A PowerPoint that covers the French colony of Canada (New France), and the relations the French had with the natives, and the English colonies. (Created by Mr. Tim Bonnar)
A PowerPoint that covers the French colony of Canada (New France), and the relations the French had with the natives, and the English colonies. (Created by Mr. Tim Bonnar)
The Industrial Revolution - AS Level HistoryArm Punyathorn
Learn about how the Industrial Revolution started, from the steam engine to the railway. Gain insights into the historical significance of the revolution - how it lead to the unification of Germany and Italy, the revolutions of 1848, the redrawing of the European map, and eventually how it all led to the start of the First World War.
For AS Level History students
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
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 Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
3. What was the
Industrial Revolution?
• It was a dramatic change in the world in
the way that products were
manufactured. It went from
“manufacturing” (making by hand) one
at a time to the mass production of
goods by machines (hence the name the
Age of Machines).
4. What was the
Industrial Revolution?
• It began in Britain in the 1700s and was
at full steam by 1769 (when James Watt
developed an effective steam engine).
5. What was the
Industrial Revolution?
• The Industrial Revolution then spread to
other parts of Europe, North America,
and the rest of the world.
6. What was the
Industrial Revolution?
• Some parts of the world have not yet
experienced the Industrial Revolution
fully and are still basically agrarian
societies where people are subsistence
farmers
• Examples: parts of Africa, Asia, and the
Americas.
7. The Industrial Revolution
From:
• few people
making things
• making things
at home
• making things
by hand
• selling to
neighbours
To:
• many people
making things
• making things in
factories
• using machines
to make things
• selling country-
or world-wide
8.
9. What does a country need for an
Industrial Revolution to happen?
a. Labour Supply – a country needs
cheap, abundant labour
b. Food – adequate amounts of food for
that labour supply
10. What does a country need for an
Industrial Revolution to happen?
c. Capital (money) – lots of money is
needed to build factories, buy
machines and pay workers.
Usually this money is
obtained through
(unfair) trade.
Build
Factories
Buy
Machines
Pay
Workers
11. What does a country need for an
Industrial Revolution to happen?
d. Raw Materials – materials are needed
to build machines and products
cheaply. The two biggest needs are
iron and coal. Other materials such as
cotton, wool, wood, other metals, etc.
are all beneficial.
12. What does a country need for an
Industrial Revolution to happen?
e. Markets –
enough people
who need to
buy products.
These people
usually lived in
large cities,
working in
factories, or in
colonies.
Overseas
Europe
Britain
Local
13. What does a country need for an
Industrial Revolution to happen?
f. A laissez-faire capitalist government??
14. Capitalism
• Capitalism:
• an economic system in which most things are
owned by individuals or companies rather
than by the government. Free market supply
and demand determines price and production
of goods.
15. Laissez-faire government
• Laissez-faire is a French term that means “let
do / leave it be”
• It is an economic policy in which a
government does very little to regulate
business. Minimal government interference
is supposed to make the economy more
prosperous.
• However, it also has many
potential hazardous effects.
16. Where can it get these things?
What usually happens before an
I.R.?
a. Agricultural Revolution – provided food
and a labour supply.
b. Colonization – provided the mother
country with raw materials, capital, and
a market without benefiting the colony.
17. Recall the Results of the
Agricultural Revolution
1. Agricultural production increased
2. More food allowed for more population
3. Large farms with advanced methods pushed
small farms and farmers out of business.
4. Many farmers moved to the cities. The
population of cities increased rapidly.
5. Unemployed farmers took jobs in factories
and mines.
18. Major Areas of Change During
the Industrial Revolution
1. Textile Manufacturing
2. Steam Power
3. Mining
4. Factory production system
5. Transportation
6. Society
19. 1. Manufacturing Textiles
• Prior to the Industrial
Revolution, most cloth
and clothing was made
in homes.
• Women made things by
hand or used very
simple machines.
20. Manufacturing Textiles
• Clothing had
traditionally been made
in homes.
• At first, when new
machines were
invented, they were
brought into the homes
and used there.
• This was called Cottage
Industry.
21. Manufacturing Textiles
• A series of
inventions took
textile production
out of the home
into the factory.
• The machines
became too big
and too costly to
have in a home.
27. Textile Factory
Workers in England
1813 2400 looms 150, 000 workers
1833 85, 000 looms 200, 000 workers
1850 224, 000 looms >1 million workers
• Total production of textiles skyrocketed.
28. 2. Finding power for machines.
• Before the Industrial Revolution power came
from horses, oxen, or humans, or perhaps
from windmills or watermills.
30. Invention of the Steam Engine
• The machines of the Industrial Revolution
needed much more power.
• This led to the invention of the steam
engine (by James Watt).
32. 3. Changes in Mining
• The use of steam engines and large
machines in factories depended on two
major things:
Coal (to power the steam engine)
Iron (to build the machines)
• As a result, there was a major increase
in mining.
33. 1800 1 ton of coal 50, 000 miners
1850 30 tons 200, 000 miners
1880 300 million tons 500, 000 miners
1914 250 million tons 1, 200, 000 miners
Coal Mining in Britain:
1800-1914
36. Mine & Forge [1840-1880]
• Innovations such as the Bessemer
process make it possible to use steel
instead of iron.
37. 4. Factory Production
• Once businessmen had access to coal and
steel, they worked to create factories.
• Factories concentrated production in one
place [near materials].
38. 4. Factory Production
• Factories were located near sources of coal
and iron rather than labour or markets.
• Factories required a lot of capital
investment. Money was required to buy
the factory, and the machines, and to pay
the workers.
• Nevertheless, it was worthwhile to create
factories (especially if you didn’t pay the
workers very much).
39. The Factory System
• Rigid schedule.
• 12-14 hour day.
• Dangerous conditions.
• Mind-numbing monotony.
40. 5. Transportation
• Now there was a much larger quantity
of products being produced.
• Carts and horses on muddy roads were
inadequate.
• Methods of transportation had to
change to help get the products to
market quickly.
50. 6. Impact on Society
• As a result of the Industrial Revolution
the rich businessmen became richer.
These “bourgeoisie” lived in a fair
degree of luxury.
74. The Socialists
• Socialists believed that people as a society
should operate and own the means of
production, not individuals.
• Their goal was a society that benefited
everyone, not just a rich, well-connected
few.
76. The Socialists: Marxists
• Marxists/Communists tried to overthrow the
capitalists and change entire societies.
77. Government Response
• Workers’ unions, reformers, and politicians
with consciences worked for better laws.
• They successfully changed many
Government Policies
Abolition of slavery
Factory Acts
Child labour eliminated
Relief for the poor
Reform of voting
90. Positive Overall Effects
• Development of industries –
textiles, mining, machine building.
• Development of several countries –
transportation, communication, employ
ment.
• Inventions – led to new standards of
living.
• Progress??
91. Negative Overall Effects
• Need for immigration for many people
to try to improve life.
• Unfair labour practices benefited the
rich and harmed the poor – child labour,
female labour at reduced pay.
• Pollution and rapacious devouring of
resources.
• Further colonization and exploitation.