The document provides learning outcomes and questions about the European Renaissance. It outlines three learning outcomes: 1) identifying factors that made Italy the birthplace of the Renaissance, 2) examining how the Renaissance led to a shift from community/religion to individualism, and 3) analyzing a portrait from the point of view of the artist and subject. It also includes discussion questions about an unspecified portrait.
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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 âany matterâ at âany timeâ under House Rule X.
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A Strategic Approach: GenAI in EducationPeter Windle
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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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Thesis Statement for students diagnonsed withADHD.ppt
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# 2 Renaissance and Reformation
1.
2.
3. European Renaissance
Learning Outcomes
1. Identify the factors that made Italy the ideal
birth place of the Renaissance.
2. Discuss how the Renaissance ultimately led
to a societal shift from community and
religion, to a new focus on the individual
and the here and now.
3. Examine a portrait and complete a short-
write expressing the point of view of both
the artist and the subject.
4. Kickoff Question: European Renaissance
Describe what you see in the portrait.
What is the subject of the portrait wearing?
What does his clothing tell us about him?
Where is the subject situated? Home? Restaurant?
What time of day is it? How can you tell?
How much space does the subject take up?
How much depth is shown in the picture?
How do you think the subject of this portrait feels?
Can you describe his personality by looking at him?
Do you think the artist knew the subject?
Why do you think the artist painted this portrait?
What message did the artist want to portray?
5. Kickoff Question: European Renaissance
ď In regard to this painting, I am always asked, "Who is this man?"
To answer this question I invoke the viewer's creativity as well as
his intellect. Note the cuisine. What is this man eating? The
answer is beans and bread, pig's feet and wine. I ask you, who
would willingly eat such a meal? A starving peasant, perhaps? Or
an elegant connoisseur who enjoys a variety of dishes? Note the
setting. Giacomo may be feasting in a royal kitchen considering
the elegant robe in the background, the marvelous glass goblet
and fine silver being used. His garments also indicate a person
with some sense of culture.
ď On the other hand, this dimly lit scene suggests the meal to be a
secret activity. Or the place may be a simple house incapable of
proper lighting. The truth is that I wish the subject to remain
anonymous. Viewers should, on their own, ask themselves these
questions, notice the details and arrive at an opinion as to who
they think this person is. At times, life is much more interesting
when the answers remain mysteries.
6. Kickoff Question: European Renaissance
⢠"I was hungry and you gave me food, thirsty and you gave me drink." So our
Lord will speak to those who pass on to the next life. I can only say, "Thank you,
dear sir, for giving me this meal! Even though I have no stately bearing, no
official claim to aristocracy, you still took me in and gave me this delicious food.â
⢠But now as I eat, I find that, in addition to feeling grateful, a small feeling of
unease. You seem to be studying me as if I am the subject of a classroom lecture.
Why do you stare at me so? Am I not using proper manners? Is there a piece of
food stuck to my lips? Maybe I can strike up a conversation to ease the tension:
⢠"Tell me, good sir, what is it that you do for a living? Oh, you are an artist! A
painter. I have always wished I had such an elegant talent. But it must be
difficult to earn a living as a painter, no? Yes, I understand that it's difficult to
earn a living in any occupation. May I be so bold as to ask to see one of your
paintings? Later? Yes, of course. I should finish eating first.â
⢠Oh no, not another uncomfortable silence. Once again he is studying me. I am
afraid I may be put into one of his paintings. Maybe he will use my face as the
face of St. John the Baptist, or St. Luke, or even an angel. Won't my father be
proud to see my face in a painting! I can't wait to tell him! But first I must choke
down these hooves... I really shouldn't have eaten all the beans first.
8. Plague and War
Extra Money Led to Luxuries
Italian Renaissance = âRebirthâ
Why Italy?: Urban, Rich, Classics
New Humanism- Potential & Past
Johann Gutenberg: Printing Press
Machiavelli The Prince: Lie to Lead
Renaissance Man: Jack of All Trade
Secular: Worldly Here and Now
From Community and Religion to The Individual, Here and Now
European Renaissance: Out of the Dark and into the Light
19. The Protestant Reformation
Learning Outcomes
1. Identify how Marin Lutherâs protest over
abuses in the Catholic Church led to the
founding of Protestant Churches.
2. Outline the social, political, economic and
religious causes of the Protestant
Reformation.
3. Using class notes, create a six scene
animated storybook about the course of the
Protestant Reformation.
22. Corrupt Popes Spend Money
Pope and Emperor Ban Luther
Buy Indulgences = Free From Sins
Luther â95 Thesesâ Nailed to Door
Faith AloneâŚNot âGood Worksâ
Cath. Church Unified / Educates
Prot. Church Takes New Forms
Henry 8: Eng. Prot. Over Divorce
Luther Creates Protestant Religion
Martin Luther Challenges the Pope and Catholicism
The Protestant Reformation: Changing the Church
23.
24. The
Renaissance
values of
humanism
and
secularism
led people to
question the
Church.
The Printing
Press helped
to spread
ideas critical
of the
Church.
Powerful
monarchs
challenged
the Church as
the supreme
power in
Europe.
Many leaders
viewed the
pope as a
foreign ruler
and
challenged
his authority.
European
princes and
kings were
jealous of the
Churchâs
wealth.
Merchants
and others
resented
having to pay
taxes to the
Church.
Some Church
leaders had
become
worldly and
corrupt.
Many people
found Church
practices
such as the
sale of
indulgences
unacceptable.