Globalization

= You may like to look at this excellent globalization film from Young America films made in 1946: = =Our Shrinking World= media type="custom" key="12166202" = Globalisation = We live in a globalised world, but what does this really mean? Trade barriers are coming down, people are more mobile and technology brings us closer together. These issues present huge opportunities and challenges for today's students, and can generate discussions about who benefits from the globalisation process and how equal its impact is.

What is globalisation?
At its simplest, globalisation describes the process through which individuals, groups, companies and countries become increasingly interdependent. This growing interconnection has accelerated since the end of the Cold War in the late 1980s, and today we can all feel its impact on our lives. Connections between different parts of the world started in ancient times, with the establishment of trade routes such as the Silk Road, which linked Rome and China from the second century BC. The countries of the world became more integrated into one global economy since the arrival of the Spanish, Portuguese and English in the New World more than five centuries ago. From then on, plunder and trade in precious metals and other commodities from countries such as Mexico and Peru became a way of transferring wealth and power from the poorer to the richer countries. By the end of the nineteenth century, countries became even more closely connected through the opportunities for trade that were opened up by steamships and railways. Cultures were linked as migrant labour helped the development of the world’s richest countries, such as the USA. Between 1871 and 1915, more than 36 million people, most of them from poor rural backgrounds, moved to make new lives for themselves, mostly in the New World. This integration also brought outside influences into countries, enriching both individuals and societies. However, since the late 1980s, global integration has taken on a new dimension. Goods, services, wealth, people, information and capital travel much more rapidly across national borders, leading to a single global economy. This has all been made possible by rapid technological advances. The upshot of this is that we all have links to people who we will never meet. We might be watching televisions produced by Indonesian factory workers in Japanese-owned factories or eating green beans that have been picked by farmers in Kenya a few hours earlier. We wear jeans that have been produced using materials and labour in countries as far afield as Namibia, El Salvador and Australia. Events on the other side of the world affect us too; for example, when the US energy company, Enron, collapsed in December 2001, more than 1,000 workers in the UK lost their jobs. *

Why teach about globalisation?
The lives of people around the globe are more closely linked and interdependent than ever before. Globalisation affects the clothes we wear, the music we listen to, the food we eat, the jobs we do, and the environment we live in. It permeates our culture and our identity. It is a phenomenon that is often talked about, but not always understood. Globalisation brings new and exciting opportunities to some. Travel is easier and quicker. New technologies allow people to communicate across the world in seconds. However, it also throws up striking contrasts. Some of the world’s most expensive clothing is produced by some of its poorest inhabitants. Top-of-the-range computer systems are assembled by workers from poor rural districts in China, The Philippines and Mexico. Because globalisation has such a huge influence over our identities and our lives, it is important for pupils to learn about it if they are to understand the world they will inherit, and be able to take on their future responsibilities. There is no doubt that they face challenges that were never present to their predecessors. Today the world’s problems are truly global – and solutions need to be global too.
 * Source: //The Challenge of Globalisation//****, Oxfam, 2003**

= = = ** Here is Mr Hall's starter presentation on media type="custom" key="10396848" ** = = **Task 1:** = = **Look at the above graphic.** = = **For the next lesson, be prepared to present briefly your ideas, in discussion, as to what each of these nineteen aspects of globalization means.** =

** Definitions: ** **Globalization** is the tendency of businesses, technologies, or philosophies to spread throughout the world, or the process of making this happen. The global economy is sometimes referred to as **a globality,** characterized as a totally interconnected marketplace, unhampered by time zones or national boundaries. The proliferation of McDonalds restaurants around the world is an example of globalization; the fact that they adapt their menus to suit local tastes is an example of **glocalization ** (also known as **internationalization **** ) **, a combination of globalization and **localization. ** Whether or not the establishment of the global marketplace will be beneficial is in dispute. Proponents believe that globalization has the potential to create greater opportunities for growth throughout the world, benefiting the developed nations while leveling the playing field everywhere else; opponents of globalization believe that it will merely increase the opportunities for the wealthier nations to take advantage of the poorer ones and, furthermore, could eradicate regional diversity and lead to a homogenized world culture.

Taken from: @http://searchcio.techtarget.com/sDefinition/0,,sid182_gci925944,00.html = **History of Globalization** =

The **first wave** lasted from 1870 to the start of World War I. It was stimulated by advances in transport and reductions in trade barriers. The level of exports to world income doubled to 8% as international trade boomed.

It sparked massive migration as people sought better jobs. About 10% of the world's population moved to new countries. Sixty million people migrated from Europe to North America and other parts of the New World. The same thing happened in densely populated China and India where people moved to less densely populated countries like Sri Lanka, Burma, Thailand, the Philippines and Vietnam.

The end of the First World War ushered in an era of protectionism. Trade barriers such as tariffs were erected. World economic growth stagnated and exports as a percentage of world income fell back to the 1870 level.

Following World War II, a **second wave** of globalization emerged, lasting from about 1950 to 1980. It focused on integration between developed countries as Europe, North America and Japan restored trade relations through a series of multilateral trade liberalizations.

During this period there was a surge in the economies of the countries in the //Organization for Co-Operation and Development // that participated in this trading boom. But developing countries were largely isolated from this wave of integration, unable to trade beyond primary commodity exports.

Source: @http://youthink.worldbank.org/issues/globalization/

= Here are some important Journeyman Pictures videos on globalization: =

The haves and the have nots (10 minutes)

Globalization: what does it really mean? (5 minutes)

Hidden face of globalization - part 2 (8 minutes)

= For the student who wishes to dig academically deeper try: = =Globalization: Key Concepts by Fred W. Riggs=

For those who need a bit of multiplayer lighter, fun relief whilst staying on topic try  the cartoon 'The Big Green Help Global Challenge' from Nickelodeon ...You need a few of you....

= **Advantages and Disadvantages of Globalization** = Source: []
 * **Some Advantages** || **Some Disadvantages** ||
 * * Increased free trade between nations
 * Increased liquidity of capital allowing investors in developed nations to invest in developing nations
 * Corporations have greater flexibility to operate across borders
 * Global mass media ties the world together
 * Increased flow of communications allows vital information to be shared between individuals and corporations around the world
 * Greater ease and speed of transportation for goods and people
 * Reduction of cultural barriers increases the global village effect
 * Spread of democratic ideals to developed nations
 * Greater interdependence of nation-states
 * Reduction of likelihood of war between developed nations
 * Increases in environmental protection in developed nations || * Increased flow of skilled and non-skilled jobs from developed to developing nations as corporations seek out the cheapest labor
 * Increased likelihood of economic disruptions in one nation effecting all nations
 * Corporate influence of nation-states far exceeds that of civil society organizations and average individuals
 * Threat that control of world media by a handful of corporations will limit cultural expression
 * Greater chance of reactions for globalization being violent in an attempt to preserve cultural heritage
 * Greater risk of diseases being transported unintentionally between nations
 * Spread of a materialistic lifestyle and attitude that sees consumption as the path to prosperity
 * International bodies like the World Trade Organization infringe on national and individual sovereignty
 * Increase in the chances of civil war within developing countries and open war between developing countries as they vie for resources
 * Decreases in environmental integrity as polluting corporations take advantage of weak regulatory rules in developing countries ||

Let's look at some more important issues in globalization:


 * What is Child Labour? **

Some types of work make useful, positive contributions to a child's development. Work can help children learn about responsibility and develop particular skills that will benefit them and the rest of society. Often, work is a vital source of income that helps to sustain children and their families.

However, across the world, millions of children do extremely hazardous work in harmful conditions, putting their health, education, personal and social development, and even their lives at risk. These are some of the circumstances they face:
 * Full time work at a very early age
 * Dangerous workplaces
 * Excessive working hours
 * Subjection to psychological, verbal, physical and sexual abuse
 * Obliged to work by circumstances or individuals
 * Limited or no pay
 * Work and life on the streets in bad conditions
 * Inability to escape from the poverty cycle - no access to education

It is estimated that 126 million work in the worst forms of child labour - one in every 12 of the world's 5-17-year-olds.

This background information and figures are from: www.antislavery.org.

=For more resources on Child Labour follow this link.=

=Debt=

Debt is often a key reason behind poverty and underdevelopment, and is an important trade justice issue.

=Background=

Debt owed by poor countries to rich countries has become a serious impediment to poverty reduction and economic development. Many of these debts were incurred during the 1970s when oil-rich nations deposited large amounts of money in Western banks. Banks in turn, loaned the money to poor countries in order to earn on the interest, while not paying much attention to where the money would be spent, or whether countries would be able to repay the amount. While some of this money went into improving standards of living, much of it didn’t reach the poor. Instead, it went into the private bank accounts of dictators and corrupt leaders, or toward large-scale and often ineffectual development projects. Overall, about one-fifth of loan money was spent on arms. When interest rates soared in the 1980s, poor countries found themselves in a position where they couldn’t afford to even make interest payments, let alone repay the initial loan. They began taking on new loans to pay back the old ones.

Today, the world’s poorest countries are spending over $100 million every day on debts they owe rich countries. This desperate struggle to meet their debt payments means that they cannot invest in important development areas, such as health and education. In 2005-2006, Kenya's budget for debt payments was as much as for water, health, agriculture, roads, transport and finance combined (source: Jubilee Debt Campaign). And Kenya does not even qualify as a “Heavily Indebted Poor Country,” which would make it eligible for debt cancellation. Debt Cancellation

Politicians and campaigners around the world have been calling for debt cancellation for years, on the grounds that many of the debt burdens on poor countries are unfair, and even illegitimate. For example, the lender may have had wished to support a particular government out of self-interest, even if the regime was corrupt or oppressive. Or, the loan was taken for a project that ultimately failed because of bad advice or incompetence on the lender’s part. Also, the debt may have been contracted through illegal and non-transparent means.

Today industrialized nations as well as multilateral aid agencies have taken steps to cancel debt and to create debt relief schemes. In fact, the majority of debts owed by 22 countries to the International Monetary Fund (IMF) and World Bank have been cancelled. The two main debt cancellation schemes in place are the Heavily Indebted Poor Countries’ Initiative (HIPC), and the Multilateral Debt Relief Initiative (MDRI), and these have significantly helped the world’s poorest countries.

According to the IMF website: "Before the HIPC Initiative, eligible countries were, on average, spending slightly more on debt service than on health and education combined. Now, they have increased markedly their expenditures on health, education and other social services and, on average, such spending is now more than five times the amount of debt-service payments." Still, campaigners and policy-makers argue that the schemes offer too little too slowly, often with unfair conditions attached, such as requiring that countries cut back public spending, or that they privatise basic industries. Such conditions not only undermine democracy by taking decisions away from a country’s government and citizens, but also delay debt relief while countries struggle to comply.

=Source: []=

=For more on Third World Debt follow this link=


 * Globalization Vocabulary List **
 * 1) globalization
 * 2) multinational company
 * 3) global brands
 * 4) to exploit workers
 * 5) to reduce poverty
 * 6) to create competition
 * 7) to damage the environment
 * 8) to destroy local cultures
 * 9) to connect people
 * 10) consumer choice
 * 11) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to offer opportunities
 * 12) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to benefit from something
 * 13) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">beneficial
 * 14) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to migrate
 * 15) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">sweatshops
 * 16) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">inequality
 * 17) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">developing countries
 * 18) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to invest in something
 * 19) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">investment
 * 20) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">destruction of natural resources
 * 21) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to have influence over something developed world
 * 22) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">consumer
 * 23) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">abuse of human rights
 * 24) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to lift people out of poverty
 * 25) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">benefit
 * 26) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">global mobility
 * 27) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">skilled workers
 * 28) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to distribute something
 * 29) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to contribute to something
 * 30) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to give access to something
 * 31) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">fair trade
 * 32) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to create a level playing field
 * 33) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to share products/services
 * 34) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to have employment
 * 35) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to make money
 * 36) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to connect the world with
 * 37) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">technological advances
 * 38) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to increase competitiveness
 * 39) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to increase efficiency
 * 40) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to improve lives
 * 41) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to maximize profits
 * 42) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to reduce costs
 * 43) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to compete with somebody
 * 44) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">corporate greed
 * 45) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">consumer choice
 * 46) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">climate change
 * 47) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">corporate greed
 * 48) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">fair trade
 * 49) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">human rights
 * 50) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">natural resources
 * 51) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">global warming
 * 52) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">multinational companies
 * 53) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">child labour
 * 54) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">free markets
 * 55) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to set prices
 * 56) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">unscrupulous people
 * 57) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to compile
 * 58) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to update
 * 59) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to double-check facts
 * 60) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to purchase
 * 61) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to carry content
 * 62) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to contain errors
 * 63) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to rank pages
 * 64) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">search engine
 * 65) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">social networking
 * 66) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to renew acquaintances
 * 67) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to upload
 * 68) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to download
 * 69) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to set up a website
 * 70) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to reward creativity
 * 71) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to work in close collaboration
 * 72) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">virtual world
 * 73) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to share experiences
 * 74) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to have an impact on something or somebody
 * 75) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">residents
 * 76) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to develop ways
 * 77) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">influence
 * 78) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">networking
 * 79) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">hierarchy
 * 80) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">creativity
 * 81) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">collaboration
 * 82) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">role model
 * 83) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to make a name for oneself
 * 84) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">celebrity
 * 85) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to attract global audiences
 * 86) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to broadcast
 * 87) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">instantly recognizable
 * 88) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to be aware of
 * 89) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to be in the limelight
 * 90) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">paparazzi
 * 91) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">news broadcast
 * 92) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">media coverage
 * 93) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to conduct a survey
 * 94) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to feature in
 * 95) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to televise
 * 96) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to look up to somebody
 * 97) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">crucial
 * 98) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to provide access to
 * 99) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">influential
 * 100) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to be exposed to something
 * 101) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">exposure
 * 102) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to shape values/beliefs
 * 103) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to impose something on somebody
 * 104) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to gain popularity
 * 105) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">subliminal
 * 106) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">adolescent
 * 107) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to fight obesity
 * 108) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">obese
 * 109) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to be obsessed with
 * 110) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to be embedded into
 * 111) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to lose a sense of reality
 * 112) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to attribute to
 * 113) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">excessive
 * 114) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to carry out
 * 115) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to make somebody aware of something
 * 116) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to have an impact on
 * 117) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to give a coverage of
 * 118) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to support a wrong cause
 * 119) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to turn out for the worse
 * 120) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">controversial subjects
 * 121) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to put something on the agenda
 * 122) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to rely on
 * 123) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to take advantage of someone
 * 124) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to divert attention from
 * 125) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">long-term consequences
 * 126) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to gain power
 * 127) <span style="font-family: 'Verdana','sans-serif'; font-size: 16px;">to adapt to something