This document contains a mathematics test with multiple choice and free response questions about circles. The first section contains 6 true/false questions about properties of circles such as chords, radii, and points on or outside a circle. The second section asks to determine radii or distances between circle centers given different relationships between two circles, such as externally disjoint or internally tangent. The third section involves drawing two externally tangent circles and showing that two resulting triangles are isosceles. The final section involves drawing a right triangle and its midpoints and symmetrics to identify a resulting quadrilateral.
Vista's Learning is one of the leading e-learning platforms shaping the future of the country's education sector.
With the latest AR technology in the web application and personalized methods of learning concepts, Vista's Learning offers a wide variety of features - live classes, pre-recorded classes covering state boards and CBSE, one-on-one coaching, social media and many more. Classes are provided for K-12 and in different regional languages to understand the concepts even better. Languages include - English, Hindi, Kannada, Telugu, Malayalam and Tamil.
https://v-learning.in/live-course/1879/kseeb-cbse-maths-sample-paper-term-1-vistas-learning
Grade 9 (Alternate) Mathematics III - Learning Modules for EASE Program of DepEdR Borres
Grade 9 (Alternate) Mathematics III - Learning Modules for EASE Program of DepEd
A compilation of Math III learning modules for EASE which can be alternate for Grade 9 Mathematics.
Free!
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.
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
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.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. Page 1 of 2
I. (3 points)
Answer by true or False with justification:
1) The greater chord of a circle is the radius.
2) If OA= 5 cm, the point A is outside the circle C(O; 5 cm).
3) A line at a distance 6 cm from the center of a circle of radius 7 cm
intersects the circle in two distinct points.
4) The center of a circle can be determined by the intersection of two
perpendicular bisectors of any two of its chords.
5) If OB= 4 cm then the point B is outside the circle C( O; 3 cm).
6) The circles C(O; 4 cm) and C’(O; 4 cm) such that OO’=8cm are
tangent internally.
II. (4 points)
C(O; R) and C’(O’;R’) designate two circles. How would you choose:
1) R’ so that the two circles are externally disjoint, knowing that OO’= 6
cm and R=4.5 cm?
2) R’ so that the two circles are internally disjoint, knowing that OO’= 5
cm and
R= 3 cm.
3) OO’ so that the two circles are intersecting, knowing that R= 3 cm and
R’= 5 cm?
4) R and R’ so that the two circles are externally tangent, knowing that
OO’=12cm and R is the triple of R’?
5) Given (C ) and (C’) are externally tangent circles, where: OO’= 15
cm. Calculate R and R’, if R’ exceeds R by 3 cm.
6) Given the two circles (C ) and (C’) are internally tangent, and OO’= 9
cm. Calculate R’, if R is twice the radius of (C’) decreased by 3 cm.
Grade: 8 A, B, C
Subject: Mathematics
Name:_________________
Abdel Karim el Khalil School
2020-2021
Date: 4 Dec 2020
Test 1
Teacher: ZeinabZeineddine
2. Page 2 of 2
III. (5 points)
Let [AB] be a segment of length 5 cm.
1) Draw a circle (C) of center A and radius R= 3 cm, and a circle (C’) of
center B and radius R’=2 cm.
2) Justify That (C) and (C’)are externally tangent.
3) Let I be the point of tangency of (C) and (C’). draw through I, a line
(d) that intersects (C) and (C’)at M and N respectively.
Show that AMI and BNI are two isosceles triangles.
V. (3 points)
ABC is a right triangle at A such that AB = 2 cm and AC = 4 cm. I is
the midpoint of [AC], M and N are the symmetric respectively of B
and I with respect to the point A.
a) Draw the figure.
b) What is the nature of MNBI? Justify.
GOOD WORK
![Page 2 of 2
III. (5 points)
Let [AB] be a segment of length 5 cm.
1) Draw a circle (C) of center A and radius R= 3 cm, and a circle (C’) of
center B and radius R’=2 cm.
2) Justify That (C) and (C’)are externally tangent.
3) Let I be the point of tangency of (C) and (C’). draw through I, a line
(d) that intersects (C) and (C’)at M and N respectively.
Show that AMI and BNI are two isosceles triangles.
V. (3 points)
ABC is a right triangle at A such that AB = 2 cm and AC = 4 cm. I is
the midpoint of [AC], M and N are the symmetric respectively of B
and I with respect to the point A.
a) Draw the figure.
b) What is the nature of MNBI? Justify.
GOOD WORK](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)