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Transnet National Ports Authority Strategic DirectionTristan Wiggill
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More like this on www.transportworldafrica.co.za
It contains the Introduction of decimals, Addition & Subtraction process and so on.
It is applicable for any standard's student to understand decimals process.
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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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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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
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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
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!
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How to get the square roots
1. How to Get the
Square Roots
of the Numbers
from
10 to 99???
Watch and look to this video
2. Square Roots from 10 to 19
• 102
tens
ones
1. Multiply first the ones. 0 x 0 = 0
This would be the last digit of our answer.
2. Add the number which is 10 to its ones digit (0).
10 + 0 = 10
This would be the first digits of our answer.
3. Combine the answer in 2 and 1. 100
So the answer is 100.
3. Square Roots from 10 to 19
• 112
tens
ones
1. Multiply first the ones. 1 x 1 = 1
This would be the last digit of our answer.
2. Add the number which is 11 to its ones digit (1).
11 + 1 = 12
This would be the first digits of our answer.
3. Combine the answer in 2 and 1. 121
So the answer is 121.
5. Square Roots from 10 to 19
• 142
tens
ones
1. Multiply first the ones. 4 x 4 = 16
We will only use the ones digit (6) for the
ones digit of our answer.
2. Add the number which is 14 to its ones digit (4) and
to the tens digit in #1.
14 + 4 + 1 = 19
This would be the first digits of our answer.
3. Combine the answer in 2 and 1. 196
So the answer is 196.
6. Do the same steps in getting the square
root of 14 from numbers 15 to 19
7. Square Roots from 20 to 29
• 202
tens
ones
1. Multiply first the ones. 0 x 0 = 0
This would be the last digit of our answer.
2. Multiply the number which is 20 to its tens digit (2).
20 x 2 = 40
Then add it to the sum of your ones (0 + 0 = 0).
40 + 0 = 40
This would be the first digits of our answer.
3. Combine the answer in 2 and 1. 400
So the answer is 400.
8. Do the same steps in getting the square
root of 20 from numbers 21 to 23
9. Square Roots from 20 to 29
• 242
tens
ones
1. Multiply first the ones. 4 x 4 = 16
We will only use the ones digit (6) for the
ones digit of our answer.
2. Multiply the number which is 24 to its tens digit (2).
24 x 2 = 48
Then add it to the sum of your ones (4 + 4 = 8) and to
the tens digit in #1.
48 + 8 + 1 = 57
This would be the first digits of our answer.
3. Combine the answer in 2 and 1. 576
So the answer is 576.
10. Do the same steps in getting the square
root of 24 from numbers 25 to 29
11. Square Roots from 30 to 39
• 302
tens
ones
1. Multiply first the ones. 0 x 0 = 0
This would be the last digit of our answer.
2. Multiply the number which is 30 to its tens digit (3).
30 x 3 = 90
Then add it to the product of your tens and ones digit
(3 x 0 = 0).
90 + 0 = 90
This would be the first digits of our answer.
3. Combine the answer in 2 and 1. 900
So the answer is 900.
12. Do the same steps in getting the square
root of 30 from numbers 31 to 33
13. Square Roots from 30 to 39
• 342
tens
ones
1. Multiply first the ones. 4 x 4 = 16
We will only use the ones digit (6) for the
ones digit of our answer.
2. Multiply the number which is 34 to its tens digit (3).
34 x 3 = 102
Then add it to the product of your tens and ones
digit(3 x 4 = 12) and to the tens digit in #1.
102 + 12 + 1 = 115
This would be the first digits of our answer.
3. Combine the answer in 2 and 1. 1156
So the answer is 1156.
14. Do the same steps in getting the square
root of 34 from numbers 35 to 39
15. Note: GETTING THE SQUARE ROOTS
FROM 40 TO 99 ARE JUST THE SAME
IN GETTING THE SQAURE ROOTS IN
30 TO 39 !!