Weather and Climate the Domain of Air on the Earth 13 Notesnotes
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How the Ocean Affects Weather & Climate
Ocean in Motion 6: How does the Ocean Change Weather and Climate? A. Overview 1. The Ocean in Motion -- Weather and Climate In this program we will tie together ideas from previous lectures on ocean circulation. The students will also learn about the similarities and interactions between the atmosphere and the ocean. 2. Contents of Packet Your packet contains the following activities: I. A Sea of Words B. Program Preparation 1. Focus Points OThe oceans and the atmosphere are closely linked 1. the sun heats the atmosphere as well as the oceans 2. water evaporates from the ocean into the atmosphere a. forms clouds and precipitation b. movement of any fluid (gas or liquid) due to heating creates convective currents OWeather and climate are two different things. 1. Winds a. Uneven heating and cooling of the atmosphere creates wind b. Global ocean surface current patterns are similar to global surface wind patterns c. wind patterns are analogous to ocean currents 2. Four seasons OAtmospheric motion 1. weather and air moves from high to low pressure areas 2. the earth's rotation also influences air and weather patterns 3. Atmospheric winds move surface ocean currents. ©1998 Project Oceanography Spring Series Ocean in Motion 1 C. Showtime 1. Broadcast Topics This broadcast will link into discussions on ocean and atmospheric circulation, wind patterns, and how climate and weather are two different things. a. Brief Review We know the modern reason for studying ocean circulation is because it is a major part of our climate. We talked about how the sun provides heat energy to the world, and how the ocean currents circulate because the water temperatures and densities vary. -
Weather and Climate: Changing Human Exposures K
CHAPTER 2 Weather and climate: changing human exposures K. L. Ebi,1 L. O. Mearns,2 B. Nyenzi3 Introduction Research on the potential health effects of weather, climate variability and climate change requires understanding of the exposure of interest. Although often the terms weather and climate are used interchangeably, they actually represent different parts of the same spectrum. Weather is the complex and continuously changing condition of the atmosphere usually considered on a time-scale from minutes to weeks. The atmospheric variables that characterize weather include temperature, precipitation, humidity, pressure, and wind speed and direction. Climate is the average state of the atmosphere, and the associated characteristics of the underlying land or water, in a particular region over a par- ticular time-scale, usually considered over multiple years. Climate variability is the variation around the average climate, including seasonal variations as well as large-scale variations in atmospheric and ocean circulation such as the El Niño/Southern Oscillation (ENSO) or the North Atlantic Oscillation (NAO). Climate change operates over decades or longer time-scales. Research on the health impacts of climate variability and change aims to increase understanding of the potential risks and to identify effective adaptation options. Understanding the potential health consequences of climate change requires the development of empirical knowledge in three areas (1): 1. historical analogue studies to estimate, for specified populations, the risks of climate-sensitive diseases (including understanding the mechanism of effect) and to forecast the potential health effects of comparable exposures either in different geographical regions or in the future; 2. studies seeking early evidence of changes, in either health risk indicators or health status, occurring in response to actual climate change; 3. -
Uhm Phd 9519439 R.Pdf
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality or the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely. event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor. MI48106·1346 USA 313!761-47oo 800:521-0600 Order Number 9519439 Discourses ofcultural identity in divided Bengal Dhar, Subrata Shankar, Ph.D. University of Hawaii, 1994 U·M·I 300N. ZeebRd. AnnArbor,MI48106 DISCOURSES OF CULTURAL IDENTITY IN DIVIDED BENGAL A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAII IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN POLITICAL SCIENCE DECEMBER 1994 By Subrata S. -
Geographical Influences on Climate Teacher Guide
Geographical Influences on Climate Teacher Guide Lesson Overview: Students will compare the climatograms for different locations around the United States to observe patterns in temperature and precipitation. They will describe geographical features near those locations, and compare graphs to find patterns in the effect of mountains, oceans, elevation, latitude, etc. on temperature and precipitation. Then, students will research temperature and precipitation patterns at various locations around the world using the MY NASA DATA Live Access Server and other sources, and use the information to create their own climatogram. Expected time to complete lesson: One 45 minute period to compare given climatograms, one to two 45 minute periods to research another location and create their own climatogram. To lessen the time needed, you can provide students data rather than having them find it themselves (to focus on graphing and analysis), or give them the template to create a climatogram (to focus on the analysis and description), or give them the assignment for homework. See GPM Geographical Influences on Climate – Climatogram Template and Data for these options. Learning Objectives: - Students will brainstorm geographic features, consider how they might affect temperature and precipitation, and discuss the difference between weather and climate. - Students will examine data about a location and calculate averages to compare with other locations to determine the effect of geographic features on temperature and precipitation. - Students will research the climate patterns of a location and create a climatogram and description of what factors affect the climate at that location. National Standards: ESS2.D: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. -
King for a Day Teacher's Guide
King for a Day Teacher’s Guide for Grades K - 3 With Student Activity Sheets by Rukhsana Khan www.rukhsanakhan.com About Rukhsana Khan Rukhsana has been writing seriously since 1989. Currently she has twelve books published, several of which have been nominated and/or won awards. She is an accomplished storyteller and has performed at numerous festivals. For more information on Rukhsana and her books please visit her website: www.rukhsanakhan.com Rukhsana was born in Lahore, Pakistan and immigrated to Canada, with her family, at the age of three. She began by writing for community magazines and went on to write songs and stories for the Adam's World children's videos. Rukhsana is a member of SCBWI, The Writers Union of Canada and Storytelling Toronto. She lives in Toronto with her husband and family. To see the video book talk/tutorials for King for a Day and other titles, check out Ru khsana‘s Youtube chann el Books by Rukhsana: https://www.youtube.com/user/MsRukhsanaKhan King for a Day Big Red Lollipop Wanting Mor A New Life Many Windows Silly Chicken Ruler of the Courtyard The Roses in My Carpets Muslim Child King of the Skies Bedtime Ba-a-a-lk Dahling if You Luv Me Would You Please Please Smile King for a Day Teacher’s Guide by Rukhsana Khan Page 2 The following curriculum applications are fulfilled by the discussion topics and activities outlined in this teacher’s guide: Legend writing applications character applications visual art math applications applications drama applications Social Studies For insights into the creation of this book, read the interview between the author Rukhsana Khan and the illustrator Christiane Kromer in Appendix 1 Discussion Topics before reading the book (Reading Standards, Integration of Knowledge & Ideas, Strand 7) (Speaking & Listening Standards, Comprehension & Collaboration, Strands 1 and 2) Grades K - 3: Examine the cover of King for a Day. -
As Per Ganesha's View of Vaastu Shastra, Digging
As per Ganesha’s view of Vaastu Shastra, digging of the foundation is prohibited in the following months: 1) Chaitra (March-April): If digging starts in these months, the owner faces great hardships. First entry into the home with a purpose of living is also prohibited during this period. 2) Jyeshtha (June): If the digging starts in this month, the planets become unfavorable for the owner. First entry is also prohibited. 3) Asharh (July): If the digging is started in this month, the owner suffers the loss of animal stock. 4) Shravana (August): If digging is started in this month, the owner suffers loss of wealth. 5) Bhaadrapad (September): Digging in this month leads to quarrels at home. 6) Ashwin (October): Digging leads to familial disputes in the home. 7) Kartik (November): If digging is started in this month, servants and subordinates run away. 8) Magh (February): Owner has to face the danger of fire in his home, if digging starts in this month. Following months, however, are considered auspicious to start digging of foundation: 1) Baishakh (May): The owner gets unprecedented benefits if digging is started in this month. 2) Margshirsh (December): The owner obtains wealth if the digging starts in this month. This month is also auspicious to make first entry in the home. 3) Paush (January): Owners gets wealth if the digging starts in this month. 4) Phalgun (March): All the desires of the owner are fulfilled if the digging starts in this month. Among all the months, Baishakh, Shravan, Margshirsh Magh and Falgun are good for the work. -
Weather and Climate Science 4-H-1024-W
4-H-1024-W LEVEL 2 WEATHER AND CLIMATE SCIENCE 4-H-1024-W CONTENTS Air Pressure Carbon Footprints Cloud Formation Cloud Types Cold Fronts Earth’s Rotation Global Winds The Greenhouse Effect Humidity Hurricanes Making Weather Instruments Mini-Tornado Out of the Dust Seasons Using Weather Instruments to Collect Data NGSS indicates the Next Generation Science Standards for each activity. See www. nextgenscience.org/next-generation-science- standards for more information. Reference in this publication to any specific commercial product, process, or service, or the use of any trade, firm, or corporation name See Purdue Extension’s Education Store, is for general informational purposes only and does not constitute an www.edustore.purdue.edu, for additional endorsement, recommendation, or certification of any kind by Purdue Extension. Persons using such products assume responsibility for their resources on many of the topics covered in the use in accordance with current directions of the manufacturer. 4-H manuals. PURDUE EXTENSION 4-H-1024-W GLOBAL WINDS How do the sun’s energy and earth’s rotation combine to create global wind patterns? While we may experience winds blowing GLOBAL WINDS INFORMATION from any direction on any given day, the Air that moves across the surface of earth is called weather systems in the Midwest usually wind. The sun heats the earth’s surface, which warms travel from west to east. People in Indiana can look the air above it. Areas near the equator receive the at Illinois weather to get an idea of what to expect most direct sunlight and warming. The North and the next day. -
Emergency Nutrition Assessment Final Report Cox's Bazar, Bangladesh October 22- November 27 2017
EMERGENCY NUTRITION ASSESSMENT FINAL REPORT COX’S BAZAR, BANGLADESH OCTOBER 22 - NOVEMBER 27 2017 Action Against Hunger / Emergency Nutrition Assessment / Cox’s Bazar, Bangladesh / Oct - Nov 2017 1 ACKNOWLEDGEMENTS The Emergency Nutrition Assessment in Cox’s Bazar, Bangladesh was conducted on behalf of the Nutrition Sector by Action Against Hunger In collaboration with the Government of Bangladesh, the United Nations High Commissioner for Refugees, the World Food Programme, the United Nations Childrens’ Fund, Save the Children, and the Centers for Disease Control and Prevention. The assessment was funded by the United Nations High Commissioner for Refugees, the United Nations Childrens’ Fund, and the European Commission Humanitarian Aid and Civil Protection, however the opinions expressed in this report may not reflect the official opinion of these organizations. Action Against Hunger wishes to thank the Government of Bangladesh and the local governments of Cox’s Bazar, Ukhia, and Teknaf for their support in making this assessment a reality. Action Against Hunger also thanks the persons surveyed for their availability and flexibility, without which the results of this assessment could not have been possible. Family members and their measured children are warmly thanked for their cooperation and for welcoming survey teams into their homes for data collection. Action Against Hunger also thanks the community volunteers and community leaders for their collaboration in identifying survey areas and households during data collection. Special -
Dated : 23/4/2016
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MUGHAL EMPIRE Mughal Administration
M A HISTORY SEM-2 HY222 INDIAN HISTORY-2 MODULE-5 MUGHAL EMPIRE Mughal Administration Sources of information The Ain-I-Akbari of Abul Fazl Tabqat-I-Akbari of Nizam-ud-din Official handbooks or Dastur-ul-Amals Mundtakhab-ul-Tavarikh of Badauni Iqbal Namah of Muhammad Khan Foreign accounts and factory records Padshah Namah of Abdul Hamid Lahauri MUGHAL ADMINISTRATION • The history of the Mughals from 1526-1707 • Colorful and Splendid • Brought about immense Prestige • Beautification of Delhi • Development of administrative apparatus • Started purely as a military state but gradually gained the acceptance of the people • National Character under Akbar but reversed by Aurangzeeb Nature of Government • It was a military rule and was necessarily a centralised despotism • To the Muslims King was the head of government and religion • To the non-Muslims King was only their temporal head • Success of administration depended upon the personality of the King • Mughals were indebted to Shershah and the Persin rulers for administration Central Government • The King was the pivot of all administrative machinery • The power of the King depended upon the strength of the army under his command • There was no accepted law of succession • The rulers did not recognised any Khalifa as a superior overlord • The Kings except a few were hardworking in nature Central Government • Ministers are • Vakil or Prime Minister-important Vakils under Akbar were Bairam Khan and Sadullah Khan • Diva-I-Ala or Finance Minister-Muzafar Khan,Todarmal and Shah Manzur • -
World Journal of Pharmaceutical Research Dubey Et Al
World Journal of Pharmaceutical Research Dubey et al. World Journal of Pharmaceutical SJIF ResearchImpact Factor 8.074 Volume 8, Issue 10, 356-368. Review Article ISSN 2277– 7105 AN ANALYTICAL STUDY ON VASANTA RITUCHARYA 1 2 *Dr. Gajendra Kumar Dubey and Dr. Prem Yadav 1PhD and 2M.D. Department of Swasthavritta & Yoga, National Institute of Ayurveda, Jaipur. ABSTRACT Article Received on 23 June 2019, Ayurveda, the science of life is a time tested treasure of knowledge that Revised on 13 July 2019, has been handed down to us from our great ancestors. Ayurveda is Accepted on 03 August 2019, DOI: 10.20959/wjpr201910-15628 evaluated on earth for the maintenance of health and various principles of Dinacharya, Ritucharya, Ahara-Vihara, Dharaniya-Adharaniya Vega, Sadvritta, Achara Rasayana are described for achievement of *Corresponding Author Dr. Gajendra Kumar this goal under the head of Swasthavritta. Since the very birth, the two Dubey entities Desh and Kala have been mentioned as influencing the human PhD., Department of beings at every step. Kala (Time) as a causative factor has been said to Swasthavritta & Yoga, be irresistible, most powerful and uncontrollable. Therefore Kala has National Institute of been considered in critical manner in every concept of Ayurveda. The Ayurveda, Jaipur. annual change of seasons leads to disturbance in equilibrium of “Tridosha” which comes out as various problems. To balance these Doshas a person has to follow Ritucharya which is the basic and important concept of Swasthavritta. In Ritucharya the description of Ritu, Ritusandhi, Yamadranshtra etc. are found as per Ayurvedic literature. Natural cycle of Ritus affects the physical, chemical and biological nature of the environment, which directly affects the physiology of human. -
Jain Rituals and Ceremonies
Hansa and Vinod Sutaria Cleveland, OH JAIN RITUALS AND CEREMONIES Introduction.....................................................................................................................2 Six Essentials:.................................................................................................................2 1. Samayik: .............................................................................................................2 2. Chaturvimsati:.........................................................................................................3 3. Vandan:...................................................................................................................5 4. Pratikraman:............................................................................................................5 5. Kayotsarg:...............................................................................................................7 6. Pratyakhan: .............................................................................................................7 Rituals in Jainism:...........................................................................................................8 Daily worship of idols: ................................................................................................8 Special (Parva) Dev pujas-Poojan:............................................................................. 10 Penances ......................................................................................................................