The document discusses 5 new weapons introduced during World War 1 including the machine gun, airplane, submarine, poison gas, and tank. For each weapon it provides the country of origin, a brief description, and how it changed the way war was fought. The weapons had a significant impact and led to major advances in warfare.
history of money, history of china money, chinese money history, money history, report on history of money, History of money by TAYYAB FAROOQ (TSINGHUA UNIVERSITY), world oldest history about money, china coins and cloth money history, intorduction to history of money
This document discusses object-oriented modeling concepts including classes, objects, class diagrams, relationships between classes like association and aggregation, and how to identify classes during analysis. A class represents a group of objects with common properties and behaviors while an object represents an entity. Class diagrams are used to represent classes, attributes, methods, and relationships. Key relationships include association, aggregation, composition, generalization and dependency. The object model depicts the structural relationships and functional behavior of classes in a system.
The first electronic computer was created in 1941 by Konrad Suze at Iowa State University. Konrad Suze was a German computer scientist born in 1910 in Berlin who is credited with building the first computer before being called up for military service during World War II. The first computer was vastly different from modern computers, as early computers required searching for information in books and newspapers while now information can easily be found online with a Google search.
This document discusses the idea of a "corporate spring" where employees and customers have more power and influence over companies through social media and collaboration. It argues that companies must empower employees to solve customer problems in order to succeed. Examples are given of companies that have created social platforms to encourage employee participation and idea sharing, leading to new ideas being validated and implemented. The document advocates for rethinking business models, organizational models, and innovation processes to change management, collaboration, interaction and culture in order to adapt to this new dynamic.
1. Hemp has a long history in China dating back over 7,000 years, with hemp fiber imprints found in ancient pottery shards.
2. China is currently the world's leading producer of hemp, with smaller production in Europe, Chile, and North Korea.
3. Hemp has many industrial and commercial uses including paper, textiles, construction materials, and health foods. It has also been used to make rope, clothing, and an early form of paper for thousands of years.
Golda Meir was Israel's first female prime minister who played a key role in Israel's founding and early diplomatic relations. She believed that Palestinian people and identity did not exist historically. After Israel captured territories in 1967, it faced military threats from Egypt and Syria in the 1973 Yom Kippur War. In its aftermath, US-brokered agreements disentangled forces and led Egypt to make a historic peace with Israel through negotiations between Sadat and Meir. While views have changed, the conflict continues to this day over Palestinian statehood.
This document provides a configuration example for FortiGate Enterprise version 3.0 MR4. It includes information about FortiGate Enterprise and its configuration, as well as copyright and trademark details for Fortinet, Inc., the creator of FortiGate Enterprise. The document contains technical details, configuration instructions, and legal disclaimers regarding FortiGate Enterprise version 3.0 MR4.
history of money, history of china money, chinese money history, money history, report on history of money, History of money by TAYYAB FAROOQ (TSINGHUA UNIVERSITY), world oldest history about money, china coins and cloth money history, intorduction to history of money
This document discusses object-oriented modeling concepts including classes, objects, class diagrams, relationships between classes like association and aggregation, and how to identify classes during analysis. A class represents a group of objects with common properties and behaviors while an object represents an entity. Class diagrams are used to represent classes, attributes, methods, and relationships. Key relationships include association, aggregation, composition, generalization and dependency. The object model depicts the structural relationships and functional behavior of classes in a system.
The first electronic computer was created in 1941 by Konrad Suze at Iowa State University. Konrad Suze was a German computer scientist born in 1910 in Berlin who is credited with building the first computer before being called up for military service during World War II. The first computer was vastly different from modern computers, as early computers required searching for information in books and newspapers while now information can easily be found online with a Google search.
This document discusses the idea of a "corporate spring" where employees and customers have more power and influence over companies through social media and collaboration. It argues that companies must empower employees to solve customer problems in order to succeed. Examples are given of companies that have created social platforms to encourage employee participation and idea sharing, leading to new ideas being validated and implemented. The document advocates for rethinking business models, organizational models, and innovation processes to change management, collaboration, interaction and culture in order to adapt to this new dynamic.
1. Hemp has a long history in China dating back over 7,000 years, with hemp fiber imprints found in ancient pottery shards.
2. China is currently the world's leading producer of hemp, with smaller production in Europe, Chile, and North Korea.
3. Hemp has many industrial and commercial uses including paper, textiles, construction materials, and health foods. It has also been used to make rope, clothing, and an early form of paper for thousands of years.
Golda Meir was Israel's first female prime minister who played a key role in Israel's founding and early diplomatic relations. She believed that Palestinian people and identity did not exist historically. After Israel captured territories in 1967, it faced military threats from Egypt and Syria in the 1973 Yom Kippur War. In its aftermath, US-brokered agreements disentangled forces and led Egypt to make a historic peace with Israel through negotiations between Sadat and Meir. While views have changed, the conflict continues to this day over Palestinian statehood.
This document provides a configuration example for FortiGate Enterprise version 3.0 MR4. It includes information about FortiGate Enterprise and its configuration, as well as copyright and trademark details for Fortinet, Inc., the creator of FortiGate Enterprise. The document contains technical details, configuration instructions, and legal disclaimers regarding FortiGate Enterprise version 3.0 MR4.
Israeli troops maneuvered near Rafah in the southern Gaza Strip during the 1967 Arab-Israeli war. Photos showed destroyed Egyptian fighter jets, Israeli tanks in the Sinai Peninsula, and an Israeli soldier guarding Egyptian prisoners outside El Arish. Col. Motta Gur observed the Old City of Jerusalem, including the Dome of the Rock and Al-Aqsa Mosque. Israeli paratroopers stood at the Western Wall after capturing Jerusalem's Old City. Military vehicles destroyed in the Sinai Peninsula were gathered near the Mitla Pass. Israeli soldiers celebrated at the end of the six-day conflict.
The document discusses algorithms and syntax structure diagrams, providing examples of different algorithm structures like sequence, selection, and repetition as well as syntax diagrams showing how to declare variables and data types in code. It also includes a Tetris game algorithm example and prompts the reader to design their own game algorithm and create syntax diagrams for the necessary control structures.
Nishadi Eriyagama, Vladimir Smakhtin and Nilantha Gamage, International Water Management Institute (IWMI), Colombo, Sri Lanka, Second International Conference on Drought Managementm, Istanbul, Turkey, March, 2010
Component diagrams show the physical components and dependencies between software components. Deployment diagrams visualize the distribution of components across nodes in a system and allow seeing potential bottlenecks. Rational Rose, Visual UML, and Microsoft Visio are tools to create UML diagrams, with Rational Rose being a more full-featured software engineering tool that supports activities beyond diagramming like code generation and testing.
This document provides an introduction to object-oriented analysis and design (OOAD). It discusses why the OO approach was developed, including to address issues with communication and managing complexity. It then defines key OO concepts like objects, classes, encapsulation, inheritance, polymorphism, and the use of UML. It also briefly outlines the object modeling technique (OMT) methodology and some popular OO development processes.
Iran has a rich culture that is reflected in its architecture, cinema, cuisine, and sports. Iranian architecture makes use of symbolic geometry and optimizes light and temperature control. Iran has a flourishing film industry with over 300 international awards in the past 25 years. Cuisine includes rice varieties and chelow kabab, the national dish, while tea is commonly drunk throughout the day. Wrestling and football are among the most popular sports, with wrestling regarded as the national sport and football drawing large fanbases.
Technical Properties of A Nuclear Power PlantCan Görkem Ünal
A nuclear power plant uses nuclear fission to generate heat from nuclear fuel such as uranium-235. This heat is used to convert water to steam and drive turbines that generate electricity. Key components include nuclear fuel rods, control rods to regulate the fission reaction, steam generators to convert heat to steam, turbines turned by steam, and condensers to cool steam back into water. Nuclear power produces low carbon emissions but long-lived radioactive waste remains a challenge.
Both nuclear weapons and chemical weapons can cause mass casualties and have devastating immediate and long-term effects. Nuclear weapons derive their power from nuclear fission or fusion reactions and can destroy entire cities, while chemical weapons use toxic chemicals like nerve or blister agents to poison victims. The effects of both include initial blast, thermal radiation and nuclear radiation injuries as well as longer term consequences like increased cancer rates and genetic damage.
October War_Effective Egyptian Preprarations Enable Strategic SurpriseW. Troy Ayres
The Egyptians were able to achieve strategic surprise against Israel in the 1973 Yom Kippur War through effective military preparations and deception. They had been conducting large training exercises for years, allowing Israel to grow complacent. Additionally, Egypt launched an deception campaign involving limiting information sharing and presenting their final mobilization as another routine exercise. Through these measures, Egypt was able to cross the Suez Canal before Israel realized war was imminent, gaining an early advantage through surprise.
This document discusses life changes after the 1979 Islamic revolution in Iran. It outlines what is not allowed in the new Islamic Republic, including public displays of affection, dancing, drinking alcohol, wearing inappropriate clothing, makeup, hair styles, and mixed gatherings where Islamic code is not followed. During Ramadan, eating or drinking in public during daylight hours is also prohibited. The document then discusses themes from the graphic novel Persepolis, including how the main character Marji did not understand the new veil requirement and the government's reasons for enforcing it. It also addresses how the Satrapi family's lifestyle and Marji's treatment changed with the new rules around parties, alcohol, and gender interaction. The impact of the Iran-
Before the 1979 Islamic revolution in Iran, the Shah governed in a secular fashion that supported women's suffrage and education for both boys and girls together without religious interference. Iranian families traditionally lived in extended structures together, and women had greater rights, including in dress, compared to the weaker position they faced after the revolution imposed stricter religious influences over society and government.
This document discusses drought in Pakistan, focusing on the 2014 drought situation. It provides definitions and outlines Pakistan's drought prone regions. It analyzes climate data showing rainfall shortages. The drought has impacted water security, food/agriculture, health, and livestock. Nutrition and mortality data from affected districts is presented. The document discusses Pakistan's drought governance structure and monitoring system. It also outlines mitigation strategies for water, food/agriculture, health, livestock, and rangeland management to build resilience against future droughts.
The US involvement in the Vietnam War can be divided into 3 stages:
1. 1945-1964: Initial assistance to France and South Vietnam against communist forces.
2. 1964-1968: Escalation under President Johnson, with troop levels rising from 15,000 to 500,000. Intensified bombing and fighting failed to defeat North Vietnam.
3. 1969-1973: Nixon's Vietnamization policy attempted to transition fighting to South Vietnamese forces and reduce US troops, culminating in the 1973 Paris Peace Accords. However, South Vietnam ultimately fell to communist forces in 1975.
The document summarizes the history of the Israeli-Palestinian conflict from 1914 to the present. It discusses how British actions after WWI, including the Balfour Declaration and the British Mandate, laid the groundwork for ongoing tensions by supporting Zionism while undermining Palestinian self-determination. It also outlines key events that inflamed the conflict such as the 1947 UN partition plan, the 1948 war surrounding Israel's declaration of independence, and subsequent wars in 1967 and 1973.
The document summarizes the 1948 Arab-Israeli War, which began as tensions rose between Arabs and Jews in British-controlled Palestine over the creation of a Jewish state. [1] The Arab League declared they would go to war if the UN partition plan was approved. [2] After Israel declared independence, surrounding Arab states invaded but failed to defeat the new nation. [3] The war resulted in hundreds of thousands of Palestinian refugees fleeing or being expelled from their homes.
The document summarizes the political history and conflicts in Egypt since the 1950s. It discusses Egypt's transition from a British colony to a republic led by Nasser and various other presidents. It then focuses on the Arab Spring protests that overthrew Mubarak in 2011, the subsequent election of Morsi, and his eventual overthrow by the military. It concludes by noting Egypt has essentially returned to square one with an interim government and plans for new elections.
The document discusses several key aspects of the modern Middle East region, including its oil reserves, status as the heart of the War on Terror due to advanced weapons, location along the vital Suez Canal trade route, and legacy of colonial influence and instability. It then outlines the creation of Israel in 1948 and the subsequent invasion by neighboring Arab states, ending with 1949 armistice agreements. The document also discusses the 1967 Six Day War between Israel and a coalition of Arab states led by Egypt.
Red Star Over China (Speaker: Vincent Lee Kwun-leung) [Part 2]VincentKwunLeungLee
The "Red Star Over China" is a publication of Edgar Snow in 1968, with Victor Gollancz Limited in London as the publisher.
"Red Star Over China" recorded how the proletariat ideal of Communist Party was prospered as the mainstreamed ruling ideology in 20th-century China - from Menshevism of Chen Duxiu to Bolshevism of Mao Zedong.
Vincent Lee Kwun-leung (李冠良), the speaker of this academic talk, received the education of Prof. Cindy Chu Yik-yi (朱益宜教授) during her "Sino-American Relations" course at HKBU History Department in early 2009. Prof. Cindy Chu requested Vincent Lee and other students to do a "History Book Review" on "Red Star Over China" to analyze how an American journalist observed Communism in China.
Prof. Cindy Chu Yik-yi obtained a Ph-D qualification in University of Hawaii at Manoa. Her BA and M-Phil qualifications were from the University of Hong Kong. Prof. Chu is an alumnus of Maryknoll Convent School, and her Catholic growing background enables her to devote to the research on Maryknoll Sisters' missionary and charitable services in Hong Kong. Now, Prof. Chu is the Associate Director of HKBU David C. Lam Institute for East-West Studies.
Donald Wilhite, University of Lincoln: Integrated national drought managementNAPExpo 2014
This document outlines Dr. Donald Wilhite's presentation on adapting drought management strategies to increasing climate risks. It argues for shifting from reactive, crisis-based approaches to proactive risk management through national drought policies. Such policies should promote early warning systems, preparedness planning, vulnerability assessments, risk reduction measures, and coordinated emergency responses. Adopting a risk management paradigm can help build societal resilience to more frequent and severe droughts expected due to climate change. The presentation highlights the need for political will to change drought management, noting the high costs of maintaining the status quo.
The document outlines topics related to the Cold War including key terms, leaders, events, military conflicts, and ideological differences between the US and USSR. It includes sections on the early Cold War period, arms race, spread of communism in China and other regions, as well as crises like the Cuban Missile Crisis and conflicts in Korea and Vietnam. The document aims to provide an overview of the major elements of the extended geopolitical and military standoff between the US and Soviet Union known as the Cold War.
Israeli troops maneuvered near Rafah in the southern Gaza Strip during the 1967 Arab-Israeli war. Photos showed destroyed Egyptian fighter jets, Israeli tanks in the Sinai Peninsula, and an Israeli soldier guarding Egyptian prisoners outside El Arish. Col. Motta Gur observed the Old City of Jerusalem, including the Dome of the Rock and Al-Aqsa Mosque. Israeli paratroopers stood at the Western Wall after capturing Jerusalem's Old City. Military vehicles destroyed in the Sinai Peninsula were gathered near the Mitla Pass. Israeli soldiers celebrated at the end of the six-day conflict.
The document discusses algorithms and syntax structure diagrams, providing examples of different algorithm structures like sequence, selection, and repetition as well as syntax diagrams showing how to declare variables and data types in code. It also includes a Tetris game algorithm example and prompts the reader to design their own game algorithm and create syntax diagrams for the necessary control structures.
Nishadi Eriyagama, Vladimir Smakhtin and Nilantha Gamage, International Water Management Institute (IWMI), Colombo, Sri Lanka, Second International Conference on Drought Managementm, Istanbul, Turkey, March, 2010
Component diagrams show the physical components and dependencies between software components. Deployment diagrams visualize the distribution of components across nodes in a system and allow seeing potential bottlenecks. Rational Rose, Visual UML, and Microsoft Visio are tools to create UML diagrams, with Rational Rose being a more full-featured software engineering tool that supports activities beyond diagramming like code generation and testing.
This document provides an introduction to object-oriented analysis and design (OOAD). It discusses why the OO approach was developed, including to address issues with communication and managing complexity. It then defines key OO concepts like objects, classes, encapsulation, inheritance, polymorphism, and the use of UML. It also briefly outlines the object modeling technique (OMT) methodology and some popular OO development processes.
Iran has a rich culture that is reflected in its architecture, cinema, cuisine, and sports. Iranian architecture makes use of symbolic geometry and optimizes light and temperature control. Iran has a flourishing film industry with over 300 international awards in the past 25 years. Cuisine includes rice varieties and chelow kabab, the national dish, while tea is commonly drunk throughout the day. Wrestling and football are among the most popular sports, with wrestling regarded as the national sport and football drawing large fanbases.
Technical Properties of A Nuclear Power PlantCan Görkem Ünal
A nuclear power plant uses nuclear fission to generate heat from nuclear fuel such as uranium-235. This heat is used to convert water to steam and drive turbines that generate electricity. Key components include nuclear fuel rods, control rods to regulate the fission reaction, steam generators to convert heat to steam, turbines turned by steam, and condensers to cool steam back into water. Nuclear power produces low carbon emissions but long-lived radioactive waste remains a challenge.
Both nuclear weapons and chemical weapons can cause mass casualties and have devastating immediate and long-term effects. Nuclear weapons derive their power from nuclear fission or fusion reactions and can destroy entire cities, while chemical weapons use toxic chemicals like nerve or blister agents to poison victims. The effects of both include initial blast, thermal radiation and nuclear radiation injuries as well as longer term consequences like increased cancer rates and genetic damage.
October War_Effective Egyptian Preprarations Enable Strategic SurpriseW. Troy Ayres
The Egyptians were able to achieve strategic surprise against Israel in the 1973 Yom Kippur War through effective military preparations and deception. They had been conducting large training exercises for years, allowing Israel to grow complacent. Additionally, Egypt launched an deception campaign involving limiting information sharing and presenting their final mobilization as another routine exercise. Through these measures, Egypt was able to cross the Suez Canal before Israel realized war was imminent, gaining an early advantage through surprise.
This document discusses life changes after the 1979 Islamic revolution in Iran. It outlines what is not allowed in the new Islamic Republic, including public displays of affection, dancing, drinking alcohol, wearing inappropriate clothing, makeup, hair styles, and mixed gatherings where Islamic code is not followed. During Ramadan, eating or drinking in public during daylight hours is also prohibited. The document then discusses themes from the graphic novel Persepolis, including how the main character Marji did not understand the new veil requirement and the government's reasons for enforcing it. It also addresses how the Satrapi family's lifestyle and Marji's treatment changed with the new rules around parties, alcohol, and gender interaction. The impact of the Iran-
Before the 1979 Islamic revolution in Iran, the Shah governed in a secular fashion that supported women's suffrage and education for both boys and girls together without religious interference. Iranian families traditionally lived in extended structures together, and women had greater rights, including in dress, compared to the weaker position they faced after the revolution imposed stricter religious influences over society and government.
This document discusses drought in Pakistan, focusing on the 2014 drought situation. It provides definitions and outlines Pakistan's drought prone regions. It analyzes climate data showing rainfall shortages. The drought has impacted water security, food/agriculture, health, and livestock. Nutrition and mortality data from affected districts is presented. The document discusses Pakistan's drought governance structure and monitoring system. It also outlines mitigation strategies for water, food/agriculture, health, livestock, and rangeland management to build resilience against future droughts.
The US involvement in the Vietnam War can be divided into 3 stages:
1. 1945-1964: Initial assistance to France and South Vietnam against communist forces.
2. 1964-1968: Escalation under President Johnson, with troop levels rising from 15,000 to 500,000. Intensified bombing and fighting failed to defeat North Vietnam.
3. 1969-1973: Nixon's Vietnamization policy attempted to transition fighting to South Vietnamese forces and reduce US troops, culminating in the 1973 Paris Peace Accords. However, South Vietnam ultimately fell to communist forces in 1975.
The document summarizes the history of the Israeli-Palestinian conflict from 1914 to the present. It discusses how British actions after WWI, including the Balfour Declaration and the British Mandate, laid the groundwork for ongoing tensions by supporting Zionism while undermining Palestinian self-determination. It also outlines key events that inflamed the conflict such as the 1947 UN partition plan, the 1948 war surrounding Israel's declaration of independence, and subsequent wars in 1967 and 1973.
The document summarizes the 1948 Arab-Israeli War, which began as tensions rose between Arabs and Jews in British-controlled Palestine over the creation of a Jewish state. [1] The Arab League declared they would go to war if the UN partition plan was approved. [2] After Israel declared independence, surrounding Arab states invaded but failed to defeat the new nation. [3] The war resulted in hundreds of thousands of Palestinian refugees fleeing or being expelled from their homes.
The document summarizes the political history and conflicts in Egypt since the 1950s. It discusses Egypt's transition from a British colony to a republic led by Nasser and various other presidents. It then focuses on the Arab Spring protests that overthrew Mubarak in 2011, the subsequent election of Morsi, and his eventual overthrow by the military. It concludes by noting Egypt has essentially returned to square one with an interim government and plans for new elections.
The document discusses several key aspects of the modern Middle East region, including its oil reserves, status as the heart of the War on Terror due to advanced weapons, location along the vital Suez Canal trade route, and legacy of colonial influence and instability. It then outlines the creation of Israel in 1948 and the subsequent invasion by neighboring Arab states, ending with 1949 armistice agreements. The document also discusses the 1967 Six Day War between Israel and a coalition of Arab states led by Egypt.
Red Star Over China (Speaker: Vincent Lee Kwun-leung) [Part 2]VincentKwunLeungLee
The "Red Star Over China" is a publication of Edgar Snow in 1968, with Victor Gollancz Limited in London as the publisher.
"Red Star Over China" recorded how the proletariat ideal of Communist Party was prospered as the mainstreamed ruling ideology in 20th-century China - from Menshevism of Chen Duxiu to Bolshevism of Mao Zedong.
Vincent Lee Kwun-leung (李冠良), the speaker of this academic talk, received the education of Prof. Cindy Chu Yik-yi (朱益宜教授) during her "Sino-American Relations" course at HKBU History Department in early 2009. Prof. Cindy Chu requested Vincent Lee and other students to do a "History Book Review" on "Red Star Over China" to analyze how an American journalist observed Communism in China.
Prof. Cindy Chu Yik-yi obtained a Ph-D qualification in University of Hawaii at Manoa. Her BA and M-Phil qualifications were from the University of Hong Kong. Prof. Chu is an alumnus of Maryknoll Convent School, and her Catholic growing background enables her to devote to the research on Maryknoll Sisters' missionary and charitable services in Hong Kong. Now, Prof. Chu is the Associate Director of HKBU David C. Lam Institute for East-West Studies.
Donald Wilhite, University of Lincoln: Integrated national drought managementNAPExpo 2014
This document outlines Dr. Donald Wilhite's presentation on adapting drought management strategies to increasing climate risks. It argues for shifting from reactive, crisis-based approaches to proactive risk management through national drought policies. Such policies should promote early warning systems, preparedness planning, vulnerability assessments, risk reduction measures, and coordinated emergency responses. Adopting a risk management paradigm can help build societal resilience to more frequent and severe droughts expected due to climate change. The presentation highlights the need for political will to change drought management, noting the high costs of maintaining the status quo.
The document outlines topics related to the Cold War including key terms, leaders, events, military conflicts, and ideological differences between the US and USSR. It includes sections on the early Cold War period, arms race, spread of communism in China and other regions, as well as crises like the Cuban Missile Crisis and conflicts in Korea and Vietnam. The document aims to provide an overview of the major elements of the extended geopolitical and military standoff between the US and Soviet Union known as the Cold War.
The document provides key dates and events relating to US-Japanese relations prior to WWII. It outlines Japan's increasing imperialism in Manchuria in 1931 and China in 1937, and the US's neutral or non-confrontational responses. This included approving the Kellogg-Briand Pact outlawing war in 1929 but doing nothing in response to Japan's invasion of Manchuria in 1931. The document establishes the timeline of deteriorating relations between the two countries in the lead up to WWII.
The document summarizes key events and developments during World War 1 between 1915-1918, including:
1) The Gallipoli Campaign aimed to establish a supply line to Russia.
2) The US entered the war due to Germany's unrestricted submarine warfare and their intercepting of the Zimmerman Note.
3) Russia's Czar government collapsed due to war shortages and the Russian Revolution.
4) Germany and Russia signed the Treaty of Brest-Litovsk in 1918, with Russia surrendering territory.
5) The Second Battle of the Marne in 1918 was a major Allied victory that started their momentum to win the war.
6) The final defeat of the
Wilson aimed for a just peace through self-determination and a League of Nations, while France and Britain prioritized security and punishing Germany. The resulting Treaty of Versailles severely punished Germany, reorganized borders, and included the League, but failed to achieve lasting peace due to bitterness over its terms. The US rejection further weakened the League.
This document provides a table of contents for a World War 1 unit that includes 10 sections:
1) Table of Contents
2) Entangled Alliances
3) WWI Map & Alliances
4) Powderkeg & Dominoes
5) New Weapons
6) War Affects the World
7) Flawed Peace
8) Killing Fields: Video Notes
9) Propaganda
10) Vocabulary / Study Guide
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
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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.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
WWI 5 Weapons
1. Assignment # 4
World War I
skip to vocab 5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1
2
3
4
5
2. Assignment # 4
World War I
skip to vocab 5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1
Machine
Gun
2
3
4
5
3. Assignment # 4
World War I
skip to vocab 5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1
Machine German
Gun
2
3
4
5
4. Assignment # 4
World War I
skip to vocab 5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1 Fast shooting gun firing many
Machine many bullets
German
Gun 600 bullets a minute
2
3
4
5
5. Assignment # 4
World War I
skip to vocab 5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1 Fast shooting gun firing many Killed many many people
Machine many bullets 80% of Brits Killed
German
Gun 600 bullets a minute Big reason for trenches
2
3
4
5
6. Assignment # 4
World War I
skip to vocab 5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1 Fast shooting gun firing many Killed many many people
Machine many bullets 80% of Brits Killed
German
Gun 600 bullets a minute Big reason for trenches
2
Airplane
3
4
5
7. Assignment # 4
World War I
skip to vocab 5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1 Fast shooting gun firing many Killed many many people
Machine many bullets 80% of Brits Killed
German
Gun 600 bullets a minute Big reason for trenches
2 American
French?
Airplane Brazilian?
3
4
5
8. Assignment # 4
World War I
skip to vocab 5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1 Fast shooting gun firing many Killed many many people
Machine many bullets 80% of Brits Killed
German
Gun 600 bullets a minute Big reason for trenches
2 American Flying machine mainly used to
French? spy on enemies
Airplane Brazilian?
Report Artillery Bombing
3
4
5
9. Assignment # 4
World War I
skip to vocab 5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1 Fast shooting gun firing many Killed many many people
Machine many bullets 80% of Brits Killed
German
Gun 600 bullets a minute Big reason for trenches
2 American Flying machine mainly used to Prior to WWI air not used in war
French? spy on enemies Red Baron; Dogfights
Airplane Brazilian?
Report Artillery Bombing Replaced Zeppelins
3
4
5
10. Assignment # 4
World War I
skip to vocab 5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1 Fast shooting gun firing many Killed many many people
Machine many bullets 80% of Brits Killed
German
Gun 600 bullets a minute Big reason for trenches
2 American Flying machine mainly used to Prior to WWI air not used in war
French? spy on enemies Red Baron; Dogfights
Airplane Brazilian?
Report Artillery Bombing Replaced Zeppelins
3
Submarine
U-boat
4
5
11. Assignment # 4
World War I
skip to vocab 5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1 Fast shooting gun firing many Killed many many people
Machine many bullets 80% of Brits Killed
German
Gun 600 bullets a minute Big reason for trenches
2 American Flying machine mainly used to Prior to WWI air not used in war
French? spy on enemies Red Baron; Dogfights
Airplane Brazilian?
Report Artillery Bombing Replaced Zeppelins
3
Submarine German
U-boat
4
5
12. Assignment # 4
World War I
5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1 Fast shooting gun firing many Killed many many people
Machine many bullets 80% of Brits Killed
German
Gun 600 bullets a minute Big reason for trenches
2 American Flying machine mainly used to Prior to WWI air not used in war
French? spy on enemies Red Baron; Dogfights
Airplane Brazilian?
Report Artillery Bombing Replaced Zeppelins
3 U-boat = Underwater boat
Submarine German Torpedo war & supply ships
U-boat
4
5
13. Assignment # 4
World War I
skip to vocab 5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1 Fast shooting gun firing many Killed many many people
Machine many bullets 80% of Brits Killed
German
Gun 600 bullets a minute Big reason for trenches
2 American Flying machine mainly used to Prior to WWI air not used in war
French? spy on enemies Red Baron; Dogfights
Airplane Brazilian?
Report Artillery Bombing Replaced Zeppelins
3 U-boat = Underwater boat Cut ship supplies to a nation
Submarine German Torpedo war & supply ships Caused Convoys
U-boat
4
5
14. Assignment # 4
World War I
skip to vocab 5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1 Fast shooting gun firing many Killed many many people
Machine many bullets 80% of Brits Killed
German
Gun 600 bullets a minute Big reason for trenches
2 American Flying machine mainly used to Prior to WWI air not used in war
French? spy on enemies Red Baron; Dogfights
Airplane Brazilian?
Report Artillery Bombing Replaced Zeppelins
3 U-boat = Underwater boat Cut ship supplies to a nation
Submarine German Torpedo war & supply ships Caused Convoys
U-boat
4
Poison Gas
5
15. Assignment # 4
World War I
skip to vocab 5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1 Fast shooting gun firing many Killed many many people
Machine many bullets 80% of Brits Killed
German
Gun 600 bullets a minute Big reason for trenches
2 American Flying machine mainly used to Prior to WWI air not used in war
French? spy on enemies Red Baron; Dogfights
Airplane Brazilian?
Report Artillery Bombing Replaced Zeppelins
3 U-boat = Underwater boat Cut ship supplies to a nation
Submarine German Torpedo war & supply ships Caused Convoys
U-boat
4
Poison Gas German
5
16. Assignment # 4
World War I
skip to vocab 5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1 Fast shooting gun firing many Killed many many people
Machine many bullets 80% of Brits Killed
German
Gun 600 bullets a minute Big reason for trenches
2 American Flying machine mainly used to Prior to WWI air not used in war
French? spy on enemies Red Baron; Dogfights
Airplane Brazilian?
Report Artillery Bombing Replaced Zeppelins
3 U-boat = Underwater boat Cut ship supplies to a nation
Submarine German Torpedo war & supply ships Caused Convoys
U-boat
4 Spray or bomb enemies
Poison Gas German Burn skin, eyes = blinded
Hard to breath = suffocation
5
17. Assignment # 4
World War I
skip to vocab 5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1 Fast shooting gun firing many Killed many many people
Machine many bullets 80% of Brits Killed
German
Gun 600 bullets a minute Big reason for trenches
2 American Flying machine mainly used to Prior to WWI air not used in war
French? spy on enemies Red Baron; Dogfights
Airplane Brazilian?
Report Artillery Bombing Replaced Zeppelins
3 U-boat = Underwater boat Cut ship supplies to a nation
Submarine German Torpedo war & supply ships Caused Convoys
U-boat
4 Spray or bomb enemies Gas masks
Poison Gas German Burn skin, eyes = blinded Wind direction matters
Hard to breath = suffocation Only 4% killed
5
18. Assignment # 4
World War I
skip to vocab 5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1 Fast shooting gun firing many Killed many many people
Machine many bullets 80% of Brits Killed
German
Gun 600 bullets a minute Big reason for trenches
2 American Flying machine mainly used to Prior to WWI air not used in war
French? spy on enemies Red Baron; Dogfights
Airplane Brazilian?
Report Artillery Bombing Replaced Zeppelins
3 U-boat = Underwater boat Cut ship supplies to a nation
Submarine German Torpedo war & supply ships Caused Convoys
U-boat
4 Spray or bomb enemies Gas masks
Poison Gas German Burn skin, eyes = blinded Wind direction matters
Hard to breath = suffocation Only 4% killed
5
Tank
19. Assignment # 4
World War I
skip to vocab 5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1 Fast shooting gun firing many Killed many many people
Machine many bullets 80% of Brits Killed
German
Gun 600 bullets a minute Big reason for trenches
2 American Flying machine mainly used to Prior to WWI air not used in war
French? spy on enemies Red Baron; Dogfights
Airplane Brazilian?
Report Artillery Bombing Replaced Zeppelins
3 U-boat = Underwater boat Cut ship supplies to a nation
Submarine German Torpedo war & supply ships Caused Convoys
U-boat
4 Spray or bomb enemies Gas masks
Poison Gas German Burn skin, eyes = blinded Wind direction matters
Hard to breath = suffocation Only 4% killed
5
Tank British
20. Assignment # 4
World War I
skip to vocab 5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1 Fast shooting gun firing many Killed many many people
Machine many bullets 80% of Brits Killed
German
Gun 600 bullets a minute Big reason for trenches
2 American Flying machine mainly used to Prior to WWI air not used in war
French? spy on enemies Red Baron; Dogfights
Airplane Brazilian?
Report Artillery Bombing Replaced Zeppelins
3 U-boat = Underwater boat Cut ship supplies to a nation
Submarine German Torpedo war & supply ships Caused Convoys
U-boat
4 Spray or bomb enemies Gas masks
Poison Gas German Burn skin, eyes = blinded Wind direction matters
Hard to breath = suffocation Only 4% killed
5 Rolling metal vehicle with guns
to shoot in all directions
Tank British
21. Assignment # 4
World War I
skip to vocab 5 New Weapons of War p.360-361
Weapon Invented By Description How did it change War
1 Fast shooting gun firing many Killed many many people
Machine many bullets 80% of Brits Killed
German
Gun 600 bullets a minute Big reason for trenches
2 American Flying machine mainly used to Prior to WWI air not used in war
French? spy on enemies Red Baron; Dogfights
Airplane Brazilian?
Report Artillery Bombing Replaced Zeppelins
3 U-boat = Underwater boat Cut ship supplies to a nation
Submarine German Torpedo war & supply ships Caused Convoys
U-boat
4 Spray or bomb enemies Gas masks
Poison Gas German Burn skin, eyes = blinded Wind direction matters
Hard to breath = suffocation Only 4% killed
5 Rolling metal vehicle with guns Made trenches obsolete
to shoot in all directions Ended stalemate of trench warfare
Tank British
29. 3a Convoy
a group of naval ships protecting supply
ships against submarine or other attack
Back to Main Back to Vocab
30. 4) Poison Gas
A) Poison gas was more of a psychological weapon than effective weapon.
B) In the end, it was responsible for less than 5% of total war deaths.
Estimated gas casualties
Nation Fatal Non-fatal
Russia 56,000 419,340
Germany 9,000 200,000
France 8,000 190,000
British Empire 8,109 188,706
Austria-Hungary 3,000 100,000
USA 1,462 72,807
Italy 4,627 60,000
Total 88,498 1,240,853
Back to Main
32. Alliances
Schlieffen Plan?
Eastern Front?
Western Front?
Prep for Quiz Back to Vocab
33. Shell Shell Shock
Giant bullet shot long distances Soldiers who went crazy from:
that explodes like a bomb A) Fear of death that can come at any moment
B) Constant shelling
C) Exposure to horrors of war
Prep for Quiz Back to Vocab
34. Artillery
World War I was an artillery war. Most (75 per cent} of the ten million soldiers who died on all sides in the conflict were killed by shells, and a direct hit from a big gun could literally blow a man to
smithereens: this accounts for many dead soldiers still being officially listed as `missing'. In this picture, an officer (with arms behind back} is supervising a team readying a six-inch howitzer, which
fired 26 hundredweight shells to a distance of up to six miles. The men on the left are unpacking and `priming' the shells - setting the fuse in the nosecap for the range required. This howitzer was
one of the most successful and widely used guns of the war and more than 4,000 were built. So efficient was it that it remained in service until the end of World War II in 1945. Weighing 4.2
tonnes, the guns needed a team of ten men to operate them. By the end of the war, Britain's artillery had developed a tactic called `the creeping barrage', which involved laying down a curtain of
shellfire just in front of advancing infantry, which moved forward in line with their progress. Although this reduced casualties, it could mean that shells falling short killed soldiers by `friendly fire'.
Prep for Quiz Back to Vocab
36. No Man’s Land
Space between enemy trenches.
“Nothing moves in no man’s land!”
Central Powers
Trenches
Triple Entente (Allies)
Trenches
Back to main
Prep for Quiz Back to Vocab
37. Shrapnel:
Medal debris from exploded shell that rips
apart soldiers or anything in its way
Shrapnel
DON’T LOOK IF YOU THINK YOU CANNOT HANDLE
SEEING SOME VICTIMS OF WAR
Prep for Quiz Back to Vocab
38. Shrapnel:
Medal debris from exploded shell that rips
apart soldiers or anything in its way
Shrapnel
Surgeons
can’t help
them all.
Surgeon
39. Shrapnel:
Metal debris from exploded shell that rips
apart soldiers or anything in its way
Shrapnel
Surgeons
can’t help
them all.
Surgeon Back to Vocab
40. 1 3
2
Nation / Empire Royal Leader Connection
1 1) King George V
2 2) Kaiser Wilhelm II
3 3) Czar Nicholas II
Back to Vocab
45. 24. Armenian Genocide
What 1) The Turkish and Russians fought in the Caucasus Mountains on the Northern Border
of Turkey during WW1.
Happened?
2)
3)
4)
5)
6)
7)
Aggressor 1)
2)
3)
Victims 1)
2)
3)
Results 1)
2)
3)
46.
47.
48.
49. 24. Armenian Genocide
What 1) The Turkish and Russians fought in the Caucasus Mountains on the Northern Border
of Turkey during WW1.
Happened?
2) This region was inhabited by ethnic Armenians.
3)
4)
5)
6)
7)
Aggressor 1)
2)
3)
Victims 1)
2)
3)
Results 1)
2)
3)
50.
51.
52.
53. 24. Armenian Genocide
What 1) The Turkish and Russians fought in the Caucasus Mountains on the Northern Border
of Turkey during WW1.
Happened?
2) This region was inhabited by ethnic Armenians.
3) Armenians in the Ottoman empire did not have equal rights as Turkish Muslims,
because they were Christians.
4)
5)
6)
7)
Aggressor 1)
2)
3)
Victims 1)
2)
3)
Results 1)
2)
3)
54.
55. 24. Armenian Genocide
What 1) The Turkish and Russians fought in the Caucasus Mountains on the Northern Border
of Turkey during WW1.
Happened?
2) This region was inhabited by ethnic Armenians.
3) Armenians in the Ottoman empire did not have equal rights as Turkish Muslims,
because they were Christians.
4) These Armenians helped the Russian army fight against the Turks.
5)
6)
7)
Aggressor 1)
2)
3)
Victims 1)
2)
3)
Results 1)
2)
3)
56.
57. 24. Armenian Genocide
What 1) The Turkish and Russians fought in the Caucasus Mountains on the Northern Border
of Turkey during WW1.
Happened?
2) This region was inhabited by ethnic Armenians.
3) Armenians in the Ottoman empire did not have equal rights as Turkish Muslims,
because they were Christians.
4) These Armenians helped the Russian army fight against the Turks.
5) Turkish government use #4 to justify deporting all Armenians to Syria and
Mesopotamia (modern day Iraq).
6)
7)
Aggressor 1)
2)
3)
Victims 1)
2)
3)
Results 1)
2)
3)
58. 24. Armenian Genocide
What 1) The Turkish and Russians fought in the Caucasus Mountains on the Northern Border
of Turkey during WW1.
Happened?
2) This region was inhabited by ethnic Armenians.
3) Armenians in the Ottoman empire did not have equal rights as Turkish Muslims,
because they were Christians.
4) These Armenians helped the Russian army fight against the Turks.
5) Turkish government use #4 to justify deporting all Armenians to Syria and
Mesopotamia (modern day Iraq).
6) During the deportation, some 1.5 million Armenians were massacred.
7)
Aggressor 1)
2)
3)
Victims 1)
2)
3)
Results 1)
2)
3)
59.
60. 24. Armenian Genocide
What 1) The Turkish and Russians fought in the Caucasus Mountains on the Northern Border
of Turkey during WW1.
Happened?
2) This region was inhabited by ethnic Armenians.
3) Armenians in the Ottoman empire did not have equal rights as Turkish Muslims,
because they were Christians.
4) These Armenians helped the Russian army fight against the Turks.
5) Turkish government use #4 to justify deporting all Armenians to Syria and
Mesopotamia (modern day Iraq).
6) During the deportation, some 1.5 million Armenians were massacred.
7) Some were systematically slaughtered and others starved to death.
Aggressor 1)
2)
3)
Victims 1)
2)
3)
Results 1)
2)
3)
61.
62. 24. Armenian Genocide
What 1) The Turkish and Russians fought in the Caucasus Mountains on the Northern Border
of Turkey during WW1.
Happened?
2) This region was inhabited by ethnic Armenians.
3) Armenians in the Ottoman empire did not have equal rights as Turkish Muslims,
because they were Christians.
4) These Armenians helped the Russian army fight against the Turks.
5) Turkish government use #4 to justify deporting all Armenians to Syria and
Mesopotamia (modern day Iraq).
6) During the deportation, some 1.5 million Armenians were massacred.
7) Some were systematically slaughtered and others starved to death.
Aggressor 1) Ottoman Empire was a member of the central powers.
2)
3)
Victims 1)
2)
3)
Results 1)
2)
3)
63.
64. 24. Armenian Genocide
What 1) The Turkish and Russians fought in the Caucasus Mountains on the Northern Border
of Turkey during WW1.
Happened?
2) This region was inhabited by ethnic Armenians.
3) Armenians in the Ottoman empire did not have equal rights as Turkish Muslims,
because they were Christians.
4) These Armenians helped the Russian army fight against the Turks.
5) Turkish government use #4 to justify deporting all Armenians to Syria and
Mesopotamia (modern day Iraq).
6) During the deportation, some 1.5 million Armenians were massacred.
7) Some were systematically slaughtered and others starved to death.
Aggressor 1) Ottoman Empire = central powers.
2)
3)
Victims 1)
2)
3)
Results 1)
2)
3)
65. 24. Armenian Genocide
What 1) The Turkish and Russians fought in the Caucasus Mountains on the Northern Border
of Turkey during WW1.
Happened?
2) This region was inhabited by ethnic Armenians.
3) Armenians in the Ottoman empire did not have equal rights as Turkish Muslims,
because they were Christians.
4) These Armenians helped the Russian army fight against the Turks.
5) Turkish government use #4 to justify deporting all Armenians to Syria and
Mesopotamia (modern day Iraq).
6) During the deportation, some 1.5 million Armenians were massacred.
7) Some were systematically slaughtered and others starved to death.
Aggressor 1) Ottoman Empire was a member of the central powers.
2) Due hard economic times the Turkish govt. promoted extreme nationalism involving
pride in being Muslim.
3)
Victims 1)
2)
3)
Results 1)
2)
3)
66. 24. Armenian Genocide
What 1) The Turkish and Russians fought in the Caucasus Mountains on the Northern Border
of Turkey during WW1.
Happened?
2) This region was inhabited by ethnic Armenians.
3) Armenians in the Ottoman empire did not have equal rights as Turkish Muslims,
because they were Christians.
4) These Armenians helped the Russian army fight against the Turks.
5) Turkish government use #4 to justify deporting all Armenians to Syria and
Mesopotamia (modern day Iraq).
6) During the deportation, some 1.5 million Armenians were massacred.
7) Some were systematically slaughtered and others starved to death.
Aggressor 1) Ottoman Empire was a member of the central powers.
2) Due hard economic times the Turkish govt. promoted extreme nationalism involving
pride in being Muslim.
3) Armenians, who were Christian, were discriminated against for this reason.
Victims 1)
2)
3)
Results 1)
2)
3)
67. 24. Armenian Genocide
What 1) The Turkish and Russians fought in the Caucasus Mountains on the Northern Border
of Turkey during WW1.
Happened?
2) This region was inhabited by ethnic Armenians.
3) Armenians in the Ottoman empire did not have equal rights as Turkish Muslims,
because they were Christians.
4) These Armenians helped the Russian army fight against the Turks.
5) Turkish government use #4 to justify deporting all Armenians to Syria and
Mesopotamia (modern day Iraq).
6) During the deportation, some 1.5 million Armenians were massacred.
7) Some were systematically slaughtered and others starved to death.
Aggressor 1) Ottoman Empire was a member of the central powers.
2) Due hard economic times the Turkish govt. promoted extreme nationalism involving
pride in being Muslim.
3) Armenians, who were Christian, were discriminated against for this reason.
Victims 1) Armenia was the first country to adopt Christianity as a national religion in 306.
2)
3)
Results 1)
2)
3)
68. 24. Armenian Genocide
What 1) The Turkish and Russians fought in the Caucasus Mountains on the Northern Border
of Turkey during WW1.
Happened?
2) This region was inhabited by ethnic Armenians.
3) Armenians in the Ottoman empire did not have equal rights as Turkish Muslims,
because they were Christians.
4) These Armenians helped the Russian army fight against the Turks.
5) Turkish government use #4 to justify deporting all Armenians to Syria and
Mesopotamia (modern day Iraq).
6) During the deportation, some 1.5 million Armenians were massacred.
7) Some were systematically slaughtered and others starved to death.
Aggressor 1) Ottoman Empire was a member of the central powers.
2) Due hard economic times the Turkish govt. promoted extreme nationalism involving
pride in being Muslim.
3) Armenians, who were Christian, were discriminated against for this reason.
Victims 1) Armenia was the first country to adopt Christianity as a national religion in 306.
2) Part of Armenia was controlled by the Ottomans, and the other by Russia.
3)
Results 1)
2)
3)
69. 24. Armenian Genocide
What 1) The Turkish and Russians fought in the Caucasus Mountains on the Northern Border
of Turkey during WW1.
Happened?
2) This region was inhabited by ethnic Armenians.
3) Armenians in the Ottoman empire did not have equal rights as Turkish Muslims,
because they were Christians.
4) These Armenians helped the Russian army fight against the Turks.
5) Turkish government use #4 to justify deporting all Armenians to Syria and
Mesopotamia (modern day Iraq).
6) During the deportation, some 1.5 million Armenians were massacred.
7) Some were systematically slaughtered and others starved to death.
Aggressor 1) Ottoman Empire was a member of the central powers.
2) Due hard economic times the Turkish govt. promoted extreme nationalism involving
pride in being Muslim.
3) Armenians, who were Christian, were discriminated against for this reason.
Victims 1) Armenia was the first country to adopt Christianity as a national religion in 306.
2) Part of Armenia was controlled by the Ottomans, and the other by Russia.
3) Armenians cooperated with Russia because the Ottomans oppressed them.
Results 1)
2)
3)
70. 24. Armenian Genocide
What 1) The Turkish and Russians fought in the Caucasus Mountains on the Northern Border
of Turkey during WW1.
Happened?
2) This region was inhabited by ethnic Armenians.
3) Armenians in the Ottoman empire did not have equal rights as Turkish Muslims,
because they were Christians.
4) These Armenians helped the Russian army fight against the Turks.
5) Turkish government use #4 to justify deporting all Armenians to Syria and
Mesopotamia (modern day Iraq).
6) During the deportation, some 1.5 million Armenians were massacred.
7) Some were systematically slaughtered and others starved to death.
Aggressor 1) Ottoman Empire was a member of the central powers.
2) Due hard economic times the Turkish govt. promoted extreme nationalism involving
pride in being Muslim.
3) Armenians, who were Christian, were discriminated against for this reason.
Victims 1) Armenia was the first country to adopt Christianity as a national religion in 306.
2) Part of Armenia was controlled by the Ottomans, and the other by Russia.
3) Armenians cooperated with Russia because the Ottomans oppressed them.
Results 1) Many Armenians went all over the Middle East to big cities like Damascus, Beirut,
Cairo, and Tehran, leaving few Armenians in their homeland.
2)
3)
71. 24. Armenian Genocide
What 1) The Turkish and Russians fought in the Caucasus Mountains on the Northern Border
of Turkey during WW1.
Happened?
2) This region was inhabited by ethnic Armenians.
3) Armenians in the Ottoman empire did not have equal rights as Turkish Muslims,
because they were Christians.
4) These Armenians helped the Russian army fight against the Turks.
5) Turkish government use #4 to justify deporting all Armenians to Syria and
Mesopotamia (modern day Iraq).
6) During the deportation, some 1.5 million Armenians were massacred.
7) Some were systematically slaughtered and others starved to death.
Aggressor 1) Ottoman Empire was a member of the central powers.
2) Due hard economic times the Turkish govt. promoted extreme nationalism involving
pride in being Muslim.
3) Armenians, who were Christian, were discriminated against for this reason.
Victims 1) Armenia was the first country to adopt Christianity as a national religion in 306.
2) Part of Armenia was controlled by the Ottomans, and the other by Russia.
3) Armenians cooperated with Russia because the Ottomans oppressed them.
Results 1) Many Armenians went all over the Middle East to big cities like Damascus, Beirut,
Cairo, and Tehran, leaving few Armenians in their homeland.
2) Armenians traveled to America and many currently live in Glendale, CA.
3)
72. 24. Armenian Genocide
What 1) The Turkish and Russians fought in the Caucasus Mountains on the Northern Border
of Turkey during WW1.
Happened?
2) This region was inhabited by ethnic Armenians.
3) Armenians in the Ottoman empire did not have equal rights as Turkish Muslims,
because they were Christians.
4) These Armenians helped the Russian army fight against the Turks.
5) Turkish government use #4 to justify deporting all Armenians to Syria and
Mesopotamia (modern day Iraq).
6) During the deportation, some 1.5 million Armenians were massacred.
7) Some were systematically slaughtered and others starved to death.
Aggressor 1) Ottoman Empire was a member of the central powers.
2) Due hard economic times the Turkish govt. promoted extreme nationalism involving
pride in being Muslim.
3) Armenians, who were Christian, were discriminated against for this reason.
Victims 1) Armenia was the first country to adopt Christianity as a national religion in 306.
2) Part of Armenia was controlled by the Ottomans, and the other by Russia.
3) Armenians cooperated with Russia because the Ottomans oppressed them.
Results 1) Many Armenians went all over the Middle East to big cities like Damascus, Beirut,
Cairo, and Tehran, leaving few Armenians in their homeland.
2) Armenians traveled to America and many currently live in Glendale, CA.
3) There is still tension between Armenians and Turks because of this genocide, and
Turkey’s refusal to admit their systematic killings were a genocide.
Back to Vocab
77. Lawrence troubleArabia
a) British guy who went around Arabia causing
of for Ottoman Empire
b) Encourage different groups to break away from Ottoman Control.
Leaders of Ottoman Empire Lawrence of Arabia = Terrorist
Leaders of British Empire Lawrence of Arabia = War Hero
Back to Vocab