This document provides an overview of the Classical Tradition of Greece and Rome. It begins with discussing Bronze Age cultures in the Aegean region, including the Minoan civilization that flourished on Crete. Next, it covers the rise of city-states in Greece and the Golden Age in Athens during the 5th century BC. This included the architectural works on the Acropolis and the development of philosophy with thinkers like Socrates, Plato, and Aristotle. The document then discusses the Hellenistic period after the conquests of Alexander the Great and the establishment of Hellenistic kingdoms. Finally, it provides an introduction to the origins and developments of ancient Rome, including the early Roman Republic and the transition to an
HUM-100: PREHISTORY, MESOPOTAMIA, AND EGYPT (PT. 2)Francisco Pesante
Objectives:
1. Identify significant world events from Prehistory, ancient Mesopotamia, and ancient Egypt.
2. Identify example of the humanities in ancient civilizations, such as art, architecture, philosophy, music, and literature.
3. Identify major key examples from the humanities that reflect developments in world events and cultural patterns in Prehistory, ancient Mesopotamia, and ancient Egypt.
HUM-100: The Classical Tradition: Greece and Rome (pt. 2)Francisco Pesante
Objectives:
1. Identify significant world events from ancient Greece and Rome.
2. Identify example of the humanities in classical civilizations, such as art, architecture, philosophy, music, and literature.
3. Identify major key examples from the humanities that reflect developments in world events and cultural patterns in ancient Greece and Rome.
HUM-100: PREHISTORY, MESOPOTAMIA, AND EGYPT (PT. 2)Francisco Pesante
Objectives:
1. Identify significant world events from Prehistory, ancient Mesopotamia, and ancient Egypt.
2. Identify example of the humanities in ancient civilizations, such as art, architecture, philosophy, music, and literature.
3. Identify major key examples from the humanities that reflect developments in world events and cultural patterns in Prehistory, ancient Mesopotamia, and ancient Egypt.
HUM-100: The Classical Tradition: Greece and Rome (pt. 2)Francisco Pesante
Objectives:
1. Identify significant world events from ancient Greece and Rome.
2. Identify example of the humanities in classical civilizations, such as art, architecture, philosophy, music, and literature.
3. Identify major key examples from the humanities that reflect developments in world events and cultural patterns in ancient Greece and Rome.
HUM-100: PREHISTORY, MESOPOTAMIA, AND EGYPT (PT. 1)Francisco Pesante
Objectives:
1. Identify significant world events from Prehistory, ancient Mesopotamia, and ancient Egypt.
2. Identify example of the humanities in ancient civilizations, such as art, architecture, philosophy, music, and literature.
3. Identify major key examples from the humanities that reflect developments in world events and cultural patterns in Prehistory, ancient Mesopotamia, and ancient Egypt.
Slide to people in the bgmi form of past tense of past tense of the bgmi form of past tense of the bgmi form of past tense of the bgmi form and the squad is a very good idea 😁 I will be there 😁😁 I have a call with you in
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Taller orientado a trabajar las mejores prácticas en la presentación de datos, familiarizarse con el movimiento Open Data, explorar distintos repositorios de datos y conocer algunas características de Business Intelligence.
Agricultura y población en el contexto de la Operación Manos a la Obra (1947-...Francisco Pesante
Esta presentación tuvo los objetivos de:
1. Documentar las transformaciones experimentadas en la economía agrícola, detallando en renglones agrícolas adicionales a la caña de azúcar.
2. Documentar las transformaciones experimentadas en los asentamientos poblacionales en general, particularmente en lo que respecta a la migración neta interna.
3. Llevar a cabo una reflexión general sobre las características de la economía agrícola en el periodo estudiado durante operación Manos a la Obra.
La lucha por la liberacion nacional de Puerto Rico en el contexto del Caribe ...Francisco Pesante
Exposición sobre los antecedentes, el contexto y la experiencia histórica de las actividades de las Fuerzas Armadas de Liberación Nacional y Los Macheteros en la lucha armada por la liberación nacional de Puerto Rico. Las actividades clandestinas de estas organizaciones puertorriqueñas son enmarcadas en el contexto mundial, de los Estados Unidos y del Caribe. Este ejercicio sirve como punto de referencia para proponer una reflexión sobre el tema del terrorismo y su vínculo por parte de las autoridades contra las luchas libertarias.
Recursos estadisticos para la investigacion historicaFrancisco Pesante
Presentación ofrecida en el curso "Historia 8005: Seminario de Investigación en Historia de Puerto Rico" del Dr. Francisco Moscoso, en la Universidad de Puerto Rico.
Breve perfil de la violencia escolar en Puerto RicoFrancisco Pesante
Presentación dirigida a exponer algunos factores protectores para atender el problema de violencia dentro de la población de estudiantes de Puerto Rico, según documentado por el Departamento de Educación de Puerto Rico y la encuesta Youth Risk Behavioral Surveillance System (YRBSS) de los Centros para el Control y Prevención de Enfermedades (CDC). Presentado ante el XIV Congreso Puertorriqueño de Investigación en la Educación. Facultad de Educación Eugenio María de Hostos. Universidad de Puerto Rico, Recinto de Río Piedras.
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!
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.
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.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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
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
1. The Classical Tradition:
Greece and Rome
HUM/100 – Intro to the Humanities I
The Ancient World to Medieval Time
Prof. Francisco Pesante-Gonzalez
University of Phoenix – Puerto Rico Campus
2. Objectives
Identify significant world events from ancient Greece
and Rome.
Identify example of the humanities in classical
civilizations, such as art, architecture, philosophy,
music, and literature.
Identify major key examples from the humanities that
reflect developments in world events and cultural
patterns in ancient Greece and Rome.
3. The Greek World:
The Classical Tradition
Bronze Age Culture in the Aegean
The Rise of the Greek Polis
The Golden Age
The Hellenistic World
4. The Cyclades: a group of more than 100 islands in the
Aegean Sea between mainland Greece and the
island of Crete.
By about 2200 BCE, trade with Crete to the south
brought the Cyclades into the larger island’s political
orbit and radically altered late Cycladic life.
Bronze Age Culture
in the Aegean
5. To the south of the Cyclades lies Crete, the largest of
the Aegean islands. Bronze Age civilization developed
there as early as 3000 BCE. Trade routes from Crete
established communication with such diverse areas as
Turkey, Cyprus, Egypt, Afghanistan, and Scandinavia,
from which the island imported copper, ivory,
amethyst, lapis lazuli, carnelian, gold, and amber.
A distinctive culture called Minoan flourished on Crete
from about 1900 to 1375 BCE.
Bronze Age Culture
in the Aegean
9. Mycenean Culture on the Mainland.
When the Minoans abandoned the palace at Knossos
in about 1450 BCE, warriors from the mainland culture
of Mycenae, on the Greek mainland, quickly
occupied Crete . Reasons: either the deforestation of
the island. Or the negative aftermath of the volcanic
eruption on Thera.
Bronze Age Culture
in the Aegean
11. Mycenean Culture on the Mainland.
The Homeric Epic: Iliad
Areté: often translated as “virtue,” but actually
meaning something closer to “being the best you can
be” or “reaching your highest human potential.”
Hubris: Exaggerated pride and self-confidence.
Bronze Age Culture
in the Aegean
12. Mycenean Culture on the Mainland.
Greek Gods
Reference: http://padhopperspeaksmore.blogspot.com/2013/01/greek-
god-family-tree.html
13. Olympia and the Olympic Games
“The most important thing in the
Olympic Games is not winning but
taking part”
Baron Pierre Coubertin
The Rise of the Greek Polis
14. Olympia and the Olympic Games
First modern Summer Olympics: Athens, Greece 1896
Professionalism v Ammateurism
The Rise of the Greek Polis
15. Olympia and the Olympic Games
The first Olympic Games (776 bC)
Panhellenic Games, open to all city-states in the
Greek world.
Olympia: a sanctuary dedicated to Hera and Zeus
also housed an elaborate athletics facility.
The Rise of the Greek Polis
16. The Rise of Democracy and the Threat of Persia
In 508 BCE, the Athenian aristocrat Cleisthenes
instituted the first Athenian political democracy—from
the Greek demokratia, the rule (kratia) of the people
(demos).
The Rise of the Greek Polis
17. The Rise of Democracy and the Threat of Persia
In 490 BCE, a huge Persian army, estimated at 90,000,
landed at Marathon.
The Rise of the Greek Polis
18. THE GOLDEN AGE
Delian League (477-431 b.C.)
Pericles (495-429 b.C.)
Peloponnesian War (431-404 b.C.)
The Rise of the Greek Polis
19. THE GOLDEN AGE: The Architectural Program at the
Acropolis
The Rise of the Greek Polis
20. THE GOLDEN AGE: The Architectural Program at the
Acropolis
Six caryatids
The Rise of the Greek Polis
21. The Rise of the Greek Polis
THE GOLDEN AGE:
Philosophy and the Polis
Socrates (469-399 b.C.)
“How do we know what
we think we know?” and,
crucially, “How can we
trust what we think we
know?”
Dialectic method
Good government was
unattainable “unless
either philosophers
become kings
22. The Rise of the Greek Polis
THE GOLDEN AGE:
Philosophy and the Polis
Plato (428 – 347 b.C.)
Idealism—it seeks the
eternal perfection of
pure ideas, untainted
by material reality
“Allegory of the Cave”
Rule by an intellectual
philosopher king
23. The Rise of the Greek Polis
THE GOLDEN AGE: Philosophy
and the Polis
Aristotle (384–322 b.C.)
Reality was not a
reflection of an ideal
form, but existed in the
material world itself, and
by observing the material
world, one could come to
know universal truths.
Empirical Investigation
24. The Rise of the Greek Polis
THE GOLDEN AGE: Philosophy
and the Polis
Aristotle (384–322 b.C.)
The Golden Mean
Courage
Syllogism
25. The Rise of the Greek Polis
THE GOLDEN AGE: Philosophy
and the Polis
Aristotle (384–322 b.C.)
“Man is a political
animal”
The essential purpose of
the polis was to
guarantee, barring
catastrophe, that each of
its citizens might flourish.
26. THE HELLENISTIC WORLD: The Empire of Alexander the
Great
Charles Le Brun (1665) Alexander Entering Babylon, or The
Triumph of Alexander
The Rise of the Greek Polis
27. THE HELLENISTIC WORLD: The Empire of Alexander the
Great
Hellenistic Kindoms
The Rise of the Greek Polis
29. Empire: Urban Life and
Imperial Rome
ROME MYTHOLOGICAL ORIGINS
THE HISTORICAL ORIGINS OF THE ROMAN
REPUBLIC
TURNING INTO AN EMPIRE
PAX ROMANA
DECADENCE AND DISSOLUTION OF THE EMPIRE