The document discusses different perspectives on who or what was responsible for causing the Cold War. The traditionalist view, which was dominant until the 1960s, argues that the Soviet Union and its expansionist policies under Stalin were primarily to blame. It asserts that the Soviets violated postwar agreements and imposed control over Eastern Europe, forcing the US to respond defensively through policies like containment. Other excerpted sources cited also predominantly or wholly attribute causation of the Cold War to Soviet actions and intentions.
The Treaty of Versailles was the most important of the peace treaties that brought World War I to an end. The Treaty ended the state of war between Germany and the Allied Powers. It was signed on 28 June 1919 in Versailles, exactly five years after the assassination of Archduke Franz Ferdinand. The other Central Powers on the German side of World War I signed separate treaties. Although the armistice, signed on 11 November 1918, ended the actual fighting, it took six months of Allied negotiations at the Paris Peace Conference to conclude the peace treaty. The treaty was registered by the Secretariat of the League of Nations on 21 October 1919.
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..
LEAGUE OF NATIONS: EFFECTS OF GREAT DEPRESSION.
The League of Nations was formed to prevent a repetition of the First World War, but within two decades this effort failed. Economic depression, renewed nationalism, weakened successor states, and feelings of humiliation (particularly in Germany) eventually contributed to World War II.
CAMBRIDGE IGCSE HISTORY REVISION 9 - WHO WAS TO BLAME FOR THE COLD WAR - DIFF...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 9 - WHO WAS TO BLAME FOR THE COLD WAR - DIFFERENT PERSPECTIVES. A presentation containing: the European and Soviet perspectives, views of Molotov, the balance of power.
CAMBRIDGE IGCSE/AS HISTORY: THE LEAGUE OF NATIONS 1919-1939George Dumitrache
Presentation suitable for IGCSE and AS level Cambridge. Content: the birth of the LON, the covenant, the LON weaknesses, membership of the League, border disputes in the 1920, failure of disarmament, international agreements, economy recovers.
CAMBRIDGE IGCSE HISTORY REVISION 2 - LEAGUE OF NATIONSGeorge Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 2 - LEAGUE OF NATIONS. A presentation of the main aspects of the League of Nations: successes and failures, aims and membership.
The Treaty of Versailles was the most important of the peace treaties that brought World War I to an end. The Treaty ended the state of war between Germany and the Allied Powers. It was signed on 28 June 1919 in Versailles, exactly five years after the assassination of Archduke Franz Ferdinand. The other Central Powers on the German side of World War I signed separate treaties. Although the armistice, signed on 11 November 1918, ended the actual fighting, it took six months of Allied negotiations at the Paris Peace Conference to conclude the peace treaty. The treaty was registered by the Secretariat of the League of Nations on 21 October 1919.
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..
LEAGUE OF NATIONS: EFFECTS OF GREAT DEPRESSION.
The League of Nations was formed to prevent a repetition of the First World War, but within two decades this effort failed. Economic depression, renewed nationalism, weakened successor states, and feelings of humiliation (particularly in Germany) eventually contributed to World War II.
CAMBRIDGE IGCSE HISTORY REVISION 9 - WHO WAS TO BLAME FOR THE COLD WAR - DIFF...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 9 - WHO WAS TO BLAME FOR THE COLD WAR - DIFFERENT PERSPECTIVES. A presentation containing: the European and Soviet perspectives, views of Molotov, the balance of power.
CAMBRIDGE IGCSE/AS HISTORY: THE LEAGUE OF NATIONS 1919-1939George Dumitrache
Presentation suitable for IGCSE and AS level Cambridge. Content: the birth of the LON, the covenant, the LON weaknesses, membership of the League, border disputes in the 1920, failure of disarmament, international agreements, economy recovers.
CAMBRIDGE IGCSE HISTORY REVISION 2 - LEAGUE OF NATIONSGeorge Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 2 - LEAGUE OF NATIONS. A presentation of the main aspects of the League of Nations: successes and failures, aims and membership.
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - USA CONTAINING COMMUNISM: THE K...George Dumitrache
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - USA CONTAINING COMMUNISM: THE KOREAN WAR.
The Korean War was a war between North Korea (with the support of China and the Soviet Union) and South Korea (with the support of the United Nations, principally from the United States). The war began on 25 June 1950 when North Korea invaded South Korea following clashes along the border and insurrections in the south. The war unofficially ended on 27 July 1953 in an armistice.
CAMBRIDGE IGCSE HISTORY REVISION 3 - WHY HAD INTERNATIONAL PEACE COLLAPSED BY...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 3 - WHY HAD INTERNATIONAL PEACE COLLAPSED BY 1939? A presentation which includes: Hitler's aims, his steps to war, and the failure of the appeasement policy.
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.
REVISION IGCSE CAMBRIDGE HISTORY: APPEASEMENT.
Appeasement in an international context is a diplomatic policy of making political or material concessions to an aggressive power in order to avoid conflict.
IGCSE REVISION - GERMANY: THE ROOTS OF THE NAZI PARTYGeorge Dumitrache
IGCSE REVISION - GERMANY: THE ROOTS OF THE NAZI PARTY. Hitler joined the Nazi Party in 1919 and was influential in defining its beliefs. He also led the Munich Putsch in 1923. However, from 1924 to 1929 the unpopular party gained little electoral success.
CAMBRIDGE A2 HISTORY: WHY WAS STALIN VICTORIOUS OVER TROTSKY?George Dumitrache
CAMBRIDGE A2 HISTORY: WHY WAS STALIN VICTORIOUS OVER TROTSKY? Contains: Lenin's demise and thoughts, Stalin's propaganda, Stalin's political power, Trotsky's political power, Trotsky as a viable replacement for Lenin, New Opposition, exiled, Lenin's role in Stalin rise to power, downfall for Trotsky, differences between Stalin and Trotsky, Trotsky weak in playing politics.
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.
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.
CAMBRIDGE IGCSE HISTORY REVISION 8 - WHO WAS TO BLAME FOR THE COLD WAR - POST...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 8 - WHO WAS TO BLAME FOR THE COLD WAR - POST REVISIONISTS VIEWS. A presentation containing: a view over post revisionists and post revisionism, views of John Lewis Gaddis, LaFeber, Leffler, Trachtenberg, Accuf.
CAMBRIDGE IGCSE HISTORY REVISION 4 - COLD WAR. A comprehensive revision presentation including: causes of the cold war, Yalta Conference, Postdam Conference, salami tactics, the events in 1946-1948, the Berlin blockade, the Korean War, Khrushchev succeeded Stalin, Hungary 1956, U2 crisis, Berlin Wall and Cuban Missile Crisis.
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - USA CONTAINING COMMUNISM: THE K...George Dumitrache
HISTORY IGCSE CONTENT - 20TH CENTURY OPTION - USA CONTAINING COMMUNISM: THE KOREAN WAR.
The Korean War was a war between North Korea (with the support of China and the Soviet Union) and South Korea (with the support of the United Nations, principally from the United States). The war began on 25 June 1950 when North Korea invaded South Korea following clashes along the border and insurrections in the south. The war unofficially ended on 27 July 1953 in an armistice.
CAMBRIDGE IGCSE HISTORY REVISION 3 - WHY HAD INTERNATIONAL PEACE COLLAPSED BY...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 3 - WHY HAD INTERNATIONAL PEACE COLLAPSED BY 1939? A presentation which includes: Hitler's aims, his steps to war, and the failure of the appeasement policy.
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.
REVISION IGCSE CAMBRIDGE HISTORY: APPEASEMENT.
Appeasement in an international context is a diplomatic policy of making political or material concessions to an aggressive power in order to avoid conflict.
IGCSE REVISION - GERMANY: THE ROOTS OF THE NAZI PARTYGeorge Dumitrache
IGCSE REVISION - GERMANY: THE ROOTS OF THE NAZI PARTY. Hitler joined the Nazi Party in 1919 and was influential in defining its beliefs. He also led the Munich Putsch in 1923. However, from 1924 to 1929 the unpopular party gained little electoral success.
CAMBRIDGE A2 HISTORY: WHY WAS STALIN VICTORIOUS OVER TROTSKY?George Dumitrache
CAMBRIDGE A2 HISTORY: WHY WAS STALIN VICTORIOUS OVER TROTSKY? Contains: Lenin's demise and thoughts, Stalin's propaganda, Stalin's political power, Trotsky's political power, Trotsky as a viable replacement for Lenin, New Opposition, exiled, Lenin's role in Stalin rise to power, downfall for Trotsky, differences between Stalin and Trotsky, Trotsky weak in playing politics.
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.
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.
CAMBRIDGE IGCSE HISTORY REVISION 8 - WHO WAS TO BLAME FOR THE COLD WAR - POST...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 8 - WHO WAS TO BLAME FOR THE COLD WAR - POST REVISIONISTS VIEWS. A presentation containing: a view over post revisionists and post revisionism, views of John Lewis Gaddis, LaFeber, Leffler, Trachtenberg, Accuf.
CAMBRIDGE IGCSE HISTORY REVISION 4 - COLD WAR. A comprehensive revision presentation including: causes of the cold war, Yalta Conference, Postdam Conference, salami tactics, the events in 1946-1948, the Berlin blockade, the Korean War, Khrushchev succeeded Stalin, Hungary 1956, U2 crisis, Berlin Wall and Cuban Missile Crisis.
CAMBRIDGE IGCSE HISTORY REVISION 7 - WHO WAS TO BLAME FOR THE COLD WAR - REVI...George Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 7 - WHO WAS TO BLAME FOR THE COLD WAR - REVISIONISTS VIEWS. A presentation containing: a view over revisionists and revisionism, views of Walter Lippman, William Appleman Williams, Gal Alperovitz, Gabriel Kolko, Michael Hughes et all.
Aqa international relations gcse history revision mindmapsDave Wallbanks
AQA Modern World History Course Paper1 topics 1,2 & 3
Causes of World War One
The Treaty of Versailles & End of World War One
Causes of the Second World War
Cold war ocr gcse history revision mindmapsDave Wallbanks
Mind maps for GCSE History students following the OCR Modern World History course.
These cover the start of the Cold war, Cuban Missile Crisis and War in Vietnam
CAMBRIDGE IGCSE HISTORY REVISION 1 - TREATY OF VERSAILLESGeorge Dumitrache
CAMBRIDGE IGCSE HISTORY REVISION 1 - TREATY OF VERSAILLES. A presentation of the main aspects of the Treaty of Versailles: aims of the big three, six terms of TOV, how the Germans felt, why was the treaty so important, what the allies thought about the treaty, four other treaties 1919-1920, self-determination problems, successes and failures.
Edexcel, GCSE History: The Cold War 1945-91 Amy Davidson
These flash cards are specially made for those studying History A: The Making of the Modern World, Unit 1: Peace and War 1900-91, Sections 4- 6, Exam board: Edexcel. Or for anyone who wants a quick overview of the cold war.
Good luck, I hope they treat you well and bring you a great grade :) !
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).
A revision presentation covering the Cold War topic for GCSE History on the AQA B course. Brief notes on each area of the Cold War needed. Hope this helps :)
The Cold War impacted nearly every aspect of American life in the im.pdffedosys
The Cold War impacted nearly every aspect of American life in the immediate postwar Era.
Considering the primary source documents concerning American foreign policy in the Early
Cold War (The Truman Doctrine, NSC-68 and the Ideological Cold War, A Critique of
Containment) as well as those concerning domestic Cold War politics (Joseph R. McCarthy on
the Attack, \"Who is Loyal to America\" and \"The American Way of Life\"), explain how
American foreign policy after 1945 affected American life at home. Based on these readings,
explain whether or not you believe the reaction to global communism at home and abroad was
appropriate and/or successful?
Solution
I. The Causes of the Cold War: The Great Debate and Beyond
The divide between capitalism and Communism, and the elimination of a common enemy at the
end of World War II, do much to explain the Cold War\'s onset, but each explanation minimizes
the complexity of the situation. As historian William A. Williams framed the issue: \"which side
committed its power and policies which hardened the natural and inherent tensions and
propensities into bitter antagonisms and inflexible positions?\" Scholars have provided several
answers, and while many would eschew such labels, it is helpful to think of their positions as
representing three general view points: orthodox, revisionist, and post-revisionist.
Orthodox historians, many of whom were former Roosevelt or Truman administration officials,
place primary responsibility for the Cold War on the Soviet Union. According to this view,
Moscow\'s aggressive and expansionist tendencies stood in stark contrast to Washington\'s
passive and defensive behavior. Herbert Feis\' studies, such as Churchill, Roosevelt, and Stalin:
The Wars They Waged and the Peace They Sought and From Trust to Terror: The Onset of the
Cold War, 1945-1950, exemplify this perspective. These works emphasize Stalin\'s
\"ruthlessness,\" \"spirit of mistrust,\" and revolutionary goals. Louis Halle presents a more
nuanced though generally traditional interpretation in The Cold War as History. While rooting
his analysis in \"realism\" and refusing to find fault with either side, he nonetheless presents the
Cold War as a \"power contest in which one expanding power has threatened to make itself
predominant, and in which other powers have banded together in a defensive coalition to
frustrate it.\"
In the late 1950s, a few scholars began to question the orthodoxy of American passivity and
Communist aggression. These \"revisionists\" rejected the notion that the Soviet Union was
solely to blame for the Cold War, suggesting instead that the conflict emerged more from
America\'s pursuit of its own global economic and strategic agenda. William A. Williams
spawned the revisionist school with his classic and controversial work The Tragedy of American
Diplomacy. Williams argues that the United States \"crystallized\" the Cold War in its
determination to further its traditional policy of Open Door expans.
This is my first lecture on Cold War at National Law University Orissa, Cuttack, India. This lecturer is purely compiled from the web sources just for the use of nluo students. This work is not mine and it shall not be cited.
As the Russia Ukraine conflict intensifies and world again gets divided again into groups, let us take a moment to go through the history and have a look at a time when the World teetered on the brink of collapse.
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.
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.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
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.
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.
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
2. TRADITIONALISM
Traditionalism is heavily rooted in the realist school of thought. It is
simply just an extension of the realist interpretation of the early events
of the Cold War. The argument changes slightly under the traditionalist
approach.
3. THEORTHODOXVIEW
The historical position known as the "Orthodox" or "Traditional" view
generally holds that the Soviet Union was responsible for the Cold War.
It states that the Soviets were inevitably expansionist due to their
suspicion of the West and their Marxist theory which advocated the
need to spread revolution throughout the world.
Thus, Stalin violated the Yalta and Potsdam agreements, occupied and
imposed Soviet control in Eastern Europe, and 'plotted' to spread
Communism throughout the world with Moscow at its centre. The
United States, therefore, had to act defensively, from the Truman
Doctrine and the Marshall Plan to the establishment of NATO.
4. HEROVSVILLAINSCENARIO
Traditionalists still maintained that the Soviet Union was a ruthless
aggressor, but they painted the United States in an even more
positive light. Interpretations suggested that the United States pursued
a peaceful post-Second World War, but it had to establish itself as a
global force to serve as a bulwark against the Soviet Union. Returning
to the hero/villain scenario, the Soviet Union was still painted as the
villain, but now the United States, as the hero, was expected to protect
the interests of the world from the alleged dangers of communism.
5. ITWASTRADITIONALTOBLAMETHERUSSIANS
Until the 1960s, most historians followed the official government line –
that the Cold War was the direct result of Stalin's aggressive Soviet
expansionism.
Allocation of blame was simple – the Soviets were to blame! This view
of the Cold War has never really gone away, and there have always
been people who have seen the Soviet Union as the cause of the
confrontation.
It is, by far, the most common opinion of people coming from America
or Britain.
6. THEPOLICYOFCONTAINMENT
A very important concept was developed out of the traditionalist
school of thought: the policy of containment, which called for the
United States to prevent the spread of communism. Individuals, such as
George Kennan and Herbert Feis, argued that the United States must
adopt a containment strategy as a means of harnessing the expansion
of communism. As you can see, both schools of thought supported the
United States' battle against the Soviet Union.
7. THEDOMINANTVISION
Until the 1960s, the traditionalist vision was predominant. The
traditionalists placed the responsibility for the Cold War on the
expansionist policy of the Soviet Union under Stalin, shortly after the
Second World War. After the defeat of Nazi Germany, the Soviet Union
tried to dominate its neighbours and set up a sphere of influence in
Eastern Europe. The aggressive intentions of the Soviet Union were,
among other things, reflected by the Communist coup in
Czechoslovakia, the Berlin Blockade and the attack by North Korea on
South Korea in 1950. According to the traditionalists, it was this Soviet
expansionist policy that forced the United States to intervene, which
subsequently led to the Cold War.
8. Political historian Arthur M. Schlesinger gave a clear analysis from the
Orthodox perspective (Arthur M. Schlesinger, Jr, Origins of the Cold War,
Foreign Affairs, October 1967, pp. 49−50)
“Marxism-Leninism gave the Russian leaders a view of the world
according to which all societies were inexorably destined to proceed along
appointed roads by appointed stages until they achieved the classless
nirvana. Moreover, given the resistance of the Capitalists to this
development, the existence of any non-Communist state was by definition
a threat to the Soviet Union. An Analysis of the origins of the Cold War
which leaves out these factors − the intransigence of Leninist ideology, the
sinister dynamics of a totalitarian society and the madness of Stalin − is
obviously incomplete.”
THEANALYSISOFARTHURSCHLESINGER
9. This is a summary of Michael Hart’s argument justifying placing Mikhail
Gorbachev in his top 100 most influential persons in history. Michael Hart
worked for NASA and is currently a professor of astronomy and physics in
USA. He holds degrees in physics, astronomy, and law and is author of
The 100: A Ranking of the Most Influential Persons in History (1986).
“The Cold War was caused by the military expansionism of Stalin and his
successors. The American response was basically a defensive reaction. As
long as Soviet leaders clung to their dream of imposing Communism on
the world, the West had no way (other than surrender) of ending the
conflict. When a Soviet leader appeared, who was willing to abandon that
goal, the seemingly interminable Cold War soon melted away.”
THEARGUMENTOFMICHAELHART
10. THEADDRESSOFPAULWOLFOWITZ
An address by Paul Wolfowitz, U.S. Deputy Secretary of Defense, at the
Ninety-fifth Annual Meeting of the American Jewish Committee, 2001.
“International conflicts are often caused by the character of national
regimes, not by any kind of international misunderstanding. The cold war
was caused by the evil regime in the Soviet Union, not by a failure of
diplomacy. In a similar way, Slobodan Milosevic and his evil cronies were
responsible for the tragedies and suffering in the Balkans. The American
Jewish Committee worked for years against Milosevic, speaking out
forcefully on behalf of his victims, especially the Bosnian Muslims.”
11. THEREPORTOFCHRISTOPHERANDREW
Report of a Q&A session with Christopher Andrew (a Cambridge University
don and expert on Cold War espionage) at the first Raleigh International
Spy Conference, August 2003.
The truth of the matter, Andrew insisted, responding to the statement of
Dr James Leutze that US intellectual thought places blame for the Cold War
equally between the US and the Soviet Union, is that the whole cost and
length of the Cold War rests almost completely with the men who led the
Soviet Union to its ultimate implosion. “The Cold War was caused by the
Soviet Union , was sustained by the Soviet Union, and was ended by the
Soviet Union when it collapsed,” he said emphatically. It was—and is—as
simple as that.
12. THEREVIEWOFEUGENEROSTOW
US Naval War College Review of Eugene V. Rostow, Violent peace and the
management of power: dilemmas and choices in US policy (1988).
The cold war was caused by the USSR's 'imperial appetite'.
13. THEVIEWOFJRNYQUIST
J.R. Nyquist styles himself a World Net Daily contributing editor and a
renowned expert in geopolitics and international relations. He is the
author of Origins of the Fourth World War.
Stalin's bad behaviour was the primary cause of the Cold War.