CAMBRIDGE AS GEOGRAPHY REVISION: SETTLEMENTS - 6.4 THE MANAGEMENT OF URBAN SE...George Dumitrache
A comprehensive presentation of subchapter 6.4 The Management of Urban Settlements, from the third chapter of Human Geography, AS Cambridge, Settlements.
AS Level Human Geography - Population DynamicsArm Punyathorn
In this chapter, you will learn about how the human population change over the centuries and why those changes occur. You will also discuss the arguments regarding population and resources - the ideas of Thomas Malthus and Ester Boserup.
CAMBRIDGE AS GEOGRAPHY REVISION: SETTLEMENTS - 6.4 THE MANAGEMENT OF URBAN SE...George Dumitrache
A comprehensive presentation of subchapter 6.4 The Management of Urban Settlements, from the third chapter of Human Geography, AS Cambridge, Settlements.
AS Level Human Geography - Population DynamicsArm Punyathorn
In this chapter, you will learn about how the human population change over the centuries and why those changes occur. You will also discuss the arguments regarding population and resources - the ideas of Thomas Malthus and Ester Boserup.
CAMBRIDGE GEOGRAPHY A2 REVISION - ENVIRONMENTAL MANAGEMENT: ENVIRONMENTAL DEGRADATION. Presentation suitable for Cambridge A2 students. It contains: key words and definitions, topic summary, additional work and suggested websites.
CAMBRIDGE AS GEOGRAPHY REVISION: ATMOSPHERE AND WEATHER - 2.1 LOCAL ENERGY BU...George Dumitrache
A comprehensive presentation of subchapter 2.1 Local Energy Budgets, from the second chapter of Physical Geography, AS Cambridge, Atmosphere and Weather.
CAMBRIDGE GEOGRAPHY AS ULTRA REVISION TEST 2 ATMOSPHERE AND WEATHERGeorge Dumitrache
Cambridge Geography AS Ultra Revision Test 2, with questions and answers for chapter 2 Atmosphere and Weather. This is a test with 30 questions, 2 minutes each.
A comprehensive presentation about population, for the AS level, using all the important definitions necessary for the exam: distribution and density, population changes, population structure, models, trends in population growth, optimum, over and under population, theories relating to world population and food supply and the demographic transition model. Case studies: Kenya, USA, Denmark, China.
CAMBRIDGE AS GEOGRAPHY REVISION: ATMOSPHERE AND WEATHER - 2.2 THE GLOBAL ENER...George Dumitrache
A comprehensive presentation of subchapter 2.2 The Global Energy Budget, from the second chapter of Physical Geography, AS Cambridge, Atmosphere and Weather.
AS Level Human Geography - Migration of Population Arm Punyathorn
This chapter has very recently been expanded from being a mere part of the population dynamic topic. A good call since migration has become a pretty big issue in the world today as population mobility has greatly increased in the 21st century.
A2 CAMBRIDGE GEOGRAPHY: COASTAL ENVIRONMENTS - CORAL REEFS. It contains: what are coral reefs, the development of corals, growth rates, polyps and algae, reef formation, fringing reefs, barrier reefs, atolls, threats to coral.
309People of MexicanHeritageChapter 18RICK ZOUCH.docxpriestmanmable
309
People of Mexican
Heritage
Chapter 18
RICK ZOUCHA and CECILIA A. ZAMARRIPA
Overview, Inhabited Localities,
and Topography
OVERVIEW
People of Mexican heritage are a very diverse group geo-
graphically, historically, and culturally and are not easy to
describe. Although no specific set of characteristics can
fully describe people of Mexican heritage, some common-
alities distinguish them as an ethnic group, with many
regional variations that reflect subcultures in Mexico and
in the United States. A common term used to describe
Spanish-speaking populations in the United States,
including people of Mexican heritage, is Hispanic.
However, the term can be misleading and can encompass
many different people clustered together owing to a com-
mon heritage and lineage from Spain. Many Hispanic
people prefer to be identified by descriptors more specific
to their cultural heritage, such as Mexican, Mexican
American, Latin American, Spanish American, Chicano,
Latino, or Ladino. Therefore, when referring to Mexican
Americans, use that phrase instead of Hispanic or Latino
(Vázquez, 2001). As a broad ethnic group, people of
Mexican heritage often refer to themselves as la raza,
which means “the race.” The Spanish word for race has a
different meaning than the American interpretation of
race. The concept of la raza has brought people together
from separate worlds to make families and is about inclu-
sion (Vázquez, 2000).
HERITAGE AND RESIDENCE
Mexico, with a population of 107,449,525 (CIA, 2007), is
a blend of Spanish white and Indian, Native American,
Middle Eastern, and African. Mexican Americans are
descendants of Spanish and other European whites;
Aztec, Mayan, and other Central American Indians; and
Inca and other South American Indians as well as people
from Africa (Schmal & Madrer, 2007). Some individuals
can trace their heritage to North American Indian tribes
in the southwestern part of the United States.
Mexico City, one of the largest cities in the world, has
a population of over 20 million. Mexico is undergoing
rapid changes in business and health-care practices.
Undoubtedly, these changes have accelerated and will
continue to accelerate with the passage of the North
American Free Trade Agreement as people are more able
to move across the border to seek employment and edu-
cational opportunities.
Historically, people of Mexican heritage lived on the
land that is now known as the southwestern United
States for generations, long before the first white settlers
came to the territory. By 1853, approximately 80,000
Spanish-speaking settlers lived in the area lost by Mexico
during the Texas Rebellion, the Mexican War, and the
Gadsden Purchase. After the northern part of Mexico was
annexed to the United States, the settlers were not offi-
cially considered immigrants but were often viewed as
foreigners by incoming white Americans. By 1900,
Mexican Americans numbered approximately 200,000.
However, during the “Great Migration” between 1900
.
CAMBRIDGE GEOGRAPHY A2 REVISION - ENVIRONMENTAL MANAGEMENT: ENVIRONMENTAL DEGRADATION. Presentation suitable for Cambridge A2 students. It contains: key words and definitions, topic summary, additional work and suggested websites.
CAMBRIDGE AS GEOGRAPHY REVISION: ATMOSPHERE AND WEATHER - 2.1 LOCAL ENERGY BU...George Dumitrache
A comprehensive presentation of subchapter 2.1 Local Energy Budgets, from the second chapter of Physical Geography, AS Cambridge, Atmosphere and Weather.
CAMBRIDGE GEOGRAPHY AS ULTRA REVISION TEST 2 ATMOSPHERE AND WEATHERGeorge Dumitrache
Cambridge Geography AS Ultra Revision Test 2, with questions and answers for chapter 2 Atmosphere and Weather. This is a test with 30 questions, 2 minutes each.
A comprehensive presentation about population, for the AS level, using all the important definitions necessary for the exam: distribution and density, population changes, population structure, models, trends in population growth, optimum, over and under population, theories relating to world population and food supply and the demographic transition model. Case studies: Kenya, USA, Denmark, China.
CAMBRIDGE AS GEOGRAPHY REVISION: ATMOSPHERE AND WEATHER - 2.2 THE GLOBAL ENER...George Dumitrache
A comprehensive presentation of subchapter 2.2 The Global Energy Budget, from the second chapter of Physical Geography, AS Cambridge, Atmosphere and Weather.
AS Level Human Geography - Migration of Population Arm Punyathorn
This chapter has very recently been expanded from being a mere part of the population dynamic topic. A good call since migration has become a pretty big issue in the world today as population mobility has greatly increased in the 21st century.
A2 CAMBRIDGE GEOGRAPHY: COASTAL ENVIRONMENTS - CORAL REEFS. It contains: what are coral reefs, the development of corals, growth rates, polyps and algae, reef formation, fringing reefs, barrier reefs, atolls, threats to coral.
309People of MexicanHeritageChapter 18RICK ZOUCH.docxpriestmanmable
309
People of Mexican
Heritage
Chapter 18
RICK ZOUCHA and CECILIA A. ZAMARRIPA
Overview, Inhabited Localities,
and Topography
OVERVIEW
People of Mexican heritage are a very diverse group geo-
graphically, historically, and culturally and are not easy to
describe. Although no specific set of characteristics can
fully describe people of Mexican heritage, some common-
alities distinguish them as an ethnic group, with many
regional variations that reflect subcultures in Mexico and
in the United States. A common term used to describe
Spanish-speaking populations in the United States,
including people of Mexican heritage, is Hispanic.
However, the term can be misleading and can encompass
many different people clustered together owing to a com-
mon heritage and lineage from Spain. Many Hispanic
people prefer to be identified by descriptors more specific
to their cultural heritage, such as Mexican, Mexican
American, Latin American, Spanish American, Chicano,
Latino, or Ladino. Therefore, when referring to Mexican
Americans, use that phrase instead of Hispanic or Latino
(Vázquez, 2001). As a broad ethnic group, people of
Mexican heritage often refer to themselves as la raza,
which means “the race.” The Spanish word for race has a
different meaning than the American interpretation of
race. The concept of la raza has brought people together
from separate worlds to make families and is about inclu-
sion (Vázquez, 2000).
HERITAGE AND RESIDENCE
Mexico, with a population of 107,449,525 (CIA, 2007), is
a blend of Spanish white and Indian, Native American,
Middle Eastern, and African. Mexican Americans are
descendants of Spanish and other European whites;
Aztec, Mayan, and other Central American Indians; and
Inca and other South American Indians as well as people
from Africa (Schmal & Madrer, 2007). Some individuals
can trace their heritage to North American Indian tribes
in the southwestern part of the United States.
Mexico City, one of the largest cities in the world, has
a population of over 20 million. Mexico is undergoing
rapid changes in business and health-care practices.
Undoubtedly, these changes have accelerated and will
continue to accelerate with the passage of the North
American Free Trade Agreement as people are more able
to move across the border to seek employment and edu-
cational opportunities.
Historically, people of Mexican heritage lived on the
land that is now known as the southwestern United
States for generations, long before the first white settlers
came to the territory. By 1853, approximately 80,000
Spanish-speaking settlers lived in the area lost by Mexico
during the Texas Rebellion, the Mexican War, and the
Gadsden Purchase. After the northern part of Mexico was
annexed to the United States, the settlers were not offi-
cially considered immigrants but were often viewed as
foreigners by incoming white Americans. By 1900,
Mexican Americans numbered approximately 200,000.
However, during the “Great Migration” between 1900
.
ReadingNote-taking AssignmentsFollow the guidelines for Cre.docxsedgar5
Reading/Note-taking Assignments
Follow the guidelines for Creating a Database in the Research Paper Guidelines document.
You will only be creating notes for one source in this assignment.
Go to Elac.edu
Select Library (on the right side of the page).
Select Find Articles from the menu on the left.
Select Databases from the menu on the left.
Choose a database, either JSTOR, Proquest, Academic One File, or Academic
Search Complete.
Type in your search terms that relate to your chosen topic, select an article, read
it, take notes and submit them in the following format.
Give me the MLA article citation.
Put the page number of where you got your information (notes), followed by the notes. If it is a direct quote, don't forget to use quotation marks.
Example:
Drucker, Donald. Chemical Additives and Declining Crop Densities in the
Western United States. Berkeley: UC Press, 2014. Print.
41 Drucker points out that the farmers do not want to revisit the dustbowl era, which severely limited Midwestern productive capacities.
46 “Money is not food, it is money. Still, the expenditure is often necessary to communicate a message, particularly in a political context.”
I usually put a box around the citation, but I couldn't do that in this Canvas function.
This Drucker article is just a sample. You'll probably have far more than just two notes.
Beyond La Frontera
THE HISTORY OF MEXICO—U.S. MIGRATION
edited by Mark Overmyer-Velázquez
Presentation by Alondra Espinoza,
Ho Wa Chung
Providing a comprehensive and up-to-date historical overview of Mexican migration to the U.S.
Summary
CHAPTER 1
The first recorded Mexican immigrants into the U.S. go way back in the year 1848 to 1900. Mexico wanted to get at par with the United States in the year 1821 as they were not so far from them, except that they were under the Spanish colonial rulers. The thoughts of Mexican elites to better their country came at the time when there was a demographic revolution, and many people traveled, and many people migrated on the oceans and within Europe leading to more above 50 million Europeans settling into the United States. The immigration made the Mexican elites more aware of and eager to involve in the Atlantic migrations.
Chp. 1
Inequality
Cheap labor. Extremely cheap labor in the United States, They keep pushing the Mexico immigrants to be cheap employee, cheap salary, lots of works, no choice.
Massive land displacements and high unemployment before the lower class
Wage Gap between the Mexico and the U.S (1880-1900)
Ex: Mexican Railroad workers in Arizona and Sonora ($1 a day in Arizona and $0.53 in Sonora pg. 25)
Chp.1
Power
Capitalism and the Transformation of Mexico’s Labor Markets
Mexico was an excellent destination given that it lacked the capital to take .
07. DEPTH STUDY GERMANY: NAZI REGIME - REICHSTAG FIRE SOURCESGeorge Dumitrache
07. DEPTH STUDY GERMANY: NAZI REGIME - REICHSTAG FIRE
On February 27, 1933, the German parliament (Reichstag) building burned down. The Nazi leadership and its coalition partners used the fire to claim that Communists were planning a violent uprising. They claimed that emergency legislation was needed to prevent this. The resulting act, commonly known as the Reichstag Fire Decree, abolished a number of constitutional protections and paved the way for Nazi dictatorship.
05. DEPTH STUDY GERMANY: NAZI REGIME - HITLER CONSOLIDATING POWER 1933-34.PPTXGeorge Dumitrache
05. DEPTH STUDY GERMANY: NAZI REGIME - HITLER CONSOLIDATING POWER 1933-34.PPTX
Following Hitler’s appointment as chancellor the Nazis were finally in a position of power.
However, this power was limited, as the Nazis were just one party in a three party coalition government, under President Hindenburg.
This topic will explore how the Nazis managed to eliminate their opposition and consolidate ultimate power over Germany, whilst maintaining an illusion of democracy.
It will first explore this topic in chronological order, from the Reichstag Fire through to the death of President Hindenburg, and then explore it thematically in the last section. On the 31 January 1933, Hitler, conscious of his lack of a majority in the Reichstag, immediately called for new elections to try and strengthen his position. The Nazis aimed to increase their share of the vote so that they would have a majority in the Reichstag. This would allow them to rule unopposed and unhindered by coalition governments.
Over the next two months, they launched themselves into an intense election campaign.
On 27 February 1933, as the campaign moved into its final, frantic days, the Reichstag, the German Parliament building, was set on fire and burnt down. An atmosphere of panic and terror followed the event.
This continued when a young Dutch communist, Van der Lubbe was arrested for the crime.
The Nazi Party used the atmosphere of panic to their advantage, encouraging anti-communism. Göring declared that the communists had planned a national uprising to overthrow the Weimar Republic. This hysteria helped to turn the public against the communists, one of the Nazis main opponents, and 4000 people were imprisoned.
The day after the fire, Hindenburg signed the Emergency Decree for the Protection of the German People. On the 28 February 1933, President Hindenburg signed the Emergency Decree for the Protection of the German People. This decree suspended the democratic aspects of the Weimar Republic and declared a state of emergency.
This decree gave the Nazis a legal basis for the persecution and oppression of any opponents, who were be framed as traitors to the republic. People could be imprisoned for any or no reason.
The decree also removed basic personal freedoms, such as the freedom of speech, the right to own property, and the right to trial before imprisonment.
Through these aspects the Nazis suppressed any opposition to their power, and were able to start the road from democracy to a dictatorship. The atmosphere of uncertainty following the Reichstag Fire secured many voters for the Nazi party.
The SA also ran a violent campaign of terror against any and all opponents of the Nazi regime. Many were terrified of voting of at all, and many turned to voting for the Nazi Party out of fear for their own safety. The elections were neither free or fair.
On the 5 March 1933, the elections took place, with an extremely high turnout of 89%.
The Nazis secured 43.9% of the vote.
DEPTH STUDY GERMANY: NAZI REGIME - 04. HITLER BECOMING CHANCELLOR 1933George Dumitrache
Hitler was not immediately appointed chancellor after the success of the July 1932 elections, despite being leader of the largest party in the Reichstag. It took the economic and political instability (with two more chancellors failing to stabilise the situation) to worsen, and the support of the conservative elite, to convince Hindenburg to appoint Hitler.
Hitler was sworn in as the chancellor of Germany on the 30 January 1933. The Nazis were now in power.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 08. NAZIS IN THE WILDERNESSGeorge Dumitrache
The “Lean Years” (also called the "wilderness" years) of Hitler and the Nazi Party in Germany refer to the period between 1924 and 1928 when the Nazi party did not have high levels of support and still suffered from humiliation over the Munich Putsch. Why where these years “lean”?
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 07. STRESEMMAN ERA 1924-1929George Dumitrache
The period 1924-1929 was a time when the Weimar economy recovered and cultural life in Germany flourished. This dramatic turnabout happened in large part because of the role played by Gustav Stresemann who became Chancellor in August 1923 during the hyperinflation crisis.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 06. THE BEER HALL PUTSCH 1923George Dumitrache
The Beer Hall Putsch, also known as the Munich Putsch, was a failed coup d'état by Nazi Party (Nationalsozialistische Deutsche Arbeiterpartei or NSDAP) leader Adolf Hitler, Generalquartiermeister Erich Ludendorff and other Kampfbund leaders in Munich, Bavaria, on 8–9 November 1923, during the Weimar Republic. Approximately two thousand Nazis marched on the Feldherrnhalle, in the city centre, but were confronted by a police cordon, which resulted in the deaths of 16 Nazi Party members and four police officers. Hitler escaped immediate arrest and was spirited off to safety in the countryside. After two days, he was arrested and charged with treason. The putsch brought Hitler to the attention of the German nation for the first time and generated front-page headlines in newspapers around the world. His arrest was followed by a 24-day trial, which was widely publicised and gave him a platform to express his nationalist sentiments to the nation. Hitler was found guilty of treason and sentenced to five years in Landsberg Prison, where he dictated Mein Kampf to fellow prisoners Emil Maurice and Rudolf Hess. On 20 December 1924, having served only nine months, Hitler was released. Once released, Hitler redirected his focus towards obtaining power through legal means rather than by revolution or force, and accordingly changed his tactics, further developing Nazi propaganda.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 05. HYPERINFLATIONGeorge Dumitrache
Hyperinflation affected the German Papiermark, the currency of the Weimar Republic, between 1921 and 1923, primarily in 1923. It caused considerable internal political instability in the country, the occupation of the Ruhr by France and Belgium, and misery for the general populace.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 03. THE TREATY OF VERSAILLES IMPACT ON...George Dumitrache
Thanks to the Treaty of Versailles, Germany's ability to produce revenue-generating coal and iron ore decreased. As war debts and reparations drained its coffers, the German government was unable to pay its debts. Some of the former World War I Allies didn't buy Germany's claim that it couldn't afford to pay.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 02. THE NOVEMBER REVOLUTION 1918George Dumitrache
The German Revolution or November Revolution was a civil conflict in the German Empire at the end of the First World War that resulted in the replacement of the German federal constitutional monarchy with a democratic parliamentary republic that later became known as the Weimar Republic. The revolutionary period lasted from November 1918 until the adoption of the Weimar Constitution in August 1919. Among the factors leading to the revolution were the extreme burdens suffered by the German population during the four years of war, the economic and psychological impacts of the German Empire's defeat by the Allies, and growing social tensions between the general population and the aristocratic and bourgeois elite.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANYGeorge Dumitrache
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANY. This presentation covers the social, economic and political impact of war along with a brief analysis of the physical cost of war.
QUESTIONS AND ANSWERS - LEAGUE OF NATIONS. The League of Nations was an international organization, headquartered in Geneva, Switzerland, created after the First World War to provide a forum for resolving international disputes.
ABYSSINIAN CRISIS. The Abyssinian Crisis was over in 1936. Italy and Mussolini continually ignored the League of Nations and fully annexed Abyssinia on May 9th 1936. The League of Nations was shown to be ineffective. The League had not stood up against one of the strongest members and fulfilled the promise of collective security.
Manchurian Crisis. On September 18, 1931, an explosion destroyed a section of railway track near the city of Mukden. The Japanese, who owned the railway, blamed Chinese nationalists for the incident and used the opportunity to retaliate and invade Manchuria.
05. LEAGUE OF NATIONS - Great Depression and LON.pptxGeorge Dumitrache
GREAT DEPRESSION AND THE LEAGUE OF NATIONS. The Great Depression of 1930-33 meant people turned to extremist dictators such as Hitler and Mussolini, who were keen to invade other countries. This made it hard for the League to maintain peace. The League had some very ambitious plans and ideals – to stop war and make the world a better place.
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.
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.
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!
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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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?
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
2. LABOURANDMASSMIGRATIONUNDEREMPLOYMENT
Labour migration is migration from one country to another when the
primary purpose is to seek employment.
Underemployment is a situation where people are working less than
they would like to and need to in order to earn a reasonable living.
Mass migration refers to the migration of a large group of people from
one geographical area to another.
Guest worker is a foreigner who is permitted to work in a country on a
temporary basis; for example, a farm labourer.
Maquiladoras are assembly plants in Mexico, especially along the
border between the United States and Mexico, to which foreign
materials and parts are shipped and from which the finished products
are returned to the original market.
3. ASSIMILATIONTOTALFERTILITYRATEMIGRANTCULTURE
Assimilation means to become integrated into mainstream society.
Total fertility rate is the number of children an average women would have
assuming that she lives her full reproductive lifetime.
Ethnography is a type of case study that focuses upon the cultural patterns
that develop within a group.
Remittances are a transfer of money by a foreign worker to his home
country.
Time–space distanciation is the stretching of social systems across space and
time.
Migrant culture is the attitudes and values of a particular society to the
process of migration.
5. TOPICSUMMARY1
Migration from Mexico to the USA has been one of the world’s major
migration streams over the past 40 years. This has been primarily a labour
migration.
Clear push and pull factors can be identified to explain this migration.
In the early part of the twentieth century the American government allowed
the recruitment of Mexican workers as guest workers.
There was very little illegal migration from Mexico to the USA until the early
1980s, which was stimulated by a combination of high population growth in
Mexico and the economic crisis of the early 1980s.
During this period Mexican migrants spread out more widely in the USA than
ever before.
7. TOPICSUMMARY2
Mexican workers have found employment mainly in agriculture,
construction, various manufacturing industries and in low paid service jobs.
As attitudes in the USA hardened against illegal immigrants, Congress passed
the Immigration Reform and Control Act (IRCA) in 1986.
Labour migration continued at a high rate even after economic and
employment growth in Mexico improved in the late 1990s.
By 2006 there were an estimated 12 million Mexican-born people living in
the US. This amounted to around 11 per cent of living people born in Mexico.
There is a very strong concentration of the US-Mexican population in the
four states along the Mexican border; California, Arizona, New Mexico and
Texas. The concentration is particularly strong in California and Texas.
9. TOPICSUMMARY3
Mexican culture has had a sustained impact on many areas in the US,
particularly urban areas close to the border.
The Mexican population in the United States has undergone a process of
assimilation over time.
Labour supply pressures for emigration from Mexico peaked in the late
1990s and are likely to fall in coming years.
All but a very small fraction of emigration from Mexico is to the US.
The recent global economic crisis saw unemployment in the US rise to about
10 per cent, the worst job situation for 25 years. Immigration always
becomes a more sensitive issue in times of high unemployment.
A migrant culture has become established in many Mexican communities.