...Inequality for All After watching this extra-ordinary and well presented idea of inequality in United States of America by Robert Reich I kept on thinking for hours as I see many of the workers all around every time and every day I come across so many people who are low-waged and living a middle class life. I feel myself as one of those middle-class person as I see them surviving the odds and still trying to lead a respectable life. Since I got deeply touched by the documentary here are some points that I would like to discuss regarding my reflection about inequality for all. Inequalities of many kinds exist in our society. The society itself is a big structure of many social divisions. We can divide any society in many social groups like religion, caste, class, sexism, racism etc etc. The biggest difference in all of us comes with class that is lead by our capacity to consume. The main criteria for division in social class are dominated by occupation and property. We can never fully eliminate this inequality factor among us, however it can be managed by state to provide welfare to its citizens. Here, our main focus is inequality of social class. The distribution of wealth is unequal and half of the wealth of entire country is possessed by only few men. Giant fast-food companies have the largest gap between the pay of CEOs and workers of any industry, with a CEO-to-worker compensation ratio of more than 1,000-to-one. The practical choice isn’t between capitalism and Welfare-state...
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...The documentary I chose to watch for this assignment was the film 13th. The film, which entails the discussion of the 13th amendment, talks about the racial inequality in America and the rising prison incarceration rates that have resulted due to many factors, such as the vagueness of the 13th amendment. The film includes a variety of speakers to discuss the issue. One of the claims made by a speaker was the claim that the 1915 film “Birth of a Nation” was almost directly responsible for the rebirth of the KKK in the 20th century. The speaker elaborated on this claim by saying the film depicted certain actions that the KKK committed later on, such as burning crosses. It was described as “life imitating art”. In addition, terroristic actions committed by the KKK were said to be more accepted by society because of the film. Another claim made in the documentary was the claim that legal segregation between whites and African Americans was a more formal method of terrorism. This claim was backed up by the fact that segregation laws were passed specifically to push blacks to a lower class than whites. Although by definition terrorism is technically...
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...and social injustices in society. The 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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...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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...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 nor nurture that solely shapes human behavior, but the combination of both. Disease, criminal activity and addictions are also discussed. The overall conclusion of Part I is that social environment and cultural conditioning play a large part in shaping human behavior.[citation needed] Part II: Social Pathology John Locke...
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...ANTHROPOLOGY 101 Introduction to Cultural Anthropology Queens College / CUNY, Spring 2015 TuTh 12:15-1:30PM, Kiely 150 Professor: Ramona Lee Pérez, PhD 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...
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...make today’s 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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...Same Sex Marriage and Religion In the 21st century, the controversial debates about the LGBT (Lesbian Gay Bisexual Transgender) community and their rights are becoming more and more common in the media. Over millennia, same sex relationships have transformed from a socially accepted way of living in ancient times, to a social taboo with the birth of Christianity, and finally into a widely accepted way of living in the 21st century. Most sources of media, especially television shows have embraced this evolution and have become supporters of the LGBT community, these shows include some of the most popular series around the world such as Glee, Pretty Little Liars, Doctor Who, Grey’s Anatomy, and many more. Furthermore, many influential people are part of or advocates for the LGBT community. For instance, Madonna, Janet Jackson, Christina Aguilera, Ellen DeGeneres and many more. Today I will talk about the history of LGBT rights and evaluate the supporting arguments and opposing arguments of this topic in today’s society by assessing a host of different media sources, including newspaper articles, magazine articles, and documentaries. First of all, I will present the history of LGBT rights and assess to what extent society has changed its views and ideas on this subject. The first evidence found on same sex couples were found in Egyptian hieroglyphics and old Mesopotamian records which demonstrated same sex relationships were accepted in their community. (Eskridge) Although this...
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...Barbara Jeanne Fields Slavery, Race and Ideology in the United States of America Two years ago, a sports announcer in the United States lost his job because he enlarged indiscreetly—that is, before a television audience—upon his views about ‘racial’ differences. Asked why there are so few black coaches in basketball, Jimmy ‘the Greek’ Snyder remarked that black athletes already hold an advantage as basketball players because they have longer thighs than white athletes, their ancestors having been deliberately bred that way during slavery. ‘This goes all the way to the Civil War,’ Jimmy the Greek explained, ‘when during the slave trading . . . the owner, the slave owner would breed his big black to his big woman so he could have a big black kid, you see.’ Astonishing though it may seem, Snyder intended his remark as a compliment to black athletes. If black men became coaches, he said, there would be nothing left for white men to do in basketball at all. Embarrassed by such rank and open expression of racism in the most ignorant form, the network fired Jimmy the Greek from his job. Any fool, the network must have decided, should know that such things may be spoken in the privacy of the 95 locker-room in an all-white club, but not into a microphone and before a camera. Of course, Jimmy the Greek lays no claim to being educated or well informed. Before he was hired to keep audiences entertained during the slack moments of televised sports events, he was...
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...After studying this section, you should be able to understand: • trends and patterns in ownership and control of a range of mass media • the theoretical perspectives on the relationship between ownership and control of the media Trends in ownership and control KEY POINT - Recent trends in media ownership and control suggest that the number of 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...
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..._____ 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, a dynamic educator and social activist who, as founder and Chief Executive Officer of the Harlem Children’s Zone, has created significant success...
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...GENDER RELATIONS AND DIVORCE AMONG THE ELITES A CASE STUDY OF GULU MUNICIPALITY BY HENRY EGYEYU ABSTRACT This study is aimed at establishing the relationship between Gender relations and Divorce such that possible approaches are sought to mitigate them. The study set out to assess the sex-differentiated impact of divorce, which are normally part of family life. These include changes in residences by children to accommodate changes in their relationships with their parents, changes in parental employment, remarriage, and stepfamily formation still; most children suffer from declining father. The study found that such changes affect individuals within households differently. Some lose while others gain. Women, however, have been singled out as the most affected. Changes in marriage and divorce laws and policies have further affected individual household members in different ways that is, children live in many different family forms, but the most common pattern is that they live with their mothers and have less contact with their fathers. As a result, a common alteration that children are forced to make is an adjustment to life without their father at home. Most children share time between the mother's household and the father's household, and families are creative in finding ways for children to maintain meaningful relationships with both parents involvement after divorce The conflicts over ownership of...
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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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...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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...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 Choice a. You will have 55 minutes to answer 70 Questions. b. Each question has options A, B, C, and D. c. Questions are divided evenly between the five course themes (20% each) and six periods. d. Each questions addresses one of the four historical thinking...
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