World War II Potsdam Conference and Agreement

Having concluded the Yalta Conference in February 1945, the Big Three Allied leaders, Franklin Roosevelt (United States), Winston Churchill (Great Britain), and Joseph Stalin (USSR) agreed to meet again following victory in Europe to determine postwar borders, negotiate treaties, and resolve issues pertaining to the handling of Germany. This planned meeting was to be their third gathering, the first having been the November 1943 Tehran Conference. With the German surrender on May 8, the leaders scheduled a conference in the German town of Potsdam for July. Changes Before and During the Potsdam Conference On April 12, Roosevelt died and Vice President Harry S. Truman ascended to the presidency. Though a relative neophyte in foreign affairs, Truman was significantly more suspicious of Stalins motives and desires in Eastern Europe than his predecessor. Departing for Potsdam with Secretary of State James Byrnes, Truman hoped to reverse some the concessions that Roosevelt had given Stalin in the name of maintaining Allied unity during the war. Meeting at the Schloss Cecilienhof, the talks began on July 17. Presiding over the conference, Truman was initially aided by Churchills experience in dealing with Stalin. This came to an abrupt halt on July 26 when Churchills Conservative Party was stunningly defeated in the 1945 general elections. Held on July 5, the announcement of the results was delayed in order to accurately count votes coming from British forces serving abroad. With Churchills defeat, Britains wartime leader was replaced by incoming Prime Minister Clement Attlee and new Foreign Secretary Ernest Bevin. Lacking Churchills vast experience and independent spirit, Attlee frequently deferred to Truman during the latter stages of the talks. As the conference began, Truman learned of the Trinity Test in New Mexico which signaled the successful completion of the Manhattan Project and the creation of the first atom bomb. Sharing this information with Stalin on July 24, he hoped that the new weapons existence would strengthen his hand in dealing with the Soviet leader. This new failed to impress Stalin as he had learned of the Manhattan Project through his spy network and was aware of its progress. Working to Create the Postwar World As talks commenced, the leaders confirmed that both Germany and Austria would be divided into four zones of occupation. Pressing on, Truman sought to mitigate the Soviet Unions demand for heavy reparations from Germany. Believing that the severe reparations levied by the post-World War I Treaty of Versailles had crippled the German economy leading the rise of the Nazis, Truman worked to limit war reparations. After extensive negotiations, it was agreed that Soviet reparations would be confined to their zone of occupation as well as 10% of the other zones surplus industrial capacity. The leaders also agreed that Germany should be demilitarized, identified and that all war criminals should be prosecuted. To achieve the first of these, industries associated with creating war materials were eliminated or reduced with the new German economy to be based on agriculture and domestic manufacturing. Among the controversial decisions to be reached at Potsdam were those pertaining to Poland. As part of the Potsdam talks, the U.S. and Britain agreed to recognize the Soviet-backed Provisional Government of National Unity rather than the Polish government-in-exile which had been based in London since 1939. In addition, Truman reluctantly agreed to accede to Soviet demands that Polands new western border lay along the Oder-Neisse Line. The use of these rivers to denote the new border saw Germany lose nearly a quarter of its prewar territory with most going to Poland and a large part of East Prussia to the Soviets. Though Bevin argued against the Oder-Neisse Line, Truman effectively traded this territory to gain concessions on the reparations issue. The transfer of this territory led to the displacement of large numbers of ethnic Germans and remained controversial for decades. In addition to these issues, the Potsdam Conference saw the Allies agree to the formation of a Council of Foreign Ministers that would prepare peace treaties with Germanys former allies. The Allied leaders also agreed to revise the 1936 Montreux Convention, which gave Turkey sole control over the Turkish Straits, that the U.S. and Britain would determine the government of Austria, and that Austria would not pay reparations. The results of the Potsdam Conference were formally presented in the Potsdam Agreement which was issued at the meetings end on August 2. The Potsdam Declaration On July 26, while at the Potsdam Conference, Churchill, Truman, and Nationalist Chinese leader Chiang Kai-Shek issued the Potsdam Declaration which outlined the terms of surrender for Japan. Reiterating the call for unconditional surrender, the Declaration stipulated that Japanese sovereignty was to be limited to the home islands, war criminals would be prosecuted, authoritarian government was to end, the military would be disarmed, and that an occupation would ensue. Despite these terms, it also emphasized that the Allies did not seek to destroy the Japanese as a people. Japan refused these terms despite an Allied threat that prompt and utter destruction would ensue. Reacting, to the Japanese, Truman ordered the atomic bomb to be used. The use of the new weapon on Hiroshima (August 6) and Nagasaki (August 9) ultimately led to the surrender of Japan on September 2. Departing Potsdam, the Allied leaders would not meet again. The frosting over of US-Soviet relations that began during the conference ultimately escalated in the Cold War. Selected Sources The Avalon Project, The Berlin (Potsdam) Conference, July 17-August 2, 1945

The Cause of Parkinsons Disease Essay - 1127 Words

Parkinson’s Disease Parkinson’s disease is a â€Å"neurodegenerative disorder of the basal nuclei due to insufficient secretion of the neurotransmitter dopamine† (Marieb Hoehn, 2013, p. G-17). The cause of Parkinson’s disease is unknown, but many factors play a role in the development of Parkinson’s disease. One factor that has been found in an individual who has Parkinson’s disease causes over activity of targeted dopamine-deprived basal nuclei. This over activity is caused by the breakdown of neurons that release dopamine in the substantia nigra (Marieb Hoehn, 2013). Another factor that is present in a person who has Parkinson’s disease, is the presence of lewy bodies in the brain stem (What is lbd?, 2014). Lewy bodies are unusual†¦show more content†¦Also, a person may have begun walking leaning forward or began moving very slow. Along with the physical symptoms one can feel or family can see, there are problems inside of the body. The body is no l onger creating dopamine the way it should be. Dopamine can either be an excitatory or inhibiting hormone, depending on its destination receptor. If dopamine is not created or secreted these receptors will not be used and will result in difficulties because it will not be able to carry out its job (Marieb Hoehn, 2013). Parkinson’s disease is a very well-known disease. It plagues about five million people worldwide, about a million of those cases are in the United States. A person does not lower their chances of getting Parkinson’s by living in a certain part of the world. It is not more, likely to happen in one location than, another. It has to do with age and genetics (â€Å"Demographics of parkinson’s,† 2014). It is a disease of the older generation, around about one percent of people over the age of 60 years old have Parkinson’s disease (Hauser, 2014). As one ages the likelihood of a person developing goes up. 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With the High Turnover Which Characteristic Employment Free Essays

The highly turnover rate of employees in tourism, hospitality and event organisation, which is a serious issue concerned by every company, is defined as company’s employees leave their job at a relatively high rate in certain industry. High turnover can result from various numbers of issues of employee which may ignore or neglect by certain company in a certain extract (e. g. We will write a custom essay sample on With the High Turnover Which Characteristic Employment or any similar topic only for you Order Now dissatisfaction of work, overload work, emergence of competitors, poor management etc). But what is the main reason that caused high turnover in certain industry is that organisations fail to realize the importance of engaging and motivating employees. They tend to assumed that this action is such a waste of time and it is more important to focus on employee’s performance. There are few factors that caused high turnover which can be listed out. Firstly, over burden of work may causes dissatisfaction among employees. They tend to think that they are doing a double or even triple job, but they only get a single salary which is underpaid. Moreover, it is common for a professional to know the benefits of equivalent positions. Thus, to fulfil the needs and wants of an individual, one will look for a job with a better salary and consumption and as a result leave the current organisation. Besides that, for an extended of time, some may feel tired of working in a boring and uninspiring job positions which would lead them to change job which is more attractive and challenging compare to the previous organisation. How to cite With the High Turnover Which Characteristic Employment, Essay examples

Siop Lesson Plan for Literary Arts Essay Example For Students

Siop Lesson Plan for Literary Arts Essay The standard being followed for the lesson is reading, analyzing and interpreting literature. The content objective is frown the Pennsylvania State Academic Standards which states, students will be able to compare the use of literary elements within, among texts including character(s), eating, plot, theme and point officer. The language objectives chosen to align with the content objective were taken from the Pennsylvania Standard Aligned Systems which states, 1) students will effectively use language in a group setting of their peers to verbally communicate intimation, 2) students will be able to identify character(s), setting, plot, theme and point of students will be able to retell the story using key vocabulary as a guide and 4) students will listen for context clues to appropriately identify definitions of new vocabulary. The novel chosen for the lesson is entitled Shades of Gray written by Carolyn Redder. The novel is set in the Civil War era about a twelve year old boy, The teacher should complete background knowledge before beginning this lesson plan to learn what knowledge the students have of the Civil War era. Pre-reading activities of displaying visuals should be set throughout the classroom to assist students in building background knowledge such as a large, student friendly map of the United States form 1865 pre-war era with the North and South clearly defined as well as the location of where the main character lived. Key vocabulary words of character(s), setting, plot, theme and point of view should be displayed or students. Through group discussion and teacher modeling the key words Will be defined through use of student dictionaries and accessing the computer. Teacher will draw upon background knowledge to obtain examples of the key vocabulary. The Beginning or preproduction stage of the language acquisition is when the student displays little comprehension of written or oral language. The teacher at this stage should provide the student with an abundant amount of listening opportunities. This can be done throughout this lesson plan by usage of taped text, teacher modeled reading aloud during group instruction, paired partnering n which the student is paired with a student who is a native English learner or in the advanced stage tot language acquisition. Move It is another way to assist limited English Language Learners when reviewing read passages for comprehension as the teacher uses signals for student interaction with in a lesson such as hand signals for yes/no, true/false and understand/l sort of understand or dont understand. Pogo Chevalier, 2008). Beginning or early production stage is when the student has limited English comprehension but can deliver one or two overdo oral responses. The teacher for his Stage can use pictures from the text or Civil War era and hue the students label the pictures then place them in sequential order to assess comprehension Of the text. Teachers may also consider having the students create pictures regarding the character(s) and setting. Teacher should utilize the map while reading the text An activity the teacher may want to utilize With learners in this stage is verbal scaffolding which includes techniques such as think aloud, paraphrasing, repetition, careful enunciation and frequent review of conceptualized vocabulary. (Pogo Chevalier, BIBB) Beginning or early speech emergence stage is when English Language Learners are capable of speaking simple sentences and have a high understanding of oral and written information. They can respond to open ended questions and the teacher should encourage them to write and discuss personal experiences in relation to the story a comparison to living in their time. This is a good stage for the teacher to use personal dictionaries and adapted texts, Students will have a photo copy of the text in an enlarged font so that they may highlight new vocabulary words and write notes in the margin. Students will hen use their personal dictionary to write down new vocabulary words with the definition, synonyms and a simple sentence using the word. .u61b4f759b7da652c4f8f92eef59be363 , .u61b4f759b7da652c4f8f92eef59be363 .postImageUrl , .u61b4f759b7da652c4f8f92eef59be363 .centered-text-area { min-height: 80px; position: relative; } .u61b4f759b7da652c4f8f92eef59be363 , .u61b4f759b7da652c4f8f92eef59be363:hover , .u61b4f759b7da652c4f8f92eef59be363:visited , .u61b4f759b7da652c4f8f92eef59be363:active { border:0!important; } .u61b4f759b7da652c4f8f92eef59be363 .clearfix:after { content: ""; display: table; clear: both; } .u61b4f759b7da652c4f8f92eef59be363 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u61b4f759b7da652c4f8f92eef59be363:active , .u61b4f759b7da652c4f8f92eef59be363:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u61b4f759b7da652c4f8f92eef59be363 .centered-text-area { width: 100%; position: relative ; } .u61b4f759b7da652c4f8f92eef59be363 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u61b4f759b7da652c4f8f92eef59be363 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u61b4f759b7da652c4f8f92eef59be363 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u61b4f759b7da652c4f8f92eef59be363:hover .ctaButton { background-color: #34495E!important; } .u61b4f759b7da652c4f8f92eef59be363 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u61b4f759b7da652c4f8f92eef59be363 .u61b4f759b7da652c4f8f92eef59be363-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u61b4f759b7da652c4f8f92eef59be363:after { content: ""; display: block; clear: both; } READ: Media violence GRADE 11 PROJECT EssayThey can also add pictures to assist with remembering the definition. The Intermediate or early stage of language acquisition is even English Language Learners have some proficiency in communicating simple ideas. Development and extension of sight Word vocabulary should continue in this stage. Before reading each assigned text the teacher should model how to look over the text to find unknown vocabulary words and the process Of defining them using contextual clues. Journaling is of course important at any stage however in this Stage it is when students should practice their grammatical sentence structure. To maintain the theme of the Civil War Era the teacher should bring in a reenact of this time period who can bring visuals of clothing, reading material, food, and pictures. By using tea stained paper the students can write letters home to family members expressing what it would be like being a member of the North of the South or they can journal about what it would be like to be a child of that time period writing to a family member who is serving in the army. Intermediate stage is where teachers should provide explicit instruction in figurative languages, predictions and using text features to read. Pogo Chevalier, 2008) Students personal dictionary can have a section in which students can write record idioms found in the text and work with partner to decipher meanings. An activity to assist students in gaining understanding would be Idiom Match up where they can use illustrations or simple notations as the meanings then they can play a game with a partner using index cards that d isplay the phrase or word on one card and the meaning on another In the Early Advanced Stage, English Language Learners are able to communicate well and have good comprehension of information. The teacher should provide various ways tort students to engage in realistic writing and speaking opportunities. (Pogo Chevalier, 2008) Questioning prompts can be used at any stage of language acquisition, when using it for this stage the student Will be required to respond to questions When looking at sequential events from the text or when requested to do a summation of the previous read text Students at this Stage would be appropriate to pair With earners at the beginning level stage of pre-production. The last Stage is Advanced and students in this Stage have near native speech fluency. The student has a good comprehension of information in English as well as a n expanded vocabulary. At this stage students are able to lead group discussions so a great activity for them to participate in is Suppress which has readers use predicting, sellquestioning, monitoring/clarifying, evaluating and summarizing of text. Pogo Chevalier, 2008) Suppress follows a six step framework which includes 1) survey- students using background knowledge to et the stage of the text to be read, 2) question- students developing questions about the text they surveyed, 3) predicting- builds upon the questions developed by the students, 4) reading- completed with partners or in small group see everyone finishes at the same time, 5) respond- group discussion about the questions developed earlier and 6) summarize- all summarize the key concepts read in the text. Assessment of the lessons can be completed in various ways depending on the stage you students may be in at the time. Assessments should be varied from oral to written dependent on the stage as well The assessment can be reflective f the ongoing lesson and include the activities incorporated such as journal writing or close handouts, tasks completed such as the personal dictionary and projects completed such as a book summary. It is important to know the different Stages and Which may apply to the class during this particular unit. .uf8f2f6a4e3eb78aa5a2f9772db9036a8 , .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .postImageUrl , .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .centered-text-area { min-height: 80px; position: relative; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 , .uf8f2f6a4e3eb78aa5a2f9772db9036a8:hover , .uf8f2f6a4e3eb78aa5a2f9772db9036a8:visited , .uf8f2f6a4e3eb78aa5a2f9772db9036a8:active { border:0!important; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .clearfix:after { content: ""; display: table; clear: both; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8:active , .uf8f2f6a4e3eb78aa5a2f9772db9036a8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .centered-text-area { width: 100%; position: relative ; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8:hover .ctaButton { background-color: #34495E!important; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8 .uf8f2f6a4e3eb78aa5a2f9772db9036a8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf8f2f6a4e3eb78aa5a2f9772db9036a8:after { content: ""; display: block; clear: both; } READ: Free on Shakespeare's Macbeth - The Two Side EssayReferences Pogo, M. Chevalier, J. (2008) 99 Ideas and activities for teaching English Language Learners with the SIP model. Boston: Pearson Education, Inc. Pennsylvania State Board of Education. Lully 1, 2010). Standards Aligned System. In Reading Comprehension. Retrieved October 26, 2012, from http://www. Padres. Org/Standard/Views#1 III 78610 O. Pennsylvania State Board Of Education. (laundry 16, 1999). State Academic Standards. In Reading, Writing, Speaking and Listening. Retrieved October 25 2012, from http://www. Portal. State . Pa us/portal/server. Opt/community/state_a cad me ICC_sat and rd s/ 19721 Resource 2: SIP Lesson Plan Date: December 5, 2012 Grade/Class/Subject: 5th Grade/Literary Arts, Reading Unit/Theme: Shades Of Gray Standards: Reading Analyzing and Interpreting Literature Content Objective(s): Students will be able to compare the use of literary elements within, among texts including: characters, setting, plot, theme and point of view.