Film Analysis Mardi Gras - 906 Words

Jacqueline Mason Women’s Studies Kim Jensen November 19, 2015 Mardi Gras: Made in China: Film Analysis Film director David Redmon, created the documentary Mardi Gras: Made in China, following the trail of beads from a factory in China to Bourbon Street during Mardi Gras, emotionally exposing the imbalances of globalization. Redmond skillfully illuminates the clash of cultures by comparing American excess and consumer ignorance against the harsh life of the Chinese factory worker. The film began with the Mardi Gras celebration in New Orleans where people gathered to party, drink alcohol, and expose themselves in exchange for brightly colored plastic bead necklaces. The stories follows four teenage women workers, providing insights†¦show more content†¦The pay would be about 10 cents per necklace or about $62 per month The factor employed about 400 people. 90% women sitting elbow to elbow. The factory owner, explained that he employed mainly women aged fourteen and nineteen, because they were easier to control than t he men. He employed men only for the jobs that required heavy lifting. These workers lived in the factory provided housing and were feed meals. They generally worked between 10-14 hours workdays everyday with the exception of the two-week Chinese New Year celebration, a time when all employees, including the factory owner, went home to be with their families.. There would not be any talk amongst themselves while they were working and the employees must wear red hat so that he could keep track of the employees whereabouts. The owner states that if they felt the need to socialize they could do it on their breaks or on their day off. Workers’ official day off was Sunday, but they were often assigned to work in order to meet production goals. Failure to meet production quotas, resulted in a ten percent pay cut. One worker even stressed that her quote was to paint 200 pieces however could only finish 100 at the most. It was repeatedly stressed that punishment was very importan t for keeping the workers focused on their tasks. Attempting to organize labor could result in punishment, too. The lack of resources and capabilities to fulfill the basic needs of life, access to food,

World Trade Organization - Essay - 5408 Words

WORLD TRADE ORGANIZATION The World Trade Organization (WTO) is the only global international organization dealing with the rules of trade between nations. At its heart are the WTO agreements, negotiated and signed by the bulk of the world’s trading nations and ratified in their parliaments. The goal is to help producers of goods and services, exporters, and importers conduct their business. The WTOs predecessor, the General Agreement on Tariffs and Trade (GATT), was established after World War II in the wake of other new multilateral institutions dedicated to international economic cooperation, notably the Bretton Woods Institution known as the World Bank and the International Monetary Fund. A comparable international institution†¦show more content†¦These internal transparency requirements are supplemented and facilitated by periodic country-specific reports (trade policy reviews) through the Trade Policy Review Mechanism (TPRM). The WTO system tries also to improve predictability and stability, discouraging the use of quotas and other measures used to set limits on quantities of imports. 5. Safety valves. In specific circumstances, governments are able to restrict trade. There are three types of provisions in this direction: articles allowing for the use of trade measures to attain non-economic objectives; articles aimed at ensuring fair competition; and provisions permitting intervention in trade for economic reasons. Exceptions to the MFN principle also allow for preferential treatment of developing countries, regional free trade areas and customs unions. The WTO has come in for fierce criticism from the anti-globalization, environmental and development lobbies. They argue that WTO: †¢ Allows rich countries to exploit the Third World workers, paying them low wages and making them work in conditions which would be completely unacceptable n developed countries. †¢ Is causing an environmental catastrophe in the Third World as rich countries plunder the national resources of the planet and give very little in return to poor countries. †¢ Forces poor countries to lower their barriers to trade while rich countries keep their barriers inShow MoreRelatedThe World Trade Organization Essays908 Words   |  4 PagesThe World Trade Organization is widely known as an organization that deals with free trade on an international level. Quoting from their website, â€Å"the World Trade Organization (WTO) deals with the rules of trade between nations at a global or near-global level. But there is more to it than that.† (Source 1) . In general to enter into the WTO, a country must meet certain criteria that deal with liberalization of trade policy. (Source 2? More like a general). As a member of the WTO, countries mustRead MoreWorld Trade Organization Essay1696 Words   |  7 PagesWorld Trade Organization The World Trade Organization (WTO), is an international organization designed to supervise and liberalize international trade. The WTO came into being on January 1, 1995, and is the successor to the General Agreement on Tariffs and Trade (GATT), which was created in 1947, and continued to operate for almost five decades as a de facto international organization. The World Trade Organization deals with the rules of trade between nations at a near-global level; itRead MoreEssay on The World Trade Organization579 Words   |  3 Pages World Trade Organization (WTO) nbsp;nbsp;nbsp;nbsp;nbsp;The World Trade Organization (WTO) is the only global international organization dealing with the rules of trade between nations. The goal is to help producers of goods and services, exporters, and importers conduct their business. The World Trade Organization came into being in 1995. One of the youngest of the international organizations, the WTO is the successor to the General Agreement on Tariffs and Trade (GATT) established in theRead MoreThe World Trade Organization Essay1690 Words   |  7 Pagescountries. The three main institutions i will be talking about include the World Bank, International Monetary Fund and the World Trade Organisation. These organisations provide loans, grants and practical assistance to governments, in addition to loaning money to assist private businesses within developing countries. They also play a significant role in the privatisation and overseeing of public utilities and natural resources. The World Bank (WB) and the Inter national Monetary Fund (IMF), often called theRead MoreThe World Trade Organization Essay1171 Words   |  5 PagesThe World Trade Organization The World Trade Organization (WTO) was established on January 1, 1995 and is the most powerful trade body in the world. It has 133 member nations and 33 nations with observer status who have applied for membership. (Americanlands) On behalf of its members the WTO promotes, monitors and adjudicates international trade (Goldstein 378) in order to establish a free trade system. It covers every field of economic and social endeavors, including: textiles, agricultureRead More The World Trade Organization Essay2008 Words   |  9 PagesThe World Trade Organisation (WTO) is today seen as one of the pillars of international trade and financial systems of the world alongside the World Bank and the International Monetary Fund, despite being only sixteen years old. With what began as the succession to the previous guidelines and rules set out by the General Agreement on Tariffs and Trade back in 1948, it is now seen as the ‘main unifying force of world trade today’ a key playe r in both the conduct of trade relations and global governanceRead More world trade organization Essay examples637 Words   |  3 Pagesthere has been a constant controversy over whether the World Trade Organization should enforce global free trade. The primary idea is to establish in which all are happy. Although there are many advocates for trade liberalization, as well as many who oppose. I believe free trade may be advantageous for both large and small-industrialized countries, but it does not favor the smaller developing countries needs primarily. If the World Trade Organization eliminates tariffs and quotas, it could create moreRead MoreEssay on Benefits of the world Trade Organization1015 Words   |  5 PagesBenefits of the World Trade Organization nbsp;nbsp;nbsp;nbsp;nbsp;One of the biggest firms associated with globalization is the World Trade Organization. The World Trade Organization is the only international body that deals with the rules of trading between nations. It has evolved over the past half century into an entity that contract with the trade of services, intellectual property as well as its original intent of the trade of goods. The WTO controls most trade in the world today throughRead MoreEssay about World Trade Organization1438 Words   |  6 Pagescontroversies connected to the World Trade Organization (WTO), most American citizens don’t know what the WTO actually is or what it does. Because there’s so much the average person doesn’t understand, we need to look at the background of the WTO before we can discuss any further details; then we will look at possible explanations of why people protest, and finally we’ll focus on whether or not any protests were justified. nbsp;nbsp;nbsp;nbsp;nbsp;The World Trade Organization is designed to create theRead MoreEssay on The World Trade Organization (WTO)2647 Words   |  11 PagesThe World Trade Organization (WTO) is the most powerful lawmaking and legal body in the world. It is the only global international organization dealing with the rules of trade between nations. The goal of the organization is to help producers of goods and services, exporters and importers handling their business. †¢ Who We Are- The WTO was born out of negotiations, and everything it does is the result of negotiations. The purpose of it is to help trade flows as freely as possible- safeguarding no

Sejanus, His Fall Monologue Essay Example For Students

Sejanus, His Fall Monologue Essay A monologue from the play by Ben Jonson NOTE: This monologue is reprinted from Sejanus, His Fall (1603). SEJANUS: What excellent fools Religion makes of men! Believes Terentius, If these were dangersas I shame to think them The gods could change the certain course of fate? Or, if they could, they would now, in a moment, For a beef\s fat, or less, be bribed t\ invert Those long decrees? Then think the gods, like flies, Are to be taken with the steam of flesh, Or blood, diffused about their altars; think Their power as cheap as I esteem it small. Of all the throng that fill th\ Olympian hall, And, without pity, lade poor Atlas\ back, I know not that one deity, but Fortune, To whom I would throw up, in begging smoke, One grain of incense; or whose ear I\d buy With thus much oil. Her I indeed adore; And keep her grateful image in my house, Sometimes belonging to a Roman king, But now called mine, as by the better style. To her I care not if, for satisfying Your scrupulous fancies, I go offer. Bid Our priest prepare us honey, milk, and poppy, His masculine odours, and night-vestments. Say Our rites are instant, which performed, you\ll see How vain, and worthy laughter, your fears be.

Paulo Freire “The Banking Concept of Education” Essay Sample free essay sample

Introduction â€Å"The Banking Concept of Education† was invented by Paulo Freire in an effort to depict the deductions of the modern-day educational system. Much unfavorable judgment has been addressed towards this work ; much truth the work has besides revealed. It is hard to reason. whether the writer was wholly right or incorrect – his premises have solid practical bases but can besides be debated. However. it is still interesting and utile to reexamine Freire’s statements as for what banking instruction is. The Banking construct of instruction The kernel of the banking construct of instruction created by Freire is in the fact that pupils do non get and utilize cognition to analyse ; the cognition alternatively is merely deposited into them by the instructor. This procedure if viewed by Freire as the agency of impeding creativeness in instruction in general. â€Å"This is the banking construct of instruction. in which the range of action allowed to the pupils extends merely every bit far as having. We will write a custom essay sample on Paulo Freire â€Å"The Banking Concept of Education† Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page filing. and hive awaying the deposits† ( Freire ) . Of class. one may reason that we ourselves are the Godheads of our instruction. and our cognition. However. enterprise in instruction is non ever applicable. particularly when the educational environment does non let any creativeness. as Freire tries to carry us. Therefore. the writer of the banking construct in instruction attempts to turn out that finally. pupils can non transform the deposited cognition. as they are non taught to use their transformational accomplishments. â€Å"In the banking construct of instruction. cognition is a gift bestowed by those who consider themselves knowing upon those whom they consider to cognize nothing† ( Freire ) . As a effect. Freire speaks about â€Å"banking† instructors as oppressors. mentioning to the present educational system as â€Å"oppressing† . The cognition has ever been the procedure of enquiry. but the banking attacks in instruction alteration these thoughts. and do instruction similar to the suppressing political orientations: the instructor represents himself as opposed to his pupils. and they do non hold any pick to alter this or to get away this resistance. In the banking construct of instruction. pupils have to take their instructors for granted. and as people who know everything. while the pupils know nil ( Freire ) . The major contradiction of the banking instruction Freire depicts in the list of 10 attitudes and patterns of conventional instruction. We have already mentioned the two of these attitudes. when the cognition is simply deposited into pupils. and when they are accepted by instructors as cognizing nil. Freire assumes that in his attack towards instruction. â€Å"the teacher thinks and the pupils are thought about† ( Freire ) . However. it is hard to understand here. in what manner the pupils are being thought of and how it relates to the discussed theoretical model. Does this mean that the pupils are thought about every bit simply the depositories of cognition? This premise can be right in the visible radiation of the already discussed issues. â€Å"The teacher negotiations and the pupils listen – meekly ; the instructor subjects and the pupils are disciplined† ( Freire ) . Obviously. the subjugation about which Freire speaks is besides reflected in the fact that pupils are non taken as the sensible objects that are capable of analysing and transforming this cognition. The subjugation is noticed in the state of affairs. when the pupils are non merely invariably disciplined by their instructors. but when they besides have to follow with the picks enforced by the instructor ( Freire ) . Many of us retrieve the state of affairss. when we had to work on the subject chosen by the coach without any possibility to discourse or alter it. Despite the nonsubjective nisus of the present educational system towards flexibleness. the figure of â€Å"oppression† illustrations is excessively big to do this â€Å"flexibility goal† at least closer. â€Å"The oppressors use their â€Å"humanitarianism† to continue a profitable state of affairs. Therefore they react about instinctively against any experiment in instruction which stimulates the critical modules and is non content with a partial reappraisal of reality† ( Freire ) . The kernel of these oppressors should be decently understood. and Freire makes particular accent on this apprehension: the oppressors ( instructors ) tend to alter the consciousness of the oppressed ( the pupils ) and non the state of affairs. which is called as â€Å"oppressive† . The subjugation to creativeness – this is the footing of the banking attack in instruction ; Freire describes a simple illustration in big instruction: â€Å"students will neer be proposed to critically see reality† ( Freire ) . Beyer is really enlightening in how he analyzes Freire’s construct: â€Å"Freire believes this is a signifier of subjugation in that pupils can non see the universe as they wish but alternatively are forced to see the universe in a mode that is approved by those in power† ( 98 ) . Freire creates a distinguishable resistance between the banking instruction and problem-posing instruction. He obviously supports problem-posing construct for its capacity to decide the contradiction between the instructor and the pupils. when the instructor takes the place superior to that of pupils: â€Å"the instructor is no longer simply the-one-who-teaches. but one who is himself taught in duologue with the students† ( Freire ) . Therefore. the problem-posing instruction is the look of Freire’s thoughts as for what instruction should be and what organize it should take. Education should non take the mere signifier of person being taught by person who pretends he knows more ; instruction should be created in the procedure when the teacher’s authorization is no longer valid. As a consequence. the procedures of instruction and development take topographic point in changeless interaction between the pupils and the instructor. It is possible to propose that Freire has gone beyond the traditional bounds of treatment within the subject of instruction. â€Å"He is besides reasoning that the manner of dealingss between instructor and pupil are of import determining relationships for how to be toward each other as humans† ( Beyer 103 ) . We ourselves have become the informants of the state of affairss. when instructors tended to stress their superior place towards us. We besides know how it hurts to understand that the instructor does non take us as equal. This may go a serious obstruction on the manner towards understanding between the instructor and the pupil. and as a consequence. on the manner towards effectual instruction. Permanence and alteration are besides used by Freire as the two determiners of banking and problem-posing instruction: â€Å"The banking method emphasizes permanency and becomes reactionist ; problem-posing instruction – which accepts neither a â€Å"well-behaved† present nor a preset fixture – roots itself in the dynamic present and becomes revolutionary† ( Freire ) . Therefore. permanency and alteration are the two basic determiners. one of which ( permanency ) determines banking instruction as oppressive towards alteration and creativeness. and the other one ( alteration ) is the basic characteristic of good problem-posing instruction. The dramatic difference between the problem-posing and the banking construct of instruction is in the fact that. as Freire puts it. the banking construct does non let the individual thought of his state of affairs critically. It instead imposes fatalistic perceptual experience of any life state of affairs. The problem-posing attack. on the contrary. represents any state of affairs as a job. which needs analysis and solution. It is doubtless. that the banking construct is the look of the educational subjugation against those who seek creativeness and personal development. Decision Freire’s work is interesting in footings of clear designation of the issues. which do be in modern-day instruction. Despite the fact that Freire sometimes uses instead extremist footings. his initial purpose was to stand for the current system of instruction as it was. Furthermore. even understanding that we tend to present flexibleness and problem-posing approached into instruction. there is still much to be done in order to wholly extinguish banking attacks in instruction. Plants cited Beyer. L. E. A ; Apple. M. W.The Curriculum: Problems. Politics. and Possibilities.Capital of new york: State University of New York Press. 1998. Freire. P.Teaching method of the Oppressed.Chapter 2. 1993. Webster Philosophy Department. 17 November 2007. hypertext transfer protocol: //www. Webster. edu/~corbetre/philosophy/education/freire/freire-2. hypertext markup language