The city of Granada is located in southern Spain at the foot of the Sierra Nevada mountains. It has a long history dating back to the 5th century BC and has been ruled by various powers, including the Visigoths, Moors, and Christians. The Moors established Granada as the seat of the Nasrid dynasty, which ruled until 1492 when the city fell to Ferdinand and Isabella. Granada contains significant historic and architectural sites reflecting its long history under various rulers, most notably the Alhambra palace and Generalife gardens built by the Moors. Important Renaissance and Baroque buildings were also added after the Christian reconquest of the city.
Mesura de Govern per fer front a l'emergència habitacional i garantir el dret...Ajuntament de Barcelona
Mesura de Govern per fer front a l'emergència habitacional i garantir el dret a l'habitatge presentada a la Comissió de Drets Socials, Cultura i Esports del 21 de setembre de 2015
Mesura de Govern per fer front a l'emergència habitacional i garantir el dret...Ajuntament de Barcelona
Mesura de Govern per fer front a l'emergència habitacional i garantir el dret a l'habitatge presentada a la Comissió de Drets Socials, Cultura i Esports del 21 de setembre de 2015
LIFE, Erasmus KA 2, Strategic Partnerships for Schools Only, 2016Erdeli Elena
LIFE, ,,Exchange of good practices on handling students with learning, integration and behaviour difficulties", it is an Erasmus +, KA2 Strategic Partnerships for Schools Only in the field of Cooperation for Innovation and the Exchange of Good Practices.
ГДЗ - Математика. 6 класс. Виленкин Н.Я. Домашняя работа по математике за 6 класс к учебнику "Математика. 6 класс." Виленкин Н.Я, Жохов В.И. и др., М., 2010, 192с. - Панов Н.А. - 13-е изд., перераб. и испр.
В пособии решены и в большинстве случаев подробно разобраны задачи и упражнения из учебников «Математика. 6 класс: учеб. для общеобразоват. учреждений/ [Н.Я. Виленкин и др.].— 23-е изд., испр. — М.: 2008» и «Математика: учеб. для 6 кл. общеобразоват. учреждений / Н.Я. Виленкин, В.И. Жохов, А.С. Чесноков. СИ. Шварцбурд. — 13-е изд., стереотип. — М.: 2004».
Пособие адресовано родителям, которые смогут проконтролировать правильность решения, а в случае необходимости помочь детям в выполнении домашней работы по математике.
Proyecto sobre una Ruta Turística diseñada y realizada por alumnado de entre 9 y 10 años en su papel de pequeños cicerones o guías, dando las explicaciones de plazas representativas de su ciudad, Córdoba, en inglés para un grupo de turistas. Todo ello enmarcado dentro del Programa Andalucía Profundiza 2014.
Marialva, a remote medieval portuguese villageMario Ricca
Marialva is a walled historic granite village, declared heritage village, converted to a small jewel in a remote region close to the Portuguese border with Spain.
Presentation de la ville de Satovcha par le participants au cours erasmus+ ka1 in rome “Grand Tour in Europe: Creativity, Innovation, Active Citizenship and Intercultural Dialogue”
Presentation des participants au cours Erasmus+ Grand Tour in Europe: Creativity, Innovation, Active Citizenship and Intercultural Dialogue in Rome 14-19 October 2019
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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.
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
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.
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
1. The historic city of Granada
Almost unrivalled for beauty and architectural splendor, the entire city has been declared a
national monument. It lies at the foot of Spain´s mightiest massif, the Sierra Nevada, and on
the edge of an extraordinarily fertile plain. A provincial capital with a university and
archiepiscopal see, the city is divided by the Darro, which runs underground in the city
centre.
On the right lies Albaicín, the city´s oldest quarter; on the left rises the imposing Alhambra.
To the south the city is bordered by the Río Genil into which the Darro flows. This fertile
area was already settledin the 5th Century BC and was known as Iliberis in Roman times.
The city was founded under the Visigoths, whose domination ended with the Arab victory
in 711. 'Elvira' (Granada was just a nearby settlement) was ruled by a viceroy dependent
upon Córdoba until the fall of the Caliphate in Córdoba in 1031.
During the next two centuries Granada was ruled by the Berber dynasty of the Almoravides
and then Berber Almohades, until the first Nasrite king, Mohammed I, established a
kingdom in 1241. After the capture of Córdoba by the Christian armies in 1236 the town
increased in importance, reaching its brilliant zenith under the rule of the Moorish Nasrites,
who were tolerated by the Castilian kings. It was the only surviving bastion of Islam in
Spain until the last king of Granada had to relinquish the city to Ferdinand and Isabella at
the treaty of Santa Fé in 1491.
The famous humanist Diego Hurtado de Mendoza (1503-75), who was born in Granada,
described the capture of the town. In the same way that the Alhambra palace was built
during the Nasrite dynasty and a lively cultural environment was able to develop in the
densely populated and wealthy city, so too were the new Spanish powers able to enrich
Granada with splendid Renaissance and baroque buildings. However, from 1570, following
the expulsion of the Moors who had rebelled against the repressive measures of Philip II,
the economical and historical importance of Granada declined. Vital irrigation systems
which were destroyed at the time were not rebuilt until the 20th century. In the 17th century
the versatile Granada-born artist, Alonso Cano, who was a painter, sculptor and architect,
made an important contribution to the appearance of the town. His buildings were of a
stylistic importance which reached beyond the confines of Granada itself. The sculptor
Pedro de Mena, who was also born in Granada was Cano´s pupil.
The Alhambra
The Generalife
The palace and gardens of the Generalife stand on the slopes of the Cerro del Sol ('Hill of
the Sun'), next to the Alhambra. This country house for the Moorish kings of Granada was
built in the 13th century, and rebuilt in the 14th. The Patio de la Acequia ('Courtyard of the
Stream') is the most interesting part; its northern section, the best preserved. The Patio de la
2. Sultana ('Courtyard of the Sultaness'), also called the Court of Cypresses, merits special
mention too.
The Royal Chancery
The Chancery, Law Court or Supreme Tribunal of Justice, according to the period, is a
building of the 16th century. It is built around a central patio with arcade and vestibule.
Designed by Diego de Siloé, the patio has a lower floor with Doric columns that support
semicircular arches with medallion and leaves. On top of this arcade is an upper floor with
stone balustrade and classic columns of the Jonic style. The facade is of a severe style and
very harmonious. It has an enormous variety of highly dynamic decorative elements,
indications of the Baroque, which was then in its dawn; nevertheless, it contains some
clearly Renaissance-style elements, such as the bossage or the triangular frontons. Al in All,
it is a building of the transition between Renaissance and Baroque. The square where it is
situated is an area that was very much rebuilt after the Christian re-conquest.
Santa Ana´s Church
In front of the Chancery and in the Santa Ana´s Square is the church of the same name. It is
a small church designed by Diego de Siloé. It has a simple facade with a semi-circular arch,
many niches with statues and a medallion with the Virgin and Christ Child. The brick tower
has balconies (the upper one divided) with arches decorated with ceramic tiles. The interior
has five chapels on each side, covered by Mudéjar-style cofferedceilings.
Monument of the Agreements
This is the work of sculptor Mariano Benlliure, from the 19th century. On a high pedestal,
with allusive historic inscriptions, are the statues of Cristopher Columbus and Queen Isabel
in the moment in which the discoverer presents his projects.
Madraza (Arab University)
Situated in front of the Royal Chapel, it was founded by King Yusef I in the 14th century,
even though it has today a Baroque facade from the 18th century. The patio has a beautiful
arcade and in the upper floor is the Twenty-Four Knights´ Room, splendidly decorated in
Plateresque style.
The Royal Chapel
The chapel was ordered by the Catholic King and Queen for their burial site. Together with
them were buried the mortal remains of the King of Castile, Felipe, and of the Queen Juana,
by order of the Emperor Carlos V. The construction project was given to Enrique Egas, who
had already collaborated on the project of the Cathedral. Its architecture is of the late
3. Gothic, combined with Renaissance elements. One of its most outstanding features is the
profusion of its heraldic decoration, with coats of arms of King Fernando and Queen Isabel,
the royal emblem of the yoke and arrows and the initials F and Y.
The Cathedral
A Gothic ground floor of five naves, with various side chapels and a double sanctuary or
apse aisle make up a Renaissance-style structure with evident Gothic elements, as planned
by Diego de Siloé. Especially eye-catching is the great height of the naves, achieved by
using “pedestals” on which rest groups of split columns, with classic capitals and upper
entablature. Crowning all of it are the ribbed ogival vaults and stained-glass windows
depicting religious themes, some of them by Flemish masters, which illuminate the interior.
The Main Chapel is a golden beauty, almost a work of perfection by Diego de Siloé. The
entrance arch or main arch narrows in its centre to adapt to the enormous circular vault
which it supports. At the sides of this arch are the statues of the King and Queen in prayer,
and above them, the busts of Adam and Eve. The Renaissance influence can be appreciated
here in the main chapel with its Corinthian columns and entablature with reliefs. Statues of
the twelve apostles and other saints are found on shelves attached to the columns. Above the
arches are spaces for tombs, covered by paintings. Continuous narrow balconies complete
the group. In the upper part the Corinthian columns are finer, on pedestals decorated with
paintings; among these are stone altarpieces, which hold seven large paintings by Alonso
Cano, which depict episodes in the life of the Virgin. Large Flemish stained-glass windows
from the 16th century illuminate the Chapel. Furthermore, there are 17th century choir
stalls, which used to be in the centre of the main nave.
Noble Girls School
In front of the Facade of San Jerónimo is situated the Noble Girls School. Founded in the
16th century for the schooling of the daughters of the nobility, its facade is of Plateresque
style, and inside are Mudéjar-style cofferedceilings.
The Ecclesiastic Curia
This building was constructed to carry out the functions of an Imperial College annexed to
the university, it was so used until 1769. It was built in the Plateresque style. The patio is
bordered by semi-circular arches and classic columns. The facade is more clearly
Renaissance-style with a coat-of-arms of the Archbishop in the centre.