Disease is defined as an abnormal condition that affects an organism, while health is the level of functional and metabolic efficiency of a living being. The document discusses disease and health from global, national, and personal perspectives. It provides questions to consider for a research project on factors that influence health and disease internationally, within individual countries, and among communities and families. A number of websites are also listed as resources on related health topics such as life expectancy, infant mortality, obesity, and access to healthcare worldwide.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LANGUAGE AND COMMUNICATIONGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LANGUAGE AND COMMUNICATION. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: SPORT AND RECREATIONGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: SPORT AND RECREATION. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: POVERTY AND INEQUALITYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: POVERTY AND INEQUALITY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: URBANISATION. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: CLIMATE CHANGE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRADITION, CULTURE AND IDENTITYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRADITION, CULTURE AND IDENTITY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: EDUCATION FOR ALLGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: EDUCATION FOR ALL. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FAMILY AND DEMOGRAPHIC CHANGEGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FAMILY AND DEMOGRAPHIC CHANGE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LANGUAGE AND COMMUNICATIONGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LANGUAGE AND COMMUNICATION. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: SPORT AND RECREATIONGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: SPORT AND RECREATION. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: POVERTY AND INEQUALITYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: POVERTY AND INEQUALITY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: URBANISATION. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: CLIMATE CHANGE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRADITION, CULTURE AND IDENTITYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRADITION, CULTURE AND IDENTITY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: EDUCATION FOR ALLGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: EDUCATION FOR ALL. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FAMILY AND DEMOGRAPHIC CHANGEGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FAMILY AND DEMOGRAPHIC CHANGE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVES CAMBRIDGE IGCSE: INFORMATION SKILLS - PERSPECTIVESGeorge Dumitrache
GLOBAL PERSPECTIVES CAMBRIDGE IGCSE: INFORMATION SKILLS - PERSPECTIVES. It contains: the definition of a perspective, five activities, perspectives and viewpoints, different definitions, global issues, global solution.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: WATER, FOOD AND AGRICULTUREGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: WATER, FOOD AND AGRICULTURE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRADE AND AID. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: EMPLOYMENT. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: CONFLICT AND PEACEGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: CONFLICT AND PEACE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRANSPORT AND INFRASTRUCTUREGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRANSPORT AND INFRASTRUCTURE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
Here you will find an introduction to the course which I have already used in class. Please take note of the topics and start considering the one(s) that you will be working on.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: BELIEF SYSTEMS. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TECHNOLOGY AND ECONOMIC DIVIDEGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TECHNOLOGY AND ECONOMIC DIVIDE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LAW AND CRIMINALITYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LAW AND CRIMINALITY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FUEL AND ENERGYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FUEL AND ENERGY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HUMANS AND OTHER SPECIESGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HUMANS AND OTHER SPECIES. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
An in-depth paper on conflict and peace. This paper highlights that conflicts are, why they occur and why they are unresolved. This way we can all achieve world peace.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HOW TO RESEARCH?George Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HOW TO RESEARCH INDIVIDUALLY? The learning journey, learning objectives, plagiarism, declaration, structuring individual research, assessment criteria, common mistakes, possible solutions.
GLOBAL PERSPECTIVES CAMBRIDGE IGCSE: INFORMATION SKILLS - PERSPECTIVESGeorge Dumitrache
GLOBAL PERSPECTIVES CAMBRIDGE IGCSE: INFORMATION SKILLS - PERSPECTIVES. It contains: the definition of a perspective, five activities, perspectives and viewpoints, different definitions, global issues, global solution.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: WATER, FOOD AND AGRICULTUREGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: WATER, FOOD AND AGRICULTURE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRADE AND AID. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: EMPLOYMENT. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: CONFLICT AND PEACEGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: CONFLICT AND PEACE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRANSPORT AND INFRASTRUCTUREGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TRANSPORT AND INFRASTRUCTURE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
Here you will find an introduction to the course which I have already used in class. Please take note of the topics and start considering the one(s) that you will be working on.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: BELIEF SYSTEMS. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TECHNOLOGY AND ECONOMIC DIVIDEGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: TECHNOLOGY AND ECONOMIC DIVIDE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LAW AND CRIMINALITYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: LAW AND CRIMINALITY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FUEL AND ENERGYGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: FUEL AND ENERGY. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HUMANS AND OTHER SPECIESGeorge Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HUMANS AND OTHER SPECIES. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.
An in-depth paper on conflict and peace. This paper highlights that conflicts are, why they occur and why they are unresolved. This way we can all achieve world peace.
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HOW TO RESEARCH?George Dumitrache
GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: HOW TO RESEARCH INDIVIDUALLY? The learning journey, learning objectives, plagiarism, declaration, structuring individual research, assessment criteria, common mistakes, possible solutions.
CEO of Infinitum Humanitarian Systems Eric Rasmussen, MD, MDM, FACP helped the Medical Devices Group understand the depth of the challenges to global health.
You really have to watch his talk (some of the images will take your breath away) for the full impact of the presentation and please share it on social media and with your colleagues.
Visit http://medgroup.biz/future-global-health for the video recap and transcript and consider the 10x Medical Device Conference to meet speakers like Eric.
For 10x information, see http://medgroup.biz/About-10x
A lecture on global health delivered during the Think Global Asia-Pacific Workshop on Global Health in Medical Education, December 19, 2011, University of the Philippines Manila
Global health trends and lessons learned towards better advocacy and develo...Farooq Khan
Written from the perspective of a Canadian Emergency Medicine Resident in July 2013 as a presentation to peers and colleagues for academic purposes only.
Part 1: Advocacy in Emergency Medicine
- Patients, communities and the world at large
Part 2: Global Health trends
- Political, social, economic and environmental determinants
- Emergency Medicine as a global priority
Part 3: Examples of Emergency Medicine development and activism
- Global Emergency Care Collaborative - Uganda
- International Emergency Medicine research at WHO
- Getting involved without leaving the country
King Holmes, MD, PhD: Present and Future Challenges in Global Public HealthUWGlobalHealth
King Holmes, MD, PhD: Present and Future Challenges in Global Public Health, Interscience Conference on Antimicrobial Agents and Chemotherapy, Sept. 12, 2009.
Nutritional anemia refers to types of anemia that can be directly attributed to nutritional disorders. Examples include Iron deficiency anemia and pernicious (Vitamin B12 deficiency) anemia.
Kissito Healthcare Presient and CEO, Tom Clarke, met with OB-GYN professionsals from Carillion Hospital on September 30th to discuss Kissito's international child and maternal healthcare operations in Uganda and Ethiopia.
Global nursing: the Dance between Health and DevelopmentMary Ellen Ciptak
Global Nursing and Healthcare Considerations
Chronic Noncommunicable disease
Global Health Bodies
Humanitarian, grassroots global organizations
International organizations
Many children today are growing up in an obesogenic environment that encourages weight gain and obesity .
Energy imbalance has resulted from changes in food type, availability, affordability and marketing , as well as a decline in physical activity with more time being spent on screen based and sedentary leisure activity .
In Africa, the Humana People to People organization has even set up "soy restaurants" that are operated by committed volunteers who fight HIV/AIDS in their communities. By coupling a protein-rich meal of soy with educational programs, Humana believes that it can feed the body while it informs the mind about how to stop the spread of HIV/AIDS. Soy restaurant customers pay a minimal amount for their meals, although meals are free fo
Public Health studies Plays a major role in fighting off the biggest killers of humans. Public Health professionals, who have either studied a Public Health degree or Health Studies related course, are constantly battling against diabetes, cancer, heart disease and dementia to maintain the health and wellbeing of the population.
In recognition of National Childhood Obesity Awareness Month, I developed and facilitated a community-based "Lunch and Learn" session. I provide background information, statistics and informational resources pertaining to the obesity epidemic. Additionally, I provided nutrition and fitness related strategies to foster a healthy lifestyle.
07. DEPTH STUDY GERMANY: NAZI REGIME - REICHSTAG FIRE SOURCESGeorge Dumitrache
07. DEPTH STUDY GERMANY: NAZI REGIME - REICHSTAG FIRE
On February 27, 1933, the German parliament (Reichstag) building burned down. The Nazi leadership and its coalition partners used the fire to claim that Communists were planning a violent uprising. They claimed that emergency legislation was needed to prevent this. The resulting act, commonly known as the Reichstag Fire Decree, abolished a number of constitutional protections and paved the way for Nazi dictatorship.
05. DEPTH STUDY GERMANY: NAZI REGIME - HITLER CONSOLIDATING POWER 1933-34.PPTXGeorge Dumitrache
05. DEPTH STUDY GERMANY: NAZI REGIME - HITLER CONSOLIDATING POWER 1933-34.PPTX
Following Hitler’s appointment as chancellor the Nazis were finally in a position of power.
However, this power was limited, as the Nazis were just one party in a three party coalition government, under President Hindenburg.
This topic will explore how the Nazis managed to eliminate their opposition and consolidate ultimate power over Germany, whilst maintaining an illusion of democracy.
It will first explore this topic in chronological order, from the Reichstag Fire through to the death of President Hindenburg, and then explore it thematically in the last section. On the 31 January 1933, Hitler, conscious of his lack of a majority in the Reichstag, immediately called for new elections to try and strengthen his position. The Nazis aimed to increase their share of the vote so that they would have a majority in the Reichstag. This would allow them to rule unopposed and unhindered by coalition governments.
Over the next two months, they launched themselves into an intense election campaign.
On 27 February 1933, as the campaign moved into its final, frantic days, the Reichstag, the German Parliament building, was set on fire and burnt down. An atmosphere of panic and terror followed the event.
This continued when a young Dutch communist, Van der Lubbe was arrested for the crime.
The Nazi Party used the atmosphere of panic to their advantage, encouraging anti-communism. Göring declared that the communists had planned a national uprising to overthrow the Weimar Republic. This hysteria helped to turn the public against the communists, one of the Nazis main opponents, and 4000 people were imprisoned.
The day after the fire, Hindenburg signed the Emergency Decree for the Protection of the German People. On the 28 February 1933, President Hindenburg signed the Emergency Decree for the Protection of the German People. This decree suspended the democratic aspects of the Weimar Republic and declared a state of emergency.
This decree gave the Nazis a legal basis for the persecution and oppression of any opponents, who were be framed as traitors to the republic. People could be imprisoned for any or no reason.
The decree also removed basic personal freedoms, such as the freedom of speech, the right to own property, and the right to trial before imprisonment.
Through these aspects the Nazis suppressed any opposition to their power, and were able to start the road from democracy to a dictatorship. The atmosphere of uncertainty following the Reichstag Fire secured many voters for the Nazi party.
The SA also ran a violent campaign of terror against any and all opponents of the Nazi regime. Many were terrified of voting of at all, and many turned to voting for the Nazi Party out of fear for their own safety. The elections were neither free or fair.
On the 5 March 1933, the elections took place, with an extremely high turnout of 89%.
The Nazis secured 43.9% of the vote.
DEPTH STUDY GERMANY: NAZI REGIME - 04. HITLER BECOMING CHANCELLOR 1933George Dumitrache
Hitler was not immediately appointed chancellor after the success of the July 1932 elections, despite being leader of the largest party in the Reichstag. It took the economic and political instability (with two more chancellors failing to stabilise the situation) to worsen, and the support of the conservative elite, to convince Hindenburg to appoint Hitler.
Hitler was sworn in as the chancellor of Germany on the 30 January 1933. The Nazis were now in power.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 08. NAZIS IN THE WILDERNESSGeorge Dumitrache
The “Lean Years” (also called the "wilderness" years) of Hitler and the Nazi Party in Germany refer to the period between 1924 and 1928 when the Nazi party did not have high levels of support and still suffered from humiliation over the Munich Putsch. Why where these years “lean”?
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 07. STRESEMMAN ERA 1924-1929George Dumitrache
The period 1924-1929 was a time when the Weimar economy recovered and cultural life in Germany flourished. This dramatic turnabout happened in large part because of the role played by Gustav Stresemann who became Chancellor in August 1923 during the hyperinflation crisis.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 06. THE BEER HALL PUTSCH 1923George Dumitrache
The Beer Hall Putsch, also known as the Munich Putsch, was a failed coup d'état by Nazi Party (Nationalsozialistische Deutsche Arbeiterpartei or NSDAP) leader Adolf Hitler, Generalquartiermeister Erich Ludendorff and other Kampfbund leaders in Munich, Bavaria, on 8–9 November 1923, during the Weimar Republic. Approximately two thousand Nazis marched on the Feldherrnhalle, in the city centre, but were confronted by a police cordon, which resulted in the deaths of 16 Nazi Party members and four police officers. Hitler escaped immediate arrest and was spirited off to safety in the countryside. After two days, he was arrested and charged with treason. The putsch brought Hitler to the attention of the German nation for the first time and generated front-page headlines in newspapers around the world. His arrest was followed by a 24-day trial, which was widely publicised and gave him a platform to express his nationalist sentiments to the nation. Hitler was found guilty of treason and sentenced to five years in Landsberg Prison, where he dictated Mein Kampf to fellow prisoners Emil Maurice and Rudolf Hess. On 20 December 1924, having served only nine months, Hitler was released. Once released, Hitler redirected his focus towards obtaining power through legal means rather than by revolution or force, and accordingly changed his tactics, further developing Nazi propaganda.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 05. HYPERINFLATIONGeorge Dumitrache
Hyperinflation affected the German Papiermark, the currency of the Weimar Republic, between 1921 and 1923, primarily in 1923. It caused considerable internal political instability in the country, the occupation of the Ruhr by France and Belgium, and misery for the general populace.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 03. THE TREATY OF VERSAILLES IMPACT ON...George Dumitrache
Thanks to the Treaty of Versailles, Germany's ability to produce revenue-generating coal and iron ore decreased. As war debts and reparations drained its coffers, the German government was unable to pay its debts. Some of the former World War I Allies didn't buy Germany's claim that it couldn't afford to pay.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 02. THE NOVEMBER REVOLUTION 1918George Dumitrache
The German Revolution or November Revolution was a civil conflict in the German Empire at the end of the First World War that resulted in the replacement of the German federal constitutional monarchy with a democratic parliamentary republic that later became known as the Weimar Republic. The revolutionary period lasted from November 1918 until the adoption of the Weimar Constitution in August 1919. Among the factors leading to the revolution were the extreme burdens suffered by the German population during the four years of war, the economic and psychological impacts of the German Empire's defeat by the Allies, and growing social tensions between the general population and the aristocratic and bourgeois elite.
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANYGeorge Dumitrache
DEPTH STUDY GERMANY: WEIMAR REPUBLIC - 01. THE EFFECT OF WW1 ON GERMANY. This presentation covers the social, economic and political impact of war along with a brief analysis of the physical cost of war.
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.
ABYSSINIAN CRISIS. The Abyssinian Crisis was over in 1936. Italy and Mussolini continually ignored the League of Nations and fully annexed Abyssinia on May 9th 1936. The League of Nations was shown to be ineffective. The League had not stood up against one of the strongest members and fulfilled the promise of collective security.
Manchurian Crisis. On September 18, 1931, an explosion destroyed a section of railway track near the city of Mukden. The Japanese, who owned the railway, blamed Chinese nationalists for the incident and used the opportunity to retaliate and invade Manchuria.
05. LEAGUE OF NATIONS - Great Depression and LON.pptxGeorge Dumitrache
GREAT DEPRESSION AND THE LEAGUE OF NATIONS. The Great Depression of 1930-33 meant people turned to extremist dictators such as Hitler and Mussolini, who were keen to invade other countries. This made it hard for the League to maintain peace. The League had some very ambitious plans and ideals – to stop war and make the world a better place.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
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.
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.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2. DISEASE AND HEALTH
• Disease is a particular abnormal condition, a disorder of a structure or
function, that affects part or all of an organism. The study of disease
is called pathology which includes the causal study of ethiology.
• Health is the level of functional and metabolic efficiency of a living
organism. In humans it is the ability of individuals or communities to
adapt and self-manage when facing physical, mental or social
changes.
https://en.wikipedia.org/wiki/Health
4. GLOBAL/INTERNATIONAL PERSPECTIVES
• How do infant mortality rates and expected life spans compare in
different countries?
• What are the reasons for this?
• What are the major health problems facing the world today?
• Is access to good health care a right?
5. LOCAL/NATIONAL PERSPECTIVES
• How good are my local health care and sports facilities?
• Are they equally available to everyone?
• Which people in my locality have the greatest health care needs?
• How well does my community cater for people with disabilities?
6. FAMILY/PERSONAL PERSPECTIVES
• What can I do to keep myself healthy?
• Do I have a responsibility to keep myself healthy, and if so, why?
• Where should I go if I have a health worry or need advice about
staying healthy?
7. WEBSITES 1
Visit archives.
Write to doctor/ministry of health/health campaigners/health charity.
www.bbc.co.uk/scotland/education/int/geog/health/development/social/life_expe
ctancy/index.shtml
World life expectancy information.
news.bbc.co.uk/1/hi/health/4850986.stm Example of UK variations in infant
mortality.
www.bbc.co.uk/scotland/education/int/geog/health/health/index.shtml A
resource with an interactive map to look at cholera, cancer, malaria and coronary
heart disease.
www.who.int/topics/obesity/en/ World Health Organization (WHO) site on obesity.
www.who.int/features/2005/chronic_diseases/en/ Malri’s story: facing obesity
(Kenya). Chronic disease site from the WHO.
www.who.int/topics/child_health/en/index.html WHO Child health site
8. WEBSITES 2
www.who.int/dietphysicalactivity/en/index.html WHO diet and physical activity campaign
www.prb.org/Publications/Datasheets/2007/2007WorldPopulationDataSheet.aspx
Population Research Bureau statistics including report on malnutrition (2007).
news.bbc.co.uk/1/hi/world/americas/7018057.stm Article about a young American boy
who died through lack of access to health care.
www.census.gov/ipc/www/idb/ A site for producing country scale population pyramids for
present and future.
www.census.gov/aboutus/stat_int.html A gateway into all national statistics sites.
www.prb.org/Articles/2007/OctDCPBlurb.aspx A brief site with links to the debate on
elderly populations.
news.bbc.co.uk/1/hi/health/4756650.stm A BBC report on encouraging a healthy lifestyle.
www.independent.co.uk/news/europe/stark-warning-on-childhood-obesity-problem-
468833.html The Independent newspaper, UK. Article on adopting a healthy lifestyle.
9. WEBSITES 3
www.netdoctor.co.uk/teenagehealth/index.shtml A general site with information about teenage
health.
www.youthhealthtalk.org/ Real-life case studies of teenage health issues. Local helplines e.g. school
nurse, health clinics, Samaritans.
www.dpi.org/ Disabled Peoples’ International – an organisation that promotes rights of disabled
people worldwide.
www.unicef.org UNICEF main website.
www.childinfo.org A UNICEF site focused on child welfare.
www.wethepeoples.org.uk A DVD of nine films which support the UN Millennium Development
Goals.
www.actionaid.org International charity website with national site links.
www.sightsavers.org International charity aimed at supporting those with sight difficulties.
www.avert.org/aids.htm Global information about Aids.
www.rafi.ki/gemin-iplus/ Rafiki project: MSF (Médecins Sans Frontières) is an international medical
humanitarian organisation. It delivers emergency medical aid to people affected by armed conflict,
epidemics, natural disasters or exclusion from health care.
10. WEBSITES 4
www.netdoctor.co.uk/teenagehealth/index.shtml A general site with information about teenage
health.
www.youthhealthtalk.org/ Real-life case studies of teenage health issues. Local helplines e.g. school
nurse, health clinics, Samaritans.
www.dpi.org/ Disabled Peoples’ International – an organisation that promotes rights of disabled
people worldwide.
www.unicef.org UNICEF main website.
www.childinfo.org A UNICEF site focused on child welfare.
www.wethepeoples.org.uk A DVD of nine films which support the UN Millennium Development
Goals.
www.actionaid.org International charity website with national site links.
www.sightsavers.org International charity aimed at supporting those with sight difficulties.
www.avert.org/aids.htm Global information about Aids.
www.rafi.ki/gemin-iplus/ Rafiki project: MSF (Médecins Sans Frontières) is an international medical
humanitarian organisation. It delivers emergency medical aid to people affected by armed conflict,
epidemics, natural disasters or exclusion from health care.