text:
Hire sets off talk
Belmont took the unusual step of holding a press conference in early October to announce the hiring of former U.S. Attorney General Alberto Gonzales, who will take a newly created endowed position at the College of Law.
During this Oct. 3 public announcement, something usually reserved for high-level administration instead of faculty, neither the university nor the media addressed the controversy surrounding Gonzales' tenure as White House counsel and attorney general in the Bush administration.
Since the announcement of Gonzales' hiring, an ongoing concern and conversation among current Belmont faculty led 45 of them to sign a statement that they then presented to the administration. In the human rights letter, some issues addressed were controversial during Gonzales's two and a half years as attorney general.
While the statement did not mention Gonzales's name, talk on campus and in the community has suggested a link. Faculty members who signed the letter declined to comment when the letter was released Oct. 14, suggesting they wanted the letter to stand on its own; now a few are willing to speak out about the connection.
When asked about the rumors of the link between the letter and Gonzales, Dr. Robbie Pinter, a professor of English that signed the letter, replied there is "no question about that, it's about him."
The driving element of the letter, Pinter said, has nothing to do with the actual hiring, but merely what Gonzales stands for.
"I really think he's a symbol of something that's happening in our culture, something I'm very against," she said. "He may be a scapegoat but he's still a symbol."
The human rights issues brought up in the letter spoke out against torture, mistreatment of detainees, hasty use of the death penalty, upholding the Constitution and the provisions of "treaties to which we are a party."
Much of the controversy that still surrounds Gonzales, Bush's White House counsel for four years, stems from his involvement then with the CIA's use of "enhanced interrogation" techniques on "war on terror" detainees at Guantanamo and at CIA prisons in undisclosed locations. Frequently those techniques have come to light as violations of the Geneva Conventions, the U.N. Convention against Torture, and other treaties the U.S. has signed.
Five years later, Gonzales stepped down in the midst of controversy as attorney general after Justice Department's alleged firing of attorneys for political reasons during his tenure. An investigation in 2010 found no evidence linking Gonzales to the firings.
"I have no arguments that people in the Bush administration believed they were protecting their country, don't doubt their patriotism or that they believed it was the right thing to do," said Dr. Daniel Schafer, a professor of history who was involved with letter's creation. "… Seems to me, and there's been cases, investigations into this, that Mr. Gonzales was one of the lawyers that created the lessening of moral policies."
Provost Dr. Thomas Burns responded on behalf of Belmont administration to the faculty letter released to the Vision Oct. 14. It has since been picked up by local media. Burns's written response stated:
"The Belmont community includes 6,400 students and nearly 1,500 employees representing a wide spectrum of perspectives on issues. We value all of their opinions. The letter sent to the Belmont Vision by a small group of faculty represents their personal opinions on several topics. As a Christian university, Belmont is committed to providing both an academically engaging education and a caring campus environment. We support the free exchange of ideas, encourage thoughtful and respectful discussion, and believe that it would be best to address such issues through conversation and dialogue. As Provost, I hope that members of our community are willing to engage in conversations that promote both intellectual and spiritual growth."
Members of the faculty who signed the letter are all full-time professors, and all but six of the 45 signees are tenured. Belmont has 276 full-time professors, so approximately one out of six full-time professors signed the letter concerning human rights.
When Gonzales took a faculty position in the law school at Texas Tech University in 2009, 45 of that school's faculty of more than 900 signed a petition that stated their opposition to the hire.
Belmont's letter, on the other hand, was not released until almost two weeks after the announcement of Gonzales's new position and did not address hiring or firing of faculty in any way.
"The letter went out to full faculty late in the game. [It] wasn't meant to be a poll for the entire faculty," Schafer said.
Signees listed reasons for signing that varied from personal experience to legal ideals.
"I did it because it's who I am and you know, I want to be a witness to what I believe in and stand for as a human being," said Dr. Annette Sisson, a professor of English.
In an interview with the Tennessean published Oct. 9, Gonzales responded to the discontent over his hiring.
"In terms of distraction and debate within the academic community, I think Belmont, like Texas Tech, is large enough and diverse enough where you can have competing views," he said. "I think it benefits the students to have people who may have different views. And the students can hear those competing views, and hopefully those who oppose me have enough confidence in their views to lay out their position as opposed to my position, and we'll see who has the better argument."
Faculty members are quick to point out that the letter was meant for "free academic debate on these issues," and not about Gonzales personally.
"No one that I've heard thinks that the university and the law school is in the wrong for hiring who they want," Schafer said. "Some feel that the hiring is pointing the law school in a particular direction, issues that should be concerning for a Christian university."
Brian Wilson contributed to this article
To the Editor: Belmont University Mission Statement Belmont University is a student-centered Christian community providing an academically challenging education that empowers men and women of diverse backgrounds to engage and transform the world with disciplined intelligence, compassion, courage and faith. … The University faculty, administration and staff uphold Jesus as the Christ and as the measure of all things. Students encounter Christian values relevant to personal growth and spiritual maturity and are expected to commit themselves to high moral standards. … Belmont University empowers men and women to engage and transform the world. The university prepares students to use their intellectual skills, creativity, and faith to meet the challenges and opportunities that face the human community.
Where We Stand We write today to state firmly our position on crucial issues that are a part of the community's conversation and reflection. Belmont University welcomes diverse opinions and perspectives as part of our goal to provide an academically challenging education and to create a community of intellectual exchange. We honor the tradition of academic freedom and the freedom of all of our community's members to use discernment to determine their perspectives and actions.
That said, our community also seeks to be a place of courage, particularly courage to stand for the "least of these." To that end, the signatories of this document affirm the following:
1. We stand against the use of torture. As stated by the National Religious Campaign Against Torture: "Torture violates the basic dignity of the human person that all religions, in their highest ideals, hold dear. It degrades everyone involved—policy- makers, perpetrators and victims. It contradicts our nation's most cherished values. Any policies that permit torture and inhumane treatment are shocking and morally intolerable." The lack of efficacy in the use of torture to achieve any stated goals has been well documented, most frequently by those who are experts in interrogation techniques, however no possible result can justify our nation's use of torture. The United States has a long history of standing against torture, and the United States Congress has repeatedly expressed that position by passing laws and ratifying treaties that prohibit torture and the mistreatment of detainees. No American, not even the president, can violate these laws. Echoing the words of the National Association of Evangelicals, we "call for the extension of procedural protections and human rights to all detainees, seek clear government-wide embrace of the Geneva Conventions, including those articles banning torture and cruel treatment of prisoners, and urge the reversal of any U.S. government law, policy or practice that violates the moral standards outlined in [the Evangelical Declaration Against Torture: Protecting Human Rights in an
Age of Terror]." We also stand against the narrowing of the definition of torture so as to make its prohibition meaningless.
2. We stand against the indiscriminate and hasty use of the death penalty. The taking of a human life is the most serious power a government might exercise. Any death penalty case demands full review and an examination of all extenuating circumstances and facts. Those in positions of power over human life should be held to the highest standard in exercising that power.
3. We stand for the importance of upholding the United States Constitution, the laws of the United States, and the provisions of all treaties to which we are a party. The appropriate response to an unjust or unwise law is the legislative or judicial process. Failing those measures, we look to the wisdom of Dr. Martin Luther King, Jr. and others who guide us in ways to oppose unjust laws. Writing from the Birmingham Jail, Dr. King stated: "There are just laws and there are unjust laws. I would agree with St. Augustine that an unjust law is no law at all… One who breaks an unjust law must do it openly, lovingly…I submit that an individual who breaks a law that conscience tells him is unjust, and willingly accepts the penalty by staying in jail to arouse the conscience of the community over its injustice, is in reality expressing the very highest respect for law."
In order to foster discussion and education on these issues, the signatories of this document intend to support opportunities to discuss the issues presented in this document. As an educational community committed to open exchange and exploration, we will encourage the sponsorship of speakers, discussions, and other events to further our understanding and inform our actions.
The Rev. Marty Bell, Professor of Religion Daniel Biles, Professor of Mathematics Joyce Blair Crowell, Professor of Computer Science Gail Bursch, Associate Professor of Physical Therapy Robert O. Byrd, Professor of School of Religion David E. Curtis, Professor of English and Associate Dean for the School of Humanities Jeremy Scott Ecke, Assistant Professor of English Kris Elsberry, Professor of Music Deen E. Entsminger, Professor of Music Bill Feehely, Associate Professor of Theater Paul Gatrell, Associate Professor of Theatre, Chair of the Department of Theatre and Dance Tim Gmeiner, Associate Professor for Library Services Jose D. Gonzalez, Instructor of Management and Entrepreneurship Nathan Griffith, Associate Professor of Political Science and Chair of the Department of Political Science
Charmion Gustke, Full-time Instructor of English Cathy Hinton, Professor of Physical Therapy Sandra Hutchins, Professor of English Caresse John, Assistant Professor of English Linda Jones, Associate Professor of Psychology David C. Julseth, Professor of Spanish and Chair of the Department of Foreign Languages Terry Klefstad, Associate Professor of Music and Associate Director of Graduate Studies in Music Kristine LaLonde, Associate Professor of Honors Lauren Lunsford, Associate Professor of Education Mark McEntire, Professor of Religion Andy Miller, Associate Professor of Mathematics Douglas Murray, Professor of English Jeff Overby, Associate Professor of Marketing John H. E. Paine, Professor of Literature A. Darlene Panvini, Associate Professor of Biology Natalia Pelaz-Escribano, Assistant Professor of Spanish Robbie Pinter, Professor of English Teresa Plummer, Assistant Professor in Occupational Therapy Daniel Schafer, Professor of History Regine Schwarzmeier, Associate Professor of German Annette M. Sisson, Professor of English and Director, Master of Arts in English Program Judy Skeen, Professor of Religion Andi Stepnick, Professor of Sociology Steven P. Stodghill, Associate Professor of Pharmaceutical, Social & Administrative Sciences Andrea Stover, Associate Professor of English Jennifer T. Thomas, Associate Professor of Biology Jonathan Thorndike, Professor of Honors Teresa VanHatten-Granath, Associate Professor of Art Jane Warren, Associate Professor of Music Andy Watts, Associate Professor of Religion Bonnie Smith Whitehouse, Associate Professor of English and Chair of the Department of English Judith P. Williams, Reference Librarian
#Belmontfaculty #AlbertoGonzales #facultyletter #facultyprotest #LawSchool #BelmontschoolofLaw #LettertotheEditor


Andrew Vasquez makes how much a year? For this question we spent 8 hours on research (Wikipedia, Youtube, we read books in libraries, etc) to review the post.
:How tall is Andrew Vasquez – 1,63m.
Andrew Vasquez is a Native American flute player of the Apache tribe. He has released four albums to date, Vasquez, the award winning Wind River, V3: An American Indian, and Togo, all released by Makoch? Records.


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Job Directory Viasat Cybersecurity Analyst -Threat Hunter
Cybersecurity Analyst -Threat Hunter Viasat
Viasat provides broadband and communications products and services.
Companies like Viasat
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About Viasat
Viasat is in the business to connect the world. We are a global provider of satellite broadband and wireless services, infrastructure, and technology. We securely connect consumers, businesses, governments, and military to the internet anywhere in the world including government and business executive jets. Our more than 4,000 global team members are dedicated to do what others in the industry view as impossible. We imagined and launched the world's highest-capacity communications satellite and continue to set the standard in developing technologies that address the toughest challenges.
We think big, but we act intelligently and locally, and we're not done we're just beginning.
We are building a world class cybersecurity organization to protect and defend a global network. As a member of our Carlsbad, CA based security engineering team, the candidate will have the opportunity to work with the best and brightest security engineers and analysts in a collaborative environment where continuous learning is the norm. We have just starting building our threat hunting team so this is an opportunity to help define it as part of an agile SecDevOps process. There is no such thing as a secure system. Our philosophy is to operate as if we are in a continuous state of compromise. It will be your job to generate hypotheses and then to prove or disprove them using advanced security tools and analytics, including orchestration and automation. The output of hunts will be the development of new capabilities (scripts, correlation searches, cyber playbooks, etc.) that can be used by the security operations center to better defend and protect our networks.
What our ideal candidate looks like
Our cybersecurity organization is currently in need of a security based Data Scientist to join our fast-growing team. The ideal candidate will be intricately involved in running analytical experiments in a methodical manner, and will regularly evaluate alternate models via theoretical approaches. This is the perfect opportunity for the successful candidate to become a part of an innovative and energetic team that develops analysis tools which will influence both our products and clients.
The candidate has a deep understanding of cybersecurity, networking traffic analysis, intrusion detection, offensive security, data science, big data analyses, predictive analytics and computer science with the ability to script in multiple languages like Python (including Numpy, Matplotlib, Pandas DataFrame), R, R-Studio, Matlab, Mathematica, Power Shell and others. We are looking for a "Rock Star" threat hunter to lead, teach, and mentor other members on our team. If you start your hunts from a triggered alert or use an ad-hoc approach, dont bother applying. We are looking for hands-on analysts who can generate excellent hypothesis based on educated hunches, threat intelligence and detailed knowledge of our networks. The candidate will use a methodical and intelligence data driven approach to prove or disprove the hypotheses using qualitative and/or quantitative skills.
This role includes a working knowledge of data mining and statistical analysis, the ability to understand various data structures and common methods in data transformation, pattern recognition and predictive modeling skills to aid in finding threats within the noise. Additionally, it is preferable for the analyst to have a working knowledge of security appliances and professional / open source tools that support threat hunting, including understanding the analysis of competing hypotheses. The scope of this role includes researching attack patterns, threat reports, profiling attackers and their Tactics, Techniques and Procedures (TTPs) and risk/threat analyses. In this role, you will interface with many internal security teams to keep up to date with the latest attacks and defensive techniques.
* Dedicated time to perform threat hunting as a normal part of the security analysis tasking
* A security operations center with very talented security analysts
* Challenging and fast paced environment
* A fun and energized team that promotes continuous learning and improvement
* Red team exercises that allow analysts to hone and improve their skills as defenders
* No shortage of attacks from APTs and the most advanced nation states
* Ability to attend major security conferences and events, industry-leading training courses as well as Viasat's custom in-house security training
* Bachelor's Degree in Computer Science, Engineering, Mathematics or equivalent experience using the Diamond Model and Cyber Kill Chain, but preferably and Masters or Ph.D.
* Minimum 4+ years experience.
* Ability to think like an attacker and a detailed understanding of offensive security
* Ability to perform threat research and profile attackers
* Advanced critical thinking and problem solving skills with a proven ability to quickly analyze large amounts of often conflicting data and making sound decisions
* Ability to not let your cognitive biases influence or effect your hunting, hypothesis generation or hypothesis validation
* Proven track record of successful and innovative hunts that are completed in a timely manner
* Experience using Cyber Kill Chain
* Thorough understanding of how to detect lateral movement within a network and thinking outside the box to discover the signal within the noise
* Excellent written and verbal communications skills with the ability to simplify findings to brief management and customers
* US citizenship required with the ability to get up to a top secret security clearance
Preferences:
* Master's or PHD Degree in Computer Science, Engineering, or Mathematics
* Excellent analytical skills with an understanding of statistics, probability theory and data science
* Ability to script in other languages and tools, including data science tools like Python Pandas and R/R-Studio or equivalent
* Experience using the Diamond Model
Drive your career to Viasat where every day you know your expertise makes a difference to the company, your team and our customers! If you are excited by this opportunity, submit your resume. It only takes a few minutes and could start you on your new path to a fulfilling career at Viasat.
To learn more about this site and other office locations, please click here!
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redpajama_set_name: RedPajamaCommonCrawl


When you go vegan, one of the things people question over and over is the amount of protein in your diet.
It seems that the culture has done a pretty good job of convincing people that a diet without meat is, de facto, one lacking in protein.
Of course, nothing could be further from the truth. A well thought-out vegan diet can provide ample sources of protein.
There is no one-size-fits-all approach to protein, either, as different people with different activity levels and at different stages of life require different amounts of proteins.
It is important to plan ahead to ensure that you are getting the optimal protein supply in your vegan diet.
Why does protein matter so much in the vegan diet?
According to Dr. Reid Mangels' definitive book Simply Vegan, U.S. culture emphasizes protein in amounts that are far beyond that which is recommended for most people.
Even with a generous adjustment to account for amino acid intake from a plant-based diet and the differences in nutritional availability during the digestive process, the amount of protein consumed should generally be about 10% of the daily caloric intake.
Americans, in general, consume far more, averaging almost double the recommended daily allowance. Even vegan athletes can generally find ample food sources of protein without resorting to supplements.
Which is not to say that protein is unimportant. In fact, of course, protein is one of the building blocks of life, responsible for everything from hormonal health to cellular repair. Perhaps its importance is why so many people seem so concerned about not getting enough protein. However, as we've seen, this is generally not of concern in a well-rounded Western vegan diet.
Those who should be concerned about protein deficiencies are those who either do not consume enough calories each day or those who do not consume legumes as part of their diet. It is important for overall health to have a sufficient calorie supply, and to consume a variety of vegan foods. Those who become vegan and then eat primarily processed foods may suffer from nutritional deficiencies as well.
For most vegans, while protein deficiency is not a concern, there is one amino acid that is not as readily found in plant sources of protein-lysine. An emphasis on foods containing this important amino acid, as found in the following list, will ensure ample consumption of both amino acids and protein. Thus, this list will focus on and refer to both elements.
Here are five great vegan protein sources and tips on how to add them to your diet.
Soy is one of the most important sources of both lysine and protein, making it an important part of most vegan diets. The wide availability of tofu in restaurants, the widespread availability of soymilk in stores, restaurants, and coffee shops, and other factors have made soy fairly ubiquitous as well.
However, in many ways soy is a victim of its own popularity.
In some cases, vegans shy away from this important food, finding it overprocessed or overfarmed and choosing other sources.
Especially with milk products, many choose nut or coconut-based milks over soy, which may result in lower protein and amino acid intake.
In terms of availability and the incorporation of veganism into an active lifestyle, soy is a great option for most people.
And by choosing organic soy, you can circumvent concerns about GMOs or agricultural processes which might undermine soy's reputation.
Most vegans can meet their protein needs with two to three servings of protein-rich foods per day. Since as little as 2-3 ounces of tofu or 1 cup of soy milk can provide a serving of protein, it is clear that in order to obtain protein simply and efficiently, soy makes sense.
Although it is soy based, tempeh deserves its own category. Just as grape juice and wine are two different things, the fermentation process that creates tempeh makes it a different food, increasing flavor and bioavailability.
Tempeh can be used in much the same way as tofu, and the nutritional profile for the two is similar.
One half cup of tempeh, like one half cup of tofu, provides a full serving of protein and lysine.
However, the difference is in the flavor. While tofu is often used for its blandness, allowing it to take on the flavor of sauces or other foods with which it is cooked, tempeh's nutty flavor is more distinctive.
In addition, one of the elements that gives tempeh a nutritional advantage is the lack of processing, as opposed to the somewhat overly processed tofu. This makes it popular even with those who are less likely to consume soy in tofu or milk forms. And the very high protein count in tempeh provides a great nutritional boost in the vegan diet.
Sometimes called "wheat meat" or "wheat protein", seitan is a popular wheat derivative often used as a meat substitute in cooking applications. Seitan is popular as a mock meat in Asian cooking, and forms the basis of many commercially available meat substitutes or fake meat applications, like Tofurkey and other such products.
Although the flavor itself is fairly bland, seitan is popular because of its texture, which is much closer to meat than either tofu or tempeh.
Seitan is exceptionally high in protein and lysine, offering about double that found in soy-based foods. In addition, it holds up well to higher temperature applications like grilling or stir fry, making it a popular choice for many vegan chefs and home cooks.
The one caveat on the consumption of seitan would be for those with gluten sensitivities or allergies since seitan is, essentially, concentrated wheat gluten. It is made by rinsing away the starches from wheat leaving behind only the protein, or gluten, thus it is not an option for those with celiac disease or other gluten digestive disorders.
However, there are gluten free substitutes which can offer seitan's texture and culinary options without the gluten.
Although it is not a nut, peanuts, like other legumes, are a good source of protein and lysine. Peanut butter is an easy way for many vegans to consume protein, and for vegan mothers it is a godsend, providing an easy and convenient source of protein that children generally love.
Two tablespoons of peanut butter provides a serving of protein comparable to that found in one cup of soy milk, thus two of a child's daily servings could be found in that PB&J with milk that might be eaten at lunchtime.
Like peanut butter, many other nuts and nut butters are great sources of protein and lysine.
The clear winners when it comes to protein, lysine, and nuts are cashews and pistachios which offer high levels of both in just a small handful.
As to seeds, the champion here is pumpkin seeds, providing similarly high counts of protein and lysine. Roasted and added to salads, ground into smoothies, or roasted, salted, and eaten whole, nuts and seeds can help ensure protein sufficiency for the snackier vegan.
There are many great grain options for those seeking a protein boost in their vegan diet.
Ancient grains are champion sources here, including amaranth which has high levels of both protein and lysine.
Quinoa is not far behind, and is an increasingly popular grain even among omnivores for the additional protein it provides.
Interestingly, one particular type of bread is mentioned again and again in research regarding protein sources-the bagel.
Unfairly maligned by carb-hating nutritionists, bagels can be a part of the vegan's healthy diet since the flour used is a high-gluten flour which, like seitan, provides additional protein and lysine availability.
Overall, the more whole and unprocessed grains are more nutritionally complete, in most cases, and therefore more desirable for your plant-based diet.
Oatmeal, cooked grains like bulgur, and whole-wheat breads are good choices for adding protein and lysine to the diet.
One of the primary things to focus on, no matter what your particular dietary needs or preferences, is variety. Whether you are a gourmet cook who loves to experiment with the possibilities of foods like tempeh or seitan, or person on the go whose primary focus is convenience and portability, a well-balanced diet is available to you, but requires some thought and planning.
Finding the go-tos that work for your lifestyle and schedule, then incorporating small changes like the addition of one or two higher-protein options each day can make all the difference in ensuring you are eating a balanced plant-based diet.
In addition, broadening the range of foods that you purchase and keep on hand can ensure that you have higher-protein options available to supplement your regular, everyday items.
Remember, you don't have to balance every meal or even every day. But consistently endeavoring to ensure that you are thoughtfully accessing a variety of foods will ensure that your overall diet stays in balance. That translates to better meals, better nutrition, and, ultimately, better health.


Now containing over 1000 contributions, Dear Angel appears in Durham as part of the Lindisfarne Gospels Cultural Programme. Showing alongside the main artwork is Home, a new series of book works by Stevie Ronnie.
For the first time the Dear Angel book will include newly commissioned contributions by artists Susannah Pickering and Marek Gabrysch that were developed during their mini Dear Angel residency on Holy Island during the Festival of the North East finale celebrations in June. Susannah worked with visitors to Lindisfarne to create a book of illuminated letters and stitched paper carpet pages for the Angel of the North. Sound artist Marek has created Sonus Illuminati: a series of audio works that capture the sounds and atmosphere of the Gospels spiritual home in a reflexive soundscape.


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Q: How can I use parameters with distinct function? I'm translating from one query language to Orient SQL and would like to prevent SQL injection. I have all of the injection points protected except for when I create an Orient SQL statement that uses the distinct function. I thought I could just do something like this
SELECT distinct(?) as distinctTag FROM V

However that does not work. I also tried to use double quotes around the question mark but that didn't make a difference. All I get back is the question mark in my result set. Below is the code I'm using to execute the query in Orient
String queryString = buildTranslation();
OrientBaseGraph graph = (OrientBaseGraph)idGraph.getBaseGraph();
OSQLSynchQuery<OrientVertex> oQuery = new OSQLSynchQuery<>(visitor.getTranslation());
return graph.command(oQuery).execute(getParameters());

redpajama_set_name: RedPajamaStackExchange


text:
Othmar Schoeck (Brunnen, Suíça, 1 de setembro de 1886 – Zurique, Suíça, 8 de março de 1957) foi um compositor suíço do século XX. Foi aluno de Max Reger e exerceu como diretor de orquestra em São Galo (1917-1944). Sua obra, de estilo pôs-romântico e neoclássico, abarca obras sinfônicas – concerto para violino (1911/12), concerto para violoncelo (1947), concerto para trompa (1951) –, de música de câmara, entre elas mais de 400 lieder (canções): Elegie (1922/23), Lebendig begraben (1927), Notturno (1933), obras religiosas e para a escena, Venus (1922), Penthesilea, 1927; Massimilla Doni, (1937), Schloss Dürande (1943).

Links externas

 Othmar Schoeck – uma biografia de 2009 do compositor por Chris Walton.
 Othmar Schoeck Site
 Karadar entry on Othmar Schoeck
 Othmar Schoeck String Quartet No.1 in D Major, Op.23-Sound-bites and short bio

Compositores da Suíça
Compositores de ópera
Ciclos de canções

redpajama_set_name: RedPajamaWikipedia


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Q: PHP/MySQL using ORDER BY with a LIMIT I created a pagination by roughly following this link:
http://www.awcore.com/dev/1/3/Create-Awesome-PHPMYSQL-Pagination_en#toggle
quite cool. Although I have an issue with my query.
It works fine like this:
require 'includes/function.php';

    $page = (int) (!isset($_GET["page"]) ? 1 : $_GET["page"]);
    $limit = 8;
    $startpoint = ($page * $limit) - $limit;

    $statement = "cars WHERE deleted = 'no'";

$query = mysql_query("SELECT * FROM {$statement} LIMIT {$startpoint}, {$limit} ");

while ($row = mysql_fetch_assoc($query)) {

However when I try to add an ORDER BY to this, like so:
require 'includes/function.php';
    $page = (int) (!isset($_GET["page"]) ? 1 : $_GET["page"]);
    $limit = 8;
    $startpoint = ($page * $limit) - $limit;

    $statement = "cars WHERE deleted = 'no'";

$query = mysql_query("SELECT * FROM {$statement} LIMIT {$startpoint}, {$limit} ORDER BY model DESC");

while ($row = mysql_fetch_assoc($query)) {

or just change the statement like this:
$statement = "rcr_cars WHERE deleted = 'no' ORDER BY model DESC";

I get this error:
Warning: mysql_fetch_assoc() expects parameter 1 to be resource, boolean given in filepath/myfile.php on line 79.

Line 79 is this line:
 while ($row = mysql_fetch_assoc($query)) {

Can anyone tell me how I am not using the ORDER BY correctly, its got me puzzled. :/

A: Try the query as below
$query = mysql_query("SELECT * FROM {$statement} ORDER BY model DESC LIMIT {$startpoint}, {$limit} ");

Where you have gone wrong is LIMIT should come after ORDER BY. Read more

A: Change the query:
$query = mysql_query("SELECT * FROM {$statement} ORDER BY model DESC LIMIT {$startpoint}, {$limit}") ;

A: $query = mysql_query("SELECT * FROM {$statement} ORDER BY model DESC LIMIT {$startpoint}, {$limit} ");


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HomePick of the DayPick of the Day: 1963 Chevy Corvair pickup, a Rampside ready to...
Pick of the Day: 1963 Chevy Corvair pickup, a Rampside ready to load
Only about 2,000 were sold during this model year, making it a rare breed
By Bob Golfen
The Corvair 95 pickup has been fitted with a set of custom wheels
Hot on the heels of Volkswagen, Chevrolet rolled out a number of variations of its rear-engine, air-cooled Corvair, including a forward-control pickup that competed with VW's single-cab Type 2.
The Pick of the Day is a 1963 Chevrolet Corvair 95 Rampside that appears to be in immaculate driver condition and being advertised on ClassicCars.com by a Cedar Rapids, Iowa, dealer.
"Dare to be different," the dealer exclaims in the ad, referring to the rarity and offbeat configuration of the Corvair truck.
Dubbed the Corvair 95 for its 95-inch wheelbase, which was shortened from the 108 inches of the passenger car models, the Rampside offered a different kind of workhorse for US drivers. While the truck-bed floor was bi-level because of the engine placement, the wide curbside ramp was convenient for loading and unloading.
Corvair pickups were not great sellers, competing with traditional trucks with more capability, and just over 2,000 were sold during the 1963 model year. So Corvair 95s are not only rare in themselves, but rarely seen in such nice shape as this one.
The seller notes that the Corvair is new to the dealership and not all the paperwork for its refurbishment has been received.
"This example is a fully restored unit with documentation coming," according to the ad. "The engine has been rebuilt and pumped up to be about 30 horses more than stock, the transmission and clutch have been gone through and are smooth, all the suspension, tires, wheels, brakes, lights and gauges were done."
The engine tweak would put this truck at around 110 horsepower since they were rated at 80 when stock.
The Corvair has been treated to a quality repaint, the seller adds.
"The paint and body are fabulous with only one minor chip from the seatbelt being caught in the door," the seller notes. "It comes with photos of the (restoration) process; it wasn't pretty to start with but it is gorgeous now. The bed is finished with Rhino Coating that matches the paint perfectly."
The Corvair's only mechanical issue, the seller says, is that the hot-air heater is stuck in the on position because of a cable problem. It has been disconnected since the owner only drove it in the summer, the seller adds.
The asking price is $32,950, which is in line with the NADA value guide, although the dealer is offering a $2,000 discount if the Corvair is taken "as is" before it is checked out and any repairs are made by the dealer's shop.
To view this vehicle on ClassicCars.com, see Pick of the Day.
Bob Golfen
Bob Golfen is a longtime automotive writer and editor, focusing on new vehicles, collector cars, car culture and the automotive lifestyle. He is the former automotive writer and editor for The Arizona Republic and SPEED.com, the website for the SPEED motorsports channel. He has written free-lance articles for a number of publications, including Autoweek, The New York Times and Barrett-Jackson auction catalogs. A collector car enthusiast with a wide range of knowledge about the old cars that we all love and desire, Bob enjoys tinkering with archaic machinery. His current obsession is a 1962 Porsche 356 Super coupe.
Diversity of trucks available on AutoHunter auction site
Pick of the Day: 1965 Ford Ranchero, a pickup with classic style and utility


text:
Q: Customized message if birthday is in the past, today or future in Javascript I'm very new to Javascript and can't figure out the following:
1) Ask user to submit their full birthdate (not just the year) and then calculate if their birthday has already happened this year, is today or will be coming up this year.
2) Get a customized message to display depending on these three possible outcomes (eg/ "you already had your birthday this year", "today's your birthday", "your birthday is coming up")
I know it must be simple, but I've googled for a couple days now and can't figure it out.
What I have so far:

function getAge(birth){
  var today = new Date();
  var nowYear = today.getFullYear();
  var nowMonth = today.getMonth();
  var nowDay = today.getDate();

  var birthYear = birth.getFullYear();
  var birthMonth = birth.getMonth();
  var birthDay = birth.getDate();

  var age = nowYear - birthYear;
  var age_month = nowMonth - birthMonth;
  var age_day = nowDay - nowDay - birthDay;

  if (age_month < nowMonth || age_date < nowday) {
    age = parseInt(age) -1;
  }
  alert("your birthday just happened");
}

A: VaguelyExotic I think this can help you!
It prompts for the user to enter the date he/she was born.
compare the month + day with the current month + day, and accordingly shows the message.
EDIT - This is a simpler version to help you understand the steps that need to be made to solve your problem, it supposes the user is always going to enter the date correctly and has no exception treatment. So feel free to improve this. It's just for you to start your own version.

function getAge(){
  var today = new Date();
  var nowYear = today.getFullYear();
  var nowMonth = today.getMonth();
  var nowDay = today.getDate();

  var birth = prompt("When were you born?", "YYYY-MM-DD");
  var birth = new  Date(parseInt(birth.substring(0,4)),parseInt(birth.substring(5,7))-1,parseInt(birth.substring(8,10)));

  var birthYear = birth.getFullYear();
  var birthMonth = birth.getMonth();
  var birthDay = birth.getDate();

  var compBirth = birthMonth.toString() + birthDay.toString();
  var compToday = nowMonth.toString() + nowDay.toString();

  if( compBirth == compToday) {
    alert('Today is your birthday!');
  } else if ( compBirth > compToday){
    alert('Your birthday is comming!');
  } else {
    alert('Happy b-lated day!');
  }

}
getAge();


text:
Butterworths Hong Kong Statutory Interpretation Handbook - Third Edition
Authors: Andrew Mak, Angie Yan, Margaret Tsau
The Hong Kong Statutory Interpretation Handbook - Third Edition is a detailed work of reference containing, in the first part, a general examination of the law of statutory interpretation in Hong Kong and in the second part, up-to-date annotations to the Interpretation and General Clauses Ordinance (Cap 1).
Special Edition of Halsbury's Law of Hong Kong on Constitutional and Human Rights Law
Publication Date October 13, 2015
Author(s): The Hon Mr Justice Kemal Bokhary, Professor Johannes Chan
A Special Edition celebrating the 20th anniversary of Halsbury's Laws of Hong Kong.
Civil Procedure in Hong Kong - Sixth Edition
Author(s): Michael Wilkinson, Eric TM Cheung, Gary Meggitt
Civil Procedure in Hong Kong – Sixth Edition provides practitioners with a clear and up to date exposition of the rules and judicial decisions governing the conduct of civil litigation in Hong Kong.
Administrative Law in Hong Kong - Second Edition
Author(s): Swati Jhaveri, Michael Ramsden, Anne Scully-Hill
This second edition focuses on recent major developments in the Hong Kong administrative law landscape.
Judicial Review in Hong Kong - Second Edition
Author(s): Richard Gordon QC, Johnny Mok SC
Judicial Review in Hong Kong, Second Edition is a clear and comprehensive exposition of the law and practice relating to judicial review in Hong Kong.
The Hong Kong Basic Law
Author(s): P.Y. Lo
Hong Kong's Basic Law sits above all laws of the territory and is unique and important to both Hong Kong and China.


The Los Angeles Dodgers came into St. Louis with an offensive swagger. I don't mean that people were offended by them, though I don't know your personal opinion about those boys in blue. No, they were a powerhouse of offense, hitting .307 as a team, slugging homers left and right, and basically pounding some opponents into submission.
So of course the Cardinals, who had been struggling a bit on the pitching side, kept them under control.
Our Hero of the night is going to be Marcell Ozuna. After Miles Mikolas gave up two runs in the top of the first, the team could have easily faced an uphill battle all night long. Instead, Paul Goldschmidt walked with one out, then after a Jose Martinez fielder's choice Ozuna smashed his second homer in three days. It was the hardest home run hit this season in the major leagues and adds to the pile of information that says maybe there's hope for Ozuna yet. Then again, we thought that about the week last May which saw him win Player of the Week awards after hitting about .500 with power. That didn't materialize so we'll wait and see if this is starting to be "the real Ozuna".
Also, big tip of the cap to Harrison Bader. In the sixth, with the Dodgers on top by a run and with runners on second and third, Russell Martin hit a flare over the infield. Maybe a normal centerfielder doesn't catch it, but Bader isn't a normal centerfielder.
Goldschmidt was alert and redirected that ball to second to finish the double play, but Enrique Hernandez was so far away from second that even a little hesitation wouldn't have been enough for him to get back. That kept the Dodgers from piling on and, as so often happens, the bottom of that frame is when the Cards took the lead.
You also have to give a nod to the FOX Sports Midwest announcing crew. One game recently, Dan McLaughlin and Jim Edmonds were talking about the possibility of a wild pitch and, moments later, one got away letting the run score. Last night, a similar situation happened with Danny Mac and Tim McCarver. With Goldschmidt on third, McCarver made mention of a pitch getting away, only to have it happen seemingly before he finished the sentence. Goldschmidt scampered home with the tie-breaking (and winning) run. Now you know pretty much anytime a guy gets to third, the broadcast team is going to talk about wild pitches!
Paul DeJong was the only Cardinal with multiple hits, including a double in the first after Ozuna's smash. Goldschmidt walked twice, though his 0-2 did drop his season average to .189.
On the Goat side, I guess we'll go with Yadier Molina, who went 0-3 and left two runners on. Kolten Wong also went 0-3 with a strikeout but he didn't leave anyone on the basepaths, so that'll be our tiebreaker.
It was good to see Mikolas settle in after the first inning. After his first couple of starts, people needed to see the Mikolas that was in the Cy Young race last year. Being able to keep the Dodgers offense fairly in check will help any faint hearts out there. Not a lot of strikeouts, but that's not usually Mikolas's game. He only walked one, which is. John Gant followed with two scoreless innings and, even though he threw a decent number of pitches Saturday, Mike Shildt tapped Jordan Hicks for the save. This was a game the team really needed to win and I don't question that choice at all. Hicks proved it was the right one with a scoreless frame locking up the game.
With the win, the Cards are back at .500, but they face Ross Stripling tonight. It's not Clayton Kershaw (who will be facing the AA Springfield Cardinals tonight as part of his rehab) but Stripling's been a solid pitcher over his short career and is off to a fine start to 2019. The focus may be more on how Dakota Hudson can keep LA in check, honestly. Hudson allowed three homers to the Brewers in his start in Milwaukee. The Dodgers would love to put their power back on display. If he can keep them in the park, the Cards have a chance to be plus .500 for the first time this season.


text:
Sheffield City of Sanctuary
About Us Toggle submenu
Experts By Experience Team
Birmingham Declaration
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Supercharge The Sanctuary 2021
Our Projects Toggle submenu
The Multi-agency Drop-in
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Service Provider Presentations
Current Opening Times – 2022
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Current Roles
Volunteer Process
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City of Sanctuary UK Information
CoSS and the Ukrainian Response
Frontline Support
The Sheffield Project for Refugee Integration and Growth (SPRING) is a collaboration of six organisations and supports new refugees to access housing, benefits, education, employment, and mental health support.
SPRING has been working with hundreds of new refugees since 2019 and, since the war in Ukraine began, has become a key support for new Ukrainian arrivals.
"City of Sanctuary Sheffield is really helpful and kind. I can say their doors are
always open for helping people who needed it. They are the best place to
go and get a hand of help." (New refugee accessing SPRING)
In May alone we worked with 166 people, 112 of whom were Ukrainian and 55 who were from other countries such as Eritrea, Iran, Iraq, Pakistan, and Afghanistan to ensure they had access to universal credit, ESOL, community support, therapeutic support, and employment support. This has been made possible by the hard work of the staff and volunteer team, 7 of whom are Ukrainian new arrivals.
"We are a trusted and skilled organisation in the city and use our position to defend the rights of people seeking sanctuary" (CoSS Mission Statement)
Throughout this work we are committed to an 'equality of service' based on need and not nationality so that all refugees get the best possible support available.
During the Ukraine response we have sat on both the Silver and Gold level meetings with Sheffield City Council. In both groups we are working to deliver an excellent response for Ukrainian new arrivals, building on the outpouring of goodwill from the community; while also ensuring that there is an equality of service and that this moment is used to strengthen support in the long term for all new refugees looking to settle in Sheffield.
This is what should be expected of a city of sanctuary and we are working hard to make it a reality.
© 2023 City of Sanctuary Sheffield.


text:
Q: DosBox stops but no errors in code I wrote a code in assembly to upload a bmp file. When I run the program, the debugger shows no errors or warnings but the DosBox stops working.
Thank you for your help!
IDEAL
MODEL small
STACK 0f500h
DATASEG
filename db 'simonP.bmp',0
filehandle dw ?
Header db 54 dup (0)
Palette db 256*4 dup (0)
ScrLine db 320 dup (0)
ErrorMsg db 'Error',13,10,'$'

CODESEG

start:
    mov ax, @data
    mov ds, ax

    ;graphic mode
    mov ax, 13h
    int 10h

    call OpenFile
    call ReadHeader
    call ReadPalette
    call CopyPalette
    call CopyBitMap

proc OpenFile
        xor al,al
        mov dx, offset filename
        int 21h
        jc openError
        mov [filehandle], ax

        ret

openError:
    mov dx, offset ErrorMsg
    mov ah, 9h
    int 21h
    ret

ENDP OpenFile

proc ReadHeader
    mov ah, 3fh
    mov bx, [filehandle]
    mov cx, 54
    mov dx, offset Header
    int 21h
    ret
ENDP ReadHeader

proc ReadPalette
    mov ah, 3fh
    mov cx, 400h
    mov dx, offset Palette
    int 21h
    ret
ENDP ReadPalette

proc CopyPalette
    mov si,offset Palette
    mov cx, 256
    mov dx, 3C8h
    mov al,0

    out dx,al

    inc dx

PalLoop:
    mov al,[si+2]
    shr al, 2

    out dx, al
    mov al, [si+1]
    shr al, 2
    out dx,al
    mov al, [si]
    shr al, 2
    out dx,al
    add si, 4

    loop PalLoop
    ret
ENDP CopyPalette

proc CopyBitMap
    mov ax, 0A000h
    mov es, ax
    mov cx, 200

PrintBMPLoop:
    push cx
    mov di, cx
    shl cx, 6
    shl di, 8
    add di, cx

;read one line
    mov ah, 3fh
    mov cx, 320
    mov si,offset ScrLine
    rep movsb   ;copy line to the screen
                ;rep movsb is the same as the following code:
                ;mov es:di, ds:si
                ;inc si
                ;inc di
                ;dec cx ----- loop until cx=0
    pop cx
    loop PrintBMPLoop
    ret
ENDP CopyBitMap

exit:
    mov ax, 4c00h
    int 21h
END start

A: *

*The OpenFile proc misses mov ah, 3Dh to call the DOS function.

*The openError code would better not return to the caller but rather exit to DOS via the Terminate function.

*The ReadHeader proc should test for an error.

*The ReadPalette proc misses mov bx, [filehandle] and should also test for an error.

*The CopyBitMap proc forgets to actually read the data from the file. It merely copies an empty buffer 200 times. Moreover it will never fill the top scanline of the screen due to an one-off-error.

*After call CopyBitMap you need to insert jmp exit. Now you are falling through into the OpenFile proc.

I suggest these changes to the CopyBitMap proc
 ...
 cld         ;All to often forgotten!
PrintBMPLoop:
 push cx
 dec cx      ;The famous one-off-error!
 mov di, cx
 shl cx, 6
 shl di, 8
 add di, cx
 ;read one line
 mov ah, 3fh
 mov bx, [filehandle]
 mov cx, 320
 mov dx, offset ScrLine
 int 21h
 jc ...
 mov si, dx
 rep movsb   ;copy line to the screen
 pop cx
 loop PrintBMPLoop
 ...


text:
Q: How can I compare different columns in two files, and print out in first file? I have two files that look this:
file1:

apples
pears
grapes
oranges
melon

file2:

gene1  apples
gene2  television
gene3  pears
gene4  homeless

desired output:
gene1  apples
gene3  pears

I want to use awk to compare column1 of file1 with column2 of file2 and print out the whole line of file2? How can I do this?

A: You can do this by using each line of file one as a grep value used on file2, like this:
cat file1.txt | xargs -I{} sh -c 'cat file2.txt | grep {}'

Or even better:
grep -f file1.txt file2.txt

Notes:
First example is vulnerable to injection attacks. That is someone could put a malicious bash command into the text files you process to have it executed. That isn't the case with the second example.
The main downside to the second example is that it won't match if you have extra spaces at the end of file1. That is "apple" will be treated differently than "apple " (notice space at the end of the second apple).
Resources:
More comprehensive answer


Welcome to All-State Fire Protection!
Did you know a fire can engulf your entire house in 3-4 minutes?
Unfortunately, four to twenty minutes is the average amount of time you can expect to wait for a response from 911.
All-State Fire Protection, Inc. specializes in residential and commercial installation of fire sprinkler systems. We offer in-house design, fabrication and installation for steel, copper and CPVC systems.
All-State Fire Protection offers some of the industry's best installations. Our team of professionally trained technicians have the skills and product knowledge to handle any type of fire.


text:
Well-Behaved Women
Carmel Dean, Carmel Dean
Well-Behaved Women is available to license!
Well-Behaved Women is a contemporary song cycle for 4 to 20+ women. It is a celebration of many historic women who fought to have their voices heard and bravely made their mark on the world. Woman such as Billie Jean King, Frida Kahlo, Harriet Tubman, Cleopatra and Malala Yousafzai bring their incredible stories to life through powerful, emotional and often hilarious songs, leaving audiences entertained, moved and inspired.
Women's Experience
From Off-Broadway
Time Period: Contemporary, Present Day, Ancient, 15th Century, Greek; Roman & Biblical, 18th Century, 19th Century, 17th Century, Medieval (6th-14th c.), 5th Century / Arthurian, 1930s, 1920s, 1910s / WWI, 1900-1910, American Civil War Era, 16th Century / Elizabethan, 1990s, 1980s, 1970s, 1960s, 1950s, 1940s / WWII
Cast Attributes: Role(s) for Asian Actor(s), Role(s) for Black Actor(s), Role(s) for Latino Actor(s), All Female, Ensemble cast, Expandable casting, Flexible casting, Multicultural casting
Target Audience: Adult, Teen (Age 14 - 18)
Carmel Dean is an award-winning composer/lyricist and Broadway music supervisor, musical director and arranger. Her compositional debut, Renascence, was produced in 2018 and subsequently won the Off-Broadway Alliance Award for Best New Musical. Her song cycle, Well-Behaved Wo ...


text:
Newcastle Based Tech Business Shortlisted for 4 awards
Nebula Labs reaches Shortlist Success in Dynamite '17 Awards
Nebula Labs joins Tech for Life backed Ignite Newcastle Pre-Accelerator
Published by Dylan McKee at October 12, 2017
Nebula Labs co-founders Dylan McKee and Nic Flynn.
NEWCASTLE, UK – Nebula Labs, a technology start-up specialising in mobile app development, is off to an explosive start with co-founders Dylan Mckee and Nic Flynn being shortlisted for four of this year's Dynamites awards. The annual awards, which are sponsored by BT, aim to shine a spotlight on North East tech firms and recognise talented individuals within the region.
The app development business, which also works on scalable API, platform development, and bespoke software development, currently focusses on working with start-ups which have ideas but lack the technical know-how necessary to put them into action. Nebula Labs is also working with SMEs from traditional industries with the aim of helping them to become more digital.
Co-founders Nic and Dylan, who were friends for years before going into business together, are currently enrolled on Newcastle University's Founderships programme, which offers six months of pre-accelerator funding, intensive support and extended access to free work space for high potential recent graduates with scalable ideas. The innovative pair are contending for the awards of New Business of the Year, Corporate Project of the Year and Innovator of the Year, with Nic Flynn shortlisted for the category of Rising Star. The awards ceremony is to take place on Thursday 19th of October in a black-tie reception hosted at Newcastle's Civic Centre which will involve a drinks reception and a three course meal before the winners are announced. The judges for the awards are from a variety of backgrounds, including representatives from Sage, BT, Dynamo and Northumbria University and there are also nine sponsors of the event.
We're delighted to be nominated for so many awards, thankful for the support we've received from Newcastle University, Ignite, Campus North and Northstar Ventures, and really excited by the kind of growth that the business is achieving so early on.
Dylan McKee, who studied Computer Science at Newcastle University, commented that he was 'delighted to be nominated for so many awards, thankful for the support we've received from the START UP team at Newcastle University, Ignite, Campus North and Northstar Ventures, and really excited by the kind of growth that the business is achieving so early on.' Nebula Labs, which launched in January 2017, has already completed highly successful projects – such as the app they developed for Newcastle Startup Week, which offered an electronic guide to the well-attended festival. The innovative duo created a particularly interesting feature of a heat map of the city, which signposted attendees to the most popular locations throughout Newcastle upon Tyne.
I'm thrilled to be included in such a competitive category and feeling particularly positive for the future with Nebula Labs.
Nic Flynn, Rising Star shortlistee & COO
When asked about how he viewed being shortlisted for the category of Rising Star Nic Flynn noted that he was 'thrilled to be included in such a competitive category and feeling particularly positive for the future with Nebula Labs'. With the business less than 12 months old and already highlighted as a key contender in the tech space within the North East it's clear that Nic and Dylan are at the start of a very exciting journey.
Find out how to attend the awards and read more about other categories here.
Or read more about Nebula Labs by checking out their website.
Dylan McKee is the co-founder & CEO of Nebula Labs. He's a passionate technologist, excited app developer, and enthusiastic tea drinker. Dylan has a vast experience of mobile app development, developing his first iOS app - myAltitude - at the age of 13, which went on to achieve over 1 million downloads worldwide. Since then, Dylan has worked on countless apps over multiple mobile and web platforms for a variety of clients ranging from solo entrepreneurs and venture-backed startups to established SMEs and local government organisations. Dylan studied Computer Science BSc at Newcastle University, and is also an alumni of the Ignite Accelerator Programme, completing their Summer 2014 programme and working with many of their portfolio companies on mobile apps.
Nebula Labs Collaborating with Newcastle International Film Festival to Develop Official Festival App
The Northern Digital Jobs Strategy Report: Plugging the North's Skills Gap


text:
Honors World History II: 8 April 2011
The scene was set on April 8, 1959 at a meeting of computer manufacturers, users, and university people at the University of Pennsylvania Computing Center. COBOL is one of the oldest programming languages and it was created by a committee of researchers from private industry, universities, and government including the original inspiration by Grace Hopper - commonly referred to as "the mother of the COBOL language."
Beyond the Sound Bites:
Delegate Eleanor Holmes Norton Upset Over Treatment of DC During Shutdown Resolution Talks: MyFoxDC.com
Cf. http://moodle.catholicschools-phl.org
Cf. http://www.cueprompter.com/
The Philadelphia Inquirer is available.
Cf. http://www.xtranormal.com/
Cf. http://ant.umn.edu/vae.php
Chapter 16 War and Revolution 1914-1919
Section 4 End of the War
1st, 5th
In-class assignment: with a partner, consider the map.
Cf. http://www.phschool.com/webcodes10/index.cfm?wcprefix=nap&wcsuffix=2641&area=view&x=6&y=16
Cf. http://www.phschool.com/
The peace treaties that ended World War I redrew the map of Europe.
(a) Lithuania (b) Czechoslovakia (c) Yugoslavia (c) Poland (d) Danzig
2. Regions
Which countries lost territory in Eastern Europe?
3. Draw Conclusions
Why might the distribution of territory after World War I leave behind widespread dissatisfaction?
Other parts of the treaty were aimed at weakening Germany. The treaty severely limited the size of the once-feared German military. It returned Alsace and Lorraine to France, removed hundreds of square miles of territory from western and eastern Germany, and stripped Germany of its overseas colonies. The treaty compelled many Germans to leave the homes they had made in Russia, Poland, Alsace-Lorraine, and the German colonies to return to Germany or Austria.
The Germans signed because they had no choice. However, German resentment of the Treaty of Versailles would poison the international climate for 20 years. It would help spark an even deadlier world war in the years to come.
The Allies drew up separate treaties with the other Central Powers. Like the Treaty of Versailles, these treaties left widespread dissatisfaction. Discontented nations waited for a chance to revise the peace settlements in their favor.
Where the German, Austrian, and Russian empires had once ruled, a band of new nations emerged. Poland became an independent nation after more than 100 years of foreign rule. The Baltic states of Latvia, Lithuania, and Estonia fought for and achieved independence.
Three new republics—Czechoslovakia, Austria, and Hungary—rose in the old Hapsburg heartland. In the Balkans, the peacemakers created a new South Slav state, Yugoslavia, dominated by Serbia.
European colonies in Africa, Asia, and the Pacific had looked to the Paris Peace Conference with high hopes. Colonial leaders expected that the peace would bring new respect and an end to imperial rule. However, the leaders at Paris applied self-determination only to parts of Europe. Outside Europe, the victorious Allies added to their overseas empires. The treaties created a system of mandates, territories administered by Western powers. Britain and France gained mandates over German colonies in Africa. Japan and Australia were given mandates over some Pacific islands. The treaties handled lands that used to be part of the Ottoman empire as if they were colonies, too.
In theory, mandates were to be held until they were able to stand alone. In practice, they became European colonies. From Africa to the Middle East and across Asia, people felt betrayed by the peacemakers.
The War's Legacy
Be sure to check the assignment on Moodle and access it there.
Paris Peace Conference:
Writing a Treaty to End World War I
This problem-based learning unit asks students to assume roles as experts from countries that participated in World War I. These experts will meet both in expert groups and with their respective country representatives to determine what terms, in four specific areas, should be included in the treaty which will formally end the war. Next, they must decide as countries whether they will sign the treaty they have negotiated. To conclude the unit, students will compare the treaty they create with the real Treaty of Versailles to determine which treaty would most likely ensure long lasting peace in Europe.
The Task:
You are a citizen from one of the leading countries which fought in World War I: Germany, Russia, France, Great Britain, Italy, or the United States. Because you are an expert in a specific area of study, you have received the following letter, which asks you to help to develop a treaty to end the war.
1. Germany
2. Russia
4. Great Britain
6. United States
Georges Clemenceau, Premier of France
Chairman of the Peace Conference
Committee Delegate:
The Conference Commission requests your immediate presence in Paris as a delegate to the Paris Peace Conference. After months of deliberation, the Peace Treaty to end the war will undergo formal negotiations in four specific areas beginning 1 June 1919. You and four fellow citizens, experts in the areas of economics, geography, ethics, military history, and international negotiations, have been appointed by your government to represent them in the process. Each country present will be allowed to participate in a seven day review and deliberation of the terms of the peace.
Your timely presence in Paris by 1 June 1919 will allow your country to be heard. As Chairman of the Peace Conference, I assure you that your task will be difficult, but of supreme importance to the future of Europe and the world. We must remember what defeat would have cost us, and what peace must assure us.
Premier of France
In order to understand the position your country takes at the end of this "war to end all wars", it is necessary to provide the Conference Committee with a statement of purpose. At your initial meeting your country is to ascertain what resources you may need, and discuss where you may find them. You will have a sufficient time to research the views of experts from your country and from any sources you may wish to consult, including those listed below and others available in other places such as a library.
After researching your topic your group will present aloud and write a one page letter of intent to the Committee, explaining your country's position as you enter expert negotiations. What has World War I meant to your country? What do you hope these negotiations will accomplish?
Next, experts will be asked to meet with fellow expert representatives of all of the countries present at the Conference. Each country has enlisted its finest minds to discuss the topics of reparations, territorial changes, military power, ethics, and world affairs. While experts should primarily consider the intentions of their own country, they should also consider what effects the terms of this treaty may have upon future world relationships. You will research and negotiate the following terms (1. Economists, 2. Geographers, 3. Ethicists, 4. Military Experts, 5. Ambassadors):
Economists, you will help determine what costs were incurred because of the War, and what amount of reparations, if any, should be paid.
Geographers, You will help determine what territorial boundaries will be established as provisions of the Treaty.
Ethicists, you will determine which, if any country, is responsible for causing the War.
Military Experts, you will determine what restrictions or regulations upon military power will be required by the Treaty.
Ambassadors, you will be spokesperson for your group at all Conference meetings. You may call upon experts to support your testimony. You are responsible for the scheduling of tasks, to be certain your country complies with the Official Conference Agenda. At expert meetings you may speak only to your delegates.
Fact Finding Tasks
Following expert negotiations, each country will meet to review the treaty created by your experts. You will decide whether your country will or will not sign the Treaty. On June 28, 1919 the Treaty will be ceremoniously signed at the Palace of Versailles. Each country will deliver a one minute address to be broadcast on radios throughout the world, justifying your decision. A written copy should be provided for the world press.
Be sure you can successfully access Moodle.
In addition to your textbook, encyclopedias, and other books available to you, the following internet sources will help you to complete this task.
The Peace Settlements: Treaty of Versailles
Overview of the events and decisions made at the W.W.I Peace Conference.
The Versailles Treaty and Related Documents
In addition to the complete Versailles Peace Treaty, this web site has many related documents, such as maps, charts and photos.
Armies Mobilized and Casualties: 1914-18
Figures on W.W.I armies are available here.
Financial Cost of War
Figures on W.W.I costs are available here.
The World War I Document Archive
An archive of primary documents from World War I.
W.W.I Sites: Links to Other Resources
Lots of connections to resources about W.W.I.
President Wilson and W.W.I
A version of how the war began.
World War I - Trenches on the Web
A collection of W.W.I resources.
Preview: Chapter 17 The West Between the Wars 1919-1939
The peace settlements at the end of World War I combined with severe economic problems to produce widespread discontent across Europe. Democratic rule in many states gave way to fascism, authoritarianism, and the totalitarianism of Stalin and Hitler.
Section 1 The Futile Search for Stability
The peace settlement at the end of World War I left many nations unhappy and border disputes simmering throughout Europe. The League of Nations proved a weak institution. Democracy was widespread, and women in many European countries gained the right to vote. However, economic problems plagued France, Great Britain, and the German Weimar Republic. When Germany declared that it could not continue to pay reparations, France occupied one German region as a source of reparations. An American plan reduced the burden of reparations and led to a period of prosperity and American investment in Europe. The prosperity ended with the economic collapse of 1929 and the Great Depression. European governments tried different approaches to ending the depression. Many middle-class Germans began to identify with anti-democratic political parties. The new American president, Franklin Delano Roosevelt, pursued a policy of active government intervention in the economy that came to be known as the New Deal.
Section 2 The Rise of Dictatorial Regimes
By 1939 most European democracies had collapsed. Only France and Great Britain remained democratic. Benito Mussolini began his political career as a Socialist, but he abandoned socialism for fascism, which glorified the state and justified the suppression of all political dissent. In Italy, Mussolini outlawed most political opposition, but also compromised with powerful groups and never achieved totalitarian control. After the Russian civil war, Lenin restored capitalist practices to prevent economic and political collapse. After Lenin's death, Joseph Stalin emerged as the most powerful Communist figure. Stalin sidelined the Bolsheviks of the revolutionary era and established totalitarian rule. His program of rapid industrialization and collectivization forced horrendous sacrifices on the population. His political purges caused millions to be arrested, imprisoned, and executed. Elsewhere in Eastern Europe and in Francisco Franco's Spain, authoritarian regimes were mainly concerned with preserving the existing social order.
Section 3 Hitler and Nazi Germany
Adolf Hitler, a failed student and artist, built up a small racist, anti-Semitic political party in Germany after World War I. Hitler's Beer Hall Putsch failed. In prison, he wrote Mein Kampf—an account of his movement and his views. As democracy broke down, right-wing elites looked to Hitler for leadership. In 1933 Hitler became chancellor. Amid constant chaos and conflict, Hitler used terror and repression to gain totalitarian control. Meanwhile, a massive rearmament program put Germans back to work. Mass demonstrations and spectacles rallied Germans around Hitler's policies. All major institutions were brought under Nazi control. Women's primary role was to bear Aryan children. Hitler's Nuremberg Laws established official persecution of Jews. A more violent anti-Semitic phase began in 1938 with a destructive rampage against Jews and the deportation of thousands to concentration camps. Increasingly drastic steps barred Jews from attending school, earning a living, or engaging in Nazi society.
Section 4 Cultural and Intellectual Trends
After World War I, radio and film became sources of entertainment as well as propaganda tools. Hitler and the Nazis made wide use of both. Work patterns after the war allowed many people to enjoy mass leisure activities such as professional sporting events, as well as train, bus, and car travel. The Nazis organized events such as concerts for workers. The revolution in physics continued with Werner Heisenberg's uncertainty principle. The uncertainty of the post-war world became a prominent theme in art. Dadaism and the surrealism of Salvador Dalí reflected absurdity in the world. Nazi art was intended to be authentically German. In fact, it was largely derived from nineteenth-century folk art. Literary interest in the unconscious produced the "stream of consciousness" technique of James Joyce's Ulysees. The German novelist Hermann Hesse was influenced by psychology and Asian religions.
Primary Documents - Treaty of Versailles, 28 June 1919 Cf. http://www.firstworldwar.com/source/versailles.htm
A Story that Matters
This is Depression era photography of Dorothea Lange to the sound of Bing Crosby singing 'Buddy, Can You Spare A Dime,' (Yip Harburg wrote this iconic song), 2:25
In the early 1930s, a worldwide economic depression threw thousands out of work and into lives of poverty. The song below summed up the mood of the time:
"They used to tell me I was building a dream
With peace and glory ahead—
Why should I be standing in line,
Just waiting for bread?
Once I built a railroad, I made it run,
Made it race against time.
Once I built a railroad, now it's done—
Brother, can you spare a dime?"
— from the song "Brother, Can You Spare a Dime?," lyrics by E.Y. Harburg
Lyrics are reproduced for educational purposes only: copyright remains in the hands of the legitimate owners.
In-class assignment, with a partner, answer the following.
Based on the lyrics, pictures, and song, what conditions can you infer about the Depression? What characterized this era?
Ch. 17 References on the Great Depression
Photo Essay on the Great Depression
Cf. http://www.pbs.org/wnet/historyofus/tools/browser12.html
Poor Farmer
This haunting photograph shows a farmer ruined by the dustbowl of 1936. A woman and nursing child, possibly part of his family, sit behind him under a makeshift shelter.
Diaries of people who lived during the Depression
Cf. http://teacher.scholastic.com/activities/our_america/great_depression/
People and events of the Dust Bowl
Cf. http://www.pbs.org/wgbh/americanexperience/films/dustbowl/
Original photographs from the times
Cf. http://memory.loc.gov/ammem/fsahtml/fatop1.html
In Dorothea Lange's famous 1936 photo Migrant Mother, Nipomo, California, a mother looks into the future with despair. She migrated to escape scenes like the one below, where huge dust storms buried farm equipment in Dallas, Texas. How did geography help aggravate the depression in the United States?
The Great Flu Epidemic
Hospitals "Full-Up": The 1918 Influenza Pandemic, 8:24
During the influenza pandemic, how many people were sickened?
How many died?
Describe the conditions during the pandemic.
In their own homes, how did people cope with the pandemic?
After 80 years, how and in what way are we prepared or unprepared today for a pandemic?
Summarize the compelling questions that remain after learning about the pandemic.
Are we better off today in preparing for a pandemic?
A documentary comparing the 1918 Spanish Influenza pandemic with modern-day health capabilities, in the event of an act of bioterrorism or any large-scale infectious disease outbreak.
In-class assignment, with a partner, consider the questions.
League of Nations, 2:52
What was the problem with the structure of the League?
If a country did not like an idea submitted what could they do?
What weakness of the League was exposed?
What other problems existed?
What was the biggest problem?
Were there more successes or failures?
Did the Leagure effectively settle the Manchurian Crisis?
Did appeasement (offering flowers) towards the aggressor-- Japan--work?
Did the League effectively act in the Abyssinian (Ethiopian) Crisis?
Uneasy Peace, Uncertain Security
A Weak League of Nations
The peace was fragile. Although the Kellogg-Briand Pact outlawed war, it provided no way of enforcing the ban. The League of Nations, too, was powerless to stop aggression. In 1931, the League vigorously condemned Japan's invasion of Manchuria, but did not take military action to stop it. Ambitious dictators in Europe noted the League's weakness and began to pursue aggressive foreign policies.
Analyzing Political Cartoons
An End to War?
The Kellogg-Briand Pact raised hopes for an end to war. But not everyone was so optimistic, as this 1929 American cartoon shows.
*Kellogg-Briand Pact framed as a fire insurance policy
*Adequate navy as a fire extinguisher
*Uncle Sam looking at both
1. Do you think that the cartoonist feels that a fire insurance policy is enough to prevent a fire?
2. What point do you think the cartoonist is making about the Kellogg-Briand Pact?
French Demands
Inflation in Germany
The Treaty of Locarno
In-class assignment, with a partner, answer the questions.
The Locarno Treaties and Germany's Entry into the League, :59
What happened under the Locarno Pact?
In what year did Germany become a full member of the League of Nations?
Despite disagreements, many people worked for peace in the 1920s. Hopes soared in 1925 when representatives from seven European nations signed a series of treaties at Locarno, Switzerland. These treaties settled Germany's disputed borders with France, Belgium, Czechoslovakia, and Poland. The Locarno treaties became the symbol of a new era of peace.
The Kellogg-Briand Pact, which was sponsored by the United States in 1928, echoed the hopeful "spirit of Locarno." Almost every independent nation signed this agreement, promising to "renounce war as an instrument of national policy." In this optimistic spirit, the great powers pursued disarmament, the reduction of armed forces and weapons. The United States, Britain, France, Japan, and other nations signed treaties to reduce the size of their navies. However, they failed to agree on limiting the size of their armies.
Why was the League of Nations unable to maintain peace?
In-class assignment, with a partner, fill in the chart.
The post-war prosperity did not last. At the end of the 1920s, an economic crisis began in the United States and spread to the rest of the world, leaving almost no corner untouched.
Causes of the Depression
The wealth created during the 1920s in the United States was not shared evenly. Farmers and unskilled workers were on the losing end. Though demand for raw materials and agricultural products had skyrocketed during the war, demand dwindled and prices fell after the war. Farmers, miners and other suppliers of raw materials suffered. Because they earned less, they bought less. At the same time, better technology allowed factories to make more products faster. This led to overproduction, a condition in which the production of goods exceeds the demand for them. As demand slowed, factories cut back on production and workers lost their jobs.
Meanwhile, a crisis in finance—the management of money matters, including the circulation of money, loans, investments, and banking—was brewing. Few saw the danger. Prices on the New York Stock Exchange were at an all-time high. Eager investors acquired stocks through risky methods. To slow the run on the stock market, the Federal Reserve, the central banking system of the United States, which regulates banks, raised interest rates in 1928 and again 1929. It didn't work. Instead, the higher interest rates made people nervous about borrowing money and investing, thereby hurting demand.
In the autumn of 1929, jitters about the economy caused many people to sell their stocks at once. Financial panic set in. Stock prices crashed, wiping out the fortunes of many investors. The Great Depression, a painful time of global economic collapse, had begun quietly in the summer of 1929 with decreasing production. The October stock market crash aggravated the economic decline.
Responses to the Depression
In 1931, the Federal Reserve again increased the interest rate, with an even more disastrous effect. As people bought and invested less, businesses closed and banks failed, throwing millions out of work. The cycle spiraled steadily downward. The jobless could not afford to buy goods, so more factories had to close, which in turn increased unemployment. People slept on park benches and lined up to eat in soup kitchens.
The economic problems quickly spread around the world. American banks stopped making loans abroad and demanded repayment of foreign loans. Without support from the United States, Germany suffered. It could not make its reparations payments. France and Britain were not able to make their loan payments.
Desperate governments tried to protect their economies from foreign competition. The United States imposed the highest tariffs in its history. The policy backfired when other nations retaliated by raising their tariffs. In 1932 and 1933, global world trade sank to its 1900 level. As you have read, the Great Depression spread misery from the industrial world to Latin America, Africa, and Asia.
In-class assignment, with a partner, answer the question.
What were the results of the Great Depression?
Democratic States After the War
In-class assignment, with a partner, fill in the table.
Reading Skill: Identify Main Ideas
Record main ideas from this section in a table like the one below.
In 1919, the three Western democracies—Britain, France, and the United States—appeared powerful. They had ruled the Paris Peace Conference and boosted hopes for democracy among the new nations of Eastern Europe. Beneath the surface, however, postwar Europe faced grave problems. To make matters worse, many members of the younger generation who might have become the next great leaders had been killed in the war.
At first, the most pressing issues were finding jobs for returning veterans and rebuilding war-ravaged lands. Economic problems fed social unrest and made radical ideas more popular.
In addition to problems at home, the three democracies faced a difficult international situation. The peace settlements caused friction, especially in Germany and among some ethnic groups in Eastern Europe.
From its headquarters in Geneva, Switzerland, the League of Nations encouraged cooperation and tried to get members to make a commitment to stop aggression. In 1926, after signing the Locarno agreements, Germany joined the League. Later, the Soviet Union was also admitted.
Like Britain, France emerged from World War I both a victor and a loser. Political divisions and financial scandals plagued the government of the Third Republic. Several parties—from conservatives to communists—competed for power. The parties differed on many issues, including how to get reparations payments from Germany. A series of quickly changing coalition governments ruled France.
France's chief concern after the war was securing its borders against Germany. The French remembered the German invasions of 1870 and 1914. To prevent a third invasion, France built massive fortifications called the Maginot Line along its border with Germany. However, the line would not be enough to stop another German invasion in 1940.
In its quest for security, France also strengthened its military and sought alliances with other countries, including the Soviet Union. It insisted on strict enforcement of the Versailles treaty and complete payment of reparations. France's goal was to keep the German economy weak.
Britain disagreed with this aim. Almost from the signing of the Treaty of Versailles, British leaders wanted to relax the treaty's harsh treatment of Germany. They feared that if Germany became too weak, the Soviet Union and France would become too powerful.
In Britain during the 1920s, the Labour party surpassed the Liberal party in strength. The Labour party gained support among workers by promoting a gradual move toward socialism. The Liberal party passed some social legislation, but it traditionally represented middle-class business interests. As the Liberal party faltered, the middle class began to back the Conservative party, joining the upper class, professionals, and farmers. With this support, the Conservative party held power during much of 1920s. After a massive strike of over three million workers in 1926, Conservatives passed legislation limiting the power of workers to strike.
Britain still faced the "Irish question." In 1914, Parliament passed a home-rule bill that was shelved when the war began. On Easter 1916, a small group of militant Irish nationalists launched a revolt against British rule. Although the Easter Rising was quickly suppressed, it stirred wider support for the Irish cause. When Parliament again failed to grant home rule in 1919, members of the Irish Republican Army (IRA) began a guerrilla war against British forces and their supporters. In 1922, moderates in Ireland and Britain reached an agreement. Most of Ireland became the self-governing Irish Free State. The largely Protestant northern counties remained under British rule. However, the IRA and others fought for decades against the division.
In-class assignment, with a partner, consider the following.
Easter Rising, 5:50
In what year did a rebellion begint?
Who was the mastermind behind the guerilla war?
The Irish Resist
Members of the Irish Republican Army prepare to resist the British occupation of Dublin in 1921 by erecting a barbed wire barricade. The Irish Free State, established in 1922, was a compromise between the opposing sides, but peace was short-lived. The conflict has continued since that time.
In contrast, the United States emerged from World War I in good shape. A late entrant into the war, it had suffered relatively few casualties and little loss of property. However, the United States did experience some domestic unrest. Fear of radicals and the Bolshevik Revolution in Russia set off a "Red Scare" in 1919 and 1920. Police rounded up suspected foreign-born radicals, and a number were expelled from the United States.
The "Red Scare" fed growing demands to limit immigration. Millions of immigrants from southern and eastern Europe had poured into the United States between 1890 and 1914. Some native-born Americans sought to exclude these newcomers, whose cultures differed from those of earlier settlers from northern Europe. In response, Congress passed laws limiting immigration from Europe. Earlier laws had already excluded or limited Chinese and Japanese immigration.
In-class assignment, with a partner, consider the question.
What did John Maynard Keynes think would resolve the Great Depression?
John Maynard Keynes and the Great Depression, 2:10
Hughes Rudd narrates:
Ch. 17 References
Cf. Click on links to view original documents from Mussolini's life and times.
Cf. http://www.nationalarchives.gov.uk/education/heroesvillains/g3/
Click on "Germany Image Gallery" for the slideshow.
Cf. http://www.worldwar2database.com/cgi-bin/slideviewer.cgi?list=preludegermany.slides
Read a detailed account of the life of Hitler
Cf. http://library.thinkquest.org/19092/hitler.html
Test yourself on how Hitler came to power
Cf. http://www.schoolhistory.co.uk/lessons/riseofhitler/index.htm
Nazi propaganda posters: Election, Sower of peace, 'One People, One Nation, One Leader,' Saving for a Volkswagen, Jews, Anti-Bolshevism.
Cf. http://www.bbc.co.uk/history/worldwars/wwtwo/nazi_propaganda_gallery.shtml
Stalin and Industrialization of the USSR
See original documents and learn more about Stalin's methods.
View Soviet posters
Cf. http://www.internationalposter.com/country-primers/soviet-posters.aspx
Review Stalin's takeover of power
Cf. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/russia/stalinsact.shtml
Find out more about jazz
Cf. http://www.smithsonianjazz.org/class/whatsjazz/wij_start.asp
Paul McCartney and Wings - Give Ireland back to the Irish, 3:43
Song about the British in the north eastern counties of Ireland which denies the Irish people the right of national self-determination.
Song performed by Wings.
Give ireland back to the irish
Dont make them have to take it away
Make ireland irish today
Great britian you are tremendous
And nobody knows like me
But really what are you doin
In the land across the sea
Tell me how would you like it
If on your way to work
You were stopped by irish soliders
Would you lie down do nothing
Would you give in, or go berserk
Great britian and all the people
Say that all people must be free
Meanwhile back in ireland
Theres a man who looks like me
And he dreams of God and country
And hes feeling really bad
And hes sitting in a prison
Should he lie down do nothing
Should give in or go mad
Lyrics reproduced here for educational purposes only; copyright remains in the hands of the legitimate owners.
John & Yoko - Sunday Bloody Sunday, 5:03, from Lennon's 'Sometime In New York City' album.
Sunday Bloody Sunday - Wolfe Tones, 4:09
This is a song from their CD entitled Celtic Symphony.
One helpful animation is:
Animated Map: The Western Front, 1914 - 1918
Animated battle of the Somme
Cf. http://www.bbc.co.uk/history/worldwars/wwone/launch_ani_somme_map.shtml
Among other animations, you can view: Life in the Trenches
Cf. http://www.bbc.co.uk/history/interactive/animations/wwone_movies/index_embed.shtml
You can try your luck during several front line missions with
Trench warfare:
Cf. http://www.bbc.co.uk/schools/worldwarone/hq/trenchwarfare.shtml
By the time the Yanks get involved there is a popular song which memorialized American involvement:
Cf. http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/songs/
American involvement in WW I, 4:11
The Great War #1, World War 1 Era Period Music and Pictures. WW 1 spanned from August of 1914 to November of 1918 and raged across the globe. The United States was officially involved in the war from April 1917 to the end.
The dough boys are nearly forgotten today in the shadow of World War 2, Vietnam and Iraq. Millions of American men and women, black and white, served our country in The Great War. This series of shorts shows the music of their time and photographs from the Great War.
BBC Schools Links
GCSE Bitesize Revision - History
bbc.co.uk/schools/gcsebitesize/history/
A secondary revision resource for GCSE exams covering the First World War.
The Bitesize series features audio clips from history and commentators:
Cf. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/
Standard Grade Bitesize Revision - History
bbc.co.uk/scotland/learning/bitesize/standard/history/
A secondary revision resource for Standard Grade covering the First World War.
BBC Sites
BBC History - World War One
bbc.co.uk/history/worldwars/wwone/
This World War One site from BBC History features interactive movies, animations, feature articles and 3-d models.
Cf. http://www.bbc.co.uk/history/worldwars/wwone/launch_ani_western_front.shtml
History Trail – How to do History
bbc.co.uk/history/lj/how_to_do_historylj/preview.shtml
Follow in the footsteps of professional historians and find out how they do history. Discover how postcards, council records, tapestries and people's memories of the past are all valuable sources for the historian.
Learning Curve – The Great War
http://www.learningcurve.gov.uk/greatwar
This is a comprehensive offering from the Public Records Office, which tells the story of the First World War through six different source based investigations. It aims to show how the War developed and includes teachers' notes.
Spartacus Educational – The First World War
http://www.spartacus.schoolnet.co.uk/FWW.htm
Spartacus' World War One website offers a growing encyclopaedia of entries about the war, as well as links to other websites.
First World War.com - The war to end all wars
http://www.firstworldwar.com
This site gives a general overview of the First World War. It offers a collection of insightful feature articles, photos and footage, memoirs and diaries.
Spark Notes – World War 1 (1914-1918)
http://www.sparknotes.com/history/european/ww1/
Gives a summary and commentary on each main study area of the First World War.
Art of the First World War
http://www.art-ww1.com/gb/present.html
Presents 100 paintings from international collections from around the world to commemorate the First World War.
The World War One Document Archive
The World War One Document Archive presents primary documents concerning the Great War.
World War 1 - Web Links
http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinks-WorldWar1.htm
This site lists links to in-depth articles on all aspects of the First World War, including a large collection of links to primary source material.
National Curriculum Online: History
http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/history/index.aspx?return=/key-stages-3-and-4/subjects/index.aspx
Information about the National Curriculum for History, QCDA and DfEE schemes of work, pupils' work and information about standards and support materials.
QCDA History
http://www.qcda.gov.uk/6354.aspx
The Qualifications and Curriculum Development Authority (QCDA) History section.
Examine key issues with the help of original documents.
Cf. http://www.nationalarchives.gov.uk/education/greatwar/g1/
The best overall war reference for the entire modern period:
War Made New: Weapons, Warriors, and the Making of the Modern World by Max Boot
All Quiet on the Western Front by Erich Maria Remarque
Cassell Military Classics: Iron Fist: Classic Armoured Warfare by Bryan Perrett
Day of the Assassins: A Jack Christie Novel by Johnny O'Brien
War in the Air 1914-45 (Smithsonian History of Warfare) by Williamson Murray
The Encyclopedia of Warfare: The Changing Nature of Warfare From Prehistory to Modern-day Armed Conflicts by Robin Cross, pp. 170-193.
The Encyclopedia of Weaponry: The Development of Weaponry from Prehistory to 21st Century Warfare, Ian V. Hogg, pp. 112-139.
Battles and Campaigns (Mapping History) by Malcolm Swanston
A documentary about the battle of the Somme 1916 part 1, 9:58
War and Revolution in Russia 1914 - 1921
By Dr Jonathan Smele
Cf. http://www.bbc.co.uk/history/worldwars/wwone/eastern_front_01.shtml
World War One News Report, High School History Project
World War 1 Songs, 5:40
Songs are in this order: It's A Long Way to Berlin but We'll Get There, The Yanks Started Yankin, I May Stay Away A Little Longer, It's A Long Way to Tipperary, What Kind of an American Are You, How Ya Gonna Keep Them Down on the Farm
Cf. http://www.youtube.com/watch?v=sH4-fYIfC-E
Elvis Costello's (What's So Funny 'Bout) Peace, Love and Understanding, 3:18
Peace Train Cat Stevens, 4:13
Creedence Clearwater Revival: Fortunate Son, 2:19
Chapter 17 References
The BBC on Weimar:
Cf. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/weimaract.shtml
The BBC on Nazis:
Cf. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/nazisact.shtml
Wagner - RIDE OF THE VALKYRIES - Furtwangler, 5:09
The Ride of the Valkyries, by Richard Wagner, in a classic recording with Wilhelm Furtwangler and the Vienna Philharmonic. Illustrations are by Arthur Rackham.
The music: probably the most famous and instantly identifiable of Wagner's works is this short orchestral prelude from Die Walkure, the second opera in the monumental Der Ring des Nibelungen. It has gone on to enter popular culture, being used in many films, most notably the helicopter attack sequence in Apocalypse Now. In terms of composition it perfectly demonstrates Wagner's epic sense of drama, and also his masterful orchestration.
The conductor: Wilhelm Furtwangler is probably unrivalled as an interpreter of the core Austro-German Romantic repertoire, setting benchmarks in the performance of Beethoven, Schubert, Brahms, Wagner, Bruckner and others. His recordings include two complete Ring Cycles, both of them classics.
The illustrations: Arthur Rackham was one of the greatest illustrators at the turn of the 19th century, creating classic visions for fairy tales and fantasies (Alice, Peter Pan, etc.).
His work on Der Ring des Nibelungen is often considered one of the finest visual depictions of Wagner's epic.
Duce! the rise and fall of Benito Mussolini by Richard Collier
Totalitarian
How To Take Effective Notes
References on
Hitler.
Peace at Christmastime by Tina Micula, 4:49


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Batman: White Knight
Home / Batman: White Knight
After years of epic battles, the Dark Knight finally finds a way to cure the twisted mind of his archenemy. The Joker...is now sane. The Clown Prince of Crime has now changed his ways, fighting for good in Gotham City, and it may just cause Batman to go over the edge of his own sanity.
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