1. In the early 20th century, rising nationalism and imperial ambitions increased tensions between European powers as they rapidly expanded their armed forces and formed complex alliances. 2. Germany felt surrounded by the Franco-Russian alliance and threatened by Britain's naval dominance, fueling German militarism. 3. Long-simmering ethnic and nationalist tensions in the Balkans, combined with the authoritarian and unstable governments prevalent in Europe, created a volatile environment that increased the likelihood of war.
The presentation is about First World War. it's causes, devastation and name and force of the central powers and allied powers. The consequences and peace treaties which came into force through world war 1 in world history. It will be helpful for students of political science, public administration and international relations.
The presentation is about First World War. it's causes, devastation and name and force of the central powers and allied powers. The consequences and peace treaties which came into force through world war 1 in world history. It will be helpful for students of political science, public administration and international relations.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
2. Europe in 1914 was waiting for war to break out.
The causes of World War One went back long before 1914.
3. All the nations of Europe were militaristic, especially the
governments of Germany and Austria-Hungary.
All the countries of Europe built up their armies and navies.
In 1914, their armed forces stood like this:
• Germany: 2,200,000 soldiers, 97 warships
• Austria-Hungary: 810,000 soldiers, 28 warships
• Italy: 750,000 soldiers, 36 warships
• France: 1,125,000 soldiers, 62 warships
• Russia: 1,200,000 soldiers, 30 warships
• Great Britain: 711,000 soldiers, 185 warships
4.
5. As one country increased its armies, so all the others felt
obliged to increase their armed forces to keep the ‘balance of
power’.
6. Germany and Britain clashed over the size of their navies:
• In 1900 Kaiser Wilhelm began to build up the German navy,
announcing that he wanted Germans to sail all over the
world and take for Germany 'a place in the sun'.
• After 1906, he began to build numbers of the new, large
'Dreadnought' battleships, which were more powerful than
any other ship.
7.
8. The countries of Europe train all their young men so that if
there was a war they could call the standing army and the
trained reservists.
Historians has estimated the total number of men (including
reservists) that the countries could call upon as:
• Germany: 8.5 million men
• Russia: 4.4 million
• France: 3.5 million
• Austria-Hungary: 3 million
9.
10. In 1914 the German army was
the biggest and best in the
world.
The Russian army was growing
the fastest, and German
generals were worried.This British
postcard
shows what
would
happen if
the Kaiser
took the
'place in the
sun' that he
wanted.
11.
12. The countries of Europe sought protection by forming
alliances.
Bismarck had kept Germany friendly with Russia.
Kaiser Wilhelm overturned this, and created the Dual Alliance
of 1879 between Germany and Austria-Hungary - which
became the Triple Alliance (or Central Powers Alliance) when
Italy joined in 1882.
13.
14. Alarmed by this strong central bloc:
a. France in 1894 made an alliance with Russia.
b. In 1902 Britain made a naval treaty with Japan.
c. In 1904 France made an agreement with Britain called the
Entente Cordiale (Friendly Relationship – a promise to work
together).
d. In 1907, Britain made an entente with Russia, thus
forming the Triple Entente (France, Russia, Great Britain).
15.
16. The Triple Entente alarmed Germany, which felt itself
surrounded by the France-Russia alliance.
The countries of Europe thought that the alliance system
would act as a deterrent to war.
In fact it tied the countries together so that, when one
country went to war, the others felt themselves obliged to
follow.
17.
18. EVERYONE was nationalist and this helped cause war in two
ways:
a. It made the people from Britain, Germany and France
more bellicose (warlike)
The British sang: ‘Rule Britannia’ and ‘Land of Hope and Glory’,
and the Germans sang: ‘Deutschland uber alles’.
b. French politicians like Clemenceau HATED the Germans.
People were enraged when someone insulted their
country.
19.
20. It made the races ruled by Turkey (the Romanians and the
Bulgarians) and by Austria-Hungary (the Serbs) wanting to
be free to rule themselves.
In the Balkans this was called ‘Panslavism’ because the
people who wanted to be free were all Slav races.
The most nationalistic of all were the Serbs and this led to
rebellions and terrorism which destabilised the Balkans.
21.
22. Countries who believed that they were superior thought it
was alright to conquer and rule others – particularly if they
were inhabited by races they thought were inferior.
This is why countries like Britain, France, Belgium and Italy
thought it was OK to colonise vast areas of Africa in the 19th
century.
In 1900, the British Empire covered a fifth of land-area of the
Earth.
23.
24. This led to clashes between imperialist powers.
Britain was trying to conquer Africa from Cairo (in the north)
to Cape Town (in South Africa).
France was trying to conquer Africa from the Atlantic to the
Red Sea.
In 1898 their two armies met, at Fashoda in the Sudan, almost
causing a war.
Most of all, it led to HUGE tension when Kaiser Wilhelm of
Germany decided that HE wanted some colonies too!
25.
26. Many governments of Europe were autocracies (ruled by one
man), and their governments were corrupt.
Very few of the countries of Europe were democracies - it is
hard for a democracy to go to war because the people need
to agree to go to war.
Many people in those days thought it was alright to go to
war simply to win more power and territory for the ruler.
27. So it was against this background of long-term underlying
tensions that the countries of Europe were pushed into war
by a sequence of events after 1900:
1899-1900: The Boer War
1900: German Navy Law
1905-6: First Moroccan Crisis
1908: The Daily Telegraph article
1908-9: The Bosnian crisis
1911: Agadir Crisis (the second Moroccan Crisis)
1912-13: The Balkan Wars
1914 The Assassination at Sarajevo