Colonizaion updated pdf
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Colonization of Southeast Asia, Distance Education between Lodi High School, WI and Sa-nguan Ying School, Thailand
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This document provides an overview of globalization and its impact on the regional, national, and local levels. It discusses how globalization has increased connectivity and interdependence between different parts of the world. While globalization has led to some uniformity and "sameness" across cultures, it has also strengthened regional identities and nationalism. The document also examines how nations, regions, and local communities have responded to globalization by promoting their unique cultural aspects in order to attract tourism and investment.
Democracy and Democratization
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This presentation covers phases of colonization, definitions of decolonization and indigenization, and steps to take in classrooms. Decolonization is a long-term process of dismantling colonial structures and restoring Indigenous cultures, knowledge, and worldviews. Indigenization incorporates Indigenous ways of knowing into education. In New Zealand, Māori-focused schools have helped revitalize language and culture but gaps remain; Ontario schools often lack Indigenous content due to discomfort. Culturally-responsive teaching empowers students through respecting diversity.
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Taking the decolonial turn: Resisting and transforming coloniality of elt
1. This document discusses decolonial theory and its application to English language teaching (ELT). Decolonial theory seeks to decolonize being, knowledge, and power by resisting Western domination over other epistemologies.
2. ELT has historical ties to colonialism by promoting English as a tool of cultural assimilation. Contemporary ELT still perpetuates Western linguistic and cultural supremacy through curriculum and teaching methods.
3. The document suggests decolonizing ELT through critical examination of power structures, promotion of local knowledges and contexts, and use of reflective teaching practices that challenge colonial ideologies in ELT.
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Malaysian Education System
The Malaysian education system has historically been segregated along ethnic lines, with Malay, English, Chinese, and Tamil schools using different languages and curricula. This division was reinforced during British colonial rule but led to socioeconomic disparities. Post-independence, the government has tried to establish a more unified national system, but vernacular Chinese and Tamil schools remain controversial as some see them as preserving ethnic heritage while others see them as obstacles to unity. Total desegregation of the school system and making English and Malay the primary languages of instruction have been proposed as ways to strengthen national unity in Malaysia's multi-ethnic society.
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This document discusses different views of progress throughout history. It begins by describing how early societies viewed progress as either a decline from a past golden age or a path towards salvation. It then discusses Eastern religious views that see the human world as an illusion. It describes the concept of eternal cycles of rise and fall. The document then outlines different perspectives on progress, including the idea that technological and scientific advances drive moral and physical improvements for humanity. It also discusses critiques of the idea of inevitable progress and debates around the relationship between evolution and progress.
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This document provides an overview of globalization and its impact on the regional, national, and local levels. It discusses how globalization has increased connectivity and interdependence between different parts of the world. While globalization has led to some uniformity and "sameness" across cultures, it has also strengthened regional identities and nationalism. The document also examines how nations, regions, and local communities have responded to globalization by promoting their unique cultural aspects in order to attract tourism and investment.
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This document discusses key concepts and models of democracy. It begins by defining democracy as rule by the people based on Greek origins of the word. It outlines Robert Dahl's characteristics of democracy and Arend Lijphart's models of majoritarian and consensus democracy. It then discusses basic conditions for democracy, including control of the military by elected officials, democratic political culture, lack of foreign influence, limited cultural conflicts, and a modern market economy. It concludes by examining measures used to evaluate countries' adherence to democratic principles and processes of democratization over time in waves.
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1. This document discusses decolonial theory and its application to English language teaching (ELT). Decolonial theory seeks to decolonize being, knowledge, and power by resisting Western domination over other epistemologies.
2. ELT has historical ties to colonialism by promoting English as a tool of cultural assimilation. Contemporary ELT still perpetuates Western linguistic and cultural supremacy through curriculum and teaching methods.
3. The document suggests decolonizing ELT through critical examination of power structures, promotion of local knowledges and contexts, and use of reflective teaching practices that challenge colonial ideologies in ELT.
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Malaysian Education System
The Malaysian education system has historically been segregated along ethnic lines, with Malay, English, Chinese, and Tamil schools using different languages and curricula. This division was reinforced during British colonial rule but led to socioeconomic disparities. Post-independence, the government has tried to establish a more unified national system, but vernacular Chinese and Tamil schools remain controversial as some see them as preserving ethnic heritage while others see them as obstacles to unity. Total desegregation of the school system and making English and Malay the primary languages of instruction have been proposed as ways to strengthen national unity in Malaysia's multi-ethnic society.
The Idea of Progress
This document discusses different views of progress throughout history. It begins by describing how early societies viewed progress as either a decline from a past golden age or a path towards salvation. It then discusses Eastern religious views that see the human world as an illusion. It describes the concept of eternal cycles of rise and fall. The document then outlines different perspectives on progress, including the idea that technological and scientific advances drive moral and physical improvements for humanity. It also discusses critiques of the idea of inevitable progress and debates around the relationship between evolution and progress.
Nation And Identity
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lesson plan template
Mxolisi Mbatha will teach 43 grade 11 students about the rise of Nazi Germany. The lesson will take place on a Friday morning in Orlando East, South Africa. Mxolisi will assess students' prior knowledge with questions before showing a video. He will then engage students with the content through a story and questions. Students will discuss the negative and positive impacts of Hitler in small groups. Mxolisi will compare Nazi Germany to apartheid South Africa and assess students' understanding throughout the lesson.
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This document defines and discusses various concepts related to nationalism. It begins by defining a nation as a cultural, political, and psychological community bound together by common language, religion, history and traditions. Nationalism is then defined as the political belief that nations should govern themselves independently.
It goes on to discuss different types of nationalism like liberal nationalism, which supports national self-determination, versus expansionist nationalism, which is more exclusive and chauvinistic. Civic nationalism is defined as being inclusive and based on citizenship, while ethno-cultural nationalism is exclusive and based on descent. Conservative nationalism promotes social cohesion over liberal principles. Anticolonial nationalism emerged in opposition to Western imperialism.
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Realism is an international relations theory that focuses on power and security. It has several core assumptions including that states are the main actors, their primary concern is survival in an anarchic system, and they will use whatever means necessary to ensure their security. There are different strands of realism including classical realism which emphasizes human nature and neo-realism which focuses more on the structure of the international system. Realism is criticized for being too state-centric and for justifying amoral actions in the name of survival. Overall, realism provides a lens for understanding international politics based on power dynamics between self-interested states.
Marxism
Marxism is a socialist movement founded by Karl Marx and Frederick Engels that aims to emancipate the working class from domination by the bourgeoisie. Marx believed that class is defined by one's relationship to the means of production, and identified the proletariat and bourgeoisie as the main social classes under capitalism. Marxism views material reality and economic conditions as the primary determinants of social and political structures. While Marx did not write directly about education, his ideas implied that education should aim to transform society, involve all people in revolution, and prepare individuals to challenge the ruling class. Critics argue that Marxism neglects human nature and conditions, and lacks academic freedom for students.
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The document summarizes aspects of neocolonialism in Latin America, including:
1) Foreign companies exploited natural resources like bananas and rubber, but provided few long-term benefits for workers who were left jobless and injured.
2) Wealthy elites in countries like Brazil and Mexico benefited from infrastructure and rising land values due to exports and railroads, but this displaced many peasants.
3) Authoritarian governments and dictators like Porfirio Diaz in Mexico provided political stability preferred by foreign investors, but limited democratic freedoms and rights for much of the population.
Pragmatism and Education
Pragmatism was developed by Charles Sanders Peirce, William James, and John Dewey. It is a philosophy that encourages finding practical processes to achieve desired ends. Pragmatists study contemporary issues and solutions rather than the past. They ask "What will work?" and test solutions through action and results to determine validity. In education, pragmatism emphasizes a child-centered, experience-based curriculum to develop skills for democratic living. The teacher facilitates hands-on, group learning through the scientific method to solve problems.
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Educational policy
The document discusses the history of educational policy and inequality in the UK. It outlines how prior to the 19th century, education was restricted to private schools and some charity schools, with no national system. The 1870 and 1880 Acts made elementary education compulsory and gradually free. The 1944 Butler Act created a tripartite secondary system divided by IQ tests, aiming for meritocracy but reproducing class inequality. Comprehensivization from the 1960s abolished the tripartite system and aimed for comprehensive schools educating all students, though inequality persisted through streaming and labeling. Marketization under the 1988 Education Reform Act introduced national curriculum, standardized testing, OFSTED inspections, and league tables, aiming to raise standards but criticized for reprodu
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The document discusses Labour Party policies around education and their potential contradictions. It notes that programs like EMA encourage working class students to stay in education but tuition fees may deter university attendance. It also points out that selective grammar schools and private fee-paying schools still exist despite Labour's opposition to private schools. The document then examines how the tripartite system has increased girls' participation in higher education. It also evaluates different approaches to improving outcomes for minority ethnic groups, including assimilationist, multicultural, and social inclusion policies.
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Aristotle's description. Aristotle's view on philosophy, education, learning, following, poem and his views on classes of men. Men were divided into classes that shows the chain of higher to lower classes. Aristotle's begging and his whole contribution to education and how to educate people properly.
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This document discusses racial and ethnic inequality in the Philippines. It defines key terms like race, ethnicity, prejudice, discrimination, and racism. It outlines laws in the Philippines aimed at protecting indigenous peoples and prohibiting racial discrimination. It discusses how Filipino identity developed through the blending of diverse ethnic and linguistic groups over centuries. While the Philippines does not formally recognize racial discrimination, some argue it still exists in society in subtle forms. The document presents sociological perspectives on the dysfunctions caused by racism in a society and how increased interracial contact can help reduce prejudice.
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Colonialism in Indonesia: Resistance and Accomodation
Colonialism in Indonesia faced both resistance and accommodation. Resistance came in the form of nationalist movements led by educated elites and political parties that educated the masses and spread nationalism. Publications in both Dutch and local languages helped spread awareness of colonial abuses and the nationalist cause, gaining sympathy. Accommodation occurred through the collusion of local rulers seeking selfish gains, and from ignorance and feelings of powerlessness among uneducated groups. Soekarno defined imperialism as "a lust" and "system" that directs another people's economy and country against their will for the benefit of the colonizing power.
How Did The British Govern Singapore Before Ww2
The British governed Singapore as a crown colony from 1867, with direct control from the Colonial Office in London. They faced challenges maintaining law and order due to secret societies and piracy. To address this, they increased police funding and training, set up a Detective Branch, and established a Chinese Protectorate. They also provided limited social services like education and healthcare, but discriminated against locals by reserving high-ranking positions for Europeans.
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The Indus River Valley civilization was one of the earliest urban societies in Asia, dating back 4500 years to the cities of Harappa and Mohenjo-Daro. It declined between 1700-1500 BCE after nearly a millennium of prosperity due to earthquakes and floods. Around 1500 BCE, nomadic Aryan groups settled in South Asia and developed Sanskrit. Over time, a caste system emerged organizing society into distinct social groups. The Mauryan Empire rose to power in the 300s BCE under the rule of Emperor Ashoka, who promoted Buddhism. The Gupta Empire in the 4th century AD was a period of cultural and scientific achievements. British rule from the mid-1800s onward led to
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The document provides an overview of how the British system of government worked in colonial Singapore. It describes the different governing bodies, including the Executive Council which helped run the settlements, and the Legislative Council which made laws. However, local participation was limited, with only a few locals appointed to the Legislative Council and decisions ultimately made by British officials. It also discusses how the British gradually improved social services like education and healthcare, but only did so in response to pressure and did not treat all groups equally.
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Colonialism in Southeast Asia (Portugal, Spain, Dutch)
The Portuguese, Spanish, and Dutch all sought to colonize parts of Southeast Asia between the 15th-19th centuries. [1] The Portuguese colonized areas of Indonesia, Malacca, Timor, and the Moluccas. [2] They took control of Malacca in 1511 and the spice trade, but their rule was hampered by difficulties. [3] The Spanish colonized the Philippines for over 300 years after the Portuguese explorer Magellan arrived in 1521, establishing Manila as their capital in 1571. The Dutch controlled most of Indonesia as the Dutch East Indies, gradually conquering kingdoms through political influence and forced labor systems until independence in 1949.
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Nation And Identity
The document discusses theories of nationalism and the origins and development of national identities. It outlines the key theories of Smith, Anderson, and Gellner for understanding the emergence of nations and nation-states. Smith argues nations emerge from pre-modern ethnic communities, while Anderson views nations as imagined communities enabled by print capitalism. Gellner sees nations as imposed from above through state-driven standardization and education. National identities can develop and produce nationalism, which may lead to the political creation of nation-states. Prior identities do not disappear entirely.
lesson plan template
Mxolisi Mbatha will teach 43 grade 11 students about the rise of Nazi Germany. The lesson will take place on a Friday morning in Orlando East, South Africa. Mxolisi will assess students' prior knowledge with questions before showing a video. He will then engage students with the content through a story and questions. Students will discuss the negative and positive impacts of Hitler in small groups. Mxolisi will compare Nazi Germany to apartheid South Africa and assess students' understanding throughout the lesson.
Nationalism
This document defines and discusses various concepts related to nationalism. It begins by defining a nation as a cultural, political, and psychological community bound together by common language, religion, history and traditions. Nationalism is then defined as the political belief that nations should govern themselves independently.
It goes on to discuss different types of nationalism like liberal nationalism, which supports national self-determination, versus expansionist nationalism, which is more exclusive and chauvinistic. Civic nationalism is defined as being inclusive and based on citizenship, while ethno-cultural nationalism is exclusive and based on descent. Conservative nationalism promotes social cohesion over liberal principles. Anticolonial nationalism emerged in opposition to Western imperialism.
Realism (Part 2)
Realism is an international relations theory that focuses on power and security. It has several core assumptions including that states are the main actors, their primary concern is survival in an anarchic system, and they will use whatever means necessary to ensure their security. There are different strands of realism including classical realism which emphasizes human nature and neo-realism which focuses more on the structure of the international system. Realism is criticized for being too state-centric and for justifying amoral actions in the name of survival. Overall, realism provides a lens for understanding international politics based on power dynamics between self-interested states.
Marxism
Marxism is a socialist movement founded by Karl Marx and Frederick Engels that aims to emancipate the working class from domination by the bourgeoisie. Marx believed that class is defined by one's relationship to the means of production, and identified the proletariat and bourgeoisie as the main social classes under capitalism. Marxism views material reality and economic conditions as the primary determinants of social and political structures. While Marx did not write directly about education, his ideas implied that education should aim to transform society, involve all people in revolution, and prepare individuals to challenge the ruling class. Critics argue that Marxism neglects human nature and conditions, and lacks academic freedom for students.
Neocolonialism
The document summarizes aspects of neocolonialism in Latin America, including:
1) Foreign companies exploited natural resources like bananas and rubber, but provided few long-term benefits for workers who were left jobless and injured.
2) Wealthy elites in countries like Brazil and Mexico benefited from infrastructure and rising land values due to exports and railroads, but this displaced many peasants.
3) Authoritarian governments and dictators like Porfirio Diaz in Mexico provided political stability preferred by foreign investors, but limited democratic freedoms and rights for much of the population.
Pragmatism and Education
Pragmatism was developed by Charles Sanders Peirce, William James, and John Dewey. It is a philosophy that encourages finding practical processes to achieve desired ends. Pragmatists study contemporary issues and solutions rather than the past. They ask "What will work?" and test solutions through action and results to determine validity. In education, pragmatism emphasizes a child-centered, experience-based curriculum to develop skills for democratic living. The teacher facilitates hands-on, group learning through the scientific method to solve problems.
Chapter 2; "Pedagogy of the Opperessed" by Paulo Freire
This document summarizes key concepts from Chapter 2 of Paulo Freire's book "Pedagogy of the Oppressed". It discusses the traditional "banking" model of education, which treats students as empty vessels to be filled by teachers, and promotes oppression. Freire argues for a "problem-posing" model that fosters human freedom and critical thinking through dialogue between teachers and students. The document also compares views of a peasant and philosopher Jean-Paul Sartre on the relationship between consciousness and reality.
Educational policy
The document discusses the history of educational policy and inequality in the UK. It outlines how prior to the 19th century, education was restricted to private schools and some charity schools, with no national system. The 1870 and 1880 Acts made elementary education compulsory and gradually free. The 1944 Butler Act created a tripartite secondary system divided by IQ tests, aiming for meritocracy but reproducing class inequality. Comprehensivization from the 1960s abolished the tripartite system and aimed for comprehensive schools educating all students, though inequality persisted through streaming and labeling. Marketization under the 1988 Education Reform Act introduced national curriculum, standardized testing, OFSTED inspections, and league tables, aiming to raise standards but criticized for reprodu
Criticisms of new labour policies
The document discusses Labour Party policies around education and their potential contradictions. It notes that programs like EMA encourage working class students to stay in education but tuition fees may deter university attendance. It also points out that selective grammar schools and private fee-paying schools still exist despite Labour's opposition to private schools. The document then examines how the tripartite system has increased girls' participation in higher education. It also evaluates different approaches to improving outcomes for minority ethnic groups, including assimilationist, multicultural, and social inclusion policies.
Impact of political change on professional education
CHANGE IS INEVITABLE.THE CHANGE IN EVERY ASPECT GIVES SOME IMPACT IN LIFE INCLUDING EDUCATION.THESE PRESENTATION ARE ABOUT IMPACT OF POLITICAL CHANGES IN PROFESSIONAL EDUCATION IN INDIA
Aristotle
Aristotle's description. Aristotle's view on philosophy, education, learning, following, poem and his views on classes of men. Men were divided into classes that shows the chain of higher to lower classes. Aristotle's begging and his whole contribution to education and how to educate people properly.
Racial and Ethical Discrimination
This document discusses racial and ethnic inequality in the Philippines. It defines key terms like race, ethnicity, prejudice, discrimination, and racism. It outlines laws in the Philippines aimed at protecting indigenous peoples and prohibiting racial discrimination. It discusses how Filipino identity developed through the blending of diverse ethnic and linguistic groups over centuries. While the Philippines does not formally recognize racial discrimination, some argue it still exists in society in subtle forms. The document presents sociological perspectives on the dysfunctions caused by racism in a society and how increased interracial contact can help reduce prejudice.
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Chapter 2; "Pedagogy of the Opperessed" by Paulo Freire
Chapter 2; "Pedagogy of the Opperessed" by Paulo Freire
Impact of political change on professional education
Impact of political change on professional education
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ATUL SONI_resume3 (1)
This document is a resume for Atul Soni seeking a challenging position in retail agri lending operations within a progressive bank. It summarizes his 7 years of experience in agri lending and retail banking operations at HDFC Bank as Deputy Manager of Retail Agri Lending, where he is responsible for a portfolio of 417 clients worth 27 crore rupees. It also outlines his previous experience of 5 years at ICICI Bank in customer service management and 3 years of marketing experience in his early career.
Masa pemerintahan thomas stamfort raffles di indonesia 1811 1816
Materi pelajaran Sejarah Indonesia SMA
Colonialism in Indonesia: Resistance and Accomodation
Colonialism in Indonesia faced both resistance and accommodation. Resistance came in the form of nationalist movements led by educated elites and political parties that educated the masses and spread nationalism. Publications in both Dutch and local languages helped spread awareness of colonial abuses and the nationalist cause, gaining sympathy. Accommodation occurred through the collusion of local rulers seeking selfish gains, and from ignorance and feelings of powerlessness among uneducated groups. Soekarno defined imperialism as "a lust" and "system" that directs another people's economy and country against their will for the benefit of the colonizing power.
How Did The British Govern Singapore Before Ww2
The British governed Singapore as a crown colony from 1867, with direct control from the Colonial Office in London. They faced challenges maintaining law and order due to secret societies and piracy. To address this, they increased police funding and training, set up a Detective Branch, and established a Chinese Protectorate. They also provided limited social services like education and healthcare, but discriminated against locals by reserving high-ranking positions for Europeans.
South Asia History
The Indus River Valley civilization was one of the earliest urban societies in Asia, dating back 4500 years to the cities of Harappa and Mohenjo-Daro. It declined between 1700-1500 BCE after nearly a millennium of prosperity due to earthquakes and floods. Around 1500 BCE, nomadic Aryan groups settled in South Asia and developed Sanskrit. Over time, a caste system emerged organizing society into distinct social groups. The Mauryan Empire rose to power in the 300s BCE under the rule of Emperor Ashoka, who promoted Buddhism. The Gupta Empire in the 4th century AD was a period of cultural and scientific achievements. British rule from the mid-1800s onward led to
The British As Rulers
The document provides an overview of how the British system of government worked in colonial Singapore. It describes the different governing bodies, including the Executive Council which helped run the settlements, and the Legislative Council which made laws. However, local participation was limited, with only a few locals appointed to the Legislative Council and decisions ultimately made by British officials. It also discusses how the British gradually improved social services like education and healthcare, but only did so in response to pressure and did not treat all groups equally.
History of south asia
The document provides a history of South Asia from the Indus River Civilization in 2300 BCE to modern times. It describes the major empires that ruled over South Asia such as the Mauryan Empire and the Mughal Empire. It also discusses the arrival of Europeans in the 1500s and the establishment of British rule in India in the late 1700s/early 1800s. The document summarizes the independence of India and Pakistan in 1947 and the liberation of Bangladesh from Pakistan in 1971. It provides brief overviews of other modern South Asian countries including Bhutan, Nepal, Sri Lanka, the Maldives, and conflicts within the region.
23 1 Southeast Asia Cultures and History
The document provides an overview of Southeast Asian history and culture. It discusses how the Khmer Empire influenced Cambodia and surrounding regions. It also explains how India and China impacted Southeast Asian religions and Vietnam. European colonialism in the 1500s divided the region until independence movements in the 1900s. The Vietnam War involved the US supporting South Vietnam against Communist North Vietnam and their allies in Cambodia and Laos. The brutal Khmer Rouge regime killed over a million Cambodians before being defeated.
Colonialism in Southeast Asia (Portugal, Spain, Dutch)
The Portuguese, Spanish, and Dutch all sought to colonize parts of Southeast Asia between the 15th-19th centuries. [1] The Portuguese colonized areas of Indonesia, Malacca, Timor, and the Moluccas. [2] They took control of Malacca in 1511 and the spice trade, but their rule was hampered by difficulties. [3] The Spanish colonized the Philippines for over 300 years after the Portuguese explorer Magellan arrived in 1521, establishing Manila as their capital in 1571. The Dutch controlled most of Indonesia as the Dutch East Indies, gradually conquering kingdoms through political influence and forced labor systems until independence in 1949.
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This is my report in International Cuisine Lecture. The content is about the food of the South East Asian countries. I hope it can help :)
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Masa pemerintahan thomas stamfort raffles di indonesia 1811 1816
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This document provides an overview of colonial history in Southeast Asia and outlines an educational activity on the topic. It begins with a think-pair-share activity asking students to discuss reasons for colonization. It then defines colonization and imperialism and lists European colonial powers and their Southeast Asian colonies. The document provides historical context and motives for European colonization in the region, including national security, strategic advantage, nationalism, social Darwinism, missionary impulse, and developing an industrial economy. It outlines steps for students to research and present on a selected formerly colonized Southeast Asian country.
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This document provides an overview of colonial history in Southeast Asia. It begins by defining colonialism and imperialism, noting the difference between the two concepts. It then lists the major European colonial powers in Southeast Asia and the countries they colonized. Motives for European imperialism are discussed, including national security, strategic advantage, nationalism, social Darwinism, missionary impulse, and developing industrial economies. Students are assigned a research project where they select a colonized Southeast Asian country to research. They are provided guiding questions to structure their research and presentation. The document concludes with references for further information.
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This document outlines an educational plan to teach students about colonialism in Southeast Asia. It begins with defining key terms like colonialism and imperialism. It then lists European colonial powers and their Southeast Asian colonies. Motives for European colonization are discussed, such as national security, strategic advantage, nationalism, social Darwinism, missionary impulses, and developing industrial economies. Students will research and present on a specific Southeast Asian colony, addressing when and by whom it was colonized, effects on indigenous peoples, and benefits/drawbacks of colonization. References are provided for further reading.
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This presentation is created to be used in an on-line teaching course of Southeast Asian Studies. This course is offered only to a group of wonderful students of Lodi High School, Wisconsin, USA.
Colonizaion updated pdf
This document provides an overview of colonial history in Southeast Asia. It defines colonialism and imperialism, and lists the major European colonial powers in the region, including Portugal, Spain, the Netherlands, Britain, and France. It discusses the key motives that drove European countries to colonize Southeast Asia, such as national security, strategic advantage, nationalism, social Darwinism, missionary goals, and furthering industrial economies. The document outlines a think-pair-share activity and guidelines for a student research project on a selected colonized Southeast Asian country.
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This document discusses the colonial history and independence movements of Southeast Asian countries. It provides details on when various countries in the region were colonized by European powers such as the Dutch, British, French and Spanish between the 1500s-1900s. It then summarizes the dates of independence for countries like Burma, Ceylon, Malaya and others in the late 1940s and 1950s as the European empires withdrew from the region.
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Topic 6
This document discusses the colonial history and independence movements of Southeast Asian countries. It provides details on when various countries in the region, such as Malaysia, Myanmar, Sri Lanka, and others, were colonized by European powers like the Dutch, British, and French between the 1500s-1900s. It also lists the specific Southeast Asian countries and territories that were colonies during this period. The document then examines independence timelines, with countries like Burma and Ceylon gaining independence in the late 1940s.
Nationalism -- Katipunan and the Boxer Rebellion
This document provides information about nationalism through definitions, examples from China and the Philippines, and pros and cons. It summarizes the Boxer Rebellion in China from 1899-1901 where the Boxers united to remove Western influences. It also summarizes the Katipunan Revolution in the Philippines from 1892-1898 where the Katipunan fought for independence from Spanish colonial rule. The document concludes nationalism can both help and harm a nation by bringing development but also dangerous demonstrations against colonizers.
24.1 building overseas empires
Western nations expanded their imperial control aggressively in the late 1800s for several reasons:
1) Their economies were strengthened by the Industrial Revolution which provided resources and technology to fuel expansion.
2) They sought new markets, raw materials, and naval bases to continue economic growth.
3) Nationalism and competition with other imperial powers drove expansionism.
4) Western military technology, organized governments, and transport advantages overpowered local resistance.
European partitioning across africa2b
Economic, political, and social factors all contributed to the colonization of Africa by European powers in the late 19th century. The need for raw materials to fuel industrialization, nationalism and competition between European nations, and missionary activity all played a role. At the Berlin Conference in 1884-1885, European powers arbitrarily divided Africa among themselves without African representation. The new political boundaries disrupted African societies and still impact the continent today.
Calunization
This document discusses colonization and neo-colonization. It provides details on:
1) The motives and impacts of historical colonization in Africa, America, and India by European powers seeking material gain, religious expansion, and territory.
2) How neo-colonization exploits developing regions through economic and political control rather than development, maintaining wealth gaps between rich and poor nations.
3) The methods of neo-colonization include military invasion, financial means, and control over policy, preventing independence and self-determination.
Imperialism in Africa and India
I do not have enough context to summarize or analyze a specific story. Could you provide more details about the stories you are referring to?
Imperialism in Asia and Africa
Industrialized nations in Europe and later Japan strengthened control over their colonies in Asia, Africa, and the Pacific and established vast transoceanic empires throughout the 18th and 19th centuries. They did so using superior military technology and firepower, as well as their wealth and influence, often relying on native elites to indirectly rule colonies and exploiting resources and populations for profit. By 1914, 90% of Africa was under European control as a result of the Scramble for Africa.
27 imperialism
The document discusses the rise of European imperialism in the 1800s. Key reasons for imperialism included obtaining raw materials for industry, expanding political and economic power, and a belief in European racial/cultural superiority. Europeans colonized much of Africa and Asia by 1900. However, the arbitrary borders drawn at the Berlin Conference divided ethnic groups and contributed to long-term conflicts after independence. One example is the 1994 Rwandan genocide that resulted from tensions between the Hutu and Tutsi ethnic groups exacerbated by Belgian colonial policies.
Imperialism 1750-1900
Industrialized nations in Europe and later Japan strengthened control over their colonies in the 18th and 19th centuries, establishing transoceanic empires throughout Asia, Africa, and the Pacific. They did so to gain access to raw materials, markets, and strategic locations in order to fuel their growing industrial economies. Western nations used their military and economic might to partition and dominate regions like Africa and India, often exploiting local populations and disrupting traditional ways of life, while spreading their culture and technologies. This wave of imperialism was driven by Western industrialization and notions of racial and cultural superiority.
Imperialism Review PowerPoint
Here are the key people and events I was able to identify from the document:
- Cecil Rhodes - British imperialist who helped establish British control over much of southern Africa in the late 19th century.
- Opium Wars - Two wars in the mid-19th century between Britain and China over British trade of opium. Led to treaty ports and spheres of influence in China.
- Sepoy Mutiny of 1857 - Uprising of Indian soldiers against the British East India Company's rule in India. Led to direct British control.
- Matthew Perry - American naval officer who forced Japan to open trade with the West through gunboat diplomacy in the 1850s.
- Berlin Conference of 1884-
The basics of imperialims.pptx
The document summarizes the history and motivations of imperialism from the 15th century onwards. It describes the transition from early colonialism driven by trade and commerce to the "New Imperialism" beginning in the late 1800s, spurred by industrialization and nationalism. The new imperialism was largely economic, seeking markets and resources. Political, military, social, and religious justifications were also used. Imperial powers like Britain, France, and Germany established extensive colonial empires in Africa, Asia, and other regions in this era of competitive imperial expansion.
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2018 2019 final exam review
The document provides an overview of Southeast Asian studies for a final exam review. It includes brief descriptions of the geography, climate, and monsoon patterns of countries in the region like Myanmar, Thailand, Laos, Vietnam, Cambodia, and others. There are also sections on colonial history in Southeast Asia and how it shaped the region, the important Mekong River and its role in the region, as well as a history of Cambodia including the Kingdom of Angkor and Khmer Rouge genocide.
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04 2017 cambodia landmines
Nearly 40,000 people in Cambodia have been injured by landmines since 1979 when an estimated 4-6 million unexplored landmines were planted during conflicts. Landmines cost only $3 to produce but $1,000 to clear. In Cambodia, they threaten lives and development by making land unusable for farming, schools, and housing. Several organizations like the Cambodia Mine Action and Victim Assistance Authority, Mines Advisory Group, and Halo Trust have worked to clear mines, removing over 66 square kilometers between 1993 and 1999. Individuals like Aki Ra, a former child soldier, have also worked to clear mines and help victims.
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Sea current event #2 jacob johnson
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Current event #2 sea jacob johnson
There has been an outbreak of 17,300 measles cases in the Philippines caused by inconsistent vaccinations and public distrust of the vaccine. The CDC has warned travelers to ensure they are vaccinated against measles when visiting the Philippines. Sources of distrust have led to questions about how to handle protecting public health when trust in certain measures has declined.
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Thailand's national soccer team tied 0-0 with Malaysia in the AFF cup semifinals on December 1st, with Malaysia having a greater chance of winning and more shots on goal. Thailand has won 5 of the past 11 AFF cup titles and is the defending champion this year, meaning a win would give them a 50% winning percentage in the tournament.
Seth beyer current event
Thailand's soccer team tied 0-0 with Malaysia in the semifinals of the 2018 AFF Championship on December 1st, though Malaysia had a higher chance of winning at 63%. Thailand has won 5 titles previously and is the defending champion this year. The author questions whether Thailand will defeat Malaysia to win another title.
Study guide loy krathong chaht
The document provides information about the Loi Krathong festival in Thailand. It discusses the history and origins of the festival, how it is celebrated in different regions of Thailand, and includes the lyrics of a Loi Krathong song. The festival involves making krathong (small floats) out of natural materials like banana stalks and flowers, which people float on rivers, canals, and other bodies of water while making wishes for good fortune and the cleansing of bad luck. It then takes place across Thailand in various local forms during the full moon of the 12th lunar month, usually in November.
Loi krathong
The document provides information about the Loi Krathong festival in Thailand. Some key points:
- Loi Krathong is a festival held annually in Thailand on the full moon of the 12th lunar month, usually in November.
- It involves making krathong (small floats) from natural materials like banana leaves and flowers, and floating them on water while making wishes and offering prayers.
- The festival originated in the 13th century during the Sukhothai Kingdom as a way to honor the goddess of water and ask for forgiveness.
- Today it is celebrated throughout Thailand and involves floating krathong, lighting lanterns, fireworks, beauty pageants and dancing.
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Rayne sinclair sport current event
Singapore plans to deploy drones to test delivering parcels and inspecting buildings in large areas like shopping malls and high-rise buildings. The new drone system will use high resolution cameras to analyze structures for defects and potentially replace human jobs like security and delivery.
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This document discusses the Minimalism: Space. Light. Object. art exhibit running until April 2023 at the National Gallery Singapore and ArtScience Museum. The five-month exhibition features over 150 works by 80+ artists and composers exploring the origins and development of Minimalist art from the 1950s to today, as well as its relationship to Asian art and the influence of Asian spirituality on the movement. Visitors can see pieces like Cargo and Ai Weiwei's Ton of tea exploring Minimalism's key themes.
Current event
The Singaporean Art Exhibit titled "Minimalism: Space. Light. Object" will feature over 150 works from more than 80 artists and 40 composers representing minimalism in Southeast Asia from the 1950s to the present. The 5 month exhibition will be held in two venues, the National Gallery Singapore and the ArtScience Museum at Marina Bay Sands, showing the influence of Asian spirituality and philosophy on minimalist works while allowing visitors to explore the evolution of minimalism over time.
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Helen dean pop culture current event presentation
Uber is selling its Southeast Asian business to rival Grab, giving Grab a monopoly over transportation services in the region. As part of the deal, Uber will receive a stake in Grab's profits and Grab will have an advantage with its Uber Eats food delivery service. However, some argue that having a single dominant corporation in an industry is not better for consumers than having a variety of competing companies.
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02 2017 angkor wat chaht
The Khmer Empire existed from 802 to 1431 and was based in northwestern Cambodia, covering parts of modern-day Southeast Asia. Angkor Wat was built in the early 12th century under King Jayavarman II and was dedicated to the Hindu god Vishnu. It is Cambodia's most famous temple and a masterpiece of Khmer architecture, appearing on the country's flag today.
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Colonizaion updated pdf
- 1. COLONIAL HISTORY OF SOUTHEAST ASIA Think-Pair-Share
- 2. COLONIAL HISTORY OF SOUTHEAST ASIA Think-Pair-Share •Do you think there is a good reason for one country to take control of another country? •If so, under what circumstances do you think that would be justified?
- 3. COLONIAL HISTORY of Southeast Asia “How colonization shaped what Southeast Asia is today?” http://qed.princeton.edu/getfile.php?f=Autonomous_States_and_Colonies_1792-1860.jpg
- 4. WHAT ARE WE GOING TO DO? •Define “colonization” ‘imperialism’ •Brainstorm list of the colonists and colonized countries of Southeast Asia •Discussion on motives of European countries for colonization •Conduct a research on colonized countries of Southeast Asia and a short presentation on a selected country
- 6. COLONIALISM & IMPERIALISM The policy of extending a country’s power and influence through colonization, use of military force , or other means The policy or practice of acquiring full or partial political control over another country, occupying it with settlers, and exploiting it economically One nation conquers and rules over other regions Creating an empire, expanding into other countries and exercising power through sovereignty or indirect mechanism of control A practice The idea that drives the practice 1500s - 1900s 1900s onward
- 7. SOUTHEAST ASIAN COLONIES Burma (Myanmar) Malaysia, Singapore, Brunei Vietnam, Laos, Cambodia Indonesia The Philippines East Timor Siam (Thailand)
- 9. PORTUGUESE TRADE ROUTE Portugal, 1511
- 10. •1511 Portuguese discovered the trade route via the cape of good hope •Portuguese colonized Malacca (Malaysia) •The Netherlands and Spain arrived later •1560s - Spain colonized the Philippines PORTUGUESE TRADE ROUTE
- 11. •1511 Portuguese discovered the trade route via the cape of good hope •Portuguese colonized Malacca (Malaysia) •The Netherlands and Spain arrived later •1560s - Spain colonized the Philippines PORTUGUESE TRADE ROUTE
- 12. Spain France Britain The Netherlands Portuguese Britain
- 13. •1605 Dutch controlled Indonesia •1641- the Dutch colonized Malacca •Britain colonized Singapore (1819) then Burma (1826) •By 1913- Britain colonized Burma, Malaya, Borneo territories Spain France Britain The Netherlands Portuguese Britain
- 14. Spain France Britain The Netherlands Portuguese Britain
- 15. •1907 France controlled Indochina (Vietnam, Laos, Cambodia) •The Dutch ruled Indonesia from 1605 (250 years) •Portuguese Timor •The Philippines controlled Spain until 1898. •The US took over the Philippines 1898-1964 Spain France Britain The Netherlands Portuguese Britain
- 16. THINK-PAIR-SHARE What are the major reasons for one country to colonize the other? What might be some benefits that colonists bring to a colonized nation?
- 17. MOTIVES: NATIONAL SECURITY In order to remain a strong country, Imperialists believed: a strong industrial economy a steady supply of raw materials for the industrial economy a strong military to protect economy interest
- 18. MOTIVES: STRATEGIC ADVANTAGE Did not want other countries to get ahead of them.
- 19. MOTIVES: NATIONALISM People felt proud when their country ruled a large empire.
- 20. MOTIVES: SOCIAL DARWINISM Based on Racism: Europeans were better than other people They believed this made it OK for them to rule other people.
- 21. MOTIVES: MISSIONARY IMPULSE Spread their religion to people in other parts of the world. Bring modern inventions and technology to these people to make their lives better.
- 22. MOTIVES: INDUSTRIAL ECONOMY Need for raw materials Cheap labor from the natives in the colonies
- 23. PAIR UP Choose a partner for this project Choose a country you are interested in Research on basic information on the selected country, take note on your print out in Geography class capital, size, population, language, climate, ethnic groups, types of government, currency, religion, food, attractions
- 24. RESEARCH & PRESENTATION •What area or country are you researching? Where is it? •Why would a European nation want to colonize this area? (Consider natural resources, location, etc.) •When did this area become colonized? By which countries? •Who were the key people involved in this movement? •What were the effects of colonization? •What were the benefits and drawbacks of colonization in this area for the colonizers? •What were the benefits and drawbacks of colonization in this area for the indigenous people?
- 25. PRESENTATION 5 minute presentation PowerPoint/ Keynote/Preszi Relevant pictures, maps Appropriate length of wording (not to long) Use of appropriate colors, readable font, font size At least 4 citations
- 26. MATERIALS Study Guide Research Guiding Questions
- 27. REFERENCES http://learning.blogs.nytimes.com/2003/06/04/imperial-notions/ http://www.differencebetween.net/miscellaneous/difference-between- colonialism-and-imperialism/ http://oxforddictionaries.com/definition/colonialism http://www.seasite.niu.edu/crossroads/ty/COLONIALISM_ %20IN_SE%20ASIA.htm http://pdfcast.org/pdf/reasons-for-imperialism-and-colonization http://www.lehigh.edu/~amsp/eng-11-globalization.htm