Analysing Critiques of globalisation

Analysing Critiques of globalisation â€Å"Critiques of globalisation argue that as a result of failures to deal with risks to international stability, the basis of global order has been at risk and political and economic disorder like that that followed the collapse of 19th century globalisation may not look impossible. â€Å"Do you agree? Globalization is the background of the present world. Our economic, political and the social status in the second decade of the twenty first century would not have been possible without considering the global context of free markets and the information technology. Many scholars have defined globalization viewed through lens of different perspectives towards the world. Blackmore (2000) defines globalization as, â€Å"increased economic, cultural, environmental, and social interdependencies and new transnational financial and political formations arising out of the mobility of capital, labour, and information, with both homogenizing and differentiating tendencies†, (Blackmore , 2000, p.133); while Hill (2009), puts more emphasis on the economic, asserts, â€Å"globalization refers to the shift toward a more integrated and interdependent world economy†, (Hill, 2009, p.6). This paper will briefly describe the history of glabalization followed with a review of the two phases of globalization in the nineteenth and the twentieth century where in one phase was seen prosperous while the other was the end of globalization. Subsequently, laying out the current situation whether or not it is parallel to the failures of globalization. Drawing upon an opinion thereby, on the same, alongwith rational elucidations. Critiques have argued that globalization is not something that happened 200 years ago, it can be traced back to the 16th century during the emergence of the pinnacle of capitalism (Robertson, 1997). According to Friedman (2005), globalization can be viewed in three phases: globalization phase one (1492- 1800) was the globalization of countries, globa lization 2 (1800-2000) was the globalization of companies and globalization 3 (2000 till now) is the globalization of people. However, Broadberry and O’Rourke (2010) state that the period between 1870 to 1914 reflected as the high water mark of the nineteenth century globalization. Globalization in the nineteenth century encompasses interregional transfers of goods, people and capital. The preeminent way to measure the levels of integration is the rising amounts of international flows of economic activity for e.g. the ratio of comodity trade to Gross Domestic Product (GDP), number of people migrated to total population and the cost of moving goods across continents. European international trade was growing at a 4.1% a year between this period (Bordo et al., 1999) while the global output rising from 10% in 1870 to about 20% in 1914. This was the first phase of globalization which was accompanied with extraordinary prosperity. Countries who were involved in the global markets d uring this phase had narrowed the gap between wealthy and poor nations. Japan, for e.g., in the seventeenth century had completely cut off itself from the world permitting only one Dutch ship a year to land and involved in small amount of trade. In 1870, Japan was a a backward country where the average income of a person was less than a quarter of that in the United Kingdom (U.K.). However, as a result of fully involving in the global market in 1868, Japan’s income was able to increase at 1.5% compared to 1% of growth rate for U.K. (Mishkin, 2006). Countries like China and India were deprived of the industrial capability as they were not able to enter the global economic system.

Egyptian Cultural Values and Beliefs Essay Example | Topics and Well Written Essays - 250 words

Egyptian Cultural Values and Beliefs - Essay Example Women take care of their homes and should not engage in adultery besides they have right to education, employment and right to own property. Conversely, men provide and make decisions for their families besides giving permission when they are marrying of their daughters. Contrary to the women, men are free to wear any kind of male clothes they wish so long these attires would go against their beliefs’ statutes and culture. Children stay with their mothers besides mandated to attend schools, religious teaching sessions, assisting parents as well as behaving well. Boys are more favoured compared to girls whereby the latter do not have any freedom to mingle with boys except their brothers though at certain times in the family. Children join school at the age of six years where they ought to learn up to secondary level. Young children in most cases tend to study their traditions and religion teachings the first and essential one being memorizing Qur’an and Hadith (Stewart). Some of the practices, which Qur’an prohibits, include having sexual relations before marriage, looking down when talking to someone, use of left hand, failing to finish all food in one’s plate. These besides other of the similar sort based on Islamic culture are taboos. I like the way the Egyptian culture distinguishes the responsibilities of men, women and children. This allows each person in the community to play his or her own roles without interfering with those of colleagues. Hence, promoting respect and peace in the family levels as well in the entire Egyptian community because each member knows his or her responsibilities besides not partaking other peoples tasks hence reducing disagreement cases (Stewart). Some of the Egyptian elements that I may like to emulate and advocate in my family or community encompasses how women tend to be responsible in taking care for their homes, children as well as not engaging in affairs out of own marriages (Stewart).

Analysis of Hero Sara Crewe (Liesel Matthews) in the Film A Little Movie Review

Analysis of Hero Sara Crewe (Liesel Matthews) in the Film A Little Princess - Movie Review Example   The official hero â€Å"represented the American belief in collective action and the objective legal process that superseded private notions of right and wrong† (Ray 1). At first sight, Sara Crewe appears to embody the qualities of the official hero – a smart, pretty, young lady who possesses a strong moral and ethical grounding. Growing up to a rich family, she speaks French and has lived most of her childhood years in India. In the film, she constantly speaks about how much she loves her father, and how badly she misses her mother who passed away during childbirth. Sara is a picture of an honest, beautiful, and loving daughter who seemed to have everything. Ray also talks about how the official hero embodies â€Å"the best attributes of adulthood: sound reasoning and judgment [and] wisdom and sympathy based on experience† (2). Sara, as young as she was, maybe childish at times but she often comes across as an adult trapped in an adolescent body. In a letter to her father, she writes about the strict rules in the school that she reluctantly follows but, nevertheless, believes that those rules are there for a reason. Although the rebelling heart is there, the young mind of Sara is willing to understand and accept rules displaying a certain degree of maturity and sound judgment. â€Å"The official heroes were predominantly worldly, comfortable in society, and willing to undertake even those public duties demanding personal sacrifice† (Ray 3). Sara knows very well the class segment she belongs to – an heiress to a British father who mined precious stones for business. Her father constantly tells her in the film that she is a princess. Possessing these worldly qualities, however, Sara keeps her feet on the ground and treats everyone as her equal. Upon learning that the black servant girl, Becky (Vanessa Lee Chester), was not allowed to speak with the students, Sara went out of her way to give Becky a pair of new shoes. That s mall gesture started the relationship that eventually blossomed into a lifelong friendship between the two. 3. The Outlaw Hero Qualities of Sara Crewe While some qualities of Sara make her an official hero, she is predominantly driven by outlaw hero qualities. First, Sara is driven by â€Å"whims, tantrums, and emotional decisions† that characterize an outlaw hero (Ray 1). In one scene in the film, Miss Minchin (Eleanor Bron) tells Sara that jewelries are not allowed in the class. Sara pleads to be allowed to wear the necklace in her room instead, and gets instant approval from Miss Minchin. Sara’s little whims and tantrums are somehow an indicator of her rebellious heart. In a reading class, after seeing her classmates doze on and off while listening to the reader, Sara changes the plot of the story and inserts make-believe characters. This wakes up her sleepy classmates and at the same time irritates Miss Minchin.