The document summarizes the long history of the Arab-Israeli conflict, beginning in the 19th century with the rise of Jewish Zionism and Arab nationalism in Palestine under declining Ottoman rule. It discusses the British mandate over Palestine after World War I and the tensions that led to the creation of Israel and displacement of Palestinians in 1948. Subsequent wars between Israel and neighboring Arab states are outlined. The document also covers Palestinian resistance movements, peace efforts like the Oslo Accords, ongoing issues like Israeli settlements, and the complex situation in Gaza.
Six Day War
Palestine Mandate
Camp David Accords
Palestine Liberation Organization
Intifada
Oslo Accords
Palestinian Authority
Salt March
Amritsar Massacre
Civil Disobedience
Muslim League
Six Day War
Palestine Mandate
Camp David Accords
Palestine Liberation Organization
Intifada
Oslo Accords
Palestinian Authority
Salt March
Amritsar Massacre
Civil Disobedience
Muslim League
This presentation includes the history of Israel and Palestine concept along with various factors. A word file attached with it has got details where under NOTES, the explanation is written
The Forgotten Palestinians who live inside Israel. The Palestinians who live inside Israel are almost invisible. But they form 20% of the Israeli population and they are struggling for equality.
'Israel-Palestine Conflict' is an ongoing conflict since the mid-20th century which has still not attained any settlement between the parties involved, it is also the conflict which has attracted lots of public opinions around the world with celebrities taking sides, public protesting around the world showing their support, foreign governments sending aids and condolences for the losses suffered, while the U.N and U.S trying to broker peace agreement between the masses which has seemed to fail each and every time! So I would like to highlight this never-ending conflict and come up with a resolution to this problem through this presentation.
Contents :
- Introduction
- Conflict Mapping
- Timeline of Conflict
- Statistics
- Understanding the Conflict
- Resolution
Subscribe on YouTube - https://www.youtube.com/channel/UCnSp_MjvR1ihLcSFDCfCbOg
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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.
This presentation includes the history of Israel and Palestine concept along with various factors. A word file attached with it has got details where under NOTES, the explanation is written
The Forgotten Palestinians who live inside Israel. The Palestinians who live inside Israel are almost invisible. But they form 20% of the Israeli population and they are struggling for equality.
'Israel-Palestine Conflict' is an ongoing conflict since the mid-20th century which has still not attained any settlement between the parties involved, it is also the conflict which has attracted lots of public opinions around the world with celebrities taking sides, public protesting around the world showing their support, foreign governments sending aids and condolences for the losses suffered, while the U.N and U.S trying to broker peace agreement between the masses which has seemed to fail each and every time! So I would like to highlight this never-ending conflict and come up with a resolution to this problem through this presentation.
Contents :
- Introduction
- Conflict Mapping
- Timeline of Conflict
- Statistics
- Understanding the Conflict
- Resolution
Subscribe on YouTube - https://www.youtube.com/channel/UCnSp_MjvR1ihLcSFDCfCbOg
Follow on Instagram - https://instagram.com/masroorbaig/
Catch up on Facebook - https://www.facebook.com/MasroorBaig1996
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.
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
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. • The Kingdom of
Israel in the
Ancient Middle
East – Jews left
the region after
the rebellion
against the
Romans in 65
C.E. (the
diaspora – “the
exile”) and
spread out
across Europe.
• However, every
year on
passover, they
would say : “next
year in
Jerusalem”
3. Origins: 19th Century
Nationalism
• Before WWI, Palestine was
under the control of the
declining and loosely
governed Ottoman Empire. As
part of a wider growing Arab
nationalism, local Palestinian
leaders began to demand self
determination and
independence from foreign
Turkish rule.
4. Origins: 19th Century
Nationalism
In response to growing anti-semitism in
Europe, Zionism, a Jewish nationalist
movement, grew in popularity.
Zionists wanted to create a Jewish
homeland based on the ancient land of
Israel in Palestine.
Theodor Herzl, the founder of Zionism,
encouraged Jews to move to Palestine
and buy land with the ultimate goal of
buying enough land to establish a state
within the Ottoman Empire.
Before WWI, the movement was small and
created a number of self-sustaining
communities based on socialist
principles of shared wealth called
khibbutzim that remained separate from
the local Palestinian population.
“Let us Jews be given
sovereignty over part of the
world big enough to satisfy
the rightful needs of a
nation” – Theodor Herzl
5. PROMISE: During WWI, Arabs
supported Allied efforts against
the Ottomans in return for the
promise of the Sykes-Picot
agreement giving them their own
countries after the war.
REALITY: After WWI and the destruction of
the Ottoman Empire, Britain and France
divided up the middle east into mandates that
they controlled directly. This included the
territory of Palestine where British officials, in
the Balfour Declaration, had supported
growing Jewish migration from Europe
6. Palestine under the Mandate
system: revolts on both sides
• From 1918 – 1948, Palestine was under British control,
but in constant conflict.
1. The local Palestinian population was angered by the
betrayal of the mandate system and growing Jewish
migration. Arab revolts began in 1929 and continued
throughout the 1930’s resulting in high Arab, British
and Jewish casualties.
2. In response to the rising fascist presence in Europe,
Jewish migration to Palestine intensified causing
internal tensions between Arabs and Jews. In
response, the British put limits on Jewish immigration
to Palestine to 10,000 in 1938. Local Jewish militias
formed demanding self determination and using violent
methods to achieve it.
7. World War II and
The Holocaust:
The Nazi attempt
to completely
destroy the
Jewish
population of
Europe left
Jews without a
homeland and
the global
community with
a sense of
responsibility in
creating a
homeland for
the survivors.
8. • 1946 – the
Destruction of the
King David Hotel
(British army
headquarters) in
Jerusalem by the
Stern Gang, a
Jewish militant
groups led by
David Ben Gurion
9. 1947: the British left & the UN
stepped in to create 2 countries.
In 1947, the British
government relinquished
control over Palestine to the
United Nations.
The United Nations created a
plan to create 2 countries in
Palestine: 1 for the Jews and
1 for the Palestinians.
Jerusalem would be an
international city
At the time:
The Non-Jewish population
was 66% (1, 237,000) and
the Jewish population was
33% (608,000)
10. 1948-1949 The First Arab-Israeli War
• The Day after Israel and
Palestine were both
created, 5 Arab nations
invaded Israel (Lebanon,
Syria, Jordan, Egypt and
Iraq).
• Despite being severely
out-numbered and
lacking in weapons and
military training, the
Israelis won their « war
of liberation »
11. Israel after the 1949 Armistice
Victory for the Israelis
meant the complete
disappearance of a
Palestinian state –
though some of the
land was also taken by
Egypt and Lebanon.
Now Palestinians had 2
choices –to stay in
Israel or to flee to Arab
countries in the region.
12. 1948: Palestinians become
a people without a
homeland
During 1948, over half of the
Palestine’s Arab population
fled their homes and farms
(726,000.) Controversy
surrounds their reasons for
leaving – Palestinians
argue that they were
terrorised by Jewish
settlers who wanted their
land. Many Jews argue that
they left of their own free
will and therefore do not
have the right to return.
13. Stage 1: the Arab nations vs. Israel
• From 1948 – 1973 Israel fought a series of wars
against it’s Arab neighbors who fought in the
name of the displaced Palestinans. Despite the
fact that the Arab nations outnumbered the
Israelis 6:1, Israel was victorious in each war
(with US military assistance)
These wars were as follows:
• 1956 Suez War
• 1967 Six Day War
• 1973 Yom Kippur War
14. In 1967, Israel occupied the territories of
Gaza, the West Bank and the Golan Heights
• After the third attack on
Israel from territories held
by Syria (the Golan
Heights), Egypt (Gaza
and Jordan (The West
Bank), The Israeli army
occupied these
mountainous regions for
defense purposes.
• However, they also
correspond with regions
that were promised to the
Israelites in the Bible so
this occupation also
pleased relgious Israelis
who began moving into
the areas.
• At the same time, Israel
took control of the regions
that contained the largest
number of Palestinian
refugees.
15. Stage 2: The Israelis begin to be
accepted by their neighbors
• After 1973, Arab
governments changed
their policies towards
Israel and began the slow
process of making peace,
despite the resistance of
their people.
• The first step was the
Camp David accords in
1979, when US President
Carter brought President
Sadat of Egypt together
with Prime Minister Begin
of Israel
• Soon after the peace
talks, Sadat was
assassinated
16. Stage 2: Palestinians vs. Israel
• After the 1973 war, Palestinians
began their own war against the
Israeli state, but they did not have a
government or an army, so their war
was conducted using the methods of
freedom fighters (from their
perspective) or terrorists (from the
Israeli perspective.
• For at least 2 decades, Palestinian
militant groups conducted attacks on
Israeli targets both inside Israel and
outside to bring attention to their
cause.
• Notable incidents included the
kidnapping of Israeli athletes in
Munich in 1972 resulting in the
deaths of the athletes and the
terrorists. This attention brought some
support from the Arab world, but
condemnation from the rest.
17. The P.L.O.: The Palestinian
Liberation Organization
• The PLO was one group that
emerged as the political voice
of the Palestinian people led by
Yasser Arafat; in the 1970’s
they were actively involved in
terrorist attacks on Israelis.
• However, the political wing of
the group (Fatah) did not
openly support acts of terrorism
and in 1988 they acknowledged
the existence of Israel.
• However, this act lost them
support from within the
Palestinian community and
created militant wings like
Hamas and Islamic Jihad that
continue to use terrorist tactics
including suicide bombings.
18. 1978 & 82: The Israeli Invasion of Lebanon
• Since 1948, Palestinians had lived in refugee
camps in Southern Lebanon in desperate
poverty.
• Once the PLO began their campaign against
the Israeli government, many of the attacks
came from these refugee camps. As Lebanon
was in a civil war itself, there was no police
presence in the refugee camps to stop the
attacks
• In 1980, the Israeli Defense Forces invaded
Southern Lebanon to remove the threat of raids
on Northern Israel.
• Their invasion led to an occupation that lasted
until the early 1990’s as well as the massacre of
Palestinian civilians in the Sabra and Shatila
refugee camps by local Lebanese militants.
• In response to the occupation, another
important player emerged: Lebanese Sh’ia
terrorist group Hezbollah.
• While Hezbollah’s goal was to remove Israel
from Southern Lebanon, it continued to bomb
Northern Israel until 2004 when Israeli forces
attacked Lebanon again.
19. 1993 -5 The Oslo
Accords
• After years of violence, in 1993,
representatives of the Israelis
and the PLO began negotiating
a peace accord in Oslo.
• This peace agreement allowed
for a limited progress towards
autonomy for Palestinians in
the West Bank and Gaza
(under the control of Fatah and
the PLO) in return for their
agreement to renounce
violence and acknowledge the
existence of Israel.
• The agreements were hailed as
a victory by moderate Israelis
and Palestinians, but angered
militants on both sides
culminating in the assasination
of Prime Minister Rabin of
Israel by an Israeli in 1995
20. Israeli
Settlements
• Israelis have been settling
in the West Bank and Gaza
(the Occupied Territories)
since the early 1980’s.
These settlements cause
the most important
stumbling block to peace in
the region as an
autonomous Palestinian
authority can not provide
protection to Israeli settlers.
As a result, Israeli soldiers
are stationed amongst
Palestinian settlements to
protect Israeli settlers.
• To date, there are over
250,000 Israeli settlers in
the areas that have been
designated for a Palestinian
state in the Oslo
agreements.
21. Gaza
• Gaza has been considered one of the most difficult places to control in the
world. It has very little natural resources; the unemployment rate in Gaza is
65%, and poverty is 80%. In 2006, the militant Palestinian group, Hamas,
won control of the region in local elections based on the fact that they were
the only organization providing social services to the population. They began
bombing southern Israel with rockets on a daily basis at that time as well as
endorsing suicide bombers as they moved from Gaza into Israel.
• In response, Israel closed the borders of Gaza and enforced a full embargo
on the territory.
• The conflict rose to a new height in December of 2008 when Israeli forces
both bombed Hamas targets and conducted a land invasion in an attempt to
eradicate Hamas
22. Stage 3:
PEACE?? :
Can an Israel
and a
Palestine
co-exist?
• Today, most Israelis and Palestinians long for the peace
necessary to conduct a normal life and build prosperity
for their region.
• At the same time, they long for en end to the violence
and have lost faith in the many attempts made by foreign
governments to broker a peace.
• Is a solution possible?