1. European colonial powers sought to directly control vast territories in Southeast Asia in the late 19th century for markets, raw materials, and national prestige.
2. Britain and France moved to establish colonial rule over most of Southeast Asia between 1819-1896, creating the colonies of British Malaya, Burma, and French Indochina.
3. Colonial powers governed through either indirect rule, allowing local rulers, or direct rule under Western officials, seeking to exploit resources and open new markets while preventing industrial development.
Presentation on the events leading up to WWI, the war itself, and the peace settlement afterwards. Also included is the Russian Revolution, the disposal of the Romanov and the rise of Lenin and the Bolshevik.
Presentation on the events leading up to WWI, the war itself, and the peace settlement afterwards. Also included is the Russian Revolution, the disposal of the Romanov and the rise of Lenin and the Bolshevik.
http://www.tomrichey.net
While historians often refer to the Industrial Revolution that took place between 1760 and 1914, there were TWO distinct phases of industrial development that took place during this time. The latter period of development, from 1850-1914, is often referred to as the "Second Industrial Revolution." World Expositions, such as the Crystal Palace (1851) and the Columbian Exposition (1893), showcased the technological progress of this time period. This Second Industrial Revolution saw the development of the internal combustion engine, petroleum and electricity as sources of power, experimentation with chemicals, and a massive expansion of railroads. World War I and its unprecedented military technologies represented the culmination of the Second Industrial Revolution, which can be especially seen when the technologies used in WWI are compared with those used in the American Civil War.
Powerpoint presentation based on Strayer's 3rd edition Ways of the World text for High School AP and Honors history students. Chapter covers Imperialism of the 19th century.
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!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
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 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.
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.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. I. The New Imperialism
A. Europeans had set up colonies and trading posts in North
America, South America, and Africa by the sixteenth century.
B. The imperialism of the late nineteenth century, called the
"new imperialism" by some historians, was different.
1. Earlier, European states had been content to set up a few trading
posts where they could carry on trade and perhaps some
missionary activity.
2. Now they sought nothing less than direct control over vast
territories.
3. C. Westerners begin to increase their search for colonies for
several reasons.
1. The West was looking for both markets and raw materials such as
rubber, oil, and tin for their industries.
2. Colonies were also a source of national prestige.
a. To some people, a nation could not be great without colonies.
D. Imperialism was tied to Social Darwinism and racism.
1. Social Darwinists believed that in the struggle between nations.
a. Racists erroneously believe that particular races are superior or inferior.
E. Some Europeans took a more religious and humanitarian
approach to imperialism.
1. Europeans had a moral responsibility to civilize primitive people.
a. "White Man's Burden." To bring the Christian message to the "heathen
masses."
4. II. Colonial Takeover
A. 1819 Great Britain sent
Sir Thomas Stamford
Raffles to establish
Singapore ("city of the
lion").
B. The British will next
move into Burma.
1. Britain wanted control of
Burma in order to protect
its possessions in India.
2. Land route through Burma
into southern China.
5. C. France was especially alarmed by
British attempts to monopolize
trade.
1. To stop any British movement into
Vietnam, the French forced the
Vietnamese to accept French
protection.
a. Protectorate- A political unit that depends on
another government for its protection.
D. In the 1880s, France extended its
control over neighboring
Cambodia, Annam, Tonkin, and
Laos.
1. Renamed its new possessions
Indochina.
6. E. Thailand was the only
remaining free state in
Southeast Asia.
1. British and the French
threatened to place Thailand
under colonial rule.
F. King Mongkut and his
son, King Chulalongkorn
prevented colonialization.
1. In 1896 Britain and France
agreed to maintain Thailand
as an independent buffer
state between their
possessions in Southeast
Asia.
7. G. Spanish-American War, U.S. naval
forces under Commodore George
Dewey defeated the Spanish fleet in
Manila Bay in the Philippines.
1. McKinley decided to turn the Philippines, into
an American colony.
H. Many Filipinos did not wish to be under
American control. Emilio Aguinaldo was
the leader of a movement for
independence in the Philippines.
1. Aguinaldo revolted against both the Spanish
and U.S.
8. III. Colonial Regimes
A. Western powers governed their new colonial empires by
either indirect or direct rule.
1. Their chief goals were to exploit the natural resources of the lands
and to open up markets for their own manufactured goods.
B. Indirect rule allowed local rulers were allowed to keep their
authority and status in a new colonial setting.
1. Indirect rule was cheaper and affected local culture less.
C. However, indirect rule was not always possible.
1. Some local elites resisted foreign conquest.
2. Direct rule is where the local elites were replaced with Western
officials.
9. D. The colonial powers did not want their colonists to develop
their own industries.
1. Colonial policy stressed the exportation of raw materials.
E. Benefits of colonial rule in Southeast Asia.
1. A modern economic system.
2. Colonial governments built railroads, highways, and other
structures.
3. Created an entrepreneurial class in rural areas.
10. IV. Resistance to Colonial Rule
A. Many subject peoples in Southeast Asia resented
colonization.
1. Resistance came first from the existing ruling class.
B. Sometimes resistance to Western control took the form of
peasant revolts.
1. Peasants were often driven off the land to make way for plantation
agriculture.
11. C. Early resistance movements were overcome by
Western powers.
1. In the early 1900s, however, a new kind of resistance
emerged that was based on nationalism.
2. The leaders were often from a new class that the colonial
rule had created: Westernized intellectuals in the cities.
a. They were the first generation of Asians to embrace the institutions
and values of the West.
b. Many were educated in the West, spoke Western languages, and
worked in jobs connected with the colonial regimes.