1. Japan invaded Manchuria in 1931 due to severe economic hardship caused by the collapse of American markets and higher US tariffs. This led to massive unemployment in Japan and weakened the civilian government.
2. Radical nationalist groups within the Japanese military used the invasion of Manchuria as an opportunity to expand Japan's control in China and gain access to Manchuria's natural resources. Japan faced little resistance from China, which was in the midst of civil war.
3. The League of Nations condemned Japan's actions but was unable to effectively respond militarily or with sanctions due to a lack of cooperation between its member states and their own priorities of dealing with the economic depression. Japan withdrew from the League in response.
ULTRA REVISION: MANCHURIA 1931.
In 1931, Japan invaded Manchuria, which was a large province of China. Japan was after raw materials essentially within Manchuria, and after a market for Japanese goods.
ULTRA REVISION: MANCHURIA 1931.
In 1931, Japan invaded Manchuria, which was a large province of China. Japan was after raw materials essentially within Manchuria, and after a market for Japanese goods.
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.
QUESTION 11. Which was not a component of Italian fascism.docxaudeleypearl
QUESTION 1
1. Which was not a component of Italian fascism?
anti-communism
right-wing conservatism
anti-democracy
hypernationalism
2 points
QUESTION 2
1. Which contributed to the defeat of the Axis powers?
British destruction of German Luftwaffe in the Battle of Britain
Germany's failure to take Moscow and occupy Soviet Union
French patriotic resistance movement against German occupation
Italy's failed quest to take colonial territory in British North Africa
2 points
QUESTION 3
1. Which describes World War I conflict in east Asia and the Pacific?
Japan attempted to reduce China to a protectorate.
Japan launched a pre-emptive attack on Pearl Harbor.
Australia attacked British holdings on the Gallipoli Peninsula.
Australia joined the defense of German-held Marshall Islands.
2 points
QUESTION 4
1. Which is not an impact of economic inequities?
perpetuation of socioeconomic inequality between north and south
continued disparity between available employment in developed and developing world
diplomatic friction between developed and developing nations
interference with smooth and equitable globalization of the world economy
2 points
QUESTION 5
1. Who was a key figure associated with the Chinese Civil War?
Mao Zedong
Lin Biao
Deng Xiaoping
Yuan Shikai
2 points
QUESTION 6
1. Why did the Islamic resurgence in southwest Asia and North Africa occur?
assassination of Egypt�s President Sadat
increase in number of Shiite adherents
reversal in U.S.-style cultural secularization
collapse of Israeli-Arab peace agreements
2 points
QUESTION 7
1. Which was not a general economic trend from 1900 to the present?
A number of countries experimented with command economies.
A significant number of states achieved complete industrialization.
A north-south split occurred between developed and non-developed states.
A large amount of prosperity arose in communist bloc nation-states.
2 points
QUESTION 8
1. Which does not describe African participation in World War I?
European Allied powers invaded German African colonial territory.
African soldiers were directly involved in military combat campaigns.
European nations scrambled for new African colonial territory in the war.
Africans performed construction and garrison duties for both sides.
2 points
QUESTION 9
1. Which is a feminist challenge in the late twentieth and early twenty-first centuries?
wage equality
access to birth control
traditional gender roles
universal suffrage
2 points
QUESTION 10
1. Which was a reason for the Sino-Soviet split?
Chinese support for North Korea
Chinese favoritism of the industrial class
Soviet rejection of hard-line Stalinism
Soviet focus on building peasantry
2 points
QUESTION 11
1. Why was there postwar pessimism?
Conservatism in U.S. and European governments was revived.
Christian religious beliefs were obliterated as a result of war.
Western society declined as it was ...
[Skim for Background] WU Xinbo, 1998, China Security Practice o.docxdanielfoster65629
[Skim for Background] WU Xinbo, 1998, “China: Security Practice of a Modernizing and Ascending Power,” in Muthiah Alagappa, ed., Asian Security Practice, pp. 115-156. [PDF file]
Aaron L. Freidberg, 2005, “The Future of U.S.-China Relations: Is Conflict Inevitable?,” in International Security, Vol. 30, No. 2 (Fall): pp. 7-45. [PDF file]
Jonathan KIRSHNER. 2010. “The Tragedy of Offensive Realism: Classical Realism and the Rise of China,” in European Journal of International Relations. 18 (1): 53-75. [PDF file]
National Bureau of Asian Research. 2009. “Roundtable: Defining a Healthy Balance Across the Taiwan Strait,” in Asia Policy, 8, pp 10-15 and 33-39 (excerpts). [PDF file]
Ely RATNER. 2011. “The Emergent Security Threats Reshaping China’s Rise,” in The Washington Quarterly (Winter), pp. 29-44. [PDF file]
David M. LAMPTON. 2013. “A New Type of Major-Power Relationship: Seeking a Durable Foundation for U.S.-China Ties,” in Asia Policy, 16 (July), pp. 51-68. [PDF file]
POWERPOINT SLIDES
China's postwar history and economic development: [PDF file]
Perspectives on China [PDF file]
The Road to the Pacific War
Yew countries in modern history have been as subject to forces of
the international environment as Japan. The reasons might be end
lessly debated. Some observers might attribute the fact to geography
and to geopolitical factors that have made East Asia so tumultuous an
area of the globe. Most would emphasize economic factors that have
made the Japanese economy particularly vulnerable to changes in the
international market. Others might point to cultural factors that have
rendered the Japanese peculiarly receptive to foreign influences and
trends. Still others would emphasize historical contingencies and the
particular timing of Japan's emergence from isolation, which came
with the arrival of Western power and imperialism in the Pacific.
Whatever the causes, Japan has been ceaselessly buffeted by out
side forces and its modern history uniquely shaped by them. During
most of this time the nation moved cautiously, ever sensitive to such
currents of power politics and cultural development. The leaders of
Japan sought to use those currents, to capitalize on those trends by
moving with them, with circumspection seeking to turn them to its ad
vantage, and in this prudent fashion to achieve its national ambitions.
From the time of the Restoration down to the 1930s, Japan was
motivated by a sense of insecurity, both physical and cultural, and by
ambition for national power, respect, and equality. Those motives, in
tertwined and often inseparable, made up the peculiar nationalism
that impelled its historic advance. Japanese diplomacy was remark
able for the way in which it sought to pursue those national ambitions
by accommodating to the international system, as the leaders under
stood it. Thus, for example, during the first twenty-five years of the
Meiji Period, revision of the unequal treaties was p.
The slides are a bit bare for now, but this is the very quick summary of the important events and developments in Chapter 6. We learnt about Japan's history and how it affected its rise to global power. We saw how the crises in Japan as well as external forces led Japan into conflict with the nations around it, eventually culminating in WWII in Asia.
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?
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.
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!
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.
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.
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.
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.
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.
QUESTION 11. Which was not a component of Italian fascism.docxaudeleypearl
QUESTION 1
1. Which was not a component of Italian fascism?
anti-communism
right-wing conservatism
anti-democracy
hypernationalism
2 points
QUESTION 2
1. Which contributed to the defeat of the Axis powers?
British destruction of German Luftwaffe in the Battle of Britain
Germany's failure to take Moscow and occupy Soviet Union
French patriotic resistance movement against German occupation
Italy's failed quest to take colonial territory in British North Africa
2 points
QUESTION 3
1. Which describes World War I conflict in east Asia and the Pacific?
Japan attempted to reduce China to a protectorate.
Japan launched a pre-emptive attack on Pearl Harbor.
Australia attacked British holdings on the Gallipoli Peninsula.
Australia joined the defense of German-held Marshall Islands.
2 points
QUESTION 4
1. Which is not an impact of economic inequities?
perpetuation of socioeconomic inequality between north and south
continued disparity between available employment in developed and developing world
diplomatic friction between developed and developing nations
interference with smooth and equitable globalization of the world economy
2 points
QUESTION 5
1. Who was a key figure associated with the Chinese Civil War?
Mao Zedong
Lin Biao
Deng Xiaoping
Yuan Shikai
2 points
QUESTION 6
1. Why did the Islamic resurgence in southwest Asia and North Africa occur?
assassination of Egypt�s President Sadat
increase in number of Shiite adherents
reversal in U.S.-style cultural secularization
collapse of Israeli-Arab peace agreements
2 points
QUESTION 7
1. Which was not a general economic trend from 1900 to the present?
A number of countries experimented with command economies.
A significant number of states achieved complete industrialization.
A north-south split occurred between developed and non-developed states.
A large amount of prosperity arose in communist bloc nation-states.
2 points
QUESTION 8
1. Which does not describe African participation in World War I?
European Allied powers invaded German African colonial territory.
African soldiers were directly involved in military combat campaigns.
European nations scrambled for new African colonial territory in the war.
Africans performed construction and garrison duties for both sides.
2 points
QUESTION 9
1. Which is a feminist challenge in the late twentieth and early twenty-first centuries?
wage equality
access to birth control
traditional gender roles
universal suffrage
2 points
QUESTION 10
1. Which was a reason for the Sino-Soviet split?
Chinese support for North Korea
Chinese favoritism of the industrial class
Soviet rejection of hard-line Stalinism
Soviet focus on building peasantry
2 points
QUESTION 11
1. Why was there postwar pessimism?
Conservatism in U.S. and European governments was revived.
Christian religious beliefs were obliterated as a result of war.
Western society declined as it was ...
[Skim for Background] WU Xinbo, 1998, China Security Practice o.docxdanielfoster65629
[Skim for Background] WU Xinbo, 1998, “China: Security Practice of a Modernizing and Ascending Power,” in Muthiah Alagappa, ed., Asian Security Practice, pp. 115-156. [PDF file]
Aaron L. Freidberg, 2005, “The Future of U.S.-China Relations: Is Conflict Inevitable?,” in International Security, Vol. 30, No. 2 (Fall): pp. 7-45. [PDF file]
Jonathan KIRSHNER. 2010. “The Tragedy of Offensive Realism: Classical Realism and the Rise of China,” in European Journal of International Relations. 18 (1): 53-75. [PDF file]
National Bureau of Asian Research. 2009. “Roundtable: Defining a Healthy Balance Across the Taiwan Strait,” in Asia Policy, 8, pp 10-15 and 33-39 (excerpts). [PDF file]
Ely RATNER. 2011. “The Emergent Security Threats Reshaping China’s Rise,” in The Washington Quarterly (Winter), pp. 29-44. [PDF file]
David M. LAMPTON. 2013. “A New Type of Major-Power Relationship: Seeking a Durable Foundation for U.S.-China Ties,” in Asia Policy, 16 (July), pp. 51-68. [PDF file]
POWERPOINT SLIDES
China's postwar history and economic development: [PDF file]
Perspectives on China [PDF file]
The Road to the Pacific War
Yew countries in modern history have been as subject to forces of
the international environment as Japan. The reasons might be end
lessly debated. Some observers might attribute the fact to geography
and to geopolitical factors that have made East Asia so tumultuous an
area of the globe. Most would emphasize economic factors that have
made the Japanese economy particularly vulnerable to changes in the
international market. Others might point to cultural factors that have
rendered the Japanese peculiarly receptive to foreign influences and
trends. Still others would emphasize historical contingencies and the
particular timing of Japan's emergence from isolation, which came
with the arrival of Western power and imperialism in the Pacific.
Whatever the causes, Japan has been ceaselessly buffeted by out
side forces and its modern history uniquely shaped by them. During
most of this time the nation moved cautiously, ever sensitive to such
currents of power politics and cultural development. The leaders of
Japan sought to use those currents, to capitalize on those trends by
moving with them, with circumspection seeking to turn them to its ad
vantage, and in this prudent fashion to achieve its national ambitions.
From the time of the Restoration down to the 1930s, Japan was
motivated by a sense of insecurity, both physical and cultural, and by
ambition for national power, respect, and equality. Those motives, in
tertwined and often inseparable, made up the peculiar nationalism
that impelled its historic advance. Japanese diplomacy was remark
able for the way in which it sought to pursue those national ambitions
by accommodating to the international system, as the leaders under
stood it. Thus, for example, during the first twenty-five years of the
Meiji Period, revision of the unequal treaties was p.
The slides are a bit bare for now, but this is the very quick summary of the important events and developments in Chapter 6. We learnt about Japan's history and how it affected its rise to global power. We saw how the crises in Japan as well as external forces led Japan into conflict with the nations around it, eventually culminating in WWII in Asia.
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?
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.
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!
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.
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.
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.
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.
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Failure of collective security, Manchuria 1931.pdf
1. 1 ● Peacemaking, peacekeeping—international relations, 1918–36
68
Manchuria 1931–3
Comprehension of the reasons for the Japanese takeover of
Manchuria must take into consideration a wide range of issues. The
first aspect that warrants consideration is the Japanese economy.
Japan had undergone an industrial revolution from the late 19th
century and had become the largest industrial power in Asia. This
growth and development was based, like that of the UK, on the
success of her exports to the rest of the world. Japan has few natural
resources and, exacerbated by the growth of the population through
economic development, could not feed herself. She depended on the
export of manufactured goods principally to the United States to
maintain her prosperity. The collapse of the American markets and
higher US tariffs created enormous hardship in Japan with massive
unemployment and reports of starvation in rural areas.
The disastrous economic situation led to a decline in the prestige of the
liberal democratic government and demands for action by radical
nationalist groups often composed of army officers. They demanded
that the government take action to protect the population and insulate
Japan from the failures of the liberal capitalist economic system. Their
specific objective was to take over the Chinese province of Manchuria
which held a vast wealth of natural resources of all kinds.
The decision to go to Manchuria was made easier because Japan had
made significant economic investments in the region since the Russo-
Japanese war, and had maintained troops in the city of Port Arthur to
protect her interests. Furthermore, as a result of civil war in China
Manchuria had become an autonomous province under its own
warlord. Japan had been pushing to expand her control of China
throughout the 20th century and had increased her presence there as
a result of the Treaty of Versailles and the concessions forced from a
weak Chinese government during the First World War.
Militarily, the Japanese decision to invade Manchuria made good
sense and posed few risks. Manchuria lies in close proximity to Japan
and its colony Korea (Japanese since 1910). China was dissolved in
civil war and could offer no resistance. Since the Washington
conference of 1922, Japan had military supremacy in East Asia and
none of the Great Powers had the forces or bases in the region to
oppose her. Lastly the depression had caused further cuts in
armaments spending in the West and the UK, France and the USA
were in no position to intervene.
Japan invaded Manchuria on the pretext that her property and
citizens had been attacked by Chinese troops. The incident was
manufactured by the radical nationalists to force the civilian
government to support military action. The Chinese were rapidly
defeated and in 1932, Japan established the puppet state of
Manchukuo. This was a clear challenge to the principle of collective
security and the League. China was a member and appealed for
support against Japan. What would or could be done about this
flagrant violation of the Covenant and international peace
agreements? The short answer is that nothing would or could be
done. We need to understand why that was the case.
915261_IBCC_HISTORY_Ch01.indd 68 24/4/09 17:00:
2. 1 ● Peacemaking, peacekeeping—international relations, 1918–36
69
Legacy for the League
Did the Japanese withdrawal signal the end of the League? The point
is debatable but it may not have had as much influence as some
authors suggest. Japan and Manchuria were not central concerns to
European powers, and the issue may well have been treated as a local
one. No vital European interest had been at stake in Manchuria, so it
did not necessarily threaten the viability of the principal of collective
security in application to a crisis that was more central to Europe.
The USA and the UK were not able to co-operate on a policy with
respect to Manchuria. Neither country wanted to be responsible for
taking the lead. This made it even less likely that any effective
response could be mounted against the Japanese violation of the
Covenant. Collective security in the Far East was dead as of this
moment. The UK and the USA had entered into a policy of
appeasement to be able to accommodate the demands of the
revisionist powers in the hopes that they would become less
aggressive and not create conditions for another world conflict.
Failure of collective security, Manchuria 1931
The only members of the League with substantial military force were
the United Kingdom and France. Neither power had the bases in the
Far East to support an effective challenge. Only the UK had a large
navy, but, being 5000 miles away, was not in a good position to
engage its warships in the Far East. Furthermore, the British Navy
was itself in a state of crisis, having recently experienced a mutiny
over proposed pay cuts. There was also a crucial absence of motivation
to undertake a military mission. Nations normally engage in hostilities
when something of vital interest to their security or welfare is at stake.
This clearly was not the case with Manchuria and it would not have
been possible to convince the British public that such an expedition
with the resulting cost in lives and resources was to their advantage.
Democracies cannot make major foreign policy decisions that the
public will not support—especially wars.
The mood of the 1930s made it even less likely that the United
Kingdom would intervene. The public attention was on the internal
economic problems of the depression. No one would support money
for war when many were hungry and unemployed. Furthermore the
anti-war pacifist movements were very strong especially in the UK
and people preferred to put their faith in the League or to believe
that war should occur only in self-defence.
The United States might have been expected to take a stronger position
on the Japanese actions. It was the Americans who had claimed to be a
friend of China and who had supported the Open Door Policy to
prevent China from coming under the influence of a single power. The
United States had been suspicious of Japan and her rival for power in
the Pacific for many years and might have interpreted their
Manchurian action as a serious challenge to American interests.
Nevertheless the USA took no action over Manchuria.
The precise reasons for this failure to respond, included the lack of
armed forces or bases necessary to support any military expedition.
The US policy of isolationism which had grown stronger after the
Appeasement A policy practiced by
the UK and France in the late 1930s
that sought to avoid war with Germany
by revising the treaty of Versailles to
eliminate the clauses considered unfair
by Germany. The policy held that
reasonable revisions and negotiations
would be the best way to avoid war.
Open Door American policy which
supported equal access for all countries
to trade and economic opportunities.
It opposed colonial and other political
restrictions to trade and investment.
915261_IBCC_HISTORY_Ch01.indd 69 24/4/09 17:00:
3. 1 ● Peacemaking, peacekeeping—international relations, 1918–36
70
First World War would have made it difficult to develop any
enthusiasm for an initiative in Asia—not a vital interest to most
Americans. The United States was also severely affected by the
Depression and the population was focused on the internal domestic
crisis, with little interest in foreign affairs and a marked unwillingness
to devote any further resources to them.
A strategic consideration also influenced British and US policy. The
United Kingdom and the United States had extensive property,
trading networks and investments in China and the Far East. Neither
power was in a position to defend these in the face of Japanese
hostility. Any serious attempt to oppose the Japanese action might
result in retaliation against these interests.
The League of Nations was supposed to maintain peace and resist
aggression against any of its members. Yet the League was largely
ineffective as it had no armed forces of its own. Moral condemnation
and disapproval by the world community was one way that an
aggressive nation might be deterred. But Japan could hardly be
expected to worry about moral condemnation when its very survival
was at stake and the nations condemning her were the products of a
failed international economic system.
Japan withdraws from the League
The Leagues’ response to the crisis was to send out a fact-finding
mission under Lord Lytton. By the time the report was produced, the
entire matter was likely to have been forgotten. The Lytton
Commission Report, which was issued in 1932, recognized that Japan
had some justifiable grievances about the situation in Manchuria but
should have tried other solutions before resorting to force. It
suggested that China grant independence to Manchuria and that
Japan withdraw its forces. This did not represent a strong
condemnation but
Japan refused to
accept the criticism
and withdrew from
the League of
Nations. Manchuria
became part of the
Japanese Empire as
the puppet state of
Manchukuo.
Discussion point:
Economic sanctions
Economic sanctions depended
on the willingness of nations
to undertake a boycott or
other economic action against
the aggressor. It also meant
that all nations would have to
participate.
Why wasn’t this a
realistic option? Discuss
in relation to the vested
interests of the League
and non-League
members.
Did Manchuria encourage the
aggressive action of
neighbouring states?
Debate the resolution that
"self-defence is the only
justification for war".
Activity:
Trial by Geneva by
cartoonist David Low
published by the
Evening Standard on
24 November 1932.
915261_IBCC_HISTORY_Ch01.indd 70 24/4/09 17:00: