Åsa Wahlström, PhD, IGS and Brunel University, Amcwahlstrom@yahoo.co.uk
Blogger’s Note: This was an unusually difficult lecture in which to take notes. The lecturer remained seated throughout her presentation, read from a script and insisted on speaking in a low voice. Thus, if there are any gaping holes in the preceding notes, all I can say is contact Åsa.
Asylum Seeking Children in the UK
- 12% of all asylum seekers in the UK are children who seek asylum alone.
- Most asylum seeking children as seen as an undesirable burden to British social services.
- The lecturer studied unaccompanied children from the Democratic Republic of Congo (DRC) who were seeking asylum in the UK.
- The lecturer conducted her research in the Hillington area of London.
- The lecturer found the majority of the children in her research group fled to the UK with the assistance of adults who provided false documents and passports.
- The lecturer found that these children constituted an oppressed group with limited choices but within those limited choices they exercised great autonomy.
Legal Conditions Regarding Asylum Seeking Children
- Article 20 of the UN Convention on the Rights of the Child (1989)
- The UK Children Act of 1989 states that all children in the UK are entitled to social services regardless of nationality. According to this act, children are defined as those below the age of 18.
- In 2006, 2,560 unaccompanied asylum seeking children applied for refugee status in the UK.
o 22% were refused.
o 7% were granted asylum.
o 1% was granted humanitarian protection.
o 71% were granted ‘discretionary leave to remain’ until their 18th birthdays.
- In the UK, once a child reaches the age of 17 ½ , they can be deported to their home countries where they often face unsafe conditions.
- Children who are under the age of 16 when they arrive in the UK are put in foster homes.
- Upon turning 16, asylum seeking children become the responsibility of the Local Council.
Institutional Problems
- Asylum seeking children in the UK are often seen and diagnosed by psychiatrists. Under these institutional conditions, 40% of children are found to suffer from depression.
- Institutional problems exist.
o There are not enough case workers.
o The age of children who are ‘mature for their age’ is often disputed.
o Children are not viewed as agents.
Children and Agency
- Children and youth are “active agents in their own right who contribute to, transform and influence the situation and environments in which they find themselves” (Eyber and Ager 2004: 190).
- In the DRC, children are often seen as active/ important social agents.
o This is very different from how they are viewed in the UK.
o Today, anyone who possesses land (money) in Kinshasa, DRC is considered a ‘child with weight’.
o In culture and popular life, children are more visible than ever before.
- “As people bring the concept of youth to bear on situations…they speak directly to the question in their societies of what is power, what is agency and what kind it is, and how rights are to be negotiated” (Durham 2000: 16).
- In the DRC, childhood entails violence and hunger and this often makes children social agents.
- In the UK, social workers do not view children as social agents capable of exercising autonomous choice.
- Social workers often prevent outsiders from gaining access to children asylum seekers.
- The lecturer described the case of a Nigerian child refugee in London.
- Refugee children are deemed the most vulnerable of refugees.
o Policy documents do not reflect agency and knowledge of life-skills.
o Policy documents do not reflect the realities of refugee children.
o Thus, these policies are often debilitating.
- A child “in need” is defined as “a child unlikely to achieve or maintain… a reasonable standard of health or development without the provision of services by local authorities” (Children Act 1989: Part III).
- In the UK, asylum seeking children’s daily lives are dictated by official documents, policies and institutions.
- The asylum seeking process causes much anxiety.
The Role of the Pentecostal Church in the Lives of Asylum Seeking Children
- The Pentecostal Church plays a large role in the lives of asylum seekers in London.
- In the church, young people experience a sense of fulfillment and control.
- The church is viewed by asylum seekers as a sacred space.
- The church helps young people to “survive” the system.
- Prayer becomes a technology of the self.
- Worship enabled participants to experience ecstasy.
- Asylum seekers often pray for success in the asylum process.
o Thus pressing political concerns were addressed in church.
o Many asylum seekers did not believe that public protest would yield results.
o They believe that prayer is more efficacious than public political action.
- The people the lecturer interviewed attended church a lot and could do so every day.
- The difficulties associated with being a refugee and applying for asylum often deepened religious faith.
- In church, people experience a higher level of control than in the political system.
Conclusions
- Refugee children show a high degree of autonomy and personal agency.
o It is important to keep in mind that some anthropologists attribute too much personal agency to children.
o Children are simultaneously being overestimated and underestimated.
- Refugee children practice “agency under constraint”.
o These children only experience a high level of control in church. Otherwise, their fate was subject to the actions and decrees of adults operating with the administrative system.
- Are children victims or autonomous agents?
o Are refugee children empowered?
o Do they exercise an ‘expansion of choice’?
Sunday, November 29, 2009
Wednesday, November 25, 2009
Global Empowerment II: Women, Economic Empowerment and Climate Change
Milissão Nuvunga, PhD Candidate at the School of Global Studies
Opening Note: The issue of climate change was initially addressed by natural scientists and, until recently, the natural sciences have dominated research and the production of knowledge about climate change. Today, we will discuss climate change from the perspective of the social sciences.
What is Empowerment?
- Empowerment is the enhancement of one’s ability to make strategic life choices.
o Examples include the right to choose whether to get married and have children.
o Empowerment helps people to overcome institutional and cultural barriers.
o Empowerment functions on two levels that of the individual and society.
- Different barriers/ constraining factors to empowerment exist in different regions.
o For example, the caste system is a constraining factor in Asia while religion is a more significant constraining factor in Africa.
- In general, it has been found that women’s empowerment benefits individuals and societies.
- Problems arise in measuring the outcomes of empowerment projects because the results of empowerment are very fuzzy and difficult to research.
- Another problem is that empowerment allows someone to do something but does not determine what they are going to do.
o For example, you can empower women with the knowledge that excessive meat consumption is harmful to the environment but it doesn’t mean they will stop consuming meat.
o The anticipation of positive empowerment outcomes is simply wishful thinking.
The Economic Empowerment of Women
- This topic raises several questions including:
o Why do women need economic empowerment?
o What are the results?
o Is it possible to measure the success/failure of empowerment projects?
- Economic empowerment gives women a stronger bargaining position at the household level.
o This translates into non-material benefits such as respect and increased self esteem.
o It also translates into material benefits including jobs outside of the home and access to markets.
- Economic empowerment also helps women to challenge and change cultural norms.
- Economic empowerment increases mobility and facilitates freedom and choice.
- Micro-Credit and the Grameen Bank
o Usually when we talk about women and economic empowerment, we talk about micro-credit.
o Micro-credit programs sponsored by the Grameen Bank in Bangladesh demonstrated that women capable of participation in market transactions.
o The Grameen Bank and its founder received the Nobel Peace Prize in 1994 “for their efforts to create economic and social development from below” (Nobel Prize Committee).
o Micro-credit and the Grameen Bank also reveal weaknesses in banking and financial systems.
These institutions exist because commercial banks don’t lend money to impoverished women.
o Unfortunately, the success of the Grameen Bank did not translate into structural changes in the financial systems of Bangladesh and other developing countries.
- A case of empowerment in India:
o An NGO taught basic accounting practices to female street vendors in India.
o This allowed women to keep track of business finances as well as household finances.
o It was recently reported that the India women who the NGO had taught were blocking traffic by sitting in the middle of a local road.
o These female protesters said that they would not move until they spoke with the provincial commander of the police.
o When the provincial commander arrived, the women complained that their household finances were in disarray because their husbands were spending too much money on alcohol. This was because the local police chief was corrupt and allowed the illegal production of alcohol in the area. This illegally produced alcohol was then sold for very little money.
o As a result of the protests, the local police chief was fired.
o This is an example of how the economic empowerment of women led to political mobilization and change.
- The economic empowerment of women is not simply a matter of gender but one of class.
o Rich women consume and pollute and disempower poor women.
o To make conditions better for poor women, you have to make conditions worse for rich women.
3 Dimensions of Power
- Three dimensions of power include direct power, institutional power and discursive power.
- Empowerment projects can give women the power to say no, the power to challenge institutional structures and the power to address ways of being.
- It is important to question the dimensions of power addressed or targets by interventions.
The Environment and Climate Change
- The environment and climate change are institutionally regulated.
- These institutional arrangements are governed by international organizations such as the UN and WMO.
o These institutions coordinate actions and policies.
o They have identified the need for mitigation (primarily in rich countries) and adaptation (primarily in poor countries).
Women and Climate Change
- Women are major producers of agricultural goods worldwide. Thus they are influenced by and exercise influence over the environment.
- When the climate changes, the conditions in which women live and work also change.
- How will women adapt to climate change?
o This question has not been well discussed. Researchers are just beginning to investigate this question.
o So far, the focus has been on higher, political levels.
o It is important to examine national adaptation plans of action (NAPA). Unfortunately, women are often ignored in these plans especially when it comes to operations.
- Women are vulnerable to climate change and natural disasters for several reasons.
o Women are more vulnerable to stresses and situations caused by natural disasters.
o Women work with agriculture and have a lesser ability to recover from disaster.
o Women are not as protected from disasters in their homes.
o Women possess less social capital than men.
- Because of their roles in the household, women are more vulnerable to environmental changes.
o Women cook, care for children and the elderly, gather wood, use and inhale pesticides, collect water, etc.
o Women usually have less free/ leisure time.
- Poor women generally do not have access to institutions that regulate the environment and climate change.
o You won’t see many impoverished women from developing countries at the climate change conference in Copenhagen.
o As a result, poor women possess little to no institutional bargaining power on international and national levels.
The Difficulties of Policy-Making
- If you are a policy-maker and someone tells you to empower women, what do you think?
o You can think that women should be empowered because they have intrinsic value as human beings.
o Or you can think that women have instrumental value.
o It is much easier for policy-makers to think instrumentally.
o When policies are designed to promote women’s intrinsic value, debates arise about equality vs equity and the issue becomes complicated.
o Of course, there is a problem with instrumental thinking. Instrumental thinking promotes women’s power to improve households but not to make strategic life choices.
Drawing Conclusions from Regional Examples
- The results of empowerment projects vary greatly according to regional and cultural contexts.
- In Northern Vietnam, women are most vulnerable because of poor sanitation. In Bangladesh, housing is a much bigger problem than sanitation.
- The only conclusion that can be draw after examining regional projects is that institutional inaction yields vulnerability. In other words, vulnerability is not a sign of women’s inability to achieve what they want but a sign of institutions failing to take action to improve the lives of women.
Possible Solutions
- We have to start looking at the state as the coordinator of development.
o Problems are created by the inaction of state actors.
o We cannot shift responsibility away from the state and towards NGOs because NGOS cannot implement policies at the state level.
o The state can apply positive local outcomes to national settings.
- We need to improve coordination between government officials/bodies, NGOs and donors.
- One very practical way of empowering women is to provide them with daycare for their children.
Opening Note: The issue of climate change was initially addressed by natural scientists and, until recently, the natural sciences have dominated research and the production of knowledge about climate change. Today, we will discuss climate change from the perspective of the social sciences.
What is Empowerment?
- Empowerment is the enhancement of one’s ability to make strategic life choices.
o Examples include the right to choose whether to get married and have children.
o Empowerment helps people to overcome institutional and cultural barriers.
o Empowerment functions on two levels that of the individual and society.
- Different barriers/ constraining factors to empowerment exist in different regions.
o For example, the caste system is a constraining factor in Asia while religion is a more significant constraining factor in Africa.
- In general, it has been found that women’s empowerment benefits individuals and societies.
- Problems arise in measuring the outcomes of empowerment projects because the results of empowerment are very fuzzy and difficult to research.
- Another problem is that empowerment allows someone to do something but does not determine what they are going to do.
o For example, you can empower women with the knowledge that excessive meat consumption is harmful to the environment but it doesn’t mean they will stop consuming meat.
o The anticipation of positive empowerment outcomes is simply wishful thinking.
The Economic Empowerment of Women
- This topic raises several questions including:
o Why do women need economic empowerment?
o What are the results?
o Is it possible to measure the success/failure of empowerment projects?
- Economic empowerment gives women a stronger bargaining position at the household level.
o This translates into non-material benefits such as respect and increased self esteem.
o It also translates into material benefits including jobs outside of the home and access to markets.
- Economic empowerment also helps women to challenge and change cultural norms.
- Economic empowerment increases mobility and facilitates freedom and choice.
- Micro-Credit and the Grameen Bank
o Usually when we talk about women and economic empowerment, we talk about micro-credit.
o Micro-credit programs sponsored by the Grameen Bank in Bangladesh demonstrated that women capable of participation in market transactions.
o The Grameen Bank and its founder received the Nobel Peace Prize in 1994 “for their efforts to create economic and social development from below” (Nobel Prize Committee).
o Micro-credit and the Grameen Bank also reveal weaknesses in banking and financial systems.
These institutions exist because commercial banks don’t lend money to impoverished women.
o Unfortunately, the success of the Grameen Bank did not translate into structural changes in the financial systems of Bangladesh and other developing countries.
- A case of empowerment in India:
o An NGO taught basic accounting practices to female street vendors in India.
o This allowed women to keep track of business finances as well as household finances.
o It was recently reported that the India women who the NGO had taught were blocking traffic by sitting in the middle of a local road.
o These female protesters said that they would not move until they spoke with the provincial commander of the police.
o When the provincial commander arrived, the women complained that their household finances were in disarray because their husbands were spending too much money on alcohol. This was because the local police chief was corrupt and allowed the illegal production of alcohol in the area. This illegally produced alcohol was then sold for very little money.
o As a result of the protests, the local police chief was fired.
o This is an example of how the economic empowerment of women led to political mobilization and change.
- The economic empowerment of women is not simply a matter of gender but one of class.
o Rich women consume and pollute and disempower poor women.
o To make conditions better for poor women, you have to make conditions worse for rich women.
3 Dimensions of Power
- Three dimensions of power include direct power, institutional power and discursive power.
- Empowerment projects can give women the power to say no, the power to challenge institutional structures and the power to address ways of being.
- It is important to question the dimensions of power addressed or targets by interventions.
The Environment and Climate Change
- The environment and climate change are institutionally regulated.
- These institutional arrangements are governed by international organizations such as the UN and WMO.
o These institutions coordinate actions and policies.
o They have identified the need for mitigation (primarily in rich countries) and adaptation (primarily in poor countries).
Women and Climate Change
- Women are major producers of agricultural goods worldwide. Thus they are influenced by and exercise influence over the environment.
- When the climate changes, the conditions in which women live and work also change.
- How will women adapt to climate change?
o This question has not been well discussed. Researchers are just beginning to investigate this question.
o So far, the focus has been on higher, political levels.
o It is important to examine national adaptation plans of action (NAPA). Unfortunately, women are often ignored in these plans especially when it comes to operations.
- Women are vulnerable to climate change and natural disasters for several reasons.
o Women are more vulnerable to stresses and situations caused by natural disasters.
o Women work with agriculture and have a lesser ability to recover from disaster.
o Women are not as protected from disasters in their homes.
o Women possess less social capital than men.
- Because of their roles in the household, women are more vulnerable to environmental changes.
o Women cook, care for children and the elderly, gather wood, use and inhale pesticides, collect water, etc.
o Women usually have less free/ leisure time.
- Poor women generally do not have access to institutions that regulate the environment and climate change.
o You won’t see many impoverished women from developing countries at the climate change conference in Copenhagen.
o As a result, poor women possess little to no institutional bargaining power on international and national levels.
The Difficulties of Policy-Making
- If you are a policy-maker and someone tells you to empower women, what do you think?
o You can think that women should be empowered because they have intrinsic value as human beings.
o Or you can think that women have instrumental value.
o It is much easier for policy-makers to think instrumentally.
o When policies are designed to promote women’s intrinsic value, debates arise about equality vs equity and the issue becomes complicated.
o Of course, there is a problem with instrumental thinking. Instrumental thinking promotes women’s power to improve households but not to make strategic life choices.
Drawing Conclusions from Regional Examples
- The results of empowerment projects vary greatly according to regional and cultural contexts.
- In Northern Vietnam, women are most vulnerable because of poor sanitation. In Bangladesh, housing is a much bigger problem than sanitation.
- The only conclusion that can be draw after examining regional projects is that institutional inaction yields vulnerability. In other words, vulnerability is not a sign of women’s inability to achieve what they want but a sign of institutions failing to take action to improve the lives of women.
Possible Solutions
- We have to start looking at the state as the coordinator of development.
o Problems are created by the inaction of state actors.
o We cannot shift responsibility away from the state and towards NGOs because NGOS cannot implement policies at the state level.
o The state can apply positive local outcomes to national settings.
- We need to improve coordination between government officials/bodies, NGOs and donors.
- One very practical way of empowering women is to provide them with daycare for their children.
Global Empowerment I: Indigenous Peoples – Struggle for Self-determination
Maria Clara Medina
Lecture cancelled due to illness.
The lecture was held on Wednesday, December 2 at the School of Global Studies. (If the PowerPoint is not yet posted, please contact Maria at maria.medina@globalstudies.gu.se )
Please see PowerPoint posted on the course portal:
http://kursportal.student.gu.se/inst/S2GLS%7C_%7CNONE/GS2122au09/filuppladdning/browse.php?dir=Kursinformation%2FMaterial+from+lectures
Lecture cancelled due to illness.
The lecture was held on Wednesday, December 2 at the School of Global Studies. (If the PowerPoint is not yet posted, please contact Maria at maria.medina@globalstudies.gu.se )
Please see PowerPoint posted on the course portal:
http://kursportal.student.gu.se/inst/S2GLS%7C_%7CNONE/GS2122au09/filuppladdning/browse.php?dir=Kursinformation%2FMaterial+from+lectures
Saturday, November 21, 2009
Global Consumption III: The Consequences of Ecological Distribution Conflicts
Karl Bruckmeier, Human Ecology
Please see Powerpoint posted on the Global Studies: Thematic Issues course portal.
http://kursportal.student.gu.se/inst/S2GLS%7C_%7CNONE/GS2122au09/filuppladdning/browse.php?dir=Kursinformation%2FMaterial+from+lectures
Please see Powerpoint posted on the Global Studies: Thematic Issues course portal.
http://kursportal.student.gu.se/inst/S2GLS%7C_%7CNONE/GS2122au09/filuppladdning/browse.php?dir=Kursinformation%2FMaterial+from+lectures
Global Consumption II: Consumption in Havana, Cuba
Maria Padron Hernandez, PhD candidate in Anthropology
Opening Note: In this lecture, we will discuss consumption practices as well as how people make sense of consumption (cultural aspects) in Havana, Cuba.
Definitions
- In this lecture, I will use the term “market” to discuss forms of trade.
- The Cuban peso is abbreviated MN.
- The Cuban dollar is abbreviated CUC.
Cuban Markets
- Cuba is one of the few remaining socialist states.
- Its markets have been shaped by a very specific history of socialism following the Communist Revolution.
- There are seven markets in Cuba:
o Market #1- Formal, state market, rationed, currency- the Cuban Peso (MN)
o Market #2- Formal, state market, unrationed, currency- the Cuban Peso (MN), farmers’ markets
o Market #3- Formal, private market, currency- the Cuban Peso (MN), farmers’ markets
o Market #4- Informal/ “Black” market, currency- the Cuban Peso (MN)
o Market #5- Formal, state market, unrationed, currency- the Cuban “Dollar”, TRD, caters to tourists
o Market #6- We did not discuss this market during lecture.
o Market #7- Informal/ “Black” market, currency- the Cuban “Dollar”, anything and everything is bought and sold in this market
- The Cuban Peso was the only currency until the 1980s when the economy opened up to tourism and needed a hard currency.
- Post-Cold War: deep, economic crisis known as “The Special Period”
- During “The Special Period,” relative from abroad, especially in Miami, sent money or remittances to help relatives living in Cuba. Of course, this was illegal.
- In 1993, the state legalized hard currency. Both the US dollar and hard currencies were legalized.
- In 1994, the state began to print the CUC which was equivalent to the US dollar.
- In 2004, the state proclaimed that the US dollar would no longer be accepted.
- In 2006,when Maria conducted her field work, only two currencies were accepted in Cuba, the Cuban Peso (MN) and the Cuban “Dollar” (CUC).
- Neither pesos nor Cuban dollars can be exchanged internationally.
- In 2006, 1 CUC= 24 MN.
- Generally, the CUC is more universally accepted in Cuba than the MN. For example, you cannot use the MN in the unrationed state market that caters to tourists.
- Cubans are only paid in MN.
- The existence of two currencies raises several questions about consumption and the state such as:
o Is the state a provider? (Market #1)
o Is the state a profiteer? (Market #5)
How do Cubans make sense of the 2 currencies?
- The most common way to speak about both currencies is “peso.” This is connected with an important non-verbal understanding of the currencies.
- Both currencies look very similar, although CUC are usually newer and shinier.
o CUC bills contain fine print that identify them as “pesos convertibles”.
o CUC coins contain no explicit statement distinguishing them from MN coins.
o CUC coins are heavier, shinier and prettier.
- Shops rarely explicitly state which currency in which they trade; this is simply understood by the consumer.
- Shops that trade in CUC are usually air-conditioned and contain new products.
- Shops that trade in MN are not air-conditioned and contain products that were not manufactured.
- Thus the CUC is associated with such terms and concepts as new, modern, hygienic, bright, shiny, clean, better and manufactured.
- The MN is associated with such terms and concepts as old, out-dated, dirty and unhygienic
- The Cuban reality is divided into 2 distinct categories: old/new, MN/CUC, poor/rich.
- The MN is associated with Cuba and Cubans while the CUC is associated with foreigners. However, both are Cuban currencies and neither are traded internationally.
- Foreign products, the tourist industry and remittances are exclusively conducted in CUC.
- Cubans cannot do much with their income except consume. Private property is illegal in Cuba.
- Cuba has big trade agreements with China, Venezuela and Bolivia.
o Chinese people are sent to Cuba to learn Spanish and, in return, China sends buses.
o Almost every bus operating in Cuba was made in China.
- Cuba has tried and failed to become self-sufficient. It has always been dependent on another country or countries.
- Prior to the economic crisis, Cuban emigrants were viewed as traitors but, after the crisis, things changed.
- Cuba stopped paying international debts in the 1960s.
o Thus they have no IMF/ World Bank agreements.
o As previously states, Cuba has always relied on loans from governments.
Analysis of the Literature
- Porter argues that some Cubans feel a sense of injustice when they are denied access to the CUC and the tourist economy. She further contends that this situation is contradictory to rights associated with citizenship. Thus, symbolic violence is constantly re-affirmed by the dual economy.
o Maria is skeptical of this argument.
- Gordy discusses the complexity of the Cuban reality.
o Maria prefers this point of view.
Maria’s email address is: maria.padron@globalstudies.gu.se
Opening Note: In this lecture, we will discuss consumption practices as well as how people make sense of consumption (cultural aspects) in Havana, Cuba.
Definitions
- In this lecture, I will use the term “market” to discuss forms of trade.
- The Cuban peso is abbreviated MN.
- The Cuban dollar is abbreviated CUC.
Cuban Markets
- Cuba is one of the few remaining socialist states.
- Its markets have been shaped by a very specific history of socialism following the Communist Revolution.
- There are seven markets in Cuba:
o Market #1- Formal, state market, rationed, currency- the Cuban Peso (MN)
o Market #2- Formal, state market, unrationed, currency- the Cuban Peso (MN), farmers’ markets
o Market #3- Formal, private market, currency- the Cuban Peso (MN), farmers’ markets
o Market #4- Informal/ “Black” market, currency- the Cuban Peso (MN)
o Market #5- Formal, state market, unrationed, currency- the Cuban “Dollar”, TRD, caters to tourists
o Market #6- We did not discuss this market during lecture.
o Market #7- Informal/ “Black” market, currency- the Cuban “Dollar”, anything and everything is bought and sold in this market
- The Cuban Peso was the only currency until the 1980s when the economy opened up to tourism and needed a hard currency.
- Post-Cold War: deep, economic crisis known as “The Special Period”
- During “The Special Period,” relative from abroad, especially in Miami, sent money or remittances to help relatives living in Cuba. Of course, this was illegal.
- In 1993, the state legalized hard currency. Both the US dollar and hard currencies were legalized.
- In 1994, the state began to print the CUC which was equivalent to the US dollar.
- In 2004, the state proclaimed that the US dollar would no longer be accepted.
- In 2006,when Maria conducted her field work, only two currencies were accepted in Cuba, the Cuban Peso (MN) and the Cuban “Dollar” (CUC).
- Neither pesos nor Cuban dollars can be exchanged internationally.
- In 2006, 1 CUC= 24 MN.
- Generally, the CUC is more universally accepted in Cuba than the MN. For example, you cannot use the MN in the unrationed state market that caters to tourists.
- Cubans are only paid in MN.
- The existence of two currencies raises several questions about consumption and the state such as:
o Is the state a provider? (Market #1)
o Is the state a profiteer? (Market #5)
How do Cubans make sense of the 2 currencies?
- The most common way to speak about both currencies is “peso.” This is connected with an important non-verbal understanding of the currencies.
- Both currencies look very similar, although CUC are usually newer and shinier.
o CUC bills contain fine print that identify them as “pesos convertibles”.
o CUC coins contain no explicit statement distinguishing them from MN coins.
o CUC coins are heavier, shinier and prettier.
- Shops rarely explicitly state which currency in which they trade; this is simply understood by the consumer.
- Shops that trade in CUC are usually air-conditioned and contain new products.
- Shops that trade in MN are not air-conditioned and contain products that were not manufactured.
- Thus the CUC is associated with such terms and concepts as new, modern, hygienic, bright, shiny, clean, better and manufactured.
- The MN is associated with such terms and concepts as old, out-dated, dirty and unhygienic
- The Cuban reality is divided into 2 distinct categories: old/new, MN/CUC, poor/rich.
- The MN is associated with Cuba and Cubans while the CUC is associated with foreigners. However, both are Cuban currencies and neither are traded internationally.
- Foreign products, the tourist industry and remittances are exclusively conducted in CUC.
- Cubans cannot do much with their income except consume. Private property is illegal in Cuba.
- Cuba has big trade agreements with China, Venezuela and Bolivia.
o Chinese people are sent to Cuba to learn Spanish and, in return, China sends buses.
o Almost every bus operating in Cuba was made in China.
- Cuba has tried and failed to become self-sufficient. It has always been dependent on another country or countries.
- Prior to the economic crisis, Cuban emigrants were viewed as traitors but, after the crisis, things changed.
- Cuba stopped paying international debts in the 1960s.
o Thus they have no IMF/ World Bank agreements.
o As previously states, Cuba has always relied on loans from governments.
Analysis of the Literature
- Porter argues that some Cubans feel a sense of injustice when they are denied access to the CUC and the tourist economy. She further contends that this situation is contradictory to rights associated with citizenship. Thus, symbolic violence is constantly re-affirmed by the dual economy.
o Maria is skeptical of this argument.
- Gordy discusses the complexity of the Cuban reality.
o Maria prefers this point of view.
Maria’s email address is: maria.padron@globalstudies.gu.se
Global Consumption I: Sustainable Development and Global Material Flows
Tom Bohler, Human Ecology
Please see PDF entitled, "Global Consumption: Sustainable Development and Global Material Flows" posted on the Global Studies: Thematic Issues course portal.
http://kursportal.student.gu.se/inst/S2GLS%7C_%7CNONE/GS2122au09/filuppladdning/browse.php?dir=Kursinformation%2FMaterial+from+lectures
Please see PDF entitled, "Global Consumption: Sustainable Development and Global Material Flows" posted on the Global Studies: Thematic Issues course portal.
http://kursportal.student.gu.se/inst/S2GLS%7C_%7CNONE/GS2122au09/filuppladdning/browse.php?dir=Kursinformation%2FMaterial+from+lectures
Global Risk III: Privatization of Security and Violence
Joakim Berndtsson, School of Global Studies
Please see PDF entitled, "Global Risk Violence HT09" posted on the Global Studies: Thematic Issues course portal.
http://kursportal.student.gu.se/inst/S2GLS%7C_%7CNONE/GS2122au09/filuppladdning/browse.php?dir=Kursinformation%2FMaterial+from+lectures
Please see PDF entitled, "Global Risk Violence HT09" posted on the Global Studies: Thematic Issues course portal.
http://kursportal.student.gu.se/inst/S2GLS%7C_%7CNONE/GS2122au09/filuppladdning/browse.php?dir=Kursinformation%2FMaterial+from+lectures
Global Risk II: Global Reactions to Epidemic Diseases
Thomas Bergstrom, Sahlgrenska University Hospital
Opening Note: Death due to infectious disease has almost been eliminated in the US since 1900. Unfortunately, this is not so in Sub-Saharan Africa. Today, we will discuss global responses to viral epidemics.
Background
- The eradication of smallpox demonstrates that through global, coordinated efforts, viral epidemics can be eliminated.
o Smallpox is unique in that the symptoms are visible and easily diagnosed.
o Once cases of smallpox were identified, the effected person and/or people were isolated.
o There is no carrier stage in smallpox.
o A vaccine for smallpox was created 200 years ago.
o The creator of the vaccine studied smallpox for 20 years.
o The vaccine was given to French and English soldiers during the Napoleonic Wars.
o Once coordinated, global efforts began, it only took about 10 years to eradicate smallpox.
o Strains of smallpox are still stored in military laboratories and could be redeployed. However, neither smallpox nor any other virus would serve as a good weapon.
- The primary sources of newly emerging infections in humans are animals.
o The West Nile Virus- wild birds/ mosquitoes
o SARS virus- pteropid bats?
o Influenza A virus- wild ducks
o However, humans are equally vulnerable to human infection as evidenced by the spread of measles, HIV, Ebola, etc.
- Emerging diseases have enormous impacts on the following:
o Public health
o Animal health/ welfare
o Food supply
o Economies
o Environment (Biodiversity)
- It is important to note that humans dominate the biological world.
- The recent human population explosion and urbanization have serious implications from the spread of infectious diseases globally.
o Today, people are more exposed to ticks, rats and mosquitoes than ever before.
- Contacts with exotic “pets” also contribute to the spread of infections.
- Emerging virus infections in the last decennia have been facilitated by changes in:
o The social environment including mobility, behavior, demography, socio-economic status and public health measures. (A break-down in public health measures could lead to increased spread of viruses. / How you structure your health-care determines how many people will die from infections.)
o Technology including medical technology and food production.
o Virus mutation and recombination.
o Ecology including animal contacts, agriculture, fisheries, environmental pollution and global warming. (Global warming has led to an exponential proliferation of the mosquito population in the Northern Hemisphere.)
- Nature is the main bioterrorist!
- Humans are also destroying / altering habitat conditions.
Morbilliviruses (measles)
- This air-born virus is a great threat to all species. However, it is important to keep in mind that no infection kills everyone; there are always survivors.
- Seals contracted measles from dogs in Northern Europe.
Coronaviruses (SARS)
- SARS is a new human coronavirus that was big news in 2003.
- SARS is the best example after smallpox of rapid global cooperation in the eradication of a virus.
o Scientific data was shared.
o A steering committee was appointed by the WHO.
o There was rapid implementation of prophylactic measures.
o There was rapid development of diagnostics.
o Thus, the outbreak was terminated in less than 6 months.
- SARS was transmitted to humans in live animal markets in South East Asia.
- SARS was originally a bat virus. Incidentally, bats are a common source of viruses including rabies, Ebola, etc.
Influenza Viruses
- Symptoms of influenza include:
o A fever of more than 39 degrees Celsius
o Acute onset
o Myalgia
o Total malaise
o Shivers
o Coughing
o Redness of mucosa in the nose and throat
- 20th Century influenza pandemics include:
o 1918: “Spanish Flu,” more than 40 million deaths, A(H1N1)
o 1957: “Asian Flu,” 1-4 million deaths, A(H2N2)
o 1968: “Hong Kong Flu,” 1-4 million deaths, A(H3N2)
- Today’s flu pandemic (2009) is characterized by:
o Easy transmission
o Easy mutation
o Exchange between species and genes
o Almost no immunity since those exposed to the Spanish Flu are now dead.
o Younger victims
o Diarrhea which is unusual in the seasonal flu
- The current pandemic is a variant of the Spanish Flu and is neither the Avian Flu nor the Swine Flu.
- The Avian influenza can be transmitted to humans but then cannot be transmitted from human to human.
o There has been no documented spread between humans.
o There have been 442 reported human cases, of which 262 died. This is a 60% mortality rate.
- Is our influenza preparedness good?
o There is constant surveillance by the WHO.
o Culling has and does occur.
o There is strict control over bird markets.
o There are adequate and rapid diagnostics.
o There are levels of public awareness.
- The current flu vaccine targets specific viral strains and has much better average protection.
o Generally, Sweden is against vaccination but Sweden is currently universally recommending vaccination.
Emerging Viruses
- Emerging viruses are being identified with increasing frequency in the human and animal worlds.
- As a result, we should invest in early warning systems and pandemic preparedness plans.
Opening Note: Death due to infectious disease has almost been eliminated in the US since 1900. Unfortunately, this is not so in Sub-Saharan Africa. Today, we will discuss global responses to viral epidemics.
Background
- The eradication of smallpox demonstrates that through global, coordinated efforts, viral epidemics can be eliminated.
o Smallpox is unique in that the symptoms are visible and easily diagnosed.
o Once cases of smallpox were identified, the effected person and/or people were isolated.
o There is no carrier stage in smallpox.
o A vaccine for smallpox was created 200 years ago.
o The creator of the vaccine studied smallpox for 20 years.
o The vaccine was given to French and English soldiers during the Napoleonic Wars.
o Once coordinated, global efforts began, it only took about 10 years to eradicate smallpox.
o Strains of smallpox are still stored in military laboratories and could be redeployed. However, neither smallpox nor any other virus would serve as a good weapon.
- The primary sources of newly emerging infections in humans are animals.
o The West Nile Virus- wild birds/ mosquitoes
o SARS virus- pteropid bats?
o Influenza A virus- wild ducks
o However, humans are equally vulnerable to human infection as evidenced by the spread of measles, HIV, Ebola, etc.
- Emerging diseases have enormous impacts on the following:
o Public health
o Animal health/ welfare
o Food supply
o Economies
o Environment (Biodiversity)
- It is important to note that humans dominate the biological world.
- The recent human population explosion and urbanization have serious implications from the spread of infectious diseases globally.
o Today, people are more exposed to ticks, rats and mosquitoes than ever before.
- Contacts with exotic “pets” also contribute to the spread of infections.
- Emerging virus infections in the last decennia have been facilitated by changes in:
o The social environment including mobility, behavior, demography, socio-economic status and public health measures. (A break-down in public health measures could lead to increased spread of viruses. / How you structure your health-care determines how many people will die from infections.)
o Technology including medical technology and food production.
o Virus mutation and recombination.
o Ecology including animal contacts, agriculture, fisheries, environmental pollution and global warming. (Global warming has led to an exponential proliferation of the mosquito population in the Northern Hemisphere.)
- Nature is the main bioterrorist!
- Humans are also destroying / altering habitat conditions.
Morbilliviruses (measles)
- This air-born virus is a great threat to all species. However, it is important to keep in mind that no infection kills everyone; there are always survivors.
- Seals contracted measles from dogs in Northern Europe.
Coronaviruses (SARS)
- SARS is a new human coronavirus that was big news in 2003.
- SARS is the best example after smallpox of rapid global cooperation in the eradication of a virus.
o Scientific data was shared.
o A steering committee was appointed by the WHO.
o There was rapid implementation of prophylactic measures.
o There was rapid development of diagnostics.
o Thus, the outbreak was terminated in less than 6 months.
- SARS was transmitted to humans in live animal markets in South East Asia.
- SARS was originally a bat virus. Incidentally, bats are a common source of viruses including rabies, Ebola, etc.
Influenza Viruses
- Symptoms of influenza include:
o A fever of more than 39 degrees Celsius
o Acute onset
o Myalgia
o Total malaise
o Shivers
o Coughing
o Redness of mucosa in the nose and throat
- 20th Century influenza pandemics include:
o 1918: “Spanish Flu,” more than 40 million deaths, A(H1N1)
o 1957: “Asian Flu,” 1-4 million deaths, A(H2N2)
o 1968: “Hong Kong Flu,” 1-4 million deaths, A(H3N2)
- Today’s flu pandemic (2009) is characterized by:
o Easy transmission
o Easy mutation
o Exchange between species and genes
o Almost no immunity since those exposed to the Spanish Flu are now dead.
o Younger victims
o Diarrhea which is unusual in the seasonal flu
- The current pandemic is a variant of the Spanish Flu and is neither the Avian Flu nor the Swine Flu.
- The Avian influenza can be transmitted to humans but then cannot be transmitted from human to human.
o There has been no documented spread between humans.
o There have been 442 reported human cases, of which 262 died. This is a 60% mortality rate.
- Is our influenza preparedness good?
o There is constant surveillance by the WHO.
o Culling has and does occur.
o There is strict control over bird markets.
o There are adequate and rapid diagnostics.
o There are levels of public awareness.
- The current flu vaccine targets specific viral strains and has much better average protection.
o Generally, Sweden is against vaccination but Sweden is currently universally recommending vaccination.
Emerging Viruses
- Emerging viruses are being identified with increasing frequency in the human and animal worlds.
- As a result, we should invest in early warning systems and pandemic preparedness plans.
Global Risk I: Climate Change
Per Knutsson, Human Ecology
Please see Powerpoint entitled, "Risk and Climate Change" posted on the Global Studies: Theories and Perspectives course portal.
http://kursportal.student.gu.se/inst/S2GLS%7C_%7CNONE/GS2122au09/filuppladdning/browse.php?dir=Kursinformation%2FMaterial+from+lectures
Please see Powerpoint entitled, "Risk and Climate Change" posted on the Global Studies: Theories and Perspectives course portal.
http://kursportal.student.gu.se/inst/S2GLS%7C_%7CNONE/GS2122au09/filuppladdning/browse.php?dir=Kursinformation%2FMaterial+from+lectures
I'm Back... =0)
After a month long blogging hiatus, I am back and ready to blog. I will do my best to post the lecture notes ASAP. =0)
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