CLASSIFICATION OF RESOURCES CLASS 10TH CBSE/NCERT/JKBOSEISHTIAQMIR1
CLASS 10TH SOCIAL SCIENCE- BY INSIGHTFUL BRAINS HOME CLASSES; YOU TUBE: insightful brains home classes;contact: 9018910004/8803540127/ insighthomeclass.blogspot.com/ facebook: HOME CLASSES/mir.M
CLASSIFICATION OF RESOURCES CLASS 10TH CBSE/NCERT/JKBOSEISHTIAQMIR1
CLASS 10TH SOCIAL SCIENCE- BY INSIGHTFUL BRAINS HOME CLASSES; YOU TUBE: insightful brains home classes;contact: 9018910004/8803540127/ insighthomeclass.blogspot.com/ facebook: HOME CLASSES/mir.M
Plants and animals can change their environment. Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.
Here is a powerpoint about what we covered in Biology 1st Semester at Sparks High. Please write 5 questions in your comp books. I will extend the powerpoint to answer the questions. Thank you!
# Introduction #concept of community # types of community #The characteristics of a communities# Elements of communities # Community Roles - Ecological Habitats & Niches,food chains & food webs,Trophic Pattern. # Conclusion # Reference.
Understandings:
The distribution of species is affected by limiting factors
Community structure can be strongly affected by keystone species
Each species plays a unique role within a community because of the unique combination of its spatial habitat and interactions with other species
Interactions between species in a community can be classified according to their effect
Two species cannot survive indefinitely in the same habitat if their niches are identical
Plants and animals can change their environment. Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.
Here is a powerpoint about what we covered in Biology 1st Semester at Sparks High. Please write 5 questions in your comp books. I will extend the powerpoint to answer the questions. Thank you!
# Introduction #concept of community # types of community #The characteristics of a communities# Elements of communities # Community Roles - Ecological Habitats & Niches,food chains & food webs,Trophic Pattern. # Conclusion # Reference.
Understandings:
The distribution of species is affected by limiting factors
Community structure can be strongly affected by keystone species
Each species plays a unique role within a community because of the unique combination of its spatial habitat and interactions with other species
Interactions between species in a community can be classified according to their effect
Two species cannot survive indefinitely in the same habitat if their niches are identical
Required ResourcesText· Botkin, D. B., & Keller, E. A. (2014.docxsodhi3
Required Resources
Text
· Botkin, D. B., & Keller, E. A. (2014). Environmental science: Earth as a living planet (9th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
· Chapter 9: Biological Diversity and Biological Invasions
Multimedia
· American Museum of Natural history. (Producer). (2007). Invasive species [Video clip]. Retrieved from https://secure.films.com/OnDemandEmbed.aspx?Token=47542&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
· Annenberg Learner. (n.d.). Unit 9: Biodiversity decline [Interactive resource]. In The Habitable Planet. Retrieved from http://www.learner.org/courses/envsci/unit/text.php?unit=9&secNum=0
Comparison Report
Part 1 Art & Music Characteristics
1. What are the characteristics of early Christian art and music according to your text and from websites?
2. What are the characteristics of Islamic art and music according to your text and from websites?
3.What are the characteristics of Indian art and music according to your text and from websites?
Part II Building Comparison:
Christian building: Santa Costanza (Chapter 5, p. 181, figure 5.6)
Islamic building: Sinan, Mosque of Sultan Sulayman (Chapter 6, p.223 figure 6.4)
Indian building: Great Stupa (Chapter 7, p. 249 figure 7.3)
Similarities
Differences
Reflects their culture values
Reflection
Part III Comparing Philosophies between Christian and Islamic Thinker
Main thoughts and ideas of Augustine
Comparison
Ideas still influence
Reflection
Part IV Art, music, & literature research
Pyramid of the Sun
Comparison Report
Introduction
Preparing for your assignment:
Part I
1.What are the characteristics of early Christian art and music according to your text and from websites?
2.What are the characteristics of Islamic art and music according to your text and from websites?
3.What are the characteristics of Indian art and music according to your text and from websites?
4. Conclude your answer to this question with a good summary paragraph of what you learned, thoughts, reactions, feelings, etc.
Part II
THEN:Select ONE building from EACH culture to compare. Be sure to accurately tell which building you selected from each chapter, and give the name and the figure number where a picture can be found. Then research each part on the web.
What are the similarities among the buildings?
What are the differences among the buildings?
How do these examples of EACH building reflect their cultural values?
Conclude your answer to this question with a good summary paragraph of what you learned, thoughts, reactions, feelings, etc.
Part III
THEN: Comparing Philosophies between Christian and Islamic Thinkers
Describe the main thoughts and ideas of Augustine.
Compare Augustine's main thoughts with those of the Islamic philosophers, Avicenna and Averroes
Discuss how each of these philosophers' ideas still influence us today. Give specific examples.
Conclude your answer to this question with a good summary paragraph of what you learned, thoughts, reactions, feelings, etc.
Part ...
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?
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
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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.
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.
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.
7. TEKS:
§112.5. Science, Grade 3.
8) Science concepts. The student knows that living organisms
need food, water, light, air, a way to dispose of waste, and an
environment in which to live. The student is expected to:
(A) observe and describe the habitats of organisms within an
ecosystem;
(B) observe and identify organisms with similar needs that
compete with one another for resources such as oxygen, water,
food, or space;
(C) describe environmental changes in which some organisms
would thrive, become ill, or perish;
8. 113.5. Social Studies, Grade 3.
(1) History. The student understands how individuals, events, and
ideas have influenced the history of various communities. The
student is expected to:
(A) describe how individuals, events, and ideas have changed
communities over time;
(4) Geography. The student understands how humans adapt to
variations n the physical environment. The student is expected to:
(A) describe and explain variations in the physical environment
including climate, landforms, natural resources, and natural
hazards;
(B) compare how people in different communities adapt to or
modify the physical environment;
(D) identify and compare the human characteristics of selected
regions.
(11) Citizenship. The student understands the impact of individual
and group decisions on communities in a democratic society. The
9. The student will start a recycling center
in their neighborhood. They will
organize a team that will sort, and pick
up items from community members that
wish to participate.
They will then transport or put out items
to be picked up by their local collection
services.
Student will have to research items that
may or may not be recyled.
Through this project the student will
learn that it takes just one person to start
an effort like this, but a team to make it
all happen. The outcome will be a more
beautiful neighborhood.
10. The Student will have one week
to research recyleable items, and
organize a collection team.
Following the students will have
one month to make collections
before they are turned over to
local collection services.
