The Red Scare of the early 1920s was fueled by labor strikes, anarchist bombings, and fears that communism from the new Soviet Union would spread to the United States. Attorney General Palmer ordered raids in 1920 that arrested thousands of suspected radicals, mostly immigrants, without evidence to try to root out communist influence. Major labor strikes in 1919 were a result of high costs of living and poor working conditions after World War 1. Under Republican presidents Harding and Coolidge, the 1920s saw tax cuts, high tariffs, laissez-faire policies toward business, and restrictions on immigration. Cultural issues like Prohibition, Catholicism, and urban vs rural divides influenced the election of 1928.
İnmeli hastalarda nörolojik fonksiyonları ölçmek için, iskemik alan boyutunu değerlendirmek için ve bağımlılığı saptayıp fonksiyonel iyileşmeleri değerlendirmek için kullanılan skalalar hakkında kısa bir sunum. İyi okumalar
İnmeli hastalarda nörolojik fonksiyonları ölçmek için, iskemik alan boyutunu değerlendirmek için ve bağımlılığı saptayıp fonksiyonel iyileşmeleri değerlendirmek için kullanılan skalalar hakkında kısa bir sunum. İyi okumalar
This is the slide show that was used during the class lecture on The Roaring Twenties. Review it and make sure your note taker is complete. These will be great tools to use to complete your study guide.
This is the slide show that was used during the class lecture on The Roaring Twenties. Review it and make sure your note taker is complete. These will be great tools to use to complete your study guide.
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
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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.
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
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.
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!
2. Key Questions:
• #1) What events fueled the Red Scare?
• #2) What caused the Palmer Raids?/Why did Palmer arrest
thousands?
• #3) What conflicts led to major labor strikes in 1919?
• #4) How did Republican leadership (Harding & Coolidge)
shape the 1920s?
• #5) What issues influenced the election of 1928?
4. President Harding
• From Ohio
• Wins election of 1920 in a
landslide
• Defeated James Cox/FDR
• Promises a return to “normalcy”
• Dies of a heart attack in San
Francisco in 1923
• Replaced by Calvin Coolidge
5. Russian Revolution
• Starts in 1917
• Csar Nicholas II loses power
• Russia in shambles
• Led by Lenin
• He promised “peace, land &
bread”
• He made peace w/ Germany
& then civil war broke out
• Reds vs. Whites
• U.S., Britain, France, Japan—
all backed the Whites
• Reds triumphed in 1920
6. Russian Revolution
• The USSR
• Openly hostile to American beliefs
• Hoped to spread communism to other countries
• Tried to overthrow German gov’t
• Came to power in Hungary
• Communism—
• 1.Gov’t owned all land & property
• 2. A single party controlled gov’t
• 3. Needs of country outweighed those of the individual
8. The Red Scare
• Americans feared Communism & revolution would
spread to the U.S.
• Thousands went on strike in Seattle in 1919
• Mayor called them “revolutionists”
• Also in 1919, bombs in the mail addressed to gov’t
officials, including Seattle’s mayor
• One injured a GA Senator’s housekeeper
• Newspapers whipped up sensational stories
9. Schenck v. U.S. (1919)
• SC Case
• War opponent, Charles Schenck, mailed letters to men
who were drafted telling them not to report to duty
• Convicted of breaking Espionage Act, a wartime law
• Chief Justice Oliver Wendell Holmes, Jr. said the gov’t is
justified in silencing free speech when there is a “clear
and present danger”
• Some used ruling as justification for jailing radicals
10. Palmer Raids
• June 1919—Bombs exploded in
several U.S. cities
• Including one at the home of A.
Mitchell Palmer, the Attorney
General
11. Palmer Raids
• Palmer was convinced that radicals were trying to
overthrow the gov’t
• He went on a campaign to root out anyone that
posed a threat to the U.S.
• Targets included Communists, Socialists, &
anarchists
• “Any movement, however, cloaked or dissembled,
designed to undermine the gov’t, will be met w/
unflinching, persistent, aggressive warfare.”
12. Palmer Raids
• Jan. 2, 1920—Agents in 33 cities arrested thousands
of suspected radicals w/o evidence
• Most were immigrants
• Many were completely innocent
• 500+ were deported
• Americans, including Palmer, expected the worst on
May 1, 1920 (an annual Socialist holiday), but
nothing happened & the press turned on Palmer
13. Sacco & Vanzetti
• http://www.travelchannel.com/video/sacco-and-vanzetti-inn
• **See opposing opinions on p. 483
14. Labor Strikes
• Increased over the course of 1919
• Up to 370 in August alone
• Blamed on Communists
• Cost of living soared; due to drop in economy after
WWI (postwar recession)
• **See “Work Stoppages” chart on p. 485
15. Boston Police Strike (1919)
• Wanted pay raise
• Created union
• 19 officer fired
• STRIKE & then RIOTS
• Lawlessness
• State Guard called in to
restore order by Governor
Coolidge
16. Steel/Coal Strikes
• 350K workers walk off job at U.S. Steel Corporation
(1919)
• Worked 65 hrs/week on average; wanted 8-hr day
• Blamed on Communists
• Private police force killed 18 strikers & injured hundreds
• African American workers brought in to break strike
• Strikers give up after 10 weeks
17. Strikes Decline
• Most Americans opposed strikes
• Seen as un-American & likely to violence
• Distrust of labor unions
• Linked to radicalism and communism
• Union membership peaked in 1920, then dropped
• 5 million workers in 1919-1920 (height of Red Scare)
• Economy improved over course of 1920s
• Higher wages
18. Harding Presidency
• Hoped to secure international peace & stability
• Isolationism-
• Avoided “entangling alliances”
• Disarmament-
• Program in which nations would voluntarily give up their weapons
• Promoted expansion of trade
• New tariff; rates on imports at all time high
• Dawes Plan for Germany’s reparations
• Set a payment schedule, & approved a loan to Germany
19. Domestic Issues
• Increasing nativism
• Patriotism
• Anti-Catholicism; Anti-Semitism
• Fear of losing jobs
• Red Scare & radicalism
20. Domestic Issues
• 1921 quota set on immigrants
• Annual numerical limit equaled 3 percent of that
group’s total U.S. population according to 1910 census
• National Origins Act in 1924
• Reduced # to 2% & resorted to 1890 census
• Both Chinese & Japanese were ineligible for citizenship
• Cure for radicalism
• *See chart on p. 487
21. Teapot Dome Scandal
• During Harding’s presidency & in his Cabinet, but
he was not directly connected
• Teapot Dome Scandal-Sec. of Interior, Albert B.
Fall, gave oil-drilling rights on gov’t oil fields in CA
& WY to private oil companies
• In return, Fall received $300K & other gifts disguised
as loans
22. Coolidge Presidency
• Took over after Harding’s death on August 3, 1923
• Coolidge= Former Governor of Massachusetts
• Won election of 1924
• “Keep Cool with Coolidge”
• Man of few words, “Silent Cal”
• Laissez faire, leave business alone
• “The chief business of the American people is
business”
23. Coolidge Presidency
• Lowered taxes
• Approved higher tariff rates
• Refused to regulate buying of stocks on easy credit
• Offered little help to Mississippi River flood victims
24. Kellogg-Briand Pact
• Kellogg-Briand Pact--60+ nations eventually joined;
promised to not engage in war w/ one another
• Named after Sec. of State, Frank B. Kellogg &
French Foreign Minister Aristide Briand
• Unrealistic & unworkable pact
26. Election of 1928
• Coolidge, “I do not choose to run for President in 1928”
• Republicans nominated Herbert Hoover
• Democrats nominated Alfred E. Smith, governor of NY
• Smith was Catholic & opposed Prohibition
• Smith did well in cities, Hoover did well in rural areas
• Americans hoped “Coolidge prosperity” would
continue
27. Key Questions:
• #1) What events fueled the Red Scare?
• #2) What caused the Palmer Raids?/Why did Palmer arrest
thousands?
• #3) What conflicts led to major labor strikes in 1919?
• #4) How did Republican leadership (Harding & Coolidge)
shape the 1920s?
• #5) What issues influenced the election of 1928?