Three important West African empires were Ghana, Mali, and Songhai. Ghana was the first empire, located along the Niger River valley. Traders brought salt and gold, which helped the empire grow wealthy. Later, Mali rose as the dominant empire under Sundiata and Mansa Musa. The capital was Niani and the major city was Timbuktu, a center for trade, Islam, and education. When Mali declined, Songhai took over as the last major West African empire, ruling from Gao along the Niger River.
West African Kingdoms. Virginia SOL USI.4c. This power point teaches students the importance of the African kingdoms during European exploration. Ghana, Mali, and Songhai each dominated West Africa in sequence from 300 to 1600 A.D. African people and African goods played an important role in European interest in world resources.
The Age of Exploration. First explorers of the New World and water trade routes to Asia. Includes routes, Triangular Trade, Middle Passage, 6-6 SC standard
West African Kingdoms. Virginia SOL USI.4c. This power point teaches students the importance of the African kingdoms during European exploration. Ghana, Mali, and Songhai each dominated West Africa in sequence from 300 to 1600 A.D. African people and African goods played an important role in European interest in world resources.
The Age of Exploration. First explorers of the New World and water trade routes to Asia. Includes routes, Triangular Trade, Middle Passage, 6-6 SC standard
Complex civilization in the Sahel and the gold trade. Establishment of settlements in the Sahel based on cultivation of millet, trade in copper and trade in gold.
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
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.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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.
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
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
4. Rivers Oceans Deserts Mountains Lakes Nile River Red Sea Sahara Desert Atlas Mountains Lake Victoria Zambezi River Mediterranean Sea Kalahari Desert Mount Kilimanjaro Lake Nyasa Zaire River Indian Ocean Nubian Desert Lake Tanganyika Niger River Atlantic Ocean Persian Gulf
5. Mediterranean Sea Persian Gulf Red Sea Atlantic Ocean Indian Ocean RiversOceansDeserts Mountains Lakes Nile RiverRed Sea Sahara DesertAtlas MountainsLake Victoria Zambezi RiverMediterranean Sea Kalahari Desert Mount Kilimanjaro Lake Nyasa Zaire RiverIndian Ocean Nubian Desert Lake Tanganyika Niger RiverAtlantic Ocean Persian Gulf
6. Niger River Nile River Zaire River Zambezi River RiversOceansDeserts Mountains Lakes Nile RiverRed Sea Sahara DesertAtlas MountainsLake Victoria Zambezi RiverMediterranean Sea Kalahari Desert Mount Kilimanjaro Lake Nyasa Zaire RiverIndian Ocean Nubian Desert Lake Tanganyika Niger RiverAtlantic Ocean Persian Gulf
7. Atlas Mts. Sahara Desert Nubian Desert Mt. Kilimanjaro Kalahari Desert RiversOceansDeserts Mountains Lakes Nile RiverRed Sea Sahara DesertAtlas MountainsLake Victoria Zambezi RiverMediterranean Sea Kalahari Desert Mount Kilimanjaro Lake Nyasa Zaire RiverIndian Ocean Nubian Desert Lake Tanganyika Niger RiverAtlantic Ocean Persian Gulf
8. Lake Victoria Lake Nyasa Lake Tanganyika RiversOceansDeserts Mountains Lakes Nile RiverRed Sea Sahara DesertAtlas MountainsLake Victoria Zambezi RiverMediterranean Sea Kalahari Desert Mount Kilimanjaro Lake Nyasa Zaire RiverIndian Ocean Nubian Desert Lake Tanganyika Niger RiverAtlantic Ocean Persian Gulf
9. Mediterranean Sea Atlas Mts. Persian Gulf Sahara Desert Red Sea Nubian Desert Niger River Nile River Zaire River Lake Victoria Mt. Kilimanjaro Atlantic Ocean Lake Nyasa Indian Ocean Lake Tanganyika Zambezi River Kalahari Desert RiversOceansDeserts Mountains Lakes Nile RiverRed Sea Sahara Desert Atlas MountainsLake Victoria Zambezi RiverMediterranean Sea Kalahari Desert Mount Kilimanjaro Lake Nyasa Zaire RiverIndian Ocean Nubian Desert Lake Tanganyika Niger RiverAtlantic Ocean Persian Gulf
21. West Africans also earned money through trade.West African traders traveled in camel caravans the Sahara desert. Camel caravan in the Sahara Desert.
23. The Niger River today. People use pirogues to cross the river in places were there are no bridges. http://place2place.blogs.com/photos/uncategorized/2008/01/12/niger_river.jpg
24. Photo of a village on the Niger River.http://www.mulfry.org/MulFry/Mali/images/Niger_River_10.jpg
25. Making mud bricks in front of a warehouse in Mali.http://memory.loc.gov/pnp/ppmsca/09500/09588v.jpg
27. West African traders earned a lot of money by trading two valuable things: salt and gold
28. West African traders earned a lot of money buy trading two valuable things: Salt was used to preserve food. This helped people survive. Traders brought salt from the northern part of West Africa. People loved gold because it was beautiful. Gold came from the southern part of West Africa around the Niger River.
29.
30. Ghana was the first empire in West Africa. http://www.metmuseum.org/toah/hd/ghan/hd_ghan.htm Ghana Empire, 790 -1240 The capital city of Ghana
31. Ghana was the first empire in West Africa. http://www.metmuseum.org/toah/hd/ghan/hd_ghan.htm Ghana Empire, 790 -1240 Wagadu is the correct name. ‘Ghana’ means king.
33. From Northern African, traders also brought salt silk cotton glass beads horses mirrors and dates.From the West African empire of Ghana, traders brought gold pepper
34. From Northern African, traders also brought salt silk cotton glass beads horses mirrors and dates.From the West African empire of Ghana, traders brought gold pepper andslaves.
35. Commercial agreement.This is an agreement among merchants involved in the sale and transportation of slaves between Timbuktu in Mali and Ghadamas in Libya. Loaned by the Mamma HaidaraCommemorative Library, Timbuktu, Mali (21) Mali http://www.loc.gov/exhibits/mali/images/amm0021rs.jpg
45. The Law of Slavery:The author discusses slavery in West Africa during the 1600s. Slavery is based on Islamic law.The author notes that the fundamental and original nature of humanity is that individuals are free. People may be enslaved only under certain very specific rules governed by Islamic law.Ahmad Baba ibn Ahmad ibnUmaribn Muhammad Aqit al-Tumbukti. Miraj al-SuudilanaylMajlub al-Sudan (Ahmad Baba Answers a Moroccan's Questions about Slavery). Loaned by the Mamma Haidara Commemorative Library, Timbuktu, Mali http://www.loc.gov/exhibits/mali/images/amm0006rs.jpg
46. This certificate gives a detailed physical description of a woman granted her freedom by her owner. The follows Islamic law. Certificate of emancipation for female slave.Loaned by the Mamma HaidaraCommemorative Library,Timbuktu, Malihttp://www.loc.gov/exhibits/mali/mali-checklist.html
47. First, the merchants of Ghana traded with the Romans.Later, they traded with North African Muslims.
48. The people of Ghana learned about Islam from North African traders.
52. The kings of Ghana became rich and powerful because they controlled the business of trade. 1. Traders had to pay taxes to the kings. 2. The kings made it safe for the traders to travel.
53. Religious Leaders v. Religious Leaders Traders v. TradersFighting between groups destroyed the Empire of Ghana in the 1100s.
54. Mali was the second great empire of West Africa. http://www.metmuseum.org/toah/hd/mali/hd_mali.htm
63. http://en.wikipedia.org/wiki/Jews_of_Bilad_el-SudanTimbuktu was the most important city in Mali. It was a center for business, Islam and education.Caravan approaching Timbuktu in 1853 (from Travels and Discoveries in Northern and Central Africa by Prof. Dr. Heinrich Barth, vol. iv, London 1858)
64. http://www.loc.gov/exhibits/mali/images/amm0011rs.jpg A Math Book from TimbuktuUsing charts and examples of problems, the author shows the rules of addition, subtraction,multiplication and division. The text was used extensively by students inTimbuktu and North Africa.Ahmad ibnSulayman al-Rasmuki. Kashf al-Hijabli-Asfiya' al-Ahbab anAjnihatal-RighabfiMarifat al-Hisab (Explanations of the Problems in Arithmetic with Examples). Loaned by the Mamma Haidara Commemorative Library, Timbuktu, MaliProf. Dr. Heinrich Barth, vol. iv, London 1858
72. He was famous for traveling on the hajj, a religious trip that Muslims take to Mecca, in 1324.
73. hajj = pilgrimage = religious journey to Mecca Mecca, Saudi Arabia, today http://www.harcourtschool.com/activity/biographies/musa/mecca.html
74. Mansa Musa’s journey to Mecca was very famous. A Spanish map-maker made this map about Mansa Musa’s haj. http://en.wikipedia.org/wiki/File:Europe_Mediterranean_Catalan_Atlas.jpeg
75. http://www.danstopicals.com/catalan.htm Mansa Musa journeyed from West Africa to northern Africa, then east to Saudi Arabia. He traveled with thousands of people and gave away a lot of gold. Mansa Musa carrying gold nuggets.
79. The leaders that followed after Mansa Musa were weak.There was trouble in Mali. The leaders of Songhai conquered Mali.
80. Songhai was the third great West African empire. Songhai Gao was an important trading city.
81. A scene in Gao today. http://courses.wcupa.edu/jones/his311/archives/helpers/geog-pic.ht
82. Sunni Ali and AskiaMuhammed were leaders of Songhai. AskiaMuhammed built schools and mosques. He was also a good military leader. http://upload.wikimedia.org/wikipedia/commons/a/ab/Askia.jpgThe tomb of AskiaMuhammed in Gao.
104. http://www.mrdowling.com/609ancafr.html "The old griot had talked for nearly two hours up to then . . . 'the oldest of these fours sons, Kunta, went away from his village and he was never seen again' . . . I sat as if I were carved of stone. My blood seemed to have congealed. “ --Alex Haley, Roots: The Saga of an American Family, Dell, 1976. Page 719
105. http://www.mrdowling.com/609ancafr.html “This man whose lifetime had been in this back-country African village had no way in the world to know that he had just echoed what I had heard all through my boyhood years on my grandma's front porch in Henning, Tennessee.” --Alex Haley, Roots: The Saga of an American Family, Dell, 1976. Page 719
109. The view through the door of a slave holding pen on Gorée Island, Senegal, which was once a major West African slave trading outpost. Africans captured inland were marched to the coast and held in pens like these, from which they were taken to waiting ships.http://www.vagabondish.com/wp-content/uploads/portal-of-sorrow-goree-island.jpg