PPT-Line! Lines are EVERYWHERE

What defines a LINE A line connects two points and can go on forever It is made by a pointed tool such as a pen crayon marker paint brush etc It can create shapes texture and variety in art depending on how it is used. Introduction to Drafting and Design. What is the Alphabet of Lines?. Developed by the American Society of Mechanical Engineers (ASME).. The Alphabet of Lines is used to make a drawing neater and clearer to understand.. Conduct Experiments 1-3. Write down the goal for each experiment in your notes . Answer every question; that is something that has a question mark.. Experiment 1. Goal. To find out how many points determine a line.. Line Segments,. Rays. Line. Line- a straight path that goes in two directions without ending.. A. B. AB. Read: “Line AB”. Ray. A ray has one end point and goes on forever in only one direction.. CD. Find some examples of horizontal lines. Vertical. Think of some examples of vertical lines. Parallel. Find some examples of parallel lines. Perpendicular. Find some examples of perpendicular lines. What sort of angle is this?. Chapter. 11. Copyright 2014 - Coast Guard Auxiliary Association, Inc. 14th ed.. 2. Lines & Knots For Your Boat. Chapter. 11. 3. Lesson Objectives. Marlinspike seamanship. Rope. Use and care. How to store. Chapter 3. Parallel Lines & Transversals. Section 3.1. Vocabulary. Parallel lines. Parallel planes. Skew lines. Transversal. Consecutive interior angles . Alternate interior angles. Alternate exterior angles. Algebra 1 Unit 5: Writing equations of lines. Parallel Lines. What are parallel lines?. Parallel lines are two lines that never intersect each other.. Where have you seen examples in real-life?. Lines on a road. S.R.Norr. and D. Van House. First Long Transmission Line. The first Trans-Atlantic Telegraph Cable, installed in 1858, identified the need to accurately model transmission lines.. Oliver Heaviside developed the model that still exists today:. What defines a LINE?. A line connects two points and can go on forever. It is made by a pointed tool such as a pen, crayon, marker, paint brush, etc. .. It can create shapes, texture, and variety in art depending on how it is used. (wave hands around room). They’re on the walls and in the halls.. (point to walls). They’re on the chairs and on the stairs.. (point to chair). They’re on the toilet seats and on your feet.. (point to feet). Warm-up: Quote. “. A line is a dot that went for a walk.” ~Paul Klee. Create a sketch that illustrates the quote.. Elements of Art: . Line. Joseph Stella. . The Voice of the City of New York Interpreted: The Bridge.. Interpret plans, diagrams, and working drawings. .. Apply appropriate technical and graphic communication in the technological systems. .. Identify Line Types for the Alphabet of Lines. Construct lines properly on drawings.. Status is ubiquitous in modern life, yet our understanding of its role as a driver of inequality is limited.  In Status, sociologist and social psychologist Cecilia Ridgeway examines how this ancient and universal form of inequality influences today’s ostensibly meritocratic institutions and why it matters. Ridgeway illuminates the complex ways in which status affects human interactions as we work together towards common goals, such as in classroom discussions, family decisions, or workplace deliberations. Ridgeway’s research on status has important implications for our understanding of social inequality. Distinct from power or wealth, status is prized because it provides affirmation from others and affords access to valuable resources. Ridgeway demonstrates how the conferral of status inevitably contributes to differing life outcomes for individuals, with impacts on pay, wealth creation, and health and wellbeing. Status beliefs are widely held views about who is better in society than others in terms of esteem, wealth, or competence. These beliefs confer advantages which can exacerbate social inequality. Ridgeway notes that status advantages based on race, gender, and class—such as the belief that white men are more competent than others—are the most likely to increase inequality by facilitating greater social and economic opportunities. Ridgeway argues that status beliefs greatly enhance higher status groups’ ability to maintain their advantages in resources and access to positions of power and make lower status groups less likely to challenge the status quo. Many lower status people will accept their lower status when given a baseline level of dignity and respect—being seen, for example, as poor but hardworking. She also shows that people remain willfully blind to status beliefs and their effects because recognizing them can lead to emotional discomfort. Acknowledging the insidious role of status in our lives would require many higher-status individuals to accept that they may not have succeeded based on their own merit many lower-status individuals would have to acknowledge that they may have been discriminated against. Ridgeway suggests that inequality need not be an inevitable consequence of our status beliefs. She shows how status beliefs can be subverted—as when we reject the idea that all racial and gender traits are fixed at birth, thus refuting the idea that women and people of color are less competent than their male and white counterparts. This important new book demonstrates the pervasive influence of  status on social inequality and suggests ways to ensure that it has a less detrimental impact on our lives. i.e. . they do not meet).. What is the shortest distance between them?.  .  .  .  . Also find the co-ordinates of . and . ..  . shortest distance. must be perpendicular to both lines.. Let . Then .