Lesson 7.1 Activity: Comparing More Civilizations
•
1 like•357 views
What makes civilizations similar and what makes them different? Explore early cities and civilizations to find out. Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Report
Share
Report
Share
Download to read offline
Recommended
Web 2.0 Tools: Take a Leap into 21st Century Learning
Take a closer look at four Web 2.0 tools and how they can be used in grades K-5.
Lesson 7.2 Activity: The Rise, Fall, and Collapse of Civilizations
Corruption, conquest, or disaster: Try to figure out why all civilizations eventually come to an end.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 7.1 Activity: Comparing Civilizations
From the Far East to Mesoamerica, what were the similarities and differences among some of the ancient agrarian civilizations?
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
3.1 Vocabulary: Part 2
Second go round with the vocab. This time, you'll dig a little deeper, looking at related words and other forms of the same word.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
3.2 Timelines and Periodization
Unit 3.2 Timelines and Periodization
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 9 Extension: Impacts of Interconnection
“To what extent has the Modern Revolution been a positive or a negative force?” is the driving question for Unit 9. The purpose of this activity is to apply Unit 9’s driving question
to a modern-day infrastructure development: the Interoceanic Highway (La Carretera). Construction on La Carretera, which connects the east and west coasts of South America, began in the early twenty-first century. By studying the scenes depicted in a photojournalist’s photographic essay, students will come to their own conclusions about the extent to which this road has been a positive or negative force as related to certain trends and topics (economic development and natural environment, for example). This activity will also help prepare students for Investigation 9, in which they’re asked to identify good and bad outcomes of trends referenced in the Investigation texts.
Lesson 10.3 Activity: First Contact
This activity will give students a chance to review some of what they learned in this lesson, and use it to think more deeply about what and how they would communicate with an alien species.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 10: Are We Alone? Now Is the Time to Find Out
Circling one star among hundreds of billions, in one galaxy among a hundred billion more, in a Universe that is vast and expanding ever faster – perhaps toward infinity. It’s easy to forget that we live in a place of astonishing grandeur and mystery.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Recommended
Web 2.0 Tools: Take a Leap into 21st Century Learning
Take a closer look at four Web 2.0 tools and how they can be used in grades K-5.
Lesson 7.2 Activity: The Rise, Fall, and Collapse of Civilizations
Corruption, conquest, or disaster: Try to figure out why all civilizations eventually come to an end.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 7.1 Activity: Comparing Civilizations
From the Far East to Mesoamerica, what were the similarities and differences among some of the ancient agrarian civilizations?
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
3.1 Vocabulary: Part 2
Second go round with the vocab. This time, you'll dig a little deeper, looking at related words and other forms of the same word.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
3.2 Timelines and Periodization
Unit 3.2 Timelines and Periodization
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 9 Extension: Impacts of Interconnection
“To what extent has the Modern Revolution been a positive or a negative force?” is the driving question for Unit 9. The purpose of this activity is to apply Unit 9’s driving question
to a modern-day infrastructure development: the Interoceanic Highway (La Carretera). Construction on La Carretera, which connects the east and west coasts of South America, began in the early twenty-first century. By studying the scenes depicted in a photojournalist’s photographic essay, students will come to their own conclusions about the extent to which this road has been a positive or negative force as related to certain trends and topics (economic development and natural environment, for example). This activity will also help prepare students for Investigation 9, in which they’re asked to identify good and bad outcomes of trends referenced in the Investigation texts.
Lesson 10.3 Activity: First Contact
This activity will give students a chance to review some of what they learned in this lesson, and use it to think more deeply about what and how they would communicate with an alien species.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 10: Are We Alone? Now Is the Time to Find Out
Circling one star among hundreds of billions, in one galaxy among a hundred billion more, in a Universe that is vast and expanding ever faster – perhaps toward infinity. It’s easy to forget that we live in a place of astonishing grandeur and mystery.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 9: Comparing the Costs of Renewable and Conventional Energy Sources
You can’t get too far in a discussion about the nation’s electric power sector without running into the question of costs.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 9.8 Activity: Surviving on Mars (Part 1)
This quick activity will get students brainstorming about life on Mars and what they would need to survive there.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 9.6 Activity: Mapping the World
Use www.gapminder.org/data to fill out the data in each of the tables below. To find the data you need, make sure that you have the name of the category. On the gapminder.org/data page, you’ll see a table called “List of indicators in “Gapminder World.” Beneath that title, on the right side of the table, find the
Search box. Type the name of the category into that search area. Once you find the category, click on the magnifying glass on the right. That link will have the data you need to fill out each of the tables below.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 9: Smith, Marx, and Keynes
Spanning three centuries of history, from the dawn of the industrial age to modern times, three diverse
thinkers developed their own landmark theories on commerce, labor, and the global economy.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 9: Collective Learning (Part 4)
In the final essay of a four-part series, David Christian explains
how advances in communication and transportation accelerated
collective learning.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 9.2 Activity: The Impact of Population Growth Essay
For this closing activity, students will construct an essay in which they discuss what they think are the three biggest impacts of human population growth in the modern era. By looking more closely at population growth, they will deepen their understanding of the impact of acceleration and will think about themselves in relation to population growth and the effect it might have on their own futures.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 8: Guns, Germs, and Steel: The Fates of Human Societies
Jared Mason Diamond (1937 — ) is an American scientist and author whose work draws from a variety of fields. He is currently a professor of geography and of physiology at UCLA. His 1997 book, Guns, Germs, and Steel: The Fates of Human
Societies, from which the following passages are excerpted, won the 1998 Pulitzer Prize for general nonfiction and the Aventis Prize for Best Science Book. The basic premise of the book is to explain why Eurasian civilizations have survived
and conquered others, while refuting the idea that Eurasian hegemony is due to intellectual, moral, or genetic superiority.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 8: Investigation 8
Making comparisons is an important intellectual tool for all people and especially for historians and scientists. Historians, in particular, make comparisons across time to understand what
has changed and what has remained constant. This question looks at the spread of plague and our collective reaction to plague at two different times in human history—the fourteenth century and the nineteenth century. Such a comparison enables us to see clearly how we have changed.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 8.3 Activity: Revising Investigation Writing - Sentence Starters Part 2
Students have examined and revised an Investigation writing sample based on Criteria A, B, and C of the rubric. Now, they’ll undergo the same process with a peer essay. In addition, they’ll do this alone instead of in groups. So, although the process is the same as in the last Investigation writing activity, this one might be more difficult since students will move away from group work and will complete this worksheet on their own. However, it’s important for students to be able to accomplish this exercise on their own since in the next lesson, they’ll apply this same process to their own writing. Again, while the categories in the rubric are a useful tool for initially understanding the different elements of writing, they need to be looked at as a whole since the areas of focus are interrelated.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 8: When Humans Became Inhumane: The Atlantic Slave Trade
Once Europeans had figured out how to be effective middlemen — buying and selling silver, tea, and fur, they turned to figuring out how to also become producers of the commodities they were trading.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 8: Investigating the Consequences of the Columbian Exchange
A new era in human history began in 1492 as the four world zones became connected. For the first time, humans created truly global networks.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 8: Ibn Battuta
The account of the travels of the Muslim legal scholar Ibn Battuta in the first half of the fourteenth century reveals the wide scope of the Muslim world at that time.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 8.1 Activity: An Age of Adventure
This collection of biographies provides students with detailed information about the voyages of these explorers including information about their motivation and how they inspired future generations of explorers. These men opened the door to a more interconnected world as the contacts they made helped to create connections between distant peoples and stimulate the growth of exchange networks and long-distance trade.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 7.2 Activity: Essay - Were They Pushed or Did They Jump?
You’re going to pick a civilization you’ve already researched, and then use the information from your Early Civilizations Museum Project, your Comparing More Civilizations Worksheet, and your Rise, Fall, and Collapse of Civilizations Worksheet to write a five-paragraph essay about whether that civilization was pushed (external forces were the main cause of its downfall) or it jumped (something internal was responsible—they were their own worst enemy). A “pushed” example: Two empires went to war. You might say the winning empire “pushed” the losing empire into collapse. An example of a civilization having “jumped” can be found in the Easter Island Activity earlier in the course: One of the theories for the collapse of Easter Island is that the inhabitants depleted the natural resources they needed to survive. The people were, in a sense, the cause of their own destruction—they “jumped.”
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 7.2 Activity: Social Status, Power, and Human Burials
This activity provides students with an opportunity to start thinking about the impact that farming can have on the way humans live and relate to each other. It will also allow them to think about the kinds of questions archaeologists and historians might ask when they must rely upon artifacts rather than written evidence to learn about the past.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 7: Greco-Roman: Early Experiments in Participatory Government
Instead of rule by a single person, Athens and Rome developed governments with widespread participation by male elites, which lasted about 170 years in Athens and 480 years in Rome.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 7: Agrarian Civilizations: Introduction
During the same narrow sliver of cosmic time, cities, states, and civilizations emerged independentlyin several places around the world.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 6: Pierre Teilhard de Chardin
As a paleontologist and a Catholic priest, Pierre Teilhard de Chardin formulated his own unique vision for a synthesis of science and religion.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 6: Investigation 6
Many scholars have argued that our capacity to develop, use, and pass on symbolic systems has enabled humans to collect learning and develop increasingly complicated cultures. Indeed,
some argue that it is language that makes us human and thus differentiates us from other animals. Other researchers call into question these assumptions, particularly those working on nonhuman animals’ natural systems of communication and those who teach primates to use symbolic language. A wide range of scholars have been engaged in studying the role that human language has played and continues to play in Big History.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 6: Jane Goodall
In 1960 Jane Goodall pioneered the study of chimpanzees in the wild, showing the world how similar chimpanzee behavior is to that of humans, and helping to demonstrate the close evolutionary relationship of the two species.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
1.4 modern child centered education - mahatma gandhi-2.pptx
Child centred education is an educational approach that priorities the interest, needs and abilities of the child in the learning process.
More Related Content
More from Big History Project
Unit 9: Comparing the Costs of Renewable and Conventional Energy Sources
You can’t get too far in a discussion about the nation’s electric power sector without running into the question of costs.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 9.8 Activity: Surviving on Mars (Part 1)
This quick activity will get students brainstorming about life on Mars and what they would need to survive there.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 9.6 Activity: Mapping the World
Use www.gapminder.org/data to fill out the data in each of the tables below. To find the data you need, make sure that you have the name of the category. On the gapminder.org/data page, you’ll see a table called “List of indicators in “Gapminder World.” Beneath that title, on the right side of the table, find the
Search box. Type the name of the category into that search area. Once you find the category, click on the magnifying glass on the right. That link will have the data you need to fill out each of the tables below.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 9: Smith, Marx, and Keynes
Spanning three centuries of history, from the dawn of the industrial age to modern times, three diverse
thinkers developed their own landmark theories on commerce, labor, and the global economy.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 9: Collective Learning (Part 4)
In the final essay of a four-part series, David Christian explains
how advances in communication and transportation accelerated
collective learning.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 9.2 Activity: The Impact of Population Growth Essay
For this closing activity, students will construct an essay in which they discuss what they think are the three biggest impacts of human population growth in the modern era. By looking more closely at population growth, they will deepen their understanding of the impact of acceleration and will think about themselves in relation to population growth and the effect it might have on their own futures.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 8: Guns, Germs, and Steel: The Fates of Human Societies
Jared Mason Diamond (1937 — ) is an American scientist and author whose work draws from a variety of fields. He is currently a professor of geography and of physiology at UCLA. His 1997 book, Guns, Germs, and Steel: The Fates of Human
Societies, from which the following passages are excerpted, won the 1998 Pulitzer Prize for general nonfiction and the Aventis Prize for Best Science Book. The basic premise of the book is to explain why Eurasian civilizations have survived
and conquered others, while refuting the idea that Eurasian hegemony is due to intellectual, moral, or genetic superiority.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 8: Investigation 8
Making comparisons is an important intellectual tool for all people and especially for historians and scientists. Historians, in particular, make comparisons across time to understand what
has changed and what has remained constant. This question looks at the spread of plague and our collective reaction to plague at two different times in human history—the fourteenth century and the nineteenth century. Such a comparison enables us to see clearly how we have changed.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 8.3 Activity: Revising Investigation Writing - Sentence Starters Part 2
Students have examined and revised an Investigation writing sample based on Criteria A, B, and C of the rubric. Now, they’ll undergo the same process with a peer essay. In addition, they’ll do this alone instead of in groups. So, although the process is the same as in the last Investigation writing activity, this one might be more difficult since students will move away from group work and will complete this worksheet on their own. However, it’s important for students to be able to accomplish this exercise on their own since in the next lesson, they’ll apply this same process to their own writing. Again, while the categories in the rubric are a useful tool for initially understanding the different elements of writing, they need to be looked at as a whole since the areas of focus are interrelated.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 8: When Humans Became Inhumane: The Atlantic Slave Trade
Once Europeans had figured out how to be effective middlemen — buying and selling silver, tea, and fur, they turned to figuring out how to also become producers of the commodities they were trading.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 8: Investigating the Consequences of the Columbian Exchange
A new era in human history began in 1492 as the four world zones became connected. For the first time, humans created truly global networks.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 8: Ibn Battuta
The account of the travels of the Muslim legal scholar Ibn Battuta in the first half of the fourteenth century reveals the wide scope of the Muslim world at that time.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 8.1 Activity: An Age of Adventure
This collection of biographies provides students with detailed information about the voyages of these explorers including information about their motivation and how they inspired future generations of explorers. These men opened the door to a more interconnected world as the contacts they made helped to create connections between distant peoples and stimulate the growth of exchange networks and long-distance trade.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 7.2 Activity: Essay - Were They Pushed or Did They Jump?
You’re going to pick a civilization you’ve already researched, and then use the information from your Early Civilizations Museum Project, your Comparing More Civilizations Worksheet, and your Rise, Fall, and Collapse of Civilizations Worksheet to write a five-paragraph essay about whether that civilization was pushed (external forces were the main cause of its downfall) or it jumped (something internal was responsible—they were their own worst enemy). A “pushed” example: Two empires went to war. You might say the winning empire “pushed” the losing empire into collapse. An example of a civilization having “jumped” can be found in the Easter Island Activity earlier in the course: One of the theories for the collapse of Easter Island is that the inhabitants depleted the natural resources they needed to survive. The people were, in a sense, the cause of their own destruction—they “jumped.”
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Lesson 7.2 Activity: Social Status, Power, and Human Burials
This activity provides students with an opportunity to start thinking about the impact that farming can have on the way humans live and relate to each other. It will also allow them to think about the kinds of questions archaeologists and historians might ask when they must rely upon artifacts rather than written evidence to learn about the past.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 7: Greco-Roman: Early Experiments in Participatory Government
Instead of rule by a single person, Athens and Rome developed governments with widespread participation by male elites, which lasted about 170 years in Athens and 480 years in Rome.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 7: Agrarian Civilizations: Introduction
During the same narrow sliver of cosmic time, cities, states, and civilizations emerged independentlyin several places around the world.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 6: Pierre Teilhard de Chardin
As a paleontologist and a Catholic priest, Pierre Teilhard de Chardin formulated his own unique vision for a synthesis of science and religion.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 6: Investigation 6
Many scholars have argued that our capacity to develop, use, and pass on symbolic systems has enabled humans to collect learning and develop increasingly complicated cultures. Indeed,
some argue that it is language that makes us human and thus differentiates us from other animals. Other researchers call into question these assumptions, particularly those working on nonhuman animals’ natural systems of communication and those who teach primates to use symbolic language. A wide range of scholars have been engaged in studying the role that human language has played and continues to play in Big History.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Unit 6: Jane Goodall
In 1960 Jane Goodall pioneered the study of chimpanzees in the wild, showing the world how similar chimpanzee behavior is to that of humans, and helping to demonstrate the close evolutionary relationship of the two species.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
More from Big History Project (20)
Unit 9: Comparing the Costs of Renewable and Conventional Energy Sources
Unit 9: Comparing the Costs of Renewable and Conventional Energy Sources
Lesson 9.2 Activity: The Impact of Population Growth Essay
Lesson 9.2 Activity: The Impact of Population Growth Essay
Unit 8: Guns, Germs, and Steel: The Fates of Human Societies
Unit 8: Guns, Germs, and Steel: The Fates of Human Societies
Lesson 8.3 Activity: Revising Investigation Writing - Sentence Starters Part 2
Lesson 8.3 Activity: Revising Investigation Writing - Sentence Starters Part 2
Unit 8: When Humans Became Inhumane: The Atlantic Slave Trade
Unit 8: When Humans Became Inhumane: The Atlantic Slave Trade
Unit 8: Investigating the Consequences of the Columbian Exchange
Unit 8: Investigating the Consequences of the Columbian Exchange
Lesson 7.2 Activity: Essay - Were They Pushed or Did They Jump?
Lesson 7.2 Activity: Essay - Were They Pushed or Did They Jump?
Lesson 7.2 Activity: Social Status, Power, and Human Burials
Lesson 7.2 Activity: Social Status, Power, and Human Burials
Unit 7: Greco-Roman: Early Experiments in Participatory Government
Unit 7: Greco-Roman: Early Experiments in Participatory Government
Recently uploaded
1.4 modern child centered education - mahatma gandhi-2.pptx
Child centred education is an educational approach that priorities the interest, needs and abilities of the child in the learning process.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Class 11 CBSE Business Studies Project ( AIDS TO TRADE - INSURANCE)
The geography of Taylor Swift - some ideas
Geographical themes connected with Taylor Swift's ERAS tour - coming to the UK in June 2024
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docx
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Event Link:-
https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-exploring-gemini-ai-and-integration-with-mulesoft/
Agenda
● Java 17 Upgrade Overview
● Why and by when do customers need to upgrade to Java 17?
● Is there any immediate impact to upgrading to Mule Runtime 4.6 and beyond?
● Which MuleSoft products are in scope?
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/
YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Shyam Raj Prasad-
https://www.linkedin.com/in/shyam-raj-prasad/
The Challenger.pdf DNHS Official Publication
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH ANSWERS.
Unit 2- Research Aptitude (UGC NET Paper I).pdf
This slide describes the research aptitude of unit 2 in the UGC NET paper I.
Polish students' mobility in the Czech Republic
Polish students mobility to the Czech Republic within eTwinning project "Medieval adventures with Marco Polo"
Embracing GenAI - A Strategic Imperative
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.
Home assignment II on Spectroscopy 2024 Answers.pdf
Answers to Home assignment on UV-Visible spectroscopy: Calculation of wavelength of UV-Visible absorption
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is prepared for master's students (MIFB & MIBS) UUM. May it be useful to all.Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...Nguyen Thanh Tu Collection
https://app.box.com/s/hqnndn05v4q5a4k4jd597rkdbda0fniiRecently uploaded (20)
1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
Mule 4.6 & Java 17 Upgrade | MuleSoft Mysore Meetup #46
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Home assignment II on Spectroscopy 2024 Answers.pdf
Home assignment II on Spectroscopy 2024 Answers.pdf
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptx
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Lesson 7.1 Activity: Comparing More Civilizations
- 1. Name: Date: STUDENT MATERIALS COMPARING MORE CIVILIZATIONS BIG HISTORY PROJECT / LESSON 7.1 ACTIVITY Directions: Pick three civilizations (this should not include the one you created an exhibit for) and fill out the chart below. After you’ve filled out the chart, answer the questions on the following page. Civilization 1: Civilization 2: Civilization 3: Government Religion Environment Arts Culture Science & Technology Economics Society
- 2. Name: Date: STUDENT MATERIALS COMPARING MORE CIVILIZATIONS 1. Name three similarities that you see across the civilizations that you chose. 2. Name three differences that you see across the civilizations that you chose. BIG HISTORY PROJECT / LESSON 7.1 ACTIVITY