This document provides the guidelines and requirements for Project 2 of the Culture & Civilization course. The project involves examining the similarities and differences between Eastern and Western civilizations through researching and analyzing specific timelines.
Students must work in groups to create a visual timeline showing important elements of the given civilization. They will then select an important plot from the timeline to perform for assessment. Individually, students must study a chosen character in detail and demonstrate their understanding through a journal.
The group submission involves a 20-minute performance of a scene from the timeline as well as an A4 report documenting their research. Individual submissions are an A5 journal booklet exploring their character and late submissions will result in reduced marks.
Aquí se desarrolla la quinta tarea de la asignatura Competencias Informacionales en Ciencias de la Salud, del Máster Oficial en Nuevas Tendencias Asistenciales en Ciencias de la Salud de la Universidad de Sevilla
Aquí se desarrolla la quinta tarea de la asignatura Competencias Informacionales en Ciencias de la Salud, del Máster Oficial en Nuevas Tendencias Asistenciales en Ciencias de la Salud de la Universidad de Sevilla
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Dental Instruments or dentist tools of Medical-Tools are made of Finest Grade of Stainless Steel on Precession, Accuracy of Pattern and with Latest Technology offered by surtex.
Aquí se adjunta la tarea IV correspondiente a la asignatura Competencias Informacionales en Ciencias de la Salud, del Máster Oficial en Nuevas Tendencias Asistenciales en Ciencias de la Salud.
Dental Instruments - Dental Tools - Dental Surgical Instruments
Dental Instruments or dentist tools of Medical-Tools are made of Finest Grade of Stainless Steel on Precession, Accuracy of Pattern and with Latest Technology offered by surtex.
Aquí se adjunta la tarea IV correspondiente a la asignatura Competencias Informacionales en Ciencias de la Salud, del Máster Oficial en Nuevas Tendencias Asistenciales en Ciencias de la Salud.
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.
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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.
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.
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.
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.
1. SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Research Unit for Modern Architecture Studies in Southeast Asia
Foundation of Natural and Built Environments
CULTURE & CIVILIZATION (FDES 0815)
Prerequisite: None
Lecturers: Ida Marlina Mazlan, Sufina Abu Bakar
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Project 2
Messages from the Past
30% marks (20% Group – 10% Individual)
Submission date: 6th / 8th October 2015
Introduction
“The history of drama stretches back to some of mankind's earliest civilizations. It's always
fun to learn the history of a play that you're watching. You could be seeing something that
people have enjoyed for hundreds or thousands of years. Drama as we know it got its start
back in ancient Greece. Many of the plays written during the Classical period, from 525 BC
to 385 BC, are still performed today”
Objectives
• To examine the similarities and differences between Eastern and Western
civilizations.
Learning Outcome
• Able to recall the development of Eastern and Western human civilizations in the
past as well as present.
• Able to demonstrate good documentation and presentation skills.
Tasks
Part I: Timeline Research: You are to research and analyze the specific given timeline
through books, and internet. Elements such as the culture, administration, social strata,
tradition and history or myth are to be researched and included in the timeline. With the
research that you have conducted in mind prepare a visual timeline. Select the most
important plot from the timeline for your performance. The materials gathered are to
assist you for your group and individual outcome.
2. Part II: Individually, your task is to study the character chosen in detail that would
demonstrate your understanding of the chosen elements in Part 1. Final submission as a
group would be a showcase of students’ understanding of the timeline and the 20mins
showcase / acting of the scene of the elements that are prominent in the timeline.
Part III: Submission as an individual would be a journal on the character in A5 size
comprises of series of sketches, colored, complete with annotations and design the
packaging of your journals.
Submission Requirement Group
1. Screening Date and Assessment Day**
Screening Date : 6th
/8th
October 2015
Venue : Class Venue
Time : Class Time
** For E-portfolio purposes,performance of each group need to be recorded and
uploaded using proper media and compiled using a CD for lecturer’s archive.
2. An A4 report* compilation comprises of Part I and Part III.
*List of report content will as below
Document your research findings and tutorials output in A4 size with a proper cover.
(Includes, refer to details below). This shall be submitted on the same day of
performance.
· Assignment brief
· Research – movies and characters that have inspired you, costume
research, props research, etc.
· A summary of your research and how you have adapted the research into
your story.
· A summary of your sketch.
· A script of your sketch.
· In each act in the script, pick the most crucial scene. Draw out that key
frame (how you visualize that scene to be). You can draw with your own
style.
· All ideas of costumes and props must be drawn and colored. After they are
completed, photographs are to be produced to show the final outcome.
· References for both text and visuals.
Individual
1. A5 booklet (maximum 6 pages). The journal includes brief introduction of character,
progress of understanding and elements such as the culture, social strata, and
architecture of the timeline.
2. Journal works must be in hand drawn or collage format (No computer graphics).
3. Referencing and citation of sources is to be inserted at the back of the culture journal.
3. Date : 6th
/8th
October 2015
Reminder: Works submitted late will yield 10% mark reduction. For works submitted later
than two working days, no assessment will be done.
** Subject to changes (if any and will be announced in class)