Dependence in an Interdependent World: The Limited Possibilities of Transformation
within the Capitalist World Economy
Author(s): Immanuel Wallerstein
Source: African Studies Review, Vol. 17, No. 1 (Apr., 1974), pp. 1-26
Published by: Cambridge University Press
Stable URL: http://www.jstor.org/stable/523574
Accessed: 19-03-2017 07:46 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted
digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
Cambridge University Press is collaborating with JSTOR to digitize, preserve and extend access to
African Studies Review
This content downloaded from 209.129.118.152 on Sun, 19 Mar 2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
DEPENDENCE IN AN INTERDEPENDENT WORLD: THE LIMITED
POSSIBILITIES OF TRANSFORMATION WITHIN THE
CAPITALIST WORLD ECONOMY
Immanuel Wallerstein
"Dependence" has become the latest euphemism in a long list of
such terms. No doubt its original intent was critical. The term itself
emerged out of the "structuralist" theories of Latin American scholars
and was meant as a rebuttal to "developmentalist" or "modernization"
theories and "monetarist" policy views.1 Andrd Gunder Frank has traced
its intellectual origins and its limitations in a recent combative paper
entitled "Dependence is dead; long live dependence and the class strug-
gle. "2
We live in a capitalist world economy, one that took definitive
shape as a European world econany in the sixteenth century (see Waller-
stein 1974) and came to include the whole world geographically in the
ninteenth century. Capitalism as a system of production for sale in a
market for profit and appropriation of this profit on the basis of in-
dividual or collective ownership has only existed in, and can be said to
require, a world system in which the political units are not co-extensive
with the boundaries of the market economy. This has permitted sellers
to profit from strengths in the market whenever they exist but enabled
them simultaneously to seek, whenever needed, the intrusion of political
entities to distort the market in their favor. Far from being a system
of free competition of all sellers, it is a system in which competition
becomes relatively free only when the economic advantage of upper strata
is so clear-cut that the unconstrained operation of the market serves
effectively to reinforce the existing system of stratification.
This is not to say that there are no changes in position. Quite
the contrary. There is constant and patterned movement between groups
of economic actors as to who shall occupy various positions in ...
This document discusses several key concepts in feminist economics, including:
- Economics is a social subject defined by interactions between people, not just technical expertise. Debates over economic issues are deeply political.
- Social reproduction, including the organization of caring labor and gender relations, is as fundamental to society as more traditional forms of production.
- Unpaid domestic and care work predominantly done by women frees up men's time and labor for control in the public sphere. Gendered moral codes reinforce women's responsibility for care work.
- Data collection often fails to fully account for the scope and nature of unpaid care work, especially childcare, obscuring its contribution and gendered dimensions.
dependency and
world-systems theories
Christopher Chase-Dunn
Dependency approaches emerged out of Latin
America in the 1960s in reaction to moderniza-
tion theories of development. Dependentistas
attributed the difficulties of development in
the global South to the legacies of the long
history of colonialism as well as contemporary
international power relations. This approach
suggested that international inequalities were
socially structured and that hierarchy is a cen-
tral feature of the global system of societies.
The world-systems perspective is a strategy
for explaining social change that focuses on
whole intersocietal systems rather than single
societies. The main insight is that important
interaction networks (trade, information flows,
alliances, and fighting) have woven polities
and cultures together since the beginning of
human social evolution. Explanations of social
change need to take intersocietal systems
(world-systems) as the units that evolve. How-
ever, intersocietal interaction networks were
rather small when transportation was mainly a
matter of hiking with a pack. Globalization, in
the sense of the expansion and intensification of
larger interaction networks, has been increasing
for millennia, albeit unevenly and in waves.
The intellectual history of world-systems
theory has roots in classical sociology, Marxian
political economy, and the thinking of the
dependentistas. But in explicit form the world-
systems perspective emerged only in the 1970s
when Samir Amin, André Gunder Frank, and
Immanuel Wallerstein began to formulate the
concepts and to narrate the analytic history of
the modern world-system.
The idea of the whole system ought to mean
that all the human interaction networks, small
and large, from the household to global trade,
constitute the world-system. It is not just a
matter of ‘‘international relations’’ or global-
scale institutions such as the World Bank.
Rather, at the present time, the world-system
is all the people of the earth and all their
cultural, economic, and political institutions
and the interactions and connections among
them. The world-systems perspective looks at
human institutions over long periods of time
and employs the spatial scales that are required
for comprehending these whole interaction sys-
tems.
The modern world-system can be under-
stood structurally as a stratification system
composed of economically, culturally, and mili-
tarily dominant core societies (themselves in
competition with one another), and dependent
peripheral and semiperipheral regions. Some
dependent regions have been successful in
improving their positions in the larger core/
periphery hierarchy, while most have simply
maintained their peripheral and semiperipheral
positions. This structural perspective on world
history allows us to analyze the cyclical features
of social change and the long-term patterns
of development in historical and comparativ.
Taylor & Francis, Ltd. is collaborating with JSTOR to digiti.docxtarifarmarie
Taylor & Francis, Ltd. is collaborating with JSTOR to digitize, preserve and extend access to Review of International Political
Economy.
http://www.jstor.org
Social Movements for Global Capitalism: The Transnational Capitalist Class in Action
Author(s): Leslie Sklair
Source: Review of International Political Economy, Vol. 4, No. 3, The Direction of Contemporary
Capitalism (Autumn, 1997), pp. 514-538
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/4177237
Accessed: 16-11-2015 20:19 UTC
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/
info/about/policies/terms.jsp
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content
in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship.
For more information about JSTOR, please contact [email protected]
This content downloaded from 131.94.186.22 on Mon, 16 Nov 2015 20:19:16 UTC
All use subject to JSTOR Terms and Conditions
http://www.jstor.org
http://www.jstor.org/action/showPublisher?publisherCode=taylorfrancis
http://www.jstor.org/stable/4177237
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
Reviewv of International Political Economy 4:3 Autumn 1997: 514-538
Social movements for global
capitalism: the transnational capitalist
class in action
Leslie Sklair
London School of Economics and Poilitical Science
ABSTRACT
The thesis that 'Capitalism does not just happen' is argued with reference
to Gramsci, hegemony and the critique of state centrism. This involves a
critique of the assumption that ruling classes rule effortlessly, and raises
the issue: Does globalization increase the pressures on ruling classes to
deliver? Global system theory is outlined in terms of transnational
practices in the economic, political, and culture and ideology spheres
and the characteristic institutional forms of these, the transnational
corporation, transnational capitalist class and the culture-ideology of
consumerism. The transnational capitalist class is organized in four over-
lapping fractions: TNC executives, globalizing bureaucrats, politicians and
professionals, consumerist elites (merchants and media). Social movements
for global capitalism and elite social movement organizations (ESMOs) are
analysed. Each of the four fractions of the TCC has its own distinctive
organizations, some of which take on social movement-like characteristics.
KEYWORDS
Globalization; capitalism; class; Gramsci; social movements; TNC.
I CAPITALISM DOES NOT JUST HAPPEN
The focus of social movement research, old and new, has always and
quite properly been on anti-establishment, deviant and revolutionary
movements o.
Young Workers Network: Introduction to Irish Political EconomyConor McCabe
This document outlines an 8-week course on Irish political economy for trade unionists and activists. The course will cover topics such as the development of the Irish state, the international financial services center, austerity, tax avoidance, and alternatives. It introduces political economy as understanding economic activity as part of a dynamic social system. It discusses capitalism as a historical social system defined by the accumulation of capital and commodification of social processes. The course will examine Ireland's role within the global capitalist system and the increasing financialization of economies.
This document discusses 21st century socialism and ecological Marxism in the context of global capitalism. It makes the following key points:
1) While capitalism still dominates globally, its supremacy is no longer seen with euphoria due to increasing uncertainties. Marxism is gaining new relevance in analyzing today's world.
2) The present era shares similarities with Marx's time, when Marxism collaborated with other ideologies in movements against capitalism. Today's anti-globalization protests present a similar diversity of views.
3) We must return to Marx's in-depth analysis of capitalism to understand today's global capitalist system and guide action for change. Marxism provides insights on issues like globalization that other perspectives
The document discusses different frameworks for understanding uneven geographical development within capitalism. It summarizes four main approaches:
1) Historicist/diffusionist interpretations see development spreading gradually from advanced to less developed areas.
2) Constructivist arguments focus on how exploitation and imperial/colonial practices have underdeveloped certain regions to benefit the powerful.
3) Environmental determinist explanations attribute development patterns to environmental factors.
4) Geopolitical perspectives view development through the lens of nation states pursuing their own self-interest in the global arena through alliances, trade policies, etc.
The document explores these frameworks to provide context for analyzing uneven development and its implications for Bangladesh in particular.
This document discusses several key concepts in feminist economics, including:
- Economics is a social subject defined by interactions between people, not just technical expertise. Debates over economic issues are deeply political.
- Social reproduction, including the organization of caring labor and gender relations, is as fundamental to society as more traditional forms of production.
- Unpaid domestic and care work predominantly done by women frees up men's time and labor for control in the public sphere. Gendered moral codes reinforce women's responsibility for care work.
- Data collection often fails to fully account for the scope and nature of unpaid care work, especially childcare, obscuring its contribution and gendered dimensions.
dependency and
world-systems theories
Christopher Chase-Dunn
Dependency approaches emerged out of Latin
America in the 1960s in reaction to moderniza-
tion theories of development. Dependentistas
attributed the difficulties of development in
the global South to the legacies of the long
history of colonialism as well as contemporary
international power relations. This approach
suggested that international inequalities were
socially structured and that hierarchy is a cen-
tral feature of the global system of societies.
The world-systems perspective is a strategy
for explaining social change that focuses on
whole intersocietal systems rather than single
societies. The main insight is that important
interaction networks (trade, information flows,
alliances, and fighting) have woven polities
and cultures together since the beginning of
human social evolution. Explanations of social
change need to take intersocietal systems
(world-systems) as the units that evolve. How-
ever, intersocietal interaction networks were
rather small when transportation was mainly a
matter of hiking with a pack. Globalization, in
the sense of the expansion and intensification of
larger interaction networks, has been increasing
for millennia, albeit unevenly and in waves.
The intellectual history of world-systems
theory has roots in classical sociology, Marxian
political economy, and the thinking of the
dependentistas. But in explicit form the world-
systems perspective emerged only in the 1970s
when Samir Amin, André Gunder Frank, and
Immanuel Wallerstein began to formulate the
concepts and to narrate the analytic history of
the modern world-system.
The idea of the whole system ought to mean
that all the human interaction networks, small
and large, from the household to global trade,
constitute the world-system. It is not just a
matter of ‘‘international relations’’ or global-
scale institutions such as the World Bank.
Rather, at the present time, the world-system
is all the people of the earth and all their
cultural, economic, and political institutions
and the interactions and connections among
them. The world-systems perspective looks at
human institutions over long periods of time
and employs the spatial scales that are required
for comprehending these whole interaction sys-
tems.
The modern world-system can be under-
stood structurally as a stratification system
composed of economically, culturally, and mili-
tarily dominant core societies (themselves in
competition with one another), and dependent
peripheral and semiperipheral regions. Some
dependent regions have been successful in
improving their positions in the larger core/
periphery hierarchy, while most have simply
maintained their peripheral and semiperipheral
positions. This structural perspective on world
history allows us to analyze the cyclical features
of social change and the long-term patterns
of development in historical and comparativ.
Taylor & Francis, Ltd. is collaborating with JSTOR to digiti.docxtarifarmarie
Taylor & Francis, Ltd. is collaborating with JSTOR to digitize, preserve and extend access to Review of International Political
Economy.
http://www.jstor.org
Social Movements for Global Capitalism: The Transnational Capitalist Class in Action
Author(s): Leslie Sklair
Source: Review of International Political Economy, Vol. 4, No. 3, The Direction of Contemporary
Capitalism (Autumn, 1997), pp. 514-538
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/4177237
Accessed: 16-11-2015 20:19 UTC
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/
info/about/policies/terms.jsp
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content
in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship.
For more information about JSTOR, please contact [email protected]
This content downloaded from 131.94.186.22 on Mon, 16 Nov 2015 20:19:16 UTC
All use subject to JSTOR Terms and Conditions
http://www.jstor.org
http://www.jstor.org/action/showPublisher?publisherCode=taylorfrancis
http://www.jstor.org/stable/4177237
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
http://www.jstor.org/page/info/about/policies/terms.jsp
Reviewv of International Political Economy 4:3 Autumn 1997: 514-538
Social movements for global
capitalism: the transnational capitalist
class in action
Leslie Sklair
London School of Economics and Poilitical Science
ABSTRACT
The thesis that 'Capitalism does not just happen' is argued with reference
to Gramsci, hegemony and the critique of state centrism. This involves a
critique of the assumption that ruling classes rule effortlessly, and raises
the issue: Does globalization increase the pressures on ruling classes to
deliver? Global system theory is outlined in terms of transnational
practices in the economic, political, and culture and ideology spheres
and the characteristic institutional forms of these, the transnational
corporation, transnational capitalist class and the culture-ideology of
consumerism. The transnational capitalist class is organized in four over-
lapping fractions: TNC executives, globalizing bureaucrats, politicians and
professionals, consumerist elites (merchants and media). Social movements
for global capitalism and elite social movement organizations (ESMOs) are
analysed. Each of the four fractions of the TCC has its own distinctive
organizations, some of which take on social movement-like characteristics.
KEYWORDS
Globalization; capitalism; class; Gramsci; social movements; TNC.
I CAPITALISM DOES NOT JUST HAPPEN
The focus of social movement research, old and new, has always and
quite properly been on anti-establishment, deviant and revolutionary
movements o.
Young Workers Network: Introduction to Irish Political EconomyConor McCabe
This document outlines an 8-week course on Irish political economy for trade unionists and activists. The course will cover topics such as the development of the Irish state, the international financial services center, austerity, tax avoidance, and alternatives. It introduces political economy as understanding economic activity as part of a dynamic social system. It discusses capitalism as a historical social system defined by the accumulation of capital and commodification of social processes. The course will examine Ireland's role within the global capitalist system and the increasing financialization of economies.
This document discusses 21st century socialism and ecological Marxism in the context of global capitalism. It makes the following key points:
1) While capitalism still dominates globally, its supremacy is no longer seen with euphoria due to increasing uncertainties. Marxism is gaining new relevance in analyzing today's world.
2) The present era shares similarities with Marx's time, when Marxism collaborated with other ideologies in movements against capitalism. Today's anti-globalization protests present a similar diversity of views.
3) We must return to Marx's in-depth analysis of capitalism to understand today's global capitalist system and guide action for change. Marxism provides insights on issues like globalization that other perspectives
The document discusses different frameworks for understanding uneven geographical development within capitalism. It summarizes four main approaches:
1) Historicist/diffusionist interpretations see development spreading gradually from advanced to less developed areas.
2) Constructivist arguments focus on how exploitation and imperial/colonial practices have underdeveloped certain regions to benefit the powerful.
3) Environmental determinist explanations attribute development patterns to environmental factors.
4) Geopolitical perspectives view development through the lens of nation states pursuing their own self-interest in the global arena through alliances, trade policies, etc.
The document explores these frameworks to provide context for analyzing uneven development and its implications for Bangladesh in particular.
Irish Political Economy, Lecture One: what is Political Economy?Conor McCabe
This document outlines an 8-week course on Irish political economy for trade unionists and activists. It will cover topics like the development of the Irish state, the global financial system, austerity, tax avoidance, and alternatives. The course is aimed at helping people understand economic activity as part of a dynamic social system and capitalism through its "rules" rather than just the market. It seeks to make economics more accessible and democratic.
Karl Marx argued that a society's economic structure determines its social and political structures. He believed that in capitalist societies, there are two main classes - the bourgeoisie who own the means of production, and the proletariat who must sell their labor. A society's mode of production shapes its social relations, politics, and people's consciousness. Globalization today is facilitated by international agreements and organizations that promote free trade between nations through reducing trade barriers. While free trade aims to improve living standards, critics argue it can negatively impact poorer countries.
The document summarizes World Systems Theory, which views international migration as a result of disruptions caused by the expansion of global capitalism. According to the theory, as capitalist firms penetrate peripheral regions seeking land, resources and labor, they undermine traditional social structures and create rootless populations prone to migration. International migration patterns are explained not by wage differences but by historical world-system dynamics like colonialism that create social and economic ties between countries. The theory divides the global economy into core, semi-peripheral and peripheral states and views migration as a natural outcome of the unequal development perpetuated by the capitalist world-system.
Pessimism of the Intellect, Pessimism of the Will A Respons.docxkarlhennesey
Pessimism of the Intellect, Pessimism of the
Will? A Response to Gunder Frank*
Henry Bernstein and Howard Nicholas
The contribution of the work of Andre Cunder Frank to debates
about the nature of Third World ‘underdevelopment’ over the past
twenty years is well known, and its significance widely acknow-
ledged. The arguments that he has consistently put forward have
been assimilated into the broad mainstream of contemporary anti-
imperialist ideology. Also well known are a number of criticisms of
the approach of Frank and other writers of the ‘dependency’
school. The extension of Frank’s influential version of dependency
theory to the current recession in the world economy and its effects
for the Third World, provides an opportunity to reconsider his
position, with particular reference to its political and ideological
implications. This is the principal focus of our response, which we
begin with a brief resume of Frank’s main theses and of criticisms
of their theoretical and methodological bases.
FRANK’S THESIS A N D ITS CRITIQUE
The following points summarize the main themes and conclusions
of Frank’s argument.
1 . Frank’s theory is concerned, above all, with the distribution of
the surplus product (or ‘economic surplus’, Frank 1975) between
*A. Gunder Frank: ‘Global Crisis and Transformation’, Developmen1 ond Change.
Vol. 14. 3 , 3 2 3 - 4 6 .
Developmenr and Change (SAGE. London. Beverly Hills and New Delhi).
Vol. 14 I 1 983). 609-624
610 Henry Bernsrein and Howard Nicholas
countries or groups of countries. National economies compete to
maximize surplus appropriation, and the extent to which they are
able t o d o so rests on their possession (or lack of possession) of
certain types of monopoly power in international economic
relations. Successful surplus appropriation is the key condition
of accumulation and hence development, although other factors
also have a role, for example, adequate levels of effective
demand and technical change.
2. While all countries were originally ‘undeveloped’. the advanced
capitalist countries (DCs) were able t o achieve a path of
(‘normal’) capitalist development denied to the countries of the
Third World (UDCs). The two categories can be grouped in
terms of ‘metropole’ and ‘satellite’ or ‘centre’ and ‘periphery’.
3. The UDCs were actively underdeveloped as a consequence of
their forced integration with the capitalist world economy,
through which they became exporters of primary products (and
also sources of effective demand for exports from the DCs). The
economies of UDCs are locked into a structural relation of
dependence on those of the DCs, whose reproduction needs they
are compelled to satisfy. This occurs through a variety of
mechanisms - international trade (unequal exchange), invest-
ment, aid, technology transfer, transfer pricing etc. - the result
of which is a ‘drain’ of surplus from UDCs t o DCs, thereby
restricting the accum ...
1976 amin s unequal development - an essay on the social formations of peri...Durlabh Pun
This document provides an overview of precapitalist social formations and modes of production. It distinguishes between five main modes of production: 1) primitive-communal, 2) tribute-paying, 3) feudal, 4) slaveowning, and 5) simple petty-commodity. Most precapitalist societies combined multiple modes of production, with one typically dominant. The tribute-paying mode was most common, occurring across Asia, Africa, Europe and pre-Columbian America. Feudal and slaveowning modes usually occurred peripherally to central tribute-paying formations. Long-distance trade linked independent social formations and allowed surplus transfers between them. Analysis of a social formation requires examining surplus generation,
Unit 1 to 3 and 5_merged_watermarked.pdfBipictures
This document provides an overview of the course "Issues in Twentieth Century World History-I" which covers several units:
- Unit I introduces concepts defining the 20th century such as capitalist industrialization, modernity, and imperialism. It discusses the historical roots and stages of capitalist development.
- Unit II examines the causes and consequences of World War I in Europe and globally.
- Unit III analyzes the origins and impact of the 1917 Russian Revolution in Russia and worldwide.
- Unit V discusses changing cultural scenarios in the context of modernity.
The course is edited by Nalini Taneja and Prabhat Kumar from the School of Open Learning at the University of Delhi.
Feminist economics, finance, and the commonsConor McCabe
This document discusses several topics related to feminist economics, finance, and the commons, including:
1) Capitalism and "new enclosures" of the commons, how capitalism has expanded over the last century.
2) Marxist feminist perspectives on social reproduction and how unpaid domestic labor sustains society.
3) The role of the commons and potential strategies for change, such as recognizing and valuing social reproductive labor.
Feminist Economics, Finance and the CommonsConor McCabe
The document discusses the history of capitalism and its relationship to social reproduction. It argues that the witch hunts in Europe helped lay the foundations for capitalist society by weakening peasant resistance to privatization of land and the imposition of state control. This destroyed old belief systems and practices that were incompatible with capitalism. The document also discusses Fernand Braudel's analysis of different sectors in pre-industrial Europe, with capitalism existing in a narrow zone alongside a market economy and non-market sectors. Social reproduction, including unpaid domestic work, was considered unproductive and outside the realm of economics. The creation of export-oriented industries employing women in developing countries in the 1960s-80s is also mentioned.
This document provides an overview of modernization theory. It discusses:
1) The emergence of modernization theory in the late 1940s/1950s as a response to concerns about the spread of communism in developing countries. The theory promoted the adoption of Western capitalist and democratic models of development.
2) Modernization theory viewed developing countries as "traditionally" held back from development due to cultural barriers, and proposed they develop through industrialization and adopting Western values/institutions with assistance from Western countries.
3) Critics argue modernization theory promoted an overly simplistic view that did not account for diversity in development paths or historical/cultural contexts of different societies. The theory was also seen as ethn
Feminist Economics, Finance, and the CommonsConor McCabe
The document discusses the history of capitalism and its relationship to non-capitalist systems. It argues that capitalism in the past only occupied a small part of the economy and existed alongside much larger non-capitalist systems. It also discusses Fernand Braudel's distinction between the economy, capitalism, and a lowest non-economic stratum. The document advocates understanding capitalism in relation to the surrounding non-capitalist context from which it was defined.
Read Chapter 3. Answer the following questions1.Wha.docxShiraPrater50
Read Chapter 3
.
Answer the following questions:
1.
What can give a teacher insight into children’s language behavior?
2.
How many new words might a preschooler acquire each day?
3.
Define
receptive vocabulary and expressive vocabulary.
4.
Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5.
What is the focus of play for very young preschoolers?
6.
Define
regularization.
7.
What is the focus for questions during the toddler period?
8.
Define
overextension.
9.
Describe
running commentaries.
10.
List
eight (8)
possible developmental reasons and benefits of self-talk.
11.
Define
consonant and vowel.
12.
What advice should be given to families and early childhood educators?
13.
List
(four) 4
suggestions for books for younger preschoolers.
14.
List
ten (10)
expectations as preschoolers get older.
15.
Describe friendships of young preschoolers.
16. List
five (5)
areas of growth in children through group play.
17. How do children learn language?
18. Explain
relational words
and why these words are important.
19. Explain
impact words, sound words, created words
and
displaying creativity
.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List
four (4)
speech and language characteristics of older preschoolers.
22. What may depress a child's vocabulary development?
23. Define
metalinguistic awareness.
24. How does physical growth affect children's perceptions of themselves?
25.
Define
mental image.
26.
Define
visual literacy.
27.
Explain the order in which motor skills are developed.
28.
Explain the
Montessori
approach to education for young children.
29. List
seventeen (17) objectives for refining perceptual-motor skills.
30.
Define
assimilation and accommodation.
31. What is a zone of proximal development?
32.
What is the teacher’s role in working with infants, toddlers and preschoolers?
33.
Define
metalinguistic skills.
34.
Define
social connectedness.
35. List
six (6)
social ability goals that serve as a strong foundation for future schooling.
.
Read Chapter 15 and answer the following questions 1. De.docxShiraPrater50
Read Chapter 15 and answer the following questions
:
1. Describe several characteristics of infants that make them different from other children.
2. What is the feeding challenge in meeting the nutritional needs of an infant?
3. Define
low-birthweight (LBW) infant
.
4. List
nine (9)
problems associated with low birth weight.
5. List
five (5)
reasons a mother may choose formula feeding instead of breast feeding.
6. List
four (4)
steps to safe handling of breast milk.
7. What
two (2)
factors determine safe preparation of formula? Briefly describe each factor.
8. Define
aseptic procedure.
9. Define
distention
and tell what causes distention.
10. Define
regurgitation, electrolytes,
and
developmental or physiological readiness.
11. Why should a bottle
NEVER
be propped and a baby left unattended while feeding?
12. When might an infant need supplemental water?
13. When should solid food be introduced to an infant? What is meant by the infant being developmentally ready?
14. Define
palmar grasp
and
pincer grip.
15. List
ten (10)
common feeding concerns. Pick
ONE
and explain why that is a concern.
Read Chapter 16 and answer the following questions:
1. Describe
toddlers and preschoolers
.
2. Define
neophobic.
3. List
three (3)
things a teacher is responsible for when feeding a toddler. List
two (2)
things for which the child is responsible.
4. Why should you
NOT
try to force a toddler to eat or be overly concerned if children are suddenly eating less?
5. Explain the results of spacing meals
too far apart
and
too close together
.
6. List a
good eating pattern
for toddlers.
7. Name several healthy snack choices for toddlers and young children.
8. List several suggestions for making eating time comfortable, pleasant and safe.
9. What changes about eating habits when a toddler develops into a preschooler?
10. Define
Down syndrome
and
Prader-Willi syndrome.
11. How can parents and teachers promote good eating habits for preschoolers?
12. When and where should rewards be offered?
13. Why should children
not
be encouraged to have a
“clean plate”?
14. List
five (5)
health conditions related to dietary patterns.
15. What is the Physical Activity Pyramid and for what is it designed?
16. List
eight (8)
common feeding concerns during toddler and preschool years. Pick
one and explain
it thoroughly.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
Read Chapter 2 and answer the following questions1. List .docxShiraPrater50
Read Chapter 2 and answer the following questions:
1. List
five (5)
decisions a teacher must make about the curriculum.
2. List
three (3)
ways that all children are alike.
3. List
three (3)
similar needs of young children.
4. Describe the change in thought from age 2 through age 11 or 12.
5. List
four (4)
ways teachers can determine children’s background experiences.
6. List
three (3)
ways to find out children’s interests.
7. List
four (4)
ways to determine the developmental levels and abilities of children.
8. What is P.L. 94-142 and what does it state?
9. List
four (4)
things you need to do as a teacher of special children regarding P.L. 94-142.
10. List
eight (8)
categories of special needs children.
11. List the
eleven (11)
goals of an inclusion program.
12.
List
and
explain three (3)
methods to gain knowledge about the culture and values of a community.
13. Why must teachers of young children understand geography, history, economics and other social sciences?
14. List
six (6)
ways children can assist with planning.
15. List
five (5)
elements that should be included in lessons plans.
16. List
four (4)
main sections that every lesson plan should include regardless of format.
17. Define
behavioral objective.
What
three (3)
questions do behavioral objectives answer?
18. What are
four (4)
goals which can be accomplished through the use of units, projects, and thematic learning?
19. List
three (3)
considerations for selecting themes or topics.
20. After selecting a theme or topic, list
seven (7)
elements that should be included in planning for the theme or unit.
21. List
five (5)
uses for authentic assessment
.
22.
List
and
describe
four (4)
types of assessments.
23. List
five (5)
things you should look for when interviewing children.
24. What are
rubrics
, and how can rubrics be used?
25. What are standardized tests and why might they
not
be useful to teachers of young children?
book
Social Studies for the Preschool/Primary Child
Carol Seefeldt; Sharon D. Castle; Renee Falconer
also you may used any addition
.
Read chapter 7 and write the book report The paper should be .docxShiraPrater50
Read chapter 7 and write the book report
The paper should be single-spaced, 2-page (excluding cover page and references) long, and typed in Times New Roman 12 points. The paper should have a title, and consists of at least two sections: 1) A brief narrative of how an IS/IT is realized, initiated, designed, and implemented in terms of what/when/where/how this happened, and key character players involved in the series of events.
.
Read Chapter 7 and answer the following questions1. What a.docxShiraPrater50
Read Chapter 7 and answer the following questions:
1. What are preschoolers like?
2. Define
large motor, coordination, agility
and
conscience
.
3. What do preschoolers do?
4. What do preschoolers need?
5. Define
sense of initiative, socialized
and
norms
.
6. List the
seven (7)
dimensions of an environment advocated by Prescott.
7. Describe an environment that provides for initiative.
8. List
six (6)
opportunities for children provided through good storage of materials.
9. Define
pictograph
.
10. List
six (6)
environments that foster initiative
.
11. Describe an environment that helps to develop creativity.
12. List
eight (8)
factors for creativity.
13. Describe an environment for learning through play.
14. Where do you begin when deciding how to set up a room?
15. What should you know about pathways in the room?
16. How can you modify a classroom for children with special needs?
17. List
seven (7)
suggestions for welcoming children with special needs.
18. Describe an environment for outdoor play.
19. List
seven (7)
suggestions for an environment that fosters play.
20. How can you plan for safety?
21. Define
interest centers, indirect guidance, private space
and
antibiased
.
22. Describe an environment that fosters self-control.
23. Define
time blocks, child-initiated,
and
teacher-initiated
.
24. List
six (6)
features found in schedules that meet children's needs.
25. List
eight (8)
principles of developmentally appropriate transitions for preschoolers.
26. Define
kindergarten
. Describe kindergarten today.
27. Define
screening, readiness tests, transitional classes
and
retention
.
28. What is the kindergarten dilemma?
29. List
five (5)
inappropriate physical environments for preschoolers.
Read Chapter 8 and answer the following questions:
1. What are primary-age children like?
2. What do primary-age children like to do?
3. Define
peers, sense of industry, competence
and
concrete
.
4. What do primary-age children need?
5. How do primary-age children learn best?
6. What are some of the concerns about public education?
7. Describe an environment for a sense of industry.
8. What is a benefit of the learning-center approach for primary-age children?
9. What is a planning contract?
10. What is an advantage to providing a number of separate learning centers?
11. What is a planning board?
12. Define
portfolio
.
13. How do teachers of primary-age children use portfolios and work samples?
14. What are two large and important learning centers related to literacy?
15. What should a writing center contain?
16. List
four (4)
suggestions for an environment that fosters early literacy.
17. Describe an environment that fosters math understanding.
18. Describe a physical environment that fosters scientific awareness.
19. Describe an environment for relationships.
20. List
five (5)
suggestions for fostering peer- and te.
Read chapter 14, 15 and 18 of the class textbook.Saucier.docxShiraPrater50
Read chapter 14, 15 and 18 of the class textbook.
Saucier Lundy, K & Janes, S.. (2016). Community Health Nursing. Caring for the Public’s Health. (3rd
ed.)
ISBN: 978-1-4496-9149-3
Once done answer the following questions;
1. How the different topics/health issues can be addressed through both professional health promotion and personal health promotion. What is the difference in the approach? How does each approach contribute to the desired effect?
2. Should health insurance companies cover services that are purely for health promotion purposes? Why or why not? What about employers? What are the pros and cons of this type of coverage?
3. What do you think about the role integrating nursing with faith? Is this something you feel is appropriate? When is it appropriate? What types of settings do you feel this would work best in? Do you feel nurses should integrate faith in their nursing practice? Why or why not and how?
4. Have you been a part of a group in which corruption of leadership has occurred? Do you feel it is unavoidable? How did you feel in that particular group?
APA format word document Arial 12 font attached to the forum in the discussion board title "Week 4 discussion questions".
A minimum of 2 evidence based references no older than 5 years old are required besides the class textbook
A minimum of 500 words without count the first and last page are required.
.
Read Chapter 10 APA FORMAT1. In the last century, what historica.docxShiraPrater50
Read Chapter 10 APA FORMAT
1. In the last century, what historical, social, political, and economic trends and issues have influenced today’s health-care system?
2. What is the purpose and process of evaluating the three aspects of health care: structure, process, and outcome?
3. How does technology improve patient outcomes and the health-care system?
4. How can you intervene to improve quality of care and safety within the health-care system and at the bedside?
5. Select one nonprofit organization or one government agencies that influences and advocates for quality improvement in the health-care system. Explore the Web site for your selected organization/agency and answer the following questions: •
What does the organization/agency do that supports the hallmarks of quality? •
What have been the results of their efforts for patients, facilities, the health-care delivery system, or the nursing profession? •
How has the organization/agency affected facilities where you are practicing and your own professional practice?
.
Read chapter 7 and write the book report The paper should b.docxShiraPrater50
Read chapter 7 and write the book report
The paper should be single-spaced, 2-page (excluding cover page and references) long, and typed in Times New Roman 12 points. The paper should have a title, and consists of at least two sections: 1) A brief narrative of how an IS/IT is realized, initiated, designed, and implemented in terms of what/when/where/how this happened, and key character players involved in the series of events.
.
Read Chapter 14 and answer the following questions1. Explain t.docxShiraPrater50
Read Chapter 14 and answer the following questions:
1. Explain the importance of proteins.
2. Define
amino acids, non-essential amino acids, essential amino acids, complete protein,
and
incomplete proteins.
3. Define
complementary proteins
and
supplementary proteins.
4. Why are
vitamins
important?
5. Define
fat soluble
and
water soluble.
6. What is
DNA
?
RNA?
7. Which vitamins play essential roles in the formation of blood cells and hemoglobin?
8. Which vitamins regulate bone growth?
9. Define
collagen.
10. Which vitamins regulate energy metabolism?
11. Define
neuromuscular
and
spina bifida.
12. What are
megadoses
?
13. Define
minerals
and tell why they are important.
14. What minerals support growth?
15. What are the major minerals found in bones and teeth?
16. Why is fluoride added to water supplies of communities? Why is fluoride important?
17. What are the major food sources of
calcium
and
phosphorus
?
18. Define
hemoglobin
. Define
iron-deficiency
anemia
.
19. What are the major food sources of iron?
20. Why is water so important to children? How is water lost and replaced in children?
21. Name
three (3)
problems caused by children drinking too much fruit juice.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
Read Chapter 2 first. Then come to this assignment.The first t.docxShiraPrater50
Read Chapter 2 first. Then come to this assignment.
The first theme of next week's class (Week 2) will be Chapter 2, Concepts of Infectious Disease. I will briefly go through the chapter to make sure that you understand it, and then we will have a discussion.
Since the chapter in the textbook is so full of important concepts, it would be difficult to narrow it down to a single topic for discussion. So I have posted this introduction and 3 separate subtopics. You can choose which one you want to write about. Each student should choose one of these subtopics for your major post. You should write well thought out primary comments on at least one of the points below (150-200 words).
BE SURE TO INCLUDE YOUR NAME AND SUBTOPIC IN THE HEADER FOR YOUR PAPER.
We will discuss each of the subtopics that were chosen by the students. Each of you should take an active role in presenting your topic to the other students. Explain the concept in your own words, or develop it further using a relevant example. As other students present their perspective on the same topic, hopefully an active discussion will take hold. I will jump in only as needed. This format will allow you to develop one subtopic in an active sense, but learn about the others by being drawn into them through other people's discussions.
Choose your subtopic:
Subtopic 1: Factors that affect the spread of epidemics
Question: Explain how the interaction between these factors are relevant to the transmission of AIDS. For example, which of these factors are most critical to the transmission of HIV. Which aren't.
1. Total number of hosts
2. Host’s birth rate
3. Rate at which new susceptible hosts migrate into population
4. Number of susceptible uninfected hosts
5. Rate at which disease can be transmitted from infected to uninfected hosts
6. Death rate of infected hosts
7. The number of infected hosts who survive and become immune or resistant to further infection
Subtopic 2: Acute versus Chronic Infections
Question: Compare the definitions of Acute Infections and Chronic Infections below. Based on what you know about HIV/AIDS at this point, which description most closely matches AIDS? Explain your answer, using evidence from the book to support your position.
What is an acute infection?
1. Produces symptoms and makes a person infectious soon after infection.
2. The infected person may: transmit the disease
die from the infection
recover and develop immunity
3. the acute microorganism
STRIKES QUICKLY
infects entire group (small group)
dies out
What is a chronic infection?
Person may never show symptoms
Person continues to carry infectious agent at a low level
Does NOT mount an effective immune response
Subtopic 3: Controlling infectious disease
Question: Explain what herd immunity is and how it works. Use an example from either the bo.
Journal of Public Affairs Education 515Teaching Grammar a.docxShiraPrater50
Journal of Public Affairs Education 515
Teaching Grammar and Editing in Public
Administration: Lessons Learned from
Early Offerings of an Undergraduate
Administrative Writing Course
Claire Connolly Knox
University of Central Florida School of Public Administration
ABSTRACT
College graduates need to possess strong writing skills before entering the work-
force. Although many public administration undergraduate programs primarily
focus on policy, finance, and management, we fall short of a larger goal if students
cannot communicate results to a variety of audiences. This article discusses the
results of a national survey, which concludes that few undergraduate public affairs
programs require an administrative/technical writing course. Based on pedagogical
theories, this article describes the design of a newly implemented, undergraduate,
administrative writing course. The article concludes with lessons learned, provides
recommendations for programs considering requiring an administrative writing
course, and discusses future research.
Keywords: administrative writing, Plain Language Movement, discourse community,
undergraduate course design
“Administrators not only need to know about communications, they need to
be able to communicate” (Denhardt, 2001, p. 529). Public administration under-
graduate students learn the importance of communication within organizations
in leadership, human resources, or organizational management courses; however,
practical instruction in communication skills, such as effective, audience-centered
writing, are lacking. Scholars (e.g., Cleary, 1990, 1997; Lee, 2000; Raphael &
Nesbary, 2005; Waugh & Manns, 1991) have noted this lack of required commun-
ication and writing courses in public administration curriculum. The majority of
administrative writing literature is from the late 1980s and early 1990s when
universities began implementing Writing Across the Curriculum programs (i.e.,
JPAE 19 (3), 515–536
516 Journal of Public Affairs Education
Londow, 1993; Stanford, 1992). The limited discussions and conclusions coincide
with private and public sector trends—newly hired students’ writing skills are
lacking (Hines & Basso, 2008; National Commission, 2005).
A survey by the National Commission on Writing for America’s Families,
Schools, and Colleges (2005) reported that approximately 80% of public sector
human resource directors seriously considered writing skills when hiring professional
employees and assumed new employees obtained these skills in college. Increasingly,
public managers require employees to attend writing and communication trainings,
which cost governments approximately $221 million annually (National Commis-
sion, 2005). In fact, the public sector (66%) is more likely to send professional/
salaried employees for writing training than the private sector (40%; National
Commission, 2005). Public, private, and nonprofit sector organizations certainly
should cont ...
More Related Content
Similar to Dependence in an Interdependent World The Limited Possib.docx
Irish Political Economy, Lecture One: what is Political Economy?Conor McCabe
This document outlines an 8-week course on Irish political economy for trade unionists and activists. It will cover topics like the development of the Irish state, the global financial system, austerity, tax avoidance, and alternatives. The course is aimed at helping people understand economic activity as part of a dynamic social system and capitalism through its "rules" rather than just the market. It seeks to make economics more accessible and democratic.
Karl Marx argued that a society's economic structure determines its social and political structures. He believed that in capitalist societies, there are two main classes - the bourgeoisie who own the means of production, and the proletariat who must sell their labor. A society's mode of production shapes its social relations, politics, and people's consciousness. Globalization today is facilitated by international agreements and organizations that promote free trade between nations through reducing trade barriers. While free trade aims to improve living standards, critics argue it can negatively impact poorer countries.
The document summarizes World Systems Theory, which views international migration as a result of disruptions caused by the expansion of global capitalism. According to the theory, as capitalist firms penetrate peripheral regions seeking land, resources and labor, they undermine traditional social structures and create rootless populations prone to migration. International migration patterns are explained not by wage differences but by historical world-system dynamics like colonialism that create social and economic ties between countries. The theory divides the global economy into core, semi-peripheral and peripheral states and views migration as a natural outcome of the unequal development perpetuated by the capitalist world-system.
Pessimism of the Intellect, Pessimism of the Will A Respons.docxkarlhennesey
Pessimism of the Intellect, Pessimism of the
Will? A Response to Gunder Frank*
Henry Bernstein and Howard Nicholas
The contribution of the work of Andre Cunder Frank to debates
about the nature of Third World ‘underdevelopment’ over the past
twenty years is well known, and its significance widely acknow-
ledged. The arguments that he has consistently put forward have
been assimilated into the broad mainstream of contemporary anti-
imperialist ideology. Also well known are a number of criticisms of
the approach of Frank and other writers of the ‘dependency’
school. The extension of Frank’s influential version of dependency
theory to the current recession in the world economy and its effects
for the Third World, provides an opportunity to reconsider his
position, with particular reference to its political and ideological
implications. This is the principal focus of our response, which we
begin with a brief resume of Frank’s main theses and of criticisms
of their theoretical and methodological bases.
FRANK’S THESIS A N D ITS CRITIQUE
The following points summarize the main themes and conclusions
of Frank’s argument.
1 . Frank’s theory is concerned, above all, with the distribution of
the surplus product (or ‘economic surplus’, Frank 1975) between
*A. Gunder Frank: ‘Global Crisis and Transformation’, Developmen1 ond Change.
Vol. 14. 3 , 3 2 3 - 4 6 .
Developmenr and Change (SAGE. London. Beverly Hills and New Delhi).
Vol. 14 I 1 983). 609-624
610 Henry Bernsrein and Howard Nicholas
countries or groups of countries. National economies compete to
maximize surplus appropriation, and the extent to which they are
able t o d o so rests on their possession (or lack of possession) of
certain types of monopoly power in international economic
relations. Successful surplus appropriation is the key condition
of accumulation and hence development, although other factors
also have a role, for example, adequate levels of effective
demand and technical change.
2. While all countries were originally ‘undeveloped’. the advanced
capitalist countries (DCs) were able t o achieve a path of
(‘normal’) capitalist development denied to the countries of the
Third World (UDCs). The two categories can be grouped in
terms of ‘metropole’ and ‘satellite’ or ‘centre’ and ‘periphery’.
3. The UDCs were actively underdeveloped as a consequence of
their forced integration with the capitalist world economy,
through which they became exporters of primary products (and
also sources of effective demand for exports from the DCs). The
economies of UDCs are locked into a structural relation of
dependence on those of the DCs, whose reproduction needs they
are compelled to satisfy. This occurs through a variety of
mechanisms - international trade (unequal exchange), invest-
ment, aid, technology transfer, transfer pricing etc. - the result
of which is a ‘drain’ of surplus from UDCs t o DCs, thereby
restricting the accum ...
1976 amin s unequal development - an essay on the social formations of peri...Durlabh Pun
This document provides an overview of precapitalist social formations and modes of production. It distinguishes between five main modes of production: 1) primitive-communal, 2) tribute-paying, 3) feudal, 4) slaveowning, and 5) simple petty-commodity. Most precapitalist societies combined multiple modes of production, with one typically dominant. The tribute-paying mode was most common, occurring across Asia, Africa, Europe and pre-Columbian America. Feudal and slaveowning modes usually occurred peripherally to central tribute-paying formations. Long-distance trade linked independent social formations and allowed surplus transfers between them. Analysis of a social formation requires examining surplus generation,
Unit 1 to 3 and 5_merged_watermarked.pdfBipictures
This document provides an overview of the course "Issues in Twentieth Century World History-I" which covers several units:
- Unit I introduces concepts defining the 20th century such as capitalist industrialization, modernity, and imperialism. It discusses the historical roots and stages of capitalist development.
- Unit II examines the causes and consequences of World War I in Europe and globally.
- Unit III analyzes the origins and impact of the 1917 Russian Revolution in Russia and worldwide.
- Unit V discusses changing cultural scenarios in the context of modernity.
The course is edited by Nalini Taneja and Prabhat Kumar from the School of Open Learning at the University of Delhi.
Feminist economics, finance, and the commonsConor McCabe
This document discusses several topics related to feminist economics, finance, and the commons, including:
1) Capitalism and "new enclosures" of the commons, how capitalism has expanded over the last century.
2) Marxist feminist perspectives on social reproduction and how unpaid domestic labor sustains society.
3) The role of the commons and potential strategies for change, such as recognizing and valuing social reproductive labor.
Feminist Economics, Finance and the CommonsConor McCabe
The document discusses the history of capitalism and its relationship to social reproduction. It argues that the witch hunts in Europe helped lay the foundations for capitalist society by weakening peasant resistance to privatization of land and the imposition of state control. This destroyed old belief systems and practices that were incompatible with capitalism. The document also discusses Fernand Braudel's analysis of different sectors in pre-industrial Europe, with capitalism existing in a narrow zone alongside a market economy and non-market sectors. Social reproduction, including unpaid domestic work, was considered unproductive and outside the realm of economics. The creation of export-oriented industries employing women in developing countries in the 1960s-80s is also mentioned.
This document provides an overview of modernization theory. It discusses:
1) The emergence of modernization theory in the late 1940s/1950s as a response to concerns about the spread of communism in developing countries. The theory promoted the adoption of Western capitalist and democratic models of development.
2) Modernization theory viewed developing countries as "traditionally" held back from development due to cultural barriers, and proposed they develop through industrialization and adopting Western values/institutions with assistance from Western countries.
3) Critics argue modernization theory promoted an overly simplistic view that did not account for diversity in development paths or historical/cultural contexts of different societies. The theory was also seen as ethn
Feminist Economics, Finance, and the CommonsConor McCabe
The document discusses the history of capitalism and its relationship to non-capitalist systems. It argues that capitalism in the past only occupied a small part of the economy and existed alongside much larger non-capitalist systems. It also discusses Fernand Braudel's distinction between the economy, capitalism, and a lowest non-economic stratum. The document advocates understanding capitalism in relation to the surrounding non-capitalist context from which it was defined.
Similar to Dependence in an Interdependent World The Limited Possib.docx (11)
Read Chapter 3. Answer the following questions1.Wha.docxShiraPrater50
Read Chapter 3
.
Answer the following questions:
1.
What can give a teacher insight into children’s language behavior?
2.
How many new words might a preschooler acquire each day?
3.
Define
receptive vocabulary and expressive vocabulary.
4.
Compare speech when a child is excited to speech when a child is embarrassed, sad, or shy.
5.
What is the focus of play for very young preschoolers?
6.
Define
regularization.
7.
What is the focus for questions during the toddler period?
8.
Define
overextension.
9.
Describe
running commentaries.
10.
List
eight (8)
possible developmental reasons and benefits of self-talk.
11.
Define
consonant and vowel.
12.
What advice should be given to families and early childhood educators?
13.
List
(four) 4
suggestions for books for younger preschoolers.
14.
List
ten (10)
expectations as preschoolers get older.
15.
Describe friendships of young preschoolers.
16. List
five (5)
areas of growth in children through group play.
17. How do children learn language?
18. Explain
relational words
and why these words are important.
19. Explain
impact words, sound words, created words
and
displaying creativity
.
20. Discuss the danger of assumptions about intelligence through language ability.
21. List
four (4)
speech and language characteristics of older preschoolers.
22. What may depress a child's vocabulary development?
23. Define
metalinguistic awareness.
24. How does physical growth affect children's perceptions of themselves?
25.
Define
mental image.
26.
Define
visual literacy.
27.
Explain the order in which motor skills are developed.
28.
Explain the
Montessori
approach to education for young children.
29. List
seventeen (17) objectives for refining perceptual-motor skills.
30.
Define
assimilation and accommodation.
31. What is a zone of proximal development?
32.
What is the teacher’s role in working with infants, toddlers and preschoolers?
33.
Define
metalinguistic skills.
34.
Define
social connectedness.
35. List
six (6)
social ability goals that serve as a strong foundation for future schooling.
.
Read Chapter 15 and answer the following questions 1. De.docxShiraPrater50
Read Chapter 15 and answer the following questions
:
1. Describe several characteristics of infants that make them different from other children.
2. What is the feeding challenge in meeting the nutritional needs of an infant?
3. Define
low-birthweight (LBW) infant
.
4. List
nine (9)
problems associated with low birth weight.
5. List
five (5)
reasons a mother may choose formula feeding instead of breast feeding.
6. List
four (4)
steps to safe handling of breast milk.
7. What
two (2)
factors determine safe preparation of formula? Briefly describe each factor.
8. Define
aseptic procedure.
9. Define
distention
and tell what causes distention.
10. Define
regurgitation, electrolytes,
and
developmental or physiological readiness.
11. Why should a bottle
NEVER
be propped and a baby left unattended while feeding?
12. When might an infant need supplemental water?
13. When should solid food be introduced to an infant? What is meant by the infant being developmentally ready?
14. Define
palmar grasp
and
pincer grip.
15. List
ten (10)
common feeding concerns. Pick
ONE
and explain why that is a concern.
Read Chapter 16 and answer the following questions:
1. Describe
toddlers and preschoolers
.
2. Define
neophobic.
3. List
three (3)
things a teacher is responsible for when feeding a toddler. List
two (2)
things for which the child is responsible.
4. Why should you
NOT
try to force a toddler to eat or be overly concerned if children are suddenly eating less?
5. Explain the results of spacing meals
too far apart
and
too close together
.
6. List a
good eating pattern
for toddlers.
7. Name several healthy snack choices for toddlers and young children.
8. List several suggestions for making eating time comfortable, pleasant and safe.
9. What changes about eating habits when a toddler develops into a preschooler?
10. Define
Down syndrome
and
Prader-Willi syndrome.
11. How can parents and teachers promote good eating habits for preschoolers?
12. When and where should rewards be offered?
13. Why should children
not
be encouraged to have a
“clean plate”?
14. List
five (5)
health conditions related to dietary patterns.
15. What is the Physical Activity Pyramid and for what is it designed?
16. List
eight (8)
common feeding concerns during toddler and preschool years. Pick
one and explain
it thoroughly.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
Read Chapter 2 and answer the following questions1. List .docxShiraPrater50
Read Chapter 2 and answer the following questions:
1. List
five (5)
decisions a teacher must make about the curriculum.
2. List
three (3)
ways that all children are alike.
3. List
three (3)
similar needs of young children.
4. Describe the change in thought from age 2 through age 11 or 12.
5. List
four (4)
ways teachers can determine children’s background experiences.
6. List
three (3)
ways to find out children’s interests.
7. List
four (4)
ways to determine the developmental levels and abilities of children.
8. What is P.L. 94-142 and what does it state?
9. List
four (4)
things you need to do as a teacher of special children regarding P.L. 94-142.
10. List
eight (8)
categories of special needs children.
11. List the
eleven (11)
goals of an inclusion program.
12.
List
and
explain three (3)
methods to gain knowledge about the culture and values of a community.
13. Why must teachers of young children understand geography, history, economics and other social sciences?
14. List
six (6)
ways children can assist with planning.
15. List
five (5)
elements that should be included in lessons plans.
16. List
four (4)
main sections that every lesson plan should include regardless of format.
17. Define
behavioral objective.
What
three (3)
questions do behavioral objectives answer?
18. What are
four (4)
goals which can be accomplished through the use of units, projects, and thematic learning?
19. List
three (3)
considerations for selecting themes or topics.
20. After selecting a theme or topic, list
seven (7)
elements that should be included in planning for the theme or unit.
21. List
five (5)
uses for authentic assessment
.
22.
List
and
describe
four (4)
types of assessments.
23. List
five (5)
things you should look for when interviewing children.
24. What are
rubrics
, and how can rubrics be used?
25. What are standardized tests and why might they
not
be useful to teachers of young children?
book
Social Studies for the Preschool/Primary Child
Carol Seefeldt; Sharon D. Castle; Renee Falconer
also you may used any addition
.
Read chapter 7 and write the book report The paper should be .docxShiraPrater50
Read chapter 7 and write the book report
The paper should be single-spaced, 2-page (excluding cover page and references) long, and typed in Times New Roman 12 points. The paper should have a title, and consists of at least two sections: 1) A brief narrative of how an IS/IT is realized, initiated, designed, and implemented in terms of what/when/where/how this happened, and key character players involved in the series of events.
.
Read Chapter 7 and answer the following questions1. What a.docxShiraPrater50
Read Chapter 7 and answer the following questions:
1. What are preschoolers like?
2. Define
large motor, coordination, agility
and
conscience
.
3. What do preschoolers do?
4. What do preschoolers need?
5. Define
sense of initiative, socialized
and
norms
.
6. List the
seven (7)
dimensions of an environment advocated by Prescott.
7. Describe an environment that provides for initiative.
8. List
six (6)
opportunities for children provided through good storage of materials.
9. Define
pictograph
.
10. List
six (6)
environments that foster initiative
.
11. Describe an environment that helps to develop creativity.
12. List
eight (8)
factors for creativity.
13. Describe an environment for learning through play.
14. Where do you begin when deciding how to set up a room?
15. What should you know about pathways in the room?
16. How can you modify a classroom for children with special needs?
17. List
seven (7)
suggestions for welcoming children with special needs.
18. Describe an environment for outdoor play.
19. List
seven (7)
suggestions for an environment that fosters play.
20. How can you plan for safety?
21. Define
interest centers, indirect guidance, private space
and
antibiased
.
22. Describe an environment that fosters self-control.
23. Define
time blocks, child-initiated,
and
teacher-initiated
.
24. List
six (6)
features found in schedules that meet children's needs.
25. List
eight (8)
principles of developmentally appropriate transitions for preschoolers.
26. Define
kindergarten
. Describe kindergarten today.
27. Define
screening, readiness tests, transitional classes
and
retention
.
28. What is the kindergarten dilemma?
29. List
five (5)
inappropriate physical environments for preschoolers.
Read Chapter 8 and answer the following questions:
1. What are primary-age children like?
2. What do primary-age children like to do?
3. Define
peers, sense of industry, competence
and
concrete
.
4. What do primary-age children need?
5. How do primary-age children learn best?
6. What are some of the concerns about public education?
7. Describe an environment for a sense of industry.
8. What is a benefit of the learning-center approach for primary-age children?
9. What is a planning contract?
10. What is an advantage to providing a number of separate learning centers?
11. What is a planning board?
12. Define
portfolio
.
13. How do teachers of primary-age children use portfolios and work samples?
14. What are two large and important learning centers related to literacy?
15. What should a writing center contain?
16. List
four (4)
suggestions for an environment that fosters early literacy.
17. Describe an environment that fosters math understanding.
18. Describe a physical environment that fosters scientific awareness.
19. Describe an environment for relationships.
20. List
five (5)
suggestions for fostering peer- and te.
Read chapter 14, 15 and 18 of the class textbook.Saucier.docxShiraPrater50
Read chapter 14, 15 and 18 of the class textbook.
Saucier Lundy, K & Janes, S.. (2016). Community Health Nursing. Caring for the Public’s Health. (3rd
ed.)
ISBN: 978-1-4496-9149-3
Once done answer the following questions;
1. How the different topics/health issues can be addressed through both professional health promotion and personal health promotion. What is the difference in the approach? How does each approach contribute to the desired effect?
2. Should health insurance companies cover services that are purely for health promotion purposes? Why or why not? What about employers? What are the pros and cons of this type of coverage?
3. What do you think about the role integrating nursing with faith? Is this something you feel is appropriate? When is it appropriate? What types of settings do you feel this would work best in? Do you feel nurses should integrate faith in their nursing practice? Why or why not and how?
4. Have you been a part of a group in which corruption of leadership has occurred? Do you feel it is unavoidable? How did you feel in that particular group?
APA format word document Arial 12 font attached to the forum in the discussion board title "Week 4 discussion questions".
A minimum of 2 evidence based references no older than 5 years old are required besides the class textbook
A minimum of 500 words without count the first and last page are required.
.
Read Chapter 10 APA FORMAT1. In the last century, what historica.docxShiraPrater50
Read Chapter 10 APA FORMAT
1. In the last century, what historical, social, political, and economic trends and issues have influenced today’s health-care system?
2. What is the purpose and process of evaluating the three aspects of health care: structure, process, and outcome?
3. How does technology improve patient outcomes and the health-care system?
4. How can you intervene to improve quality of care and safety within the health-care system and at the bedside?
5. Select one nonprofit organization or one government agencies that influences and advocates for quality improvement in the health-care system. Explore the Web site for your selected organization/agency and answer the following questions: •
What does the organization/agency do that supports the hallmarks of quality? •
What have been the results of their efforts for patients, facilities, the health-care delivery system, or the nursing profession? •
How has the organization/agency affected facilities where you are practicing and your own professional practice?
.
Read chapter 7 and write the book report The paper should b.docxShiraPrater50
Read chapter 7 and write the book report
The paper should be single-spaced, 2-page (excluding cover page and references) long, and typed in Times New Roman 12 points. The paper should have a title, and consists of at least two sections: 1) A brief narrative of how an IS/IT is realized, initiated, designed, and implemented in terms of what/when/where/how this happened, and key character players involved in the series of events.
.
Read Chapter 14 and answer the following questions1. Explain t.docxShiraPrater50
Read Chapter 14 and answer the following questions:
1. Explain the importance of proteins.
2. Define
amino acids, non-essential amino acids, essential amino acids, complete protein,
and
incomplete proteins.
3. Define
complementary proteins
and
supplementary proteins.
4. Why are
vitamins
important?
5. Define
fat soluble
and
water soluble.
6. What is
DNA
?
RNA?
7. Which vitamins play essential roles in the formation of blood cells and hemoglobin?
8. Which vitamins regulate bone growth?
9. Define
collagen.
10. Which vitamins regulate energy metabolism?
11. Define
neuromuscular
and
spina bifida.
12. What are
megadoses
?
13. Define
minerals
and tell why they are important.
14. What minerals support growth?
15. What are the major minerals found in bones and teeth?
16. Why is fluoride added to water supplies of communities? Why is fluoride important?
17. What are the major food sources of
calcium
and
phosphorus
?
18. Define
hemoglobin
. Define
iron-deficiency
anemia
.
19. What are the major food sources of iron?
20. Why is water so important to children? How is water lost and replaced in children?
21. Name
three (3)
problems caused by children drinking too much fruit juice.
https://books.google.com/books/about/Health_Safety_and_Nutrition_for_the_Youn.html?id=7zcaCgAAQBAJ&printsec=frontcover&source=kp_read_button#v=onepage&q&f=false
.
Read Chapter 2 first. Then come to this assignment.The first t.docxShiraPrater50
Read Chapter 2 first. Then come to this assignment.
The first theme of next week's class (Week 2) will be Chapter 2, Concepts of Infectious Disease. I will briefly go through the chapter to make sure that you understand it, and then we will have a discussion.
Since the chapter in the textbook is so full of important concepts, it would be difficult to narrow it down to a single topic for discussion. So I have posted this introduction and 3 separate subtopics. You can choose which one you want to write about. Each student should choose one of these subtopics for your major post. You should write well thought out primary comments on at least one of the points below (150-200 words).
BE SURE TO INCLUDE YOUR NAME AND SUBTOPIC IN THE HEADER FOR YOUR PAPER.
We will discuss each of the subtopics that were chosen by the students. Each of you should take an active role in presenting your topic to the other students. Explain the concept in your own words, or develop it further using a relevant example. As other students present their perspective on the same topic, hopefully an active discussion will take hold. I will jump in only as needed. This format will allow you to develop one subtopic in an active sense, but learn about the others by being drawn into them through other people's discussions.
Choose your subtopic:
Subtopic 1: Factors that affect the spread of epidemics
Question: Explain how the interaction between these factors are relevant to the transmission of AIDS. For example, which of these factors are most critical to the transmission of HIV. Which aren't.
1. Total number of hosts
2. Host’s birth rate
3. Rate at which new susceptible hosts migrate into population
4. Number of susceptible uninfected hosts
5. Rate at which disease can be transmitted from infected to uninfected hosts
6. Death rate of infected hosts
7. The number of infected hosts who survive and become immune or resistant to further infection
Subtopic 2: Acute versus Chronic Infections
Question: Compare the definitions of Acute Infections and Chronic Infections below. Based on what you know about HIV/AIDS at this point, which description most closely matches AIDS? Explain your answer, using evidence from the book to support your position.
What is an acute infection?
1. Produces symptoms and makes a person infectious soon after infection.
2. The infected person may: transmit the disease
die from the infection
recover and develop immunity
3. the acute microorganism
STRIKES QUICKLY
infects entire group (small group)
dies out
What is a chronic infection?
Person may never show symptoms
Person continues to carry infectious agent at a low level
Does NOT mount an effective immune response
Subtopic 3: Controlling infectious disease
Question: Explain what herd immunity is and how it works. Use an example from either the bo.
Journal of Public Affairs Education 515Teaching Grammar a.docxShiraPrater50
Journal of Public Affairs Education 515
Teaching Grammar and Editing in Public
Administration: Lessons Learned from
Early Offerings of an Undergraduate
Administrative Writing Course
Claire Connolly Knox
University of Central Florida School of Public Administration
ABSTRACT
College graduates need to possess strong writing skills before entering the work-
force. Although many public administration undergraduate programs primarily
focus on policy, finance, and management, we fall short of a larger goal if students
cannot communicate results to a variety of audiences. This article discusses the
results of a national survey, which concludes that few undergraduate public affairs
programs require an administrative/technical writing course. Based on pedagogical
theories, this article describes the design of a newly implemented, undergraduate,
administrative writing course. The article concludes with lessons learned, provides
recommendations for programs considering requiring an administrative writing
course, and discusses future research.
Keywords: administrative writing, Plain Language Movement, discourse community,
undergraduate course design
“Administrators not only need to know about communications, they need to
be able to communicate” (Denhardt, 2001, p. 529). Public administration under-
graduate students learn the importance of communication within organizations
in leadership, human resources, or organizational management courses; however,
practical instruction in communication skills, such as effective, audience-centered
writing, are lacking. Scholars (e.g., Cleary, 1990, 1997; Lee, 2000; Raphael &
Nesbary, 2005; Waugh & Manns, 1991) have noted this lack of required commun-
ication and writing courses in public administration curriculum. The majority of
administrative writing literature is from the late 1980s and early 1990s when
universities began implementing Writing Across the Curriculum programs (i.e.,
JPAE 19 (3), 515–536
516 Journal of Public Affairs Education
Londow, 1993; Stanford, 1992). The limited discussions and conclusions coincide
with private and public sector trends—newly hired students’ writing skills are
lacking (Hines & Basso, 2008; National Commission, 2005).
A survey by the National Commission on Writing for America’s Families,
Schools, and Colleges (2005) reported that approximately 80% of public sector
human resource directors seriously considered writing skills when hiring professional
employees and assumed new employees obtained these skills in college. Increasingly,
public managers require employees to attend writing and communication trainings,
which cost governments approximately $221 million annually (National Commis-
sion, 2005). In fact, the public sector (66%) is more likely to send professional/
salaried employees for writing training than the private sector (40%; National
Commission, 2005). Public, private, and nonprofit sector organizations certainly
should cont ...
This document provides guidance on managing suppliers for the TLIR5014 unit. It covers assessing suppliers and building relationships, evaluating delivery against agreements, negotiating with suppliers, resolving disagreements, and reviewing performance. Key areas discussed include developing criteria to evaluate suppliers; maintaining cooperative relationships; establishing performance indicators; developing evaluation methods; managing relationships; and continuously reviewing suppliers for quality, profitability and other metrics. The role of the supply/contract manager and importance of a contract management plan are also outlined.
MBA 6941, Managing Project Teams 1 Course Learning Ou.docxShiraPrater50
The document provides an overview of key concepts and processes related to project scope management and time management. It defines scope management as the processes used to define, control, and validate the work required to successfully deliver a project. It outlines six processes for scope management including planning scope management, collecting requirements, defining scope, creating a work breakdown structure, validating scope, and controlling scope. It also defines seven processes for time management including planning schedule management, defining activities, sequencing activities, estimating activity resources and durations, developing the schedule, and controlling the schedule. The critical path is described as the longest path through a project network diagram that determines the shortest project duration.
Inventory Decisions in Dells Supply ChainAuthor(s) Ro.docxShiraPrater50
Inventory Decisions in Dell's Supply Chain
Author(s): Roman Kapuscinski, Rachel Q. Zhang, Paul Carbonneau, Robert Moore and Bill
Reeves
Source: Interfaces, Vol. 34, No. 3 (May - Jun., 2004), pp. 191-205
Published by: INFORMS
Stable URL: https://www.jstor.org/stable/25062900
Accessed: 13-02-2019 19:24 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
https://about.jstor.org/terms
INFORMS is collaborating with JSTOR to digitize, preserve and extend access to Interfaces
This content downloaded from 141.217.20.120 on Wed, 13 Feb 2019 19:24:25 UTC
All use subject to https://about.jstor.org/terms
Interfaces infjIML
Vol. 34, No. 3, May-June 2004, pp. 191-205 DOI i0.1287/inte.l030.0068
ISSN 0092-21021 eissn 1526-551X1041340310191 @ 2004 INFORMS
Inventory Decisions in Dell's Supply Chain
Roman Kapuscinski
University of Michigan Business School, Ann Arbor, Michigan 48109, [email protected]
Rachel Q. Zhang
Johnson Graduate School of Management, Cornell University, Ithaca, New York 14853, [email protected]
Paul Carbonneau
McKinsey & Company, 3 Landmark Square, Stamford, Connecticut 06901, [email protected]
Robert Moore, Bill Reeves
Dell Inc., Mail Stop 6363, Austin, Texas 78682 {[email protected], [email protected]}
The Tauber Manufacturing Institute (TMI) is a partnership between the engineering and business schools at
the University of Michigan. In the summer of 1999, a TMI team spent 14 weeks at Dell Inc. in Austin, Texas,
and developed an inventory model to identify inventory drivers and quantify target levels for inventory in the
final stage of Dell's supply chain, the revolvers or supplier logistics centers (SLC). With the information and
analysis provided by this model, Dell's regional materials organizations could tactically manage revolver inven
tory while Dell's worldwide commodity management could partner with suppliers in improvement projects to
identify inventory drivers and to reduce inventory. Dell also initiated a pilot program for procurement of XDX
(a disguised name for one of the major components of personal computers (PCs)) in the United States to insti
tutionalize the model and promote partnership with suppliers. Based on the model predictions, Dell launched
e-commerce and manufacturing initiatives with its suppliers to lower supply-chain-inventory costs by reducing
revolver inventory by 40 percent. This reduction would raise the corresponding inventory turns by 67 percent.
Net Present Value (NPV) calculations for XDX alone suggest $43 million in potential savings. To ensure project
longevity, Dell formed ...
It’s Your Choice 10 – Clear Values: 2nd Chain Link- Trade-offs - Best Chance of Getting the Most of What You Want.
Narrator: In today's episode, what do I really want? Roger and Nicole discussed the importance of being clear about your values when making a decision in order to give you the best chance of making the most of what you really want. When you understand what you care most about, you can determine which outcomes you prefer as a result of the decision. And, while we frequently can't get everything we want, making tradeoffs is easier when we are clear about our values. Roger: Nicole is something wrong? Nicole: Oh no, not really. I'm just kind of distracted today. See, I finally decided to bite the bullet and buy a car, but I'm having a lot of trouble deciding what to buy. I've been saving for years and I want to make sure I do this right. The problem is that I don't even know where to start. There are so many good cars out there. Roger: I know how tough it can be to try and figure out what you really want it, but you're in luck. On today's show, we're going to be talking about why being clear on your values is so important when making a decision. Nicole: A value is something you want as a result of the decision. Roger: Like when I was trying to decide which college to go to, some of my preferences were to go to a place with a good music program and a D-three basketball team. Nicole: It's funny because when I was looking for a school, I didn't care at all about the basketball team. I was much more interested in theater groups. Roger: and that's fine because values are completely up to the person making the decision. What I want will probably be different from what you want, but I use my values for my decisions and you will use yours for yours. Nicole: I was thinking about asking my friends for their opinions too. Roger: It can be very useful to get input from other people, especially when they're knowledgeable. Just be careful they don't try and talk you into what they want instead of what you wanted. Anyway, have you thought about the things you want the most from the car of your choice? Nicole: Oh sure. There are lots of things like I really want a car I can afford, that gets good gas mileage and is cute safe, a good size and comfortable for my friends. Roger: That's a good start. How about the things you don't want?
Nicole: Well, it has to be reliable. I'll be in a mess if it breaks down. I can't afford a lot of repair bills and I don't want a car that's too big. Roger: That's good. Identifying the things you don't want is just as important as the things you do want. Okay Nicole, now that we have your list, the next step is to ask yourself how important are these things?
Nicole: Well, they're all important.
Roger: Sure, but aren't some more important than others? Nicole: Of course, but I'm not really sure which or which? Roger: A good first step is to identify why something is important to you. For example, is getting good gas ...
MBA 5101, Strategic Management and Business Policy 1 .docxShiraPrater50
MBA 5101, Strategic Management and Business Policy 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
2. Compare and contrast the integral functions of corporate governance.
2.1 Describe the roles and responsibilities of the board of directors in corporate governance.
2.2 Explain the Sarbanes-Oxley Act and its impact on corporate governance.
4. Analyze the processes for formulating corporate strategy.
4.1 Explain the benefits of strategic management.
5. Evaluate methods that impact strategy implementation, such as staffing, directing, and organizing.
5.1 Discuss the strategic audit as a method of analyzing corporate functions and activities.
Reading Assignment
In order to access the following resources, click the links below:
College of Business – CSU. (2016, January 12). MBA5101 Unit I lesson video [YouTube video].
Retrieved from
https://www.youtube.com/watch?v=p5axP8yAmFk&feature=youtu.be&list=PL08sf8iXqZn54RIuJs-
skgp4omxG-UOu5
Click here to access a transcript of the video.
Pomykalski, A. (2015). Global business networks and technology. Management, 19(1), 46-56. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bth&AN=103247112&site=ehost-live&scope=site
Silverstein, E. (2015). Years later, Sarbanes-Oxley is part of how companies do business. Insidecounsel,
26(286), 38-39. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?direc
t=true&db=bth&AN=111456112&site=ehost-live&scope=site
Wheelen, T. L., & Hunger, J. D. (1987). Using the strategic audit. SAM Advanced Management Journal,
52(1), 4. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=bth&AN=4604880&site=ehost-live&scope=site
Unit Lesson
When founders form companies, they usually focus on the product and the customers they hope to generate.
The founders are usually of the same mindset and intention about what they want their company to do and
how they would like it to grow. What many companies fail to plan for is the inevitable death of one of the
founding members and what that might mean for the vision and purpose of the company. In other words, what
would the management structure resemble if one of the founding partners had to deal with the heir of the
deceased partner?
For example, once, two middle-aged founders focused on the same mission, creating and living by their
cultural values and vision, diligently reaching out to their target market, and productively engaging their
customers. One partner unexpectedly died. After the funeral, the surviving founder finds himself now working
side-by-side with the recently deceased founder’s 17-year-old son or daughter. Very quickly, the surviving
UNIT I STUDY GUIDE
Governance and the Value
of Planning
https:// ...
MAJOR WORLD RELIGIONSJudaismJudaism (began .docxShiraPrater50
MAJOR WORLD RELIGIONS
JudaismJudaism (began circa 1,800 BC)
This was the first monotheistic religion on earth
God is all-powerful with many prophets, Jesus among them
Followers are called Jews, 80% of 14 million total adherents live in U.S. or Israel
Christianity
(began around 30AD)Most followers of any religion: 2 billionMost geographically widespread religionCenters on Jesus Christ as the savior whose sacrificial death forgives/erases Christians’ sinsHalf of global Christians are Catholics (the Americas) and one-fourth are Protestant (Europe and U.S.)
Islam
(began around 615AD)2nd largest world religion: 1.5 billion followersOver 80% are “Sunnis”, 20% are “Shiite”(Iran)Based on the Prophet Muhammad’s teachings & revelations
Green = Sunni
Maroon = Shiite
Buddhism
(began ca. 450 B.C.)Centered in East and Southeast Asia, 400 million followersBased on the example and teachings of Siddhartha Gautama (the Buddha) who lived in eastern India around 500 B.C.Life’s core suffering can be ended by releasing attachment to desires and becoming “awakened”
Taoism
(began ca. 500B.C.)
Lao-Tzu (Laozi) founding spiritualist/philosopher Action through non-action, simplicity, compassion, humility, learning from/oneness with the “Tao” (the force/energy of nature/all things)Practiced mostly in China, but expressed in Western pop culture (Star Wars, yoga, etc.)
HinduismFocused on the enlightened being Krishna who lived 5,000 BPBhagavad Gita religious text composed by one authorPracticed by hundreds of millions, principally in India
Animism/“Primal Indigenous”PolytheisticPracticed largely among tribal groupsEverything in nature, even non-living entities, have a spiritPhysical and spiritual realms are one, which is opposite of Western thinking
Religious Perspectives on the Human/Environment Relationship
Questions
How do you feel about Evolution vs. Creation?
Do you feel that people are more important than animals, plants, and nature?
Do you think about the effects of your lifestyle on the natural world? (trash, CO2, etc)
Do you believe that nature is here to supply man’s needs or that we have a responsibility to tend and care for nature as well?
Your responses…Indicate a position relative to some very old questions!These questions concern the fundamental or essential nature of the world, and as such they affect geographical worldviewsReligious/philosophical worldviews affect how we treat the planet
Man and Nature are Connected
Man and Nature are Separate
Judaism/Christianity/IslamEverything in nature was created by a single supreme being with unlimited powers.Man’s relationship to nature is either dominion or stewardship (but separate from nature either way).Salvation depends on faith and belief (Christianity) so issues like treatment of animals or conservation of resources are of minor ethical importanceEastern religions don’t separate man from nature as much as Abrahamic religions.
Nature as God’s Handiwork“But ...
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Dependence in an Interdependent World The Limited Possib.docx
1. Dependence in an Interdependent World: The Limited
Possibilities of Transformation
within the Capitalist World Economy
Author(s): Immanuel Wallerstein
Source: African Studies Review, Vol. 17, No. 1 (Apr., 1974),
pp. 1-26
Published by: Cambridge University Press
Stable URL: http://www.jstor.org/stable/523574
Accessed: 19-03-2017 07:46 UTC
JSTOR is a not-for-profit service that helps scholars,
researchers, and students discover, use, and build upon a wide
range of content in a trusted
digital archive. We use information technology and tools to
increase productivity and facilitate new forms of scholarship.
For more information about
JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the
Terms & Conditions of Use, available at
http://about.jstor.org/terms
Cambridge University Press is collaborating with JSTOR to
digitize, preserve and extend access to
African Studies Review
2. This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
DEPENDENCE IN AN INTERDEPENDENT WORLD: THE
LIMITED
POSSIBILITIES OF TRANSFORMATION WITHIN THE
CAPITALIST WORLD ECONOMY
Immanuel Wallerstein
"Dependence" has become the latest euphemism in a long list
of
such terms. No doubt its original intent was critical. The term
itself
emerged out of the "structuralist" theories of Latin American
scholars
and was meant as a rebuttal to "developmentalist" or
"modernization"
theories and "monetarist" policy views.1 Andrd Gunder Frank
has traced
its intellectual origins and its limitations in a recent combative
paper
entitled "Dependence is dead; long live dependence and the
class strug-
gle. "2
We live in a capitalist world economy, one that took definitive
shape as a European world econany in the sixteenth century
(see Waller-
stein 1974) and came to include the whole world
geographically in the
ninteenth century. Capitalism as a system of production for sale
3. in a
market for profit and appropriation of this profit on the basis of
in-
dividual or collective ownership has only existed in, and can be
said to
require, a world system in which the political units are not co-
extensive
with the boundaries of the market economy. This has permitted
sellers
to profit from strengths in the market whenever they exist but
enabled
them simultaneously to seek, whenever needed, the intrusion of
political
entities to distort the market in their favor. Far from being a
system
of free competition of all sellers, it is a system in which
competition
becomes relatively free only when the economic advantage of
upper strata
is so clear-cut that the unconstrained operation of the market
serves
effectively to reinforce the existing system of stratification.
This is not to say that there are no changes in position. Quite
the contrary. There is constant and patterned movement
between groups
of economic actors as to who shall occupy various positions in
the
hierarchy of production, profit, and consumption. And there are
secular
developments in the structure of the capitalist world system
such that
1See, as a mere beginning, Bodenheimer 1971, Caputo and
Pizarro
1970, Cardoso 1971, Cockcroft et al. 1972, Bulletin of the
4. Institute of
Development Studies 1971.
2See Frank 1972a (French-language version); see also for a
similar
point of view Frbres du Monde 1971.
1
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
2 AFRICAN STUDIES REVIEW
we can envisage that its internal contradictions as a system will
bring
it to an end in the twenty-first or twenty-second century.
The important thing for living men, and for scholars and
scientists
as their collective intellectual expression, is to situate the
options
available in the contemporary situation in terms of the patterns
we can
discern in the historical past. In this task, conceptual
clarification
is the most constant need, and as life goes on and new
experiences occur,
we learn, if we are wise, to reject and reformulate the partial
truths of
our predecessors, and to unmask the ideological obscurantism
of the self-
interested upholders of encrusted privilege.
5. The years 1945-1970 were a period of exceptional
obscurantism in
all fields of study, and African studies has been in this sense
typical.
Liberal ideology prevailed in the world of social science
reflecting the
easy and unquestioned econcmic hegemony of the United
States. But liber-
alism has came onto hard days--not least of all in the analysis
of "de-
velopment." If the decline of cold war polarization in the
1960's
effectively reduced the political bargaining power of African
states, the
beginning of a worldwide economic contraction of effective
demand of the
1970's is likely to sweep African aspirations aside as those who
are on
top of the world heap struggle with each other to remain there.
In the
1960's, African scholars began to worry about "growth without
develop-
ment." In the 1970's and 80's, there is the clear possibility of
neither
growth nor development.
To understand the issues, we must successively treat the
structure
of the world econcmy, its cyclical patterns including the
present con-
juncture, and the ways in which the position of particular states
may
change within this structure. This will, I believe, explain "the
limited
possibilities of transformation within the capitalist world
6. econamy."
The structure of the world economy as a single system has
came in-
creasingly in recent years to be analyzed in terms of a core-
periphery
image, an image which has been linked with the discussion of
"dependence."
And thus it has been argued, for example, that Third World
countries are
not "underdeveloped" nations but "peripheral capitalist"
nations.3 This
is far clearer terminology, but it leads unfortunately to further
con-
fusion if the unicity of the world system is not borne clearly in
mind.
Ikonicoff argues, for example, that peripheral capitalist
economies
"operate by econcnic laws and growth factors [that] are clearly
different
frcm those of the econcmies one might call the model of classic
capital-
ism" (1972, p. 692). This is only so because our model of
"classic
capitalism" is wrong, since both in the sixteenth century and
today the
core and the periphery of the world econmny were not two
separate "econo-
mies" with two separate "laws" but one capitalist econcanic
system with
different sectors performing different functions.
3See, for example, the whole special issue of Revue Tiers-
Monde
1972, especially the introduction by Ikonicoff.
7. This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
DEPENDENCE IN AN INTERDEPENDENT WORLD 3
Once one recognizes the unicity of the system, one is led to ask
if the conception of a bi-modal system is adequate. Clearly, it
leaves
much unexplained, and thus we have seen the emergence of
such terms as
"subimperial" states (see Marini 1969) or "go-between nations"
(see
Galtung 1972, pp. 128-129). Both of these terms seem to me
unwise as
they emphasize only one aspect of their role, each an important
one, but
not in my opinion the key one. I prefer to call them semi-
peripheral
countries to underline the ways they are at a disadvantage in
the exist-
ing world system. More important, however, is the need to
explicate the
complexity of the role which semi-peripheral states play within
the sys-
tem as well as the fact that the system could not function
without being
tri-modal.
Before this explication, it is necessary to spell out one more
fact. The capitalist system is composed of owners who sell for
profit.
The fact that an owner is a group of individuals rather than a
single
8. person makes no essential difference. This has long been
recognized for
joint-stock companies. It must now also be recognized for
sovereign
states. A state which collectively owns all the means of
production is
merely a collective capitalist firm as long as it remains--as all
such
states are, in fact, presently compelled to remain--a participant
in the
market of the capitalist world economy. No doubt such a "firm"
may have
different modalities of internal division of profit, but this does
not
change its essential economic role vis-h-vis others operating in
the
world market.4 It, of course, remains to discuss in which sector
of the
world system the "socialist" states are located.
I have argued this at length in my paper, "The Rise and Future
Demise of the World Capitalist System: Concepts for
Comparative Analysis"
(forthcoming). Sainir Amin makes just about the same point:
The predominance of the capitalist mode of
production expresses itself also on another
level, that of the world system which con-
stitutes a characteristic of contemporary
reality. At this level, the formations
(central and peripheral) are organized in a
single hierarchical system. The disintegra-
tion of this system--with the founding of
socialist states, true or self-styled--does
not change anything in this hypothesis....
Socialism cannot be in fact the juxtaposition
9. of national socialisms, regressive with re-
spect to integrated (but not egalitarian)
world character of capitalism. Nor can it
be a socialist system separate from the
world-system. It is precisely for this
reason that there are not two world markets:
the capitalist market and the socialist mar-
ket; but only one--the former--in which eastern
Europe participates, albeit marginally (1972b,
p. 13).
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
4AFRICAN STUDIES REVIEW
The capitalist world system needs a semi-peripheral sector for
two reasons: one primarily political and one politico-econamic.
The
political reason is very straightforward and rather elementary.
A sys-
tem based on unequal reward must constantly worry about
political re-
bellion of oppressed elements. A polarized system with a small
distinct
high-status and high-income sector facing a relatively
hcnogeneous low-
status and low-income sector including the overwhelming
majority of
individuals in the system leads quite rapidly to the formation of
classes
fir sich and acute, disintegrating struggle. The major political
10. means
by which such crises are averted is the creation of "middle"
sectors,
which tend to think of themselves primarily as better off than
the lower
sector rather than as worse off than the upper sector. This
obvious
mechanism, operative in all kinds of social structures, serves
the same
function in world systems.
But there is another reason that derives from the particular
needs
of this kind of social structure, a capitalist world system. The
multi-
plicity of states within the single econamy has two advantages
for
sellers seeking profit. First, the absence of a single political
author-
ity makes it impossible for anyone to legislate the general will
of the
world system and hence to curtail the capitalist mode of
production.
Second, the existence of state machineries makes it possible for
the
capitalist sellers to organize the frequently necessary artificial
re-
straints on the operation of the market.
But this system has one disadvantage for the sellers. The state
machineries can reflect other pressures than of those who sell
products
on the market, for example, of those who sell labor. What
regularly
happens in core countries is the operation of a guild principle
which,
11. in fact, raises wage levels. It is this to which Arghiri
Emmanuel refers
when he says: "The value of labor power is, so far as its
determination
is concerned, a magnitude that is, in the immediate sense,
ethical: it
is economic only in an indirect way, through the mediation of
its moral
and historical element, which is itself determined, in the last
analysis,
by economic causes" (1972, p. 120).
The rising wages of the workers in the core countries,
combined
with the increasing econamic disadvantage of the leading
econcnic pro-
ducers, given constant technological progress, and heaviest
investment
in rapidly outdated fixed capital by precisely the leading
producers,
leads to an inevitable decline in comparative costs of
production. For
individual capitalists, the ability to shift capital, from a
declining
leading sector to a rising sector, is the only way to survive the
effects
of cyclical shifts in the loci of the leading sectors. For this
there
must be sectors able to profit from the wage-productivity
squeeze of the
leading sector. Such sectors are what we are calling semi-
peripheral
countries. If they weren't there, the capitalist system would as
rapidly
face an ecocomic crisis as it would a political crisis. (How,
inciden-
12. tally, this shift of capital investment would operate in a world
capi-
talist system composed of only state-owned enterprises is an
interesting
question, but not one for the moment we are called upon to
analyze.)
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
DEPENDENCE IN AN INTERDEPENDENT WORLD 5
How then can we tell a semi-peripheral country when we see
one?
Even if we admit a tri-modal system, it would be an
oversimplification
not to bear in the front of our mind that each structural sector
contains
states of varying degrees of political and econcmic strength.
Further-
more, each sector contains scme states that are seeking to move
(or not
to move) frcm one structural position to another (and for whcm
such a
move is plausible) and other states that for the mcment are
mired in the
location where they find themselves.
Nonetheless, it is important to spell out scme defining
character-
istics of a semi-peripheral state, as opposed to a core or a
peripheral
13. state. If we think of the exchange between the core and the
periphery
of a capitalist system being that between high-wage products
and low-wage
products, there then results an "unequal exchange" in
Emmanuel's concep-
tion, in which a peripheral worker needs to work many hours,
at a given
level of productivity, to obtain a product produced by a worker
in a
core country in one hour. And vice versa. Such a system is
necessary
for the expansion of a world market if the primary
consideration is
profit. Without unequal exchange, it would not be profitable to
expand
the size of the division of labor.5 And without such expansion,
it would
not be profitable to maintain a capitalist world econany, which
would
then either disintegrate or revert to the form of a redistributive
world
empire.
What products are exchanged in this "unequal exchange" are a
func-
tion of world technology. If' in the sixteenth century,
peripheral Poland
traded its wheat for core Holland's textiles, in the mid-
twentieth-cen-
tury world, peripheral countries are often textile producers
whereas core
countries export wheat as well as electronic equipment. The
point is
that we should not identify any particular product with a
structural
14. sector of the world economy but rather observe the wage
patterns and
margins of profit of particular products at particular moments
of time
to understand who does what in the system.
5See Samir Amin: "Central capital is not at all constrained to
emigrate because of a lack of possible [investment] outlets in
the cen-
ter; but it will emigrate to the periphery if it can get a higher
remu-
neration there....It is thus here that we insert the necessary
theory of
unequal exchange. The products exported by the periphery are
interesting
to the degree that--other things being equal and here this
expression
means of equal productivity--the remuneration for labor is less
than it
is in the center. And this is possible to the degree that society
is
forced by various means--economic and extra-economic--to
play this new
role: furnish cheap manpower to the export sector" (1972a, pp.
707-708).
6
It would take us far astray to develop this here. What I mean
by "redistributive world empire" is defined in the paper cited in
foot-
note 4. It would be interesting to see if it were not such
processes as
these which account for the stifling of nascent capitalist
elements in
such ancient systems as the Roman Empire.
15. This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
6 AFRICAN STUDIES REVIEW
In a system of unequal exchange, the semi-peripheral country
stands in between in terms of the kinds of products it expcrts
and in
terms of the wage levels and profit margins it knows.
Furthermore, it
trades or seeks to trade in both directions, in one mode with the
periph-
ery and in the opposite with the core. And herein lies the
singularity
of the semi-periphery as opposed to both the periphery and the
core.
Whereas, at any given moment, the more of balanced trade a
core country
or a peripheral country can engage in, the better off it is in
absolute
terms, it is often in the interest of a semi-peripheral country to
reduce
external trade, even if balanced, since one of the major ways in
which
the aggregate profit margin can be increased is to capture an
increasingly
large percentage of its home market for its home products.
This, then, leads to a second clear and distinctive feature of a
semi-peripheral state. The direct and immediate interest of the
state as
a political machinery in the control of the market (internal and
16. inter-
national) is greater than in either the core or the peripheral
states,
since the semi-peripheral states can never depend on the market
to maxi-
mize, in the short run, their profit margins.
The "politicization" of economic decisions can be seen to be
most
operative for semi-peripheral states at moments of active
change of
status, which are two: (1) the actual breakthrough from
peripheral to
semi-peripheral status and (2) strengthening of an already
semi-peripheral
state to the point that it can lay claim to membership in the
core.
The political economies of the various sectors of the world
economy
show distinct differences in patterns at various moments of the
long-run
cycles of the world economy. It was rather convincingly
established by
the price historians who began writing in the late 1920's that
for a very
long period the European world economy (and, at least since
the nineteenth
century, the whole world)has gone through a series of systemic
expansions
and contractions (see a summary and synthesis of this literature
in
Braudel and Spooner, pp. 378-486). It should be obvious that
when the
system as a whole is in economic crisis, same parts of it may
have to pay
17. a price in relative position as a result of the conflict
engendered by
the enforced redistribution that follows on economic
contraction. But
what does that mean for the nations of the periphery and the
semi-periph-
ery? Is world economic crisis their bane or their salvation? As
one
might guess, the answer is not easy.
Clearly, as a general rule, there is more pressure for
reallocation
of roles and rewards in all systems at moments of contraction
than at
moments of expansion, since in moments of expansion even
groups that are
less rewarded may obtain an absolute expansion in reward,
whereas in
moments of contraction even those who are most highly
rewarded are threat-
ened with absolute decline, in which case one way to maintain
an evenness
in absolute reward is to seek an increase in relative reward.
This gen-
eral proposition applies to world systems as well.
A pressure to reallocate roles and rewards can have two
different
outlets: one is circulation of the groups who play different
roles, and
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
18. DEPENDENCE IN AN INTERDEPENDENT WORLD 7
hence what is increase for one is decrease for another. A
second is the
redistribution of rewards among different roles in a more
egalitarian
direction. Within the modern world system, much historical
change has
been justified in the name of the latter objective, but the reality
thus
far of most such change has been the former. One fundamental
explanation
is that the framework of the capitalist world system limits
critically
the possibilities of transformation of the reward system within
it, since
disparity of reward is the fundamental motivating force of the
operation
of the system as it is constructed.
To be very concrete, it is not possible theoretically for all
states to "develop" simultaneously. The so-called'l-idening
gap" is not an anomaly but a continuing basic mechanism of the
operation of the world
economy. Of course, some countries can "develop." But the
some that
rise are at the expense of others that decline. Indeed, the rest of
this
paper will be devoted to indicating same of the mechanisms
used by the
minority that at given moments rise (or fall) in status within
the world
economy.
19. There is an alternative system that can be constructed, that of a
socialist world government in which the principles governing
the economy
would not be the market but rather the optimum utilization and
distribu-
tion of resources in the light of a collectively-arrived-at notion
of
substantive rationality. I say this not in order to develop further
how
such a prospective system would operate, were it in existence,
but rather
to emphasize that the nationalization or socialization of all
productive
enterprises within the bounds of a nation-state is not and
theoretically
cannot be a sufficient defining condition of a socialist system,
even if
the whole nation thinks of socialism as its objective. As long as
these
nations remain part of a capitalist world econany, they continue
to pro-
duce for this world market on the basis of the same principles
as any
other producer. Even if every nation in the world were to
permit only
state ownership of the means of production, the world system
would still
be a capitalist system, although doubtless the political
parameters would
be very different from what they presently are.
Let me be very clear. I am not suggesting that it does not
matter
if a country adopts collective ownership as a political
requirement of
production. The moves in this direction are the result of a
20. series of
progressive historical developments of the capitalist world
economy and
represent themselves a major motive force for further change.
Nor am I
in any way suggesting the immutability of the capitalist system.
I am
merely suggesting that ideological intent is not synonymous
with struc-
tural change, that the only system in the modern world that can
be said
to have a mode of production is the world system, and that this
system
currently (but not eternally) is capitalist in mode.
It is important to cut through the ideological veneer if we are
to notice the differences among those countries in the periphery
seeking
to become semi-peripheral in role, those countries in the semi-
periphery
seeking to join the core, and those countries in the core
fighting
against a declining economic position.
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
8 AFRICAN STUDIES REVIEW
The shift to which most attention has been paid in recent years
is
the shift frac being peripheral to being semi-peripheral,
although it is
21. usually discussed abstractly as though it were a question of
shifting
from periphery to core.7 But this is not the shift that is, in fact,
made. Countries have not moved, nor are any now moving,
from being pri-
marily exporters of low-wage products to being substantial
exporters of
high-wage products as well as being their own major custamer
for these
high-wage products. Rather, scme move fram the former
pattern to that
of having a higher-wage sector which produces part of what is
consumed on
the internal market but is still in a dependent relationship for
the
other part of national consumption. The essential difference
between the
semi-peripheral country that is Brazil or South Africa. today
and the
semi-peripheral country that is North Korea or Czechoslovakia
is probably
less in the econgnic role each plays in the world econcny than
in the
political role each plays in conflicts among core countries and
the
direction of their exported surplus value.
We must start with the clear realization that not all peripheral
countries at any given time are in an equal position to lay claim
to a
shift in status. As Reginald Green somewhat depressingly puts
it: "The
attainment of a dynamic toward national control over and
development of
the economy must start fram the existing structural and
institutional
22. position, both territorial and international" (1970, p. 277). We
know,
by looking backward in history, that among peripheral
countries same have
changed status and others have not. The Santiago meeting of
UNCTAD in
1972 underlined among other things the differing interests of
different
Third World countries in various proposals. The United Nations
has de-
veloped a list of "hard core" poor nations, of which sixteen are
in
Africa (about half of all African states), eight in Asia and
Oceania, and
only one (Haiti) in Latin America. It is not clear that politico-
econanic
decisions on the reallocation of world resources, such as those
that have
been favored by the Group of 77, would in fact do very much to
alter the
relative status of these "hard core" countries (see Colson 1972,
espe-
cially pp. 826-830).
The fact that same make it and same don't is a continuing
source
of puzzlement for many writers. For example, Cardoso and
Faletto, in
7For example, Samir Amin's discussion (1972a) argues that
thereare
two models of capital accumulation, each a "system," one
peripheral and
one self-centered ("autocentr6"). But when he cites a case that
uses
what he argues is the correct strategy of "self reliance,"
23. Vietnam, he
talks of Vietnam having reached "an effective first stage of the
transi-
tion" (p. 717). But what is the structural composition of this
"first
stage" in terms of the world economy which Amin agrees is
single? This
is not spelled out. But it is I should think very important to
spell
out. Amin-is in favor of "self reliance" but not of "autarchy,"
for
example. In practice, Amin distinguishes not only between
most periph-
eral countries and Vietnam, but also between two stages of
"peripheral
dcmination," which leads to his calling Brazil a "very advanced
under-
developed nation" (pp. 720-721).
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
DEPENDENCE IN AN INTERDEPENDENT WORLD 9
their discussion of populism in Latin American countries as a
mode of
profiting from world economic crises, note that these
movements have been
more successful in some than others. Whereas in some they
simply led to
an "intensified oligarchic control of agricultural-exporting
groups,
usually taking authoritarian-military forms," in others they
24. have led to
"more open polyclass" rule and consequently more
industrialization. They
explain differing results as the result of different schemes of
dcnina-
tion that managed to prevail in each country (Cardoso and
Faletto 1969,
p. 80). This seems less an explantion than a restatement of the
phe-
namenon.
Similarly, Green notes the limitations of the "staple thesis,"
suggesting it is unable to account for why the "dynamic
external trade
sector" with "spill-over demand" worked in Canada and
Scandinavia but
elsewhere led to "fossilization" (1970, p. 280). He suggests that
the
key issue is how countries "mobilise and harness the potential
resource
flows fran these enclaves to the creation of national
educational, insti-
tutional, and productive capacity to create a dynamic for
development
broader than the original export units" (p. 293). No doubt, but
once
again this implies same missing element in the equation and
assumes all
countries can make it.
Is it not rather the case that only a minority of peripheral
countries can fit into an expanding world market or conquer
part of a
contracting one at any given time? And that those who do, of
course,
manifest their "success" by this missing "extra ingredient." It
25. would
seem to be more fruitful to look at the possible alternative
strategies
in the light of the fact that only a minority can "make it" within
the
framework of the world system as it is than to search for the
universal
recipe. We may, of course, be dismayed by the ethics of such a
choice--
I am myself8--but that would only lead us to ask about the
possibilities
of same more radical systemic transformation, not to look for a
reformist
panacea.
Basically there are three strategies: the strategy of seizing the
chance, the strategy of promotion by invitation, and the
strategy of
self-reliance. They are different, to be sure, but perhaps
(unfortu-
nately) less different than their protagonists proclaim.
By seizing the chance, we mean simply the fact that at
moments of
world-market contraction, where typically the price level of
primary
8R. H. Tawney calls the approach to self-improvement in a
capi-
talist world by individual achievement via the use of talent the
Tadpole
Philosophy, "since the consolation which it offers for social
evils con-
sists in the statement that exceptional individuals can succeed
in evad-
ing them." And he concludes: "As though the noblest use of
26. exceptional
powers were to scramble to shore, undeterred by the thought of
drowning
campanions!" (1952, p. 109). Developmental ideology is
merely the global
version of this Tadpole Philosophy.
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
10 AFRICAN STUDIES REVIEW
exports from peripheral countries goes down more rapidly than
the price
level of technologically advanced industrial exports from core
countries,
the governments of peripheral states are faced with balance-of-
payments
problems, a rise in unemployment, and a reduction of state
income. One
solution is "import substitution," which tends to palliate these
diffi-
culties. It is a matter of "seizing the chance" because it
involves
aggressive state action that takes advantage of the weakened
political
position of core countries and the weakened economic position
of domestic
opponents of such policies. It is a classic solution and
accounts, for
example, for the expansion of industrial activity in Russia and
Italy in
the late nineteenth century (see, for example, Von Laue 1963)
27. or of
Brazil and Mexico (see Furtado 1970, especially pp. 85-89)--or
South Africa
(see Horwitz 1967, Chapt. 15)--in the wake of the Great
Depression of
1929. A war situation, providing destruction is somewhat
limited, and
"reconstruction," aggressively pursued, may provide the same
"chance."
Was this not the case for North Korea in the 1950's? (see Kuark
1963).
In each of these cases, we are dealing with relatively strong
peripheral countries, countries that had scme small industrial
base al-
ready and mere able to expand this base at a favorable moment.
As
Theontonio Dos Santos puts it:
The capacity to react in the face of these
[economic] crises depends in large part on
the internal composition of the dependent
countries. If they possess a very important
complementary industrial sector, the latter
can profit from the crisis in the following
manner: In the course of the crisis, the
export sector is weakened, imports diminish
and their cost tends to rise because of the
financial crisis which devalues national
currencies.... The consequence is thus an
encouragement of national industry which
has a relatively important market, a high
sales price, and weak international compe-
tition; if this sector has scne unused
28. capacity, it can utilize it immediately, and
with a favorable state policy, it can use
the small existing foreign exchange to
import cheaply machines, for the surplus
production in dominant countries causes
their prices to go down relatively (1971,
p. 737).
"Seizing the chance" as a strategy has certain built-in
problems,
for industrial development leads these prospective semi-
peripheral
countries to import both machines and manufactured primary
materials
from the core countries, essentially substituting new
dependence for the
old, from which "no dependent country has yet succeeded in
liberating
itself" (Dos Santos 1971, p. 745). This problem is far more
serious
today than in the 1930's, and a fortiori than in earlier centuries
because
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
DEPENDENCE IN AN INTERDEPENDENT WORLD 11
of the world level of technology. Merhav has argued that what
he calls
"technological dependence" inevitably
leads, on the one hand, to the emergence of
29. a monopolistic structure because the scales
of output that must be adopted to introduce
modern methods are large relative to the
extent of the initial market; and on the
other hand, these markets will be only prac-
tically expanded through income generated by
investment, since a large proportion of the
capital goods must be imported. In addition,
the monopolistic structure itself will re-
strict the volume of investment.... So that
the two effects reinforce each other.... 9
Furthermore, such (national) monopolies are created "even in
in-
dustries which in the advanced countries are more nearly
competitive in
structure..." (Merhav 1969, p. 65). Thus, despite the
industrialization
"investment is less than what it could be with the existing
resources."I16
The national political alliance of "development populism"
further-
more is subject to internal contradictions in countries based on
private
enterprise since it involves a temporary coming together of the
indus-
trial bourgeoisie and the urban workers to favor certain kinds
of state
action, but once these actions are engaged in, the two groups
have
opposite interests in terms of wage scales. Thus, Marini
suggests that
holding such a "develorpmentalist alliance" together depends
on
30. the possibility of maintaining a tariff
policy and a monetary policy that allows,
at the expense of the agricultural sector
and of the traditional sectors, inter-
twining at one and the same time the rhythm
of industrial inversion and, if not a sig-
nificant rise in real wages, at least an
increase in absolute terms of the number of
individuals from the popular sectors who
are progressively incorporated into the
industrial system (1969, p. 107).
9Merhav 1969, pp. 59-60. The ways in which technological
depen-
dence is both economically irrational and self-perpetuating in
the
capitalist world econcmny is explained with great clarity by
Urs Muller-
Plantenburg (1971). However, it is not at all clear frcan his
analysis
why the forces he adumbrates (see the summary on p. 77)
which force a
private entrepreneur in a peripheral country into an irrational
tech-
nology should not operate equally for a state-run enterprise.
10Merhav 1969, p. 60. "What it could be" reminds one of Paul
Baran's concept of potential econcmic surplus" (see Baran
1957, Chapt.
2).
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
31. 12 AFRICAN STUDIES REVIEW
Marini indicates the great political difficulties for Latin
America in keeping up such a policy for long periods of time.
But hasn't
this been equally true for Eastern European countries in the last
twenty
years, where all enterprises have been state-run? Was not the
crisis
that brought Gierek to power in Poland the result of the
breakdown of the
"developmentalist alliance" that Gamulka originally
symbolized? Had not
Gcmulka's backtrackings led to severe worker unrest, as
concessions to
the agricultural sector were being paid for by urban workers in
terms of
real wages?
Technological dependence plus internal political pressures frcm
the agricultural sector have a possible solution, as Marini
points out.
Speaking of the policies of the Brazilian military that came to
power
after 1964, he says:
Thus, both by their policies of reinforcing
their alliance with the large landowners
(el latifundio) and by their policy of inte-
gration to imperialism, the Brazilian bour-
geoisie cannot count on a growth of the
internal market sufficient to absorb the
growing production that results from tech-
nological modernization. There remains no
32. alternative but to try to expand outward,
and thus they turn necessarily to obtaining
a guaranteed external market for their pro-
duction. The low cost of production which
the present wage policy and industrial
modernization tend to create points in the
same direction: export of manufactured
products (1969, pp. 85-86).
This same analysis, virtually unchanged, could be used to
explain the
"outward policy" of the present South African government and
their
attempts to achieve a common market in southern Africa.11 At
a smaller
scale, is this not what has been involved in the abortive
attempts of
President Mobutu of Zaire to build new structures of economic
coopera-
tion in Equatorial Africa?
The image thus far projected is of an attempt by an indigenous
"developmentalist" sector in a peripheral country to "seize its
chance"
and strengthen its "industrial sector," thus beccaning a "semi-
peripheral"
country. Then, we have suggested, over time the ccnbination of
internal
pressure (the "agricultural sector") and external force majeure
("tech-
nological dependence") leads to the recuperation of the rebel
and the
stabilization of the new econamic structures such that the
development
11This has been the clear hope of the South African leadership.
33. See Lomnbard et al. 1968.
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
DEPENDENCE IN AN INTERDEPENDENT WORLD 13
of an "internal market" originally projected is abandonedl2 and
an "ex-
ternal market" is substituted, but one in which the semi-
peripheral
country largely serves as a purveyor of products it is no longer
worth
the while of the core country to manufacture.
But have we not got beyond the "recuperated rebel" scenario?
We
may have, as the increasingly sophisticated techniques of the
burgeoning
multinational corporations seem to enable the world system to
arrive at
the same result by means of what I am calling "semi-peripheral
develop-
ment by invitation."
The whole system of direct investment across frontiers grew up
in
part because of the flowering of infant industry protectionism
and in
part because of same political limitations to growth of
enterprises in
core countries (such as anti-trust legislation). The
multinational cor-
34. porations quickly realized that operating in collaboration with
state
bureaucracies posed no real problems. For these national
governments
are for the most part weak both in terms of what they have to
offer and
in their.ability to affect the overall financial position of the
outside
investor. As Hymer points out, governments of underdeveloped
na-
tions are roughly in the relationship to a multinational
corporation
that a state or municipal government in the United States stands
to a
national corporation. While the government of the metropolis
can, by
taxation, "capture sciae of the surplus generated by the
multinational
corporation," the ccmpetition among peripheral countries "to
attract
corporate investment eats up their surplus" (Hymer 1972, p.
128).
Why then do the underdeveloped countries ccmpete for this
invest-
ment? Because, as the examples of the Ivory Coast and Kenya
demonstrate,
there are distinct advantages in winning this competition even
at the
disadvantageous terms such aided development is offered. For
example,
Samir Amin who has been one of the most vocal critics of the
Ivory Coast
path of development points out:
Up to now [1971] every one has gotten something
35. out of the Ivory Coast's prosperity via foreign
capitalist enterprise: in the countryside, the
traditional chiefs, transformed into planters,
have become richer, as have the immigrant workers
12See Andrd Gunder Frank: "But this import substitute
develop-
ment did not create its own market, or at least its own internal
market.
This development if anything created a post-war internal
market for
externally-produced and imported producer goods and foreign
investment
...rather than raising internal wages.... Instead, to pay for the
imports
of producers goods required to sustain industrial production, as
well as
to sustain the latter's profitability, this dependent capitalism
again
resorted--perforce--to the increasing super-exploitation of
labor, both
in the export and the domestic sectors, as in Brazil and Mexico
(and
India?)" (1972b, p. 41).
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
14 AFRICAN. STUDIES REVIEW
from [Upper Volta] who came out of a tradi-
tional, stagnant, very poor milieu; in the
town, unemployment remains limited in can-
36. parison with what it is already in the laxge
urban centres of older African countries
(1971b, p. 92).
No doubt, as Amin says, the Ivory Coast has gone from being
"the primi-
tive country that it was in 1950" to being a "veritable under
developed
country, well integrated, as its elder sister, Senegal, into the
world
capitalist system" (1971b, p. 93). No doubt, too, as Amin
suggests,
only Nkrumah's pan-African proposals "would have made it
possible to be-
gin to resolve the true problem of development" (p. 280). But
Nkrumah
did not survive, as we know. The effective choice of the Ivory
Coast
bourgeoisie may not, therefore, have been between the Ivory
Coast path
and that recommended by Nkrumah and Amin, but between the
Ivory Coast
path and that of Dahomey. Given such a choice, there seems
little need
to explain further why they chose as they did (see my
discussion in
Wallerstein 1971, p. 19-33).
The path of promotion by invitation seems to have two
differences
with the path of "seizing the chance." Done in more intimate
collabora-
tion (economnic and political) with external capitalists, it is
more a
phenomenon of moments of expansion than of moments of
37. contraction. In-
deed, such collaborative "development" is readily sacrificed by
core
countries when they experience any economic difficulties
them'selves.
Second, it is available to countries with less prior industrial
develop-
ment than the first path but then it peaks at a far lower level of
import-substitution light industries rather than the intermediate
level
of heavier industries known in Brazil or South Africa.
One might make the same analysis for Kenya, except that the
neigh-
bor of Kenya is Tanzania, and thus for Tanzania the path of
ujamaa has
survived and is indeed the prime example of the third road of
development
for a peripheral country, that of "self reliance." Tanzania has
been
determined not to be a "ccmplicit victim," in Sfia's trenchant
phase (see
Sfia 1971, p.580).
A sympathetic analysis of Tanzania's attempts by Green (1970)
starts with the assumption that "in Africa the closed-national
strategy
of structural change for development will be even harder to
implement
than in Latin America" and that "econanic decolonization and
development
will be agonisingly slow even with efficient policy formulation
and
execution and the best likely external economic developments"
(pp. 284-
285). Green terminates with the cautious conclusion that: "The
38. Tanzania
experience to date [1969] is that even in the short term a
clearly enun-
ciated and carefully pursued strategy of development including
econamic
independence as a goal can be consistent with an accelerating
rate of
economic as well as social and political development" (p. 324).
Let us
accept that Tanzania has done modestly well. We may applaud,
but may we
generalize the advice? One thing to consider is whether
Tanzania's path
has not been possible for the same reason as Kenya's and the
Ivory
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
DEPENDENCE IN AN INTERDEPENDENT WORLD 15
Coast's, that it is a path being pursued not by all peripheral
countries,
but by very few. In this case, both Tanzania's poverty and her
rarity
among Africa's regimes stand her in good stead of thus far
minimizing
the external pressure brought to bear against her economic
policies.
Core capitalist countries calculate risks for Tanzania as well as
Kenya.
Tanzania's model of self-reliance would seem more convincing
if Zambia
39. were successfully to adopt it.
It is frcm eastern Europe that we get, interestingly enough, a
caution to small countries on the limits of the path of self-
reliance.
The Hungarian econcmist, B1la KAddr, sums up his prudence
thus:
The necessity to ccaply increasingly with
world economy as well as the development of
international cooperation implies further
restrictions in decisions on nationalization.
It is an apparent contradiction, and yet in
order to ensure national development sacri-
fices will have to be made by submitting to
a greater degree of dependence. This is the
price of profits and it is not at all certain
that it is bought too costly. Many examples
could be quoted showing that excessive striv-
ing after autarchy and extreme protectionism
lead to increased external econcmic dependence
and to the curtailment of sovereignty (1972,
p. 21).
One of the most pessimistic elements in the analysis of the
difficulties
of peripheral countries to transform their states is to be found
in
Quijano's hypothesis of the "marginalization" of the masses. It
has be-
cane a commonplace of the literature on peripheral countries
that, since
the Second World War at least, there has been a steady influx
into the
towns, in part the result of growing population density in rural
40. areas
without corresponding growing need for manpower, in part the
secondary
effect of the spread of education and facility of movement
which makes
such moves seem attractive. It is further commonly agreed that
this
urban influx is too large to be absorbed in the wage
employment and is
thus "unemployed."
Quijano argues that this process is not reversible within the
system because this growing urban manpower,
with respect to the employment needs of the
hegenamic sectors [of the peripheral economic
structures] that are monopolistically orga-
nized, is surplus; and with respect to inter-
mediate sectors organized in a competitive
mode and consequently characterized by the
permanent instability of these very fragile
enterprises with very peripheral occupations,
this manpower is floating, for it must be
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
16 AFRICAN STUDIES REVIEW
intermittently employed, unemployed or under-
employed depending on the contingencies that
affect the economic sector (1971, p. 335).
41. Quijano is pointing essentially to the same phenomenon of
which Marx
spoke when he referred to "pauperization." Marx was
historically wrong
about western Europe but that was in large part because he
underestimated
the politico-econanic consequences of the unicity of the world
economy.
The point of marginalization as Amin notes is that in peripheral
countries wages are not "both cost and revenue that creates
demand...but
on the contrary only cost, demand being found elsewhere:
externally or
in the revenue of the privileged social sectors" (1972a, p. 711).
The
conclusion we can draw frcn such a hypothesis is that at the
national
peripheral level the problem is relatively insoluble. At best,
marginal-
ization can be minimized (as in the Ivory Coast, at the expense
of Upper
Volta, among others). But it also points to one of the long-run
con-
tradictions of the system as it presently exists: for one day, the
"demand" of these marginalized workers will in fact be needed
to maintain
the profit rates. And when that ccmes, we will be faced, in a
way that
we are not now, with the question of the transition to socialism.
Let us look, far more briefly, because less relevant to Africa,
to the mode by which semi-peripheral countries have
historically made it
into the core. Which are such countries? England rose from the
semi-
42. peripheral status it still had at the beginning of Elizabeth's
reign to
membership in the core by the time of the seventeenth-century
recession.
The United States and Germany followed a similar path in the
ninteenth
century. The USSR is on the same path today. But many other
lesser
countries have worked their way forward, if to less spectacular
heights:
Belgium, Sweden, and much more doubtfully in terms of the
economic struc-
ture, Canada. If I add Canada, it becomes clear that fairly
"developed"
countries may to some extent still be subordinate to other
countries in
the hierarchy of the world economy. Still it would be hard to
convince
anyone in either Canada or, say, Sierra Leone that there were
not many
significant differences in the way each relates to the world
economy,
13Perhaps to keep his spirits up, Samir Amin seems to suggest
in
his postface to L'Accumulation h l'dchelle mondiale (1971a)
that we are
in the transition now. Yes, to be sure, if we use the word
loosely.
But no, if it implies in any sense a short run. In any case, he is
absolutely right when he says: "For if there is a problem, it is a
problem of transition and not of perspective" (p. 597). But then
he
goes on: "The essential point is never to lose from view the
necessity
of reinforcing the socialist cohesion of the whole of the
43. nation." I
fear, as he does at other points, the easy slide of such a concept
into
ideological justification of a stratum in power. I would say the
essen-
tial problem is never to lose frnm view the necessity of
reinforcing the
cohesion, such as it is, of socialist political forces throughout
the
world econaomy.
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
DEPENDENCE IN AN INTERDEPENDENT WORLD 17
the consequent social and political structure within each
country, and
the perspectives of the immediate future.
To gauge the degree to which semi-peripheral countries are
able
today to utilize the classic mechanisms of advancement in the
world
economy, we should review both how this classic mechanismn
worked and the
role that wage differentials have played in the structuring of
the world
economy. What in a national society determines the general
wage level
that so manifestly varies frcn country to country, and in
particular
seems always to be relatively high in core countries and
44. relatively low
in peripheral countries? Obviously, a given employer wishes to
pay the
least he can for the services he purchases, given the labor
market, and
the employee wishes to get as high a wage as he can. From the
viewpoint
of larger social forces, however, as mediated through the state,
wage
levels affect both sale of products externally (a motive pressing
for
lower wages) and sale of products internally (a motive pressing
for higher
wages). Furthermore, the collective organization of workers
leads both
to legislation and convention assuring at given times given
minima, with
the expectations socialized into the psyches of the members of
the soci-
ety. Thus, as Arghiri Emmanuel argues, "Regardless of market
conditions,
there are wage levels that are impossible, because unthinkable,
in a
particular country, at a particular period, for a particular racial
or
ethnic group of wage earners" (1972, p. 119).
Emmanuel argues the case that it is precisely the relative rig-
idity of national wage levels combined with the tendency to
equivalence
in international profit margins that accounts for unequal
exchange within
the world economy. Nonetheless, it is precisely this same
rigidity which
has made possible historically the shift of semi-peripheral
countries,
45. which, in fact, have medium wage levels, to the status of core
countries.
The problem of breakthrough for a semi-peripheral country is
that
it must have a market available large enough to justify an
advanced
technology, for which it must produce at a lower cost than
existing pro-
ducers. Obviously, there are a number of elements involved in
this which
are interrelated in a complex way.
One way to enlarge a market for national products is to control
access of other producers to the one market a given state
politically
controls, its own: hence, prohibitions, quotas, tariffs. A second
is
to expand the political boundaries thus affected via unification
with
neighbors or conquest. Or, conversely, instead of increasing the
costs
of imported goods, a state seeks to lower the costs of
production, thus
affecting simultaneously the home market and external
markets. Subsidies
for production in whatever form are a mode of reallocation of
national
costs, such that the effective price of other goods is raised
relative
to the item subsidized. Reducing costs of production by
reducing wage
levels is a two-edged sword since it increases external sales at
the
risk of lowering internal sales, and only makes sense if the
balance is
46. positive. A fourth way to increase the market is to increase the
inter-
nal level of purchasing power which, combined with the natural
competi-
tive advantages of low or zero transportation costs, should
result in
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
18 AFRICAN STUDIES REVIEW
increased internal sales. If this is done by raising wage levels,
this
is the converse two-edged sword of the previous one,
increasing internal
sales at the risk of lowering external sales. Finally, the state or
other social forces can affect the "tastes," primarily of internal
con-
sumers, by ideology or propaganda, and thus expand the market
for its
products.
Obviously, in addition, it is critical not merely to have optimal
cost levels, but to have a certain absolute size of the market.
Further-
more, the steady advance of technology involving machinery
with larger
and larger components of fixed capital constantly raises the
threshold.
Thus, the possibility of a state passing fram semi-peripheral to
core
status has always been a matter of juggling elements that move
47. in varied
directions to achieve a nearly perfect mix.
For example, the mix that England achieved in the "long"
sixteenth
century involved a combination of a rural textile industry (thus
free
from the high guild-protection wage costs of traditional centres
of tex-
tile production such as Flanders, southern Germany, and
northern Italy),
with a process of agricultural improvement of arable land in
medium-sized
units (thus simultaneously providing a yeaman class of
purchasers with
an evicted class of vagrants and migrants who provided much
of the labor
for the textile industry), plus a deliberate decision to push for
the new
market of low-cost textiles (the "new draperies") to be sold to
the new
middle stratum of artisans, less wealthy burghers, and richer
peasants
who had flourished in the expanding cycle of the European
world economy
(see Wallerstein 1974 for this argument in detail). Germany,
too, in the
nineteenth century operated on the advantages of a medium
wage level,
based on the historic legacy of a declining artisan class to
create a
sufficiently laxge internal market, yet with a cost of production
suf-
ficient to ccmpete with Britain especially in areas to the east
and south,
where it had transportation advantages. This is not, however,
48. the only
mix that can work. There is the "white settler" phenomenon
where high
wage levels precede industrialization and distance from world
centres of
production (providing the natural protection of high
transportation costs
for imports). Once again, Emmanuel pushes the point to clarify
what is
happening. He reminds us that of Britain's five colonies of
settlement--
the United States, Canada, Australia, New Zealand, and the
Cape--the
first four have today the highest per capita incanes in the world
whereas
South Africa is at the level of Greece or Argentina. Yet it had
the same
colonists, the same links to Britain.
One factor alone was different, namely, what
happened to the indigenous population.
Whereas in the other four colonies the total
extermination of the natives was undertaken,
in South Africa the colonists confined them-
selves to relegating them to the ghettos of
apartheid. The result is that in the first
four countries wages have reached very high
levels, while in South Africa, despite the
selective wages enjoyed by the white workers,
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
49. DEPENDENCE IN AN INTERDEPENDENT WORLD 19
the average wage level has remained rela-
tively very low, hardly any higher than that
in the underdeveloped countries, and below
that of the Balkans, Portugal, and Spain
(Emanuel 1972, p. 125).
The high-wage route (that is, high in relation to the wages in
the
leading industrial countries of the world) is not likely to be
easily
repeated. First, it requires special political conditions (a settler
population attracted in the first place by the immediately or
potentially
high standard of living) plus the technological level of a past
era,
where world distances mattered more and technological
dependence (as
discussed above) mattered less.
The model of the twentieth century has been the USSR. But
what
exactly is this model? First of all, let us not forget that the
Soviet
Union built its structure on a semi-peripheral country to be
sure--
Russia--but one that was nonetheless the fifth industrial
producer in
the world (in absolute terms) in 1913. It was not a state in
which the
process of marginalization had gone very far at all.14 The state
entered
into the picture to keep industrial wage levels at a medium
50. levell5 and
rural wage levels such that there was an extensive urban labor
reserve.16
Last but not least, the USSR was a very large country, which
made possi-
ble the relatively long period of autarchy which it practiced.
And even
so, its long stunting of the internal market because of age
levels has
forced it into the Krushchev-Brezhnev revision of this policy as
part of
the preparation for future competition in the world market as an
exporter
of manufactured products. If the USSR with its relatively
strong pre-
revolutionary industrial base, its firm political control over
external
trade and internal wages, and its enormous size has,
nonetheless, if you
will, barely made it into the core of the world econcmy, what
hope is
14Amin says it was "unknown," but I suspect that this is an
exag-
geration. See Amin 1972a, p. 714.
15Emmanuel suggests that this is a distinction between a
competi-
tive econamy and a planned one, although sixteenth-century
England and
nineteenth-century Germany belie this explanation. In any case,
he is
right in his concrete description of what happened in the USSR:
"The
state being the dictator of specializations of prices, there is no
need
51. for high wages to appropriate an increased share of the world
economic
product. On the contrary, since the share is given by the real
poten-
tial of production, the state is all the better able to increase
accumu-
lation if wages, and consumption generally, are kept down at
very low
levels" (1972, p. 130).
16
As Amin says, "the kolkhoz and administrative oppression ful-
filled [the] function [of forcing the masses to be a passive
reserve of
manpower] that, in the English model, was performed by the
enclosure
acts and the poor laws" (1972a, p. 715).
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
20 AFRICAN STUDIES REVIEW
there for semi-industrialized countries, true semi-peripheral
ones--as
the Brazil, the Chile, or the South Africa of today, to take three
polit-
ically different examples--to expand their market, and
primarily their
internal market, sufficiently to transform their role in the world
econ-
amy?17 All that one has said of the econcmic processes that are
52. worsen-
ing the ability of peripheral countries to maneuver in the world
economy
point to pessimism here, too, except one consideration which
we have not
yet discussed: the impact of world contraction on this picture.
If high wages are so advantageous in terms of unequal
exchange,
why doesn't everyone raise their wage levels, or at least every
state?
Obviously, because the advantage is a function also of low
absolute com-
petition (quite apart frcn price level). To be sure, capital will
always
flow to high profit areas, but it "flows." There is always a lag.
The
way it works, in fact, is that whenever scme producer is
undercut in the
cost of production, there will be a tendency over time to
uncover a new
specialization requiring a momentarily rare skill, which "in the
inter-
national division of labor at that moment, is free from
competition on
the part of the low-wage countries" (Emanuel 1972, p. 145).
And this
is possible because we socially legitimate the variety of
products which
are technologically feasible.
This process, however, can most easily operate in moments of
economic expansion, when it is easier to create new markets
for new
products than to fight over old ones. But in moments of
53. contraction,
the calculus changes. As has became clear once again in the
1970's,
core countries are quite willing to expend considerable energy
fighting
over old ones.18
What is the impact of such a fight on the possibilities of semi-
peripheral countries moving towards core status and peripheral
ones
moving towards semi-peripheral status? I believe that the
"slippage" of
core countries offers, still today, opportunities for the semi-
periphery
but makes the outlook even more bleak for the periphery.
At maments of world economic downturns, the weakest
segment of
the world economy in terms of bargaining power tends to be
squeezed
first. The relative decline in world output reduces the market
for the
exports of the peripheral countries, and faster than it does the
prices
17To "s'autocentrer," to use Amin's awkward-to-translate word.
See the discussion in Amin 1971a, pp. 610ff.
18Actually, the in-fighting began earlier. "When the U.S.
balance
of payments was strong, its reserves apparently unlimited, and
its dollar
untouched by any hint of possible devaluation, the government
could face
the massive outflow of capital by U.S. companies with
equanimity. In
54. today's conditions, this is no longer possible. Under President
Johnson,
the government was forced to introduce a number of measures
to stem the
tide of U.S. investment overseas" (Vugendhat 1971, p. 43).
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
DEPENDENCE IN AN INTERDEPENDENT WORID 21
of their imports. Peripheral countries may even discover new
protectionist
barriers against their exports as other countries seek to "take
back" areas
of production once thought to be of such low profitability as to
be worthy
only of peripheral countries. To be sure, a few peripheral
countries who
have the relatively strongest technological base may use the
impetus of
the crisis to push forward with import substitution. But the
bulk of the
periphery simply "stagnates."
What happens in the semi-periphery is rather different. In an
expanding world econany, semi-peripheral countries are
beggars, seeking
the "aid" of core countries to obtain a part of the world market
against
other semi-peripheral countries. Thus, becoming the agent of a
core
country, the subimperial role, is if not a necessary condition of
55. further
economic gain at least the facile road to it. It is no accident,
thus,
that ideologically semi-peripheral countries are often the
loudest ex-
ponents of particular weltanschauungen and the strongest
denouncers of
evil practices--of other semi-peripheral countries.
As long, therefore, as expansion continues, the mode of
econcmic
prosperity for producing groups in semi-peripheral areas is via
the re-
inforcement of dependency patterns vis-h-vis core countries.
However,
when world contraction ccnes, the squeeze is felt by core
countries who
proceed to fight each other, each fearing "slippage." Now the
semi-
peripheral countries may be courted as the outlets for core
products
beccme relatively rarer. The bargaining relationship of a core
and semi-
peripheral country changes in exactly the way the bargaining
relationship
between seignior and serf changed in maments of econcmic
contraction in
the Middle Ages, in favor of the lower stratum, enabling the
latter to
get sane structural and even institutional changes as part of the
new
exchange.
There is much talk of the new multipolar world of the 1970's.
Let us take one such analysis and see its implications for our
problem.
56. Anouar Abdel-Malek predicts a period of tripolar peaceful
coexistence,
in which there will be an attempt to maintain equilibrium
between three
sectors: Europe, around the USSR; Asia, around China;
America, around
the USA, the latter spreading out in triangular form to include
Oceania
and sub-Saharan Africa. Without debating whether this
particular geog-
raphy is accurate, it is difficult to disagree with Abdel-Malek's
con-
clusion:
The world enters at an accelerated pace into
an era of great mobility where, paradoxically,
the growth of the power potential held by the
principal states will permit a dialectic of
neutralization-improvement of position (valor-
isation) far more subtle than at present,
wherein careful intelligence on the part of
national and revolutionary movements in the
dependent sector of the world will enable
them to take advantage of, in the sense of
bringing into being, optimal international
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
22 AFRICAN STUDIES REVIEW
alliances, those most likely to bear the
enormous autochtonous effort of liberation
57. and of revolution (1971, pp. 63-64).
But will not the econamic difficulties lead to increased strife
among the core countries? Curiously, as we so clearly see, it
does not.
It leads them to limit their strife in order to face, each in its
turn,
the harder bargaining it mst do with its dependent semi-
peripheral
clients. Conversely, we may see new movements towards
alliances between
semi-peripheral countries, which will take the political form of
changes
in regimes to place themselves in a position to make such
alliances. Can
not the Allende regime in Chile be seen as one such effort?
And can not
the deteriorating relationship of the USSR with the
"revolutionary for-
ces," particularly in semi-peripheral regimes, be seen as the
simple
consequence of the promotion of the USSR from semi-
periphery to core and
hence a change in its interests within the framework of a
capitalist
world economy?
Who in Africa could at the present time take advantage of such
a
thrust forward by semi-peripheral countries? Not many. South
Africa,
were the rest of Africa ready to serve as its market. But a
segregated
South Africa will find political resistance where a Black South
58. Africa
would not. And so the African continent may well have to sit
this cycle
out in terms of the advantages outlined above for semi-
peripheral coun-
tries.
But if over the next twenty years, a number of semi-peripheral
states, using the mechanism of state ownership (wholly or in
large part)
canbined with a transnational, ideologically justified alliance,
do in
fact manage to make same clear gains, how will that change the
world
econany? These gains may well be at the expense of same core
countries,
but also at the expense of peripheral ones. Is this more than a
circu-
lation of power?
No, if we look at the national and world econanics of it. But
yes, if we look at its political implications. Establishing a
system
of state ownership within a capitalist world economy does not
mean
establishing a socialist econany. It may not mean improving the
econcanic
well-being of the majority of the population. It is merely a
variant of
classic mercantilism. But it does change the world political
scene be-
cause it clarifies the role of monopolistic limitation via the
state in
the unequal exchange of world capitalism, and thereby in the
long run
affects the political mobilization of those forces who are
59. discontented
with the "limited possibilities of transformation" within the
present
system.
If one justifies political changes not because there are clear
econamic benefits to the world econamy as a whole but because
they un-
veil more clearly the contradictions of the present system, the
impossi-
bility of maximizing rationally the social good within it, then
we must
be sure that we do not, by the process of justifying the present
changes,
in fact create new ideological screens.
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
DEPENDENCE IN AN INTERDEPENDENT WORLD 23
But we have been creating these ideological screens for fifty
years. By identifying state ownership with socialism, we have
contributed
to a massive confusion that has had nefarious political
consequences.
State-ownership countries have, in fact, lower standards of
living than
those countries that have predaminantly private enterprises;
and, in
addition, social inequality in these so-called socialist countries
is
still manifestly enormous. This is not because they have state-
60. owned
enterprises but because they have been up to now largely semi-
peripheral
countries in a capitalist world econamy.
For twenty-five years liberal reformists have advocated inter-
national aid as a major means of overcoming the econacic
dilemmas of
underdeveloped nations. We have seen how little it has helped.
Are we
not in danger of falling into the same trap if, using new terms,
we
create an analogous left-wing myth that self-reliance will
overcane, in
any immediate sense, the dependence of peripheral countries?
State ownership is not socialisnm. Self-reliance is not
socialism.
These policies may represent intelligent political decisions for
govern-
ments to take. They may be decisions that socialist movements
should
endorse. But a socialist government when it cames will not
look anything
like the USSR, or China, or Chile, or Tanzania of today.
Production for
use and not for profit, and rational decision on the cost benefits
(in
the widest sense of the term) of alternative uses is a different
mode of
production, one that can only be established within the single
division
of labor that is the world econamy and one that will require a
single
government.
61. In the meantime, to return to Africa, what sensible men can do
is
to use the subleties of careful intelligence, as Abdel-Malek
suggests,
to push those changes that are immediately beneficial and to
coordinate
with others elsewhere the long-run strategies that will permit
more
fundamental transformation. One step towards more careful
intelligence
is to call a spade a spade, mercantilism mercantilism, and state-
owned
capitalist enterprise state-owned capitalist enterprise.
REFERENCES CITED
Abdel-Malek, A., ed. Sociologie de l'impdrialisme. Paris:
Anthropos,
1971.
Amin, Samir. L'accumulation 4 l'4chelle mondiale. Paris:
Anthropos,
1971a.
L'Afrique de l'Ouest bloqude. Paris: de Minuit, 1'971b.
"Le modble th6orique d'accumulation et de d6veloppement
dans
le monde contemporain." Revue Tiers-Monde, Vol. XIII, No.
52
(October-December 1972a).
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
62. 24 AFRICAN STUDIES REVIEW
Amin, Samir. "Sullo sviluppo diseguale delle formazioni
sociali."
Terzo Mondo, No. 18 (December 1972b).
Baran, Paul. The Political Economy of Growth. New York:
Monthly Review
Press, 1957.
Bodenheimer, Suzanne. "Dependency and Imperialism: The
Roots of Latin
American Underdevelopnent." Politics and Society, I, 3 (May
1971), 327-357.
Braudel, F. P. and F. Spooner. "Prices in Europe from 1450 to
1750."
In E. E. Rich, ed. The Economy of Expanding Europe in the
Sixteenth and Seventeenth Centuries. Vol. IV of Cambridge
Economic History of Europe. Cambridge: Cambridge
University
Press, 1967.
Bulletin of the Institute of Development Studies, Vol. III, No.
4
(August 1971). Special issue on "Conflict and Dependence."
Caputo, Orlando and Robert Pizarro. Imperialismo,
dependencia, y
relaciones internacionales. Santiago: CESO, Universidad de
Chile, 1970.
Cardoso, Fernando Henrique. Politique et d6veloppement dans
les socidt6s
63. d6pendantes. Paris: Anthropos, 1971.
Cardoso, Fernando Henrique and Enzo Faletto. Dependencia y
desarollo en
Am6rica Latina. Mexico: Siglo XXI, 1969.
Cockcroft, James D. et al., eds. Dependence and
Underdevelopment: Latin
America's Political Econamy. Garden City: Anchor Books,
1972.
Colson, Jean-Philippe. "Le groupe de '77 et le problkme de
l'unitd des
pays du tiers-monde." Revue Tiers-Monde, Vol. XIII, No. 52
(October-December 1972).
Dos Santos, Theontonio. "Th6orie de la crise 6conamique dans
les pays
sous-ddveloppds." In A. Abdel-Malek, ed. Sociologie de
l'impir-
ialisme. Paris: Anthropos, 1971.
Emmanuel, Arghiri. Unequal Exchange. New York: Monthly
Review Press,
1972.
Frank, Andrd Gunder. "Dependence Is Dead: Long Live
Dependence and the
Class Struggle" (French). Partisans, No. 68 (November-
December
1972a), 52-70.
"That the Extent of the Internal Market Is Limited by the
International Division of Labor and the Relations of
Production."
Paper for IDEP-IDS-CLASCO Conference on Strategies for
64. Economic
Development: Africa Compared with Latin America, Dakar,
September
4-17, 1972b. Mimeo.
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
DEPENDENCE IN AN INTERfEPENDENT WORLD 25
Frbres du Monde, No. 69 (1971), 28-60. "Une lutte historique
de classes
l 1'"chelle mondiale."
Furtado, Celso. Econcmic Development of Latin America. New
York:
Cambridge University Press, 1970.
Galtung, Johan. "Structural Theory of Imperialism." African
Review,
Vol. I, No. 4 (April 1972).
Green, Reginald Herbold. "Political Independence and the
National
Economy: An Essay on the Political Econcmy of
Decolonization."
In Christopher Allen and R. W. Johnson, eds. African
Perspectives.
Cambridge: Cambridge University Press, 1970.
Horwitz, Ralph. The Political Economy of South Africa. New
York:
Praeger, 1967.
65. Hymer, Stephen. "The Multinational Corporation and the Law
of Uneven
Development." In Jagdish N. Bhagwati, ed. Economics and
World
Order. New York: Macmillan, 1972.
Ikonicoff, Moises. "Sous-ddveloppement, tiers monde ou
capitalisme
pdriphdrique." Revue Tiers-Monde, Vol. XIII, No. 52 (October-
December 1972).
K~dd~, B~la. "Small Countires in World Economy." Reprint
No. 34 of
Center for Afro-Asian Research of the Hungarian Academy of
Sciences, 1972.
Kuark, Yoon T. "North Korea's Industrial Development During
the Past-
War Period." China Quarterly, 14 (April-June 1963), 51-64.
Lambard, J. A. et al. The Concept of Economic Co-operation in
Southern
Africa. Pretoria: Bureau for Econanic Policy and Analysis,
Publication No. 1, 1968.
Marini, Ruy Mauro. Subdesarollo y revoluci6n. Mexico: Siglo
XXI, 1969.
Merhav, Meir. Technological Dependence, Monopoly and
Growth. Oxford:
Pergamon Press, 1969.
Muller-Plantenburg, Urs. "Technologie et ddpendence."
Critiques de
1'Economie Politique, No. 3 (April-June 1971), 68-82.
66. Quijano, Anibal. "Pole marginal de l'!concanie et main-
d'oeuvre
marginalisde." In A. Abdel-Malek, ed. Sociologie de
1'imperial-
isme. Paris: Anthropos, 1971.
Revue Tiers-Monde, Vol. XIII, No. 52 (October-December
1972). Special
issue on "Le capitalisme pdriphdrique."
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
26 AFRICAN STUDIES REVIEW
Sfia, Mohamed-Salah. "Le systhme mondial de l'imperialisme:
d'une forme
de domination & l'autre." In A. Abdel-Malek, ed. Sociologie de
l'imperialisme. Paris: Anthropos, 1971.
Tawney, R. H. Equality. 4th ed., rev. London: Allen and
Unwin, 1952.
Tugendhat, Christopher. The Multinationals. London: Eyre and
Spottis-
woode, 1971.
Von Laue, Theodore H. Sergei Witte and the Industrialization
of Russia.
New York: Columbia University Press, 1963.
Wallerstein, Immanuel. "The Range of Choice: Constraints on
67. the Policies
of Governments of Contemporary Independent African States."
In
Michael F. Lofchie, ed. The State of Nations. Berkeley:
Univer-
sity of California Press, 1971. Pp. 19-33.
The Modern World-System: Capitalist Agriculture and the
Origins of the European World-Economy in the Sixteenth
Century.
New York and London: Academic Press, 1974.
"The Rise and Future Demise of the World Capitalist System:
Concepts for Ccmparative Analysis." Forthccming in
Comparative
Studies in Society and History.
Department of Sociology
McGill University
Montreal, Quebec, Canada
This content downloaded from 209.129.118.152 on Sun, 19 Mar
2017 07:46:32 UTC
All use subject to http://about.jstor.org/terms
Contents1234567891011121314151617181920212223242526Iss
ue Table of ContentsAfrican Studies Review, Vol. 17, No. 1
(Apr., 1974), pp. i-vi+1-314Front Matter [pp. i-122]From the
Secretary of the Association [p. iii]The Availability of Oral
Data [p. v]Editor's Note [p. vi]Dependence in an Interdependent
World: The Limited Possibilities of Transformation within the
Capitalist World Economy [pp. 1-26]Anglo-French Diplomacy
and the Contraband Arms Trade in Colonial Africa, 1894-1897
[pp. 27-41]Politics and the African Writer [pp. 43-53]The
Colonial Elite in Dahomey [pp. 55-76]Wage Labour and the
Politics of Nigeria and Kenya: A Comparative Study [pp. 77-
68. 104]Key Variables to Incorporate in a Model for Development:
The African Case [pp. 105-121]Agriculture, Domestic
Manufacturing, and Structural Transformation: Assessing
Economic Development [pp. 123-132]West Indian Troops and
the Defence of British West Africa in the Nineteenth Century
[pp. 133-150]Job Satisfaction and Salary: An Illustration from
Ghana [pp. 151-158]Clearing the Jungle out of African Studies
[pp. 159-172]Has the Single-Party State Failed in Africa? [pp.
173-178]The Evolution of Tanzanian Political Leadership [pp.
179-204]The Informal Sector: The Implications of the Ilo's
Study of Kenya [pp. 205-212]The Dilemmas of Military
Withdrawal from Politics: Some Considerations from Tropical
Africa [pp. 213-228]Military Rule in Uganda: The Politics of
Survival [pp. 229-260]Book ReviewsReview: A View of
Ethiopia [pp. 261-262]Review: Western Saharan Literature [pp.
263-264]Review: Sleeping Sickness in Africa [pp. 264-
266]Review: French de Colonization [pp. 266-267]Review: The
Development Process [p. 268]Review: The Military in Ghana
[pp. 268-271]Review: Essays on the Yoruba [pp. 272-
273]Review: Minority Rule in Rhodesia [pp. 273-275]Review:
Overview of Colonialism [p. 276]Review: Africans and the
Market [pp. 277-280]Review: South African Imperialism in
Southern Africa [pp. 280-282]Review: African Literature [pp.
283-284]Review: Africans in Peru [pp. 284-286]Review:
Frobenius, Lhote, and Saharan Studies [pp. 286-306]Review:
The Wandering Preacher [pp. 306-308]Review: Romantic Africa
[pp. 308-311]Review: Ethnocentrism and Development [pp.
311-313]Back Matter [pp. 314-314]
Case 01
http://adage.com/article/creativity-pick-of-the-day/difficulties-
driving-human-honda-
69. campaign/237451/
1. After seeing and thinking about the Honda print ad here, is
this creative message one that can be
easily adapted globally? Defend your response with why or why
not.
http://adage.com/article/creativity-pick-of-the-day/mcdonald-s-
print-ad-shows-time-eat-a-
burger/240962/
2. Please think about this media strategy and message strategy
from an ethics stance. How could some
find it unethical? Are there any other brands that use a similar
strategy?
Case 02
http://adage.com/article/creativity-pick-of-the-day/apple-
remembers-steve-jobs-video-
montage/237621/
1. While not discussed in the video montage, some rumors about
Apple say that Steve Jobs was against
the idea of launching the ipad mini, because it was too close to
the size of the iphone or did not provide
a certain value that Apple products have with each new product.
After his death, the brand released it. If
70. this is indeed a true rumor, what is the ethical issue? What do
you think?
http://adage.com/article/creativity-pick-of-the-day/bodyform-
apologizes-admits-thing-a-happy-
period/237797/
2. What is the main ethical issue that Bodyform had in this
campaign?
Case 03
http://adage.com/article/creativity-pick-of-the-day/oreo-caps-
100th-birthday-delivery-
antarctica/238791/
1. When few people live in a region such as Antarctica, why
would an American company send a product
there? What are some intended outcomes for the brand from an
IBP perspective?
http://adage.com/article/creativity-pick-of-the-day/mother-
london-sends-gay-icon-nesting-dolls-
kremlin/245666/
2. Please think about this situation (sending the dolls depicting
famous gay stars) to Russia. Note the
71. article says the dolls will be auctioned for charity. Do you think
this is an ethical thing to do? Support
your response.
http://adage.com/article/creativity-pick-of-the-day/difficulties-
driving-human-honda-campaign/237451/
http://adage.com/article/creativity-pick-of-the-day/difficulties-
driving-human-honda-campaign/237451/
http://adage.com/article/creativity-pick-of-the-day/mcdonald-s-
print-ad-shows-time-eat-a-burger/240962/
http://adage.com/article/creativity-pick-of-the-day/mcdonald-s-
print-ad-shows-time-eat-a-burger/240962/
http://adage.com/article/creativity-pick-of-the-day/apple-
remembers-steve-jobs-video-montage/237621/
http://adage.com/article/creativity-pick-of-the-day/apple-
remembers-steve-jobs-video-montage/237621/
http://adage.com/article/creativity-pick-of-the-day/bodyform-
apologizes-admits-thing-a-happy-period/237797/
http://adage.com/article/creativity-pick-of-the-day/bodyform-
apologizes-admits-thing-a-happy-period/237797/
http://adage.com/article/creativity-pick-of-the-day/oreo-caps-
100th-birthday-delivery-antarctica/238791/
http://adage.com/article/creativity-pick-of-the-day/oreo-caps-
100th-birthday-delivery-antarctica/238791/
http://adage.com/article/creativity-pick-of-the-day/mother-
london-sends-gay-icon-nesting-dolls-kremlin/245666/
http://adage.com/article/creativity-pick-of-the-day/mother-
london-sends-gay-icon-nesting-dolls-kremlin/245666/
Case 04
http://adage.com/abstract?article_id=245783
1. With the promotional materials for the Liquid-Plumr
72. campaign, handsome men are featured on a
calendar to show off their masculine bodies. An ethics question
about sex in advertising is about using
sex appeal to sell a non-related product—like cleaning fluid.
What is your stance on this topic? Support
your response.
http://adage.com/abstract?article_id=245783
C a l i f o r n i a S t a t e
U n i v e r s i t y
J O H N S P O O R
B R O O M E L I B R A R Y
C H A N N E L
I S L A N D S
John Spoor Broome Library
eReserves Cover Sheet
COPYRIGHT NOTICE
The copyright law of the United States (Title 17, United States
Code) governs the
making of photocopies or other reproductions of copyrighted
materials.
73. Staff and students of this university are reminded that copyright
exists in this
extract and the work from which it was taken.
You may access and download a copy or print out a copy of this
extract. You
may retain this copy after the end of the course, but strictly for
your own
personal use (private study, scholarship, or research).
No further copying, storage, or distribution (including by email)
is permitted
without the consent of the copyright holder.
All copies (including electronic copies) shall include this
copyright notice and shall
be destroyed and/or deleted if and when required by the
university.
Course Number: SOC 352
Instructor authorizing: Jepson
Extracted from (source citation): The essential Frankfurt school
reader / Andrew Arato,
Eike Gebhardt, Paul Piconne. New York : Continuum, 1982.
Source owned by: Professor
103
Some Social Implications of Modern
Technology
74. By Herbert Marcuse
First published in Studies in Philosophy and Social Sciences
Vol. DC
(1941), the article is a large-scale investigation of that "fetish"
o f
technique, or technical efficiency, which, after 1941,
represented for
critical theory, especially for Marcuse, the key ideological
replacement of the commodity fetish under modem
industrialized
authoritarian states. With respect to Marcuse' s better-known
later
position, the essay incorporates two anomalous attitudes: the
ultimate
political neutrality of technique as such (even the existing
technologies) and the possibility of progressive utilization o f
techniques (even bureaucratic ones) through democratic reform.
Nevertheless, Marcuse, in an extremely clear fashion, specifies
all
those dimensions of technical reason open to repressive and
ideological utilization in the hands o f authoritarian regimes.
In this article, technology is taken as a social process in which
technics
proper (that is, the technical apparatus of industry,
transportation,
communication) is but a partial factor. We do not ask for the
influence
or effect of technology on the human individuals. For they are
them-
selves an integral part and factor of technology, not only as the
men
who invent or attend to machinery but also as the social groups
which
75. direct its application and utilization. Technology, as a mode of
pro-
duction, as the totality of instruments, devices and contrivances
which
characterize the machine age is thus at the same time a mode of
104
organizing and perpetuating (or changing) social relationships,
a
manifestation of prevalent thought and behavior patterns, an
instru-
ment for control and domination.
Technics by itself can promote authoritarianism as well as liber-
ty, scarcity as well as abundance, the extension as well as the
abolition
of toil. National Socialism is a striking example of the ways in
which a
highly rationalized and mechanized economy with the utmost
effi-
ciency in production can operate in the interest of totalitarian
oppres-
sion and continued scarcity. The Third Reich is indeed a form
of
"technocracy" : the technical considerations of imperialistic
efficien-
cy and rationality supersede the traditional standards of
profitability
and general welfare. In National Socialist Germany, the reign of
terror
is sustained not only by brute force which is foreign to
technology but
also by the ingenious manipulation of the power inherent in
76. technolo-
gy: the intensification of labor, propaganda, the training of
youths and
workers, the organization of the governmental, industrial and
party
bureaucracy—all of which constitute the daily implements of
terror—
follow the lines of greatest technological efficiency. This
terroristic
technocracy cannot be attributed to the exceptional
requirements of
“ war economy” ; war economy is rather the normal state of the
National Socialist ordering of the social and economic process,
and
technology is one of the chief stimuli of this ordering.2
In the course of the technological process a new rationality and
new standards of individuality have spread over society,
different
from and even opposed to those which initiated the march of
technolo-
gy. These changes are not the (direct or derivative) effect of
machin-
ery on its users or of mass production on its consumers; they are
rather
themselves determining factors in the development of
machinery and
mass production. In order to understand their full import, it is
neces-
sary to survey briefly the traditional rationality and standards of
individuality which are being dissolved by the present stage of
the
machine age.
The human individual whom the exponents of the middle class
revolution had made the ultimate unit as well as the end of
77. society.
stood for values which strikingly contradict those holding sway
over
society today. If we try to assemble in one guiding concept the
various
religious, political and economic tendencies which shaped the
idea of
the individual in the sixteenth and seventeenth century, we may
define
the individual as the subject of certain fundamental standards
and
values which no external authority was supposed to encroach
upon.
These standards and values pertained to the forms of life, social
as
105
well as personal, which were most adequate to the full
development of
man’s faculties and abilities. By the same token, they were the
“ truth” of his individual and social existence. The individual,
as a
rational being, was deemed capable of finding these forms by
his own
thinking and, once he had acquired freedom of thought, of
pursuing
the course of action which would actualize them. Society’s task
was to
grant him such freedom and to remove all restrictions upon his
rational
course of action.
The principle of individualism, the pursuit of self-interest, was
conditioned upon the proposition that self-interest was rational,
that is
78. to say, that it resulted from and was constantly guided and
controlled
by autonomous thinking. The rational self-interest did not
coincide
with the individual’s immediate self-interest, for the latter
depended
upon the standards and requirements of the prevailing social
order,
placed there not by his autonomous thought and conscience but
by
external authorities. In the context of radical Puritanism, the
principle
of individualism thus set the individual against his society. Men
had to
break through the whole system of ideas and values imposed
upon
them, and to find and seize the ideas and values that conformed
to their
rational interest. They had to live in a state of constant
vigilance,
apprehension, and criticism, to reject everything that was not
true, not
justified by free reason. This, in a society which was not yet
rational,
constituted a principle of permanent unrest and opposition. For
false
standards still governed the life of men, and the free individual
was
therefore he who criticised realization. The theme has nowhere
been
more fittingly expressed than in Milton’s image of a “ wicked
race of
deceivers, who. . . took the virgin Truth, hewd her lovely form
into a
thousand pi eces, and scatter’d them to the four winds. From
that time
79. ever since, the sad friends of Truth, such as durst appear,
imitating the
careful search that Isis made for the mangl’d body of Osiris,
went up
and down gathering up limb by limb still as they could find
them. We
have not yet found them a ll,. . . nor ever shall do, till her
Master’s
second coming. . . —To be still searching what we know not,
by
what we know, still closing up truth to truth as we find it (for
all her
body is homogeneal and proportional),” this was the principle
of
individualistic rationality.3
To fulfill this rationality presupposed an adequate social and
economic setting, one that would appeal to individuals whose
social
performance was, at least to a large extent, their own work.
Liberalist
society was held to be the adequate setting for individualistic
rationali-
ty. In the sphere of free competition, the tangible achievements
of the
106
individual which made his products and performances a part of
soci-
ety’s need, were the marks of his individuality. In the course of
time,
however, the process of commodity production undermined the
economic basis on which individualistic rationality was built.
80. Mechanization and rationalization forced the weaker competitor
under the dominion of the . giant enterprises of machine
industry
which, in establishing society's dominion over nature, abolished
the
free economic subject.
The principle of competitive efficiency favors the enterprises
with the most highly mechanized and rationalized industrial
equip-
ment. Technological power tends to the concentration of
economic
power, to “ large units of production, of vast corporate
enterprises
producing large Quantities and often a striking variety of goods,
of
industrial empires owning and controlling materials, equipment,
and
processes from the extraction of raw materials to the
distribution of
finished products, of dominance over an entire industry by a
small
number of giant concerns.. . " And technology “ steadily
increases
the power at the command of giant concerns by creating new
tools,
processes and products." 4 Efficiency here called for integral
unifica-
tion and simplification, for the removal of all " waste," the
avoidance
of all detours, it called for radical coordination. A contradiction
exists, however, between the profit incentive that keeps the
apparatus
moving and the rise of the standard of living which this same
apparatus
has made possible. " Since control of production is in the hands
81. of
enterprisers working for profit, they will have at their disposal
what-
ever emerges as surplus after rent, interest, labor, and other
costs are
met. These costs will be kept at the lowest possible minimum as
a
matter of course.” 5 Under these circumstances, profitable
employ-
ment of the apparatus dictates to a great extent the quantity,
form and
kind of commodities to be produced, and through this mode of
production and distribution, the technological power of the
apparatus
affects the entire rationality of those whom It serves.
Under the impact of this apparatus,6 individualistic rationality
has been transformed into technological rationality. It is by no
means
confined to the subjects and objects of large scale enterprises
but
characterizes the pervasive mode of thought and even the
manifold
forms of protest and rebellion. This rationality establishes
standards of
judgment and fosters attitudes which make men ready to accept
and
even to introcept the dictates of the apparatus.
Lewis Mumford has characterized man in machine age as an
"objective personality," one who has learned to transfer all
subjec-
107
five spontaneity to the machinery which he serves, to
82. subordinate his
life to the "matter-of-factness" of a world in which the machine
is the
factor and he the factum.7 Individual distinctions in the
aptitude,
insight and knowledge are transformed into different quanta of
skill
and training, to be coordinated at any time within the common
framework of standardized performances.
Individuality, however, has not disappeared. The free economic
subject rather has developed into the object of large-scale
organization
and coordination, and individual achievement has been
transformed
into standardized efficiency. The latter is characterized by the
fact that
the individual's performance is motivated, guided and measured
by
standards external to him, standards pertaining to predetermined
tasks
and functions. The efficient individual is the one whose
performance
is an action only insofar as it is the proper reaction to the
objective
requirements of the apparatus, and his liberty is confined to the
selection of the most adequate means for reaching a goal which
he did
not set. Whereas individual achievement is independent of
recogni-
tion and consummated in the work itself, efficiency is a
rewarded
performance and consummated only in its value for the appara-
tus.
With the majority of the population, the former freedom of the
83. economic subject was gradually submerged in the efficiency
with
which he performed services assigned to him. The world had
been
rationalized to such an extent, and this rationality had become
such a
social power that the individual could do no better than adjust
himself
without reservation. Veblen was among the first to derive the
new
matter-of-factness from the machine process, from which it
spread
over the whole society: “ The share of the operative workman in
the
machine industry is (typically) that of an attendant, an assistant,
whose duty it is to keep pace with the machine process and to
help out
with workmanlike manipulation at points where the machine
process
engaged is incomplete. His work supplements the machine
process
rather than makes use of it. On the contrary the machine process
makes use of the workman. The ideal mechanical contrivance in
this
technological system is the automatic machine."8 The machine
pro-
cess requires a knowledge oriented to " a ready apprehension of
opaque facts, in passably exact quantitative terms. This class of
knowledge presumes a certain intellectual or spiritual attitude
on the
part of the workman, such an attitude as will readily apprehend
and
appreciate matter of fact and will guard against the suffusion of
this
knowledge with putative animistic or anthropomorphic
subtleties,
84. 108
quasi-personal interpretations of the observed phenomena and
of their
relations to one another."9
As an attitude, matter-of-factness is not bound to the machine
process. Under all forms of social production men have taken
and
justified their motives and goals from the facts that made up
their
reality, and in doing so they have arrived at the most diverging
philosophies. Matter-of-factness animated ancient materialism
and
hedonism, it was responsible in the struggle of modem physical
science against spiritual oppression, and in the revolutionary
rational-
ism of the Enlightenment. The new attitude differs from all
these in the
highly rational compliance which typifies it. The facts directing
man’s
thought and action are not those of nature which must be
accepted in
order to be mastered, or those of society which must be changed
because they no longer correspond to human needs and
potentialities.
Rather are they those of the machine process, which itself
appears as
the embodiment of rationality and expediency.
Let us take a simple example. A man who travels by automobile
to a distant place chooses his route from the highway maps.
Towns,