Martin Luther was troubled by the Catholic Church's practice of selling indulgences to forgive sins and fund the rebuilding of St. Peter's Basilica in Rome. In 1517, he wrote the 95 Theses criticizing indulgences and questioning papal authority. He nailed the theses to the door of the Wittenberg Castle church to debate fellow scholars. This sparked the Protestant Reformation as his ideas spread through printing and divided Western Christianity into Catholic and Protestant branches that still exist today.
The events of the PROTESTANT REFORMATION from its start in 1517 until the end of the THIRTY YEARS' WAR in 1648, examining its causes and its impact on the world.
The events of the PROTESTANT REFORMATION from its start in 1517 until the end of the THIRTY YEARS' WAR in 1648, examining its causes and its impact on the world.
Created by María Jesús Campos Fernández, teacher of Geography and History at a bilingual section in Madrid.
learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
Powerpoint presentation based on Strayer's 3rd edition Ways of the World text for High School AP-Honors world history students. Chapter covers spread of Christianity, the Reformation, the Counter Reformation, Syncretism, China, India, Japan, Europe, Ottoman Empire, Scientific Revolution, the Enlightenment.
Created by María Jesús Campos Fernández, teacher of Geography and History at a bilingual section in Madrid.
learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
Powerpoint presentation based on Strayer's 3rd edition Ways of the World text for High School AP-Honors world history students. Chapter covers spread of Christianity, the Reformation, the Counter Reformation, Syncretism, China, India, Japan, Europe, Ottoman Empire, Scientific Revolution, the Enlightenment.
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
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.
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.
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.
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.
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.
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
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
3. What Will We Learn About?
1. Causes of the Reformation
(Social, Political, Economic,
Religious causes)
2. Martin Luther
3. The 95 Theses
4. Response to Luther
4. The Reformation
1. Setting the stage:
a. By the tenth century, the Roman Catholic Church dominated religious
life in Northern and Western Europe.
b. Many people began to criticize the Church’s practices
c. People felt that Church leaders were too interested in worldly pursuits,
such as gaining wealth and political power
6. 2. Causes of The Reformation
a. Social
i. Renaissance values led people to question the Church
ii. The printing press helped to spread ideas critical of the Church
a. Political
i. Monarchs (kings) challenged the Church as the supreme power in
Europe
ii. Many leaders viewed the pope as a foreign ruler and
challenged his authority
7. 2. Causes of The Reformation
c. Economic
i. European princes and kings were jealous of the Church’s wealth
ii. Merchants and others resented having to pay taxes to the Church
c. Religious
i. Some Church leaders had become worldly (secular) and corrupt
ii. Many people found Church practices such as indulgences as
unacceptable
8. 2. Causes of The Reformation
a. Other examples:
i. Pope Alexander VI admitted that he had fathered several
children
ii. Many priests and monks were poorly educated and couldn’t teach
people
iii. Other clergy married, drank, or gambled
iv. Simony, Lay investiture, and the age old division of Church vs.
State
10. Martin Luther and the Reformation
3. Luther Challenges the Church
a. Martin Luther
i. Parents wanted him to be a lawyer, became a monk and
teacher instead
ii. Taught scripture at University of Wittenberg in German
state of Saxony
iii. His 95 Theses began the Reformation
iv. Martin Luther believed it was ok for clergy to marry and
he did so
11.
12. Martin Luther and the Reformation
b. The 95 Theses
i. Luther took a stand against Johann Tetzel who was selling
indulgences to pay for the rebuilding of St. Peter’s Cathedral in
Rome
ii. Indulgences: A pardon which released a sinner from performing
the penalty a priest imposed for sins.
iii. Indulgences were not supposed to affect God’s right to judge
iv. Tetzel gave people impression that they were buying their way into
heaven
v. On October 31, 1517 Martin Luther posted his 95 Theses on the
door of the castle church in Wittenberg
vi. The 95 Theses were formal statements attacking “pardon-
merchants”
vii. Martin Luther’s actions began the Reformation
14. Martin Luther and the Reformation
c. Luther’s Teachings
i. Good works not needed for salvation, a person could win
salvation based on faith
ii. Church teachings should be based on Bible not pope or
Church traditions which could be corrupt or false
iii. Priests not needed to interpret the Bible because all people
with faith were equals
16. Martin Luther and the Reformation
d. Response to Luther
i. Pope Leo X threatened Luther with excommunication if he didn’t take back his
statements
ii. Instead of taking statements back, Luther burned the pope’s decree
iii. Leo then excommunicated Luther
iv. Holy Roman Emperor Charles V (Catholic) summoned Luther to Worms in 1521
to recant (take back) his statements
v. Charles issues Edict of Worms ---> declared Luther an outlaw and heretic and
no one was to give him food or shelter
vi. Frederick the Wise of Saxony sheltered Luther ---> While there Luther translated
the New Testament into German
vii. In 1522 Luther returned to Wittenberg and his followers became known as
Lutherans
viii. The princes in Germany that supported Luther banded together to protest
against those who were against Luther’s ideas, became known as Protestants