Capture D'écran . 2023-12-10 À 10.57.19 PM

Transitions,
The Contemporary World

Robert Elliott
relliott@omnesintervenant.com
Session 1
1
Preliminaries
• Robert Elliott
• Robert
(slightly less formal as is business typically in North America)
• relliott@omnesintervenant.com
• 2 l’s and 2 t’s
• subject line: Transitions 210, 211, 212, 215, 216, 219 or BRD (as appropriate)
• only exceptionally do I read my emails in the hours prior to class,
• but typically I reply to emails in 1 or 2 days during the business week
• School’s intranet
• Course Material
• Slides (for session 2, 3, 4 and 5 after, not during, the class however)
2
Bio
• Phenomenology
• Symbolic systems
• Language, History, Markets, Exchange
• Political Philosophy
• Machiavelli
• Struggle between the greats & the people,
• richer & poor, managers & workers in business terms
• Corrupt & incorrupt regimes
• The use & the abuse of power
• Austrian School Economics

• Communicative Role of Money
• Stock Markets
• Traded stocks & options for private account during technology bubble
• Still involved in markets
3
Sessions 210
Session 1 – Sept. 27th Session 4 – Nov. 28th
• Course outline (80 min) • Technological disruption & societal re-organisation:
• Group Formation (30 min) digitalization (95-110 min)
• Possible Quiz (15 min)
Session 2 – Oct. 20th
• Introduction: systemic & dynamic approaches to societies
(95-110 min) Session 5 – Dec. 1st
• Possible Quiz (15 min) • Technological disruption & societal re-organisation: impact
on territories & new modes of organization (65-80 min)
• Workshop (30 min)
Session 3 – Nov. 11th
• Environmental disruption & societal re-organisation (65-80
min)
• Workshop (30 min) Session 6 – Dec. 19th
• Possible Quiz (15 min) • Presentations (110 min)
4
Sessions 211
(95-110 min) Session 5 – Dec. 1st
min)
5
Sessions 212
(95-110 min) Session 5 – Nov. 28th
min)
6
Sessions 215
Session 2 – Sept. 25th
Session 3 – Oct. 2nd
min)
7
Sessions 216
Session 1 – Oct. 4th Session 4 – Nov. 6th
Session 2 – Sept. 25th
Session 3 – Oct. 2nd
min)
8
Sessions BRD
min)
• Workshop (30 min) Session 6 – Nov. 29th
9
Sessions 219
(95-110 min) Session 5 – Dec. 5th
min)
10
Timetable 215
• 13h00 Formalities
• 13h05 Course Outline
• 14h15 Group Formation
• 14h45 Introduction: systemic & dynamic approaches to societies
• 14h55 End
11
Timetable 216
• 17h10 End
12
Timetable 212
• 14h55 End
13
Timetable 210
• 17h10 End
14
Timetable 211
• 19h25 End
15
Timetable BRD
• 17h10 End
16
Timetable 219
• 17h10 End
17
Attendance ...
18
Course Objectives
• explore the nature, limits & potentialities of the contemporary world,
• by focusing upon the disruption and the re-organisation of its way of
being,
• by the ongoing technological & ecological transitions
• acquire competence with theoretical approaches & methodological

frameworks for treating open systems and their evolution
19
Thematic Content
• systemic & dynamic approaches to societies
• environmental disruption & societal re-organisation
• technological disruption & societal re-organisation
20
Assessment
• students will NOT be allowed to do remedial work to raise their
grades
• in the event of a failing grade in the course, there will be a make-up
exam
21
Assessment
French 20-point system
• 25% Group Work – Written report treating a Transition issue

• 25% Group Work – Presentation treating the same Transition issue
• 50% Individual Work – 3 In-class Quizzes
-
• 10% Bonus/Penalty – Professionalism, Preparation, Participation
22
Professionalism, Preparedness, Participation
• behave professionally at all times
• as though this were a business environment
• and in fact a board meeting
• arrive on time
• only one person speaks at a time
23
Telephones & Computers/Tablets
• telephones must be silenced
• use of telephones & computers/tablets is authorised uniquely for

course related activities (e.g. note taking)
• if a source of distraction for you, for other students, or for me,

• I will intervene to ask that the device be put away;
• if I must revisit the matter in the same session with the same student
then he or she will be directed to leave the session
24
Professionalism, Preparedness, Participation
• be an asset
• not a detriment
• to the course
25
An asset enriches the course with
• timely answers
• relevant questions
• requests for, or provision of, useful clarifications
• effective deployment of course concepts
• an attitude of engagement & dynamism
26
A detriment to the course
• is late
• is a distraction to you or me
• cannot answer questions & participate generally as he or she
is unprepared and/or inattentive
• has persistent microphone problems (should we be forced
to used Teams because of transportation strike for example)
27
School’s Professionalism Policy
1. if you are being a disturbance, I may direct you to leave the session &,
consequently, I will mark you down as being absent
2. if you are 10, or more, minutes late, whatever the reason, I will not admit you
to the session &, consequently, I mark you down as being absent; if you believe
that your lateness is justifiable, you are directed to speak immediately to the
school’s administration; the one exception that I would accept is a written note
from another professor who had detained you after his or her class
3. if you are (unjustifiably) absent from 3 sessions (6 hours of class), you

automatically receive 0/20 for the course and will have to write the make-up
exam
28
Justify Your Absences
• it is crucial to passing this course
• that absences which are justifiable
• actually be justified to the school administration
• for example,
• when sick you must think to ask your doctor for a note explaining you
absence
• and you must think to give that note to the school’s administration
29
Individual Work: 3 In-class Quizzes
• Spread over Sessions 2 to 5
• Sessions 2, 3 & 4
or
or
• you will NOT be informed in advance
30
• 15 minutes each
• quizzes typically consist of a single question requiring a short written

answer
• however the first quiz may instead consist of a number of true or false
questions
31
• answer are to be based upon
• your own comprehension
• of matters discussed earlier in the session
• or of course material assigned for the session
32
• no use of the course slides, although may consult any notes that you took
• no use of the course material, although you may consult any note that you took
• no use of online translation, but you may use translation software installed on
your computer that does not require an internet connection
• no research online for the answer
• no answers source from AI algorithms
• no cut-and-paste answers (from an internet page and/or an AI algorithm for
example), but you can cut and paste the English translation from translation
software installed on your computer of the answer that you just wrote in your
native language
33
• quizzes will be hosted on the school’s Boost Campus platform
• for sessions 2, 3, 4 & 5, you are instructed to bring a computer

a. capable of connecting to the internet
b. capable of signing into Boost Campus platform
34
• quizzes auto-submit themselves at the end of the 15 minutes
• prior to this auto-submission, you are instructed to copy your answer

into a file on your computer that you keep until your have received a
grade for the quiz
• it is also highly recommended that you submit the quiz itself rather
than waiting for it to be auto-submitted
35
Manual quiz submission is a 3-step process
36
37
38
39
If there is a Session 2 Quiz …
• Systemic & dynamic approaches to societies

(material presented in-class during session 2 and perhaps at the end of session 1)
40
either
• Environmental disruption & societal re-organisation

(material presented in-class during session 3)
or
• Topping’s “We need to green the economy while restarting it”
41
either
• Technological disruption & societal re-organisation

or
• Wessel’s & Christensen’s “Surviving disruption”
42
either
• Technological disruptions & societal re-organisation

or
• Burkeman’s “The Wikiway” (see the Course Material)
43
Course Material
to Prepare for the 3 In-class Quizzes
• available on the school’s intranet
44
Session 3 — Environmental disruption &
societal re-organisation
• Topping’s We need to green the economy while restarting it

• alternatively available at
https://www.ted.com/talks/nigel_topping_we_need_to_green_the_e
conomy_while_restarting_it
• or easily found by using a search engine
45
Session 4 — Technological disruption &
• Wessel’s & Christensen’s “Surviving disruption”

• alternatively available at https://hbr.org/2012/12/surviving-
disruption)
46
Session 5 — Technological disruption &
• Burkeman’s “The Wikiway”
47
Quizzes & Absences
• a student who is absent but who nonetheless submits a quiz (via the
Boost Campus platform) will receive a grade of 0/20
• equally,
• a grade of 0/20 will be assigned for a missed quiz
• unless your absence is justified to the satisfaction of the school’s
administration
• in which case your grade will be calculated as though there were
less assigned quizzes than there actual were (e.g. only 2 quizzes
rather than 3 quizzes)
49
Group Work:
Research, Written Report & Presentation
• each group will pick a Transition issue for Paris or Bordeaux (as appropriate) from
a list of over a dozen possible choices for each
• it is possible for the same Transition issue to be picked by multiple groups
• you must come prepared to sessions 3, 4 & 5 to make use of the three scheduled
workshops
• which provide you with time (roughly 30 minutes)
• to work together in-class on your chosen Transition issue
• to benefit from my assistance in treating your chosen Transition issue
50
INSEEC Paris:
List of Transition issues
1) How should Paris adapt to climate change?
2) How should the carbon footprint of Paris and/or its suburbs be significantly
reduced? [choose one, the other, or both]
3) How should the energy footprint of Paris be significantly reduced?
4) How should atmospheric pollution in Paris and/or its suburbs be significantly
reduced? [choose one, the other, or both]
5) What should be done about trucks in Paris?
6) Should the Ile-de-France adopt a program of re-wilding?
51
INSEEC Paris:
7) Should biodiversity be improved in Paris?
8) Should Paris embrace urban agriculture?
9) How should the poor in Paris and/or its suburbs be included in, rather than
left behind by, the ecological transition? [choose one, the other, or both]
10) How should the poor in Paris and/or its suburbs be included in, rather than
left behind by, the digital transition? [choose one, the other, or both]
11) How should tourism be reinvented in Paris or in the Ile-de-France to make it
significantly more sustainable? [choose one or the other]
52
INSEEC Paris:
12) How should digitization be leveraged to strengthen the Parisian cultural
economy? [focus on one of ballet, opera, theatre, music, fashion, museums,
galleries, expositions, etc.]
13) How should the Parisian cultural economy be re-invented so as to assume a
leadership role in the fight to limit climate change? [focus on one of ballet,
opera, theatre, music, fashion, museums, galleries, expositions, etc.]
14) How should the Ile-de-France establish a circular economy?
53
INSEEC Bordeaux:
1) How should Bordeaux adapt to climate change?
2) How should the carbon footprint of Bordeaux and/or its suburbs be
significantly reduced? [choose one, the other, or both]
3) How should the energy footprint of Bordeaux be significantly reduced?
4) How should atmospheric pollution in Bordeaux be significantly reduced?
5) What should be done about trucks in Bordeaux?
6) Should the Gironde adopt a program of re-wilding?
7) Should biodiversity be improved in Bordeaux?
54
INSEEC Bordeaux:
8) Should Bordeaux embrace urban agriculture?
9) How should the poor in Bordeaux and/or its suburbs be included in, rather
than left behind by, the ecological transition? [choose one, the other, or both]
10) How should the poor in Bordeaux and/or its suburbs be included in, rather
than left behind by, the digital transition? [choose one, the other, or both]
11) How should tourism be reinvented in Bordeaux or the Gironde to make it
significantly more sustainable? [choose one or the other]
12) How should digitization be leveraged to strength the Bordelaise wine industry?
55
INSEEC Bordeaux:
13) How should the Bordelaise wine industry be re-invented as to assume a
leadership role in the fight against of climate change?
14) How should the Gironde establish a circular economy?
56
Answer your chosen question
• adopt the most defensible position
• in response to the actual question
• and make your conclusion credible & persuasive
• through evidence & argumentation
• do NOT provide a bus tour of the topic
57
Notice the use of “should” in each question ...
• answering the question requires:
an understanding of what “is” being done

and what “is planned” to be done
• but simply communicating “what is” being and “what is planned” to be done
• is NOT an acceptable substitute for what you are actually being asked to do:
build a convincing & persuasive argument

either as to what “should” be done (“How should …”)
or as to whether it “should” be done at all (“Should …”)
58
Notice the use of “should” in each question ...
• you are being asked to give the best possible answer to the question
• with that answer being supported and made credible & persuasive
• by an understanding of the situation as it is exists & as it is being

addressed
• and by argumentation as to how the situation should be addressed to

achieve the best possible outcome
• all of which is going to require you to research the issue
59
Research
• the group must interview 3 experts on the chosen Transition issue
• each of you must make yourself into an expert on the chosen

Transition issue
• so that you understand the situation as it is exists & as it is being addressing
• so that you can ask your experts challenging & productive questions about
how the situation should be addressed
• so that you can build a credible & persuasive argument as to how the
situation should be addressed
60
Interviews with 3 experts
• you do not have time to lose
• your work is due in less than 2 months;
• your first group meeting with me is in Session 3 by which time you are
expected to have not only already chosen your Transition issued but to
have completed at least 1 of the 3 interviews
• it will take time to track down willing experts
• it will take time more to actually interview your experts
61
Interviews with 3 experts
• possibilities for interviews with experts include,
• but are not limited to,
• in person (ideal)
• by telephone/Skype (good)
• by submission of questions & reception of answers by email
(much better than nothing)
62
Experts in a given field
1) study it as their career (e.g. researchers working at schools, in business,
for government, or at NGOs)
2) exercise a knowledge-based profession in that field (e.g. a civilian
engineer working in green infrastructure solutions, the entrepreneur
running an cargo bicyclical logistics company, or a manager in charge of a
museum's digital strategy)
3) help set priorities & policy in relation to that field (e.g. an official in
charge of biodiversity in the Bois de Vincennes, an official at city hall in
charge of energy transition, an official in charge of a political party’s
position on the environment, or an executive at a NGO focused on
environmental issues)
63
Relevant experts: Paris
• ideally, you want experts intimately familiar with Paris, its suburbs and the
Ile-de-France
• some of the questions are general enough that location does not
necessarily matter however
• in which experts addressing the same problem in places that are similar to
Paris, its suburbs and the Ile-de-France would be acceptable
(e.g. an expert on atmospheric pollution reduction in large European cities
can share highly relevant information without necessarily being familiar
with the particularities of Paris, its suburbs and the Ile-de-France)
64
Relevant experts: Bordeaux
• ideally, you want experts intimately familiar with Bordeaux , its suburbs
and the Gironde
• some of the questions or some of the aspects of some of the questions are
general enough that location does not necessarily matter however
• in which case experts addressing the same problem in places that are
similar to Bordeaux, its suburbs, and the Gironde would be acceptable
(e.g. an expert on atmospheric pollution reduction in medium-sized
European cities can share highly relevant information without necessarily
being familiar with the particularities of Bordeaux, its suburbs and the
Gironde)
65
When choosing your Transition issue consider
• any experts whom members of your group have ready access to
• the difficulty of reaching expects on a given Transitions issue if you
don’t already have any contacts to facilitate access to them
66
Prepare the interviews
do NOT expect experts to do your work for you:
• experts must be asked key questions that presuppose & demonstrate that you
already understand very well the nature and difficulty of your chosen
Transition issue;
• you must be very well prepared

• to persuade experts that you are not wasting their time
• and to tempt them with the opportunity of sharing their insight into difficult
matters with someone capable of appreciating their contribution to
understanding & addressing them
67
Record the interviews
• do NOT rely on your memory to recall your discussions with experts
• create a record of your conversations (recording, typed notes, etc.)

that all your group members can readily make use of
68
Neither begin nor end your research
with the 3 experts
• it is NOT a report and a presentation of what 3 experts have to say

about your chosen Transition issue
• it is a report & a presentation of the best possible answer to the

question concerning your chosen Transition issue
69
Make yourself an expert
• search out & read material about your topic
• as part of understanding what the current situation is & what is planned to
address it
• as part of preparing yourself to ask productive questions during the 3
interviews
• as part of part of ultimately deciding what is the best answer to the question
70
Sources
• must be authoritative in the sense they are
• highly-relevant & high-quality
• sources are NOT decorative,

• sources rather contain essential building blocks
• either of an explanation of the nature & difficult of the challenge
constituted by your chosen Transition issue
• or of an argument that makes credible & persuasive your answer to
question asked of your chosen Transition issue
71
1. Individual Research
• every group member is expected to undertake research in the search of high-
relevant, high-quality sources
• no student will be excused from this obligation on the basis of purporting to
have engaged in substitute group work
72
Each of you is independently responsible for sending me
the 3 best sources that you found
1) each of the 3 sources must be provided it as though it were an entry in a
bibliography, following a recognised system of citation (not just hyperlinks)
2) for each of the 3 sources, you must provide a paragraph-long description of

what highly-relevant information it provides in relation to your chosen
Transition issue
3) for each of the 3 sources, you must provide a second paragraph-long

description of how and where you imagine that it will be used in work in your
written report (e.g. it will be used to present the priorities of the city hall over
the next decade in addressing atmospheric pollution and will appear in the
review of literature to demonstrated what is currently planned to be done
about atmospheric pollution)
73
to summarise:
• 3 bibliography entries
• with 2 paragraphs each
• for a total of 6 paragraphs
74
• while sources are eventually shared with your group to help make progress in
your group work, you are instructed not steal the sources of other members
and submit them as your own in the attempt to claim credit for work you have
not done
• if two or more members of a group send me the same material, then one of
more of them has manifestly failed to do the required research
• if a group as whole submits a collective answer to this individual assignment,

for example offering the excuse that the sources were from the beginning all
together in a shared file, then you have manifestly failed to do the required
research as instructed
75
Submission of Individual Research
• must be in rtf, doc or docx file format
• submissions in other formats (e.g. PDF or Apple) will NOT be
read/graded
76
• name the file as follows:
Course – Class Identifier – IR – First & Last Names
e.g.
Transitions – 210 – IR – Abigail Dupont
• paste this same name into the subject line of submission email
• send the actual file (NOT a hyperlink to cloud storage) to

relliott@omnesintervenant.com 77
• Bordeaux due on October 9th
• 215 & 216 due by 23:59 on October 1st
• 219 by 23:59 on October 25th
• 210, 211 & 212 due by 23:59 on October 27th
78
Assessment of Individual Research
• the grade assessed for your individual research will contribute to the
Bonus/Penalty for Professional, Preparedness and Participation
• it is likely (I haven’t decided yet) that I will return to you neither
commentary nor a grade for this assignment
79
Individual Research File/Folder
• each student is individually responsible for maintaining a file/folder of
research material, research notes, and preparatory notes throughout
the preparation of the report & the presentation
• this file/folder does not need to be well-organised or even in English
• but it must exist & must be kept until you have received your final
grade in the course
80
Individual Research File/Folder
• a credible file/folder may substantiate your role in the preparation of
the report and the presentation
• in the event that you are justifiably absent from the presentation
• in case that there are complaints from teammates that you failed to
do your part in the preparation of these works
• in case that I have doubts that you did your part in the preparation of
these works
81
2. Written Report
• credible & persuasive answer
• to the assigned question concerning
• your chosen Transition issue
82
Written Report
• spell-checked
• well-edited
• seamless
• coherent
83
Written Report
• NOT Dr. Frankenstein’s monster:
disparate, ill-fitting parts, loosely sown together into a lurching horror
• you CANNOT simply divide responsibility for writing different parts of the
work between different people
(in the absence of excellent co-ordination & excellent editing)
• and you CANNOT begin writing your report until you have completed your
research & agreed upon the answer that is to be credibly & persuasively
defended by the report
84
Written Report
• again NOT a bus tour of the topic
• rather a persuasive & credible answer to the question
85
Written Report length
• quality, not quantity
• between 2,000 to 2,500 words:

• including the introduction, review of literature, the body of
evidence & argumentation, and the conclusion & its implications;
• but excluding the cover page, the bibliography, and the annexes
86
Written Report content
• cover page
• introduction
• review of literature
• body of evidence & argumentation
• conclusion & its implications
• bibliography
• annexes
87
Cover Page
• title that clearly suggests the answer that you have arrived
at concerning the question posed by your chosen
Transitional issue
• the number of the chosen transition issue (e.g. 9)
• first & last names and emails of the students who
participated in the preparation of the written report
88
Introduction
• a paragraph that briefly introduces the reader
• to the Transition issue that your report is addressing
• and to the overarching question that you are answering
concerning that transition issue
• briefly provides the context necessary

• to understand the importance of the Transition issue
• and to recognise how the question that is being asked is key to
addressing the Transition issue
89
Review of Literature
• surveys the literature in your chosen area of study
• synthesises the information in that literature into a summary
• critically analyses the information gathered by identifying gaps in current
knowledge; by showing limitations of theories and points of view; and by
formulating areas for further research and reviewing areas of controversy
• presents the literature in an organised way
https://www.rlf.org.uk/resources/what-is-a-literature-review/
90
• demonstrates a familiarity with a body of knowledge and establishes the
credibility of your work;
• summarises prior research and says how your project is linked to it;
• integrates and summarises what is known about a subject;
• demonstrates that you have learnt from others and that your research is a
starting point for new ideas.
https://www.rlf.org.uk/resources/what-is-a-literature-review/
91
• effectively & succinctly states the nature and difficulty of the
challenge constituted by your chosen Transition issue
• draws upon existing work in characterising the nature & difficulty of

the challenge constituted by your chosen Transition issue
• demonstrates that your understand very well the nature & difficulty
of the challenge constituted by your chosen Transition issue
92
• draws upon existing work to establish
• what is being done today about the problem
• and what is currently planned to be about this problem in the future
93
• the work of reviewing the existing literature helps you to identify key
questions concerning your chosen Transition issue that require
answering
• these key questions constitute the heart of your research:

• they are what you should be asking your experts
• they are what you should be trying to answer yourself by, e.g.,
exploring the answers that have been adopted in elsewhere in
analogous situations
• the answers to these key questions will help you to determine
what will be your conclusion
94
Body of evidence & argumentation
• excellence in analysis & synthesis is expected
95
Body of evidence & argumentation
• NOT 3 sections about what was said respectively during the 3

interviews with your 3 expects
• RATHER highly-relevant evidence from all your research

• that is competently marshalled as the building blocks of a sustained
argument
• that will make your conclusion credible & persuasive
96
Conclusion & its implications
• a paragraph
• consisting of
• an explicit answer to question posed concerning your Transition issue
(this answer should be credible & persuasive based upon the prior
body of evidence & argumentation)
• and a very brief statement of an important implication (or two) of this
answer
(which optionally could take the form of a question that must be
asked & answered by subsequent researchers)
97
Bibliography
• lists all the relevant sources (including your 3 experts) that you
consulted in the preparation of your written work
• the entries must be prepared using a recognised system of citation
• an entry consisting of only a hyperlink is not acceptable
• at a minimum, there should be roughly 3 entries per group member
98
Annex 1 –
Your group’s 3 most useful sources
for each of these sources:
a) you must provide a paragraph-long description of what high-relevant

information it provides in relation to your chosen Transition issue
b) you must provide a second, paragraph-long description of how & where
it was used as a building block in your argumentation
99
Annex 1 –
Your group’s 3 most useful sources
to summarise:
• 3 sources
• each described with 2 paragraphs
• for a total of 6 paragraphs
100
Annex 2 – Your Group’s 3 Experts
for each expert:
1. a one or two line description of his or her expertise

(e.g. professor of environmental science specialising climate change)
2. a paragraph-long description of how exactly the interview was useful to

answering the assigned question about your chosen Transition issue
101
Plagiarism
• is offering the words, ideas, images, research and/or argumentation
• of someone else,
• or (in the case of AI algorithms) of something else,
• as your own
• is academic fraud
• and so is a very serious offence
• well-meriting a grade of 0/20
• at a minimum …
102
Plagiarism
• once I identified plagiarism in a work, I stop attempting to grade it
103
Plagiarism
• is a group responsibility for a group work
• it doesn’t matter if one of a member of your group attempts to take

individual responsibility for the plagiarism found in a group work,
• the work and everyone in the group still receives a grade of 0/20
104
Plagiarism
• as groups members of a group you are individually & collectively
responsible for setting & enforcing the standard that proper citation
will be used, at all times, by every group member, without exception
• complete & competent crediting & referencing of sources, using a
recognised system of citation, is necessary so as to avoid the
commission of plagiarism & the consequent reception of a grade of
0/20
105
Plagiarism
• equally, groups members of a group you are individually & collectively
responsible for setting & enforcing the standard that content
generated by AI algorithms not be submitted as student work
• the use of content generated by AI algorithms constitutes plagiarism
& will result in the reception of a grade of 0/20
106
Identification Plagiarism
• there are plagiarism checking services ...
107
Some statistics to convince you that I care about
plagiarism and that you need to care about it too ...
• 33% (1 in 3) of the group written reports

• in the last fall’s version of this course
• were found to contain plagiarism
• and so received a grade of 0/20
108
Some math to convince you to care about plagiarism ...
• your grade basically consists of 25% for the group written report, 25% for the group
presentation, and 50% is for the quizzes
• 0 * .25 = 0
• 0 * .25 + 13.34 * .25 + * 13.34 * .5 = 10.00
• so to pass the course with a plagiarised group written report

• you need
• 13.34/20 for the group presentation
• and 13.34/20 for the quizzes
109
Plagiarism, the make-up exam, and ...
• plagiarism readily leads to you writing the make-up exam
• which is a waste of my time
• and which is not only a waste of your time,
• but is additional risk that you do not want in your life ...
• and if I find the plagiarism to be especially egregious,

• I may choose to refer the case to the school’s administration for
additional & more serious disciplinary action
110
Avoiding the Commission of Plagiarism
• honesty
• and the complete & competent use of a recognised system of citation
• are necessary to avoid committing plagiarism
111
NOT plagiarising is resisting the temptation
of putting your fate
in the hand of a mindless technological
• the content produced by AI algorithms
• must NEVER be submitted in place of
• your work (your words, your idea, your research, your
argumentation)
112
Understand that
• the submission of machine-generate content completely short-circuits

• the very point of the course:
• that you are graded for your research & your reasoning concerning a
Transition issue
113
NOT plagiarising is making
honest & fair use of the work of others
• the work of others (their words, their idea, their images, their research,
their argumentation)
• must NEVER be used as a substitute for
• your work (your words, your ideas, your images, your research, your
argumentation)
• rather the work of others (their words, their idea, their images, their
research, their argumentation)
• is openly used & explicitly credited in your work to buttress it,
• so to make your conclusion more credible & persuasive
114
Understand that
• I am here to grade
• your words, ideas, images, research & argumentation,
• your ability to give a credible & persuasive answer,
• which includes your skill in making honest and fair use of the words, ideas,
research and argumentation of others,
• by explicitly recognised it as being their words, their ideas, their research
or their argumentation and not your own,
• all to the end of strengthening your answer
• while not attempting to steal for yourself credit that belongs to others
115
Citation
• making honest, fair & effective
• use of the research and work of others
116
Citation – Introduction
• the words, ideas, research or argumentation of others work must be introduced
• so that I know what are the words, ideas, research or argumentation of others
• and so that I clearly understand how these words, these ideas, this research or this
argumentation are intended by you to strengthen, and be integrated into, the answer that you are
making building
• don’t make me guess who and why,

• instead
• give the name of the author of the ideas and/or words,
• and explain what point you are making by making use of these ideas and/or words
117
Citation – Introduction (who & why)
making building
your introduction of the research and work of Dr. Radner
with an explanation of its relevance
e.g.
Dr. Radner, a specialist in agricultural biology, makes clear the devastating consequence of
neurotoxins on bees: the neurotoxin-based pesticides which farmers increasingly use are readily
concentrated at lethal levels in bee populations simply through the activity of pollen collection.
a summary in your own words

of the relevant work of Dr. Radner 118
Citation – Quotation & Introduction
making building
your introduction of the research and work of Dr. Radner
with an explanation of its relevance
e.g.
Dr. Radner, a specialist in agricultural biology, makes clear the devastating consequence of
neurotoxins on bees: “the increasing use by farmers of pesticides with neurotoxins as their active
agent has resulted in lethally high concentrations of these neurotoxins in local bee population
through repeated and prolonged exposure directly resulting from the gathering of pollen and the
transformation of pollen into honey.”
the exact words of Dr. Radner 119
Citation – Reference Information (where)
• additionally, readers needs to be told where they could themselves
consult the work of the researcher
1. the title under which the work appeared

2. the date that work appeared
3. the place that the work appeared
120
Citation
• to correctly communicate to readers everything that they must be
told,
• you are instructed to make honest and systematic use a recognised
system of citation
• you are free as a group (not as individuals) to choose which one

(e.g. APA Style)
121
APA Style
• author – date citation system
• makes use of (parenthesis) in the body of a document to give the
name of the author, the date of the publication, and often a page
number
• makes use of a bibliography appearing at the end of the document
where all the necessary reference information is provided in its
entirety
122
APA Style in the body of a work
Among the key precepts of liberalism perhaps none is more important than the
notion that “[p]ower tends to corrupt and absolute power corrupts absolutely”
(Lord Acton, 1887/1972, p. 335-336).
Lord Acton teaches, as a key precepts of liberalism, that power erodes one’s
moral character and the more so the greater the power (1887/1972, p. 335-
336).
Lord Acton teaches, as a key precepts of liberalism, that “[p]ower tends to

corrupt and absolute power corrupts absolutely” (1887/1972, p. 335-336).
123
APA Style in a work’s bibliography
• Jones, C. (1989). Democracy. Berkeley: Berkeley Press.
• Lord Acton (1972). “Letter to Bishop Mandell Creighton, April 5th,

1887”, published in Essays on Freedom and Power (G. Himmelfarb,
Ed.). New York: Penguin.
• Marx, K . (1991). Capital. (R. James, Ed. & Trans. ). Boston: Harvard
University Press. (Original work published in 1835).
124
APA Style (like any recognised system of citation)
includes rules for
• books
• printed newspapers, magazines, journals
• online newspapers, magazines, journals
• blogs
• videos
• interviews (which you will be doing …)
125
APA Style online resources
https://www.citethisforme.com/
126
Citation
• you must make the effort of teaching yourself a recognised system of
citation (e.g. APA Style)
127
Citation
• you must make complete & competent use that recognised system of
citation to distinguish,
• without exception,
• for the reader,
• the words, ideas, research & argumentation of other
• from your words, ideas, research & argumentation
128
Written Report file format
• must be in rtf, doc or docx
• submissions in other formats (PDF or Apple) will NOT be read/graded
129
Written Report submission
• name the file as follows:
Course – Class Identifier – Report – First Names of group members

who prepared the work
e.g.
Transitions – BRD – Report – Abigail, Amelia, Ambrose, Arthur.rtf
• send the actual file (NOT a hyperlink to cloud storage) to

robertwelliott.esctls@analyse.urkund.com
130
Written Report submission
• Bordeaux due on November 22nd
• 215 & 216 due by 23:59 on November 26th
• 219 due by 23:59 on November 29th
• 210, 211 & 212 due by 23:59 on December 10th
131
Assessment of the Report
• a group grade is typically is assigned to all who participated in the
preparation of the report
132
3. Presentation
133
Presentation
• a coherent, comprehensible, respectable answer to the assigned
question posed concerning your chosen Transition issue
134
Presentation content
• nature & difficulty of the challenge posed by your chosen Transition
issue
• key evidence & argumentation, which can be made readily accessible
to the audience, in support of your conclusion
• your conclusion
• a very brief examination of a key implication of your conclusion
135
Goals
• to efficiently & effectively teach the audience about your transitional
issue
• in a way that is engaging & memorable
• to give a coherent, comprehensible, respectable

(as opposed the higher standard of a credible & persuasive)
answer to the question posed by your chosen Transition issue
136
Delivery
• knowing something well
• is to be able to explain it
• in your own words
• to others
• comprehensibly & credibly
• each of you is individually expected to know well the matter that you &
your fellow group members are presenting
• so if someone is absent from the presentation the show can go on without
any difficulty ….
137
Delivery
• confident & relaxed
• addressing the audience with good eye contact & body language
• NOT read (whether off of notes, telephones, tablets, computers, slides, etc.)
• NOT even memorized
• rather imagine that you are describing the matter,

• using your own words,
• to your mother over breakfast
• or to a friend on a terrace while enjoying alcoholic beverages
138
Delivery
• every one does NOT have to speak the same amount of time
• but everyone MUST contribute usefully & meaningfully

• such that the presentation is as educational, engaging & memorable
as possible
139
Name tags
• are required
• or some effective equivalent thereof,
• and hand-held piece of paper with names written on them aren’t
effective …
140
Slides
• are required
• as visual support which may include words (the right picture is worth
a thousand words; but the wrong picture is pointless decoration)
• which may certainly include key points & your conclusion
• but mustn’t be overburdened with text
• and mustn’t be read
141
Slides are to include
• page numbers (excluding the cover page)
142
Slides are to include
• a cover page
• with a title suggestive of the answer that you are giving to the question
concerning your chosen Transition issue
• the number of the Transition issue you have chosen
• and the first & last names of all group members who prepared the
presentation
• a bibliography (which is not for actual presentation to the class)

• list of all relevant research material that you consulted
• actual the titles of the works must be given, not just hyperlinks
143
No multimedia
• pictures & images, yes
• video or audio, NO
144
Technical problems
make every effort to anticipate & avert technical difficulties
• download your presentation onto multiple computers

and/or multiple USB keys in the possession of multiple
teammates
• sign-in to your online accounts in advance and with the
presentation being stored in multiple online accounts
• bring, if required, the adapter to connect your computer to
the projector
145
Slides submission
• digitally print the slides in PDF format to reduce their size
• name the PDF as follows:
Course – Class Identifier – Slides – First Names of group members who prepared the work
e.g.
Transitions – 216 – Slides – Abigail, Amelia, Ambrose, Arthur.rtf
• send the actual file (NOT a hyperlink to cloud storage) to relliott@omnesintervenant.com
146
Slides submission
• due by 23:59 the night prior to Session 6
147
Presentation length
• 11 to 13 minutes
• presentations failing to respect these limits will be penalised
• and presentations going long will eventually be stopped
148
210 Presentations 6 th Session
• 10:45 Formalities
• 10:50 Group 1
• 11:02 8-minute break
• 11:10 Group 2
• 11:30 Group 3
• 11:50 Group 4
• 12:10 Group 5
• 12:30 Group 6
• 12:42 End
149
211 & 216 Presentations 6 th Session
• 13:05 Group 1
• 13:25 Group 2
• 13:45 Group 3
• 14:05 Group 4
• 14:25 Group 5
• 14:45 Group 6
• 14:57 End
150
BRD, 210 & 215 Presentations 6 th Session
• 15:20 Group 1
• 15:40 Group 2
• 16:00 Group 3
• 16:20 Group 4
• 16:40 Group 5
• 17:00 Group 6
• 17:12 End
151
219 Presentations 6 th Session
• 08:35 Group 1
• 08:55 Group 2
• 09:15 Group 3
• 09:35 Group 4
• 09:55 Group 5
• 10:15 Group 6
• 10:27 End
152
8-minute breaks between presentations
• during which
• the next group sets up
• and everyone leaves me alone so that I can do my initial assessment
153
Presentations
• plan to attend
(you are being informed months in advance)
• plan to attend the entire session

(to learn from your fellow students)
154
Presentations
• arrive early so that you are sure to be on time for class (not the day
that you want to be refused entry for being late …)
• neither the start time of the presentations

• nor the order or presentations
• will be changed on the day of the presentation to accommodate
those arriving late or otherwise indisposed
155
Assessment of the Presentation
• a group grade is usually assigned
• exceptionally good and bad individuals efforts may,

• however,
• be taken into account when assigning grades to individual members
of a group
156
Being absent from your presentation
yields a grade of 0/20
unless ...
1. the absence is justified to the satisfaction of the school’s administration

2. you takes the initiative yourself,
and with all possible haste,
of providing me with
I. a brief description of your role in preparing this group work
II. your individual research file/folder
3. your involvement in the preparation of this group work is substantiated to my
satisfaction.
157
Additional recommended resources
Systemic & dynamic approach to societies
• La fins des sociétés, https://www.youtube.com/watch?v=ArMRbksqFhg
• Rochet - L’État stratège (https://youtu.be/H4Tc2ncdM_w)
• Bolton’s & Hannon’s “Governing sustainability transitions through business model innovation: Towards a systems understanding”
• Wood’s “Google's ‘Agility’”
Environmental disruption & societal re-organisation

• Maslin’s Climate Change: A Very Short Introduction, Chapters 7 & 8
• Naccache’s & Pillot’s “’Quoi qu’il en coûte’: la relance économique porte le risque de futures crises pandémiques”
(https://www.youtube.com/watch?v=dQkyylKZgbE)
• Finance & Urgence écologique : Les dirigeants passent ils des paroles aux actes ?
(https://www.youtube.com/watch?v=0SNihXz3jug)
• L’effondrement (https://www.youtube.com/channel/UCqS1gDNHEX3FgJ8dPfSuRoQ/featured )
Technological disruptions & societal re-organisation

• Alstyne’s , Parker ‘s & Choudary’s “Pipelines, platforms, and the new rules of strategy”
• Petani’s, Zaoui’s, Kovalev’s and Montagnon’s “What will (and should) sustainable digital maturity look like in business ecosystems”
• Black mirror 158
Groups
• roll call & fate of the missing …
• everyone here?
• everyone will be here?
• total …
159
Groups
• maximum of 5 groups (if at all possible)
• very preferably 5 students per group
• a group that becomes too small because of student
departures may be dissolved and its members integrated into
other groups
160
Group organisation
• 3 random lists of student names
• student X has chosen list number Y
• each of you individually picks a group to join when you name is called
as I proceed down the list
• but no more than 4 people per group until all groups have 4 people
• and no more than 5 people per group until all groups have 5 people
• you can pass while waiting for thresholds to be met and I will get back
to you when a temporarily closed group opens up
• if necessary, I will assign people to groups, starting with those absent,
followed by those at the bottom of the list
161
Introduction:
systemic & dynamic approaches to society
I. Society
II. Societal Mutation (disruption & re-organisation)
162
I. Society
163
Thought experiment
• one morning the Pope wakes up,
• calls an impromptu press conference,
• announces to the world
• that by his authority as the infallible voice of God on Earth
• the Roman Catholic Church is dissolved with immediate effect,
• & then says “Have a good-day” before walking off stage
What is the one most interesting thing that happens next? And why?
164

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Transitions,

The Contemporary World

• Austrian School Economics

• acquire competence with theoretical approaches & methodological

• 25% Group Work – Written report treating a Transition issue

• only one person speaks at a time

• use of telephones & computers/tablets is authorised uniquely for

• if a source of distraction for you, for other students, or for me,

3. if you are (unjustifiably) absent from 3 sessions (6 hours of class), you

• you will NOT be informed in advance

• quizzes typically consist of a single question requiring a short written

• for sessions 2, 3, 4 & 5, you are instructed to bring a computer

• prior to this auto-submission, you are instructed to copy your answer

• Systemic & dynamic approaches to societies

• Environmental disruption & societal re-organisation

• Topping’s “We need to green the economy while restarting it”

• Technological disruption & societal re-organisation

• Wessel’s & Christensen’s “Surviving disruption”

• Technological disruptions & societal re-organisation

• Burkeman’s “The Wikiway” (see the Course Material)

• available on the school’s intranet

• available on the school’s intranet

• it is possible for the same Transition issue to be picked by multiple groups

• do NOT provide a bus tour of the topic

an understanding of what “is” being done

build a convincing & persuasive argument

• by an understanding of the situation as it is exists & as it is being

• and by argumentation as to how the situation should be addressed to

• all of which is going to require you to research the issue

• each of you must make yourself into an expert on the chosen

• your work is due in less than 2 months;

• it will take time to track down willing experts

• it will take time more to actually interview your experts

• you must be very well prepared

• create a record of your conversations (recording, typed notes, etc.)

• it is NOT a report and a presentation of what 3 experts have to say

• it is a report & a presentation of the best possible answer to the

• sources are NOT decorative,

2) for each of the 3 sources, you must provide a paragraph-long description of

3) for each of the 3 sources, you must provide a second paragraph-long

• if a group as whole submits a collective answer to this individual assignment,

Course – Class Identifier – IR – First & Last Names

Transitions – 210 – IR – Abigail Dupont

• send the actual file (NOT a hyperlink to cloud storage) to

• Bordeaux due on October 9th

• 215 & 216 due by 23:59 on October 1st

• 219 by 23:59 on October 25th

• 210, 211 & 212 due by 23:59 on October 27th

• this file/folder does not need to be well-organised or even in English

disparate, ill-fitting parts, loosely sown together into a lurching horror

• between 2,000 to 2,500 words:

• briefly provides the context necessary

• draws upon existing work in characterising the nature & difficulty of

• these key questions constitute the heart of your research:

• NOT 3 sections about what was said respectively during the 3

• RATHER highly-relevant evidence from all your research

a) you must provide a paragraph-long description of what high-relevant

for each expert:

1. a one or two line description of his or her expertise

2. a paragraph-long description of how exactly the interview was useful to

• it doesn’t matter if one of a member of your group attempts to take

• 33% (1 in 3) of the group written reports

• 0 * .25 + 13.34 * .25 + * 13.34 * .5 = 10.00