This presentation is made by Samin VossoughiRad. American University for Humanities- Tbilisi campus
The security Dilemma is the them of the presentation and it has been explained exactly why states goes to war
This presentation is made by Samin VossoughiRad. American University for Humanities- Tbilisi campus
The security Dilemma is the them of the presentation and it has been explained exactly why states goes to war
The English school of International Relations ibrahimkoncak
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This presentation is about the English School of International Relations Theory, presented in class as lecture to the BA students of International Relations.
The English school of International Relations ibrahimkoncak
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This presentation is about the English School of International Relations Theory, presented in class as lecture to the BA students of International Relations.
CAMBRIDGE A2 HISTORY: IRON CURTAIN. Content: Stalin Balshoi speech, the Long telegram, the Fulton speech, historian opinion, suspicions after the speech, different beliefs, aims, resentments, events, Russia's salami tactics, cartoon.
CAMBRIDGE A2 HISTORY: THE MAIN INTERPRETATIONS OF THE COLD WAR AND A LITERATU...George Dumitrache
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The first presentation for Paper 3, "The main interpretations of the Cold War and a literature review". Suitable for Cambridge Examination starting May/June and November 2016. It contains: the origins of the Cold War; orthodox traditional interpretation and the historians (Thomas Bailey, Herbert Feis, George Kennan); revisionist interpretation and the historians (William Appleman, Walter LaFeber, Gal Alperovits, Gabriel Kolko); post-revisionist interpretations and the historians (Thomas Patterson, Lewis Gaddis, Ernest May).
The Cold War, United States, USSR, Vietnam War, Korean War, Space Race, Nuclear Arms Race, Cuban Missile Crisis, Bay of Pigs, Berlin Wall, Iron Curtain, Containment Policy, Marshall Plan, John F. Kennedy, Nikita Khrushchev, Detente, Red Scare, Ronald Reagan, Perestroika, Glasnost
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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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.
Model Attribute Check Company Auto PropertyCeline George
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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
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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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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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 wasnât 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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
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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.
How to Make a Field invisible in Odoo 17Celine George
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It is possible to hide or invisible some fields in odoo. Commonly using âinvisibleâ attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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Francesca Gottschalk from the OECDâs Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. âThe End of History?â
Francis Fukuyama
published his article, âThe
end of history?â, in the
journal National Interest in
the summer of 1989
He expanded his ideas in
the book The End of
History and the Last Man,
published in 1992
3. The context of the âEnd of Historyâ
⢠When Fukuyama wrote his
article in 1989, the Cold War
was close to finishing
⢠Soviet leader Mikhail
Gorbachev had started to
soften the USSRâs Marxist-
Leninist ideology
4. 1989
⢠During that year, the
Soviet Union allowed its
satellite countries in
Eastern Europe to break
away
⢠October 1989 saw the
opening of the Berlin
Wall, for 28 years a
symbol of the Cold War
5. New democracies
⢠Most of the former Soviet
satellites became
parliamentary
democracies, with anti-
Soviet heroes, like Vaclav
Havel in Czechoslovakia
and Lech Walesa in
Poland, becoming the
new leaders
6. The end of the Soviet Union
⢠The Cold War ended
definitively in December
1991, when the Soviet
Union was dissolved by
its own leaders
⢠Millions welcomed the
passing of the Soviet
Union and its Marxist
ideology
7. âThe End of History?â
⢠Fukuyama claimed that the end
of Marxism-Leninism in the
USSR meant the end of a serious
ideological challenge to Western
values â this challenge had been
central to the Cold War
⢠Marxism had once claimed it
would be the logical culmination
of history; Fukuyama argued that
Marxism had clearly failed, and
instead proclaimed the victory of
Western liberal values
8. âThe End of History?â (2)
⢠Fukuyama claimed that
alternatives to
democracy were either
discredited or too weak
to pose a serious
challenge to Western
values in the long term
⢠Democracy had proved
to be a more efficient
system, and would
become more common
in the future
9. âThe End of History?â (3)
⢠Fukuyama acknowledged
that future wars and
conflicts were possible,
but claimed that with the
absence of serious
alternatives, Western
values would eventually
become accepted as
universal
10. Critics of Fukuyama
⢠Many disagreed with Fukuyamaâs claim that
Western values would become universal
⢠Those outside the West resented the claim that
Western values had proved superior
⢠Marxists, who once claimed that their ideology lay
at the âend of historyâ, resented the argument that
their vision of the future was not a credible
alternative
⢠Others, notably Huntingdon, did not share
Fukuyamaâs optimism about a future without
major conflicts
11. âThe Clash of Civilisationsâ
⢠Samuel Huntingdon
expressed his ideas
about the Clash of
Civilisations at a
lecture in 1992. He
published an article in
1993 and expanded
his ideas into a book
in 1996
12. âThe Clash of Civilisationsâ:
the context
⢠Millions of people greeted
the end of the Cold War
with jubilation, but the end
of the world of the Cold
War meant the unfreezing
of many ethnic conflicts
that had been dormant for
many years
13. Nagorno-Karabakh
⢠Ethnic rivalries between
the former Soviet
republics of Armenia
and Azerbaijan,
suppressed in Soviet
times, erupted into full-
scale fighting in 1992
⢠Relatively few died, but
hundreds of thousands
became refugees
14. Georgia and Abkhazia
⢠In 1992-93, Abkhazian
separatists fought a war
to break away from
Georgia, which had
become independent
after the break-up of the
Soviet Union
15. The break-up of Yugoslavia
⢠The break-up of
Yugoslavia was the
worst of the conflicts
that followed the end of
the Cold War. Serbian
attempts to limit the
territory lost to Croatia
and Bosnia led to the
deaths of hundreds of
thousands
16. Huntingdonâs pessimism
⢠Huntingdonâs did not share Fukuyamaâs
optimism after the end of the Cold War
⢠He observed the bloody conflicts caused by
ancient rivalries
⢠Rather than looking forward to an optimistic
future, he worried that the problems of the past
would return as the problems of the future
⢠Above all, he questioned Fukuyamaâs claim that
modernisation meant Westernisation
17. The âcivilisationsâ (1)
⢠Huntingdon believed that the conflicts of
the future would be cultural, rather than
political or economic
⢠These conflicts were likely to take place
between what he described as
âcivilisationsâ, and identified eight main
civilisations in the modern world
19. Islam and the West
⢠Huntingdon claimed the most likely conflict
would be between the Christian West and the
Islamic world
⢠He said this was because:
⢠Islam and Christianity had been engaged in a
cultural war since the Crusades
⢠After the end of the colonial era, Arab
nationalism and fundamentalism had risen
⢠Islam is antithetical to democracy and Western
values
20. Huntingdon and Western values
⢠Unlike Fukuyama, Huntingdon did not believe
that Western values were universal, and felt it
was dangerous for the West to believe that
other civilisations would accept them
⢠Huntingdon stressed that any attempt to
spread Western values would provoke
resistance, and urged the West to stay out of
conflicts involving non-Western civilisations
21. Huntingdon vindicated?
⢠Some claim that the rise
of Islamist groups and al-
Qaeda, responsible for
the 2001 attacks on the
United States, shows that
Huntingdon was right to
warn of a future clash
between the West and
the Islamic world
⢠Others have refused to
accept this
22. Critics of Huntingdon:
Edward Said
⢠Edward Said, the Palestinian-
American cultural critic,
mocked Huntingdonâs idea of
conflict between Islam and
the West as suggesting a
âcartoonlike world where
Popeye and Pluto bash each
other mercilesslyâ, and
dismissed his civilisations as
meaningless labels
23. Critics of Huntingdon:
Fred Halliday
⢠Fred Halliday, a renowned
expert in Middle Eastern
affairs, criticised Huntingtonâs
realist assumption that states
conflict because the world is
anarchical
⢠He also dismissed the claim
that culture or civilisation is a
major factor in international
relations
24. Halliday on Huntingdon
⢠Halliday stressed that few wars in the past were
fought over culture
⢠He also stressed that the Islamic countries may
share a degree of pan-Islamic solidarity, but this is
not the determining factor in their policy
⢠Halliday claims Huntingdon âhas thrown fat into a
fire that was to some extent already there, and
just allowed it to burnâ, and notes that
Huntingtonâs thesis âis very popular with
Islamists, as it is with Hindu nationalists and
radical Shintoists in Japanâ