Alexander the Great can be viewed as both a hero and a villain. As a hero, he conquered a vast empire stretching from Greece to India and spread Greek culture. However, he was also known for his ruthless tactics such as destroying Thebes and showing no mercy towards resisting armies. After his death, his empire quickly fractured as his generals fought over the territory.
The glories of Alexander the Great. His conquering and his battle tactics. (I made this a long time ago, but recently discovered I hadn't published it here.)
The Trojan War and Homer's Iliad (Ancient History)Tom Richey
This PowerPoint presentation provides an introduction to the Trojan War, Homer's Iliad, and the Greek concept of the afterlife for students in survey courses in ancient history, world history, or Western civilization.
For more instructional materials, visit www.tomrichey.net!
Short Essay on Alexander The Greate. Alexander the Great (356-323 BC), the king of Macedonia, was the conqueror of the Persian Empire. He was one of the greatest military geniuses of all times who single-handedly changed the nature of the ancient world in little more than a decade.
In my last lecture, I discussed the development of Greek civilizatMalikPinckney86
In my last lecture, I discussed the development of Greek civilization in the Greek peninsula. In
this lecture, we're going to discuss the expansion of Greek culture throughout the Mediterranean
and beyond. This expanded Greek culture created what is known as Hellenistic civilization. Just
a quick review-- in my last lecture, I explained that Greek civilization started with the Minoan
civilization, then developed into the Mycenaean civilization. The Greeks experienced a dark age
during which everyone was fighting with each other and laying claim to territory that evolved
into independent city-states. And after this, Greek civilization saw two ages-- an archaic age, and
a classical age. These ages are Athens formed a democracy and Sparta formed an oligarchy. This
was also when the Greeks fought the Persians and won and then turned to fight each other in the
Peloponnesian War.
[SLIDE] During the archaic and classical ages, which took place between 750 and 338 BCE,
large numbers of Greeks from different city-states left their homeland to settle in distant lands. In
that, so many Greek communities were established in southern Italy that the Romans later called
this area "Magna Graecia" or "Great Greece" because so many Greeks lived there. [SLIDE]
Greek settlements were also established in southern France, eastern Spain, and Egypt, and west
of Egypt, throughout Northern Africa. And in the east, the Greeks settled along the shores of the
Black Sea in what is today, Turkey. On the map on your screen, the green shading represents the
Greek colonies in the east and the west. The Greeks settled in other lands, primarily to make
money through trade. The Greeks traded their pottery, wine, and olive oil for the resources in
these new areas. They obtained grain, metals, fish, timber, wheat, and slaves. Wherever the
Greeks went, they took their culture. But even though the Greeks introduced their culture to a lot
of different people in the archaic and classical ages, this was nothing in comparison to what
would happen in the fourth century BCE. Beginning in the 300s BCE, new rulers built the
biggest empire the world had seen up to this point. And they carried Greek culture to the far
reaches of the Earth. In doing so, they established a new civilization-- the Hellenistic civilization.
This civilization existed from 323 BCE to 31 BCE.
[SLIDE] So our questions for this lecture are, who were the Macedonians? And how did they
conquer the Greeks and other civilizations? How did Macedonian rulers spread Greek culture in
the Hellenistic world? And how did the development of Hellenistic civilization impact Greek
culture?
[SLIDE] In 338 BCE, independent Greek civilization came to an end. And that year, a man
named Philip II of Macedonia invaded the Greek city-states with his armies and conquered the
entire Greek peninsula. Let's stop for just a moment and look at the development of Macedonian
civilization before we talk about why the ...
This document is useful for students who are studying the course 'leadership and management'. Teachers who are teaching leadership may also find it beneficial.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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
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.
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!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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.
2. I) Alex: HERO - born in 356 B.C.E. in Macedonia (N of mainland Greece) A) Background info. - only lived to be 32, ruled for just 13 years, however, many historians consider him the greatest military leader of all time.
3. - during his reign, Alexander conquered Greece, the Near East, Persia, and India. - in total, he ruled an empire that stretched from 3,000 miles from the Mediterranean Sea to the Indus River. - His empire was the largest empire the world had ever seen!
5. C) Alex spread Greek culture t/o the ancient world and showed an interest in the people he defeated. 1) Thebes-Alex unified all of Greece by putting down the rebellion in the polis of Thebes. - he showed compassion toward some of the rebels, citizens, priests and the family of a poet.
6. 2) Egypt- Alex was welcomed more as a savior than an invader-enthroned as king - founded the Egyptian city of Alexandria and named 19 other cities after himself. - Alexandria, Egypt- became a great center for learning about Greek and the Near Eastern cultures.
7.
8. 4) India- Alexander brilliantly defeated the army of the Indian king Porus. - overcame heavy rains and the Indian army’s use of elephants - became greatly interested in Indian culture/religion and learned more about Hinduism by questioning Indian holy men.
9. II. Alex: VILLAIN A) Background info: - Alex’s military accomplishments were due to the powerful military force his father, King Philip II, had left to him after he died.
10. - Alex was known to be ruthless and cruel. - He had a fierce temper and mistreated his own loyal advisors and soldiers.
11. 1) Thebes- Alexander brutally put down the attempt of freedom and the attempt to declare their independence. - his forces killed 6,000 Thebans, sold more than 20,000 citizens into slavery and virtually destroyed the entire city.
12. 2) Alexandria, Egypt- Alex only founded the site for this city. He played no role in the city’s growth. - They did not allow any Egyptians to learn or become part of the Greek culture. The Egyptians were excluded from helping the city develop and grow.
13. 3) Persia – Alexander’s military campaign against Persia was brutal and relentless. - He did not care how many casualties(deaths) occurred including his own troops.
14. - he plundered the riches of Persepolis (Persia’s great capital) and burnt it to the ground- this was a magnificent center of Persian culture.
15. 4) India- Alexander’s forces spent 3 years ruthlessly putting down any Indian resistance. - slaughtered males and sold females and children into slavery.
16. - His campaigns went into the deepest parts of India, regardless of how difficult it was for his own troops. - Due to the horrific weather conditions and poor living, his troops demanded that he turn around and go home.
17. III. Conclusion: - On the way home from India, Alexander became ill and died while his forces were in Babylon (present day Iraq) in 323 B.C. E. – he was just 33 years old.
18. - due to the fact that Alexander did not designate a legitimate heir to the throne, his own relatives and generals fought for control over the land he had conquered.
19. What happened to Alexander’s empire? 1) India returned to it’s original owners 2) Antigonus- became king of Macedonia 3) Ptolemy-established his own dynasty (the Ptolomies) in Egypt. 4) Seleucus- formed his own empire (the Seleucid Empire) in Persia. 5) Greece- Athens and Sparta became independent and the other polises joined either the Delian or the Peloponnesian Leagues
20. Alexander the Great’s last words: “ To whom do you leave your kingdom?” “ To the best and the strongest.”
