Art and Culture - 03 - Homer and End of Bronze AgeRandy Connolly
Third module for GNED 1201 (Aesthetic Experience and Ideas). This one covers how the historical and cultural context of Homer. It begins by examining art and society of the Minoans and then the Mycenaeans. It then examines Homer, the Iliad, and the Odyssey.
This course is a required general education course for all first-year students at Mount Royal University in Calgary, Canada. My version of the course is structured as a kind of Art History and Culture course. Some of the content overlaps with my other Gen Ed course.
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
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.
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.
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.
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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
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.
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
3. Minoans – First advanced civilization
of what would become Ancient Greece
developed around c.2000 B.C.E on the
island of Crete. • Their legacy was as masters
of the sea and great
shipbuilders.
• Due to their location,
Minoans made a living
trading their goods by ship
across the Mediterranean
and Black Seas. Products
included honey, olive oil,
wine, gold, and grains.
4. Bull Leaping
• Based on frescoes
(painting on fresh plaster)
we know the Minoans
were lively and active
people who enjoyed life.
They were fond of
animals, dancing, and
sports. Bull leaping or
bull fighting was both a
sport and a religious
ceremony.
5. The Palace
• One of the largest cities on Crete was Knossos.
The legendary King Minos lived in a huge palace
with over 1,500 rooms. It was known as - the
Palace of Knossos. Even the poor in Knossos had
4-room houses with running water for drinking
and bathing as well as bathrooms that flushed!!
6. The palace had several
passageways.
The palace had a
network of paths
(maze) through which
it was difficult to find
one’s way.
7. The myth of the Minotaur
• Myth says, that in this
labyrinth, lived King
Minos’s son who was
half man and half
bull. They called this
monster the
Minotaur.
8. The Story of the Minotaur
and the Labyrinth
Every 7 - 9 years, seven youths and maidens came as tribute from Athens. These young people were
also locked in the labyrinth for the Minotaur to feast upon.
When the Greek hero Theseus reached Athens, he learned of the Minotaur and the sacrifices, and
wanted to end this. He volunteered to go to Crete as one of the victims. Upon his arrival in Crete, he
met Ariadne, Minos's daughter, who fell in love with him. She promised she would provide the means
to escape from the maze if he agreed to marry her. When Theseus did, she gave him a simple ball of
thread, which he was to fasten close to the entrance of the maze. He made his way through the maze,
while unwinding the thread, and he stumbled upon the sleeping Minotaur. He beat it to death and led
the others back to the entrance by following the thread.
10. Where did they go?
• No one is certain why
Minoan civilization came
to end. **
• By about c.1400 B.C.E.,
control of the sea and
Crete had passed to the
Mycenaeans.
** some say a volcanic eruption or perhaps
huge tidal waves that crashed to shore
following underwater earthquakes may
have played a role in the demise of the
Minoan people.
11. Where did they come from?
Mycenaeans (c.1400 – 1200 B.C.E.)
• The Mycenaeans came from the grasslands of Central
Asia and eventually made their way south to the Balkan
peninsula, where they settled in southern Greece. Their
name comes from their largest and most powerful city,
Mycenae. They exchanged goods and ideas with the
Minoans (CULTURAL DIFFUSION).
• Unlike the Minoans, the Mycenaeans were a warlike
people known for producing weapons. They built their
cities with armed fortresses on hillsides, all connected
together by huge stone walls. Their art is mostly of
battle scenes, and particularly the Trojan War.
12. Trojan War
• The Mycenaeans likely
went to war with Troy,
a city southeast of the
Balkan peninsula
because Troy controlled
a trade route and
unfairly taxed ships
sailing between the
Aegean and Black Seas.
13. Homer’s “The Iliad & The Odyssey”
• About 500 years later,
c.750 B.C.E. a blind
Greek poet, Homer,
included the story of
the Trojan war in his
famous epics, the Iliad
and the Odyssey - but
not quite exactly as it
happened.
14. Homer’s version of the Trojan War
• The Trojan prince
Paris fell in love with
Helen, the wife of the
Mycenaean king.
Paris kidnapped her,
taking her to Troy.
The Mycenaeans
followed to get her
back.
• After ten years of
fighting, Odysseus
suggested they build a
large wooden horse
and place their best
soldiers in it (think
SEAL Team 6). Then
the rest of the
Mycenaeans would
return to their ships
and sail away.
Helen of Troy
15. Homer’s version continued…
When the Trojans saw the horse and the
soldiers leaving, they thought it was a gift and
pulled it into the city. Once out of sight, the
ships turned around and began to sail back
toward Troy. During the night, the soldiers
inside the horse climbed out, opened the gate
and let the returning soldiers into Troy.
17. What happened. . .
• The Mycenaeans
killed the king of Troy
and burned the city.
• Then they returned to
their homes with
Helen.
18. What happened next?
• However, historians think the more reasonable
cause for their collapse given their warlike
ways, was the internal conflict between
kingdoms within the Mycnenaean region. This
conflict made trade almost impossible and in
this weakened state, made them easy prey for a
new band of invaders.
• Some historians think that a natural disaster,
such as a drought, which would have caused
widespread famine might to be blame for their
collapse.
19. Dorians (c.1100 B.C.E. – c.750 B.C.E.)
• According to Greek mythology, their name comes
from a city in central Greece called Doris. Stories
tell of a Mycenaean ruler driving 3 sons of
Hercules from Doris. The 3 brothers later took
revenge by invading the mainland of Greece to
reclaim what they saw as their rightful territory.
• The Dorians did have one advantage. Their
weapons were far superior to that of the
Mycenaeans (Iron v. Bronze).
20. “Dark Age”
• This began a “Dark Age.”
During this period,
overseas trade stopped,
poverty increased, and
people lost their skills
such as reading and
writing and craft making
(working with ivory and
gold). They even forgot
how to paint Frescos.
People once again began
to herd animals and farm
to survive.
• During the “dark age,”
BARDS, or singing
storytellers, kept alive
Mycenaean tradition.
21. Here we go again. . .
• By c.750 BCE a group of
Mycenaeans who were
able to flee Dorian
invasion and would be
known as Ionians started
to reintroduce culture,
crafts, and skills to their
homeland, including the
alphabet used by
Phoenician traders.
22. A New Name
Eventually a new Greek civilization with Mycenaean
elements emerged (began). They developed
independent communities and began calling
themselves Hellenes (HEH∙leenz), or Greeks.