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Subsistence agriculture occurs when farmers grow food crops to meet the needs of themselves and their families on smallholdings. Subsistence agriculturalists target farm output for survival and for mostly local requirements, with little or no surplus. Planting decisions occur principally with an eye toward what the family will need during the coming year, and only secondarily toward market prices. Tony Waters, a professor of sociology, defines "subsistence peasants" as "people who grow what they eat, build their own houses, and live without regularly making purchases in the marketplace." Despite the self-sufficiency in subsistence farming, today most subsistence farmers also participate in trade to some degree. Although their amount of trade as measured in cash is less than that of consumers in countries with modern complex markets, they use these markets mainly to obtain goods, not to generate income for food; these goods are typically not necessary for survival and may include sugar, iron roofing-sheets, bicycles, used clothing, and so forth. Many have important trade contacts and trade items that they can produce because of their special skills or special access to resources valued in the marketplace. Most subsistence farmers today operate in developing countries. Subsistence agriculture generally features: small capital/finance requirements, mixed cropping, limited use of agrochemicals (e.g. pesticides and fertilizer), unimproved varieties of crops and animals, little or no surplus yield for sale, use of crude/traditional tools (e.g. hoes, machetes, and cutlasses), mainly the production of food crops, small scattered plots of land, reliance on unskilled labor (often family members), and (generally) low yields. +
Agriculture or farming is the practice of cultivating plants and livestock. Agriculture was the key development in the rise of sedentary human civilization, whereby farming of domesticated species created food surpluses that enabled people to live in cities. The history of agriculture began thousands of years ago. After gathering wild grains beginning at least 105,000 years ago, nascent farmers began to plant them around 11,500 years ago. Sheep, goats, pigs and cattle were domesticated over 10,000 years ago. Plants were independently cultivated in at least 11 regions of the world. Industrial agriculture based on large-scale monoculture in the twentieth century came to dominate agricultural output, though about 2 billion people still depended on subsistence agriculture. The major agricultural products can be broadly grouped into foods, fibers, fuels, and raw materials (such as rubber). Food classes include cereals (grains), vegetables, fruits, cooking oils, meat, milk, eggs, and fungi. Over one-third of the world's workers are employed in agriculture, second only to the service sector, although in recent decades, the global trend of a decreasing number of agricultural workers continues, especially in developing countries, where smallholding is being overtaken by industrial agriculture and mechanization that brings an enormous crop yield increase. Modern agronomy, plant breeding, agrochemicals such as pesticides and fertilizers, and technological developments have sharply increased crop yields, but cause ecological and environmental damage. Selective breeding and modern practices in animal husbandry have similarly increased the output of meat, but have raised concerns about animal welfare and environmental damage. Environmental issues include contributions to global warming, depletion of aquifers, deforestation, antibiotic resistance, and other agricultural pollution. Agriculture is both a cause of and sensitive to environmental degradation, such as biodiversity loss, desertification, soil degradation, and global warming, all of which can cause decreases in crop yield. Genetically modified organisms are widely used, although some are banned in certain countries.
L’agriculture (du latin agricultura, composé à partir de ager, « champ », et de cultura, « culture ») est un processus par lequel les êtres humains aménagent leurs écosystèmes et contrôlent le cycle biologique d'espèces domestiquées, dans le but de produire des aliments et d'autres ressources utiles à leurs sociétés. Elle désigne l’ensemble des savoir-faire et activités ayant pour objet la culture des sols, et, plus généralement, l’ensemble des travaux sur le milieu naturel (pas seulement terrestre) permettant de cultiver et prélever des êtres vivants (végétaux, animaux, voire champignons ou microbes) utiles à l’être humain. La délimitation précise de ce qui entre ou non dans le champ de l’agriculture conduit à de nombreuses conventions qui ne font pas toutes l’objet d’un consensus. Certaines productions peuvent être considérées comme ne faisant pas partie de l'agriculture : la mise en valeur de la forêt (sylviculture), l’élevage d’animal aquatique (aquaculture), l’élevage hors-sol de certains animaux (volaille et porc principalement), la culture sur substrat artificiel (cultures hydroponiques)… Mis à part ces cas particuliers, on distingue principalement la culture pour l'activité concernant le végétal et l'élevage pour l'activité concernant l'animal. L'agronomie regroupe, depuis le XIXe siècle, l’ensemble de la connaissance biologique, technique, culturelle, économique et sociale relative à l'agriculture. En économie, l’économie agricole est définie comme le secteur d'activité dont la fonction est de produire un revenu financier à partir de l’exploitation de la terre (culture), de la forêt (sylviculture), de la mer, des lacs et des rivières (aquaculture, pêche), de l'animal de ferme (élevage) et de l'animal sauvage (chasse). Dans la pratique, cet exercice est pondéré par la disponibilité des ressources et les composantes de l'environnement biophysique et humain. La production et la distribution dans ce domaine sont intimement liées à l'économie politique dans un environnement global.
Eating (also known as consuming) is the ingestion of food, typically to provide a heterotrophic organism with energy and to allow for growth. Animals and other heterotrophs must eat in order to survive — carnivores eat other animals, herbivores eat plants, omnivores consume a mixture of both plant and animal matter, and detritivores eat detritus. Fungi digest organic matter outside their bodies as opposed to animals that digest their food inside their bodies. For humans, eating is an activity of daily living. Some individuals may limit their amount of nutritional intake. This may be a result of a lifestyle choice, due to hunger or famine, as part of a diet or as religious fasting. +
S'alimenter, manger, se nourrir L’alimentation est le choix et l'intégration de la nourriture (ensemble d'aliments) par un être vivant. Une fois les aliments choisis et intégrés (par exemple par ingestion), les processus de nutrition permettent à l'organisme de survivre et de fonctionner. Chez l'humain, l'alimentation caractérise aussi la manière de récolter, stocker et préparer les aliments, de le cuisiner et de s'alimenter, qui s'intéresse davantage au domaine culturel, social et éthique voire du religieux (tabous alimentaires, jeûne, , etc.). +
An allotment (British English), or in North America, a community garden, is a plot of land made available for individual, non-commercial gardening or growing food plants, so forming a kitchen garden away from the residence of the user. Such plots are formed by subdividing a piece of land into a few or up to several hundred parcels that are assigned to individuals or families. Such parcels are cultivated individually, contrary to other community garden types where the entire area is tended collectively by a group of people. In countries that do not use the term "allotment (garden)", a "community garden" may refer to individual small garden plots as well as to a single, large piece of land gardened collectively by a group of people. The term "victory garden" is also still sometimes used, especially when a community garden dates back to the First or Second World War. The individual size of a parcel typically suits the needs of a family, and often the plots include a shed for tools and shelter, and sometimes a hut for seasonal or weekend accommodation. The individual gardeners are usually organised in an allotment association, which leases or is granted the land from an owner who may be a public, private or ecclesiastical entity, and who usually stipulates that it be only used for gardening (i.e., growing vegetables, fruits and flowers), but not for permanent residential purposes (this is usually also required by zoning laws). The gardeners have to pay a small membership fee to the association, and have to abide by the corresponding constitution and by-laws. However, the membership entitles them to certain democratic rights. +
Les jardins familiaux, ou jardins ouvriers, apparus à la fin du XIXe siècle, sont des parcelles de terrain mises à la disposition des habitants par les municipalités. Ces parcelles, affectées le plus souvent à la culture potagère, furent initialement destinées à améliorer les conditions de vie des ouvriers en leur procurant un équilibre social et une autosubsistance alimentaire. En France, les jardins ouvriers prendront dans le langage officiel (pas dans le langage courant) l'appellation de jardins familiaux après la Seconde Guerre mondiale. Aujourd'hui, ils bénéficient d'un regain d'intérêt en contribuant à créer à proximité des villes des « oasis de verdure » qui sont utiles face à la menace du réchauffement climatique. Ils répondent aussi aux préoccupations actuelles de produire localement des légumes par des catégories de population à faibles revenus et participent à créer du « lien social » dans les zones urbanisées. +
Alter-globalization (also known as alternative globalization or alter-mundialization—from the French alter-mondialisation—and overlapping with the global justice movement) is a social movement whose proponents support global cooperation and interaction, but oppose what they describe as the negative effects of economic globalization, considering it to often work to the detriment of, or to not adequately promote, human values such as environmental and climate protection, economic justice, labor protection, protection of indigenous cultures, peace and civil liberties. The name may have been derived from a popular slogan of the movement, namely "another world is possible", which came out of the World Social Forum. The alter-globalization movement is a cooperative movement designed to "protest the direction and perceived negative economic, political, social, cultural and ecological consequences of neoliberal globalization". Many alter-globalists seek to avoid the "disestablishment of local economies and disastrous humanitarian consequences". Most members of this movement shun the label "anti-globalization" as pejorative and incorrect since they actively support human activity on a global scale and do not oppose economic globalization per se. Instead they see their movement as an alternative to what they term neo-liberal globalization in which international institutions (the World Trade Organization, World Bank, International Monetary Fund and the like) and major corporations devote themselves to enriching the developed world while giving little or no attention to what critics say are the detrimental effects of their actions on the people and environments of Less Developed Countries, countries whose governments are often too weak or too corrupt to resist or regulate them. This is not to be confused with proletarian internationalism as put forth by communists in that alter-globalists do not necessarily oppose the free market, but a subset of free-market practices characterized by certain business attitudes and political policies that they say often lead to violations of human rights.
Anthropomorphism is the attribution of human traits, emotions, or intentions to non-human entities. It is considered to be an innate tendency of human psychology. Personification is the related attribution of human form and characteristics to abstract concepts such as nations, emotions, and natural forces, such as seasons and weather. Both have ancient roots as storytelling and artistic devices, and most cultures have traditional fables with anthropomorphized animals as characters. People have also routinely attributed human emotions and behavioral traits to wild as well as domesticated animals. +
L’anthropomorphisme est l'attribution de caractéristiques du comportement ou de la morphologie humaine à d'autres entités comme des dieux, des animaux, des objets, des phénomènes, des idées et voire à des êtres d'un autre monde le cas échéant. Dérivé du grec ancien ἄνθρωπος / ánthrōpos (« être humain ») et μορφή / morphḗ (« forme »), le terme a été crédité au milieu des années 1700. Le terme est créé par le baron d'Holbach et développé dans son Système de la nature.[réf. nécessaire] Des exemples incluent notamment les animaux et les plantes, ainsi que des forces de la nature comme le vent, la pluie ou le Soleil sont décrits comme des phénomènes à motivations humaines, ou comme possédant la capacité de comprendre et réfléchir. En littérature, on parlera de « personnification ». +
Anti-capitalism is a political ideology and movement encompassing a variety of attitudes and ideas that oppose capitalism. In this sense, anti-capitalists are those who wish to replace capitalism with another type of economic system, such as socialism or communism. +
El término anticapitalismo se refiere a una extensa colección de ideologías, movimientos y actitudes que se oponen en forma total, o parcial, al capitalismo. En general, algunos anticapitalistas pueden estar a favor de algún tipo de colectivismo o comunitarismo económico o social, pero no todos y no necesariamente (existen anticapitalistas que defienden diferentes niveles de propiedad privada). Lo siguiente es una breve descripción de las ideologías, de los puntos de vista y de las tendencias más notables del contracapitalismo. +
L'anticapitalisme regroupe un ensemble de mouvements qui s'opposent au capitalisme. Les aspects visés diffèrent selon les conceptions et peuvent notamment concerner, sans y être limités, le profit et l'importance de l'argent, la spéculation, le salariat, la concurrence économique, les effets considérés comme des effets néfastes du capitalisme sur la société telles les inégalités économiques et sociales qu'il entraîne et la considération de son « immoralité » consécutive, la course d'accumulation induite et ses conséquences pour l'environnement, ou les formes sociales de base du capitalisme. Un spectre politique large et très divers s'est réclamé ou se réclame de l'anticapitalisme. +
L’apprentissage est un ensemble de mécanismes menant à l'acquisition de savoir-faire, de savoirs ou de connaissances. L'acteur de l'apprentissage est appelé apprenant. On peut opposer l'apprentissage à l'enseignement dont le but est de dispenser des connaissances et savoirs, l'acteur de l'enseignement étant l'enseignant. Pour la psychologie inspirée du béhaviorisme, l’apprentissage est vu comme la mise en relation entre un événement provoqué par l'extérieur (stimulus) et une réaction adéquate du sujet, qui cause un changement de comportement qui est persistant, mesurable, et spécifique ou permet à l’individu de formuler une nouvelle construction mentale ou réviser une construction mentale préalable. L’historien Philippe Ariès dans son ouvrage L’enfant et la vie familiale sous l’Ancien Régime (Paris, Seuil, 1975), insiste sur l’importance qu’il convient d’attribuer à l’apprentissage. Il force les enfants à vivre au milieu des adultes, qui leur communiquent ainsi le savoir-faire et le savoir-vivre. Le mélange des âges qu’il entraîne lui paraît un des traits dominants de notre société, du milieu du Moyen Âge au XVIIIe siècle. La psychologie du développement étudie les changements, acquisitions et pertes, de la vie embryonnaire à la mort. L'apprentissage est un concept important étudié par cette discipline. On a découvert en 2016 que l'apprentissage pouvait exister même dans certains organismes unicellulaires. +
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. The ability to learn is possessed by humans, animals, and some machines; there is also evidence for some kind of learning in certain plants. Some learning is immediate, induced by a single event (e.g. being burned by a hot stove), but much skill and knowledge accumulate from repeated experiences. The changes induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be "lost" from that which cannot be retrieved. Human learning starts at birth (it might even start before in terms of an embryo's need for both interaction with, and freedom within its environment within the womb.) and continues until death as a consequence of ongoing interactions between people and their environment. The nature and processes involved in learning are studied in many established fields (including educational psychology, neuropsychology, experimental psychology, cognitive sciences, and pedagogy), as well as emerging fields of knowledge (e.g. with a shared interest in the topic of learning from safety events such as incidents/accidents, or in collaborative learning health systems). Research in such fields has led to the identification of various sorts of learning. For example, learning may occur as a result of habituation, or classical conditioning, operant conditioning or as a result of more complex activities such as play, seen only in relatively intelligent animals. Learning may occur consciously or without conscious awareness. Learning that an aversive event can't be avoided or escaped may result in a condition called learned helplessness. There is evidence for human behavioral learning prenatally, in which habituation has been observed as early as 32 weeks into gestation, indicating that the central nervous system is sufficiently developed and primed for learning and memory to occur very early on in development. Play has been approached by several theorists as a form of learning. Children experiment with the world, learn the rules, and learn to interact through play. Lev Vygotsky agrees that play is pivotal for children's development, since they make meaning of their environment through playing educational games. For Vygotsky, however, play is the first form of learning language and communication, and the stage where a child begins to understand rules and symbols. This has led to a view that learning in organisms is always related to semiosis, and often associated with representational systems/activity.
Architecture is the art and technique of designing and building, as distinguished from the skills associated with construction. It is both the process and the product of sketching, conceiving, planning, designing, and constructing buildings or other structures. The term comes from Latin architectura; from Ancient Greek ἀρχιτέκτων (arkhitéktōn) 'architect'; from ἀρχι- (arkhi-) 'chief', and τέκτων (téktōn) 'creator'. Architectural works, in the material form of buildings, are often perceived as cultural symbols and as works of art. Historical civilizations are often identified with their surviving architectural achievements. The practice, which began in the prehistoric era, has been used as a way of expressing culture for civilizations on all seven continents. For this reason, architecture is considered to be a form of art. Texts on architecture have been written since ancient times. The earliest surviving text on architectural theories is the 1st century AD treatise De architectura by the Roman architect Vitruvius, according to whom a good building embodies firmitas, utilitas, and venustas (durability, utility, and beauty). Centuries later, Leon Battista Alberti developed his ideas further, seeing beauty as an objective quality of buildings to be found in their proportions. Giorgio Vasari wrote Lives of the Most Excellent Painters, Sculptors, and Architects and put forward the idea of style in the Western arts in the 16th century. In the 19th century, Louis Sullivan declared that "form follows function". "Function" began to replace the classical "utility" and was understood to include not only practical but also aesthetic, psychological and cultural dimensions. The idea of sustainable architecture was introduced in the late 20th century. Architecture began as rural, oral vernacular architecture that developed from trial and error to successful replication. Ancient urban architecture was preoccupied with building religious structures and buildings symbolizing the political power of rulers until Greek and Roman architecture shifted focus to civic virtues. Indian and Chinese architecture influenced forms all over Asia and Buddhist architecture in particular took diverse local flavors. In fact, During the European Middle Ages, pan-European styles of Romanesque and Gothic cathedrals and abbeys emerged while the Renaissance favored Classical forms implemented by architects known by name. Later, the roles of architects and engineers became separated. Modern architecture began after World War I as an avant-garde movement that sought to develop a completely new style appropriate for a new post-war social and economic order focused on meeting the needs of the middle and working classes. Emphasis was put on modern techniques, materials, and simplified geometric forms, paving the way for high-rise superstructures. Many architects became disillusioned with modernism which they perceived as ahistorical and anti-aesthetic, and postmodern and contemporary architecture developed. Over the years, the field of architectural construction has branched out to include everything from ship design to interior decorating.
L'architecture est l'art majeur de concevoir des espaces et de bâtir des édifices, en respectant des règles de construction empiriques ou scientifiques, ainsi que des concepts esthétiques, classiques ou nouveaux, de forme et d'agencement d'espace, en y incluant les aspects sociaux et environnementaux liés à la fonction de l'édifice et à son intégration dans son environnement, quelle que soit cette fonction : habitable, sépulcrale, rituelle, institutionnelle, religieuse, défensive, artisanale, commerciale, scientifique, signalétique, muséale, industrielle, monumentale, décorative, paysagère, voire purement artistique. C'est pourquoi l'architecture est définie comme « une expression de la culture ». Elle est reconnue comme le premier des arts majeurs dans la classification des arts, communément admise, du XXe siècle, des 9 arts majeurs et fait partie des beaux-arts. L'Architecture désigne également l'ensemble des connaissances et des techniques de cet art de concevoir et de construire des structures complexes, englobant les édifices terrestres, les espaces et les paysages modifiés par l'homme répondant à des critères architecturaux, les artefacts habitables naviguant sur l'eau et sous l'eau (architecture navale) et dans l'espace (architecture spatiale), que l'humanité a pu imaginer et réaliser au fil des millénaires. L'architecture intègre le domaine de la planification spatiale et met en pratique les méthodes de la planification au service de l'aménagement du territoire et de l'urbanisme. On distingue différentes échelles de la planification spatiale :
* le territoire national : l'aménagement du territoire ;
* la région, le massif ou une bande littorale : la planification régionale ;
* le quartier, la ville, jusqu'à l'agglomération : l'urbanisme ;
* l'îlot ou un groupe de bâtiments dont la composition n'atteint pas la superficie du quartier : la composition urbaine ;
* le bâtiment : l'architecture. C'est ainsi que dans le cadre des études d'aménagement et urbanisme, on retrouve l'architecte le plus souvent autour des réflexions de la composition urbaine via la pratique de la conception urbaine.
La définition de l'art public est incertaine et soumise à des controverses. L'art public est, selon certains, l'ensemble des œuvres réalisées sur commande d'une collectivité publique, étatique ou locale, placées dans l'espace urbain. Certains auteurs incluent les performances théâtrales et actions éphémères. Pour d'autres, art public est un terme générique décrivant les œuvres d'art conçues et exécutées pour être placées dans un espace public, en dehors des espaces explicitement consacrés à l'exposition d'œuvres d'art tels que les musées, galeries, etc.. Une troisième catégorie d'auteurs désigne l’art public comme la volonté d'artistes de se mettre au service du public, hors, voire contre, le cadre institutionnel. +
Public art is art in any media whose form, function and meaning are created for the general public through a public process. It is a specific art genre with its own professional and critical discourse. Public art is visually and physically accessible to the public; it is installed in public space in both outdoor and indoor settings. Public art seeks to embody public or universal concepts rather than commercial, partisan or personal concepts or interests. Notably, public art is also the direct or indirect product of a public process of creation, procurement, and/or maintenance. Independent art created or staged in or near the public realm (for example, graffiti, street art) lacks official or tangible public sanction has not been recognized as part of the public art genre, however this attitude is changing due to the efforts of several street artists. Such unofficial artwork may exist on private or public property immediately adjacent to the public realm, or in natural settings but, however ubiquitous, it sometimes falls outside the definition of public art by its absence of public process or public sanction as "bona fide" public art. +
Art is a diverse range of human activity, and resulting product, that involves creative or imaginative talent expressive of technical proficiency, beauty, emotional power, or conceptual ideas. There is no generally agreed definition of what constitutes art, and its interpretation has varied greatly throughout history and across cultures. In the Western tradition, the three classical branches of visual art are painting, sculpture, and architecture. Theatre, dance, and other performing arts, as well as literature, music, film and other media such as interactive media, are included in a broader definition of the arts. Until the 17th century, art referred to any skill or mastery and was not differentiated from crafts or sciences. In modern usage after the 17th century, where aesthetic considerations are paramount, the fine arts are separated and distinguished from acquired skills in general, such as the decorative or applied arts. The nature of art and related concepts, such as creativity and interpretation, are explored in a branch of philosophy known as aesthetics. The resulting artworks are studied in the professional fields of art criticism and the history of art. +
