The document discusses whether the United States should enter World War I in 1917. It presents two cases - one arguing the US should join the war on the Allied side, and one arguing the US should remain neutral. In Case 1, President Woodrow Wilson, a trading merchant, and a Union veteran argue the US must enter the war to defeat Germany and end the threat to American safety. In Case 2, a British soldier, Senator Robert La Follette, and Senator George William Norris argue the US should remain neutral to avoid sending soldiers to die in terrible trench conditions and complicate foreign relations.
These slides elucidates two aspects: one that which explains the reasons of US involvement in Afghanistan, with historical insight; while the other one portrays the major stakes of US in Afghanistan with respect to the emerging power politics of the world and the logic behind its pro-long presence since Post-Cold War.
These slides elucidates two aspects: one that which explains the reasons of US involvement in Afghanistan, with historical insight; while the other one portrays the major stakes of US in Afghanistan with respect to the emerging power politics of the world and the logic behind its pro-long presence since Post-Cold War.
The American CenturyHENRY R. LUCE(first published in LIFE .docxmehek4
The American Century
HENRY R. LUCE
(first published in LIFE magazine 17 February 1941)
We Americans are unhappy. We are not happy about America. We are not happy about ourselves in relation to America. We are nervous - or gloomy - or apathetic.
As we look out at the rest of the world we are confused; we don't know what to do. "Aid to Britain short of war" is typical of halfway hopes and halfway measures.
As we look toward the future - our own future and the future of other nations - we are filled with foreboding. The future doesn't seem to hold anything for us except conflict, disruption, war.
There is a striking contrast between our state of mind and that of the British people. On Sept. 3, 1939, the first day of the war in England, Winston Churchill had this to say: "Outside the storms of war may blow and the land may be lashed with the fury of its gales, but in our hearts this Sunday morning there is Peace." Since Mr. Churchill spoke those words the German Luftwaffe has made havoc of British cities, driven the population underground, frightened children from their sleep, and imposed upon everyone a nervous strain as great as any that people have ever endured. Readers of LIFE have seen this havoc unfolded week by week.
Yet close observers agree that when Mr. Churchill spoke of peace in the hearts of the British people he was not indulging in idle oratory. The British people are profoundly calm. There seems to be a complete absence of nervousness. It seems as if all the neuroses of modern life had vanished from England.
In the beginning the British Government made elaborate preparations for an increase in mental breakdowns. But these have actually declined. There have been fewer than a dozen breakdowns reported in London since the air raids began.
The British are calm in their spirit not because they have nothing to worry about but because they are fighting for their lives. They have made that decision. And they have no further choice. All their mistakes of the past 20 years, all the stupidities and failures that they have shared with the rest of the democratic world, are now of the past. They can forget them because they are faced with a supreme task - defending, yard by yard, their island home.
With us it is different. We do not have to face any attack tomorrow or the next day. Yet we are faced with something almost as difficult. We are faced with great decisions.
* * *
We know how lucky we are compared to all the rest of mankind. At least two-thirds of us are just plain rich compared to all the rest of the human family - rich in food, rich in clothes, rich in entertainment and amusement, rich in leisure, rich.
And yet we also know that the sickness of the world is also our sickness. We, too, have miserably failed to solve the problems of our epoch. And nowhere in the world have man's failures been so little excusable as in the United States of America. Nowhere has the contrast been so great between the reasonable hopes of our age ...
The American CenturyHENRY R. LUCE(first published .docxfelicitytaft14745
The American Century
HENRY R. LUCE
(first published in LIFE magazine 17 February 1941)
We Americans are unhappy. We are not happy about America. We are not happy about ourselves in relation to America. We are nervous - or gloomy - or apathetic.
As we look out at the rest of the world we are confused; we don't know what to do. "Aid to Britain short of war" is typical of halfway hopes and halfway measures.
As we look toward the future - our own future and the future of other nations - we are filled with foreboding. The future doesn't seem to hold anything for us except conflict, disruption, war.
There is a striking contrast between our state of mind and that of the British people. On Sept. 3, 1939, the first day of the war in England, Winston Churchill had this to say: "Outside the storms of war may blow and the land may be lashed with the fury of its gales, but in our hearts this Sunday morning there is Peace." Since Mr. Churchill spoke those words the German Luftwaffe has made havoc of British cities, driven the population underground, frightened children from their sleep, and imposed upon everyone a nervous strain as great as any that people have ever endured. Readers of LIFE have seen this havoc unfolded week by week.
Yet close observers agree that when Mr. Churchill spoke of peace in the hearts of the British people he was not indulging in idle oratory. The British people are profoundly calm. There seems to be a complete absence of nervousness. It seems as if all the neuroses of modern life had vanished from England.
In the beginning the British Government made elaborate preparations for an increase in mental breakdowns. But these have actually declined. There have been fewer than a dozen breakdowns reported in London since the air raids began.
The British are calm in their spirit not because they have nothing to worry about but because they are fighting for their lives. They have made that decision. And they have no further choice. All their mistakes of the past 20 years, all the stupidities and failures that they have shared with the rest of the democratic world, are now of the past. They can forget them because they are faced with a supreme task - defending, yard by yard, their island home.
With us it is different. We do not have to face any attack tomorrow or the next day. Yet we are faced with something almost as difficult. We are faced with great decisions.
* * *
We know how lucky we are compared to all the rest of mankind. At least two-thirds of us are just plain rich compared to all the rest of the human family - rich in food, rich in clothes, rich in entertainment and amusement, rich in leisure, rich.
And yet we also know that the sickness of the world is also our sickness. We, too, have miserably failed to solve the problems of our epoch. And nowhere in the world have man's failures been so little excusable as in the United States of America. Nowhere has the contrast been so great between the reasonable hop.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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.
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
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!
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.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
![Case 1 America Should Join the Great War ,[object Object],[object Object],Follow these steps in regards with this Perspective 1. Read the Background Information about case 1 2. Consider the perspectives listed below 3. Draw a conclusion Woodrow Wilson Trading Merchant US veteran Home](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)