The Cuban Missile Crisis occurred in October 1962 when U.S. reconnaissance flights discovered Soviet nuclear missiles installed in Cuba, just 90 miles from Florida. In response, President John F. Kennedy created a committee called EXCOMM to discuss options. They decided on a naval blockade of Cuba to prevent further Soviet weapons shipments. After several tense days, Soviet leader Khrushchev agreed to remove the missiles in exchange for a promise from the U.S. not to invade Cuba, ending the crisis.
A Review Lesson of the Cuban Missile Crisis for St Gabriel's Secondary School using political cartoons. This presentation looks at the following inquiry question:
1. Why did the CMC break out?
2. Why did the CMC almost lead to nuclear conflict?
3. How was the CMC resolved?
4. What was the impact of the CMC?
This set of slides combines Parts 2 & 3 of the Cuban Missile Crisis (Part 1 was already sent as a video). Part 2 focuses on the escalation of tensions that led to the Cuban Missile Crisis and how it brought the world close to nuclear war. Part 3 focuses on the resolution of the conflict and how it impacted the parties involved.
A Review Lesson of the Cuban Missile Crisis for St Gabriel's Secondary School using political cartoons. This presentation looks at the following inquiry question:
1. Why did the CMC break out?
2. Why did the CMC almost lead to nuclear conflict?
3. How was the CMC resolved?
4. What was the impact of the CMC?
This set of slides combines Parts 2 & 3 of the Cuban Missile Crisis (Part 1 was already sent as a video). Part 2 focuses on the escalation of tensions that led to the Cuban Missile Crisis and how it brought the world close to nuclear war. Part 3 focuses on the resolution of the conflict and how it impacted the parties involved.
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.
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.
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
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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
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.
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.
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.
2. Introduction
90 miles of the coast of Florida lies the country
of Cuba, and in October of 1962 The United
States found proof that the country was building
several nuclear missile basis. The Soviet Union
were helping to supply Cuba with these missiles.
This left most of the continental U.S.
susceptible to a nuclear attack.
3. United States and Soviet Relations
The U.S. and the Soviet Union had a
“superpower” rivalry that had manly to do with
their different political systems.
The United states had a federal constitutional republic, where the President,
Congress, and judiciary power share powers reserved to national
government. The federal government shares sovereignty with state
government.
The Soviet Union ran under a communist system, where there is a single-
party ruler.
Although the two countries allied during the
second world war; they were driven apart by
the race for nuclear and missile arms race.
4. U.S. and Soviet Relations contd.
The Soviet felt threatened by the presence of
United State missiles located in Turkey, only 150
miles from the Soviet Union.
5. United States and Cuba
At the time Cuba was running under a
Communist system, and their leader was Fidel
Castro.
The United States tried to invade Cuba in
operations such as ‘The Bay of Pigs.’
The United states also banned Cuban products from coming into the united states
6. The Soviet Union and Cuba
The Cuban leader Fidel Castro turned to The
Soviet Union for protection from the United
states, because they felt that the U.S. would
invade.
Both Countries had a communist government; something the United States did
not like.
With the Cuba on their side The Soviet Union
had the perfect place to store nuclear missiles.
8. Gathering The Information
The information about the missiles was found on
October 14, 1962 while a United States Air
Force were on a photoreconnaissance mission.
Photoreconnaissance are missions that are used to
gather information on an enemy; wether it be
during peacetime or war.
9. Preparing for Imminent Danger
After this information was found The U.S. was at
its highest state of readiness.
Cuba was authorized to use tactical nuclear
defense, if any U.S. forces tried to invade the
country.
10. The Executive Committee
Once the news of missiles made it to the
president at the time, John F. Kennedy, he called
the EX-COMM together.
The EX-COMM was a committee that Kennedy created, and it contained 19
men that helped kennedy through the crisis. They worked to find the best course
of action
The committee was made up of the best and the brightest men in the United
States.
They feared that no matter what course of
action they took they would meet retaliation.
12. Developing a Plan
President Kennedy continued with Campaign
trips to maintain secrecy.
He did meet with The Soviet Union Foreign
Minister, Andrie Gromyko.
Kennedy told Gromyko that The United States would not tolerate nuclear
weapons in Cuba; Gromyko denied that The Soviet Union had anything of that
nature on the island.
13. A Plan of “Attack”
Kennedy returned to D.C. and again met with
the EX-COMM and went over ideas to get rid
of the missiles in cuba.
His original idea was for the United States Air Force to take out the missiles, but
after finding out that would mean 10 to 20,000 military and civilian casualties he
vetoed the plan.
The committee decided to set up a blockade around Cuba.
14. Soviets First Retreat
On Wednesday, October 24 Soviet ships went
out and when they met up with where the U.S.
blockade ships were stationed they turned
around.
But the crisis wasn’t over.....
The next day the U.S. alert was raised to DEFCON 2 (the highest in U.S.
history.) The United States was prepared to launch an attack on the Soviet
Union or Cuba at a moments notice
15. The Crisis Ends?
By Friday, October 26 EX-COMM received a
letter from Soviet leader Khrushchev that stated
if the U.S. promised never to invade Cuba, that
the Soviets would remove their missiles from
Cuba.
But after another photoreconnaissance mission the United States found that
the Soviets were only camouflaging the missiles.
16. Height Of The Crisis
The next day an American plane was shot down
when it mistakenly flew over Russia.
Another plane was then shot down when
attempting to take pictures of Cuba.
The orders to shoot down this plane did not come from Moscow, and
Khrushchev was worried that with poor communication similar incidents
could happen again.
17. Crisis Resolved
By Sunday of that week Khrushchev, over
Moscow radio, announced that the Soviet Union
would dismantle their nuclear missiles in Cuba.
Khrushchev did not demand anything more from the U.S. other than them
not invading Cuba, because he did not demand more and backed down his
career was ruined.