This document provides details on the mobilization efforts and impacts on civilian populations during World War II. It describes how the Soviet Union, U.S., Germany, Japan, and Britain fully mobilized their economies and societies for war. This led to massive population movements, women entering the workforce, internment of Japanese Americans, and the strategic bombing of cities causing heavy civilian casualties. The document also outlines agreements between Allied leaders at Tehran, Yalta, and Potsdam on prosecuting the war and postwar plans that increased tensions between Western allies and the Soviet Union.
Learn about the 2nd World War. Instigators, Major Events during this time period and the effects/ ending are covered here.
Not mine. My Professor made this.
Learn about the 2nd World War. Instigators, Major Events during this time period and the effects/ ending are covered here.
Not mine. My Professor made this.
Eoct review questions gps 19 and 20 wwii and cold warphillipgrogers
world war II cold war d-day v-e day atomic bomb hiroshima nagasaki fall of berlin bay of pigs eisenhower john f. kennedy vietnam war u2 incident kent state incident containment policy
the most comprehensive and concise presentation on world war 2.It is written in very complex English By qCet Sahiwal a group of excellence and knowledge .
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. I. The Mobilization of Peoples: Four
Examples
A. Even more than WWI, WWII was a
total war.
1. The war had an enormous impact on
civilian life in many parts of the world.
B. In the Soviet Union initial defeats led
to drastic emergency measures.
1. Leningrad was under siege for 900 days.
a. Over one million people died due to food
shortages.
b. People had to eat dogs, cats, and mice.
3. C. Soviet workers dismantled factories in
the west and shipped them to the east,
out of the way of the attacking German
army.
1. At times workers ran machines as new
factory buildings were build up around
them.
D. Soviet industrialization produced
78,000 tanks and 98,000 pieces of
artillery.
1. In 1943 55% of the national income went
to war materials.
a. As a result there were severe shortages of
food and housing.
4. E. Soviet women were an important part
of the war effort.
1. Women working in industry increased
60%.
a. They worked in industries, mines, and
railroads.
2. They dug anti-tank ditches and worked as
air raid wardens.
3. Some fought in battles and flew in
bombers.
5. F. The U.S. became an arsenal for the
Allies.
1. The U.S. produced much of the military
equipment needed to fight the Axis.
2. In 1943, the U.S. was building six ships a
day and 96,000 planes per year.
G. The American mobilization created
some social turmoil.
1. There was a widespread movement of
people.
a. Moving for military reasons, or looking for
jobs.
6. H. African Americans were profoundly
impacted by the war.
1. Over one million African Americans
moved from the South to cities in the
North and West to work in war industries.
a. This influx of African Americans led to social
tensions and even violence.
2. A million African Americans joined the
military.
a. They served in segregated units.
b. Following the war, many were ready to fight
for their civil rights.
7. I.
` on the West
Japanese Americans
Coast were moved into internment
camps.
1. 65% were born in the U.S.
2. Forced to give loyalty oaths and live in
camps.
a. Government claimed it was for national
security, but the Japanese were the only Axis
descendants put into camps.
8. J. In 1939 many Germans feared that the
war would bring disaster.
1. To keep morale, Hitler refused to cut
consumer-goods production for the first
two years of the war.
a. Policy will change with the defeats on the
Russian front.
9. K. Early 1942, Hitler increased arms
production and the size of the army.
1. Albert Speer became minister of
armaments and munitions.
2. In June 1944 schools, theaters, and cafes
were closed.
10. L. Before the war, the Nazi tried to keep
women out of the job Market.
1. As the war progressed, more and more
men had to serve in the military.
2. The Nazi changed their policies and
encouraged women to work.
a. The number of women working increased very
little from 1939-1944.
11. M. Wartime Japan was a highly mobilized
society.
1. The government controlled prices, wages,
labor and resources.
a. Citizens were encouraged to sacrifice for the
national cause.
2. Kamikaze Pilots- Late in the war, young
Japanese volunteered to serve as suicide
pilots against U.S. ships.
12. N. The Japanese government opposed
employing women.
1. General Tojo, argued that employing
women would weaken the family system
and the nation.
2. Female employment increased only in
areas in which women had traditionally
worked, such as textiles and farming.
a. The Japanese met labor shortages by using
Korean and Chinese laborers.
13. II. Frontline Civilians: The Bombing of
Cities
A. Bombing was used against military
targets, enemy troops, and civilian
populations.
1. WWII first was in which large masses of
civilians were bombed.
B. Following WWI European nations
began to think that bombing civilian
targets could be used to force
governments to make peace.
1. During the 1930s, nations developed
long-range bombers.
14. C. The first sustained bombing was done
by the Germans against London.
1. For months, the Germans bombed the
city nightly.
2. There were heavy casualties and
tremendous damage.
3. In spite of the heavy bombing, British
morale remained high.
a. The idea that bombing civilians would force
peace was proved wrong.
15. D. In 1942, the British began major
bombing campaigns against German
cities.
1. They hoped the bombing would break the
morale of the German people.
a. Ignored their experience.
E. The bombing of Germany added to
civilian terror.
1. They particularly feared incendiary
bombs, which spread fire when they
exploded.
16. F. The bombing of Germany may have
killed a half-million civilians.
1. In spite of the terrible destruction, the
bombing did not seem to sap the morale
of the German people.
2. The destruction of transportation system
and fuel supplies strongly impacted the
ability of the Germans to supply their
military forces.
17. G. In November, 1944 the Allies
began attacks on Japanese cities.
1. The Japanese air force could no
longer defend Japan.
2. By the following summer, a fourth of
Japanese dwellings had been
destroyed and many of its industries.
18. III. Peace and a New War
A. In November 1943, Stalin,
Churchill, and Roosevelt met in
Tehran to decide the future
course of the war.
1. They decided that G.B. and U.S.
would attack Germany through
France in 1944.
2. Agreed to partition postwar
Germany.
19. B. In February of 1945, the Big Three
met at Yalta in S. Russia.
1. At that time, they knew that the
Germans were beaten.
2. 11 million Soviet troops were in
control of Eastern and Central
Europe.
20. 3. Roosevelt favored the idea of self-
determination of postwar Europe.
1. Each country would choose it own form
of government.
3. Stalin wanted a buffer state between
the West and the Soviet Union.
4. Agreed that the Axis must surrender
unconditionally.
21. C. Roosevelt wanted Soviet military help
against Japan.
1. Agreed to let the Soviets have Sakhalin
and the Kuril Islands.
2. Also permitted to have railroad rights in
Manchuria.
D. Roosevelt wanted to create the United
Nations organization to help resolve
difficult international disagreements.
1. Big Three met at Yalta and the founding
meeting was in April 1945, in San
Francisco.
22. E. The Potsdam Conference was
held in July 1945.
1. Roosevelt had died in April and was
replaced by Harry Truman.
a. Truman demanded that free elections
be held throughout E. Europe.
b. Stalin refused to concede.
2. Free elections were seen as a direct
threat to his Communist
governments.
23. F. Many Western leaders thought
that the Soviets intended to
spread communism throughout
the world.
1. The Soviets saw the Western policy
as global capitalist expansionism.
G. In March 1946, Winston Churchill
declared that an “iron curtain” had
“descended across the continent.”