This document provides instructions for using drawing tools and applying geometry concepts. It begins with preparing drawing tools like fastening paper to a drafting board. It then covers using tools like T-squares, triangles, and compasses to draw straight lines, arcs, and circles. The document ends by explaining applied geometry concepts such as bisecting lines and angles, drawing parallel and perpendicular lines, constructing tangents, and approximating ellipses. The overall document teaches the basics of engineering drawing through step-by-step explanations and illustrations of techniques for using tools and applying geometric principles.
Introduction, classification of curves, Elements of a simple circular, designation of curve, methods of setting out a simple circular curve, elements of a compound and reverse curves, transition curve, types of transition curves, combined curve, types of vertical curves
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
4. Fastening Paper to Drafting Board
1. Place the paper close to the table’s left edge.
2. Move the paper until its lower edge place about
the top edge of T-square.
5. Fastening Paper to Drafting Board
3. Align the top edge of the paper with T-square blade.
4. Attach the paper’s corners with tape.
6. Fastening Paper to Drafting Board
5. Move T-square down to smooth the paper.
6. Attach the remaining paper’s corners with tape.
8. Function of the Tools
Tools
1. T-square
Shape to be drawn
Straight line
2. Triangles
3. Compass
Arc, Circle
9. Using the Compass
1. Locate the center of the circle by two intersecting lines.
2. Adjust the distance between needle and lead to a distance
equal to radius of the circle.
3. Set the needle point at center.
10. Using the Compass
4. Start circle. Apply enough pressure to the needle,
holding compass handle between thumb and index fingers.
5. Complete circle. Revolve handle clockwise.
circle
11. Draw a Horizontal Line
1. Press the T-square head against the left edge of the table.
2. Smooth the blade to the right.
12. Draw a Horizontal Line
3. Lean the pencil at an angle about 60o with the paper in the
direction of the .
4. Draw the line from left to right while rotating the pencil slowly.
13. Draw a Vertical Line
1. Set T-square as before. Place any triangle on T-square edge.
2. Slide your left hand to hold both T-square and triangle in
position.
14. Draw a Vertical Line
3. Lean the pencil to the triangle.
4. Draw the line upward while rotating the pencil slowly.
15. Draw a line at 45o with horizontal
1. Place 45o triangle on the T-square edge and press them
firmly against the paper.
2. Draw the line in the direction as shown below.
16. Draw a line at angle 30o and 60o
1. Place 30o-60o triangle on the T-square edge and press
them firmly against the paper.
2. Draw the line in the direction as shown below.
18. Draw the line passing through
two given points
1. Place the pencil tip at one of the points.
2. Place the triangle against the pencil tip.
3. Swing the triangle around the pencil tip
until its edge align with the second point.
4. Draw a line.
A
Given
B
A
B
20. To Bisect a Line
1. Swing two arcs of any radius greater than half-length of
the line with the centers at the ends of the line.
2. Join the intersection points of the arcs with a line.
3. Locate the midpoint.
Given
A
A
r1
B
r1
B
(not to scale)
21. To Bisect an Angle
1. Swing an arc of any radius whose centers at the vertex.
2. Swing the arcs of any radius from the intersection
points between the previous arc and the lines.
3. Draw the line.
A
(not to scale)
Given
A
r2
r1
B
C
r2
C
B
22. To draw the line parallel to a given line
and passes through a given point
Given
C
+
23. To draw the line parallel to a given line
and passes through a given point
Given
C
+
Repeat
24. To draw the line parallel to a given line
with a specified distance
Given distance = r
r
25. To draw the line parallel to a given line
with a specified distance
Given distance = r
r
Repeat
26. To draw the line perpendicular to a
given line at a given point
Revolve method
C
+
27. To draw the line perpendicular to a
given line at a given point
Revolve method
C
+
Repeat
28. To draw the line perpendicular to a
given line at a given point
Adjacent-sides method
C
+
29. To draw the line perpendicular to a
given line at a given point
Adjacent-sides method
C
+
Repeat
30. To draw the line perpendicular to a
given line at a given point
Using Compass
+
C
31. To draw the line perpendicular to a
given line at a given point
Using Compass
r2
D
A
r2 > r1
r2
r1
+
C
B
Repeat
32. To draw the line perpendicular to a
given line from a point not on the line
Adjacent-sides method
C
+
33. To draw the line perpendicular to a
given line from a point not on the line
Adjacent-sides method
C
+
Repeat
34. To draw the line perpendicular to a
given line from a point not on the line
Using compass
+
C
35. To draw the line perpendicular to a
given line from a point not on the line
Using compass
r2
+
C
D
r2
A
r1
B
Note:
You can also use revolve method. How ? Try by yourself !!!
Repeat
36. To draw a line making 15o with a given
line and pass through a given point.
Given
C
+
37. To draw a line making 15o with a given
line and pass through a given point.
Given
C
+
38. To draw a line making 30o with a given
line and pass through a given point.
Given
C
+
39. To draw a line making 75o with a given
line and pass through a given point.
Given
C
+
41. FILLET AND ROUND
To draw the arc, we must find the location of the
center of that arc.
How do we find the center of the arc?
42. To draw an arc of given radius tangent
to two perpendicular lines
Given arc radius r
r
r
43. To draw an arc of given radius tangent
to two perpendicular lines
Given arc radius r
center of the arc
Starting point
Ending point
44. To draw an arc of given radius tangent
to two lines
Given arc radius r
r
+
r
+
45. To draw an arc of given radius tangent
to two lines
Given arc radius r
T.P.1
T.P.2
46. To draw a line tangent to a circle at a
point on the circle
Given
C
47. To draw a line tangent to a circle from
a point outside the circle
Given
mark a tangent point
C
48. When circle tangent to other circle
Tangent point
R1
C1
R2
C2
R1 +
R
2
The center of two circles and tangent point lie on the same
straight line !!!
49. To draw a circle tangent to two circles I
Given
C
+
+
C1
Example
+
C2
50. To draw a circle tangent to two circles I
Given Two circles and the radius of the third circle = R
+
C
1
+
C2
51. To draw a circle tangent to two circles I
Given Two circles and the radius of the third circle = R
center of the arc
R + R1
R + R2
C
R
R2
R1
+
C
1
+
C2
Repeat
52. When circle tangent to other circle
Tangent point
R1
R2
C1
C2
R2 −
R1
The center of two circles and tangent point must lie on the
same straight line !!!
53. To draw a circle tangent to two circles II
Given
+
+
C2
C1
C+
Example
54. To draw a circle tangent to two circles II
Given Two circles and the radius of the third circle = R
+
C
1
+
C
2
55. To draw a circle tangent to two circles II
Given Two circles and the radius of the third circle = R
R
R2
R1
+
C
+
C
1
R – R1
C
2
R – R2
Repeat
56. To draw a circle tangent to two circles III
Given Two circles and the radius of the third circle = R
R2
R1
+C2
C1 +
R – R1
C
R + R2
57. To draw an approximate ellipse
Given Major and minor axes
58. To draw an approximate ellipse
Given Major and minor axes
Repeat