Mussolini's foreign policy aimed to restore Italy's power and make the Mediterranean under Italian control. His invasion of Abyssinia in 1935 marked a shift to a more aggressive approach as he sought domestic support. By 1939 he had allied with Hitler but had achieved little of real value for Italy. The disunity of Republican forces and support for Franco from Germany and Italy contributed to the Nationalist victory in the Spanish Civil War. Hitler rapidly expanded German power by remilitarizing the Rhineland, annexing Austria and Czechoslovakia. The Nazi-Soviet pact allowed the invasion of Poland but worried German generals as it expanded the war.
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.
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.
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.
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.
CAMBRIDGE A2 HISTORY: STALIN ECONOMIC AIMS - COLLECTIVISATION AND INDUSTRIALI...George Dumitrache
CAMBRIDGE A2 HISTORY: STALIN ECONOMIC AIMS - COLLECTIVISATION AND INDUSTRIALISATION. Contains: collectivisation, industrialisation, against the kulaks, the kolkhoz, impact and results of collectivisation, targets for workers, Stakhanovism, the second plan, the third plan.
CAMBRIDGE AS HISTORY: MUSSOLINI AND ABYSSINIA. Contains: increasing militarism in Italy, Mussolini's Italy, economic problems, invading Abyssinia, failure of the League of Nation, the invasion, the League condemnation, the Hoare-Laval plan and its impact, the end of the League of Nations, Rome-Berlin Axis and Homework.
CAMBRIDGE IGCSE HISTORY: SUCCESSES OF THE LEAGUE OF NATIONSGeorge Dumitrache
CAMBRIDGE IGCSE HISTORY: SUCCESSES OF THE LEAGUE OF NATIONS. Presentation suitable for Cambridge History Students in Year 11, containing: a general overview, Yugoslavia and Albania 1921, Aaland Islands 1921, Upper Silesia 1921, Memel 1923, Turkey 1923, Mosul, Greece and Bulgaria 1925, other successes..
These slides summarise the impact of Hitler's rule over Germany. Just like Stalin's Soviet Union, Hitler's Germany was impacted in 3 areas - political, social and economic.
CAMBRIDGE A2 HISTORY: HITLER AND THE CONSOLIDATION OF POWER 1933-1934George Dumitrache
CAMBRIDGE A2 HISTORY: HITLER AND THE CONSOLIDATION OF POWER 1933-1934. It contains: overview, Reichstag fire, general elections, enabling act, Gestapo, abolishing trading unions, the concordat, banning political parties, people's courts, night of the long knives, fuhrer, the events, Nazi government, Hitler and the army, homework.
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.
CAMBRIDGE A2 HISTORY: THE MAIN INTERPRETATIONS OF THE COLD WAR AND A LITERATU...George Dumitrache
The first presentation for Paper 3, "The main interpretations of the Cold War and a literature review". Suitable for Cambridge Examination starting May/June and November 2016. It contains: the origins of the Cold War; orthodox traditional interpretation and the historians (Thomas Bailey, Herbert Feis, George Kennan); revisionist interpretation and the historians (William Appleman, Walter LaFeber, Gal Alperovits, Gabriel Kolko); post-revisionist interpretations and the historians (Thomas Patterson, Lewis Gaddis, Ernest May).
CAMBRIDGE A2 HISTORY: STALIN ECONOMIC AIMS - COLLECTIVISATION AND INDUSTRIALI...George Dumitrache
CAMBRIDGE A2 HISTORY: STALIN ECONOMIC AIMS - COLLECTIVISATION AND INDUSTRIALISATION. Contains: collectivisation, industrialisation, against the kulaks, the kolkhoz, impact and results of collectivisation, targets for workers, Stakhanovism, the second plan, the third plan.
CAMBRIDGE AS HISTORY: MUSSOLINI AND ABYSSINIA. Contains: increasing militarism in Italy, Mussolini's Italy, economic problems, invading Abyssinia, failure of the League of Nation, the invasion, the League condemnation, the Hoare-Laval plan and its impact, the end of the League of Nations, Rome-Berlin Axis and Homework.
CAMBRIDGE IGCSE HISTORY: SUCCESSES OF THE LEAGUE OF NATIONSGeorge Dumitrache
CAMBRIDGE IGCSE HISTORY: SUCCESSES OF THE LEAGUE OF NATIONS. Presentation suitable for Cambridge History Students in Year 11, containing: a general overview, Yugoslavia and Albania 1921, Aaland Islands 1921, Upper Silesia 1921, Memel 1923, Turkey 1923, Mosul, Greece and Bulgaria 1925, other successes..
These slides summarise the impact of Hitler's rule over Germany. Just like Stalin's Soviet Union, Hitler's Germany was impacted in 3 areas - political, social and economic.
CAMBRIDGE A2 HISTORY: HITLER AND THE CONSOLIDATION OF POWER 1933-1934George Dumitrache
CAMBRIDGE A2 HISTORY: HITLER AND THE CONSOLIDATION OF POWER 1933-1934. It contains: overview, Reichstag fire, general elections, enabling act, Gestapo, abolishing trading unions, the concordat, banning political parties, people's courts, night of the long knives, fuhrer, the events, Nazi government, Hitler and the army, homework.
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.
CAMBRIDGE A2 HISTORY: THE MAIN INTERPRETATIONS OF THE COLD WAR AND A LITERATU...George Dumitrache
The first presentation for Paper 3, "The main interpretations of the Cold War and a literature review". Suitable for Cambridge Examination starting May/June and November 2016. It contains: the origins of the Cold War; orthodox traditional interpretation and the historians (Thomas Bailey, Herbert Feis, George Kennan); revisionist interpretation and the historians (William Appleman, Walter LaFeber, Gal Alperovits, Gabriel Kolko); post-revisionist interpretations and the historians (Thomas Patterson, Lewis Gaddis, Ernest May).
CAMBRIDGE AS HISTORY: MUSSOLINI DIPLOMACY BETWEEN 1923 AND 1934George Dumitrache
CAMBRIDGE AS HISTORY: MUSSOLINI DIPLOMACY BETWEEN 1923 AND 1934. Contains: Mussolini main policy aims, methods and strategies 1920-1924, 1925-1935, 1936-1945, key successes and failures, judgement and effect of policies, homework.
CAMBRIDGE AS HISTORY: SCRAMBLE FOR AFRICA. Paper 2, contains: partition for Africa, colonial imperialism, Berlin conference, the battle for Ethiopia, scramble for economic reasons, Africa the open market for trade, the need for raw materials, capital investment, imperialism vs. corporatism, scramble for geopolitical reasons, the rivalries, the strategic purpose, scramble for nationalistic reasons, scramble for liberal reasons, heart of darkness.
HY 1120, American History II 1 Course Learning Outcom.docxaryan532920
HY 1120, American History II 1
Course Learning Outcomes for Unit V
Upon completion of this unit, students should be able to:
4. Summarize the impact of the civil rights movement on social, political, and economic infrastructure of
society from the mid-20th century to today.
4.1. Identify key figures from the civil rights movement.
4.2. Identify social, political, and economic impacts civil rights.
5. Summarize varied perspectives concerning American Imperialism, including expansionism, foreign
policy, and trade.
Reading Assignment
To gain further knowledge of the material, please view the PowerPoint presentations below. These will help
you identify key people discussed in this unit, important details not covered within the lesson, and political
cartoons from the time period to have a view into the mindset of people towards key topics.
To access the Unit V PowerPoint a please click here. For a PDF version click here.
To access the Unit V PowerPoint b please click here. For a PDF version click here.
Freeman, E., Schamel, W., & West, J. (1991, November 1). "A date which will live in infamy": The first typed
draft of Franklink D. Roosevelt's war address. National Archives and Records Administration.
Retrieved from http://www.archives.gov/education/lessons/day-of-infamy/
World War II Maps, Summaries and Photos. (2010, January 1). Retrieved from
http://gcveteransmemorial.org/photo-panels/
In order to locate the articles below, you must first log into the myCSU Student Portal and access the
America: History and Life with Full Text database within the CSU Online Library.
Bernstein, B. J. (1995). The atomic bombings reconsidered. Foreign Affairs, 74(1), 135-152.
Morton, L. (1957). The decision to use the atomic bomb. Foreign Affairs, 35(2), 334-353.
Unit Lesson
In this unit, it will once again be important to consider the perspective of the time, with an emphasis on the
lingering effects of worry, anxiety, and opportunity. We will review questionable actions from all fronts,
including questionable actions of both successful and unsuccessful regimes, and compare attitudes and
actions of civilians in these times. It is nearly impossible not to hold a preconceived perspective on this
conflict, as it is one of the most durable and lucrative subjects in print and in nationalist memory.
Challenge yourself to avoid anachronism and put yourself into the time period. What would possess people of
this age to react in ways that we today have trouble even considering? This unit will look at the social war, the
times directly after, the civilian response, and the beginnings of a tension-filled Cold War. You will be
challenged to look past modern understandings to engage in debates from the time.
UNIT V STUDY GUIDE
America and World War II
https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/HY/HY1120/15J/UnitV_PPT_A.ppsx
https://online.columbiasouthern.edu/CSU_Con ...
Lecture SlidesGive Me Liberty! AN AMERICAN HISTORYFIFTH ED.docxcroysierkathey
Lecture Slides
Give Me Liberty!
AN AMERICAN HISTORY
FIFTH EDITION
By Eric Foner
1
Chapter 22: Fighting for the Four Freedoms: World War II, 1941 to 1945
The most popular works of art in World War II were paintings of the Four Freedoms by Norman Rockwell. In his State of the Union address before Congress in January 1941, President Roosevelt spoke of a future world order based on “essential human freedoms”: freedom of speech, freedom of worship, freedom from want, and freedom from fear. During the war, Roosevelt emphasized these freedoms as the Allies’ war aims, and he compared them to the Ten Commandments, the Magna Carta, and the Emancipation Proclamation. In his paintings, created in 1943, Rockwell portrayed ordinary Americans exercising these freedoms: a citizen speaking at a town meeting, members of different religious groups at prayer, a family enjoying a Thanksgiving dinner, and a mother and father standing over a sleeping child.
Though Rockwell presented images of small-town American life, the United States changed dramatically in the course of the war. Many postwar trends and social movements had wartime origins. As with World War I, but on a far greater scale, wartime mobilization expanded the size and reach of government and stimulated the economy. Industrial output skyrocketed and unemployment disappeared as war production finally ended the Depression. Demands for labor drew millions of women into the workforce and lured millions of migrants from rural America to industrial cities of the North and West, permanently changing the nation’s social geography.
The war also gave the United States a new and lasting international role and reinforced the idea that America’s security required the global dominance of American values and power. Government military spending unleashed rapid economic development in the South and West, laying the basis for the modern Sunbelt. The war created a close alliance between big business and a militarized federal government—what President Dwight D. Eisenhower later called the “military-industrial complex.”
And the war reshaped the boundaries of American nationality. The government recognized the contributions of America’s ethnic groups as loyal Americans. Black Americans’ second-class status attracted national attention. But toleration went only so far. The United States, at war with Japan, forced more than 100,000 Japanese-Americans, including citizens, into internment camps.
The Four Freedoms thus produced a national unity that obscured divisions within America: divisions over whether free enterprise or the freedom of a global New Deal would dominate after the war, whether civil rights or white supremacy would define race relations, and whether women would return to traditional roles in the household or enter the labor market. The emphasis on freedom as an element of private life would become more and more prominent in postwar America.
2
World War II Posters
Give Me Liberty!: An American H ...
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.
LEAGUE OF NATIONS: THE ABYSSINIAN CRISIS.
Some historians believe that the Abyssinian crisis destroyed the credibility of the League of Nations. It was the British and French foreign ministers, Hoare and Laval, who secretly planned to carve up Abyssinia and give a chunk of the country to Mussolini. Hoare and Laval lost their jobs because of this idea.
ULTRA REVISION: ABYSSINIA 1935.
The Abyssinia Crisis was an international crisis in 1935 that originated in what was called the Walwal incident during the ongoing conflict between the Kingdom of Italy and the Empire of Ethiopia. Both Ethiopia and Italy pursued a policy of provocation against each other.
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.
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.
SOCIAL WORK OF THE LEAGUE OF NATIONS. The League of Nations Commissions tried to tackle a huge range of social issues including economic recovery (the Financial Committee), working conditions (International Labour Office), health (Health Office) and scientific research.
WEAKNESSES OF THE LEAGUE OF NATIONS. However, the League also had three great weaknesses. The USA, Russia and Germany were not members; without these powers, the League was too weak to make a big country do as it wished (for instance, Italy over Corfu in 1923). Also, the League's organisation was a muddle, so when there was a crisis, no-one could agree.
SUCCESSES OF THE LEAGUE OF NATIONS. The League quickly proved its value by settling the Swedish-Finnish dispute over the Åland Islands (1920–21), guaranteeing the security of Albania (1921), rescuing Austria from economic disaster, settling the division of Upper Silesia (1922), and preventing the outbreak of war in the Balkans between Greece and Bulgaria.
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!
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.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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.
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.
2. QUESTION1PAG78
WHAT WERE THE AIMS OF MUSSOLINI’S FOREIGN POLICY?
Mussolini’s style of government and his foreign policy were based on
ultra-nationalism. Italy had been disappointed and humiliated by its
failure to achieve any substantial gains from the Paris peace settlement.
Mussolini wanted to restore Italy’s glorious past, to make his country
‘great, respected and feared’, to turn the Mediterranean into ‘Mare
Nostrum (Our Sea)’. (see pages 71–7)
3. QUESTION2PAG78
WHY AND IN WHAT WAYS DID MUSSOLINI’S FOREIGN POLICY
CHANGE AFTER 1934?
Prior to 1934, Mussolini adopted a largely diplomatic approach to
foreign policy, which gained him the respect of other countries. After
1934, his approach became more aggressive. The 1923 incidents in
Fiume and Corfu provided Mussolini with good propaganda material in
Italy, but were of little real significance. Mussolini quickly realised that
Italy was in no position to challenge Britain’s naval supremacy in the
Mediterranean. His cautious approach to foreign policy between 1923
and 1934 can be demonstrated by his contributions to the Locarno
meetings, his determination to maintain good relations with Britain, his
agreement with the USSR and his successful attempt to prevent Hitler’s
Nazis gaining control of Austria in 1934. These actions were designed to
provide security for Italy…
4. QUESTION2PAG78CONT
WHY AND IN WHAT WAYS DID MUSSOLINI’S FOREIGN POLICY
CHANGE AFTER 1934?
… By 1934, however, Mussolini’s domestic popularity was in decline –
he needed a propaganda boost and this was provided by the invasion
of Abyssinia (1935). He knew that the League of Nations would take
little action against this, because Britain and France wanted Italy as an
ally against a resurgent Germany. The League did, however, impose
sanctions (albeit minor) and this angered Mussolini. As a result,
Mussolini forged closer links with Hitler, leading to the Rome–Berlin
Axis and the Pact of Steel. In 1939, Mussolini ordered the invasion of
Albania – another propaganda move. (see pages 72–7)
5. QUESTION3PAG78
HOW SUCCESSFUL WAS MUSSOLINI’S FOREIGN POLICY?
As with all ‘how successful’ questions, it is necessary to establish
‘success criteria’. In this case, it is logical to use Mussolini’s aims as the
criteria by which to judge how successful he was:
• He restored Italy as a country of importance within Europe, as shown by the
respect he earned abroad for his contributions to the Locarno Conference and
his prevention of Hitler’s attempt to take Austria in 1934.
• He provided Italy with security by arranging a series of treaties with Britain,
France and the USSR.
• He successfully challenged the League of Nations over Abyssinia; Britain and
France viewed their alliance with Italy as more important than their
commitments to the League.
• He succeeded in Abyssinia where earlier Italian attempts had failed.
• By 1939, he had formed an alliance with Hitler’s Germany and Japan,
achieving his aim of making Italy great and feared.
6. QUESTION3PAG78CONT
HOW SUCCESSFUL WAS MUSSOLINI’S FOREIGN POLICY?
In reality, he had achieved very little:
• The Fiume and Corfu incidents provided good propaganda material but little
else.
• Victory over Abyssinia had been inevitable from the start and provided Italy
with little of any real value.
• Albania had been effectively under Italian control long before 1939.
Effective answers must be balanced and contain a clear and consistent
argument, supported by appropriate and accurate factual material.
(see pages 72–7)
7. QUESTION3PAG78
LOOK AT SOURCES A (LEFT) AND B (RIGHT) WHICH SHOW TWO
DIFFERENT REPRESENTATIONS OF MUSSOLINI FROM AROUND THE
SAME PERIOD. EXPLAIN HOW AND WHY THESE SOURCES GIVE
DIFFERENT IMPRESSIONS OF MUSSOLINI.
8. QUESTION4PAG78
Source A depicts Mussolini in military uniform, wearing medals
(symbols of bravery and military success). He appears to be proud,
determined and trustworthy. In 1933, Mussolini was highly respected
abroad, not least in France where this picture was published. To France,
an alliance with Italy was important in ensuring security against a
resurgent Germany – hence this picture stresses Mussolini’s strength
and power.
Source B shows Mussolini as the respected leader of Italian people, the
men following loyally and with confidence (note how all the men are
staring at Mussolini, trusting him implicitly and waiting for
instructions). Neither Mussolini nor his followers are in military uniform
as such, suggesting that Mussolini has the support of ‘real people’ and
does not rely on the army to maintain his power. It is a piece of
propaganda. (see pages 70–7)
9. QUESTION1PAG85
WHY DID A CIVIL WAR BREAK OUT IN SPAIN IN 1936?
Reasons include:
• Spain was a divided country in terms of geography, culture, religion, politics
and class.
• The constitutional monarchy was unable to provide effective government.
• Primo de Rivera’s benevolent dictatorship was brought down by economic
crisis and his failure to maintain the support of the army.
• The new republic (1931) was strongly opposed by right-wing groups, while it
was criticised by some left-wing groups for not being radical enough.
• The new right-wing government of 1933 ended the radical reforms of the
republic, leading to riots and a general strike. Escalating violence convinced
many right-wing groups that military dictatorship was the only way to preserve
order in Spain. (see pages 79–81)
10. QUESTION2PAG85
WHY DID ITALY, GERMANY AND THE USSR BECOME DIRECTLY INVOLVED IN
THE SPANISH CIVIL WAR?
Hitler and Mussolini had no real interest in Spain, but saw the advantage of
having a third fascist state in Europe, especially given Spain’s location on the
southern border of France. The civil war also provided Hitler with the
opportunity to test out his new military equipment and strategies. Mussolini
saw the civil war as an opportunity to restore Italian greatness and prestige.
Hitler encouraged Italian involvement as a way of distracting Mussolini from
Germany’s intentions regarding Austria.
Stalin felt the need to support left-wing groups in Spain. However, he wanted
to maintain good relations with Britain and France, and realised that they
would never tolerate a communist government in Spain. Stalin, therefore,
aimed to give the republicans just enough support to maintain their
resistance, but not enough to win the war. (see pages 81–5)
11. QUESTION3PAG85
THE DISUNITY OF THE REPUBLICAN FORCES WAS THE MAIN REASON
WHY THE NATIONALISTS WERE ABLE TO WIN THE SPANISH CIVIL
WAR?
It is essential that answers address the actual question rather than
merely listing the reasons for the nationalist victory. There needs to be
a balanced, clear and consistent argument.
In support of the statement: contradictory aims of the different groups
that made up the republican side; lack of military organisation and
discipline.
In challenging the statement: Franco maintained unity within the right-
wing groups that made up the nationalists. He had support from the
army, which was well-organised and equipped. He also had major
military support from Italy and Germany. The republicans lacked such
military support, relying on untrained volunteers from the International
Brigades. (see pages 84 –5)
12. QUESTION4PAG85
SOURCE A BELOW SHOWS
A POSTER ISSUED DURING
THE SPANISH CIVIL WAR.
WHICH SIDE ISSUED THE
POSTER AND WHAT WAS
ITS PURPOSE?
13. QUESTION4PAG85
THE DISUNITY OF THE REPUBLICAN FORCES WAS THE MAIN REASON
WHY THE NATIONALISTS WERE ABLE TO WIN THE SPANISH CIVIL
WAR?
The poster is republican. It is heavily critical of Franco’s decision to use
foreign weapons to destroy Spanish towns and cities. The ‘Angel of
Peace’ is a sarcastic heading. The skeleton (i.e. death) is actually a
German plane (note the swastika) dropping bombs on Spain. It depicts
Franco as the enemy of the Spanish people and encourages resistance.
(see pages 81–5)
14. QUESTION1PAG93
WHAT WERE THE AIMS OF HITLER’S FOREIGN POLICY?
Hitler’s style of government and his foreign policy were based on ultra-
nationalism. His immediate aim was to restore German pride and the
country’s place as a major European power. This required:
• ending Germany’s commitment to the Treaty of Versailles
• recovering lost territory
• developing the German army, navy, air force and military equipment
• forming a union with Austria
• bringing all German-speaking people under the German government.
There is debate amongst historians regarding Hitler’s longer-term aims.
Some argue that he intended to attack the USSR in order to gain
Lebensraum, others that he always intended a war against Britain and
France in order to redress Germany’s losses in the First World War. (see
pages 88–99)
15. QUESTION2PAG93
HOW SUCCESSFUL HAD HITLER BEEN IN ACHIEVING HIS FOREIGN POLICY
AIMS BY THE END OF 1938?
It is essential that, in addressing questions containing dates, students adhere to
the timeframe given. No credit will be given for any information relating to
events after 1938.
By the end of 1938, Hitler had largely achieved his aim of overturning the
Treaty of Versailles:
• Although he failed to gain union with Austria in 1934, this was achieved in March 1938.
• In January 1935, the Saar was returned to Germany by plebiscite. In March 1935, Hitler
introduced conscription. In June 1935, he began increasing the German navy (condoned
by Britain in the Anglo–German Naval Agreement).
• In March 1936, Hitler entered the demilitarised Rhineland without resistance.
• Signing the Rome–Berlin Axis in 1936 removed possible Italian objections to Hitler’s
plans for union with Austria.
• By the end of 1938, he had not yet achieved the restoration of all German territories,
and many German-speaking people were still living under foreign governments. (see
pages 89–93)
16. QUESTION3PAG93
HITLER COULD AND SHOULD HAVE BEEN STOPPED LONG BEFORE 1938,
WHEN HIS ARMY WAS STILL TOO WEAK TO FIGHT A WAR AGAINST THE
COMBINED FORCES OF BRITAIN AND FRANCE. WHY, THEN, BRITAIN AND
FRANCE TAKE NO DIRECT ACTION TO STOP HIM?
Reasons why Britain and France adopted the policy of appeasement
include:
• Public opinion was against another war.
• The world economic crisis meant that neither country wanted to spend money
on preparations for war.
• De facto trading links – Britain wanted a strong, resurgent Germany.
• Many British politicians believed that the Treaty of Versailles had been too harsh
on Germany and that Hitler was merely trying to rectify this.
• Communism was believed to be a bigger threat than Hitler, whose Germany was
seen as a buffer against Soviet expansionism.
• With Britain forging closer links with Germany, France was reluctant to act alone.
(see pages 92–3)
17. QUESTION4PAG93
EXAMPLES, THE METHODS THAT HITLER USED IN ORDER TO ACHIEVE HIS
FOREIGN POLICY AIMS PRIOR TO THE END OF 1938.
Hitler’s methods were devious and carefully planned:
• He used a mixture of threats and conciliatory statements (e.g. the World
Disarmament Conference – Hitler argued that it was unfair for Germany to
have disarmed when other countries had not; this seemed reasonable). He
encouraged divisions between those countries that might oppose him (e.g. the
World Disarmament Conference – Hitler made France seem unreasonable,
causing a rift between Britain and France). He was prepared to gamble (e.g. the
Rhineland). He used underhand methods (e.g. attempts to gain control of
Austria in 1934).
• He lied (e.g. claiming that the return of the Saar put an end to all remaining
grievances between France and Germany). He was calculating (e.g. signing the
Anglo–German Naval Agreement in 1935 effectively condoned the fact that he
was breaking the Treaty of Versailles). He planned carefully (e.g. removing
Italian opposition to Anschluss by signing the Rome–Berlin Axis and
encouraging Mussolini to involve Italy in the Spanish Civil War). (pages 88–93)
18. QUESTION1PAG98
IN WHAT WAYS WAS HITLER’S CONQUEST OF CZECHOSLOVAKIA
DIFFERENT FROM HIS EARLIER FOREIGN POLICY SUCCESSES?
Hitler had justified his earlier actions by claiming that he was merely
righting the wrongs of the Treaty of Versailles. His acquisition of
Czechoslovakia was different – he was taking territory to which Germany
had no justifiable claim. He was also breaking the agreements he had
made at Munich, so he could no longer claim that he had peaceful
motives. His actions in Czechoslovakia led to the end of appeasement.
(see pages 94–5)
19. QUESTION2PAG98
WHY WERE BOTH HITLER AND STALIN WILLING TO SIGN THE NAZI-
SOVIET PACT, EVEN THOUGH THEY DISLIKED AND DISTRUSTED EACH
OTHER?
Hitler wanted to attack Poland and realised that this might lead to
opposition from the USSR (which had owned much of Poland). By
agreeing to ‘share the spoils’ with the USSR, Hitler was removing Stalin’s
opposition. He had no intention of honouring the promises he was
making, and Stalin was fully aware of this. The Soviet leader knew that
Hitler’s long-term aim was to attack the USSR. Stalin wanted to ‘buy time’,
to prepare for the German attack that would eventually come. (see pages
96–7)
20. QUESTION3PAG98
EXPLAIN WHY MANY OF HITLER’S GENERALS WERE CONCERNED BY HITLER’S
FOREIGN POLICY ACTIONS IN 1939.
Although Hitler had always been willing to gamble (e.g. the Rhineland), he had
also planned meticulously to ensure that his targets were isolated (e.g. the
Nazi–Soviet Pact). He was convinced that Britain and France would do nothing
to oppose his plans to invade Poland and, indeed, his later intention to attack
the USSR. Fearful of communism and determined to avoid war, Britain and
France, he believed, would be secretly pleased if he attacked the USSR. Having
met Chamberlain at Munich, he was convinced that the British were weak and
would do nothing to oppose him. Many of Hitler’s generals did not share this
conviction. They were concerned that the acquisition of Czechoslovakia could
not be justified by the claim that it was redressing the Treaty of Versailles, and
worried by the more belligerent comments coming from Chamberlain. They felt
that Hitler was leading Germany into a war with Britain and France, and were
concerned that Germany could, once again, be facing war on two fronts
(against Britain/France in the west, and the USSR in the east). (see pages 94–8)
21. QUESTION4PAG98
SOURCE A IS
A CARTOON
FROM A US
NEWSPAPER
PUBLISHED
IN 1939.
EXPLAIN
WHAT THE
ARTIST IS
TRYING TO
SAY.
22. QUESTION4PAG98
DATE: Published just after the signing of the Nazi-Soviet Pact (23 August
1939) and just before the German invasion of Poland (1 September
1939).
CONTEXT: The agreement between Nazi Germany and Soviet Russia came
as a shock to the rest of the world. Hitler AND Stalin had completely
different political ideologies and, indeed, hated each other. Stalin was
aware that Hitler’s long-term intention was to attack USSR. It was a treaty
of convenience – it enabled Germany to invade Poland, knowing that the
USSR would not intervene. It allowed the USSR time to prepare for any
future attack by Germany and the opportunity to regain former Russian
territory that was now part of Poland. The immediate implication of the
pact was that Poland was under threat.
23. QUESTION4PAG98CONT
PROVENANCE: Published in an American newspaper and, therefore,
intended for an American audience. At this time, the USA was still
following an isolationist policy. Although aware of what was happening in
the rest of the world, America remained determined to avoid direct
involvement. Therefore, the cartoon has been drawn from the
perspective of an observer rather than that of someone who is directly
involved in the events portrayed.
SYMBOLISM: The artist has combined characters from two children’s
stories: Poland is depicted as Little Red Riding Hood/Goldilocks – sweet,
innocent and vulnerable. Nazi Germany is represented as a wolf (with
Hitler’s hairstyle) – sly, cunning and licking its lips in anticipation of eating
Little Red Riding Hood. Soviet Russia is shown as a bear (Stalin) – big and
dangerous, if just a little sleepy and stupid, waiting for its share of the
feast that Goldilocks will provide.
24. QUESTION4PAG98CONT
MESSAGE: Cartoons are designed to amuse the audience, but can also
make profound political points. For example:
Little Red Riding Hood/Goldilocks (Poland) is clearly surprised to find a
wolf (Germany) and a bear (Soviet Russia) in her bed – hence the startled
pose and the word WOW! This reflects the widespread astonishment at
the signing of the Nazi-Soviet Pact. Hitler and Stalin were considered
strange bedfellows.
The drawing implies that Little Red Riding Hood/Goldilocks is also afraid –
confronted by two such predatory beasts, who wouldn’t be? It is obvious,
therefore, that the artist was aware of the implications of the Nazi-Soviet
Pact: an invasion of Poland was imminent. This prediction proved
accurate when German troops entered Poland on 1 September 1939.