Group A Questions: Answers from this group should only use evidence from Hiroshima. 1. What were some of the immediate effects (the first few days) of the atomic bomb on the survivors? 2. What were some of the longer-term effects (subsequent months and years) of the atomic bomb on the survivors? 3. What did the people of Hiroshima do to try to help each other in the initial days after the bomb had dropped? 4. How did people who hadn’t been present when the bomb dropped treat the survivors after they began to rebuild their lives (months and years later)?
Group B Questions: Answers from this group should use evidence from Hiroshima AND from one primary source. Relevant primary sources include, “Mein Kampf,” “What is Fascism,” The Way of Subjects,” “National Socialist Propaganda,” “The Obersalzberg Speech,” -A Call for Sacrifice,’ “Greater East Asian Cooperation Manifesto,” “There’ll Always be an England,” -When the Lights Go On Again All Over the World,” “Memories of the Holocaust,” “The Diaries of Minnie Vautrin and John Rabe,” and -Truman Announces the Dropping of the Atom Bomb on Hiroshima.” 5. Compare or contrast the experiences of Hiroshima survivors with those of other people who experienced the Age of Anxiety and World War II (1920s-1945). (You may choose to compare OR contrast, but you do not need to do both). 6. Compare or contrast the way that Hiroshima survivors were treated by others with the way that other survivors of the brutalities of the Age of Anxiety and World War II (1920s-1945) were treated by others.
EMI, have since seen the rewards by Germany now taking 10% of the international student market, third only to the US and UK (Wachter & Maiworm, 2008). However, attitudes towards the use of English on EMI courses by German students are evident and can be summarised by saying they see English as a way to better their careers and a means to communicate with others (Gnutzmann, Jakisch and Rabe, 2014). That said, students from the University of Braunschweig in Germany were asked whether or not they felt their identity was influenced by the EMI course they attended. The result of the question overwhelmingly concluded that 52% of students felt that their character was ‘greatly affected’because topics were often Anglo-American which meant they began to identify with these topics more than German (Gnutzmann et al., 2014). Italy During the fascist regime in Italy between 1921 and 1945, it was national policy, applied through authoritarianism, that there be linguistic purism meaning only Italian could be spoken. For this reason, not only were local dialects and minority languages restricted, but the use of any foreign language was banned, including English (Pulcini, 1994, p. 78). As previously mentioned, when the US became the worlds economic and political supremacy, post World War II, Italians began to slowly embrace English through Americanisation by introducing Italian- English phrasebooks and dictionaries after the fascist regime collapsed (Pulcini, 1994). The borrowing of English words in Italy has somewhat exploded in the past fifty years due to their similarities in origin from Latin (Pulcini, 1997, p. 79). Coined as ‘Itangliano’, meaning the use of English in Italy. However, the use of English in Italy was not supported by all, including the Italian delegator to the European Union in the 1980’s, Chiti Batelli, campaigned against the use of English in Italy due to its phonetic difficulty (as English has forty-four phonemes and Italian has only twenty-six). There is a plethora of evidence that suggests that the Italian education system is adopting a more globalized teaching policy by offering English only courses at universities on masters (MA) and PhD programs (Santulli, 2015, in Dimova, 2015). For instance, a university in Milan steadily introduced MA and PhD curricula from 2004 to 2007, offering thirteen MA’s to students by the academic year 2007 (CRUI.it) and by 2011 the number of programs offered to prospective students was forty-two. Perhaps a visible link here is that this could be to entice international students in order to compete with Germany, the US and the UK as mentioned earlier but also it is evident that the move by PoliMilano could be step towards greater social mobility which is somet>GET ANSWER