Free Essay

A-Level Geography Revision

In:

Submitted By Ollie2304
Words 2566
Pages 11
Waves
Waves are generated by wind blowing over the sea. The characteristics of waves are determined by the strength of the wind, its duration and fetch (distance a wave travels). The stronger the wind the greater the friction on the surface of the sea and therefore the bigger the wave.
Constructive waves
Constructive waves are flat and low in height and have a long wave length. Their strong swash carries material up the beach, forming a berm. They have a low frequency of between 6 and 8 waves per minute. The wave energy dissipates over a wide area which results in a weak backwash.
Destructive waves
Destructive waves have a large wave height and short wave length. They have tall breakers that have a high downward force and a strong backwash. Their frequency is high with between 13 and 15 waves per minute. Their strong downward energy helps erode beach material and cliffs. The strong backwash results in narrow beach profiles.
Tides
Tides are the rise and fall of sea levels. Tides are caused by the gravitational pull of the moon and to a lesser extent the sun. When the earth, the moon and sun are aligned the gravitational pull is at it’s greatest. This creates a Spring tide. A Spring tide results in a high, high tide and low, low tide. This creates a high tidal range (difference between the highest and lowest tide) and results in stronger tidal currents than normal. Spring tides usually occur twice a month when there is a full moon.

When the sun and moon are at a right angle to the earth we experience Neap tides. The gravitational pull of the sun partially cancels the moon’s. This results in a low, high tide and a high, low tide. This creates a low tidal range and results in weaker tidal currents than normal.

Sub-Aerial Processes
Sub-aerial process are land based processes which alter the shape of the coastline. These are a combination of weathering and mass movement.
Sub-aerial processes – weathering
Weathering is the decay and disintegration of rock in situ. There are two main types of weathering that affect the coast. These are mechanical and biological weathering.
Mechanical (physical) weathering
Mechanical or physical weathering is the fracture and breakdown of rocks into fragments. Along the coast it may be caused by frost shattering (freeze-thaw), salt crystallisation, wetting and drying, or even biologically.
Mechanical weathering refers to physical processes such as freeze-thaw and biological weathering. Freeze-thaw occurs when water gets into cracks in rocks and freezes. This then expands by around 10%. The repeated freeze thaw action puts pressure on the rocks until they eventually crack and break the rock. Freeze-thaw usually occurs when the temperature oscillates around freezing point. The shattered angular fragments of rock accumulate around the base of the cliff as scree (talus). As coastal climates tend to be milder this process is only really effective during very cold winters.
A common type of mechanical weathering found at coasts is salt crystallisation. This is when salt crystals are deposited in cracks and over time the salt accumulates and applies pressure to the crack (similar to freeze-thaw weathering).
Wetting and drying is common along coastlines. Clay rich rocks are prone to expand when they are wet and contract when they dry. This results in cracks which are vulnerable to both freeze-thaw and salt crystallisation.
Biological weathering is mechanical when there is a physical effect. An example of this is when growing plant roots widen cracks as does the leverage created by bushes and trees swaying in strong winds. Burrowing animals and nesting birds excavate material in partially weathered and eroded cliffs.
Chemical weathering
Chemical weathering involves decomposition of rocks (literally, changing the minerals). Chemical weathering occurs as a result of a weak chemical reaction between water and rock. eg. with limestone. Rainwater mixed with carbon dioxide in the atmosphere forms Carbonic acid. This then reacts with calcium carbonate in limestone to form calcium bicarbonate. Bicarbonate is soluble in water and the limestone gets weathered when carbonation occurs.
The role of weathering is to weaken cliffs. This weakening speeds up the rates of erosion.
Sub-aerial processes – mass movement
Mass movement is the movement of material downslope as the result of gravity. This can be a slow process in the case of soil creep or fast in the case of rockfalls. Water commonly acts as a lubricant in mass movement.
Soil creep
Soil creep is a slow but continuous process. It typically occurs on most slopes over 5 degrees. Soil creep rarely exceeds speeds of 1cm per year. Creep occurs as the result of repeated expansion and contraction of material. Cycles of freeze thaw heave particles up on freezing and allow them to fall further down slope when the ice melts. Alternating hydration and dehydration have the same effect.
Earth flows
Earth flows tend to be faster than slow creep but less sporadic. Earthflows have a characteristic “hourglass” shape. The slope material liquefies and runs out, forming a bowl or depression at the head. The flow itself is elongate and usually occurs in fine-grained materials or clay-bearing rocks on moderate slopes and under saturated conditions. However, dry flows of granular material are also possible.
Mud flows
A mudflow is an earthflow consisting of material that is wet enough to flow rapidly and that contains at least 50 percent sand, silt, and clay-sized particles. In some instances, for example in many newspaper reports, mudflows and debris flows are commonly referred to as “mudslides.”

Slide / Slumps
One of the most common types of mass movement along the coast are rotational slumps. The image below shows slumping at Tunstall, Holderness Coast.
Slumps happen because of a number of factors. Firstly, marine processes erode and undermine the base of the cliff. Rainwater infiltrates the cliff through unconsolidated, porous material (e.g. boulder clay). This then creates a slip plane. The weight of the saturated clay causes the material to slump along the slip plane. The process is illustrated in the diagram below.
Rockfall
Rockfalls are usually associated with near vertical slopes. Only more resistant rock can sustain these angles on the coast. They are most commonly triggered by undercutting in the inter-tidal zone or freeze-thaw weathering.
Run-off
Run-off has the ability to move fine material downslope, particularly where overland flow occurs as a thin, continuous layer (sheet flow) and washes silt and clay sized particles.

Marine Processes
Marine processes are those associated with the action of waves.
Erosion
Erosion refers to the wearing away of the land surface and removal of materials by river and sea water, ice and wind. There are four main processes of erosion along the coast. These are hydraulic action, abrasion and corrasion, attrition and solution.
Hydraulic action
Waves breaking at the foot of a cliff force air in cracks to be compressed. Loose rocks are dislodged and removed. When the wave retreats the compressed air rushes out of the crack and can further weaken faults in the cliff face.
Abrasion
Abrasion is the sandpaper effect of loose rocks being scraped along bare rock. It often smooths and polishes the rock.
Corrasion
Corrasion is when rock caught up in surging waves are hurled at a cliff face – causing it to be chipped and gauged.
Attrition
Attrition is when rocks carried by seawater collide – gradually making them smaller and smoother.

Transportation
Transportation is movement of sediment by the action of waves.
Traction
Traction involves the rolling of large and heavy rocks along the seabed.
Saltation
Saltation involves smaller material being bounced along the seabed.
Suspension
Suspension is when lighter sediment is suspended within the water. This often discolours the water close to the shore.
Solution
Sediment that has dissolved completely will be transported in solution.

Deposition
Deposition occurs when energy levels decrease in environments such as bays and estuaries. Where deposition occurs on the inside of a spit a salt marsh can form.
Longshore Drift (littoral drift)
Longshore drift is a process responsible for moving significant amounts of sediment along the coast. This usually occurs in one direction as dictated by the prevailing wind. For example the prevailing wind along the Holderness Coast is north-easterly. As the result waves break on to the beach obliquely at an angle of around 45 degrees. The swash moves beach material along the beach and the backwash, under gravity, pulls the material back down the beach at right angles to the coastline. Over time this creates a net shift of material along the coast.
Where the removal of beach material exceeds the supply erosion occurs. This is illustrated in the photograph below where a large rock groyne at Mappleton stops the supply of new beach material. As the result longshore drift transports material from the beach to the south of the groyne and is not replenished. This leads to a lack of beach material and therefore protection for the soft, boulder clay cliffs.

Landforms of deposition
Landforms of deposition occur where accumulation of sand and shingle is greater than it is removed. This is particularly the case where constructive waves are prevalent or where there is an abundant amount of beach material supplied. Beaches and associated features: berms, runnels and cusps
Beaches are dynamic environments which for the buffer between land and sea. They have 3 main components, the nearshore (where the land begins to affect the sea), the foreshore (surf zone) and the backshore (usually above the high tide mark). The backshore typically features the material deposited by storm waves.

The gradient of the beach tends to change during the year. Beaches are typically steeper in summer. This is because constructive waves are more common in summer, but destructive waves are more common in winter.
The strong swash of a constructive wave deposits the largest material at the top of the beach. As the upper beach builds up, the backwash becomes even weaker because a greater proportion of the water drains away by percolation, rather than running down the beach.
The weak swash of a destructive wave deposits material at the base of the beach. It cannot advance further up the beach because it is destroyed by the backwash from the previous breaking wave.
Ridges and runnels form parallel to the shore line in the foreshore zone. Ridges are areas of the foreshore that are raised above the adjacent shore which dips into a Runnel.

If you were to look at the cross-section (see below) it would appear similar to that of hills and valleys but at a much smaller scale.
Ridge and runnel systems are formed due to the interaction of tides, currents, sediments and the beach topography. They only form on beaches with a shallow gradient. They form as a simple drainage route for tides. Water flows in and out via the runnel.
Spring tides often form a storm ridge which consists of the largest material thrown up by the strong swash of the larger waves. Following tides often cannot reach these features therefore they remain largely untouched. There are often a series of smaller ridges formed beneath the storm ridge known as berms. These mark the successive high tides that follow the spring tide through to the neap tide.

Cusps are crescent-shaped indentations that form on beaches of mixed sand and shingle. They are formed where there is a junction between sand and shingle. Once the curving shape is created, swash is concentrated in the small bay that forms in the centre of the cusp. This creates a stronger backwash that removes material down the beach.

Spits are formed where the coast suddenly changes direction e.g. across a river mouth. Longshore drift continues to deposit material across the mouth of a river which results in the formation of a long bank of sand and shingle forming. The image below shows Spurn Head which has been formed by the deposition of material transported by longshore drift from north to south along the Holderness Coast. Where the coast changes direction where it meets the mouth of the Humber Estuary this material continues to be deposited forming Spurn Head. A salt march has formed on the inside, sheltered side of Spurn Head (right of the picture).
Changes in the prevailing wind and wave direction can cause a spit to form a recurved end. Over time several recurved ends may form as waves return to their dominant direction. Where the wind is strong enough to lift sediment of the beach dunes may form which adds stabilisation to the spit when pioneer plants such as marram grass anchor the sand.
Bars and Tombolo
A bar is a spit that joins together two headlands. Bars are particularly obvious at low tide when they become exposed. At high tide bars make the water shallow which often causes waves to break early. A lagoon may be formed within a bay as the result of a bar. Where a spit links the mainland and an island a tombolo is formed.
Dunes are landforms formed from sand deposits that have been blown off the beach. Where sufficient sand is deposited and dries in the intertidal zone (foreshore – area between the high and low tide marks) it is then transported by saltation by the blowing wind. Sand dunes only form where the rate of beach deposition is greater than erosion (positive sediment budget).
When the dried sand reaches the top of the beach it can be trapped by debris such as driftwood, dead seaweed or rocks and pebbles. If the sand is not eroded again it may become colonised by small plants, or trap other windblown debris, increasing its size and thus trapping even more sand. The PH of the sand is very alkaline here (carbonate from sea shells) and only the most hardy plants such as lyme grass and sand couch colonise.
The first dunes to form are known as embryo dunes. They contain species such as lyme grass, sand couch and marram grass. These species survive by growing upwards through accumulating wind blown sand. These plants add organic matter to the dunes making the dunes more hospitable for plants that later grow. These dunes tend to grow to around 1m.
The next stage in the sequence of sand dune development is the formation of foredunes or yellow dunes. These are initially yellow but darken as organic material adds humus to the soil. The dunes remain slightly alkaline. Foredunes tend to grow to around 5m in height and around 20% of the sand is exposed (this is down from around 80% of embryo dunes). Very little moisture exists in this area.
The next stage is the formation of grey dunes and dune ridges. By this stage the dunes are more fixed. The soil becomes increasingly acidic as more humus forms which in turn increases water retention. Combined this allows new species of plants to thrive e.g. creeping willow and dewberry. Less than 10% of the sand is exposed on these dunes which tend to be between 8-10m high.
Very little sand from the beach accumulates beyond the grey dunes and dune ridges which leads to the formation of wasting dunes. Here the soil is more acidic, water retentive and rich in humus. Typical vegetation here includes heather and gorse. Dune height here is usually between 6-8m high.

Similar Documents

Premium Essay

Poo on Women: Is This Bad?

...Spring Term Revision Schedule 2013-14 Week 1 | Monday 7th April | Morning session 10.00-12.00 | Afternoon Session 1.00-3.00 | | Subject/course | Teacher | Room | Subject/course | Teacher | Room | | Extend Diploma Electrical Engineering EDENGE22A | Barbara Walsh | C434A/C434B | Extend Diploma Engineering Electrical EDENGE22A | Barbara Walsh | C434A/C434B | | Extend Diploma Mechanical Engineering EDENGM22A/B | Peter Kempen | C402/C405 | Extend Diploma Mechanical Engineering EDENGM22A/B | Peter Kempen | C402/C405 | | GCSE English | Katherine Davey | G4 | GCSE English | Katherine Davey | G4 | | AS English Literature | Francesca Thomas | A58 | | | | | Archaeology: Unit 1 | Caroline Wilcox | B254 | Archaeology: Unit 2 | Caroline Wilcox | B254 | | Vocational Business assignment completion | Kemi Osoba | A49 | Vocational Business assignment completion | Bekoe Newman | A49 | | Vocational Sport and Travel Tourism assignment completion | Danny Chilvers | A50 | Vocational Sport and Travel Tourism assignment completion | Danny Chilvers | A50 | | AS /A2 GraphicsExtend Diploma Year 2 Final Major Project | Mark Pearson | Art Rooms | AS /A2 GraphicsExtend Diploma Year 2 Final Major Project | Mark Pearson | Art Rooms | Spring Term Revision Schedule 2013-14 Week 1 | Tuesday 8th April | | Morning session 10.00-12.00 | Afternoon Session 1.00-3.00 | | Subject/course | Teacher | Room | Subject/course | Teacher | Room | | A2 Business (China...

Words: 883 - Pages: 4

Premium Essay

Half Term Revision Dates

...Spring Term Revision Schedule 2013-14 Week 1 | Monday 7th April | Morning session 10.00-12.00 | Afternoon Session 1.00-3.00 | | Subject/course | Teacher | Room | Subject/course | Teacher | Room | | Extend Diploma Electrical Engineering EDENGE22A | Barbara Walsh | C434A/C434B | Extend Diploma Engineering Electrical EDENGE22A | Barbara Walsh | C434A/C434B | | Extend Diploma Mechanical Engineering EDENGM22A/B | Peter Kempen | C402/C405 | Extend Diploma Mechanical Engineering EDENGM22A/B | Peter Kempen | C402/C405 | | GCSE English | Katherine Davey | G4 | GCSE English | Katherine Davey | G4 | | AS English Literature | Francesca Thomas | A58 | | | | | Archaeology: Unit 1 | Caroline Wilcox | B254 | Archaeology: Unit 2 | Caroline Wilcox | B254 | | Vocational Business assignment completion | Kemi Osoba | A49 | Vocational Business assignment completion | Bekoe Newman | A49 | | Vocational Sport and Travel Tourism assignment completion | Danny Chilvers | A50 | Vocational Sport and Travel Tourism assignment completion | Danny Chilvers | A50 | | AS /A2 GraphicsExtend Diploma Year 2 Final Major Project | Mark Pearson | Art Rooms | AS /A2 GraphicsExtend Diploma Year 2 Final Major Project | Mark Pearson | Art Rooms | Spring Term Revision Schedule 2013-14 Week 1 | Tuesday 8th April | | Morning session 10.00-12.00 | Afternoon Session 1.00-3.00 | | Subject/course | Teacher | Room | Subject/course | Teacher | Room | | A2 Business (China...

Words: 883 - Pages: 4

Premium Essay

Idiots

...Education up to Matriculation. 3. Provision of missing facilities in schools. 4. Provision of free textbooks. 5. Grant of scholarships and incentives to girl students. 6. Composite examination at Matric level throughout the country from 2007. 7. Composite examination will be introduced in 2009 for HSSC. 8. English language has been made compulsory from Class-1 onwards. 9. The grievances of a particular sect / community addressed by removing controversial books in Northern Areas. However, in next review/revision: 1. Emphasis to be placed on language and literature learning instead of repetition of topics of Islamiyat in language learning i.e. Urdu/English textbooks etc. 2. Overlapping and duplication of contents in various subjects needs removal and the contents of subjects need to be examined to make them non-controversial. 10. Social Studies for classes VI-VIII bifurcated into History and Geography and will be taught as compulsory subjects from the academic year 2006. The curriculum prepared and notified and provincial textbook boards preparing the books for these subjects. 11. Introduction of English as medium of instruction for Science, Mathematics, Computer Science and other selected subjects like Economics and Geography in all schools in a graduated manner was endorsed. 12. Budgetary allocations for education from existing 2.7% of GDP to be increased to 4% of GDP. 13. Revise curriculum to ensure that: 1. Technical...

Words: 556 - Pages: 3

Premium Essay

Geography

...CURRICULUM OF GEOGRAPHY For 4 years BS & 2 years MS (Revised 2009) | | HIGHER EDUCATION COMMISSION ISLAMABAD CURRICULUM DIVISION, HEC Dr. Syed Sohail H. Naqvi Executive Director Prof. Dr. Altaf Ali G. Shahikh Member (Acad) Miss Ghayyur Fatima Director (Curri) Mr. M. Tahir Ali Shah Deputy Director (Curri) Mr. Shafiullah Deputy Director Composed by Mr. Zulfiqar Ali, HEC Islamabad CONTENTS 1. Introduction………………………………… 6 2. Aims and Objectives……………………… 10 3. Standardized Format for 4-years BS degree programme ………………………. 12 4. Scheme of Studies for BS …………………. 14 5. Details of Courses for BS …………………. 16 6. Elective Group Papers ……………………. 45 7. Scheme of Studies for MS Programme …. 48 8. Details of Courses for MS …………………. 50 9. Optional Courses Model……………………. 56 10. Recommendations …………………………. 61 11. Annexures A,B,C,D & E …………………… 63 PREFACE Curriculum of a subject is said to be the throbbing pulse of a nation. By looking at the curriculum one can judge the state of intellectual development and the state of progress of the nation. The world has turned into a global village; new ideas and information are pouring in like a stream. It is, therefore, imperative to update our curricula regularly by introducing the recent developments in the relevant fields of knowledge. In exercise...

Words: 17448 - Pages: 70

Premium Essay

Personality Overview

...Personality Overview Theories of personality are truly amazing as each theorist speculates from his or her own point of view. All theories are a reflection of their author’s personal background, childhood experiences, interpersonal relationships, philosophy of life and the way they look at the world (feist & feist, 2009). In the following document strengths and limitations will be discussed in relation to underlying assumptions, deterministic versus free will, and awareness of self through conscious and unconscious motives for behavior. The psychoanalytic theory presented by Sigmund Freud paved the way for future psychoanalysts to add their own theories. According to McLeod (2007) Psychodynamic approach assumptions include our feelings that are powerfully affected by unconscious motives. Our behavior and feelings as adults are rooted in our childhood experiences and all behavior has a cause, even slips of the tongue. Therefore all behavior is determined. Personality is made up of three parts and behavior is motivated by two instinctual drives. Parts of the unconscious mind are in constant conflict with the conscious part of the mind. According to Berryhill, (2011) one major concept and underlying assumption of Freud’s theory subdivides the human mind into three distinct categories. According to his theory the components of the mind include the conscious, preconscious and the subconscious areas. The conscious mind also includes our current thinking processes, behaviors and...

Words: 1411 - Pages: 6

Free Essay

Syllabus Design

...educational setting, especially for language teaching, the necessity of course books leads the way to the exploration of the course book evaluation by teachers. The aim of this paper is to make a detailed evaluation of a common EFL course book ‘Cambridge English for Schools’ which is taught in a popular Iranian language school, Simin Educational Association, according to certain general principles, based on good language-teaching practice. Course Description Cambridge English for Schools is a course in English for young students aged 10/11 and upwards consisting of five levels, Beginner, False beginner, Elementary, Pre-intermediate, Intermediate. The Starter level provides around 40-60 hours of class work while levels 1-4 have 32 units and 80+ hours each. The reason the author has chosen this book for evaluation is twofold-his long familiarity with the course as a result of teaching it at different levels for some time and its claim to benefit from a new approach to English, designed especially for young students and adolescents, namely communicative, task-based approach to...

Words: 2252 - Pages: 10

Premium Essay

Business Intelligence

...Dear Sir/Madam, Subject. : Call for Research Papers for “AIMA Journal of Management & Research” Management Research has expanded significantly in recent years, making it difficult for scholars to follow advances in multiple specialized subfields. AIMA Journal for Management and Research (AJMR) addresses this by publishing important theoretical and empirical research done in various subfields of management. The objective of this theme based journal is to quickly update the researchers in specific fields. Facilitating them with latest Research Paper, Bibliography of research papers and books. The goal of AJMR is to bring fresh perspective to research in management and take research to masses through its open access, internet based technology. AJMR is a quarterly journal, and every quarter a new topic/theme is chosen and paper pertaining to it are called for and subsequently reviewed for publication. We take this opportunity to invite research papers, case studies, monographs on the below stated theme. The theme for the August issue is “Business Intelligence, Analysis and Strategy” Background Theme The key to thriving in a competitive marketplace is staying ahead of the competition. Making sound business decisions based on accurate and current information takes more than intuition. Business success depends upon opportunities availed, strategy designed and action taken. But in most of the situation like in retail where Fifty-Three percent (53%) of...

Words: 649 - Pages: 3

Free Essay

Physical Geo

...Physical Geography Chapter 1: The Discipline of Geography Principles of Geography Geography is the study of the distributions and interrelationships of earth phenomena. Geography is different from other disciplines in that it doesn't have a particular "thing" it studies. Botanists study plants, while geologists are interested in rocks. Geography is defined by its approach or methodology. Geographers describe their discipline as a spatial science. By "space" we aren't talking about celestial space. Geographers are concerned with answering questions about how and why phenomena vary across the surface of the Earth. For instance, geographers investigate patterns of vegetation as they relate to distributions of climate, soils, and topography. Geographers recognize the dynamic nature of Earth's physical systems. The physical geography of Earth changes in response to variations in weather and climate, the shifting of continents, and and the sculpting of coastlines by wave action. By recognizing the Earth system is dynamic, geographers take time into consideration when looking at the spatial patterns of Earth phenomena. Therefore, geographers are playing important roles in understanding the effects of climate change on earth systems. The role of geographers in assessing patterns of environmental change is a theme that reoccurs throughout this book. Figure 1.1 Folded Appalachian Mountains Linear folds of the Appalachian Mountains can be easily seen in this satellite image. (Source: NASA/GSFC/JPL...

Words: 8683 - Pages: 35

Premium Essay

Lecture

...THE INCREASING RETURNS REVOLUTION IN TRADE AND GEOGRAPHY Prize Lecture, December 8, 2008 by Paul Krugman Princeton University, Woodrow Wilson School, Princeton, NJ 08544-1013, USA. Thirty years have passed since a small group of theorists began applying concepts and tools from industrial organization to the analysis of international trade. The new models of trade that emerged from that work didn’t supplant traditional trade theory so much as supplement it, creating an integrated view that made sense of aspects of world trade that had previously posed major puzzles. The “new trade theory” – an unfortunate phrase, now quite often referred to as “the old new trade theory” – also helped build a bridge between the analysis of trade between countries and the location of production within countries. In this paper I will try to retrace the steps and, perhaps even more important, the state of mind that made this intellectual transformation possible. At the end I’ll also ask about the relevance of those once-revolutionary insights in a world economy that, as I’ll explain, is arguably more classical now than it was when the revolution in trade theory began. 1. TRADE PUZZLES In my first year as an assistant professor, I remember telling colleagues that I was working on international trade theory – and being asked why on earth I would want to do that. “Trade is such a monolithic field,” one told me. “It’s a finished structure, with nothing interesting left to do.” Yet even before the arrival...

Words: 5756 - Pages: 24

Premium Essay

This Is for Business Management Students

...Political Science 101 Chapter 2 Notes The Road to Independence * Why was America so well suited to be the first nation to break with monarchy and embrace republicanism? * Geography * Distance limited Britain’s capacity to govern the colonies * Americans enjoyed home rule * The British had ceded to Americans responsibility for managing their own domestic affairs, including taxation * For more than a century colonists elected their own leaders and held them accountable for local policies and taxes * Legacy of self-government * Role of popularity elected legislature * Control of purse strings * Dominance of other institutions * Abundance of experienced polinticians * Knowledge of constitutional writing * Home rule * Experience with local affairs but not collective action between colonies * Strains during the French and Indian War * Albany Congress Limitations to Colonial Home Rule * Their Limited home rule did have some disadvantages: * Limited training for self-governance * Did not regulate their own commerce * Depended on Britain for military security * Incentive to free ride; Limited experience in collective action Franklin’s “Plan of the Union” * This plan called for an American army to provide for the colonies’ defense, a popularity elected national legislature with the power to levy taxes...

Words: 1557 - Pages: 7

Free Essay

Nothing

...Unit 1: Understanding Our Natural World Theme A: The Dynamic Landscape Specification: GCSE Geography Unit 1: Understanding Our Natural World Theme A: The Dynamic Landscape |Specification Content |Learning Outcomes |Teaching and Learning Activities |Resources | |The Drainage Basin: A |Students should be able to: | | | |Component of the Water Cycle | | | | | |demonstrate knowledge and understanding of|The two websites listed here give clear animations of the hydrological cycle |www.epa.gov/ogwdw/kids/flash/ flashwatercycle.html | | |the components of the drainage basin cycle|which students can watch and discuss. |www.sweetwater.org/education/ watercycle.swf | | |and their interrelationships: | | ...

Words: 5512 - Pages: 23

Free Essay

Critical Analysis of Grade 10 Economics Book for Maharashtra Board

...Introduction According to Hall Quest, a good text book is * A Source of knowledge * A Guide * A tool and an instrument to the pupil * A means of interpreting the truth Gurudev Rabindranath Tagore said "Facts are many, but the truth is one." A text book should be such that it helps pupil to understand the truth from the facts. Beacon “Text book designed for classroom use.” Language “Text book is a standard book for a special branch of study.” American Text Book Publishers Institute – A true text book is one specially prepared for the use of pupils and teachers in a class of a school, presenting a course of study in a single subject or closely related to the subject. Education is a tri-polar process. It’s poles are teachers, students, and content. The content or the subject matter is the all intervening variable. It helps the interaction between the teacher and the pupil. A teacher cannot successfully carry out his/her assignment of imparting knowledge to the pupil in absence of proper content. Text books are designed in organised and methodical manner to suit the requirements of both teachers and students and for the ultimate goal of knowledge transfer. Characteristics of a Good Text Book The teacher and the pupil should be aware of the important characteristics that make a good and effective text book. Some of the important characteristics of a good text book are enumerated below: 1. Get-up * Get up i.e. the look and feel of the text...

Words: 1530 - Pages: 7

Premium Essay

Elijahndhlovu

...Jump to Navigation S-cool the revision website Home GCSE A-Level Timetable Forum Ask What's new Shop Uni-find Home » GCSE » Geography » Populations » Population Growth Population Growth Revise quicker reader Get revision guides Get question banks Ask questions Make a timetable Access Now (or Login) Migration Back to Populations Revise quicker now! World population growth is increasing,and is already causing many problems. It is projected to continue growing in some parts of the world whilst others stabilise, with some estimates putting the final population of the world as high as 12 billion (it is currently half that). Copyright S-cool Managing population growth Population growth brings with it many pressures. The environmental impacts are discussed below, however, there are many other effects of this rapid growth. The main areas of rapid population growth are: Asia, Africa and Latin America. These developing areas are moving through the demographic transition model from stage 2 to stage 3. In other words, during the second half of the 20th century their death rates fell, whilst the birth rates continued to be high. This was due to improving health care and sanitary conditions. As a result of the BR being so much higher than the DR, the population of these areas has exploded. This population growth in the LEDC's could lead to a range of problems, which are...

Words: 1755 - Pages: 8

Premium Essay

Economy

...Introduction The legislation process of Anti-Monopoly Law has been indeed a long journey. The new AML is a tremendous leap forward for China, bringing China into the modern world of antitrust and competition law. The law, which aims to prevent dominance of any one company, was first proposed in 1994. But its pace was slow until 6 years later because of pressure from big state-owned companies and multinationals that had just started doing business in China. It wasn't until 2001, when China joined the World Trade Organization, did the process accelerate. In August 2007, the law was finally passed by the National People's Congress. Although the measure compromised with state-owned enterprises, which dominate industry, people tend to believe it will make way for free market competition against monopolies. It's gained a lot of praise and set a milestone in China's legal history. In our daily life, we can face several kinds of monopolistic practice, for example, if your grocery store sells you a bag of tea with the condition that you buy a pound of sugar that would be a tie-in sale. In this paper, first, I will show the detail in the China competition law, then I will specific the monopolistic practice in Price discrimination which I think we usually face most in our society, and in the last part will be the impact of the Anti-monopoly law. China competition law On 30 August 2007, after more than a decade of legislative efforts, the Standing Committee of the National People’s...

Words: 2160 - Pages: 9

Premium Essay

Conversion Experiences Are the Strongest Evidence for the Existence of God

...Bridging Unit TASK One: Career Plan Career aspirations In the near future I would like to work in primary education. I originally wanted to go into secondary education with a qualification in Religion and Theology, however over the course of my first year in A Levels I realised that I had chosen the wrong subjects and this could be seen in the results that I got. I still wanted to work with children so I decided to go into Primary education. I had thought about two different ways into how I could approach my future ambitions, they are as the following, the first route was to complete my education go to university and complete a degree in Primary education, and my second route was to quite education and go into an apprenticeships, thereby I would be earning whilst I’m learning. Why have I chosen that career? There are many reason into why I have chosen to go into this career path, one of the main reason is that primary education would allow me to have a successful career by nurturing young minds, and allowing me to have a huge influence on the child's academic future. I have always loved children and loved working with them, the thought of having a positive effect on a child’s life brings pride and joy to my mind. I could have also into primary education by taking the route of apprenticeship however I wanted to go into my working life with an qualification, meaning that if I wanted to change my work place I can show my qualifications. What I know about that career...

Words: 1792 - Pages: 8