Deck 3: Globalization, Development, and Relief

Question 1

How are indigenous people regularly reminded of their connections to the natural world?

A) Through stories and ceremonies
B) By environmentalists
C) Through education in traditional schools
D) Through interactions with other groups

Answer 1

A

Question 2

According to Mankiller, what other characteristic is shared by many Indigenous Peoples?

A) A drive to progress
B) A desire for success in the modern economy
C) A sense of responsibility for one another
D) A sense of respect for authority

Answer 2

C

Question 3

How do stereotypes of indigenous people often characterize them?

A) As innocent and child-like
B) As troubled savages
C) As diverse groups
D) Both a and b

Answer 3

D

Question 4

What does Mankiller see as a great challenge for Indigenous Peoples in the 21^st century?

A) To develop ways of passing on traditional knowledge systems
B) To learn to live in changed environments
C) To integrate more seamlessly with global techno-culture
D) To learn from and repeat history

Question 5

Many tribal governments today exercise a range of sovereign rights, including:

A) Their own police departments.
B) Their own courts.
C) Their own hospitals.
D) All of the above.

Question 6

From the 1970s onward, Japan's import of tuna increased due to:

A) Depletion of local tuna stocks.
B) Increasing demand for Sushi in the United States.
C) Changes in fishing regulations and pressures from environmental groups.
D) The invention of sashimi in Japan.

Question 7

When Japanese food was first introduced to the United States:

A) Sushi was extremely popular in high-end restaurants.
B) Traditional sushi was considered unpalatable by most Americans.
C) Sushi was only popular in coastal areas where Bluefin tuna had been eaten for years.
D) Sushi became popular after other forms of uncooked fish such as ceviche.

Question 8

For Americans today who enjoy Bluefin tuna sushi, the best quality fish:

A) Comes from Japan, even if it is first sold to Japan from America.
B) Is the freshest, usually from whichever coastal region is closest.
C) Comes directly from Spanish fisheries.
D) Is sold and marketed by American fishermen in New England.

Question 9

Spanish fishers in the Mediterranean rely on huge fish traps called almadraba. These types of traps were:

A) Designed by Japanese engineers to provide for the sushi market.
B) Copied from a French purse seine design.
C) Developed using a fish-based machine-learning algorithm.
D) Already in use in the late 16^th century along the Spanish coast.

Question 10

The case of sushi shows that globalization:

A) Can maintain the importance of cultural labels.
B) Erases and homogenizes cultural differences.
C) Leads to continual increases in fish prices.
D) Results in democratic control of resources.

Question 11

What Malagasies call vola mafana (hot money) is:

A) Stolen money.
B) Money that is spent quickly once it is earned.
C) Money that is misused.
D) Money that is only used for food and medicine.

Question 12

In Madagascar, the global rosewood market has been:

A) A volatile source of unpredictable income for some residents.
B) An important tool for lifting most Malagasy farmers out of subsistence-level poverty.
C) Unable to bring any Malagasy citizens into true wealth.
D) Identified as part of a Chinese money-making machine.

Question 13

Conditions on international loans that require implementation of free-market and neoliberal policies often go along with:

A) Structural-adjustment programmes.
B) The global rosewood market.
C) The global vanilla market.
D) Hot-money spending policies.

Question 14

For many Malagasy vanilla workers, the use of vanilla in the Global North is:

A) Known due to the bakeries of French colonialism.
B) Presumed to be part of the perfume industry.
C) Well known through oral history, since the trade is so old.
D) A puzzling mystery, since luxury use seems to be an insufficient answer.

Question 15

The use of hot money in Madagascar is:

A) Entirely by men.
B) A highly gendered practice with both men and women participating.
C) Mostly by women for jewelry and home items.
D) Equally practiced regardless of gender.

Question 16

The giving of alms in Muslim society is called zakat and is:

A) Fixed at 2.5% of annual gains among Sunni Muslims.
B) Variable depending on income.
C) Fixed at 10% of income.
D) Recommended for most Muslims.

Question 17

Waqf is not a form of alms-giving, rather it consists of:

A) Additional cash donations above the percentage dictated by zakat.
B) Donations of personal property in perpetuity, with income dedicated to some cause.
C) Taxes drawn from personal property to support technology.
D) Donations of personal property which are sold, after which income goes into a central funs.

Question 18

The heart of Ilahiane's idea was to:

A) Request donations of technological infrastructure as a form of wafq.
B) Use income from wafq to support the adoption of technology.
C) Combine zakat and wafq to construct centralized national infrastructure.
D) Use technological advances to manage networks of wafq.

Question 19

How is the creation of a wafq system for the development of technology in the Sidi Zouine Quranic School an example of applied anthropology?

A) It relies on an understanding and integration of local institutions for community development.
B) It is an extension of globalization processes already at work in Morocco.
C) The implementation of this program relies on teaching ethnographic methods.
D) Studies of new technology are increasingly prevalent in anthropology.

Question 20

Ilahiane was able to build and develop this business model in part because:

A) He grew up in a Muslim culture and had familiarity with charitable Islamic institutions.
B) As an anthropologist, he was able to "study up" within banks and other institutions.
C) One-time gifts of technology are an important part of Islamic tradition.
D) He was unfamiliar with local traditions, and so was able to bring in a traditional Western business model.

Question 21

Short-term overseas service learning programs sometimes fall short by:

A) Failing to link coursework with service.
B) Suggesting that students can do good in a short time.
C) Over-preparing students, thus reducing spontaneous encounters.
D) Failing to model education after development strategies.

Question 22

How do the faculty at Mercer discuss the causes of poverty?

A) In terms of structural violence.
B) In terms of the contradictions of global capitalism.
C) In terms of lacks-lack of health care, education, irrigation.
D) They rarely discuss causes-only solutions.

Question 23

According to Bourdon, the way that we see our own involvement in perpetuating suffering is strongly influenced by:

A) The level of suffering in our own lives.
B) Our religious beliefs.
C) How we define suffering.
D) Our feelings toward strangers.

Question 24

Why do faculty feel that it is easier for students to sympathize with poverty abroad rather than at home?

A) Students perceive those in developing countries as the "worthy poor."
B) Poverty at home is uncomfortable to discuss.
C) Poverty abroad is easier to solve since it is less complex.
D) Poverty at home is less prevalent.

Question 25

For students participating in the program at Mercer, most saw:

A) The "worthy poor" as the biggest beneficiaries.
B) The students themselves as primary beneficiaries.
C) The goals of the program as primary beneficiaries.
D) The Christian mission as an unimportant factor.

Question 26

What does Dr. Johnson see as one of the major benefits of anthropological fieldwork?

A) The ability to help people in other parts of the world.
B) The ability to see the world through other people's eyes.
C) An increase in the prevalence of cultural relativism.
D) An increased ability to fashion a professional persona.

Question 27

How does Dr. Johnson define action-oriented research?

A) Work done in the public interest, often in partnership with affected communities.
B) Advocacy work in which the anthropologist represents the interests of indigenous people.
C) Applied anthropology within organizations.
D) Research that is shared publically via the internet or other media.

Question 28

Based on the readings in this section, discuss three effects of globalization on culture. Be sure to cite evidence from the text to support your claims.

Question 29

Several of the readings in this section deal with development-intentional economic change, often funded or facilitated by outside organizations. What cultural considerations should people keep in mind when doing international development work? Provide two examples from the text.

Question 30

Describe the process of cultural hybridization - ongoing cultural mixing and synthesizing -under globalization. Provide examples from the text to support your points.

Question 31

What are some forms of humanitarianism other than economic development? Cite examples from the text to support your points.

Question 32

Globalization is often just anther form of colonialism. Agree or disagree with this statement, and provide examples from the text to support your argument.