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Mike Wesch

Farmer, An Anthropology of Structural Violence - 0 views

    • Mike Wesch
       
      just testing ... write a note back to me if you see this!
  • An Anthropology of Structural Violence
    • Mike Wesch
       
      just testing again. Let me know if you see this.
    • Mike Wesch
       
      woohoo! I just added a comment to myself!
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!
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

Mike Wesch

Facing Power by Eric Wolf - 0 views

    • Mike Wesch
       
      Wolf's definition of Structural Power begins here.
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    You only need to read the first two pages of this one.
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    This is also available on K-State Online if you are not on campus and cannot access the article through this link.
jcoop11

Indigenous Australians - Wikipedia, the free encyclopedia - 0 views

  • not been shown to be related to any languages outside Australia. In the late 18th century, there were anywhere between 350 and 750 distinct groupings and a similar number of languages and dialects
  • At the time of first European contact, it is estimated that a minimum of 315,000 and as many as 1 million people lived in Australia. Recent archaeological evidence suggests that the land could have sustained a population of 750,000[11].
  • the regions of heaviest Indigenous population were the same temperate coastal regions that are currently the most heavily populated
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  • While Torres Strait Island populations were agriculturalists who supplemented their diet through the acquisition of wild foods the remainder of Indigenous Australians were hunter-gatherers. Indigenous Australians along the coast and rivers were also expert fishermen. Some Aborigines and Torres Strait Islanders relied on the dingo as a companion animal, using it to assist with hunting and for warmth on cold nights.
  • Torres Strait Islanders
  • Indigenous Australians did practise agriculture.
  • sugar cane, taro and sweet potato as well as husbanding pigs
  • To enable men and women to find suitable partners, many groups would come together for annual gatherings (commonly known as corroborees) at which goods were traded, news exchanged, and marriages arranged amid appropriate ceremonies. This practice both reinforced clan relationships and prevented inbreeding in a society based on small semi-nomadic groups.
  • mainland Australia no animal other than the dingo
  • Indigenous diet included a wide variety of foods, such kangaroo, emu, wombats, goanna, snakes, birds, many insects such as honey ants and witchetty grubs. Many varieties of plant foods such as taro, nuts, fruits and berries were also eaten.
  • A primary tool used in hunting was the spear, launched by a woomera or spear-thrower in some locales. Boomerangs were also used by some mainland Indigenous peoples. The non-returnable boomerang (known more correctly as a Throwing Stick), more powerful than the returning kind, could be used to injure or even kill a kangaroo.
  • Permanent villages were the norm for most Torres Strait Island communities. In some areas mainland Indigenous Australians also lived in semi-permanent villages, most usually in less arid areas where fishing could provide for a more settled existence. Most Indigenous communities were semi-nomadic, moving in a regular cycle over a defined territory,
  • Many Indigenous communities also have a very complex kinship structure and in some places strict rules about marriage. In traditional societies, men are required to marry women of a specific moiety
  • In contrast Australian Aborigines did not cultivate any crops and lacked any domestic food animals
  • The Indigenous Australians lived through great climatic changes and adapted successfully to their changing physical environment
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.
Chelcie

Ethical Corporation: Blog - Can big companies rise to the sustainability challenge of t... - 0 views

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    This article is about how grocery stores can really be "green". Some stores "have not properly adopted organic principles and subverted the movement as it has gone mainstream."
Amanda Stueve

WORLD SOCIAL FORUM-CAMEROON: NGOs Long on Vision, Short on Detail? - 0 views

  • condemn globalisation, and demand an increase in development aid and local implementation of international labour standards.
    • Amanda Stueve
       
      paradoxical? maybe!
  • Structural Adjustment Programme (SAP) overseen by the World Bank and IMF.
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    Presents differing ideas on globalization and financial aid to Africa.
elligant35

In Pursuit of Equity in Education: Using ... - Google Book Search - 0 views

shared by elligant35 on 27 May 07 - Cached
    • elligant35
       
      Links the United States poblem of race, education, and poverty to a lack of accountability by the government. The government did not even recognize they had a proble with poverty until the 1960's Civil Rights Movement. The structure of the government still has some inequalities that deal with race and poverty.
Amanda Stueve

DEVELOPMENT-SOUTHERN AFRICA: Leaving the Country to Earn a Living - 0 views

  • All of that changed because of the structural adjustments introduced by the World Bank and the International Monetary Fund (IMF). ‘‘That forced people to migrate internally and across the border,'' Ines Raimundo, a lecturer of human geography at Mozambique's Eduardo Mondlane University, told the gathering.
elligant35

Poverty Facts and Stats - Global Issues - 0 views

    • elligant35
       
      This article will be a good source for finding out how mamy people are living in poverty. This article also lists some things that are wrong structurally within poverty. One of the most interesting statistics that this article claims that 27,000 children died today and this is a number that coincides with the 3 billion people that live on less than two dollars a day.
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    This article basically describes poverty as a result of third world debt, free trade, corporations, consumption and consumerism, and a complex list of other facts that places almost three billion people living on less than two dollars a day.  The article goes on to state how much money is being spent to try to help solve the poverty issue.
elligant35

Structural Adjustment-a Major Cause of Poverty - Global Issues - 0 views

    • elligant35
       
      Poverty is a continous cycle because much of the money that is spent on exports sustains the ecomony of another country rather than the country who buys the goods. Having less imports and more exports creates a system of maintaining dependency and poverty or industrialized product-exporting/commodity-importing country is wealthy and an underdeveloped product-importing/ commodity-exporting country is poor. There is also shocking evidence of those individuals who work for the World Bank. This would definetly be good shocker for those that "Earn More" and "Eat Less".
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