Stalin aimed to modernize the Soviet economy through collectivization and industrialization, taking control of the nation's economy. This led to falling agricultural production as collectivization was forced. Stalin believed modernization was needed for the USSR to develop and surpass Western economies. Ideology played a dominant role in economic policy from 1929-1941, as Stalin sought to achieve a perfect communist society through five-year plans focusing on heavy industry, state control of prices, and production targets.
European Dictators: Mussolini, Stalin and Hitler.Furqaan Thakur
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This PPT is about European Dictators: Mussolini, Stalin and Hitler based on the 10th std Maharashtra State Board (SSC) Textbook. You can use this information for your projects.
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European Dictators: Mussolini, Stalin and Hitler.Furqaan Thakur
Hello Friends!
This PPT is about European Dictators: Mussolini, Stalin and Hitler based on the 10th std Maharashtra State Board (SSC) Textbook. You can use this information for your projects.
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PAGE 10Chapter 16 COMMUNIST CHINA An Historical Overv.docxgerardkortney
PAGE
10
Chapter 16: COMMUNIST CHINA:
An Historical Overview and the Importance of Ideology
(Written 1989; Revised 2006)
Loren Lee, Palomar College
With its victory over the Nationalist government in 1949, the Chinese Communist Party came to power. The communist party leaders agreed that the country needed to develop economically and that such development was to occur within a socialist framework. However, since 1949, there have continually been major disagreements as to the ways by which these goals would be accomplished. Until 1976, the main disagreements were between party chair Mao Zedong and his followers (who will be called “radical leftists”) and a more moderate group of party leaders led by Liu Shaoqi and then by Deng Xiaoping (who will be called “pragmatists” or “moderates”). Following the death of Mao in 1976, the “pragmatists” became dominant and China entered a period of major reform.
From 1949 to 1976, Mao’s ideology was the dominant influence on Chinese economic policies. In the ten years prior to his death (1966 to 1976), his ideology could be likened to a state religion. Several features of this ideology should be kept in mind as we attempt to understand the peculiarities of China’s economic history.
· First, Mao believed that people, through sheer human willpower, could accomplish practically any end. This belief developed from his quarter century as a leader of a guerilla revolutionary army. The “guerilla mentality” carried over into economic matters in his belief that people, if properly mobilized, were more important to economic development than capital or technology.
· Second, unlike Marx, Mao believed in the primacy of politics over economics. You will see below how the Cultural Revolution illustrates Mao’s belief in the primacy of politics.
· Third, following from this elevation of the role of politics was Mao’s desire to eliminate “economic man” and replace him or her with “communist man”. Communist man would be selfless and capable of total self-denial. He would be one whose main motivation is to benefit the group. You will see this belief illustrated by Mao’s advocacy of “moral incentives” for peasants and workers and his repudiation of material incentives. To Mao, allowing any type of “capitalist” incentives (such as higher pay) would necessarily lead to a reversion to capitalism.
· Fourth, for Mao, an equal distribution of income was at least as important as economic growth. This included equality between men and women.
· Finally, Mao saw class struggle and revolution as a continuing process and not as a process that would end with the revolution. He saw a continuing tendency to revert to capitalism that had to be continually fought.
As a result of this need for continual revolution, China’s economic history is extremely unstable--- reverting from one set of programs to another and then back again. In examining this instability, we will look four at specific sub-periods: (1) 1949 to 1958, (2) Th.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
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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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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2. Stalin’s Economic Aims
● Stalin’s economic policy had one essential aim, which was to modernize the
Soviet economy in two ways; collectivization and industrialization. By
introducing these two methods from 1928 and on, the Soviet state took
complete control of running the nation’s economy. Stalin had become
convinced that the needs of Soviet Russia could only be met through
modernization. Stalin eventually wanted to bring his economically backwards
nation up to par and eventually take over the advanced economies of the
United States and Western Europe. This would be known as the first Five Year
Plan.
3. Economic Problems Russia was Facing in
1929
● As Soviet agriculture is forcefully collectivized production levels fall by 30%.
The peasants who revolted against collectivism did so between December 1929
and March 1930. There were 30,000 arson attacks and they organized mass
rural disturbances.
4. To What Extent Were Stalin’s Economic Aims
Relevant to the Needs of Russia in 1929?
● In the late 1920s Stalin decided to impose on the USSR a crash programme of
economic reform
● Agriculture and industry were to be revolutionized
● The cue for the great change had been provided in 1926 by a critical resolution
of the Party Congress “to transform our country from agrarian into an industrial
one, capable by its own efforts of producing the necessary means”
● His economic policy had one essential aim- the modernization of the Soviet
economy- and two essential methods: collectivization and industrialization
● From 1928 onwards, with the introduction of collectivization and
industrialization, the Soviet state took over the running of the nation’s economy
5. To What Extent Were Stalin’s Economic Aims
Relevant to the Needs of Russia in 1929?
● Stalin’s crash programme for the reform of the Soviet economy proved such a
dramatic development that it has been referred to as the “second revolution”, a
way of equating it in importance with that of the 1917 Revolution itself. It is
also frequently referred as a “revolution from above”
6. To what extent did ideology play the dominant part
in deciding economic policy in the years 1929-41?
● NEP was established in 1921 until 1928 when Stalin abolished it. His main
reason for abolishing the NEP was that it was not totally Marxist nor
Communist. Stalin believed the NEP was too far right and it went in the
opposite direction of what Russia was trying to achieve.
● Towards the end of 1928, Stalin set in motion a series of five-year plans. The
five-year plans integrated short-range planning into a longer time frame. These
plans helped the Soviet Union go from a mainly agrarian society to a major
industrial power.
● What the plans did was delineated the chief thrust of the country’s economic
development and it specified the way the economy could meet the desired
goals of the Communist Party, which was Stalin’s goal all along.
7. To what extent did ideology play the dominant
part in deciding economic policy in the years
1929-41?
● Everything done once Stalin took power was to try and achieve a perfect
Communist society. His economic policies were no exception. He believed the
state should set prices, instead of like in the NEP where the Kulaks had the
power to control grain prices. Also with Stalin’s plans peasants also received
land they could use to farm. They received a wage to do this and 90% of the
produce would be sold to the state cheaply and the 10% was to feed them; they
were not allowed to be sold privately for profit.
8. To what extent did ideology play the dominant part
in deciding economic policy in the years 1929-41?
● The first five-year plan from 1928 to 1933 was focused on heavy industry. Coal,
steel, oil, gas, etc. With this new plan everyone and everything had a Target.
These targets were set by GOSPLAN which was the state planning commission.
Targets were set for every industry, region, factory, worker, etc. This was
necessary to make sure everyone was working at the speed the country
needed.
● The second five-year plan from 1932-1938 was still focused on heavy industry
but it also branched out into new areas. Women were allowed and encouraged
to work. This helped create a greater equality between men and women, which
was not very common during that time. The development of new industries was
a bit undermined but still trying to happen. Also the inequality to society came
back. Managers, scientist, and party bosses were given higher standards of
living as incentives for improving production.
9. ● The third five-year plan from 1938 to 1941 tried to produce more consumer
goods to raise the quality of life in Russia. Another goal was to improve the
quality of the goods since before they were more focused on quantity than
anything. Some economic improvements, such as rationing that came to an end,
free education and free medicine became available to more of the population.
● Economic growth was interrupted in June 1941 when the German army
invaded Russia.
To what extent did ideology play the dominant part
in deciding economic policy in the years 1929-41?
10. So to what extent?
Ideology played the dominant role in deciding the
economic policy for Russia from 1929 to 1941.
Everything that was done or that was
implemented was following their communist
ideology and trying to achieve the perfect state in
their eyes. Stalin (and the rest of the state on his
side) had one goal in mind and that was to achieve
full communism.
To what extent did ideology play the dominant part in
deciding economic policy in the years 1929-41?