Since mercantilism, which began in the mid 1600s, there have been numerous systemic changes in the global trading system. The most significant changes have been colonialism, the slave trade, peasant enclosures, industrialization and the formation of global economic institutions. Each one of these has had a marked effect on the distribution of resources and the wealth generated from their manufacture. Mercantilism, a theory related to trade and commerce, brought about intense competition amongst Northern countries in order to secure markets and resources. Colonialism was a way of assuring traders access to both primary resources and overseas markets in Southern countries. This pattern of trading whereby Southern countries provide the raw resources for the benefit of those in the North is still relevant, and has contributed significantly to divisions in wealth between the hemispheres. By the early 1800's mercantilists posed a threat to the aristocratic classes, which found themselves land rich but money poor. This, along with the growing movement towards industrialization, led to the eviction of peasants from land they had lived on for centuries. Two sources of cheap labour became available. Peasants who were desperate to find work in order to survive, and those deemed to be slaves from the developing world. Their labour was used to clear land for cultivation and for factory work. This combination of cheap labour and access to primary resources from the South enabled Northern countries to forge ahead with the industrialization of their economies. The year 1944 was an important year for global trading. Three institutions, namely the International Monetary Fund (IMF), the World Bank and the General Agreement on Tarriffs and Trade (GATT) were formed shortly thereafter. These international organisations would help solidify globally the ideology of laissez -faire economics. They would also play a direct role in influencing Southern governments to reduce trade barriers. It is claimed by critics that the IMF, the World Bank and GATT have used their power to uphold policies which have pried open Southern economies for the gain of those in the North. Critics believe these policies have been particulary negative for those living a subsistence lifestyle. Poverty in the developing world is currently at catasrophic levels with 34,000 children dying every " day from malnutrition and disease. Some charge the IMF, World Bank and GATT for increasing the vulnerability of the poor and ecological destruction. Fair trade is a system of trade which deliberately seeks to establish a more equal basis of exchange between the two geographical hemispheres. It helps to counter some of the imbalances of the current trading system. With the commitment of Alternative trading organisations (ATO's) thousands of men, women and children have secured a lifestyle which is both economically viable and ecologically sustainable. The challenge for fair trading is to apply alternative trade models more widely, and to promote fair trading as a part of mainstream commercial activity. One way the fair trading system is doing this is through labelling products sold in supermarkets with a fair trade label. Those products with a fair trade label have passed the fair trading criteria agreed to by the International Federation for Alternative Trading. Social Work is one of many professions that could help support fair trading. By organising fair trade networks as part of social development practice, social work could be active in supporting an economic system which empowers those who are most disadvantaged, and thereby reduces the inequality perpetuated by the current trading system. There are a number of other key roles for social workers. They could educate the public about global economic issues through conferences, workshops and writing educational material. Another role for social workers is that of negotiation. Social workers in the international development field would be in a good position to link Southern producer groups to Northern fair trading businesses. They could also link socially responsible business in the North to marginalised groups in their own countries. A third role for social workers committed to fair trading, is research. Topics could include ongoing analysis of the social and environmental effects of the current trading system, exploring the effectiveness of various alternative trading models and research on factors that could help facilitate the growth of socially responsible business. There are three international bodies which help social workers maintain a global perspective. They are the IFSW (International Federation of Social Work), the LASSW (International Association of Schools of Social Work) and the ICSW (International Council on Social Welfare).

No description available.

This study is about the professionalization of nursing. Nursing leaders at the national level and in New Brunswick initiated a new education policy requiring the baccalaureate degree as entry to practice. The new education policy would eliminate the diploma programs which are two to three years in length in favour of the baccalaureate degree which is four years in length. This study demonstrates that the case of upgrading nurse education was a carefully planned event requiring the acceptance of groups within nursing and the government, and was not part of the occupation's natural evolution. / Publicly, nursing leaders argued that the increase in work complexity necessitates a more qualified and educated workforce. Less publicized reasons for the change were the desire to be perceived as a profession, the hope for more respect from other occupations, increased autonomy, and increased financial rewards. There was, as well, the desire to expand nursing tasks which would address the belief that traditional, valued nursing tasks were being taken on by other health care workers. / Four competing theoretical perspectives were used to interpret the education change in nursing: functionalist, human capital theory, the interactionist perspective, and conflict theory. The findings from this study support the explanatory power of both the interactionist perspective and conflict theory. The interactionist perspective, focusing on intra-occupational processes, suggests that the conflict between the professional nursing association in New Brunswick, who initiated the education policy change, and the provincial nursing union, who vehemently opposed the policy change, stems partially from differences in organizational memberships, beliefs about nursing roles and broader occupational goals. Conflict theory (in particular closure theory), describes how occupations pursuing a 'professional project' may define membership in such a way to exclude other subordinate groups (e.g. the use of credentials). Thus, the baccalaureate entry to practice may be interpreted as an exclusionary strategy which will close off opportunities to diploma nurses in an attempt to enhance nursing's status. In order to achieve this goal, nursing leaders needed the support of the provincial government.

This thesis interprets student culture as a vehicle to understanding college drinking. It presents the findings of an ethnographic study of college drinking culture as experienced by college women. Particular emphasis is placed on age and gender variations within the student culture which significantly impact drinking beliefs and behavior. The subject of this study is the meanings of drinking in student culture. The findings suggest that university alcohol policy should speak to and from student culture, rather than to and from university administrative values. Based on the meanings of drinking in student culture, suggestions are made toward formulating a more effective university alcohol policy. / Department of Anthropology

Institutions of formal education have a survival interest in the question of why most adults do not participate in more formal adult education. This study, using a descriptive approach, gathered evidence from 16 adults (8 males and 8 females) who had not participated in formal education in the past 10 years. The evidence gathered was used to answer the question, How do adults, who have not participated in formal education as adults, describe their reasons for not participating? The evidence was gathered from multiple individual interviews and two focus groups.Much of the previous research in discovering why adults did not participate in formal education has been done from the perspective of the participating adult. An examination of this previous research identified job related reasons as the prominent reasons adults gave for participation in formal education. Barriers/deterrents to participation were most often identified as lack of time and money; however, the study presented here found neither money nor time reported as important reasons for nonparticipation in formal education for adults.The informants in this study answered the question clearly. They did not participate in formal education for adults because they found no need for, or value in, additional formal education. Furthermore, they had no interest in exploring potential benefits.Some research on participation in formal adult education shows some adults who participated, did so for social reasons. The informants in the study presented here may have avoided formal education for social reasons, that is, a fear of failure in that context. All informants were satisfied with the way they learned needed skills and/or knowledge. Previous formal education, schooling, was not recognized as an important contributor to the informants' current or future adult lifestyles. Schooling, as described by the informants, was not credited with providing them with understanding, knowledge, and/or skills required to find employment or to support or enhance their adult lifestyles.Hands-on, and less often reading, were the methods employed by the informants and their peers. There seemed to be a threat to their self esteem if they were involved in formal adult education to gain skill and/or knowledge. / Department of Educational Leadership

This thesis examines the relationship between the community and school in Arctic Bay in north Baffin Island. The objective is two-fold: first, to provide insights into the interaction between Inuit community members and school, and second, to describe and analyze the internal changes that school effects among community members. The central concern underlying the thesis is the ongoing process of Inuit cultural change. / This thesis expands the framework for studies in educational anthropology in two ways. First, the thesis examines the interaction between the community and the school from the perspective of the community, rather than from that of the school. Second, it applies anthropological understandings of social structure, social control and social personhood as analytical categories in examining the two cultural contexts. The thesis illustrates the fundamental contradictions in worldview between Inuit and the institution of schooling. / Observations of contemporary life illustrate that Inuit have been able to maintain the organizing principles of their kinship system in the transition from pre-settlement life to the community. Observations of socialization in school illustrate that the social norms and interrelational processes young Inuit learn in school contradict some of the organizing principles of Inuit kinship. Moreover, the responsibilities that Inuit adults are required to undertake as parents of school children impinge on their kinship obligations. The thesis concludes that although Inuit have maintained authentic, albeit modified, cultural practice in the community, the socialization of school, a culturally foreign institution, increasingly impinges on their normative values and social relations.

Following on recent interests in social sciences for the development of aquaculture and the alternative management of fisheries, this study shows how the analysis of social and knowledge relations among State-managers, fisheries scientists and local producers helps to better understand the issues at stake in the development and management of coastal resources, and therefore to better identify if a specific cultural setting is suited or not, under its current conditions, for the implementation of a shared management of resources between the State and local organizations. An examination of the recent evolution of the Mexican fisheries sector indicates that the political economic transformations that have characterized the country over the past twenty years have not only affected rural communities in a very profound way, but have also stimulated a rapid growth of shrimp farming activities in coastal areas, and more particularly on the North coast of the state of Nayarit. However, this expansion of shrimp aquaculture has generated many conflicts over the use of and access to natural resources. A closer look at this situation reveals that it is associated with power relationships among all the social actors involved, and intimately related to political interests extending well beyond the local level. The analysis of this case study also demonstrates that conflicting dynamics are fostered by unequal knowledge relations among all the actors involved. In such a context, a complete redefinition of the relationships among State-managers, fisheries scientists and local producers is required for the implementation of any co-management initiative, and anthropologists can contribute to increased visibility of local producers within the decision-making process and fisheries science.

Surprisingly enough, while it is generally acknowledged that emotion plays a vital part in the negotiation of every day life, there has been until recently a scarcity of communications scholarship directly concerned with its study. To date, those examining this variable have largely relied for the theoretical and methodological support on models imported from psychology. While their studies have arguably had a positive impact on our understanding of some aspects of emotion, this dissertation contends that an over-dependence on psychological theories and methods has resulted in a blinkered approach to its study. In general, the focus of research and scholarship has been on either display and recognition of facial expression, physiological response to environmental stimuli, subjective verbal labeling, and behavioral manifestation. On closer inspection, a positivist discourse which considers emotion in methodologically individualistic and empirically behavioral terms has informed much of this work. Building on behaviorism, intentionalist analytical philosophy, and phenomenology, emotion research in Communication Studies has tended to neglect the social. More sophisticated approaches to grasping this latter variable, found in Sociology and Anthropology, consequently have had little impact, leading communications scholars to consistently define emotion in terms of individual motivations, drives, desires, wants, and dispositions rather than as a process located in a social world. / In light of this, this dissertation strove not only to assemble a history and provide a critique of emotion study in psychology, but to relate it to advances being made in Sociology and Anthropology, especially those pertaining to communication and postmodernity. Alongside this, it endeavored to: (1) furnish a theory and methodology for explaining those relationships; (2) illuminate a way in which emotion can be reconceived as a formative and independent social variable integral to the reproduction of postmodernity; and (3) analyze the practices and discourses that have contributed to the historically changing, oftentimes, inconsistent and disputed, study of emotion. After the principle issues were introduced in the opening Chapter, the second Chapter outlined the relationships between emotion, the everyday, media, and postmodernity, with the everyday representing a key theoretical construct necessary for understanding our time. This Chapter closed with an exploration of so-called postmodern emotion. Using several theoretical frameworks, Chapter 3 tracked historical, discursive, and disciplinary interests in emotion and Chapter 4 relations between theories of emotions through pre-modern (5thC B.C.-1890), modern (1890-1960), and postmodern (1960-) periods. Next, Chapter 5 charted the etymologies of the primary emotion terms, while Chapter 6 explored approaches to the study of emotion in Communication Studies, or Communicology. After an initial analysis of 'bibliometric' data, the three primary traditional approaches were then systematically identified and examined. A fourth postmodern approach, the constructionist, was presented and assessed in the last Chapter. There it was argued that, from this perspective, communication constitutes reality and not merely provides a conduit for preformed intentional and emotional states. There, the concept of social emotion was advanced, the idea of emotion as socio-culture performance developed, and a rules based theoretical f

Thesis (Ph. D.)--University of Hawaii at Manoa, 1982. / Bibliography: leaves 216-224. / Microfiche. / xiii, 224 leaves, bound 29 cm

<p>This study explored women's perceptions of how their illness (Rheumatoid Arthritis- RA) affects their relationship with their intimate life partner. RA is a chronic, inflammatory, auto-immune illnes, which mainly affects the synovial membranes of multiple joints. This highly inflammatory poly-arthritis may lead to joint destruction, chronic pain, deformity and loss of functioning as unfortunate outcomes of the established illness. RA affects key life domains such as psychological well-being, social well-being, family and couple relationships, employment, loss of independence and restrictions in daily functioning.</p>