The document discusses inequalities and their solutions. It defines strict and slack inequalities using symbols like <, >, ≤, and ≥. Examples of linear inequalities are given and it is explained that the number line can be used to show the solution set, with open and closed intervals depending on the inequality symbols. The rules for solving linear inequalities on a number line are presented. Types of graphs are introduced, including using graphs to solve systems of inequalities by plotting points that satisfy both inequalities and shading the common region.
This is the ppt of ch-6 of class 11 maths.If you want to get best marks in project download this ppt, i assure you that this is the best ppt from others ppt. Thank You.
Pair Of Linear Equations In Two VariablesDeo Baran
PowerPoint Presentation of Learning Outcomes, Experiential content, Explanation Content, Hot Spot, Curiosity Questions, Mind Map, Question Bank of
Pair Of Linear Equations In Two Variables Class X
This is the ppt of ch-6 of class 11 maths.If you want to get best marks in project download this ppt, i assure you that this is the best ppt from others ppt. Thank You.
Pair Of Linear Equations In Two VariablesDeo Baran
PowerPoint Presentation of Learning Outcomes, Experiential content, Explanation Content, Hot Spot, Curiosity Questions, Mind Map, Question Bank of
Pair Of Linear Equations In Two Variables Class X
Real numbers - Euclid’s Division Lemma for class 10th/grade X Maths 2014 Let's Tute
Real numbers - Euclid’s Division Lemma for class 10th/grade X maths 2014 .
Lets tute is an online learning centre. We provide quality education for all learners and 24/7 academic guidance through E-tutoring.
Our Mission-
Our aspiration is to be a renowned unpaid school on Web-World
This is a simple PowerPoint on the properties of Sine and Cosine functions. It was created for a student teaching lesson that I had in the past. Feel free to use and modify! :-)
Hello Friends,
This PPT is all about terrorism and its roots, causes, effects and effective solution for stopping it. This information is for projects done by students at school.
Thanks for reading!
The Fearsome Grip of Terrorism (Causes and Solutions)Karan Khanna
Here is a presentation to give an idea of the current scenario of terrorism, its causes and certain solutions to fight it.Hope that I can successfully express my views on the topic.
Real numbers - Euclid’s Division Lemma for class 10th/grade X Maths 2014 Let's Tute
Real numbers - Euclid’s Division Lemma for class 10th/grade X maths 2014 .
Lets tute is an online learning centre. We provide quality education for all learners and 24/7 academic guidance through E-tutoring.
Our Mission-
Our aspiration is to be a renowned unpaid school on Web-World
This is a simple PowerPoint on the properties of Sine and Cosine functions. It was created for a student teaching lesson that I had in the past. Feel free to use and modify! :-)
Hello Friends,
This PPT is all about terrorism and its roots, causes, effects and effective solution for stopping it. This information is for projects done by students at school.
Thanks for reading!
The Fearsome Grip of Terrorism (Causes and Solutions)Karan Khanna
Here is a presentation to give an idea of the current scenario of terrorism, its causes and certain solutions to fight it.Hope that I can successfully express my views on the topic.
An introduction of events leading the French Revolution of 1789, beginning with a discussion of the Old Regime and ending with the Women's March on Versailles
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Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
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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
Embracing GenAI - A Strategic ImperativePeter 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.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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The French Revolution Class 9 Study Material pdf free download
CBSE Class XI Maths Linear inequalities
1.
2.
3. YES We Can !!YES We Can !! always translate a statementalways translate a statement
problem in the form of an equationproblem in the form of an equation
By Using InequalitiesInequalities ???
• i.e., using equations which have the following
signs between L.H.S And R.H.S
• For eg :- 40x + 20y ≥ 120
4. YES We Can !!YES We Can !! always translate a statementalways translate a statement
problem in the form of an equationproblem in the form of an equation
By Using InequalitiesInequalities ???
• i.e., using equations which have the following
signs between L.H.S And R.H.S
• For eg :- 40x + 20y ≤ 120
5. YES We Can !!YES We Can !! always translate a statementalways translate a statement
problem in the form of an equationproblem in the form of an equation
By Using InequalitiesInequalities ???
• i.e., using equations which have the following
signs between L.H.S And R.H.S
• For eg :- 40x + 20y < 120
6. YES We Can !!YES We Can !! always translate a statementalways translate a statement
problem in the form of an equationproblem in the form of an equation
By Using InequalitiesInequalities ???
• i.e., using equations which have the following
signs between L.H.S And R.H.S
• For eg :- 40x + 20y > 120
7. Types of inequalities
STRICT
• The ineqalities with < or >The ineqalities with < or >
between the L.H.S & R.H.Sbetween the L.H.S & R.H.S
SLACK
• The ineqalities with ≤, or ≥The ineqalities with ≤, or ≥
between the L.H.S & R.H.Sbetween the L.H.S & R.H.S
• The ineqalities having theThe ineqalities having the
degree 1degree 1
Eg :- 5x +2y > 10Eg :- 5x +2y > 10
• The ineqalities having theThe ineqalities having the
degree 2degree 2
Eg :- 5x^2 +2y > 10Eg :- 5x^2 +2y > 10
LINEAR QUADRATIC
9. Solving Linear Inequalities On A Number Line
Q1 » » Solve and Show solution on Number Line 7x +3 < 5x +9Solve and Show solution on Number Line 7x +3 < 5x +9
Sol » »» » 7x – 5x < 9 – 3 » 2x < 6 » x < 37x – 5x < 9 – 3 » 2x < 6 » x < 3
Point to note : -Point to note : - If the equality had been 7x +3 ≤ 5x +9 the theIf the equality had been 7x +3 ≤ 5x +9 the the
number line would had been like thisnumber line would had been like this
It is important to notice the open or closed interval , which has to beIt is important to notice the open or closed interval , which has to be
used according to the sign between the inequalityused according to the sign between the inequality
What about solving this oneWhat about solving this one
-5 -4 -3 -2 -1 0 1 2 3 4 5
-5 -4 -3 -2 -1 0 1 2 3 4 5
2 ≤ 3x – 4 ≤ 52 ≤ 3x – 4 ≤ 5
View Here
12. Introduction To Types Of Graphs
I
II
X - Axis
Y - Axis
Left half
plane
Right half
plane
OO
X - Axis
Y - Axis
Upper half
plane
Lower half
plane
OO
13. Sol. »Sol. » Steps to solving and graphing the InequalitySteps to solving and graphing the Inequality
Step 1 :- Assume that X + Y = 5 and find the following values
Step 2 :- Plot these points on graph
Step 3 :- Choose the half by taking some value for X or Y. if it satisfies the
inequality then shade that region as the Answer and if doesn’t then the other
graph is the solution
Qs. »Qs. » Solve Graphically x +y < 5Solve Graphically x +y < 5 X 0 5
Y 5 0
Graph of Equation x + y = 5
If the inequality
has ≤ or ≥ sign
then the the line
of equation is also
the part of the
graph otherwise it
isn’t Graph of Given InequalityGraph of Given Inequality
14. Sol. »Sol. » Steps to solving and graphing the InequalitySteps to solving and graphing the Inequality
Step 1 :- Assume that X + Y = 5 and find the following values
Step 2 :- Plot these points on graph
Step 3 :- Choose the half by taking some value for X or Y. if it satisfies the
inequality then shade that region as the Answer and if doesn’t then the other
graph is the solution
Step 4 : - For x > 3 , if we follow the above
3 steps we get the graphs (green colour)
And the solution of the given question
will be the part of the graph common
to both the inequalities. (Dark Green Colour)
Qs. »Qs. » Solve Graphically x +y < 5 , x > 3Solve Graphically x +y < 5 , x > 3
X 0 5
Y 5 0
Graph of Equation x + y = 5
0
-1
1
2
3
4
5
6
-1-2 21 433 5 6
Graph of Equation x = 3