The document provides an overview of Dante's Divine Comedy, including its structure, themes, and symbolism. It describes the poem's three-part structure (Inferno, Purgatorio, Paradiso), with Inferno depicting Dante's journey through the nine circles of Hell guided by Virgil. Mystical numbers like three, nine, and one hundred are woven into the poem's design. The punishments in Hell are meant to suit each sin in a symbolic way. Overall, the Divine Comedy follows Dante's journey from sin and error to righteousness and salvation.
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Most Catholics go through life and never hear a word of reproach for any pope or member of the clergy. Yet the recorded history of the lives of the clerical hierarchy bears no resemblance to its modern-day portrayal, and the true stories of the popes in particular are among the most misrepresented in religious history.
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Most Catholics go through life and never hear a word of reproach for any pope or member of the clergy. Yet the recorded history of the lives of the clerical hierarchy bears no resemblance to its modern-day portrayal, and the true stories of the popes in particular are among the most misrepresented in religious history.
PAGE 15LECTURE 4THE TRANSITION FROM MEDIEVAL TO MODERN .docxalfred4lewis58146
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15
LECTURE 4
THE TRANSITION: FROM MEDIEVAL TO MODERN EUROPE (THE RENAISSANCE), 14th-17thCenturies
I. The Renaissance: A Rebirth of Learning (1300-1650)
A. The word “renaissance” means “rebirth” or “revival”
B. In history, this word refers to a 300-year period in
Europe that in Western Europe marked the revival of art,
literature and learning
1. It is significant that this revival served as a bridge, or
transition, between medieval and modern Western
Europe
2. We find a greater level of achievement and
European self-consciousness
C. Some historians have argued that this period represented a
sharp break with the past, while others have noted that the
change was more evolutionary or an outgrowth of the
Later Middle Ages
1. It is true that the Reinassance had roots in many
aspects of the medieval heritage, especially the
church-run universities of learning, the forms and
subject matter of literature, and the rudiments of
science
2. Of course, the emphasis of intellectual trends began
to change more noticeably after the 14th century
II. Distinctive Features of the Renaissance
A. It began with:
1. The rediscovery of the Greco-Roman civilization,
which had been generally neglected during the
Middle Ages
2. Emphasized reason, a questioning attitude,
experimentation, and free inquiry—in contrast with
the medieval concern with religious faith, authority,
and tradition
3. The Renaissance glorified the individual and
approved of worldly pleasures, viewing life as
worthwhile for its own sake, not chiefly as
preparation for the hereafter
4. Focused attention upon worldly matters arising out
of a secular society (secularization), rather than the
medieval preoccupation with the Roman Catholic
Church and religious affairs
5. Finally, the Renaissance featured great achievements
in literature, art, and science
III. The Renaissance Started in Italy
A. Arose first in Italian cities because:
1. As the center of Greco-Roman culture, Italy
contained sculptures, buildings, roads, and
manuscripts that excited curiosity about
classical (ancient) civilization
2. Located on the Mediterranean Sea, Italy had
absorbed stimulating new ideas from the Byzantine
and Muslim worlds
3. Benefiting from the revival of trade that resulted
from the Crusades in the Middle Ages, Italy had
wealthy, influential people who became patrons
(supporters) of literature, art, and science (much
later in history, it was the state and its governmental
structures that did the same thing)
a. Some examples of leading Renaissance patrons
included: certain Popes in Rome (Bishop of
Rome), wealthy .
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A Brief Look at the Siglo de Oro or Golden Age of Spanish Culture for students in the Ist year of Masters in Spanish in Doon University. PPT is for further reference. Detailed explanations have been given in class and BBC documentary on Art of Spain has also been shown.
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.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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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.
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.
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.
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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.
2. The phrase “Middle Ages” tells us more about the Renaissance
that followed it than it does about the era itself. Starting
around the 14th century, European thinkers, writers and
artists began to look back and celebrate the art and culture of
ancient Greece and Rome. Accordingly, they dismissed the
period after the fall of Rome as a “Middle” or even “Dark” age
in which no scientific accomplishments had been made, no
great art produced, no great leaders born. The people of the
Middle Ages had squandered the advancements of their
predecessors, this argument went, and mired themselves
instead in what 18th-century English historian Edward
Gibbon called “barbarism and religion.”
3. The Middle Ages: The Catholic
Church
After the fall of Rome, no single state or government united
the people who lived on the European continent. Instead, the
Catholic Church became the most powerful institution of the
medieval period. Kings, queens and other leaders derived
much of their power from their alliances with and protection
of the Church.
(In 800 CE, for example, Pope Leo III named the Frankish
king Charlemagne the “Emperor of the Romans”–the first
since that empire’s fall more than 300 years before. Over
time, Charlemagne’s realm became the Holy Roman Empire,
one of several political entities in Europe whose interests
tended to align with those of the Church.)
4. The Middle Ages: The Rise Of
Islam
Meanwhile, the Islamic world was growing larger and more powerful. After
the prophet Muhammad’s death in 632 CE, Muslim armies conquered
large parts of the Middle East, uniting them under the rule of a single
caliph. At its height, the medieval Islamic world was more than three
times bigger than all of Christendom.
Under the caliphs, great cities such as Cairo, Baghdad and Damascus
fostered a vibrant intellectual and cultural life. Poets, scientists and
philosophers wrote thousands of books (on paper, a Chinese invention
that had made its way into the Islamic world by the 8th century). Scholars
translated Greek, Iranian and Indian texts into Arabic. Inventors devised
technologies like the pinhole camera, soap, windmills, surgical
instruments, an early flying machine and the system of numerals that we
use today. And religious scholars and mystics translated, interpreted and
taught the Quran and other scriptural texts to people across the Middle
East.
5. THE MIDDLE AGES: THE CRUSADES
Toward the end of the 11th century, the Catholic Church
began to authorize military expeditions, or Crusades, to
expel Muslim “infidels” from the Holy Land. Crusaders,
who wore red crosses on their coats to advertise their
status, believed that their service would guarantee the
remission of their sins and ensure that they could spend
all eternity in Heaven. (They also received more worldly
rewards, such as papal protection of their property and
forgiveness of some kinds of loan payments.)
6. The Crusades began in 1095, when Pope Urban
summoned a Christian army to fight its way to
Jerusalem, and continued on and off until the end of the
15th century. No one “won” the Crusades; in fact, many
thousands of people from both sides lost their lives.
They did make ordinary Catholics across Christendom
feel like they had a common purpose, and they inspired
waves of religious enthusiasm among people who might
otherwise have felt alienated from the official Church.
They also exposed Crusaders to Islamic literature,
science and technology–exposure that would have a
lasting effect on European intellectual life.
7. Another way to show devotion to the Church was to build
grand cathedrals and other ecclesiastical structures such as
monasteries. Cathedrals were the largest buildings in
medieval Europe, and they could be found at the canter of
towns and cities across the continent.
Between the 10th and 13th centuries, most European
cathedrals were built in the Romanesque style.
Romanesque cathedrals are solid and substantial: They
have rounded masonry arches and barrel vaults supporting
the roof, thick stone walls and few windows. (Examples of
Romanesque architecture include the Porto Cathedral in
Portugal and the Speyer Cathedral in present-day
Germany.)
8. In medieval Europe, rural life was governed by a system
scholars call “feudalism.” In a feudal society, the king
granted large pieces of land called fiefs to noblemen and
bishops. Landless peasants known as serfs did most of
the work on the fiefs: They planted and harvested crops
and gave most of the produce to the landowner. In
exchange for their labor, they were allowed to live on the
land. They were also promised protection in case of
enemy invasion.
10. Throughout the Middle Ages, politics was dominated by
the struggle between the two greatest powers of that age:
the papacy and the Holy Roman Empire (HRE). Each
claimed to be of divine origin and to be indispensable to
the welfare of mankind. The cause of this struggle was
the papal claim that it also had authority over temporal
matters, that is, the ruling of the government and other
secular matters. In contrast, the HRE maintained that
the papacy had claim only to religious matters, not to
temporal matters.
11. In Dante's time, there were two major political factions,
the Guelph's and the Ghibellines. Originally, the
Ghibellines represented the medieval aristocracy, which
wished to retain the power of the Holy Roman Emperor
in Italy, as well as in other parts of Europe. The
Ghibellines fought hard in this struggle for the nobility
to retain its feudal powers over the land and the people
In contrast, the Guelph's, of which Dante was a member,
were mainly supported by the rising middle class,
represented by rich merchants, bankers, and new
landowners.0 They supported the cause of the papacy in
opposition to the Holy Roman Emperor.
13. Structure
Reading Dante for the first time, the reader faces monumental
problems: another society, another religion (medieval Catholicism
is not the same as modern Catholicism), a different culture, and a
different political system, where politics controlled the papacy, and
the papacy was manipulating the politics of the times — and often
the pope was a political appointment.
The physical aspect of Hell is a gigantic funnel that leads to the
very center of the Earth. (See the diagram later in this section.)
According to the legend used by Dante, this huge, gigantic hole in
the Earth was made when God threw Satan (Lucifer) and his band
of rebels out of Heaven with such force that they created a giant
hole in the Earth. Satan was cast all the way to the very center of
the Earth, has remained there since, and will remain there through
all of eternity.
14. Dante's scheme of punishment is one of the marvels of
the imaginative mind; at times, however, it involves a
rather complex and difficult idea for the modern reader.
Each sinner is subjected to a punishment that is
synonymous with his or her sin — or else the antithesis
of that sin. For example, the Misers and the Spendthrifts
are in Circle IV. Their sins were that they worshipped
money so much that they hoarded it, or the opposite,
had so little regard for money that they spent it wildly.
Nothing is so antagonistic to a miser as a spendthrift.
Thus, their punishment is to bombard each other
continually with huge stones expressing the antagonism
between excessive hoarding and excessive squandering.
15. We follow the guide and Dante through adventures so
amazing that only the wildest imagination can conceive
of the predicament. Is this allegory or symbols? Most
readers are anxious to have a one-to-one correlation
between a thing and its symbolic equivalent: That is, a
red rose equals love, and a white rose equals chastity.
Thus, what do the beasts symbolize? There are so many
different interpretations of their symbolic significance
that each reader can assign a specific meaning, but
basically suffice it to say that together they represent
obstacles to Dante's discovering the true light on the
mountain.
16. Dante called his poem a comedy. In classic terminology,
a comedy is a work that begins in misery or deep
confusion and ends in elation or happiness. In
Shakespearean comedy, the play often begins in
confusion — couples breaking up or separating, but ends
with everyone finding the right partner. In other words,
a comedy is not something one would laugh about, but
an ascension from a low state of confusion to one where
all people are combined for the greatest happiness.
The adjective "Divine" was added by a sixteenth-century
editor and publisher and has been retained ever since.
17. Dante, like most people of his time, believed that some
numbers had mystical meanings and associations. He
designed the structure of his poem using a series of
mystical numbers:
THREE: The number of the Holy Trinity: God the Father,
the Son, and the Holy Ghost; The number of parts of the
Divine Comedy: Inferno, Purgatorio, Paradiso; The
number of lines in each verse of each canto; The number
of divisions of Hell;
18. The number of days required for Dante's journey through
Hell.
NINE: A multiple of three; the number of circles in Hell.
TEN: The perfect number is the nine circles of Hell plus the
vestibule.
THIRTY-THREE: A multiple of three; the number of cantos
in each part.
NINETY-NINE: The total number of cantos plus Canto I,
The Introduction.
ONE HUNDRED: A multiple of ten; considered by Dante to
be the perfect number.