/int/ - certified time wasters

Day 3 - Last day that I must still go through work. Full dedication ahead.

Only really got up at noon.
Day 4 begins.

>>17393
I don't think I'm gonna make it. I feel like all my answers will only be tangentially related to what I'm supposed to answer.

>>17398
Think of all the girls in university, craving for an older man. And don't give up.

>>17398
I don't know what kind of stupid test you have to do but you are more than cut out to study a humanities degree or do university-level history.

>>17431
Don't want them, partially doing this for a woman older than myself.

>>17433
Or so I would tell myself.

>>17439
Also, day 5.

I struggle with memorizing which international organizations are writing with their English acronyms and which I'm supposed to write in Portuguese. Generally, post-70s, they're all in English.

>>17446
Are you actually obliged to know this or do you think you have to know this?

>>17447
I may have to know this, it's important to know the name of various international organizations and pacts if I'm asked to write about them. I think it's safe to write them all in English, but better safe than sorry.

>>17448
The good thing is that once you are in uni doing history you can simply look these up. If you dig down into a topic you will know them by heart anyway quick enough, no need to memorize them like vocabulary. Also, any sane high school like test will ask you to write about the most important organization, not some fringe bureau that got its own book with a history of that office somewhere on the library shelf.

>Digging into the history of this office and its predecessors, we found ourselves on a track that ran parallel to the story of civil defense (see figure 0.1). It led us to the National Security Resources Board and the Office of Defense Mobilization, which were established not to carry out the now-familiar functions of emergency management but to prepare for military-industrial mobilization. In contrast to the well-studied history of civil defense, the activities of these organizations have been largely neglected in the scholarship on the history of emergency management and, indeed, in the broader scholarship on American political development in the middle of the twentieth century. And yet, from 1947 (when the National Security Resources Board was created by the National Security Act) to 1958 (when the Office of Defense Mobilization was combined with the Federal Civil Defense Administration), these were the organizations working on the central problem of emergency government: preparedness for a nuclear attack on the United States. As we show in the chapters that follow, experts and officials working in these now obscure offices shaped current understandings and practices related to the vulnerability of vital systems, preparedness for future catastrophes, and the organization of emergency government.

>>17447
Also heavy anxiety, due to requiring a very high grade (85%+) and the worry that a sum of minor mistakes will compromise that. I also haven't taken any kind of humanities related test in over a decade, and when I did - I'd score poorly!
I struggle with getting an accurate rating of what I write due to going about this solo. The criteria is more lenient than I expect, it allows to receive a 100% score on some sections even with a mistake. I struggle with conforming to guidelines on terminology, or identifying elements they want me to elaborate on - and not ramble about something that isn't even in the approved answers list.
I need to carry a little more bravado in answering, they are okay with a great deal of vagueness about any specific event. I'm afraid to write to paper the specifics of the Norton de Matos candidacy (especially with not being to look up the exam dates!) in questions where the answer could be "the opposition worked through presidential candidacies that suffered intense repressions from PIDE."
I don't know, it will either be a very high grade or the narcissistic injury of the century.

>>17450
>exam dates
exact dates
The fifth day takes its toll on my psyche.

>>17450
There are prominent events with prominent answers. If this is really like a high school sorta test nobody expects you to be a historian. Why do you have to do this stupid test anyway? You have been a student before, why can't you just get into a history major or whatever you are planing to do? Why is the Portuguese education system so different from the mighty German one where you can just enroll if you have the school certificate inb4 NC, neither STEM nor history have an NC in most cases

>>17452
>You have been a student before, why can't you just get into a history major or whatever you are planing to do?
I was a STEM student before.

>>17453
And this test is mandatory if you want to be a humanities/history student?

>>17454
Depending on the course, you'll need one or another exam. Generally, humanities is Portuguese and/or History.

>>17455
I think that is idiotic but maybe that is due to the small country size and a selective necessity. However, it is just national history with a bit of European history mixed into it?

17456
First, It touches on "the mediterranean roots of western civilization" - basic greek and roman stuff - 10th grade level.

After this more serious 11th grade selection of early parlamentarism, colonialism XVII and XVII century. Liberalism and the French Revolution.
Then it jumps to three more in-depth modules starting in 1918 and ending sometime in ~2012.
The first of these modules is Interwar Europe, ideological shifts, the Russian Revolution. The first Portuguese Republic and Estado Novo, fascisms and Hitlerisms.
The next module is entirely about Portugal from 1945 to 1976. postww2 political shift, colonial war. failed reformism of Caetano, the revolution, the post revolutionary period and finally democratic Portugal.
The third is the most esoteric one about modern society and "Portugal in a new international framing". Hopefully the essay won't be about this one, but if it is I will close my eyes and summon the system studies German in my mind and manifest something about technologies and postmodernity.

>>17460
I was told that "Western civilization" is an Anglo-Saxon term, and continentals say "European civilization". Was I lied to? Or is Portugal an exception because it's... western?

>>17460
Interestingly history at university had an obligatory module about ancient Greece and Romans. And an obligatory module about new modern period and modernity. After that, all modules have seminars you can freely chose the period/topic from. Only at the end you were obliged to again chose a module that deals with ancient greece/romans and new modern period and one that deals with modernity.

So if you subtract the ancient stuff you have the same topics I had in my advanced course in history during the high school graduation phase. Only that it was not Portugal but Germany that was focused on in these periods. The last phase up until 2012 sounds shit. German high school history education in the advanced courses stopped after 1993 in my case and that is not even mandatory curriculum I think, not sure, and that was in the early 2010s.

You might derive what will be tested when you know what periods and topics have been tested in the past and what current events might touch on events in the past.

>about modern society and "Portugal in a new international framing".

Is this about the EU or 'globalization'? Sounds more like political science or social science education in school than history.

>system studies German in my mind and manifest something about technologies and postmodernity.

That won't help you in this case if my guess above is right.

t. that German

---

I mean it sounds like a curriculum that has some predefined answers/arguments that need to be taught to high school students to give an overview of the typical history taught in schools - a heavy focus on political events the history of our democratic nation/Europe that is tied to economic developments and has some social history and even cultural history elements as well. It's a "big history" book that you have to learn in essence.

Just know these arguments taught, usually the criteria are simple:
>student names causes C1, C2 and C3 for event E
>student explains how X causes Y

something along these lines. How did Hitler get into power? There are certain answers you learned in a class room plena or in the books that are simply asked for. In that case it will be something about the economic situation, last cabinets of the Weimar Republic and their thinking/tactics - the political rule set/constitution that allowed all this to happen and of course the Gleichschaltung process / events that happened right after Hitler was made Chancellor, like getting at unions and so on.
Since I have a bad memory I cannot even remember all the things. You are probably better at this than me, I think you read some proper books on sovite communism and you read a lot of "big history" books, something I hardly did. I'm a very specialized academic that generally knows about historiography as a craft with certain methods. I don't memorized big history books or anything that I did during my history BA I have (faint) memories of what I did in papers or read in articles of course

I'm pretty sure you will able to pull this test since you understand how this curriculum works and you have enough knowledge and skills to give the answers that are expected.
Mind you, history in university often is about thinking about "factors" which means you will inevitably leave things out that others have already argued for. So you will have books that argue for something has happened because of X and Y that is not mentioned or barely mentioned in big history books as an important factor. And neither is wrong, its a question of focus which is inevitable in history since there is no super synthesis of all historical works on a topic possible. It's simply too long.

>>17464
I looked up big history and apparently, it is used for something else. I forgot the term I learned in uni that labels these books that are basically broad overviews on certain topics. I meant something along the lines of the "History of Germany" for example that usually has a mix of political history, social and economic history and makes rather broad brushes.

>>17460
>Portugal in a new international framing
I assume that's just Portugal's membership in the NATO, EU and the Common Market where people, services, goods and capital flows freely. (The Four Freedoms of the European Union!)
Plus its postcolonial relationships in the 21st century with Brazil and the like.

The thing you have to remember about essay on this level is that they don't want research or something like that, they want you to be a good boy who can just re-build the textbook on his own. (Someone who is in possession of the baseline of knowledge from which he will be able to differentiate in the future.)

>>17466
>assume that's just Portugal's membership in the NATO, EU and the Common Market where people, services, goods and capital flows freely.
It's a little more than just that.
>they want you to be a good boy who can just re-build the textbook on his own
Awful, just awful. Anyways here's my rebuilt textbook on.
There are two geopolitical options that must be studied for Portugal - Portugal in NATO is studied more in-depth in the framework of a cold war NATO founding member, before the political isolation caused due to the colonial war, it's more of a footnote in modern international settis.
The European Union has its own little section, of which I mostly need to know the following:
The Consolidation of pluralistic democracy in the framework of an unified Europe. Joining the European Union in '86 as it undergoes the process of "creating and consolidating institutions that will shape the European Union". Schengen accords, Single European Act. Generally understanding a timeline of events.
Post WW2, Marshall Plan -> Organisation for European Economic Cooperation (OEEC). Organização Europeia de Cooperação Económica (OECE).
1952 - European Coal and Steel Community (ECSC). Comunidade Europeia do Carvão e do Aço (CECA).
1957 - Treaties of Rome.
1985 - Schengen, Single European Act
1993 - Maastritch Treaty
2003 - Nice Treaty (Eastern Expansion and its consequences - to be understood in the context of a predatory neoliberalism colonizing eastern europe)
2007 - Lisbon Treaty
And then a whole section that is indeed just The Four Freedoms of the European Union and assorted stuff.

Portugal in the present international context features a little more, joining the EU as a method of consolidating democracy. It's important to go over this.

The perfect textbook essay on "Portugal - A new international framework" is:

On a political level, the full integration into a democratic Europe facilitated the consolidation of democratic institutions in Portugal. It put to an end to revolutionary turmoil and with an absolute majority by PSD under Cavaco Silva, Portugal was irreversibly on the path towards a western, pluralistic, modern democracy. Portugal stopped being the Salazar's nation of "Proud Solitude" and began to proudly stand shoulder to shoulder with the most solid and powerful European democracies. Portuguese diplomacy began to occupy a place of prestige in the international sphere, with its highest achievements marked by the Presidency of the UN General Council, in the person of Freitas do Amaral; in the international support achieved by the Portuguese government in the complex process of Timor Leste's independence; in the invite to the then Prime Minister Durão Barroso for the Presidency of the European Commission, seat that he held from the 29th of November 2005 to 2014; in the exercise of the role of high commissioner for the UN on the question of refugees, seat held by former prime-minister António Guterres, who in 2017 took the role of General Secretary of the UN.

>>17479
On an economic level, the solidifying of a Single Market for 1993, imposed the modernization of the economies of member states. Given Portugal's economy showed weak signs of development, the European Community transferred to Portugal large sums of financial aid and technical support, according to multiple programs of economic and financial relief, in order to lessen the economic gap between Portugal and other member states.
- PEDAP - Programa Específico do Desenvolvimento da Agricultura Portuguesa - financed the substitution of an archaic farming sector by a modern more efficient system.
- PEDIP - Programa Estratégico de Dinamização e Modernização da Indústria Portuguesa - the program behind the publication of a new legislative framework on measures to reduce and eliminte polution sources, associated to an inevitable program of economic incentives.
- PODAEEF - Programa de Desenvolvimento e Apoio a Estruturas de Emprego e Formação - For professional and technical school.
- PRODEP - Programa de Desenvolvimento Educativo para Portugal - For the modernization of the education system
These programs, alongside the devualuing of the dollar and oil prices, made it so that the Portuguese economy would grow at higher rates than the European average. It's effects were economic prosperity - increased foreign investment, lowered inflation, an increase in exports and a reduction in sovereign debt.

Socially, the diminished importance of the agricultural sector in exchanged for a fortified service sector is intensified. There is an increase in small and medium enterprises for services, notably telecommunications, informática e grandes superfícies comerciais. (tech and malls). Create new job alternatives with good wages, while the governments positive economic status allows it to build on social aid networks and increase available jobs in the public sector.

Downsides
- Struggling in a highly competitive market of extreme competitions (tried to translate it as best I could, it's straight up what they wrote)
- The freedom and sovereignty of the national government in budget questions is conditioned by the political options of the European Union
- Opening of borders facilitated the moving of business and investment to more competitive markets
- Accentuated regional differences
- It became harder to monitor for illegal immigration and new challenges arouse in fighting in organized crime
- The connection of the national economy to global markets augmented the negative effects of the international financial condition in the entry to the third millennium

In pursuing the European option, there remained a strong ideological current in Portugal, which for historical reasons, defended the privileged relationship with the Atlantic, a term that would include lusophone countries. After all, the Atlantic vector was a permanent mark of the national characteristics of foreign relations. Hence why, despite adopting a European vision, the historical Atlantic view was not lost in foreign affairs matters. The initial years after the declarations of independence (of Portuguese Africa) did not facilitate the establishment of of open and honest relationships with the former colonies. The ideological alignment of these states with the socialist bloc and the political instability that characterized the first years of independence, allowed some to believe that the historical relationships with African communities was over.
However, with the collapse of the Soviet Union and the end of the cold war and its repercussions in the political evolution of Austral Africa precipitated an important inversion of political paths by the Portuguese former colonies: violent civil wars ended and the regimes adopted western type democracies lol. As such, the conditions required for Portugal to reinforce its relations with the new African lusophone states were gathered - in a manner that did not compromise the European option.

>>17480
Relations with PALOP (Países Africanos de Língua Oficial Portuguesa) privileged the economic aspect, which was desired by African states who lacked foreign investment that were considered necessary for their development on all levels and desired by Portugal where the newly found prosperity of these nations could be used to internationalize its economy and mediate relationships between the EU and lusophone nations.
It's in this framework that Portuguese companies turn to African markets, through signing economic and financial cooperation protocols with new comercial partners in tourism, construction, telecoms, cement, power, banking and the development of infrastructure.
Alongside economic cooperation, Portugal gives important support in regards to education, culture, science, fighting poverty and health - in order to consolidate the lusophone cultural identity of these nations.

Relations with CPLP have been centered around the reinforcement of internal cohesion, by cooperation on an economical, linguistic, political and diplomatic level in order to harness the strategy potential of the lusophone community in international relations.
Relations with Brazil, one of the largest economies in the world, have been intensified since the 90s, at a time when the Portuguese business sector began to take advantage of opportunities given by an immense consumer market. Particularly, tourism, telecoms, cement, power and the metalomechanic industry have received a great boon from their investments in the largest country of Latin America.
The relation with Brazil, has given a strong interchange in regards to migration flows and cultural bonds, which contribute for further cohesion in these two sister communities.
Relations with Timor-Leste, after the complex diplomatic proccess that led to the independence of this nation, have been anchored in the defense and promotion of Portuguese cultural values, where language, cooperation on education and help in consolidating political structures.

The Atlantic option of Portuguese foreign policy also includes the relationship with the United States and Latin America.
In conformity with its bilateral plan, Portugal confirms and strenghtens its relationship with the United States of America, with purpose of renewal of the Lajes Accords of 1979 and 1983, and in a multilateral plan, reinforces its presence in NATO and renews its commitments to the policies that were abandoned with the outbreak of the colonial war.
The relationship with Latin America also earned a privileged attention in the goal of reinforcing historic relations with Spain. In this regards, Portugal fully integrates the Organização dos Estado Ibero-Americanos and actively participates in their summits, with the purpose of reinforcing the internationalization of the Portuguese economy to new emerging markets and to benefit from the established cultural exchanges, of education and technical-scientific development.

//

It's hard to write this all with a straight face.

Gonna translate and write down more textbook chapters as things progress. Still got a couple of days to fuck around with. A daytime shift for general exercises and completing exams and a nighttime translation for EC.

>>17487
Glück auf, Genosse!

The attempt to make the history exam have a more objective grading, by upholding textual and documental analysis as the main method of questioning is a tricky one. One must never answer the questions as they are posed in a literal sense, but look for the meta questions behind them. Contrary to what is stated, they don't want you to actually find evidence of the mobilization of artistic resources by 20th century authoritarian movements in a given excerpt in a text, they want an essay on how these movements used art that uses quotations of the given text in a tangential manner. Meta analysis.

Maybe there is still time to tattoo the entirety of the European Constitution on my forearm so I can use it as a memory aid.

I'm quite sure I'm going to fail this. I don't know, I'm better equipped at writing about things I didn't know about, as I think I would have come short of grading requirements for an examination of the soviet collapse. Maybe, the reviewer would accept all my various points and award me the perfect grade. Maybe he would consider my detailed text with references to the 1991 failed coup, name dropping opposition figures from within the central committee and tying the rise of Yeltsin's liberal gang with a reformist center sieged by hardliner forces that couldn't hold its own. In some things I'm not explicit enough. Seeing a graph of industrial production comparing the USSR and the USA, and using it to highlight the soviet agricultural crisis but missing the [verified] interpretation - Soviet production was lesser than American production. In things I was more ignorant of, I have fairly standard and correct answers, even if they suffer from the effects of my functional illiteracy in writing.

Anyway, here's the section on a unipolar world:

Correct interpretation of the crisis of the Soviet model - on the sections I got wrong, in half translated Portuglish:

By the end of 1982, when Brezhnev died, and despite of the profound changes that has marked the international setting, Marxism Leninism as interpreted by Stalin in the 20s was unchanged in its principles and policies. Faithful to the principles of democratic centralism, the Communist Party continued to be confused with the state and its highest rulers - the nomenklatura - continued to use power to perpetuate their privileges.
However, the winds of change where strong.
If, in Western Europe, the old socialist and communist parties began to undergo profound renovations marked by the abandonment of its Marxist thesis and by undertaking the democratic-reformist route, so too the USSR revealed evident the signs of the crisis of the Soviet model.

Deeply accentuating the internal distortions of soviet society, by the end of the 1970s, externally, the regime faced increasing difficulties in maintaining its domain in eastern europe, it was retreating in Asia, Africa and Latin America and it floundered in Afghanistan, in the consequence of a disastrous military intervention.
It's in this context, that in 1985 Mikhail Gorbachev is elected general secretary of the CPSU. The new ruler was aware of the difficulties that the economy was going through and felt that the socialist system, despite not being worthy of replacing, required a reform. In the same manner, he understood that the desire for freedom manifested by the soviet people.
These were the positions that Gorbachev proposed to the 27th Congress of the CPSU, in 1986, and that he decidedly adopted, by undergoing a process of economic restructuring, perestroika and by implementing a policy of transparency, glastnost.
Perestroika was an ambitious process of adapting the planned economy to the mechanisms of a market economy. Big state monopolies would be broken, free competition between companies would be established, open to national and foreign investment.
Glasnost sought the more active participation of citizens in the political process. It was an end to the persecution of political dissidents and it carried the launching of anti-corruption campaigns. It further protected free speech, of which resulted the publication of forbidden works and the reappearing of a free press.

Anxiety intensifies.

>>17517
> its highest rulers - the nomenklatura - continued to use power to perpetuate their privileges
Bruh, in which country highest rulers don't have privileges? Soviet elites lived very modestly compared to Western elites and moreover post-Soviet elites. This is a non-issue and it's mentioned because it was weaponized by Yeltsin's demagoguery during his struggle against Gorbachev: "How dare ministers have their own drivers?"
However, this type of rhetoric was effective because:
1. Elites lived modestly, but common people lived abysmally. Difference 200$ wage and 400$ wage is bigger than between 1000$ wage and 10.000$ wage, even though numbers say the opposite.
2. This quality of life was man-made and it was created by elites. "Party decided that you don't need washing machine and dental anesthesia" (while having it themselves ofc).
3. According to soviet mindset, it was controversial to demand to live good, as it qualified you as greedy materialist who thinks too high of himself. However, asking "why don't they live as bad as us?" was absolutely ethical.

>>17517
> privileges of the nomenklatura
Is this really listed as a cause of the Soviet collapse?
Lol. As if those communist vermin had ruined the national economy by allotting to themselves cheapened down russified copies of a 1960s fiat. While the country was pathetic, it was not that pathetic.

SU was done in when the machinery extracted from Germany as reparations started to age, while they failed to make their agriculture sufficiently productive and had to import grain, while oil-prices were down, while Reagan arms-raced them to death, while they were hit by an earth quake in Armenia and a Chernobyl disaster in Ukraine.

Of course, we could have had this sooner, had the traitor Frahms not started to buy gas from them, instead of building a fuckton of NPPs like decent countries. (Cue France.)

>>17523
>However, asking "why don't they live as bad as us?" was absolutely ethical.
Lol. Our expression for that is "Dögöljön meg a szomszéd tehene is!" [The neighbor's cow should die too!]

I'm not gonna make it.

How am I supposed to see a "a growing desire for freedom on behalf of the populations of Warsaw Pact nations" as a real reason for the iron curtain to fall? Or "an intensification in the struggle against Soviet rule"? Insanity. In my view, the only valid reason is Gorby's actions in defanging the Warsaw Pact. Unless we are to think that the various nationalities of the east awoke one day when the winds of change crept at their door and suddenly felt the desire for sovereignty. Maybe previous attempts are breaking free of Soviet domination failed because the local populations simply didn't will freedom into existing hard enough. I'd still pass this question because the answer sheet breaks down "Gorbachev's policy" and the Sinatra doctrine into two separate reasons, for some reason.

>>17549
>for some reason
I suppose the first is the push for elections in the warsaw pact in an attempt to affirm reformist communism. They simply do not elaborate, on what specifically beyond "Gorbachev's policies".

>>17549
>the winds of change crept at their door and suddenly felt the desire for sovereignty.

It was always there. Everybody wants to be a free person. It was just that the sovereignty of an unjust state stifled any attempts to let that desire roam freely and sublimate into ordered /law) competition.

A book about the Swiss student societies and their role and position in modern swiss history.

The book is unequal in its chapter’s qualities, the origin and evolution of the Germanic student societies is really well explained. From a cooperative of “guilds” of students, grouped by place of origin and managing the universities through those, the groups were then discharged from academic administration, thus becoming “private” (Landsmannschaft), and by that private for. The selection of new members sometimes went from place of birth to other type of selection and discrimination, which saw the rise of student orders with free-mason adjacent political ideals in the 18th century or Kränzchen, their ideologically neutral equivalent. In the late 18th, early 19th, those societies tried to fuse into a nationalist Burschenschaft, united, German nationalist student societies. It got abolished by the authorities in Germany, but not Switzerland, were those societies became Swiss nationalist. First actual student societies were born in the early 19th century in Switzerland, mostly inspired by the German structure but with a Swiss nationalist touch instead of a German one. The three great Swiss student societies were Zofingen (liberal), Helvetia (radical) and the Schweizerischer Studentenverein (catholic conservative). All of those permitted to create a national elite shared between the Romands and Germans with a relatively shared political goal of Swiss unity thorough modernity and patriotism. Carl Jung was for example a member of Zofingen or the Swiss general during ww2, Henry Guisan (and a lot of others I was surprised to see here but you wouldn’t know about).

After the general strike of 1918, those societies became for the most part a beacon of anticommunist ideology. The Schweizerischer Studentenverein even supported the 1934 initiative to make Switzerland fascist: https://de.m.wikipedia.org/wiki/Fronteninitiative

The last fourth of the book about the later 20th century doesn’t have a lot to say and looses itself into a strangely Houellebecq adjacent rhetoric about « new left » international emancipation in academia and don’t talk a lot about the student societies. Not a lot to say besides the slow decline in members and debates over woman membership.

>>18353
>The last fourth of the book about the later 20th century doesn’t have a lot to say and looses itself into a strangely Houellebecq adjacent rhetoric about « new left » international emancipation in academia and don’t talk a lot about the student societies. Not a lot to say besides the slow decline in members and debates over woman membership

Sounds like the author is sad about what happened. Sounds like the author might have a bias if using that kinda rhetoric.

>>18355
There’s quite a few authors, that’s the weird part. They may all be nostalgic. And they seemed sufficiently neutral in their appreciation of 19th century academic history of Switzerland.

>>18379
>neutral in their appreciation

Not sure if appreciation is neutral. Do you mean they seem very interested, engaged and nerdy about it or is the tone really more appreciating of the time itself?
There is a difference between being interested in nazi Germany as a historian and writing well on it because you are deep in it or if you appreciate nazi Germany. It's the typical hyperpole but gives you an idea of what I mean exactly. At least I hope so.

>>18390
By appreciation I meant judgment, understanding of the situation, not enjoyment. If think the word can be used as such.

>>18391
I would distinguish between interest, understanding and appreciation. The later to me connotes it also seems to denotes as understanding according to an online dictionary a positive judgement toward an object. Well, maybe I could say I appreciate postwar Germany. But that is not really true, I'm very fascinated by the history of it, though. I appreciate reading about postwar Germany or even doing my own work with sources, then.

>>18391
I agree with you.

>>17549
Reading close to ahistorical.

When Gorbachev took power in 1985, the shortcomings of the deficit-economies had long become blatantly obvious to their inmates. Polish martial law had come and gone, it had ended with concessions, not with a Warsaw pact invasion. As we have known since 2009, Jaruzelski had practically begged Kulikov. But Brezhnev-doctrine was over.

>>18400
That was just the goofy national curriculum. Now that I've achieved the necessary grade, I can freely shit on it.
None of the silly Soviet curriculum even came up. Quite sad.

"In the councils of government, we must guard against the acquisition of unwarranted influence, whether sought or unsought, by the military-industrial complex. The potential for the disastrous rise of misplaced power exists and will persist…The prospect of domination of the nation’s scholars by Federal employment, project allocation, and the power of money is ever present and is gravely to be regarded"
We are remembered that one Dwight D. Eisenhower spoke about the perils of unchecked military-industrial expansionism, but the keepers of the historical record tend to omit the warning about scholar's being coopted by the warlord faction.