...Gilded Age in America is a particular subject of analysis that Voices of Freedom: A Documentary History (Seventh Edition), Chapter 16, delves into. The word "gilded," which was coined by Mark Twain and Charles Dudley Warner, accurately describes the contradictory character of the time, in which wealth concealed more serious social divides. Through primary sources like Andrew Carnegie's 1889 “Gospel of Wealth” and William...
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...vehicles so desirable. However, when a product is so widely used, its faults can add up to massive unwanted side effects. For example, global warming is one of the side effects that motor vehicles play a major part in what scientists call the most serious environmental problem the world faces which is the carbon dioxide (CO2) that emitted as the engine burns fuel. However, people might argue that greenhouse gas pollution which causes global warming comes from numerous sources that any single contribution seems small in proportion to the world total; collectively it becomes a vast problem especially automobile is everywhere around the world. To address a problem of such scale requires international agreements and national, states and local policies. However, making good on such commitments will require changes in how we manage every activity that contributes to the problem. For example, how much should we cut and where, and/or promo what programs to save ourselves? To answer this question, we need a clear picture of which sources contribute most to global warming. And from that point onward, we can discuss the significant of switching from automobile to public transportation. Afterward, we will be able to solve the question – is it better by just switching? What Costs Global Warming? How Damage Right Now? First, we need to understand what is global warming especially it roses up...
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...Zeitgeist: Moving Forward From Wikipedia, the free encyclopedia Zeitgeist: Moving Forward | | Directed by | Peter Joseph | Produced by | Peter Joseph | Music by | Peter Joseph, Lili Haydn and Yes | Edited by | Peter Joseph | Distributed by | GMP LLC | Release date(s) | * January 15, 2011 | Running time | 161 minutes | Country | United States | Language | English | Zeitgeist: Moving Forward is the third installment in Peter Joseph's Zeitgeist film trilogy. The film premiered at the JACC Theater in Los Angeles on January 15th 2011 at the Artivist Film Festival[1] and released online. As of May 2014, the film has over 22 million views on YouTube.[2] Contents * 1 Content * 1.1 Part I: Human Nature * 1.2 Part II: Social Pathology * 1.3 Part III: Project Earth * 1.4 Part IV: Rise * 2 Interviewees * 3 Award * 4 Reception * 5 See also * 6 References * 7 External links Content The film is arranged into four parts. Each part is an amalgam of interviews, narration and animated sequences.[3] Part I: Human Nature The film begins with an animated sequence narrated by Jacque Fresco. He describes his adolescent life and his discontinuation of public education at the age of 14 and describes his early life influences. Human behavior and the nature vs. nurture debate is discussed. Robert Sapolsky sums up his opinion of the nature vs. nurture debate in which he refers to it as a "false dichotomy." The film then says that it is neither nature...
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...CHAPTRE ONE INTRODUCTION 1.1Background to the study Increasing income to poor people has the vital importance in the development of any country. In this new era of globalization poverty is still a worldwide problem unlikely over and the past decades whereby inspite of increasing inequality in wealth between different part of the world the problem of spreaded localized war was dominant and the newly issues such as environmental degradation, international debt, religious fundamentalism and other form of competing, collectively identify both the potential the social dislocation turning to worldwide chaos. The concept of poverty is still debatable and this result into various dimension as far as the conceptual complexity has been understood in a series of fault line including individuals or household measures private consumption only or private consumption in plus publicly provided goods, monetary or monetary plus non-monetary components of poverty, snapshots or timeline, actual or potential poverty, stocks or flow measures of poverty, in put or output measures, absolute or relative poverty. The world bank target of reducing by one-half the portion of people on extreme poverty by 2015 requires the criterion for deciding if an individual or household is poor, it does this in economic term by measuring the persons income and establishing poverty line which represent an income level below which a person is held to be in extreme poverty (Allen etal, 2004) Poverty means lack of...
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...Email: ramona.perez@qc.cuny.edu Office hours: Th 2-3 PM, PH 315H COURSE DESCRIPTION This course is an introduction to the range of human diversity through an exploration of the peoples of the world. We will cover the basic concepts, theories, and methods that anthropologists use to study variations in cultural norms and social practices, economic systems and rules of law, social organization and patterns of inequality, identity and worldview, and patterns of social and cultural change. Focusing on the culture concept and the method of ethnography, we begin with the historical foundations of anthropology and then follow its attempts to understand contemporary human cultures. Comparative analysis of multiple ethnographic case studies and major theoretical approaches illuminates the range of human diversity, the forces that shape cultures, and how people adapt to a rapidly changing modern world. The central objectives of this course are to develop your intellectual skills, your cross-cultural fluency, and your sense of civic and moral engagement in global society. I hope that this course inspires many of you to become anthropology majors or minors, and grants each of you an anthropological perspective on your own life. REQUIREMENTS This is an intensive course that requires full participation from every student. You must attend all lectures, study all the assigned materials before the class for which they are listed, complete required assignments, actively participate...
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...companies controlling global mass media has significantly shrunk in recent years. Bagdikian (2004) notes that in 1983, 50 corporations controlled the vast majority of all news media in the USA, but by 2004 media ownership was concentrated in seven corporations. Curran (2003) notes that ownership of British newspapers has always been concentrated in the hands of a few powerful ‘press barons’, e.g. in 1937 four men owned nearly one in every two national and local daily newspapers sold in Britain. Today, seven powerful individuals dominate the ownership of British national daily and Sunday newspapers. The content of commercial terrestrial television is mainly controlled by one company, ITV plc, whilst access to satellite, cable and digital television in Britain is generally controlled by two companies – News Corp, (owned by Rupert Murdoch) which owns BSkyB, and Virgin Media (owned by Richard Branson). Global conglomeration KEY POINT - The major difference in media ownership and control compared with forty years ago is the movement of media corporations into the global marketplace. The major media companies are now global conglomerations – transnational corporations (TNCs) with a presence in many countries. Horizontal and vertical integration Ownership and control of the mass media is a complex business as the following examples illustrate. Some media companies are characterised by horizontal integration or cross media ownership – this refers to the fact that global media corporations...
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...Guggenheim Paramount Vantage and Participant Media, 2010. Approximately 90 minutes. ________________________________________________________________________ Reviewed by Joseph Flynn, Northern Illinois University Introduction Waiting for Superman is the latest documentary by the Academy Award winning director Davis Guggenheim. Guggenheim also directed An Inconvenient Truth, the Al Gore documentary about climate change and global warming. What made An Inconvenient Truth such a masterwork was that it presented stark and incontrovertible information about the destruction of our environment and further challenged the viewers to do something about it. Waiting for Superman follows a similar formula. It presents the viewer with an incredible amount of troubling information about our public schools and models of seemingly progressive advocates for change. The data represented is also properly cited on-screen, differentiating it from personal polemics like Michael Moore’s Bowling for Columbine and Fahrenheit 9-11. It concludes with a challenge to act for the best interests of our nation’s youths; the end credits include a web site where viewers can go for ideas. That makes it difficult to speak negatively about the film, but upon a closer analysis we find that most of the information presented in the film is over-generalized and highly debatable. The problem with the film, ultimately, is that it is true and false, comprehensive and incomplete. Framing the Film The film begins with Geoffrey Canada...
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...BORN INTO BROTHELS COMPANION CURRICULUM BORN INTO BROTHELS COMPANION CURRICULUM DIRECTED BY ZANA BRISKI AMNESTY INTERNATIONAL USA HUMAN RIGHTS EDUCATION PROGRAM ACKNOWLEDGEMENTS THE HUMAN RIGHTS EDUCATION PROGRAM AT AMNESTY INTERNATIONAL USA WOULD LIKE TO RECOGNIZE THE FOLLOWING CONTRIBUTORS OF THIS CURRICULUM GUIDE. WITHOUT THEIR DEDICATION, HARD WORK AND PERSONAL COMMITMENT TO THE ISSUES THAT EMANATE FROM THE FILM, THIS GUIDE WOULD NOT HAVE BEEN POSSIBLE. WRITERS CLARE GARVIE SHEETAL KHEMCHANDANI HEATHER SHPIRO EDITORS CLARE GARVIE SHEETAL KHEMCHANDANI MELISSA ROBINSON CONTRIBUTORS KIM ALLEN MARY ARCHER ADDIE BOSTON REBECCA CATRON SAMANTHA LEE SONAM DOLKER EMILY LESSER KAREN ROBINSON MELISSA ROBINSON 2 ACKNOWLEDGEMENTS TABLE OF CONTENTS INTRODUCTION FROM THE FILMMAKER | 4 FROM THE EDITORS | 5 MOVIE DISCUSSION GUIDE | 7 LESSON 1 PERSONAL AND COLLECTIVE RESPONSIBILITY | 9 APPENDIX 1 – Handouts | 18 THE TRANSORMATIVE POWER OF ART | 23 APPENDIX 2 – Handouts | 32 DISCRIMINATION AND THE RIGHT TO EDUCATION | 49 APPENDIX 3 – Handouts | 54 FILM CLIPS | 61 GLOSSARY OF TERMS | 63 OPTIONAL TEACHER RESOURCE 1 – Red Light Districts around the World | 65 OPTIONAL TEACHER RESOURCE 2 – Q&A about the Calcutta Red Light District | 68 OPTIONAL TEACHER RESOURCE 3 – Fact Sheet on Internally Displaced Peoples and Refugees | 70 OPTIONAL TEACHER RESOURCE 4 – Timeline of Conflict in Bosnia/Herzegovina | 72 LESSON 2 LESSON 3 ADDITIONAL RESOURCES RESOURCE STRENGTHENING FEEDBACK FORM...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...Global Financial Crisis: The 2007–2012 global financial crisis, also known as the Global Financial Crisis (GFC), late-2000s financial crisis or the second "Great Recession", is considered by many economists to be the worst financial crisis since the Great Depression of the 1930s.[1] It resulted in the collapse of large financial institutions, the bailout of banks by national governments and downturns in stock markets around the world. In many areas, the housing market also suffered, resulting in numerous evictions, foreclosures and prolonged unemployment. It contributed to the failure of key businesses, declines in consumer wealth estimated in trillions of US dollars, and a significant decline in economic activity, leading to a severeglobal economic recession in 2008.[2] The financial crisis was triggered by a complex interplay of valuation and liquidity problems in the United States banking system in 2008.[3][4] The bursting of the U.S. housing bubble, which peaked in 2007, caused the values of securities tied to U.S. real estate pricing to plummet, damaging financial institutions globally.[5][6] Questions regarding bank solvency, declines in credit availability and damaged investor confidence had an impact on global stock markets, where securities suffered large losses during 2008 and early 2009. Economies worldwide slowed during this period, as credit tightened and international trade declined.[7] Governments and central banks responded with unprecedented fiscal stimulus...
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...consumers were being denied loans for mortgages and college tuition. After the nine-day U.S. stock market plunge, the head of the International Monetary Fund (IMF) had some sobering words: “Intensifying solvency concerns about a number of the largest U.S.-based and European financial institutions have pushed the global financial system to the brink of systemic meltdown.” It has been maintained that huge economy inequalities coupled with low rate of profit in the US economy contributed to an increased capital flow to the financial sector and the increasing provision of credit to US workers whose real incomes had declined. Under auspices of financial innovations, debt was sold in complex new financial products to investors. Cheap and apparently riskless lending drove the rising leverage of investments. ‘Securitization’ helped to spread the risks to global financial markets and deficient government regulation facilitated these developments. A huge asset bubble developed in the US housing sector and burst as a result of high interest rate. Consequently, the world witnessed massive waves of defaults, institutional insolvency and a severe credit crunch. Introduction The global financial crisis led to the collapse of large financial institution, bailout of banks...
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...language, religion, ethnicity and mindset. It is a nation of extensive inconsistencies, with its emergence in the global market as opposed to its restricted economy of labour, capital and knowledge. However these inconsistencies are caused by the contradictory national and managerial mindset goes on to the confidence Indians have in their abilities and future. Bever et al (2005) found, in a study by McKinskey Quaterly, that Indian managers tend to be more optimistic as compared to the others, whereas in reality, it has been seen in only a few industries and corporations. The reason for these inconsistencies could be due to the history and culture behind the management styles. For instance, they are shaped by family dominance, rigid bureaucracy in government structures, and absence of professionalism in managers. Some areas that need attention are ethical indecency, labour laws and human resource management that should be attended. Also of equal consideration is the protectionist culture inspired by socialist economics, which was formed after independence in 1947, when the government-bred regulations fenced the influx of foreign opposition. It created inefficiencies and status-quo that triggered corruption and poor governance (Davis et al., 2005) However, evidence show India’s potential channeling into performance. This transformation can be fostered by the prominent global industries like software services, automobiles, bio-technology and pharmaceuticals. Ranking as the fourth largest...
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...Graduate School of Development Studies A Research Paper presented by: Celeste Aida Molina Fernández (Guatemala) in partial fulfilment of the requirements for obtaining the degree of MASTERS OF ARTS IN DEVELOPMENT STUDIES Specialisation: Rural Livelihoods and Global Change (RLGC) Members of the examining committee: Prof. Dr Max Spoor Prof. Dr Peter Knorringa The Hague, The Netherlands November, 2010 Disclaimer: This document represents part of the author’s study programme while at the Institute of Social Studies. The views stated therein are those of the author and not necessarily those of the Institute. Research papers are not made available for circulation outside of the Institute. Inquiries: Postal address: Institute of Social Studies P.O. Box 29776 2502 LT The Hague The Netherlands Location: Kortenaerkade 12 2518 AX The Hague The Netherlands Telephone: +31 70 426 0460 Fax: +31 70 426 0799 Acknowledgments I would like to express my deepest appreciation to all the people who in one way or another contributed to the completion of this study, especially the interviewees, who generously shared their time and knowledge about the coffee sector in Ethiopia. My sincerest appreciation goes to Bilisuma Dito, who first introduced me to the ECX and provided me with key contacts for the fieldwork. Many thanks to Martha Kibru, Saba Yifredew...
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...Social Change and Modernity Edited By Hans Haferkamp and Neil J. Smelser UNIVERSITY OF CALIFORNIA PRESS Berkeley Los Angeles Oxford © 1992 The Regents of the University of California INTRODUCTION Hans Haferkamp and Neil J. Smelser Haferkamp is grateful to Angelika Schade for her fruitful comments and her helpful assistance in editing this volume and to Geoff Hunter for translating the first German version of parts of the Introduction; Smelser has profited from the research assistance and critical analyses given by Joppke. 1. Social Change and Modernity Those who organized the conference on which this volume is based—including the editors— decided to use the terms "social change" and "modernity" as the organizing concepts for this project. Because these terms enjoy wide usage in contemporary sociology and are general and inclusive, they seem preferable to more specific terms such as "evolution" "progress," "differentiation," or even "development," many of which evoke more specific mechanisms, processes, and directions of change. Likewise, we have excluded historically specific terms such as "late capitalism" and "industrial society" even though these concepts figure prominently in many of the contributions to this volume. The conference strategy called for a general statement of a metaframework for the study of social change within which a variety of more specific theories could be identified. 2. Theories of Social Change Change is such an evident feature of...
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