Searching for "anthropology"

Digital Literacy for Anthropology

Upper level anthropology of Native N American class w Kelly Branam Macauley

short link to this presentation: http://bit.ly/lib4anthr

Plamen Miltenoff: I give you the intersection of technology + library and information science = digital literacy + doctoral studies in education and psychology = educational technology.
http://web.stcloudstate.edu/pmiltenoff/faculty/
relevant classes I teach and might be of interest for you:
http://web.stcloudstate.edu/pmiltenoff/lib290/. if you want to survey the class, here is the FB group page: https://www.facebook.com/groups/LIB290/
and
http://web.stcloudstate.edu/pmiltenoff/lib490/

the topic is Social Media and research; research in the digital age

  • General issues

#FakeNews

Please pull out your smartphones, go to your Internet browser and and type: kahoot.it or click on the link: https://play.kahoot.it/

Class assignment (you will need a laptop, tablet and/or smart phone. If don’t have one, team up with your peer nearest you): #FakeNews is a very timely and controversial issue. in 2-3 min choose your best source on this issue. 1. Mind the prevalence of resources in the 21st century 2. Mind the necessity to evaluate a) the veracity of your courses b) the quality of your sources (the fact that they are “true” does not mean that they are the best). Be prepared to name your source and defend its quality.
How do you determine your sources? How do you decide the reliability of your sources? Are you sure you can distinguish “good” from “bad?”
Compare this entry https://en.wikipedia.org/wiki/List_of_fake_news_websites
to this entry: https://docs.google.com/document/d/10eA5-mCZLSS4MQY5QGb5ewC3VAL6pLkT53V_81ZyitM/preview to understand the scope

Do you know any fact checking sites? Can you identify spot sponsored content? Do you understand syndication? What do you understand under “media literacy,” “news literacy,” “information literacy.”  https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/

https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/

Need more info? https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-3/
Need even more info? https://blog.stcloudstate.edu/ims?s=fake+news

  • Academic research

http://www.stcloudstate.edu/library/:
the online dbases, the subject guides,
https://scholar.google.com/
Class assignment (you will need a laptop, tablet and/or smart phone. If don’t have one, team up with your peer nearest you): Research a topic in your class (keyword) using “heavy duty” (peer-reviewed) literature – 2-3 min.

Please pull out your smartphones, go to your Internet browser and and type: kahoot.it or click on the link: https://play.kahoot.it/

Academic research: https://play.kahoot.it/#/k/e2d6a15f-6361-4e21-96f9-d054f1d8e49b
https://play.kahoot.it/#/k/5e09bb66-4d87-44a5-af21-c8f3d7ce23de

  • Research using social media

what is social media (examples). why is called SM? why is so popular? what makes it so popular?

use SM tools for your research and education:

– Determining your topic. How to?
Digg http://digg.com/, Reddit https://www.reddit.com/ , Quora https://www.quora.com
Facebook, Twitter – hashtags (class assignment 2-3 min to search)
LinkedIn Groups
YouTube and Slideshare (class assignment 2-3 min to search)
Flickr, Instagram, Pinterest for visual aids (like YouTube they are media repositories)

Academia.com (https://www.academia.edu/) Academia.edu, a paper-sharing social network that has been informally dubbed “Facebook for academics,” https://www.academia.edu/31942069_Facebook_for_Academics_The_Convergence_of_Self-Branding_and_Social_Media_Logic_on_Academia.edu

ResearchGate: https://www.researchgate.net/

– collecting and managing your resources:
Delicious https://del.icio.us/
Diigo: https://www.diigo.com/
Evernote: evernote.com OneNote (Microsoft)

blogs and wikis for collecting data and collaborating

– Managing and sharing your information:
Refworks,
Zotero https://www.zotero.org/,
Mendeley, https://www.mendeley.com/

– Testing your work against your peers (globally):

Wikipedia:
First step:Using Wikipedia.Second step: Contributing to Wikipedia (editing a page). Third step: Contributing to Wikipedia (creating a page)  https://www.evernote.com/shard/s101/sh/ef743d1a-4516-47fe-bc5b-408f29a9dcb9/52d79bfa20ee087900764eb6a407ec86

– presenting your information


please use this form to cast your feedback. Please feel free to fill out only the relevant questions:
http://bit.ly/imseval

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more on digital literacy for Anthropology classes in this IMS blog
https://blog.stcloudstate.edu/ims?s=anthropology

social media for anthropology

ANTH 101 with Kelly Branam Macauley

Plamen Miltenoff: http://web.stcloudstate.edu/pmiltenoff/faculty/
relevant classes I teach and might be of interest for you:
http://web.stcloudstate.edu/pmiltenoff/lib290/. if you want to survey the class, here is the FB group page: https://www.facebook.com/groups/LIB290/
and
http://web.stcloudstate.edu/pmiltenoff/lib490/

short link to this presentation: http://bit.ly/lib4anth

Please pull out your smartphones, go to your Internet browser and and type: kahoot.it or click on the link: https://play.kahoot.it/

what is social media from anthropological point of view?

a study, the “Why We Post” project, has just been published by nine anthropologists, led by Daniel Miller of University College, London. worked independently for 15 months at locations in Brazil, Britain, Chile, China (one rural and one industrial site), India, Italy, Trinidad and Tobago, and Turkey.

In rural China and Turkey social media were viewed as a distraction from education. But in industrial China and Brazil they were seen to be an educational resource. Such a divide was evident in India, too. There, high-income families regarded them with suspicion but low-income families advocated them as a supplementary source of schooling. In Britain, meanwhile, they were valued not directly as a means of education, but as a way for pupils, parents and teachers to communicate.

How would you answer if addressed by this study? How do you see social media? Do you see it differently then before?

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Jordan, K. (2017, January 13). When Social Media Are the News | Anthropology-News [American Anthropological Association]. Retrieved from http://www.anthropology-news.org/index.php/2017/01/13/when-social-media-are-the-news/
On a recent visit in 2015, I found the social media landscape dramatically changed, again. Facebook began actively steering reading practices through changes in 2013 to the News Feed algorithm, which determines content in the site’s central feature. That year, Facebook announced an effort to prioritize “high quality content,” defined as timely, relevant, and trustworthy—and not clickbait, memes, or other viral links. This policy, along with changing practices in sharing news content generally, meant that current events can unfold on and through social media.
how much of your news do you acquire through social media? do you trust the information you acquire through social media? #FakeNews – have explored this hashtag? What is your take on fake news? 

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Fournier, S., Quelch, J., & Rietveld, B. (2016, August 17). To Get More Out of Social Media, Think Like an Anthropologist. Retrieved March 17, 2017, from https://hbr.org/2016/08/to-get-more-out-of-social-media-think-like-an-anthropologist 
meaning management :
Anthropologists and the culturally sensitive analysts take complex bits of data and develop a higher-order sense of them. Information and meaning work at cross purposes. In managing meaning, context is everything while in managing information context is error and noise. When we give our social listening projects to information specialists, we lose an appreciation of context and with it the ability to extract the meanings that provide insight for our companies and brands.
Meaning management also involves a deeper appreciation of social listening as a component of a broader meaning-making system, rather than as, simply, a data source to be exploited.
How do you perceive meaning management? Do you see yourself being a professional with the ability to collect, analyze and interpret such data for your company?
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Kraemer, J. (n.d.). Comparing Worlds through Social Media | Platypus. Retrieved from http://blog.castac.org/2016/04/whywepost/
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please use this form to cast your feedback. Please feel free to fill out only the relevant questions:
http://bit.ly/imseval

virtual reality course integration

Cook, M., & Lischer-Katz, Z. (2021). Practical steps for an effective virtual reality course integration. College & Undergraduate Libraries, 1–17. https://doi.org/10.1080/10691316.2021.1923603
compelling precedents for the use of VR in the classroom, including from disciplines like architecture (Angulo 2 M. COOK AND Z. LISCHER-KATZ 2013; Milovanovic et al. 2017; Kuliga et al. 2015), anthropology (Lischer- Katz, Cook, and Boulden 2018), and medicine (Jang et al. 2017; Bharathan et al. 2013; Trelease and Rosset 2008). Relatedly, several projects have also created immersive VR environments that replicate historical places, includ-
ing the Virtual Harlem Project at the University of Arizona (Johnson et al. 2002; Park et al. 2001); Rohwer Rising project by the Center for Advanced Spatial Technology at the University of Arkansas; the Virtual Blockson pro- ject at Temple University Libraries (Clark and Wermer-Colan 2018); and a virtual reality experience of the May Massee Collection at Emporia State University (Lund and Scribner 2019). These projects offer exciting examples
of how VR has new storytelling potential that can enhance the impact of teaching for educators and librarians in both technical and humanistic fields of study.

21st Century Teaching

6 Key Trends to 21st Century Teaching

Richard Nattoo

https://www.edsurge.com/research/guides/21st-century-teaching-guide

OER on the rise

Colleges around the country have also started hiring staff members with titles like OER Coordinator and Affordable Content Librarian. Our series looked into how the movement is changing, and the research into the costsand benefits. You can even hear a podcast version here.

Flipped classrooms seem to be growing exponentially

Robert Talbert, a professor of mathematics at Grand Valley State University and author of the book Flipped Learning. Talbert recently tabulated how many scholarly articles are published each year about “flipping” instruction, meaning that traditional lecture-style material is delivered before class (often using videos) so that classroom time can be used for discussion and other more active learning.

OER on the rise

More professors are looking to experts to help them teach. (Though some resist.)

By 2016, there were an estimated 13,000 instructional designers on U.S. campuses, according to a report by Intentional Futures. And that number seems to be growing.

There’s also a growing acceptance of the scholarly discipline known as “learning sciences,” a body of research across disciplines of cognitive science, computer science, psychology, anthropology and other fields trying to unlock secrets of how people learn and how to best teach.

here’s a classic study that shows that professors think they’re better teachers than they actually are

The classroom isn’t the only place to learn

experiments with putting office hours online to get students to show up, bringing virtual reality to science labs to broaden what students could explore there, and changing how homework and tests are written.

Students are also finding their own new ways to learn online, by engaging in online activism. The era of a campus bubble seems over in the age of Twitter

Colleges are still struggling to find the best fit for online education

We dove into what lessons can be learned from MOOCs, as well what research so far about which audiences online can best serve.

And what does it mean to teach an age of information overload and polarization?

Perhaps the toughest questions of all about teaching in the 21st century is what exactly is the professor’s role in the Internet age. Once upon a time the goal was to be the ‘sage on the stage,’ when lecturing was king. Today many people argue that the college instructor should be more of a ‘guide on the side.’ But as one popular teaching expert notes, even that may not quite fit.

And in an era of intense political polarization, colleges and professors are looking for best to train students to become digitally literate so they can play their roles as informed citizens. But just how to do that is up for debate, though some are looking for a nonpartisan solution.

 

Mapping 1968

Mapping 1968, Conflict and Change

An Opportunity for Interdisciplinary Research 

When:  Friday, September 28, 8:30am-3:00pm
Where: Wilson Research Collaboration Studio, Wilson Library
Cost: Free; advanced registration is required

1968 was one of the most turbulent years of the 20th century.  2018 marks the 50th anniversary of that year’s landmark political, social and cultural events–events that continue to influence our world today.

Focusing on the importance of this 50 year anniversary we are calling out to all faculty, staff, students, and community partners to participate the workshop ‘Mapping 1968, Conflict and Change’. This all-day event is designed to bring people together into working groups based on common themes.  Bring your talent and curiosity to apply an interdisciplinary approach to further explore the spatial context of these historic and/or current events. Learn new skills on mapping techniques that can be applied to any time in history. To compliment the expertise that you bring to the workshop, working groups will also have the support of library, mapping, and data science experts to help gather, create, and organize the spatial components of a given topic.

To learn more and to register for the workshop, go here

Workshop sponsors: Institute for Advanced Studies (IAS), U-Spatial, Liberal Arts Technologies & Innovation Services (LATIS), Digital Arts, Science & Humanities (DASH), and UMN Libraries.

https://www.goodreads.com/book/show/5114403-early-thematic-mapping-in-the-history-of-cartography – symbolization methods, cartographers and statisticians.

Kevin Ehrman-Solberg ehrma046@umn.edu PPT on Mapping Prejudice. https://www.mappingprejudice.org/

Henneping County scanned the deeds, OCR, Python script to search. Data in an open source. covenant data. Local historian found microfishes, the language from the initial data. e.g. eugenics flavor: arian, truncate.

covenance: https://www.dictionary.com/browse/convenance

Dan Milz. Public Affairs. geo-referencing, teaching a class environmental planning, spatial analysis, dmilz@umn.edu @dcmlz

Chris ancient historian. The Tale of Mediterranean, City: Mapping the history of Premodern Carthage and Tunis.
College of Liberal Arts

from archives to special resources. archaeological data into GIS layers. ESRI https://www.esri.com/en-us/home how interactive is ESRI.

mapping for 6 months. finding the maps in the archeological and history reports was time consuming. once that data was sorted out, exciting.

Kate Carlson, U-Spatial Story Maps, An Intro

patters, we wouldn’t see if we did not bring it up spatially. interactivity and data visualization, digital humanities

making an argument, asking questions, crowdsourcing, archival and resources accessibility, civitates orbis terrarum http://historic-cities.huji.ac.il/mapmakers/braun_hogenberg.html

storymaps.arcgis.com/en/gallery https://storymaps.arcgis.com/en/gallery/#s=0  cloud-based mapping software. ArcGIS Online. organizational account for the U, 600 users. over 700 storymaps creates within the U, some of them are not active, share all kind of data: archive data on spreadsheet, but also a whole set of data within the software; so add the data or use the ArcGIS data and use templates. web maps into the storymap app, Living Atlas: curated set of data: hunderd sets of data, from sat images, to different contents. 846 layers of data, imagery, besides org account, one can create maps within the free account with limited access. data browser to use my own data – Data Enrichment to characterized my data. census data from 2018 and before,
make plan, create a storyboard, writing for the web, short and precise (not as writing for a journal), cartographic style, copyright, citing the materials, choosing the right map scale for each page. online learning materials, some only thru org account ESRI academy has course catalogue. Mapping 101, Dekstop GIS 101, Collector 101, Imagery 101, SQL 101, Story Maps 101,

Awards for UMN undergrad and grad students, $1000

history, anthropology, political science,

Melinda, Kernik, Spatial Data Curator kerni016@umn.edu Jenny McBurney jmcburney@umn.edu

z.umn.edu/1968resources https://docs.google.com/presentation/d/1QpdYKA1Rgzd_Nsd4Rr8ed1cJDAX1zeG7J3exRO6BHV0/edit#slide=id.g436145dc5b_0_23

data2.nhgis.org/main

University Digital COnservancy

civil rights information from the U (migrants blog)

DASH Digital Arts, Sciences and Humanities. text mining data visualization,

data repository for the U (DRUM)

DASH director, https://dash.umn.edu/. Ben Wiggins 

Jennifer Gunn
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The “Mapping 1968, Conflict and Change” planning committee is very pleased with the amount of interest and the wonderful attendance at Friday’s gathering. Thank you for attending and actively participating in this interdisciplinary workshop!
To re-cap and learn more on your thoughts and expectations of the workshop we would be grateful if you can take a few moments to complete the workshop evaluation.   Please complete the evaluation even if you were unable to attend last Friday, there are questions regarding continued communication and the possibility for future events of this kind.
 
Below is a list of presented workshop resources:
Best Regards-
Kate

U-Spatial | Spatial Technology Consultant
Research Computing, Office of the Vice President for Research
University of Minnesota
Office Address
Blegen Hall 420
Mailing Address
Geography
Room 414 SocSci
7163A

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more on GIS in this IMS blog
https://blog.stcloudstate.edu/ims?s=GIS

digital access to nonprint collections

Digital Access to Non-Print Collections

University libraries have held collections of books and printed material throughout their existence and continue to be perceived as repositories for physical collections.  Other non-print specialized collections of interest have been held in various departments on campus such as Anthropology, Art, and Biology due to the unique needs of the collections and their usage.  With the advent of electronic media, it becomes possible to store these non-print collections in a central place, such as the Libray.

The skills needed to curate artifacts from an archeological excavation, biological specimens from various life forms, and sculpture work are very different, making it difficult for smaller university libraries to properly hold, curate, and make available such collections.  In addition, faculty in the various departments tend to want those collections near their coursework and research, so it can be readily available to students and researchers. With the expansion of online learning, the need for such availability becomes increasingly pronounced.

With the advent of 3 dimensional (3D) scanners, it has become possible for a smaller library to hold digital representations of these collections in an archive that can be curated from the various departments by experts in the discipline.  The Library can then make the digital representations available to other researchers, students, and the public through kiosks in the Library or via the Internet.  Current methods to scan and store an artifact in 3Dstill require expertise not often found in a Library.

We propose to use existing technology to build an easy-to-use system to scan smaller artifacts in 3D.  The project will include purchase and installation of a workstation in the Library where the artifact collection can be accessed using a large touch-screen monitor, and a portable, easy-to-use 3D scanning station.  Curators of collections from various departments on the St. Cloud State University campus can check out the scanning station, connect to power and Internet where the collection is located, and scan their collection into the libraries digital archives, making the collection easily available to students, other researchers and the public.

The project would include assembly of two workstations previously mentioned and potentially develop the robotic scanner.  Software would be produced to automate the workflow from the scanner to archiving the digital representation and then make the collection available on the Internet.

This project would be a collaboration between the St. Cloud State University Library (https://www.stcloudstate.edu/library/  and  Visualization Laboratory (https://www.facebook.com/SCSUVizLab/). The project would use the expertise and services of the St. Cloud State Visualization Laboratory.  Dr. Plamen Miltenoff, a faculty with the Library will coordinate the Library initiatives related to the use of the 3D scanner. Mark Gill, Visualization Engineer, and Dr. Mark Petzold, Associate Professor of Electrical and Computer Engineering will lead a group of students in developing the software to automate the scanning, storage, and retrieval of the 3D models.  The Visualization Lab has already had success in 3D scanning objects for other departments and in creating interactive displays allowing retrieval of various digital content, including 3D scanned objects such animal skulls and video. A collaboration between the Library, VizLab and the Center for Teaching and Learning (, https://www.stcloudstate.edu/teaching/) will enable campus faculty to overcome technical and financial obstacles. It will promote the VizLab across campus, while sharing its technical resources with the Library and making those resources widely available across campus. Such work across silos will expose the necessity (if any) of standardization and will help faculty embrace stronger collaborative practices as well as spur the process of reproduction of best practices across disciplines.

Budget:

Hardware Cost
42” Touch Screen Monitor $2200
Monitor Mount $400
2 Computer Workstations $5000
Installation $500
Cart for Mobile 3D Scanner $1000
3D Scanner (either purchase or develop in-house) $2000
Total $11100

 

The budget covers two computer workstations.  One will be installed in the library as a way to access the digital catalog, and will include a 42 inch touch screen monitor mounted to a wall or stand.  This installation will provide students a way to interact with the models in a more natural way.  The second workstation would be mounted on a mobile cart and connected to the 3D scanner.  This would allow collection curators from different parts of campus to check out the scanner and scan their collections.  The ability to bring the scanner to the collection would increase the likelihood  the collections to be scanned into the library collection.

The 3D scanner would either be purchased off-the shelf or designed by a student team from the Engineering Department.  A solution will be sought to use and minimize the amount of training the operator would need.  If the scanner is developed in-house, a simple optical scanner such as an XBox Kinect device and a turntable or robotic arm will be used.  Support for the XBox Kinect is built into Microsoft Visual Studio, thus creating the interface efficient and costeffective.

Timeline

Task Start Time End Time
Catalog Software October 2017 December 2017
Scanner Interface October 2017 March 2018
Web Interface January 2018 May 2018
System Installation March 2018 May 2018

Personnel

Plamen Miltenoff, Ph.D., MLIS

pmiltenoff@stcloudstate.edu

320-308-3072

Dr. Miltenoff is part of a workgroup within the academic library, which works with faculty, students and staff on the application of new technologies in education. Dr. Miltenoff’s most recent research with Mark Gill is on the impact of Video 360 on students during library orientation: http://web.stcloudstate.edu/pmiltenoff/bi/

 

Mark Petzold, Ph.D.
mcpetzold@stcloudstate.edu
320-308-4182
Dr. Petzold is an Associate Professor in Electrical and Computer Engineering.  His current projects involve visualization of meteorological data in a virtual reality environment and research into student retention issues.  He is co-PI on a $5 million NSF S-STEM grant which gives scholarships to low income students and investigates issues around student transitions to college.

Mark Gill

mcgill@stcloudstate.edu

320-308-5605

Mr. Gill is a Visualization Engineer for the College of Science and Engineering and runs the Visualization Laboratory.  He has worked for several major universities as well as Stennis Space Center and Mechdyne, Inc.  He holds a Masters of Science in Software Engineering.

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University of Nevada, Reno and Pennsylvania State University 41 campus libraries to include collaborative spaces where faculty and students gather to transform virtual ideas into reality.

Maker Commons in the Modern Library: Six Reasons 3D Printers Should be in Your School’s Library

Maker Commons in the Modern Library 6 REASONS 3D PRINTERS SHOULD BE IN YOUR LIBRARY

1. Librarians Know How to Share 2. Librarians Work Well with IT People 3. Librarians Serve Everybody 4. Librarians Can Fill Learning Gaps 5. Librarians like Student Workers 6. Librarians are Cross-Discipline

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more on grants in this IMS blog
https://blog.stcloudstate.edu/ims?s=grant

globalization economy democracy

Caldwell, C. (April, 2017). Sending Jobs Overseas. CRB, 27(2).

http://www.claremont.org/crb/article/sending-jobs-overseas/ 

https://en.wikipedia.org/wiki/Claremont_Institute

Caldwell’s book review of
Baldwin, Richard E. The Great Convergence: Information Technology and the New Globalization. Cambridge, Massachusetts: The Belknap Press of Harvard University Press, 2016. not at SCSU library, available through ILL (https://mplus.mnpals.net/vufind/Record/008770850/Hold?item_id=MSU50008770850000010&id=008770850&hashKey=cff0a018a46178d4d3208ac449d86c4e#tabnav)

Globalization’s cheerleaders, from Columbia University economist Jagdish Bhagwati to New York Times columnist Thomas Friedman, made arguments from classical economics: by buying manufactured products from people overseas who made them cheaper than we did, the United States could get rich concentrating on product design, marketing, and other lucrative services. That turned out to be a mostly inaccurate description of how globalism would work in the developed world, as mainstream politicians everywhere are now discovering.

Certain skeptics, including polymath author Edward Luttwak and Harvard economist Dani Rodrik, put forward a better account. In his 1998 book Turbo-Capitalism, Luttwak gave what is still the most succinct and accurate reading of the new system’s economic consequences. “It enriches industrializing poor countries, impoverishes the semi-affluent majority in rich countries, and greatly adds to the incomes of the top 1 percent on both sides who are managing the arbitrage.”

In The Great Convergence, Richard Baldwin, an economist at the Graduate Institute in Geneva, gives us an idea why, over the past generation, globalization’s benefits have been so hard to explain and its damage so hard to diagnose.

We have had “globalization,” in the sense of far-flung trade, for centuries now.

ut around 1990, the cost of sharing information at a distance fell dramatically. Workers on complex projects no longer had to cluster in the same factory, mill town, or even country. Other factors entered in. Tariffs fell. The rise of “Global English” as a common language of business reduced the cost of moving information (albeit at an exorbitant cost in culture). “Containerization” (the use of standard-sized shipping containers across road, rail, and sea transport) made packing and shipping predictable and helped break the world’s powerful longshoremen’s unions. Active “pro-business” political reforms did the rest.

Far-flung “global value chains” replaced assembly lines. Corporations came to do some of the work of governments, because in the free-trade climate imposed by the U.S., they could play governments off against one another. Globalization is not about nations anymore. It is not about products. And the most recent elections showed that it has not been about people for a long time. No, it is about tasks.

his means a windfall for what used to be called the Third World. More than 600 million people have been pulled out of dire poverty. They can get richer by building parts of things.

The competition that globalization has created for manufacturing has driven the value-added in manufacturing down close to what we would think of as zilch. The lucrative work is in the design and the P.R.—the brainy, high-paying stuff that we still get to do.

But only a tiny fraction of people in any society is equipped to do lucrative brainwork. In all Western societies, the new formula for prosperity is inconsistent with the old formula for democracy.

One of these platitudes is that all nations gain from trade. Baldwin singles out Harvard professor and former George W. Bush Administration economic adviser Gregory Mankiw, who urged passage of the Obama Administration mega-trade deals TPP and Transatlantic Trade and Investment Partnership (TTIP) on the grounds that America should “work in those industries in which we have an advantage compared with other nations, and we should import from abroad those goods that can be produced more cheaply there.”

That was a solid argument 200 years ago, when the British economist David Ricardo developed modern doctrines of trade. In practical terms, it is not always solid today. What has changed is the new mobility of knowledge. But knowledge is a special commodity. It can be reused. Several people can use it at the same time. It causes people to cluster in groups, and tends to grow where those groups have already clustered.

When surgeries involved opening the patient up like a lobster or a peapod, the doctor had to be in physical contact with a patient. New arthroscopic processes require the surgeon to guide cutting and cauterizing tools by computer. That computer did not have to be in the same room. And if it did not, why did it have to be in the same country? In 2001, a doctor in New York performed surgery on a patient in Strasbourg. In a similar way, the foreman on the American factory floor could now coordinate production processes in Mexico. Each step of the production process could now be isolated, and then offshored. This process, Baldwin writes, “broke up Team America by eroding American labor’s quasi-monopoly on using American firms’ know-how.”

To explain why the idea that all nations win from trade isn’t true any longer, Baldwin returns to his teamwork metaphor. In the old Ricardian world that most policymakers still inhabit, the international economy could be thought of as a professional sports league. Trading goods and services resembled trading players from one team to another. Neither team would carry out the deal unless it believed it to be in its own interests. Nowadays, trade is more like an arrangement by which the manager of the better team is allowed to coach the lousier one in his spare time.

Vietnam, which does low-level assembly of wire harnesses for Honda. This does not mean Vietnam has industrialized, but nations like it no longer have to.

In the work of Thomas Friedman and other boosters you find value chains described as kaleidoscopic, complex, operating in a dozen different countries. Those are rare. There is less to “global value chains” than meets the eye. Most of them, Baldwin shows, are actually regional value chains. As noted, they exist on the periphery of the United States, Europe, or Japan. In this, offshoring resembles the elaborate international transactions that Florentine bankers under the Medicis engaged in for the sole purpose of avoiding church strictures on moneylending.

One way of describing outsourcing is as a verdict on the pay structure that had arisen in the West by the 1970s: on trade unions, prevailing-wage laws, defined-benefit pension plans, long vacations, and, more generally, the power workers had accumulated against their bosses.

In 1993, during the first month of his presidency, Bill Clinton outlined some of the promise of a world in which “the average 18-year-old today will change jobs seven times in a lifetime.” How could anyone ever have believed in, tolerated, or even wished for such a thing? A person cannot productively invest the resources of his only life if he’s going to be told every five years that everything he once thought solid has melted into ait.

The more so since globalization undermines democracy, in the ways we have noted. Global value chains are extraordinarily delicate. They are vulnerable to shocks. Terrorists have discovered this. In order to work, free-trade systems must be frictionless and immune to interruption, forever. This means a program of intellectual property protection, zero tariffs, and cross-border traffic in everything, including migrants. This can be assured only in a system that is veto-proof and non-consultative—in short, undemocratic.

Sheltered from democracy, the economy of the free trade system becomes more and more a private space.

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Caldwell, C. (2014, November). Twilight of Democracy. CRB, 14(4).

Caldwell’s book review of
Fukuyama, Francis. The Origins of Political Order: From Prehuman Times to the French Revolution. New York: Farrar, Straus and Giroux, 2011. SCSU Library: https://mplus.mnpals.net/vufind/Record/007359076  Call Number: JC11 .F85 2011

http://www.claremont.org/crb/article/twilight-of-democracy/

Fukuyama’s first volume opened with China’s mandarin bureaucracy rather than the democracy of ancient Athens, shifting the methods of political science away from specifically Western intellectual genealogies and towards anthropology. Nepotism and favor-swapping are man’s basic political motivations, as Fukuyama sees it. Disciplining those impulses leads to effective government, but “repatrimonialization”—the capture of government by private interests—threatens whenever vigilance is relaxed. Fukuyama’s new volume, which describes political order since the French Revolution, extends his thinking on repatrimonialization, from the undermining of meritocratic bureaucracy in Han China through the sale of offices under France’s Henri IV to the looting of foreign aid in post-colonial Zaire. Fukuyama is convinced that the United States is on a similar path of institutional decay.

Political philosophy asks which government is best for man. Political science asks which government is best for government. Political decline, Fukuyama insists, is not the same thing as civilizational collapse.

Fukuyama is not the first to remark that wars can spur government efficiency—even if front-line soldiers are the last to benefit from it.

Relative to the smooth-running systems of northwestern Europe, American bureaucracy has been a dud, riddled with corruption from the start and resistant to reform. Patronage—favors for individual cronies and supporters—has thrived.

Clientelism is an ambiguous phenomenon: it is bread and circuses, it is race politics, it is doing favors for special classes of people. Clientelism is both more democratic and more systemically corrupting than the occasional nepotistic appointment.

why modern mass liberal democracy has developed on clientelistic lines in the U.S. and meritocratic ones in Europe. In Europe, democracy, when it came, had to adapt itself to longstanding pre-democratic institutions, and to governing elites that insisted on established codes and habits. Where strong states precede democracy (as in Germany), bureaucracies are efficient and uncorrupt. Where democracy precedes strong states (as in the United States but also Greece and Italy), government can be viewed by the public as a piñata.

Fukuyama contrasts the painstaking Japanese development of Taiwan a century ago with the mess that the U.S. Congress, “eager to impose American models of government on a society they only dimly understood,” was then making of the Philippines. It is not surprising that Fukuyama was one of the most eloquent conservative critics of the U.S. invasion of Iraq from the very beginning.

What distinguishes once-colonized Vietnam and China and uncolonized Japan and Korea from these Third World basket cases is that the East Asian lands “all possess competent, high-capacity states,” in contrast to sub-Saharan Africa, which “did not possess strong state-level institutions.”

Fukuyama does not think ethnic homogeneity is a prerequisite for successful politics

the United States “suffers from the problem of political decay in a more acute form than other democratic political systems.” It has kept the peace in a stagnant economy only by dragooning women into the workplace and showering the working and middle classes with credit.

public-sector unions have colluded with the Democratic Party to make government employment more rewarding for those who do it and less responsive to the public at large. In this sense, government is too big. But he also believes that cutting taxes on the rich in hopes of spurring economic growth has been a fool’s errand, and that the beneficiaries of deregulation, financial and otherwise, have grown to the point where they have escaped bureaucratic control altogether. In this sense, government is not big enough.

Washington, as Fukuyama sees it, is a patchwork of impotence and omnipotence—effective where it insists on its prerogatives, ineffective where it has been bought out. The unpredictable results of democratic oversight have led Americans to seek guidance in exactly the wrong place: the courts, which have both exceeded and misinterpreted their constitutional responsibilities.  the almost daily insistence of courts that they are liberating people by removing discretion from them gives American society a Soviet cast.

“Effective modern states,” he writes, “are built around technical expertise, competence, and autonomy.”

http://librev.com/index.php/2013-03-30-08-56-39/discussion/culture/3234-gartziya-i-problemite-na-klientelistkata-darzhava

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Williams, J. (2017, May). The Dumb Politics of Elite Condescension. NYT

https://mobile.nytimes.com/2017/05/27/opinion/sunday/the-dumb-politics-of-elite-condescension.html

the sociologists Richard Sennett and Jonathan Cobb call the “hidden injuries of class.” These are dramatized by a recent employment study, in which the sociologists Lauren A. Rivera and Andras Tilcsik sent 316 law firms résumés with identical and impressive work and academic credentials, but different cues about social class. The study found that men who listed hobbies like sailing and listening to classical music had a callback rate 12 times higher than those of men who signaled working-class origins, by mentioning country music, for example.

Politically, the biggest “hidden injury” is the hollowing out of the middle class in advanced industrialized countries. For two generations after World War II, working-class whites in the United States enjoyed a middle-class standard of living, only to lose it in recent decades.

The college-for-all experiment did not work. Two-thirds of Americans are not college graduates. We need to continue to make college more accessible, but we also need to improve the economic prospects of Americans without college degrees.

the United States has a well-documented dearth of workers qualified for middle-skill jobs that pay $40,000 or more a year and require some postsecondary education but not a college degree. A 2014 report by Accenture, Burning Glass Technologies and Harvard Business School found that a lack of adequate middle-skills talent affects the productivity of “47 percent of manufacturing companies, 35 percent of health care and social assistance companies, and 21 percent of retail companies.”

Skillful, a partnership among the Markle Foundation, LinkedIn and Colorado, is one initiative pointing the way. Skillful helps provide marketable skills for job seekers without college degrees and connects them with employers in need of middle-skilled workers in information technology, advanced manufacturing and health care. For more information, see my other IMS blog entries, such ashttps://blog.stcloudstate.edu/ims/2017/01/11/credly-badges-on-canvas/

Nvivo shareware

Nvivo shareware

http://www.qsrinternational.com/trial-nvivo

information courtesy

Sandrine Zerbib

Associate Professor of Sociology
St. Cloud State University
Department of Sociology and Anthropology
266 Stewart Hall
720 Fourth Avenue South
St Cloud, MN 56301-4498
Office: (320) 308-3046

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more on Nvivo in this IMS blog:
https://blog.stcloudstate.edu/ims?s=nvivo

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