babusyatanya: (x)
Отвергнутые тела: как медиа заставляют нас ненавидеть себя
О том, как продвижение товаров и услуг в сфере «красоты» навязывает нереалистичные стандарты внешности и отрицает биологический аспект человеческого существования, как если бы мы уже стали роботами и научились размножаться в виртуальном пространстве.
Анна Шадрина
9 ліпеня 2014

Средства массовой информации ежедневно атакуют сообщениями о том, как эффективнее репрессировать собственное тело. Главными мишенями этого наступления являются женщины. Мы постоянно слышим о том, что наши тела должны находиться под суровым контролем. Нас обязывают неустанно трудиться, чтобы сокращать размеры своего тела, делать его поверхность гладкой, бороться с его запахами и растущими из него волосами.

Аффекты этой дисциплинирующей махины — страх, вина и стыд — являются важным этапом капиталистического цикла. Внушив нам отвращение перед нашими «дикими», «несовершенными» телами, «индустрия красоты» торжествует, предлагая бесчисленные способы «решения проблемы»: от диет, комплексов упражнений, всевозможных консультаций, косметических средств и процедур до хирургических модификаций.

В процесс «окультуривания» тел есть только вход, выхода не предполагается. В действующей системе навязанных представлений о «прекрасном» нет таких понятий как «достаточно стройная женщина» или «достаточно красивая женщина». Всегда найдется изображение, говорящее, что такая-то кинозвезда или топ-модель похудела «лучше тебя».

Стандартная реклама товаров по «улучшению» тела использует прием сравнения: «Перед вами — «обычная» женщина. Так она выглядит «до» применения нашего снадобья. А вот суперженщина. Так вы будете выглядеть «после»». По аналогии с двумя средствами для мытья посуды (одно из которых плохо удаляет жир, другое — отлично), внушается, что быть «обычной» женщиной недопустимо, быть избавленной от жира женщиной — вот подлинная цель жизни современницы.

Диктуя «телесные нормы», медиа связывают изображения похудевших людей с образами успеха и наслаждений. Так мы выучиваем, где «обитает счастье», попутно наращивая недовольство собой. В ситуации постоянного нагнетания отвращения к собственному телу мы часто забываем, что нас приговаривают конкурировать с отредактированными изображениями и неограниченными ресурсами для «самосовершенствования», имеющимися в доступе у «икон стиля», чья профессия — выглядеть так, как диктует мода.

Read more... )
Избранная библиография:

А. А. Горных. Медиа и общество // Европейский гуманитарный университет, Вильнюс, 2013.
Андреа Дворкин. ГИноцид, или китайское бинтование ног / Антология гендерной теории под редакцией Е. Гаповой, А. Усмановой // Пропилеи, Минск, 2000.
Elena Iarskaia-Smirnova. Class and gender in Russian welfare policies: Soviet legacies and contemporary challenges // University of Gothenburg, 2011.
Margo Maine, Joe Kelly. The Body Myth: Adult Women and the Pressure to Be Perfect // John Wiley & Sons, Inc., 2005.
Margrit Shildrick. Leaky Bodies and Boundaries: Feminism, Postmodernism and (Bio)ethics // Routledge, 1997.
Naomi Wolf. The Beauty Myth: How Images of Beauty Are Used Against Women // HarperCollins e-books, 2002, 1991.
Sara Ahmed. The Promise of Happiness // Duke University Press, 2010.
babusyatanya: (Default)
После обнародования Сноуденом данных о проектах NSA, оказалось что многие массивы довольно скучны с точки зрения повседневной журналистики, из них не так то просто сделать громкую новость или историю про живых людей, нужны специалисты, которые могут отследить смысл коллекции и последствия сбора и аггрегации именно этих данных.

иначе получилось с картинками. изображения - наиболее демократичный язык, понятный всем

опубликованные Guardian слайды доклада NSA о программе тотальной слежки Prism - все 11 страниц - стали кажется самым ярким показателем уровня тех кто копается в наших данных: в переписке, телефонных разговорах, SMS, видео, фотках, дневниках, комментариях, учебных заданиях и творческих проектах

..неужели дизайн презентации про секретную программу поручили какому-нибудь пятикласснику, а деньги распилили... но это надо быть сильно отсталым и ограниченным пятиклассником, чтоб для секретной службы согласиться забесплатно месить дерьмо, нет, это скорее была - тюрьма, тогда -да, поручили заключенному сляпать слайдов, и у того не было выхода

Кажется общество больше всего оскорбилось не столько тем что сотрудники NSA копаются у нас у каждого в шкафах, в ящиках и мусорных корзинах (мы выкидываем - они подбирают), a тем, КТО копается... Наверное не так обидно, когда вас унижает и обыскивает утонченный и беспринципный хипстер-хакер с лазерным бластером на боку (достойный противник типа, типа у такого - все что вокруг - справедливая добыча), ... совем другое дело, когда оказалось, что вас развели быдловатые недоучки, которые представления не имеют об эстетике... из чего нетрудно догадаться, что и об этике у них соответствующие пробелы вместо принципов и знаний.

Презентация, которая должна пояснять цели, объем и процедуры программы Prism, оказалась настолько чудовищной визуально, что первым возмутился дизайнер:
"Дорогая NSA, ты ладно уж, делай что хочешь с моими данными, но не с моими глазами. эти слайды чудовищны, я ожидал от вас лучшего... это чё?
дай ка покажу вам как это делается:


публикация в Шпигель о массивах данных
(по материалам курса Ciber Security Adelaide University Australia)

http://babusyatanya.blogspot.ca/2015/06/blog-post_6.html
babusyatanya: (x)
4chan.org

Anonymous 05/28/15(Thu)10:51:15 No.1874055▶
File: 1422080011870.jpg (129 KB, 934x688)

Books:
Julian Assange - When Google Met WikiLeaks (OR Books, New York, 2014)

Gabriella Coleman - Hacker, Hoaxer, Whistleblower, Spy: The Many Faces of Anonymous ( Verso, London, 2014)

Bruce Schneier - Data and Goliath ( WW Norton, New York, 2015),

Electronic papers

Yochai Benkler ‘The Dangerous Logic of the Bradley Manning Case’ New Republic 1 March 2013, http://www.newrepublic.com/article/112554

Melissa de Zwart, Sal Humphreys and Beatrix van Dissel ‘Surveillance, Big Data and Democracy: Lessons for Australia from the US and UK’ (2014) 37 UNSW Law Journal 713 http://www.unswlawjournal.unsw.edu.au/sites/default/files/t3_de_zwart_humphreys_and_van_dissel.pdf

Robert Manne ‘The Cypherpunk Revolutionary’ The Monthly (March 2011) http://www.themonthly.com.au/issue/2011/march/1324265093/robert-manne/cypherpunk-revolutionary

Alan Rusbridger and Ewan MacAskill ‘Edward Snowden interview- the edited transcript’ The Guardian 19 July 2014, http://www.theguardian.com/world/2014/jul/18/-sp-edward-snowden-nsa-whistleblower-interview-transcript

а также документальный фильм Лауры Пойтрас
Citizenfour - где присутствует тот самый кадр где книга Кори Докторова Homeland - на столе у Сноудена в отеле...

а вот вы какую книгу взяли бы с собой в exile ?


***
на самом деле проблема которую своей деятельностью высветили Anonymous крайне важная. Понятно, что не должно быть так что Церковь Сайентологии третирует и преследует отступников своей секты любыми методами и это не видится проблемой. А вот когда эта самая церковь оказывается в роли жертвы точно такой же тактики - очернения, запугивания, высмеивания - то тут же Фокс ньюс и вся машинерия мидиа и правосудия обрушивается на посмевших покуситься...

Понятно что Сайентология дерьмо и дерьмо она потому что берет на себя право решать к кому относиться по человечески, а кото третировать. Но Anonymous действуя такими же методами тоже становятся ни чем не лучшим дерьмом, действуя методами сайентологов. Но и опять понятно, что общество демократическое, когда все без исключения налагают на себя обязательство сосуществовать с другими, в демократии люди соглашается быть несоглассными. И на этом строится демократический процесс переговоров об условиях совместного существования.

Самым эффективным методом навязать свою повестку в демократии - это нарушить этот принцип - сайентологи преследуют инакомыслящих совершенно недемократически. Аноны атакуют сайентологов тоже недемократическими методами. Это не должно становиться правилом. В демократии должен охраняться принцип равенства, а не группы претендующие на знание правильных принципов.

Когда Ассанжу предьявили обвинения и многочисленные интернет сервисы - амазон, мастеркард, вестернюнион и др прекратили доступ на свои сайты тем кто поддерживает WikiLeaks, то аргументировали тем что деятельность данной группы представляет опасность для общества. Между тем на том же амазоне продолжали продаваться неофашистские всякие штучки дрючки... Это опять к вопросу о том, кто решает что обществу важнее.

Интересна эволюция функционирования WikiLeaks - изначально задумывалась как платформа для wistlblowers публикаций общественно важной информации, с тем чтобы пользователи читали и дополняли, перепроверяя факты и таким образом восстанавливая картину событий с разных сторон. Но этот проект не развился, большинство предподчитает пассивно потреблять новости. После обнародования посольской переписки, фактов о войне в Ираке, NSA и атак на wistlblowers, сервис переориентировал свою модель работы - теперь это посредник между wistlblowers и журналистами и новостными изданиями - он не владеет документами, он предоставляет возможность журналистам ознакомиться с документами и провести расследование: т.е. обозначить контекст , создать историю, сформулировать общественную значимость. Т.к. просто документы для широкой публики могут ни чего не говорить, или говорить совсем не то что является действительно общественно значимым.

http://babusyatanya.blogspot.ca/2015/05/re-anonymous.html
babusyatanya: (Default)
для коллекции:
EdXовые
Academic and Business Writing, BerkeleyX - ColWri2.3x - после полпути забросила (свой курс срочно доделывала), но этого хватило на "зачет". Впечатление рыхлости и несфокусированности... упражнения в письме конечно сложно организовать так чтоб эффективность сразу заметна была. Но в целом выстраивается понимание процесса письма как структурированного действия, которое можно оценить по простым критериям и с прогнозируемым результатом. В курсе используют интересное решение peer review, когда каждое контрольное задание включает написание отзыва и оценка пяти других работ (не помню сколько там было студентов, вроде в районе тысячи), и получение отзывов на свою работу (если напишут... мне приходило однажды три, в другой раз два, потом один.. возможно это была работа teaching assistants). В дискуссии заглядывала только чтобы посмотреть степень международности участников - ...Земля очень маленькая планета.

I Heart Stats: Learning to Love Statistics, NotreDameX - SOC120x - курс с заметной долей элементов психологической поддержки и эмоционального стимулирования (много юмора, постоянные пояснения "дурацких" вопросов и предположений, повторение, многоразовая практика, каждый тематический блок отмечает "состояние пациента" - опрос (multiple choice) в котором предлагается выбрать из перечисленных качество своего состояния и тд). Если бы нам так преподавали статистику (мечтательно)... я б может ею чаще и свободней пользовалась... Перевалила за половину, уже гораааздо реже промахиваюсь по цифрам в калькуляторе, отличаю внутригрупповую дисперсию от межгрупповой; извлечь квадратный корень это то же самое что возвести в степень 0.5; excel - хорошее подспорье в монотонном труде подсчета сумм и медиан.

для практики анализа вариативности ANOVA пример измыслила такой:
I am racing sail boats with a crew. Sometimes we win, sometimes not. I am wondering whether the crew composition and the race results are significantly related. The constant elements are put aside (like our skipper is always piloting the boat himself, but the other roles can vary by the number of people assigned to a task and their area of responsibility). Our crew is usually composed in only 3 slightly different ways:
1 composition - R1- main sail; R2 and A - fore-deck; N and R3 - jib sheets and spinnaker trimming; T - halyards
2 composition - N and F - main sail and spinnaker and jib sheets; T and S - halyards, A and R4 fore-deck
3 composition - N - main sail and jib sheets; T - halyards, R4 - fore-deck
the crew composition are the independent variables (three groups) and
the race results in the last 6 races are dependent variables,
• Crew composition 1 race results 1,2,2,3,2,1
• Crew composition 2 race results 2,3,1,1,1,1
• Crew composition 3 race results 2,1,1,3,3,1

Если Ерни сохранил реальные данные за прошлые года, то можно было бы посчитать и взаправду, идею подкинула.

Creating a Course with Studio, edX - StudioX... поскольку курс self paced, я к нему хожу с разных сторон и не регулярно. Одна из студенток в моей секции сделала хороший обзор EdX course construction опираясь на материал этого курса. На пару статей от туда я сослалась в своей секции. все еще ждет своего часа идея сделать клонов курса на разных платформах, посмотреть функциональность и тп

Cyberwar, Surveillance and Security, AdelaideX - Cyber101x - очень интересный материал, факты государственного и корпоративного надзора и слежки за гражданами анализируются с позиций существующих международных и национально-государственных юридических норм и прав человека.
например: Michael Karanicolas (2014) Travel Guide to the Digital World: Surveillance and International Standards

"...In response to an inquiry about whether there had been specific cases of NSA officers abusing their powers, NSA Inspector General George Ellard responded by detailing several cases of agents who had spied on current or former partners or spouses.48 In some instances, the searches were specifically designed to investigate whether the person had been unfaithful, while in others they were claimed to have been done for “practice”.

Отвечая на запрос об особых случаях когда служащие NSA превышали служебные полономочия, Генеральный Инспектор NSA Джордж Эллард ответил рассказом о нескольких случаях, когда агенты шпионили на постоянной основе за бывшими или настоящими своими партнерами или супругами (ссылка 48). В некоторых случаях розыски были специально сконструированы так, чтобы выяснить вопрос "верности", а в других случаях они объясняли что делали это "для практики".

задания в формате Wiki - предложено пополнять словарь терминов,
instructional design: видео лекции и печатные публикации, короткия проверка усвоения терминологии.



StanfordOnline: O.P.E.N. Creating Effective Online and Blended Courses - систематизированы элементы course design, дельные публикации, ссылаюсь на что-то в своей секции
OER for learning and teaching неплохой сборник ресурсов
Road to the Free Digital Society - собрание лекций Столлмана

http://babusyatanya.blogspot.ca/2015/05/blog-post_24.html
babusyatanya: (Default)
http://babusyatanya.blogspot.ca/2014/09/blog-post_3.html
***

в Стенфорде Stanford online похоже черзмерно централизованный tech support - уже вторую неделю в IWHHR не могут исправить ссылки на несколько статей - недоступных для скачивания, а тем временем сроки поджимают с финальными эссе... чье-то недомыслие ударяет по имиджу университета... даже в ubc уровень централизации тех поддержки не доходит до маразматических низин, чтоб не имелось курс менеджера какого-нибудь на полставки чтоб постил ресурсы на страницу курса с факультетского сервера или с каких то своих компьютеров и следил чтоб все могли скачивать...

в целом курс International Women's Health & Human Rights очень внятный, особенно выразительны лекции приглашенных специалистов и специалисток-исследователей стенфордского ун-та, и работниц неправительственных организаций, из ООН и др. РЕКОМЕНДУЮ

***
принялась еще за один курс open knowledge что то там Changing the Global Course of Learning... - для для сравнения посмотреть что делают в других местах на тему организации онлайнового обучения... вроде обещают про копирайт в образовательном контексте подробно обсуждать - creative commons type of licensing например... посмотрим. Для начала обнаруживаются странности - которые как то не ожидаешь встретить в "таком уважаемом учебном заведении" - одно из требований по зачету - запостить сколько-то там по количеству постов в Twitter.... или им приплачивают за то чтоб ресурс промоутили, или без мозгов строили курс... по программе однако обещают пояснения относительно бизнесмоделей для open learning - вот и узнаем... Попробую обойтись без ... А пока что на мой вопрос в нескольких местах - чем продиктовано требование обязательно использовать твиттер, или чем отличается обмен мнениями с использованием форума от такого же обмена через твиттер... или напрямик: "какую педагогическую задачу решает использование твиттера наряду с форумом для дискуссий?" ... последовали лишь комменты участников, но не ведущих

такое требование аналогично из не-онлайнового:
- "а заведите еще одну тетрадку, в ней тоже будем решать задачи, как и в первой,
- а с какой целью?
- просто чтоб было две тетрадки... нет сдавать по очереди их не надо, они всегда в прямой доступности...
- а зачем две?
- а чтоб в них писать сразу в двух...

заодно подумала что действительно неплохо было бы учащимся на выбор предоставлять возможность выбирать себе форму зачетных задач, если целям курса не противоречит - в самом деле ведь какая разница создано ли текстовое сообщение в твиттере или в в гугльдокс, или в локальном текстовом редакторе... Опять же группы дискуссий - если у людей есть уже предпочтения - в каком формате дискутировать, зачем им навязывать другой? - если цель курса изучить разные форматы для онлайн дискуссий - ок тогда тренируйтесь в разных, а если важен не мидиум, а контент (пардон, мистер МакЛюэн, ваше medium is the message - вне подозрений, как жена цезаря) то и давайте не выстраивать заборов, а помогать организовывать дискуссии в разных форматах кому в каком удобней...


*** ах вот оно что! оказывается твиттер все еще позволяет идендифицироваться под псевдонимом, а вот другие сервисы уже требуют реальных имен пользователей аккаунтов ... че-та статьи к этому курсу пока что оставляют желать лучшего
"our option to use pseudonyms is endangered. Online participation increasingly requires using a socially verified account, usually provided by one of the giant social networks — Google+, Facebook, Linked In, etc. – which insist that people use their real names, their users enmeshed in a network of friends and colleagues. Newspapers, blogs and many other sites require people to identify themselves with one of these accounts to take part in any discussion."
babusyatanya: (Default)
http://babusyatanya.blogspot.ca/2014/09/given-that-number-of-people-over-age-of.html

очень информативная статья Celia Sarduy Sánchez "Who Cares for the Caregivers?" (год издания не известен - судя по ссылкам, статья написана не раньше 2000 года): Куба, реформа здравоохранения, профессиональные медсестры которые отпрашиваются с работы чтобы ухаживать за больной бабушкой или родственником попадают под удар системы - им отказывают в повышении, по причине "отсутствия на работе", их лишают премий по той же причине, однако понятно что общество только выигрывает от их труда, по уходу на дому за больными родственниками, в государственных клиниках и домах по уходу за престарелыми бюджету дорого пришлось бы платить за такой уход (даже еще и худшего качества), а тут - и бесплатно больных обслуживают, да еще и на их зарплате сэкономить можно... в првышении отказать

***
Given that the number of people over the age of 65 is going to increase hugely in the next few decades (with women being in the majority), share your thoughts about how women’s lives may be affected by these demographic changes both for better and for worse. Consider the situation in your own country. Please write three to five thoughtful paragraphs.
***

Women’s experience of getting older is significant in many respects and its quality impacts both the women’s lives and the other people’s lives. These various impacts run from the global level, through the community and family levels up to the personal and interpersonal level. Extensive areas of social life depend on women’s labor, care service, emotional support, intellectual input, creation and maintenance of various social networks. Women’s input into societal wellbeing is indispensable.

Traditional patriarchal view of women’s aging insists that this process is a gradual loss of women’s qualities (“beauty”, reproductive functions), her capacities (to attract a male for trading her labor for his “economic support”), her value (social status of a “useful” contributor as a mother, nurse, nurturer). This view dehumanizes women and violates women’s human rights. These oppressive norms require women to serve the others’ needs while leaving her neither enough time nor even a chance to know her own needs as a human being – a creative one and capable to accomplish and achieve much more than the prescribed by the patriarchal normative order limited set of duties.

Every community and society should acknowledge the indispensable role of elderly women in maintaining networks of human relationships within various communities, while servicing various essential needs of the communities, and making the reproduction of cultural, recreational, healing, economic, educational practices happen within the communities. Without this work, without these efforts of elderly women, there would be no human relationships, and no sense of belonging, no feeling of home and feeling of being related to each other.

Elderly women’s wisdom and inner power makes them indispensable for the community, which benefits greatly from them practicing their talents and capacities. Elderly women may experience growing economic and social isolation, when the resources they could rely on are limited. In both developed and developing countries elderly women usually keep providing care work for their family and relatives: taking care for the grandchildren and orphans, helping their adult children who might suffer from economic decline of physical illnesses, supplementing for the lacks of education system and cultural development of the younger generations, maintaining the social networks and community care.

Cumulative statistics from different countries show that number of elderly women is growing in the world population. This means that both the elderly women empowerment and their dehumanization can have significant impact on the social conditions of many other people. So it is in everyone’s interests that the elderly women are treated with dignity and they are offered all possible opportunities to connect with the community via various cultural practices, educational, healing, recreational activities, sharing and acquiring expert knowledge and being a resource for providing historical evidences of the experiences of previous generations – thus establishing a sense of continuity and growing knowledge of a community about itself and the meaningful communication between people.
babusyatanya: (Default)
WEEK 7 THOUGHT QUESTION
Think about this question:
Although the text notes that there are many legitimate fears about the negative impact of globalization on women, it can be argued that there are benefits for women internationally. Describe in three to five thoughtful paragraphs three possible positive impacts of globalization on women.



***
Globalization is a complex process which leads to unification of economic (and sometimes political) normative models and exchanges used within and between the human communities. I think the statistical and narrative evidence presented in WHO, UNWOMEN and other reports preclude a simple judgment on whether globalization is rather beneficial for the women condition or just harmful.

The answer to whether this process is good or bad for the women condition, depends on what system of values, what political objectives, what social ideal one has in mind standing for the human rights of women: a liberal response would emphasize the freedom of individual initiative, an anarchist would strive for negotiating the variety of ways of peaceful coexistence, and conservative right-wing ideal would go for maintaining status quo as a supposedly safest solution.


The impacts of globalization are far from being just “benefits”, these often look controversially harmful and beneficial at the same time. For example, the economic imperative of our time – money is power – greatly simplifies communications, political and economic transactions between the different human communities, states and international alliances. It partially negates the very idea of state borders, making the goods and produce, the labor force and finances freely migrate to the areas of demand (the corporate economic model makes this happen in a most “economically efficient” way, which is devastating for both the human condition and for the Earth ecology). The ease in circulation boosts the growing production of goods, food-produce and services (today allowing the corporations getting richer than most of the nation-states’ economies, as they save on labor force and on the investments for environmental sustainability). These “cheap” goods are consumed globally, while produced locally. And the local price for these goods is far from cheap, because their production goes at the expense of exhausting the local resources (minerals, fossil fuel, water, air), overexploitation of people (usually young female) that causes cultural degradation and destruction of the local social milieu (degradations of the unique sets of values, way of life, production and reproduction of the material and symbolic culture).


The imperative “money is power” tends to reduce various types of communication to a single type - monetary exchange, which is immune to the idea of individual responsibility for the well being of the community that one belongs (be it a nuclear or extended family, or an ethnic group, etc). The money imperative gives rise to a cultural ideal/illusion of “an individual with big money”, capable to survive and sustain individually as if independently from the society. This cultural ideal replaces a traditional one that values a community of humans in which individuals are producing and exchanging goods, provide care and do sharing/redistribution. This replacement (often described as “westernization” of local cultures) leads to devaluation of the traditional group affiliation ties; this also affects those traditionally practiced informal mechanisms that communities developed to sustain as a humans (using different ways for redistribution of the community produce, providing care for the elder and young, supporting those who fall ill, providing physical help and emotional support to those who happen to feel weak or in need).


It is well documented and true for different cultures, that the main burden of providing communal wellbeing is on the women’s shoulders, and that the “communal sharing” and “communal safety net” is most beneficial for the men (as traditionally women were always getting a smaller share, and traditionally women contribute their services for free: be it the household work, care for the elders and young, recreational entertainment, assistance work). Thus, traditionally women got used to find themselves having a very limited if at all access to the community resources, women got used to be deprived from access to professional education, and they got used to provide their labor for free. Globalization process gradually destroys not only the cultural uniqueness and local exotic, but these patriarchal ideals also. Paradoxically this makes a liberating effect on women condition.



Globalization process made the “women’s duties” a commodity, now at least some of female domestic workers are able to get paid for the work they do. Too often this work is underpaid, the hazards of domestic employment are numerous (the danger of rape, home violence, human rights abuse, slavery), and in many different industries (from sex-entertainment industries to the export production zones) the female workers experience higher rate of exploitation than do males in the same job. However, working women at least get paid and thus slowly but gradually making their way to economic independence.



Economic independence has proven to be an effective way to fight patriarchal restrictions and oppression. The next step for the economically sustainable women is to unite in political organizations to stand for the human rights of women – all women who are exploited by the various levels of patriarchy. Doing this woman need to develop the ways alternative to the oppressive social order established by industrial capitalism. These ways of living together should take a lesson from the ages of women’s oppression, and a lesson from a harmful illusion about an individual independence as equal to social irresponsibility and ecological indifference. Humans need to develop socially responsible ways of living together: with the areas of responsibility focused on the rights of individuals within the communities, environmental sustainability, developing the peaceful ways to negotiate the arrangements and norms, taking into account the historical, temporary nature of these norms and a necessity to reconsider and renegotiate the terms and conditions of our life together.
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week 5

Do you think that violence is a “natural” part of being human? If so, why do you think this? If not, why do you think violence, particularly against women, is so prevalent? Please write a response in three to five thoughtful paragraphs.


Violence is NOT a natural part of human behavior; it is learned behavior and thus it can be corrected.
Violence against women is so prevalent because over the centuries in every culture it became a strategy for men to uphold their supreme social and economic position in society. Existing gender hierarchy and social inequality support the relations of exploitations, which benefit men of elite groups, who are thus securing their preferential access to various resources.

Violation of women human rights and physical integrity is a widespread strategy of imposing power: be it economic subordination, physical submission, psychological denigration, denying women access to education, to adequate health services, control over her fertility, or over public spaces. Feminism has been working on different theoretical approaches dealing with the problem of violence against women. Radical feminism confronts violence against women addressing it in terms of patriarchal norms that violate human rights of women. Socialist and Anarchist trends of the feminism focus on the social and economic forms of violence against women, which it sees as a foundation for all other forms of violation of women integrity and in contemporary societies. Eco-feminism articulates the metaphorical similarities of violations of the Earth ecology and violations of female bodies in domestic violence and a widespread social and cultural complicity towards brutalizing women on mass scale.

Criminal justice approach is addressing violence against women as a crime, which has to be prosecuted.

Unfortunately the scale of domestic violence and intimate partners brutality with the women is do gigantic, that penal systems resources would not be able to sustain the task. Thus a search of alternative methods supported by research is continues, funded by respected international agencies including United Nations Organization, various NGOs and a number of research and educational institutions.

Some of the preventive strategies, that are formulated as a result of research and community engagement work include:
1) education of both male and female, teaching schoolchildren the strategies of cooperation and negotiating skills, enabling women to articulate their rights, to make groups with the other women and together stand for their dignity and human rights;
2) structural intervention – providing state support and community support to the NGOs and social services which assist women in cases of domestic violence, offering them shelter, safety psychological and legal support;
3) disseminating local and culturally sensitive strategies which women are practicing in confronting domestic violence;
4) lobbying the city architectural committees, so that the concerns regarding women’s’ safety in the city public spaces would be taken into account in developing public spaces;
5) changing legislation to punish every case of violence against women whether it occurred in public space or in “private” home settings – any case of violence against women should become public, visible and never be left to avoid prosecution.
These measures are some of what is necessary to be practiced routinely and everywhere on the globe, in order to eradicate these epidemic crimes against women.


week 6
do you think that it is inevitable that conflict will result in increased violence against women? Do you think that anything short of eliminating war will eliminate the problem of violence against women in conflict and refugee circumstances? Is peace possible? Share your thoughts in three to five thoughtful paragraphs.


The conflicts between big and small communities always affect women more than men. This is no surprise as the enemies are trying to make the biggest harm to the adversary and achieve the biggest advantage over the enemy. The easiest way to make harm is to attack those without weapons or those who are the least able to fight back. Thus, there are women that taking care for the children and the elders in the community, who are the primary target.

People wage wars to win, not to follow the humanity principles. This is why we have to fight not for the enemies to follow some “humanistic principles of war”, but for the elimination of wars and weapons. This may sounds stupid and idealistic. But if we take this as our goal and make a concerted effort to achieve this, then we’ll see how inventive, resourceful and successful people can be united in a joint effort. The work of Zainab Bandura is significant in this respect: demonstrating that almost unthinkable tasks can be achieved: arranging negotiations with the armed male groups, and making them to stop routinely raping women, and making them to learn that rape is a crime against their own humanity (explaining them that raping a woman they establish a norm according to which somebody else could rape their mother, sister, or significant other).

Peace is possible, which again sounds like a stupid mantra for the most helpless, knowing the reality of endless armed conflicts of today’s world. But we must remember that many norms which we take for granted today, long time ago were invented and thought about as a guiding star, as a utopia or a stupid fantasy. Logic of war presupposes one true standpoint and the rest are wrong. Logic of peace should follow communicative rationality. Yes the humanity can exterminate itself. And this point of ultimate power should become a starting point to turn to rationality of negotiations and communication. None of us have right to exterminate another being – a victim or a criminal. We will have to live together – criminals and victims. I think South African Republic’s experience on organizing Truth Commission can be further developed to reconcile and reconstruct the ways the victims and the criminals are living together; with the aim to stop reproducing violence, instead to start creating social mechanisms for negotiations, developing strategies for resisting aggressive habits and teaching these at schools, at colleges and universities, in community centers, at kindergartens, practicing these , making tournaments in negotiations and reconciliations.
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Week Four (Reproductive Health)
How do the themes and issues raised in the short film, "Why Did Mrs. X Die?" correspond to the conditions in your country? Do you know anyone who has experienced or dealt with these conditions? Share your thoughts in three to five thoughtful paragraphs

***

I’ll be reflecting on the issue of access to health information and medical help raised in the short film, "Why Did Mrs. X Die?" in the context of Russian Federation (former Soviet Union), where I spent half of my life. The material of the lesson on Reproductive health helped me putting my own experience (and others with whom I shared that social environment) in the context of the global facts and processes, as well as providing examples of applying terminology of human rights to the painful experiences, which often get buried in individuals’ minds, because of lack of words and a general narrative (that which addresses the experiences of many women).
Notable changes have occurred In Russia in various social and economic areas since “the end of the Soviet Union” and “the start of authoritarian corporate state” – an unfortunate result of the reformists’ attempt of 1990th called Perestroika. Not surprisingly – sins then very little improvements occurred there in respect to women’s health rights: the women’s right to control her fertility via access to abortion, availability of contraceptive options, access to the social services in case of unwanted pregnancies, domestic violence, rape, war-related displacement, etc.
The structural barriers to healthy life of Mrs. X as a person and a mother greatly overshadow the deficits of the medical remedies for her health condition. This observation is true in the context of Russia. In late “Soviet era” the basic medical services were in general made available for free to the majority of population. Specific women’s needs were addressed via special medical units “women’s consultations”, which served pregnant women and also were dealing with the unwanted pregnancies as well. Separate medical units were devoted to venereal diseases, which served both men and women. This medical structure served well for collecting population data (supposedly for developing a broad-scale state intervention programs) but was generally insensitive to such issues as personal and family privacy (unless for additional symbolic or monetary offering), it was not fit to the purpose of promoting sexually responsible behavior. The goals of teaching general public healthy life strategies were delegated to mass media which served to normalize the gender inequality and blamed women for the failures of state’s social policies. Thus even available services were considered inhuman, and women preferred to resort to a personal net of contacts in search for medical help. Ironically the medical services were officially available and in principle accessible for every women, but the system was organized in such inhuman way, that women preferred to avoid going to the doctor by all means, sometimes till it was too late. Women’s own lack of knowledge about her sexual health and fertility control options, as well as the disrespect they had to face in the medical institutions led to.

In the medical institutions of the Soviet Russia (and little has changed in today’s Russian Federation) women were routinely treated as impersonal carriers of a precious baby, or as dirty carriers of an unwanted baby, or as irresponsible transmitters of dirty diseases. Women normally did not have a chance to develop a sense of possession of her body. She was always expected and required to make her body available to a “necessary” test or “medical” scrutiny (woman was required to submit a gynecologist’s report to various official or semi-official social instances: getting a pass for a public pull, joining a summer camp, at every new employment… needless to say – men were free from this kind of constant “testing”, and thus free from a hidden social accusation of being a carrier of something potentially wrong and disastrous).

Using the terminology offered in the film, I see that for many Russian women existing health care system was itself a barrier for having healthy lives as a sexual being, and as a person that can get pregnant. People attempted to avoid that overwhelming dehumanization practices to keep at least a portion of their lives private, not exposed to unwanted social attention. Non-medical abortions thus were widely practiced for the privacy reasons with the fatal consequences for the women’s lives. The number of abortions in USSR was enormous also because of the non-existence of sex education and lack or non-availability of female controlled contraceptives (locally produced male condoms were usually laughed at and despised).
Currently the rising fundamentalist religious ideology sponsored by the Russian authoritative corporate state regime often curbs the efforts of NGOs and local activists to make sexual education accessible and available to the public. Not too many of NGOs are left to exist, that are focusing on the groups of disadvantaged people – helping the drug addicts, homeless, displaced people (men and women), some of NGOs provide legal advice to women subjected to rape, home violence, etc. Recent legal initiatives of Duma (the parliament-imitating official law-making governing body of the Russian Federation), introduced even greater restrictions on the NGOs who were disseminating knowledge thus openly opposing the official religious discourse of fooling the population.

I think Russia’s case clearly demonstrates how the states’ structural intervention (routinely made in Russia in the interests of the elites in power) results in deteriorating conditions for the health rights of women.

***
video WHY DID MRS. X DIE?, RETOLD [14 MIN]
babusyatanya: (Default)
A

Consider the different terminologies used for the cutting of female genitalia, as discussed in the text, "From Outrage to Courage" and write three to five thoughtful paragraphs about the implications of the different terminologies:

Female Genital Cutting
Female Genital Mutilation
Female Circumcision

The differences in three names: female genital cutting, female genital mutilation and female circumcision are not just terminological. Each of these encompasses the differences in addressing the procedure of transition from girlhood to womanhood, which is practiced in more than 28 countries on the world. The differences in meaning reflect how people see this practice: as a norm or as a cruelty, as a criminal act or as a cherished tradition, as a legitimate way to earn money or as irresponsible and inhumane practice, as a process of joining the community or as victimization of women and degrading their personalities and violating their physical integrity.

The name "female circumcision" is used to normalize the practice and to equalize it with a male circumcision. This name tries to hide the cruel and dehumanizing nature of the procedure and ignores its far more traumatic consequences for the women's heals in comparison to what men might suffer as a result of tradition of male's cutting - removing some skin from male's penis.
The name "female genital cutting" reflects the nature of the procedure, but addressing it in a neutral way - cutting instead of mutilation - it grants some value the experiences and the sufferings of women who have undergone this procedure.

The name "female genital mutilation" makes it clear that the procedure is a crime against women and girls. International organizations and local NGOs that work to stop this practice use this terminology measuring the progress in their efforts.


B



Dr. Gene Richardson speaks about how reliance on medical technology can undermine the introduction of social interventions that may be relevant in preventing or treating HIV/AIDS. Describe two or three social/non-medical interventions that you think might be effective in preventing or treating HIV/AIDS. Write three to five thoughtful paragraphs about these possible interventions.

For example, (1) eradication of extreme poverty, which is a primary condition for the spread of epidemics and deterioration of population's health, can be addressed through establishing universal mandatory education, which have to ensure that the girls' and boys' special needs in accessing schools are met, and the school fees are abolished.

Another example of social intervention is (2) establishing community oriented health education services: providing people with the educational materials and resources, informing people about healthy ways of work and live, immunization and safe ways of servicing those who got ill.

(3) Supporting community projects, such as building water-wells can be another example of social intervention that can work as a preventive measure against diseases from contaminated water of lack of clean water and will lead to less need for medical intervention
babusyatanya: (x)
http://babusyatanya.blogspot.ca/2014/07/iwhhr-thought-question-week-2.html

Please read through the list of United Nations Millennium Goals (available here), and then draft three to five thoughtful paragraphs about the following topic:

Which goals relate directly to girls’ education? Which goals are dependent on educating girls for their fulfillment?

More details about the Millennium Goals
and current information on the status of achieving them
.


The Millennium Development Goals are all directly or indirectly affect whether or not the universal education will be a reality for girls internationally and locally.

For example, achieving the Goal 1. "Eradication of extreme poverty and hunger" can become a material foundation for millions of disadvantaged groups of people to think about not mere survival strategies in their lives, but looking towards joining the rest of the mankind - culturally and intellectually - acquiring the knowledge and norms which humans have created and developed in history, and participating in this cultural and social creativity.

Improvements to maternal health (the Goal 5) are the key to improve both the womens' living conditions, and supporting a healthy family environment, in which children's abilities can thrive and develop to their best.

Of particular importance, on my view, is the Goal 8, which clarifies that equal access to education requires unequal approach. This might require directing more intellectual and organizational efforts and resources to the needs of the disadvantaged populations and groups of people. In this way the equality as a main principle of human rights can be achieved globally.

On contrary: an "equal" approach to everyone will not alleviate the global problems, but just perpetuate existing imbalances, caused by the centuries of violence, injustice and inequalities in human societies.
babusyatanya: (Default)
Please read through the list of United Nations Millennium Goals (available here), and then draft three to five thoughtful paragraphs about the following topic:

Which goals relate directly to girls’ education? Which goals are dependent on educating girls for their fulfillment?

More details about the Millennium Goals
and current information on the status of achieving them
.


The Millennium Development Goals are all directly or indirectly affect whether or not the universal education will be a reality for girls internationally and locally.

For example, achieving the Goal 1. "Eradication of extreme poverty and hunger" can become a material foundation for millions of disadvantaged groups of people to think about not mere survival strategies in their lives, but looking towards joining the rest of the mankind - culturally and intellectually - acquiring the knowledge and norms which humans have created and developed in history, and participating in this cultural and social creativity.

Improvements to maternal health (the Goal 5) are the key to improve both the womens' living conditions, and supporting a healthy family environment, in which childrens' abilities can thrive and develop to their best.

Of particular importance, on my view, is the Goal 8, which clarifies that equal access to education requires unequal approach. This might require directing more intellectual and organizational efforts and resources to the needs of the disadvantaged populations and groups of people. In this way the equality as a main principle of human rights can be achieved globally.

On contrary: an "equal" approach to everyone will not alleviate the global problems, but just perpetuate existing imbalances, caused by the centuries of violence, injustice and inequalities in human societies.
babusyatanya: (Default)
http://babusyatanya.blogspot.ca/2014/07/iwhhr-thought-question-week-1.html

Please go to Annex I: The Beijing Declaration . Read the Beijing Declaration (pages 2-5), a document that emerged from the 4th United Nations Conference on Women, held in Beijing in 1995.
Almost every country in the world has signed on to this Declaration. As you read through it, take note of two or three of the commitments in this document that interest you.

What surprises you? Do you think the commitments are realistic? Do you have any other reactions?

Respond to this Thought Question in three to five thoughtful paragraphs

First of all I would like to put the article 29 of Beijing declaration of human rights in the context of social affairs in Russian Federation. The article says: Prevent and eliminate all forms of violence against women and girls. RF signed up this document along with the rest of the world, however the rights of women to be protected from the everyday violence are not addressed properly, in fact situation with the domestic violence and crime against women (homicide) has been rapidly deteriorating during the last decade. To deal with this deterioration of human conditions within the country RF government has adopted a hypocritical approach: the official statistics for homicide and domestic violence is not part of responsibilities of the police. NGO could have be able to do monitoring of the situation, but in 2013 new legislation about NGO makes these organizations almost outlaw (foreign agents – “inostrannie agenti”), if they receive for their work any sponsor money from an international grant awarding agencies. I think, knowing that this particular article of Declaration is violated in the recent changes in RF legislation and practices of police work, can contribute to development of an effective strategy for establishing civil forms of resistance of this patriarchal Renaissance and rise of religious orthodox fundamentalism.

I also like the article 34: “Develop the fullest potential of girls and women of all ages, ensure their full and equal participation in building a better world for all and enhance their role in the development process.” This does not sound realistic to me, and that is why this one is particularly good: it serves as a guiding star. Lots of UN Resolutions and Declarations are lacking enforcement mechanisms. However, this gives people awareness about the desirable state of the civil world. Knowing that there are some people in this world who think that girls and women deserve to be granted a special attention, to ensure that their contributions are valued and taken into account and they are respected the way they are, as capable and unique beings – this gives people a sense of self esteem, which is utterly lacking in lots of girls' and women's lives.

In short, I think, these articles are primarily an indicator of a significant gap between the reality and the desired state of social affairs addressed globally. The text is important and its symbolic acceptance of all the states who signed it is important too, because it gives those who care the direction for action, it can serve as a mobilizing set of ideas for creating particular locally appropriate set of strategies for achieving the goals of social equality and human rights establishing and protection. It used to be a norm that literacy was only for elite, the majority of population was illiterate or had to pay with their labor and service for learning how to read and write, count, etc. Today the norm is universal free access to elementary education; in some countries all levels of education are accessible to the citizens as part of their human rights. To become a reality this once had to be formulated as a crazy idea. I want to believe that someday this document will be outdated and all its articles will sound boringly normal for every human community on the Earth.
babusyatanya: (Default)
Please go to Annex I: The Beijing Declaration . Read the Beijing Declaration (pages 2-5), a document that emerged from the 4th United Nations Conference on Women, held in Beijing in 1995.
Almost every country in the world has signed on to this Declaration. As you read through it, take note of two or three of the commitments in this document that interest you.

What surprises you? Do you think the commitments are realistic? Do you have any other reactions?

Respond to this Thought Question in three to five thoughtful paragraphs

First of all I would like to put the article 29 of Beijing declaration of human rights in the context of social affairs in Russian Federation. The article says: Prevent and eliminate all forms of violence against women and girls. RF signed up this document along with the rest of the world, however the rights of women to be protected from the everyday violence are not addressed properly, in fact situation with the domestic violence and crime against women (homicide) has been rapidly deteriorating during the last decade. To deal with this deterioration of human conditions within the country RF government has adopted a hypocritical approach: the official statistics for homicide and domestic violence is not part of responsibilities of the police. NGO could have be able to do monitoring of the situation, but in 2013 new legislation about NGO makes these organizations almost outlaw (foreign agents – “inostrannie agenti”), if they receive for their work any sponsor money from an international grant awarding agencies. I think, knowing that this particular article of Declaration is violated in the recent changes in RF legislation and practices of police work, can contribute to development of an effective strategy for establishing civil forms of resistance of this patriarchal Renaissance and rise of religious orthodox fundamentalism.

I also like the article 34: “Develop the fullest potential of girls and women of all ages, ensure their full and equal participation in building a better world for all and enhance their role in the development process.” This does not sound realistic to me, and that is why this one is particularly good: it serves as a guiding star. Lots of UN Resolutions and Declarations are lacking enforcement mechanisms. However, this gives people awareness about the desirable state of the civil world. Knowing that there are some people in this world who think that girls and women deserve to be granted a special attention, to ensure that their contributions are valued and taken into account and they are respected the way they are, as capable and unique beings – this gives people a sense of self esteem, which is utterly lacking in lots of girls’ and women’s lives.

In short, I think, these articles are primarily an indicator of a significant gap between the reality and the desired state of social affairs addressed globally. The text is important and its symbolic acceptance of all the states who signed it is important too, because it gives those who care the direction for action, it can serve as a mobilizing set of ideas for creating particular locally appropriate set of strategies for achieving the goals of social equality and human rights establishing and protection. It used to be a norm that literacy was only for elite, the majority of population was illiterate or had to pay with their labor and service for learning how to read and write, count, etc. Today the norm is universal free access to elementary education; in some countries all levels of education are accessible to the citizens as part of their human rights. To become a reality this once had to be formulated as a crazy idea. I want to believe that someday this document will be outdated and all its articles will sound boringly normal for every human community on the Earth.
babusyatanya: (Default)
Education is often regarded as a "magic" intervention.

This discussion thread is for us to work on the Summary of our Week 2 discussion


How about, each of us compose one or two concise paragraphs summarizing the ideas we have and have not yet exchanged in our discussions about the importance of education for girls and women in establishing social conditions for gender equality, and the womens' and girls' own ability to exercise their human rights.



.
babusyatanya: (Default)
Women's Rights = Human Rights. What is the condition of human rights in your society?


This discussion thread is for us to work on the Summary of our Week 1 discussion

It seams that all our comments are more or less relevant to the topic offered to us for the summary, ...

lets each of us (who want to work towards a Statement of Accomplishment from Stanford University), by the end of this week, post here ones own version of a SUMMARY - one or two concise paragraphs - in which to address "what our discussion added to my own understanding of the Women's Rights equalized with the Human Rights?"



use this link to contribute to the group discussion SUMMARY for the Week 2. Education
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Please post your comments on the readings on the Week 5 theme: Violence Against Women




.
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Please post your comments and start a discussion about reproductive rights
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please start a discussion for the week 3 B material on social intervention vs medical intervention or any other related topics

the Week 4 discussion is here

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