The document provides step-by-step instructions for constructing ovals, ovoids, and spirals. It begins by showing how to draw an oval given the lengths of its major and minor axes. It then demonstrates how to obtain the center point and draw various arcs and lines to fully construct the oval shape. Similar techniques are used to construct an ovoid given only the length of its minor axis.
The Numinous Place is a multidimensional work of fiction from Screenwriter Mark Staufer and award-winning marketing and technology agency Brandwidth.
This title moves the possibilities on for authors without leaving their essential audience behind - readers!
View the trailer here: http://www.youtube.com/watch?v=j7vHMSZBspk
Customer experience transformation utilities june 25th 2014 copyphilippklaus
Understanding the financial value of customer experience: from regulatory pressure to ROI
With the huge push factor of regulatory pressures forcing utilities professionals into improving customer experience, it is critical to focus upon the pull factors of a customer experience strategy for increasing profit.
Maximising the true value of the customer experience industry
Investing in your customer experience strategy to improve customer service and maintain existing customers
Developing a competitive edge through customer experience. What plans and strategy do you need in place?
Professor Dr Phil Klaus
Lecturer and World Leading Expert in Customer Experience
Buy designer punjabi suits, salwar suits with bollywood style and design from CraftShopsIndia. Get huge collection of latest designer punjabi suits at best price. Free shipping, Discount available on products.
Slides for the hands on lightning component workshop that is accompanying the trailhead found https://developer.salesforce.com/trailhead/project/account-geolocation-app
Opinen is an opinion gathering platform and audience engagement tool, that increases the user engagements with enterprise level blogs and news media websites
Java 8, lambdas, generics: How to survive? - NYC Java Meetup GroupHenri Tremblay
Lambdas are sexy. But they are adding complexity. Mixed with generics, it creates a dangerous cocktail. Together, we will start from the bottom of generics and go straight through lambda inference. To explain why it is the way it is and tell you how to survive.
The Numinous Place is a multidimensional work of fiction from Screenwriter Mark Staufer and award-winning marketing and technology agency Brandwidth.
This title moves the possibilities on for authors without leaving their essential audience behind - readers!
View the trailer here: http://www.youtube.com/watch?v=j7vHMSZBspk
Customer experience transformation utilities june 25th 2014 copyphilippklaus
Understanding the financial value of customer experience: from regulatory pressure to ROI
With the huge push factor of regulatory pressures forcing utilities professionals into improving customer experience, it is critical to focus upon the pull factors of a customer experience strategy for increasing profit.
Maximising the true value of the customer experience industry
Investing in your customer experience strategy to improve customer service and maintain existing customers
Developing a competitive edge through customer experience. What plans and strategy do you need in place?
Professor Dr Phil Klaus
Lecturer and World Leading Expert in Customer Experience
Buy designer punjabi suits, salwar suits with bollywood style and design from CraftShopsIndia. Get huge collection of latest designer punjabi suits at best price. Free shipping, Discount available on products.
Slides for the hands on lightning component workshop that is accompanying the trailhead found https://developer.salesforce.com/trailhead/project/account-geolocation-app
Opinen is an opinion gathering platform and audience engagement tool, that increases the user engagements with enterprise level blogs and news media websites
Java 8, lambdas, generics: How to survive? - NYC Java Meetup GroupHenri Tremblay
Lambdas are sexy. But they are adding complexity. Mixed with generics, it creates a dangerous cocktail. Together, we will start from the bottom of generics and go straight through lambda inference. To explain why it is the way it is and tell you how to survive.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
3. Draw an oval knowing the
lenght of axes AB and CD
4. Draw an arc with its center at O and with radius of
OA that intersects the extension of CD (minor
axis) at point P. Join points A and C.
C
A O B
D
5. Draw an arc with its center at O and with radius of
OA that intersects the extension of CD (minor
axis) at point P. Join points A and C.
C
A O B
D
6. Draw an arc with its center at O and with radius of
OA that intersects the extension of CD (minor
axis) at point P. Join points A and C.
0°
179
C
A O B
D
7. Draw an arc with its center at O and with radius of
OA that intersects the extension of CD (minor
axis) at point P. Join points A and C.
C
179 0°
A O B
D
8. Draw an arc with its center at O and with radius of
OA that intersects the extension of CD (minor
axis) at point P. Join points A and C.
P
C
A O B
D
9. Draw an arc with its center at O and with radius of
OA that intersects the extension of CD (minor
axis) at point P. Join points A and C.
P
C
A O B
D
10. Draw an arc with radius CP and the centre on C
until it intersects segment AC at V.
P
C
A O B
D
11. Draw an arc with radius CP and the centre on C
until it intersects segment AC at V.
P
58 0°
C
A O B
D
12. Draw an arc with radius CP and the centre on C
until it intersects segment AC at V.
131°
58
P
58 0°
C
A O B
D
13. Draw an arc with radius CP and the centre on C
until it intersects segment AC at V.
131°
58
P
58 0°
C
A O B
D
14. Draw an arc with radius CP and the centre on C
until it intersects segment AC at V.
131°
58
P
58 0°
C
V
A O B
D
15. Draw an arc with radius CP and the centre on C
until it intersects segment AC at V.
131°
58
P
58 0°
C
V
A O B
D
16. Draw its perpendicular bisector AV, wich will
intersect OD or its extension at point M, as well as
the major semiaxis at point N.
P
C
V
A O B
D
17. Draw its perpendicular bisector AV, wich will
intersect OD or its extension at point M, as well as
the major semiaxis at point N.
0°
91
P
C
V
A O B
D
18. Draw its perpendicular bisector AV, wich will
intersect OD or its extension at point M, as well as
the major semiaxis at point N.
0°
91 0°
91
P
C
V
A O B
D
19. Draw its perpendicular bisector AV, wich will
intersect OD or its extension at point M, as well as
the major semiaxis at point N.
0°
91 0°
91
P
C
V
0° 91
A O B
D
20. Draw its perpendicular bisector AV, wich will
intersect OD or its extension at point M, as well as
the major semiaxis at point N.
0°
91 0°
91
P
C
V
0° 91
A O B
D
21. Draw its perpendicular bisector AV, wich will
intersect OD or its extension at point M, as well as
the major semiaxis at point N.
0°
91 0°
91
P
C
V
0° 91
A O B
D
22. Draw its perpendicular bisector AV, wich will
intersect OD or its extension at point M, as well as
the major semiaxis at point N.
0°
91 0°
91
P
C
V
0° 91
N
A O B
D
M
23. Draw its perpendicular bisector AV, wich will
intersect OD or its extension at point M, as well as
the major semiaxis at point N.
0°
91 0°
91
P
C
V
0° 91
N
A O B
D
M
24. Draw the symmetrical points of M and N on the
opposite ide of the axes, M’ and N’.
P
C
V
N
A O B
D
M
25. Draw the symmetrical points of M and N on the
opposite ide of the axes, M’ and N’.
P
C
V
N
A O B
140 0°
D
M
26. Draw the symmetrical points of M and N on the
opposite ide of the axes, M’ and N’.
0°
P
86
C
V
N
A O B
140 0°
D
M
27. Draw the symmetrical points of M and N on the
opposite ide of the axes, M’ and N’.
0°
P 10°
86 86
C
V
N
A O B
140 0°
D
M
28. Draw the symmetrical points of M and N on the
opposite ide of the axes, M’ and N’.
0°
P 10°
86 M' 86
C
V
N N'
A O B
140 0°
D
M
29. Join points M and M’ to N and N’ and draw arcs
with centres M’ and M and with radius M’D and MC.
P
M'
C
V
N N'
A O B
D
M
30. Join points M and M’ to N and N’ and draw arcs
with centres M’ and M and with radius M’D and MC.
P
M'
C
V
N N'
N'
A O B
D
M
31. Join points M and M’ to N and N’ and draw arcs
with centres M’ and M and with radius M’D and MC.
P
M'
C
C
V
N N'
N'
A O B
D
M
32. Join points M and M’ to N and N’ and draw arcs
with centres M’ and M and with radius M’D and MC.
P
M'
C
C
V
N N'
N'
A O B
D
M
33. Join points M and M’ to N and N’ and draw arcs
with centres M’ and M and with radius M’D and MC.
P
M'
C
C
V
N N'
N'
A O B
D
M
34. Join points M and M’ to N and N’ and draw arcs
with centres M’ and M and with radius M’D and MC.
P
M'
C
C
V
N N'
N'
A 0° 257
O B
D
M
35. Join points M and M’ to N and N’ and draw arcs
with centres M’ and M and with radius M’D and MC.
P
P
M'
M'
C
C
V C
V
N
N
0°
257 N'
N'
N'
A
A O B
B
0° 257
O
D
D
M
M
36. Join points M and M’ to N and N’ and draw arcs
with centres M’ and M and with radius M’D and MC.
P
P
M'
M'
C
C
V C
V
N
N
0°
257 257 0° N'
N'
N'
A
A O B
B
0° 257
O
D
D
M
M
37. Join points M and M’ to N and N’ and draw arcs
with centres M’ and M and with radius M’D and MC.
P
P
M'
M'
C
C
V C
V 257
0°
N
N
0°
257 257 0° N'
N'
N'
A
A O B
B
0° 257
O
D
D
M
M
38. Join points M and M’ to N and N’ and draw arcs
with centres M’ and M and with radius M’D and MC.
P
P
M'
M'
C
C
V C
V 257
0°
N
N
0°
257 257 0° N'
N'
N'
A
A O B
B
0° 257
O
D
D
M
M
39. Finally, draw arcs with centres N and N’ and radius
NA and N’B.
P
M'
C
V
N N'
A O B
D
M
40. Finally, draw arcs with centres N and N’ and radius
NA and N’B.
0°
P
95 M'
C
V
N N'
A O B
D
M
41. Finally, draw arcs with centres N and N’ and radius
NA and N’B.
0°
P
95 M' 0°
95
C
V
N N'
A O B
D
M
42. Finally, draw arcs with centres N and N’ and radius
NA and N’B.
0°
P 0°
95 M' 0°
95
95
C
V
N N'
A O B
D
M
43. Finally, draw arcs with centres N and N’ and radius
NA and N’B.
0°
P 0°
95 M' 0°
95
95
C
V
N N'
A O B
D
M
44. Finally, draw arcs with centres N and N’ and radius
NA and N’B.
0°
P 0°
95 M' 0° 0°
95
9595
C
V
N N'
A O B
D
M
45. Finally, draw arcs with centres N and N’ and radius
NA and N’B.
0°
P 0°
95 M' 0° 0°
95
9595
C
V
N N'
A O B
D
M
46. Draw an ovoid knowing
that the lenght of its
minor axis is AB
47. Get point O by drawing the perpendicular bisector
of the known axis AB.
A B
48. Get point O by drawing the perpendicular bisector
of the known axis AB.
0°
0
A B
49. Get point O by drawing the perpendicular bisector
of the known axis AB.
0°
104
A B
50. Get point O by drawing the perpendicular bisector
of the known axis AB.
0°
B
104
A
51. Get point O by drawing the perpendicular bisector
of the known axis AB.
0°
104
A B
52. Get point O by drawing the perpendicular bisector
of the known axis AB.
0°
104
A B
53. Get point O by drawing the perpendicular bisector
of the known axis AB.
A B
54. Get point O by drawing the perpendicular bisector
of the known axis AB.
A B
55. Get point O by drawing the perpendicular bisector
of the known axis AB.
A B
O
56. Get point O by drawing the perpendicular bisector
of the known axis AB.
A B
O
57. With its centre at O and radius OA, draw a
circumference that intersects the perpendicular
bisector at point P.
A B
O
58. With its centre at O and radius OA, draw a
circumference that intersects the perpendicular
bisector at point P.
0°
86
A B
O
59. With its centre at O and radius OA, draw a
circumference that intersects the perpendicular
bisector at point P.
0°
86
A B
O
60. With its centre at O and radius OA, draw a
circumference that intersects the perpendicular
bisector at point P.
A B
O
61. With its centre at O and radius OA, draw a
circumference that intersects the perpendicular
bisector at point P.
A B
O
P
62. Join points A and B to P to give us the lines r and s.
A B
O
P
63. Join points A and B to P to give us the lines r and s.
A B
O
P
64. Join points A and B to P to give us the lines r and s.
A B
A O B
O
P
P
65. Join points A and B to P to give us the lines r and s.
A B
A O B
O
P
P
r s
66. Draw two arcs with radius AB and centres at points
A and B to get the points M and M’.
A B
O
P
r s
67. Draw two arcs with radius AB and centres at points
A and B to get the points M and M’.
0°
172
AA BB
O
O
PP
rr ss
68. Draw two arcs with radius AB and centres at points
A and B to get the points M and M’.
0°
172
AA BB
O
O
PP
rr ss
69. Draw two arcs with radius AB and centres at points
A and B to get the points M and M’.
0°
0°
172
172
AA BB
O
O
PP
rr ss
70. Draw two arcs with radius AB and centres at points
A and B to get the points M and M’.
0°
0°
172
172
AA BB
O
O
PP
rr ss
71. Draw two arcs with radius AB and centres at points
A and B to get the points M and M’.
0°
0°
172
172
AA BB
O
O
PP
rr ss
72. Draw two arcs with radius AB and centres at points
A and B to get the points M and M’.
0°
0°
172
172
AA BB
O
O
PP
rr ss
73. Draw two arcs with radius AB and centres at points
A and B to get the points M and M’.
0°
0°
172
172
AA BB
O
O
PP
M M'
rr ss
74. With P as its centre and radius PM or PM’, draw the
last arc to finish our ovoid.
A B
O
P
M M'
r s
75. With P as its centre and radius PM or PM’, draw the
last arc to finish our ovoid.
0°
0
AA BB
OO
PP
M
M M'
M'
rr ss
76. With P as its centre and radius PM or PM’, draw the
last arc to finish our ovoid.
0°
0
0°
53
AA BB
OO
PP
M
M M'
M'
rr ss
77. With P as its centre and radius PM or PM’, draw the
last arc to finish our ovoid.
0°
0
0°
53
AA BB
OO
PP
M
M M'
M'
rr ss
53
0°
78. With P as its centre and radius PM or PM’, draw the
last arc to finish our ovoid.
0°
0
0°
53
AA BB
OO
PP
M
M M'
M'
rr ss
53
0°
79. With P as its centre and radius PM or PM’, draw the
last arc to finish our ovoid.
0°
0
0°
53
AA BB
O
O
PP
M
M M'
M'
rr ss
53
0°
81. Draw a straight line and define two points on it, O
and O’.
O O'
82. With point O as your centre, and using a radius of
the segment OO’, draw a semi circle (which will give
us point A at its intersection with the straight line).
O O'
0
0°
83. With point O as your centre, and using a radius of
the segment OO’, draw a semi circle (which will give
us point A at its intersection with the straight line).
O O'
86
0°
84. With point O as your centre, and using a radius of
the segment OO’, draw a semi circle (which will give
us point A at its intersection with the straight line).
0°
86
O O'
85. With point O as your centre, and using a radius of
the segment OO’, draw a semi circle (which will give
us point A at its intersection with the straight line).
O O'
86. With point O as your centre, and using a radius of
the segment OO’, draw a semi circle (which will give
us point A at its intersection with the straight line).
A O O'
87. Using point O’ as the centre and radius O’A, draw
another semi circle to get point B on the straight line.
A O O'
88. Using point O’ as the centre and radius O’A, draw
another semi circle to get point B on the straight line.
0°
0
A O O'
89. Using point O’ as the centre and radius O’A, draw
another semi circle to get point B on the straight line.
0°
172
A O O'
90. Using point O’ as the centre and radius O’A, draw
another semi circle to get point B on the straight line.
A O O'
172
0°
91. Using point O’ as the centre and radius O’A, draw
another semi circle to get point B on the straight line.
A O O' B
92. Draw another semi circle using O as its centre and
with a radius OB to get point C on the straight line.
And so, in this way, we will get our spiral.
A O O' B
93. Draw another semi circle using O as its centre and
with a radius OB to get point C on the straight line.
And so, in this way, we will get our spiral.
A O O' B
257
0°
94. Draw another semi circle using O as its centre and
with a radius OB to get point C on the straight line.
And so, in this way, we will get our spiral.
0°
257
A O O' B
95. Draw another semi circle using O as its centre and
with a radius OB to get point C on the straight line.
And so, in this way, we will get our spiral.
A O O' B
96. Draw another semi circle using O as its centre and
with a radius OB to get point C on the straight line.
And so, in this way, we will get our spiral.
C A O O' B
97. Draw a spiral with
centres on the vertices of
the equilateral triangle
98. Draw an equilateral, extend its sides and number its
vertices: 1, 2 and 3.
1
3
2
99. Draw an equilateral, extend its sides and number its
vertices: 1, 2 and 3.
1
3
2
100. With radius 1-3 and its centre at point 1, draw an arc
until we define point A on the extension of side 2-1 of
the triangle.
1
3
2
101. With radius 1-3 and its centre at point 1, draw an arc
until we define point A on the extension of side 2-1 of
the triangle.
0°
0
1
3
2
102. With radius 1-3 and its centre at point 1, draw an arc
until we define point A on the extension of side 2-1 of
the triangle.
0°
81
1
3
2
103. With radius 1-3 and its centre at point 1, draw an arc
until we define point A on the extension of side 2-1 of
the triangle.
0°
81
1
3
2
104. With radius 1-3 and its centre at point 1, draw an arc
until we define point A on the extension of side 2-1 of
the triangle.
1
3
2
105. With radius 1-3 and its centre at point 1, draw an arc
until we define point A on the extension of side 2-1 of
the triangle.
A
1
3
2
106. Repeat this process with radius 2A and the centre at
point 2 (making an arc that give us point B on the
extension of side 3-2 of the triangle).
A
1
3
2
107. Repeat this process with radius 2A and the centre at
point 2 (making an arc that give us point B on the
extension of side 3-2 of the triangle).
A
0°
0
1
3
2
108. Repeat this process with radius 2A and the centre at
point 2 (making an arc that give us point B on the
extension of side 3-2 of the triangle).
A
1
3
2
164
0°
109. Repeat this process with radius 2A and the centre at
point 2 (making an arc that give us point B on the
extension of side 3-2 of the triangle).
A
1
3
2
110. Repeat this process with radius 2A and the centre at
point 2 (making an arc that give us point B on the
extension of side 3-2 of the triangle).
A
1
3 B
2
111. Alternate this procedure successively (centre at 3
and radius 3B to define point C, etc.) to draw out the
spiral.
A
1
3 B
2
112. Alternate this procedure successively (centre at 3
and radius 3B to define point C, etc.) to draw out the
spiral.
A
1
3 B
2
0
0°
113. Alternate this procedure successively (centre at 3
and radius 3B to define point C, etc.) to draw out the
spiral.
A
1
3 B
2
249
0°
114. Alternate this procedure successively (centre at 3
and radius 3B to define point C, etc.) to draw out the
spiral.
A
1
3 B
2
0°
249
115. Alternate this procedure successively (centre at 3
and radius 3B to define point C, etc.) to draw out the
spiral.
A
1
3 B
2
116. Alternate this procedure successively (centre at 3
and radius 3B to define point C, etc.) to draw out the
spiral.
A
1
3 B
2
C