A presentation of the Persian Empire, suitable for Year 9 students, consisting in following: zoroastrianism, Persian dynasties, famous kings, type of government, Xerxes, world first human rights charter, first vertical axis windmill.
This is our presentation on the Persian Empire. It is a product of the work and effort of Monisha, Caitlin, and Rachel of team 8 in global class period 1.
This is our presentation on the Persian Empire. It is a product of the work and effort of Monisha, Caitlin, and Rachel of team 8 in global class period 1.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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
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.
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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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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. PERSIAN EMPIRE
The Persian Empire is any of a series of imperial dynasties centered in
Persia (now Iran). The first of these was established by Cyrus the Great
in 550 BC, with the Persian conquest of Media, Lydia and Babylonia.
3.
4. ZOROASTRIANISM AND ISLAM
Persian dynastic history was interrupted by the Islamic conquest (651
AD) and later by the Mongol invasion. The main religion of ancient
Persia was Zoroastrianism, but after the 7th century this was replaced
by Islam.
5.
6. IRAN
In the modern era, a series of Islamic dynasties ruled Persia
independently of the universal caliphate. Since 1979 Persia (Iran) has
been an Islamic republic.
7.
8. PERSIAN DYNASTIES
Median Empire (728-549 BC)
Achaemenid Empire (550–330 BC)
Parthian Empire (247 BC–224 AD, also called the "Arsacid Empire"
Sasanian Empire (224–651), also called the "Neo-Persian Empire"
Safavid dynasty (1501–1736)
Afsharid dynasty (1736–1796)
Zand dynasty (1750–1794)
Qajar dynasty (1785–1925)
Pahlavi dynasty (1925–1979)
9.
10. FAMOUS KINGS OF THE PERSIAN EMPIRE
Cyrus the Great
Cambysses
Darius the Great
Xerxes
Artaxerxes I
11.
12. TYPE OF GOVERNMENT
Persian government was a monarchy system in which the kings had the
final say so in how things where supposed to be handled.
The first king through 559-529 BCE and the last king ruled from 336-
330 BCE.
The empire was divided into twenty provinces each ruled by a governor
and called satraps.
13.
14. XERXES I OF PERSIA
Xerxes I of Persia, meaning "ruling over heroes", 519–465 BC, also
known as Xerxes the Great, was the fourth of the king of kings of the
Achaemenid Empire. He ruled from 486 BC until his assassination in
465 BC.
He is notable in Western history for his invasion of Greece in 480 BC. Like his
predecessor Darius I, he ruled the empire at its territorial apex, although Xerxes
I would briefly manage to conquer even more land of mainland Greece than
Darius I through the battles at Thermopylae and Artemisium, overrunning
Attica, Boeotia, Euboea, Thessaly, and the rest of mainland Greece to the north
of the Isthmus of Corinth, until the losses at Salamis and Plataea which reversed
these gains and would eventually end the second invasion decisively.
15.
16. WORLD’S FIRST HUMAN RIGHTS CHARTER
It was the Persians who are thought to draft the world’s first human
rights charter. This charter is better known as the Cyrus Cylinder, as it is
a baked-clay cylindrical object from 539 BC with engraved Akkadian
language.
The artifact was created under King Cyrus’s orders, when his army marched
inside Babylon, and bloodlessly conquered the fabled city. As for the contents of
ancient inscriptions on the tablet, they mainly pertain to – equality for all races,
religions and languages; along with the opportunity of slaves and deported
people to return to their original homelands.
17.
18. WORLD’S FIRST VERTICAL AXIS WINDMILL
The core technology of windmills obviously came from wind sails that
were used for the maneuvering of ships. The first historically
documented vertical axis windmill is Persian, with accounts of the tech
being as old as 1,500 years.
This particular specimen’s vertical sail was built from bundled reeds or timber,
and they were in turn were fixed to the central vertical shaft with the help of
horizontal struts. The bidirectional system was perhaps further fine-tuned with
the use of strategically placed external walls that aided in the guiding of the
available wind in the desired direction.
19.
20. FIRST ANCIENT REFRIGERATORS
The Persian prowess in cooling and refrigeration tech is even older with
the first crafting techniques of ancient refrigerators coming from circa
400 BC. Known as Yakhchals (or ice pits), these designs generally
comprised of large yet insulated underground huge storage spaces.
The subterranean areas additionally consisted of Qanat, or wind catchers for
creating natural ventilation that aided in temperature drops to even frigid
conditions. These underground chambers were literally topped off by stepped
dome like structures made of heat-resistant mud bricks, built with the help of a
mortar consisting of sand, lime, egg white, goat hair and ash. These ingeniously
engineered installations was mainly used to store ice and even food items
during the rigorous summer months.
21.
22. PARADISE GARDENS
It was during the time of the Achaemenid Dynasty that the notion of an
earthly paradise came into existence – with one legend of Zarathushtra
even proclaiming the creation of a paradise-like community garden.
In that regard, the term for spectacularly well-tended gardens in Old Iranian, is
‘pairi-daeza‘. This is turn was transmuted to ‘paradeisos‘ in Greek, and made
way to ‘paradis‘ in Old French – from which the common English term is
ultimately borrowed.
23.
24. THE IMMORTALS
The Immortals were the Achaemenid King’s vibrantly dressed personal
division armed with spears and bows, and they were actually chosen
from the regular conscripts of the nation’s army (based on their
physical prowess and stamina).
The name ‘Immortal’ possibly stems from the Persian Amartaka, and according
to Herodotus, their numbers were always kept at 10,000 with ready
replacements always taking the vacated positions of those who were killed,
injured or taken sick. The tradition of the Immortals were kept also alive during
the latter Sassanian period. However, the spear-and-bow carrying infantrymen
were then replaced by the crème de la crème of 10,000 Savaran knights. This
prestigious unit was called the Zhayedan, and it might have provided the basis
for the formation of the ‘Athanatoi‘, an ‘Immortal’ army unit of the Eastern
Romans (Byzantines) raised during 10th century AD.
25.
26. FIRST UNIFORMS OF THE MILITARY FORCES
The Iranian people have always maintained their unique pattern of
clothing, which is mainly mirrored by their riding attires of leather
boots, trousers, tunic and cap. In addition to that, the Achaemenids
introduced the very concept of uniforms for armies, after which the
classical Greeks adopted the nifty system.
The Sassanians continued with the tradition of elegant attires and ensembles
being flaunted in lavish court cultures, with multifarious regal colours ranging
from gold, purple to red and crimson. But perhaps the most recognizable
Persian contribution to the world of fashion is the seamed fitted coat, with their
initial designs being made from animal skins. These clothing objects were
mainly adopted to guard against the cold weathers that were prevalent in most
of Iran’s and Khorasan’s mountainous areas.