CAMBRIDGE AS HISTORY: DISPUTE OVER THE CHINESE EMPIREGeorge Dumitrache
CAMBRIDGE AS HISTORY: DISPUTE OVER THE CHINESE EMPIRE. It contains: the first opium war, the second opium war, extraterritoriality, Dalai Lama in exile, China in late Qing, questioning China, Russia and China.
CAMBRIDGE AS HISTORY: ROME-BERLIN AXIS. Contains: the speech in Milan, Hitler and Mussolini isolated, Realpolitik alliance, historian options, Hitler as an ally, Count Ciano, using each other, united for the ideology, 1938.
CAMBRIDGE AS HISTORY: DISPUTE OVER THE CHINESE EMPIREGeorge Dumitrache
CAMBRIDGE AS HISTORY: DISPUTE OVER THE CHINESE EMPIRE. It contains: the first opium war, the second opium war, extraterritoriality, Dalai Lama in exile, China in late Qing, questioning China, Russia and China.
CAMBRIDGE AS HISTORY: ROME-BERLIN AXIS. Contains: the speech in Milan, Hitler and Mussolini isolated, Realpolitik alliance, historian options, Hitler as an ally, Count Ciano, using each other, united for the ideology, 1938.
62 slides on causes of World War 2: the treaty of Versailles, the 29 Crash and Nazism. The presentation ended with the invasion of Poland. By Alex Liese and me.
CAMBRIDGE A2 HISTORY: BISMARCK AIMS. Contains: general overview, politics, Dreikaiserbund, ensure cooperation, the war in sight crisis, German diplomatic defeat, crisis in the Balkans,
CAMBRIDGE AS HISTORY: ALL ABOUT THE BOER WARS. It contains: origins of the Boer Wars, the Great Trek, Transvaal and Orange Free State, the Confederation of South African States, the First Boer War, the Second Boer War.
62 slides on causes of World War 2: the treaty of Versailles, the 29 Crash and Nazism. The presentation ended with the invasion of Poland. By Alex Liese and me.
CAMBRIDGE A2 HISTORY: BISMARCK AIMS. Contains: general overview, politics, Dreikaiserbund, ensure cooperation, the war in sight crisis, German diplomatic defeat, crisis in the Balkans,
CAMBRIDGE AS HISTORY: ALL ABOUT THE BOER WARS. It contains: origins of the Boer Wars, the Great Trek, Transvaal and Orange Free State, the Confederation of South African States, the First Boer War, the Second Boer War.
CAMBRIDGE AS HISTORY: USA AND ISOLATIONISM. It contains: isolationism, a controversial style of policy, explaining the isolationism, preserving local jobs, controversies, American isolationism, American colonial period, George Washington farewell address, geographical position, Monroe doctrine, the bastion of isolationism, World War 1, conclusions.
What Were the Causes of World War IIWas it worth 75 million p.docxhelzerpatrina
What Were the Causes of World War II?
Was it worth 75 million people dying? Was it worth militaries leaving their family behind without a promise coming back? Was it worth millions of innocent people in Hiroshima, Japan vaporize a cause of a nuclear bomb? What were the causes that led to World War II?
World War II started in september 1, 1939 and ended September 2, 1945.
It is suggested that 75 million people die, including military personnel, civilians and some civilians who died because of deliberate genocia massacres, mass-bombing, disease, and starvation. The causes were the Treaty of Versailles, a poor economy, Nazi ideology, depression, and alliances.
In 1919, Lloyd George of England, Orlando of Italy, Clemenceau of France and Woodrow Wilson from the United State made the Treaty of Versailles. Wilson wanted peace in Europe and he tried to promote this through his 14 point plan. Georges wanted revenge, and to keep Germany from beginning another war. George and Wilson had the same view, but the British public agreed with Clemenceau. George tried to find a solution to unite Wilson and Clemenceau.
On the other hand, Germany liked Wilson's 14 points but was not happy with the Treaty of Versailles. However, they were forced to agree with the terms. The Treaty of Versailles had several terms for Germany. First, Germany should feel guilty for starting World War I. Second, Germany had to pay 6,600 million pounds for the reparations caused by World War I. Third, Germany was not allowed to have a military. For example, they were only allowed to have a small army and six naval ships, that means, no tanks, no Air Force, and no submarines were allowed, also the Rhineland area was to be demilitarized. Fourth, Germany had to give away some territorial land. For example Anschluss, this is a union with Austria was forbidden.
Therefore the people from Germany didn’t like all these terms because Germany could not afford to pay for all this money, and during the 1920s the people from Germany were poor. There were not many jobs and the price of the food was high. That is why the people from Germany start believing in Hitler’s ideology, people voted for him because he promised to rip up the Treaty of Versailles.
In 1933, Adolf Hilter became the president of the Weimar Republic, which is the name of Germany at the time. Since then, Hitler began rebuilding Germany’s military behind people’s backs. In 1934, Hilter expanded Germany’s army, he also created warships and a German Air Force. Since 1933 and 1934, Hitler started leading the Nazi party. However, it wasn’t long before he began to show his true intentions and his reign began to be a dictatorship. France, Italy, and Britain tried to convince Hilter to not deploy his military by signing the Munich Agreement with Nazi Germany. Therefore Primer Ministre Neville Chamberlain, of Britain tried to prevent another war, he negotiated with Hitler about who would gain land in Czechoslovakia. However, all his ...
07. DEPTH STUDY GERMANY: NAZI REGIME - REICHSTAG FIRE SOURCESGeorge Dumitrache
07. DEPTH STUDY GERMANY: NAZI REGIME - REICHSTAG FIRE
On February 27, 1933, the German parliament (Reichstag) building burned down. The Nazi leadership and its coalition partners used the fire to claim that Communists were planning a violent uprising. They claimed that emergency legislation was needed to prevent this. The resulting act, commonly known as the Reichstag Fire Decree, abolished a number of constitutional protections and paved the way for Nazi dictatorship.
05. DEPTH STUDY GERMANY: NAZI REGIME - HITLER CONSOLIDATING POWER 1933-34.PPTXGeorge Dumitrache
05. DEPTH STUDY GERMANY: NAZI REGIME - HITLER CONSOLIDATING POWER 1933-34.PPTX
Following Hitler’s appointment as chancellor the Nazis were finally in a position of power.
However, this power was limited, as the Nazis were just one party in a three party coalition government, under President Hindenburg.
This topic will explore how the Nazis managed to eliminate their opposition and consolidate ultimate power over Germany, whilst maintaining an illusion of democracy.
It will first explore this topic in chronological order, from the Reichstag Fire through to the death of President Hindenburg, and then explore it thematically in the last section. On the 31 January 1933, Hitler, conscious of his lack of a majority in the Reichstag, immediately called for new elections to try and strengthen his position. The Nazis aimed to increase their share of the vote so that they would have a majority in the Reichstag. This would allow them to rule unopposed and unhindered by coalition governments.
Over the next two months, they launched themselves into an intense election campaign.
On 27 February 1933, as the campaign moved into its final, frantic days, the Reichstag, the German Parliament building, was set on fire and burnt down. An atmosphere of panic and terror followed the event.
This continued when a young Dutch communist, Van der Lubbe was arrested for the crime.
The Nazi Party used the atmosphere of panic to their advantage, encouraging anti-communism. Göring declared that the communists had planned a national uprising to overthrow the Weimar Republic. This hysteria helped to turn the public against the communists, one of the Nazis main opponents, and 4000 people were imprisoned.
The day after the fire, Hindenburg signed the Emergency Decree for the Protection of the German People. On the 28 February 1933, President Hindenburg signed the Emergency Decree for the Protection of the German People. This decree suspended the democratic aspects of the Weimar Republic and declared a state of emergency.
This decree gave the Nazis a legal basis for the persecution and oppression of any opponents, who were be framed as traitors to the republic. People could be imprisoned for any or no reason.
The decree also removed basic personal freedoms, such as the freedom of speech, the right to own property, and the right to trial before imprisonment.
Through these aspects the Nazis suppressed any opposition to their power, and were able to start the road from democracy to a dictatorship. The atmosphere of uncertainty following the Reichstag Fire secured many voters for the Nazi party.
The SA also ran a violent campaign of terror against any and all opponents of the Nazi regime. Many were terrified of voting of at all, and many turned to voting for the Nazi Party out of fear for their own safety. The elections were neither free or fair.
On the 5 March 1933, the elections took place, with an extremely high turnout of 89%.
The Nazis secured 43.9% of the vote.
DEPTH STUDY GERMANY: NAZI REGIME - 04. HITLER BECOMING CHANCELLOR 1933George Dumitrache
Hitler was not immediately appointed chancellor after the success of the July 1932 elections, despite being leader of the largest party in the Reichstag. It took the economic and political instability (with two more chancellors failing to stabilise the situation) to worsen, and the support of the conservative elite, to convince Hindenburg to appoint Hitler.
Hitler was sworn in as the chancellor of Germany on the 30 January 1933. The Nazis were now in power.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 08. NAZIS IN THE WILDERNESSGeorge Dumitrache
The “Lean Years” (also called the "wilderness" years) of Hitler and the Nazi Party in Germany refer to the period between 1924 and 1928 when the Nazi party did not have high levels of support and still suffered from humiliation over the Munich Putsch. Why where these years “lean”?
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 07. STRESEMMAN ERA 1924-1929George Dumitrache
The period 1924-1929 was a time when the Weimar economy recovered and cultural life in Germany flourished. This dramatic turnabout happened in large part because of the role played by Gustav Stresemann who became Chancellor in August 1923 during the hyperinflation crisis.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 06. THE BEER HALL PUTSCH 1923George Dumitrache
The Beer Hall Putsch, also known as the Munich Putsch, was a failed coup d'état by Nazi Party (Nationalsozialistische Deutsche Arbeiterpartei or NSDAP) leader Adolf Hitler, Generalquartiermeister Erich Ludendorff and other Kampfbund leaders in Munich, Bavaria, on 8–9 November 1923, during the Weimar Republic. Approximately two thousand Nazis marched on the Feldherrnhalle, in the city centre, but were confronted by a police cordon, which resulted in the deaths of 16 Nazi Party members and four police officers. Hitler escaped immediate arrest and was spirited off to safety in the countryside. After two days, he was arrested and charged with treason. The putsch brought Hitler to the attention of the German nation for the first time and generated front-page headlines in newspapers around the world. His arrest was followed by a 24-day trial, which was widely publicised and gave him a platform to express his nationalist sentiments to the nation. Hitler was found guilty of treason and sentenced to five years in Landsberg Prison, where he dictated Mein Kampf to fellow prisoners Emil Maurice and Rudolf Hess. On 20 December 1924, having served only nine months, Hitler was released. Once released, Hitler redirected his focus towards obtaining power through legal means rather than by revolution or force, and accordingly changed his tactics, further developing Nazi propaganda.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 05. HYPERINFLATIONGeorge Dumitrache
Hyperinflation affected the German Papiermark, the currency of the Weimar Republic, between 1921 and 1923, primarily in 1923. It caused considerable internal political instability in the country, the occupation of the Ruhr by France and Belgium, and misery for the general populace.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 03. THE TREATY OF VERSAILLES IMPACT ON...George Dumitrache
Thanks to the Treaty of Versailles, Germany's ability to produce revenue-generating coal and iron ore decreased. As war debts and reparations drained its coffers, the German government was unable to pay its debts. Some of the former World War I Allies didn't buy Germany's claim that it couldn't afford to pay.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 02. THE NOVEMBER REVOLUTION 1918George Dumitrache
The German Revolution or November Revolution was a civil conflict in the German Empire at the end of the First World War that resulted in the replacement of the German federal constitutional monarchy with a democratic parliamentary republic that later became known as the Weimar Republic. The revolutionary period lasted from November 1918 until the adoption of the Weimar Constitution in August 1919. Among the factors leading to the revolution were the extreme burdens suffered by the German population during the four years of war, the economic and psychological impacts of the German Empire's defeat by the Allies, and growing social tensions between the general population and the aristocratic and bourgeois elite.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANYGeorge Dumitrache
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANY. This presentation covers the social, economic and political impact of war along with a brief analysis of the physical cost of war.
QUESTIONS AND ANSWERS - LEAGUE OF NATIONS. The League of Nations was an international organization, headquartered in Geneva, Switzerland, created after the First World War to provide a forum for resolving international disputes.
ABYSSINIAN CRISIS. The Abyssinian Crisis was over in 1936. Italy and Mussolini continually ignored the League of Nations and fully annexed Abyssinia on May 9th 1936. The League of Nations was shown to be ineffective. The League had not stood up against one of the strongest members and fulfilled the promise of collective security.
Manchurian Crisis. On September 18, 1931, an explosion destroyed a section of railway track near the city of Mukden. The Japanese, who owned the railway, blamed Chinese nationalists for the incident and used the opportunity to retaliate and invade Manchuria.
05. LEAGUE OF NATIONS - Great Depression and LON.pptxGeorge Dumitrache
GREAT DEPRESSION AND THE LEAGUE OF NATIONS. The Great Depression of 1930-33 meant people turned to extremist dictators such as Hitler and Mussolini, who were keen to invade other countries. This made it hard for the League to maintain peace. The League had some very ambitious plans and ideals – to stop war and make the world a better place.
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.
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.
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.
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
2. THE ALLIANCE
Anglo-Japanese Alliance, (1902–23), alliance that bound Britain and
Japan to assist one another in regards with their respective interests in
China and Korea.
Directed against Russian expansionism in Far East, it was a cornerstone
of British and Japanese policy in Asia until after World War I.
The alliance served Japan in the Russo-Japanese War (1904–05) by
discouraging France, Russia’s European ally, from entering the war on
the Russian side. It was renewed in 1905 and again in 1911 after Japan’s
annexation of Korea. On the basis of its tie with Britain, Japan
participated in World War I on the side of the Allies.
3. THE TERMINATION
After the war the British no longer feared Russian encroachment in China
and wished to maintain close ties with the United States, which tended to
view Japan as its rival in the Pacific.
Following an unsuccessful attempt to bring the U.S. into the alliance at the
Washington Conference of 1921–22, Britain allowed it to lapse.
It was specifically terminated by the Four-Power Pacific Treaty (1921), a
vaguely worded agreement that left the Japanese without allies until the
conclusion of their Tripartite Pact with Germany and Italy in September
1940.