The document discusses the impact of globalization and transnational organizations on education. It notes that transnational corporations and organizations:
1) Compete with schools for influence over children through mass media.
2) Promote reducing state control of public education and increasing private sector involvement in education policy and funding.
3) Influence education policy through the World Bank by providing loans conditional on adopting certain education programs and consulting.
This increased involvement of transnational actors in education policy and funding has shifted education's focus towards vocational skills over social values and national priorities.
This document summarizes key topics from a session on globalization and geographies:
1. It reviews exercises on participatory learning and commodities.
2. It discusses the concepts of time-space compression, networks, and placelessness in the context of globalization.
3. It examines reasons for opposing globalization, including the influence of international organizations and neoliberal policies, and covers responses like social activism and participatory development.
“Engaging Diverse Communities in Social Ecological Restoration: The Mysterious and Inspiring Case of the Klamath Basin Agreements” – Hannah Gosnell, PhD (Keynote Speaker)
“Reaching America’s Modern Millennials”
“Cutting Edge Stakeholder Engagement” – Eric King and Keith Witcosky
“I See What You Mean!: Using Visuals to Engage Communities”
“Bringing Latino Voices to the Conversation: Creating a Vision for the Community’s Future.”
“Building Trust One Conservation at a Time”
“Cognitive Biases in Public Participation Processes”
This document contains two lesson plans about global media cultures and the globalization of religion. The first lesson defines media and traces its evolution from oral communication to modern digital media. It discusses how media drives cultural globalization by transmitting cultural products and forming social networks. The second lesson explains how globalization has impacted religion by allowing religions to spread worldwide through improved communication and transportation. It also examines how globalization relates to both global religious conflicts and cooperation. Both lessons provide learning objectives, readings, discussion questions, and suggested multimedia resources.
Post globalization, cultural power and international broadcastingTerry Flew
This document discusses theories of cultural power and international broadcasting in the context of post-globalization. It addresses debates around the relationship between political-economic and cultural power. Some key topics discussed include the expansion of state broadcasting internationally and its justification in terms of "soft power" or cultural diplomacy. The concept of "soft power" and cultural imperialism discourses are examined. The document also discusses the "distribution fallacy" and the overstatement of influence that can occur when transmission models of communication are used to assess cultural impact. In concluding, it notes the interconnected and divergent views of political, economic, and cultural power and implications for understanding audience agency and new media in cultural power dynamics.
Global Media, Cultural Change and the Transformation of the Local: The Contri...leticiaczanella
Global media products like films, music, and television shows are spread globally but locally re-expressed through processes of hybridization. While symbols and ideologies from global media are interpreted locally, this does not produce a standardized global culture. Examples discussed include the appropriation of Rambo and hip hop in local cultures, and the hybrid identity construction through the global diffusion and local reception of Dallas, Brazilian telenovelas, and Mexican telenovelas. The author argues that the current global media culture is dynamic, differentiated, and pluralized through consumer practices and reception, challenging views of negative cultural consequences of globalization.
Globalization threatens cultural diversity by causing confusion as objects, people and ideas are exchanged between cultures. This leads people to feel they are losing their cultural identity and traditional references. While globalization is accelerating a common future, this future cannot belong to any one culture but must be shared. The document discusses the need for a Universal Human Nation where cultural differences are valued rather than marginalized or eliminated, as is the case with the current destructive process of globalization led by banks and multinationals. The task is to make people aware that cultural differences and human values are more important than money or competition in shaping this shared future.
Soft power cultural studies post globalizationTerry Flew
- Joseph Nye's concept of soft power refers to a country's ability to attract and persuade others through its culture, political values, and policies. However, soft power is complex and depends on how target audiences interpret messages.
- China has pursued various soft power initiatives like hosting global events, scholarships, and expanding state-run media like CCTV and Xinhua internationally. However, theories of soft power have limitations like overemphasizing a transmission view of culture and not considering audiences as active interpreters.
- The effects of soft power strategies are uncertain as cultural products may be interpreted differently than intended and popular entertainment usually has more influence than state-supported "high culture".
Shenzhen university presentation 27 oct 16Terry Flew
This document discusses the relationship between globalization and the creative economy and culture. It examines whether globalization is necessary for the creative economy through analyzing cultural trade and comparative advantage. While globalization increases cultural exchange, it can also lead to an unequal economic order with some nations having cultural trade surpluses and deficits. The document also analyzes concepts like cultural imperialism, glocalization, media capitals, and the potential for US-China coproductions to strengthen China's soft power and film industry over the medium term. It questions whether political, economic and cultural power will remain interconnected in a globalized world or become more divergent.
This document summarizes key topics from a session on globalization and geographies:
1. It reviews exercises on participatory learning and commodities.
2. It discusses the concepts of time-space compression, networks, and placelessness in the context of globalization.
3. It examines reasons for opposing globalization, including the influence of international organizations and neoliberal policies, and covers responses like social activism and participatory development.
“Engaging Diverse Communities in Social Ecological Restoration: The Mysterious and Inspiring Case of the Klamath Basin Agreements” – Hannah Gosnell, PhD (Keynote Speaker)
“Reaching America’s Modern Millennials”
“Cutting Edge Stakeholder Engagement” – Eric King and Keith Witcosky
“I See What You Mean!: Using Visuals to Engage Communities”
“Bringing Latino Voices to the Conversation: Creating a Vision for the Community’s Future.”
“Building Trust One Conservation at a Time”
“Cognitive Biases in Public Participation Processes”
This document contains two lesson plans about global media cultures and the globalization of religion. The first lesson defines media and traces its evolution from oral communication to modern digital media. It discusses how media drives cultural globalization by transmitting cultural products and forming social networks. The second lesson explains how globalization has impacted religion by allowing religions to spread worldwide through improved communication and transportation. It also examines how globalization relates to both global religious conflicts and cooperation. Both lessons provide learning objectives, readings, discussion questions, and suggested multimedia resources.
Post globalization, cultural power and international broadcastingTerry Flew
This document discusses theories of cultural power and international broadcasting in the context of post-globalization. It addresses debates around the relationship between political-economic and cultural power. Some key topics discussed include the expansion of state broadcasting internationally and its justification in terms of "soft power" or cultural diplomacy. The concept of "soft power" and cultural imperialism discourses are examined. The document also discusses the "distribution fallacy" and the overstatement of influence that can occur when transmission models of communication are used to assess cultural impact. In concluding, it notes the interconnected and divergent views of political, economic, and cultural power and implications for understanding audience agency and new media in cultural power dynamics.
Global Media, Cultural Change and the Transformation of the Local: The Contri...leticiaczanella
Global media products like films, music, and television shows are spread globally but locally re-expressed through processes of hybridization. While symbols and ideologies from global media are interpreted locally, this does not produce a standardized global culture. Examples discussed include the appropriation of Rambo and hip hop in local cultures, and the hybrid identity construction through the global diffusion and local reception of Dallas, Brazilian telenovelas, and Mexican telenovelas. The author argues that the current global media culture is dynamic, differentiated, and pluralized through consumer practices and reception, challenging views of negative cultural consequences of globalization.
Globalization threatens cultural diversity by causing confusion as objects, people and ideas are exchanged between cultures. This leads people to feel they are losing their cultural identity and traditional references. While globalization is accelerating a common future, this future cannot belong to any one culture but must be shared. The document discusses the need for a Universal Human Nation where cultural differences are valued rather than marginalized or eliminated, as is the case with the current destructive process of globalization led by banks and multinationals. The task is to make people aware that cultural differences and human values are more important than money or competition in shaping this shared future.
Soft power cultural studies post globalizationTerry Flew
- Joseph Nye's concept of soft power refers to a country's ability to attract and persuade others through its culture, political values, and policies. However, soft power is complex and depends on how target audiences interpret messages.
- China has pursued various soft power initiatives like hosting global events, scholarships, and expanding state-run media like CCTV and Xinhua internationally. However, theories of soft power have limitations like overemphasizing a transmission view of culture and not considering audiences as active interpreters.
- The effects of soft power strategies are uncertain as cultural products may be interpreted differently than intended and popular entertainment usually has more influence than state-supported "high culture".
Shenzhen university presentation 27 oct 16Terry Flew
This document discusses the relationship between globalization and the creative economy and culture. It examines whether globalization is necessary for the creative economy through analyzing cultural trade and comparative advantage. While globalization increases cultural exchange, it can also lead to an unequal economic order with some nations having cultural trade surpluses and deficits. The document also analyzes concepts like cultural imperialism, glocalization, media capitals, and the potential for US-China coproductions to strengthen China's soft power and film industry over the medium term. It questions whether political, economic and cultural power will remain interconnected in a globalized world or become more divergent.
This document discusses globalization and international communications through analyzing key theorists like Giddens and Appadurai. It summarizes Appadurai's concept of "scapes" which describe different flows that characterize global cultural interactions. The document also briefly discusses the history of models in international communication, including communication and development, cultural imperialism, and cultural pluralism. It analyzes the tension between global and local forces and the role of media.
Internationalisation of the media tends to undermine national culturesYusuf Kurniawan
The document discusses how the internationalization of media tends to undermine national cultures in three paragraphs or less:
The rise of global media industries has increased competition amongst media companies to attract larger audiences. This has led media institutions to internationalize and import/export media content across borders in order to grow their audiences. However, importing large quantities of foreign media, particularly from Western countries, can negatively impact local cultures by exposing audiences to new cultural values through television programs and advertising. The phenomenon is known as "cultural imperialism," and sees the domination of Western entertainment programming implanting foreign values on audiences in developing nations. While internationalization increases access to remote cultures, it also changes domestic cultures without recognition as people are exposed to new forms
This document discusses the author's ancestors who worked as journalists and pioneers in media in the early 20th century in India and Pakistan. It provides brief biographies of the author's father and uncles who published newspapers and periodicals in Delhi, Lahore, and other cities before 1947. The document serves to dedicate the author's book on contemporary world media to these ancestors who helped pioneer media in their time period.
Five paradoxes of soft power in a post globalization eraTerry Flew
The document discusses several paradoxes of soft power in the current era:
1) While media globalization enables soft power strategies, theories of active audiences reject the transmission model of culture assumed by soft power.
2) Nation-states are leading soft power initiatives even as globalization is thought to weaken states.
3) Media seen as distant from governments may have more influence, but governments fund such media as cultural diplomacy.
4) Popular entertainment arguably has more soft power but governments invest in news and high culture.
5) Most soft power discussions focus on traditional media, but digital media may enable the most effective strategies.
This year I started developing a new portfolio - a teaching career (whilst remaining a fully devoted civil servant and diplomat, of course :). I wrote an authorial programme on public diplomacy, dedicated to students of the 6th semester of BA studies in international relations. My programme was presented in the form of presentations and was aimed at stimulating discussions among students. The discussions were dynamic, vivid and very inspirational. This is why I wanted to show my presentations to a wider audience. This is the first one. I hope you will find it interesting and worth giving me some tips and hints on how to make further presentations as attractive to various audiences, as possible. Looking foward to your feedback and any questions you may have!
This document discusses the role of culture in foreign affairs and cultural diplomacy. It begins by defining culture and its links to identity. It then examines three influential books that framed discussions of culture and civilizations after the Cold War. Cultural diplomacy is defined as the exchange of culture between nations to foster understanding. Examples of cultural diplomacy are provided, ranging from artist exchanges to popular music. The document concludes by listing literature on cultural diplomacy and posing questions for students.
The document discusses several key concepts and theories related to media globalization:
1) Giddens' definition of globalization as intensified worldwide social relations linking distant places.
2) Cultural imperialism defined as a society being integrated into the modern world system and adopting dominant values/structures.
3) Three schools of thought on globalization: hyperglobalizers, skeptics, and transformationalists.
4) Globalization argued to be a driving force reshaping societies through rapid social, political, and economic changes.
Community media is media that is operated by, for, and about a community. It aims to give community members a voice and promote participation, ownership, and accountability. In Maldives, community media could empower communities by addressing local issues, disseminating important information like during natural disasters, and supporting livelihoods like fishing. It works as a tool for development by facilitating co-learning, sharing best practices, and guiding community empowerment through skills development and promoting local talent.
The paper was presented international conference in Uinversity of Kerela,Thiruvananthapuram,India regarding Culture,language,anld globalization.February,2008.
This document discusses several key aspects of globalization and its impact on nation-states. It outlines threats to nation-states like global economic flows, transnational organizations, and issues like terrorism and the environment. It also discusses the origins of the modern nation-state in 1648 and concepts like nationalism. International institutions focused on human rights can challenge nation-state sovereignty. Benedict Anderson's theory of imagined communities is summarized, how the idea of the nation was spread by novels and newspapers. The document closes by considering changes in global political relations, with the EU, China and US seen as most important, and new global political institutions.
This document summarizes a talk given by Michael Keith on migration and transnationalism. It discusses several key topics:
1) It examines different frameworks for understanding migration like assimilation, multiculturalism, and integration. It also looks at how concepts of "home" and identity are changing in a globalized world.
2) It analyzes the economic, social, political and cultural dimensions and implications of transnationalism. This includes how transnational ties impact areas like remittances, trade, politics and rights.
3) It discusses several case studies of migrant settlements to illustrate the complex ways migrants make a home across borders and the policy challenges this poses around citizenship, belonging and scale.
The document
This document discusses the shift in migration studies from examining "sites" to studying "fields" through a transnational lens. It outlines three main points:
1) Transnational theory considers migrants as both immigrants and emigrants, examining sending, transit, and receiving contexts as well as social, economic, and cultural flows between places.
2) Research focuses on dispersed social fields rather than geographic locations, requiring multi-sited fieldwork across places. This revives comparative approaches and makes ethnography transnational.
3) Practicing multi-sited research involves following actors and objects across places, balancing between sites, and piecing together different local ethnographies while managing challenges of access and cultural competence.
Superstorm Sandy overwhelmed the American Red Cross with relief needs in 11 states. The Red Cross raised $254 million for relief efforts, spending $145 million immediately and reserving $109 million for long-term assistance. Social media played a key role in fundraising and communications, with two staff dedicated to managing Red Cross social media accounts. The Red Cross continues relief work and aims to support survivors until all donated funds are spent.
The document discusses several perspectives on cultural globalization:
1) Hyperglobalizers view the homogenization of culture under American popular culture and consumerism. Political skeptics see thin global culture relative to national cultures with ongoing cultural differences and conflicts.
2) Transformationalists see an intermingling of cultures resulting in new hybrid cultural forms.
3) Culture is shaped by social constructions, everyday expressions, and commodified outputs from industries like film, TV, and music.
4) Cultural globalization involves the transmission of culture through movement of people, objects, communication, and is facilitated by advances in transportation and technology.
Media globalisation and cultural imperialismMira K Desai
This document summarizes the key ideas in an article about cultural imperialism and contrary evidence from Indian television. It discusses how early theories of cultural imperialism assumed Western dominance through media but that globalization has led to more complex flows and localization. It provides examples from Indian television, like the rise of ZEE reaching 169 countries, licensing Indian shows abroad, and Indian content serving global audiences in different ways. The document examines arguments for both cultural imperialism and contrary evidence from factors like national policies, markets, and hybridization in cultures today.
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.
The document discusses Henry Jenkins' views on media convergence. Jenkins argues that no single medium will dominate and media will not be funnelled through one device. He describes five processes of convergence culture: technological, economic, social/organic, cultural, and global. Jenkins believes old media evolves into new forms rather than dying out and that convergence allows for more interactive and transmedia storytelling across cultural boundaries on a global scale.
Globalization refers to the increasing interaction and integration between people and companies around the world due to advances in transportation and communication technology. This process began in the early 19th century with steamships and telegraphs but accelerated greatly in the late 20th century with the rise of the Internet. Globalization involves the increased international trade of goods and services as well as flow of capital, technology, and information. While globalization began centuries ago, it has grown rapidly since the 1800s and transformed the world's economic and cultural systems in the late 1900s.
This document discusses public participation in environmental decision-making and protection efforts. It contains three guest editor introductions on this topic.
The first introduction discusses how citizens around the world are working to protect the environment in their local areas and participating in decision-making processes. It notes that while citizen participation is still limited in some countries, Ireland provides a model of good practice.
The second introduction outlines some key principles of effective community planning, including involving all community members, using visual tools, communicating effectively, following up on results, and developing local skills and capacity. It emphasizes planning a coherent strategy and process.
The third introduction describes Coastwatch Europe, a network where volunteers monitor and protect coastal ecosystems by conducting shoreline
This document provides an overview of the concept of media imperialism and frameworks for understanding the relationship between media and development. It discusses the functions of media, links between media and development paradigms, and the emergence of the media imperialism thesis. Key assumptions and evidence for and against the media imperialism thesis are examined. Alternative perspectives such as reception theory, agency, and Everett Rogers' diffusion of innovations approach are also presented.
The document discusses the effects of globalization and markets on education. Key points include:
1) Education has become increasingly commodified and corporatized as neo-liberal economic policies have transformed it into an arena for commercial activity. Courses and programs are now marketed and tailored to students as consumers.
2) Pressures to reduce costs have decreased time for scholarship and increased class sizes, undermining education quality. Problems are now framed and addressed using business models focused on outcomes and profits.
3) Privatization of education has grown substantially in countries like the US and UK through contracting of public schools and greater corporate involvement. Globalization shapes social relations and policy choices worldwide regarding education.
The document outlines the 11 steps of a research journey:
1. Identify the discipline and paradigm.
2. Determine the specific area of investigation within that discipline.
3. Identify the research approach, such as historical, descriptive, or experimental.
4. Conduct a literature review to define the research problem and questions.
5. Determine the type of data needed, whether quantitative, qualitative, or mixed methods.
The steps then continue through data collection, analysis, and writing up the findings.
This document discusses globalization and international communications through analyzing key theorists like Giddens and Appadurai. It summarizes Appadurai's concept of "scapes" which describe different flows that characterize global cultural interactions. The document also briefly discusses the history of models in international communication, including communication and development, cultural imperialism, and cultural pluralism. It analyzes the tension between global and local forces and the role of media.
Internationalisation of the media tends to undermine national culturesYusuf Kurniawan
The document discusses how the internationalization of media tends to undermine national cultures in three paragraphs or less:
The rise of global media industries has increased competition amongst media companies to attract larger audiences. This has led media institutions to internationalize and import/export media content across borders in order to grow their audiences. However, importing large quantities of foreign media, particularly from Western countries, can negatively impact local cultures by exposing audiences to new cultural values through television programs and advertising. The phenomenon is known as "cultural imperialism," and sees the domination of Western entertainment programming implanting foreign values on audiences in developing nations. While internationalization increases access to remote cultures, it also changes domestic cultures without recognition as people are exposed to new forms
This document discusses the author's ancestors who worked as journalists and pioneers in media in the early 20th century in India and Pakistan. It provides brief biographies of the author's father and uncles who published newspapers and periodicals in Delhi, Lahore, and other cities before 1947. The document serves to dedicate the author's book on contemporary world media to these ancestors who helped pioneer media in their time period.
Five paradoxes of soft power in a post globalization eraTerry Flew
The document discusses several paradoxes of soft power in the current era:
1) While media globalization enables soft power strategies, theories of active audiences reject the transmission model of culture assumed by soft power.
2) Nation-states are leading soft power initiatives even as globalization is thought to weaken states.
3) Media seen as distant from governments may have more influence, but governments fund such media as cultural diplomacy.
4) Popular entertainment arguably has more soft power but governments invest in news and high culture.
5) Most soft power discussions focus on traditional media, but digital media may enable the most effective strategies.
This year I started developing a new portfolio - a teaching career (whilst remaining a fully devoted civil servant and diplomat, of course :). I wrote an authorial programme on public diplomacy, dedicated to students of the 6th semester of BA studies in international relations. My programme was presented in the form of presentations and was aimed at stimulating discussions among students. The discussions were dynamic, vivid and very inspirational. This is why I wanted to show my presentations to a wider audience. This is the first one. I hope you will find it interesting and worth giving me some tips and hints on how to make further presentations as attractive to various audiences, as possible. Looking foward to your feedback and any questions you may have!
This document discusses the role of culture in foreign affairs and cultural diplomacy. It begins by defining culture and its links to identity. It then examines three influential books that framed discussions of culture and civilizations after the Cold War. Cultural diplomacy is defined as the exchange of culture between nations to foster understanding. Examples of cultural diplomacy are provided, ranging from artist exchanges to popular music. The document concludes by listing literature on cultural diplomacy and posing questions for students.
The document discusses several key concepts and theories related to media globalization:
1) Giddens' definition of globalization as intensified worldwide social relations linking distant places.
2) Cultural imperialism defined as a society being integrated into the modern world system and adopting dominant values/structures.
3) Three schools of thought on globalization: hyperglobalizers, skeptics, and transformationalists.
4) Globalization argued to be a driving force reshaping societies through rapid social, political, and economic changes.
Community media is media that is operated by, for, and about a community. It aims to give community members a voice and promote participation, ownership, and accountability. In Maldives, community media could empower communities by addressing local issues, disseminating important information like during natural disasters, and supporting livelihoods like fishing. It works as a tool for development by facilitating co-learning, sharing best practices, and guiding community empowerment through skills development and promoting local talent.
The paper was presented international conference in Uinversity of Kerela,Thiruvananthapuram,India regarding Culture,language,anld globalization.February,2008.
This document discusses several key aspects of globalization and its impact on nation-states. It outlines threats to nation-states like global economic flows, transnational organizations, and issues like terrorism and the environment. It also discusses the origins of the modern nation-state in 1648 and concepts like nationalism. International institutions focused on human rights can challenge nation-state sovereignty. Benedict Anderson's theory of imagined communities is summarized, how the idea of the nation was spread by novels and newspapers. The document closes by considering changes in global political relations, with the EU, China and US seen as most important, and new global political institutions.
This document summarizes a talk given by Michael Keith on migration and transnationalism. It discusses several key topics:
1) It examines different frameworks for understanding migration like assimilation, multiculturalism, and integration. It also looks at how concepts of "home" and identity are changing in a globalized world.
2) It analyzes the economic, social, political and cultural dimensions and implications of transnationalism. This includes how transnational ties impact areas like remittances, trade, politics and rights.
3) It discusses several case studies of migrant settlements to illustrate the complex ways migrants make a home across borders and the policy challenges this poses around citizenship, belonging and scale.
The document
This document discusses the shift in migration studies from examining "sites" to studying "fields" through a transnational lens. It outlines three main points:
1) Transnational theory considers migrants as both immigrants and emigrants, examining sending, transit, and receiving contexts as well as social, economic, and cultural flows between places.
2) Research focuses on dispersed social fields rather than geographic locations, requiring multi-sited fieldwork across places. This revives comparative approaches and makes ethnography transnational.
3) Practicing multi-sited research involves following actors and objects across places, balancing between sites, and piecing together different local ethnographies while managing challenges of access and cultural competence.
Superstorm Sandy overwhelmed the American Red Cross with relief needs in 11 states. The Red Cross raised $254 million for relief efforts, spending $145 million immediately and reserving $109 million for long-term assistance. Social media played a key role in fundraising and communications, with two staff dedicated to managing Red Cross social media accounts. The Red Cross continues relief work and aims to support survivors until all donated funds are spent.
The document discusses several perspectives on cultural globalization:
1) Hyperglobalizers view the homogenization of culture under American popular culture and consumerism. Political skeptics see thin global culture relative to national cultures with ongoing cultural differences and conflicts.
2) Transformationalists see an intermingling of cultures resulting in new hybrid cultural forms.
3) Culture is shaped by social constructions, everyday expressions, and commodified outputs from industries like film, TV, and music.
4) Cultural globalization involves the transmission of culture through movement of people, objects, communication, and is facilitated by advances in transportation and technology.
Media globalisation and cultural imperialismMira K Desai
This document summarizes the key ideas in an article about cultural imperialism and contrary evidence from Indian television. It discusses how early theories of cultural imperialism assumed Western dominance through media but that globalization has led to more complex flows and localization. It provides examples from Indian television, like the rise of ZEE reaching 169 countries, licensing Indian shows abroad, and Indian content serving global audiences in different ways. The document examines arguments for both cultural imperialism and contrary evidence from factors like national policies, markets, and hybridization in cultures today.
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.
The document discusses Henry Jenkins' views on media convergence. Jenkins argues that no single medium will dominate and media will not be funnelled through one device. He describes five processes of convergence culture: technological, economic, social/organic, cultural, and global. Jenkins believes old media evolves into new forms rather than dying out and that convergence allows for more interactive and transmedia storytelling across cultural boundaries on a global scale.
Globalization refers to the increasing interaction and integration between people and companies around the world due to advances in transportation and communication technology. This process began in the early 19th century with steamships and telegraphs but accelerated greatly in the late 20th century with the rise of the Internet. Globalization involves the increased international trade of goods and services as well as flow of capital, technology, and information. While globalization began centuries ago, it has grown rapidly since the 1800s and transformed the world's economic and cultural systems in the late 1900s.
This document discusses public participation in environmental decision-making and protection efforts. It contains three guest editor introductions on this topic.
The first introduction discusses how citizens around the world are working to protect the environment in their local areas and participating in decision-making processes. It notes that while citizen participation is still limited in some countries, Ireland provides a model of good practice.
The second introduction outlines some key principles of effective community planning, including involving all community members, using visual tools, communicating effectively, following up on results, and developing local skills and capacity. It emphasizes planning a coherent strategy and process.
The third introduction describes Coastwatch Europe, a network where volunteers monitor and protect coastal ecosystems by conducting shoreline
This document provides an overview of the concept of media imperialism and frameworks for understanding the relationship between media and development. It discusses the functions of media, links between media and development paradigms, and the emergence of the media imperialism thesis. Key assumptions and evidence for and against the media imperialism thesis are examined. Alternative perspectives such as reception theory, agency, and Everett Rogers' diffusion of innovations approach are also presented.
The document discusses the effects of globalization and markets on education. Key points include:
1) Education has become increasingly commodified and corporatized as neo-liberal economic policies have transformed it into an arena for commercial activity. Courses and programs are now marketed and tailored to students as consumers.
2) Pressures to reduce costs have decreased time for scholarship and increased class sizes, undermining education quality. Problems are now framed and addressed using business models focused on outcomes and profits.
3) Privatization of education has grown substantially in countries like the US and UK through contracting of public schools and greater corporate involvement. Globalization shapes social relations and policy choices worldwide regarding education.
The document outlines the 11 steps of a research journey:
1. Identify the discipline and paradigm.
2. Determine the specific area of investigation within that discipline.
3. Identify the research approach, such as historical, descriptive, or experimental.
4. Conduct a literature review to define the research problem and questions.
5. Determine the type of data needed, whether quantitative, qualitative, or mixed methods.
The steps then continue through data collection, analysis, and writing up the findings.
This document discusses adult learning and knowledge management. It contrasts pedagogy and andragogy, noting that andragogy involves independent and experienced learners who help shape the content. Tacit and explicit knowledge are also contrasted, with tacit knowledge being difficult to formalize and share compared to explicit knowledge. Barriers to knowledge sharing include knowledge hoarding, lack of credit, and lack of sharing mechanisms. Knowledge management can benefit organizations by facilitating organizational learning and improving learning signatures if barriers are addressed.
The document discusses South Africa's education crisis, presenting evidence from books, articles, and newspapers from 2008-2012 that point to major issues in the education system like unequal funding and poor learning outcomes. It also shares excerpts from sources that describe the crisis, including lack of textbooks and teachers in black schools as early as the 1980s. Recommendations are promised to address the crisis and save children's education.
1) The document summarizes a presentation on implementing school readiness components in 31 poorly performing schools in Gauteng, South Africa.
2) It identifies 8 key school readiness components: teacher and learner attendance; teacher information; learner information; annual planning; timetabling; teaching schedules; organizational structure; and teaching/learning materials.
3) A project plan is proposed to establish these 8 components in the schools to allow for optimal school operations, including finding information, establishing the components, and assisting with implementation of rules and regulations.
The document discusses the state of education in South Africa and challenges facing the country. It presents data on learner dropout rates between grades 1 and 12, showing that only about 44% of learners are retained from grade 1 to grade 12. Test score results from international and regional assessments like TIMSS and SACMEQ indicate poor performance by South African learners. Five key propositions are presented: (1) human capacity is needed at multiple levels beyond just schools, (2) education is a people-intensive activity requiring tailored support, (3) the common belief that IQ is determined by socioeconomic status is untrue, (4) compliance accounts for only 25% of performance, and (5) there is a
The document summarizes key points from lectures by Dr. Muavia Gallie on the topics of globalization, educational trends, and the open society. Some of the main ideas discussed include:
1) Globalization is increasing competition and changing how education is valued, leading to rising demand for higher education.
2) However, it can also increase inequality in access to quality education and skills.
3) Societies in transition face challenges in balancing global economic pressures with building national and cultural identity through education.
1. Monitoring and evaluation are important functions of management that allow leaders to assess results, improve processes, promote learning, and ensure accountability.
2. Key aspects of monitoring include systematically collecting and analyzing information over time to identify changes and measure progress against plans. Evaluation analyzes the effectiveness and direction of activities by making judgments about impact and progress.
3. Monitoring and evaluation are important school leadership tools to assess whether objectives are being met, adapt plans as needed, identify lessons learned, understand stakeholder perspectives, and ensure efficient and appropriate use of resources.
The document discusses the implications of globalization for knowledge, education, and learning. It outlines 10 components of how education needs to change, including focusing on abstract concepts, taking a holistic interdisciplinary approach, enhancing students' ability to manipulate symbols and acquire/utilize knowledge, producing more scientifically trained persons, blurring distinctions between mental and physical labor, encouraging teamwork, using virtual global teams, being more agile/flexible, and breaking boundaries of space and time through technology. It emphasizes the need for public-private partnerships and a collaborative approach to meeting the demands of the new global knowledge economy.
This document summarizes a presentation given at the EMASA International Conference on August 7-9, 2009. The presentation discussed "Complex Demographics" in South African schools from the perspective of two school principals.
The presentation covered conceptual frameworks of school functionality, profiles of the two sampled schools (Randfontein High School and Groenberg Secondary School), commonalities between the schools, and how their ecologies have shifted over time. Both schools serve demographically complex student populations but have achieved high learner success through principals and teachers who are deeply committed to education and take challenges as opportunities.
The document provides information on instructional leadership and the learning organization. It discusses topics such as teacher attendance monitoring systems, models of teaching and learning, Peter Senge's five disciplines of a learning organization, characteristics of a learning organization, and components and assessment of learning outcomes. The presentation aims to help change current practices to attain quality education for all learners. It emphasizes the importance of systems thinking, personal mastery, mental models, shared vision, and team learning in developing a successful learning organization.
This document provides an overview of a workshop on school turnaround strategies. It discusses conceptual tools like the Northern Pike experiment and theories related to education, organization, and change. It also outlines barriers to learning in South Africa and presents a problem-solving approach involving 50 school quality and operational systems. Principles of school turnaround emphasize that all learners can succeed regardless of background and that adults must change their thinking. Models are discussed for selecting turnaround approaches considering technical, economic, political and social justice factors. Overall the document presents frameworks and concepts for analyzing challenges in underperforming schools and developing strategies to improve performance.
This document contains questions for an education management course relating to education as a profession. It begins with 10 short answer questions about the roles of educators, characteristics of a profession in relation to education, the meaning of SACE, its establishment date, core responsibilities, composition of its council, reasons for removal from its register, duties of its professional development division, and concepts of registration. It then provides 3 essay questions about registering with SACE as a student teacher, SACE's disciplinary procedures, and interpreting professionalism in South Africa compared to New York and New Zealand.
The document summarizes the ACE School Leadership programme for training principals in South Africa. It discusses the origin and core activities of the ACE program, as well as the various modules offered to help develop leadership competencies. Concerns are raised about the appropriateness of the program given the low success rates in South African schools and need for support beyond just developing individual skills. External factors like policies, social issues, and resources available to schools must also be considered.
1. The document discusses instructional leadership and monitoring and evaluation in education. It provides information on defining monitoring and evaluation, the purpose and importance of M&E, and the key steps in conducting monitoring and evaluation.
2.
This report summarizes the findings and recommendations of a panel appointed to review the implementation of South Africa's National Curriculum Statement.
Key issues identified include: confusion caused by numerous policy documents; challenges with transitions between grades; problems with assessment policies and practices; inadequate learning and teaching support materials; and insufficient teacher support and training.
The panel's high-level recommendations are: 1) Develop a clear 5-year plan to improve teaching and learning; 2) Streamline curriculum and assessment policies into single documents per subject per phase; 3) Clarify the role of subject advisors; 4) Reduce teachers' administrative workload; 5) Simplify assessment; 6) Address overload in the Intermediate Phase; 7
This document discusses different types of electricity including static electricity, current electricity, and two types of electric current - direct current (DC) and alternating current (AC). It provides examples of sources of each type of current such as batteries for DC and power plants for AC. It also describes the components of batteries and different types of batteries including primary batteries that are single-use and secondary batteries that can be recharged.
Thomas Edison invented the light bulb in 1879 to illuminate the night. It has a filament, stem, and wires. Electrical energy can come from water, wind, or uranium and undergoes transformations from mechanical to kinetic to electrical energy power the light bulb. Inventors aimed to develop long-lasting light bulbs that didn't consume large amounts of energy.
- Electricity was discovered near the Greek city of Magnesia in 600 BC. Benjamin Franklin later discovered electricity in the 18th century.
- One of the first electric machines invented was the light bulb, created by Thomas Edison in 1879. It used a filament to produce light and consisted of two vertical wires attached to the filament.
- The main parts of electric machines are generators, which produce electricity, motors, which use electricity to power mechanical devices, and transformers, which change the voltage of alternating current.
This document discusses international communication and globalization. It begins by outlining three learning objectives related to defining globalization, relating it to international communication, and discussing contradictions and directions. The body then discusses several key aspects of globalization, including the compression of time and space through advances in communication technology, the development of global consciousness, and the disembedding of interactions from local contexts. It also examines how communication plays a role in globalization processes and the contradictions that exist, such as globalization increasing both unification and fragmentation.
The chapter introduces key concepts in human geography and explains why geography matters. It discusses how places are socially constructed yet interdependent on each other and connected through globalization. The chapter outlines how geography analyzes relationships between places at different scales from global to local. It also introduces tools used in geography like maps, distance concepts, and regions to study spatial relationships and interactions between places.
This document discusses sociological thinking in a global context. It defines globalization as the increasing integration of societies, cultures, and actors worldwide. As an example, it describes one presenter who is a Pakistani citizen studying in Australia and presenting in the UK using software from the US on a computer likely made in China. It then outlines several key aspects and dimensions of globalization, including the compression of time and space through technology; the diffusion of global culture; common shared problems across societies; increased interconnectedness and interdependencies between countries; the influence of transnational actors; and the reinforcement between political, economic, social, cultural and technological changes. Finally, it discusses the concept of "globality" as the internalization of globalization
Globalization and convergence are complex processes that are transforming cultures worldwide. While optimists believe the internet and increased travel can empower communities and increase understanding, pessimists argue it risks homogenizing culture and further marginalizing the poor. Academics note globalization lacks a precise definition and depictions of media imperialism are outdated, as cultural flows now enhance states and transform identities. Rapid changes include the stretching of activities across borders, intensified interconnectedness, and accelerated interactions, with corporations playing a key role in cultural distribution, though their influence may be overstated.
Globalization and implications for educationCarla Piper
The document discusses the implications of globalization for education. It defines globalization as the increasing integration and interdependence of countries through movement of ideas, capital, labor and goods. This process has cultural, economic and technological impacts and creates tensions between local and global influences. The document argues that education must prepare students for this globalized world by developing skills like cultural understanding, interdisciplinary thinking, and the ability to work with diverse groups.
This document discusses world cultures and cultural elements. It defines culture as the totality of human civilization and experiences anywhere on Earth. It emphasizes understanding other cultures based on their own values rather than comparison. Culture produces stability, nurturing, and acts as an important representation for communities. People's lives are heavily influenced by their cultural traditions in terms of outlooks, morals, and anxieties. Political issues discussed include democracy, governance, and the use of power. National security issues include terrorism, organized crime, climate change, and cyber threats. The conclusion states that cultural elements define civilizations and influence ideas and actions.
International Business Dynamics Moduel 1.pptxSabaShariff5
This document discusses various aspects of international business including objectives, factors influencing international business, the evolution and drivers of international business, challenges, differences between domestic and international business, key players, and the business environment. It also examines models for understanding cross-cultural management including Hofstede's, Hall's, House's, and Kluckhohn and Strodtbeck's cultural dimensions as well as Trompenaar's framework for analyzing cultural differences.
This document summarizes key aspects of debates around globalization. It begins with definitions of globalization as the compression of time and space through increased interconnections and interdependencies globally. It then outlines some of the key processes highlighted by Bosworth and Gordon, such as the expansion of international commerce and private capital flows. It also discusses public controversies over globalization related to its winners and losers. Finally, it previews empirical and normative debates on issues such as whether globalization is a new era or nothing new, and whether it benefits the poor.
This course introduces students to the contemporary world by examining the multifaceted phenomenon of globalization. It will provide an overview of global governance, development, and sustainability issues. The goal is to help students understand the increasing interconnectedness of people and places around the world and develop a sense of global citizenship and responsibility. The first chapter will define and discuss the key aspects of the process of globalization. It will examine both the benefits and criticisms of economic globalization from different perspectives.
The document discusses the implications of globalization for education. It defines globalization as the increasing integration and interdependence of economies, technologies, and cultures worldwide. This has led to tensions between global and local needs that education must address. Schools must prepare students for a globalized world while respecting local values. The document recommends educating students in global systems, interdisciplinary thinking, cultural diversity, and social justice to foster global understanding and tolerance.
The document discusses the concept of the "global village" proposed by Marshall McLuhan and how the internet has impacted this idea. Specifically, it notes that the internet reduces the barrier of physical distance, expands social spheres through the openness of the web, and allows for rapid spreading of global news through enhanced online communication. This forces increased global involvement according to McLuhan's perspective.
"What got us here, wont get us there!" Pirelli july 2014 Mebs Loghdey
I have developed and delivered two fresh and interesting sessions for Hyper Island, Unilever, Mercer and Pirelli. These sessions were developed as a response the Innovation and Sustainability imperatives faced by most managers.
Entitled "What got us here won't get us there!", this sessions teach managers about
1. Language, metaphor and reframing
2. Q-storming - designing powerful questions
3. Systems thinking
Managers leave these sessions better equipped to engage a future that is at once digital, mobile, social, green and data rich.
This document discusses how media has influenced the globalization of culture through five stages of development: oral communication, script, printing press, electronic media, and digital media. It analyzes how different forms of media drive manifestations of global integration and the dynamics between local and global cultural production. Local cultures are not static but rather accommodate and assimilate global cultures due to increased contact through various media like television, radio, and now social media. The outcomes of these cultural interactions and influences are cultural differentialism, convergence, and hybridity as local cultures adapt to global influences while maintaining their own uniqueness.
REPORTING AFRICA IN THE GLOBAL AGE: THE DIFFERENCE GLOBALISATION MAKESAusten Uche Uwosomah
Globalization has made some differences in how international media reports on Africa. Scholte's definition views globalization as increasing supraterritorial social connections between people worldwide. Bisley sees it as causing interconnected changes with uneven consequences. Both see the state as important. Globalization has increased Western journalists in Africa and dissemination of African news globally. However, Western media continues exploiting stereotypical images of crises and suffering in Africa, undermining its history and achievements. This fatigue's global audiences and reduces compassion over time despite increased awareness. While globalization spread news more, it did not change the negative focus on Africa.
This document provides an overview of key concepts in intercultural communication. It discusses how globalization and population shifts are increasing intercultural interactions. Six global issues that impact lives are also identified: globalization, international conflicts, competition for resources, environmental challenges, health issues, and population shifts. Communication and culture are defined. Culture is presented as a learned and dynamic system that is shared and transmitted between generations. Five primary elements that make up culture are identified as history, religion, values, social organizations, and language.
This document provides an overview of a unit on globalization and multicultural literacies. The unit aims to help students understand and appreciate globalization while preserving local culture. It discusses how technology has made the world more connected and interdependent, posing both opportunities and challenges for education. Students must learn to engage with the global market while maintaining their own cultural identities and traditions. The document defines globalization as the increasing integration and interconnectedness of countries and peoples through reduced barriers to trade, communication and travel. It notes globalization can both strengthen communities and cause some to lose touch with local culture.
CRUCIAL FACTORS IN THE GLOBALIZATION OF CULTURE.pptxCatherineNolasco3
Cultural globalization is the process by which cultural values, ideas, and experiences spread globally through various factors such as tourism, social media, education, and entertainment. While cultural globalization allows for the spread of ideas and a more cosmopolitan world, it can also weaken local cultures and cause homogeneity if one dominant culture replaces aspects of smaller cultures. Both positive and negative effects on cultures can result from the globalization process.
The document summarizes the work and ideas of Néstor García Canclini, an Argentine academic known for theorizing the concept of "hybridity." Some key points:
- García Canclini got his PhD from University of Paris X and currently works in Mexico City, directing urban culture studies.
- His books include "Hybrid Cultures" and "Consumers and Citizens," which discuss how mass media have contributed to a reshaping of Latin American cultures rather than erasing local forms of expression.
- He believes cultures are becoming "hybrid" through a mixing of local traditions and global influences, and sees this as contributing to understanding failures in certain political models based on modern notions of autonomy
Exploring Media Theory lecture 6 PostmodernismMarcus Leaning
This document provides an overview of postmodernism and key concepts related to media theory. It discusses how postmodernism emerged after modernity and is characterized by a rejection of certainties, fluidity of signs and meanings, and the proliferation of information and communication technologies. The summary discusses how postmodern culture reflects a world with fluid identities, unfixed signs that are constantly reused in new ways, and the transformation to an information economy driven by new media.
TCW - MODULE 1 - THE CONTEMPORARY WORLD.pdfYmerTiburcio1
This document provides an overview of a chapter on the introduction to globalization. It discusses definitions of globalization, traces its historical evolution from prehistoric to contemporary times, and outlines five distinct historical periods of increasing global connections. The chapter aims to differentiate competing conceptions of globalization, identify underlying philosophies, agree on a working definition, and trace the process from limited early human contact to today's highly interconnected world.
Similar to OPV 361 Globalisation Lecture 5 8 X 2 (20)
The document outlines the structure and content of a Business Studies exam for Grade 12 consisting of 10 questions across 5 topics, with 300 total marks. It shows the breakdown of marks for 2 exam papers from 2020 and the minimum marks needed to pass. Prior years' exam papers from 2015 to 2019 are also listed. The presenter is thanked at the end.
This document discusses how poverty affects children's academic performance and what schools can do to help. It describes the nature of poverty, outlining different types such as situational, generational, urban and rural poverty. It discusses the effects of poverty on children, including emotional, social, health and cognitive challenges. Children living in poverty often face unstable home environments with fewer resources and opportunities for enrichment compared to wealthier children. The document proposes that schools can help mitigate these challenges through appropriate strategies and support.
High-Performing in High-Poverty schools - The School of Excellence Methodolog...Education Moving Up Cc.
This document summarizes a presentation on teaching in high-poverty schools. It discusses six types of poverty and provides study questions for each chapter of the book "Teaching with Poverty in Mind". The types of poverty are absolute, relative, situational, generational, rural, and urban poverty. The study questions guide reflection on how poverty affects student behavior and learning, the mindset needed for change, school-wide and classroom success factors, and instructional strategies. More than 60% of South African children experience multidimensional poverty, with the highest rates in rural areas, among orphans, and Black African children.
Dr. Muavia Gallie, the director of SiSopen, gave a presentation on using multiple choice questions and heutagogy to transform data into intelligence in education. SiSopen is a school intelligence system that uses open-source technology to help schools design excellence by moving beyond just data to gain intelligence from data. The presentation discussed using MCQs to support student-led or heutagogical learning and provided links to the SiSopen website and blog on open technology in education for further information.
Facilitating the school turnaround methodology, being in process with multiple schools, to ensure that we develop Schools of Excellence, especially in schools located in poor and marginalised communities.
This document contains a presentation by Dr. Muavia Gallie on school turnaround. It discusses moving from dysfunctionality by design under apartheid to excellence by design. It highlights strategies like setting individualized learner targets and plans, focusing on learning over opinions, and allocating 170 days per year to teaching and learning with extended time. Target setting is identified as key, with learners and teachers having quantifiable annual targets to work towards. 170 days of teaching time per year is cited as best practice, originating from CAPS policy documents. Differentiation of time based on learner needs is also discussed.
This document outlines an approach to school excellence through intentional design of school systems and processes. It discusses 12 topics that characterize a school focused on excellence versus one experiencing chaos. Some of the key points include having daily lesson plans that are 50-60 minutes long and include 15-20 minutes of classwork, allocating 170 days for teaching and learning, conducting risk analysis on learners to provide early intervention, and including digital teaching time to support self-directed learning. The approach aims to move schools away from seeing failure as normal and toward the goal of 100% learner success.
Focus on the school turnaround methodology in order to fix up the operational, managerial and leadership processes in underperforming and high functioning schools. Intended to ensure that all learners are successful in schools, and that excellence become the target to strive towards.
Dr. Muavia Gallie presented on school turnaround strategies. The presentation discussed moving schools from dysfunctionality by design under apartheid to excellence by design. It outlined eight components for school readiness, 50 operational systems, and 60 quality systems that schools need to implement excellence. The presentation also compared school improvement to school turnaround, noting that turnaround requires redefinition, modification or substitution of approaches and tasks. Finally, it provided examples of implementing excellence by design at Zwelethemba High School, including setting targets for learners and teachers, allocating 170 days for teaching and learning, including transitional time in the timetable, and extending the school day to maximize learning time.
ATKV - Back to basics - From underperforming schools to institutions of excel...Education Moving Up Cc.
The document provides information about a presentation given by Dr. Muavia Gallie on school turnaround. It discusses taking underperforming schools and making them institutions of excellence. It provides the presenter's credentials and organizations, as well as websites for additional information. Graphs and figures are shown on topics like the virtuous circle of inclusive growth and development, and the varying role of redistribution in reducing inequality.
TeachSA 2016 cohort - The Why, What, How and When of school turnaround method...Education Moving Up Cc.
This document provides an overview of school turnaround methodology presented by Dr. Muavia Gallie. It discusses the need for school turnaround due to poor education outcomes in South Africa. Only 1 in 100 students who enter school will complete tertiary education. The document outlines the difference between school improvement and school turnaround, with turnaround requiring deeper change. It then presents frameworks and principles for school turnaround methodology, including 5 domains with 20 frameworks addressing various areas like beliefs, knowledge, processes, implementation and monitoring/evaluation. The methodology follows 5 phases and includes tools like a school turnaround planning framework and the STP problem-solving approach.
An alternative way of managing and leading schools in communities that are not seeing success for all learners, due to contextual (poverty-stricken) issues.
Dr. Muavia Gallie presented on school turnaround methodology. Key points included:
- South Africa's education system is inefficient, with only 1 in 100 students completing tertiary education. Student dropout rates are very high.
- The presentation defined the differences between school improvement and school turnaround, with turnaround requiring deeper change like redefinition of approaches and goals.
- A school turnaround methodology was presented involving 5 phases to transform underperforming schools to excellence through principles, frameworks and operational systems.
This document outlines a presentation on school turnaround and target setting. It details 17 portals or levels for setting targets, from the funder level down to the individual learner level. At each level, key performance data is displayed, such as average subject scores over time. Targets are then set to show areas for improvement and growth goals at each analysis level within the school system.
This document outlines a school turnaround methodology presented by Dr. Muavia Gallie. It discusses key principles of school turnaround including ownership, planning, curriculum management, and sustainability. The methodology involves 5 phases and includes self-assessment of 8 school readiness components to rate a school's performance from under-performing to excellent. The readiness components cover areas like attendance, teacher/learner information, annual planning, timetabling, teaching schedules, organizational structure, and instructional support materials. Schools conduct quarterly self-assessments and workshops to improve their ratings by focusing on 3 components, including the weakest, per quarter with confirmation from change agents. The methodology aims to turn under-performing schools into academic champions through
CWED - Roles and Responsibilities of Heads of Department in Curriculum Manage...Education Moving Up Cc.
Clarifying the legislative, professional, social justice, monitoring and evaluation, and support and development roles and responsibilities of heads of departments
Constructing of Lesson plan; legislative requirements of CAPS; teaching lesson based on days or periods; weighting or pace setters; teaching and learning methods; assessment plans for teachers and learners; data bank of questions for examination purpose
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
School Turn-around Methodology; Deep Change; Sources of our work; Construction of Lesson Plans; Personalised Learning; Target Setting; Learner Dreams; SiSopen (school intelligent system)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
OPV 361 Globalisation Lecture 5 8 X 2
1. Education, Markets and
Globalisation
Presenter: Dr Muavia Gallie (PhD)
Lecture 5 - 8
Week 2: 15 - 18 February 2010
1
Introduction
1. Assignment (500 - 550 words) - Choose a topic on
Globalisation from within your field of specialisation;
2. Design and produce an A3 poster on the assignment;
3. Work in groups of three (3) - produce your own work (different
topics) - read each other’s essay and make constructive
suggestions - final product must be marked out of 10 -
declaration - hand in on 8 March 2010 by 14h00;
4. Test on 4 March 2010, at 17h30 at Groenkloof, Exam in June;
5. References of articles on Globalisation on page 37.
2
1
2. Lecture 5
Thinking Globally – Cohen R. and
Kennedy P. (2000)
• Changing concepts of space and time;
1. An increasing volume of cultural
interactions;
2. The commonality of problems facing all
the world’s inhabitants.
3
5.1.1 Changing concepts of space and time
• Leading Globalisation theorist – Robertson (1992,
p.8,27) – cultures and societies are being
squeezed together
• Driven towards increased mutual interaction;
• “Compression of the world” – world is being one
place and one system;
• Therefore – need a shift in “space and time”;
• Harvey (1989, p.240-254) – pre-modern society –
space was understood in concrete localities;
movement was dangerous and difficult, safer to
remain in they enjoy fixed and unchanging rights
and obligations;
• However, important changes have altered this: 4
2
3. 5.1.2 Alteration to understanding of space and time
1. The beginnings of Arab, Chinese, Pacific Islander and
European exploration and navigation of the world;
2. Copernicus’s theory, published in 1543, which
established that the sun, not the earth, was the centre
of our planetary system;
3. The discovery of the rules of perspectives in visual art;
4. The rise of humanist, people-centred, ways of thinking
about human life in place of a solely religious pre-
occupation spurred by Renaissance thinking;
5. The increasing use of the mechanical printing press;
6. The advent of the mechanical clock;
7. The unfolding revolution of transport technology
associated with industrialisation. 5
5.1.3 Example: Transport technology
Changes in the speed of transport, 1500 – 1960s
1500 – 1840 1850 – 1930 1950s 1960s
Horse-drawn Steamships Propeller air Jet air
coaches/ sail and
ships locomotives
16 kph 56 – 104 kph 480 – 640 kph 800 – 1120 kph
Source: Dicken (1992, p.104)
6
3
4. 5.1.4 Time-space compression
Implication of this shift?
• Time and distance have dwindled in significance as forces
shaping human actions;
• Less bound by ties to specific places and events;
• Both space and time have become freely available for us to
manipulate and control;
• We can accomplish far more things in any given unit of time
and events crowd in upon us at an ever-greater speed;
• With life becoming faster, so distance is conquered;
• We judge distance i.t.o. time required to complete a journey,
not by the number of kilometres between two points;
• No one people is wholly confined to one place and mass travel
enables many to experience other cultures;
7
5.1.5 Time-space compression
Implication of this shift? (cont.)
• Our social horizons are indefinitely extended;
• We are less dependent upon particular people and
fixed social relationships;
• Mass television, satellite communication;
• World population is placed on same stage;
• Emergence of global movements;
• But changes are not experience equally;
• Without the technology, fewer distance in kilometres
could be more distant that far greater kilometres in real
terms.
8
4
5. 5.2.1 Increasing Cultural Interaction
• Culture = all the modes of thought,
behaviour and artefacts that are transmitted
from generation to generation, by example,
education and public record;
• Specific intellectual, artistic and aesthetic
attainments in music, painting, literature,
film and other forms of expression;
• Culture is rich in imagery, metaphors, signs
and symbols;
• Also ‘abstract systems of understanding’ –
computer language 9
5.2.2 Increasing Cultural Interaction
• Culture and knowledge were acquired and
reinforced mainly in informal, everyday learning
with close family, church and community life;
• Diffusion to other social contexts took place very
slowly and in a fragmented way;
• Cultural interaction arising from increased contact
between peoples have gradually exposed all
humans to meanings in other societies;
• Immense expansion in the scope and spread of
abstract knowledge linked to science and growing
availability of mass, formal education.
10
5
6. 5.2.3 Increasing Cultural Interaction
These cultural interaction has generated several
important consequences:
• Can use cultural meanings across societies;
• Greater access to cultural meanings;
• Can obtain full pictures of other lifestyles;
• Possible to know about other people’s culture;
• Electronic mass media affect all those who are
exposed to it;
• Made conscious that we live in a pluralist, multi-
cultural world – invited to participate;
• Western and USA influences dominate the volume
and character of culture and knowledge flow. 11
5.3.1 Commonality of problems
• Tsunami, earthquakes, wars, etc. – reminder
of our common humanity;
• Our vulnerabilities to accident and misfortune
– and the existential truth that we all inhabit
the same small planet;
• Our choice not only rebound on our own
lives, they directly affect the lives of others far
away;
• Often unaware of this and do not intend our
action to harm distant strangers.
12
6
7. 5.3.2 Commonality of problems
• Global problems require global
solutions;
• Can’t act alone: border problems, radio-
active accidents, currencies
speculation, drug-trafficking, etc;
• Only collaboration between
governments and regulation at the
global level can provide genuine
solutions;
• Problem for ‘rich and poor’.
13
Lecture 6
Thinking Globally – Cohen R. and
Kennedy P. (2000)
4. Growing inter-connections and inter-
dependencies;
5. A network of increasingly powerful
transnational actors and organisation.
14
7
8. 5.4.1 Growing inter-connections and inter-dependencies
• Localities, countries, companies, social movements,
professional and other groups and citizens are woven into a
dense network of transnational exchanges and affiliations;
• Castells 1996 – we live in a ‘network society’;
• They have burst over territorial borders;
• The power of knowledge flows ‘takes precedence over the
flows of power’
• No clear cut separation between national and international life;
• International system consists of different layers of interactions
and connections;
• ‘Locality and geography will disappear altogether, the world will
genuinely be one place and the national state will be
redundant’;
15
5.4.2 Growing inter-connections and inter-dependencies
Greater need for ensure that:
• Financial structure and creation of credit;
• Knowledge structure maintenance;
• Increase in technology across nations;
• Limited choice ‘not to go global’ be protected;
• Regulative control and democratic
accountability not to lead to ecological
destruction, social fragmentation and poverty
16
8
9. 5.5 Transnational actors and
organisations
• Transnational corporations (TNCs);
• International governmental organisations
(IGOs);
• International non-governmental organisations
(INGOs);
• Global social movements (GSMs);
• Diasporas and stateless people;
• Other transnational actors (migrants;
international tourists; professionals; media
personalities; corporation personnel;
students, diplomats, etc.)
17
5.6 Synchronisation of all
dimensions
• All dimensions – economic, technological,
political, social and cultural – come together,
reinforcing and magnifying the impact of the
other;
• Economic – governments lost power;
• Technology – enormous growth in media
and information;
• Political – concern beyond borders;
• Social – international movements;
• Culture – expansion of cultural flow. 18
9
10. Lecture 7
Globalism: A new phenomenon
1. Thinking about ourselves collectively while identifying
with all humanity;
2. The end to one-way flows and the growth of multi-
cultural awareness;
3. The empowerment of self-awareness social actors;
4. The broadening of identities.
5. The origins of supra-national organisations;
6. Multi-national and trans-national corporations
19
7.1 Thinking about ourselves collectively
• Humankind – thinking about ourselves
collectively;
• Focusing on our shared concern;
• Cementing that all people have basic
human rights;
• Mr Nelson Mandela is embodying this
concept;
• Ubuntu – a person is a person through
other people
20
10
11. 7.2 A network of increasingly powerful transnational
actors and organisation
• We are possessing the technology to
support the choice of sharing the
governance of our planet rather than
fighting with one another to see who will
be in charge – Perlmutter 1991, p.901;
• The era of one-sided cultural and
political flows is over;
• Cooperation around a set of shared
values and structures is possible,
necessary and desirable.
21
7.3 Reflexive social actors and modernity
• Growing number of social actors who are
empowered to exercise Reflexivity in their
daily lives;
• Reflexive individuals tend to be self-
conscious and knowledgeable – They seek to
shape they own lives while redefining the
world around them;
• Rosenau (1990, p.13) – ‘today’s person-in-
the-street are not longer as uninvolved,
ignorant and manipulable with respect of
world affairs as were their forbears’.
22
11
12. 7.4 Broadening of identities
• No person or institution can avoid contact
with, and some knowledge of other culture;
• How do we feel about other cultures in the
light of our participation in the particular and
the local?
• We can respond by:
- Selection: select only what pleases us;
- Adaptation: participation in local and global;
- Resistance: resist due to suspicion that
these may disrupt local values and customs
23
7.6 Origins of Supra-national
organisations
• Organisations who existence does not depend on the good will of a
nation-state;
• Number and variety is large:
- religious organisations;
- associations like Rotary International;
- charitable and relief organisations like International Red Cross;
- scholarly organisations like World Council of Comparative Education
Societies;
- professional and scientific associations;
- international “development” agencies like World Bank, WHO;
- international military alliances like NATO;
- international political and juridical bodies like UN Security Council and
General Assembly, World Court, European Parliament;
- regulatory international economic relations like WTO
• Survival not dependent on one nation – other national organisations
owe their existence and continuation to decisions by national
governments. 24
12
13. 7.7 Multi-national and Trans-
national corporations
• They are a special kind of supra-national
organisation;
• Often exclusive membership and attitude of
competition;
• Focus on maximising their market share at
the expense of all others;
• Others focus on relationship of cooperation
with others, seeking maximisation of the
common good.
25
Lecture 8
Impact of supra-national organisations on education (MCGinn, N. –
1996)
1. Competition between the mass media controlled by trans-national
corporations and schools;
2. Stock of human resources i.t.o. the ability of education system to
match demands of economy;
3. Promotion of reduced state control of public education;
4. Participation in decision about the organisation and content of
education systems;
5. Offerings in exchange for influence on policy;
6. World Bank directly affect policy and practice in education;
7. Their quality concerns has to do with knowledge and skills required by
the corporations;
8. New metaphor for the organisations of education;
9. First and second impact of shifts in education;
26
10. Conclusion.
13
14. 8.1 Competition between the mass media controlled
by trans-national corporations and schools
• Ample evidence of the impact of advertising from
supra-national organisations on consumption
patterns;
• Example – Nestle – advertise about the wonders
of infant formulas significantly reducing breast-
feeding in Africa, and contribute to increase in
infant mortality;
• Heroes of children – from films and videos – their
values are not the same as those taught in
schools;
• Growing gap between values of education system
and mass media.
27
8.2 Stock of human resources i.t.o. the ability of
education system to match demands of economy
• Ability of education system to match demands
of economy;
• Easy movement of sites for cost-effectiveness
makes it difficult for education systems to
respond to demands;
• Educator argument = should make education
more general;
• Trans-nationals prefer training that
specifically respond to their requirements.
28
14
15. 8.3 Promotion of reduced state control of public education
• UNESCO encouraging regionalisation of education
for 20 years;
• World Bank actively promotes decentralisation and
privatisation;
• Both are about reduced state control over content
and operations;
• Increase involvement of groups that do not seek to
maximise the welfare of the national community;
• Libertarian ideology = use of markets instead of
politics to regulate social affairs;
• Sometimes ‘decentralisation of functions’ but
‘centralisation of decision making’;
• Example: UK – control over management, but central
government took control over curriculum.
29
8.4 Participation in decision about the organisation
and content of education systems
• European community direct involvement in
national decisions about the organisation and
content of higher education;
• Mexico – government signed a compact with the
“productive sector” that gives them direct role in
planning of education;
• Includes joint evaluation of existing study plans in
technological institutions to make them more
adequate to reality and needs of national industry;
• Control of technological institutes is decentralised,
and productive sector will participate in governing
boards. 30
15
16. 8.5 Trans-national corporations’ offerings in
exchange for influence on policy
• Funding for the general education budget;
• Funding for specific studies or projects;
• Provision of physical facilities;
• Conferences or travel to raise teacher
awareness of certain problems;
• Donation or subsidised sale of books and
equipment;
• Provision of instructors for certain types of
training;
• Promises to employ graduates of certain
kinds of programmes;
• Technical expertise in policy formulation and
planning. 31
8.6 World Bank directly affect policy and practice in education
• Providing loans only for Bank-specified
programmes;
• Establishing conditions that must be met before
loans can be implemented;
• Influencing the hiring of foreign consultants to help
in implementation;
• Providing overseas training and education in
institutions approved by the Bank;
• Organising communication among policy-makers
in various countries;
• Using research to justify recommendations for
specific programmes;
• Samoff argues – their research excludes national
unity, values and participation.
32
16
17. 8.7 Their quality concerns has to do with
knowledge and skills required by the corporations
• Their involvement led to narrowing of curriculum;
• Their trend is towards “vocationalisation” of
education, with de-emphasise on social
integration;
• USA = these are sold with argument that they will
solve problems of unemployment;
• Business-education alliance are not accompanied
by heave private sector investment, but rather
diversion of public funds from traditional education
programmes;
• Corporations spending more of their own money
on non-formal training programmes located
outside the public education.
33
8.8 New metaphor for the organisations of education
• Corporations have moved to “flexible”
production (move rapidly from country to
country in search of lower labour cost, and
favourable tax breaks);
• Key differences in new production:
- Design jobs to insure that workers learn
while doing;
- Bring designers and producers together with
clients – “just-in-time production”;
- Workers are no longer specialised but
instead require a broad range of skills;
- Plants closer to consumer – “global
localisation”.
34
17
18. 8.9 First and second impact of shifts in education
• Schools organised by communities of craft workers
had taught science as a set of processes by which
one could generate his or her own discoveries –
Common school of the State specified what
knowledge would be learned, and science was taught
as a body of knowledge rather than as a method of
inquiry;
• Professors will still tell students what to write in their
notebooks, but new ways of producing and learning
will be employed as well;
• Still give students a grounding in concepts and facts
of the disciplines, but more attention given to teaching
methods of learning;
• Group learning will be privileged over individual
learning. 35
8.10 Conclusion
• Focus from ‘teaching’ to ‘facilitation of
learning;
• Emphasis on ‘construction of knowledge
through action over discovery of existing
facts’;
• Learning is a process for producing
rather than acquiring knowledge
(Gibbons et al, 1994).
36
18