The Visigoths were a Germanic tribe that originally came from Scandinavia and worked as mercenaries for the Roman Empire. After sacking Rome in 410, they were given the province of Gaul by the Roman emperor. They established their capital in Toulouse and eventually conquered most of Hispania as well. In 507, the Franks defeated the Visigoths, forcing them to retreat to Hispania where they established their kingdom in Toledo. This Visigothic Kingdom was eventually destroyed by the Umayyad conquest of Hispania in 711.
These Materials are useful in order to work in class with: Fall of Roman Empire, Germanic Tribes, Visigoths, Byzantine Empire and Carolingian Empire. Students can make interesting displays about these subjects.
Resumen del siglo XVIII español para la asignatura de Ciencias sociales (4º de ESO). Las diapositivas están en inglés por ser material destinado a la sección bilingüe del I.E.S. Fray Pedro de Urbina
These Materials are useful in order to work in class with: Fall of Roman Empire, Germanic Tribes, Visigoths, Byzantine Empire and Carolingian Empire. Students can make interesting displays about these subjects.
Resumen del siglo XVIII español para la asignatura de Ciencias sociales (4º de ESO). Las diapositivas están en inglés por ser material destinado a la sección bilingüe del I.E.S. Fray Pedro de Urbina
Created by María Jesús Campos Fernández, Geography and History teacher in a bilingual section in Madrid.
learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
Created by María Jesús Campos Fernández, Geography and History teacher in a bilingual section in Madrid.
learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
Visigothic Spain - From 409 until the Muslim conquestDavidCotCaigueral
120 slides where David Cot, host of The History of Spain Podcast, summarizes the Late Antiquity and Visigothic Spain period, based on the 10 episodes of the podcast dedicated to discover the first Barbarian invasions in the Iberian Peninsula (Vandals, Suebi and Alans) until the Muslim conquest of Spain. Apart from the political history of Visigothic Spain, this presentation includes aspects about its society, economy, culture and more.
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
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.
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
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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.
4. Extra information:
• The Visigoths were a Germanic tribe that came from
Scandinavia.
• They attacked the Roman Empire but they also
worked for the Roman Empire as mercenaries.
• Thanks to this military help they received in
exchange money and territories.
• They settled in nowadays Bulgaria, later Romania and
finally in Gaul (nowadays France) and Hispania.
• They were the first Germanic tribe that attacked
the city of Rome in 410.
6. 15) Explain how the Visigoths created a kingdom in Gaul
• After the sack of Rome in 410 the emperor of Rome
made a pact with the Visigoths. The Visigoths had to
expel the Suevi, the Vandals and the Alans from
Hispania.
• In exchange they will receive the province of Gaul (in
nowadays France).
• The capital city was established in Tolouse.
• Within time they also crossed the Pyrenees and
conquered almost all Hispania. (Or this kingdom
occupied part of Gaul and part of Hispania)
7.
8. 16) Explain how the Visigoth kingdom of Toledo was
created.
• In 711 the Visigoths were expelled by the Arabs in the
battle of Guadalete.
• This will be the end of the Visigoth kingdom of Toledo.
17) How was the end of the Visigoth kingdom of Toledo.
• In 507 the Franks defeated the Visigoths. As a
consequence the Visigoths crossed the Pyrenees and
established in Hispania.
• They established the capital city in Toledo.
9. The great achievements of the Visigoths were:
• The territorial unification that was reached through a
military way. They fought against Basques, Cantabrians,
Asturians, Suevi, Franks and Byzantines and after many
battles they got the territorial unification.
• The religious unification was reached through the
conversion of the king “Recaredo” to Catholicism.
• The Judicial unification was made thanks to the Code
Law of “Recesvinto”.
18) What were the great achievements of the Visigoths in
Hispania.
Extra information:
• The Visigoths were in fact Arians (“arrianos”) that
was a different version of Catholicism.
• Arianism affirmed that Jesus was human.
12. Extra information:
• Did you know that since 415 a.D. there were 32
kings? (As an average every king would have ruled
during 9 years).
• Did you know that most of the Visigoth kings were
assassinated, poisoned, imprisoned, deposed or they
just died in a battle. (Only four had a natural death)
• It is estimated that the Visigoths were
approximately between 80.000 and 300.000 while
the Hispano-Romans were 4 million people. (They
were a minority).
• Among all the Germanic kingdoms that existed in
Europe only the Visigoths founded new cities. (Four
in total: Recópolis, Victoriacum, Ologite and Baiyara).
16. 19) Who were the Franks?
Extra information:
• The first dynasty of the Franks were the Merovingians.
• In the 8th century a new dynasty gained power and ruled
over the Franks.
• That dynasty were the Carolingians.
• The Franks were a
Germanic tribe that
established in Gaul.
(Nowadays France).
17. 20) Tell me who were the most important historical figures of
the Carolingian dynasty?
The most important historical figures were:
• Charles Martel: he was the “Mayor of the Palace” (Mayordomo
de Palacio). He helped the king to govern, became a very
prominent person and defeated the Arabs in the battle of
Poitiers in 732. He gained a lot of influence for his family. He was
the grandfather of Charlemagne.
• Pepin the Short: He was the father of Charlemagne. He made a
coup d’état and became king of France
• Charlemagne: He was the son of Pepin the Short. He fought
against Saxons, Slavs, Muslims and Lombards. He conquered
many territories in Europe. Finally he was crowned emperor in
800 by the Pope Leo III.
The carolingians
21. Extra information:
• Mayor of the Palace was a very important position.
It was like a vice president.
• The Carolingian empire lasted till 843, with the
Treaty of Verdun. The Carolingian empire was
divided in three kingdoms among the three
grandsons of Charlemagne.
• The title of emperor was an very relevant institution
that lasted till the 19th century (1806, more
exactly).
• Charlemagne is considered by many people the
father of Europe (because of all the territories that
he controlled).
25. Ch’ang-an, China
1 million people
500.000 in the suburbs
Constantinople
250.000 inhabitants
Baghdad
The biggest city
of the world
Cordoba
500.000
inhabitants
Aachen
3.000 inhabitants