Group items tagged

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.

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

Population and Climate ChangeA “Malthusian” theory about the relationship between population growth and the environment suggests that as populations grow, they will strip their resources leading to famine, hunger and environmental degradation.As detailed further in this site’s section on population, that is an oversimplification and has largely shown not to be true. Instead, it has been factors such as politics and economics (i.e. how we use our resources and for what purpose) that has determined environmental degradation or sustainability.For example, the world’s wealthiest 20% (i.e. the rich countries) consume approximately 80% of the world’s resources, while the rest of humanity shares the other 20% of resource consumed, as noted in the consumption section of this web site.In regards to climate change, countries with large populations such as China and India have not been the countries contributing greenhouse gases for the decades that has been required to trigger climate change, as noted further above.While in total amounts their emissions might be high (China is second largest emitter after the United States, for example), per person, their emissions are significantly smaller as noted earlier.

as countries such as China, India and Brazil grow in prosperity, there will be large populations with purchasing power, consuming more goods and services, thus making more demands on the planet.Indeed, many environmentalists have constantly noted that if such countries were to follow the style of development that the rich countries used and emulate them, then our planet may not be able to cope much longer.

researchers have found that depending on what variables you factor in, the planet can support an extremely large population, or an extremely small one. These ranges are ridiculously wide: from 2 billion to 147 billion people! Why such variance? It depends on how efficiently resources are used and for what purpose (i.e. economics).

great carvers - the master craftsmen

Carving used to be a tapu art, subject to the rules and laws of tapu. The pieces of wood falling aside as the carver worked were never thrown away, neither were they used for the cooking of food. Women were not permitted near the carvings. The history, traditions, language and religion of the Māori make up an integral part of the carving art. To the Māori, all things possess a spirit (wairua), and a mauri (life force).

Māori weaving was made from the New Zealand flax (phormium tenax). From the flax, baskets, floor mats, skirts and cloaks were and still are made. There are more than fifty different varieties of the New Zealand flax, and the Māori know the advantages of each type of flax for its respective use.

the Africa Health Strategy 2007-2015.

15 percent of national budgets to health care,

It also urged governments to engage civil society and line ministries in mobilising resources for tuberculosis (TB).

Traditional Maori fishing operations were very well organised. Different tribes had their own fishing areas. Tribal boundaries were marked by landmarks and stakes and protected against trespassers. Fishing was often a community activity. Tasks involved everything from observing the movement of schools of fish and making gear, to catching and processing the fish. Early Maori knew a great deal about the life cycles of different fish. A fishing calendar was developed to work out when certain fish should be caught, what techniques to use, and whether it should be during the day or night. Kaimoana was a very important trading item. Coastal tribes traded it with inland iwi for goods such as birds, berries or workable stone. In Canterbury, Kaipoihai pa was a trading pa with eight different gates. It was similar to European trading sites in the middle ages.When Europeans arrived, Maori started trading with them. They bartered fish for other goods or sold it for cash. They exported fish to Australia in the early 19th century.

Maori are very knowledgeable and skilled fishers. Lines were made from flax fibre and sinkers from stones. Hooks were made from wood, bone, stone or shell. Sometimes a gorge was used instead of a hook. It was a straight piece of bone, sharp at each end and attached in the middle. When the line was pulled it turned sideways and caught in the fish's throat.

V. P. of Ghana joins US Doctors for Africa