Origin Of Life: Are we here by chance? Theories on origin of life, Scientific and Special Creation. Different Theories of life's origin including Aristotle's theory, Pasteur, Redi and Leuwenhook experiment, Abiogenesis, etc.
Fossils and its evolutionary significance.
Origin Of Life: Are we here by chance? Theories on origin of life, Scientific and Special Creation. Different Theories of life's origin including Aristotle's theory, Pasteur, Redi and Leuwenhook experiment, Abiogenesis, etc.
Fossils and its evolutionary significance.
1st qtr - earth and life science - (1) How layers of rocks formed - (2) met...Ashley Minerva
1st qtr - earth and life science - (1) How layers of rocks formed - (2) methods to determine the age of stratified rocks: relative dating and absolute dating
Seismic waves are the waves of energy caused by the sudden breaking of rock within the earth or an explosion.
Response of material to the arrival of energy fronts released by rupture.
Energy that travels through the earth and is recorded on seismographs.
This is a PowerPoint Presentation about Magmatism, a lesson in Earth and Life Science, First quarter for Grade 11/12 Students. This will help them understand the lesson and make them familiar with the topic.
1st qtr - earth and life science - (1) How layers of rocks formed - (2) met...Ashley Minerva
1st qtr - earth and life science - (1) How layers of rocks formed - (2) methods to determine the age of stratified rocks: relative dating and absolute dating
Seismic waves are the waves of energy caused by the sudden breaking of rock within the earth or an explosion.
Response of material to the arrival of energy fronts released by rupture.
Energy that travels through the earth and is recorded on seismographs.
This is a PowerPoint Presentation about Magmatism, a lesson in Earth and Life Science, First quarter for Grade 11/12 Students. This will help them understand the lesson and make them familiar with the topic.
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
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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
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.
6. A long time ago, a small flock of sparrow-like birds called
finches were
blown out to sea by a fierce storm. They lost their bearings but
flew on in search of the mainland, going further and further out
to sea. At the point of exhaustion, 600 miles from home, they
spotted a speck of land - an island in the middle of the sea. They
were saved and could rest, drink and feed before returning
home. But this island was perfect: it had abundant seeds and
other food, plenty of shelter, nesting sites and (amazingly) no
predators or other birds to compete with.
7. Life was much harder on the mainland. There was no
need for the birds to move on. Their numbers grew -
until they became just a bit too numerous for the little
island. Some found it hard to find enough food for
themselves or their offspring, and young birds were
driven away from areas where food was available. Some
birds were forced to fly across the sea to nearby islands.
There, they found new territories, also with no
predators or other birds to compete with.
8. As the plants and their seeds were just a little
different on each island, some birds were better than
others at finding and eating the new food sources. Birds
which could break open fruits and eat the seeds survived
well enough to produce lots of babies. Eventually, after
a very long time, all the islands became occupied by
these birds but the finches on each island were slightly
different.
9. 1. Explain why it is questionable that more than one
flock of birds would find the islands in this way at
the same time.
2. Suggest two possible reasons why there were no
predators on the island.
3. Why were there no other birds to compete with?
(see Q1)
4. Why might some finches survive better than
others on the same food sources?
5. Why were the finches slightly different on each
island?
10. History of Evolutionary Thought
Catastrophism (Werner/Cuvier)
States that the earth and geological
events had formed suddenly, as a
result of some great catastrophe.
11. History of Evolutionary Thought
Uniformitarianism (Hutton/Lyell)
Idea that the earth has always
changed in uniform ways and that the
present is the key to the past
13. Jean-Baptiste Lamarck (1744-1829)
Developed one of the first
theories on how species
changed
Concluded that organisms of
higher complexity had
evolved from pre-existing,
less complex organisms.
Lamarck’s Theories on Evolution
14. Jean-Baptiste Lamarck (1744-1829)
Lamarckism, a theory of evolution
based on the principle
that physical changes in
organisms during their lifetime—
such as greater development of
an organ or a part through
increased use—could be
transmitted to their offspring.
Lamarck’s Theories on Evolution
15. Lamarck’s Theories on Evolution
Theory of Need Theory of Use
and Disuse
Theory of
Acquired
Characteristics
17. Lamarck’s Theories on Evolution
Organisms change
because they need to.
For an organism to
evolve a structure, it
must need the
structure
Theory of Need
23. Lamarck’s Theories on Evolution
If you don’t use it, you lose
it!
Organisms develop
specialized characteristics
by the use and disuse of
organs
Theory of Use and Disuse
25. Lamarck’s Theories on Evolution
If parent acquires a
body structure during
its lifetime, it could
pass on that
characteristic structure
to its offspring.
Theory of Acquired Characteristics
26. 1. Petals on flowers
2. Corset
3. Frequent exercise
4. Tails of mice
Disproving Lamarck
27. Charles Darwin (1809-1882)
Proposed an entirely different
mechanism to account for the
evolution of species
His theory of evolution by
natural selection became the
foundation of modern
evolutionary studies
Theory of Natural Selection
31. Darwin was able to see 13
varieties of finches, which
varied in size & shape,
from island to island.
It took him 20 years to
organize the data.
Darwin’s finches
36. Individuals within a
population with the
most favorable traits
for an environment
survive and pass on
those traits.
Natural Selection
SURVIVAL OF THE FITTEST!
37. Organisms tend to
over reproduce
Theory of Natural Selection
Species Overproduction
38. There is a struggle
of existence and
the survival of the
fittest
Living space and
food are limited
Theory of Natural Selection
Competition
39. No two individuals
are the same
Plants and animals
of the same species
differ in size,
strength and
adaptive structures
Theory of Natural Selection
Variation
40. It is a process of
becoming better
suited to the
environment.
It improves an
organism’s chance
of survival
Theory of Natural Selection
Adaptation
49. Before the industrial
revolution in Britain,
most peppered moths
were of the pale
variety & were well
camouflaged against
the pale birch trees
that they like to sit on.
Theory of Natural Selection
Peppered Moths
50.
51. Airborne pollution mottled
the birch tree bark with
soot, and now the mutant
black-peppered moths
blended better against the
darkened bark, while the
white variety became much
more vulnerable to
predators.
Theory of Natural Selection
Peppered Moths
Catastrophism was a theory developed by Georges Cuvier based on paleontological evidence in the Paris Basin. Cuvier was there when he observed something peculiar about the fossil record. Instead of finding a continuous succession of fossils, Cuvier noticed several gaps where all evidence of life would disappear and then abruptly reappear again after a notable amount of time. Cuvier recognized these gaps in the fossil succession as mass extinction events. This led Cuvier to develop a theory called catastrophism. Catastrophism states that natural history has been punctuated by catastrophic events that altered that way life developed and rocks were deposited.
Procedure:
Observe the set of footprints in the diagram.
Try to tell a story about the different events.
Predict what can probably happen at the end of the diagram
In Diagram 1, how many sets of footprints are there? Based on the size of footprints, describe the organisms.
2. In what directions are the footprints going?
3. Describe or predict what is happening in Diagram 3. In Diagram