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in title, tags, annotations or urlsewa.org | Sewa's Approach to Poverty Removal - 0 views
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This article looks at two approaches to poverty removal. The first being focused on poverty as an income concept and thus removing poverty would be done through raising incomes, and the second looks at poverty as vulnerabiltiy to economic and social problems and thus focuses on social programs of education and health provision. SEWA, the Self Employed Women's Association, then goes on to give thier approach to poverty removal which is a combination of the two approaches.
HeyHeyfriends - Meet Korean Friends at Oversea - 0 views
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HeyHeyfriends is a new social network for sharing to your friends in Korea and Oversea. It's a sweet simple site, and it operates much like an actual social network! HeyHeyfriends allows users to create a profile for themselves. Users can upload a picture of them and can often be "friends" with other users. In HeyHeyfriends, both users must confirm that they are friends before they are linked. For example, if user A lists user B as a friend, then User B would have to approve User A's friend request before they are listed as friends. HeyHeyfriends allows users to create groups in workplace, Schools/colleges, university and funny things that share common interests, upload photos and music, and share yours niche by writing blog. Also user may add html code in he/she profile for embedding videos, flash tools and links for respective need.
WiserEarth - 0 views
Wallerstein on World Systems - 0 views
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This is why Wallerstein's theory gained acceptance in the anthropological community. We are interested in making sound cross-cultural comparisons.
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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.
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We are not comparing them to a standard - just trying to see the range of human possibilities - and how humans are interrelated.
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feudalism
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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
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switch from feudal obligations to money rents
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The Fonly Institute: Problems with the $100 laptop - 0 views
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Despite the fact that neither the children, their schools nor their parents will have anything to say in the creation of the design, large orders of multi-million units are planned.
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It would seem apparent that serious social research must be done to determine family, village and societal attitudes before proceeding with a program like OLPC.
Educating Language-Minority Children. - 0 views
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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.
Social Solutions to Poverty Weekly - 0 views
Louisiana Department of Social Services - 0 views
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Since 2004, Louisiana has implemented a STOP program that will try to resolve poverty in the state of Louisiania. Many services are linked to STOP like adoption agencies, vocational rehabilation, and other child welfare agencies. The idea is to consolidate and work together to create a soloution as a whole instead of having inconsistencies.
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WORLD SOCIAL FORUM-CAMEROON: NGOs Long on Vision, Short on Detail? - 0 views
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condemn globalisation, and demand an increase in development aid and local implementation of international labour standards.
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Structural Adjustment Programme (SAP) overseen by the World Bank and IMF.
Child Prostitution - 0 views
Poverty - The Global Relations of the Many Nations - 0 views
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All over the world, countries are stricken with famine. Children and adults alike are forced to live in miserable circumstances without proper living conditions or enough food. This situation, known as poverty, is an economic condition brought about when people lack sufficient income to be able to provide health services, h
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This site explores some social and historical causes of poverty, as well as other issues, in a number of countries including the US. It also has testimonies of those who have struggled with poverty and different organizations and ways to get involved to help the cause of the people around the world.
Factors of Poverty; The Big five - 0 views
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This site explores factors of poverty (as a social problem). It starts by stating the difference between a factor and a cause. A cause being that which gave rise to poverty in its origin, and a factor being something that contributes to its continuation. The five factors that this site focuses on are ignorance, disease, apathy, dishonesty, and dependency.
Economy of the United States information - Search.com - 0 views
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This page has the ecomony of the United States wrapped all in one. It links current policy trends of solving poverty with social issues, buying or consumer trends, history in deficit spending by the government, and the assistance provided by the government. This site talks about the inequalities of the minium wage and other statistics that are linked to global poverty.
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Human Rights Watch: Child Labor - 0 views
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