What is acceleration and how is it happening? An historian reflects on a lifetime of change.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
What is acceleration and how is it happening? An historian reflects on a lifetime of change.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
The Boiling Frog Theory on Population Systems thinkers .docxmattinsonjanel
The Boiling Frog Theory on Population
Systems thinkers have given us a useful metaphor for a certain kind of human behavior in
the phenomenon of the boiled frog. The phenomenon is this. If you drop a frog in a pot of
boiling water, it will of course frantically try to clamber out. But if you place it gently in
a pot of tepid water and turn the heat on low, it will float there quite placidly. As the
water gradually heats up, the frog will sink into a tranquil stupor, exactly like one of us in
a hot bath, and before long, with a smile on its face, it will unresistingly allow itself to be
boiled to death.
We all know stories of frogs being tossed into boiling water - for example, a young
couple being plunged into catastrophic debt by an unforeseen medical emergency. A
contrary example, an example of the smiling boiled frog, is that of a young couple who
gradually use their good credit to buy and borrow themselves into catastrophic debt.
Cultural examples exist as well. About six thousand years ago the goddess-worshipping
societies of Old Europe were engulfed in a boiling up of our culture that Marija Gimbutas
called Kurgan Wave Number One; they struggled to clamber out but eventually
succumbed. The Plains Indians of North America, who were engulfed in another boiling
up of our culture in the 1870s, constitute another example; they struggled to clamber out
over the next two decades, but they too finally succumbed.
A contrary example, an example of the smiling-boiled-frog phenomenon, is provided by
our own culture. When we slipped into the cauldron, the water was a perfect temperature,
not too hot, not too cold. Can anyone tell me when that was? Anyone?
Blank faces.
I've already told you, but I'll ask again, a different way. When did we become we? Where
and when did the thing called us begin? Remember: East and West, twins of a common
birth. Where? And when?
Well, of course: in the Near East, about ten thousand years ago. That's where our
peculiar, defining form of agriculture was born, and we began to be we. That was our
cultural birthplace. That was where and when we slipped into that beautifully pleasant
water: the Near East, ten thousand years ago.
As the water in the cauldron slowly heats, the frog feels nothing but a pleasant warmth,
and indeed that's all there is to feel. A long time has to pass before the water begins to be
dangerously hot, and our own history demonstrates this. For fully half our history, the
first five thousand years, signs of distress are almost nonexistent. The technological
innovations of this period bespeak a quiet life, centered around hearth and village - sun-
dried brick, kiln-fired pottery, woven cloth, the potter's wheel, and so on. But gradually,
imperceptibly, signs of distress begin to appear, like tiny bubbles at the bottom of a pot.
What shall we look for, as signs of distress? Mass suicides? Revolution? Terrorism? No,
of cour ...
The Boiling Frog Theory on Population Systems thinkers .docxmehek4
The Boiling Frog Theory on Population
Systems thinkers have given us a useful metaphor for a certain kind of human behavior in
the phenomenon of the boiled frog. The phenomenon is this. If you drop a frog in a pot of
boiling water, it will of course frantically try to clamber out. But if you place it gently in
a pot of tepid water and turn the heat on low, it will float there quite placidly. As the
water gradually heats up, the frog will sink into a tranquil stupor, exactly like one of us in
a hot bath, and before long, with a smile on its face, it will unresistingly allow itself to be
boiled to death.
We all know stories of frogs being tossed into boiling water - for example, a young
couple being plunged into catastrophic debt by an unforeseen medical emergency. A
contrary example, an example of the smiling boiled frog, is that of a young couple who
gradually use their good credit to buy and borrow themselves into catastrophic debt.
Cultural examples exist as well. About six thousand years ago the goddess-worshipping
societies of Old Europe were engulfed in a boiling up of our culture that Marija Gimbutas
called Kurgan Wave Number One; they struggled to clamber out but eventually
succumbed. The Plains Indians of North America, who were engulfed in another boiling
up of our culture in the 1870s, constitute another example; they struggled to clamber out
over the next two decades, but they too finally succumbed.
A contrary example, an example of the smiling-boiled-frog phenomenon, is provided by
our own culture. When we slipped into the cauldron, the water was a perfect temperature,
not too hot, not too cold. Can anyone tell me when that was? Anyone?
Blank faces.
I've already told you, but I'll ask again, a different way. When did we become we? Where
and when did the thing called us begin? Remember: East and West, twins of a common
birth. Where? And when?
Well, of course: in the Near East, about ten thousand years ago. That's where our
peculiar, defining form of agriculture was born, and we began to be we. That was our
cultural birthplace. That was where and when we slipped into that beautifully pleasant
water: the Near East, ten thousand years ago.
As the water in the cauldron slowly heats, the frog feels nothing but a pleasant warmth,
and indeed that's all there is to feel. A long time has to pass before the water begins to be
dangerously hot, and our own history demonstrates this. For fully half our history, the
first five thousand years, signs of distress are almost nonexistent. The technological
innovations of this period bespeak a quiet life, centered around hearth and village - sun-
dried brick, kiln-fired pottery, woven cloth, the potter's wheel, and so on. But gradually,
imperceptibly, signs of distress begin to appear, like tiny bubbles at the bottom of a pot.
What shall we look for, as signs of distress? Mass suicides? Revolution? Terrorism? No,
of cour ...
The Boiling Frog Theory on Population Systems thinkers .docxtodd541
The Boiling Frog Theory on Population
Systems thinkers have given us a useful metaphor for a certain kind of human behavior in
the phenomenon of the boiled frog. The phenomenon is this. If you drop a frog in a pot of
boiling water, it will of course frantically try to clamber out. But if you place it gently in
a pot of tepid water and turn the heat on low, it will float there quite placidly. As the
water gradually heats up, the frog will sink into a tranquil stupor, exactly like one of us in
a hot bath, and before long, with a smile on its face, it will unresistingly allow itself to be
boiled to death.
We all know stories of frogs being tossed into boiling water - for example, a young
couple being plunged into catastrophic debt by an unforeseen medical emergency. A
contrary example, an example of the smiling boiled frog, is that of a young couple who
gradually use their good credit to buy and borrow themselves into catastrophic debt.
Cultural examples exist as well. About six thousand years ago the goddess-worshipping
societies of Old Europe were engulfed in a boiling up of our culture that Marija Gimbutas
called Kurgan Wave Number One; they struggled to clamber out but eventually
succumbed. The Plains Indians of North America, who were engulfed in another boiling
up of our culture in the 1870s, constitute another example; they struggled to clamber out
over the next two decades, but they too finally succumbed.
A contrary example, an example of the smiling-boiled-frog phenomenon, is provided by
our own culture. When we slipped into the cauldron, the water was a perfect temperature,
not too hot, not too cold. Can anyone tell me when that was? Anyone?
Blank faces.
I've already told you, but I'll ask again, a different way. When did we become we? Where
and when did the thing called us begin? Remember: East and West, twins of a common
birth. Where? And when?
Well, of course: in the Near East, about ten thousand years ago. That's where our
peculiar, defining form of agriculture was born, and we began to be we. That was our
cultural birthplace. That was where and when we slipped into that beautifully pleasant
water: the Near East, ten thousand years ago.
As the water in the cauldron slowly heats, the frog feels nothing but a pleasant warmth,
and indeed that's all there is to feel. A long time has to pass before the water begins to be
dangerously hot, and our own history demonstrates this. For fully half our history, the
first five thousand years, signs of distress are almost nonexistent. The technological
innovations of this period bespeak a quiet life, centered around hearth and village - sun-
dried brick, kiln-fired pottery, woven cloth, the potter's wheel, and so on. But gradually,
imperceptibly, signs of distress begin to appear, like tiny bubbles at the bottom of a pot.
What shall we look for, as signs of distress? Mass suicides? Revolution? Terrorism? No,
of cour.
Done 1st Big History Class. This is gonna be a surely mile stone for the High school students!!! and me and the future educational field in Japan,I hope(⌒-⌒)
Megatrends are strong global forces affecting everything and all life on our planet. By viewing the world from a distance and over several centuries, there are 8 global forces of change that stand out. They are: Population boom; Rapid urbanization; Ferocious consumption; Technology rush; Digital transformation; Global connectedness; Environmental degradation and Wealth inequality.
sasrai Presentation for Kwansei Gakuin and Chittagong varsity studentSM Farid Uddin Akhter
Since 2004 sasrai-Movement appeal Aimed at Habitable Earth for the Next Generation
Please, save a drop of water daily, during all water related activities
Please, plant at least a Native tree annually at own home or community
Need Safe Space for our Kids. Needs Each Kids responsible Each particle of Food and Environment.
Humanity demand Each Child Environment Ambassador
Environment is Democracy, Transparency, People’s Voice, Decentralization, Justice for All, Rights for all, Flexibility, Equality, Equal Facility, Risk Reduction
Environment is Waste Reduction, Reuse, Repair, Rejuvenation, Reservation, Conservation
Environment is Threat Free Life, Tension Free Life, Dictation Free Life, Fair living, Friendly Living, Dignity for All
Environment is Cooperative, Collaborative and Concerted Effort
https://www.facebook.com/sasraiMovement.2004/photos/a.410051592350610.85835.410048385684264/777210075634758/?type=1&theater
https://www.facebook.com/photo.php?fbid=1509228385999704&set=a.1376736299248914.1073741828.100007376703347&type=1&theater¬if_t=like
https://www.facebook.com/sasraiMovement.2004/photos/a.410051592350610.85835.410048385684264/777210075634758/?type=1&theater
https://www.facebook.com/sasraiMovement.2004/photos/a.410051592350610.85835.410048385684264/777210075634758/?type=1&theater
https://www.facebook.com/ClimateChangeGuide/photos/a.220106464729858.53038.209071469166691/735741186499714/?type=1&theater
Part one of four of my slides from my two-night talk at Seattle's Town Hall. This evening was introduced by Seattle City Council President Richard Conlin, and is about the global context in which Seattle finds itself making decisions.
We celebrate International PermaCulture Day
2014, with a bilingual talk (in English & Spanish)
that takes an integral perspective on this year's topic:
Food Freedom. See www.bit.ly/IPD2014 for program, links & video
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Boiling Frog Theory on Population Systems thinkers .docxmattinsonjanel
The Boiling Frog Theory on Population
Systems thinkers have given us a useful metaphor for a certain kind of human behavior in
the phenomenon of the boiled frog. The phenomenon is this. If you drop a frog in a pot of
boiling water, it will of course frantically try to clamber out. But if you place it gently in
a pot of tepid water and turn the heat on low, it will float there quite placidly. As the
water gradually heats up, the frog will sink into a tranquil stupor, exactly like one of us in
a hot bath, and before long, with a smile on its face, it will unresistingly allow itself to be
boiled to death.
We all know stories of frogs being tossed into boiling water - for example, a young
couple being plunged into catastrophic debt by an unforeseen medical emergency. A
contrary example, an example of the smiling boiled frog, is that of a young couple who
gradually use their good credit to buy and borrow themselves into catastrophic debt.
Cultural examples exist as well. About six thousand years ago the goddess-worshipping
societies of Old Europe were engulfed in a boiling up of our culture that Marija Gimbutas
called Kurgan Wave Number One; they struggled to clamber out but eventually
succumbed. The Plains Indians of North America, who were engulfed in another boiling
up of our culture in the 1870s, constitute another example; they struggled to clamber out
over the next two decades, but they too finally succumbed.
A contrary example, an example of the smiling-boiled-frog phenomenon, is provided by
our own culture. When we slipped into the cauldron, the water was a perfect temperature,
not too hot, not too cold. Can anyone tell me when that was? Anyone?
Blank faces.
I've already told you, but I'll ask again, a different way. When did we become we? Where
and when did the thing called us begin? Remember: East and West, twins of a common
birth. Where? And when?
Well, of course: in the Near East, about ten thousand years ago. That's where our
peculiar, defining form of agriculture was born, and we began to be we. That was our
cultural birthplace. That was where and when we slipped into that beautifully pleasant
water: the Near East, ten thousand years ago.
As the water in the cauldron slowly heats, the frog feels nothing but a pleasant warmth,
and indeed that's all there is to feel. A long time has to pass before the water begins to be
dangerously hot, and our own history demonstrates this. For fully half our history, the
first five thousand years, signs of distress are almost nonexistent. The technological
innovations of this period bespeak a quiet life, centered around hearth and village - sun-
dried brick, kiln-fired pottery, woven cloth, the potter's wheel, and so on. But gradually,
imperceptibly, signs of distress begin to appear, like tiny bubbles at the bottom of a pot.
What shall we look for, as signs of distress? Mass suicides? Revolution? Terrorism? No,
of cour ...
The Boiling Frog Theory on Population Systems thinkers .docxmehek4
The Boiling Frog Theory on Population
Systems thinkers have given us a useful metaphor for a certain kind of human behavior in
the phenomenon of the boiled frog. The phenomenon is this. If you drop a frog in a pot of
boiling water, it will of course frantically try to clamber out. But if you place it gently in
a pot of tepid water and turn the heat on low, it will float there quite placidly. As the
water gradually heats up, the frog will sink into a tranquil stupor, exactly like one of us in
a hot bath, and before long, with a smile on its face, it will unresistingly allow itself to be
boiled to death.
We all know stories of frogs being tossed into boiling water - for example, a young
couple being plunged into catastrophic debt by an unforeseen medical emergency. A
contrary example, an example of the smiling boiled frog, is that of a young couple who
gradually use their good credit to buy and borrow themselves into catastrophic debt.
Cultural examples exist as well. About six thousand years ago the goddess-worshipping
societies of Old Europe were engulfed in a boiling up of our culture that Marija Gimbutas
called Kurgan Wave Number One; they struggled to clamber out but eventually
succumbed. The Plains Indians of North America, who were engulfed in another boiling
up of our culture in the 1870s, constitute another example; they struggled to clamber out
over the next two decades, but they too finally succumbed.
A contrary example, an example of the smiling-boiled-frog phenomenon, is provided by
our own culture. When we slipped into the cauldron, the water was a perfect temperature,
not too hot, not too cold. Can anyone tell me when that was? Anyone?
Blank faces.
I've already told you, but I'll ask again, a different way. When did we become we? Where
and when did the thing called us begin? Remember: East and West, twins of a common
birth. Where? And when?
Well, of course: in the Near East, about ten thousand years ago. That's where our
peculiar, defining form of agriculture was born, and we began to be we. That was our
cultural birthplace. That was where and when we slipped into that beautifully pleasant
water: the Near East, ten thousand years ago.
As the water in the cauldron slowly heats, the frog feels nothing but a pleasant warmth,
and indeed that's all there is to feel. A long time has to pass before the water begins to be
dangerously hot, and our own history demonstrates this. For fully half our history, the
first five thousand years, signs of distress are almost nonexistent. The technological
innovations of this period bespeak a quiet life, centered around hearth and village - sun-
dried brick, kiln-fired pottery, woven cloth, the potter's wheel, and so on. But gradually,
imperceptibly, signs of distress begin to appear, like tiny bubbles at the bottom of a pot.
What shall we look for, as signs of distress? Mass suicides? Revolution? Terrorism? No,
of cour ...
The Boiling Frog Theory on Population Systems thinkers .docxtodd541
The Boiling Frog Theory on Population
Systems thinkers have given us a useful metaphor for a certain kind of human behavior in
the phenomenon of the boiled frog. The phenomenon is this. If you drop a frog in a pot of
boiling water, it will of course frantically try to clamber out. But if you place it gently in
a pot of tepid water and turn the heat on low, it will float there quite placidly. As the
water gradually heats up, the frog will sink into a tranquil stupor, exactly like one of us in
a hot bath, and before long, with a smile on its face, it will unresistingly allow itself to be
boiled to death.
We all know stories of frogs being tossed into boiling water - for example, a young
couple being plunged into catastrophic debt by an unforeseen medical emergency. A
contrary example, an example of the smiling boiled frog, is that of a young couple who
gradually use their good credit to buy and borrow themselves into catastrophic debt.
Cultural examples exist as well. About six thousand years ago the goddess-worshipping
societies of Old Europe were engulfed in a boiling up of our culture that Marija Gimbutas
called Kurgan Wave Number One; they struggled to clamber out but eventually
succumbed. The Plains Indians of North America, who were engulfed in another boiling
up of our culture in the 1870s, constitute another example; they struggled to clamber out
over the next two decades, but they too finally succumbed.
A contrary example, an example of the smiling-boiled-frog phenomenon, is provided by
our own culture. When we slipped into the cauldron, the water was a perfect temperature,
not too hot, not too cold. Can anyone tell me when that was? Anyone?
Blank faces.
I've already told you, but I'll ask again, a different way. When did we become we? Where
and when did the thing called us begin? Remember: East and West, twins of a common
birth. Where? And when?
Well, of course: in the Near East, about ten thousand years ago. That's where our
peculiar, defining form of agriculture was born, and we began to be we. That was our
cultural birthplace. That was where and when we slipped into that beautifully pleasant
water: the Near East, ten thousand years ago.
As the water in the cauldron slowly heats, the frog feels nothing but a pleasant warmth,
and indeed that's all there is to feel. A long time has to pass before the water begins to be
dangerously hot, and our own history demonstrates this. For fully half our history, the
first five thousand years, signs of distress are almost nonexistent. The technological
innovations of this period bespeak a quiet life, centered around hearth and village - sun-
dried brick, kiln-fired pottery, woven cloth, the potter's wheel, and so on. But gradually,
imperceptibly, signs of distress begin to appear, like tiny bubbles at the bottom of a pot.
What shall we look for, as signs of distress? Mass suicides? Revolution? Terrorism? No,
of cour.
Done 1st Big History Class. This is gonna be a surely mile stone for the High school students!!! and me and the future educational field in Japan,I hope(⌒-⌒)
Megatrends are strong global forces affecting everything and all life on our planet. By viewing the world from a distance and over several centuries, there are 8 global forces of change that stand out. They are: Population boom; Rapid urbanization; Ferocious consumption; Technology rush; Digital transformation; Global connectedness; Environmental degradation and Wealth inequality.
sasrai Presentation for Kwansei Gakuin and Chittagong varsity studentSM Farid Uddin Akhter
Since 2004 sasrai-Movement appeal Aimed at Habitable Earth for the Next Generation
Please, save a drop of water daily, during all water related activities
Please, plant at least a Native tree annually at own home or community
Need Safe Space for our Kids. Needs Each Kids responsible Each particle of Food and Environment.
Humanity demand Each Child Environment Ambassador
Environment is Democracy, Transparency, People’s Voice, Decentralization, Justice for All, Rights for all, Flexibility, Equality, Equal Facility, Risk Reduction
Environment is Waste Reduction, Reuse, Repair, Rejuvenation, Reservation, Conservation
Environment is Threat Free Life, Tension Free Life, Dictation Free Life, Fair living, Friendly Living, Dignity for All
Environment is Cooperative, Collaborative and Concerted Effort
https://www.facebook.com/sasraiMovement.2004/photos/a.410051592350610.85835.410048385684264/777210075634758/?type=1&theater
https://www.facebook.com/photo.php?fbid=1509228385999704&set=a.1376736299248914.1073741828.100007376703347&type=1&theater¬if_t=like
https://www.facebook.com/sasraiMovement.2004/photos/a.410051592350610.85835.410048385684264/777210075634758/?type=1&theater
https://www.facebook.com/sasraiMovement.2004/photos/a.410051592350610.85835.410048385684264/777210075634758/?type=1&theater
https://www.facebook.com/ClimateChangeGuide/photos/a.220106464729858.53038.209071469166691/735741186499714/?type=1&theater
Part one of four of my slides from my two-night talk at Seattle's Town Hall. This evening was introduced by Seattle City Council President Richard Conlin, and is about the global context in which Seattle finds itself making decisions.
We celebrate International PermaCulture Day
2014, with a bilingual talk (in English & Spanish)
that takes an integral perspective on this year's topic:
Food Freedom. See www.bit.ly/IPD2014 for program, links & video
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
4. 4
Farming andFarming and
complex societies?complex societies?
Where did theyWhere did they
come from?come from?
I thoughtI thought
we were stillwe were still
hunting andhunting and
gathering!gathering!
5. 5
Today10k years ago200k yrs ago
Big Era 2
……and changesand changes
have always beenhave always been
—and still are——and still are—
part of humanpart of human
history.history.
Let’s look forLet’s look for
a minute ata minute at
the changesthe changes
that tookthat took
place in Bigplace in Big
Era Two.Era Two.
YouYou DODO
rememberremember
Big EraBig Era
Two, don’tTwo, don’t
you?you?
Big Eras 3-9
Big Era 1
Farming andFarming and
complexcomplex
societies are thesocieties are the
result ofresult of
CHANGECHANGE……
6. 6
Today10k years ago200k yrs ago
Big Era 2
Big Era Two is theBig Era Two is the
era that coversera that covers
the period fromthe period from
200,000 to200,000 to
10,000 years ago.10,000 years ago.
Big Era Two wasBig Era Two was
fraughtfraught
with change.with change.
Shall we doShall we do
aa
quickquick
review?review?
Big Eras 3-9
Big Era 1
7. 7
200k yrs ago
Human Origins
Today10k years ago
Big Era 2
Big Eras 3-9
Big Era 1
Homo erectus doing lunch
You willYou will
probably recallprobably recall
that lifethat life
200,000 years200,000 years
ago lookedago looked
something likesomething like
this.this.
8. 8
10k years ago200k yrs ago
Human Origins
Today
Big Era 2
Big Eras 3-9
Big Era 1
Homo sapiens at home
10,000 years ago at10,000 years ago at
the close of Big Erathe close of Big Era
Two, life looked moreTwo, life looked more
like this:like this:
9. 9
Homo erectus – 200,000 years ago
Homo sapiens – 10,000 years ago
Notice anyNotice any
changes?changes?
Would you sayWould you say
there were:there were:
(c) Lots of changes?(c) Lots of changes?
(b) Some changes?(b) Some changes?
(a) No changes?(a) No changes?
10. 10
If you saidIf you said
there werethere were
“(c) Lots of“(c) Lots of
changes,” youchanges,” you
were obviouslywere obviously
payingpaying
attentionattention
during Big Eraduring Big Era
Two.Two.
If, on the otherIf, on the other
hand, you chosehand, you chose
“(a) No“(a) No
changes” orchanges” or
“(b) Some“(b) Some
changes,” youchanges,” you
must have beenmust have been
out with the fluout with the flu
during Big Eraduring Big Era
Two. (Hope youTwo. (Hope you
are feelingare feeling
better!).better!).
11. 11
Hints
So, we will go withSo, we will go with
“(c) Lots of“(c) Lots of
changes”changes” in Bigin Big
Era Two, right?Era Two, right?
Before movingBefore moving
on, jot themon, jot them
down.down.
Americas
Are theseAre these
going to begoing to be
on the test?on the test?
Do you recallDo you recall
any of them?any of them?
Boomerang
So, it’s
antelope
burgers
tonight, right?
12. 12
1,000 years ago Today
Big Eras 4-9
10,000 years ago
Big Era 3
Big Era 2
Check your answers below:Check your answers below:
Changes that occurred by the end of Big Era 2Changes that occurred by the end of Big Era 2
(Beginning of Big Era 3)(Beginning of Big Era 3)
1.1. Homo sapiensHomo sapiens appear.appear.
2.2. Language develops.Language develops.
3.3. Habitats expand.Habitats expand.
4.4. Technology multiplies.Technology multiplies.
5.5. Wall painting andWall painting and
sculpture are created.sculpture are created.End of Big Era Two
(Beginning of
Big Era 3)
13. 13
Keeping those changesKeeping those changes
in mind, let’s lookin mind, let’s look
at life all the way at theat life all the way at the
end of Big Era Three, thatend of Big Era Three, that
is, about 1,000 BCE.is, about 1,000 BCE.
1,000 years ago10,000 years ago Today
Big Era 3
Big Eras 4-9
Big Era 2
15. 15
Quite a few,Quite a few,
Huh?Huh?
Notice anyNotice any
Differences?Differences?
16. 16
Jot down someJot down some
notes on whatnotes on what
events you thinkevents you think
might havemight have
taken placetaken place
between 10,000between 10,000
and 1,000 BCE.and 1,000 BCE.
HERE?HERE toto
So, how did weSo, how did we
get from…get from…
17. 17
which reflects thewhich reflects the
DOMESTICATIONDOMESTICATION of…of…
and plantsand plantsanimalsanimals
1,000 years ago Today
Big Eras 4-9
10,000 years ago
Big Era 3
Big Era 2
One of the major changes isOne of the major changes is
reflected in this frieze on areflected in this frieze on a
wall in Mesopotamia (todaywall in Mesopotamia (today
Iraq) :Iraq) :
18. 18
Have you ‘herd’Have you ‘herd’
about pastoralism?about pastoralism?
Domestication of plants and animals
was a monumental change.
It resulted in the new way ofIt resulted in the new way of
living we know asliving we know as
FARMINGFARMING
(AGRICULTURE)…(AGRICULTURE)…
1,000 years ago Today
Big Eras 4-9
10,000 years ago
Big Era 3
Big Era 2
……which included bothwhich included both
PASTORALISMPASTORALISM
(herding sheep, goats, cattle,(herding sheep, goats, cattle,
horses, and camels),horses, and camels),
and…and…
20. 20
the development of…the development of…
FARMINGFARMING
COMMUNITIESCOMMUNITIES
1,000 years ago Today
Big Eras 4-9
10,000 years ago
Big Era 3
Big Era 2
21. 21
MesoamericaMesoamerica
AndesAndes AmazoniaAmazonia
Eastern North AmericaEastern North America
New GuineaNew Guinea
ChinaChina
EthiopiaEthiopia
WestWest
AfricaAfrica
Fertile CrescentFertile Crescent
Between about 12,000 and 1,000 BCE, farmingBetween about 12,000 and 1,000 BCE, farming
appeared INDEPENDENTLY in a number of places,appeared INDEPENDENTLY in a number of places,
possibly in all of the places marked in red on the map.possibly in all of the places marked in red on the map.
1,000 years ago Today
Big Eras 4-9
10,000 years ago
Big Era 3
Big Era 2
Nile valleyNile valley
22. 22
Prior to farming,Prior to farming,
population size in anypopulation size in any
one area was limitedone area was limited
by the availability of wildby the availability of wild
game, grain, berries,game, grain, berries,
seeds, and nuts.seeds, and nuts.
Farming and the large,Farming and the large,
relatively dependablerelatively dependable
crops it providescrops it provides
allowed for…allowed for…
POPULATIONPOPULATION
INTENSIFICATIONINTENSIFICATION
That meansThat means
populationpopulation
increases in certainincreases in certain
areas. Population inareas. Population in
those areas becamethose areas became
both larger andboth larger and
denser.denser.
23. 23
At the same time,At the same time,
farmers in somefarmers in some
places were, in spiteplaces were, in spite
of population growth,of population growth,
able to produceable to produce
SURPLUS food.SURPLUS food.
What doesWhat does
SURPLUSSURPLUS
FOODFOOD
PRODUCTIONPRODUCTION
mean for amean for a
society?society?
24. 24
SURPLUS FOODSURPLUS FOOD
PRODUCTIONPRODUCTION……
……means that notmeans that not
everyone has to groweveryone has to grow
food or tend animals.food or tend animals.
They can take on otherThey can take on other
tasks. They cantasks. They can
specialize in some non-specialize in some non-
farming task.farming task.
25. 25
This is called…This is called…
Job Specialization.Job Specialization.
Men and women mayMen and women may
become:become:
• WeaversWeavers
• Stone MasonsStone Masons
• PottersPotters
• PriestsPriests
• ScribesScribes
• TradersTraders
• Army officersArmy officers
26. 26
So, let’s have aSo, let’s have a
quick review of thatquick review of that
last sequence oflast sequence of
events.events.
27. 27
Domestication of Plants and AnimalsDomestication of Plants and Animals
FarmingFarming
Surplus FoodSurplus Food SpecializationSpecialization
PopulationPopulation
IntensificationIntensification
Complex Society,Complex Society,
also known asalso known as
CIVILIZATIONCIVILIZATION
1,000 years ago Today
Big Eras 4-9
10,000 years ago
Big Era 3
Big Era 2
28. 28
Hint, hint!Hint, hint!
You might wantYou might want
to make a noteto make a note
of these as weof these as we
go along.go along.
Civilizations have a numberCivilizations have a number
of elements in common.of elements in common.
29. 29
CivilizationCivilization
Remember it.Remember it.
Write it down.Write it down.
Did you catchDid you catch
that term?that term?
Can youCan you
definedefine
it?it?
Answer:Acivilizationisacomplexsociety. Answer:Acivilizationisacomplexsociety.
30. 30
Elements of civilization include:Elements of civilization include:
Mohenjo Daro
Hammurabi’s
Law Code
It’s the
law
Pharaohs
1)1) CitiesCities
2) Central governments2) Central governments
And Law codesAnd Law codes
31. 31
1)1) CitiesCities
2) Central governments2) Central governments
and law codesand law codes
Elements of Civilization include:Elements of Civilization include:
Can you identifyCan you identify
the societythe society
representedrepresented
by each of these twoby each of these two
writing samples?writing samples?
3) Writing and3) Writing and
record keepingrecord keeping
4) Highly organized religions4) Highly organized religions
32. 32
3) Writing and3) Writing and
record keepingrecord keeping
4) Highly organized4) Highly organized
religionreligion
5) Specialized Jobs5) Specialized Jobs
Full-time monk
Assyrian slaves
In Egypt
6) Social Classes6) Social Classes
1)1) CitiesCities
2) Central Governments2) Central Governments
and law codesand law codes
Elements of Civilization include:Elements of Civilization include:
33. 33
7) Complex7) Complex
TechnologiesTechnologies
Chariot
5) Specialized jobs5) Specialized jobs
6) Social classes6) Social classes
Bronze Sword
3) Writing and3) Writing and
record keepingrecord keeping
4) Highly organized4) Highly organized
religionreligion
1)1) CitiesCities
2) Central governments2) Central governments
and law codesand law codes
Elements of Civilization include:Elements of Civilization include:
34. 34
So, have youSo, have you
been payingbeen paying
attentionattention
or doing a bit ofor doing a bit of
day dreaming?day dreaming?
Let’sLet’s
check!check!
Can you listCan you list
some of thesome of the
elements of aelements of a
civilization?civilization?
Clue:Clue:
There wereThere were
7!7!
35. 35
Good job,Good job,
huh?huh?
Check your answers below:
Good job if your list includes:
1.1. CitiesCities
2.2. Central governments and law codesCentral governments and law codes
3.3. Writing and record-keepingWriting and record-keeping
4.4. Specialized jobsSpecialized jobs
5.5. Social classesSocial classes
6.6. Complex technologiesComplex technologies
7.7. Highly organized religionsHighly organized religions
36. 36
3,000 years ago
By 3,000 BCE, societies in Southwest Asia and Egypt
were developing elements of complex societies.
Are weAre we
supposedsupposed
to be takingto be taking
notes on this?notes on this?
1,000 years ago Today
Big Eras 4-9
10,000 years ago
Big Era 3
Big Era 2
37. 37
By the end of BigBy the end of Big
Era Three, aboutEra Three, about
1000 BCE, there1000 BCE, there
were several well-were several well-
establishedestablished
civilizations incivilizations in
Afroeurasia.Afroeurasia.
There wereThere were
also two newalso two new
ones in theones in the
Americas.Americas.
At least two civilizations inAt least two civilizations in
Afroeurasia, the Minoan in theAfroeurasia, the Minoan in the
Mediterranean region and theMediterranean region and the
Harappan in the Indus River valleyHarappan in the Indus River valley
had already come and gone.had already come and gone.
38. 38
Now, looking back
over Big Era Three,
let’s review the
major changes.
1,000 years ago Today
Big Eras 4-9
10,000 years ago
Big Era 3
Big Era 2
39. 39
Domestication of Plants and AnimalsDomestication of Plants and Animals
FarmingFarming
Surplus FoodSurplus Food SpecializationSpecialization
PopulationPopulation
IntensificationIntensification
Complex Society,Complex Society,
also known asalso known as
CIVILIZATIONCIVILIZATION
1,000 years ago Today
Big Eras 4-9
10,000 years ago
Big Era 3
Big Era 2
40. 40
That translates into:That translates into:
FarmersFarmers
HerdersHerders
CitiesCities
Central governmentsCentral governments
ArmiesArmies
Monumental buildingsMonumental buildings
Written languageWritten language
Social hierarchiesSocial hierarchies
Complex belief systemsComplex belief systems
In 10,000 BCE none of these existed in the world. By 1,000 BCE they all did.In 10,000 BCE none of these existed in the world. By 1,000 BCE they all did.
41. 41
.
Not only has life changedNot only has life changed
culturally andculturally and
technologically, but alsotechnologically, but also
the rate of change hasthe rate of change has
accelerated.accelerated.
10k years ago
Art
200k yrs ago
Language
Big Era 2
Big Era 1
Today
Big
Eras
4-9
1k years ago
Dogs, sheep. goats, horses, wheat, rice,Dogs, sheep. goats, horses, wheat, rice,
chiles, potatoes—all domesticatedchiles, potatoes—all domesticated
Plow farmingPlow farming
Law CodesLaw Codes
ChariotsChariots
Temple buildingTemple building
Sailing technologySailing technology
CopperCopper
smeltingsmelting
AlphabetAlphabet
WheelWheel
WritingWriting
IrrigationIrrigation
Regular trade routesRegular trade routes
CalendarsCalendars
PotteryPottery
Bow & arrowBow & arrow
PyramidsPyramids
Walled citiesWalled cities
Letters andLetters and
envelopesenvelopes
360-degree circle360-degree circle
BE3
42. 42
Make a fewMake a few
notes andnotes and
discuss thisdiscuss this
question withquestion with
your teacheryour teacher
and fellowand fellow
students.students.
What factorsWhat factors
do you thinkdo you think
might accountmight account
for thisfor this
increasing rateincreasing rate
of change?of change?
You may have noticedYou may have noticed
that the differencethat the difference
between the rate ofbetween the rate of
change in Big Era Twochange in Big Era Two
and in Big Era Three isand in Big Era Three is
enormous.enormous.
43. 43
Come to think of it, thingsCome to think of it, things
changed REALLY fast Inchanged REALLY fast In
the 20th century. I wonderthe 20th century. I wonder
what the rate of change iswhat the rate of change is
going to be like in the 21stgoing to be like in the 21st
century?century?
As you move on toAs you move on to
Big Era Four (1,200Big Era Four (1,200
BCE to 500 AD),BCE to 500 AD),
keep your eye on thekeep your eye on the
rate of change. Doesrate of change. Does
it keep increasing?it keep increasing?
Level off? SlowLevel off? Slow
down?down?
Do the factors youDo the factors you
have identified ashave identified as
affecting the rate ofaffecting the rate of
change in Big Erachange in Big Era
Two and Big EraTwo and Big Era
Three still apply?Three still apply?
44. 44
Well, that’s all forWell, that’s all for
Big Era Three, butBig Era Three, but
don’t go away.don’t go away.
Hang on toHang on to
your notes andyour notes and
stay tunedstay tuned
for…for…
45. 45
Big Era Four!Big Era Four!
Coming SOONComing SOON
to a classroomto a classroom
near you.near you.