This document discusses the history of travel and exploration. It begins by describing the ancient Greeks as the first great travelers in Europe. It then discusses other early travelers and explorers like Herodotus. It argues that travel and exploration helped drive the development of civilizations by spreading ideas and forcing populations to migrate. It also analyzes how geography and environment impacted the development of agriculture and societies in different parts of the world like Eurasia, Africa, and the Americas. Finally, it discusses the long history of slavery and how it contradicted the idea of human equality.
Independent Scotland: the most demanded End of Great Britain and France as Inevitable Historical Need, and the Revelation of English Barbarism by Prof. Megalommatis
ΑΝΑΔΗΜΟΣΙΕΥΣΗ ΑΠΟ ΤΟ ΣΗΜΕΡΑ ΑΝΕΝΕΡΓΟ ΜΠΛΟΓΚ “ΟΙ ΡΩΜΙΟΙ ΤΗΣ ΑΝΑΤΟΛΗΣ”
Το κείμενο του κ. Νίκου Μπαϋρακτάρη είχε αρχικά δημοσιευθεί την 6η Νοεμβρίου 2019.
First republished on 17th August 2021 here:
https://profmegalommatistextsingreek.wordpress.com/2021/08/17/ανεξάρτητη-σκωτία-το-απαιτητό-τέλος-τ/
Το 2014 ο Έλληνας ανατολιστής, ιστορικός και πολιτικός επιστήμονας, καθ. Μουχάμαντ Σαμσαντίν Μεγαλομμάτης είχε ολόθερμα υποστηρίξει την απόσχιση της Σκωτίας από το λεγόμενο Ηνωμένο Βασίλειο, δηλαδή την Αγγλία, και σε διάφορα άρθρα του είχε συνηγορήσει υπέρ μιας Ανεξάρτητης Σκωτίας, παρουσιάζοντας το επερχόμενο γεγονός ως αδήριτη ιστορική ανάγκη.
Καθώς η Αγγλία βαδίζει προς γενική διάλυση, το Brexit αναμένεται να γίνει ο καταλύτης πολλών εξελίξεων στην αναχρονιστική, παγκοσμίως επικίνδυνη, κι αποκρουστική αυτή χώρα. Οι Σκωτσέζοι μετά από το Brexit έχουν καταστήσει σαφές ότι δεν θα παραμείνουν επί μακρόν στο βασίλειο εκείνων που επί τόσους αιώνες κατέστρεφαν την χώρα τους. Η Βόρεια Ιραλνδία θα ακολουθήσει. Τα γεγονότα θα προξενήσουν μια ιδιαίτερη δυναμική και στην Ουαλλία. Και τα συσσωρευμένα στην Αγγλία εκατομμύρια μουσουλμάνων κι ισλαμιστών θα δώσουν ένα τελικό χτύπημα στο σιχαμερό έθνος που – όπως και η ρυπαρή Φραγκιά (γνωστή επίσης και ως δήθεν ‘Γαλλία’) – παρουσιάζεται ως κέντρο πολιτισμού, ενώ αποτελεί άντρο βαρβαρότητας.
Independent Scotland: the most demanded End of Great Britain and France as Inevitable Historical Need, and the Revelation of English Barbarism by Prof. Megalommatis
ΑΝΑΔΗΜΟΣΙΕΥΣΗ ΑΠΟ ΤΟ ΣΗΜΕΡΑ ΑΝΕΝΕΡΓΟ ΜΠΛΟΓΚ “ΟΙ ΡΩΜΙΟΙ ΤΗΣ ΑΝΑΤΟΛΗΣ”
Το κείμενο του κ. Νίκου Μπαϋρακτάρη είχε αρχικά δημοσιευθεί την 6η Νοεμβρίου 2019.
First republished on 17th August 2021 here:
https://profmegalommatistextsingreek.wordpress.com/2021/08/17/ανεξάρτητη-σκωτία-το-απαιτητό-τέλος-τ/
Το 2014 ο Έλληνας ανατολιστής, ιστορικός και πολιτικός επιστήμονας, καθ. Μουχάμαντ Σαμσαντίν Μεγαλομμάτης είχε ολόθερμα υποστηρίξει την απόσχιση της Σκωτίας από το λεγόμενο Ηνωμένο Βασίλειο, δηλαδή την Αγγλία, και σε διάφορα άρθρα του είχε συνηγορήσει υπέρ μιας Ανεξάρτητης Σκωτίας, παρουσιάζοντας το επερχόμενο γεγονός ως αδήριτη ιστορική ανάγκη.
Καθώς η Αγγλία βαδίζει προς γενική διάλυση, το Brexit αναμένεται να γίνει ο καταλύτης πολλών εξελίξεων στην αναχρονιστική, παγκοσμίως επικίνδυνη, κι αποκρουστική αυτή χώρα. Οι Σκωτσέζοι μετά από το Brexit έχουν καταστήσει σαφές ότι δεν θα παραμείνουν επί μακρόν στο βασίλειο εκείνων που επί τόσους αιώνες κατέστρεφαν την χώρα τους. Η Βόρεια Ιραλνδία θα ακολουθήσει. Τα γεγονότα θα προξενήσουν μια ιδιαίτερη δυναμική και στην Ουαλλία. Και τα συσσωρευμένα στην Αγγλία εκατομμύρια μουσουλμάνων κι ισλαμιστών θα δώσουν ένα τελικό χτύπημα στο σιχαμερό έθνος που – όπως και η ρυπαρή Φραγκιά (γνωστή επίσης και ως δήθεν ‘Γαλλία’) – παρουσιάζεται ως κέντρο πολιτισμού, ενώ αποτελεί άντρο βαρβαρότητας.
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. This book starts off by explaining the First
World Conqueror, the people of Europe who
began in ancient Greece. The Greeks are
thought of as “extreme travelers.”
The book goes back further in history with
Cyclopes, who destroyed Odysseus’s army.
These people know of no travel and have
never left their home.
Travel is said to broaden the horizons of life.
The first person to make this discovery was
Solon, who created the first political society
in European history.
3. Most of Greek history is centered around
wanderers in search of knowledge. The
‘father of history’ Herodotus, traveled from
Egypt to Libya, then Babylon to the
Phoenician city of Tyre, and ending up in
southern Russia.
Great adventures, colonization and conquest
such as this required very skilled navigators
with large ships.
Immanuel Kant believed that human conflict
was nature forcing intelligent men to leave
their homes and travel to a new place.
4. The “triumph of the west” is the capacity to
transform and army of men into men who are
able to destroy their enemies.
The Athenian army comes to mind, with a
soldier holding a spear and shield.
Each man shelters and is sheltered by his
neighbor, they are brothers who work as one.
The survival of a soldier depends on the
survival of the entire army.
5. Some main arguments the author highlights
are illustrated in these articles and films:
He argues that the Eurasian village is not created
our of pure will, that it is only the result of a
chain of developers. Much like the ripple effect.
This happened, so that happened too.
The first loop in the chain starts with
hunter/gatherer, then moves to agriculture. This
leads to food surpluses. As these societies grow,
classes among the people are made. This is how
empires of civilizations are developed.
6. Eurasia had an advantage with agriculture,
because of their suitable plants and animals.
On the downside, Native Americans had
troubles when growing maize, since it must
be planted one by one.
Sub-Saharan Africans had mostly wild
animals, while Eurasia had larger animals
that were easily taimed.
As agriculture grew, societies grew. This in
turn resulted in trade.
7. America had a hard time when developing
agriculture at a given latitude for the use of
other latitudes. An example of this struggle
are the Rocky Mountains.
Africa also had frustrations with crops
because of their extremely dry climate.
Certain places had an abundance of plants
and animals, while other parts of Africa had
nothing. Plants and animals cannot survive in
certain parts of Africa, and this created a
problem with agriculture.
8. Chattel slavery is the oldest institution
known in written records, which has been
practiced in several countries over many
thousands of years.
Many slaves became a part of cannibalism
and ritual sacrifice, sexual exploitation,
torture and even death.
Slaves were defined as “not one of us” an
alien, so they were often treated as cattle,
stripped naked and sold like livestock.
9. All kinds of slavery contradicted themselves.
The main root of slavery is inequality. This
refers to the desire to dominate over another
person and train them to please their
owners, acting as a loving pet.
Slaves were supposed to be submissive and
give satisfaction with respect. They were not
allowed to talk back, and to show perfect
fidelity. They must accept the authority of
their masters, even though the commands
are harsh.
Editor's Notes
All forms of slavery embody a profound and inherent contradiction, illustrating the most extreme form of a tension we experience almost daily in more subtle or benign interactions of inequality. I refer to the desire to dominate another person until she or he becomes a willing extension of our own will, an instrument to serve our needs. Ideally, for the master or mistress, a slave is a person who has internalized a consuming desire to please and flatter the owner, like a loving pet. Thus in the New Testament Paul tells Titus: "Tell slaves to be submissive to their masters and to give satisfaction in every respect; they are not to talk back, not to pilfer, but to show complete and perfect fidelity." Peter instructs slaves to "accept the authority of your masters with all deference, not only those who are kind and gentle but also those who are harsh." Ideally, from the master's perspective, there should be no boundary separating him from his human tool or instrument. Yet no matter how degraded or responsive to a master's sticks and carrots, the slave is of course an independent center of consciousness, a unique human mind often aware of an owner's weaknesses and capable of defiance, retaliation, or subtle triumphs that uncloak a master's pretensions to godhood.
Since slaves were typically though not always recruited from foreign peoples-and for ancient Greeks the ideal slave was a "barbarian," who spoke a different language-enslavement became an important by-product of intercontinental empires. When we look at examples of great imperial expansion, like that of Rome from the mid-200s B.C.E. to the early Common Era, we find an immense flow of slaves from outlying zones of conquest to Sicily and southern Italy, where slaves transformed the nature of agricultural production on latifundia, or plantations, providing incidentally a crucial precedent in law and practice for the later New World. Many educated American