Military/Activities Checklist - 17.SU.HIS.2215.pdf
201774 Activities Checklist 17.SU.HIS.2215.500 SURVEY OF AFRICAN HISTORY
https://elearn.sinclair.edu/d2l/le/content/82220/viewContent/2779839/View 1/1
Printerfriendly version
To meet the learning objectives for this topic, you will complete these activities. Print this page and use
it as a checklist.
Review the Introduction and Objectives page.
Read pages 360404 in your textbook.
Read the lesson, The War to End All Wars.
Read the lesson, Ethiopia and World War II.
Read the lesson, Civil Wars.
Complete all activities on the Learning Activities page.
Read the Spotlight: Libya page.
Participate in Discussion: Military.
Post any questions about the course or assignments in the Help! Discussion.
javascript:window.print()
Military/Civil War - 17.SU.HIS.2215.pdf
201774 Civil War 17.SU.HIS.2215.500 SURVEY OF AFRICAN HISTORY
https://elearn.sinclair.edu/d2l/le/content/82220/viewContent/2779842/View 1/2
Printerfriendly version
With the exception of Syria, African
countries currently get the worst rep
when it comes to violence and conflict.
Virtually every story coming out of the
continent of Africa seems to showcase
one atrocity or another. This narrative
is both true and false. In 2014, Africa
experienced more than half of
worldwide conflict incidents, despite
having only about 16 percent of the
world population. This is a slightly
larger share of the world’s conflicts
than even during the chaotic years of
the postCold War 1990s.
But there are two important caveats.
One, the absolute number of conflicts
worldwide has greatly decreased over
the last two decades. So despite
shouldering a larger share of the
conflict burden, in absolute terms,
Africa has become more peaceful as
well. And secondly, the remaining
conflicts seem to cluster in specific
regions and involve only a few of
Africa’s 54 nationstates. According to the Uppsala Conflict Data Program, 12 African countries
experienced armed conflict in 2014. Three additional countries — Burundi, Niger and Chad — will likely be
added to the list for the 2015 data.
Geographically Africa’s conflicts are tightly clustered along an arc stretching from northern Mali through
southern Algeria and Libya into Egypt, extending into the Sinai Peninsula. The Boko Haram conflict in
northeastern Nigeria is another epicenter and situated in relative proximity to an area of conflict hot
spots in the Central African Republic, Eastern Democratic Republic of the Congo, Burundi, South Sudan
and Darfur. On Africa’s eastern coast, the Somali civil war is still going strong in its third decade.
Modern conflicts in Africa are thus highly localized, and they defy simplistic explanations based on
stereotypes. That being said, these are our predictions for Africa’s conflicts in 2016.
Boko Haram
Frequent conflict between Boko Haram and the Nigerian government throughout 2015 has been
reported. The insurgency is the deadliest conflict that Africa is ...
Libya's postrevolutionary transition to democracy was not destined to fail. With the ninth largest oil reserves in the world, Libya was well positioned to develop along the lines of resource-rich Persian Gulf states with similarly small populations. But Libya has become a failed state in what could be a prolonged period of civil war. Fissures have emerged along ethnic, tribal, geographic, and ideological lines against the backdrop of an Islamist versus non-Islamist narrative. Is Libya destined to become a "Somalia on the Mediterranean"?
In this thoroughly documented Washington Institute study, Libya analyst Andrew Engel examines the causative factors of this failure and offers prescriptive recommendations for creating a coordinated, unified political and security strategy to prepare for a worst-case scenario in Libya.
An analysis of the Algerian market: historical, political, economic, internal and regional security issues, the defence market, and recent approvals and refusals UK export licences.
Libya's postrevolutionary transition to democracy was not destined to fail. With the ninth largest oil reserves in the world, Libya was well positioned to develop along the lines of resource-rich Persian Gulf states with similarly small populations. But Libya has become a failed state in what could be a prolonged period of civil war. Fissures have emerged along ethnic, tribal, geographic, and ideological lines against the backdrop of an Islamist versus non-Islamist narrative. Is Libya destined to become a "Somalia on the Mediterranean"?
In this thoroughly documented Washington Institute study, Libya analyst Andrew Engel examines the causative factors of this failure and offers prescriptive recommendations for creating a coordinated, unified political and security strategy to prepare for a worst-case scenario in Libya.
An analysis of the Algerian market: historical, political, economic, internal and regional security issues, the defence market, and recent approvals and refusals UK export licences.
After Charlie and Garissa, addressing the external dimension of global terror...Philippe Darmuzey
Keynote speech at University of Pretoria, Governance Innovation week, South Africa.
After the dramatic events of "Charlie" in Europe and Garissa in Kenya, and in the face of the ongoing mediterranean migrant crisis and the continued spread of world terrorism, a new common Africa-Europe impetus is required to address global challenges. The address point to the need for and feasibility of, An Africa-Europe International Treaty on Peace, Security & Development.
What Underlying Factors Led Liberia and Ivory Coas.docxalanfhall8953
What Underlying Factors Led Liberia and Ivory Coast into Civil Wars?
Submitted By: Amie Mendscole
Professor: Dr. Stevenson
Submitted For: Senior seminar paper
Abstract
The civil wars witnessed in Liberia and Ivory Coast had causative factors. Most of these factors are the usual and obvious factor that rock such countries. However, there was more to the wars than the common causes. For example, in Liberia, Charles Tailor who represented the population of the former slaves brought in towards the end of Slavery in America, was opposed to Doe, who represented the indigenous communities in the country. Liberia had been used to a rule by people who were slaves but Doe, an indigenous person rose to the top seat in the early 1980s. This did not go well with the likes of Charles Taylor and they started an armed rebellion to his rule.
In Ivory Coast, almost the same script happened. The technocrats were opposed to be ruled by people they considered outsiders. This pitted Alassane Ouattara against Laurent Gbagbo because they considered Ouatarra an outsider. Together with other immigrants, they were targeted and several people were killed as a result. Comment by Linda Stevenson: In a civil war, usually the numbers are more accurately described as “thousands” or “tens of thousands.”
TABLE OF CONTENTS
Abstract……………………………………………..……………………………………….. 2
Executive Summary…………………………………….…………………………………….4
Chapter 1: Introduction……………………………………………………………………...6
Chapter 2: Social Disputes……………………………………………………………………7
Chapter 3: Government and Rebellion Movement………………….…………………….12
Chapter 4: Religious Affairs………………………………………...………………………14
Chapter 5: Literature Review……...…………………………………………………………16
Chapter 6: Research Design…….………….………….……………………………………..18
6.1. Research Questions…………………………………………………………….....19
Chapter 7: Findings………….………………………………….……….…………………...24
Chapter 8: Conclusions………………………………………………………………………33
References....………………………………………………………………..…………..…….35
Executive Summary
Civil wars have occurred in many countries in the world. While the starting of the wars is seemingly spontaneous, many civil wars are caused by various factors that come at play either deliberately or as a result of the war itself. The civil wars in Africa particularly are caused by many factors. These factors range from differences in political background, poor economies, intolerance among members of different communities among others. There is even blame on their former colonial masters and other Western countries. The result of these wars is a dilapidated country, infrastructure, loss of lives, increased number of refugees and internally displaced persons among others. What could be the cause of the wars in Africa? What is the way forward to stopping these wars? The paper particularly focuses on two countries, Liberia and Ivory Coast. What is the estimated cost of the wars in the two countries and the estimated number of people who died? The figures a.
Ahmr vol 1 no 3 (september december 2015- Special Issue )Sergio Carciotto
The Special Issue is a novel undertaking by the journal of African Human Mobility Review. It resulted from a discussion held between the editors in South Africa and myself in New York. The idea germinated in the wake of an unprecedented wave of attacks against African immigrants in South Africa, a development that was unusual, if not unique. What was striking then was the fact that it happened in the very country where the idea of African renaissance, which included ideals of solidarity and empathy among Africans, was declared. We felt that this dark episode demanded some explanation and hence our decision to initiate some deep conversation on the political economy of development, migration, displacement, and xenophobia.
The Scalabrini Institute for Human Mobility in Africa (SIHMA) is delighted to present the third issue of African Human Mobility Review (AHMR) - an interdisciplinary peer-reviewed on-line journal created in 2015 to encourage and facilitate the study of Human Mobility in Africa
week7/Activities Checklist - 17.SU.HIS.2215.pdf
2017628 Activities Checklist 17.SU.HIS.2215.500 SURVEY OF AFRICAN HISTORY
https://elearn.sinclair.edu/d2l/le/content/82220/viewContent/2779821/View 1/1
Printerfriendly version
To meet the learning objectives for this topic, you will complete these activities. Print this page and use
it as a checklist.
Review the Introduction and Objectives page.
Read pages 368385 in your textbook.
Read the lesson, PanAfricanist Thought.
Read the lesson, The First, but Not the Last.
Read the lesson, Left to Their Own Demise.
Read the lesson, Ah, the French.
Complete all activities on the Learning Activities page.
Read the Spotlight: Rwanda page.
Participate in Discussion: PostColonialism.
Post any questions about the course or assignments to the Help! Discussion.
javascript:window.print()
week7/Ah, the French - 17.SU.HIS.2215.pdf
2017628 Ah, the French 17.SU.HIS.2215.500 SURVEY OF AFRICAN HISTORY
https://elearn.sinclair.edu/d2l/le/content/82220/viewContent/2779825/View 1/2
Printerfriendly version
On All Saints Day 1954, the National Liberation Front (NLA)
launched attacks across Algeria against police, military
installations, warehouses, public utilities, and communication
facilities. From Cairo, Egypt the FLN broadcast a call for
Muslims in Algeria to join in a national struggle for the
"restoration of the Algerian state, sovereign, democratic, and
social, within the framework of the principles of Islam."
From the French, the response was one of nonnegotiation,
which shaped the French policy in Algeria for years. French
Premier Pierre MendèsFrance declared, "One does not
compromise when it comes to defending the internal peace of
the nation, the unity and integrity of the Republic. The Algerian
departments are part of the French Republic. They have been
French for a long time, and they are irrevocably French...
Between them and metropolitan France there can be no
conceivable secession."
Now, to be fair France had her hands full at this point and had been publicly humiliated. The French
Republic had fallen quickly during World War II and Dien Bien Phu (Indochina/Vietnam) had produced a
quagmire that France could not control. Remember it was France s inability to maintain its power in Dien
Bien Phu that brought the U.S. to their aid and the U.S. neverending conflict in Vietnam. So, from a
French perspective their colonial empire was crumbling, and they like much of Europe equated that with
their power, or lack thereof.
The FLN massive campaign across Algeria, left many European farmers to sell their estates and seek
refuge in Algiers, where they demanded stronger countermeasures. Counterinsurgency groups were
organized, with little or no resistance from the police, to carry out Arabkillings. These groups
demanded the proclamation of a state of emergency, the proscription of all groups advocating
separation from France, and the imposition of capital punishment for politically motiv.
Libya is the richest African country in oil reserves and one of the richest in the world. The following seven chapters are independent essays that were written on different dates, and therefore you should not expect some kind of connection between the chapters. On the other hand all chapters deal with same issue, i.e. the Libyan energy industry, her foreign policies, and her wars for oil, and therefore they are somehow connected.
My article published in Eurasia Review yesterday (March 9, 2013) has thrown some lights on how we are suffering in the world that is both leaderless and defenseless. It also gives some evidences and few suggestions that can help us to manage with.
Lessons from the lebanese civil war for the syrian warMoneer Barazi
Syria and Lebanon used to be one territory before the first world war. After the war, the territory was split and the two countries took two different directions and paths in history. From 1975 till 1990, Lebanon suffered from a gruesome civil war which ended by the Taif agreement. In this paper we attempt to extract some lessons from the Lebanese civil war that can be applied to Syria's war which has been ongoing since 2011.
Updated 7 August 2014. What can and can't be sold to Libya? This summary analysis looks at Libya's political, economic and business climate, its defence and security equipment needs, what is exempt from the UN and EU Embargoes (much more than you might think), what other export control issues might be relevant, what specifically has been approved for export recently and how to avoid delays with an export licence application. We can provide similar or more detailed analyses for all emerging markets, tailored to specific types of goods, and can help exporters navigate the UK export controls process.
Please go through the document completely before providing the answe.docxARIV4
Please go through the document completely before providing the answer.
Need a paper of 2-3 pages with references on the topic mentioned in the document.
Need a presentation of 2-3 slides with references on the same topic mentioned in the document.
No Plagiarism.
.
Please follow the instruction carefully. APA stile. Mínimum three re.docxARIV4
Please follow the instruction carefully. APA stile. Mínimum three references
Prepare a document with the definition or description of each of the key concepts that follow. The document must be written following the APA format and include the references used.
Key Concepts
1. Public Health
2. Health Policy
3. Surveillance
4. Standards
5. Quality of Health
6. Outbreak
7. Illness
8. Mortality
9. Population
.
Please follow the instructions attached in MS Word. Font Arial, .docxARIV4
Please follow the instructions attached in MS Word.
Font: Arial, 12 pointSpacing: double (Normal)Length: 2 page minimum (not including title, image, bibliography, or course information)Image: Attach as a separate document or include in the paper. REQUIRED
3 in-paper citations are REQUIRED
.
Please help me write a report focusing on photocatalysis of TiO2 .docxARIV4
Please help me write a report focusing on "photocatalysis of TiO2 material". Most of the papers regarding this topic can be found online.
Requirement:
- 8 to 10 pages long
- Does not have to be strictly plagiarism free (you can pick certain ideas from certain paper and lightly paraphrase their idea. You can just copy paste their images if they have any)
.
Please follow the directions in the assignment content Environme.docxARIV4
Please follow the directions in the assignment content
Environmental Print Activities [due Mon]
Assignment Content
Provide
two examples of environmental print, one that a preschool child (2 to 4 years old) may encounter and one that a kindergarten child (5 to 6 years old) may encounter.
Create
two different activities that use environmental print to develop children's print awareness. One activity must be for use with children in preschool (2- to 4-year-olds) and the other activity must be for use with children in kindergarten (5- to 6-year-olds).
Use
one of these activities with your client.
.
Please follow the directions below to complete the project1.).docxARIV4
Please follow the directions below to complete the project:
1.) Using Python, download the following attributes from
seedinvest.com
and put into an Excel spreadsheet:
Issuer
Offering Type
Title
Answers
Round Size
Issuer URL
Amount Raised
Bio
Security Type
Prior Rounds
Keywords
Total Investors
Questions
Tagline
Round Valuation Cap
Round Security Type
Round Closed Data
Investment Perks
Founders & Officers
Company Description
Minimum Investment
Pre-Money Valuation
Products & Services
*Data should include all the startups that are trying to raise funds through the parent site (Seed Invest)*
Note: Some of the attributes may not have data. Data attributes may be titled differently in some sites. Use your judgement to categorize these together and provide an explanation on the categorization.
2.) Provide screen shots of the code.
Give a brief walk through of strategy and approach, issues your ran into, end results.
.
More Related Content
Similar to MilitaryActivities Checklist - 17.SU.HIS.2215.pdf20177.docx
After Charlie and Garissa, addressing the external dimension of global terror...Philippe Darmuzey
Keynote speech at University of Pretoria, Governance Innovation week, South Africa.
After the dramatic events of "Charlie" in Europe and Garissa in Kenya, and in the face of the ongoing mediterranean migrant crisis and the continued spread of world terrorism, a new common Africa-Europe impetus is required to address global challenges. The address point to the need for and feasibility of, An Africa-Europe International Treaty on Peace, Security & Development.
What Underlying Factors Led Liberia and Ivory Coas.docxalanfhall8953
What Underlying Factors Led Liberia and Ivory Coast into Civil Wars?
Submitted By: Amie Mendscole
Professor: Dr. Stevenson
Submitted For: Senior seminar paper
Abstract
The civil wars witnessed in Liberia and Ivory Coast had causative factors. Most of these factors are the usual and obvious factor that rock such countries. However, there was more to the wars than the common causes. For example, in Liberia, Charles Tailor who represented the population of the former slaves brought in towards the end of Slavery in America, was opposed to Doe, who represented the indigenous communities in the country. Liberia had been used to a rule by people who were slaves but Doe, an indigenous person rose to the top seat in the early 1980s. This did not go well with the likes of Charles Taylor and they started an armed rebellion to his rule.
In Ivory Coast, almost the same script happened. The technocrats were opposed to be ruled by people they considered outsiders. This pitted Alassane Ouattara against Laurent Gbagbo because they considered Ouatarra an outsider. Together with other immigrants, they were targeted and several people were killed as a result. Comment by Linda Stevenson: In a civil war, usually the numbers are more accurately described as “thousands” or “tens of thousands.”
TABLE OF CONTENTS
Abstract……………………………………………..……………………………………….. 2
Executive Summary…………………………………….…………………………………….4
Chapter 1: Introduction……………………………………………………………………...6
Chapter 2: Social Disputes……………………………………………………………………7
Chapter 3: Government and Rebellion Movement………………….…………………….12
Chapter 4: Religious Affairs………………………………………...………………………14
Chapter 5: Literature Review……...…………………………………………………………16
Chapter 6: Research Design…….………….………….……………………………………..18
6.1. Research Questions…………………………………………………………….....19
Chapter 7: Findings………….………………………………….……….…………………...24
Chapter 8: Conclusions………………………………………………………………………33
References....………………………………………………………………..…………..…….35
Executive Summary
Civil wars have occurred in many countries in the world. While the starting of the wars is seemingly spontaneous, many civil wars are caused by various factors that come at play either deliberately or as a result of the war itself. The civil wars in Africa particularly are caused by many factors. These factors range from differences in political background, poor economies, intolerance among members of different communities among others. There is even blame on their former colonial masters and other Western countries. The result of these wars is a dilapidated country, infrastructure, loss of lives, increased number of refugees and internally displaced persons among others. What could be the cause of the wars in Africa? What is the way forward to stopping these wars? The paper particularly focuses on two countries, Liberia and Ivory Coast. What is the estimated cost of the wars in the two countries and the estimated number of people who died? The figures a.
Ahmr vol 1 no 3 (september december 2015- Special Issue )Sergio Carciotto
The Special Issue is a novel undertaking by the journal of African Human Mobility Review. It resulted from a discussion held between the editors in South Africa and myself in New York. The idea germinated in the wake of an unprecedented wave of attacks against African immigrants in South Africa, a development that was unusual, if not unique. What was striking then was the fact that it happened in the very country where the idea of African renaissance, which included ideals of solidarity and empathy among Africans, was declared. We felt that this dark episode demanded some explanation and hence our decision to initiate some deep conversation on the political economy of development, migration, displacement, and xenophobia.
The Scalabrini Institute for Human Mobility in Africa (SIHMA) is delighted to present the third issue of African Human Mobility Review (AHMR) - an interdisciplinary peer-reviewed on-line journal created in 2015 to encourage and facilitate the study of Human Mobility in Africa
week7/Activities Checklist - 17.SU.HIS.2215.pdf
2017628 Activities Checklist 17.SU.HIS.2215.500 SURVEY OF AFRICAN HISTORY
https://elearn.sinclair.edu/d2l/le/content/82220/viewContent/2779821/View 1/1
Printerfriendly version
To meet the learning objectives for this topic, you will complete these activities. Print this page and use
it as a checklist.
Review the Introduction and Objectives page.
Read pages 368385 in your textbook.
Read the lesson, PanAfricanist Thought.
Read the lesson, The First, but Not the Last.
Read the lesson, Left to Their Own Demise.
Read the lesson, Ah, the French.
Complete all activities on the Learning Activities page.
Read the Spotlight: Rwanda page.
Participate in Discussion: PostColonialism.
Post any questions about the course or assignments to the Help! Discussion.
javascript:window.print()
week7/Ah, the French - 17.SU.HIS.2215.pdf
2017628 Ah, the French 17.SU.HIS.2215.500 SURVEY OF AFRICAN HISTORY
https://elearn.sinclair.edu/d2l/le/content/82220/viewContent/2779825/View 1/2
Printerfriendly version
On All Saints Day 1954, the National Liberation Front (NLA)
launched attacks across Algeria against police, military
installations, warehouses, public utilities, and communication
facilities. From Cairo, Egypt the FLN broadcast a call for
Muslims in Algeria to join in a national struggle for the
"restoration of the Algerian state, sovereign, democratic, and
social, within the framework of the principles of Islam."
From the French, the response was one of nonnegotiation,
which shaped the French policy in Algeria for years. French
Premier Pierre MendèsFrance declared, "One does not
compromise when it comes to defending the internal peace of
the nation, the unity and integrity of the Republic. The Algerian
departments are part of the French Republic. They have been
French for a long time, and they are irrevocably French...
Between them and metropolitan France there can be no
conceivable secession."
Now, to be fair France had her hands full at this point and had been publicly humiliated. The French
Republic had fallen quickly during World War II and Dien Bien Phu (Indochina/Vietnam) had produced a
quagmire that France could not control. Remember it was France s inability to maintain its power in Dien
Bien Phu that brought the U.S. to their aid and the U.S. neverending conflict in Vietnam. So, from a
French perspective their colonial empire was crumbling, and they like much of Europe equated that with
their power, or lack thereof.
The FLN massive campaign across Algeria, left many European farmers to sell their estates and seek
refuge in Algiers, where they demanded stronger countermeasures. Counterinsurgency groups were
organized, with little or no resistance from the police, to carry out Arabkillings. These groups
demanded the proclamation of a state of emergency, the proscription of all groups advocating
separation from France, and the imposition of capital punishment for politically motiv.
Libya is the richest African country in oil reserves and one of the richest in the world. The following seven chapters are independent essays that were written on different dates, and therefore you should not expect some kind of connection between the chapters. On the other hand all chapters deal with same issue, i.e. the Libyan energy industry, her foreign policies, and her wars for oil, and therefore they are somehow connected.
My article published in Eurasia Review yesterday (March 9, 2013) has thrown some lights on how we are suffering in the world that is both leaderless and defenseless. It also gives some evidences and few suggestions that can help us to manage with.
Lessons from the lebanese civil war for the syrian warMoneer Barazi
Syria and Lebanon used to be one territory before the first world war. After the war, the territory was split and the two countries took two different directions and paths in history. From 1975 till 1990, Lebanon suffered from a gruesome civil war which ended by the Taif agreement. In this paper we attempt to extract some lessons from the Lebanese civil war that can be applied to Syria's war which has been ongoing since 2011.
Updated 7 August 2014. What can and can't be sold to Libya? This summary analysis looks at Libya's political, economic and business climate, its defence and security equipment needs, what is exempt from the UN and EU Embargoes (much more than you might think), what other export control issues might be relevant, what specifically has been approved for export recently and how to avoid delays with an export licence application. We can provide similar or more detailed analyses for all emerging markets, tailored to specific types of goods, and can help exporters navigate the UK export controls process.
Please go through the document completely before providing the answe.docxARIV4
Please go through the document completely before providing the answer.
Need a paper of 2-3 pages with references on the topic mentioned in the document.
Need a presentation of 2-3 slides with references on the same topic mentioned in the document.
No Plagiarism.
.
Please follow the instruction carefully. APA stile. Mínimum three re.docxARIV4
Please follow the instruction carefully. APA stile. Mínimum three references
Prepare a document with the definition or description of each of the key concepts that follow. The document must be written following the APA format and include the references used.
Key Concepts
1. Public Health
2. Health Policy
3. Surveillance
4. Standards
5. Quality of Health
6. Outbreak
7. Illness
8. Mortality
9. Population
.
Please follow the instructions attached in MS Word. Font Arial, .docxARIV4
Please follow the instructions attached in MS Word.
Font: Arial, 12 pointSpacing: double (Normal)Length: 2 page minimum (not including title, image, bibliography, or course information)Image: Attach as a separate document or include in the paper. REQUIRED
3 in-paper citations are REQUIRED
.
Please help me write a report focusing on photocatalysis of TiO2 .docxARIV4
Please help me write a report focusing on "photocatalysis of TiO2 material". Most of the papers regarding this topic can be found online.
Requirement:
- 8 to 10 pages long
- Does not have to be strictly plagiarism free (you can pick certain ideas from certain paper and lightly paraphrase their idea. You can just copy paste their images if they have any)
.
Please follow the directions in the assignment content Environme.docxARIV4
Please follow the directions in the assignment content
Environmental Print Activities [due Mon]
Assignment Content
Provide
two examples of environmental print, one that a preschool child (2 to 4 years old) may encounter and one that a kindergarten child (5 to 6 years old) may encounter.
Create
two different activities that use environmental print to develop children's print awareness. One activity must be for use with children in preschool (2- to 4-year-olds) and the other activity must be for use with children in kindergarten (5- to 6-year-olds).
Use
one of these activities with your client.
.
Please follow the directions below to complete the project1.).docxARIV4
Please follow the directions below to complete the project:
1.) Using Python, download the following attributes from
seedinvest.com
and put into an Excel spreadsheet:
Issuer
Offering Type
Title
Answers
Round Size
Issuer URL
Amount Raised
Bio
Security Type
Prior Rounds
Keywords
Total Investors
Questions
Tagline
Round Valuation Cap
Round Security Type
Round Closed Data
Investment Perks
Founders & Officers
Company Description
Minimum Investment
Pre-Money Valuation
Products & Services
*Data should include all the startups that are trying to raise funds through the parent site (Seed Invest)*
Note: Some of the attributes may not have data. Data attributes may be titled differently in some sites. Use your judgement to categorize these together and provide an explanation on the categorization.
2.) Provide screen shots of the code.
Give a brief walk through of strategy and approach, issues your ran into, end results.
.
Please follow all directions please. the attachment titled assignme.docxARIV4
Please follow all directions please. the attachment titled "assignment 9" is where you can locate the directions. The other attachments are just guides to also help. please look at those attachment as well. The topic for the Paper is CAPITAL PUNISHMENT. Please follow all directions and let me know if the links do not work.
.
Please draft a personal message that you would like to appear on you.docxARIV4
Please draft a personal message that you would like to appear on your slide during the ceremony, maximum size 150 characters
Please remember that this is a formal ceremony. Please do not use slang or derogatory terms.
Highlight your love for the school, and your love for the math and economics departments. And thanks to the school teachers.
.
Please explain how you have met various BSN Essentials for each co.docxARIV4
Please explain how you have met various BSN Essentials for each course listed below based on the completion of various course assignments and/ or clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 1.5 pages discussing a bit about each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many essential key point as possible for each course listed.
1.5 pages
12 Point Font (Times New Roman)
Care Management II
Nursing care management of diverse adult and elderly acute care populations experiencing physiologic and psychological illnesses. Proficiency is acquired in the classroom and in clinical experiences across conditions that have a significant effect on quality of life, are highly preventable, and/or economically inefficient. Emphasis is placed on interprofessional collaboration and advocacy to achieve optimal outcomes.
Information Technology for Nursing
Information management and patient care technology skills, including analysis of various applications of information systems within the context of the healthcare system. Elements covered include theoretical models; data acquisition and data representation; nursing vocabularies and nursing knowledge representation; managing organizational change; ethical and social issues in healthcare and consumer information technology.
Nursing Pharmacotherapeutics
Pre-licensure BSN course. Essential concepts and principles of pharmacology as applied to baccalaureate level nursing practice. Imparts knowledge and skills required for safe, effective administration of therapeutic drugs (including herbal and complementary medications). The course covers critical skills related to dosage calculation and medication administration that. must be performed without error to achieve a passing grade for the course.
The BSN Essentials
Essential I: Liberal Education for Baccalaureate Generalist Nursing Practice
A solid base in liberal education provides the cornerstone for the practice and
education of nurses.
Essential II: Basic Organizational and Systems Leadership for Quality Care and
Patient Safety
Knowledge and skills in leadership, quality improvement, and patient safety are
necessary to provide high quality health care.
Essential III: Scholarship for Evidence Based Practice
Professional nursing practice is grounded in the translation of current evidence
into one’s practice.
Essential IV: Information Management and Application of Patient Care Technology
Knowledge and skills in information management and patient care technology are
critical in the delivery of quality patient care.
Essential V: Health Care Policy, Finance, and Regulatory Environments
Healthcare policies, including financial and regulatory, directly and indirectly
influence the nature and functioning of the healthcare system and thereby are
important considerations in professional nursing pra.
Please Follow directions or I will dispute please answer origina.docxARIV4
Please Follow directions or I will dispute
please answer original forum with a minimum of 250 words and respond to both students separately with a minimum of 100 words each
page 1 Original Forum with References
page 2 Heath response with references
page 3 hildreth response with references
OriginL Forum
Analyze and critique the safety and emergency management structure found in the port environment, and discuss the supporting plans and programs typically found in a major port operation. As part of your discussion, judge the legislative policies developed to prevent, prepare for, respond to, and recover from a WMD attack at a major port. In your opinion, are the current legislative security policies sufficient to secure and protect US ports? Explain.
Student response
heath
Good afternoon classmates and Professor. I apologize for being late with this assignment. I have been busy directing the setup of maintenance operations at a TDY location in Northern Sweden.
I am not sure if I am not using the correct verbiage or if being in Sweden is providing different results than I would normally receive when conducting research, but I have spent hours trying to find sources to utilize for this post. The few that I do find are ~2003 era and I feel are so out of date that they are not relevant anymore. Therefore, I will do my best to provide some thoughts on this week’s topic.
From the course we have read or discussed the roll of the Captain of the Port. Their responsibility is over a single port or a series of ports and provide a single point of command and control for all responding agencies in the event of an emergency like an attack at a port. The agencies could be local law enforcement like the county sherrif or city police, state police, FBI, and the Coast Guard. Through this position, they have certain abilities to control or even stop all operations in the port if it is deemed necessary to prevent, stop, or recover from an emergency situation.
Some of the major ports in the country and even around the world may have a trained private security force that is responsible for the day to day security as well as be able to rapidly respond to an emerging threat as it is identified. This would enable them to quickly eliminate or reduce the threat thereby preventing damage to the port and hindering operations.
Each port should have a port security plan in place to assist in responding to emergencies. The plan should include general information about the port’s facilities, its organizational structure, security levels and associated changes in threat posture, duties of the port security personnel, a communication plan, and responses to security threats, incidents and breaches (Port Facility Security Plan, 2019).
Based on discussions earlier in this course, I believe we have improved our port security operations, but they can stand to be further strengthened.
-Heath
Source(s):
Port Facility .
Please find the attached.Task 1 - In 150 words comment on att.docxARIV4
Please find the attached.
Task 1 : - In 150 words comment on attached two presentations reflecting on your own experience, challenging assumptions, pointing out something new you learned, and offering suggestions.
Task2 : - Write an essay of at least 450 words discussing discussing how a blockchain implementation would improve data security in a military, education, or other context.
.
Please draw primarily from this weeks readings (and use additio.docxARIV4
Please draw primarily from this week's readings (and use additional outside sources as needed) to address each of the following questions:
1. What are some of the biggest benefits of a globalized economy? What are some of the biggest problems?
2. Choose two of the international political economy (IPE) theories discussed in the lesson and compare/contrast how each views the relationship between economic interdependence and peace.
Post needs to be 400 words
.
Please explain the reoccurring theme (sub-textual idea) of blin.docxARIV4
Please explain the reoccurring theme (sub-textual idea) of "blindness" in the play Oedipus. What was the reason behind it? Use examples from the play to support your answer.
Be as complete as possible (1-2 paragraphs)
the play is in the attachment.
.
Please fill the attached Self-Assessment Surveys (TWO) and calcula.docxARIV4
Please fill the attached Self-Assessment Surveys (TWO) and calculate your score according to the instruction after each survey. These are personal assessments and I want you to be as honest as possible, rather than worry about what I am going to think.
1. AM I A DELIBERATE DECISION MAKER?
Indicate to what extent the following statements describe you when you make decisions.
1 = to a very little extent; 2 = to a little extent; 3 = somewhat; 4 = to a large extent; 5 = to a very large extent
1
2
3
4
5
1. I jump into things without thinking.
2. I make rash decisions.
3. I like to act on a whim.
4. I rush into things.
5. I don’t know why I do some of the things I do.
6. I act quickly without thinking.
7. I choose my words with care.
Instructions:
To score the measure, first reverse-code items 1, 2, 3, 4, 5, and 6. So that 1=5, 2=4, 3=3, 4=2, and 5=1. Then compute the sum of the 7 items. Scores will range from 7 to 35.
Interpretation
People differ in how they make decisions. Some people prefer to collect information, carefully weigh alternatives, and then select the best option, while others prefer to make a choice as quickly as possible.
This scale assesses how deliberate you are when making decisions. If you scored at or above 28, you tend to be quite deliberate. If you scored at or below 14, you tend to be rash. Scores between 14 and 27 reveal a more blended style of decision making.
How should decisions be made? The rational model states that individuals should define the problem, identify what criteria are relevant to making the decision and weigh those criteria according to importance, develop alternatives, and finally evaluate and select the best alternative. Though this sounds like an arduous process, research has shown that the rational model tends to result in better decisions.
Interestingly, personality is related to a person’s decision-making style. Individuals who are deliberate and decisive tend to be high in emotional stability and high in conscientiousness, while individuals who are more impulsive tend to be low on these two traits. Thus, while your decision-making style is likely to be somewhat stable, following the rational model should help you to avoid making rash decisions.
2. HOW CREATIVE AM I?
Review the 30 adjectives that follow. Being honest and forthright with your answers, identify only those items that accurately describe you.
1. Affected
2. Capable
3. Cautious
4. Clever
5. Commonplace
6. Confident
7. Conservative
8. Conventional
9. Dissatisfied
10. Egotistical
11. Honest
12. Humorous
13. Individualistic
14. Informal
15. Insightful
16. Intelligent
17. Inventive
18. Mannerly
19. Narrow Interests
20. Original
21. Reflective
22. Resourceful
23. Self-confident
24. Sexy
25. Sincere
26. Snobbish
27. Submissive
28. Suspicious
29. Unconventional
30. Wide Interests
Instructions:
The score was calculated by adding 1 point if you descr.
Please explain the rules of the calling program (Caller Rules).docxARIV4
Please explain the rules of the calling program (Caller Rules)?
What is the differences between or an xor? Why would you use either of these conditions?
What is the Hanoi Puzzle? Why does it relate to a stack?
Why is the purpose of creating jumps?
.
Please follow directions to receive all possible points!!The int.docxARIV4
Please follow directions to receive all possible points!!
The introduction to your project should be at least one paragraph and should introduce the readers to the topic that you have chosen and why you are interested in researching that topic. Include an introductory sentence that draws readers into the subject matter of paper. (Prostitution)
The conclusion should be at least one paragraph and should wrap up what was covered in the paper.
.
Please follow instructions A blanch interpersonal record attached..docxARIV4
*Please follow instructions: A blanch interpersonal record attached.
*All information should be on Interpersonal record.
*Two pages-Only-for each week. A total of three weeks log.
* A total of six pages. Have different dates on each week.
*The student will choose a child in the community of approximately 2 ½ years of age to 4 years of age to interact with on an ongoing basis.
* There must be an opportunity to do at least one home visit and interact with primary caregiver and family.
*A genogram and cultural assessment will be included with the theory paper, based on this experience.
*Logs will be kept of time of interaction, verbatim interactions and
*analysis with a classical theorist: Freud, Erickson, Klein, Sullivan, Peplau, etc. *Using a different theorist on each log may provide the student with exposure to many ways of looking at behaviors. Logs will be submitted weekly.
Clinical Requirements:
1. Choose a child- (Make it up) 2 1/2 -4 years
2. Make at least one home visit and interact with primary caregiver, family.
3. Construct a genogram.
4. Include a cultural assessment of family.
5. Maintain a log of time, verbatim interactions, and submit monthly.
6. Perform a Denver Developmental Survey with Child.
.
Please explain how you have met various BSN Essentials for each cour.docxARIV4
Please explain how you have met various BSN Essentials for each course listed below based on the completion of various course assignments and/ or clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 3 pages discussing a bit about each class.
3 pages minimum
12 Point Font (Times New Roman)
Care Management IV-
Course Description: Nursing care management of patients with chronic and complex physiological and/or psychological health issues, as well as conditions associated with selected high risk, high cost, and emergent conditions that are treated in intensive care, emergency, and/or trauma settings. Proficiency is acquired in the classroom and while working in various settings that may include acute care, long-term care, home health, hospice, and substance abuse/mental health settings. Prioritization of access to care and available resources is emphasized, as is development of the nurse as a leader of the interprofessional care management team.
Professional Nursing III-
This course introduces the development of a professional nurse. Subject matter will include nursing history, nursing theories, models of practice, various venues of practice, and roles of a professional nurse. Effective communication as a professional nurse will be addressed. Pre-licensure BSN course
Leadership-
Focuses on concepts, principles, and theories of leadership, management, role development and administration in a variety of culturally diverse health care delivery systems at local, regional, national and global levels. Skills required b the professional nurse leader, including delegation of responsibilities, networking, facilitation of groups, conflict resolution, case management, collaboration, budgeting, cost effectiveness and resource allocation, risk management, quality and performance indicators, teaching and professional development are emphasized and applied in relevant settings.
Mental Health-
This course evaluates the biological-behavioral concepts, therapeutic communication, and standards of practice for the care of psychiatric mental health nursing situations. Critical thinking and evidenced-based practice guides nursing responses toward effective stabilization and long-term maintenance strategies for an improved quality of life within the community. Legal, ethical, cultural, and developmental considerations are integrated into patient and family-centered care.
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Please explain how you have met various Bachelor of Science in Nur.docxARIV4
Please explain how you have met various Bachelor of Science in Nursing (BSN) Essentials for each course listed below based on the completion of various course assignments and/ or clinical practice experiences. I have attached the BSN essentials as well as a course description for each course. The paper needs to be 1.5 pages discussing a bit about each class. The description of each class is listed below along with an explanation of each BSN essential. Utilize as many essential key point as possible for each course listed. USING APA FORMAT AND PROVIDE PLAGIARISM CHECK.
1.5 pages
12 Point Font (Times New Roman)
Care Management I (Fundamentals of Nursing)
Course Description: This course introduces classic nursing principles that underpin future clinical practice. Principles include such things as comfort measures, assistance with daily living activities, environmental concerns, positioning and transporting, asepsis and sterile technique, medication administration, intrusive therapies and use of the nursing process with particular emphasis on the intervention component. The majority of the theoretical information is provided through an online environment. Concepts related to nursing fundamentals and nursing care is integrated throughout the course. The campus laboratory and clinical settings will afford practical experience in application of the principles and skills taught in the theory portion of this class.
Professional Nursing I&II
Course Description: The course focuses on nursing as a caring profession, nurse's roles and functions, ethics, standards, legal aspects, holism, wellness, health care delivery, communication, teaching/learning, critical thinking, and the nursing process (ADPIE) -Assessment, Diagnosis, Planning, Intervention, and Evaluation.
Quality and Safety
Course Description and Objectives: A. Analyze quality initiatives to improve health outcomes in healthcare settings. B. Compare and contrast quality improvement models appropriate for advanced nursing roles in healthcare settings. C. Use principles of a just culture and high reliability to analyze errors in healthcare delivery. D. Select appropriate evidence-based plans using trend analysis and quantification of quality and safety outcomes. E. Promote a professional environment to include accountability and high-level communication skills when participating in peer review, advocating for patients and families, reporting errors, and writing for the nursing profession. F. Encourage the integration of health care services within healthcare settings to affect safety and quality of care by improving patient outcomes and reducing fragmentation of care.
Pathophysiology
Course Description: This course focuses on the pathophysiology of common disease conditions affecting human beings across the lifespan. Content builds on basic anatomy and physiology, microbiology, and chemistry content obtained from earlier courses.
Physical Assessment
Course Description: This course builds fro.
Please DiscussWhat are host-based, client-based, client-serv.docxARIV4
Please Discuss
What are host-based, client-based, client-server, cloud-based application architectures
how the Web works
how email works
Explain any Peer-to-peer application example such as Napster, BitTorrent, etc
Pick at least
Two
from the following topics:
HTTP
POP
SMTP
IMAP
MIME
MPEG
SaaS
HaaS
PaaS
IaaS
H.323
Provide with example, showing the history, and the purpose of using each of these topics.
.
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.
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.
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”.
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.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
1. Military/Activities Checklist - 17.SU.HIS.2215.pdf
2017-7-4
Activities Checklist - 17.SU.HIS.2215.500 SURVEY OF AFRIC
AN HISTORY
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To meet the learning objectives for this topic, you will complete
these activities. Print this page and use
it as a checklist.
Review the Introduction and Objectives page.
Read pages 360-404 in your textbook.
Read the lesson, The War to End All Wars.
Read the lesson, Ethiopia and World War II.
Read the lesson, Civil Wars.
Complete all activities on the Learning Activities page.
Read the Spotlight: Libya page.
Participate in Discussion: Military.
Post any questions about the course or assignments in the Help!
Discussion.
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Military/Civil War - 17.SU.HIS.2215.pdf
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Civil War - 17.SU.HIS.2215.500 SURVEY OF AFRICAN HIST
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With the exception of Syria, African
countries currently get the worst rep
when it comes to violence and conflict.
Virtually every story coming out of the
continent of Africa seems to showcase
one atrocity or another. This narrative
is both true and false. In 2014, Africa
experienced more than half of
worldwide conflict incidents, despite
having only about 16 percent of the
world population. This is a slightly
larger share of the world’s conflicts
than even during the chaotic years of
the post-Cold War 1990s.
But there are two important caveats.
One, the absolute number of conflicts
worldwide has greatly decreased over
the last two decades. So despite
shouldering a larger share of the
conflict burden, in absolute terms,
Africa has become more peaceful as
well. And secondly, the remaining
conflicts seem to cluster in specific
regions and involve only a few of
Africa’s 54 nation-states. According to the Uppsala Conflict Dat
a Program, 12 African countries
3. experienced armed conflict in 2014. Three additional countries
— Burundi, Niger and Chad — will likely be
added to the list for the 2015 data.
Geographically Africa’s conflicts are tightly clustered along an
arc stretching from northern Mali through
southern Algeria and Libya into Egypt, extending into the Sinai
Peninsula. The Boko Haram conflict in
northeastern Nigeria is another epicenter and situated in relative
proximity to an area of conflict hot
spots in the Central African Republic, Eastern Democratic Repu
blic of the Congo, Burundi, South Sudan
and Darfur. On Africa’s eastern coast, the Somali civil war is st
ill going strong in its third decade.
Modern conflicts in Africa are thus highly localized, and they d
efy simplistic explanations based on
stereotypes. That being said, these are our predictions for Africa
’s conflicts in 2016.
Boko Haram
Frequent conflict between Boko Haram and the Nigerian govern
ment throughout 2015 has been
reported. The insurgency is the deadliest conflict that Africa is
currently experiencing and has now
spread firmly into neighboring countries as well. Still, there is
some hope. Monthly deaths in Nigeria
are at their lowest levels in years.
Nigeria, like neighboring countries, still lacks a long-term strate
gy on how to deal with the insurgency.
Current military successes in combating the diverse groups labe
led as Boko Haram are dependent on
spending billions on modern military gear that none of the count
ries involved can actually afford, riding
4. all of them into serious debt. France and the United States are p
roviding critical assistance, both in
terms of intelligence and combating other terrorist groups farthe
r north, so that Niger’s army can focus
on the Boko Haram threat
In the near future, Boko Haram insurgency will likely continue t
o be a substantial source of violence in
Nigeria, Niger, Chad and Cameroon, although not on the extrem
e level experienced in 2014 and early
2015.
Mali, Algeria and Libya
The other international terrorist hot spot in Africa is the Mali-A
lgeria-Libya triangle. With many groups —
including Al Qaeda in the Islamic Maghreb —
being active across some of the most arbitrary borders in
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the world, these conflicts are interrelated. But their resolution w
ill still require primarily national
approaches.
Libya officially has a new peace deal, but with the country in op
en civil war, it will take more than a
signed piece of paper to end the violence. The Islamic State also
5. seems to have put its eye on Libya as
a potential refuge, should its position in Syria and Iraq come un
der threat.
Mali is only held together by the presence of international troop
s and donor money, while still becoming
more insecure even in the country’s south. The corrupt and inep
t political elite has learned nothing from
the near collapse experienced in 2012, and there is little hope th
at it will in the near future. The
international community is too invested to let Mali collapse, but
the population will nonetheless
experience widespread insecurity and fighting in the north, whil
e the south will see further terrorist
attacks on government institutions and targets associated with t
he West.
Algeria is a really interesting case. Its politics are so elite-drive
n and tightly interwoven with the
security establishment that they are virtually impenetrable from
the outside. President Abdelaziz
Bouteflika consolidated power since 2014, but he is a very old
man with a confirmed history of serious
illnesses.
Algeria’s internal power balance is heavily predicated on using
funds generated by the country’s rich
endowment with hydrocarbons to buy for its military apparatus,
thus keeping officers and enlisted men
happy and able to suppress public discontent. With oil prices in
a slump and internal conflicts over
Bouteflika’s succession, the worst case scenario would see ange
r over low living standards and lack of
opportunity boil over and mix with elite factionalism.
Source: https://warisboring.com/these-are-the-wars-that-will-ra
6. ge-in-africa-in-2016-
aa3d792954d5#.8dt7ez7gt
https://warisboring.com/these-are-the-wars-that-will-rage-in-
africa-in-2016-aa3d792954d5#.8dt7ez7gt
Military/Ethopia and World War II - 17.SU.HIS.2215.pdf
2017-7-4
Ethopia and World War II - 17.SU.HIS.2215.500 SURVEY OF
AFRICAN HISTORY
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When Britain and France declared war on
Germany in 1939, their African colonies were once
again drawn into a European conflict, not of their
making. Dictatorships known as fascism and
Nazism were established in Italy, Germany,
Portugal and Spain in the 1920s and 1930s which
believed in the seizure of power by military force,
the denial of basic freedoms for the people, and
the racial inferiority of subject people (huh,
sounds a LOT like what was going on in Africa).
While Europe, Asia, and north America were
drawn into full scale war between 1939 and 1941,
for Africa the war against fascist aggression had
begun in 1935 with the Italian invasion of
Ethiopia.
Besides Liberia, Ethiopia was the only remaining
independent African nation which had not been colonized by Eu
7. ropeans. In 1936, rads safari became
emperor of Ethiopia and took the title of hailee Selassie. Ethiop
ia was a member of the League of
Nations (precursor to the United Nations) and Haile Selassie ex
pected the other countries of the United
Nations to protect his country from Italian aggression. Yet, they
did not. In October 1935 an Italian
army of 120,000 men crossed the Somali and Eritrean borders in
to Ethiopia.
Despite a modern military, it took many months for the conques
t of Ethiopia was semi-complete..
During which time, the Italians wrecked havoc on the Ethiopian
countryside by bombing villages and
spreading poison gas. While the Italians occupied much of Ethio
pia, they never occupied the entire
country. Pockets of resistance continued throughout the five-yea
r occupation. Resistance that was aided
by a large number of women who had been raped by members of
the Italian army.
In May 1936, Haile Salassie went into exile in Europe. While th
ere he had an opportunity to address the
General Assembly of the League of Nations. He reminded the m
embers of their inactivity during Italian
occupation of his country and argued that the very purpose of th
e League was to protect the smaller
nations from aggression by more powerful nations, He warned t
hat International Morality was at stake
that "God and history [would] remember your judgment" Then,
he asked "are the states [members of
the League] going to set up the terrible precedent of bowing bef
ore force?" The dominant powers of the
League, France and Britain (the United States was not a member
) did virtually nothing which left the
Ethiopian patriots to continue their resistance. Meanwhile, Hitle
8. r followed the Italian example by
aggressively exerting its power - actions that eventually led to
World War II.
In August 1940, Italian forces occupied British Somaliland and
invaded British controlled Egypt from
Libya. Facing the threat to the Suez Canal and her route to India
, Britain reacted to Italian aggression in
North Africa. By December, the British had pushed the Italians
back into Libya and began their invasion
of Ethiopia the following month, By May 1941, Haile Salassie
was able to reestablish his throne and the
British recognized Ethiopian independence (Shillington, 2005).
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Military/Introduction and Objectives - 17.SU.HIS.2215.pdf
2017-7-4
Introduction and Objectives - 17.SU.HIS.2215.500 SURVEY OF
AFRICAN HISTORY
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Introduction
An often forgotten venue
for both World War I and
World War II is the
continent of Africa.
When these Wars broke
9. out, African nations were
still an integral port of
European nations colonial
empires. Therefore, when
the conflicts broke out in
Europe, they quickly
spilled over onto the
world stage. Several
hundred thousand native
Africans were functioned
in roles to support both
the efforts of the Allies
and the Axis powers.
These roles both included
combat and auxiliary
support roles (Casualties
of War).
Objectives
After completing the learning activities for this topic, you will
be able to:
Articulate the how African nations were impacted by European
aggression during both World Wars.
Compare Fascism and Nazism in Europe to the effects of coloni
alism in Africa.
Understand how Ethiopia withstood European aggression.
Evaluate the impact of Pan-Africanism on African resistance to
colonization.
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Military/Learning Activities - 17.SU.HIS.2215.pdf
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Learning Activities - 17.SU.HIS.2215.500 SURVEY OF AFRIC
AN HISTORY
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Explore Resources
For further information and insight, look at these links.
Ethiopia in World War II
Marcus Garvey
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http://countrystudies.us/ethiopia/20.htm
http://www.thenation.com/article/africa-africans-garvey-
movement#
Military/question.docx
Please answer the following question. Your answer should be
thorough and demonstrate your understanding of the material.
War is often a double-edged sword for nations that participate.
When nations of Africa were pulled into World War I and II,
what worked out well for them? What were the negative and
lingering effects manifested themselves across the continent, as
a result of these wars?
Make sure you support your answer with evidence from the
readings.
Military/Spotlight_ Libya - 17.SU.HIS.2215.pdf
11. 2017-7-4
Spotlight: Libya - 17.SU.HIS.2215.500 SURVEY OF AFRICAN
HISTORY
https://elearn.sinclair.edu/d2l/le/content/82220/viewContent/27
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Population (2015) 6,411,776
Poverty Rate (2015) About 33%
Literacy Rate (2015) 91%
System of Government
Transitional -Civil War is ongoing since 2011
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What other name(s) has this
nation/region been known as:
United Libyan Kingdom, Ottoman Tripolitani,
Italian Libya, Northwest Africa
Basic Demographics
Top 5 Things to Know About this Nation
1. The death of Muammar Gadfi by revolutionaries was in 2011
2. The Arab Spring - revolutions against dictatorial government
s - left the state in chaos
3. Discovery of oil in the 1950s turned the State for one of the
world's poorest to one of the world's richest
4. Setting for North African Campaign in World War II, resulti
ng in the defeat of Italy and later Germany
12. 5. The 16th largest country in the world
Nation's Connection to Theme
Civil War has rocked Libya to its core. Tossed around like a to
y doing colonization and World War II, it was
only the discovery of oil and petroleum that saved the state fro
m poverty. Yet its head, Muammar Gadfi (who
led a coupe against the royal government) ushed in some of the
worst human rights violations recorded in
modern history.
Nation's Historical Significance to the World
Libya's economy, almost entirely dependent on oil and gas expo
rts, struggled during 2015 as the country
plunged into civil war and world oil prices dropped to seven-ye
ar lows. In early 2015, armed conflict between
rival forces for control of the country’s largest oil terminals cau
sed a decline in Libyan crude oil production,
which never recovered to more than one-third of the average pre
-Revolution highs of 1.6 million barrels per
day. The Central Bank of Libya continued to pay government sa
laries to a majority of the Libyan workforce and
to fund subsidies for fuel and food, resulting in an estimated bu
dget deficit about 49% of GDP.
Libya’s economic transition away from Qadhafi’s notionally soc
ialist model has completely stalled as political
chaos persists and security continues to deteriorate. Libya’s lea
ders have hindered economic development by
failing to use its financial resources to invest in national infrast
ructure. The country suffers from widespread
power outages in its largest cities, caused by shortages of fuel f
or power generation. Living conditions,
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13. 2017-7-4
Spotlight: Libya - 17.SU.HIS.2215.500 SURVEY OF AFRICAN
HISTORY
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79844/View 2/2
including access to clean drinking water, medical services, and
safe housing, have all declined as the civil war
has caused more people to become internally displaced, further
straining local resources.
Extremists affiliated with the Islamic State of Iraq and the Leva
nt (ISIL) attacked Libyan oilfields in the first
half of 2015 and ISIL has a presence in many cities across Liby
a including near oil infrastructure, threatening
future government revenues from oil and gas
Nation's Modern Day Significance to the World
Libya is a destination and transit country for men and women fr
om sub-Saharan Africa and Asia subjected to
forced labor and forced prostitution; migrants who seek employ
ment in Libya as laborers and domestic workers
or who transit Libya en route to Europe are vulnerable to forced
labor; private employers also exploit migrants
from detention centers as forced laborers on farms and construct
ion sites, returning them to detention when
they are no longer needed; some sub-Saharan women are reporte
dly forced to work in Libyan brothels,
particularly in the country’s south; since 2013, militia groups an
d other informal armed groups, including some
affiliated with the government, are reported to conscript Libyan
children under the age of 18; large-scale
violence driven by militias, civil unrest, and increased lawlessn
14. ess increased in 2014, making it more difficult
to obtain information on human trafficking.
Military/The War to End All Wars - 17.SU.HIS.2215.pdf
2017-7-4
The War to End All Wars - 17.SU.HIS.2215.500 SURVEY OF A
FRICAN HISTORY
https://elearn.sinclair.edu/d2l/le/content/82220/viewContent/27
79840/View 1/1
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When war broke out in Europe in 1914,
it was a first a European conflict. But,
the fact that each of the major
European powers had a significan
colonial presence in Africa, battles
quickly unfolded in African nations.
The British joined their French allies
attacking the German troops in the
German colonies of Togoland (modern-
day Togo) and Kamerun (modern-day
Cameroon), Togoland quickly fell to
the invading Allies, but the battles in
Kamerun lasted for nearly two years.
Meanwhile, in South-West Africa
(modern-day Namibia) the British
government of South Africa had
occupied the German territory. The
success of British South-Africa gave
control to the British for seventy-five years.
15. The longest conflict was in German East-Africa (modern-day Ta
nzania, Burundi, Rwanda). Here South
African troops united with British east and west African troops
against the Germans in campaigns that
lasted nearly four years. Once this territory had been occupied b
y the north and the Belgians from the
west, the Germans commander led the German troops into Moza
mbique, Nyansaland, and eastern
Rhodesia (modern Malawi ans Zimbabwe).
The destruction caused by the Kamerun and east-African campai
gns caused severe problems for the
native peoples. Native homelands were often burned and the foo
d supply and labor was often seized by
opposing armies for the armies benefit, An estimated 1 million
Kenyan and Tanzanians served as
porters during the east African campaign, with nearly 100,000 f
alling to disease, malnutrition, and/or
overwork.
It should be noted that most of the troops on both sides of the W
ar were in tropical Africa were in fact
Africans recruited or forced into service by their European ruler
s. The Germans in east Africa recruited (I
hate using that word here) from peoples conquered. such as the
Ngoni. The British enlisted 50,000
troops from Sierra Leone, Gold Coast and Nigeria which were u
sed in east Africa. The South Africans
recruited native Africans, but did not permit them to carry rifles
because (after all) the enemy was
white. (Think about that!) In addition, the the French conscripte
d 150.000 west Africans to fight on the
Western Front in Europe, over 30,000 of whom were killed (Shil
lington, 2005).
The devastation of World War I in Africa was followed by fami
16. ne and influenza which raved the
continent in 1918. Along the coast and along the railway lines, i
nfluenza struck hardest where the
people and land was already weakened by warfare, in adequate f
ood supply and inadequate
employment. In areas of east, west and central Africa, up to 3 p
ercent of the population was lost. While
in Rhodesia about 7 percent of the mineworkers were lost to the
disease.
Former German colonies were formally taken over by other Eur
opean powers. While the Europeans
nations were mandated by the newly formed United Nations to s
afeguard the interests of the native
population and prepare them for eventual self-government, the r
eality was that the colonial powers
treated their new territory the exact same way they treated their
old colonies. The French and British
shared Togo and Cameroon, the Belgians got Rwanda and Burun
di, the British Tanzania and British
South-Africans were awarded South West-Africa.
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