Gabriela was a beautiful princess in Egypt who loved to sing by the river every day. One day, the Pharaoh came and demanded she marry him. Though she refused, he insisted. She agreed only if he freed the slaves. When he saw the slaves being mistreated, he refused and locked Gabriela away. Prince Géza heard her singing and rescued her. They freed the slaves together before escaping on horseback to live among the stars.
A verse by verse commentary on Judges 21 dealing with Israel trying to figure out how to give wives to the Benjamites.They let them steal virgins at a dance and by this method save the tribe of Benjamin,
Pastor Elio Marrocco's "Four Tests of a Real Believer" sermon at New Life Christian Church on June 17, 2012. You can learn more about New Life Christian Church here: http://www.newlifecc.ca
A verse by verse commentary on Judges 21 dealing with Israel trying to figure out how to give wives to the Benjamites.They let them steal virgins at a dance and by this method save the tribe of Benjamin,
Pastor Elio Marrocco's "Four Tests of a Real Believer" sermon at New Life Christian Church on June 17, 2012. You can learn more about New Life Christian Church here: http://www.newlifecc.ca
Translation in Italian of the slides in Serbian about the credit line of Italian Government for entrepreneurs, micro, small and medium enterprises and local public utilities of the Republic of Serbia
Solusi Diabetes Alami,Obat Diabetes,Obat Jantung,Solusi penyumbatan jantung,Herbal Alami,Sehat dan Bugar,Sehat dengan Herbal,Diabetes Melitus,Sehat Alami Tanpa Obat,Sehat Tanpa Obat
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Translation in Italian of the slides in Serbian about the credit line of Italian Government for entrepreneurs, micro, small and medium enterprises and local public utilities of the Republic of Serbia
Solusi Diabetes Alami,Obat Diabetes,Obat Jantung,Solusi penyumbatan jantung,Herbal Alami,Sehat dan Bugar,Sehat dengan Herbal,Diabetes Melitus,Sehat Alami Tanpa Obat,Sehat Tanpa Obat
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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 “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
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.
2. HOL VOLT,HOL NEM VOLT VALAMIKOR NAGYON RÉGEN EGYIPTOMBAN ÉLT EGY GYÖNYÖRŰ HERCEGNŐ GABRIELÁNAK HÍVTÁK.MINDEN NAP LEMENT A FOLYÓBA MEGFÜRÖDNI S ILYENKOR A SZIKLÁKON ÜLVE CSODÁLATOSAN ÉNEKELT.AZ ÉGRŐL A NAP MOSOLYOGVA INTEGETETT NEKI,MIKÖZBEN RÁVETETTE SUGARÁT CSILLOGÓ BŐRÉRE.A HATTYÚK KÖRBEVETTÉK, S TÁNCAIKKAL KEDVESKEDTEK NEKI.
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4. GABRIELA BOLDOG VOLT EGÉSZEN ADDIG A NAPIG AMÍG EGY NAP A FÁRAÓ ELJÖTT HOZZÁ ÉS KÉRLELTE HOGY LEGYEN A FELESÉGE. NE KÉRD EZT TŐLEM-MONDTA MEGSZEPPENVE,DE A FÁRAÓ TOVÁBB OSTROMOLTA. GYÖNYÖRŰ VAGY GABRIELA S HA A FELESÉGEM LESZEL TIED LESZ AZ ÖSSZES PIRAMISOM S MINDEN AMIT SZERETNÉL. TE LESZEL AZ ÚRNŐ,S MINDENKI NEKED FOG ENGEDELMESKEDI ÉS MINDENKI A TE KÍVÁNSÁGOD LESI MAJD.
5. -ÉN NEM AKAROM HOGY BÁRKINEK IS PARANCSOLJAK, ÉS NEM AKAROM HOGY KÍNOZD AZ EMBEREKET. EZ NEVETSÉGES-SZÓLT BÜSZKÉN A FÁRAÓ.AZOK CSAK RABSZOLGÁK. NEM!ŐK UGYANOLYAN EMBEREK MINT MI VAGYUNK,IGAZSÁGTALANUL BÁNTOD ŐKET. KÉRLEK-TÉRDELT LE ELÉ A LÁNY,ENGEDD ŐKET SZABADON. EZT SZERETNÉD?-KÉRDEZTE A FÁRAÓ. AKKOR MEGTESZEM NEKED. Ó, KÖSZÖNÖM-HÁLÁLKODOTT GABRIELA. DE CSAK EGY FELTÉTELLEL.HA A FELESÉGEM LESZEL. NE!NE KÉRD EZT!-SÍRT GABRIELA TUDOD HOGY EZT NEM TEHETEM-VÉGÜL MÉGIS ENGEDETT A FÁRAÓ UNSZOLÁSÁNAK,HISZEN SAJNÁLTA A RABSZOLGÁIT.
6. -RENDBEN VAN,DE KI KELL SZABADÍTANOD A RABSZOLGÁID-MEGIGÉRTED! JÓL VAN JÓL VAN-MONDTA ÉS MAGÁVAL VITTE PIRAMISOK KÖZÉ.GABRIELA LENÉZETT ÉS LÁTTA HOGY BÁNTJÁK A RABSZOLGÁKAT.ELTAKARTA SZEMÉT ÉS SÍRT.-KÉRLEK NE HAGYD HOGY BÁNTSÁK ŐKET! A FÁRAÓ ELINDULT A KULCSÉRT MAJD HIRTELEN VISZAFORDULT. NEM TUDOM,NEM TESZEM NEKEM ÉN VAGYOK AZ URALKODÓ,HA ELENGEDEM ŐKET SOHA TÖBBÉ NEM FOGNAK TISZTELNI ENGEM, ÉS NEM LESZ HATALMAM SEM TEKINTÉLYEM.
7. ÉS UGYAN MIT SZÁMÍT EZ!MINDEN EMBER SZABDNAK SZÜLETETT. AKKOR SEM TUDOM MEGTENNI-MONDTA ÉS SZÓ NÉLKÜL ELMENT,MAJD BEZÁRTA AZ AJTÓT. BECSAPTÁL, HAZUDTÁL NEKEM- SÍRT A LÁNY, ELAKAROK INNEN MENNI!
8. AMIKOR EGYEDÜL MARADT ÉSZREVETTE HOGY A NAP FÉNYE MOST IS OLYAN SZÉPEN TÜNDÖKÖL RÁ MINT AZELÖTT.ÉNEKELNI KEZDETT HÁT HOGY ENYHÍTSE FÉLELMÉT.
9. GÉZA, AZ EGYIPTOMI HERCEG ÉPP A FOLYÓHOZ MENT LE FÜRÖDNI, ÉS FIGYELMES LETT A LÁNY GYÖNYÖRŰEN CSENGŐ HANGJÁRA. „VIGYÉL A CSILLAGOK KÖZÉ”-ÉNEKELTE, DE A HERCEG ÉSZREVETTE A HANGJÁBAN MEGBÚJÓ SZOMORÚSÁGOT. ELINDULT A HANG IRÁNYÁBA,DE A LÁNY ELFÁRADT ÉS ELALUDT.EZ A PIRAMISOK FELŐL JÖTT- GONDOLTA A HERCEG ÉS ELVÁGTATOTT A LOVÁVAL, MAJD MESSZIRŐL KIÁLLTOTT: KI VAN OTT?KI ÉNEKELT? GABRIELA FELÉBREDT ÉS KÉTSÉGBEESETTEN KIÁLTANI KEZDETT.
10. ÉN VAGYOK AZ, GABRIELA ,A HERCEGNŐ, AKIT ELRABOLT A FÁRAO, BÁRKI IS VAGY KÉRLEK SEGÍTS NEKEM. GABRIELA! VALÓBAN TE VAGY AZ? –KÉRDEZTE A HERCEG ÉS SZÉLSEBESEN VÁGTATOTT FELÉ.
11. A HERCEG AMILYEN GYORSAN CSAK TUDTA KISZABADÍTOTTA GABRIELÁT. -VIGYÉL EL, KÉRLEK VIGYÉL EL INNEN. ELVISZLEK GABRIELA, ELVISZLEK A CSILLAGOK KÖZÉ. -VÁRJ!-KÉRTE, S CSILLOGÓ ZÖLD SZEMÉT A HERCEGRE EMELTE. MIELŐTT A FÁRAÓ VISSZAJÖN MÉG VAN EGY FELADATOMK.KI KELL SZABADÍTANOM A RABSZOLGÁKAT.-NAGYON JÓ SZÍVED VAN GABRIELA ÉS MEGTESZEM AMIT KÉRSZ. KÉRLEK ÜLJ FEL A LOVAMRA ÉS UTÁNAD MEGYEK.
12. A HERCEG TELJESÍTETTE IGÉRETÉT ÉS AZ ÖSSZES RABSZOLGÁT SZABADON ENGEDTE.MIRE A FÁRAÓ VISSZATÉRT MÁR GABRIELÁVAL EGYÜTT MESSZE JÁRTAK.
14. S A FÁRAÓ HALÁLA UTÁN LEJÖTTEK A FÖLDRE HOGY BETELJESÍTSÉK BOLDOGSÁGUKAT.GABRIELA AZÓTA MINDENKINÉL SZEBBEN ÉNEKEL ITT LENN A FÖLDÖN.HA TALÁLKOZTOK VELE TI IS MEGHALLHATJÁTOK.
