The document provides information about Spain during the Middle Ages. It discusses the various groups that inhabited the Iberian Peninsula during this time period, including the Visigoths, Muslims, and Christians. The Visigoths established a kingdom in Toledo after conquering Roman Hispania in the 5th century AD. In 711 AD, Muslim forces conquered the Visigothic Kingdom and established al-Andalus, a Muslim state covering much of modern-day Spain and Portugal. For several centuries, Christian kingdoms in the north fought to regain territory from al-Andalus in a process known as the Reconquista, which ended in 1492 with the fall of Granada.
Unidad13 Edad Antigua en la Península Ibérica EsquemaCronología 6ºLina Apastegui Nadal
Esquema con la cronología básica de la Edad Antigua en la Península Ibérica para 5º y 6º de primaria. Otros documentos correspondientes a la unidad13 (Pueblos Prerromanos e Hispania Romana) complementan y aportan más detalles sobre los contenidos de este esquema.
Unidad13 Edad Antigua en la Península Ibérica EsquemaCronología 6ºLina Apastegui Nadal
Esquema con la cronología básica de la Edad Antigua en la Península Ibérica para 5º y 6º de primaria. Otros documentos correspondientes a la unidad13 (Pueblos Prerromanos e Hispania Romana) complementan y aportan más detalles sobre los contenidos de este esquema.
This is a presentation from the teacher Rocío Bautista from IES Camilo Jose Cela. I uploaded it so that my students and everyone interested in this topic can find it. Really good for bilingual history 2nd ESO when learning about the Iberian Peninsula during 8th to 11th centuries and Al- Andalus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
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.
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.
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.
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!
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.
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.
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
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
3. What were the Middle Ages?
• The Middle Ages began in 476 A.D. when the Roman Empire
ended. At the beginning, there were many wars in Western
Europe. Christianity became important in all aspects of life.
• During the Middle Ages, Spain didn’t exist! There were
Christian kingdoms in the north. In the south, there was a
Muslim state called al-Andalus.
4. Who were the Visigoths?
The Visigoths were an important Germanic tribe. They came to Roman
Hispania in the 5th century A.D. In 507 A.D. the Visigoths established a
new kingdom with its capital city in Toledo. It was called the Kingdom of
Toledo.
5. THE LIVE IN VISIGOTHIC KINGDOM
Government Religion
The Visigoths
Culture The economy
king
Council of
Toledo
Latin Catholicism farmers
6. THE LIVE IN VISIGOTHIC KINGDOM
• The king made the laws and he had meetings with
nobles and bishops ( Council of Toledo)
• They learned to speak Latin. St Isidoro of Sevilla
wrote the encyclopedia.
• In 589, King Recaredo converted to Catholicism
• They were farmers so they moved to the countryside
• ART: The treasure of Guarrazal and the Church of San
Juan de Baños
Who were the Muslims?
7. Who were the Muslims?
• In 711 A.C. Muslim came from North Africa to the
Iberian Peninsula. In the battle of Guadalete they
conquered the Visigothic Kingdom.
• Islam is a religion that began on the Arabian
Peninsula in the 7th century A.D. The followers of
Islam are called Muslims.they follow the teaching of
the prophet Mohammed. His God is Allah and their
sacred book is the Koran.
• In the Middle Ages, there was a great Islamic
civilisation with its own laws, customs and art.
Muslim empires were called caliphates and they
were ruled by caliphs.
8. How was al-Andalus governed?
ALHAMBRA THE GREAT MOSQUE
From 711 to 929 A.D. al-Andalus was an emirate. In 929 A.D. Abderraman III
declared that Al- Andalus was an independent caliphate called the Córdoba
Caliphate. Later on it was divided into small taifa kingdoms.
9. WHAT WAS LIFE LIKE IN AL-ANDALUS?
Life in al-Andalus was peaceful, but there were many
battles at the borders with the Christian kingdoms in the
north.
They were many merchants who traded products such as
gold, silk, leather and pottery in the souk. Farmers were
experts in irrigated farming.
They pray in the mosque and they spoke Arabic language.
Cities were ruled by a governor. He lived in the alcazaba.
Some people in al-Andalus were Christian or Jewish. The
Muslims didn’t consider non-Muslims to be equals, but
they gave them some basic rights
10. What was life like in the Christian kingdoms?
In the Christian kingdoms of the north, most people lived in the
countryside, in small towns and villages. In 722, the Battle of Covadonga
took place between Christians and Muslims. A Visigoth noble, Don Pelayo,
was the leader and he defeated the Muslims in the battle. Then, he
established the Kingdom of Asturias and the the kingdom of León, Castilla,
Navarra and Aragón.
11. Life
• Society was divided into three groups: the clergy,
nobles and peasants
• The King ruled the country but each area was
ruled by a lord.
• They spoke Latin and Galician, Spanish,
Portuguese and Catalan began to develop
• The Christians built many religious buildings such
as churches and monasteries. ( Burgos Cathedral
or San Martín de Fromista Church)
12. What was the Reconquista?
Between the 8th and the 15th centuries, the Christian kingdoms
expanded to the south. They conquered lands from al-Andalus. This
process is called the Reconquista. The Reconquista ended in 1492
when the Christians conquered Granada.