This document provides an overview of early astronomy, including:
1) It discusses the geocentric and heliocentric models of the solar system proposed by ancient Greek astronomers, with the geocentric model placing Earth at the center and the heliocentric model placing the Sun at the center.
2) It describes the contributions of important early astronomers like Copernicus, Brahe, Kepler, Galileo, and Newton. Copernicus proposed the heliocentric model, Brahe made highly precise observations, Kepler formulated his three laws of planetary motion, Galileo made discoveries with his telescope, and Newton formulated the law of universal gravitation.
3) Key concepts discussed include Ptolemy's geocentric model
Astronomy is the oldest of the natural sciences, dating back to antiquity, with its origins in the religious, mythological, cosmological, calendrical, and astrological beliefs and practices of pre-history: vestiges of these are still found in astrology, a discipline long interwoven with public and governmental astronomy, and not completely disentangled from it until a few centuries ago in the Western World (see astrology and astronomy). In some cultures, astronomical data was used for astrological prognostication.
Ancient astronomers were able to differentiate between stars and planets, as stars remain relatively fixed over the centuries while planets will move an appreciable amount during a comparatively short time.
Astronomy is the oldest of the natural sciences, dating back to antiquity, with its origins in the religious, mythological, cosmological, calendrical, and astrological beliefs and practices of pre-history: vestiges of these are still found in astrology, a discipline long interwoven with public and governmental astronomy, and not completely disentangled from it until a few centuries ago in the Western World (see astrology and astronomy). In some cultures, astronomical data was used for astrological prognostication.
Ancient astronomers were able to differentiate between stars and planets, as stars remain relatively fixed over the centuries while planets will move an appreciable amount during a comparatively short time.
This Chapter is part of previous published ch.1 and ch.3 and its use for undergraduate students in physics department. also, you can use it for mathematical and Statistical courses and for those experimental courses of data fitting.
Fortran is a general-purpose programming language, mainly intended for mathematical computations in
science applications
this chapter is the third chapter
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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!
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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.
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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
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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.
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.
1. Starter
1. What is astronomy?
2. The movement around the sun is
______.
3. The movement around an axis is____.
4. Compare and contrast global warming
and greenhouse effect.
2. Chapter Pretest
1. True/False: Early Greek astronomers (600
B.C. –A.D. 150) used telescopes to observe
stars.
2. What lies at the center of our solar system?
3. What is rotation?
4. What is the approximate time that it takes
Earth to rotate on its axis?
5. What was the most important accomplishment
of the Apollo moon missions?
6. How would geometry and trigonometry have
been useful to early astronomers?
7. How is astronomy different from astrology?
3. Ancient Greeks
22.1 Early Astronomy
Astronomy is the science that studies the
universe. It includes the observation and
interpretation of celestial bodies and
phenomena.
The Greeks used philosophical arguments
to explain natural phenomena.
The Greeks also used some observational
data.
6. Ancient Greeks
22.1 Early Astronomy
Geocentric Model
• In the ancient Greeks’ geocentric model, the
moon, sun, and the known planets—Mercury,
Venus, Mars, and Jupiter—orbit Earth.
Heliocentric Model
• In the heliocentric model, Earth and the other
planets orbit the sun.
8. Ancient Greeks
22.1 Early Astronomy
Ptolemaic System
• Ptolemy created a model of the universe that
accounted for the movement of the planets.
• Retrograde motion is the apparent westward
motion of the planets with respect to the stars.
10. The Birth of Modern Astronomy
22.1 Early Astronomy
Nicolaus Copernicus
• Copernicus concluded that Earth is a planet. He
proposed a model of the solar system with the
sun at the center.
11. The Birth of Modern Astronomy
22.1 Early Astronomy
Tycho Brahe
• Tycho Brahe designed and built instruments to
measure the locations of the heavenly bodies.
Brahe’s observations, especially of Mars, were
far more precise than any made previously.
12. The Birth of Modern Astronomy
22.1 Early Astronomy
Johannes Kepler
• Kepler discovered three laws of planetary motion:
1. Orbits of the planets are elliptical.
2. Planets revolve around the sun at varying
speed.
3. There is a proportional relationship between
a planet’s orbital period and its distance to
the sun.
13. The Birth of Modern Astronomy
22.1 Early Astronomy
Johannes Kepler
• An ellipse is an oval-shaped path.
• An astronomical unit (AU) is the average
distance between Earth and the sun; it is about
150 million kilometers.
15. The Birth of Modern Astronomy
22.1 Early Astronomy
Galileo Galilei
• Galileo’s most important contributions were his
descriptions of the behavior of moving objects.
• He developed his own telescope and made
important discoveries:
1. Four satellites, or moons, orbit Jupiter.
2. Planets are circular disks, not just points of light.
3. Venus has phases just like the moon.
4. The moon’s surface is not smooth.
5. The sun has sunspots, or dark regions.
17. The Birth of Modern Astronomy
22.1 Early Astronomy
Sir Isaac Newton
• Although others had theorized the existence of
gravitational force, Newton was the first to
formulate and test the law of universal
gravitation.
Universal Gravitation
• Gravitational force decreases with distance.
• The greater the mass of an object, the greater is
its gravitational force.
20. Location of
Earth
Location of
Sun
Supporters
of model
Geocentric
model
Heliocentric
model
Center
of
universe
Orbits Earth Aristotle,
Ptolemy
Orbits
sun
Center of
universe
Aristarchus,
Copernicus
23. 22.1 Post test
1. Which Greek first proposed that the sun was
the center of the universe?
2. What was Tycho Brahe’s contribution to
science?
3. What is an astronomical unit?
4. What is the shape of a planet’s orbit?
5. What role did the telescope play in Galileo’s
contributions to science?
6. Summarize Kepler’s 3 laws of planetary motion.
