The document provides information about different types of mass movement or slope failure. It begins by defining different types of slopes including crests, free faces, talus slopes, and pediments. It then discusses various types of mass movement processes including creep, slump, debris flow, earth flow, and rockslides. The role of water in triggering mass movements is described. The document also addresses human impacts including urbanization and deforestation that can cause landslides. It concludes with ways to prevent landslides such as drainage control, slope grading, and avoiding hazardous areas.
The reason for the occurrence of such a huge mass of water on the globe, is still a myth and reality. The reason goes back to the Origin of Earth itself. The exact mode of origin is not precisely known. Scientists assume, both Primary and secondary sources would have given rise to all both air and water on the earth. Two possible sources as internal source (or) external source have been proposed so far. Some of them are attributed towards the theories of origin of the earth.
Gravity pulls the rocks, soils and debris on a downward slope, naturally, without any chemical change. This downward movement is called as mass -movement or mass-wasting.
Landslides, mudflows and rockfalls are all belonging to this category of geomorphic processes.
Mass-wasting may lead to severe natural disasters by affecting the life and building structures in different places. Understanding of mass-wasting will certainly help to mitigate the impacts of these hazards and plan the development activities.
The reason for the occurrence of such a huge mass of water on the globe, is still a myth and reality. The reason goes back to the Origin of Earth itself. The exact mode of origin is not precisely known. Scientists assume, both Primary and secondary sources would have given rise to all both air and water on the earth. Two possible sources as internal source (or) external source have been proposed so far. Some of them are attributed towards the theories of origin of the earth.
Gravity pulls the rocks, soils and debris on a downward slope, naturally, without any chemical change. This downward movement is called as mass -movement or mass-wasting.
Landslides, mudflows and rockfalls are all belonging to this category of geomorphic processes.
Mass-wasting may lead to severe natural disasters by affecting the life and building structures in different places. Understanding of mass-wasting will certainly help to mitigate the impacts of these hazards and plan the development activities.
Revision on the key features and formation of a range of desert landforms. Designed to meet the requirements of the AQA A-level geography specification, hot deserts topic in GEOG1.
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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.
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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.
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.
Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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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
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Learning objectives
Grade 12 Geomorphology
Mass Movement
Slope forms: crest, free face, talus and pediment.
Mass Movement
Creep
Slump
Debris flow
Earth flow
Rockslides
Human Land use and Landslides
Preventing Landslides
3. Talus Slope
Free Face
Pediment
Crest
Accumulation of active degrees
Steep slope of half to from free
Gentle slope
Convexslopewith debris5erosion face
Slope Upland
Bare rock face
Concave slope
Initial angel of 35-37 degrees
Large boulders near cliff face, pebbles rills
Rainwater channelled into Talus slope and stones further away result in a
Covered by and from the
Weatheringfinessoil creep gullies called
more gentlematerial falls is easily washedthe cliff face to retreat
Erosion, slumping and weathering cliff
Unconsolidated material over the cause away.
Weathered angle
Small particles called FINES washed out onto the pediment
5. Identify this slope and list 4
characteristics of the slope.
Free Face :Steep slope with
active erosion.
Bare rock face.
Rainwater channelled into
gullies called rills.
Erosion, weathering and
slumping cause the cliff face
to retreat.
Fig. 11-8b, p. 253
6. Learning objectives
Grade 12 Geomorphology
Mass Movement
Slope forms: crest, free face, talus and pediment.
Mass Movement
Creep
Slump
Debris flow
Earth flow
Rockslides
Human Land use and Landslides
Preventing Landslides
8. Mass Movement
1 Mass wasting is the downslope movement of Earth material
due to gravity. Factors such as slope angle, weathering and
climate, water content, vegetation, and overloading are
interrelated, and all affect mass wasting.
2 Mass movements can be triggered by such factors as soil
saturation and ground shaking.
3 Mass wasting can be categorized as resulting from either
rapid mass movements or slow mass movements.
4 The different types of rapid mass movements are rockfalls,
rock slides, mudflows, debris flows, and some slumps; each
type has recognizable characteristics.
5 The different types of slow mass movements are
earthflows, solifluction, soil creep, and some slumps; each
type has recognizable characteristics.
6 People can minimize the effects of mass wasting by
conducting geologic investigations of an area and stabilizing
slopes to prevent and ameliorate movement.
10. Important types of
mass wasting
• Slide – downslope movement of coherent block of earth
material
• Slump – is sliding along a curved slip plane producing slump
blocks
• Fall – rocks fall from vertical face
• Flow – Downslope movement of unconsolidated material in
which particles move about and mix within the mass
• Subsidence is the sinking of of a mass of earth material below
the level of surrounding material
11. Factors Affecting Slope Stability
•
•
•
•
•
•
Type of earth material
Slope Angle and Topography
Climate
Vegetation
Water
Time
12. Triggers for rapid Mass Wasting
• Rain
• Oversteepening
– cutting at foot of slope
– piling on head of slope
• Deforesting / Devegetating
• Earthquakes
16. Learning objectives
Grade 12 Geomorphology
Mass Movement
Slope forms: crest, free face, talus and pediment.
Mass Movement
Creep
Slump
Debris flow
Earth flow
Rockslides
Human Land use and Landslides
Preventing Landslides
17. Creep
• very slow downslope movement of soil
• result of freezing and thawing
25. Learning objectives
Grade 12 Geomorphology
Mass Movement
Slope forms: crest, free face, talus and pediment.
Mass Movement
Creep
Slump
Debris flow
Waters role in mass movement
Earth flow
Rockslides
Human Land use and Landslides
Preventing Landslides
26. Slump
A slump is a type of slope failure in which a
downward and outward rotational
movement of rock or regolith occurs along a
curved concave-up surface.
– Often the result of artificial modification of the
landscape.
– Associated with heavy rains or sudden shocks,
such as earthquakes.
27. Slump (a type of slide)
• Indicators:
– Scarp
– “Hummocky”
terrain on and
below (earthflow)
29. Learning objectives
Grade 12 Geomorphology
Mass Movement
Slope forms: crest, free face, talus and pediment.
Mass Movement
Creep
Slump
Debris / Mud flow
Earth flow
Rockslides
Human Land use and Landslides
Preventing Landslides
30. Debris Flow
• Debris flows are the downslope flow of relatively coarse
material
• > 50% of particles in a debris flow are coarser than sand
• Movement may be very slow or very fast, depending on
topographic conditions
• Contain less water and larger particles than Mudflows.
Turtle Mountain Rock Fall
Turtle Mountain
36. Learning objectives
Grade 12 Geomorphology
Mass Movement
Slope forms: crest, free face, talus and pediment.
Mass Movement
Creep
Slump
Debris flow
Waters role in mass movement
Earth flow
Rockslides
Human Land use and Landslides
Preventing Landslides
42. Learning objectives
Mass Movement
Slope forms: crest, free face, talus and pediment.
Mass Movement
Creep
Slump
Debris flow
Waters role in mass movement
Earth flow
Rockslides
Human Land use and Landslides
Preventing Landslides
43. Rockslide
• Rock moves because there’s nothing holding it back!
• Generally requires a pre-existing low-friction surface...
47. Learning objectives
Mass Movement
Slope forms: crest, free face, talus and pediment.
Mass Movement
Creep
Slump
Debris flow
Waters role in mass movement
Earth flow
Rockslides
Human Land use and Landslides
Preventing Landslides
48. Human Land Use and Landslide
• Urbanization, irrigation
• Timber harvesting in weak,
relatively unstable areas
• Artificial fillings of loose
materials
• Artificial modification
of landscape
• Dam construction
49.
50.
51.
52.
53. Learning objectives
Grade 12 Geomorphology
Mass Movement
Slope forms: crest, free face, talus and pediment.
Mass Movement
Creep
Slump
Debris flow
Waters role in mass movement
Earth flow
Rockslides
Human Land use and Landslides
Preventing Landslides
54. Mitigating the Landslide Hazard (2)
• Preventing landslides
– Drainage control: Reducing infiltration and surface
runoff
– Slope grading: Reducing the overall slope
– Slope supports: Retaining walls or deep supporting
piles
• Avoid landslide hazards
– Landslide warning for critical evacuations
– Correcting landslides
59. A slump is a type of slope failure in which a
downward and outward rotational movement of
rock or regolith occurs along a curved concave-up
surface.
– Often the result of artificial modification of the
landscape.
– Associated with heavy rains or sudden shocks, such as
earthquakes.
Identify this type of Mass Wasting and explain how it occurs.
60. What can be done to
minimize damage from
Rockfalls?
Use the photographs to
assist you in your answer.
Minimizing damage from rockfalls.
(a) Wire mesh covers this steep
slope in Hawaii. This is a common
practice in mountainous areas to
prevent rocks from falling on the
road. (b) A wire mesh fence along
the base of this hillside of Highway
44 in California has caught many
boulders and prevented them from
rolling onto the highway. But note
that some boulders have made it
over the fence.
61. Identify this type of mass wasting
and explain what causes it to
occur!
•
Creep is extremely slow
downward movement of
dry surfacial matter.
•
Movement of the soil
occurs in regions which
are subjected to freezethaw
conditions.
The
freeze lifts the particles of
soil and rocks and when
there is a thaw, the
particles are set back
down, but not in the same
place as before.
62. Identify the following types of Mass wasting
and tabulate the causes of each.
Rockslide
Occurs where nothing is holding the rocks back.
Generally requires a pre-existing low-friction
surface, like a clay layer once its wet.
Landslide
Caused by:
Erosion causing extremely steep slopes
A powerful earthquake
Excess weight on unstable soil
A Volcanic eruption.
63. 1) Identify this type of mass wasting
2) What must you do to prevent this
type of mass wasting?
MUDFLOW
•
•
•
Plant ground cover on slopes and
build retaining walls.
In mudflow areas, build channels
or deflection walls to direct the
flow around buildings.
Install flexible pipe fittings to avoid
gas or water leaks.
64. 1) Identify this type of mass wasting
2) Where does this type of mass
mostly occur?
Solifluction
• the slow downslope
movement of watersaturated sediment
• most common in areas
of permafrost.
