Institutions of Globalisation Essay Example for Free

Institutions of Globalisation Essay Firstly, the Institutions of Globalisation must be reformed. Unintentionally, globalisation has come to be governed by several key institutions. Best known are the World Trade Organisation, the World Bank, and the International Monetary Fund. If globalisation is to work for everyone, these institutions must be reformed. They must be made to look after all of the worlds countries, not just those they represent. Secondly, there must be an ending to northern double standards. Developed countries preach free trade, but often fail to practice it. Recently, France, one of the key members in the Doha talks, stubbornly refused to open up its markets and allow in Agricultural imports particularly the cheaply produced goods from the Third World. Generally, the EU taxes Third World exports and dumps its subsidised products in developing country markets, destroying local livelihood. When new WTO rules are drawn up, they usually reflect the balance of power within the organisation, therefore benefiting the richer countries. Certain kinds of subsidies are often permitted in the North but banned in the South. Rich countries must help poor countries by promoting economic growth that is equitable and environmentally sustainable; they must help developing countries build effective government systems and promote health and education for their people; and must use new technology to share skills and knowledge with developing countries. Rich countries can work with developing countries to put in place policies that will attract private financial flows and minimise the risk of capital flight. They can fight to strengthen the global financial system, encourage international co-operation on investment, competition and tax that promotes the interests of developing countries, support an open and rules-based international trading system, and work to promote equitable trade rules and an effective voice for developing countries. A vital step is to support continuing reductions in barriers to trade, both in developed and developing countries, and work to improve the capacity of developing countries to take advantage of new trade opportunities. By strengthening developing countries capacity to participate in international negotiations, lesser-developed and emerging economies will have the chance to reap the full benefits of globalisation. Unfair trade sanctions were one of the drivers for the establishment of the General Agreement on Tariffs and Trade (GATT), now known as the World Trade Organisation (WTO). Debt relief would be a major factor which could reduce marginalisation. Poor countries are currently paying million of dollars back to rich countries millions which they cannot afford. Debt relief can take the form of cancellation, rescheduling, refinancing or re-organisation of debt. The Debt Initiative for Heavily Indebted Poor Countries is a well-known current example. Through Jubilee 2000, many non-government organisations (NGOs) from around the world campaigned for one-off cancellation of the unpayable debts of the worlds poorest countries by the end of 2000. There are particular responsibilities placed on developed countries. It would be pointless to pour millions of pounds worth of trade and aid into poor countries only to then impose trade sanctions and unfair subsidies. All policies, of developing countries, developed countries, international institutions and society, must be consistent with a commitment to sustainable development and reducing poverty. Poor countries need to be given the chance to be heard. Open and effective global institutions are needed where they can fight for their interests on a more equal level. The UK government is committed to help eliminate world poverty, and to co-operate with other governments and international institutions as part of a broader international effort. Three years ago the government published its first White Paper on International Development Targets3, which focused on the reduction of abject poverty4 in the world. The targets, which include a reduction by 50% in the number of people living in extreme poverty by 2015, and progress towards gender equality and empowerment of women by 20055, are supported by the International Monetary Fund (IMF), the World Bank, the EU, and the OECD, as well as many heads of states. Although the targets are challenging, leaders believe that if the correct national and international policies are implemented, the targets will be achieved. It is pointed out, however, that progress is dependent on national governments in all countries strengthening commitment to reduce poverty to ensure that all countries benefit and that some are not missed out. The UK government believes that the benefits of globalisation for poor countries substantially outweigh the costs, especially in the longer term. The rapid integration of the global economy, combined with advances in technology, is creating unprecedented global prosperity, which has helped to life millions out of poverty. With the correct policies put into place, many millions more stand to benefit in the years ahead. CONCLUSION We have seen that poor countries that are able to increase their participation in the global economy have higher growth rates, faster poverty reduction, and more rapid increases in education. It is vital that poor countries are able to integrate into the world economy in ways that reduce, not increase, inequality and poverty. Reform of global institutions have a key part to play in this. However, the first and perhaps most important step for globalisation to benefit all in the future is for rich countries to open their protected markets to the poor, which should help to reduce world poverty and inequality. Poor countries with around 3 billion people have broken into the global market for manufactured goods and services. Whereas 20 years ago most exports from developing countries were primary commodities, now manufactured goods and services dominate. This successful integration has generally supported poverty reduction. Examples can be found in China, India, Bangladesh and Vietnam. The new globalisers have experienced large-scale poverty reduction; during the 1990s the number of their people who were poor declined by 120 million. Integration would not have been feasible without a wide range of domestic reforms covering governance, the investment climate, and social service provision. But it also required international action, which provided access to foreign markets, technology and aid. One of the most disturbing global trends of the past 2 decades is that countries with around 2 billion people are in danger of becoming marginal to the world economy. Incomes in these countries have been falling, poverty has been rising, and they participate less in trade today than they did 20 years ago. It is easy to see that globalisation is not a force that can be ignored. It is all around us, in every aspect of our lives. Within countries, globalisation has not, on average, affected inequality. The rapid growth in the new globalisers can be a political opportunity for redistribution policies that favour the poor. Promoting education, particularly for poor people, is equalising, improves health standards and enhances the productivity growth that is the main engine of poverty reduction. There will, however, without a doubt, be winners and losers in each society. Good social protection policies can be a key factor in helping people prosper in this more dynamic environment. It appears that the solution to the problems, that especially countries such as China and Africa seem to be facing, is not the halting of the globalisation process, but the opposite. The expansion of free trade to include the developing countries in Africa and China and elsewhere It appears that these countries are not poor because of globalisation, but in large part because this globalisation has passed them by. The road ahead seems not to lie in the reduction, or remodelling of globalisation but the expansion thereof, and expansion to include the areas in the world which globalisation has so far been passing by. The 49 least developed countries account for nearly 11% of the worlds population, but only 0. 4% of the worlds exports and that small percentage has been falling. Wage levels differ between countries according to the levels of education and productivity. The experience in countries like Korea is that as countries develop, their wage levels rise and the focus of their industry shifts from labour intensive to more capital and knowledge intensive industries. Globalisation creates unprecedented new opportunities and risks. If the poorest countries can be drawn into the global economy and get increasing access to modern knowledge and technology, it could lead to a rapid reduction in global poverty as well as bringing new trade and investment opportunities for all. But if this is not done, the poorest countries will become more marginalised, and suffering and division will grow. In order to make globalisation work for the poor we need not just strong and vibrant private sectors, but also effective governments and strong and reformed international institutions. Governments and institutions need to work collectively to tackle the problems of conflict and corruption, boost investment in education and health, spread the benefits of technology and research, strengthen the international financial system, reduce barriers to trade, tackle environmental problems and make development assistance more effective. It is clear that openness is a necessary but not sufficient condition for prosperity. No developed country is closed. The poor countries that have been most successful in closing the gap are those which have opened up their economies to world markets in order to build strong export sectors and attract inward investment. However, the majority believes that the future of Globalisation is bright. Even September was a remarkable positive month, especially in the US. The country has recently signed new agreements with Jordan and Vietnam; and negotiations to bring China into the World Trade Organisation look close to a deal. The new trade rounds at Doha promise to deliver liberalisation of agricultural markets, allowing less developed countries the chance to gain a share of these markets and profit accordingly. A breakthrough at Doha just as the world economy appears to be entering its worst slowdown in a generation could be a hugely symbolic victory for those proposing further trade liberalisation. Globalisation in the future is inevitable. However, it is agreed on all accounts that in order for it to benefit as many people as possible, changes must be made. Those institutions such as the IMF and the World Bank, as well as individual governments, must all make vital changes in order to better prospects for everyone in the future. To conclude, global economic integration has supported poverty reduction and should not be reversed. But the world economy could be and should be much more inclusive. The growth of global markets must not continue to bypass 2 billion people. The rich countries can do a lot, both through aid and trade policies, to help the currently marginalised countries onto the path of integration that has already proved to effective for the new globalisers. BIBLIOGRAPHY CAFOD Briefing  www.globalisationguide.org

Global Communication :: International Relations Global Essays Papers

Global Communication In chapter 14 on his book Global Communication in the twenty-first century, Stevenson focuses on the topic of persuasive communication. He presents a brief analysis of propaganda, or using his term, public diplomacy, making reference to the United States Information Agency (USIA). He also speaks about advertising highlighting that international advertising is increasing. Stevenson refers that the new global communications systems are efficient tools for governments and economics sectors to reach and influence public opinion, I suppose that it is understood that always communications systems have been efficient to influence people. It is much what scholars have writing about persuasive communication and it is much what we have read about this. Stevenson just presents a compact information with different examples which permit illustrated the topic. In the formation of stereotypes, influence in the self-identity and the role of the media in this process, an example comes to my mind. The refuse of the â€Å"stigma† of being Indians, commonly seen in many countries of Latin America. At this respect, Carrasco in a study about Indians migration in Ecuador points out that they â€Å"change their clothes in the bus terminal bathroom in Riobamba, in order to arrive in Guayaquil without seeming Indians.... They return talking like costeà ±os, and some refuse to speak Quechua even in the local community† (Carrasco, 105). Obviously, in this case, this comportment not only responds to an impact of the media over this people, in fact, many of them do not have a direct relation with media. Other factors like history, socio-economic relations, believes and culture are probably much more important than the portrayal of the Indians in the media, nonetheless, it is important to mention how media contribute. We could allege Mexican good selling TV novelas or soap operas, with large acceptancing among audience in Ecuador and other Latin American countries, Indians roles here are poor and with a lack of values. Probably a better example is a disgusting but popular series called â€Å"La India Maria†, where the protagonist is a dumb, dirty and poor Indian woman. The latter produced by â€Å"Televisa† in Mexico. In relation with this program and attending critics from some sectors of the audience, Televisa president, Emilio Azcarraga, said â€Å"to educate is a task of the government and not of Televisa†. Personally I think that for good or bad, nobody has influenced the formation (or disformation) of today Mexican minds as Televisa and Azcarraga family.

My thoughts and ideas Essay

Firstly I would like to congratulate you on your excellent audition for the part of Juliet. As time is limited and due to our individual work commitments, we are unable to meet up before rehearsals begin. Therefore, as the stage director I thought it maybe helpful to discuss some of my thoughts and ideas for the play and give you some background information that will be useful in helping you prepare for the part of Juliet. Shakespeares’s Romeo and Juliet was written during the reign of Queen Elizabeth I although it is unknown exactly when it was set. During this time people were taught that there was a divine way of doing things and that God has instituted a church and ordained a monarchy so that the people could be ruled over in a proper way. Despite the country being ruled by a powerful woman, women had very little freedom socially, economically or legally. At the time of this play marriages were comparably different to today’s idea of marriage. Firstly the common age for girls to be married was fourteen and they had little or no say in the choice of husbands who were often chosen by families. Husbands were often chosen for their status in society so they could be rich and powerful allies to a family. Within families the father ruled over the wife and children just as the monarch did over the state. Religion played an important part in everyday life and children were taught about their duty to God and attendance at Church services was compulsory. Services were carried out by licensed clergy. This meant that the authorities were able to keep checks on citizens and monitor conformity. Julia, at this point a brief overview of the play maybe useful to you. Essentially it is about two chief families in Verona, the rich and noble Capulets and the Montagues. An old feud between the two families had grown in deep hatred that affected not only the family members but also anyone associated with each household, including the staff. Chance meeting often led to brawls and bloodshed disturbing the quietness of the streets of Verona. Romeo is a Montague and Juliet is a Capulet. The play is a tragedy and the main theme is love and hatred. The first two scenes in Act 1 set the scene for the play and are mainly about the males and establishes the violence between the two families. Your first appearance as Juliet in this production is in Act 1 scene III. This scene is very important as we meet the main female character and two others: Lady Capulet who has a rather formal and distant relationship with her daughter and the nurse who is Juliet’s carer. We learn that Juliet is nearly fourteen years old in the play. In Act I Scene III Lady Capulet asks the nurse to summon Juliet then Lady Capulet asks the nurse to leave her and Juliet alone as they â€Å"must talk in secret† but then immediately asks her to â€Å"come back† as she has known Juliet from a young age. This demonstrates the nurse’s closeness to Juliet and the Capulet family. It also establishes her importance in the play. I would like you to portray Juliet as the young, polite and quiet girl she appears to be at this point although as we know her character changes after she meets Romeo. In Act 1 scene III Juliet is respectful and polite to her mother in a formal way. This is clearly demonstrated when Juliet replies to Lady Capulet after being summoned, â€Å"Madam, I am here, what is your will? † You should speak these words in a quiet soft voice and you could make direct eye contact with Lady Capulet before looking away towards the Nurse so the audience sense Juliet’s respectful but shy nature. Lady Capulet appears to want to stick to convention and asks Juliet to agree to look at a possible husband during the feast that night at the Capulet’s home. Lady Capulet reminds Juliet that she was the same age as Juliet when she gave birth to her. â€Å"By my count I was your mother much upon these years† and that girls younger than Juliet were â€Å"already mothers. † The nurse is present throughout this conversation and establishes her importance in the play. She cares for Juliet as she almost replaced the nurse’s own daughter who had died. At this point the nurse starts to tell stories about Juliet as a baby. Juliet is embarrassed particularly when she recalls how she got her to stop breastfeeding. There are some sexual implications in the nurse’s speech here and you need to show the shock and embarrassment that the naive Juliet will feel. We know that she has cared for Juliet since she was a baby as she talks about her childhood. You need to portray Juliet’s embarrassment about her childhood stories. The Nurse explains that it would be an â€Å"honour† to see her married. You may be taken by surprise at the abrupt way the question of marriage is asked by Lady Capulet. â€Å"Speak briefly can you like of Paris’ love? † You will need to convey that although Juliet’s in awe of Lady Capulet she seeks parental approval. So even though Juliet has not met Paris before and does not know whether she can love him she agrees to look at him during the festivities that night. After a quick glance at the nurse again I want you to pause slightly before replying to Lady Capulet in a soft, formal manner, â€Å"I’ll look to like, if looking like move But no more deep will I endart mine eye Than your consent gives strength to make it fly† This shows Juliet’s willingness to do as her mother says. The audience should sense your anxiety in anticipation of Lady Capulet’s response and then the relief you feel, when as you finish your sentence, Lady Capulet smiles with approval at your response. In Juliet’s reply there is some mirroring of language between her and Lady Capulet, words such as â€Å"look† and â€Å"like. † This adds to the idea that at this point Juliet is willing and keen to get approval from her mother. As Lady Capulet and the nurse leave you can show further relief as you relax the animated posture and drop your shoulders. After a few seconds you could portray a sense of excitement and anticipation of the dinner. The lights fade as you jauntily exit the stage. The next scene that Juliet appears in is Act 1 Scene V. In this scene Romeo and Juliet meet for the first time. Romeo spots Juliet while standing to the side during the dancing at the banquet. He immediately falls in love with her. Romeo is so struck by Juliet’s beauty he is inspired to speak a monologue in tribute. He uses light and dark imagery to stress her beauty. He says it seemed to him that she could â€Å"teach torches to burn bright† and â€Å"she hangs upon the cheek of night as a rich jewel in an Ethiop’s ear†. Shakespeare continues this theme of light and dark imagery by using metaphors such as â€Å"snowy dove trooping with crows† to demonstrate how Juliet shines above the other ladies there. Though Romeo is awestruck by your perfection you are unaware that you are being watched so you continue to dance in the background however your movements must be light, graceful but spirited to convey your youthful innocence. Shakespeare uses metaphors to create a positive image about Juliet’s beauty. Romeo also describes Juliet’s beauty as â€Å"To rich for use, for earth to dear! † This is one of the many references to the theme of wealth in the play. This scene will be challenging for any actress as you are on the stage all the time. Eventually Romeo finds Juliet and touches her hand. At this point I want you to look at his hand and then slowly wonder your gaze up to make eye contact with Romeo. This is an electrifying point in the play and as such the audience need to be made to actually feel the sudden love at first sight. You and Romeo speak in a sonnet form to one another. Your tone is soft and flirtatious yet clear and precise. This makes the verse more noticeably poetic and allows the audience to believe in your love. At this point you are at the centre of the audience’s attention but you need to be totally focussed onto Romeo’s face. You need to make the audience believe they are almost intruding into your emotions and feelings. They need to sense the strength of your love. This is a very significant part in the production as Romeo and Juliet do not know each others status but the audience do. The audience will realise that it will be impossible for Romeo and Juliet to be together despite their passionate love for each other. This is known as dramatic irony as the audience knows something that the characters do not. Around you the festivities will be continuing with the other actors, dining and dancing. You and Romeo are totally engrossed in each other so much so that you do not notice that Tybalt has recognised Romeo as a Montague and is forced to restrain himself by Capulet not to cause a brawl in the middle of the festivities. Romeo eventually gets to kiss Juliet â€Å"Let lips do what hands do† that is join together. The poetry in lines 92-109 is between Romeo and Juliet. They share the same images and thoughts and their words flow together giving us the idea that they complete each other. The content of the sonnet has a religious theme and is an example of how religion is related to love. It uses imagery of saints and pilgrims. Romeo takes Juliet’s hand in the gentlest manner calling it a â€Å"shrine†. The use of religious words and references shows that Romeo sees Juliet as a blessing. The imagery for the audience needs to be that if Romeo is a pilgrim then Juliet is a saint and his love is holy devotion. Juliet tells Romeo that they should not kiss but she does not really mean this in fact she says â€Å"The have my lips the sin that they have took. † You need to show the contradiction in what you are saying and your body language should support this. Move your face closer to Romeo’s face as if inviting him to kiss her again. The couple are engaged in this loving exchange when Juliet is called away to her mother. You need to show reluctance in having to leave Romeo to respond to your mother’s call. Then hurry away after a little hesitance showing your desire for Romeo. The nurse tells Romeo that Juliet is a Capulet and he realises he has fallen in love with someone from the enemy but this does not lessen his feelings towards Juliet. Juliet also begs her nurse to find out who Romeo is. â€Å"Go ask his name- if he be married My grave is like to be my wedding-bed† The nurse returns and informs her that he is Montague. Juliet is taken back that she has fallen in love with someone that she has been brought up to hate. You need to react to this in a stunned manner moving onto momentary despair and confusion. â€Å"My only love sprung from my only hate. † Juliet appears to be thinking out loud. She realises that she must love her enemy even though family considerations should induce her to hate Romeo. The audience needs to sense your predicament leaving the audience wondering what she will do. By the end of the scene the audience will understand that Juliet is a stronger character than she appears to be in Act 1 Scene III. She is willing to break with tradition to be with Romeo. Juliet’s behaviour is changing, she is showing signs of defiance and her tone is more assertive. As the stage director I am attempting to send a message that despite this tragedy, love triumphs over hate. I want the audience to have warmth for Juliet as she dies for love and sense the needless tragedy that has occurred. I hope the information in this letter will help to you prepare for the production. I’m looking forward to working with you in rehearsals. Feel free to contact me if I can be of any further assistance.

Judaism- Myths and Misconceptions - 1599 Words

Stereotyping is rampant throughout the world and people worldwide are stereotyped based on many factors. Stereotypes are generalities about a specific group of people that can be positive; however most stereotypes are distinctly negative. When a group is stereotyped, a definite and distinct set of characteristics attributed to that group of people based on a preconceived appearance of that group. Stereotyping is particularly problematic since it can lead to further discrimination and prejudice. Obviously, the stereotyped group is left with feelings of uncertainty, anxiety, and a sense of being ostracized. While race and gender are some of the most common factors of stereotyping, there is another factor that leads to stereotyping,†¦show more content†¦In addition, kashrut law requires that meat from animals is butchered for consumption in a specific way that abides by the law. The kashrut requires that Jews do not eat particular animals and the animals that are approve d, must be butchered according to law. Further, there is a prohibition the consumption of blood which means that meat eaten is salted and saturated with water to remove all blood. The other special consideration when â€Å"keeping kosher† is to avoid the mixing of meat and dairy products says Cohen (personal communication, December 1, 2012). In order to ensure accordance with kashrut, Cohen has separate sets of cooking pans and dishes for use with either meat or dairy products and apparently this is not unusual for many Jewish families. Another common myth about Judaism is that a person must be born a Jew. While it may be more common to be a child born into a Jewish family by having a Jewish mother or father, it is possible for an adult to convert to Judaism. People have many reasons for choosing to convert to Judaism just as one would have specific reasons to convert to any religion. 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