Geography of the Gulf of Mexico Border States

The World War I And The Treaty Of Versailles - 862 Words

The First World War saw more than 37 million people get injured or killed. (PBS) It was a gruesome war that lasted four years between 1914 and 1918. On November 11, 1918, the war was finally ended with the signing of an armistice. The winners of the war met in the Palace of Versailles to discuss the reparations Germany would face and also who should get the land that was to be divided up. The Chinese were also very interested in the peace talks. They had sent about 140,000 Chinese men to work as labourers for the French, British, American, and Russian armies. (Boehler) The Chinese wanted to back the Shandong province which Germany had occupied, but Japan an ally to the French led alliance took it from Germany, but didn’t give it back to China. China wanted it back because it was the birthplace of Confucius who is like the Jesus Christ or Mohammed in Christianity or Islam. The Treaty of Versailles would not give China what it wanted and it also created a bad taste in the mouth of Germany. At the peace talks, the Chinese had one big request. They wanted their Shandong province returned to them. The province was one of the most important in China. The Shandong province is the most important religious region to the Chinese. It was the birthplace to Confucius. The region was also on the coast and was a big trading port. This was also the region where most of the labourers originated from. The president of the Chinese was trying to lobby the British behind closedShow MoreRelatedWorld War I And The Treaty Of Versailles1604 Words   |  7 Pageswondered why World War II happened despite World War I being the war to end all wars? World War I lasted four years and was very gruesome. Much of the Western Front was destroyed and about 10 million people died. Germany ended the war by ceasing fire and making an armistice on November 11, 1918. The Allied Power had successfully defeated the Central Powers and America had accomplished their goal to end the war. After the surre nder from Germany, the Allied Power met up to make a treaty with GermanyRead MoreThe Treaty Of Versailles And The World War I Essay1977 Words   |  8 PagesThe Treaty of Versailles is the treaty that states the obligations of Germany towards the Allied Powers in the aftermath of World War I. Its main clauses include Germany exclusively accepting blame for the war, reducing its army, removing portions of its territory and paying reparations for the economic consequences of the war it was said to have caused. However, the level of the reparations detailed in the treaty far exceeded Germany’s capacity to pay, which led many to critique it. The economicRead MoreWorld War I And The Treaty Of Versailles1445 Words   |  6 PagesEverything commence in 1933, fifthteen years after World War I had ended because of the agreement to the Treaty of Versailles. Germany was still upset with the Treaty of Versailles, which basically said, Germany has to pay millions of dollars, there army was reduced, and they couldn’t join the League of Nations. That just didn t settle with Germany so they decided to take matters into their own hands and start another global war, named World War II. WWII started in 1939 to 1945 because of many reasonsRead MoreWorld War I And The Treaty Of Versailles1463 Words   |  6 Pagesbetween a grand leader and an absolute tyrant. Germany was unfairly accused of World War 1 and all the unfortunate deaths and destructions that occurred. They were solely blamed and not given a chance to recover because they were forced to sign a peace treaty, the Treaty of Versailles, which began the downfall of Germany. Before World War 1, Germans were incredibly proud of their heritage; however, compared to after World War 1 the people were seen with their heads hung in shame and humiliation. EveryoneRead MoreWorld War I And The Treaty Of Versailles979 Words   |  4 PagesEverything always comes to an end; the Roaring Twenties came to an end on Octo ber 24, 1929 with the stock market crash. The world was a different place in the years of 1870-1914. John Maynard Keynes called it an economic utopia, products and raw material moved relatively easily, as well low tariffs. Immigration also saw a little red tape and many immigrants moved without many problems, which in turn left labor behind from the countries they left behind. At the time Britain was the number one lenderRead MoreWorld War I And The Treaty Of Versailles Essay1835 Words   |  8 PagesWorld War I has ended with a Treaty of Versailles, which was signed in France, was actually one of the causes to begin the World War II. Germany was much expended, and it was overtaking the other countries land. This treaty made Germany lose approximately 13 percent of its home territory . â€Å"The Polish State has refused the peaceful settlement of relations which I desired, and has appealed to arms. Germans in Poland are persecuted with bloody terror and driven from their houses. A series of violationsRead MoreWorld War I : The Treaty Of Versailles2323 Words   |  10 PagesWorld War I was a horrific experience for all of those involved because of the extremely high casualty rates. It was even more devastating for those that found themselves on the losing end of the war, including Germany. Post-war Germany went through a major socialist revolution. One which led to the formation of various communist political systems. Due to the establishment of the Weimar Republic, these politically radical arrangements faltered and dissipated. Soon after its enactment, the WeimarRead MoreThe Treaty Of Versailles After World War I1538 Words   |  7 PagesSown Thesis: The peace treaty that resulted from World War 1 was not too harsh of a punishment for the offenses committed. I. To help better one’s opinion, one must first understand the events leading up to the results of the treaties. A. The terms of the peace treaty were an attempt to prevent wars in the future. B. The peace treaty did not succeed because it was not enforced. II. Second, the treaty of Versailles was not too harsh ofRead MoreThe Versailles Treaty World War I Ended1310 Words   |  6 PagesWith the creation of the Versailles Treaty World War I ended. It ensured that national identity and independence was preserved limiting Germany powers. Like with everything in life there were some negative effects of the treaty. The worst â€Å"side effect† was that it lead to World War II giving rise to Hitler’s powers. The Germans were deeply hurt placing â€Å"war guilt† on Germany. Once WWI ended one of the biggest side effects of WWI was the physical destruction, besides millions of people died orRead MoreThe Treaty Of Versailles Ended World War I1708 Words   |  7 Pages The Second World War took approximately 50,000,000 to 60,000,000 lives (â€Å"World War II†). But this total does not include the millions not accounted for, many of them infants. The war had many causes, but the vast fault lay on a piece of writing from twenty years before the war even started. The Treaty of Versailles ended World War I but instigated the events that led up to World War II. Because the treaty of Versailles was so harsh on Germany, the effects of those terms allowed the Nazi party

Innovation in Agriculture Free Essays

Indian organizations have acquired a reputation for organizational and social innovation and strategies centered round new concepts of frugal innovation. It has been suggested that some of these developments reflect specific socio-economic and framework conditions peculiar to the Indian context. At the same time many Indian firms have yet to institute systems and procedures required for supporting technological, product and service innovations. We will write a custom essay sample on Innovation in Agriculture or any similar topic only for you Order Now The existence of formal RD departments/divisions, offers a ritualistic fig leaf for innovation practice. The absence of organizational support and a holistic innovation strategy coupled with an integrative perspective obscures or limits the development of a proactive innovation strategy. The paradox of Indian innovation suggests that the necessity of developing and managing the abundant supply of human resources in the country is central to its conceptualization and realization. These innovations get manifested mainly in two different patterns, one of which relates to the management of human resources within organizations, and the other to the creation of social enterprises for the development of human resources outside; the latter may also take the form of CSR initiatives by corporate organizations. One of the implications of the ‘abundant supply of human resources in the country’ is that Indian organizations have to adopt people-focused business strategies rather than the command structures cantered round the use, performance and incentivisation of human resources. This issue probably makes India different from Western countries and there is a big opportunity both for comparative research and best practice exchange. A second interesting implication of the above is that over the years there has been a phenomenal growth in the number of social enterprises in India, which are different from commercial enterprises in having ‘social development’ (rather than ‘profit-making’) as their main objective. For this reason they are likely to be perennially operating under resource constraints, which make it difficult for them to survive without innovations. The aim is to investigate innovative HR and other related strategies adopted by Indian commercial as well as social enterprises. Innovation is rarely a product of the internal resources of the firm alone. Relations with other organizations are likely to be crucial to the success f innovations. We also wish to explore how innovations in Indian firms are influenced by their relations with other organizations. Topics to be covered in the presentation will include (but are not restricted to) the following: * Principal types and characteristics of innovations in Indian firms * HR innovations in Indian firms * Innovations in Indian social enterprises Role of public bodies in supporting firms’ innovation * Organizational constraints and facilitators of innovation * Innovation in different types of industries (manufacturing/service, h i-tech/low-tech, small/medium/large, etc) * Innovative relationships with other organizations * Support for innovations from inter-organizational relationships * Sources, means and types of information and knowledge important for firms’ innovation * National and regional innovation systems * Costs, benefits and impacts of Innovations Please note that the deadline for paper submission is  2nd January 2012. How to cite Innovation in Agriculture, Papers

Service Learning in Australian Education System

Question: Discuss about the Service Learning in Australian Education System. Answer: Introduction Service learningis a learning approach, which balances formal direction and instructions with the prospect to serve in the society to provide a progressive, practical, learning experience. Service learning proposes students instant opportunities to be relevant in the classroom learning to enhance or sustain the work of domestic agencies; which often survive to effect optimistic change in the group of people and community (Guthrie McCracken, 2014). The author Butler said, Experimental edification is shaped as Service learning in which the students connect in activities, which address community and human needs collectively with planned opportunities for likeness designed to accomplish desired education outcomes. Service Learning is important and relevant in education as it offers an exceptional opportunity for schools and students to appreciate and experience dissimilar cultures that reduces many unnecessary and negative stereotypes derived through inexperienced students (Butler, 2013 ). Importance and Relevance of Service Learning The progress of vocation incorporated learning; volunteering and supportive learning are being transformed within universities through the international spotlight on educational service learning. Mounting organized mutual approach that benefit students and host organizations, the new methods of community development are reforming service learning (Jones, Eyler Giles, 2001). Service learning is relevantly performing an important role as the knowledge and skills attained within a school and university classrooms is being utilized by placements in service learning through a series of agencies all through the community. Moreover, there is an anxious need in the community organizations to have unswerving people who should support in their out-reach curriculum, and this truth has observed the development of school academic service education during which students offer organizations with appropriate assistance. Effective service learning brings high-level talents to students placement elig ibility, whilst students also create understanding, benevolence and kindness, together with an important relevant awareness of the communities (Whitton, 2011). One of the preferred and beloved consequences of service learning is, "the formation of positive communications."While a conventional higher education system might do a little to support, socialization or the contravention of social and racial barriers among students who hardly interact, the education of service learning in Australia brings students of different beliefs, backgrounds and aspirations together to serve jointly for a universal cause (Eyler, 2002). Service learning is important because it offers the opportunity for students to share their different vision of the problems they are tackling and services they are carrying out during the expression that frequently occurs in a service learning class. Service learning is important for the opportunities to allow students to undertake direct, indirect, advocacy and research service learning within their education curriculum so they build up entirely as professionals and prepared to work in the community. There is a system that is involved in establishing valuable service learning needs the students to undertake four phases of involvement with communities: inventing, developing, distributing and then documenting their experiences and project. It is simply the mirror image on the knowledge that promotes to the development of academic praise and glory for students. This procedure is not a duplication of professional experience or conventional internships, but relatively the chance for learner to commence real life assignments at the call of the community and resolve them. According to Dwight E. Giles and Janet Eyler, there are copious benefits of service learning; it offers experiential learning, which connects personal as well as interpersonal development with academic and cognitive advancement, providing prospects for individual connections and eventually transformation. Those services may bump into certain social issues initially, thus renovating their view on the humankind (Eyler, 2002). Beyond that, the students possibly will be transformed in the approach of developing better decision-making and problem solving skills to take care of those problems, which they know now. The service learning, understanding and experience may overcome as the mechanism in a students life to jump into the involvedness of the social issue's complexity, they have come upon and to search for to expand innovative solutions. Conclusion Service learning is very essential in the education system of Australia Schools and Universities. It develops the students mind and nature understanding the ethics of humanity and equality among different cultures and communities. The experience of practical engagement in the community services makes the student confidently to face the opportunities with concentration and devotion. It develops students social and personal responsibility. It facilitates the students to achieve education goals. It also makes the student knowledgeable and intelligent to identify the code causes of the social problems. Teachers and students must spare time to replicate on the service learning, development during the practice and after its end. Insightful practice makes the understanding more affluent because it means that the teachers and students need to believe about the superior world out of the classroom (Felten Clayton, 2011). It also provides the prospect to learn about the next service learning, understanding and its consequences. References Butler, M. (2013). Learning from Service-Learning.PRIMUS,23(10), 881-892. Eyler, J. (2002). Reflection: Linking Service and Learning-Linking Students and Communities.Journal Of Social Issues,58(3), 517-534. Felten, P. Clayton, P. (2011). Service-learning.New Directions For Teaching And Learning,2011(128), 75-84. Guthrie, K. McCracken, H. (2014). Reflection: the importance of making meaning in e-service-learning courses.J Comput High Educ,26(3), 238-252. Jones, S., Eyler, J., Giles, D. (2001). Where's the Learning in Service-Learning?.The Journal Of Higher Education,72(2), 256. Whitton, D. (2011).The importance of academic service learning in universities.21st Century Learning. 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