Il sessantotto: iconografia di un sognopaola corrias
An iconography of 1968 year, with a plane explanation in italian about connections and roots with the "Cold War". A specific note about European and Italian 1968 is embended
Il sessantotto: iconografia di un sognopaola corrias
An iconography of 1968 year, with a plane explanation in italian about connections and roots with the "Cold War". A specific note about European and Italian 1968 is embended
CAMBRIDGE AS HISTORY: MUSSOLINI DIPLOMACY BETWEEN 1923 AND 1934George Dumitrache
CAMBRIDGE AS HISTORY: MUSSOLINI DIPLOMACY BETWEEN 1923 AND 1934. Contains: Mussolini main policy aims, methods and strategies 1920-1924, 1925-1935, 1936-1945, key successes and failures, judgement and effect of policies, homework.
CAMBRIDGE A2 HISTORY: THE KEY ROLE OF SECRETARIAT IN STALIN'S VICTORYGeorge Dumitrache
CAMBRIDGE A2 HISTORY: THE KEY ROLE OF SECRETARIAT IN STALIN'S VICTORY. Contains: the key role of the secretariat, struggle for power at all levels, Stalin's measures applauded, deception and passive resistance,
CAMBRIDGE A2 HISTORY: HISTORIAN PERSPECTIVES ABOUT THE RED TERRORGeorge Dumitrache
CAMBRIDGE A2 HISTORY: HISTORIAN PERSPECTIVES ABOUT THE RED TERROR. Contains: Courtois, Pipes, Marx, Stalin, Conquest, Figes, Ryan, historical significance.
CAMBRIDGE A2 HISTORY: THE CENTRAL COMMITTEE SECRETARIAL BEFORE STALINGeorge Dumitrache
CAMBRIDGE A2 HISTORY: THE CENTRAL COMMITTEE SECRETARIAL BEFORE STALIN. Contains: Bolsheviks taking control of the empire, Sverdlov and Lenin, Sverdlov/s death, bureaucracy, the privilege of being in the party, loyalty, party departments.
CAMBRIDGE A2 HISTORY: THE SECRETARIAT UNDER STALIN. Contains: Stalin and first changes, Nomenklatura no 1,
Party Congress, assigning party members blindly, strengthening the organisation and accounting, responsibilities for the appointments, guberniia, the local party secretary, settling for conflicts, Georgian Affair, Democratic Centralists, Workers Opposition, struggle for power, conspiracies.
CAMBRIDGE A2 HISTORY: THE GULAGS. Contains: main administration of the camps, the first labour camp, corrective labour camps, soviet dissidents, gulags and labour colonies, people in gulags, estimates, political prisoners.
CAMBRIDGE A2 HISTORY: WHY WAS STALIN VICTORIOUS OVER TROTSKY?George Dumitrache
CAMBRIDGE A2 HISTORY: WHY WAS STALIN VICTORIOUS OVER TROTSKY? Contains: Lenin's demise and thoughts, Stalin's propaganda, Stalin's political power, Trotsky's political power, Trotsky as a viable replacement for Lenin, New Opposition, exiled, Lenin's role in Stalin rise to power, downfall for Trotsky, differences between Stalin and Trotsky, Trotsky weak in playing politics.
CAMBRIDGE A2 HISTORY: STALIN AIMS IN GOVERNMENT AND ADMINISTRATIONGeorge Dumitrache
CAMBRIDGE A2 HISTORY: STALIN AIMS IN GOVERNMENT AND ADMINISTRATION. Contains: the structure and organisation, party congress meetings, Politburo powers, General secretary powers, administrative hierarchy, party cells, united party, organisation of the party, elections in the party.
What is FascismFascism is a new type of mass, right-wing politilorileemcclatchie
What is Fascism
“Fascism is a new type of mass, right-wing political movement created by Benito Mussolini in 1919, who ruled Italy between 1922 and 1943” (Shubert, Goldstein, 2012).
Discuss the role of fascism in the interwar period/What were the driving forces that accounted for the rise of fascism during the interwar period in Europe
Fascism started in 1919 in Italy by a man named Benito Mussolini. Between 1918 and 1920 Italy was given the nick name the two red years. Mussolini held this position in power until 1943. “Italy’s Fascist regime ended on 25 July 1943, when Benito Mussolini was arrested on order of the king, Victor Emmanuel III” (Foot, 2018).
This is because there were working class protests, factory sit-ins, and peasant discontent. Many Italians feared there would end up being a revolution if things did not get fixed. Mussolini then came up and he had been leading the PSI party until he was kicked out in 1914. That is when he organized a fascist group which soon took rein in Italy. This group challenged many traditional ways such as socialism, communism, and strikers. By the year 1922 the fascist groups had silenced most of these groups and many feel these groups saved the country.
What characteristics distinguished fascist states from merely authoritarian regimes
There are many different characteristics to fascism and those can be nationalism, and that is because fascism supports a very strong liking to patriotism and countries providing for themselves. Other characteristics are lack of recognition of human rights, supremacy for military, uncontrolled sexism, intertwined government and religion, and controlled mass media. In fascism the government’s power is unlimited and is used to control public and private life. This include political, financial, morals, and beliefs. In authoritarianism there is a strong central government, but it allows its citizens a small limited amount of freedom.
Why did the average person allow fascism to take hold
In many cases after the war nationalism started to take effect on most countries. Italy was on the verge of collapse due to many different things such as factory sit-ins and working-class protests. Many feared that Italy was about to have a revolution by the working-class like Russia had done just years before. Therefore, Mussolini used this to his advantage and many Italians felts like this was the way to restore and expand Italian territories. This was their way of being superior leaders to the rest of the world and gain power and rein back to what they had prewar. Many also allowed this to happen because they were scared Italy was going to be over taken by a stronger power and they didn’t want it to decay under the hands of another country. They also hoped it would help resolve class conflict between employer and employee.
Foot, J. (2018). Forgetting Fascism. History Today, 68(8), 8–11. Retrieved from
http://search.ebscohost.com.proxy-library.ashford.edu/login.aspx?direct=true& ...
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
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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?
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 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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. March on Rome
● The March on Rome in simplest terms was a march by which Mussolini and
his National Fascist Party came to power in the Kingdom of Italy.
● The March occurred from October 22nd to October 29th, 1922
● This consisted of around 30,000 Fascist marching to Rome from all over
Italy.
● They wanted all significant buildings, including the ones outside of Rome
and in the important cities up north, to be taken over.
● Mussolini demanded the resignation from the government and for it to be
allowed that a new Fascist government take over.
● There would be armed Fascist near Rome, so if the government failed to
meet the demands they would just march into Rome and take over by the
use of force.
3.
4. Events leading up to the March on Rome &
Mussolini’s acceptance of the office of Prime
Minister
● In late 1914, Mussolini founded an independent newspaper, Popolo d’Italia,
and backed it up with his own independent movement (Autonomous
Fascists). From this he drew in close to the radicalized middle-class youth
and made himself their national spokesman.
● In March 1919 Mussolini founded another movement (Fighting Fascists),
courted the militant Italian youth and pretty much just waited for events to
favor him.
● In 1921, the tide turned and much to his prevail. The elections in 1921 sent
him victorious to Parliament at the head of 35 Fascist deputies.
5. Events leading up to the March on Rome &
Mussolini’s acceptance of the office of Prime
Minister
● The third assembly of his movement gave birth to the National Fascist Party
(PNF). Which has more than 250,000 followers and Mussolini was its leader.
● In June 1921 Giovanni Giolitti was forced to resign due to Fascist opposition
and after tense negotiations with the government, the King finally decided
the give dictatorial power to Mussolini so he could restore order and
introduce reforms
● Just the fact that Italy was going through tough times economically, socially
and politically and Mussolini told the people exactly what they wanted to
hear. To millions of Italians he seemed like the only hope.
6. Role played in Mussolini’s appointment as
Prime Minister
Failure on the Left:
Natural enemies of the fascists did little to prevent them from entering government. The little that
they did do wound up helping the fascist cause
The socialist movement had split in 2 in January 1921, and from it, a small Communist Party
emerged (party financed/linked to the Bolshevik party)
In July 1922, The Socialist-Dominated trades unions formed an Alliance Of Labour to resist the
fascists and called for a 24 hr strike. Received little support, even in industrial cities like Milan and Turin.
This weakly supported strike provided an opportunity for fascists to attack the strikers and make a show
of providing voluntary services before posing as the saviours of the country.
7. Role played in Mussolini’s appointment as
Prime Minister
Luigi Facta:
He had called for martial law too late to make an effective stand.
Since he waited too long to attempt to stop the insurrection (March on Rome), the fascists would
have to be forcibly turned out of the public buildings that they had just occupied rather than being
prevented to enter them.
He had established that the king was the head of state and therefore he would have to sign in the
decree establishing martial law. Initially, the King agreed, but hours later changed his mind and refused
to sign the decree. Facta, stunned, effectively resigned as prime minister because of this.
8. Role played in Mussolini’s appointment as
Prime Minister
The King and His Decision
Emmanuel had to find a new prime minister. Facta had been a follower of Giolitti, who would be
unlikely to willingly succeed him under these circumstances. He had, in fact, deliberately stayed away
from Rome as the crisis deepened.
The King then approached Salandra, Giolitti’s opponent, who accepted his request to form a
government. He insisted that fascists be put in the government, though. Safely back in Milan, Mussolini
rejected this offer.
Salandra then informed the king that without fascist co-operation he could not form a government,
and that Mussolini would have to be invited to see if he could do so.
The King was driven to telephone Mussolini to invite him to become prime minister.
9. Roles played in Mussolini’s appointment as
Prime Minister
Mussolini himself:
It was Mussolini’s threat to organise a fascist march on Rome to take control there that provoked
the final crisis, which in turn, led to his becoming prime minister. He was claiming to save Italy from
communism and anarchy.
The Church
Mussolini’s control of this new party allowed him to drop what remained of the more left-wing
elements of the 1919 Fascist Programme, i.e. those that had been against the Roman Catholic Church.
Mussolini hoped to increase fascist support among conservatives.
Important because the new pope, Pius XI, did not support the leader of the Popolari and had
previously blessed the fascists’ banners. Mussolini kept fascist policy statements deliberately vague,
declaring his party to be against socialism and liberalism and for a strong and ordered Italy. Overall, it
wound up gaining support but wasn’t necessarily a decisive factor.
10. “Simply a talented opportunist” To what extent does this
explain Mussolini’s appointment as Prime Minister in
1922?
Reasons as to why he was appointed:
- Prime Minister Facta hesitated to act against the fascists.
- The national fear of socialists
- The effects of World War I
- The King allowed the position of Prime Minister to go to Mussolini.
- Mussolini’s potential as a leader
- The fascists’ violence
11. Facta’s influence on Mussolini’s
appointment to power
- He led a weak liberal government during 1922.
- The liberal government failed to confront and solve Italy’s internal problems
since Unification.
- He had failed to take a stand against fascism.
- Even though his government resigned, Facta was still asked to stay as Prime
Minister
- He asked the king to grant martial law and lead the army to end the fascist
revolt; however, it was too late and they were unable to fight against the
fascists.
12. World War I & Mussolini’s Appointment To
Power
- Many resentful soldiers joined the fascist movement and supported
Mussolini.
- These soldiers were angered by the “mutilated victory” that Italy had
endured because of the liberal government.
- Mussolini’s fascist party promised justice for those who had suffered and
attracted many generals to join the party.
- The generals that joined the fascist party contributed to the King’s hesitation
over granting martial law to Facta.
13. Fascist Violence & Mussolini’s Appointment
- Mussolini organized a private army of several hundred men that were
provided arms called the Blackshirts.
- The Blackshirts helped Mussolini take political control over northern and
central Italy.
- Mussolini did not take part of violent acts himself; instead he alternated the
Blackshirts.
14. Mussolini’s Leadership & His Appointment
To Power
- Mussolini was a highly talented and recognizable leader.
- He was known for being able to alter his policies in order to gain more
support from different types of Italians.
- He was a gifted speaker which helped his propaganda and helped appeal
fascism to many Italians.
- He was able to exploit the squadristi, gain more respect, and negotiate
better with other politicians.
15. The Role Fascism Played In Mussolini’s
Acquisition of Power
Appeal of Fascism
- Social confusion and political drift in post war Italy gave Mussolini a clear
chance to spread the ideals of fascism
- Offered direct solutions to the complex social, economic and political
problems that many Italians faced
- Stressed national identity, desirability of national strength and glory
- This appealed to those who fought in the war who despised politicians who opposed the war
and felt betrayed by the mutilated victory
16. The Role Fascism Played In Mussolini’s
Acquisition of Power
- 1920 fascism moves from the northern towns to the countryside
- Labor leagues, organised by the socialists, were threatening tenant farmers with taking
away and seizing control of lands
- Young Fascists then make the squadristi, then attack the socialist leagues
- The attitude of the elites
- During biennio rosso, intense social uprising and conflict in Italy, police often ignored the
fascist violence against the socialist, industrial and agrarian militants
- Commanders in some areas even provided transport for these squads to take them to
socialist demonstrations
17. The Role Fascism Played In Mussolini’s
Acquisition of Power
- By the late 1920’s many rural landlords, urban industrialists who were tired
of the government indifference actually helped the squadristi in their
violence by helping them get weapons
- The pattern of violence comes in and important groups were drawn to the
fascist party
- Many liberals applauded the violence
- Fascist party becomes seen as the defenders of the country
- Mussolini, of course, is ready to take full responsibility for being the
protector of italy
18. Assess the role played by Fascism and the
Fascist Party in Mussolini’s rise to power
The ideology of the Fascist Party played a huge role in Mussolini’s run in
with power. The people of Italy feared socialism, they were frustrated with the
outcome of the war and the country was in complete shambles. Mussolini’s
party offered a beacon of hope, through the Fascist Party he promised to bring
in a movement which supported patriotic ideals, and solve all of Italy’s pending
issues. The fact that the citizens actually helped the fascist movement by
turning away from the violence the squadristi caused, allowed Mussolini to get
his name known, and the party name out there for more support. If it wasn’t for
the Fascists party’s ideologies that gave an alternative to socialism, Mussolini
may not have been able to acquire power.
