Month: October 2012

Clusters Production

Also it is part of its questionings on this conjuncture I exaggerate, it in privileging the agglomerations of companies in the industrial dynamics of a territory any and the abuse to focus the place in detriment of the regional one. The impacts on the politics of public intervention happen on the displacements of the decisions of the central power to be able them local, the sharing of the attitudes and resolutions on the valuation of the elements, vocations and strategical formadoras of the productive systems. These modifications had been inspired in the experiences of the Industrial Districts (DI) and of the Clusters. In the first model, the local productive system is characterized by a number of involved firms in some periods of training in the production of a homogeneous product. Another factor is the success in the economic aspect, but also in the social sector and the politician-institucional one.

This system represents the rivalry enters the traditional models based on the paradigm of fordista organization. Already as the type, if originated from the region anglian-saxnica and functions as a synthesis of the previous strategy, for incorporating aspects of the preceding concept, and not restricting its average small action to the companies; recouping traditional subjects, as? growth polar region? e? hardwired effect? expressions created for Perroux and Hirschman, of the idea of motor industry, conjugated with a chain of production and value to the maximum. The hegemonic strategy of Cluster is next to the flexible production of what of the small one if differentiating in such a way of the traditional fordista vision, how much of the distritalista vision. In the context of the globalization the region concept, needed to be redefined, from the academic debates, in function of the proliferation of the regionalismos, regional identities and also from? new-old? projected inaqualities internationally. The homogenization of the global age comes reconstructing the heterogeneidade and breaking up the societies, therefore the regional problem was proven with the force of the singularity, with a revigoramento of the localismos and space inaqualities, as well as of the revitalizao of the regional approach nourished by the media.

Industrial Revolution

It did not have idea that had one demonstration. Seconds later I realised a search in Google and between the first results it appeared Wikipedia. There I found three or four demonstrations different. Because we are honest, everything what it is taught in the school, all the content in the scholastic curriculum, can be found easily in other places. It is certain, all do not have the same access to the information, but that is a problem that is due to solve. Because if she is wanted to create a society with equality of opportunities, it is necessary that each one of the people compose that it have equal access to the knowledge.

It is a minimum requirement. Now, you can say to me that another one of the objectives of the school is the intellectual development of the people. In fact I do not believe that there is a single form to obtain it; learning those knowledge that get passionate to you is a form different from desarrollarte intellectually, but not less valid. Perhaps, after as much critic, you can think that I am against the existence of the schools. But it is not thus. I have listened and read many theories of why the scholastic system was invented. The appellant relates more that the Industrial Revolution created a necessity by educated workers. In truth I do not know why the schools exist, perhaps knows never it.

I do not know either if it matters. What must worry to us is that the conditions that justified their existence no longer are the same. The times and needs are others. Takes us to the question: how they must change the schools? That is a decision that must take the society as a whole. But I hope that it is taken into account that the schools must be to the service of those people whom they look for to be educated, and not on the contrary. How it would want that my children were educated? I would like that they could learn those knowledge that make them happy. That they are educated with the purpose of to realise the intention that they have decided that she gives sense him to its lives. When he was a boy of only 10 or 11 years of age, it wanted to be inventor. Memory that had the habit to enjoy my toys by a time soon and disarmed them to know how they worked. My parents did not have problems with this, until with my brother we disarmed the television. In the school, all the Tuesdays and Thursday, an invention factory existed, in which obvious it participated. This it did not last much, a year, but of all along that happens within the scholastic system, that was happiest of all. Every day woke up with an anticipation feeling hoping that those two days of the week arrived. I would like that all the people could share this feeling. But, so that happens, the schools must change.