The document describes different types of plate boundaries including divergent boundaries which form grabens and rift valleys, convergent boundaries where oceanic plates subduct under continents (like the Andes) or under other oceanic plates forming island arcs, and transform boundaries where plates slide past each other like the San Andreas Fault. It also discusses examples of each boundary type and how they relate to earthquake and volcanic activity patterns around the world.
Not made by me, but freely available on the OCR B Geography NING by a very good teacher and just put on here so i can link to it from http://missnashgeography.blogspot.co.uk/
West Red Lake Gold Mines Inc. - Initiating Coverage - JV with Goldcorp in the...Michael Dehn
Investment Highlights
West Red Lake Gold Mines Inc.’s goal (“company”, “RLG”) is to advance their West Red Lake project to a multi-million ounce gold project over the next two to three years. An initial resource estimate on the project, announced in February 2016, showed a high grade inferred resource of 4.45 Mt at 7.57 gpt for 1.09 Moz of gold.
The project, which hosts three historic gold mines, is located in the Red Lake Gold District of Northwestern Ontario, Canada - one of the richest gold producing regions in the world.
The company has a 60:40 joint venture (“JV”) partnership with Goldcorp Inc. (TSX: G).
The region has several toll milling options, offering the company the potential to quickly advance to production at a significantly low capital budget. Goldcorp’s Red Lake mine is 20 km from the West Red Lake project.
The company has identified several opportunities to expand the resource along strike and to depth. The next phase of drilling commenced in late January.
Management’s background in M&A (mergers and acquisitions), and Ontario based gold projects, is a key advantage.
We are initiating coverage on RLG with a fair value estimate of $0.51 per share.
Not made by me, but freely available on the OCR B Geography NING by a very good teacher and just put on here so i can link to it from http://missnashgeography.blogspot.co.uk/
Not made by me, but freely available on the OCR B Geography NING by a very good teacher and just put on here so i can link to it from http://missnashgeography.blogspot.co.uk/
Not made by me, but freely available on the OCR B Geography NING by a very good teacher and just put on here so i can link to it from http://missnashgeography.blogspot.co.uk/
Not made by me, but freely available on the OCR B Geography NING by a very good teacher and just put on here so i can link to it from http://missnashgeography.blogspot.co.uk/
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter 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.
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
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
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
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?
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.
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.
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.
3. What type of plate movement is this
weirdly ominous video describing?
It is describing plates moving AWAY from each
other. These are known as DIVERGENT or
CONSTRUCTIVE boundaries
Sketch me
and label me!
4. Stuff to know about divergent plates:
•As plates diverge, they can form Grabens if they are on
Continental crust. This means that some of the land drops as
the crust of the earth stretches.
5. Or they can form HALF-GRABENS
These features build MOUNTAINS.
6. Which type of Graben is this?
This type covers an
area THIS big in the
USA (known as
Basin and Range)
7. If you think logically, these aren’t TOO tricky!
There are two types of crust, so there are 3 types of
convergent boundary:
•Oceanic – Continental As we go through the
next few slides, write
•Continental – Continental down an example of
each type/
•Oceanic - Oceanic combination.
8. Ocean-Continent Collision:
Underneath the ocean
water there are a number
of long, narrow, curving
trenches thousands of
kilometers long and 8 to 10
km deep cutting into the
ocean floor. Trenches are
the deepest parts of the
ocean floor and are created
by subduction.
9. Andes Mountains
Ocean-Continent Collision:
Off the coast of South America, the oceanic Nazca Plate is
pushing into and being subducted under the continental part of
the South American Plate. At the same time, the South
American Plate is being lifted up, creating the Andes Mountains.
Strong, destructive earthquakes and the rapid uplift of
mountain ranges are common in this region. Such earthquakes
have been known to jolt the land up several meters.
10. Ocean-Ocean Collision:
When two oceanic plate collide, it
can result in the formation of
volcanoes, too. One oceanic plate
sinks beneath the other, and over
millions of years, the erupted lava
and volcanic debris pile up on the
ocean floor. Finally, a volcano rises
above sea level to form an island
volcano. Such volcanoes are typically
strung out in chains called island
arcs.
This is how the
Aleutian Islands
have formed and
why they
experience
numerous strong
earthquakes.
11. Continent-Continent Collision:
The Himalayan Mountains were
created when two continental
plates met head-on,and neither
was subducted. Continental
rocks are relatively light
and, like two colliding icebergs,
resist downward
motion. Instead,
the crust buckled
and was pushed
upward and
sideways. Viola!
Mountains!
12. Continent-Continent Collision:
India collided into Asia 50 million
years ago, causing the Eurasian
Plate to crumple up and override
the Indian Plate.
After the collision, the slow
continuous convergence of the two
plates over millions of years pushed
up the Himalayas and the Tibetan
Plateau to their present heights.
The Himalayas, towering as high as
8,854 m above sea level, are the
highest continental mountains in
the world.
13. Most transform boundaries
are found on the ocean
floor. A few occur on
land, an example is the San
Andreas fault in California.
Transform boundaries are
the result of two plates
sliding past each other.
14. The San Andreas Fault
• Stretches about 1,300 km long and in some
places tens of kilometers wide.
• Slices through two thirds of the length of
California.
• The Pacific Plate has been grinding
horizontally past the North American Plate
for 10 million years, at an average rate of
about 5 cm/yr.
• Land on the west side of the
fault (on the Pacific Plate) is
moving in a northwesterly
direction RELATIVE to the land
on the east side of the fault
zone (on the North American
Plate).
15. Sometimes a plate boundary can contain more than one type
of movement. Sounds weird?
These plates are divergent, but what is happening at this little bit here?
16.
17. Shade the cards that are about the
world pattern of earthquakes and
volcanoes in red. Then shade
those that are about tectonic
plates and active zones in blue.
Choose a red card. Find a blue card
that can be linked with it. Keep
going until you have matched all of
the statements
18. Check your answers
Active zones are found around the edges of many of the world’s tectonic plates.
Earthquakes and volcanoes occur in linear patterns in some parts of the world.
In places, the North American and Pacific Plates are moving past each other.
Volcanoes and earthquakes occur along the west coast of North America.
Many volcanoes and earthquakes are clustered together on islands and continents around the edge of the
Pacific Ocean.
Around the edge of the Pacific plate is an active zone called the ‘ring of fire’.
The North American and Eurasian plates are moving away from one another.
Volcanoes can be found in a line running north to south down the middle of the Atlantic Ocean.
Australia is found in the middle of the Indo-Australian plate.
Volcanoes and earthquakes are not found in Australia.
The east coasts of North and South America are not close to active zones.
There are no volcanoes or earthquakes on the east coast of North or South America.
There is an active zone where the Nazca and South American plates move together.
A belt of volcanoes and earthquakes is located along the west coast of South America.
The Eurasian and Indo-Australian plates are moving towards each other.
Many earthquakes happen in the Himalayan mountains to the north of India.
19. Look at the map below. It shows recent volcanoes and
earthquakes. Volcanoes are shown in blue, earthquakes in
red. Are they scattered randomly, or is there some kind of
pattern? If so, can you explain why?
20. Copy the table below and use the information from the lessons to:
21. HOMEWORK
By this time next week I’d like you ALL to have
pictures of the three different types of convergent
boundary to stick into your books, plus a sketch of a
transform boundary.
DRAWN. By your own fair hands.
(Remember: oceanic-continental, oceanic-oceanic, and continental-
continental)
The library has books, or if you don’t have access to internet at home
you are welcome to attend the Humanities Achievement session on
Thursday in H12 at 3pm. There are netbooks available. There are also
textbooks in the cupboard in H12, or the electronic copy on Fronter.