1) Hitler demanded that Austrian Chancellor Schuschnigg lift the ban on the Austrian Nazi Party, release Nazi prisoners, and put Nazis in key government posts. When Schuschnigg refused, Hitler threatened to invade Austria.
2) Under pressure, Schuschnigg resigned on March 11th, allowing Austrian Nazis to take power. The next day, German troops crossed into Austria unopposed, completing the Anschluss.
3) Britain and France did not respond militarily. While condemning Germany's actions, Britain acknowledged that nothing short of force could have stopped the annexation of Austria.
CAMBRIDGE AS HISTORY: AIMS MUSSOLINI FOREIGN POLICYGeorge Dumitrache
CAMBRIDGE AS HISTORY: THE MAIN AIMS OF MUSSOLINI'S FOREIGN POLICY. It contains: origins and rise of Mussolini, fascism, aims of the foreign policy, timeline.
Ms Diyana guided us through the policy of appeasement, explaining why - and how - Britain and France gave in so easily to Hitler's demands. Instead of deterring him, this only made him bolder and resulted in the eventual outbreak of WWII.
CAMBRIDGE A2 HISTORY: THE SECRETARIAT UNDER STALIN. Contains: Stalin and first changes, Nomenklatura no 1,
Party Congress, assigning party members blindly, strengthening the organisation and accounting, responsibilities for the appointments, guberniia, the local party secretary, settling for conflicts, Georgian Affair, Democratic Centralists, Workers Opposition, struggle for power, conspiracies.
CAMBRIDGE IGCSE HISTORY REVISION 6 - WHO WAS TO BLAME FOR THE COLD WAR - TRAD...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 6 WHO WAS TO BLAME FOR THE COLD WAR - TRADITIONALISTS VIEWS. A presentation containing: a view over traditionalism, hero vs. villain scenario, the policy of containment, the dominant vision, views of Arthur Schlesinger, Michael Hart, Paul Wolfowitz, Christopher Andrew, Eugene Rostow, et all.
CAMBRIDGE AS HISTORY: AIMS MUSSOLINI FOREIGN POLICYGeorge Dumitrache
CAMBRIDGE AS HISTORY: THE MAIN AIMS OF MUSSOLINI'S FOREIGN POLICY. It contains: origins and rise of Mussolini, fascism, aims of the foreign policy, timeline.
Ms Diyana guided us through the policy of appeasement, explaining why - and how - Britain and France gave in so easily to Hitler's demands. Instead of deterring him, this only made him bolder and resulted in the eventual outbreak of WWII.
CAMBRIDGE A2 HISTORY: THE SECRETARIAT UNDER STALIN. Contains: Stalin and first changes, Nomenklatura no 1,
Party Congress, assigning party members blindly, strengthening the organisation and accounting, responsibilities for the appointments, guberniia, the local party secretary, settling for conflicts, Georgian Affair, Democratic Centralists, Workers Opposition, struggle for power, conspiracies.
CAMBRIDGE IGCSE HISTORY REVISION 6 - WHO WAS TO BLAME FOR THE COLD WAR - TRAD...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 6 WHO WAS TO BLAME FOR THE COLD WAR - TRADITIONALISTS VIEWS. A presentation containing: a view over traditionalism, hero vs. villain scenario, the policy of containment, the dominant vision, views of Arthur Schlesinger, Michael Hart, Paul Wolfowitz, Christopher Andrew, Eugene Rostow, et all.
After World War Two a Cold War developed between the capitalist Western countries and the Communist countries of the Eastern Bloc. Soviet leader Joseph Stalin wanted a buffer zone of friendly Communist countries to protect the USSR from further attack in the future. However, British Prime Minister Clement Attlee and US President Harry Truman made it clear at Yalta and Potsdam that this was unacceptable to the Western governments. They wanted freely defined states. Communist parties had gained control through what the Hungarian leader, Rakosi, called salami tactics. By 1950, the Eastern Bloc consisted of many Eastern European countries which were under the influence of the USSR. These included Poland, Hungary, Czechoslovakia and Ukraine. After Stalin's death in 1953, there was a power struggle in the USSR. By the mid-1950s the dominant Soviet political figure Nikita Khrushchev was solidifying his grasp on power.
02. GERMANY - DEPTH STUDY: THE IMPACT OF THE TREATY OF VERSAILLESGeorge Dumitrache
01. GERMANY - DEPTH STUDY: THE IMPACT OF THE TREATY OF VERSAILLES. Germany lost 10% of its land, all its overseas colonies, 12.5% of its population, 16% of its coal and 48% of its iron industry. There were also the humiliating terms, which made Germany accept blame for the war, limit their armed forces and pay reparations.
01. GERMANY - DEPTH STUDY: EMERGING FROM THE DEFEATGeorge Dumitrache
01. GERMANY - DEPTH STUDY: EMERGING FROM THE DEFEAT. At the end of World War I, Germans could hardly recognize their country. Up to 3 million Germans, including 15 percent of its men, had been killed. Germany had been forced to become a republic instead of a monarchy, and its citizens were humiliated by their nation's bitter loss. Germany lost 13% of its land and 12% of its population to the Allies. This land made up 48% of Germany's iron production and a large proportion of its coal productions limiting its economic power. The German Army was limited to 100,000 soldiers, and the navy was limited to 15,000 sailors.
REVISION IGCSE CAMBRIDGE HISTORY: DISARMAMENT CONFERENCE. The Conference for the Reduction and Limitation of Armaments of 1932–1934 (also known as the World Disarmament Conference or the Geneva Disarmament Conference) was a failed effort by member states of the League of Nations, together with the United States, to accomplish disarmament.
05. SOVIET CONTROL OF EASTERN EUROPE: The Rise of Khrushchev.PPTXGeorge Dumitrache
Nikita Sergeyevich Khrushchev was the First Secretary of the Communist Party of the Soviet Union from 1953 to 1964 and chairman of the country's Council of Ministers from 1958 to 1964.
After World War Two a Cold War developed between the capitalist Western countries and the Communist countries of the Eastern Bloc. Soviet leader Joseph Stalin wanted a buffer zone of friendly Communist countries to protect the USSR from further attack in the future. However, British Prime Minister Clement Attlee and US President Harry Truman made it clear at Yalta and Potsdam that this was unacceptable to the Western governments. They wanted freely defined states. Communist parties had gained control through what the Hungarian leader, Rakosi, called salami tactics. By 1950, the Eastern Bloc consisted of many Eastern European countries which were under the influence of the USSR. These included Poland, Hungary, Czechoslovakia and Ukraine. After Stalin's death in 1953, there was a power struggle in the USSR. By the mid-1950s the dominant Soviet political figure Nikita Khrushchev was solidifying his grasp on power.
02. GERMANY - DEPTH STUDY: THE IMPACT OF THE TREATY OF VERSAILLESGeorge Dumitrache
01. GERMANY - DEPTH STUDY: THE IMPACT OF THE TREATY OF VERSAILLES. Germany lost 10% of its land, all its overseas colonies, 12.5% of its population, 16% of its coal and 48% of its iron industry. There were also the humiliating terms, which made Germany accept blame for the war, limit their armed forces and pay reparations.
01. GERMANY - DEPTH STUDY: EMERGING FROM THE DEFEATGeorge Dumitrache
01. GERMANY - DEPTH STUDY: EMERGING FROM THE DEFEAT. At the end of World War I, Germans could hardly recognize their country. Up to 3 million Germans, including 15 percent of its men, had been killed. Germany had been forced to become a republic instead of a monarchy, and its citizens were humiliated by their nation's bitter loss. Germany lost 13% of its land and 12% of its population to the Allies. This land made up 48% of Germany's iron production and a large proportion of its coal productions limiting its economic power. The German Army was limited to 100,000 soldiers, and the navy was limited to 15,000 sailors.
REVISION IGCSE CAMBRIDGE HISTORY: DISARMAMENT CONFERENCE. The Conference for the Reduction and Limitation of Armaments of 1932–1934 (also known as the World Disarmament Conference or the Geneva Disarmament Conference) was a failed effort by member states of the League of Nations, together with the United States, to accomplish disarmament.
05. SOVIET CONTROL OF EASTERN EUROPE: The Rise of Khrushchev.PPTXGeorge Dumitrache
Nikita Sergeyevich Khrushchev was the First Secretary of the Communist Party of the Soviet Union from 1953 to 1964 and chairman of the country's Council of Ministers from 1958 to 1964.
Hitler's foreign policy, Nazi expansion, road to WWIIJoanie Yeung
Hitler's foreign policies since 1935, Nazi expansion from the Saar to Poland, Appeasement policy and the Munich Agreement of 1938, and causes of WW2 http://curriculumglobal.blogspot.com
AQA B History GCSE Hitler's Foreign Policy RevisionGeorgie Pearson
A complete revision presentation for the topic Hitler's Foreign Policy as part of the AQA B History GCSE spec. Includes brief notes covering all the areas needed in studying the topic. Hope this helps :)
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.
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!
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
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.
Model Attribute Check Company Auto PropertyCeline George
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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 wasn’t 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.
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.
2. Article 80 of Versailles Peace Treaty
“Germany acknowledges and will respect
strictly the independence of Austria,
within the frontiers which may be fixed in
a Treaty between that State and the
Principal Allied and Associated Powers;
she agrees that this independence shall
be inalienable, except with the consent of
the Council of the League of Nations.”
3. Hitler’s views on Anschluss
Hitler, Mein Kampf, (1924) p. 1
“German–Austria must return to
the great German mother
country,…… Only when the Reich
borders include the very last
German…. will the moral right to
acquire foreign soil arise…”
4. Why did Hitler want Anschluss?
•To build a united and Greater German nation
which meant:
•get all German speaking people (the German
race) into one nation (reich). Included 6 million
Austrians
•Strategically
• Anschluss would be one more removal of terms of VPT
• Bigger population + bigger armed forces for the Reich
• Would give access to SE Europe (Yugoslavia, Hungary)
• Italy could be dominated
• Czechoslovakia’s Sudetenland could be next area to
bring back into Germany.
5. How Anschluss happened
•Austrian Chancellor in 1938 –
•Dr Kurt von Schuschnigg
•Austrian Nazi leader in 1938 –
Arthur Seyss-Inquart
6. Schuschnigg, Hitler meeting 12th Feb 1938
• What happened?
• Jan 1938 Schuschnigg bans Austrian Nazi Party
• Feb meeting at the Berghof (Hitler’s house in Bavaria).
• Hitler demands:
• Sch’ to lift ban on Nazi Party
• Nazi prisoners to be released and reinstated
• Nazis to be put in key gov’t posts –
• S-Inq as Minister of Interior (control of police)
• Horstmann- Minister for War
• Fisch- Finance Minister
• If demands refused Hitler would occupy Austria
• Schuschnigg arranges a plebiscite in Austria on reunification.
8. Results of the Berghof Meeting
• Hitler incensed. Desperate to avoid a ‘No’ vote. WHY?
• Would mean no mandate to unite with Austria.
• Nazis create trouble in Austria declaring Austrian people
asking for help from Germany.
• 11 March Hitler sends ultimatum to Schuschnigg – hand over
power to Austrian Nazis or face invasion.
• Schuschnigg realises no help coming from GB or France so
he resigns.
• 12 March German troops cross the border unopposed into
Austria. Anschluss complete.
14. Hitler’s plebiscite: April
• Why were 99.7% in favour of Anschluss?
• The vote was rigged by the Nazis
• Many Austrians were actually in favour of Anschluss
15. "Do you agree with the reunification of Austria with the German Reich that
was enacted on 13 March 1938, and do you vote for the party of our leader
Adolf Hitler?;" the large circle is labelled "Yes," the smaller "No."
19. The importance of Anschluss
•Strategic
•Austria now a gateway for Hitler to invade SE
Europe
•Czechoslovakia next to bring into Reich
•Economic
•Austrian gold can help repay rearmament deficit
•Austrian iron and steel, engineering, armaments
manufacturing
•International relations
•Hitler and Mussolini strengthen relations
•GB and France clearly not prepared to act against
Germany with force
20. Why no military response from Italy
• Mussolini believed Hitler’s promise that the Brenner Pass would be
the permanent border between Italy and Germany.
• Mussolini firmly allied to Hitler and has lost faith in France and Britain.
• Hitler thanks Mussolini for not reacting against him.
21. Why no military response from France
• Maginot line – defensive stance.
• No military support from Italy or Britain
22. British Government reaction
On 14 March, the British Prime Minister Neville Chamberlain noted in the House of Commons:
“His Majesty's Government have throughout been in the closest touch with the situation. The Foreign Secretary saw
the German Foreign Minister on the 10th of March and addressed to him a grave warning on the Austrian
situation and upon what appeared to be the policy of the German Government in regard to it.... Late on the
11th of March our Ambassador in Berlin registered a protest in strong terms with the German Government
against such use of coercion, backed by force, against an independent State in order to create a situation
incompatible with its national independence.”
However the speech concluded:
“I imagine that according to the temperament of the individual the events which are in our minds to-day will be the
cause of regret, of sorrow, perhaps of indignation. They cannot be regarded by His Majesty's Government with
indifference or equanimity. They are bound to have effects which cannot yet be measured. The immediate result
must be to intensify the sense of uncertainty and insecurity in Europe. Unfortunately, while the policy of
appeasement would lead to a relaxation of the economic pressure under which many countries are suffering to-day,
what has just occurred must inevitably retard economic recovery and, indeed, increased care will be required to
ensure that marked deterioration does not set in. This is not a moment for hasty decisions or for careless words. We
must consider the new situation quickly, but with cool judgement... As regards our defence programmes, we have
always made it clear that they were flexible and that they would have to be reviewed from time to time in the light
of any development in the international situation. It would be idle to pretend that recent events do not constitute a
change of the kind that we had in mind. Accordingly we have decided to make a fresh review, and in due course we
shall announce what further steps we may think it necessary to take.”
Within this speech, Chamberlain also stated in the House of Commons: "The hard fact is that nothing could have
arrested what has actually happened [in Austria] unless this country and other countries had been prepared to use
force"