The Sun is our most important energy source, providing the heat and light necessary for life on Earth. There are two types of energy - potential energy, which is stored, and kinetic energy, which is energy in motion. Energy sources are either renewable, like solar and wind, which are constantly replenished, or nonrenewable, like coal and oil, which will eventually be depleted. While energy cannot be created or destroyed, it changes form as it is transferred from one system to another.
Light and sound are both forms of energy that we can perceive with our senses. Light travels very fast at approximately 300,000 km per second, and sound also travels very fast through iron at around 6,000 km per second. Both light and sound have different properties - light can be reflected, refracted, and focused by lenses, while the intensity, pitch, and timbre are properties used to describe sound.
The document defines key terms related to ecosystems, including ecosystem, habitat, biome, producers, consumers, decomposers, and food chains. It then describes different types of aquatic ecosystems like rivers, lakes, seas and oceans. Finally, it discusses various terrestrial ecosystems such as forests, grasslands, deserts, and tundra.
Article - Evaluating emergency management after an event: gaps and suggestionsNeil Dufty
Post-event evaluations of emergency management are critical to help emergency service providers and communities learn to build disaster resilience. This paper identifies five main types of formal post-event evaluations of emergency management that are used in Australia. It argues that these evaluations should be more consistent in their conduct and approach, more comprehensive in scope, and better timed. The paper also suggests that post-event evaluation reports should be released particularly to the affected communities.
Towards a learning for disaster resilience approachNeil Dufty
- The document discusses exploring content and process for a Learning for Disaster Resilience (LfDR) approach to improve current disaster education.
- It suggests LfDR content should cover both external hazards and internal factors like community vulnerability/resilience, urban planning, and social capital.
- In terms of process, it reviews current disaster learning delivery approaches and identifies gaps, suggesting disaster education could benefit from drawing more on education theory and evaluation.
The document provides tips for caring for the planet by reducing waste and energy consumption. Some key tips include separating rubbish into different containers, turning off lights and electric devices when not in use, taking shorter showers, using public transportation or active modes of travel when possible, and choosing energy efficient light bulbs and appliances. Proper recycling and reuse of materials like paper, plastic bags, and batteries is also encouraged.
Towards a Resilient Sydney Research Seminar presentation on Emergency ManagementNeil Dufty
The report reviewed a range of international, national and Sydney specific literature and undertook interviews with relevant lead emergency management agencies. The report synthesised findings and undertook a gap analysis.
The report related largely to the resilience interrelationships of disaster risk reduction; emergency management; and community development. It also mapped the relevant legislation and governance arrangements in New South Wales.
The three key issues identified as pressing for Sydney from the interviews with the emergency agencies representatives: 1) increased workload and strain on capacity; 2) declining volunteerism; and 3) uncertainty as to the effects and community response to hazards. The report notes that climate change may drive organisational change within emergency management – requiring a shared culture that supports a willingness to further develop strategic integration and coordination across agencies.
Aspects of community development that are increasingly being viewed as critical to emergency management are volunteerism; social capital formation and disaster behavioural psychology. The report noted that no major studies were able to be sourced in relation to emergency management volunteerism, social capital formation or community disaster resilience in Sydney.
In relation to flooding in Sydney, there is increasing potential risk to infrastructure. The report outlines that it is an imperative that emergency agencies have access to data from all infrastructure owners to enable future emergency planning in flood prone lands.
There are generally gaps in research relating to recovery from disasters, potentially due to no major natural disasters in Sydney for over 10 years, but noting the research may come under other banners such as social work and health. Lower extent of research into heatwave and coastal erosion/inundation compared to flooding and bushfire. Lower level of research into the preparedness of communities / businesses in Sydney.
The Sun is our most important energy source, providing the heat and light necessary for life on Earth. There are two types of energy - potential energy, which is stored, and kinetic energy, which is energy in motion. Energy sources are either renewable, like solar and wind, which are constantly replenished, or nonrenewable, like coal and oil, which will eventually be depleted. While energy cannot be created or destroyed, it changes form as it is transferred from one system to another.
Light and sound are both forms of energy that we can perceive with our senses. Light travels very fast at approximately 300,000 km per second, and sound also travels very fast through iron at around 6,000 km per second. Both light and sound have different properties - light can be reflected, refracted, and focused by lenses, while the intensity, pitch, and timbre are properties used to describe sound.
The document defines key terms related to ecosystems, including ecosystem, habitat, biome, producers, consumers, decomposers, and food chains. It then describes different types of aquatic ecosystems like rivers, lakes, seas and oceans. Finally, it discusses various terrestrial ecosystems such as forests, grasslands, deserts, and tundra.
Article - Evaluating emergency management after an event: gaps and suggestionsNeil Dufty
Post-event evaluations of emergency management are critical to help emergency service providers and communities learn to build disaster resilience. This paper identifies five main types of formal post-event evaluations of emergency management that are used in Australia. It argues that these evaluations should be more consistent in their conduct and approach, more comprehensive in scope, and better timed. The paper also suggests that post-event evaluation reports should be released particularly to the affected communities.
Towards a learning for disaster resilience approachNeil Dufty
- The document discusses exploring content and process for a Learning for Disaster Resilience (LfDR) approach to improve current disaster education.
- It suggests LfDR content should cover both external hazards and internal factors like community vulnerability/resilience, urban planning, and social capital.
- In terms of process, it reviews current disaster learning delivery approaches and identifies gaps, suggesting disaster education could benefit from drawing more on education theory and evaluation.
The document provides tips for caring for the planet by reducing waste and energy consumption. Some key tips include separating rubbish into different containers, turning off lights and electric devices when not in use, taking shorter showers, using public transportation or active modes of travel when possible, and choosing energy efficient light bulbs and appliances. Proper recycling and reuse of materials like paper, plastic bags, and batteries is also encouraged.
Towards a Resilient Sydney Research Seminar presentation on Emergency ManagementNeil Dufty
The report reviewed a range of international, national and Sydney specific literature and undertook interviews with relevant lead emergency management agencies. The report synthesised findings and undertook a gap analysis.
The report related largely to the resilience interrelationships of disaster risk reduction; emergency management; and community development. It also mapped the relevant legislation and governance arrangements in New South Wales.
The three key issues identified as pressing for Sydney from the interviews with the emergency agencies representatives: 1) increased workload and strain on capacity; 2) declining volunteerism; and 3) uncertainty as to the effects and community response to hazards. The report notes that climate change may drive organisational change within emergency management – requiring a shared culture that supports a willingness to further develop strategic integration and coordination across agencies.
Aspects of community development that are increasingly being viewed as critical to emergency management are volunteerism; social capital formation and disaster behavioural psychology. The report noted that no major studies were able to be sourced in relation to emergency management volunteerism, social capital formation or community disaster resilience in Sydney.
In relation to flooding in Sydney, there is increasing potential risk to infrastructure. The report outlines that it is an imperative that emergency agencies have access to data from all infrastructure owners to enable future emergency planning in flood prone lands.
There are generally gaps in research relating to recovery from disasters, potentially due to no major natural disasters in Sydney for over 10 years, but noting the research may come under other banners such as social work and health. Lower extent of research into heatwave and coastal erosion/inundation compared to flooding and bushfire. Lower level of research into the preparedness of communities / businesses in Sydney.
Paper - A review of progress in the integration of disaster risk reduction in...Neil Dufty
This Input Paper was developed for the HFA Thematic Review and as an input to the Global Assessment Report on Disaster Risk Reduction 2015 (GAR15). It aims to review progress in the integration of DRR into Australian school curricula programs and support materials since 2005.
How can we make stormwater education more effective?Neil Dufty
Education has been viewed by many organisations as an important non-structural stormwater management tool with considerable investment made to support it.
Stormwater education activities have included media campaigns, signage, stormwater drain stenciling and industry training courses. They aim to change the behaviour of sectors of the community whose activities are thought to impact on stormwater quality (and quantity) and the health of waterways.
Yet, have these stormwater education programs been effective in changing behaviour and achieve water quality improvements? According to research, the answer is ‘in some cases’. However, there is certainly a formula for effective stormwater education - this is developed in this paper.
This document appears to list the names of 18 students in a class. It includes first and last names such as Angela Melody, Mark Lester, Richard, Susana, and Samanta. The names seem to be of various origins and there is a mix of both common and less common names on the list.
The document lists different monsters and their typical actions, including ghosts appearing and disappearing, vampires drinking blood and sleeping in coffins, witches flying on brooms, werewolves transforming at the full moon, mummies wearing bandages, and pirates attacking and stealing from ships. It also lists what children commonly do on Halloween: trick-or-treating, wearing costumes, and watching scary movies.
Electricity is produced by the flow of electrons through conductors like wires. Atoms contain protons, neutrons and electrons, and electrons can move between atoms. When a wire is connected to a battery, electrons flow through the wire creating an electrical current that powers devices. Current flows from the positive pole to the negative pole of the battery. Generators, alternators and batteries can all produce electrical currents. Materials are classified as conductors, which allow current to flow through them, or insulators which do not. Electric circuits transport current and power appliances. Circuits can be in series or parallel. Magnets contain north and south poles and can attract metals like iron.
Matter can be summarized as follows:
Matter is anything that occupies space and has mass. It exists in three states - solid, liquid, and gas. Matter changes between these states through processes like fusion, condensation, evaporation, and solidification. Matter can be classified as pure substances or mixtures. Mixtures contain more than one substance and can be separated using methods like evaporation, distillation, filtration, and decantation. Changes to matter can be physical, changing its shape or size, or chemical, changing its composition.
Dintre del projecte interdisciplinari Els dinosaures, els nens i nenes de Cicle Inicial hem visitat el jaciment paleontològic de Fumanya.
Col·legi Sant Pere Claver
http://www.spclaver.fje.edu
1. Isha, Xavier i Daniel
Boqueria Portobello Road
Feria de Sant Telmo
Gran Bazar Union Square Greenmarket
2. Boqueria
És un mercat situat en Barcelona (Catalunya),
te molts premis i a guanyat el premi de millor
mercat del món. Dins venen tot tipus de
menjar i tambe hi ha bars. Es va ignagurar el
1840.
Boqueria Video
Boqueria Web
3. Portobello Road
El Portobello Road esta situat a Londres (Reine
Unit). La feria de antiguetats més gran del món.
És un mercat a on és venen llibres, roba, fruita,
verdura, molt tipus de menjar, plantes...És un
mercat molt gran on sobretot van els
turistes.
Portobello Road Web
Portobello Road Video
4. Feria de sant Telmo
Esta situat en Buenos aires (Argentina). Feria
de antiguitats. Creada en 1970 per
l'arquitecte José María. Te 270 parades.
Feria de San Telmo Video
Feria de San Telmo Web
5. Gran Bazar
Esta situa en Estambul (Turquia), és un dels
mercats més grans del món. Te més de
4.000 parades i 20.000 treballadors. Va ser
construit en 1464 i reconstruit per culpa d'un
terretremol el 1864. En aquest mercat es
ven rova, joies,
artesanies...
Gran Bazar Video
Gran Bazar Web
6. Union square greenmarket
Esta situat en Nova York (est de E.E.U.U.). En
aquest mercat es venen menjas i també
plantes. Aquest mercat només esta obert
dilluns, dimecres, divendre i dissabte, de 8:00
fins a 18:00.
Union Square Greenmarket Video
Union square greenmarket Web
8. CONCLUCIO /OPINIO PERSONAL
Isha: A mi m'agrada molt aquest treball perque he
pugot parlar amb persones que no he parlat mai
com el Dani, i ha sigut molt divertit.
Xavier C: A mi m'ha agradat perquè he pogut
treballar amb els netbooks.
Daniel: A mi m'agrada aquesta feina per que junts
podem fer mes coses i per que podem conèixer a
mes amics.