The document discusses Karl Polanyi's concept of the "Great Transformation" through a comparative perspective of Japan and Mexico. It describes the Great Transformation as the transition from a traditional agrarian economy to an industrial economy. For Japan, this occurred during the Meiji Revolution from 1868-1912 under Emperor Meiji and involved modernizing agriculture, adopting Western technology like railroads, and an authoritarian system dominated by modernizing elites like the samurai. In Mexico, the Great Transformation took place during the Porfiriato from 1876-1910 led by General Porfirio Diaz and cientificos elites. Both experiences resulted in social costs like exploitative labor systems but had different outcomes, with Japan avoiding conflict through populism and
History of Thought - Part 6: The Modern Agepiero scaruffi
History of Thought - Part 6: The Modern Age. for UC Berkeley lectures (2014) - Excerpted from "A Brief History of Knowledge" http://www.scaruffi.com/know/history.html . I keep updating this presentation at http://www.scaruffi.com/univ/slideshot.html
History of Thought - Part 6: The Modern Agepiero scaruffi
History of Thought - Part 6: The Modern Age. for UC Berkeley lectures (2014) - Excerpted from "A Brief History of Knowledge" http://www.scaruffi.com/know/history.html . I keep updating this presentation at http://www.scaruffi.com/univ/slideshot.html
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
4. The Great Transformation
• 1.0 England 1600s
• 1.5 Europe 1700s
• 2.0 United States 1800s
• 2.5 Mexico, Brazil, Japan 1870s
• 3.0 China I 1980s
• BRICS
• 3.5 China II 2015
• MINT
6. The Great Transformation
• What Is It?
• The transition from a
– Traditional Agrarian Economy
to an
– Industrial Economy
7. The Great Transformation
A Comparative Perspective
– Japan
– The Meiji Revolution 1868-1912
• Emperor Meiji
– Mexico
– The Porfiriato 1876-1910
• General Porfirio Diaz
9. The Great Transformation
• What Is It?
–Economic “Modernization”
• Modernization of Agriculture
– Transfer of Labor force from
countryside to the factories
and cities
10. The Great Transformation
• Economic “Modernization”
• Modernization of Agriculture
– Transfer of Labor force from
countryside to the factories
and cities
• Western Technology
– Railroads as symbols of Modernity
11. The Great Transformation
• Economic “Modernization”
• Role of Oligarchies
– “Modernizing Elites”
– Progressives
14. The Great Transformation
Social Costs of Modernization
Japan
•“Battleship Island”
•Mining
•A new form of
slavery
Mexico
•Plantation system
•Peonage
•Suppression
of Indians
15. The Great Transformation
Social Costs of Modernization
Japan
• Populist reform
• Agrarian
participation
• Conflict
avoided
Mexico
• Failure of Populist
reform
• Revolution 1910-
1920
• Emiliano Zapata
• Pancho Villa
• Alvaro Obregon
16. The Great Transformation
Policy Choices
Japan
• Native and
autonomous
economic development
Mexico
• Foreign direction of
the economy
17. The Great Transformation
Summary of Themes
Japan
• Meiji Era
• 1868-1912
• Samurai &
The Emperor
• Fukuzawa Yukichi
• Ito Hirobumi
• Zaibatsu
• Gunkan Jima
• Natsume Soseki
Mexico
• Porfiriato
• 1876-1910
• Porfirio Diaz
• Cientificos
• Revolution 1910-1920
•Zapata
•Villa
•Obregon
•PRI 1930-2000
18. The Great Transformation
Imperialism
Japan
• Meiji Era
• New member of the
Club
• Korea
• Formosa/Taiwan
Mexico
• Victim of the Great
Powers
• Great Britain
• France
• Germany
• Spain
• United States
• Investments
29. The Modernization of Japan
• Some Key Terms and Names
– Progressives
• Who will control change?
– Populists
• What is the role of the people?
– Imperialism
• Who benefits?
– The Corporation
• The relationship between the State and
Private Enterprise?
30. The Modernization of Japan
• Some Key Terms and Names
– Fukuzawa Yukichi
• Promoter of change
– Ito Hirobumi
• 1st Prime Minister
– Zaibatsu
• Industrial monopoly
31. The Modernization of Japan
• Some Key Terms and Names
– Gunkan Jima
• Battleship Island
• the social costs of modernization
– Natsume Soseki
• Writer, author of Kokoro
• the psychological toll of modern times