Presented by: Minke, Sarah, Cory and Alice World Economy Game Instructions You and your group are a nation operating in the world. There are several basics needs your citizens have and you need to do your best to meet them. Some of the resources that your people may need include: beef, wheat, houses, clothing, luxury items, cars, and electronics. Many of these items require raw materials to construct. Materials can be traded in at the bank. Your goal is to provide for your peoples needs and try to become the dominant nation in international trading. You are going to trade with the other nations to try to put yourself in the best place possible. You need to assign different jobs to the people within your group to achieve your goals. Prime Minister: You are the leader of the group. Ultimately all responsibility falls on you. You have the final say in managing your nations trading. Trade Minister(s): One or more people may be trade ministers. Your job is to make deals with other nations and try to get your required resources while giving up the smallest amount in return. Interior Minister(s): One or more people may perform this job. Your job is to manage your nations resources. You need to make sure that you have enough to provide for your own people and also suggest trades for your trade ministers to make. Each team, including yours, will be given a top secret information sheet. This will tell you about the current relationship you hold with other nations. You may trade resources or finished goods. Whichever you prefer is fine. You may be able to ask for a greater return when trading finished goods. Success will be determined by your teamwork, organization and your wits. The Worlds Situation You all represent seven nations of the world that will be trading with one another. Each nation has different resources, advantages and disadvantages. Here is a brief overview of what the world looks like. You will gain more information from your interactions with other nations. Use your wits and your smarts to reach your end goals.
1. Rumba has been the dominant world power for a long time. They have many resources that are important to meet peoples basic needs.
2. Mistan is a nation that has been slowly rising to power. Mistan gets along well with everybody except Rumba and is seeking to become the new world power.
3. Capmar is a historically poor nation that has been run by a dictator for a long time. Recently oil was found there and the dictator has been using this find to solidify his power. Many nations would like to avoid trading with Capmar because of their political system.
4. Hindi is another nation that is seeking to become powerful. They have been historically poor but have been working to join the world powers.
5. Franka and Cora are both nations that have been powerful economically for a long time. They both would like to maintain their standards of living and want to avoid being overtaken by the new up and comers.
6. Mopan is an extremely poor country that has been subject to many wars. Many feel sorry for this nation because a democracy is beginning to form but could fall apart if their peoples needs are not met.
Andrew Dobson Professor of Politics at Keele University Author of Green Political Thought (2006) Author of Citizenship and the Environment (2003) Investigator on a 2011-2013 project called Reducing Energy Consumption through Community Knowledge Networks Leverhulme Research Fellow, author of a book on Listening for Democracy (2014) Member of England and Wales Green Party Co-wrote Green Party Manifesto (2010) Founder of Thinktank Green House http://www.keele.ac.uk/spire/staff/dobson/ Cosmopolitanism Derived from the Greek word kosmopolites which means citizen of the world.
Describes moral and socio-political philosophy
Core ideal: all human beings, regardless of their political affiliation, are (or can and should be) citizens in a single community. (Stanford Encyclopedia of Philosophy)
Definition varies some believe this community would focus on political institutions, morals, relationships, shared markets or cultural expression.
Dobsons involves politics and social relationships. (Justice, social responsibility, obligations, etc.) British Columbia BC has the highest poverty rate in Canada and no plan to tackle it directly. BC is one of the last provinces left without a poverty reduction plan. 2013 BC Child Poverty Report Card The latest figures from Statistics Canada (2011) once again show that BC is the worst province in Canada when it comes to major measures of child poverty:
BC had a child poverty rate of 18.6 percent the worst rate of any province in Canada, using the before-tax low income cut-offs of Statistics Canada as the measure of poverty.
BC had the worst poverty rate of any province for children living in single mother families 49.8 percent.
BC also had the worst poverty rate of any province for children living in two-parent families 14 percent.
BCs poverty rate for children under 6 years at 20.7 percent is 8 percentage points higher than the Canadian average.
British Columbia also had the most unequal distribution of income among rich and poor families with children. The ratio of the average incomes of the richest ten percent compared to the poorest ten percent was 12. 6 the worst of any province.
Source: www.worstincanada.org More than one in five owners living in British Columbia (and Ontario) had housing affordability issues. Housing in British Columbia http://www.statcan.gc.ca/pub/82-229-x/2009001/envir/hax-eng.htm What is acceptable housing? Affordable Requires no major repairs Is not overcrowded The Effects: The amount that families pay for housing reflects not only the size and quality of their home, but also, the type of neighbourhood and access to schools, jobs and community resources. Mental & physical problems (may) develop How does it affect their education? Many children raised in poverty enter school a step behind their well-off peers. The cognitive stimulation parents provide in the early childhood years is crucial, and most poor children receive less of it than their well-off peers do. Deficits have been linked to underdeveloped cognitive, social, and emotional competence in later childhood and have been shown to be increasingly important influences on vocabulary growth, IQ, and social skills (Bradley, Corwyn, Burchinal et al., 2001; Bradley, Corwyn, McAdoo et al., 2001). Standardized intelligence tests show a correlation between poverty and lower cognitive achievement, and low-SES kids often earn below-average scores in reading, math, and science and demonstrate poor writing skills. Poor academic performance often leads to diminished expectations, which spread across the board and undermine children's overall self-esteem. The dramatic socioeconomic divide in education doesn't help matters. High- poverty, high-minority schools receive significantly less state and local money than do more prosperous schools, and students in such schools are more likely to be taught by teachers who are inexperienced or teaching outside their specialties (Jerald, 2001).
Poverty, Stress, and Education A child who comes from a stressful home environment tends to channel that stress into disruptive behavior at school and be less able to develop a healthy social and academic life (Bradley & Corwyn, 2002).
The Negative Effects of Stress Is linked to over 50 percent of all absences Impairs attention and concentration Reduces cognition, creativity, and memory Diminishes social skills and social judgment Reduces motivation, determination, and effort Increases the likelihood of depression Reduces neurogenesis (growth of new brain cells) What can we do as educators? #1. Recognize the signs! Behavior that comes off as apathetic or rude may actually indicate feelings of hopelessness or despair. Students who are at risk for a stress-related disorder tend to believe that they have minimal control over stressors. Have few outlets through which they can release the frustration caused by the stressors. Whenever you witness a behavior that you consider inappropriate, ask yourselves whether the discipline process is positive and therefore increases the chances for better future behavior, or whether it's punitive and therefore reduces the chances for better future behavior.
What can we do as educators? #2. Alter the environment! Change up the school environment to mitigate stress and resolve potential compliance issues with students who do not want to change. Reduce homework stress by incorporating time for homework in class or right after class. Use cooperative structures and avoid a top-down authoritarian approach. Help students blow off steam by incorporating celebrations, role- plays, and physical activities (e.g., walks, relays, or games) into your classes. Incorporate kinesthetic arts (e.g., drama or charades), creative projects (e.g., drawing or playing instruments), and hands-on activities (e.g., building or fixing) into your classes.
What can we do as educators? #3. Empower students! Help students increase their perception of control over their environment by showing them how to better manage their own stress levels. So instead of telling students to act differently, take the time to teach them how to act differently by Introducing conflict resolution skills. Set classroom expectations and responsibilities with the students; allow the students to take part in the development of those expectations. Teaching students to set goals to focus on what they want. Role-modeling how to solve real-world problems. Share an actual or hypothetical situation, such as your car running out of gas. You could explain that you tried to stretch the tank of gas too far and reveal how you dealt with the problem (e.g., calling a friend to bring some gas). Giving students a weekly life problem to solve collectively. Teaching social skills. For example, before each social interaction (e.g., pair-share or buddy teaching), ask students to make eye contact, shake hands, and give a greeting. At the end of each interaction, have students thank their partners. Introducing stress reduction techniques, both physical (e.g., dance or yoga) and mental (e.g., guided periods of relaxation or meditation).
Conclusion How do the ideas we have discussed apply to local education? Do teachers need to display a cosmopolitan relationship to students, other teachers and members of the community?
What other educational or social examples have we looked at in class that may include aspects of this relationship? (Eg. Finnish Education, Chinese Education, etc)
Listening to Our Students and Transcending K-12 to Save Our Nation a Companion Guidebook for Local Communities to Establish Dals® Centers for Lifelong Learning®