ppt RPP Writing dora
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This document describes Dora's appearance. Dora has brown hair, brown skin, and brown eyes. She wears purple and orange shorts, yellow socks, and white shoes. Dora also wears a yellow bracelet and carries a blue bag.
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анг сем-2
The document provides rules and objectives for a class on developing speech and understanding foreign speech. The rules include not being shy, being active, not making noise, and listening attentively. The objectives are to develop speech, understand foreign speech, read, and learn to describe different people's appearances. The rest of the document includes exercises on describing people's appearances using vocabulary like hair color, eye color, nose shape, and completing sentences to describe boys and girls.
Adjectives1
This document defines adjectives as words that describe things and lists examples of descriptions for different senses. It then provides a series of pictures and asks the reader to generate descriptive adjectives for each, covering topics like animals, foods, objects, and people. The overall document aims to help readers understand and identify different types of adjectives.
Adjectives
An adjective is a describing word that can convey what something looks, feels, smells, tastes or sounds like. The document provides examples of adjectives that could describe various pictures, such as "cute" and "fluffy" for a bunny or "brown" and "hairy" for a wolf. It encourages generating additional descriptive words.
Adjectives
An adjective is a describing word that can convey what something looks, feels, smells, tastes or sounds like. The document provides examples of adjectives that could describe various pictures, such as "cute" and "fluffy" for a bunny or "brown" and "hairy" for a wolf. It encourages generating additional descriptive words.
AdjectivesbyJurdin
This document defines an adjective as a word that describes something by telling about its appearance, feel, smell, taste, or sound. It then provides examples of adjectives that could describe various pictures, asking the reader to think of other descriptive words. Pictures include a puppy, wolf, apple, banana, girl, clown, sun, alien, and rainbow, with suggested adjectives like cute, brown, red, yellow, smiling, and green. It concludes by asking the reader to provide 3 words to describe fish, orange, doughnuts, frog, baby, and pencil.
J1 appearance game
This document contains a series of questions about physical appearances and characteristics such as height, weight, hair length and color, and eye color. Short 1-3 word answers are provided to questions asking about these traits for various pronouns like he, she, they, you, I, and his.
Our class
The document introduces 16 children from the Czech Republic. Each child provides their name, gender, physical description, what clothing they are wearing, and are assigned a number. The children range in age, have a variety of hair colors and styles, and are dressed in common casual clothing like shirts, pants, and shoes in different colors.
Physical Description 2
The document is a school worksheet that contains exercises for students to label, match, write sentences about, describe, color, and complete sentences related to various pictures. The pictures depict people with different physical attributes like height, weight, hair color and eye color. Students are tasked with identifying these attributes in the pictures and practice describing people based on their appearance.
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анг сем-2
The document provides rules and objectives for a class on developing speech and understanding foreign speech. The rules include not being shy, being active, not making noise, and listening attentively. The objectives are to develop speech, understand foreign speech, read, and learn to describe different people's appearances. The rest of the document includes exercises on describing people's appearances using vocabulary like hair color, eye color, nose shape, and completing sentences to describe boys and girls.
Adjectives1
This document defines adjectives as words that describe things and lists examples of descriptions for different senses. It then provides a series of pictures and asks the reader to generate descriptive adjectives for each, covering topics like animals, foods, objects, and people. The overall document aims to help readers understand and identify different types of adjectives.
Adjectives
An adjective is a describing word that can convey what something looks, feels, smells, tastes or sounds like. The document provides examples of adjectives that could describe various pictures, such as "cute" and "fluffy" for a bunny or "brown" and "hairy" for a wolf. It encourages generating additional descriptive words.
Adjectives
An adjective is a describing word that can convey what something looks, feels, smells, tastes or sounds like. The document provides examples of adjectives that could describe various pictures, such as "cute" and "fluffy" for a bunny or "brown" and "hairy" for a wolf. It encourages generating additional descriptive words.
AdjectivesbyJurdin
This document defines an adjective as a word that describes something by telling about its appearance, feel, smell, taste, or sound. It then provides examples of adjectives that could describe various pictures, asking the reader to think of other descriptive words. Pictures include a puppy, wolf, apple, banana, girl, clown, sun, alien, and rainbow, with suggested adjectives like cute, brown, red, yellow, smiling, and green. It concludes by asking the reader to provide 3 words to describe fish, orange, doughnuts, frog, baby, and pencil.
J1 appearance game
This document contains a series of questions about physical appearances and characteristics such as height, weight, hair length and color, and eye color. Short 1-3 word answers are provided to questions asking about these traits for various pronouns like he, she, they, you, I, and his.
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The document introduces 16 children from the Czech Republic. Each child provides their name, gender, physical description, what clothing they are wearing, and are assigned a number. The children range in age, have a variety of hair colors and styles, and are dressed in common casual clothing like shirts, pants, and shoes in different colors.
Physical Description 2
The document is a school worksheet that contains exercises for students to label, match, write sentences about, describe, color, and complete sentences related to various pictures. The pictures depict people with different physical attributes like height, weight, hair color and eye color. Students are tasked with identifying these attributes in the pictures and practice describing people based on their appearance.
Hair_&_Eyes
The document discusses physical features like hair and eye color. It notes that people can have different hair colors like black, brown, blonde, ginger, or red. It also notes that eye colors can include black, blue, brown, green. Charts are included that allow matching hair colors and eye colors to pictures of people.
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The document describes various objects and their colors, including a brown dog, yellow bird, white cat, red bag, blue dress, green trousers, pink panther, and black car. It also mentions a purple trainer. Most lines ask "What is it?" and provide the color of the object, with one line asking "Who is it?" and another asking "What is he wearing?".
Must can
The document discusses the modal verbs can and must. Can expresses ability and is always followed by an infinitive verb without "to." Must expresses necessity or obligation and also takes an infinitive verb. The text provides examples of how Mark can read, write, and play cards but cannot run, ride his bike, or run due to a broken leg. Mark must stay at home.
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This document provides rules for pronouncing verbs ending in "-ed" based on the final sound of the base verb. Verbs ending in t or d are pronounced with "-id", verbs ending in p, f, s, sh, ch, tch are pronounced with "-t", and all other verbs are pronounced with "-d". It then lists example verbs to show the pronunciation rules and includes an activity to color code verbs ending in "-ed" based on their pronunciation.
Adjectives Exercises
If you want a full and free soft copy of this power point go to this link: https://www.youtube.com/watch?v=-6Wm93TbGPQ
Please feel free to comment there if you want a copy and I will share it to you.
Alejandro's family
The document describes the author's family members. His mother's name is Amparo, she has brown eyes and hair, and can cook but not play football. His father's name is Felipe, he has brown eyes and hair, can play video games but not piano, and works in an office. His grandmother Amparo is short with brown eyes and black hair and is a housewife. His grandmother Julia is tall with brown eyes and brown hair, can cook but not play tennis, and is a cleaner. His grandfather Felipe is tall with brown eyes and black hair, can play football but has poor hearing, and is a farmer.
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This document outlines a lesson plan for a 7th grade descriptive writing class. The lesson aims to teach students how to write simple descriptive texts about people. Students will learn vocabulary like colors and articles of clothing. They will also practice filling in blanks in sample descriptive sentences and paragraphs. The lesson involves showing students a picture of Dora and having them describe her appearance. Students will then work on exercises where they rearrange descriptive text about a character to practice descriptive writing skills. The goal is for students to be able to write a short descriptive paragraph by the end of the lesson.
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The document describes what various people are wearing. It lists the clothing items of the first lady (a green top, green skirt, brown handbag, black necklace), second lady (gold chainlet, dark green t-shirt), first man (dark brown trousers, white t-shirt, black jacket, glasses, white sneakers), third lady (hat, dark blue top, long black gloves, light shorts, red sandals, big wallet), second man (black cap, dark black top, light shirt, dark tie, short brown trousers, black trainers), and fourth lady (sunglasses, white bracelet, purple top, yellow t-shirt, light brown skirt, red belt, black slippers).
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This document contains information about body parts and clothes. It lists different body parts like hair, eyes, nose, mouth, arms, legs, feet and toes. It then asks questions about identifying body parts and hair and eye color. The second part of the document lists different articles of clothing like hats, jackets, shirts, trousers, skirts, socks and shoes. It provides examples of describing what various people are wearing using clothing vocabulary.
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PPT DESCRIBING PERSON.pdf
The document provides information about describing people's physical appearance, including their height, build, hair, and other features. It lists key words like "tall," "short," "curly hair," and sentences structures like "What does he/she look like?" It also gives examples of describing friends, such as "She has long hair and big eyes" and "She's short." The document aims to teach English learners how to describe what people look like in English.
Tema 1 speaking.
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The document provides descriptions of people's appearances using terms like hair, height, build, and clothing. It includes sample dialogs where people ask "What does she/he look like?" and respond with details such as "She has long straight hair and is medium height." Vocabulary and structures for describing appearances are presented, such as "He is tall" and "She has curly hair." Keys sentences and words are given to help describe people's looks.
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This document provides an introduction to an English learning zone that focuses on simple descriptive texts about people. It lists 5 learning purposes related to understanding and creating simple descriptive texts. It then provides example questions to answer based on a movie watched and instructions to discuss the movie with a seatmate. Vocabulary is introduced and definitions should be looked up. A picture is provided to describe. A 5 question quiz follows with topics like hair, eyes, and general descriptions. Finally, students are instructed to describe the woman in the picture, including her looks, hair, face, eyes, nose, skin, and opinions.
Interchange 1. Unit 9: What Does She Look Like?
1. How long have you been teaching and how long have you been in Chile? This question asks about her teaching experience and time living in Chile.
2. What did you study in university and why do you enjoy teaching English? This question inquires about her educational background and interest in her profession.
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Clothes
This document discusses different clothing items and what various characters are wearing. It asks the reader to identify colors, spot differences between images, and determine what specific outfits characters like a man, dog and pig are wearing based on multiple choice answers provided. The purpose seems to be teaching English vocabulary around common articles of clothing and colors.
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Hair_&_Eyes
The document discusses physical features like hair and eye color. It notes that people can have different hair colors like black, brown, blonde, ginger, or red. It also notes that eye colors can include black, blue, brown, green. Charts are included that allow matching hair colors and eye colors to pictures of people.
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This document introduces the narrator's family which includes their sister Maria who is 4 years old, the narrator Marc who is 11 years old, their father Voro who is 50 years old and works as a lawyer, their mother Alicia who is a housewife, and their cousins Fran, Francesc, and Jordi. It also mentions their aunt Amparo who is a teacher, and their grandmother Amparo. For each family member, it provides their name, age, physical description, what activities they can and cannot do, and what they are wearing in their picture. It states that the narrator's favorite color is blue and subjects are English and Math.
Colours and vocabulary
The document describes various objects and their colors, including a brown dog, yellow bird, white cat, red bag, blue dress, green trousers, pink panther, and black car. It also mentions a purple trainer. Most lines ask "What is it?" and provide the color of the object, with one line asking "Who is it?" and another asking "What is he wearing?".
Must can
The document discusses the modal verbs can and must. Can expresses ability and is always followed by an infinitive verb without "to." Must expresses necessity or obligation and also takes an infinitive verb. The text provides examples of how Mark can read, write, and play cards but cannot run, ride his bike, or run due to a broken leg. Mark must stay at home.
Prononciation du ed avec coloriage
This document provides rules for pronouncing verbs ending in "-ed" based on the final sound of the base verb. Verbs ending in t or d are pronounced with "-id", verbs ending in p, f, s, sh, ch, tch are pronounced with "-t", and all other verbs are pronounced with "-d". It then lists example verbs to show the pronunciation rules and includes an activity to color code verbs ending in "-ed" based on their pronunciation.
Adjectives Exercises
If you want a full and free soft copy of this power point go to this link: https://www.youtube.com/watch?v=-6Wm93TbGPQ
Please feel free to comment there if you want a copy and I will share it to you.
Alejandro's family
The document describes the author's family members. His mother's name is Amparo, she has brown eyes and hair, and can cook but not play football. His father's name is Felipe, he has brown eyes and hair, can play video games but not piano, and works in an office. His grandmother Amparo is short with brown eyes and black hair and is a housewife. His grandmother Julia is tall with brown eyes and brown hair, can cook but not play tennis, and is a cleaner. His grandfather Felipe is tall with brown eyes and black hair, can play football but has poor hearing, and is a farmer.
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contoh rpp writing descriptive text
This document outlines a lesson plan for a 7th grade descriptive writing class. The lesson aims to teach students how to write simple descriptive texts about people. Students will learn vocabulary like colors and articles of clothing. They will also practice filling in blanks in sample descriptive sentences and paragraphs. The lesson involves showing students a picture of Dora and having them describe her appearance. Students will then work on exercises where they rearrange descriptive text about a character to practice descriptive writing skills. The goal is for students to be able to write a short descriptive paragraph by the end of the lesson.
Describing People
This document provides ways to describe people's physical appearances in Korean. It lists common descriptors like age, weight, height, hair color, hair style, eye color, and clothing. Examples are given for each category, such as describing someone as "old", "tall", or having "black hair". Descriptions of facial hair like beards and mustaches are also included. The document concludes with exercises for students to practice describing people and drawing what is described.
Present progressive3rd
The document describes what various people are wearing. It lists the clothing items of the first lady (a green top, green skirt, brown handbag, black necklace), second lady (gold chainlet, dark green t-shirt), first man (dark brown trousers, white t-shirt, black jacket, glasses, white sneakers), third lady (hat, dark blue top, long black gloves, light shorts, red sandals, big wallet), second man (black cap, dark black top, light shirt, dark tie, short brown trousers, black trainers), and fourth lady (sunglasses, white bracelet, purple top, yellow t-shirt, light brown skirt, red belt, black slippers).
Describing people & clothes.
This document contains information about body parts and clothes. It lists different body parts like hair, eyes, nose, mouth, arms, legs, feet and toes. It then asks questions about identifying body parts and hair and eye color. The second part of the document lists different articles of clothing like hats, jackets, shirts, trousers, skirts, socks and shoes. It provides examples of describing what various people are wearing using clothing vocabulary.
EJERCICIOS.pdf
The document discusses a student completing a school assignment on healthy lifestyles. It includes two conversations between Sayri and Mateo asking people questions about their hobbies and activities. One person, George, enjoys biking every day as a healthy hobby. The other, Susan, plays online games almost all day, which is seen as an unhealthy habit. Sayri and Mateo are trying to promote healthy lifestyles in their community.
PPT DESCRIBING PERSON.pdf
The document provides information about describing people's physical appearance, including their height, build, hair, and other features. It lists key words like "tall," "short," "curly hair," and sentences structures like "What does he/she look like?" It also gives examples of describing friends, such as "She has long hair and big eyes" and "She's short." The document aims to teach English learners how to describe what people look like in English.
Tema 1 speaking.
This document provides information and resources for a student named Yenilce Cedeño Salcedo to practice using the verb "to be" in English. It begins by listing different uses of the verb "to be", including expressing feelings, roles/occupations, describing location, age, comparisons, and descriptions of people and clothes. It then provides the structure for positive and negative sentences. Finally, it lists some online resources for further studying the verb "to be", descriptions of clothes, physical descriptions, and practice activities and games.
What does she look like
The document provides descriptions of people's appearances using terms like hair, height, build, and clothing. It includes sample dialogs where people ask "What does she/he look like?" and respond with details such as "She has long straight hair and is medium height." Vocabulary and structures for describing appearances are presented, such as "He is tall" and "She has curly hair." Keys sentences and words are given to help describe people's looks.
Describing someone
This document provides an introduction to an English learning zone that focuses on simple descriptive texts about people. It lists 5 learning purposes related to understanding and creating simple descriptive texts. It then provides example questions to answer based on a movie watched and instructions to discuss the movie with a seatmate. Vocabulary is introduced and definitions should be looked up. A picture is provided to describe. A 5 question quiz follows with topics like hair, eyes, and general descriptions. Finally, students are instructed to describe the woman in the picture, including her looks, hair, face, eyes, nose, skin, and opinions.
Interchange 1. Unit 9: What Does She Look Like?
1. How long have you been teaching and how long have you been in Chile? This question asks about her teaching experience and time living in Chile.
2. What did you study in university and why do you enjoy teaching English? This question inquires about her educational background and interest in her profession.
3. What do you like to do for fun in your free time? This question aims to learn more about her personal interests outside of work.
Shrek 1 - colours
The document lists colors in order: green, brown, black, yellow, red, blue. It then repeats the question "What are the colors?". Next, it describes an ogre character - he has no hair, big ears, a big mouth, is green. It instructs the reader to watch a sequence and complete sentences by filling in color words. A handout is suggested to provide students practice identifying colors of characters from popular stories like Shrek, Pinocchio, and The Three Bears.
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Paulina introduces herself as a fourth grade student who wants to teach about clothes. She discusses various articles of clothing like dresses, jeans, skirts, pyjamas, coats, hats, t-shirts, socks, jumpers, ties, trousers, shoes, shorts, and jackets. She provides examples of clothing items and their colors. Paulina asks questions about what items people are wearing and their colors. She concludes her lesson by thanking the audience.
Clothes
This document discusses different clothing items and what various characters are wearing. It asks the reader to identify colors, spot differences between images, and determine what specific outfits characters like a man, dog and pig are wearing based on multiple choice answers provided. The purpose seems to be teaching English vocabulary around common articles of clothing and colors.
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Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
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Deep Software Variability and Frictionless Reproducibility
Deep Software Variability and Frictionless ReproducibilityUniversity of Rennes, INSA Rennes, Inria/IRISA, CNRS
The ability to recreate computational results with minimal effort and actionable metrics provides a solid foundation for scientific research and software development. When people can replicate an analysis at the touch of a button using open-source software, open data, and methods to assess and compare proposals, it significantly eases verification of results, engagement with a diverse range of contributors, and progress. However, we have yet to fully achieve this; there are still many sociotechnical frictions.
Inspired by David Donoho's vision, this talk aims to revisit the three crucial pillars of frictionless reproducibility (data sharing, code sharing, and competitive challenges) with the perspective of deep software variability.
Our observation is that multiple layers — hardware, operating systems, third-party libraries, software versions, input data, compile-time options, and parameters — are subject to variability that exacerbates frictions but is also essential for achieving robust, generalizable results and fostering innovation. I will first review the literature, providing evidence of how the complex variability interactions across these layers affect qualitative and quantitative software properties, thereby complicating the reproduction and replication of scientific studies in various fields.
I will then present some software engineering and AI techniques that can support the strategic exploration of variability spaces. These include the use of abstractions and models (e.g., feature models), sampling strategies (e.g., uniform, random), cost-effective measurements (e.g., incremental build of software configurations), and dimensionality reduction methods (e.g., transfer learning, feature selection, software debloating).
I will finally argue that deep variability is both the problem and solution of frictionless reproducibility, calling the software science community to develop new methods and tools to manage variability and foster reproducibility in software systems.
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Evaporation step counter work. I have done a physical experiment.
(Work in progress.)
Compexometric titration/Chelatorphy titration/chelating titration
Classification
Metal ion ion indicators
Masking and demasking reagents
Estimation of Magnisium sulphate
Calcium gluconate
Complexometric Titration/ chelatometry titration/chelating titration, introduction, Types-
1.Direct Titration
2.Back Titration
3.Replacement Titration
4.Indirect Titration
Masking agent, Demasking agents
formation of complex
comparition between masking and demasking agents,
Indicators/Metal ion indicators/ Metallochromic indicators/pM indicators,
Visual Technique,PM indicators (metallochromic), Indicators of pH, Redox Indicators
Instrumental Techniques-Photometry
Potentiometry
Miscellaneous methods.
Complex titration with EDTA.
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Cytokines and their role in immune regulation.pptx
This presentation covers the content and information on "Cytokines " and their role in immune regulation .
Immersive Learning That Works: Research Grounding and Paths Forward
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
Unlocking the mysteries of reproduction: Exploring fecundity and gonadosomati...
The pygmy halfbeak Dermogenys colletei, is known for its viviparous nature, this presents an intriguing case of relatively low fecundity, raising questions about potential compensatory reproductive strategies employed by this species. Our study delves into the examination of fecundity and the Gonadosomatic Index (GSI) in the Pygmy Halfbeak, D. colletei (Meisner, 2001), an intriguing viviparous fish indigenous to Sarawak, Borneo. We hypothesize that the Pygmy halfbeak, D. colletei, may exhibit unique reproductive adaptations to offset its low fecundity, thus enhancing its survival and fitness. To address this, we conducted a comprehensive study utilizing 28 mature female specimens of D. colletei, carefully measuring fecundity and GSI to shed light on the reproductive adaptations of this species. Our findings reveal that D. colletei indeed exhibits low fecundity, with a mean of 16.76 ± 2.01, and a mean GSI of 12.83 ± 1.27, providing crucial insights into the reproductive mechanisms at play in this species. These results underscore the existence of unique reproductive strategies in D. colletei, enabling its adaptation and persistence in Borneo's diverse aquatic ecosystems, and call for further ecological research to elucidate these mechanisms. This study lends to a better understanding of viviparous fish in Borneo and contributes to the broader field of aquatic ecology, enhancing our knowledge of species adaptations to unique ecological challenges.
3D Hybrid PIC simulation of the plasma expansion (ISSS-14)
3D Particle-In-Cell (PIC) algorithm,
Plasma expansion in the dipole magnetic field.
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...
Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
represent the most massive star-forming environment that is dominated by the feedback from massive stars and gravitational interactions
among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
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Travis Hills of Minnesota developed a method to convert waste into high-value dry fertilizer, significantly enriching soil quality. By providing farmers with a valuable resource derived from waste, Travis Hills helps enhance farm profitability while promoting environmental stewardship. Travis Hills' sustainable practices lead to cost savings and increased revenue for farmers by improving resource efficiency and reducing waste.
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ppt RPP Writing dora
- 1. ou see the picture? do you see? are Dora’s hair and skin color? is her eyes color? is her shirt color? is her pants color? is her socks and shoes color? are her bracelet and her bag? is her shoes color?
- 3. This is Dora. Dora has brown hair and brown skin. She also has brown eyes. Dora wears purple and orange short pants. Her socks are yellow and her shoes are white. Dora wears yellow bracelet and wears blue bag.
- 4. Verb: Wear Bring Adjective: Brown Beautiful Green Handsome White Yellow Tall Noun: Shoes T-shirt Pants Hair Skin
- 5. 1. Diego wears blue shirt and blue short pants. 2. Her socks are white and her shoes are grey. Diego wears yellow watch and wears brown bag 3. This is Diego. Diego Brown hair and brown skin. He also has brown eyes. Look at the pictures and rearrange the text.
- 6. Answer the following question and write the descripton of dora! What is Dora’s hair and skin color? What is her eyes color? What is her shirt color? What is her socks and shoes color? What is her bracelet and her bag?