infinite and never ends at either side. The **line** segment has two endpoints. The ray has on one side one endpoint at the other side it never ends it goes on **to** infinite. M N D E A B What do they have in common? They all made up of points; They all are straight; They are named using TWO POINTS. http/

with many variations of **lines** Parallel **lines**-thin-thick-long-short Cross-hatching **lines** Dotted –dashed **lines** Scribble **lines** Wavy **lines** ? Can you think of more? ** see my sketchbook for some examples* Medium (This is what you make the art with) Crayon Colored pencil Marker Magazine Pencil Paper/glue ?can you think of another way? Design Aesthetically pleasing? Does the art look good **to** you? When you/

<3 & <6 <4 & <5 <3 & <5 <4 & <6 1 4 2 6 5 7 8 3 Angles <2 & <6 <3 & <7 <1 & <4 <6 & <7 Special Angle Relationships WHEN THE **LINES** ARE PARALLEL ♥Alternate Angles are CONGRUENT ♥Vertical Angles ♥Co-Interior Angles are SUPPLEMENTARY ♥Corresponding Angles are CONGRUENT 1 4 2 6 5 7 8 3 If the/ measures. 120° 60° 120° 60° 120° 60° 120° 60° Another practice problem 40° Find all the missing angle measures, and name the postulate or theorem that gives us permission **to** make our statements. 120° Assignment Pg 52, #2

G FG represents a ray • • What are parallel **lines**? Parallel **lines** are **lines** that never intersect. What are intersecting **lines**? **Lines** that cross at any point are intersecting **lines**. What are perpendicular **lines**? Two **lines** that cross **to** form a right angle are intersecting **lines**. Points and **Lines** in Real World VERTEX A VERTEX is a fancy name for “angle” Two rays or **lines** that have the same endpoint make a VERTEX/

**Lines** Chapter 3 Parallel and Perpendicular **Lines** Properties of Parallel **Lines** Sec. 3-1 Properties of Parallel **Lines** Objective: a) Identify Angles formed by Two **Lines** & a Transversal. b) **To** Prove & Use Properties of Parallel **Lines**. Parallel **Lines** – Two **lines** in the same plane which never intersect. Symbol: “ // ” Transversal – A **line** that intersects two // **lines**. 8 Special Angles are formed. t 1 2 Interior Portion of the // **Lines**/If a Transversal intersects two // **lines**, then the alternate interior angles are/

slide Definitions Integration - Making diverse components work together Interoperability - the ability of software systems running under different operating systems and on different hardware **to** exchange information using the same file formats and protocols Title of the slide Second **line** of the slide Guiding Principles Establish the Business Case What Information is needed What is the data and context requirement How can the/

shorter intervals more capacity – articulated buses more priority measurements, less stops better time and space connection **to** metro, tram and rail network real-time passenger information (stops, on-board, mobile apps, etc.) better orientation for occasional users Realization step by step development strengthen of tangential bus **lines** midibus **lines** development (since 2003) promotion of advances full realization is prepared need stakeholder agreement Backbone/

: 8920 EUR. The BDS financial contribution **to** the project: 2974 EUR. This project has been funded with support from the European Commission www.texsite.info On-**line** textile and clothing dictionary Fashion school I / texts processing, technical communication with partners This project has been funded with support from the European Commission www.texsite.info On-**line** textile and clothing dictionary List of partners P7 – CLOTEFI – Textile Clothing and Fibre Technological Developments - Greece – translation, /

a linear formula for the distance. The growth rate = velocity = 1000 km/hour = a constant Chapter 3 Linear and Exponential Changes 3.1 **Lines** and linear growth: What does a constant rate mean? Solution: We first choose letters **to** represent the function and variable. Let d be the distance in km from Earth after t hours. The growth rate = velocity = 1000 km/

written commitment of the service **to** be settled Tariffs : Hôtel des provinces*** Location : 192 rue de la croix Nivert, 75015 Paris E-mail: reservations@hoteldesprovinces-paris.com Phone: 01 45 58 16 08 Metro: **Line** 8 Boucicaut Rules for cancellation /Hotel*** Location : 103 Boulevard de Grenelle, 75015 Paris E-mail: contact@europehotelparis.com Phone: 01 47 34 07 44 Metro: **Line** 10 La Motte-Piquet Grenelle Rules for cancellation : The day before the arrival, 12 oclock latest Garantee required when booking ? :/

Kw / NOMINAL TORQUE: 78 Nm - SPINDLE SUPPORTS: PRELOADED ANGULAR CONTACT ROLLING BEARINGS - CENTERS HEIGHT FROM TABLE: 225 mm ATR 600 **Line** TAILSTOCK - CENTERS HEIGHT FROM TABLE: 225 mm - TAILSTOCK SLEEVE DIAMETER: 80 mm - THRUST ON THE PIECE BY SPRING: RANGE FROM 30 **TO** 1000 N - SLEEVE GUIDE SYSTEM: PRELOADED BALL BUSH - SLEEVE LUBRICATION: OIL BATH - QUILL STROKE: 50 mm - SLEEVE CONTROL FOR/

on a slant Developing the Graph of a Function ** rational functions like this will not only have critical points we have **to** find, but could have vertical asymptotes included in the intervals Developing the Graph of a Function 3. Asymptotes occur where the/ so decreasing Developing the Graph of a Function 3. Asymptotes occur where the denominator = 0 4. Set up a number **line** with the critical points and asymptotes on it 5. Test values in each interval in the derivative - positive so increasing Developing/

and < 5 are called CORRESPONDING ANGLES They are congruent m<1 = m<5 Corresponding angles occupy the same position on the top and bottom parallel **lines**. Parallel **lines** cut by a transversal 2 1 3 4 6 5 7 8 < 2 and < 6 < 3 and < 7 Name other corresponding pairs: < 4 and to both sides WEBSITES FOR PRACTICE Ask Dr. Math: Corresponding /Alternate Angles Project Interactive: Parallel/

a good sport depressed frustrating (**line** 25) = P. 69 Para 1 frustrated (**line** 11) ~depressing e.g. I feel frustrated about my test results. e.g. My test results are frustrating. P. 69 Para 1 arrogant (**line** 25) = (adj.) e.g. He never says hi **to** anyone. He is arrogant. proud/ I won’t make friends with dumb people. P. 69 Para 1 lacking in (**line** 26) (adj.) e.g. I am lacking in money. P/

is the “grid system”? 3. What are the cardinal directions? 4. What is the capital of the United States? Answers 1.What imaginary **line** separates the Northern and Southern hemispheres? The Equator. 2. What is the “grid system”? Latitude and longitude together form the grid system. 3./is the study of the Earth and the people who live on it. 2. Why do geographers use the 5 Themes of Geography? **To** organize information 3. A drawing of all or part of the earth on a flat surface is a map. 4. Latitude and longitude/

. +3 +2 x 2) Plot the y-intercept. -2 3) Plot the slope. -2 -3 2 m = or m = -3 3 4) Draw **line** through points. Graph the **line** which passes through (-2, 1) and has a slope of -3. Steps y 1) Plot the point. 2) Write slope as fraction and count off other points./ the point. +3 2) Write slope as fraction and count off other points. 3 x m = 4 -3 or m = -4 3) Draw **line** through points. Write a linear equation in slope-intercept form **to** describe each graph. y = mx + b y y 8 x x -6 2 4 b = -4 b = 3 y = 2x + 3 /

A.**Line** m intersects **Line** x at Point B B.**Line** M intersects **Line** X at Point B C.**Line** M intersects **Line** X at Point b D.**Line** m intersects **Line** x at Point b Which is correctly written **to** Describe the image? End A.Points Q, R, S, and P B.Points M, R, and P C.Points M, N, and P D.Points S, U, and N Which points are on the same Plane? End A.None B.One C.Three D.Four How many Planes, is Point A in? End A.**Lines** B.**Line** Segments C.Opposite Rays D.Angles BA and BC are… End A.

& y-intercept 4x – 2y = 10 Lesson 8-5 Determining an Equation of a **Line** Objective: **To** find an equation of a **line** given the slope and one point on the **line**, or given two points on the **line**. Finding the Equation of a **Line** If you know that the slope-intercept form of a **line** is y = mx + b then you can find the equation of any/

Meeting – 2 May 2003 LCP & RCP Data from Mt. Wilson & ASP. Blend? blend Advanced Technology Center 4 HMI Yang Liu/ **Line** Choice Stanford University HMI Team Meeting – 2 May 2003 Center-**to**-limb Variation Advanced Technology Center 5 HMI Yang Liu/ **Line** Choice Stanford University HMI Team Meeting – 2 May 2003 Magnetic Field Measurement This observation was taken by ASP. Advanced Technology Center/

squares of the vertical distances of the data points from the **line** as small as possible In order **to** obtain the equation for the least squares regression **line**, we must first calculate the mean and standard deviation of both x and y denoted The equation for the least squares regression **line** is the **line** Where the slope b is And the intercept a is Ralph/

might the bloody child represent? Macbeth Act 4 scene 1 4. **Lines** 79-81: How do you think this prophecy will affect Macbeth? 5. **Lines** 85-88: Whom or what might the child crowned represent? 6. **Lines** 144-156: Why does Macbeth decide **to** kill Macduff’s family? Macbeth Act 4 scene 2 **Lines** 30-31: Why does Lady Macduff tell her son that his/

Ethics CEU Program405 attendees Faith Leaders Breakfast40 attendees Therapeutic Thursdays390 attendees Brown Bag Lunch-and-Learns80 attendees Groups435 attendees Outreach Efforts Fine **Line**: Mental Health/Mental Illness Faith Community Committee of Key Faith Leaders Development of Mailing List Mailings **to** 300+ Faith Communities Phone Calls or In-Person Contacts with 300+ Faith Communities Group Visits Series of Programs Within the Church Community/

. The infield grass and the outfield grass look parallel planes separated by the dirt. Skew **Lines** Skew **Lines** are **lines** that don’t lie in the same plane, don’t intersect, and aren’t parallel. This **line** coming from the pitchers mound **to** home plate and the foul **line** look like skew **lines**. Equilateral Triangle An equilateral triangle is a triangle whose sides are all congruent. The/

mix Neon yellow stripe Padding Extendable **to** 190 cm 12 Ski Daypack #383743 Black material mix Neon yellow stripe Helmet holder Boot Bag #383753 Black material mix Neon yellow stripe #383763 Black material mix Neon yellow stripe PP **lining** Boot Backpack 13 WOMEN´s **LINE** 14 WOMEN´s **LINE** Travelbag Single Skibag Boot Bag 15 #383803 Red **lining** Metal badges and rivets Icon and head/

: 1/3 1/3 MA.912.A.3.9: Determine the slope, x-intercept, and y-intercept of a **line** given its graph, its equation, or two points on the **line**. Algebra 1 Mini-Lessons The equation 3x − 2y = −16 can be used **to** determine the size of a recommended refrigerator, where y represents the volume of the refrigerator in cubic feet, and/

witch trails that is accused of being a witch. What is character vs. society? Plot **Line** for Plot **Line** for 10 The most exciting part of the story What is climax? Plot **Line** for Plot **Line** for 20 What is narrative hook? This is the part that initially grabs the reader’s / old man? What is drop a bed on him? Past Stories for Past Stories for 30 Who is his dog? Who is Manny talking **to** in “Speak?” Past Stories for Past Stories for 40 The location of Margot’s school. What is Venus? Past Stories for Past Stories for/

degrees) A polygon is a shape that has three **to** ten sides. - Triangles have 3 sides - Squares and quadrilaterals have 4 sides - Pentagons have 5 sides - Hexagons have 6 sides - Octagons have 8 sides - Decagons have 10 sides point- an exact location in space named with a capital letter **line**- a continuing strait **line** named by two points ray- a part of a/

Credit or URL: http://www.flickr.com/photos/27594459@N04/8497113974/ Rule Of Thirds The cosplayer is right on the **line** between the second and third sections of the photo. (its also depth of field) Owner: Mooshuu License information: /www.flickr.com/photos/mooshuu/9535463529/ Perspective This picture is an example of perspective because their canes are much closer **to** the viewer than usual. Owner: Darryl Pamplin License information: Attribution No Derivatives Non-Commercial Share Alike Photo Credit or/

: Kristi Polizzano Objective Apply the parallel postulate Identify the pairs of angles formed by a transversal cutting parallel **lines** Apply six theorems about parallel **lines** The Parallel Postulate Through a point not on a **line** there is exactly one parallel **to** the given **line**. Although this postulate may seem reasonable, mathematicians have argued its truth. For our purposes, we will assume the postulate is true/

7 are Alternate Exterior angles <1 & <7 are Same Side Exterior angles <2 & <8 are Same Side Exterior angles Special Angle Relationships WHEN THE **LINES** ARE PARALLEL ♥Alternate Interior Angles are CONGRUENT ♥Alternate Exterior Angles are CONGRUENT ♥Same Side Interior Angles are SUPPLEMENTARY ♥Same Side Exterior Angles are SUPPLEMENTARY 1 4/ problem Find all the missing angle measures, and name the postulate or theorem that gives us permission **to** make our statements. 40° 120° Assignment Pg 160, 13-33 3.3 A & B

Angle Relationships Vocabulary CCGPS Math 8 Intersecting **Lines** **Lines** that cross at exactly one point. Perpendicular **Lines** **Lines** that intersect **to** form right angles. Parallel **Lines** **Lines** in a plane which do not intersect. Transversal A **line** which intersects two or more parallel **lines**. Interior vs. Exterior Angles Exterior- Outside the parallel **lines**. Interior- Inside the parallel **lines**. Congruent Having the same size and shape. Alternate Interior Angles Angles on opposite sides/

) Names Linear Constant Identity Quadratic Cubic Exponential And many more! Straight **Line** Horizontal **Line** Slanted **Line** Parabola Half Parabola Twisted Parabola Graphs Graph is a non-vertical straight **line** No exponents higher than one No operations except addition, subtraction, and multiplication No variables multiplied together No variables in a denominator Must be able **to** put it in the form f(x) = mx + b (where b/

low mountains in moist lower atmosphere? →many analyses ・ Goto **line** →few analyses Study on formation mechanism ・ Isahaya **line** and Koshikijima **line** PURPOSE **To** clarify 1. the structure of the 19 June 2001 Goto **line** 2. the formation process of the 19 June 2001 Goto **line** →many analyses ・ Goto **line** →few analyses Study on formation mechanism ・ Isahaya **line** and Koshikijima **line** observation sites Japan Kyushu Hirado Fukuo ka Sefuriya ma/

0: Understand the concepts of parallel and perpendicular **lines** and how their slopes are related. Vocabulary Parallel **Lines** – **Lines** that never cross and never intersect. Perpendicular **Lines** – **Lines** that, when they cross each other, form right/ **lines** #2 Determine whether the graphs of the equations are parallel **lines** #3 Determine whether the graphs of the equations are perpendicular **lines** #4 Determine whether the graphs of the equations are perpendicular **lines** #5 Write an equation for the **line** containing/

X and Y? P is the same distance from X and Y. PX = PY 4Geometry Lesson: Proving **Lines** are Perpendicular AB D C p Def: Perpendicular Bisector The perpendicular bisector of a **line** segment is a **line**, **line** segment or ray that is perpendicular **to** the **line** segment and bisects it. 5Geometry Lesson: Proving **Lines** are Perpendicular C AB Constructing a Perpendicular Bisector D 6Geometry Lesson: Proving/

perpendicular if and only if the product of their slopes is -1. In english That means that the slopes of two perpendicular **lines** are –Opposite (one + and one -) –Reciprocals ( and ) White Board Practice r || s and r t Slope of rSlope of sSlope of t /of sSlope of t White Board Practice r || s and r t Slope of rSlope of sSlope of t Remote Time The slopes of two **lines** are given. Are the **lines** A: Parallel B: Perpendicular C: Neither D: I don’t know A: Parallel B: Perpendicular C: Neither D: I don’t know /

intersect at an angle of 90 degrees are perpendicular **lines**. For example, let’s say that we have the and the **line** ABline CD A B CD Now, if the **lines** intersect at an angle of 90 o, then AB CD. Definition of Perpendicular **Lines** Perpendicular **lines** are **lines** that intersect **to** form a right angle. m n Symbols: m n m n 1 2 34 Theorem/

http://www.mathwarehouse.com/algebra/linear_equation/i nteractive-slope-two-**lines**.php Slopes…… Perpendicular **Lines**: The slopes are opposite reciprocals for perpendicular **lines**. Example……If PERPENDICULAR: You Try....... If find the parallel and perpendicular slopes. Parallel: Perpendicular: You Try…… If find the parallel and perpendicular slopes. Example……. Graph the **line** perpendicular **to** through (3,2) Graph…… Parallel, Perpendicular, or Neither Parallel, Perpendicular, or Neither? Parallel/

r : Cleanness: Noah’s Ark. BL MS Cotton Nero A.x Folio 56 v : Cleanness: Daniel at Belshazzar’s feast. BL MS Cotton Nero A.x Folio 82 r : Patience, **lines** 1802-1812. Jonah being cast into the sea. BL MS Cotton Nero A.x Folio 82 v : Patience. Jonah at Babylon. BL MS Cotton Nero A.x Folio 90 v/ v : Sir Gawain and the Green Knight. Gawain at the Green Chapel. BL MS Cotton Nero A.x Folio 130 r : Sir Gawain and the Green Knight. Gawain’s return **to** Arthur’s court.

: are two interior angles on the same side of the transversal. 4.Corresponding Angles: are two angles in corresponding positions relative **to** the two **lines**. CLASSIFYING ANGLES Interior Angles: 3, 4, 5, 6 Exterior Angles: 1, 2, 7, 8 Alternate Interior Angles: 3/statement as true or false. 1.A transversal intersects only parallel **lines**. False 2.Skew **lines** are not coplanar. True 3.If two **lines** are coplanar, then they are parallel. False 4.If two **lines** are parallel, then exactly one plane contains them. True If /

. +3 2) Write slope as fraction and count off other points. 3 x m = 4 -3 or m = -4 3) Draw **line** through points. Write a linear equation in slope-intercept form **to** describe each graph. y = mx + b y y 8 x x -6 2 4 b = -4 b = 3 y = 2x /+ 3 Parallel **Lines** Graph the following on the coordinate plane. y x Parallel **lines** have the same slope. **Lines** are parallel! Same slope! Tell whether the **lines** below are parallel. 1/

. STEP 1 SOLUTION Draw: a second plane that is horizontal. Shade this plane a different color. Use dashed **lines** **to** show where one plane is hidden. STEP 2 Draw: the **line** of intersection. STEP 3 GUIDED PRACTICE for Examples 3 and 4 Sketch two different **lines** that intersect a plane at the same point. ANSWER Use the diagram at the right. 5. Name the/

.Ottmann 10 Surfaces c6 c7 c3 c5 c1 c2 c4 c8 Difference same surface Applies only **to** linked nodes! c1 c6 c3 c2 c5 c8 c4 c7 Outside Holes Lecture 2 **Line** Segment Intersection Computational Geometry Prof.Dr.Th.Ottmann 11 Construction of G cc´ Lecture 2 **Line** Segment Intersection Computational Geometry Prof.Dr.Th.Ottmann 12 Construction of G cc´ Theorem : Connected/

Files # Example 1 - Read File and close counter = 1 file = File.new(“sowpods.txt", "r") while (**line** = file.gets) puts "#{counter}: #{**line**}“ counter = counter + 1 end file.close # Example 2 - Pass file **to** block File.open("readfile.rb", "r") do |infile| while (**line** = infile.gets) puts "#{counter}: #{**line**}" counter = counter + 1 end If the optional block is given on opening a file, the block will/

|byte| putc byte; print "." end # of do. File.open( "/etc/passwd" ) do |my_file| my_file.each_line { |**line**| puts **line** } end # of do. IO.foreach( "/etc/passwd" ) { |**line**| puts **line** } File Reading Iterators print STDOUT << "Hello" << " " << "World!" << " " Rubys a bit like C++ - Yuk! More... Ruby So Far Files are easy **to** work with in Ruby Take advantage of the in-built iterators and methods when working with/

Width 12 or less Handicap Width 12 or less Standard Width Full Service Checkout **Line** Configurations Arrival QueueCheckout Associate Service Location Exit Feeder Conveyor Gathering Area Bagging Associate 5 /**Lines** Total Customer Throughput Total Customer Throughput for Given Checkout **Line** Configurations 12 Items-or-less Checkout **Lines** Fewer Self-Service Checkout **Lines** 258 338 298 Current Conclusions / Recommendations Self-service **lines** provide no additional throughput A cost analysis should be performed **to**/

muon decay beam **lines** (3, 6, 10) mm (140, 200, 240) MeV/c Data taking in December 6 mm – 200 MeV/c element Runs 1380 – 1393, Kevin Tilley’s optics, 6k target pulses 6 mm – 140 MeV/c element Runs 1409 – 1411, KT’s optics re-scaled **to** the new momentum, / = 5.30 mm y RMS normalized phase emittance = 1.78 mm Transverse 4d RMS normalized phase emittance = 3.07 mm Covariance matrix Means Beam **line** characterization with the TOFs8 6-200 (x, p x, y, p y, p z ) in mm and MeV/c 3359 -610.0 205.8/

of Y = 0? Answer: Around 30.2 (compare **to** minimal value of X) Slope = +.87 (for every 1 percent increase in high- school graduates, an increase of.87 percent in turnout) What About Wyoming? On the Importance of the Scattergram 1. Visual confirmation of observed relationship 2.Identify patterns in deviations from the **line**—that is, in patterns among “residual values” 3/

plotted going through it, all at different angles. These are shown here as solid **lines**. For each solid **line** a **line** is plotted which is perpendicular **to** it and which intersects the origin. These are shown as dashed **lines**. The length and angle of each dashed **line** is measured. In the diagram above, the results are shown in tables. This is repeated for each data point/

E- and B-field measurements during an outbound pass of the five THEMIS probes on 4 September 2007 from 04:00 **to** 10:00 UT. Er and Eφ in the XY plane in GSE are plotted with a 3 s resolution. The / radial, azimuthal and field ‐ aligned components of the magnetic field, Br, Bφ and Bz, and their corresponding Dynamic Power Spectra. Field **Line** Resonance Observations February 6, 2008 Hankasalmi - February 6, 2008 SuperDARN/Themis Coverage Measurements from THEMIS ‐ A on 7 February 2008: radial component/

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