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DAAT: A Journal of Jewish Philosophy & Kabbalah , 2017

Orchid flora of Jammu and Kashmir , 2024

The present study investigates the taxonomic exploration of orchid species in the Union Territory of Jammu and Kashmir. This article includes documentation on 61 species while previous checklists discussed for this region, according to different authors, a total of 44 or 47 species. We have established here a new inventory of orchids carried out through extensive studies in the field and in the literature for more than four consecutive years. This manuscript includes the map of the study area, the list of inventoried species, their geographical distribution, taxonomic details, their phenology and some illustrations. Résumé La présente étude discute des espèces d'orchidées dans le territoire de l'Union du Jammu et Kashmir. Cet article comprend une documentation sur 61 espèces alors que les listes de contrôles précédentes discutaient pour cette région, selon les différents auteurs, un total de 44 ou 47 espèces. Nous avons établi ici un nouvel Orchid flora of Jammu and Kashmir-Ahmed, M. et al. inventaire des orchidées réalisé par le biais d'études approfondies sur le terrain et dans la littérature pendant plus de quatre années consécutives. Ce manuscrit comprend la carte de la zone d'étude, la liste des espèces inventoriées, leur répartition géographique, des détails taxinomiques, leur phénologie et quelques illustrations.

International Journal of Engineering Research and Technology (IJERT), 2016

https://www.ijert.org/design-of-a-three-axis-robotic-system-and-its-implementation-as-a-3d-printer https://www.ijert.org/research/design-of-a-three-axis-robotic-system-and-its-implementation-as-a-3d-printer-IJERTV5IS041103.pdf This paper gives a complete insight on the systematic procedure required to be followed for design of a three axis robotic system and its implementation as a 3D printer. The mechanical structure of the system is designed based on dimensional and load carrying requirements. The system is equipped with a suitable material extrusion system along with a control system that allows its use as a 3D printer based on the principle of fused deposition modelling. Notations: Fa = Allowable tensile stress UTS = Ultimate tensile stress of the material under consideration. Fos = Factor of safety. RE = Force exerted on the structure by the extruder. tR = Required thickness of the Center carriage M = Bending Moment L = Length of the Center Carriage B = Breadth of the Center Carriage z = Section modulus of the beam LG = Length of the girder RD = Dead weight of the center carriage and the bearings RG = Net load acting on the girders dG = Required diameter of girder rods. µ = Coefficient of friction. IG = Moment of Inertia of the rod RF = Frictional resistance Rx = Maximum load acting on each of the end carriages due to X axis RM = Total load acting on end carriage 1 RB = Maximum load acting on each rod of bridge LB = Length of the bridge rods IB = Moment of inertia of bridge rod. dB = Required diameter of bridge rod. Lz =Length of the base plate Bz= Breadth of the base plate T= Required thickness of the plate Fz = Total Load in z direction Dz = Diameter of the guide rods Kb = Combined Shock and fatigue factor τ = Design shear stress α = Column action factor F =Load to be raised or lowered by lead screw dl = Mean diameter of the lead screw l = lead (Axial advance for one complete revolution of the screw) Rz = Frictional resistance between nut and lead screw Nz = Load Normal to the vertical rod axis I. INTRODUCTION Additive Manufacturing is one of the latest trends adopted by a large number of industries in recent times. Additive manufacturing facilitates rapid production of prototypes in a cost effective manner and hence is used by the industries to create a scaled down model of the actual product. The scaled down model gives a brief visual idea of the look and feel of the actual product before the actual production.

The principle purpose of the introduction is to present your position (this is also known as the "thesis" or "argument") on the issue at hand but effective introductory paragraphs are so much more than that. Before you even get to this thesis statement, for example, the essay should begin with a "hook" that grabs the reader’s attention and makes them want to read on. Examples of effective hooks include relevant quotations ("no man is an island") or surprising statistics ("three out of four doctors report that…"). Only then, with the reader’s attention "hooked," should you move on to the thesis. The thesis should be a clear, one-sentence explanation of your position that leaves no doubt in the reader’s mind about which side you are on from the beginning of your essay. Following the thesis, you should provide a mini-outline which previews the examples you will use to support your thesis in the rest of the essay. Not only does this tell the reader what to expect in the paragraphs to come but it also gives them a clearer understanding of what the essay is about. Finally, designing the last sentence in this way has the added benefit of seamlessly moving the reader to the first paragraph of the body of the paper. In this way we can see that the basic introduction does not need to be much more than three or four sentences in length. If yours is much longer you might want to consider editing it down a bit! Here, by way of example, is an introductory paragraph to an essay in response to the following question: "Do we learn more from finding out that we have made mistakes or from our successful actions?"

Actuala programă şcolară a fost elaborată din perspectiva trecerii de la modelul de proiectare curriculară centrat pe obiective -elaborat şi implementat în sistemul românesc de învăţământ la mijlocul anilor 90 -la modelul centrat pe competenţe. Adoptarea noului model de proiectare curriculară este determinată, pe de o parte, de nevoia de a realiza actualizarea formatului şi unitate concepţiei programelor şcolare la nivelul ciclurilor de învăţământ primar, gimnazial şi liceal. Pe de altă parte, acest demers asigură acordarea la dezvoltările curriculare actuale, centrate pe rezultate explicite şi evaluabile ale învăţării.