The army of Ramesside Egypt had a complex hierarchical structure and served several important roles. It was organized into divisions, battalions, companies, platoons, and sections. The infantry consisted of archers and shock troops, while chariots provided mobility. The army also utilized mercenaries, fortresses, and a navy. The military defended Egypt, garrisoned frontiers, gained loot, expanded the empire, and participated in construction projects. It played a vital part in the security and power of Egypt during this period.
The history of the discovery, excavation, construction, and features of the Terracotta Army, as well as a brief biography of its creator, the first Emperor of China. Great for a class presentation. Approximately 10-20 minutes long to present.
The history of the discovery, excavation, construction, and features of the Terracotta Army, as well as a brief biography of its creator, the first Emperor of China. Great for a class presentation. Approximately 10-20 minutes long to present.
Audio recording available at http://openbiblelearningcentre.com/content/british-museum-proves-bible-history
An overview of why the British Museum is so important in understanding and validating the Biblical historic account. The presenter illustrates from just a few key exhibits, how the British museum brings to life the places and people which many Bible critics had for many years before these archaeological finds considered implausible. However, what these finds highlight is that time and time again proved the Bible correct and the critics wrong.
I did not make this presentation. I am simply uploading it to be able to use in a class about Egyptian Art. It was created by William V. Ganis, PhD, for educational use ONLY. Please give him all credit if you choose to use it.
EGYPTIAN ARTS REFLECTS ITS CULTURE AND RELIGION. "Egyptian art" redirects here. For the art of modern Egypt, see Contemporary art in Egypt.
Art of ancient Egypt
The Mask of Tutankhamun; c. 1327 BC; gold, glass and semi-precious stones; height: 54 cm (21 in); Egyptian Museum (Cairo)
The Great Pyramid of Giza, constructed between c. 2580–2560 BC during the Old Kingdom period
History of art
Periods
Regions
Religions
Techniques
Types
vte
Ancient Egyptian art refers to art produced in ancient Egypt between the 6th millennium BC and the 4th century AD, spanning from Prehistoric Egypt until the Christianization of Roman Egypt. It includes paintings, sculptures, drawings on papyrus, faience, jewelry, ivories, architecture, and other art media. It is also very conservative: the art style changed very little over time. Much of the surviving art comes from tombs and monuments, giving more insight into the ancient Egyptian afterlife beliefs.
The ancient Egyptian language had no word for "art". Artworks served an essentially functional purpose that was bound with religion and ideology. To render a subject in art was to give it permanence. Therefore, ancient Egyptian art portrayed an idealized, unrealistic view of the world. There was no significant tradition of individual artistic expression since art served a wider and cosmic purpose of maintaining order (Ma'at).
The Early Dynastic Period of Egypt immediately follows the unification of Upper and Lower Egypt, c. 3100 BC. It is generally taken to include the First and Second Dynasties, lasting from the end of the Naqada III archaeological period until about 2686 BC, or the beginning of the Old Kingdom.[8]
Cosmetic palettes reached a new level of sophistication during this period, in which the Egyptian writing system also experienced further development. Initially, Egyptian writing was composed primarily of a few symbols denoting amounts of various substances. In the cosmetic palettes, symbols were used together with pictorial descriptions. By the end of the Third Dynasty, this had been expanded to include more than 200 symbols, both phonograms and ideograms.[20]
The Middle Kingdom of Egypt (a.k.a. "The Period of Reunification") follows a period of political division known as the First Intermediate Period. The Middle Kingdom lasted from around 2050 BC to around 1710 BC, stretching from the reunification of Egypt under the reign of Mentuhotep II of the Eleventh Dynasty to the end of the Twelfth Dynasty. The Eleventh Dynasty ruled from Thebes and the Twelfth Dynasty ruled from el-Lisht. During the Middle Kingdom period, Osiris became the most important deity in popular religion.[24] The Middle Kingdom was followed by the Second Intermediate Period of Egypt, another period of division that involved foreign invasions of the country by the Hyksos of West Asia.
After the reunification of Egypt in the Middle Kingdom, the kings of the Eleventh and Twelfth Dynasties were able to return their focus to art. In the E
Audio recording available at http://openbiblelearningcentre.com/content/british-museum-proves-bible-history
An overview of why the British Museum is so important in understanding and validating the Biblical historic account. The presenter illustrates from just a few key exhibits, how the British museum brings to life the places and people which many Bible critics had for many years before these archaeological finds considered implausible. However, what these finds highlight is that time and time again proved the Bible correct and the critics wrong.
I did not make this presentation. I am simply uploading it to be able to use in a class about Egyptian Art. It was created by William V. Ganis, PhD, for educational use ONLY. Please give him all credit if you choose to use it.
EGYPTIAN ARTS REFLECTS ITS CULTURE AND RELIGION. "Egyptian art" redirects here. For the art of modern Egypt, see Contemporary art in Egypt.
Art of ancient Egypt
The Mask of Tutankhamun; c. 1327 BC; gold, glass and semi-precious stones; height: 54 cm (21 in); Egyptian Museum (Cairo)
The Great Pyramid of Giza, constructed between c. 2580–2560 BC during the Old Kingdom period
History of art
Periods
Regions
Religions
Techniques
Types
vte
Ancient Egyptian art refers to art produced in ancient Egypt between the 6th millennium BC and the 4th century AD, spanning from Prehistoric Egypt until the Christianization of Roman Egypt. It includes paintings, sculptures, drawings on papyrus, faience, jewelry, ivories, architecture, and other art media. It is also very conservative: the art style changed very little over time. Much of the surviving art comes from tombs and monuments, giving more insight into the ancient Egyptian afterlife beliefs.
The ancient Egyptian language had no word for "art". Artworks served an essentially functional purpose that was bound with religion and ideology. To render a subject in art was to give it permanence. Therefore, ancient Egyptian art portrayed an idealized, unrealistic view of the world. There was no significant tradition of individual artistic expression since art served a wider and cosmic purpose of maintaining order (Ma'at).
The Early Dynastic Period of Egypt immediately follows the unification of Upper and Lower Egypt, c. 3100 BC. It is generally taken to include the First and Second Dynasties, lasting from the end of the Naqada III archaeological period until about 2686 BC, or the beginning of the Old Kingdom.[8]
Cosmetic palettes reached a new level of sophistication during this period, in which the Egyptian writing system also experienced further development. Initially, Egyptian writing was composed primarily of a few symbols denoting amounts of various substances. In the cosmetic palettes, symbols were used together with pictorial descriptions. By the end of the Third Dynasty, this had been expanded to include more than 200 symbols, both phonograms and ideograms.[20]
The Middle Kingdom of Egypt (a.k.a. "The Period of Reunification") follows a period of political division known as the First Intermediate Period. The Middle Kingdom lasted from around 2050 BC to around 1710 BC, stretching from the reunification of Egypt under the reign of Mentuhotep II of the Eleventh Dynasty to the end of the Twelfth Dynasty. The Eleventh Dynasty ruled from Thebes and the Twelfth Dynasty ruled from el-Lisht. During the Middle Kingdom period, Osiris became the most important deity in popular religion.[24] The Middle Kingdom was followed by the Second Intermediate Period of Egypt, another period of division that involved foreign invasions of the country by the Hyksos of West Asia.
After the reunification of Egypt in the Middle Kingdom, the kings of the Eleventh and Twelfth Dynasties were able to return their focus to art. In the E
Poynton Egyptology Group Presentation - March 2016Sarah Shepherd
'Thank you Sarah Shepherd, for a wonderful, and truly fascinating talk about 'Soldiering in Egypt: A Friendly Invasion?' last night at Poynton. There was so much information in the talk, and being about the personal writings and recollections of Commonwealth soldiers stationed in Egypt during the First and Second World Wars, a lot of it is still relevant to the current generation and their parents and grandparents. I'm looking forward to seeing the book in print ('Soldiers, Sand and Syphilis' would actually have made a wonderful title!), and also any future information you can present. It's a pity that much of the topic has gone unnoticed by the Egyptology community at large in the past, but I hope that is now being addressed by your own researches and the work of ASTENE!
Poynton Egyptology Group Feedback - March 2016
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
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.
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.
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.
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?
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.
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.
6. Royal War Imagery
“came forth to the [rear] in the palace the
majesty of this august god, Amon, king of
gods, his son before him. He embraced his
beauty crowned with the royal helmet, in
order to assign to him the circuit of the
sun. The Nine Bows are beneath his feet.”
- Coronation inscription of Horemheb
The Head of a Statue of
Amenhotep III, Re-Carved for
Ramesses II
Ramesses
III smiting
a Nubian –
Medinet
Habu
7. Infantry
• Archers
– Composite bow (range 175 m, 75 mm
penetration of metal)
– No armour
• Nakhtu-aa (shock troops)
– Weapons: spears, maces, khopesh
– Armour: stiffened cloth or bronze
scales, leather or bronze helmets
– Shields: Round-topped wooden shields
• Tactics
– Aggressive manoeuvre
– Massed volleys to cover advance and
disrupt enemy
– Chariots or Nakhtu-aa close
– Shield-wall
8.
9.
10.
11. Come, [let me tell] you the woes of the
soldier, and how many are his superiors:
the general, the troop-commander, the
officer who leads, the standard-bearer,
the lieutenant, the scribe, the
commander of fifty, and the garrison-
captain.
- Papyus Lansing
12. Hittite style shield moulds from Per-
Ramesses
Hittite charioteer in Kadesh scenes at
Abu Simbel
13. very interesting bronze sword has been found in
Ugarit Syria. This sword is inscribed with the
cartouche of Merneptah and it displays a general
typological affinity with central European bronzework.
However, features such as the grooved blade and the
cartouche imply Near Eastern production based on a
foreign model.
Late Bronze Age swords found in Egypt which have not
Egyptain origin and recall in general shape and design
some of the ones handled by the Sea Peoples.
Achaean B Type sword
14. Chariots
• Strong, lightweight construction (34
kg)
• Reconstructions reach ~ 38 km/h
• Trained horses could travel ~ 60
km/day
• Manned by driver with shield and
warrior with bow; long scale armour
• Versatile
– Scout
– Raid
– Patrol lines of seiges
– Harass infantry then retreat
– Ride down fleeing enemies
Ramesses II at Battle of
Kadesh –Meha temple at
Abu Simbel
16. Relief from the Temple of Ramesses III at
Medinet Habu depicting severed right
hands being counted and put into a heap.
pits containing altogether 16 severed right
hands at Tell el-Daba
17. Mercenaries
• Nubian tribesmen (Medjay)
– Guarded KV
– Hide shields
– Simple bows or spears
• Sea People
– Sherden tribe was bodyguard to
Ramesses II, then given land
– Round shields, bronze corslets
and helmets
– Sword fighting specialists Sherden
bodyguard of
Ramses II – Sun
Temple at Abu
Simbel
18. Forts
• Built at strategic points on all frontiers
• Ditches
• Stone or mudbrick walls
• Crenelated battlements
• Interior towers
Foundation of the Fortress at Tell Haboa
Medinet Habu
19. Support
• Musicians
• Medics
– Request for bandages (pBN 197.V)
– Manual for treating battle wounds (P. Edwin
Smith)
• Priests
• Embalmers
• Scribes
20. P. Edwin Smith – Case 2
Title:
Instructions concerning a gaping wound
in his head, penetrating to the bone.
Examination:
If you examine a man having a gaping
wound in his head, penetrating to the
bone,
You should pal[pate his wound.
If you find his skull uninjured, not
having a perforation in it...
Diagnosis:
You should say regarding him: “This is
one having a gaping wound in his head.
An ailment which I will treat.“
Treatment:
You should bind fresh meat upon it the
first day; thou should apply for him two
strips of linen, and treat afterward with
grease, honey, and lint every day until
he recovers.
Gloss: As for: "Two strips of linen," it
means two bands of linen which one
applies upon the two lips of the gaping
wound in order to cause that one join to
the other.
21. P. Edwin Smith
• 1st written evidence of scientific
reasoning (observation to
conclusion)
• 1st description of brain, meninges
and Cerebrospinal fluid
• 1st evidence of systematic triage
(ailment to treat /not to treat)
• 1st use of splints and bandages
• 1st to note effects on lower limb
from head wounds
1) knives; (2) drill; (3) saw; (4) forceps
or pincers; (5) censer; (6) hooks; (7)
bags tied with string; (8, 10) beaked
vessel; (11) vase with burning incense;
(12) Horus eyes; (13) scales; (14) pot
with flowers of Upper and Lower Egypt;
(15) pot on pedestal; (16) graduated
cubit or papyrus scroll without side
knot (or a case holding reed scalpels);
(17) shears; (18) spoons.
24. Navy
• Egyptian ships had no keel,
few ribs, planks pinned
together
• Sail/oar powered
• Used to transport army and
supplies on Nile and along
coast
• Marines attack with bows,
javelins
• Boarding parties of infantry
• Use of grapples to overturn
top-heavy galleys
25. Enemies – ‘9 Bows’
Hypostyle Hall at
Karnak
Glazed tiles from Medinet Habu
26. The Merneptah Stele
Merneptah year 5
The kings are overthrown saying "Salem!"
Not one holds up his head among the nine nations of the
bow.
Wasted is Tehenu,
The Hittite Land is pacified,
Plundered is the Canaan, with every evil,
Carried off is Askalon,
Seized upon is Gezer,
Yeneam is made as a thing not existing.
Israel is desolated, her seed is not,
Palestine has become a [defenceless] widow for Egypt,
All lands are united, they are pacified;
Every one that is turbulent is bound by king Merneptah…