Feminization of Poverty or Consumption and Globalization

Text

· Crapo, R. H. (2013). Cultural anthropology [Electronic version]. Retrieved from https://content.ashford.edu/

· Chapter 9: The economic System

· Chapter 10: Cultural Change, Globalization, and the Contemporary World

Multimedia

· Rice, R. (Writer), & Meehan, R. (Director). (2004). Guatemala: The human price of coffee [Television series episode]. In P. King (Executive producer), Fighting the tide: Developing nations and globalizations . Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=34472&wID=100753&plt=FOD&loid=0&w=420&h=315&fWidth=440&fHeight=365

· The full version of this video is available through the Films on Demand database in the Ashford University Library. This video shows the impact of globalization on a small coffee farmer in Guatemala. This video has closed captioning and a transcript. This video may assist you in your Feminization of Poverty or Consumption and Globalization discussion this week.

Recommended Resources

Article

· Buvinić, M. (1997). Women in poverty: A new global underclass. Foreign Policy, 108, 38-53. doi:10.2307/1149088

· The full-text version of this article is available through the ProQuest host database in the Ashford University Library. In this article, Buvinic looks at the social and economic changes that are pushing more and more women into low paying jobs in agriculture, industry, and the services, and widening the global income gap between men and women. This video may assist you in your Feminization of Poverty or Consumption and Globalization discussion this week.

· Reinecke, G. (2006). Is globalization good for workers? Definitions and evidence from Latin America. International Labor and Working Class History, 70(1), 11-34. doi:10.1017/S0147547906000147

· The full-text version of this article is available through the JSTOR host database in the Ashford University Library. In this article, Reinecke discusses how globalization can benefit or harm workers in Latin America. This video may assist you in your Feminization of Poverty or Consumption and Globalization discussion this week.

Multimedia

· Cohen, J. (Producer). (2006.) The gender puzzle [Video file]. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=35637&wID=100753&plt=FOD&loid=0&w=640&h=480&fWidth=660&fHeight=530

· The full version of this video is available through the Films on Demand database in the Ashford University Library. This film explores the scientific research behind issues of gender. This video has closed captioning and a transcript. This video may assist you in your Feminization of Poverty or Consumption and Globalization discussion this week.

· Romin, J., Arnstad, H., Lennartsson, J., & Lilja, V. (Producers & Directors). (2009). Economic gaps [Series episode]. In J. Romin (Executive producer), Globalization: A real-world view. Retrieved from https://secure.films.com/OnDemandEmbed.aspx?token=47500&aid=18596&plt=FOD&loid=0&w=400&h=340

· The full version of this video is available through the Films on Demand database in the Ashford University Library. This film shows the stark economic differences between the inhabitants of Mexico City, Malawi, and Beverly Hills. It depicts how different life can be in all three parts of the world and how globalization has amplified the economic gaps between them. This video has closed captioning and a transcript. This video may assist you in your Feminization of Poverty or Consumption and Globalization discussion this week.

Expectations

Student applies relevant professional, personal, or other real-world experiences to the discussion. Thought and analysis are present, but may lack depth or detail.

Student addresses all elements of the discussion prompt, and demonstrates Distinguished knowledge of the discussion topic. Student relates content in initial post to course content, or to real-life situations, though the connection may lack depth.

Student responds substantively to the required number of peers, relating the response to relevant course concepts. Student demonstrates respect for the diverse opinions of fellow learners. Student properly cites resources (if applicable), per instructor expectations

Student communicates a central idea or point that is weaved through most of the post in a coherent manner. Post is, for the most part, easy to understand.

Initial post contains several minor errors related to grammar, spelling, and sentence structure, but they do not distract the reader from the content of the post. Student properly cites resources (if applicable), per instructor expectations.