The presentation is about First World War. it's causes, devastation and name and force of the central powers and allied powers. The consequences and peace treaties which came into force through world war 1 in world history. It will be helpful for students of political science, public administration and international relations.
This Presentation provides a detailed understanding of World War 1, popularly known as the Great War fought between July 28, 1914, and November 11, 1918. The presentation also gives details regarding descriptions on causes responsible for the 'First World War' as well as the major battles of the Great War.
To watch the video attached on slide no. 43, Please click on the YouTube link.
https://youtu.be/_G4ZY66BG38
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.
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.
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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.
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.
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.
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.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
2. Introduction
World War I, also known as the First
World War, or the Great War, was a global
war centred in Europe that began on 28
July
1914 and lasted until 11
November 1918.
3. At the beginning of the 20th century,
Europe was sitting on top of a barrel of
gunpowder. At any moment it could have
exploded into a great war.
Not there had been no major European
war for a hundred years, but since then
the whole Industrial Revolution had taken
place.
4. The last great European war had been
fought by
horsemen and foot soldiers charging each
other;
by old-fashioned rifle, swords, spears and
simple
cannon. At sea, wooden warships battered
each
other at close range with solidiron cannon
balls.
5. In 1914 many generals had no real idea
what
war would be like with machine gun, high
explosive shells weighing over a ton each,
poison
gas and motor trucks. At sea they had huge
steel
warships whose guns were so powerful they
could
6. As a result, the slaughter was appalling:
Russia, for example, lost over 2 million
men in two short battles.
8. Alliances:
The countries were divided into groups
(friends).
One was called the Central Power
(Germany, Austro Hungary and Italy) and
the other side was
The allied power of France, Russia and
A
9. Nationalism:
All the countries thought that they were the
greatest and wanted to promote their own
culture and interests.
N
10. I
Imperialism:
France and Britain, had created large
worldwide empires and became very rich.
Russia and Germany wanted to conquer
countries and create their own vast empires
too.
11. A
Assassination:
On June 28, 1914, Archduke Franz
Ferdinand (crown prince of Austria) and his
wife, were assassinated by a Serbian
student: Gavrilo Princip. This was an
excuse to take out the jealousy stored in for
years.
13. Events that led to war
Assassination of Archduke
Germany providing support to Austria-H
Serbia given deadline by Germans to accept
their terms.
Serbia fails to comply.
Austria-H declares war on Serbia.
Germany declares war on Russia
Germany invades Belgium to invade France
Great Britain declares war on Germany
14. The opponents- THE CENTRAL
POWERS
Germany had been made into one country from many smaller states only
in 1870. She was very highly industrialized, but had a very few colonies.
Her army was the most powerful in the world, and her navy was strong .
Germany was aggressive and wanted to show her strength, and to gain
more trade and colonies.
Austro-Hungarian empire was a huge empire made up of many different
races of people with different religions, languages and customs, and
ruled by the emperor alone. The different peoples did not want to belong
to the same state, but wanted to have their own countries and
governments. The empire was weak, with little industry and seemed
ready to break up.
15. Turkish Empire had once been great and powerful, controlling all of the
middle
east and north Africa. But now it was very weak and many parts had
broken
away to to become independent. Russia wanted to conquer Turkey to get
a
port on the warm Mediterranean sea. Turkey was called ‘The sick old man
of
Europe’
16. THE WESTERN ALLIES
Britain was the richest and the most powerful country in the world. She
had the
largest empire, the largest trade and the largest navy. She was however,
being
challenged by Germany and the USA.
France was rich and fairly industrialized, with a large empire in Africa.
She
was the bitter enemy of Germany who had beaten her in the war of
1870. In
that war Germany had taken two provinces from France, and France
was
determined to get them back.
17. Russia was huge, backward and only very slowly becoming
industrialized. She
was ruled by the tsar only. The army wa huge but no good-badly
trained,
badly equipped and badly led. The Russian people had often rebelled
to try
to improve conditions, but their efforts had been put down savagely.
They were
now desperate.
18. The Balkans
The Balkans were a collection of tiny states of different
races,
people and religions. Some were friendly with Russia,
some with
Turkey, some with Germany and some with France and
Britain.
The Balkan states were constantly fighting each other. The
great
danger was that when these tiny states quarreled, their
more
powerful friends might join in to help them and so start a
major
19. The breakout of World War 1
After the Assassination
In 1914, an Austrian prince was visiting the Balkan state- of
Bosnia, which was friendly with Russia. While he was there,
he was murdered, and Austria blamed Serbia, a country
which was friendly with Russia. Austria went to war with
Serbia and within a few weeks was joined by Germany, and
Turkey. Britain, Russia, France and Italy came on Serbia’s
side and though the war still continued in the Balkans, the
main fighting switched to northern France, western Russia
and the border of Italy and Austria and the Middle East.
20. Where the war took place
Most of the fighting in
World War 1 took place
in
Europe, along the
frontiers
Between France and
Germany, Germany and
Russia, Austria and Italy,
as well as the Balkans
and the
Middle East. The war at
sea was mainly fought in
the
‘North Atlantic Ocean’.
21. Reasons for fighting
The countries had different reasons for fighting
each
other. These are some of the main ones.Trade UK vs Germany
Colonies Germany vs UK, France
Revenge France vs Germany
Land Russia vs Turkey, Austria
Nationalism Russia vs Austria, Germany
Power Everyone
22. The new technical warfare
Trench warfare: Most of the fighting in northern France was done in
trenches.
Tanks were invented to try to break the deadlock of trench warfare.
Aircrafts were used, first for spotting the enemy, then dropping bombs.
From 1916, German airships and airplanes dropped bombs on
civilians in cities.
Huge steel warships and submarines were used at sea, Note the
aerials- this was the first time radio had been used in warfare.
Mass production methods were used in factories for the first time to
make weapons and equipments.
Weapons of immense size and power were made. German gun could
send one-tonne shell over 50 miles.
23. Important events during WW1
The sinking of Lusitania
Lusitania was a British luxury cruise ship travelling from USA to
England.
German submarines fired at the Lusitania and it sank in the Atlantic. As
many
American citizens were on board, it sparked America’s entry in World
War 1.
24. Russia leaves the war
The communist revolution brought about the downfall of the Tsar of
Russia;
Russia became Soviet Union and exited the war. It became friends
with
Germany.
Further read in the register/ Germans trick Russia
25. The End of WW1- THE TREATY OF
VERSAILLES
It was signed between the Allied powers and Germany on
June 28, 1919. This officially ended World War 1. The treaty
was extremely harsh on Germany. It forced Germany to accept
the responsibility for causing “all the loss and damage” of the
war. Germany was forced to disarm, give up land to France
and to pay reparations of 132 billion Marks (around $442
billion in 2014 money.)
Further read in register/handouts/the treaty of Versailles
26. LEAGUE OF NATIONS
It was formed in order to establish World peace. Its
member countries hoped to prevent wars by settling
disputes between countries. It also aimed to establish
fair labor conditions, improve global health, control the
global arms trade and protect minorities in Europe. It
was founded by the Treaty of Versailles (42 members).
27. THE MAP OF EUROPE
The map of Europe changed significantly after World
War 1. Several new independent countries were formed
including Poland, Finland, Yugoslavia, and
Czechoslovakia. Russia became the Soviet Union and
the Ottoman Empire later became the country of Turkey.
28. Effects of World War 1
1. USA became important and rich due to
increased trade.
2. Improved medicine.
3. More independence for women as they had
done all kind of jobs during the war.
4. New inventions like buses, lorries,
aeroplanes, radios.
Further read in register/handouts/the effects of world war I