Why did religion go global? Big History investigates why certain faiths became accepted by so many people in such varied parts of the world.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Why did religion go global? Big History investigates why certain faiths became accepted by so many people in such varied parts of the world.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
Chapter 8 Ways of the World AP World History Book By R. Strayer - China and t...S Sandoval
AP World History - Ways of the World by Strayer. Chapter 8: China and the world. Tribute System, China and Korea, China and Vietnam, China and Buddhism, China and Japan.
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
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
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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.
The rise of_monotheism_-_zoroastrianism_and_judaism_(11)
1. "One person of
integrity can make
a difference."
Elie Wiesel
2. THE RISE OF MONOTHEISM
The movement towards a distinctive monotheistic
religious tradition with a distinct emphasis on ethical
values emerged in the Middle East
It found expression in Zoroastrianism and in
Judaism
While these religions did not spread widely, the
principle of monotheism influenced the
development of Christianity and Islam
3.
4. ZOROASTRIANISM
Arose during the height of the Persian Empire
A Persian prophet, Zarathustra (Zoroaster to the
Greeks), in possibly the sixth or seventh century
BCE preached a new religion
His ideas received state support during the
Achaemenid dynasty (558-330 BCE)
Zarathustra had been appalled by the violence of
recurring cattle raids
He offered a new worldview
5.
6. According to Zarathustra, a single, unique god,
Ahura Mazda, ruled the world and was the source
of all truth, light, and goodness
-But Ahura Mazda was in a cosmic struggle with the
forces of evil
-Evil was embodied in the supernatural figure of
Angra Mainyu
-Ahura Mazda would eventually triumph when a
final Savior would arrive and restore the world to its
earlier purity and peace
-At the day of judgment, those who had joined with
Ahura Mazda would be granted new resurrected
bodies and eternal life in Paradise
-Those who sided with evil were condemned to
everlasting punishment
7.
8. Zoroastrianism was accepted within the Persian
heartland and found some followers in Egypt,
Mesopotamia, and Anatolia
But it was never a missionary religion
The faith was weakened by Alexander the Great’s
invasion of Persia but it survived and flourished
again during the Parthian (247 BCE-224 CE) and
Sassanid (224-651 CE) dynasties
However, the arrival of Islam led to the final decline
of Zoroastrianism in Persia
A few believers fled to India where they became
known as Parsis (Persians) and continue to
practice their faith to the present times
9.
10. Like Buddhism, Zoroastrianism vanished from its
place of origin but unlike Buddhism, it did not
spread in a recognizable form
But the presence of Jews in the Persian Empire led
to an exposure to Zoroastrian ideas
-Conflict between good and evil
-Idea of a last judgment and resurrected bodies
-Belief in the final defeat of evil
-The arrival of a savior (Messiah)
-The remaking of the world at the end of time
11.
12. JUDAISM
Judaism developed among the Hebrews
According to Hebrew tradition, the prophet
Abraham, led his people from Mesopotamia to
Palestine
Over time, a portion of the Hebrews moved to
Egypt where they were enslaved but then
miraculously escaped to rejoin their kin in Palestine
By around 1000 BCE, the Hebrews established a
small state that soon split into a northern kingdom
called Israel and a southern state of Judah.
13.
14. Israel was conquered by Assyria in 722 BCE and
many of its inhabitants were deported to other
regions
In 586 BCE, the kingdom of Judah came under
Babylonian control and its elite class was shipped
off to exile
In Babylon, these exiles, now calling themselves
Jews, retained their cultural identity and later were
able to return to their homeland
-Identity lay in unique religious ideas
-Through religion as opposed to empire-building,
the Jewish people influenced world history
15.
16. Jews believed their god, called Yahweh, was a
powerful and jealous god who demanded exclusive
loyalty
(“Thou shalt have no other gods before me.” – The
First of the Ten Commandments, moral and ethical
rules of Judaism)
A difficult commandment because as Jews turned
from pastoralism to agriculture were attracted to the
fertility gods of neighboring peoples
But over time, monotheism triumphed
Came to believe in a covenant with Yahweh
-In return for sole devotion and obedience, Yahweh
would consider the Jews his chosen people,
favoring them in battle, causing them to grow in
numbers, and bringing them prosperity and
blessings
17.
18. Increasingly Yahweh was seen as a lofty,
transcendent deity of utter holiness and purity, set
far above the world of nature, which he created
But people could communicate actively with
Yahweh unlike the ultimate reality found in Daoism
or Hinduism
In addition, Yahweh was transformed from a god of
war to a god of social justice and compassion for
the poor and marginalized, especially in the
pronouncements of the Jewish prophets such as
Amos and Isaiah
19.
20. The Jews had developed a distinctive conception of
the divine – singular, transcendent, personal,
separate from nature, engaged in history, and
demanding social justice and moral righteousness
above sacrifices and rituals
These ideas sustained a separate Jewish identity in
both ancient and modern times
This understanding of God provided the foundation
on which both Christianity and Islam were built
21.
22. STRAYER QUESTIONS
What aspects of Zoroastrianism and Judaism
subsequently found a place in Christianity and
Islam?
What was distinctive about the Jewish religious
tradition?