英鹏国际雅思教程 Writing lesson 1
This is an overview lesson from UPIC Language Center in Dandong, china and Language Open Learning.
For more English lessons online - visit http://www.LanguageOpenLearning.com
The document provides information about preparing for the IELTS writing test at Holmesglen Institute of TAFE. It discusses the two tasks in the IELTS writing test - a 150-word report describing a graph or diagram, and a 250-word essay on a given topic. It also provides sample writing tasks, guidelines for writing reports, and strategies for improving IELTS writing scores.
The document provides guidance on describing trends, graphs, and changes using three parts: 1) A verb or adjective/noun to describe movement direction (upward, downward, horizontal), 2) Adjectives/adverbs for speed and size of change (rapid, gradual, substantial), and 3) Expressions for consequences (as a result of, because of, resulted in). Examples demonstrate combining these parts such as "Apple's sales increased significantly due to the iPhone 4 launch" or "Our turnover dropped suddenly due to the financial crisis."
The document provides 10 sentence structures that are useful for the IELTS Writing Task 1. It discusses structures such as subject + verb + adverb, introductory clause + verb (ing form) + numbers and time, and using "respectively" to compare two or three numbers. It also recommends always using the dummy subject "it" in certain phrases in Task 1, such as "as it is shown in the graph." The purpose is to help learners achieve a band score of 7 or higher for grammar by demonstrating a variety of grammatical constructions in their writing.
The document provides guidance on describing graphs using appropriate verbs, phrases, expressions and sentence structures. It includes terms for describing movements that are going up, going down, staying the same and fluctuating. Expressions are presented for opening sentences, focusing on particular points, describing movement between points and making approximations.
This document provides guidance on how to write a change-over-time (CCOT) essay for the AP World History exam. It explains that a CCOT essay must identify and analyze changes and continuities over a specified time period by discussing the context before changes occurred and analyzing what caused changes. It advises planning the essay by outlining baseline information, impacts, changes, and continuities for the time period and topic and supporting claims with evidence from history.
IELTS ACADEMIC TASK 1: How to describe a pie chartBen Worthington
The document provides tips and templates for describing pie charts in the IELTS exam. It recommends a 5-step process: 1) sign up for tutorials; 2) download audio lessons; 3) subscribe to the YouTube channel; 4) subscribe to the podcast; and 5) ask for help if needed. It then gives examples of language for describing portions, tips for preparation and writing, and an easy 3-paragraph template to use. Finally, it provides challenges to spot mistakes in examples and practice writing descriptions.
IELTS Preparation presentation. More information about the presentation (in Arabic) can be found here with a download link below the document as well:
http://goo.gl/n6F5h
The document provides information about preparing for the IELTS writing test at Holmesglen Institute of TAFE. It discusses the two tasks in the IELTS writing test - a 150-word report describing a graph or diagram, and a 250-word essay on a given topic. It also provides sample writing tasks, guidelines for writing reports, and strategies for improving IELTS writing scores.
The document provides guidance on describing trends, graphs, and changes using three parts: 1) A verb or adjective/noun to describe movement direction (upward, downward, horizontal), 2) Adjectives/adverbs for speed and size of change (rapid, gradual, substantial), and 3) Expressions for consequences (as a result of, because of, resulted in). Examples demonstrate combining these parts such as "Apple's sales increased significantly due to the iPhone 4 launch" or "Our turnover dropped suddenly due to the financial crisis."
The document provides 10 sentence structures that are useful for the IELTS Writing Task 1. It discusses structures such as subject + verb + adverb, introductory clause + verb (ing form) + numbers and time, and using "respectively" to compare two or three numbers. It also recommends always using the dummy subject "it" in certain phrases in Task 1, such as "as it is shown in the graph." The purpose is to help learners achieve a band score of 7 or higher for grammar by demonstrating a variety of grammatical constructions in their writing.
The document provides guidance on describing graphs using appropriate verbs, phrases, expressions and sentence structures. It includes terms for describing movements that are going up, going down, staying the same and fluctuating. Expressions are presented for opening sentences, focusing on particular points, describing movement between points and making approximations.
This document provides guidance on how to write a change-over-time (CCOT) essay for the AP World History exam. It explains that a CCOT essay must identify and analyze changes and continuities over a specified time period by discussing the context before changes occurred and analyzing what caused changes. It advises planning the essay by outlining baseline information, impacts, changes, and continuities for the time period and topic and supporting claims with evidence from history.
IELTS ACADEMIC TASK 1: How to describe a pie chartBen Worthington
The document provides tips and templates for describing pie charts in the IELTS exam. It recommends a 5-step process: 1) sign up for tutorials; 2) download audio lessons; 3) subscribe to the YouTube channel; 4) subscribe to the podcast; and 5) ask for help if needed. It then gives examples of language for describing portions, tips for preparation and writing, and an easy 3-paragraph template to use. Finally, it provides challenges to spot mistakes in examples and practice writing descriptions.
IELTS Preparation presentation. More information about the presentation (in Arabic) can be found here with a download link below the document as well:
http://goo.gl/n6F5h
This document provides an overview of the IELTS Writing Task 1. It describes the task as requiring test takers to describe a graph, chart, table or process in over 150 words without opinions. Common charts include bar charts, line graphs and pie charts. A sample paragraph structure is outlined, beginning with describing what is presented, then the general trend, specific details, and a conclusion. Ways to prepare include practicing graph descriptions and becoming familiar with language for expressing data.
The document provides guidance on preparing for the IELTS writing test. It discusses the two tasks in the test - a 150-word report describing a graph (Task 1) and a 250-word essay (Task 2). It emphasizes describing overall trends rather than every detail when summarizing graphs. It also recommends using a clear structure with an introduction, body, and conclusion for the report. Specific vocabulary is suggested to concisely describe different movements in graphs.
The document provides information about preparing for the IELTS writing test at Holmesglen Institute of TAFE. It discusses the two tasks in the IELTS writing test - a 150-word report describing a graph or diagram, and a 250-word essay on a given topic. It also provides sample writing tasks, guidelines for writing reports, and strategies for improving IELTS writing scores.
The document provides guidance on writing Task 1 of the IELTS exam, which requires summarizing information presented in a graph, table, or diagram. It outlines the key elements to include: an introduction, overall statement, body paragraphs analyzing trends and making comparisons, and optional closing paragraph. Body paragraphs should describe overall patterns, trends for different data groups, and relationships between data clearly enough for the reader to visualize the entire graphic. Comparisons should use language like "higher/lower than" or note unequal levels. Precise vocabulary and sentences are needed to concisely summarize the main features while staying within the 150-word limit.
The document provides information about Learnwell Oy, a company that offers various language training and translation services, including language courses, translation, interpreting, and web tools for teachers and students. It then discusses charts, graphs, and diagrams, showing examples of different types and providing English materials on the topics.
The document provides guidance on preparing for and completing the writing component of the IELTS exam. It describes the two writing tasks: a 150-word report describing information in a graph or diagram, and a 250-word essay on a given topic. It emphasizes accurately describing trends in the graphic information, using appropriate grammar, vocabulary, and report structure. A sample graph and 150-word report response are provided to demonstrate these guidelines.
The document provides guidance on writing the two tasks for the IELTS writing test. Task 1 involves writing a 150-word report describing information in a graph, chart, or diagram provided. Task 2 is a 250-word essay on a given topic. The document offers tips for successfully completing each task, including describing trends in the visual information, using an appropriate structure with introduction, body and conclusion, and employing a variety of grammar and vocabulary to avoid repetition. A sample graph and 150-word report answering Task 1 are provided to demonstrate these guidelines.
The document provides guidance on summarizing line graphs. It discusses key verbs, nouns, adjectives, and adverbs to use when describing trends, changes, speeds and degrees of change shown in line graphs. It also provides examples of how to structure a multi-sentence summary of a line graph, including how to discuss the beginning, middle, and end of the trends shown in the graph.
The document provides information about preparing for the IELTS writing test, which consists of two tasks. Task 1 involves writing a 150-word report describing information in a graph, chart or diagram provided. Task 2 is a 250-word essay on a given topic. The document samples a line graph task and offers guidelines for writing a good report, including having a clear structure with introduction, body and conclusion, using varied grammar and vocabulary, and focusing on overall trends rather than every detail. Strategies are presented for selecting important information from the graphic, using appropriate tenses and language to describe movements in the data.
The graph shows average annual expenditures on cell phone and residential phone services between 2001 and 2010. Overall, expenditures increased substantially for cell phone services but declined slightly for residential phone services. Specifically, spending on cell phone services rose from $500 in 2001 to over $1000 in 2010, while residential phone service costs decreased from nearly $500 to slightly below $500 during the same period. The largest increase occurred between 2001 and 2005 for cell phone services, when expenditures more than doubled. In contrast, residential phone costs changed little and remained around $500 for most of the decade.
This document provides guidance on teaching students to interpret and solve problems using line graphs. It includes examples of line graphs with questions for students to answer. Teachers are instructed to have students work through routine problems step-by-step using addition, subtraction, division and other operations. Students are also taught to make inferences based on trends in the data. The overall goal is for students to be able to solve both routine and non-routine problems presented in line graphs.
This document provides information and examples for describing trends and patterns using graphs, charts, and descriptive language. It includes:
1. An example table and line graph showing average starting salaries from 1998-2002 for different departments, with salaries in R&D rising the most.
2. Descriptions and examples of different types of graphic aids like bar graphs, pie charts, and flowcharts that can be used to depict trends visually.
3. Suggestions for verbs and nouns to use in describing whether values are rising, falling, fluctuating, or staying constant, as well as adjectives and adverbs for modifying these terms to indicate the degree, speed, or level of change depicted in data.
This document provides an agenda and content for an academic interactions class. The agenda includes topics like grammar, describing data using charts, and a video on Turkish immigration to Germany. Students are given practice exercises on using grammar terms like "enough" and "too". They also learn how to describe trends in data visualizations using phrases like "climbed steadily" or "fell dramatically". The document provides charts for students to practice describing. It also includes a video and discussion questions about the percentage of immigrants in various countries like Germany. For homework, students choose presentations to watch and provide audio or video comments on VoiceThread comparing their observations.
The document provides guidance on effectively discussing data in three main areas:
1. It outlines important verbs, adverbs, and prepositions to use when describing trends in data.
2. It presents a checklist for data description and phrases to use for data interpretation.
3. It demonstrates the steps to take in data discussion, including introducing the data, describing trends, comparing trends, and analyzing qualitative data.
This document provides guidance on interpreting line graphs. It begins with an overview of line graphs, noting they have a title, scale, labels, points, and line. It then discusses how to interpret data presented in line graphs by comparing the data in terms of size and amount. Several examples of line graphs are presented along with questions to help students practice interpreting the data shown. The document emphasizes that line graphs are useful for tracking changes over time.
The document provides guidance on writing Task 1 of the IELTS academic writing exam. It discusses the general format, which includes an introduction, description of basic trends, details, and an optional summary. It also distinguishes between dynamic essays that include trends and comparisons, and static essays that only involve comparisons. The document offers vocabulary and structures for describing trends over time, comparing and contrasting data, and discussing charts, graphs, and their key details in the essay.
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A tutorial on how to present graphs, tables, and charts in an effective and engaging way.
For more English tutorials, please visit:
https://www.thelecturette.com
The document provides guidance on summarizing visual data from graphs or charts in academic essays. It includes a sample essay that describes two graphs in 3 sentences or less each to illustrate how to concisely summarize key details from visuals in a structured manner. The first graph summarizes test scores for international students, identifying the highest and lowest performing students. The second graph summarizes longevity trends in 3 countries over 50 years, noting the gradual increases in two countries and most significant gains in the third country.
Lesson 2: Learn English Course on UDMY: F1 Beginners Guide to Speaking Better...Ajarn Ken
Lesson 2 Booklet to accompany the lesson on F1 Beginners Guide to Speaking Better English Course on UDEMY. Speak better English with Ajarn Ken, a native English speaker from the UK speaking British English
Lesson 1: F1 Beginners Guide to Speaking Better EnglishAjarn Ken
Lesson 1 F1 Beginners Guide to Speaking Better English Course on UDEMY.
The dialogue from the Learn English lesson that we discuss both for vocabulary and for pronunciation and for sentence smoothness
This document provides an overview of the IELTS Writing Task 1. It describes the task as requiring test takers to describe a graph, chart, table or process in over 150 words without opinions. Common charts include bar charts, line graphs and pie charts. A sample paragraph structure is outlined, beginning with describing what is presented, then the general trend, specific details, and a conclusion. Ways to prepare include practicing graph descriptions and becoming familiar with language for expressing data.
The document provides guidance on preparing for the IELTS writing test. It discusses the two tasks in the test - a 150-word report describing a graph (Task 1) and a 250-word essay (Task 2). It emphasizes describing overall trends rather than every detail when summarizing graphs. It also recommends using a clear structure with an introduction, body, and conclusion for the report. Specific vocabulary is suggested to concisely describe different movements in graphs.
The document provides information about preparing for the IELTS writing test at Holmesglen Institute of TAFE. It discusses the two tasks in the IELTS writing test - a 150-word report describing a graph or diagram, and a 250-word essay on a given topic. It also provides sample writing tasks, guidelines for writing reports, and strategies for improving IELTS writing scores.
The document provides guidance on writing Task 1 of the IELTS exam, which requires summarizing information presented in a graph, table, or diagram. It outlines the key elements to include: an introduction, overall statement, body paragraphs analyzing trends and making comparisons, and optional closing paragraph. Body paragraphs should describe overall patterns, trends for different data groups, and relationships between data clearly enough for the reader to visualize the entire graphic. Comparisons should use language like "higher/lower than" or note unequal levels. Precise vocabulary and sentences are needed to concisely summarize the main features while staying within the 150-word limit.
The document provides information about Learnwell Oy, a company that offers various language training and translation services, including language courses, translation, interpreting, and web tools for teachers and students. It then discusses charts, graphs, and diagrams, showing examples of different types and providing English materials on the topics.
The document provides guidance on preparing for and completing the writing component of the IELTS exam. It describes the two writing tasks: a 150-word report describing information in a graph or diagram, and a 250-word essay on a given topic. It emphasizes accurately describing trends in the graphic information, using appropriate grammar, vocabulary, and report structure. A sample graph and 150-word report response are provided to demonstrate these guidelines.
The document provides guidance on writing the two tasks for the IELTS writing test. Task 1 involves writing a 150-word report describing information in a graph, chart, or diagram provided. Task 2 is a 250-word essay on a given topic. The document offers tips for successfully completing each task, including describing trends in the visual information, using an appropriate structure with introduction, body and conclusion, and employing a variety of grammar and vocabulary to avoid repetition. A sample graph and 150-word report answering Task 1 are provided to demonstrate these guidelines.
The document provides guidance on summarizing line graphs. It discusses key verbs, nouns, adjectives, and adverbs to use when describing trends, changes, speeds and degrees of change shown in line graphs. It also provides examples of how to structure a multi-sentence summary of a line graph, including how to discuss the beginning, middle, and end of the trends shown in the graph.
The document provides information about preparing for the IELTS writing test, which consists of two tasks. Task 1 involves writing a 150-word report describing information in a graph, chart or diagram provided. Task 2 is a 250-word essay on a given topic. The document samples a line graph task and offers guidelines for writing a good report, including having a clear structure with introduction, body and conclusion, using varied grammar and vocabulary, and focusing on overall trends rather than every detail. Strategies are presented for selecting important information from the graphic, using appropriate tenses and language to describe movements in the data.
The graph shows average annual expenditures on cell phone and residential phone services between 2001 and 2010. Overall, expenditures increased substantially for cell phone services but declined slightly for residential phone services. Specifically, spending on cell phone services rose from $500 in 2001 to over $1000 in 2010, while residential phone service costs decreased from nearly $500 to slightly below $500 during the same period. The largest increase occurred between 2001 and 2005 for cell phone services, when expenditures more than doubled. In contrast, residential phone costs changed little and remained around $500 for most of the decade.
This document provides guidance on teaching students to interpret and solve problems using line graphs. It includes examples of line graphs with questions for students to answer. Teachers are instructed to have students work through routine problems step-by-step using addition, subtraction, division and other operations. Students are also taught to make inferences based on trends in the data. The overall goal is for students to be able to solve both routine and non-routine problems presented in line graphs.
This document provides information and examples for describing trends and patterns using graphs, charts, and descriptive language. It includes:
1. An example table and line graph showing average starting salaries from 1998-2002 for different departments, with salaries in R&D rising the most.
2. Descriptions and examples of different types of graphic aids like bar graphs, pie charts, and flowcharts that can be used to depict trends visually.
3. Suggestions for verbs and nouns to use in describing whether values are rising, falling, fluctuating, or staying constant, as well as adjectives and adverbs for modifying these terms to indicate the degree, speed, or level of change depicted in data.
This document provides an agenda and content for an academic interactions class. The agenda includes topics like grammar, describing data using charts, and a video on Turkish immigration to Germany. Students are given practice exercises on using grammar terms like "enough" and "too". They also learn how to describe trends in data visualizations using phrases like "climbed steadily" or "fell dramatically". The document provides charts for students to practice describing. It also includes a video and discussion questions about the percentage of immigrants in various countries like Germany. For homework, students choose presentations to watch and provide audio or video comments on VoiceThread comparing their observations.
The document provides guidance on effectively discussing data in three main areas:
1. It outlines important verbs, adverbs, and prepositions to use when describing trends in data.
2. It presents a checklist for data description and phrases to use for data interpretation.
3. It demonstrates the steps to take in data discussion, including introducing the data, describing trends, comparing trends, and analyzing qualitative data.
This document provides guidance on interpreting line graphs. It begins with an overview of line graphs, noting they have a title, scale, labels, points, and line. It then discusses how to interpret data presented in line graphs by comparing the data in terms of size and amount. Several examples of line graphs are presented along with questions to help students practice interpreting the data shown. The document emphasizes that line graphs are useful for tracking changes over time.
The document provides guidance on writing Task 1 of the IELTS academic writing exam. It discusses the general format, which includes an introduction, description of basic trends, details, and an optional summary. It also distinguishes between dynamic essays that include trends and comparisons, and static essays that only involve comparisons. The document offers vocabulary and structures for describing trends over time, comparing and contrasting data, and discussing charts, graphs, and their key details in the essay.
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
A tutorial on how to present graphs, tables, and charts in an effective and engaging way.
For more English tutorials, please visit:
https://www.thelecturette.com
The document provides guidance on summarizing visual data from graphs or charts in academic essays. It includes a sample essay that describes two graphs in 3 sentences or less each to illustrate how to concisely summarize key details from visuals in a structured manner. The first graph summarizes test scores for international students, identifying the highest and lowest performing students. The second graph summarizes longevity trends in 3 countries over 50 years, noting the gradual increases in two countries and most significant gains in the third country.
Similar to English Language Lesson - Writing 1 (20)
Lesson 2: Learn English Course on UDMY: F1 Beginners Guide to Speaking Better...Ajarn Ken
Lesson 2 Booklet to accompany the lesson on F1 Beginners Guide to Speaking Better English Course on UDEMY. Speak better English with Ajarn Ken, a native English speaker from the UK speaking British English
Lesson 1: F1 Beginners Guide to Speaking Better EnglishAjarn Ken
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The dialogue from the Learn English lesson that we discuss both for vocabulary and for pronunciation and for sentence smoothness
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This document is from Lesson 5 of the F1 Beginners Guide to Speaking Better English. It covers pronunciation of days of the week and includes questions asking what the second and third days of the week are, as well as asking whether six comes after seven. It also briefly mentions tenses like present, past and future simple. The document provides pronunciation guidance for English learners.
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Lesson 2 from F1: Beginners Guide to Speaking Better English Course on UDEMY. How to speak English smoother, clearer and better pronunciation. Speak English like a native English speakers with hints and tips from Ajarn Ken. A native English speaker from the UK speaking British English.
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The is the presentation lesson from Language Open Learning Learn English Grammar Course 2.
http://languageopenlearning.com/en/learn-english-online/grammar-course-2
There are lots of online lessons and its free to register and learn English with Language Open Learning.
http://www.LanguageOpenLearning.com
This is the lessonf rom Language Open Learning in their English Grammar 2 Course - learning about the past tense and the options.
The full lesson can be seen at - http://languageopenlearning.com/en/learn-english-online/grammar-course-2?quiz_id=58 for registered members.
The video for this can be found at the Language open Learning Youtube channel - http://www.youtube.com/watch?v=TU4Fz9OVtL8
More English lessons can be found at the Language Open Learning website - http://www.LanguageOpenLearning.com
This is the English Grammar Present Tense lesson from Language open Learning.
This can be found at http://languageopenlearning.com/en/english-grammar-course-2?quiz_id=58
For free English lessons online register at http://www.LanguageOpenLearning.com
Learn English Grammar - Reported Speech IAjarn Ken
Learn English Grammar - reported speech - direct and indirect speech.
This is an English lesson from Language Open Learning Learn English Grammar Course.
http://languageopenlearning.com/en/english-grammar-course-2?quiz_id=56
For more details on the Learn English course from Language Open Learning, please visit the website at http://www.LanguageOpenLearning.com
The lesson is free to members - visit -
http://languageopenlearning.com/
Language Open Learning bring you an overview of the Phrasal Verbs in English Grammar.
We show you the options for using Phrasal Verbs, what they mean and how they are used.
We show you the use of some examples when using the Phrasal Verbs including two part and three part phrasal verbs.
This presentation is used in conjunction with the Learn English Grammar 2 course at http://www.LanguageOpenLearning.com
The lesson is free to members - visit -
http://languageopenlearning.com/en/english-grammar-course-2?quiz_id=56
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This presentation is used in conjunction with the Learn English Grammar 2 course at http://www.LanguageOpenLearning.com
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More free lessons can be found on the website of Language Open Learning - http://www.LanguageOpenLearning.com
The Language Open Learning Video Course instructions. This is the step by step guide to learning English with Language Open Learning. follow this course guide to learn English and register free at http://www.languageopenlearning.com
The document provides guidance on developing an effective social media strategy for events. It introduces the power of social media and highlights corporate reasons for using social media, such as marketing, research, and customer service. It then identifies key elements to consider before embarking on a social media campaign, such as current marketing strategy, goals, and which social media sites and tools to use. The document also discusses developing an effective strategy, including setting objectives, choosing appropriate channels, implementing tactics, establishing timelines and metrics to measure performance.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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.
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.
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.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
1. 英鹏雅思写作教程
Jerry Z
2012
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2. Test Structure of IELTS
Writing
Task 1
Line
Graph Pie Table of Process
Chart Figures Diagram
Bar Chart
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3. What to expect
20 minutes, 150 words
In Task 1, candidates are given a task
based on some graphic or pictorial
information. You are expected to write a
descriptive report of at least 150 words on
the information provided, and advised to
spend approximately 20 minutes on the
task.
You are assessed on the ability to:
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4. Task 1 Strategy
• Describing trends -- Line Graphs
• Summarizing data -- Bar Charts
• Describing facts and figures -- Pie Charts/
Tables of figures
• Describing a process -- Process Diagrams
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5. Section one of the Writing test
Line Graph
Line Graphs are used to show a trend
or pattern which usually takes place
over a period of time. It is important to
look at:
•Patterns/Trends of different phases on
a line graph
•Significant features
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6. How to achieve-
Describing trends
Steps can be done as followed:
1. What information is being shown
in the graph below?
2. Here are two simple descriptions
of the graph information about
trends:
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7. Describing a general trend
• The number of overseas students has
risen. Or
• The graph shows an increase in the
number of overseas students at the
university.
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8. Developing your ideas
•Try to add 'considerably' to the first
sentence and 'considerable' to the
second one.
•Tell what effect does this word
have?
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9. Thinking of...
3. What are some Words and Phrases to
describe trends:
4. Compose a sentence which describes
trends and includes more figure to support.
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10. Trend Type one Trend Type two Trend Type three adjectives and adverbs
an increase a decrease remain the same sharp(ly)
a rise a fall reach a plateau dramatic(ally)
a peak a drop hit a high/ low large(ly)
a summit a decline plateau significant(ly)
the maximum a dip remain stable considerable(ly)
reach a peak reach the remain constant steep(ly)
peak at minimum stand at steady(ily)
hit the highest hit the lowest stabilize at slight(ly)
point at point at A parallel B gradual(ly)
reach a summit decrease/ fall/ fluctuation relative(ly)
drop further to
increase/ rise
further to
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11. Increasing or Decreasing Trends
• Look at this bar chart. The information it
presents shows a consistent overall trend.
• First ask yourself these questions:
- what is the chart about?
- what does the horizontal axis show?
- what does the vertical axis show?
- what overall trend does the graph show?
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12. Look at the chart carefully, then complete these descriptions of
the overall trend. And then include more figures.
• 1 Between …… and …… the global
number of text messages sent rose
steadily.
• 2 There was …… in the global number of
text messages sent ……
• 3 The number of text messages sent
worldwide rose from …… in …… to ……
in ……
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13. Suggested answer
• 1. 1998, 2002
• 2. a steady increase, between 1998 and
2002
3. 4 billion, 1998, 80 billion, 2002
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14. Trends: Stability
• Look at the examples of ‘stability’ shown in
the two graphs.
• Write two sentences which describe the
overall trends in one graph.
• Write two or more sentences to form a
short paragraph which describes the other
graph.
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15. Model and suggested answers
- Average attendance at NBA matches in
America has remained fairly stable since
1996 at 17,000 spectators per game.
- Although attendance at Dallas Maverick
games dropped sharply between 1996
and 1998, it has risen equally sharply
since then and is now almost equal to the
NBA average.
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16. Model and suggested answers,
Continued
- Membership at Jay’s Sports Club rose
during the first three months of last year
from 50 to approximately 120.
- Between March and August this figure
remained stable but in September there
was a sudden rise in membership
numbers, which reached a peak of 175 in
October.
- After that, figures fell again to a low of 100
in December.
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17. Further practice for
Describing the trends
• Exercise required:
- Using some of the words and
phrases in the table, describe the
pattern in each graph below;
- Describe each pattern using a verb.
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18. Trends: Fluctuation
• 当图表中的走势不规则地上升或下降时,我
们称之为 “波动”。有的时候,总体趋势
是上升,下降或者稳定,但具体而言,则有
很多不规则的小变化。
• Write one-sentence description of the
graph that provides an overall picture of
the trend.
• Write five or more sentences about the
graph, using the prompts below.
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19. • There may be several possibilities.
• During the course of a televised World
Cup football match electricity consumption
fluctuates widely/ undergoes considerable
fluctuation.
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20. - At the start ……
- There is a …… during the first …… but
then ……
- Demand falls again …… lowest point ……
- In the last forty minutes ……
- However, at the beginning …… plateau
…… resume normal ……
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21. Suggested answer
- At the start of the match, demand for electricity stands at
about 28,500 units.
- There is a significant fall in demand during the first hour of
the match but then the demand rises steeply and peaks at
29,000 units at half time.
- Demand falls again quite sharply at the start of the
second half and hits its lowest point at 26,000 units.
- In the last forty minutes of the match, electricity
consumption increases steadily to just over 28,000 units.
- However, at the beginning of the extra-time period
consumption falls dramatically, hits a low plateau and
then immediately rises to resume normal consumption
levels at the end of this period.
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