1. 5cm3 of water occupies 0.005 litres.
2. The volume of the ocean in cubic metres is 1.4 x 1021 m3.
3. A 2m3 sample of seawater contains 2.84 grams of bicarbonate.
The most important and basic topic of concrete technology is the setting time of concrete and different types of setting of concrete and this can be covered by given power point presentation
Slides for the eLearning course Separation and purification processes in biorefineries (https://open-learn.xamk.fi) in IMPRESS project (https://www.spire2030.eu/impress).
Section: Mass transfer processes
Subject: 2.2 Molecular diffusion
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The most important and basic topic of concrete technology is the setting time of concrete and different types of setting of concrete and this can be covered by given power point presentation
Slides for the eLearning course Separation and purification processes in biorefineries (https://open-learn.xamk.fi) in IMPRESS project (https://www.spire2030.eu/impress).
Section: Mass transfer processes
Subject: 2.2 Molecular diffusion
Solutions manual for thermodynamics an interactive approach 1st edition by bh...Beckham000
Solutions Manual for Thermodynamics An Interactive Approach 1st Edition by Bhattacharjee IBSN 9780133807974
Download at:
http://downloadlink.org/p/solutions-manual-for-thermodynamics-an-interactive-approach-1st-edition-by-bhattacharjee-ibsn-9780133807974/
thermodynamics an interactive approach bhattacharjee pdf
thermodynamics an interactive approach pdf
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Model Attribute Check Company Auto PropertyCeline George
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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.
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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
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.
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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.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
4. 4a • Convert 1ml into litres:
1ml = 0.001L
• Multiply this by the size of the sample:
5. 4a • Convert 1ml into litres:
1ml = 0.001L
• Multiply this by the size of the sample:
5cm3 = 5ml = 0.001L x 5 = ퟓ 퐱 ퟏퟎ−ퟑ퐋
6. 4b There are 1.4 x 1021L of water in the ocean. What is
this in cubic metres?
7. 4b • Work out the conversion between cm3 and m3:
8. 4b • Work out the conversion between cm3 and m3:
1cm = 0.01m
9. 4b • Work out the conversion between cm3 and m3:
1cm = 0.01m
1cm3 = cm x cm x cm = 0.01 x 0.01 x 0.01 m3 = 1 x 10−6m3
10. 4b • Work out the conversion between cm3 and m3:
1cm = 0.01m
1cm3 = cm x cm x cm = 0.01 x 0.01 x 0.01 m3 = 1 x 10−6m3
• Work out the conversion between 1L and 1m3:
11. 4b • Work out the conversion between cm3 and m3:
1cm = 0.01m
1cm3 = cm x cm x cm = 0.01 x 0.01 x 0.01 m3 = 1 x 10−6m3
• Work out the conversion between 1L and 1m3:
1ml = 1cm3
12. 4b • Work out the conversion between cm3 and m3:
1cm = 0.01m
1cm3 = cm x cm x cm = 0.01 x 0.01 x 0.01 m3 = 1 x 10−6m3
• Work out the conversion between 1L and 1m3:
1ml = 1cm3
1 x 10−3L = 1 x 10−6m3
13. 4b • Work out the conversion between cm3 and m3:
1cm = 0.01m
1cm3 = cm x cm x cm = 0.01 x 0.01 x 0.01 m3 = 1 x 10−6m3
• Work out the conversion between 1L and 1m3:
1ml = 1cm3
1 x 10−3L = 1 x 10−6m3
1L = 1 x 10−3m3
14. 4b • Work out the conversion between cm3 and m3:
1cm = 0.01m
1cm3 = cm x cm x cm = 0.01 x 0.01 x 0.01 m3 = 1 x 10−6m3
• Work out the conversion between 1L and 1m3:
1ml = 1cm3
1 x 10−3L = 1 x 10−6m3
1L = 1 x 10−3m3
• Multiply by the volume of the ocean:
15. 4b • Work out the conversion between cm3 and m3:
1cm = 0.01m
1cm3 = cm x cm x cm = 0.01 x 0.01 x 0.01 m3 = 1 x 10−6m3
• Work out the conversion between 1L and 1m3:
1ml = 1cm3
1 x 10−3L = 1 x 10−6m3
1L = 1 x 10−3m3
• Multiply by the volume of the ocean:
1.4 x 1021L = 1.4 x 1021 x 10−3 m3 = ퟏ. ퟒ 퐱 ퟏퟎퟏퟖ퐦ퟑ
16. 4c Seawater contains about 142mgL-1of bicarbonate.
How many grams of bicarbonate will there be in a 2m3
sample of seawater?
27. 4d • Calculate the number of moles of Mg in the ocean:
1 mole Mg = 24.305g
28. 4d • Calculate the number of moles of Mg in the ocean:
1 mole Mg = 24.305g
1.81 x 1021
24.305
= 7.45 x 1019mol Mg
29. 4d • Calculate the number of moles of Mg in the ocean:
1 mole Mg = 24.305g
1.81 x 1021
24.305
= 7.45 x 1019mol Mg
• Use the volume of the ocean to work out the overall
concentration of Mg in seawater:
30. 4d • Calculate the number of moles of Mg in the ocean:
1 mole Mg = 24.305g
1.81 x 1021
24.305
= 7.45 x 1019mol Mg
• Use the volume of the ocean to work out the overall
concentration of Mg in seawater:
7.45 x 1019mol Mg
1.4 x 1021L
= ퟎ. ퟎퟓퟑ퐦퐨퐥퐋−ퟏ