It is refers to the downward sliding of huge quantities of land mass
Downward movement of slope forming material composed of rocks and soil or combination of all these material along surfaces of separation by FALLING, SLIDING AND FLOWING either sudden or slow from one place to another place.
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.
AS Level Physical Geography - Hydrology and Fluvial GeomorphologyArm Punyathorn
Water is an agent of change in the atmosphere, geosphere and biosphere. In this chapter we will try to understand the passage of water as it changes states.We will also look at how the forces of river can shape land forms as well as civilization
Palestra: Atuação do Instituto Geológico na Prevenção aos Desastres Naturais – Apresentada durante o Ciclo de Palestras em Administração de Emergências para Municípios (CAEM) realizado no município de Registro em abril de 2010 pela Pesquisadora Daniela Giro Marchiori-Faria
It is refers to the downward sliding of huge quantities of land mass
Downward movement of slope forming material composed of rocks and soil or combination of all these material along surfaces of separation by FALLING, SLIDING AND FLOWING either sudden or slow from one place to another place.
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.
AS Level Physical Geography - Hydrology and Fluvial GeomorphologyArm Punyathorn
Water is an agent of change in the atmosphere, geosphere and biosphere. In this chapter we will try to understand the passage of water as it changes states.We will also look at how the forces of river can shape land forms as well as civilization
Palestra: Atuação do Instituto Geológico na Prevenção aos Desastres Naturais – Apresentada durante o Ciclo de Palestras em Administração de Emergências para Municípios (CAEM) realizado no município de Registro em abril de 2010 pela Pesquisadora Daniela Giro Marchiori-Faria
this presentation is all about weathering, erosion, & mass wasting. this may be simple, but it is good for the eyes, and the information is short but complete. :))
Contents:
1. Concept of Earthquake
2. Hazards Associated to Earthquake
- Ground Shaking
- Ground Rapture
- Tsunami
- Earthquake induced landslide
3. What do to BEFORE, DURING, AFTER Earthquake
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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.
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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.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
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An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
3. Mass Wasting
What is mass wasting?
Mass wasting refers to several processes that have the following in
common:
1. Downslope movement of rock or weathered material
2. Movement is due to pull of gravity
3. There is no flowing medium (water, air or ice) that carries the
material
Why is mass wasting important?
1.
Processes represent a significant hazard to property and people
2.
Need to identify where and under what conditions these
processes occur
3.
Avoid construction in areas prone to mass wasting or attempt to
prevent mass wasting
*Generally, mass wasting occurs when gravitational forces exceed
frictional or shear forces (strength) of material.
4. Shear stress is the downslope pulling causing mass movement related to the mass
of the material and the angle of the slope.
Shear strength is the counteraction of the force of shear stress (i.e., friction).
If stress is greater than strength, then mass movement occurs.
Possibly triggered by:
1. Earthquake
2. Construction work (blasting)
3. Flooding
Driving force behind Mass Wasting:
1. Downslope pull of gravity
2. Depends on weight (amount) of material on slope.
3. Increasing amount of material can lead to mass wasting.
4. Depends on steepness of slope.
5. Over steepening slopes can lead to mass wasting.
Clays provide cohesion to unconsolidated materials.
Mineral cements hold rock together
5. Role of Water in Mass Wasting
1. Small amount of water can increase strength.
2. Surface tension of water helps hold material together.
3. Saturation with water weakens material.
4. Hydrostatic pressure can act to push grains apart.
Role of Vegetation in Mass Wasting
1.
Roots add strength to material by binding loose material together.
2.
In semi-arid and arid regions, forest fires can remove vegetation from hill
slopes, leaving surface materials vulnerable to mass wasting.
Planes of Weakness in Material
Planes of weakness in the material can facilitate mass wasting if the planes are
oriented parallel to the slope.
Planes of weakness include bedding planes in sedimentary rocks and foliation
planes in metamorphic rocks.
Mass Wasting Processes
Processes can be classified based on
1. Type of material that moves
2. Nature of movement (flow or slide)
3. How fast material moves; e.g. rock falls/slides, slump, debris flows/earth
flows/mud flows, creep
6. Slope Stability is influenced by:
1. Steepness
2. Angle of repose
3. Fluid effects
4. Expansive clays presence
5. Vegetation present
6. Earthquakes
7. Quick clays presence
Types of mass movement:
1. Fall -- rocks fall from great distances as a result of gravity
2. Slide -- mostly coherent unit slides on a slope or bedding plane
3. Slump -- rock unit falling a short distance due to rotation
4. Flow -- landslides involving an unconsolidated mass that moves in a
chaotic fashion
5. Solifluction -- soil component moving over permafrost layers, analogous
to a hockey puck sliding on ice
6. Creep -- extremely slow movement due to gravity
7. Slumps
Movement of coherent block of material along a curved surface.
More likely to occur when slope is undercut from below, material is saturated.
Common on river banks where stream erosion over steepens banks.
Example of slump
8. Creep
Extremely slow movements downslope
Rates of creep are 1-10 mm/year
Bent tree trunks, fence posts, and utility poles; gravestones tilted downslope
indicate that creep has occurred.
Creep damages buildings, roads
Debris flows, earth flows, mud flows
Flows are movements in which the material deforms chaotically as it moves.
Debris flows -- contains large boulders, gravels
Earth flows -- sandy material
Mudflow -- mud with considerable water
11. Deposits of Mass Wasting
Mass wasting produces sediment deposits.
These deposits commonly contain a wide range of sizes of particles (they
are "unsorted").
The deposits do not show layering (they are "unstratified")
How do we prevent landslides and mass wasting? This is NOT possible.
A better question is “how do we lessen the effects” of mass wasting?
1.
Remove weight from slope
2.
Engineering controls
3.
Vegetation and GeofabricTM
4.
Cables and anchoring systems
5.
Tunnels built over highways thus reducing weight