This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This document provides instructions and content for an English lesson on keeping the environment safe and stopping global warming. It includes:
- Details on the lesson such as the topic, learning outcomes, and homework assignment
- Vocabulary words and their meanings to be learned
- Pictures to label with vocabulary words and activities to identify as helping or harming the environment
- Instructions for students to read textbook passages and answer questions individually and in groups
- A closing message about not polluting the environment and keeping it safe.
This document provides a summary of the history and development of shale gas extraction. It notes that while the knowledge that shale rock contains gas is not new, it was the combination of existing technologies in the 1990s that enabled the commercial production of shale gas. George Mitchell is credited with bringing together horizontal drilling, hydraulic fracturing, 3D seismic exploration to extract natural gas from the Barnett Shale in Texas. His success led other companies to apply the technique to other shale basins. A key surprise was the large reserves discovered in the Marcellus Shale in Pennsylvania in the 2000s. The document provides an overview of the multi-step process used to extract shale gas.
This document provides an introduction to energy and fossil fuels. It defines energy and discusses different forms of potential and kinetic energy. It then focuses on fossil fuels, describing them as fuels formed from decomposed organic materials over millions of years. The document discusses some major fossil fuel disasters like the Exxon Valdez and Piper Alpha oil spills. It notes that burning fossil fuels increases CO2 and global warming, as well as acid rain. Students are assigned an essay on engineers' ethical responsibilities regarding fossil fuels.
This PowerPoint presentation covers vocabulary, grammar, reading, exercises, and videos about weather and seasons. Learners will work on describing weather conditions and using the past tense forms of "to be" and the simple past tense. By completing the exercises and activities in the presentation, learners will be able to widen their vocabulary about weather and seasons, describe weather conditions, and use basic past tense forms in English.
This PowerPoint presentation covers weather and season vocabulary, grammar including the past tense of "to be" and simple past tense, listening, reading, exercises, and videos. By the end, learners will be able to expand their weather vocabulary, describe weather conditions, and use basic past tense grammar. The presentation includes interactive activities like matching weather images and conditions, completing sentences, answering questions, and listening to audio clips.
Fire can be useful but also dangerous. It is the result of a chemical reaction that produces heat and light when a fuel source, oxygen, and heat are present. While fire can be used for cooking, generating electricity, and warming homes, it can also damage homes, forests, and injure or kill people if it spreads out of control. The main ways to put out an uncontrolled fire are to remove the fuel, heat, or oxygen source.
The document discusses three approaches to educational technology: hardware, software, and systems. The hardware approach focuses on using physical devices and equipment to aid teaching and learning. The software approach applies principles of psychology and behavioral science to modify learning. The systems approach views education as a system and provides a systematic way to design an effective and economical educational system through setting goals, analyzing resources, devising plans, and continuous evaluation. Instructional development is also discussed as a systems approach that applies scientific principles to plan, design, create, implement and evaluate effective instruction.
The document provides a detailed lesson plan on teaching students about renewable and nonrenewable natural resources. The objectives are for students to identify renewable and nonrenewable resources, describe how living things benefit from the environment, and protect natural resources. The lesson involves grouping students to put together picture puzzles of resources, identifying resources as renewable or nonrenewable, and discussing the importance of conserving resources and reducing pollution. Renewable resources include sunlight, water, air, plants and animals. Nonrenewable resources like petroleum and coal must be used wisely since they cannot be replaced within a short time.
This document provides instructions and content for an English lesson on keeping the environment safe and stopping global warming. It includes:
- Details on the lesson such as the topic, learning outcomes, and homework assignment
- Vocabulary words and their meanings to be learned
- Pictures to label with vocabulary words and activities to identify as helping or harming the environment
- Instructions for students to read textbook passages and answer questions individually and in groups
- A closing message about not polluting the environment and keeping it safe.
This document provides a summary of the history and development of shale gas extraction. It notes that while the knowledge that shale rock contains gas is not new, it was the combination of existing technologies in the 1990s that enabled the commercial production of shale gas. George Mitchell is credited with bringing together horizontal drilling, hydraulic fracturing, 3D seismic exploration to extract natural gas from the Barnett Shale in Texas. His success led other companies to apply the technique to other shale basins. A key surprise was the large reserves discovered in the Marcellus Shale in Pennsylvania in the 2000s. The document provides an overview of the multi-step process used to extract shale gas.
This document provides an introduction to energy and fossil fuels. It defines energy and discusses different forms of potential and kinetic energy. It then focuses on fossil fuels, describing them as fuels formed from decomposed organic materials over millions of years. The document discusses some major fossil fuel disasters like the Exxon Valdez and Piper Alpha oil spills. It notes that burning fossil fuels increases CO2 and global warming, as well as acid rain. Students are assigned an essay on engineers' ethical responsibilities regarding fossil fuels.
This PowerPoint presentation covers vocabulary, grammar, reading, exercises, and videos about weather and seasons. Learners will work on describing weather conditions and using the past tense forms of "to be" and the simple past tense. By completing the exercises and activities in the presentation, learners will be able to widen their vocabulary about weather and seasons, describe weather conditions, and use basic past tense forms in English.
This PowerPoint presentation covers weather and season vocabulary, grammar including the past tense of "to be" and simple past tense, listening, reading, exercises, and videos. By the end, learners will be able to expand their weather vocabulary, describe weather conditions, and use basic past tense grammar. The presentation includes interactive activities like matching weather images and conditions, completing sentences, answering questions, and listening to audio clips.
Fire can be useful but also dangerous. It is the result of a chemical reaction that produces heat and light when a fuel source, oxygen, and heat are present. While fire can be used for cooking, generating electricity, and warming homes, it can also damage homes, forests, and injure or kill people if it spreads out of control. The main ways to put out an uncontrolled fire are to remove the fuel, heat, or oxygen source.
The document discusses three approaches to educational technology: hardware, software, and systems. The hardware approach focuses on using physical devices and equipment to aid teaching and learning. The software approach applies principles of psychology and behavioral science to modify learning. The systems approach views education as a system and provides a systematic way to design an effective and economical educational system through setting goals, analyzing resources, devising plans, and continuous evaluation. Instructional development is also discussed as a systems approach that applies scientific principles to plan, design, create, implement and evaluate effective instruction.
The document provides a detailed lesson plan on teaching students about renewable and nonrenewable natural resources. The objectives are for students to identify renewable and nonrenewable resources, describe how living things benefit from the environment, and protect natural resources. The lesson involves grouping students to put together picture puzzles of resources, identifying resources as renewable or nonrenewable, and discussing the importance of conserving resources and reducing pollution. Renewable resources include sunlight, water, air, plants and animals. Nonrenewable resources like petroleum and coal must be used wisely since they cannot be replaced within a short time.
Energy is a property that can change objects, animals, people and everything in the universe. It can be transformed, transferred, stored, and transported from one form or place to another. The document discusses different types of energy sources and sounds, as well as the importance of conserving energy and reducing noise pollution.
This document provides an overview of different types of energy sources, both renewable and non-renewable. It begins with definitions of renewable and non-renewable resources, giving examples of each. The main types of energy sources discussed include fossil fuels like petroleum, coal and natural gas; alternative sources like nuclear fission, solar, wind and hydroelectric; as well as geothermal, biomass and fusion energy. For each type, the document describes how the energy is produced, benefits and drawbacks. Figures and diagrams are included to illustrate concepts like the nuclear fission process and geothermal power plant design. Students are prompted throughout with questions to check understanding.
This document discusses natural resources and how humanity uses and impacts them. It begins by listing various natural resources like air, plants, animals, soils and fossil fuels. It then explains how these resources are essential to daily life but if depleted too quickly, alternatives would need to be found. High demand is driven by limited availability and resource use in transportation and entertainment. While some resources renew, like trees and water, others like fossil fuels do not and relying on non-renewables is unsustainable. The document suggests ways humanity can preserve resources, such as reducing consumption and waste, recycling, adopting renewable energy, and ensuring future generations have access to necessary resources.
This document outlines learning stations for students to complete that cover topics related to climate change and clean energy. It provides instructions for how students should take notes at each station, including labeling titles and key terms. Students have several class periods to work through the stations and are responsible for completing any unfinished stations outside of class. Their work will be collected in a science folder and passport to track progress. The stations cover topics like the causes and impacts of climate change, differences between weather and climate, clean vs. dirty power sources, and human contributions to climate change.
The document discusses natural resources and differentiates between renewable and non-renewable resources, with renewable resources like water and trees being able to replenish relatively quickly while non-renewable resources like coal and oil take thousands or millions of years to replenish or are finite; it also covers energy resources and alternatives to fossil fuels which are non-renewable, highlighting the need for conservation and renewable alternatives like solar, wind, and hydroelectric power.
This document discusses natural resources and how humanity uses and impacts them. It begins by listing various natural resources like air, plants, animals, water and fossil fuels. It then explains how these resources are essential to daily life but if depleted or used faster than they can renew, they will run out. Specifically, fossil fuels cannot be renewed. High demand is driven by limited supply and economic needs. While some resources like trees and water can regrow, many believe overall use exceeds the renewal rates. Conservation methods are outlined like reducing consumption, recycling, and ensuring future generations have access through sustainable practices.
Programed instructional material: Depletion of Fossil FuelsAtul Thakur
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This document provides information about different types of renewable and nonrenewable resources. It discusses how nonrenewable resources like coal, petroleum, natural gas and uranium cannot be replenished on a timescale comparable to their consumption. Renewable resources like solar, wind, hydroelectric and biomass can be replenished naturally in a short period of time. The key difference between renewable and nonrenewable resources outlined in the document is whether they can be naturally replenished or not.
Colorado School Garden Lesson Plan b1: Renewable vs. Non-Renewable Resources Part I (4th Grade & Beyond) - Outdoor Lesson Plans and Activities
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document discusses how students around the world are studying climate change and what can be done to stop it. It provides questions and answers about how fossil fuels like petrol produced from oil cause carbon dioxide emissions when used for transportation. Trees absorb carbon dioxide but cutting them down reduces this effect. The document recommends using less electricity and fossil fuels, driving and flying less, recycling more, and keeping cities clean to help reduce climate change.
The document is about renewable sources of energy. It discusses how most electricity is currently produced using fossil fuels like coal, gas and oil. However, fossil fuels are finite and may run out within 50 years. This could limit electricity availability to only a few hours per night. Both individuals and governments need to take action to transition to renewable energy sources like wind, sun and water to address this problem. Wind energy is highlighted as one renewable option, with advantages like being free, clean and having wind farms that are cheaper than other power stations. However, wind energy also has the disadvantage of only producing a small amount of power and causing noise from wind farms.
This document provides an introduction to Module 2 of the LOGOS Project, which focuses on converting garbage into fuel through the process of pyrolysis. The module was created by Arfel L. Tayona and associated organizations to educate students about recycling and solid waste management. It includes an introductory message explaining the purpose and structure of the module, as well as pre-tests, lessons, activities, and post-tests to help students learn about topics like biomass, plastics, fossil fuels, and how pyrolysis can be used to convert various materials into fuel.
This document discusses renewable and nonrenewable resources. It defines nonrenewable resources as natural resources that cannot be remade or regrown at the rate they are being consumed, such as coal, oil, gas and nuclear materials. Renewable resources are those that can regenerate within a short period of time, including solar, wind, water and geothermal energy. The document provides examples of different renewable energy sources and how they are sustainable. It emphasizes the importance of sustainably using Earth's resources and encourages students to consider ways to protect resources in their locality.
This document discusses how students around the world are studying climate change and what can be done to stop it. It provides questions and answers about how activities like driving cars that use petrol produced from oil and cutting down too many trees contribute to increased carbon dioxide in the atmosphere and impact the climate. The dialogue questions whether the climate is changing quickly, and the response indicates it is changing rapidly due to carbon dioxide produced from energy use, driving, and flying. Some ways mentioned to address climate change include using less electricity and petrol, driving and flying fewer cars and planes, recycling, and cutting down fewer trees.
This document provides information about conducting a lesson on different energy sources. It outlines an activity where students are divided into groups and each group researches and reports on a different energy source. The document then provides descriptions of various energy sources like the sun, food, fossil fuels, water, wind, and nuclear power to be used in the lesson. It also includes a list of materials needed and procedures for the activity.
This document provides information about conducting a lesson on different energy sources. It outlines an activity where students are divided into groups and each group researches and reports on a different energy source. The document then provides background information on various energy sources like the sun, food, fossil fuels, water, wind, and nuclear power. It concludes with extensions for modifying the activity, such as having students write essays on their preferred energy sources.
The document discusses Earth's natural resources and how humans use and conserve them. It defines renewable and non-renewable resources, with examples like trees and water being renewable, while coal, petroleum and natural gas being non-renewable. It emphasizes the importance of conserving non-renewable energy resources since most come from the sun but renew slowly. Methods of conservation include using resources only when necessary, reducing waste, reusing and recycling materials, and preventing pollution of water and other resources.
This document provides a lesson plan for a class on environmental issues. The lesson aims to teach students new vocabulary related to pollution and environmental problems. Students will watch a video about protecting the planet and discuss ways to save the environment. They will complete sentences about different types of pollution and listen to an audio about pollution. The teacher will lead various activities integrating listening, speaking, reading and writing skills while focusing on functions and vocabulary around describing environmental issues.
This document provides an answer key for a listening and speaking skills test at the Skillful Level 2. It includes answers for sections on global listening, close listening, vocabulary, grammar and speaking skills for Units 1-3 of the Skillful Level 2 coursebook. The document also provides a transcript for a listening passage on the topic of defensible space in design.
Victory's templated critical thinking tool can be used to create interactive scaffolded lessons for ELA, social studies, science , and math. This is an example of a science critical thinking lesson.
Bloom’s Taxonomy of Educational Objectives.pptxAtul Thakur
Bloom's Taxonomy is a framework for classifying educational goals and objectives into three domains: Cognitive, Affective, and Psychomotor. The Cognitive Domain focuses on intellectual skills and includes six levels of objectives from basic recall or recognition of facts to the more complex levels of analysis, synthesis, and evaluation. Bloom's Taxonomy provides a useful structure for teachers to design objectives, assessments, and lessons that address different levels of learning.
Programed instructional material: Reproduction in PlantsAtul Thakur
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
More Related Content
Similar to Programed instructional material: Natural resources
Energy is a property that can change objects, animals, people and everything in the universe. It can be transformed, transferred, stored, and transported from one form or place to another. The document discusses different types of energy sources and sounds, as well as the importance of conserving energy and reducing noise pollution.
This document provides an overview of different types of energy sources, both renewable and non-renewable. It begins with definitions of renewable and non-renewable resources, giving examples of each. The main types of energy sources discussed include fossil fuels like petroleum, coal and natural gas; alternative sources like nuclear fission, solar, wind and hydroelectric; as well as geothermal, biomass and fusion energy. For each type, the document describes how the energy is produced, benefits and drawbacks. Figures and diagrams are included to illustrate concepts like the nuclear fission process and geothermal power plant design. Students are prompted throughout with questions to check understanding.
This document discusses natural resources and how humanity uses and impacts them. It begins by listing various natural resources like air, plants, animals, soils and fossil fuels. It then explains how these resources are essential to daily life but if depleted too quickly, alternatives would need to be found. High demand is driven by limited availability and resource use in transportation and entertainment. While some resources renew, like trees and water, others like fossil fuels do not and relying on non-renewables is unsustainable. The document suggests ways humanity can preserve resources, such as reducing consumption and waste, recycling, adopting renewable energy, and ensuring future generations have access to necessary resources.
This document outlines learning stations for students to complete that cover topics related to climate change and clean energy. It provides instructions for how students should take notes at each station, including labeling titles and key terms. Students have several class periods to work through the stations and are responsible for completing any unfinished stations outside of class. Their work will be collected in a science folder and passport to track progress. The stations cover topics like the causes and impacts of climate change, differences between weather and climate, clean vs. dirty power sources, and human contributions to climate change.
The document discusses natural resources and differentiates between renewable and non-renewable resources, with renewable resources like water and trees being able to replenish relatively quickly while non-renewable resources like coal and oil take thousands or millions of years to replenish or are finite; it also covers energy resources and alternatives to fossil fuels which are non-renewable, highlighting the need for conservation and renewable alternatives like solar, wind, and hydroelectric power.
This document discusses natural resources and how humanity uses and impacts them. It begins by listing various natural resources like air, plants, animals, water and fossil fuels. It then explains how these resources are essential to daily life but if depleted or used faster than they can renew, they will run out. Specifically, fossil fuels cannot be renewed. High demand is driven by limited supply and economic needs. While some resources like trees and water can regrow, many believe overall use exceeds the renewal rates. Conservation methods are outlined like reducing consumption, recycling, and ensuring future generations have access through sustainable practices.
Programed instructional material: Depletion of Fossil FuelsAtul Thakur
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This document provides information about different types of renewable and nonrenewable resources. It discusses how nonrenewable resources like coal, petroleum, natural gas and uranium cannot be replenished on a timescale comparable to their consumption. Renewable resources like solar, wind, hydroelectric and biomass can be replenished naturally in a short period of time. The key difference between renewable and nonrenewable resources outlined in the document is whether they can be naturally replenished or not.
Colorado School Garden Lesson Plan b1: Renewable vs. Non-Renewable Resources Part I (4th Grade & Beyond) - Outdoor Lesson Plans and Activities
`
For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children
http://scribd.com/doc/239851214
`
Double your School Garden Food Production with Organic Tech
http://scribd.com/doc/239851079
`
Free School Gardening Art Posters
http://scribd.com/doc/239851159`
`
Companion Planting Increases School Garden Food Production by 250 Percent
http://scribd.com/doc/239851159
`
Healthy Foods Dramatically Improves Student Academic Success
http://scribd.com/doc/239851348
`
City Chickens for your Organic School Garden
http://scribd.com/doc/239850440
`
Simple Square Foot Gardening for Schools - Teacher Guide
http://scribd.com/doc/239851110
This document discusses how students around the world are studying climate change and what can be done to stop it. It provides questions and answers about how fossil fuels like petrol produced from oil cause carbon dioxide emissions when used for transportation. Trees absorb carbon dioxide but cutting them down reduces this effect. The document recommends using less electricity and fossil fuels, driving and flying less, recycling more, and keeping cities clean to help reduce climate change.
The document is about renewable sources of energy. It discusses how most electricity is currently produced using fossil fuels like coal, gas and oil. However, fossil fuels are finite and may run out within 50 years. This could limit electricity availability to only a few hours per night. Both individuals and governments need to take action to transition to renewable energy sources like wind, sun and water to address this problem. Wind energy is highlighted as one renewable option, with advantages like being free, clean and having wind farms that are cheaper than other power stations. However, wind energy also has the disadvantage of only producing a small amount of power and causing noise from wind farms.
This document provides an introduction to Module 2 of the LOGOS Project, which focuses on converting garbage into fuel through the process of pyrolysis. The module was created by Arfel L. Tayona and associated organizations to educate students about recycling and solid waste management. It includes an introductory message explaining the purpose and structure of the module, as well as pre-tests, lessons, activities, and post-tests to help students learn about topics like biomass, plastics, fossil fuels, and how pyrolysis can be used to convert various materials into fuel.
This document discusses renewable and nonrenewable resources. It defines nonrenewable resources as natural resources that cannot be remade or regrown at the rate they are being consumed, such as coal, oil, gas and nuclear materials. Renewable resources are those that can regenerate within a short period of time, including solar, wind, water and geothermal energy. The document provides examples of different renewable energy sources and how they are sustainable. It emphasizes the importance of sustainably using Earth's resources and encourages students to consider ways to protect resources in their locality.
This document discusses how students around the world are studying climate change and what can be done to stop it. It provides questions and answers about how activities like driving cars that use petrol produced from oil and cutting down too many trees contribute to increased carbon dioxide in the atmosphere and impact the climate. The dialogue questions whether the climate is changing quickly, and the response indicates it is changing rapidly due to carbon dioxide produced from energy use, driving, and flying. Some ways mentioned to address climate change include using less electricity and petrol, driving and flying fewer cars and planes, recycling, and cutting down fewer trees.
This document provides information about conducting a lesson on different energy sources. It outlines an activity where students are divided into groups and each group researches and reports on a different energy source. The document then provides descriptions of various energy sources like the sun, food, fossil fuels, water, wind, and nuclear power to be used in the lesson. It also includes a list of materials needed and procedures for the activity.
This document provides information about conducting a lesson on different energy sources. It outlines an activity where students are divided into groups and each group researches and reports on a different energy source. The document then provides background information on various energy sources like the sun, food, fossil fuels, water, wind, and nuclear power. It concludes with extensions for modifying the activity, such as having students write essays on their preferred energy sources.
The document discusses Earth's natural resources and how humans use and conserve them. It defines renewable and non-renewable resources, with examples like trees and water being renewable, while coal, petroleum and natural gas being non-renewable. It emphasizes the importance of conserving non-renewable energy resources since most come from the sun but renew slowly. Methods of conservation include using resources only when necessary, reducing waste, reusing and recycling materials, and preventing pollution of water and other resources.
This document provides a lesson plan for a class on environmental issues. The lesson aims to teach students new vocabulary related to pollution and environmental problems. Students will watch a video about protecting the planet and discuss ways to save the environment. They will complete sentences about different types of pollution and listen to an audio about pollution. The teacher will lead various activities integrating listening, speaking, reading and writing skills while focusing on functions and vocabulary around describing environmental issues.
This document provides an answer key for a listening and speaking skills test at the Skillful Level 2. It includes answers for sections on global listening, close listening, vocabulary, grammar and speaking skills for Units 1-3 of the Skillful Level 2 coursebook. The document also provides a transcript for a listening passage on the topic of defensible space in design.
Victory's templated critical thinking tool can be used to create interactive scaffolded lessons for ELA, social studies, science , and math. This is an example of a science critical thinking lesson.
Similar to Programed instructional material: Natural resources (20)
Bloom’s Taxonomy of Educational Objectives.pptxAtul Thakur
Bloom's Taxonomy is a framework for classifying educational goals and objectives into three domains: Cognitive, Affective, and Psychomotor. The Cognitive Domain focuses on intellectual skills and includes six levels of objectives from basic recall or recognition of facts to the more complex levels of analysis, synthesis, and evaluation. Bloom's Taxonomy provides a useful structure for teachers to design objectives, assessments, and lessons that address different levels of learning.
Programed instructional material: Reproduction in PlantsAtul Thakur
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Principal languages of IndiaAtul Thakur
This module provides information about the principal languages spoken in different Indian states. It lists the main language spoken in each state, including Assamese, Bengali, Gujarati, Kannada, Malayalam, Manipuri, Oriya, Punjabi, Tamil, Telugu, Bodo, Maithili, Hindi, Dogri and Kashmiri. The module aims to teach the learner to identify the major languages of each state and understand their importance. Multiple choice questions are included to test comprehension.
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Sense organsAtul Thakur
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Do Good Have GoodAtul Thakur
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: A dog Loves cakeAtul Thakur
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: Percentage and it's applicationsAtul Thakur
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Programed instructional material: The Root SystemAtul Thakur
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
2. Objectives
• At the end of this module you will be able to-
1. To develop vocabulary through listening,
speaking, reading and writing.
2. To be able to give the theme and central idea
of the content.
3. To be able to find out meaning of words and
sentences.
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3. Natural Resources
Soil, wood, oil, minerals, petroleum, water are considered natural
resources because they occur in their natural form and are not
made by human beings.
Humans can only modify natural resources. The energy that makes
natural resources comes from geochemical, geophysical and solar
energy.
The exploitation of nature and natural resources can be dated back
to the advent of humankind and the very start of civilization. for
fuel, for building materials for boats and for shelter. There are two
kinds of natural resources- renewable and nonrenewable.
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4. Continue…
Wood which is one of the main natural resources has the advantage
of being renewable. Fish, animals and forests can renew themselves if
they are not over-harvested. Forests can be replanted and, in time,
the wood that was used can be replaced.
However in recent times, we have been witnessing the cutting down
of trees at alarming rates. In cities it is becoming, increasing difficult
to see a green patch. If we do not replace these trees at the same
speed as we are using them then very soon this resource will be
expended. The cutting of trees also results in loss of ecosystems and
soil erosion, and less rainfall. When fossil fuels were discovered they
momentarily took the pressure off wood.
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5. Continue….
First there was coal, then oil as in crude oil or petroleum
and then later petrol and more recently natural gas.
However unlike trees that are a renewable resource all
these are non renewable. The reserves are finite and at
some point in the future they will be depleted.
We need to first conserve what we have left and to do
that the call of the day is to use these natural resources
sparingly and responsibly. We must resort to the use of
alternative forms of energy which will lessen the burden
on our natural resources.
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6. Q1: Why water is considered as a
natural resource.
.
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