary Education
MORE INFORMATION ON rafasclassroom.blogspot.com OR https://blogsaverroes.juntadeandalucia.es/rafasclassroom
STR/581: Strategic Planning & Implementation
Wk 5 - Signature Assignment: Strategic Plan - Implementation Plan, Strategic Controls, and Contingency Plan Analysis
Top of Form
About Your Signature Assignment
This signature assignment is designed to align with specific program student learning outcome(s) in your program. Program Student Learning Outcomes are broad statements that describe what students should know and be able to do upon completion of their degree. The signature assignments may be graded with an automated rubric that allows the University to collect data that can be aggregated across a location or college/school and used for program improvements.
Write a 1,050-word minimum strategic implementation plan in which you include the following:
· Create an implementation plan including:
· Objectives
· Functional tactics
· Action items
· Milestones and deadlines
· Tasks and task ownership
· Resource allocation
· Recommend any organizational change management strategies that may enhance successful implementation.
· Develop key success factors, budget, and forecasted financials, including a break-even chart.
· Create a risk management plan including contingency plans for the identified risks.
Format your paper according to APA guidelines.
Physical Exam #4 Your Name: ____________________________ _____
____1. If air's capacity for holding water vapor is diminished, then the relative humidity will _____. 48
A) rise B) fall C) be unchanged D) double E) none of the above
____2. In the atmosphere, liquid water collects around minute particles called ________. A) condensation nuclei B) raindrops C) fog D) cloud droplets E) ice crystals
____3. Clouds form if air is ________.
A) cooled to the dew point B) below freezing C) stable D) unstable E) windy
____4. Among cloud types, those that occur at the highest altitudes are the ________. A) cumulus
B) altocumulus C) stratus D) cirrus E) stratocumulus
____5. Which of the following is most closely associated with stable air?
A) very moist air B) cooling of rising air C) rising air D) fast wind speeds in the air E) descent of air
____6. Showery weather and cumuliform clouds point to the presence of ____. A) orographic lift of air B) anticyclonic descent of air C) instability D) relatively few condensation nuclei E) atmospheric equilibrium
____7. Downwind of large mountain ranges there is less precipitation; this drier zone is called the ________.
A) windward side B) rain shadow C) advection side D) adiabatic area E) lifting condensation level
____8. A midlatitude anticyclone ____ A) is more than one air mass B) exhibits instability C) has a front in its center D) is associated with fast winds E) is associated with sunny, dry weather
____9. Which of the following is NOT NECESSARILY a property of an air mass? A) It must be large. B) It must have relatively uniform properties within itself. C) It must have a warm front at its leading edge. D) .
Intervento del Dott. Antonio Navarra Presidente del Centro Euro-Mediterraneo per i Cambiamenti Climatici durante il convegno del 9 ottobre tenutosi a Roma presso la Prfotomoteca del Campidoglio
1. How many time zones are there across the world2. Which map wou.docxcorbing9ttj
1. How many time zones are there across the world?
2. Which map would have the largest scale? a) city b) continent c) state d) world
3. Which method of data acquisition is not considered to be in the class of remote sensing? a) aerial photography b) weather satellite data c) landsat satellite data d) rain gauge data
4. Lines of latitude run (N/S or E/W) around the globe and are measured (N/S or E/W) of the Equator. Lines of longitude run (N/S or E/W) around the globe and are measured (N/S or E/W) of the Prime Meridian.
5. The world soil map has strong resemblance to the world climate map. Discuss the reasons for the similarities and differences between the two.
6. What is the external fuel that drives the atmosphere?
7. At the Tropic of Cancer the Sun is directly overhead at noon on the a) vernal equinox b) summer solstice c) autumnal equinox d) winter solstice
8. Which area receives the most seasonal variation in incoming radiation? a) equator b) high latitudes c) low latitudes d) tropics
9. What is word that means "the maximum amount of water vapor the air can hold"?
10. What is an urban heat island?
11. Precipitation occurs because air is warmed adiabatically as it rises. (True or False)
12. Periods of increasing glacier mass would likely be accompanied by decreasing ocean levels. (True or False)
13. Describe the greenhouse effect in terms of radiant energy exchanges.
14. What is "an extremely long ocean wave created by an underwater earthquake"?
15. Earthquakes are most likely to occur: a) in the center of tectonic plates b) at the equator c) where two tectonic plates meet d) none of the above
16. The place where the Earth's crust actually moves is the ____________ of an earthquake.
17. Most rivers have relatively gentle gradients in the headwaters and steep gradients in their downstream portions. (True or False)
18. Would one expect to find more soluble materials in the soil of an arid region or the soil of a humid region? Why?
19. What is the difference between mass movement and erosion?
20. What type of vegetation is dominant in savannas? (Be specific.)
.
1
LAB MODULE 5: GLOBAL TEMPERATURE PATTERNS
Note: Please refer to the GETTING STARTED lab module to learn how to maneuver
through and answer the lab questions using the Google Earth ( ) component.
KEY TERMS
You should know and understand the following terms:
Air temperature Heat index Temperature anomalies
Altitude Kelvin (K) Temperature averages
Ambient temperature Latitude Thermopause
Axial Tilt Maritime effect Thermosphere
Celsius (C) Mesopause Tropopause
Continentality, or
Continental effect
Mesosphere Troposphere
Stratopause Urban heat island
Environmental Lapse Rate Stratosphere Urban heat island effect
Exosphere Structure of the atmosphere Wind chill
Fahrenheit (F) Surface temperature
LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to the following
tasks:
Describe the differences between air and surface temperature
Explain heat index and wind chill
Explain the urban heat island effect
Describe the structure of the atmosphere
Describe large scale factors influencing temperature
Describe local factors influencing temperature
2
INTRODUCTION
This lab module explores the global surface and air temperatures of Earth and
Earth’s atmosphere. Topics include the structure of the atmosphere, local and
global factors influencing temperature, and temperature anomalies. The modules
start with four opening topics, or vignettes, which are found in the accompanying
Google Earth file. These vignettes introduce basic concepts of the internal structure
of the Earth. Some of the vignettes have animations, videos, or short articles that
will provide another perspective or visual explanation for the topic at hand. After
reading the vignette and associated links, answer the following questions. Please
note that some links might take a while to download based on your Internet speed.
Expand the INTRODUCTION folder.
Read Topic 1: Surface and Air Temperature
Question 1: How do the surface temperatures of the countries in the
northern latitudes (for example, Canada, Iceland, Norway, and Russia)
compare to those of northern Africa (for example, Algeria, Egypt, Libya,
Morocco, and Sudan)?
A. The temperatures are higher in the northern latitudes during summer
months when net radiation is higher.
B. The temperatures are lower in north Africa during the summer months
when net radiation is higher in northern latitudes.
C. Temperatures are lower in northern latitudes year-round.
D. Temperatures are only lower in the northern latitudes during winter
months.
Read Topic 2: Measuring Temperature
Question 2: Considering water freezes (or alternatively, melts) at 0˚C,
determine from the map which countries or landmasses have an annual
mean temperature around 0˚C.
A. Canada and Norway
B. The United States and the United Kingdom
C. Greenland and Antarctica
D. Russia and Antarctica
3
...
1 LAB MODULE 5 GLOBAL TEMPERATURE PATTERNS Note PSilvaGraf83
1
LAB MODULE 5: GLOBAL TEMPERATURE PATTERNS
Note: Please refer to the GETTING STARTED lab module to learn how to maneuver
through and answer the lab questions using the Google Earth ( ) component.
KEY TERMS
You should know and understand the following terms:
Air temperature Heat index Temperature anomalies
Altitude Kelvin (K) Temperature averages
Ambient temperature Latitude Thermopause
Axial Tilt Maritime effect Thermosphere
Celsius (C) Mesopause Tropopause
Continentality, or
Continental effect
Mesosphere Troposphere
Stratopause Urban heat island
Environmental Lapse Rate Stratosphere Urban heat island effect
Exosphere Structure of the atmosphere Wind chill
Fahrenheit (F) Surface temperature
LAB MODULE LEARNING OBJECTIVES
After successfully completing this module, you should be able to the following
tasks:
Describe the differences between air and surface temperature
Explain heat index and wind chill
Explain the urban heat island effect
Describe the structure of the atmosphere
Describe large scale factors influencing temperature
Describe local factors influencing temperature
2
INTRODUCTION
This lab module explores the global surface and air temperatures of Earth and
Earth’s atmosphere. Topics include the structure of the atmosphere, local and
global factors influencing temperature, and temperature anomalies. The modules
start with four opening topics, or vignettes, which are found in the accompanying
Google Earth file. These vignettes introduce basic concepts of the internal structure
of the Earth. Some of the vignettes have animations, videos, or short articles that
will provide another perspective or visual explanation for the topic at hand. After
reading the vignette and associated links, answer the following questions. Please
note that some links might take a while to download based on your Internet speed.
Expand the INTRODUCTION folder.
Read Topic 1: Surface and Air Temperature
Question 1: How do the surface temperatures of the countries in the
northern latitudes (for example, Canada, Iceland, Norway, and Russia)
compare to those of northern Africa (for example, Algeria, Egypt, Libya,
Morocco, and Sudan)?
A. The temperatures are higher in the northern latitudes during summer
months when net radiation is higher.
B. The temperatures are lower in north Africa during the summer months
when net radiation is higher in northern latitudes.
C. Temperatures are lower in northern latitudes year-round.
D. Temperatures are only lower in the northern latitudes during winter
months.
Read Topic 2: Measuring Temperature
Question 2: Considering water freezes (or alternatively, melts) at 0˚C,
determine from the map which countries or landmasses have an annual
mean temperature around 0˚C.
A. Canada and Norway
B. The United States and the United Kingdom
C. Greenland and Antarctica
D. Russia and Antarctica
3
...
Model Attribute Check Company Auto PropertyCeline George
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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.
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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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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!
1. Departamento de Geografía e Historia
UNIT 4. THE WEATHER.
KEYS FOR THE EXAM (you have to know…):
- Define:
• Atmosphere.
• Ozono layer.
• Greenhouse [Efecto invernadero].
• Condensation.
• Atmospheric pressure.
• Isobars.
• Atmospheric front.
• Wind.
• Monsoon.
• Climograma.
• Taiga.
José Carlos Núñez Vidal Página1
• Forest.
• Savannah.
• Meditarranean forest.
• Desert.
• Ocean forest.
• Meadow-stepe [Pradera o estepa].
• Tundra.
• Conifers.
• Deciduous.
• Acid rain.
• Sustainable development.
- Difference between weather and climate.
- Difference between anticyclone and depression.
- Explain the factors that influence the temperture and rainfalls.
- Explain the process and the causes of pollution (greenhouse, acid rain…).
- Identify anticyclones, depressions and atmospheric front on an isobars
map.
- Deduce whether it will rain or sun in a map of isobars.
- Deduce whether or not it will be strong wind on a map of isobars.
- Deduce the direction of the wind on map of isobars.
- Deduce if temperatures go up or down on a map of isobars.
- Deduce what climate belongs a climograma and explains it.
- Deduce what Hemisphere belongs a climograma.
- Deduce what landscape (taiga, forest ...) belongs a photo.
- Value the importance and usefulness of the atmosphere (What is the
atmosphere?)
- Value and worry about the effects of pollution.
2. Departamento de Geografía e Historia
ACTIVITIES: THE ATMOSPHERE
1. Define:
a) What is the atmosphere?
b) What is the ozone layer?
c) What is the greenhouse effect [Efecto invernadero]?
d) What is the temperature?
2. Answer the following questions about the picture.
a) How long is the atmosphere?
b) In how many layers is the atmosphere divided? Define each.
c) Why do some people get dizzy when they are at high altitudes? (that
you have to investigate).
d) Which layer is the most important to living things? Why?
José Carlos Núñez Vidal Página2
3. Explain the difference between weather and climate:
3. Departamento de Geografía e Historia
ACTIVITIES: TEMPERATURES.
1. Define temperature.
2. Answer the following questions about the temperature map
(information on page the book)
a) Where are the highest temperatures recorded? Why?
b) Where are the lowest temperatures recorded? Why?
c) What is an isotherm line?
José Carlos Núñez Vidal Página3
4. Departamento de Geografía e Historia
José Carlos Núñez Vidal Página4
ACTIVITIES: RAINFALLS
1. Explain the differences between…
a) Snow and hailstones:
b) Condensation and evaporation:
2. Answer the following questions about the rains map.
a) Where are there more than 1000 mm. Of rains? Why?
b) Where are there less thab 250 mm. Of rains? Why?
c) What is an Isoyets line?
For more information:
www.inm.es
www.meteored.com
5. Departamento de Geografía e Historia
ACTIVITIES: ATMOSPHERIC PRESSURE AND WIND.
1. Define:
a) Atmospheric Pressure:
b) Isobars Lines:
c) Wind:
2. Explain the difference between cyclone and storm.
3. Answer the questions on the map: (information on the book)
a) In what direction is the wind in winter? Why?
b) When is the Showers Season?
c) What is a monsoon?
José Carlos Núñez Vidal Página5
6. Departamento de Geografía e Historia
José Carlos Núñez Vidal Página6
ACTIVITIES: WEATHER MAP.
1. Look at the weather map and answer the questions:
a) What weather elements (Depressions, anticyclones, fronts...) appear
and where?
b) Is it a sunny or cloudy day in Spain? Why?
c) Where will the wind blow to? Will it be windy?
d) Are the temperatures going to rise or fall?
2. Weather map.
a) What weather elements
appear and where?
b) Is it a sunny or cloudy day
in Spain? Why?
c) Where will the wind blow
to? Will it be windy?
d) Are the temperatures
going to rise or fall?
7. Departamento de Geografía e Historia
ACTIVITIES: HOT CLIMATES.
1. Complete in your notebook the following table:
José Carlos Núñez Vidal Página7
World Climates
Kind of climate Where is it? Features Kinds
Hot Climates
Warm Climates
Cold climates
Hot Climates
Kind of climate Where is it? Temperatures Rains Landscapes
Equatorial Climate
Tropical Climate
Desert climate
2. Look at the climogramas and answer the questions:
a) What is a climograma?
b) How are the temperatures? Is it warm, cold or warm weather?
c) Do these climate graphs belong to North or South Hemisphere?
d) How are the total rainfall of the year: a wet or dry weather?
e) How the rains are spread throughout the year? Is there any dry
season?
f) What climate belongs each one?
8. Departamento de Geografía e Historia
ACTIVITIES: WARM CLIMATES.
1. Complete in your notebook the climate graph and answer the
questions:
a) What is a climograma?
b) How are the temperatures? Is it warm, cold or warm weather?
c) Do these climate graphs belong to North or South Hemisphere?
d) How are the total rainfall of the year: a wet or dry weather?
e) How the rains are spread throughout the year? Is there any dry
season?
f) What climate belongs each one?
2. Complete in your notebook the table below:
José Carlos Núñez Vidal Página8
Warm Climates
Kind of climate Where is it? Temperatures Rains Landscapes
Oceanic
Climate
Mediterranean
Climate
Continental
climate
9. Departamento de Geografía e Historia
ACTIVITIES: COLD CLIMATES.
1. Answer the questions about the climate graphs:
(You have to do just one, the other is already done)
a) What is a climograma?
b) How are the temperatures? Is it warm, cold or warm weather?
c) Do these climate graphs belong to North or South Hemisphere?
d) How are the total rainfall of the year: a wet or dry weather?
e) How the rains are spread throughout the year? Is there any dry
season?
f) What climate belongs each one?
3. Complete in your notebook the table below:
José Carlos Núñez Vidal Página9
Cold Climates
Kind of climate Where is it? Temperatures Rains Landscapes
Polar Climate
High Mountain
Climate
10. Departamento de Geografía e Historia
José Carlos Núñez Vidal Página10
ACTIVITIES: THE CLIMA.
1. Paste in your notebook (or draw) the maps below and complete them
according to the map legend. [Help yourself with the textbook]
a) What climate domains in Spain?
b) What is the coldest area of Spain? And the warmest?
11. Departamento de Geografía e Historia
José Carlos Núñez Vidal Página11
REVIEW ACTIVITIES.
1. Complete in your notebook the climates graphs below.
3. Look at the Weather map and answer the questions.
a) What weather
elements appear and
where?
b) Is it a sunny or
cloudy day in Spain?
Why?
c) Where will the wind
blow to? Will it be
windy?
d) Are the
temperatures going to
rise or fall?
12. Departamento de Geografía e Historia
José Carlos Núñez Vidal Página12
RECOVERY ACTIVITIES.
1. Complete in your notebook the climate graphs below:
2. Paste in your notebook (or draw) the maps below and complete them
according to the map legend. [Help yourself with the textbook]
3.