Web Quest: The Glabalization of Crime

Pautas para la Web Quest

Nivel 5to año

 

 

 

Aún en la actualidad vemos casos de maltrato, prostitución y esclavitud. El hombre se ha vuelto una mercancía, y en aquellos lugares más empobrecidos del mundo no se respetan en absoluto los Derechos Humanos.

Cabe preguntarse ¿Quién le hace creer al hombre que tiene la potestad de someter y "cosificar" a sus semejantes?

Es por esto que buscamos reflexionar sobre un tema sumamente duro pero necesario, lograr a concientización del alumno es primordial para nosotras. Pero necesitamos que este viaje que está por comenzar sea lo más interactivo posible para mitigar, de alguna forma, la dureza del tema a tratar.

 

“Todos los seres humanos nacen libres e iguales en dignidad y derechos y, dotados como están de razón y conciencia, deben comportarse fraternalmente los unos con los otros.”

Artículo 1º Declaración Universal de los Derechos Humanos

 

 

A continuación detallaremos las etapas de esta actividad; y deseamos de corazón que sea ilustrativamente positiva.

 

TAREA

1. Lee solamente el Capítulo 2 del texto que encontrarás en el siguiente link: La Glabalización del Crimen
2. Luego de la lectura visualiza el siguiente video y reflexiona sobre ello. Modern Slavery
3. Busca aquellos Derechos que consideres que protegen a las personas, ya sean niños o adultos, de este tipo de sometimiento y degradación.
4. Si fueras el gobernante de un país, ¿qué medidas adoptarías sobre estos casos?

 

PROCESO

 

Luego de manejar los materiales señalados anteriormente responde las siguientes interrogantes:

 

• ¿Crees que los Derechos Humanos alcanzan la universalidad deseada?
• Enumera tres aspectos positivos y tres negativos de la Globalización.
• Describe brevemente que te pareció  y describe tus sentimientos en relación al video.
• ¿Crees que para alcanzar cierta igualdad entre los hombres  basta con establecerlo en una norma? Fundamenta tu respuesta.

 

IMAGENES

 

 

 

 

• ¿Qué te transmiten estas imágenes?
• ¿Qué posición toma la sociedad frente a estas situaciones? Desarrolla tu respuesta.

EVALUACIÓN

Serán evaluados los elementos siguientes:

 

• Comprensión de la propuesta y los materiales.
• Capacidad de interpretar, reflexionar y problematizar.
• Responsabilidad y compromiso con el trabajo a realizar.

 

CONCLUSIÓN

 

“De la igualdad de habilidades surge la igualdad de esperanzas en el logro de nuestros fines.” (Tomas Hobbes)

 

Es necesario que cada uno de nosotros, como seres sociales e individuales que somos, reaccionemos ante las injusticias del mundo y hagamos de él un lugar mejor.

 

 

 

Una vez finalizada la tarea la enviarás al correo del grupo, identificando tu correo de la forma adecuada. El asunto del mismo deberá decir: Web Quest + tu nombre, y se realizará la devolución pertinente sobre el mismo.

 

GRACIAS POR TU COMPAÑIA Y COMPROMISO DURANTE ESTE AÑO!

Maria Nela y Lucía.



 



TEST: What is Globalization?

En esta actividad se medirá tu nivel de abstracción, reflexión y comprensión en base al texto recomendado y sobre el cual se desarrolla esta tarea. Solo debes seguir el siguiente link para encontrarte con el texto completo. http://kellogg.nd.edu/publications/workingpapers/WPS/261.pdf

CROSSWORD: Globalization and Cultural identity

Resuelve el siguiente crucigrama en base a la lectura del texto que encontrarás a continuación. http://www.polity.co.uk/global/pdf/gtreader2etomlinson.pdf

THE INTERNET, SOCIAL NETWORKS AND LONELINESS.

La elección de este texto se inspira en la necesidad de la aplicación de una teoría digital como el conectivismo,y  en el carácter vertiginoso que como sociedad a travesamos entorno a la conformación de las comunicaciones y la multiplicidad de medios que nos permiten mantener contacto con la realidad digital.

En este sentido, seleccionamos aplicar las técnicas de scanning y skimming para obtener información mediante una lectura rápida que nos permita comprender el uso y efectos de Internet en las relaciones sociales.

Siguiendo este link encontrarás el texto completo para construir las interrogantes que se detallan a continuación: 

INTERNET, REDES SOCIALES Y SOLEDAD ...

SKIMMING. 


¿Qué efectos tiene Internet sobre el bienestar psicológico?

¿Quiénes crean el modelo de estudio para la investigación?

¿Por qué se habla de socialización digital?

SCANNING. 

¿Qué uso se le dan los individuos a Internet?

¿En que año aproximadamente el 67 % de los estadounidenses eran usuarios de Internet?


ENJOY IT!!!

CONNECTIVISM

BRAINSTORMING ON CONNECTIVISM

 

 

 Teoría digital

Aprendizaje cognitivo

Emociones

Conexiones

Integración

Contexto social y cultural

Elección de información

Asociación

Búsqueda

Capacidad informativa

Redes sociales

Comunicación

 

 

Organizador Gráfico

 

 

 

 

Social Capital

The following will text represents a challenge because the content is extremely rich.

It was written by Alejandro Portes, who is part of the Department of Sociology at Princeton University, Princeton, New Jersey


Through the following link to access the full text ...

SOCIAL CAPITAL



Applying the technique of "profound reading" may answer the following questions ...

1. Which authors Alejandro Portes takes the definition of Social Capital?
2. Why the author believes that the term "Social Capital" has become popular in recent years?
3. What common elements present the positions of the three authors cited by Portes about Social Capital?
4. What is the basic requirement for a person to own a Social Capital?
5. What are the consequences of Social Capital?
6. What is the relationship established between modern sociology Coleman and Social Capital?
7. What is the role of the family according to Alejandro Portes?
8. What relationship is established between Social Capital and Social Stratification?

Get to work!

The Globallización: Contribution or destruction of an existing cultures?

Globalization leads to almost every corner of the world a continuous bombardment of information and diverse cultural modes, which are adopted by people making customs tranform hybrid cultures.
The following will show video is an adaptation from one language to another to achieve a kind of artistic expression.

Globalization and social change are closely related so that we do not know exactly define what is the cause and which the result ...

Comment on these lines, write your own review!

A historic social change request!

        The following video, momarable by itself, make the need for change on the part of society. We must not let the market, politics, greed and hatred decide on how we live. The world cries out for social change, where what matters is the benefit for all, equality, cooperation and solidarity, where there are the familiar DICHOTOMIES: North-South, Centre-Periphery, Rich-Poor, Good-ill, among others.
Therefore, we as teachers must contribute our grain of sand to begin forming new social actors that are able to see the world through different eyes, not blinded by greed.

Whether you're a teacher or other profession, you ever wonder how you can contribute to social change from your place?

Social Change: Cross shaft multiple authors

Following the line from the first post on Social Change share with you a presentation properly enclosing some ideals of Paulo Freire, as other authors who give them their place soon. We welcome your comments ... Enjoy!

 

 

 

 

C. WRIGHT MILLS: The Sociological Imagination

The Promise.

C. WRIGHT MILLS.

"People are often quick to blame others for their misfortunes. However, C. Wright Mills argues that the only way to truly understand people’s behavior is to examine the social context in which the behavior occurs. In other words, Mills believes that we need a quality of mind that he calls the sociological imagination. By using sociological imagination, we learn how social, historical, cultural, economic, and political factors influence the choices that people make and the ways in which they live their lives. As you read this article, think about how the larger social context has shaped your own choices over the course of your life. Nowadays men often feel that their private lives are a series of traps. The sense that within their everyday worlds, they cannot overcome their troubles, and in this feeling, they are often quite correct: What ordinary men are directly aware of and what they try to do are bounded by the private orbits in which they live; their visions and their powers are limited to the close-up scenes of job, family, neighborhood; in other milieux, they move vicariously and remain spectators. And the more aware they become, however vaguely, of ambitions and of threats which transcend their immediate locales, the more trapped they seem to feel. Underlying this sense of being trapped are seemingly impersonal changes in the very structure of continent-wide societies. The facts of contemporary history are also facts about the success and the failure of individual men and women. When a society is industrialized, a “The Promise,” by C. Wright Mills, reprinted from The Sociological Ima sant becomes a worker; a feudal lord is liquidated or becomes a businessman. When classes rise or fall, a man is employed or unemployed; when the rate of investment goes up or down, a man takes new heart or goes broke. When wars happen, an insurance salesman becomes a rocket launcher; a store clerk, a radar man; a wife lives alone; a child grows up without a father. Neither the life of an individual nor the history of a society can be understood without understanding both. Yet men do not usually define the troubles they endure in terms of historical change and institutional contradiction. The well-being they enjoy, they do not usually impute to the big ups and downs of the societies in which they live. Seldom aware of the intricate connection between the patterns of their own lives and the course of world history, ordinary men do not usually know what this connection means for the kinds of men they are becoming and for the kinds of history-making in which they might take part. They do not possess the quality of mind essential to grasp the interplay of man and society, of biography and history, of self and world. They cannot cope with their personal troubles in such ways as to control the structural transformations that usually lie behind them. Surely it is no wonder. In what period have so many men been so totally exposed at so fast a pace to such earthquakes of change? That Americans have not known such catastrophic changes as have the men and women of other societies is due to historical facts that are now quickly becoming ‘merely history.’ The history that now affects every man is world history. Within this scene and this period, in the course of a single generation, one sixth of mankind is transformed from all that is feudal and backward into all that is modern, advanced, and fearful. Political colonies are freed; new and less visible forms of imperialism installed. Revolutions occur; men feel the intimate grip of new kinds of authority. Totalitarian societie Everywhere in the underdeveloped world, ancient ways of life are broken up and vague expectations become urgent demands. Everywhere in the overdeveloped world, the means of authority and of violence become total in scope and bureaucratic in form. Humanity itself now lies before us, the super-nation at either pole concentrating its most co-ordinated and massive efforts upon the preparation of World War Three. The very shaping of history now outpaces the ability of men to orient themselves in accordance with cherished values. And which values? Even when they do not panic, men often sense that older ways of feeling and thinking have collapsed and the newer beginnings are ambiguous to the point of moral stasis. Is it any wonder that ordinary men feel they cannot cope with the larger worlds with which they are so suddenly confronted? That they cannot understand themeaning of their epoch for their own lives? That—in defense of selfhood—they become morally insensible, trying to remain altogether private men? Is it any wonder that they come to be possessed by asense of the trap? It is not only information that they need—in this Age of Fact, information often dominates their attention and overwhelms their capacities to assimilate it. It is not only the skills of reason that they need—although their struggles to acquire these often exhaust their limited moral energy. What they need, and what they feel they need, is a quality of mind that will help them to use information and to develop reason in order to achieve lucid summations of what is going on in the world and of what may be happening within themselves. It is this quality, I am going to contend, that journalists and scholars, artists and publics, scientists and editors are coming to expect of what may be called the sociological imagination.The sociological imagination enables its possessor to understand the larger historical scene in terms of its meaning for the inner life and the external career of a variety of individuals. It enables him to into account how individuals, in the welter of their daily experience, often become falsely conscious of their social positions. Within that welter, the framework of modern society is sought, and within that framework the psychologies of a variety of men and women are formulated. By such means the personal uneasiness of individuals is focused upon explicit troubles and the indifference of publics is transformed into involvement with public issues. The first fruit of this imagination—and the first lesson of the social science that embodies it—is the idea that the individual can understand his own experience and gauge his own fate only by locating himself within his period, that he can know his own chances in life only by becoming aware of those of all individuals in his circumstances.In many ways it is a terrible lesson; in many ways a magnificent one. We do not know the limits of man’s capacities for supreme effort or willing degradation, for agony or glee, for pleasurable brutality or the sweetness of reason. But in our time we have come to know that the limits of ‘human nature’ are frighteningly broad. We have come to know that every individual lives, from one generation to the next, in some society; that he lives out a biography, and that he lives it out within some historical sequence. By the fact of his living he contributes, however minutely, to the shaping of this society and to the course of its history, even as he is made by society and by its historical push and shove. The sociological imagination enables us to grasp history and biography and the relations between the two within society. That is its task and its promise. To recognize this task and this promise is the mark of the classic social analyst. It is characteristic of Herbert Spencer—turgid, polysyllabic, comprehensive; of E. A. Ross—graceful, muckraking, upright; of Auguste Comte and Emile Durkheim; of the intricate and subtle Karl Mannheim. It is the quality of all that is intellectually excellent in Karl Marx; it is the clue to Thorstein Veblen’s brilliant and ironic insight, to Joseph Schumpeter’s manysided constructions of reality; it is the basis of the psychological sweep of W. E. H. Lecky no less than of the profundity and clarity of Max Weber. And it is the signal of what is best in contemporary studies of man and society . No special study that does not come back to the problems of biography, of history and of their intersections within a society has completed its intellectual journey. Whatever the specific problems of the classic social analysts, however limited or however broad the features of social reality they have examined, those who have been imaginatively aware of the promise of their work have consistently asked three sorts of questions:(1) What is the structure of this particular society as a whole?What are its essential components, and how are they related to oneanother? How does it differ from other varieties of social order?Within it, what is the meaning of any particular feature for its continuanceand for its change?(2) Where does this society stand in human history? What arethe mechanics by which it is changing? What is its place within andits meaning for the development of humanity as a whole? How doesany particular feature we are examining affect, and how is it affectedby, the historical period in which it moves? And this period—whatare its essential features? How does it differ from other periods? Whatare its characteristic ways of history-making?(3) What varieties of men and women now prevail in this societyand in this period? And what varieties are coming to prevail? In whatways are they selected and formed, liberated and repressed, madesensitive and blunted? What kinds of ‘human nature’ are revealed inthe conduct and character we observe in this society in this period?And what is the meaning for ‘human nature’ of each and every featureof the society we are examining?"

To read this full article, visit the following link
http://www.sociology.vt.edu/course/orientation/CWMills-ThePromise.pdf

To answer these questions will use the selected academic text "The Promise" by C. Wright Mills, specifically on pages 1 through 5, since the application of techniques to work is based on searching for specific information, and performing a fast and efficient reading.

WORK

A. Using skimming:

1. Select four issues that the author raises in the text.
2. Which is the true way to understand the behavior of people in society?

B. Using scanning:

1. Underlines in the classic social text authors mentioned.
2. Circle the date of publication.

C. Using Reading in detail:

1. What is the sociological imagination? Why might it be useful?

2. How can the sociological imagination help us understand situations beyond our private orbits?

We hope you find useful and interesting material posted.

We appreciate your comments.

Global writer: Paulo Freire in three languages

 Freire is an author whose ideas transcend language barriers, so we present some segments of his book "Pedagogy of the Oppressed" in Portuguese, Spanish and English. Enjoy!

“A existência, porque humana, não pode ser muda, silenciosa, nem tampouco pode nutrir-se de falsas palavras, mas de palavras verdadeiras, com que os homens transformam o mundo. Existir, humanamente, é pronunciar o mundo, é modificá-lo. O mundo pronunciado, por sua vez, se volta problematizado aos sujeitos pronunciantes, a exigir deles novo pronunciar.

Não e no silêncio que os homens se fazem, mas na palavra, no trabalho, na ação-reflexão.

Mas, se dizer a palavra verdadeira, que é trabalho, que é práxis, é transformar o mundo, dizer a palabra não é privilégio de alguns homens, mas direito de todos os homens. Precisamente por isto, ninguém pode dizer a palavra verdadeira sozinho, ou dizê-la para os outros, num ato de prescrição, com o qual rouba a palavra aos demais. O diálogo é este encontro dos homens, mediatizados pelo mundo, para pronunciá-lo, não se esgotando,portanto, na relação eu-tu.”

 Find the link below the author's complete works in Portuguese.
http://portal.mda.gov.br/portal/saf/arquivos/view/ater/livros/Pedagogia_do_Oprimido.pdf

“La existencia, en tanto humana, no puede ser muda, silenciosa, ni tampoco nutrirse de falsas palabras sino de palabras verdaderas con las cuales  los hombres transforman el mundo. Existir, humanamente, es “pronunciar” el mundo, es transformarlo. El mundo pronunciado, a su vez, retorna problematizado a los sujetos pronunciantes, exigiendo de ellos un nuevo pronunciamiento.

Los hombres no se hacen en el silencio, sino en la palabra, en el trabajo, en la acción, en la reflexión.

Mas si decir la palabra verdadera, que es trabajo, que es praxis, es transformar el mundo, decirla no es privilegio de algunos hombres, sino derecho de todos los hombres. Precisamente por esto, nadie puede decir la palabra verdadera solo, o decirla para los otros, en un acto de prescripción con el cual quita a los demás el derecho de decirla. Decir la palabra, referida al mundo que se ha de transformar, implica un encuentro de los hombres para esta transformación.”

Find the link below the author's complete works in Spanish.

http://www.servicioskoinonia.org/biblioteca/general/FreirePedagogiadelOprimido.pdf

“Human existence cannot be Silent, nor can it be nourished by false words, but only by true words, with which men and women transform the world. To exist, humanly, is to name the world, to change it. Once named, the world in its turn reappears to the nam-ers as a problem and requires of them a new naming. Human beings are not built in silence, but in word, in work, in action-reflection.

But while to say the true word—which is work, which is praxis—is to transform the world, saying that word is not the privilege of some few persons, but the right of everyone. Consequently, no one can say a true word alone—nor can she say it for another, in a prescriptive act which robs others of their words.

Dialogue is the encounter between men, mediated by the world, in order to name the world.”

Find the link below the author's complete works in English.
http://www.users.humboldt.edu/jwpowell/edreformFriere_pedagogy.pdf


ACTIVITY

1.   A partir del siguiente fragmento extraído de “Pedagogía del Oprimido” del pedagogo brasilero Paulo Freire responde las siguientes interrogantes: 

“Cuanto más se ejerciten los estudiantes en el archivo de los depósitos que les son hechos, tanto menos desarrollaran la conciencia crítica de la cual resultaría su inserción en el mundo, como transformadores de él. Cuanto más se les imponga pasividad, tanto más tenderán a adaptarse al mundo en vez de transformarlo.” (1970)

"The more you exercise the students in the file of deposits made ​​to them, the less they develop the critical consciousness which would be their integration into the world as transformers of it. The more passivity imposed on them, the more they will tend to adapt to the world rather than change it. "(1970)

a.   ¿Qué tipo de educación y construcción de conocimiento se refleja en el fragmento? Fundamenta.

b.   ¿Encuentras alguna similitud con la educación actual? Justifica. 

We hope that this selection of text will be useful and interesting. Now it's time to raise reflections. Come on!