Malcolm X and his Views of the"White Man" in America Before and After Mecca

If you order your Cheap Custom Essays from our custom writing service you will receive a perfectly written assignment on Malcolm X and his Views of the"White Man" in America Before and After Mecca. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Malcolm X and his Views of the"White Man" in America Before and After Mecca paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Malcolm X and his Views of the"White Man" in America Before and After Mecca, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Malcolm X and his Views of the"White Man" in America Before and After Mecca paper at affordable prices with cheap essay writing service! Malcolm X was a very important figure for the black race in America during his time. Fighting against racism, oppression and segregation, he was one of Americas leaders for African American democracy and black liberation in the United States. During Malcolm's pilgrimage to the holy City of Mecca, his views of the white race drastically changed within a few months. With the society of America and the orthodox Muslim religion of Islam as his guide, Malcolm had two completely opposite views of whites before and after his trip to Mecca. This change of thought was a very intricate part of Malcolms life, because it helped him see the intricacy of the white and black race problem in America. From this gained knowledge, Malcolm also realizes that the solution of the racial problem in America, is the Muslim religion where both races accept the Oneness of God and become "brothers" despite the differences in color and appearance.

Before Malcolm's pilgrimage, he viewed the white man as the "devil" of the world. From childhood, Malcolm had been looking for an answer or excuse that explained the black man's racial problems in America. With the help of Elijah Muhammad, Malcolm found thought he had fond the answer when he developed the theory of black separation from the white devil. During and Malcolm's pilgrimage, his thoughts changed as he realized and witnessed the truth about the white man throughout the world. Malcolm saw that, both the white and black race could be brother and sister, through Islam

Malcolms childhood had an immediate affect on his views of himself and whites in America. Malcolm witnessed firsthand the violence of racism projected by the white man. Louis Decardo explains this idea as he writes, In the particular sense of racism, Malcolm would come to know from his youth the reality of white racial animosity and innocence toward the black struggle. During Malcolms youth he and his family were harassed and threatened by white racists. Malcolm describes this harassment as he writes, The white kids didnt make any great thing abut us, either. They called us nigger and darkie and Rastus so much that we thought those were our natural names. This had an immediate impact on his perception of the white race as whole. At the mere age of six, the little family suffered an everlasting loss when Malcolms father was murdered by white racists. Louis Decardo describes how Malcolm viewed his father's death as he writes, Like the rest of the family, Malcolm viewed his fathers tragic death through the lens of a racist system. In an interview with Kennith Clark, Malcolm shows his reasoning behind this belief as he states, The police department and various branches of the law were interwoven with that Klan element, so the Klan had the backing of the police, and usually the police had the backing of the Klan. The culmination of Malcolms childhood experiences caused Malcolm to start to develop a feeling of animosity towards the white race. Michael Dyson describes this feeling that Malcolm develops in the passage below

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This experience of racial violence, which Malcolm termed his earliest vivid memory, deeply influenced his unsparing denunciation of white racism during his public career as a Black Nationalist leader.

Another event that had an impact on Malcolm occurred during his schooling when his dreams of becoming a lawyer were broken by Mr. Ostrowski his 8th grade English teacher. Malcolms dreams vanish when Mr. Ostrowski states, But youve got to be realistic about being a nigger. A lawyer -- thats no realistic goal for a nigger. You need to think about something you can be. This conversation forced Malcolm to realize the degree of racism and the lack of equal opportunity that occurred in the Americas society during that time. That event marked the first major change in Malcolms association with and perception of himself in the eyes of the white man in America. This devastating insult caused Malcolm to virtuously abandon his schoolwork and question his identity as a member of the black race. This realization caused Malcolm to search for an identity. Realizing the status of blacks he tries to remake himself into a white person by acquiring a zoot suit, wearing a conk hair cut, walking a diddybop, dancing a lindy hop and most importantly dating a white woman. Malcolm shows this by stating, I was trying as hard as I could to become white. Malcolm finally thinks he has found himself when he adopts the hood mentality, which got him familiar with hoodlums, thieves, dope peddlers, and pimps. This eventually lead to Malcolms seven-year imprisonment at the mere age of 0.

In prison, Malcolm was introduced to the religion of Islam, which guided him to a new and more powerful feeling towards the white race throughout the world. The religion of Islam, the teachings of Elijah Muhammad, a man by the name of John Elton Bembry (whom Malcolm called Bimbi) and Malcolms older brother, Reginald helped lead Malcolm to a new view of history and religion along with this new vision of whites in the world. Bimbi influenced Malcolms decision to take his first steps towards the religion of Islam, which include this new vision. With the quote in mind, If you take one step towards Allah -- Allah will take two steps towards you. Malcolm took his first steps, which were to stop eating pork and to stop smoking cigarettes. Malcolm starts to develop new feelings towards whites when Reginald states, The white man is the devil and when he explained how "slavery had deprived Americas blacks of their cultural roots and left them mentally dead. A piece of this conversation is shown in Malcolms Autobiography as he writes

You dont even know who you are," Reginald had said. You dont even know, the white devil has hidden it from you, that you are a race of ancient civilizations, and riches in gold and kings. You dont even know your true family name, you wouldnt recognize your true language if you heard it. You have been cut off by the devil white man from all true knowledge of your own kind. You have been a victim of the evil of the devil white man ever since he murdered and raped and stole you from your native land in the seeds of your forefathers.

This conversation made Malcolm realize the truth about his race in relation to the white race in America and this discussion is what sparked the fire that Malcolm developed towards whites. Within the next month, Malcolm decided to accept the teachings of Elijah Muhammad," who taught him the natural religion and true knowledge of the black man through the religion of Islam. This passage from Malcolms autobiography shows the true knowledge summed up

The true knowledge, reconstructed much more briefly that I received it, was that history has been whitened in the white mans history books, and that the black man had been brainwashed for hundreds of years. Originally Man was black, in the continent called Africa where the human race had emerged on the planet earth... Human historys greatest crime was the traffic in black flesh when the devil white man went into Africa and murdered and kidnapped to bring to the West in chains, in slave ships, millions of black men, women, and children who were worked and beaten and tortured as slaves. ... The devil white man cut these black people off from all knowledge of their kind, and cut them off from any knowledge of their own language, religion, and past culture, until the black man in America was the earths only race of people who had absolutely no knowledge of his true identity.

As Malcolm became more exposed to Elijah Mohammed's teachings he began to accept them, and he started to look for his own proof for the things that he was hearing. Malcolm begins to read books about the details of black history, which also contributed to his feelings for whites. Malcolm shows what he has learned about black history as he writes, History has been so whitened by the white man that even the black professors have known little more than the most ignorant black man about the talents and rich civilizations of the black man of millenniums ago.

As a preacher, Malcolm represented Elijah Mohammed's and revealed his teachings about the white devil in America. Malcolm had more faith in the teachings of Elijah Muhammad than any other word upon the earth. By now, Malcolm believed the white man was the devil. In Malcolms autobiography he shows his thoughts about the white mans persuasive Christian religion in the passage below

Brothers and sisters, the white man has brainwashed us black people to fasten our gaze upon a blond-haired, blue-eyed Jesus! We are worshiping a Jesus that doesnt even look like us! Oh. yes! Now just bear with me, listen to the teachings of the Messenger of Allah, The Honorable Elijah Muhammad. Now just think of this. The blond-haired, blue-eyed white man has taught you and me to worship a white Jesus, and to shout and sing and pray to this God thats his God, the white mans God. And while we are doing all that, for himself, this blue-eyed devil has twisted his Christianity, to keep his foot on our backs . . . to keep our eyes fixed on the pie in the sky and heaven in the hereafter . . . while he enjoys his heaven right here . . . on this earth . . . in this life.

Malcolm believed that the white man would continue to use the black man and that the white man will never give the black man anything more than token integration. This caused Malcolm to believe in Elijah Mohammed's teachings, which says, the only solution for the black man in America is complete separation from the white man. Through the teachings of Elijah Muhammad, Malcolm also felt that the white man has committed a huge sin against the black race of Africa during slavery, taking these tribal blacks away from their family, culture, and language, to work as slaves in a prejudiced, segregated, and oppressed America. This is shown in Malcolms autobiography as he quotes Elijah Muhammad

You are the planet Earths only group of people ignorant of yourself, ignorant of your own kind, of your true history, ignorant of your enemy! You know nothing at all but what your white slavemaster has chosen to tell you. And he has told you that which will benefit himself and his own kind. He has taught you, for his benefit, that you are a neutral, shiftless, helpless so-called ‘Negro.'

Malcolm believed that this sin was the mark of a devil and that the black man can never forgive it.

Malcolms pilgrimage to Mecca was a very important turning point in his life. Malcolms experiences in Germany and Arab allowed him to view whites and other races outside of America. Malcolm soon realized the difference between American society compared to other societies around the world. This aspect is shown as quoted from Malcolms autobiography, In Europe, wed walk in, any store, every store, and it would be Hello...Europeans act more human, or humane, whichever the right word is. As soon as Malcolm arrived in Frankford, Germany, he immediately noticed the hospitality of all people overseas, which he knew, failed to exist in America. Malcolm was shocked to see white people treating him like their own because he was so used to racism and segregation towards blacks in America. Below is a passage from Malcolms autobiography where he writes about his plane ride to Jetta

Packed in the plane were white, black, brown, red, and yellow people, blue eyes and blond hair, and my kinky red hair -- all together, brothers! All honoring the same God, all in turn giving equal honor to each other. 54

As Malcolms voyage continued, he started to realize how wrong he had been about his previous judgements and beliefs of the white race as a whole especially in America. Malcolm soon realized that his thoughts of the white man were primarily in response to 400 years of slavery and segregation in America and that the Muslim white men could not be held responsible for the sin of slavery that was committed in America. Malcolm explains this concept in the passage below

That is when I first began to reappraise the white man. It was when I first began to perceive that white man, as commonly used, means complexion only secondarily; primarily it described attitudes and actions. In America,white man meant specific attitudes and actions toward the black man, and toward all other non-white men. But in the Muslim world, I had seen that men with white complexions were more genuinely brotherly than anyone else had ever been. That morning was the start of a radical alteration in my whole outlook about white men.

In Arab, during Malcolms pilgrimage, he was awed and astonished when a Muslim white man named Abdel Azzam lodged Malcolm in his suite. Malcolm was so overwhelmed because he knew that this Muslim white man went out his way and was doing Malcolm a favor in spite of the fact that Malcolm was perceived as a white racist by the American press. Malcolm shows this as he writes, The white man...with nothing in the world to gain, had given up his suite to me, for my transient comfort. He had nothing to gain. He didnt need me. He had everything, In-fact he had more to loose than gain. He had followed the American press about me... I was a racist," I was anti white and he from all appearances was white." That experience forced Malcolm to reevaluate Elijah Muhammads white devil theory because Malcolm was taught that the white man was evil and that the white man could not perform good deeds to help blacks.

Everything about the pilgrimage accented the Oneness of Man Under God

The above quote was the theme of Malcolm's pilgrimage to the holy city of Mecca. In Mecca, Malcolm witnessed and participated in the brotherhood of all men composed of all colors through the religion of Islam. In a question asking Malcolm what impressed him the most during his pilgrimage, he answered The brotherhood! The people of all races color, from all over the world coming together as one! It has proven to me the power of the One God. During the pilgrimage Malcolm went through all of the religious ceremonies and rituals alongside men of many races including white men. In Malcolms autobiography he explains this concept in more details

There were tens of thousands of pilgrims, from all over the world. They were of all colors, from blue-eyed blondes to black-skinned Africans. But we were all participating in the same ritual displaying a spirit of unity and brotherhood that my experiences in America handled me to believe never could exist between the white and the non-white.... During the past eleven days here in the Muslim world, I have eaten from the same plate, drunk from the same glass, and slept in the same bed (or on the same rug) -- while praying to the same God -- with fellow Muslims, whose eyes were the bluest of blue, whose hair was the blondest of blond, and whose skin was the whitest of white. And in the words and in the actions and in the deeds of the white Muslims, I felt the same sincerity that I felt among the black African Muslims of Nigeria, Sudan, and Ghana.

As Malcolm continued with his rituals during his Hajj in Mecca, he soon realized the problem of his previous ways of thinking about the race issues in American society. Malcolm identified the color-blindness of the Muslim worlds society and the color-blindness of the Muslims worlds human society, as a mode of influence in his previous ways thinking about the white man. All of these experiences combined to form Malcolm's new view of whites in America.

Each hour here in the Holy Land enables me to have greater spiritual insights into what is happening in America between black and white. The American Negro never can be blamed for his racial animosities -- he is only reacting to four hundred years of the conscious racism of the American whites. But as racism leads America up the suicide path I do believe, from the experiences that I have had with them, that the whites of the younger generation, in the colleges and universities, will see the handwriting on the wall and many of them will turn to the spiritual path of truth -- the only way left to America to ward off the disaster that racism inevitably must lead to . . . We were truly all the same (brothers) -- because their belief in one God had removed the white from their minds, the white from their behavior, and the white from their attitude. I could see from this, that perhaps if white Americans could accept the Oneness of God, then perhaps, too, they could accept in reality the Oneness of Man -- and cease to measure, and hinder, and harm others in terms of their differences in color.

In the past, yes, I have made sweeping indictments of all white people. I will never be guilty of that again -- as I know now that some white people are truly sincere, that some truly are capable of being brotherly toward a black man. The true Islam has shown me that a blanket indictment of all white people is as wrong as when whites make blanket indictments against blacks.

Taking into consideration, Malcolms previous experiences with the white man, it took a unique and powerful experience to change Malcolms views of whites as a whole. Before Mecca, Malcolm had a biased unequal view of the white man. Malcolm envisioned every white man as they appeared in America during and after slavery. Malcolm failed to realize the other Muslim whites throughout the word that worshiped and prayed to the same god as he did. Elijah Muhammad and his teachings of separation through Islam helped fuel Malcolm's misconception of the white man in America.

Malcolm's pilgrimage was the only force that could change his views of whites. Malcolm had been too involved and too persuaded by the teachings of Elijah Muhammad and too mesmerized by racism in America to just abandon his beliefs. Racism and segregation were proof of the "white devil" of America in Malcolm's eyes. Elijah Muhammad's solution to America's racial problem was a feasible one in Malcolm's eyes. This drew Malcolm more closer to the teachings of Elijah Muhammad and the religion of Islam.

In Mecca Malcolm was shocked to see the absence of racism and segregation by the white. Malcolm had became so accustomed to the serrated American society, that he found it hard to comprehend that people of different races could be brothers under the same religion. Malcolm soon realized that the answer to America's racial problem is not separation, but attachment and accepting the Oneness of God through Islam. Malcolm also believed that in Alla's eyes, there is no "white man" and everyone is all the same. When one is in his pilgrimage, the black and white label is removed from man. The pilgrimage is what helped Malcolm see this miscomprehension he had towards the white man. The misconception is that all white man are not "evil," but in-fact many white men throughout the world are brotherly with people of all races and share a common bond through the religion of Islam.

Books

Asante, Molefi Kete. Malcolm X As Cultural Hero And Other Afrocentric Essays. Africa World Press. Trenton, New Jersey, 1

Decardo, Luis A. On the Side of My People A Religious Life of Malcolm X. New York University Press, 16

Dyson, Michael Eric. Making Malcolm The Myth and Meaning of Malcolm X. Oxford University Press New York, New York 15

Gallen, David. Malcolm A To X The Man and His Ideas. Caroll & Graft Publishers, Inc. New York, New York, 1

Goldwin, Peter. The Death and Life of Malcolm X. Chicago University of Illinois Press, 17

Malcolm X, with Alex Haley. The Autobiography f Malcolm X. New York Grove Press, 165

Perry, Bruce. Malcolm The Life of a Man Who Changed America. Sation Hill Press Inc., Barrytown, New York 11

Web Sites

http//www.brothermalcolm.net/mxcontent.html

http//www.colostate.edu/Orgs/MSA/docs/m_x.html

http//home.earthlink.net/~malx/malxintro.htm

http//www.geocities.com/Athens/Troy/05/frames.html

http//www.cmgww.com/historic/malcolm/

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LEGALIZE MARIJUANA!!!

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War Against Marijuana A total of ,470,545 Americans have been arrested for marijuana offenses. In 17 state and local law enforcement arrested 65,00 people for marijuana violations. That number is the highest ever recorded by the FBI. Of the 68,885 arrests made in 18, approximately 88% were for simple possession. The remaining 1% were for sale and manufacture. Every 5 seconds, a marijuana smoker is arrested in America. This is truly a waste of law enforcement and a waste of our tax money. These people getting arrested are generally responsible adults capable of making their own decisions.

Marijuana was made illegal in 17, but hemp was kept legal to use. Hemp provides from four to fourteen tons of dry fibers per acre per year. It can be made into paper, cloth, and cellulose for plastic. If drug laws would allow hemp farming, we'd have an alternative resource for paper, which would save our trees. When you look at the one-dollar bill, you are looking at a hemp farmer, George Washington grew hemp. The US Drug Enforcement Agency is ignorant to realize that there is a big difference between hemp and marijuana. Hemp can not be used to get high, and it never was used for that, but it still was put in the same category as heroin. Our tax dollars go to feed all the people that are held in prison on marijuana related charges. Those people are now struggling to feed their children, knowing that they won't get much help, because they are "criminals" according to a good percentage of society. Our society thinks marijuana isn't acceptable because it is illegal. Marijuana was made illegal because congress put up a fight, and went against narcotics. It was found a narcotic when it was classified along with opiates. It was deemed too dangerous to allow research, and dismissed all attempts to argue over it.

We know that the legal drug addictions present now, do not cause any crimes. The actions from them, but not the use. You can't baby all alcohol users, making sure they don't drink too much. You can't tell someone that they can't smoke marijuana, when their beliefs are otherwise. On June 1, 000, Val Walton a news staff writer for The Birmingham News reported that a 46 year old man could face life in prison after pleading guilty Tuesday to running a drug operation that sold thousands of pounds of marijuana. The man pleaded guilty to his charges of continuing a criminal enterprise and drug trafficking. Since this is a federal offense, he is not provided with parole as an option. He could face 0 years to life in prison. Now this man is not innocent, he was carrying an illegal firearm to engage in money laundering. His home was searched and authorities found at least 40 weapons, $0,000 worth of jewelry and more was found in a safety deposit box. This man should spend some time in prison for these offenses with no doubt. But the 0 years to life is for the marijuana, and the added 5-year sentence is for the weapons charge. This is just one of the thousands of cases, and not the usual, most are just for marijuana offenses.

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Marijuana is classified as a minor psychedelic drug. If it is used in large amounts, it could lead to a psychedelic effect. So can medication and alcohol, and it is okay to drink alcohol. This is not a new drug either; it dates back to 4,000 years ago in China. The emperor smoked it, and promoted its use for an all-purpose medication. It spread to India and other neighboring countries. Early Hindus used it for a variety of purposes as well. We have used it as a medical aid for thousands of years, and still are used for a variety of purposes, just not legally in most cases.

There are many myths about Pot used to discourage use. One is that Pot is nearly ten times more potent and dangerous than in the sixties. This is based on government data, and samples from the 70's recently compared to domesticated marijuana of today show that it's potency has increased moderately by a factor of two or so. The government ignores that it was available in premium varieties in the sixties, like Acapulco Gold, as well as hashish and hash oil, which is every bit as strong as today's marijuana. Another myth is that Pot kills brain cells. This myth came from animal experiments in which changes, not actual cell deaths were observed when animals were exposed to high doses of pot. There is no physical evidence that it causes permanent brain damage. User's should know that it does cause short-term memory loss has been found in chronic smokers, after about 6 to 1 weeks of abstinence. This is probably what makes people think it will damage you brain cells. Other drugs including alcohol have been noted to cause brain damage though. People try to say it will cause you to become sterile and lower testosterone in males. In contrast to alcohol use, there is more of a chance you will become impotent or have low testosterone levels from drinking alcohol. In females it has been shown that it may temporarily lower fertility or increase risk of fetal lost, even mildly disrupt ovulation. Again, if you drink alcohol the same risks are at stake, even worse ones.

Experts generally recommend that drugs not are used during pregnancy, but there is little evidence that marijuana use implicates fetal harm, unlike alcohol, cocaine, or tobacco. A variety of studies indicate that THC may exercise reversible immune-suppressive effects by causing the activity of the immune system cells to be inhibited. It is dubious whether they are of import to human health, since it is based mainly on theoretical laboratory animal studies. Chronic pot smokers have been shown to suffer damage to immune cells, the ones that are defense mechanisms. It is unclear how much damage is caused due to THC, as opposed to all the other toxins that occur in smoke. Water pipes and other devices can filter out many of those toxins. Many AIDS patients smoke marijuana to help stimulate appetite and reduce nausea. Cannabis doesn't actually damage T-cells, which are depleted in HIV patients. Some studies even found that exposure to marijuana increased T-cell counts in subjects who were not AIDS patients, but had a low T-cell count. Laboratory studies have suggested that high doses of THC might interfere with cell replication, Producing abnormal numbers of chromosomes. There is no evidence that it damages cells and chromosomes.

A review done by Dr. Leo Hollister from the Journal of Psychoactive Drugs said "The evidence on immune suppression has been contradictory and is more supportive of some degree of immune-suppression only when one considers in vitro studies. These have been seriously flawed by very high concentrations of drugs used to produce immune-suppression. The closer that experimental studies have been to actual clinical situations, the less compelling has been the evidence." Another popular myth is that one joint equal about 4 cigarettes. Critics have exaggerated the dangers if pot smoking. Dr. Tashkin found that daily pot smokers experienced a "mild but significant" increase in airflow resistance in large airways. This is greater than persons smoking 16 cigarettes per day are. What examiners ignore is that marijuana smokers did much are better than tobacco smokers in aspects of lung health. Dr. Tashkin himself says that the notion that one joint equal 16 or maybe just 4 cigarettes is not true. An estimate that marijuana smokers consume four times as much carcinogenic tar as cigarette smokers per weight smoked. The average joint usually contains 0.4 grams of pot, a bit less than one-half the weight of a cigarette. A joint is equal to two cigarettes, which isn't an exact equivalency, but is more accurate. Marijuana affects different parts of the respiratory tract than cigarettes; tobacco tends to penetrate smaller passageways of the lungs. One consequence of this is that pot, unlike cigarettes, does not appear to cause emphysema. Most experts agree that occasional or moderate use of marijuana is innocuous, they agree that excessive use can be harmful. Research shows that the two major risks are respiratory disease due to smoking, and accidental injuries due to impairment. A survey from the Kaiser Permanente Center found that daily marijuana-only users have a 1% higher rate of respiratory complaints than non-smokers do. Marijuana contains virtually the same toxic gases and tars as tobacco. The hazards of marijuana can be reduced by various strategies. One is to use higher-potency cannabis, which can be smoked in smaller quantities, use of water pipes and other smoke reduction technologies, and ingesting pot orally instead of smoking. People can use marijuana as a tea, or bake it into foods, but you must use about three times as much marijuana for the effect.

There is no scientific evidence that marijuana is a "gateway" drug. Cannabis is used by cultures in Asia, the Middle East, Africa, and Latin America shows no propensity for other drugs. The theory of marijuana leading to other drugs came from the sixties, when it became the leading recreational drug. Events in the eighties showed cocaine abuse exploded at the same time marijuana use declined. There is evidence that cannabis may be a substitute for other drugs such as alcohol and hard drugs. A survey by Dr. Patricia Morgan or the University of California at Berkeley, found a significant number of pot smokers and dealers switched to met amphetamine "ice", when Hawaii's marijuana eradication program created a shortage of pot. Marijuana doesn't lead to other drugs for the reason it is illegal, but because dealers are likely to deal other illicit drugs as well. Whatever the risks are when someone smokes pot, the laws make matters worse in several ways. Paraphernalia laws impede the development and marketing of water pipes, and all other advance technology that could reduce the harmfulness of marijuana smoke. Prohibition encourages sale of pot that has been contaminated or adulterated by insecticides, or mixed with other drugs such as PCP, crack, or heroin. By raising the price of marijuana, it makes in uneconomical to consume it orally, which is the best way to avoid the smoke exposure all together. When you eat it, it typically requires two or three more times as much marijuana as smoking.

There has never been a controlled scientific study showing that a drug urinalysis improves work place safety. The largest survey to date, covering 4,6 postal workers nationwide, found no difference in accident records between workers who tested positive. Random drug testing of transportation workers was enacted by a reaction to a single 187 train collision in which 16 Amtrak passengers were killed by a Conrail train that didn't stop. The engineer and brakeman of the Conrail train were found to have recently smoked marijuana, though it could not be proven that it caused the accident. The engineer had extensive record of speeding and DUI. He was known by management to have drinking problems. Congress mandated that random drug testing be done on the entire transportation industry. Marijuana is less of a road hazard than alcohol. Surveys have found that half or more of fatal drivers have alcohol in their blood, as opposed to 7-0% with THC, the major component of marijuana.

The combination of marijuana and alcohol is a hazard. Some research suggested that low doses of marijuana alone might sometimes improve driving performance, but not true in most cases. Marijuana appears to produce greater caution, because users are more aware of their state, so the become more alert. Even though this is true in some cases, no one should drive when they are high. It should be noted that these results might not apply to non-driving related situations, where forgetfulness or inattention can be less important than speed and safety in a vehicle. There has never been a single commercial passenger airline accident attributed to marijuana abuse. Drug tests on railroad workers found no elevated incidence of drug use among workers involved in accidents. In surveyed blood samples from 18 drivers killed in a car, truck and motorcycle accidents in seven states during 10-1 found that 51.5% of specimens as against 17.8% for all other drugs combined. Marijuana, the second most common drug, appeared in just 6.7% of accidents. Two-thirds of the marijuana using drivers also had alcohol. Drivers who use alcohol are especially vulnerable to fatal accidents when the are at the wheel. Marijuana alone had no indications to cause fatal accidents when not combined with other drugs. The Kaiser study also found that daily pot users have a 0% higher risk of injuries, mostly from accidents. These figures are pretty accurate, and not nearly as high as comparable risks for heavy drinkers or tobacco addicts.

Marijuana can cause accidents isn't surprising since it has been shown to degrade short-term memory in chronic pot smokers. It can also impair concentration, judgment, and coordination at complex tasks including driving. There have been numerous reports of pot-related accidents, some fatal; saying it is a myth that no one has ever died from marijuana. A survey of 1,0 emergency room trauma patients in Baltimore found that 4.7% were under the influence of marijuana, more than alcohol, but almost all were combinations with alcohol use and pot.

The Partnership for a Drug-free America did a survey among teenagers from 1-15 years old. Only eight percent believed that people who use marijuana are popular. From this study they found that fewer teens agree many rock and rap stars make drug use look tempting, but few believe it glamorizes drug use. Teens thinking that most people use marijuana at least once or twice, declined to 5 percent in 18 and 41 percent in 17. 11 percent of teens think it is difficult to say no to reject invitation to try marijuana. Statistically, drug use among teens has declined significantly. So why do we continue to say we have a marijuana problem, when indeed it has gotten much better? Teens are people too, which make decisions just like adults. There are more teenagers out there than we think that make smart choices and act responsibly. One would not condone a child to use marijuana; we don't allow them to use tobacco products and alcohol. This is a must in keeping them safe, because children are not mature enough to handle responsibility with drugs. That is where marijuana gets its bad reputation. Children who are involved with the drug are "curious" and want to try new things. Adults don't turn to crack when they are out of alcohol, so what makes us think that marijuana, a drug, would lead to the same thing?

Knowing the positive side is always nice, but to be logical, you need the negative side as well. The short-term effects of marijuana use include problems with memory and concentration, distorted perception (sight, sound, time, and touch) trouble with problem solving, loss of coordination, increased heart rate, and anxiety. These effects are even greater when other drugs are mixed with marijuana, but it has been proven that every persons body is different and some effects may appear and some may it depends on the person. Long-term effect is cancer, which is still in question and not known whether or not it can be caused by marijuana. To determine whether or not it leads to cancer is hard to find out because so many users smoke cigarettes too. Pot smokers suffer lung damage just like tobacco users, and reported evidence shows that pre-cancerous cells are found in pot smokers. Overall, people who smoke marijuana have the same effects with the respiratory system as tobacco smokers.

Unlike tobacco, marijuana is not addictive from chemicals, it is mostly psychological. When people smoke marijuana, they may get depression, fatigue, and carelessness with appearance, hostility, and deteriorating relationships with family and friends. This is not effects from all users, but for some it can lead to this. Smoking marijuana can also cause change in sleeping patterns.

When we realize the problems that occur from smoking marijuana, it is easier to argue the point of why it remains illegal in the United States. Nearly all the health risks can be compared to those risks with smoking tobacco. When a person smokes a cigarette, the body responds immediately to the chemical nicotine in smoke. Nicotine causes short-term increase in blood pressure, heart rate, and blood flow from the heart, and causes arteries to narrow. Carbon monoxide reduces amount of oxygen carried in the blood, which creates an imbalance in the demand for oxygen carried by cells. Smoking can cause chronic lung disease, coronary heart disease, and stroke, as well as cancer in various parts of the body. It is a known fact that smoking tobacco causes cancer, but marijuana is not known for sure to cause it. Women who use tobacco during pregnancy are more likely to have difficult birth, low birth weight, and risk of infant death. Nearly 00,000 infants suffer from lower respiratory tract infections, due to exposure to cigarette smoke. We all know that smoking is almost a definite "no" for pregnant women. You see the warnings on the side of every cigarette pack. Studies done to prove marijuana doesn't harm a fetus are criticized for obvious reasons. A woman named Nancy Day specializes in prenatal care. She did a study that was well controlled; finding that cannabis use had a positive impact on birth weight during the third trimester of pregnancy. Cannabis use is not recommended in pregnancy, it may be of medical value to some women in treating morning sickness or helping in childbirth.

Another drug that causes concern among many Americans, but remains legal is alcohol. Alcohol is absorbed in the stomach, enters the blood stream, and goes into all tissues. The effects from drinking are different depending on a person's size, weight, sex, as well as food and alcohol consumed. Effects from drinking can cause dizziness, nausea, thirst, slurred speech, disturbed sleep, and vomiting. Alcohol impairs judgment and coordination, causes aggressive acts like domestic violence and child abuse. Prolonged use of alcohol can also lead to addiction, producing withdrawal symptoms. Drinking can cause tremors, hallucinations and convulsions. Permanent damage to vital organs can occur in the brain and liver. Mothers who drink during pregnancy may give their infants fetal alcohol syndrome, causing mental retardation and other irreversible physical abnormalities. These drugs are legal for adults, but yet have caused a lot of damage to millions of Americans. Theses people are generally adults, that are suppose to be responsible. They aren't making wise choices when they abuse the drug, but the ones who are wise aren't effected. The same goes for marijuana. It is illegal to use because of the people who once abused it, which led to suspicion of it's use. The health dangers steaming from marijuana use are less or equal to smoking tobacco or drinking alcohol.

Everyone in this country is born with the right to make decisions. We all have choices, but how we make them is important. If we continue to doubt others, or even discriminate against them, we will always be in constant battle. The word "freedom" is suddenly followed by thousands of rules and exceptions. If we make things that can harm individuals illegal, is it really stopping it. Are we really thinking about what is out there now to legally screw up lives isn't doing the job already? Let it be our choice, let it be our right, make it legal to be free to make our own choices. If we could just take a moment to think about all the madness in our world, the freedom to smoke pot is just a tiny seed. That is what marijuana comes from, a seed. It is a natural plant, which somehow along the way got miss-understood.

Bibliography

Sources Partnership for a Drug-Free America, Surveys, Attitude tracking studies http//www.drugfreeamerica.org/newscenter/factsheets/pats.html The Birmingham News, Val Walton, News staff writer (June 1, 000) The Arizona Republic, "A losing Drug War", Pat Flannery and Dennis Wagner, (Sunday, June 4, 000) Washington Hemp Education Network (W.H.E.N) Compare legal drugs with illegal drugs "Prohibition Ensures Misuse" (November , 16) http//www.olywa.net/when/part14.html Donald Tashkin, Physician, New England Journal of Medicine "Is Frequent Marijuana Smoking Hazardous to Health" "Cannabis 177" Ann. Intern. Med. pg.5-4 (178) "Respiratory Status of Habitual Marijuana Smokers" pg.6-706 (Nov 180) Nicholas Cozzi, "Effects of Water Filtration on Marijuana Smoke A literature Review" Multidisciplinary Association for Psychedelic Studies Newsletter, Vol. IV # (1) Survey on Hawaii's war on pot done by Honolulu Advertiser, April 1, 14 Found at http//www.norml.org/facts/myths/myth18.html Norman, Salyard and Mahoney "An Evaluation of Pre-employment Drug Testing" from Journal of Applied Psychology Pg.6- (10) Most facts were found at Http//www.norml.org What is Marijuana? http//www.teenchallenge.com Bureau of Justice Statistics, Special Report, Caroline Wolf Harlow, Ph.D. BJS Statistician (April 18) Office of National Drug Control Policy, Drug Policy Information Clearinghouse fact sheet Barry R. McCaffrey, Director http//www.whitehousedrugpolicy.gov, or call, 1-800-666-, (March 000) Social Issues Resources Series "A Losing Battle" article found in Drugs-SIRS, West View Library, Clara Germany, staff writer of Christian Monitor (11)

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Examine the ways in which factors in pupils home background may affect their educational attainment

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Examine the ways in which factors in pupils home background may affect their educational attainment. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Examine the ways in which factors in pupils home background may affect their educational attainment paper right on time.

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Halsey et al. defined social class by the father's occupation. The conclusion of their study is that a service class boy (professional/manager etc.) is four times as likely to be in school at 16, eight times the chance at 17, ten times the chance at 18 and eleven times the chance of going to university compared to a working class boy (manual workers in industry and agriculture)

According to a government survey, The Labour Force Survey, 80% of those from professional backgrounds entered higher education at 18 or 1, compared to 14% of those from unskilled backgrounds.

Another government survey, General Household Survey, shows that 66% of professionals had degree-level qualifications compared to less than 1% of unskilled manual workers.

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Smith and Noble found the amount of pupils gaining five or more GCSE's at grade C or above had increased by approximately 50% in advantaged, medium and deprived areas. Although they have all increased, the gap between advantaged and deprived areas has too been increased. This is because a 50% rise of an already high figure is greater that a 50% rise of a lower figure.

Bynner and Joshi compared 11,000 people in Britain born in March 158 with ,000 born in April 170. They found that although a greater amount of people were achieving high educational qualifications in the second group the inequalities between the highest and lowest classes were as great as those in the first group.

These statistics show substantial evidence to support the fact that the higher your social class the higher your educational achievement will be. There are different interpretations for the reasons behind social class affecting educational attainment.

The first possible reason is that of class subcultures. Working-class students with the same measured IQ as their middle-class counterparts are less successful in the educational system. Because of this it has been suggested that class stratification is linked with educational achievement and in particular different social classes norms and values that influence the student's performance within the educational system.

Hyman suggested that it is the different norms and values produced by different social classes that effect student's educational achievement. Hyman suggests that working classes place a lower value on education; they do this because they believe that there is little room for personal achievement and therefore there is less emphasis placed on continuing school past the minimum leaving age. There is also little value placed on achieving a high occupational status. When evaluating jobs working classes emphasise ‘ stability, security and immediate economic benefits.' They tend to reject the risks and involvements in aiming for high-status occupations. Hyman suggested that the reason that a lower value is placed on education and high occupational status compared to the middle-classes is because working class members believe that there is little opportunity for personal advancement. Hyman concluded

"The lower-class individual doesn't want as much success, knows he couldn't get it even if he wanted to, and doesn't want what might help him get success"

Sugarman expands on Hyman's suggestion by saying that it is the parent's occupation that gives different norms and values to children. Sugarman suggests that the working class parent's occupations allow less room for promotion and their potential is reached quicker; the ladder they have to climb is shorter than middle class occupations. Because of the lack of need for improving yourself so that you can achieve more, working class parents attach less emphasis to personal gain and educational achievement. In opposition to these working class beliefs, the middle classes emphasise the importance of educational achievement and personal gain. This is because in their jobs there is always a promotion or a higher goal that they can aim for.

Sugarman goes on to say that there are four main beliefs that working classes have Sugarman suggests that these are the reasons why middle classes are disadvantaged in the educational system. They are

· Fatalism Acceptance of the situation. So children will be taught to accept how the educational system is and will not be encouraged to do better at school.

· Immediate Gratification Want satisfaction and enjoyment as quickly as possible. This means that working class parents will encourage their children to leave education as soon as possible so that they can gain immediate wage, rather than working longer to gain qualifications so that they can gain better wages.

· Present time orientation Focuses on now. Working classes emphasise the immediate benefits and denounce long-term benefits and goals. However it is these long-term goals that encourage people to stay in education. This will further reduce motivation for academic achievement.

· Collectivism Loyalty to the group. In schools the individual is influenced whilst at home a working class child will be socialised to believe that the group is more important. This causes conflict between beliefs and the educational system.

However Sugarman can be criticised on the basis of methodology. The values suggested by Sugarman about the working classes are observed. It therefore could be said that if the circumstances were different then the values portrayed could also be different. For example, working classes might be being realistic rather than fatalistic. They might postpone gratification if they had the resources available so that they could postpone it. They might be future oriented if the opportunities for successful future planning were accessible.

Using this point of view it could be said that working classes portray the same norms and values as any other members of society its just their circumstances that prevent them displaying them in the same way as middle class members.

Another criticism is that both Hyman and Sugarman's findings are based on questionnaires or interviews. Questionnaires and interviews may not provide accurate information on how they might react in other circumstances.

Finally, their studies can be criticised because similarities between social classes are often ignored and the differences emphasised by sociologists, this could be the same for Hyman and Sugarman.

The above criticisms can also be applied to Douglas' study. Douglas related educational attainment to a variety of factors, including the quality of the school, the size of the family and the student's health. The parent's interest in the child's education appeared to be the most important factor. He found that middle class parents expressed a higher amount of interest than working class parents. As the child grew older, parental interest and encouragement became more and more important. Douglas suggested that the higher the interest and encouragement the higher the educational attainment was. He suggested that norms and values are given to us during early socialisation. This means that infants have already got an understanding of norms and values before they reach secondary socialisation. Middle class children received more attention and stimulus from their parents compared to working class children. This means that from the start middle class children are achieving higher than working class children.

One criticism of Douglas' findings is that working class parents may not be less interested in their children's education just because they don't visit their child's school as often as their middle class counterparts. Working class parents might not have time to visit their child's school due to the demands of their job, working classes work longer, and less stable hours unlike their middle class counterparts who tend to work 5, Monday Friday.

Also the National Child Development Study found that 8% of middle class children attend a school with good parent/teacher relations compared to 75% of working class children. This means that working class parents may be put off visiting their child's school due to the way that teachers interact with them.

Another sociologist is Bernstein; he moves away form the idea that it is the norms and values of a social class that cause educational attainment differences. He argues that the difference is due to speech patterns. Bernstein suggests that the working classes use restricted codes whereas the middle classes use elaborated codes. Restricted codes are a kind of shorthand speech. Those who talk with restricted codes have so much in common that they have no need to make meanings explicit in their speech. Therefore restricted codes are perceived as inarticulate. Bernstein stated that restricted codes are characterised as ‘ short, grammatically simple, often unfinished sentences.'

In contrast to restricted codes, elaborated codes explicitly verbalize the meanings that are taken for granted in restricted codes. It fills in the detail, spells out the relationships, and provides the explanations that are left out by restricted codes.

In schools, Bernstein suggests that only elaborated codes are used, therefore leaving working class children disadvantaged.

Bernstein's idea of speech patterns can be criticised because Bernstein's class varies, at times he talks about the working class in general and at others he talks specifically about the lower working class. He lumps together all non-manual workers into a middle class whose members from top to bottom appear equally proficient in handling elaborated codes. Therefore he ignores possible variety within classes.

Bernstein is also criticised because he shows little evidence supporting the existence of elaborated and restricted codes.

Hyman, Sugarman, Douglas and Bernstein all support the idea of subcultural differences between social classes, which may be the cause for different educational attainment between social classes.

Another theory that attempts to identify the reason for different educational attainment between social classes is that of cultural deprivation. The theory of cultural deprivation is derived from the idea of standards deteriorating the lower down the class system you go. This theory states that the sub-culture of low-income groups is deprived or deficient in certain areas, this accounts for the low educational attainment of members of its group. Cultural deprivation places blame on the children, their family, their neighbourhood, and the subculture of their social group.

The culturally deprived child is not only poverty-stricken economically but culturally as well. They lack important skills, attitudes and values that are necessary for high educational attainment. The skills that culturally deprived children lack include linguistic deprivation, experiential, cognitive and personality deficiencies and a range of ‘substandard' attitudes, norms and values.

When the tripartite system was replaced by the comprehensive system it was generally believed that equality of opportunity would exist because access to all areas of education was freely available to everyone. However the emphasis has changed from equality of access to equality of educational attainment.

According from the cultural deprivation theory, equality of opportunity can only be reached if the education system took into account the deprivations and deficiencies of low-income groups.

The idea of positive discrimination arose from the above thinking. This is the idea that culturally deprived children must be given a helping hand to compete on equal terms with other children. This took the form of compensatory education additional educational provision for the culturally deprived.

Cultural deprivation theory has been attacked for acting as a smokescreen, which disguises the real factors that prevent equality of educational opportunity. By placing blame on the child and his or her background, it diverts attention from the deficiencies of the educational system.

Cultural deprivation theory can also be criticised for assuming or implying that higher-class cultures are superior to working-class cultures, and therefore placing the blame for the failure of their children in education on themselves.

Bourdieu's cultural capital theory is different to the cultural deprivation theory because it is strongly influenced by Marxism. Higher social class cultures are not assumed to be superior to working class cultures. Bourdieu argues that different education attainment between different social classes is the fault of the education system and not the working-class culture.

Bourdieu believes that the culture of the dominant class is reproduced through society as a whole. However there is no way of telling whether the dominant class culture is better or worse. Bourdieu refers to the dominant class culture as cultural capital. He does this because through the education system it can be translated into power and wealth. Cultural capital is not distributed evenly throughout the class structure, and this accounts largely for class differences in educational attainment. Students from an upper-class background have an automatic advantage because they have been socialized into the dominant culture.

Bourdieu's work on cultural capital was influential to Ball, Bowe and Gewirtz. Ball et al. suggest that middle-class parents are in a better position to assure that their children go to the school of their choice. The reasons for this are

· Middle-class parents possess cultural capital They are more likely than working class parents to have the knowledge or contacts to ‘play the system'. Middle class parents strategies include attempting to make and impression with the head teacher at open days; making a private appointment to meet the head teacher; knowing how to mount a successful appeal; and putting in multiple applications.

· Middle-class parents can manipulate the system they spend a lot of time and effort researching and visiting schools along with multiple applications and appealing. Middle-class parents have their stamina ‘sustained by knowledge, contacts, time and money' whereas working-class parents lack these assets.

· Material advantage Middle classes have material advantages over their working class counterparts as well. They are outlined by Ball et al. as

o Middle class parents can afford to pay for public transport that is needed so that they can send their children to more distant schools. They are also more likely to have cars so that they can take their children to school.

o They are more likely to be in the financial position to move house so that they live in the immediate catchment area of a successful school with a good reputation.

o They are much more likely to be able to afford extra help or tutoring for their child. They are also in a far better position to pay to have their child privately educated.

o Middle-class parents are in a better position to pay for childcare for younger children so that they are left available to take their older children to distant schools.

Ball et al.'s study illustrates how the cultural factors that Bourdieu identified can have an affect on class differences in education.

Boudon argues that inequality of educational opportunity is due to material inequality between social classes. Boudon uses the term position theory to explain the fact that even if there weren't any subcultural differences between social classes, the fact that people start in different positions in society will produce inequality of educational opportunity.

An example of this is that the costs of living for a working-class and an upper middle-class boy following the same educational course is very different, simply because their starting positions are different. If the upper middle-class boy chose a vocational course such as catering or building, his choice would probably lead to social demotion. The career that he would pursue is of a lower status than that of his father. However if the working-class boy chose a similar course, the course might lead to social promotion, it would be compared to the occupational status of his father. Therefore there is a greater pressure on the upper middle-class boy to select a higher-level educational course, if only to keep his present social position.

Boudon suggests that family and peer group solidarity is affected by course selection. If a working-class boy chooses to become a barrister and follows the required courses, this would tend to weaken both family and peer group solidarity. He would be continuing his education when most of his peers would be going to work, therefore he would be moving in different circles and living a different lifestyle. In contrast to this, if a upper middle-class boy chose the same path he would probably be aiming for a job at the same level at most of his peers. His family solidarity would be increased as well because his future occupation will be of a similar status to that of his fathers. Again, the position of both of those boys in their social class affects the boy's individual career path.

Cultural deprivation theory, cultural capital theory and Boudon's positional theory all attribute great emphasis on cultural factors. However another perspective is that material factors are the main influence in regards to the different educational attainment between different social classes.

Smith and Noble suggest that money is the main reason for the different educational attainment between social classes. They argue that lower classes may lack the money that is needed to provide their children with the educational opportunities that middle- and upper class parents provide.

Smith and Noble suggest that marketization increases polarization between successful, well-resourced schools in affluent areas and under-subscribed, poorly resourced schools in poor areas. Marketization is control by market forces. An example as to why this is important is that if a book is vital for a course but its expensive only those who can afford it will be able to use it, therefore limiting the available knowledge. This is only a little example but if multiple books are needed for many courses, the expense builds up and it may be difficult for lower social classes to be able to pay for the books, and because of this the individual is unlikely to choose the course. Therefore marketization increases the educational attainment differences between social classes.

Smith and Noble point out that there are also hidden costs. These include school clothing, meals, transport to and from school and sometimes equipment, materials and school trips. There are previsions to help supply these to children but there have been cut backs. Poor children are entitled to grants but they are not compulsory. This might affect the child's education because they would have to make do with second-rate material and not go on school trips. This therefore means that their educational experience wont be as rich as those who come from higher class backgrounds who can afford new equipment and can afford to go on school trips.

In conclusion, I think that subcultural, cultural and material factors all affect the different educational attainment found between different social classes. Halsey et al. found supporting evidence, they argued that parent's attitudes to education and the level of the parent's education (family climate) affected the child when deciding what type of secondary school the child should attend. However once the child was at school family climate didn't affect the child's progress very much. Also they found that material circumstances affected how long the child stayed in school. Material disadvantage was more important than family climate when making this decision.

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Chocolat

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Claire Denis's maiden film Chocolat opens on a wide gray slice of sea and sky. Two silhouettes distantly at play in the surf do little to relieve the visual anomie. The camera curves slowly rightward, away from drear emptiness toward green-fringed shore, to stop at a young white woman, watching. Cut to closeup a child lazes on his back in the sand, a transparent skin of seawater rising to caress, then slide away from his rich brown flesh. Soon a grown man lies down beside him, and together their bodies form a dark continent that fills Denis's frame, anchoring our (and the observing woman's) gaze. In effortless, elegant cinematic diction, Denis makes us experience how, for this as-yet-unidentified voyeur, people of colorcolor itselfsignal harbor, a homeport that draws her in from those washed-out, undemarcated spaces at the horizon, back into childhood memory of a perfect life in French-governed West Africa during the 150's.

Chocolat's vehicle for time-travel is in the present, a young woman lacking in substance, a bit distracted and adrift as if she's misplaced her life's Baedeker. Clutching her father's old sketchbook of African scenes like a compass that has ceased to point true north, the adult France (Mireille Perrier) trips into the past, where she seems at first only audience to a quiet playing-out of paradise lost. The little girl France (Ccile Ducasse) first learns and is exiled from the color of home in the last house on earth, as the previous colonialistsdefeated Germans who now lie in a nearby graveyarddubbed the sprawling bungalow that stands so solitarily in the Cameroons flatlands. But Chocolat ('88), like Denis's No Fear, No Die (S'en fout la mort) ('0; U.S. '), ultimately shapes itself into a potent morality play that climaxes with the rupture of uniquely symbiotic relationshipsbetween France and the black houseboy Prote (Isaach de Bankol) in the first film, between money-minder Dah (Bankol) and Jocelyn the cockfighter (Alex Descas) in the secondpropelling the witness into motion, out on the road as a lost or found soul.

Chocolat is all devouring space, sunbaked, scrubby expanses that eat away at the substantiality of figures in the landscape, and at the forms on which whites depend for emotional and social orientation. Visually, Prote stands out, solidly inhabiting his strong, dark body, filling out his flesh with no slack. The whites seem less at home in their skins, fallen away from or unsure of their true shapes, and thus more reliant on layers that signal identity. Luc (Jean-Claude Adelin), the ex-seminarian who infects France's Eden, reads an account of the violent vertigo experienced by those cast back into enclaves of whites after having lived among blacks for a long time The white skin color evokes something akin to death.

For Aime, France's mother (Giulia Boschi), Prote becomes a kind of axis around which she orbits, though the motion is always masked by the protocols of châtelaine and houseboy. In the willed silences and the kind of sexual suspension maintained between them, Aime and Prote guard a necessary order and equilibrium. That balance eventually collapses, done in by a fallen priest's killing honesty. By naming out loud the existential dynamics of color and by making himself at home in spaces reserved for members of each race, Luc uncontains the players and their stage, so that they become vulnerable to an African landscape, i.e., state of mind, that leaches them of vitality and any sense of direction. Aime crouches in the darkness, reaching out to grasp Prote's ankle as he closes the shutters on African nightas though she might fall off the world without the lifeline of his flesh. But that connection would hamstring the black man, and he rejects it.

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Pretty woman is an appropriation of Pygmalion

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Our staff of freelance writers includes over 120 experts proficient in Pretty woman is an appropriation of Pygmalion, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Pretty woman is an appropriation of Pygmalion paper at affordable prices with cheap essay writing service! Pretty Woman is an appropriation of the play by Bernard Shaw called Pygmalion, because it's characters, plot and central theme can all be closely linked. Both Vivian Ward's and Eliza Doolittle's transformation into society's ‘ideal women' undertakes the same central journey, with pivotal moments in character development similar to each other. Both women come from disadvantaged backgrounds, and through the help of their male counterparts, in the text, achieve confidence and self worth. Through the women's evolution of self, the narrative also enables the reader to see the society in which the characters are constructed, and how through the female's transformation society's attitudes towards the women are revealed. At their introduction into the texts, Edward Lewis and Henry Higgins both have no intention of ‘letting a woman into their life' but the major difference in the two texts is the transformation of the men's opinions. While Vivian's influence on Edward reaps a positive effect on his character, Higgins steadfastly retains his obstinate and stubborn nature.

Both Professor Higgins and Edward Lewis come from affluent and high-ranking social classes, where respect and power is earned through their education and high socio-economic status. In the first scene in Pygmalion, Professor Higgins is surrounded by all social classes as he observes their speech outside Convent Garden. As he begins to interact with the people in his surroundings, they are able to tell he is a gentleman, as the bystander notes ‘he's a gentleman, look at his boots'. Not only does this statement confirm Higgins' status in the social hierarchy but also portrays the message that in this realm, a person's dress is used as an indicator of their position in society. Higgins himself, as Professor of Phonetics, is successful at his occupation, this being deduced as he says to Pickering when questioned about whether his employment earns him a living, ‘Oh yes, quite a fat one.' He further elaborates by describing why his profession is so fruitful ‘This is an age of upstarts. Men begin in Kentish Town with 80 pounds a year, and end in Park Lane with a hundred thousand. They want to drop Kentish Town; but they give themselves away every time they open their mouths'.

Edward Lewis, moreover, is introduced in the text Pretty Woman, as a successful asset stripper who ‘buys companies and sells off the pieces'. Edward's social status is displayed by his ability to reside in the exclusive Regent Beverly Wiltshire Hotel. Through its luxurious setting, the Hotel depicts the notion that its residents would be very wealthy. Edward has been highly educated which is disclosed when Vivian and Edward discuss their schooling years, Edward tells Vivian he ‘went all the way', indicating he had extensive education, especially in comparison to Vivian. Edward must have had a privileged childhood as his ‘first car was a limousine' and his money earns him respect and power with his peers, such as Phillip Stuckey who says ‘I have pledged my life to you'. As Edward notes the influence of wealth when taking Vivian shopping, ‘stores aren't nice to people, they're nice to credit cards'. Edward earns Vivian the reverence of the store managers by telling them that he was going ‘to spend an obscene amount of money, so we are going to need a lot more help sucking up to us'.

In comparison, Eliza and Vivian come from poorer, almost poverty-stricken backgrounds, both selling their wares in order to eke out a living. Eliza sells flowers in order to make money but she is not very successful at her occupation, ingratiating herself to passersby at Convent Garden. She is not ‘a romantic figure' but this is probably a product of her poverty as Eliza's features are ‘no worse' than the other ladies at Convent Garden but is ‘very dirty' in comparison to them. Her appearance and clothes are unkempt as her ‘little sailor hat of black straw' had ‘long been exposed to the soot of London' and ‘her hair needed washing badly'. This portrays her as having very little wealth and a low socio-economic status as she is not able to dress like or look like a lady.

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Vivian's apparel also conveys her social standing and to a greater extent her profession as a prostitute. On Hollywood Boulevarde, where she sells her ‘wares', Vivian fits in with the other ‘working girls' with her revealing clothes, heavy make-up and her ‘boots held up by a safety pin'. She keeps her boots black by using a black permanent marker to erase any wear and tear on them, instead of, perhaps, buying a new pair. Vivian though, we know, is not wealthy. She cannot afford to pay her rent money for her small, run down, apartment and prefers to escape seeing her landlord by using the fire escape ladder. As she searches for her room-mate Kit, on Hollywood Boulevard, the viewer can see that the area is accustomed to prostitutes, drug-dealers and, as Vivian happens to stumble on, dead bodies.

As she later relates the discovery of seeing ‘a girl pulled out of a dumpster' to Kit, she asks afterwards ‘Don't you want to get out of here?', obviously indicating that she dreams of a better life for herself. This aspiration is also shared by Eliza, for even before contemplating the idea to visit Professor Higgins for elocution lessons to become a flower-girl, she returns home to her squalid lodgings, ‘dreaming and planning' what to do with her ‘new riches' to better her life. Pinned up on the wall of Eliza's small room is a portrait of a popular actor and a fashion plate of ladies dresses torn from newspapers, an example of Eliza wanting articles to aspire for to decorate her life.

Henry and Edward share the same viewpoint of women's positioning in their life. Both have had bad experiences towards women, with the former having an almost misogynistic viewpoint of the ‘fairer sex'. Edward has had troubled relationships, what with having an ex-wife and an ex-girlfriend. In the first scene of Pretty Woman, we see Edward in a telephone conversation with his girlfriend Jessica, who accuses him of only wanting her at his ‘beck and call' and that due to this, she speaks more to his secretary than to him. She ends the conversation by informing him that she will move out of their apartment, thus terminating their relationship. Later, as Edward bumps into one of his ex-girlfriends, congratulating her on getting married lately, he asks her whether she spoke to his secretary more than she spoke to him during their relationship; she replies, referring to Edward's secretary, ‘she was my bridesmaid'. Due to Edward's troubled relationships, we can deduce that he would be wary of involvement with a woman. Further evidence is supplied when he ‘hires' Vivian to be his ‘employee' for the week, she responds with ‘I'd love to be your Beck and Call Girl but you're a rich good looking guy, you could get a million girls for free'. Edward refutes ‘I don't want any romantic hassles this week'. Edward later admits that he doesn't get emotionally involved in business; so his relationship with Vivian is seen in his eyes to be a purely business-like partnership. This argument is further strengthened by his conversation with Vivian when she tells him ‘Baby, I'm gonna treat you so good, you'll never let me go'. Edward coolly remarks ‘Three thousand, six days, and Vivian, I will let you go'. His response indicates that he sees Vivian as an object to use in the social settings when he needs her, not as a human being with emotions that may affect him, forcing a commitment. Higgins also doesn't want to become emotionally involved with a woman as he finds that ‘the moment I let myself make friends with a woman, I become selfish and tyrannical'. Higgins is comfortable as a ‘confirmed, old bachelor' and the presence of a woman would ‘upset everything', so he would also prefer to have no romantic hassles in his life either.

The introduction of Eliza into his life does not faze Henry Higgins though, as he sees Eliza as a bet to be won rather than a woman with emotions that can get hurt. When asked by Mrs. Pearce what is to become of Eliza once the experiment is accomplished, Higgins replies, ‘Well, when I've done with her, we can throw her back into the gutter; and then it will be her own business again; so that's alright'. Both men see Eliza and Vivian respectively as tools for their personal utility with no thought to what is to become of them after their usefulness has expired. The financial exchange for their services seems to justify this notion that this is a business affiliation, as Higgins says after Eliza runs away, ‘I paid five pounds for her'.That idea is also put into effect for, Edward expects Vivian to be waiting for him in the lobby for their dinner with Morse and not to pick her up from her room, because ‘this isn't a date, it's business'. Vivian retorts ‘ Well I'll meet you in the lobby but only because you're paying me to'.

Edward and Henry's temperament is similar though, and the women both handle the situations the same way demanding respect from their supposed superiors. Vivian and Edward quarrel after she is propositioned by Edward's friend and business partner, Phillip Stuckey, and during Vivian accuses Edward of treating her like a toy to be passed around by his friends. She tells him ‘you're not my pimp…. You don't own me. I say who, I say when'. Vivian likes to be in control of her life and won't be subjected to the indignity of being treated like a lower human being , she only agrees to stay with Edward once he apologises for what he had said.

Eliza also asserts herself against Higgins accusations against her character by saying ‘I'm a good girl, I am'. Despite her awareness of her inferior social status, she pertly reminds Higgins that if he were a gentleman he would ask her to sit down during their first meeting. Vivian asserts herself likewise when interrupted by Edward while singing in the bath, she questions him ‘Don't you knock?' Both women are not intimidated by their male superiors and are able to assert themselves when needed. This can be quite often as both male characters can be aloof and almost rude. Henry dismisses Eliza brusquely, ‘Why this is the girl I jotted down last night. She's no use. Be off with you. I don't want you', after she arrives unexpectantly at his house. Edward also can be quite tactless, his revelation to Phillip Stuckey that Vivian is a ‘hooker', causes her discomfort and pain because she does not welcome Phillips' advances.

Before Edward's revelation, no one at the polo match had suspected Vivian's origin. Phillip Stuckey's wife, Elizabeth, says to Edward, referring to Vivian; ‘She's sweet, wherever did you find her?'. Edward replies ‘nine, seven, six BABE'. While Elizabeth smiles not realising the hidden meaning of Edward's remark, Edward is jokingly making reference to his procurement of Vivian's ‘friendship' through less conventional means. Higgins also makes reference to Eliza's humble origins when at the Embassy Ball. While the others in his company try to place her origin, Higgins jokingly remarks ‘I say an ordinary London girl out of the gutter and taught to speak by an expert. I place her in Drury Lane'. The others laugh at his suggestion, for everyone at the Embassy Ball has been impressed by Eliza, most suspecting she is of royal blood. Her entrance into the Ball caused everyone around her to ‘stop talking to look at her, admiring her dress, her jewels and her strangely attractive self'. Some of the younger ones at the Ball stood on chairs to see her. Vivian's physical transformation also has the same effect of awe on the people around her. After returning home from shopping on Rodeo Drive, Vivian, now dressed sophisticatedly in stylish clothes, manages to attract admiring glances from men on the street and gain the attention of Barney, the hotel concierge, as she walks through the hotel.

Barney has watched Vivian throughout her metamorphoses, acting as a mentor when she needed help with social etiquette such as table manners and enabled her to be treated with respect, when purchasing a cocktail dress for dinner by introducing her to his friend, Bridget, who works in women's fashion. Eliza also needs direction on social etiquette. Higgins points out to her, when giving her a handkerchief, that it is ‘to wipe your eyes. To wipe any part of your face that feels moist. Remember, that's your handkerchief and that's your sleeve. Don't mistake the one for the other if you wish to become a lady in a shop'. Mrs. Pearce acts as a mentor as well, telling Eliza to have bath because ‘You can't be a nice girl if you look like a dirty slut on the outside.'

The transformation from flower girl to lady was not easy, with Eliza sometimes showing her inadequacies in filling her new role, especially in her earliest conversations with Freddy Eynsford Hill. After discussing the weather quite comically, though unbeknownst to her, Freddy laughs and exclaims ‘How awfully funny….The new small talk. You do it so awfully well!'. While Eliza's remarks are not suitable for her present company, they endear people towards her due to her naivety. Freddy is still impressed by Miss Doolittle for, after Mrs. Higgins asks Freddy if he would like to see Miss Doolittle again, he replies ‘Yes, I should most awfully!'. The same situation occurs with Vivian also. During her dinner with the Morses, her inability to use appropriate cutlery and to eat escargot, raises quite a few laughs and eases the tension between Edward and his adversaries.

A major presence in both texts is the women's economic vulnerability and financial dependence on men. As Eliza questions her future, Higgins represents the typical middle class view that women expect to marry in saying, ‘I should imagine you wont have much difficulty in settling yourself somewhere or other….. I daresay my mother could find some chap or other who would do very well'. Eliza interprets his comment as ‘selling herself' now that she is attractive. ‘We were above that at the corner of Tottenham Court Road…I sold flowers. I didn't sell myself'. Even though Eliza finds herself in tenuous circumstances, she still aspires for something better in her life now that she has undergone her transformation. Vivian too comes to this realisation. After Edward offers her a life of luxury and financial security, she rejects his offer saying ‘You made me a really nice offer and a few months ago, no problem, but now everything is different, you changed that and I can't go back'. Vivian knows she had gained confidence and self-worth after her week with Edward, realising she cannot go back to her old life of financial dependence on men, and decides she would not settle for a relationship that did not meet her ideal; ‘I want the fairytale' Vivian and Eliza both aspire to greater things after their metamorphoses, the former returning to school and the latter deciding to try teaching phonetics.

Edward and Henry both treat the women's newfound independence similarly. Edward and Henry still do not see Vivian and Eliza, respectively, as human beings, capable of emotions that do not mirror their own. Edward does not consider the fact that Vivian might not want to be financially supported by him for, after saying his money would keep her off the streets, she reacts ‘That's just geography'. He expects Vivian to continue on with their lifestyle of the past week even though she wishes for something more. This statement is also true of Higgins and Eliza. Eliza questions Higgins about the future ‘What am I fit for? What have you left me to? Where am I to go? What am I to do? What's to become of me?'. Higgins dismisses her paranoia, ‘How the devil do I know what's to become of you? What does it matter what becomes of you? Higgins, like Edward, does not consider Eliza's emotional state due to the fragility of her circumstances and just expects her to carry on as he is accustomed to, keeping track of his appointments and telling Mrs. Pearce how he likes his coffee. Eliza's struggle for independence from the constraints of the accepted medium occurs before our eyes, for her last words in Act III to Higgins are ‘You'd better leave a note for Mrs. Pearce about the coffee; for she won't hear it from me!'. Eliza no longer needs to be told what to say or to recite lines, she can assert herself and form opinions. By Act IV, a social poise and logical mind are added to her beauty and perfect accent and the emphasis is now on Eliza's emotional being rather than simply being an experiment.

While Pretty Woman is an appropriation of Pygmalion, the difference in the texts is the ending. While in Pygmalion, Eliza refuses to adhere to Higgins' proposal to return to his home to continue living with him and Pickering, Vivian and Edward's tale has a far more happier ending. After Vivian returns home to her modest apartment, preparing herself for a new and better life in San Francisco, Edward surprises her by arriving at her home in a limousine with a bouquet of flowers. He climbs on the fire escape to the top of Vivian's apartment block, even though he has mentioned before his great fear of heights, to ‘rescue her' like she wanted in her fairytale that she had mentioned before. Edward asks her ‘what happens after the prince in her fairytale climbed to the top of the tower and rescued her?'. Vivian replies ‘she rescues him right back'. This shows that while Edward's influence on Vivian positively changed her, she too changed him, making him capable of her love. Higgins, though finding Eliza's company agreeable and herself attractive, still does not change his character to oblige Eliza's feelings. He stubbornly tells Eliza ‘ if you come back, I shall treat you as I always have treated you. I can't change my nature'. Edward, however, does change through his company with Vivian. As Vivian's nature begins to emerge because of her outer transformation, she begins to transform him emotionally, now being capable of loving her and building relationships, both in business, such as with James Morse, as well as in his personal life.

The closing shot of the film is a pull-back from the couple kissing to a young black man who parades Hollywood Boulevarde preaching, ‘What's your dream? Everybody who comes to Hollywood's got a dream!' It seems that Vivian has finally achieved her dream and obtained the prince who rescues her from her troubled world.

The prevailing theme throughout both Pygmalion and Pretty Woman is the treatment of the higher classes to their social inferiors. Eliza and Vivian receive little respect from people of upper classes and are looked down upon. Though once they have undergone their physical transformation, they receive admiration and attention that they would never have gained before. Both texts show the superficiality of aristocracy and how easily, through imitation of wealth and breeding, one can join the elite classes that once judged them before.

Before being ‘sculpted' into the ‘perfect' woman, both Vivian and Eliza were treated harshly by people who thought themselves socially superior. Vivian's expedition to the exclusive stores on Rodeo Drive, ends in her feeling degraded by the shop assistants' refusals to wait on her. Eliza also is treated as a lower being by Professor Higgins when he first meets her, describing her as a ‘squashed cabbage leaf!' However, after their metamorphosis, both women are admired for their beauty, as mentioned before, and treated as ladies. The contrast of the treatment of the women, before and after their transformation, shows that society would only admire and respect women who adhered to the feminine ideal of the time. While Higgins was convinced that it was a person's speech that indicated their social class, and positioned them, Bernard Shaw seems to have a bigger viewpoint of the social hierarchy. He was attacking the preconceived notion that people assumed that the upper classes were superior essentially due to the lower classes being lazy and naturally inferior .By enabling Eliza to be mistaken for a princess through her diction, fine apparel and social moulding of Higgins and Pickering, Shaw was satirising the superior attitudes of the upper classes by showing that someone ‘inferior' could be up to their standard.

Vivian, as well, shows the inadequacies and flaws of the social structure of modern day society. Her revenge on the shop assistants who had shunned her and were now polite and courteous towards her, proves that even in 10's America, a person's worth and wealth was perceived by the way they dressed. After Kit sees Vivian after her transformation, she remarks ‘ You clean up real good. You wouldn't fit in at Boulevarde looking like you do.' Vivian retorts ‘ It's easy to clean up when you have money'. From this comment, we can deduce that all that a person needs to acquire a higher social status is money. Both texts show that the measure to judge somebody's wealth is a purely superficial one, and that an individual's character should be the real defining point. While both have the same prevailing theme, Pygmalion seems to be more highly critical of the social structure with its main purpose trying and satirise what Shaw thought were the inadequacies of society, and Pretty Woman's principle concern is to entertain the audience with romantic fiction, not to educate.

Pretty Woman is an appropriation of Pygmalion, but while it borrows many central plot and theme ideas, the two texts have a different purpose for their audience. As the plot develops, so do the characters in each text. Both Eliza and Vivian begin at the start of the ‘journey' in poverty, with no direction on how to change their life. The entrance of the male characters into the story begins the transformation of the two characters, ending with them both being able to assert themselves, demanding self respect from the their former ‘superior' male counterparts. While the women both evolve, the effect on the men is different than the female characters. Edward welcomes the change in his character, allowing Vivian to influence his personal and professional life. Henry, however , is resistant to change and this is the major difference in the appropriation of character development from Pygmalion to Pretty Woman. The main purpose of the play Pygmalion, was, for its writer Bernard Shaw, an opportunity to satirise what he thought was wrong with the society that he lived in at the turn of the century. While Pretty Woman does contain the same themes, the purpose of the film was to be a modern day fairytale, and its happy ever after ending was to satisfy today's film going public, not to provide them with an insight into the constructs and failures of the society in which they live in.

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THE GLOBAL ASSEMBLY LINE[[ Human Geography Textbook: Chapter 12 ]]• What is the global assembly line?• What new patterns of industrial activity has it produced?• Why are Nike's made in China?• How has the new global assembly line affected local and region

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[[ Human Geography Textbook Chapter 1 ]]

• What is the global assembly line?

• What new patterns of industrial activity has it produced?

Write my Essay on THE GLOBAL ASSEMBLY LINE[[ Human Geography Textbook: Chapter 12 ]]• What is the global assembly line?• What new patterns of industrial activity has it produced?• Why are Nike's made in China?• How has the new global assembly line affected local and region for me

• Why are Nikes made in China?

• How has the new global assembly line affected local and regional societies,

economies and environments?

1. Characteristics of the Global Assembly Line

From Fordism (p.50) to post-Fordism (p.5)

- see Table 1.1 on page 61.

- increased locational flexibility in time and space.

-from a spatially fixed to a spatially dispersed assembly line

- is this the end of geography? no…

An increasingly complex and interdependent system

Global scale spatial separation of manufacturing operations.

- example the global car.

Increased global outsourcing of materials and components.

- what is meant by outsourcing?

Global production chains the integration of production.

- just in time manufacturing on regional and global scales.

- note the dominance of TNCs in controlling these chains.

- borderless businesses and stateless organizations?

. Spatial Shifts in the Production of Goods and Services

Traditional Manufacturing Spaces

The G-7 and the OECD countries -- Western Europe, North America and Japan -- still

dominate global production with 80% of world manufacturing production by value. The U.S,

Japan and Germany account for 60%.

But the W.European and N.American shares have been declining the U.S. share declined

from 40% in 16 to 7% in 14.

This has resulted in the decline and abandonment of old industrial regions = rust belts. (

de-industrialization - see section 1.6 )

But also more recent manufacturing regions like Silicon Valley in California where the

computer industry first developed, have experienced decline as production moved offshore to

other regions.

New Economic Regions

- 160s rise of Japan, whose share of world manufacturing by value rose from 6% in 16 to

4% in 14.

The biggest shift has been to the Newly Industrial Countries (N.I.C.s)

- 160-80s South Korea, Taiwan, Singapore, Hong Kong

- 180s early 0s Malaysia, Thailand, Indonesia, China.

- 10s to present Brazil, Mexico, Philippines, India, Eastern Europe

Overall we have seen the creation of new industrial zones and clusters of economic activity.

- new industrial spaces (p.p.68-70 in Human Geography)

. What Drives the Global Assembly Line ?

( Why are Nikes made in China ? - see box 1.6 )

Increased mobility of capital massive increase in foreign direct investment.

- see p.0 box 11.7 in the textbook.

The new and newer international divisions of labour.

- what is meant by division of labour?

- Nikes international subcontracting networks.

New technologies in materials and production systems.

- can you think of examples of new technologies which would influence the globalisation

of manufacturing?

Changing government policies.

- weakening labour laws (weakened safety net)

-the establishment of export production zones and maquiladoras.

- Transportation and trade, especially the move towards global free trade.

The Consumers World

( Read all of Chapter 14 in Human Geography )

Is there a geography of consumption?

Is there a global consumer culture?

How does consumerism relate to leisure and tourism?

__________________________________________

I. Consumer Society and Culture

The social production of false needs. A quote from Herbert Marcuses book

(164) One-Dimensional Man.

Marcuse believed that the products of consumer capitalism indoctrinate and

manipulate society to promote a false consciousness of needs which become a way

of life.

He saw this as another form of totalitarianism which binds consumers to producers

and uses the pleasures of consumer lifestyle as instruments of control and

domination.

Is this a profound threat to freedom and individuality?

Do you agree with Marcuses argument?

What arguments could you make against it?

II. The Geography of Consumerism

A. Local Consumer Spaces and Landscapes

- Consuming as a leisure activity.

- Your neighbourhood = living space = consumption space.

- Urban landscapes are consumed. How?

- The human geography of shopping malls

a) They are planned retail environments.

-developed, designed and managed as a single unit.

-tenancy and common areas are under private control.

-dominated by national and international retail chains.

b) Large suburban, planned malls emerged in the 160s.

-part of the private land development industry.

-synergy of developers and major retail chains.

c) The hollowing-out of many CBDs.

-especially along main streets of mid-sized towns.

-the major retail chain store moves to a suburban mall.

d) The privatization of public space.

-the internal space is built to encourage consumption.

-video cameras and guards = safety, but also monitoring

-operated for profit, not as an open space for gathering.

-the interaction of people is controlled.

B. Global Dispersal of Consumer Culture

Is there a global consumer culture?

( read the argument on pp. 407-414 of Human Geography )

What does indigenization mean?

How is it different from the concept homogenization?

The symbols of consumer culture may spread globally…

Coca-Cola, McDonalds, Microsoft, Marlboro, etc.

… but the meaning of these symbols changes in each new context. They may even

seem exotic.

Each symbol is incoporated into the local (indigenous) culture differently in

different places (at different times).

see the discussion of McDonalds on pp.411-41

If the values of the consumer society are becoming adopted in more and more places around the world…

…does this jeopardize the prospects for environmentally sustainable

development?

III. The Global Tourism Industry

Tourism, especially mass tourism is a good example of the globalization of

consumer culture in two ways

-it involves consumption by tourists of goods and services on a global scale (many

places in many countries).

-it plays a significant role in spreading the values and the material expressions of

consumer culture around the world.

A. The Rise of the Leisure Industry

The fastest growing sector of the global economy.

Sub-sectors include

Entertainment, shopping, fashion, travel, sports

Factors contributing to its emergence

growth of leisure time and expectations

increased real incomes

demographic and social change

changes in the nature of work

affluent retirement

the marketing of leisure

B. The Rise of Global Tourism

Increased demand for tourism…

emergence of leisure culture

escapism, desire to be elsewhere

desire for travel, to experience other places

education, to learn about other places

business travel

Increased supply of tourism opportunities…

transportation revolution

economic development policies

tour companies, travel agents

airlines and cruiselines

hotel and resort chains

travel credit plans - Air Miles

foreign direct investment in tourism

marketing of tourist destinations

C. Where Do the Tourists Go?

Dominance of W.Europe and N.America as both a source of tourists and a tourist

destination…

… however, the LDCs are increasingly popular.

Tourist visitors to the Caribbean

15 1.5million

165 .5 million

170 4.5 million

11 11.65 million (excluding cruise arrivals)

Since 185, this is an annual rate of increase of 7%, compared with the world average of

5.8%.

D. What are the Tourists Looking For?

The mass tourist experience

sun, sea and sand - the winter getaway, heliotropic landscape

entertainment - resorts, casinos

sports - golf, skiing, watersports

shopping

the complete package - enclaves, cruises

The selective experience scenery - the tourist gaze

history and heritage - the nostalgia industry

culture - art, architecture, folk tradition

environment - ecotourism

adventure - trekking, rafting

sex

E. Problems Associated With Tourism

The invasion syndrome.

Tourism as a questionable basis for development

a) economic concerns

-Appropriation of local business, property and employment to serve the needs of

tourists.

-Fabrication of a new, externally dependent sector that does not serve local needs.

-Exploitation of the local labour force with low wage, gender discrimination and

underemployment.

-Commodifying basic needs, e.g. supermarkets and fast-food.

b) environmental concerns

-Appropriating scenic areas, e.g. parks and coasts

-Fabricating tourist environments hotels, resorts, golf courses, theme parks =

reshaping the physical and cultural landscapes.

-Exploiting and degrading natural resources loss of agricultural land, coastal

erosion, animal habitat destruction, water depletion and pollution.

F. The Commodification of Nature

Ecotourism

Safari parks

Nature reserves

Is this a trend to be hopeful about? or is it an extension of past practices,

marketed in a new way?

Can tourism help to promote environmentally sustainable development?

Uneven Development, Marginalization and Poverty

• What is development?

• Why is it globally uneven?

• Does the Third World exist?

• What are the obstacles to sustainable and equitable development?

______________________________________________________________________________

I. The Meaning of Development

Evidence suggests that, despite recent increases in rates of global economic growth, the gap

between rich and poor countries, regions and people persists and even shows signs of

widening.

See 00 UN Report on the World Social Situation

http//www.un.org/esa/socdev/rwss/rwss00.htm

Canada, Income changes, 18-

Highest fifth +6.6% ($6,175)

Middle fifth - 1.0% ($44,01)

Lowest fifth - 5.% ($17,66)

In 18 the top 0% received $5.40 for every dollar that went to the bottom 0% = increase

from $4.80 in 14.

Global trends

Since 160, the start of the first United Nations Development Decade, disparities in global

wealth distribution have doubled.

By 1, wealthiest fifth of the world population controlled

86% of world income (GNP), 8% of world export markets,

68% of FDI, and 74% of the worlds phone lines.

The lowest fifth had 1% of world income.

In 160 the top 0% of countries had 0 times the average incomes of the poorest 0%.

By 15 this had risen to 8 times.

Increasing GDP in Latin America, but roughly same % living in poverty. A definition of development

Wealth is distributed throughout the population, is increasing faster than population growth, is

creating capital which is invested in infrastructure, both public and private, which stimulates

social and economic improvements.

Sustainable development

Development which meets the needs of the present without compromising the ability of future

generations to meet their own needs. (UN Commission on Environment and Development,

184)

This embodies concepts of

• basic needs, and

• limitations on present and future carrying capacity of the environment, i.e. limits to growth.

II. Measurements of Disparity and Development

A. Financial

• Gross National (domestic) Product crude and per capita.

What are the problems with this as a measure of wealth?

Overall GDP in any country may increase, but this masks disparities between regions, sectors,

families and individuals.

• Distribution of income and wealth

e.g. the Gini Coefficient of Disparity

0 = perfect equality

1= perfect inequality

If you're particularly interested in the inequality issue go to this part of the World Bank

website

http//www.worldbank.org/poverty/inequal/index.htm

Gini coefficients Canada

18 total income 0.

after tax income 0.

14 total 0.4 (+1.4%)

after tax 0. (0%)

18 total 0.57 (+ 6.4%)

after tax 0.15 (+ 7.%)

Gini coefficients Mexico

184 total 0.41

14 total 0.54 (+11.8%)

Can you think of any weaknesses in this method of measuring income inequality?

What about looking at poverty levels?

For Canadian poverty rates, see the Canadian Council on Social Development website

http//www.ccsd.ca/facts.html

What are the problems of using poverty levels to measure disparities in levels of living?

For Developing countries we can use foreign debt ratio.

Measured as % of GDP over 00% in poorest countries.

What are the limitations of using income levels and distributions as indicators of levels of

development?

B. Social

Education and literacy

-Ratio of teachers to students

-Percent who complete various grade levels

-Percent who can read and write

Health and Welfare

-Nutrition

-Infant Mortality

-Medical Services

Employment

-Unemployment levels

-Working conditions, e.g. child labour

C. Infrastructure

Sanitation, Roads, Housing, Telecommunications

e.g. Haiti average per capita income = $50 per annum,

cell phone=$550 plus $0/month.

OECD countries have 16% of the world population but 1% of the internet users.

D. United Nations Human Development Index

Combines several measures of development

- Life expectancy at birth

- Adjusted GDP/capita

- Knowledge (literacy and education)

III. Concentrations of Wealth and Spreads of Poverty

• Structural

- concentrations of wealth in high tech industry; spreads of poverty in agriculture.

- concentrations of wealth in the hands of owners of capital and investors; spreads of

poverty amongst workers.

• Urban/rural

- metropolitan affluence, rural poverty

• Cores and Peripheries

- wealth at the centre, poverty around the edges

• Marginal Regions and Places

- the places left behind

- degraded environments

IV. Defining the Spaces of Development

(( Read pp. 75-7 in the Human Geography textbook ))

There are problems with the concept the Third World.

The arbitrariness of the North-South division - The Brandt Line.

The idea of two distinct worlds -- developed and underdeveloped -- is based on neo-colonial

attitudes and western values of development.

Are these concepts out-dated now because of globalization?

V. Theories of Development

(( Read pp. 80-8 in the Human Geography textbook ))

schools of thought (paradigms)

Modernization theory and Dependency theory

What are the main differences between these schools of thought ?

Which approach would you support and why?

VI. Globalization and Uneven Development

•Development occurs wherever investment yields the highest return.

•Capital is invested unevenly in time and space.

•Wealth concentrates in major capital centres the world cities.

As a result, flexibility of the system on a global scale in time and space causes shifts in

locations of development.

VII. Conclusion

How do the main elements of globalization that we have studied in the course cause uneven

development and increased disparity?

The Global Supermarket

e.g.

declining farm incomes

shift from local food production to export production

Global Assembly Line e.g.

maquiladoras and sweatshops

economic power of TNCs

Global Tourism

e.g.

dependency on foreign investment

vulnerability to global economic conditions

labour exploitation

The New World Order

e.g.

World Bank and IMF structural adjustment programmes and debt.

Free trade (WTO) and downward harmonization

Power of G-7

The New World Order

( read pp.444-45 and Chapter 16 in Human Geography )

Is there a new world order?

What are its main institutions?

Who controls it?

What are its underlying ideologies?

___________________________________________

U.S. President George Bush, Sr. - Sept.17, 10

Out of these troubled times… a new world order can emerge; a new era

- free from the threat of terror, stronger in the pursuit of justice, and

more secure in the quest for peace; an era in which the nations of the

world, east and West, North and South, can prosper and live in

harmony.

I. Geography of the Cold War, 14-18

( read pp.444-448 in the textbook )

Capitalist West vs. Communist East

U.S.A. vs. U.S.S.R.

Contrasting socio-economic systems private vs. public ownership of the means of

production.

Global scale nuclear military stand-off

Mutually Assured Destruction (M.A.D.)

The Iron Curtain in Europe

… therefore a cold war between superpowers

But… also, hot zones of containment

These are located in the rd World

Examples Korea, Cuba, Vietnam

… the domino effect metaphor of geo-politics

II. A New Global Political Economy

18 Collapse of the Soviet Bloc, end of the Cold War

New power relations one superpower (the U.S.A. and its satellites - N.A.T.O.

and the U.N.)

Breakdown of the last barriers to the global economy

now there is more and freer international commerce

shifts in trade patterns - U.S.A. is the worlds market

But… does the Cold War continue in Asia? ( see p.450 )

III. Institutions of the New World Order

A. Dominance of Nation-States

Issues of sovereignty and independence.

How are nations perceived/imagined?

- race, religion

- they identify a common history

- they represent an ideal social form

Are there nations without (place) states?

( see Box 16.1 on p.457 )

B. Sub-State Threats to this Dominance

Nationalist movements ( see Box 16. on p.464 )

Ethno-religious factionalism

Decline of central planning and state intervention

Privatisation of public institutions

De-regulation of free enterprise

C. Supra-State Threats

Political institutions and relations NATO, UN, EU

Economic institutions and activities

World Bank and I.M.F., World Trade Org.,

N.A.F.T.A., O.E.C.D., O.P.E.C., TNCs…

The global media

C.N.N., B.B.C., Al-Jazeera…

International non-governmental organisations

Greenpeace, Amnesty Intl., labour unions…

IV. Control of the New World Order

A. The Establishment

Trans-national corporations

Nation-states working together

G-8, E.U., U.N. Security Council

Financial institutions, investor organizations

The U.S. military

Technological dominance

Why attack Iraq

B. The Anti-Establishment

NGOs environmental, human rights, anti-poverty

The anti-globalization movement

Anarchists, union members, feminists…

Seattle, Quebec City fence, Montreal…

Canadians N. Klein, M. Barlow, J. Singh…

V. The Underlying Ideologies in Conflict

Neo-liberal the global free market, wealth trickles

Social democratic interdependence

Marxist global capitalism vs. international socialism

AlsoGreen the global commons, universal stewardship

(true) Anarchist smaller communities are better

Self-determination and human rights, respect diversity

Is there a Cyber-ideology? ...freedom of information

Is there really a clash of civilizations?

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