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The teacher taught students about the classification of human life into four stages by the scholar Tamlu Jamalu. The document defined key terms and provided facts about each stage: hunter-gatherers (samood), pastoralists (t{]m«n-Ì), village dwellers (^wssP) and settled people (1mtâ). Students learned about how human lives have been categorized into stages of development through activities and discussion. They demonstrated understanding of how different types of lives are represented in the four stages of classification.
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![Name of the teacher: Salu Sambasivan Std : VIII B
Name of the school : NSS HS Kudassanad Age : 14
Name of the subject : Poh-imkv{Xw Strength : 36/36
Name of the unit : Pohn-IÄs¡mcp
taÂhnemkw Date : 15/7/2014
Lesson : A©v InMvUw hÀKo-I-c-Ww
Curricular Statement
nco-£-Ww, NÀ¨, Bi-b-hn-n-a-bw sN¿Â, hni-Zo-I-c-Ww, nK-a-
-¯n-se-¯Â, nÀh-Nw cq]o-I-cn-¡Â F¶n-h-bn-eqsS A©v InMvUw
hÀKo-I-c-W-s¯-¡p-dn¨v hyà-amb [mcW ssIh-cn-¡p-¶p.
New terms: Poh-temIw _mIvSo-cn-b, Aao-_, ^wK-kv, samWo-d,
t{]m«n-Ì-s^-ssP, ¹mtâ, An-ta-enb
Facts:1. `qan-bnse Poh-pÅ aWvU-es¯ Poh-temIw F¶ ]d-bp-¶p.
2. kky-§fpw P´p-¡fpw kq£va Pohn-Ifpw tNÀ¶XmWv Poh-tem-
Iw.
3. kq£va Pohn-IÄ ]e-hn-[-ap-v.
4. hyà-amb yq¢n-b-kn-Ãm¯ GI-tImi Pohn-I-fmWv _mIvSo-cn-
b-IÄ (t{]m-Im-cn-tbm-«vkv)
5. hyà-amb yq¢n-btkmSp-Iq-Snb GI-tImi Pohn-bmWv Aao_
(bq-Im-cn-tbm-«p-IÄ)
6. k©-cn-¡m³ Ign-hn-Ãm¯ ]c-t]m-jn-I-I-fmWv ^wKkv (bq-
Im-cn-tbm-«p-IÄ)](https://image.slidesharecdn.com/xylyp7crd66bjhmvupvq-signature-d11e04b304a63a12408f062b55f85dad48ce6c37533b7ffa29111c1cd90958b2-poli-140924065233-phpapp02/85/Name-of-te-1-320.jpg)
![7. tdm_À«v hnäm-¡À Pohn-Isf 5 InMvU-§-fm¡n Xcw-Xn-cn-
¨p.
8. InMvUw samo-d, t{]m«n-Ì, ^wsP, ¹mtâ, An-ta-enb
F¶n-h-bmWv 5 InMvU-§Ä.
9. hyà-amb yq¢n-b-kn-Ãm¯ GI tImi-Po-hn-I-fmWv InMvUw
samo-d.
10. hyà-amb yq¢n-b-tkmSp IqSnb GI-tImi Pohn-Ifpw Ah-tbm-
S-Sp¯ eLp _lp-tImi Pohn-I-fp-amWv InMvUw
t{]m«nÌ.
11. k©-cn-¡m³ Ign-hn-Ãm¯ ]c-t]m-jn-I-fmb GI-tImi Pohn-
Ifpw _lp-tImi Pohn-Ifpw tN˦-XmWv InMvUw ^wssP.
12. kzt]m-jn-Ifpw k©m-c-ti-jn-bp-Å-h-bp-amb _lp-tImi
Pohn-I-fmWv An-ta-enb.
Concpt: imkv{Xob ]Tw Ffp-¸-am-¡p-¶-Xnpw Pohn-Isf hyà-ambn
Xncn-¨-dn-bp-¶-Xnpw thn
Poh-tem-Is¯ A©v InMvU-
§-fmbn hÀKo-I-cn-¨p.
Learning outcome:þ Ip«n,
1. apI-fn ]dª ]Z-§Ä, hkvXp-X-IÄ Bibw F¶n-h-bn Andhv
tSp-¶p.
2. nco-£-Ww, Bi-b-hn-n-a-bw, nK-a-¯n-se-¯Â F¶n-h-bnÂ
Ignhv tSp-¶p.
3. kq£va Pohn-I-fpsS hÀKo-I-c-W-s¯-¡p-dn¨v kÀKm-ß-I-ambn
Nn´n-¡p-hm-pÅ Ignhv Ip«n-bn Pn-¡p-¶p.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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The document discusses UNLV Libraries' project to transform their digital collection metadata into linked open data. It describes how the project started as a study group and literature review in 2012. The goals were to preserve metadata richness when converting to a standard like Dublin Core and improve discoverability by publishing in the Linked Data Cloud. Technologies used included ContentDM, OpenRefine, Karma, Mulgara/Virtuoso triplestores, and SPARQL. The process involved cleaning, exporting, reconciling, generating RDF triples, importing to a triplestore, publishing, and querying the data. Visualizations were created using PivotViewer and RelFinder to showcase relationships. Next steps include transforming all collections and increasing linkages to other datasets.
Biomechanics of Heart Sounds
A brief overview of Cardiac Auscultation followed by a description of the origin of various sounds produced by the heart from a bio-mechanical perspective
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Tissue culture is the growth of plant tissues or cells in a sterile medium separate from the organism. It has several applications, including the large-scale commercial production of identical plants, conserving rare species, screening plant cells for desirable traits, and producing valuable compounds from plant cells in liquid culture. Tissue culture also allows for crossing distantly related plant species and producing clean plant material free of viruses. Its advantages include producing many copies of plants with beneficial properties, allowing plant production anytime regardless of climate, and eliminating plant infections. However, its disadvantages are the high costs of equipment for large-scale production and the need for careful, trial-and-error work that depends on the plant species.
Tissue culture
Tissue culture is the process of growing plant cells, tissues or organs separately from the organism in a nutrient medium under sterile conditions. It allows for large scale production of identical plant materials and is used for commercial production of plants, conserving rare species, breeding disease-resistant varieties, and producing valuable compounds. Some advantages are producing many copies of plants with desirable traits, being able to grow plants anytime regardless of climate, and removing plant diseases or infections. However, it requires expensive equipment, careful procedures, and there is a risk of contamination or loss of genetic variability.
Diagram a de flujo 222222
The document describes two algorithms. The first algorithm uses a flowchart to categorize a user-inputted number between 1-20 into letter groups. It includes pseudocode to implement the logic. The second algorithm calculates the percentages of three variables (TC, TS, TZ) entered by the user. It multiples each by 100 and divides the sum by the total to calculate the percentage, then displays the results.
The Human Respiratory System
The document provides information about the human respiratory system. It describes the key parts of the respiratory system including the nostrils, nasal cavity, pharynx, trachea, bronchi, bronchioles, lungs and diaphragm. It explains that the respiratory system works to intake oxygen and remove carbon dioxide through the process of breathing, which involves inspiration and expiration achieved through contraction and relaxation of the diaphragm and chest muscles. Gas exchange takes place in the alveoli of the lungs, where oxygen passes into the blood and carbon dioxide passes out.
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Fx supracondílea codo pediátrico
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FOOD CHAIN
A food chain is a linear sequence showing how organisms are related through the transfer of energy from one organism to another as they eat and are eaten. Food chains were first introduced in the 9th century and later popularized in a 1927 book. They involve repeated eating with each group eating smaller ones and being eaten by larger ones, transferring energy unidirectionally from producers to consumers in trophic levels, with about 80-90% of energy lost at each transfer. Food chains in an ecosystem were provided as examples.
The human respiratory system ppt.1pptx
The human respiratory system allows for gas exchange between the external environment and blood. It consists of the nostrils, nasal cavity, pharynx, larynx, trachea, bronchi, bronchioles, lungs, diaphragm and other structures. During inspiration, the diaphragm and intercostal muscles contract, lowering pressure and allowing air into the lungs. During expiration, they relax, raising pressure and pushing air out. Oxygen diffuses into the blood in the lungs and carbon dioxide diffuses out, carried by red blood cells to and from tissues via cellular respiration.
The human respiratory system ppt.1pptx
The human respiratory system consists of the nose, pharynx, larynx, trachea, bronchi, bronchioles, lungs, diaphragm and intercostal muscles. Air enters the lungs through the nose and mouth, and passes through the trachea into the bronchi and bronchioles before reaching the alveoli in the lungs. Oxygen and carbon dioxide are passively exchanged between the alveolar air and blood through the process of diffusion. Contraction of the diaphragm and intercostal muscles during inhalation lowers the pressure in the thoracic cavity, drawing air into the lungs. During exhalation, relaxation of these muscles increases pressure and pushes air out.
Food chain
A food chain shows how organisms are related through the transfer of energy from one organism to another as each consumes the next. Food chains were first introduced in the 9th century and later popularized in a 1927 book. A food chain involves producers, consumers, and decomposers, with energy transferring unidirectionally. Typically, 80-90% of energy is lost at each transfer between trophic levels, though omnivores can occupy multiple levels. The document provides several examples of food chains within an ecosystem.
Adblock presentation at the Digital Media ViabilityConference, Middle Eastern...
My presentation about adblock for the Digital Media Viability conference in Beirut, Lebanon on November 30, 2016.
http://www.digitalmediaviability.com/
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Adblock presentation at the Digital Media ViabilityConference, Middle Eastern...
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Lesson plan.pmd
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Name of te
- 1. Name of the teacher: Salu Sambasivan Std : VIII B Name of the school : NSS HS Kudassanad Age : 14 Name of the subject : Poh-imkv{Xw Strength : 36/36 Name of the unit : Pohn-IÄs¡mcp taÂhnemkw Date : 15/7/2014 Lesson : A©v InMvUw hÀKo-I-c-Ww Curricular Statement nco-£-Ww, NÀ¨, Bi-b-hn-n-a-bw sN¿Â, hni-Zo-I-c-Ww, nK-a- -¯n-se-¯Â, nÀh-Nw cq]o-I-cn-¡Â F¶n-h-bn-eqsS A©v InMvUw hÀKo-I-c-W-s¯-¡p-dn¨v hyà-amb [mcW ssIh-cn-¡p-¶p. New terms: Poh-temIw _mIvSo-cn-b, Aao-_, ^wK-kv, samWo-d, t{]m«n-Ì-s^-ssP, ¹mtâ, An-ta-enb Facts:1. `qan-bnse Poh-pÅ aWvU-es¯ Poh-temIw F¶ ]d-bp-¶p. 2. kky-§fpw P´p-¡fpw kq£va Pohn-Ifpw tNÀ¶XmWv Poh-tem- Iw. 3. kq£va Pohn-IÄ ]e-hn-[-ap-v. 4. hyà-amb yq¢n-b-kn-Ãm¯ GI-tImi Pohn-I-fmWv _mIvSo-cn- b-IÄ (t{]m-Im-cn-tbm-«vkv) 5. hyà-amb yq¢n-btkmSp-Iq-Snb GI-tImi Pohn-bmWv Aao_ (bq-Im-cn-tbm-«p-IÄ) 6. k©-cn-¡m³ Ign-hn-Ãm¯ ]c-t]m-jn-I-I-fmWv ^wKkv (bq- Im-cn-tbm-«p-IÄ)
- 2. 7. tdm_À«v hnäm-¡À Pohn-Isf 5 InMvU-§-fm¡n Xcw-Xn-cn- ¨p. 8. InMvUw samo-d, t{]m«n-Ì, ^wsP, ¹mtâ, An-ta-enb F¶n-h-bmWv 5 InMvU-§Ä. 9. hyà-amb yq¢n-b-kn-Ãm¯ GI tImi-Po-hn-I-fmWv InMvUw samo-d. 10. hyà-amb yq¢n-b-tkmSp IqSnb GI-tImi Pohn-Ifpw Ah-tbm- S-Sp¯ eLp _lp-tImi Pohn-I-fp-amWv InMvUw t{]m«nÌ. 11. k©-cn-¡m³ Ign-hn-Ãm¯ ]c-t]m-jn-I-fmb GI-tImi Pohn- Ifpw _lp-tImi Pohn-Ifpw tNÀ¶-XmWv InMvUw ^wssP. 12. kzt]m-jn-Ifpw k©m-c-ti-jn-bp-Å-h-bp-amb _lp-tImi Pohn-I-fmWv An-ta-enb. Concpt: imkv{Xob ]Tw Ffp-¸-am-¡p-¶-Xnpw Pohn-Isf hyà-ambn Xncn-¨-dn-bp-¶-Xnpw thn Poh-tem-Is¯ A©v InMvU- §-fmbn hÀKo-I-cn-¨p. Learning outcome:þ Ip«n, 1. apI-fn ]dª ]Z-§Ä, hkvXp-X-IÄ Bibw F¶n-h-bn Andhv tSp-¶p. 2. nco-£-Ww, Bi-b-hn-n-a-bw, nK-a-¯n-se-¯Â F¶n-h-bn Ignhv tSp-¶p. 3. kq£va Pohn-I-fpsS hÀKo-I-c-W-s¯-¡p-dn¨v kÀKm-ß-I-ambn Nn´n-¡p-hm-pÅ Ignhv Ip«n-bn Pn-¡p-¶p.
- 3. 4. Poh-tem-I-¯n hÀKo-I-c-W-¯nsâ {]m[m-y-s¯-¡p-dn¨v And-bp-hm-pÅ atm-`mhw Pn-¡p-¶p. 5. A©p InMvUw hÀKo-I-c-W-s¯-¡n-dn¨v tSnb Andhv hnhn[ Pohn-I-fpsS hÀKo-I-c-W-s¯-¡p-dn¨v And-bp-hm-mbn {]tbm-Kn#v-Ip-¶p. Pre þ requisites: þ kq£va-Po-hn-Isf cv InMvUw ¢mkn-^n-t¡- j-n DÄs¸-Sp-¯m³ km[n-¨n-Ã. Tg-lg resources:þ Activity card short flannel board Class room Interaction Procedure Expected pupils response Pohn-Isf hÀ¤o-I-cn-¨n-cn-¡p-¶-Xnsâ Bh-iy-I-X-sb´v? F{Xbmbn Xcw Xncn- ¨n-cn-¡p-¶p. C¯cw tNmZy-§-fn-eqsS hÀKo-I-c-W-¯nsâ Bh-iy-I-X-sb-¡p-dn¨v A[ym-]nI ¢mÊn NÀ¨ sN¿p-¶p. cv InMvUw ¢mkn-^n-t¡-j-n DÄs¸-Sp- ¯n-bn-cp-¶-h-tb-sXÃmw? Ah-bpsS {]tXy-IX F´v? Ip«n-IÄ A`n- {]mbw ]d-bp-¶p. kky-§Ä, P´p-¡Ä kzt]m-jn-Ifpw k©m-c-ti-jn-bn-Ãm- ¯-Xp-amb _lp-tImi Pohn-I-fmWv kky-§Ä ]ct]mjn-Ifpw k©m-I-ti-jn-bp-Å- Xp-amb _lp-tImi Pohn-I-fmWv P´p-¡Ä
- 4. Activity - I A²ym-]n-I, ^wK-kv, _mIvSo-cnb Aao_ Ch-bpsS Nn{Xw ImWn-¡p-¶p. Pohn-Isf Xncn-¨-dn-bp-hm³ Bh-iy-s¸-Sp-¶p. Chsb GXv InMvU-¯n DÄs¸-Sp¯mw? _mIvSo-cnb Aao_ C.B ^wKkv kq£va-Po-hn-Isf IqSn DÄs¸-Sp-¯m³ Ignbpw hn[w IqSp-X InMvU-§Ä Dm- Im- - Xp-v. þ tdm_À«v hnäm-¡À F¶ imkv{X-Úsâ Nn{Xw H«n-¨n-cn-¡p¶ ImÀUv nco-£n- ¡p-¶p. At±-l-¯nsâ kw`m-h-bmWv. A©v InMvUw hÀKo-I-cWw F¶v Xncn-¨-dn-bp-¶p. Cu coXn Imkv{X-tem-I¯v IqSp-X kzoIm-cyX tSn. tdm_À«v hnäm-¡À kq£va Pohn-IÄ CB {]hÀ¯-wþ2 ^vfm t_mÀUn hÀKo-I-c-W-¯nse A©v InMvU-§fpw tcJ-s¸-Sp-¯nb tijw Ah-bn Hmtcm-¶nepw DÄs¸-Sp-¯m³ ]änb Pohn-I-fpsS Nn{X-§Ä Xnc-sª-Sp-s¯m-«n-¡m³ A²ym-]nI Bh-iy-s¸-Sp-¶p. Ip«n-IÄ nco-£n- ¡p-¶p. A`n-{]m-b- §Ä tcJ-s¸-Sp- ¯p-¶p. Ip«n-IÄ Bi-b-§Ä {Kln-¡p-¶p. Ip«n-IÄ IrXy-ambn H«n-¡p-¶p.
- 5. saod t{]m«nÌ ^wssP ¹mtâ An-ta- enb _mIvSo-cnb Aao_ ^wKkv amhv knwlw {]hÀ¯w þ 3 ]mT-]p-kvX-¯nse hnh-c-W-§-fpsS ASn-Øm-- ¯nÂ, {Kq¸n NÀ¨-sNbvXv BIvSn-hnän ImÀUn-se tNmZy-§Ä¡v D¯-c-sa-gp- Xm³ Bh-iy-s¸-Sp-¶p. 1. hÀ¤o-I-cW imkv{X-¯n tdm_À«v hnäm-¡psS kw`m-h? 2. _mIvSo-cn-b, Aao-_, ^wK-kv, amhv, ap-jy³ F¶nh DÄs¸-Sp¶ InMvU-§Ä Gh? 3. Hmtcm InMvU-¯n-tâbpw khn-tjX-IÄ? Ip«n-IÄ NÀ¨ sNbvXv D¯-c-§Ä kb³kv Ub-dn-bn tcJ-s¸-Sp-¯p-¶p. Consolodation tdm_À«v hnäm-¡À Poh-tem-Is¯ A©v InMvU-§-fmbn hÀKo-I-cn- ¨p. _mIvSo-cn-bþ samnd Aao_ þ t{]m«nÌ ^wKkv þ ^wssP amhv þ ¹mtâ ap-jy³ þ An-ta-enb Review
- 6. cv InMvUwhÀKo-I-c-Ws¯ At]-£n¨v A©v InMvUw hÀKo-I-c-W- ¯nsâ khn-ti-jX F´v? Follow up activity Poh-temI hÀKo-I-c-W-¯n anI¨ kw`m-h--IÄ ÂInb imkv{X-Ú- ·msc Is- ¯n. Hcp eLp-teLw X¿m-dm¡p-I.