updated

Author: zhouyisu

session03.Rmd

@@ -75,9 +75,9 @@ background-size: contain
 
 Several great phases or waves of globalization are identified, each with their own point of origin.
 
-
 These phases happened sequentially, building on each other, and so this is different to the cycles theory.
 
+--
 
 .orange[Human migration history]
 
@@ -92,18 +92,16 @@ These phases happened sequentially, building on each other, and so this is diffe
 ### The Prehistoric period: the Great Divergence
 Human being emerged slowly from a .green[single origin] (East Africa) but gradually moving and diversifying all over the world.
 
-
 Globalization was very limited due to .green[lack of advanced technology] to overcome existing geographical and social obstacles. Long-distance interactions never materialized. 
 
-
 Very .green[limited social-political structures]: from hunters and gathers to settlers and farmers. Human first learn producing their own food. Surplus of food create new social classes (craftsman, bureaucrats, soldiers).
 
+--
 
 ### The premodern period
 
 New technology: .green[writing] (Mesopotamia 美索不達米亞, Egypt, and central China) and .green[wheels] (Southwest Asia).
 
-
 Wheels allows .violet[faster and more distant travel]. Writing allows the .violet[spread of ideas and inventions]. Writing also facilitated the .violet[coordination of complex social activities] and thus encouraged large state formations.
 
 ---
@@ -163,21 +161,18 @@ We now have the technology to show in great detail how human move from place to
 
 Globalization is a long-term cyclical process.
 
-
 Understanding the cycles rather than a single point of origin is most important.
 
-
 Therefore again globalization is nothing new.
 
-
 The current "global age" will pass and eventually be replaced by a new globalization.
 
+--
 
 ## .violet[Events theory]
 
 It is possible to point to specific events as the origin of globalization.
 
-
 Many can be identified – some are events that took place over time, others are exact days, such as:
 
 -  Roman conquests
@@ -196,7 +191,6 @@ Some argues that globalization is a continuation and extension of complex proces
 
 Still others argue that globalization should not be measured in mere decades or centuries. Rather, they suggest these processes have been folding for .orange[millennium] 千年. 
 
-
 ---
 
 # Globalization in historical times

session03.html

@@ -78,9 +78,9 @@
 
 Several great phases or waves of globalization are identified, each with their own point of origin.
 
-
 These phases happened sequentially, building on each other, and so this is different to the cycles theory.
 
+--
 
 .orange[Human migration history]
 
@@ -95,18 +95,16 @@
 ### The Prehistoric period: the Great Divergence
 Human being emerged slowly from a .green[single origin] (East Africa) but gradually moving and diversifying all over the world.
 
-
 Globalization was very limited due to .green[lack of advanced technology] to overcome existing geographical and social obstacles. Long-distance interactions never materialized. 
 
-
 Very .green[limited social-political structures]: from hunters and gathers to settlers and farmers. Human first learn producing their own food. Surplus of food create new social classes (craftsman, bureaucrats, soldiers).
 
+--
 
 ### The premodern period
 
 New technology: .green[writing] (Mesopotamia 美索不達米亞, Egypt, and central China) and .green[wheels] (Southwest Asia).
 
-
 Wheels allows .violet[faster and more distant travel]. Writing allows the .violet[spread of ideas and inventions]. Writing also facilitated the .violet[coordination of complex social activities] and thus encouraged large state formations.
 
 ---
@@ -166,21 +164,18 @@
 
 Globalization is a long-term cyclical process.
 
-
 Understanding the cycles rather than a single point of origin is most important.
 
-
 Therefore again globalization is nothing new.
 
-
 The current "global age" will pass and eventually be replaced by a new globalization.
 
+--
 
 ## .violet[Events theory]
 
 It is possible to point to specific events as the origin of globalization.
 
-
 Many can be identified – some are events that took place over time, others are exact days, such as:
 
 -  Roman conquests
@@ -199,7 +194,6 @@
 
 Still others argue that globalization should not be measured in mere decades or centuries. Rather, they suggest these processes have been folding for .orange[millennium] 千年. 
 
-
 ---
 
 # Globalization in historical times

session04.Rmd

@@ -30,14 +30,16 @@ To explore how these relate to or overlap with processes and structures of globa
 
 ---
 
-## The world we live in today inhereted much legacy from the past:
+## The world we live in today inherited much legacy from the past:
 
 .violet[Network] (e.g. Portuguese language linkage, English as medium of instruction)
 
 .violet[Culture/tradition] (e.g. type of festival we celebrate)
 
 .violet[Power relationship] (e.g. West v.s. the Rest)
 
+--
+
 We are focusing on globalization, which is related to .orange[other processes] that affected large parts of the world in the past and still do today.
 
 ---
@@ -89,22 +91,32 @@ background-position: center bottom
 
 First introduced by an American teacher Horace Wilson in .violet[1872]. Just 4 years after the .violet[Meiji Restoration] (明治維新) started. It embodies a foreign, modern, and civilized sports.
 
+--
+
 In 1900s, baseball became a national sports. At the same time, Japanese imperial army was raging across Asia:
 - 1894-1895 First Sino-Japanese War (甲午戰爭): Qing dynasty ceded Taiwan to Japan
 - 1904-1905 Russo-Japanese War (日俄戰爭): Russia recognizes Korea as part of the Japanese sphere of influence and evacuated Manchuria 满洲
 - 1910 Japan-Korea Treaty: Japan annex Korea completely. 
 
+--
+
 As a results of the war, more than 100,000 Japanese migrated from Japan to Taiwan, Manchuria, Korea. They built schools mostly for Japanese settlers. Baseball was brought to the colonies.
 
 ---
 ## 11th Summer Koshien
 
+--
+
 On August 15th, 1926, then Japanese Prime Minister Wakatsuki Reijiro 若槻禮次郞 attended the 2nd day of competition and made a public announcement to the audiences:
 
+--
+
 >.green[原文:] 剛健的精神存在於健康的體魄之中，國民體育之進步乃國家向上之要素。諸君通過公平競賽，促使國民體育進步，實爲無比幸福之事。祝願諸君之健鬥！
 
 >.green[Translation:] The spirit of being healthy exists in a healthyy body. The progress of national sports is an element of our nation's uplifting. I wish you all can promote the advancement of national sports through fair competition, which is really a matter of happiness. Wish you all engage in hard and healthy fight!
 
+--
+
 When asked by the reporter if he understood baseball, the PM said: "雖然看不太懂，但見識到了勇猛的氣勢。Although I don’t understand it, I saw the brave momentum."
 
 ---
@@ -116,12 +128,16 @@ background-size: contain
 
 On the court, there are two teams competing: Osaka HS vs. Dalian Commercial High 大連商業高中 (3-2, DL made 4 consecutive appearance in the national tournament). DL team mostly made of Japanese settlers but was cheerled by Chinese songs.
 
+--
+
 Dalian Commercial High school was among the five highschools from Manchuria:
 - 青島中學 Tsingtao high school
 - 奉天商業中學 Fengtian Commercial high school
 - 天津商業高中 Tianjin Commercial hign school
 - 南滿工業中學 Southern-Manchuria Industrial high school
 
+--
+
 According to historian Kawanishi Reiko, having a team from the Japanese colony has much symbolic meaning: 
 - Bid for political support of the sports from the Japanese empire.
 - Symbolize the Japanese spirit to domestic & colony audience:
@@ -147,6 +163,7 @@ background-image: url(./pic/kano.jpg)
 background-size: contain
 
 1931 嘉義農林學校 Chiayi Agricultural College received 2nd runner-up in the tournament
+
 ---
 
 background-image: url(https://lh5.googleusercontent.com/-FqCUNi5hS_w/UyPukR-ejoI/AAAAAAAAGHo/cKsrWDUW5Pg/w958-h539-no/6708c73b-dff1-43bc-9eff-5701a866c485.jpg)
@@ -161,15 +178,18 @@ background-position: center bottom
 
 .violet[Describes the various methods employed by one country to gain control of another country or geographical area, and then to exercise control - especially political, economic, and territorial - over that country or (geographical area) or over many other countries.]
 
+--
 
 Term originated from development of Roman Empire, indicating political forms that had characteristics of Roman rule (e.g. powerful leader, the ruled people & land).
 
+--
+
 Imperialism encompass a range of .green[controls]:
 - .green[Economic imperialism]: e.g. British East India Company 
 - .green[Political imperialism]: e.g. Soviet Union with its satellite states
 - .green[Cultural imperialism]: e.g.  US domination of film, TV, and print; Western textbook.
 
-Association between rulership over geographic spaces and people who lived there lead to many globalization terms of today (trade, migration, communication, etc) because of the past imperial power. 
+Association between rulers over geographic spaces and people who lived there lead to many globalization terms of today (trade, migration, communication, etc) because of the past imperial power. 
 
 
 ---
@@ -191,12 +211,16 @@ Ever expanding .green[territorial control] (i.e. 19th century was among Germany,
 
 Imperialism often involves ".violet[the policy of extending the rule or authority of an empire or nation over foreign countries]" (anthropologist Wade Davis). Education is seen as an important means to .red[enculturate] the people originally live there.
 
+--
+
 Its pedagogy and curriculum often involve:
 
 - creating a hierarchy of the superior and the inferior
 - create an authority that the "learning" people could not challenge
 - generation of humiliation, a sense of worthlessness
 
+--
+
 The strong-handed territorial control always needs the soft-handed education to "smooth things out": 
 - Toward the ruled people
 - Toward own citizen
@@ -211,8 +235,12 @@ ped·a·go·gy: 教學法]
 
 .violet[The creation by the colonial powers in the country or geographical area that has been colonized to run its internal affairs, including its settlements.]
 
+--
+
 Often used inter-changeable with imperialism but specifically focus on .green[political control], often involving the development of settlements in the territory for the purpose of economic exploitation<sup>.red[1]</sup>.
 
+--
+
 Colonialism generally involves settlers as well as much more .green[formal mechanisms of control] than imperialism. Colonialism often entails the colonizer creating an administrative apparatus (i.e. colonial administration 殖民地政府) within the colonized country.  
 
 Imperialism is more about economic control; colonialism is more about political control. 
@@ -271,15 +299,21 @@ background-size: contain
 
 Its people were transformed from pastoral nomads 遊牧民族 to modern day citizens
 
+--
+
 They no longer herd cattle, raid enemy tribes but attend western-style schools. From a modern development perspective:
 
 - GDP per capita 人均國民收入 goes up
 - urbanization rate 城市化率 goes up
 - literacy rate 識字率 goes up
 - quality of life??
 
+--
+
 Education plays a vital role to modernize the country.
 
+--
+
 Many of them remains unemployed (Kenya's unemployment rate is about .orange[40%]). Young men drifted into the slums of Nairobi trying to find a life in cash economy
 
 ---
@@ -293,6 +327,7 @@ Instead of indoctrinating people to converted to any religion, it is now the con
 
 - Pathway toward (un)employment
 
+--
 
 Many people from traditional society, they aspire to be a world of affluence in which they will never find a place. they tend to find themselves at the lowest rung of the economic ladder that goes nowhere: .red[disaffected, alienated, taught to be a failure, unemployable]
 
@@ -316,6 +351,7 @@ Source for the quotation: https://www.youtube.com/watch?v=hwk2w-9aekA]
 
 Development/modernization paradigm brings us .violet[improvement of living standard, abundance of goods], but not necessarily .violet[meaning, or stability, or sense of belonging]. 
 
+--
 
 In fact, many believe that modernization process leads to the "lost of the traditional value" or culture. Such thoughts pave way for the revival of all sorts of ".violet[traditions]".
 
@@ -343,6 +379,8 @@ In fact, many believe that modernization process leads to the "lost of the tradi
 
 .violet[A "project" primarily concerned with the economic development of specific nations, usually those that were not regarded as sufficiently developed economically.]
 
+--
+
 - Mainly post WW II, elitist from North to South (i.e. from more developed countries to less developed countries)
 - Assumed North the model for development
 - Nation-state as key unit (i.e. rational planning, industrial policies, investment in human capital, etc)