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kgarland

World Simulation Ideas - 95 views

I think it would be great to add more natural disasters, along with trying to bring out the slave trade, I think we could make the slave trade more part of the game. Also I think it would be great ...

worldsim

jcoop11

Division of Communicable Disease Prevention and Control (DDC) - 0 views

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    Real African dieases with real prevention and control plans
jcoop11

Wallerstein on World Systems - 0 views

  • makes possible analytically sound comparisons between different parts of the world.
    • Mike Wesch
       
      This is why Wallerstein's theory gained acceptance in the anthropological community. We are interested in making sound cross-cultural comparisons.
    • jcoop11
       
      I may be reading to much into the wording, but do we really want to "compare" cultures. When we talk about comparing cultures, it seems as if we are holding them to a certain standard.
    • Mike Wesch
       
      We are not comparing them to a standard - just trying to see the range of human possibilities - and how humans are interrelated.
  • feudalism
    • Mike Wesch
       
      Three primary elements characterized feudalism: lords, vassals and fiefs; the structure of feudalism can be seen in how these three elements fit together. A lord was a noble who owned land, a vassal was a person who was granted possession of the land by the lord, and the land was known as a fief. In exchange for the fief, the vassal would provide military service to the lord. The obligations and relations between lord, vassal and fief form the basis of feudalism. http://en.wikipedia.org/wiki/Feudal_system
  • switch from feudal obligations to money rents
  • ...13 more annotations...
  • These impoverished peasants often moved to the cities, providing cheap labor essential for the growth in urban manufacturing
  • Eastern Europe (especially Poland) and Latin America, exhibited characteristics of peripheral regions.
  • In Latin America, the Spanish and Portuguese conquests destroyed indigenous authority structures and replaced them with weak bureaucracies under the control of these European states.
    • Mike Wesch
       
      This is the most common pattern found in the world simulation, though other forms emerge as well.
  • served as buffers between the core and the peripheries
  • According to Wallerstein, the semi-peripheries were exploited by the core but, as in the case of the American empires of Spain and Portugal, often were exploiters of peripheries themselves. Spain, for example, imported silver and gold from its American colonies, obtained largely through coercive labor practices, but most of this specie went to paying for manufactured goods from core countries such as England and France rather than encouraging the formation of a domestic manufacturing sector.
    • Mike Wesch
       
      nice summary here of the relationship of core, semi-periphery, and periphery
  • Similarly, Protestants, who were often the merchants in Catholic countries, found they were targets of the Catholic Church. The Catholic Church, a trans-national institution, found the development of capitalism and the strengthening of the state threatening.
  • During this period, workers in Europe experienced a dramatic fall in wages.
    • Mike Wesch
       
      This is interesting. We often think of this transition as benefitting the people of the Core - but it did not necessarily benefit everybody.
  • This powerful merchant class provided the capital necessary for the industrialization of European core states.
    • elligant35
       
      Is the merchant class the first indication of a middle class? If so, then why the fall in wages becasue it seems to me that all they created was a middle man to continously take the wages from the working class that supported the goods that were traded?
  • European states participated in active exploration for the exploitation of new markets.
  • With the independence of the Latin American countries, these areas as well as previously isolated zones in the interior of the American continent entered as peripheral zones in the world economy. Asia and Africa entered the system in the nineteenth century as peripheral zones.
    • Mike Wesch
       
      Expansion of the periphery - this typically represents Round 2 of the World Simulation.
  • the core enriched itself at the expense of the peripheral economies. This, of course, did not mean either that everybody in the periphery became poorer or that all citizens of the core regions became wealthier as a result.
  • Wallerstein asserts that an analysis of the history of the capitalist world system shows that it has brought about a skewed development in which economic and social disparities between sections of the world economy have increased rather than provided prosperity for all.
  • This was the first time that an economic system encompassed much of the world with links that superseded national or other political boundaries
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    Read all of this page & make notes so we can share ideas!
Amie Mosier

Educating Language-Minority Children. - 0 views

  • CULTURE, LANGUAGE, AND DEVELOPMENT Differences in the ways groups think and act are more than a matter of using different words or performing different actions for the same purposes. Differences in cultures are more substantial than whether members of a community eat white bread, corn pone, or tortillas. The behavior of people varies, and the beliefs, values, and assumptions that underlie behavior differ as well. Culture influences both behavior and the psychological processes on which it rests. Culture forms a prism through which members of a group see the world and create shared meanings. And a group's culture is reflected by the group's language. Child development follows a pattern similar to that of culture. Major structural changes in children, such as language learning, arise from the interaction of biology and experience. Such changes are remarkably similar in kind and sequence among cultural groups. But the knowledge and skills--the cultural learning--the child acquires at various ages depend on the child's family and community. Learning a primary language is a developmental milestone. However, which language a child learns and the uses to which that language is put are determined by the culture. As the ideas from a child's social world are brought to bear through the guidance of the older members of the community, children come to share meanings with their elders. Classroom discourse presents children with the challenge of learning new rules for communication. The use of formal language, teacher control of verbal exchanges, question-and-answer formats, and references to increasingly abstract ideas characterize the classroom environment. To the extent that these new rules overlap with those that children have already learned, classroom communication is made easier. But children whose past experience with language is not congruent with the new rules will have to learn ways to make meaning before they can use language to learn in the classroom. When teachers and students come from different cultures or use different languages or dialects, teachers may be unaware of variations between their understanding of a context and their students'; between their expectations for behavior and the children's inclinations. When children and adults do not share common experiences and beliefs, adults are less able to help children encode their thoughts in language. TEACHING CHILDREN FROM DIFFERENT CULTURES Teachers facing the challenge of teaching children from different cultural communities are hard-pressed to decide what constitutes an appropriate curriculum. If children from some groups are hesitant to speak up in school, how can teachers organize expressive language experiences? If children from some groups are dependent on nonverbal cues for meaning, how can teachers stress word meaning? How can teachers test for mastery of the curriculum if children do not speak a standard language or use the same styles of communication? Cultural diversity makes it hard for teachers to assess each child's developmental status, find common educational experiences to promote growth, and measure the achievement of educational objectives. Given the complex interaction between culture and development, is it possible to design a developmentally appropriate curriculum? If that question implies that the same curriculum can be used for all children, the answer must be "no." However, the following developmental principles can provide a conceptual framework for teachers trying to bridge the gap between children's cultural backgrounds and school objectives.
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     And idea of why culture language and development are important.
tomorronow

The Catalyst is Iran - 0 views

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    Someone's blog about the threat of World War 3, the nuclear apocolypse, multinational control by banks, and the hope that the people will rise up.  Pretty silly towards the end with the taoist stuff, could have done without this to make it more credible.
tomorronow

Venezuela: TV Shutdown Harms Free Expression (Human Rights Watch, 22-5-2007) - 0 views

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    Credible, bold look at Chavez's increasingly totalitarian regime, now putting a stranglehold on the media outlets.  This bloc could be dangerous in the future in its dealings with North America.
bmoran

Early Warning Signs of Global Warming: Spreading Disease - 0 views

  • Mosquitoes in particular are highly sensitive to temperature. The mosquitoes that can carry malaria (Anopheline spp.) generally do not develop or breed below about 16° C, and the variety that transmits dengue fever (Aedes aegypti) is limited by winter temperatures below 10° C.
  • Warmer global temperatures will allow an expansion of the geographic range within which both the mosquito and parasite could survive with sufficient abundance for sustained transmission. Model predictions indicate that a 3° C global temperature rise by 2100 could increase the number of annual malaria cases by 50-80 million (not considering factors such as local control measures or health services)
gcn6767

world sim - 18 views

1. At first we should have a large amount of hard power due to our military power (Ottoman Empire). Large amount of land is desert and play to our home field advantage. 2. We should have a averag...

world

started by gcn6767 on 24 May 07 no follow-up yet
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