A presentation of the Roman Empire, suitable for Year 9 students, consisting in following: main periods, the Roman Republic, Patricians and plebeians, meals, bakeries, craft workers, reading and writing.
A presentation of the Roman Empire, suitable for Year 9 students, consisting in following: main periods, the Roman Republic, Patricians and plebeians, meals, bakeries, craft workers, reading and writing.
Ancient RomeBeginning in the eighth century B.C., Anciencheryllwashburn
Ancient Rome
Beginning in the eighth century B.C., Ancient Rome grew from a small town on central Italy’s Tiber River into an empire that at its peak encompassed most of continental Europe, Britain, much of western Asia, northern Africa and the Mediterranean islands.
Among the many legacies of Roman dominance are the widespread use of the Romance languages (Italian, French, Spanish, Portuguese and Romanian) derived from Latin, the modern Western alphabet and calendar and the emergence of Christianity as a major world religion.
They then instead had a council known as the 'senate' which ruled over them. From this point on one speaks of the 'Roman Republic'.
Early Rome was governed by kings, but after only seven of them had ruled, the Romans took power over their own city and ruled themselves
The word 'Republic' itself comes from the Latin (the language of the Romans) words 'res publica' which mean 'public matters' or 'matters of state'.
The senate under the kings had only been there to advise the king. Now the senate appointed a consul, who ruled Rome like a king, but only for one year. - This was a wise idea, as like that, the consul ruled carefully and not as a tyrant, for he knew that otherwise he could be punished by the next consul, once his year was up.
Rome knew four classes of people. This division was very important to the Romans.
The lowest class were the slaves. They were owned by other people. They had no rights at all. The next class were the plebeians. They were free people. But they had little say at all.
The second highest class were the equestrians (sometimes they are called the 'knights'). Their name means the 'riders', as they were given a horse to ride if they were called to fight for Rome. To be an equestrian you had to be rich.
The highest class were the nobles of Rome. They were called 'patricians'. All the real power in Rome lay with them.
The greatest challenge the Roman Republic faced was that of the Carthaginians. Carthage was a very powerful city in North Africa which, much like Rome, controlled its own empire. The fight between the two sides was a long one and took place on land and on sea.
The most famous incident came when the great Carthaginian general Hannibal crossed the mountain chain of the Alps to the north of Italy with all his troops, including his war-elephants, and invaded Italy. Though Rome in the end won and Carthage was completely destroyed in the year 146 BC.
Rome's most famous citizen was no doubt Julius Caesar. He was a Roman politician and general who, without having any orders to do so, conquered the vast territory of the Gauls to the north of his province in France.
In the year 49 BC Caesar crossed the small river between his province and Italy, called the river Rubicon, and conquered Rome itself which he then ruled as a dictator.
His military campaigns also took him to Egypt where he met the famous Cleopatra.
His life though was ended as he was inf ...
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.
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.
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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?
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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.
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!
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
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
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
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.
2. SCIPIO AFRICANUS
Publius Cornelius Scipio Africanus (236-183 BC, 53 years
old) was a general in the Second Punic War and a politician
(consul) of the Roman Republic. He was best known for
defeating Hannibal of Carthage.
Scipio won the battle of Zama (Tunisia) in North Africa
in 202 BC. He got the last name Africanus and became known
as one of the best commanders in military history.
Before winning the battle of Zama, he conquered
Carthaginian Iberia (half Spain), culminating in the battle of
Ilipa (near Alcalá del Río, Seville) in 206 BC against Hannibal’s
brother Mago Barca. This is when Italica (name after Italy)
was founded.
He was considered a hero by the
general Roman populace. In his later years,
he was tried for bribery and treason,
unfounded charges that were only meant
to discredit him before the public.
Disillusioned by the ingratitude of his
peers, Scipio left Rome and withdrew from
public life.
4. BAETICA ROMAN ROAD
Nowadays, the Baetica Roman Road links 14 cities of the Seville,
Cadiz and Cordoba Regions. It runs from the southern province of the
Roman Hispania to the territories marked by the antique Via Augusta.
This road crosses landscapes knwon by their geographic and natural
interests such as the Cordoba Sub-baetica Natural Park, the country
landscapes, The Cadiz Bay Natural Park and the Valley of the
Guadalquivir River.
From the 3rd Century BC to the 5th
Century AD, the Romans ruled all these
Baetica Regions. They were highly
appreciated for their metallurgic and
agricultural resources (minerals, olive
oil, cereals,… The inhabitants adopted
quite early the Roman culture.
6. ITALICA
ITALICA WAS A ROMAN CITY. IT WAS FOUNDED IN 206 BC. IT WAS PROBABLY
ABANDONED IN THE 12th CENTURY. NOWADAYS, SANTIPONCE IS THE TOWN WHERE
ITALICA WAS LOCATED.
18. EMPEROR TRAJAN
Trajan (Marcus Ulpius Nerva Traianus, 18
September 53 – 9 August 117 AD = 63 years old) was
Roman Emperor from 98 to 117 (19 years, 193 days).
Born into a non-patrician family in the province of
Hispania Baetica, in Italica, Seville. Trajan rose to
prominence during the reign of emperor Domitian.
Serving as a general in the Roman army along
the German frontier, Trajan successfully put down
the revolt of Antonius Saturninus in 89.
In September 96, Domitian was succeeded by
Nerva, an old and childless senator who proved to
be unpopular with the army. After a brief and
tumultuous year in power, a revolt by members of
the Praetorian Guard compelled him to adopt the
more popular Trajan as his heir and successor.
Nerva died on 27 January 98, and was succeeded by
Trajan without incident.
19. EMPEROR TRAJAN
As a civilian administrator, Trajan is best known for his
extensive public building program which reshaped the city of
Rome and left multiple enduring landmarks such as Trajan's
Forum, Trajan's Market and Trajan's Column.
Early in his reign he annexed Nabataea (between the
Arabian and Sinai peninsulas), creating the province of
Arabia Petraea. His conquest of Dacia enriched the empire
greatly - the new province possessed many valuable gold
mines. His war against the Parthian Empire ended with the
sack of its capital Ctesiphon and the annexation of Armenia
and Mesopotamia. His campaigns expanded the Roman
Empire to its greatest territorial extent.
20. EMPEROR TRAJAN
In late 117, while sailing back to Rome, Trajan fell ill and
died of a stroke in the city of Selinus. He was deified by the
Senate, and succeeded by his adopted son Hadrian (he
wasn’t his son, but his nephew).
As an emperor, Trajan's reputation has
endured — he is one of the few rulers whose
reputation has survived nineteen centuries.
Every new emperor after him was honoured
by the Senate with the prayer felicior Augusto,
melior Traiano, meaning "may he be luckier
than Augustus and better than Trajan".
Among medieval Christian theologians, Trajan
was considered a "virtuous pagan", while the
18th century historian Edward Gibbon
popularized the notion of the Five Good
Emperors, of which Trajan was the second.
The Alcántara Bridge (Cáceres), widely hailed as a
masterpiece of Roman engineering. It’s a stone arch
bridge built over the Tagus River (Tajo) between
104-106 AD.
Statue of Trajan at Tower Hill, London.
21. EMPEROR HADRIAN
Hadrian (Publius Aelius Hadrianus, 24 January
76 – 10 July 138 AD = 62 years old) was Roman
Emperor from 117 to 138 AD (during 20 years, 334
days ).
He is best known for building Hadrian's Wall,
which marked the northern limit of Roman
territory in Britain. In Rome, he built the Pantheon
and the Temple of Venus and Roma.
In addition to being emperor, Hadrian was a
humanist and a lover of Greek culture in all his
tastes. Hadrian was the third of the so-called Five
Good Emperors.
Hadrian was born to a Hispano-Roman family, probably in
Italica (Santiponce, Seville). His predecessor Trajan was a
maternal cousin of Hadrian's father. So that, Hadrian was
Trajan’s nephew. Trajan never officially designated an heir,
but according to his wife Pompeia Plotina, Trajan named
Hadrian emperor immediately before his death. Trajan's wife
and his friend Licinius Sura were well-disposed towards
Hadrian, and he may well have owed his succession to them.
22. EMPEROR HADRIAN
During his reign, Hadrian traveled to
nearly every province of the empire. Hadrian
sought to make Athens the cultural capital
of the empire: he ordered the construction
of many temples in the city.
Hadrian spent much of his time with the military. He usually wore military
attire, and dined and slept amongst the soldiers. He ordered military training and
drilling to be more rigorous. Despite his fondness for the army, there was little
military activity throughout the empire while Hadrian reigned. After he became
emperor, Hadrian withdrew (moved away) from Trajan's conquests in
Mesopotamia and Armenia, and even considered abandoning Dacia. Late in his
reign, he stopped the Bar Kokhba revolt in Judaea, renaming the province Syria
Palaestina.
In 136 an ailing Hadrian adopted Lucius Aelius as his heir, but he died
suddenly two years later. In 138, Hadrian promised to adopt Antoninus Pius if he
would in turn adopt Marcus Aurelius and Aelius' son Lucius Verus as his own
eventual successors. Antoninus agreed, and soon afterward Hadrian died at his
villa near Tibur, in Baiae (Italy). He was buried in Rome.
23. ROMAN REMAINS: ITALICA
VENUS SCULPTURE
The 2nd-century Venus found in 1940 near
the theatre (Archeological Museum of
Seville).
ROMAN DOMUS
ROMAN BREAD OVEN
