The document provides information about several genocides that occurred in Bosnia, Rwanda, and Darfur. It discusses key details like locations, timelines of events, important people involved, motivations, and methods used to carry out the systematic killing of certain groups. The lasting impacts of these tragic events are also examined.
HISTORY YEAR 10: NAZI IDEOLOGY. It contains: Hitler beginnings, Nazi ideology, the appeal of the Nazis, Nazis popularity, Nazi propaganda, questions and answers.
HISTORY YEAR 10: NAZI IDEOLOGY. It contains: Hitler beginnings, Nazi ideology, the appeal of the Nazis, Nazis popularity, Nazi propaganda, questions and answers.
CAMBRIDGE A2 HISTORY:NAZISM. It contains: national socialism, the struggle for dominance, noble and creative Aryans, expansionism and war, persecution of Jews, terror, genocide and racial extermination, Nazism theory, Nazi party, Mein Kampf, the purge, identifying Nazism, preserving pure elements, Fichte, Volkskrieg, Riehl, Volkish nationalism, Bismarck, Hitler.
CAMBRIDGE A2 HISTORY:NAZISM. It contains: national socialism, the struggle for dominance, noble and creative Aryans, expansionism and war, persecution of Jews, terror, genocide and racial extermination, Nazism theory, Nazi party, Mein Kampf, the purge, identifying Nazism, preserving pure elements, Fichte, Volkskrieg, Riehl, Volkish nationalism, Bismarck, Hitler.
This presentation was delivered in the Indigenous Liberation Studies class by Terezia Fletcher. It examine the Hungarian Underground Resistance and her own families involvement in it. The underground resistance groups key concepts were to help the Jews in Hungary. This was done by stealing food coupons from agencies so they could get much needed food supplies for the Jews, to falsifying documents, burning birth certificates/or the buildings that housed them. It was done so the SS special police could not find out how many of them were born and to whom and where they resided.
They helped families cross the border to Switzerland, and or other Countries by boat and other means deemed safe.
They took them in as family members and siblings.
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
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
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!
2. By: Katia, Elonnie, Elora, HaleyBy: Katia, Elonnie, Elora, Haley
Brought to you by the same makerBrought to you by the same maker
of Japan, Islam, and Europe A.of Japan, Islam, and Europe A.
3.
4.
5. • The deliberate and systematic destruction of
a certain group
• Either racial, religious, or national groups
Genocide is …
8. •Bosnia and Herzegovina is located in SoutheasternBosnia and Herzegovina is located in Southeastern
EuropeEurope
•Bordered with Croatia to the north and southwestBordered with Croatia to the north and southwest
•Bordered with Serbia to the eastBordered with Serbia to the east
•Borders the Adriatic Sea along its coastlineBorders the Adriatic Sea along its coastline
The arrow
to the right
is referring
to the
general
area where
Srebrenica
would be
9. 19801980
•Srebrenica is now
a Bosniak enclave
in French and
Dutch
governments.
•Bosnia’s
independence
recognized by
U.S.
Yugoslavia's
president Tito
died.
19901990
Elections brought
nationalists to
power in Croatia
and Slovenia.
19911991
Croatia, Slovenia, and
Macedonia declared
independence and were
all recognized
worldwide.
19921992
1993-19941993-1994
Bosnian Serbs and
Croats fight over
each other’s land,
with the Croats
coming out
victorious.
WHEN?
10.
11.
12. WHOWHO
Who was an influencer in the BosnianWho was an influencer in the Bosnian
Genocides?Genocides?
•Radovan Karadzic was a Bosnian Serb leader
•Uzeir-aga Hadzihasanovic was the leader of
Sarajevo
Who was targeted?Who was targeted?
•Jews
•Gypsies
•Muslims
•Homosexuals
Who were affected?Who were affected?
•Bosnian Serbs
•Bosnian Croats and Muslims
13. What are theWhat are the
effects?effects?
I. Political and ethnic differencesI. Political and ethnic differences
keep unison a strugglekeep unison a struggle
II. Presidency is switched off everyII. Presidency is switched off every
3 years by each group3 years by each group
III. All three groups still wantIII. All three groups still want
more power over the othermore power over the other
IV. The effects of the Bosnian WarIV. The effects of the Bosnian War
and Genocide are still thereand Genocide are still there
V. Still ethnic chaos in Bosnia;V. Still ethnic chaos in Bosnia;
Thought of possible reoccurrenceThought of possible reoccurrence
(On Bosnia)
14. 1.The breakup of Yugoslavia1.The breakup of Yugoslavia
2.Greed2.Greed
3.Ethnic cleansing3.Ethnic cleansing
4. Serbians betray Bosnians4. Serbians betray Bosnians
WHY?
15. RelevantRelevant
Do we still feel the genocides effects today?Do we still feel the genocides effects today?
YesYes
Did we learn anything from this?Did we learn anything from this?
Probably notProbably not
Are there new laws because of this?Are there new laws because of this?
YesYes
Is it still happening?Is it still happening?
Not in BosniaNot in Bosnia
16. Important PeopleImportant People
War crimes committedWar crimes committed
againstagainst
Bosnian Muslims and BosnianBosnian Muslims and Bosnian
Croats during the Siege ofCroats during the Siege of
SarajevoSarajevo
Srebrenica massacreSrebrenica massacre
Accused of…Accused of…
““Serbs and Muslims are like catsSerbs and Muslims are like cats
and dogs. They can not liveand dogs. They can not live
together in peace. It is impossible.”together in peace. It is impossible.”
-Radovan-Radovan
17. Important *GroupsImportant *Groups
Amnesty: Gives Justice to
the women raped by Serbs
during the Bosnian war
U.N.: Creating Asylum
Systems for refugees and migrants
N.A.T.O: (1992) Demanded
Serbs withdraw their artillery
from Sarajevo
comply
*Only Amnesty and U.N. are still
currently working today to help refugees
from Bosnia
Bill Clinton had promised during
his election would stop the
ethnic cleansing
18.
19. Technology
CRAPCRAP
Propaganda
Those who survived Srebrenica
genocide and vicious attacks against
them "...described mortar shells that
produced a strange smoke, one that
spread out slowly."
Survivors testified that some
people then began to hallucinate
and act irrationally, killing
themselves or their friends.
•Methods of killing included…
•Poison
•Gas
•Rape
•Hanging
•Clubbing
•Stabbing
•Burning
•Buried alive
Killers included
who thought they were taking part in a Holy War for God’s s
20. Similar to Hitler’s Holocaust, if you
disagreed with the way things were
going down…You’d be killed.
Racism, Prejudice, and Semitism would
keep you from opposing the ideas and
actions.
21. Sociology
Were there social roles?
•Presidents
•Military Leaders
•Villagers
What were the
consequences on the society
roles?
•Business declines
•Families would be killed
•Destruction of villages
22. The map to your right
shows the military actions
in western Bosnia that
helped end the war
before November 1994
3.11.1994.
24.12.1994.
7.4.1995
11.6.1995
30.7.1995
7.8.1995
17.9.1995
19.9.1995
15.10.1995
These numbers
indicate the dates
that were taken
action on.
25. Affects and continuationAffects and continuation
– Mayhem and terror
– Dispute is racial
– Up to 400,000 people
– IDP camps
– 350,000 people
– Dependant on international humanitarian assistance.
– Eastern Chad
27. JJanjaweedanjaweed
• Started in 1988
• Government put up with till
2003 when they became
official officials
• Started campaign attack
against rebels in Darfur
• Then went there to take
over rebel land
• In 2007 declared official
genocide started in 2003
Partisan- a
adherent or
supporter of a
person, group,
party, or cause,
esp. a person who
shows a biased,
emotional
allegiance.
28. What and HowWhat and How
• What is happening in Darfur?
– Government neglect
– Non-Arab ethnic groups launched an uprising
– The government’s response
– Racial, not religious
How is the violence being conducted?
– The Janjaweed will enter a village
– Cause Mayhem and Terror
– Village destroyed, families dispersed and separated, most
killed.
– Very few functioning villages left
40. Mad World
All around me are familiar faces
Worn out places, worn out faces
Bright and early for their daily races
Going nowhere, going nowhere
41. Mad World
And their tears are filling up
their glasses
No expression, no expression
Hide my head I want to drown
my sorrow
No tomorrow, no tomorrow
42. Mad World
And I find it kind of funny
I find it kind of sad
The dreams in which I'm dying
Are the best I've ever had
43. Mad World
I find it hard to tell you
I find it hard to take
When people run in circles
It's a very, very…
Mad World
44. Mad World
Children running from the men
who kill them
No escaping, No escaping
Tryn’ to get rid of the blameless
people
Trying to run, Trying to run away
45. Mad World
Walking down the street, you’re very
nervous
Watching corners, watching corners
Hello haters tell me what’s your
reason?
You look right through me, look right
through me
46. Mad World
And I find it kind of funny
I find it kind of sad
The dreams in which I'm dying
Are the best I've ever had
47. Mad World
I find it hard to tell you
I find it hard to take
When people run in circles
It's a very, very…
Mad World
48.
49. Q: Why or whatQ: Why or what
motivated peoplemotivated people
to do theto do the
genocides?genocides?
A: Power, prejudice,A: Power, prejudice,
greed, and orgreed, and or
jealousy werejealousy were
50. Q: Who or whatQ: Who or what
groups did thesegroups did these
acts?acts?
A: The Janjaweed,A: The Janjaweed,
Bosnian Serbs, andBosnian Serbs, and
Hutus committedHutus committed
these actsthese acts
51. Q: Where did the
genocides
happen?
A: Southern
Europe Bosnia
and Africa,
Darfur and
Rwanda
52. Q: What times did theQ: What times did the
genocides takegenocides take
place?place?
A: These genocidesA: These genocides
happened in 1992-happened in 1992-
1995 (Bosnia), 19941995 (Bosnia), 1994
(Rwanda) , and 2003-(Rwanda) , and 2003-
today( Darfur)today( Darfur)
53. Q: When was theQ: When was the
last genocide eventlast genocide event
to occur?to occur?
A: The genocide inA: The genocide in
Darfur is stillDarfur is still
occurring todayoccurring today
55. Bibliography
• Keane, Fergal Season of Blood: A Rwandan
Journey Penguin Group, 1995
• Neier, Aryeh War Crimes: Brutality, Genocide,
Terror, and the Struggle for Justice Random
House Inc.,1998
• Steidle, Brian The Devil Came Back on
Horseback Public Affairs, 2007
Up to 400,000 people have died due as a result of direct attacks and conflict induced malnutrition and disease. The vast majority of these have been women, children and civilian men.
More than 3 million people have been displaced and are living in IDP camps
More than 350,000 people are deprived of humanitarian support due to the threat of attack faced by aid workers. Thousands starve each month due to the Sudanese government impeding humanitarian aid efforts
A further 4 million Darfuri residents are dependant on limited international humanitarian assistance. The violence is now spilling onto neighbouring Eastern Chad.
April 2003 — Generally regarded as the beginning date of the genocide in Darfur.
May 2004 — Physicians for Human Rights investigation in refugee camps along the Chad/Sudan border concluded that genocide was unfolding in Sudan
January 2005 — United Nations Commission of Inquiry on Darfur found that the government of Sudan provided weapons to pro-government militias in Darfur and that “government forces and militias conducted indiscriminate attacks, including killing of civilians, torture, enforced disappearances, destruction of villages, rape and other forms of sexual violence, pillaging and forced displacement, throughout Darfur. The commission recommended a referral to the ICC and named 51 suspects to be considered.
March 2005 — The UN Security Council adopted resolution 1593 referring the situation in Darfur since 1 July 2002 to the ICC.
December 2005 — Human Rights Watch reported: “The Sudanese government at the highest levels is responsible for widespread and systematic abuses in Darfur.” September 2006 — President Bush speech to the UN identifying the "unspeakable violence" and "atrocities" in Darfur as genocide.
ov. Put up with till 2003 when they became official, as pat of gov
Government neglect has left the people throughout Sudan poor and voiceless. In February 2003, the non-Arab ethnic groups of Darfur launched an uprising against the Kartoum government. The government responded by implementing their campaign of genocide, enlisting the help of Arab militia in Darfur called the Janjaweed.
The dispute is racial, not religious: Muslim Arab Sudanese are killing Muslim black Sudanese.
A typical situation is this: The Janjaweed will enter a village on horse or camel back. They then set about causing as much mayhem and terror as possible: destroying houses and buildings, shooting the men, etc. The village is generally destroyed, families dispersed and separated, most killed. Those who manage to escape then attempt the long journey to an IDP (Internally displaced persons) camp.
very few functioning villages left in the Darfur region as most of them have been systematically attacked in this way.