"As an Alaska Native (Unangax) raised among my Elders, I was taught Indigenous ways of thinking, the importance of honoring and respecting our Elders and all people and as I moved through the Western education system, I came to realize the knowledge of the land, the water, and the environment taught to me by Elders in my family and community was not in the textbooks, not shared by others, not honored or respected when shared in a group setting"--
Metadata only record ; This book is a collection of papers presented at a workshop titled 'Listening to the people: social aspects of dryland management,' held in Nairobi, Kenya, 14-18 December 1993. The event was organized by the Desertification Control Programme Activity Centre of UNEP to develop a better understanding of community participation and bottom-up development. A primary goal of the workshop was to formulate recommendations of what needs to be done to achieve sustainable development in the drylands. A prerequisite for the success of any intervention affecting a local community is that the planners recognize the institutions, systems of indigenous knowledge and management structures that already exist. The papers and discussions of the workshop analyse the experiences of over three decades of attempts by governments, donor agencies and non-governmental organizations to promote economic development in the drylands of developing countries. Six sections of the book cover: (1) the social dimensions and concepts of desertification; (2) participatory approaches and methods related to development of the drylands; (3) social aspects of dryland management; (4) indigenous knowledge; (5) gender issues in natural resource management; and (6) the importance of government policies in dryland management. (CAB Abstracts)
This article deals with the preliminary findings on some social aspects of embourgeoisement amongst respondents to a social survey in Melbourne, Australia. The sample is stratified into blue collar, white collar and middle class workers. The findings are that whilst there is little or no difference in the source of general `life-satisfactions' and orientation to work across the groups, there are strong differences in the `leisure companion' network, membership of and leadership in `voluntary associations', and `educational aspirations for children'. The same results were found when income was held constant. These findings, taken into conjunction with previous findings about economic differences, lead to the broad conclusion that whilst Australia is affluent in a similar way to Britain and the U.S.A. the social structure is dissimilar and that there is little evidence of the convergence of the social classes.
The chapters in this book describe the current situation and changes that affect the health and well-being of different Indigenous populations around the world. They also highlight the adaptations and strengths of older people as they find ways to meet current challenges in their lives.
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The Meiji Restoration of 1868 resumed the early Japanese practice, which had been interrupted for 1,000 yrs of importing culture from abroad & adapting it to Japanese needs & conditions. One means it used to accomplish this was to endorse the policy of sending S's abroad to study & do res. The door was closed on the practice by WWII but opened again in 1945. In the period 1949-1955 Japan has sent 1,473 S's to the US, France, GB, Germany, India, & Italy. Also during the same period Japan participated in 318 internat conferences. Since 1954 Japan herself has invited 38 undergrads & res S's to study in Japan at her expense. During the yrs immediately following the Meiji Restoration Japanese S's could bring home the knowledge & techniques of Western culture. They helped lay the foundation for modern Japan. Later S's found it more difficult to make such radical & important influences on national life & policy. The nationalism & xenophobia which became more & more dominant in Japan reduced incentives to study abroad. Self-examination after WWII has led to a resumption of the policy of learning as much as possible from foreign nations. Technical knowledge & world understanding should both be emphasized in foreign study probrams. Needed adjustments in the program include the desirability of providing orientation courses (in language & customs) for the participants, making it possible for married S's to bring their families with them, improving the means for selecting exchange S's & scholars, & for increasing the scope of the exchanges. B. J. Keeley.
Analyzed are the social & historical causes of the Eritrean revolution, with focus on the repressive policies of Italian, British, & most recently, Ethiopian occupiers. The social & revolutionary accomplishments of the Eritrean People's Liberation Front (EPLF) in the areas of land reform, liberation of towns, & politicalization of workers & peasants are described. Also assessed is the impact of the EPLF on education, health, & the liberation of women. The deterrent effect of entrenched feudal interests & of early mistakes on revolutionary progress is hypothesized. D. Dunseath.
