Created by María Jesús Campos Fernández, teacher of Social Sciences, History and Geography at a bilingual section in Madrid (Spain).
learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
Created by María Jesús Campos Fernández, teacher of Social Sciences, History and Geography at a bilingual section in Madrid (Spain).
learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
Created by María Jesús Campos Fernández, Geography and History teacher in a bilingual section in Madrid.
learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
Created by María Jesús Campos Fernández, Geography and History teacher in a bilingual section in Madrid.
learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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
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!
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.
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
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.
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.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
1. UNIT 8 POLITICAL AND ECONOMIC CHANGE
1- WHY DID THE ECONOMY AND POPULATION GROW?
2- HOW DID SOCIETY CHANGE?
3- HOW DID NEW STATES EMERGE?
4- WHAT WERE THE SPANISH KINGDOMS?
5- HOW DID THE CATHOLIC MONARCHS RULE?
Isabella of Castile, Ferdinard of Aragon: The
Catholic Monarchs
Political mao of the Iberian Peninsula during the 15th century
2. 1- WHY DID THE ECONOMY AND POPULATION
GROW?
The recovery of
population
14th c. 15th c. 16th c.
Hungers
Wars
Illnesses
Many people died
1348 Black Death
Plague that devastated
Europe, 25% of the
population died
Population began to
recovery slowly
There was a
considerable
population growth.
3. 1- WHY DID THE ECONOMY AND POPULATION
GROW?
There was an increase of the
population between year 1000 and
1300. 40 millions of inhabitants in
year 1000; 73 millions in 1300.
During the 14th century there was an
important decrease of the number of
inhabitants due to hungers, frequent
wars and plagues like the Black
Death.
During the 15th century, the
agricultural production increased
and the European population started
to grow again, consequently the
economy also grew.
4. 1- WHY DID THE ECONOMY AND POPULATION
GROW?
Economic growth
Causes Consequences
Economic growth
Population grew
Greater demand for
agricultural products and
crafts
More trade with recently
discovered lands
Banking system improved
Cities had great economic power
because trade and artisans were
concentrated there
Venice
Florence
Antwerp
Lisbon
Seville
London
5. 1- WHY DID THE ECONOMY AND POPULATION
GROW?
Why did Europe suffer a crisis in the 14th century?
What was the Black Death?
Explain the causes of the European economic growth in the 15th and 16th
century.
Which were the most important cities in Europe during this period? Which
was their role in Europe?
Activity 1 on page 75
Describe the graph on page 75 and explain the reasons of this evolution
6. 2- How did society change?
Medieval
society
Modern
society
Society divided in three estates Society divided in three estates
Nobility and clergy were the
privileged estates.
Nobility and clergy were the
privileged estates.
No taxes
Important
positions
Minority
Peasants lived in harsh conditions Peasants lived in harsh conditions
Most of the peasants were serfs Peasants became free in Western
Europe
Bourgeoisie became influentialBourgeoisie was born
7. 2- How did society change?
Describe the evolution of the society in Early Modern Ages:
1- Which aspects of the society did not change?
2- Describe the changes of the Early Modern society
Activity 2 on page 76
8. 3- How did new states emerge?
Kings reinforced their authority by reducing the power of the nobility, the
Church, the municipalities and Parliaments
HOW
Bureaucracy and centralised administration
Permanent army
Increased taxes (approved by the Parliament)
Diplomatic system
The court didn’t travel Capital cities appeared
9. 3- How did new states emerge?
Authoritarian
monarchies
Early Middle Ages
(10th-11th)
Middle Ages
(12th-14th)
Early Modern Ages
(15th-16th)
Kings were weak Kings increased their power Monarchs continued to
reinforce their power
Roman law
Parliaments
Collected taxes
Bureaucracy
Built up a permanent army
Increased taxes
Diplomatic system
They needed the
nobles’ support
10. 3- How did new states emerge?
The great
kingdoms
France England Russia Hispanic
Monarchy
After the Hundred
Years War the
French kings unified
the country
Henry VIII increased
royal power
Ivan the Great made
himself czar of Russia
Catholic
Monarchs
unified the
Iberian
kingdoms.
European kingdoms grew thanks to marriage alliances
and conquests
11. 3- How did new states emerge?
Make a composition explaining how the kings’ power increased during the
15th century.
Compare the kings’ power in these three different periods: early middle
age(10th/11th); 12th/14th century; early modern age (15th/16th century)
Which were the great kingdoms in the 15th century and who were their most
important monarchs?
12. 3- How did new states emerge?
Make a composition explaining how the kings’ power increased during the
15th century.
Compare the kings’ power in these three different periods: early middle
age(10th/11th); 12th/14th century; early modern age (15th/16th century)
Which were the great kingdoms in the 15th century and who were their most
important monarchs?
4- What were the Spanish kingdoms?
How was divided the Iberian Peninsula in the 15th century?
Describe the Crown of Castile political evolution
Describe how the Trastámara dynasty reached the power in Aragón
Who are the Catholic Monarchs?
What happened in the following years?
-1469
-1477
-1479
-1504
-1516
What does dynastic union mean?
14. 4- What were the Spanish kingdoms?
Divided in 5 large
territories:
Crown of Castile
Crown of Aragón
Kingdom of Navarre
Kingdom of Portugal
Kingdom of GRanada
15. The crown
of Castile
Continuous revolts of the nobles in the 15th c.
1474-1479 Civil War between Joanna and Isabella
1474 Henry IV died
Henry’s daughter
Henry’s sister
16. The crown
of Aragón
From the 15th century the same dynasty rules in Castile
and Aragón
1410: House of Aragón disappears
Trastámara dynasty
17. 4- What were the Spanish kingdoms?
1469 Isabella of Castile and
Ferdinard of Aragón married
1477 Isabella became queen of
Castile
1479 Ferdinard became king of
Aragón
Isabella and Ferdinard governed their territories together, but
each kingdom had its own laws and institutions.
1504 Isabella died, the throne of Castile passed to
Joanna, but Ferdinard ruled as regent in Castile
and as king in Aragón.
1516 Ferdinard died; Joanna’s son became king of
both Crowns.
Dynastic union confirmed
The Catholic
Monarchs: Dynastic
union
Isabella of Castile Ferdinard of Aragón
18. 4- What were the Spanish kingdoms?
How was divided the Iberian Peninsula in the 15th century?
Describe the Crown of Castile political evolution
Describe how the Trastámara dynasty reached the power in Aragón
Who are the Catholic Monarchs?
What happened in the following years?
-1469
-1477
-1479
-1504
-1516
What does dynastic union mean?
19. 5- How did the Catholic Monarchs rule?
Domestic
policies
Goal: Strengthen their power
Created the Holy Brotherhood
Reorganised and strengthened the
Royal Council
Appointed Corregidores
Strengthened the royal Treasury
CREated a permanent army
Against bandits and abuses of the
nobility
To take over the cities and establish the
royal authority in the towns.
20. 5- How did the Catholic Monarchs rule?
Territorial
expansion
1504
1512
1492 They conquered the Kingdom of Granada and annexed to Castile
The kingdom of Naples is annexed to Aragón
The kingdom of Navarre is annexed to Castile
They captured cities in North Africa (Melilla, Orán…) and the Canary Islands.
21. 5- How did the Catholic Monarchs rule?
Religious
unity
Goal: Religious unification for their Kingdoms
1478 They founded the Inquisition to prosecute heretics.
1492 Expulsion or forced conversion of the Jews
80000 people left The converts were persecuted by the Inquisition
1512 Conversion or expulsion of the Muslims
Muslims that converted became Moriscos
22. 5- How did the Catholic Monarchs rule?
Explain the Catholic Monarchs’ domestic policies.
Which territories conquered the Catholic Monarchs? When? To which crown
were annexed?
How did the Catholic Monarchs achieve the religious unity?
Activity 2 on page 80.
23. The reign of the Catholic Monarchs
Isabella the Catholic Queen
Ferdinard the Catholic King
Monarchs Period Territories
Domestic policy Foreign policy
Ends of the 15th c.;
beginning of the 16th c.
Crown of Castile; Crown of
Aragon; Kingdom of
Granada (1492); kingdom
of Naples (1504); kingdom
Of Navarre (1512); Canary
Islands, Melilla, Oran,
Bejaia, Algiers
Created the Holy Brotherhood; reorganised justice
and Royal Council; appointed corregidores;
strengthened the Treasury; created a permanent
army; founded the Inquisition; expulse the Jews
and Muslims.
Reinforced their power Conquered territories (Granada, Navarre,
Naples, cities in North Africa) and finance
voyages of exploration (Christopher
Columbus).
Establish marriage alliances with England,
HRE and Portugal