Ultranationalism can turn into ultranationalism through blaming other groups for national failures, vilifying them as profiting from problems or working with enemies, dehumanizing them through racial theories, and isolating them physically and socially. The Nazi regime used these steps against Jewish people in Germany and occupied territories. They imposed laws restricting Jewish rights, isolated people in ghettos where starvation and disease killed many, then deported survivors to concentration and death camps where mistreatment and murder eliminated most of the remaining Jewish population in Europe. Over 6 million Jewish people were killed during the Holocaust.
A powerpoint that shows why Holocaust denial is misguided. Lists the three main arguments that revisionists use and uses evidence to refute these claims.
A powerpoint that shows why Holocaust denial is misguided. Lists the three main arguments that revisionists use and uses evidence to refute these claims.
This presentation was delivered in the Indigenous Liberation Studies class by Terezia Fletcher. It examine the Hungarian Underground Resistance and her own families involvement in it. The underground resistance groups key concepts were to help the Jews in Hungary. This was done by stealing food coupons from agencies so they could get much needed food supplies for the Jews, to falsifying documents, burning birth certificates/or the buildings that housed them. It was done so the SS special police could not find out how many of them were born and to whom and where they resided.
They helped families cross the border to Switzerland, and or other Countries by boat and other means deemed safe.
They took them in as family members and siblings.
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.
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.
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
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
1. Ultranationalism
• How does nationalism turn into
ultranationalism?
• What is one of the results of
ultranationalism (in relation to other
groups)?
• Japan: A Case Study
2. Crisis
• Remember WW1, why did Germany lose?
• For the Interwar period, why was Germany
facing tough times economically?
4. Why the Jewish People?
• They are God’s
chosen people
• They killed the
Christian deity
• They use the blood
of Christian and
Muslims in their
Passover bread.
5. Why the Jewish People?
• Fabricated document
possibly by a Russian
Secret Police officer
claiming to be real
• Henry Ford believed in its
contents, printing 500K
copies
• Proven definitively fake
(and copied) in 1921
• it is still distributed and
believed by people today (a
site that purports it as true
is the 2nd Google result)
To what extent the whole
existence of this people is based
on a continuous lie is shown
incomparably by the Protocols of
the Wise Men of Zion, so
infinitely hated by the Jews. They
are based on a forgery, the
Frankfurter Zeitung moans and
screams once every week: the
best proof that they are
authentic. [...] the important thing
is that with positively terrifying
certainty they reveal the nature
and activity of the Jewish people
and expose their inner contexts
as well as their ultimate final
aims.
6. http://www.youtube.com/watch?v=_0V_xf3OQgM
The Eternal Jew
"His is no master people; he is an
exploiter: the Jews are a people of
robbers. He has never founded any
civilisation, though he has destroyed
civilisations by the hundred...everything
he has stolen. Foreign people, foreign
workmen build him his temples, it is
foreigners who create and work for
him, it is foreigners who shed their
blood for him."
http://www.youtube.com/watch?feature=pla
yer_embedded&v=yNk_osZWScw
7. Ultranationalism: The fear of the
other
• Why would ultranationalism breed
hate/racism?
• How could you turn an entire group of
people into racists?
8. Step 1: Blame
• Reason Germany
lost WW1
• Were behind the
Treaty of Versailles
• They profited off of
the Great
Depression
9. Step 2: Vilify
• They are profiting
from World War 2
• They are working
with the enemy
• They will cause
Germany to lose
WW2
10. Step 3: Dehumanization
• Racial theories
combine with
Darwin (Social
Darwinism)
• Called “vermin”,
“rats”, “subhuman”,
“jewpig”, “jewsow”
11. Step 4: Isolation
Various regulations restricting professions and
business ownership.
Nuremberg Laws:
• Marriages and sex between Jews and “citizens” outlawed
• Jews are forbidden to display national symbols
• Punished with hard labour or imprisonment
Later, Jewish people were barred from all schools, universities,
cinemas, theatres and sports facilities.
12. Step 4: Isolation
Nuremberg Laws:
• The only way to deal with the problem which remains open is
that of legislative action. The German Government is in this
controlled by the thought that through a single secular
solution it may be possible still to create a level ground on
which the German people may find a tolerable relation
towards the Jewish people. Should this hope not be fulfilled
and the Jewish agitation both within Germany and in the
international sphere should continue, then the position must
be examined afresh.
• The third [law] is an attempt to regulate by law [the Jewish]
problem, which, should this attempt fail, must then be
handed over by law to the National-Socialist Party for a final
solution.
13. The Ghettos
• Isolation becomes physical:
– A holding place until Jewish people are
deported of out Europe
– Run by Jewish Councils, the Germans
mandated that they:
• Confiscate goods
• Organize forced labour groups
• Facilitate deportations to
extermination camps
14. Life in the Ghetto
Warsaw was the
largest in Europe:
380,000 people
Though the Warsaw Ghetto
contained 30% of the population of
the Polish capital, it occupied only
2.4% of the city's area, averaging 9.2
people per room
16. Life in the Ghetto
Between 1940 and 1942, starvation and
disease, especially typhoid, killed hundreds
of thousands. Over 43,000 residents of the
Warsaw ghetto died there in 1941 more
than one in ten; in Theresienstadt, more
than half the residents died in 1942
The Germans came, the police, and
they started banging houses:
"Raus, raus, raus, Juden raus." ...
[O]ne baby started to cry ... The other
baby started crying. So the mother
urinated in her hand and gave the baby
a drink to keep quiet ... [When the
police had gone], I told the mothers to
come out. And one baby was dead ...
from fear, the mother [had] choked her
own baby.
19. Concentration Camps
• Used as early as 1933 to eliminate Nazi
political opponents
• By 1938 they expand into forced labour
camps for the elderly, mentally ill and
handicapped
• Two largest groups of prisoners during
WWII are Jews and Soviet POWs
20. Conditions in the Camps
• Causes of death include
mistreatment, disease, starvation, overwork
and execution (if they are considered unfit for
labour)
• Prisoners used for medical experiments
• Gas chambers used at death camps, as well
as shooting, starvation and torture
21. Over the course of
WWII there were
approximately 2000
camps established
in Poland
22. Treblinka
The putrid odor of decaying human remains could be smelled up to 10 kilometres
(6.2Almost a million the nearby village of Treblinka. It was evidentmonths. The
miles) away at people were executed over the course of 15 that large-scale
killings were happening nearby,end of the war and a farmhouse built on it On
camp was dismantled at the which caused panic among the villagers. in an
incoming Holocaust attempt to hide the evidencethe genocide
trains to Treblinka, many of of soon-to-be-murdered Jews
locked inside correctly guessed what would happen to them based on the stench
23. Auschwitz
• Auschwitz is the most well-known
concentration camp of the war because of
its size and because it was the site for the
biggest mass murder in human history