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INTRODUCTION TO SUSTAINABLE CITIES: GEOG2400
MODULE 3 WORKSHEET
TOTAL POINTS POSSIBLE: 225
SECTION 1: COLONIALISM—OLD & NEW (COVERING INSTRUCTOR PRESENTATION 3.1), TOTAL POINTS = 45
1.
Explain the differences between colonialism and imperialism (4 points).
Colonialism is defined as a system of government that seeks to defend an unequal system of commodity exchange. Imperialism is defined as the establishment and maintenance for an extended time of rule over an alien people that is separate and subordinate to the ruling power. Various European powers were looking to take
control of territory all over the world. The difference between the two is colonialism assumes control over a nation and imperialism is when a nation has political or economic control over a nation. 2.
Explain how people of the “West” able to control people of the “East” (4 points).
The people of the “West” were able to control people of the “East” was through the introduction of knowledge that can be brought to the people, and the believe that these people were incapable of sustaining themselves. Th Europeans had a superiority complex and capitalized off the slave trade. The Europeans were able to justify the control by promoting the idea that African people were savages and needed to be controlled. To civilize these people, they determined they cannot manage themselves without the helping hand of the Europeans
. 3.
Explain why manufacturing in the colonies was discouraged, or, in those instances where it had already been established before colonization, dismantled (4 points).
Manufacturing in colonies was discouraged or dismantled because to prevent the locals from becoming independent. For example, the Indian textile industry. The British went into India and destroyed the textile industry and brought the materials to the United Kingdom to kickstart the industrial revolution. 4.
Summarize how colonization has left a lasting imprint on each of the following (2 points each):
GEOG2400, MODULE 3 WORKSHEET
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a)
Demography: changes in age structure in population and dynamics. For example populaton of India takes off and is around 1.2 billion. This popularion boom was established by availability of medical practces such
as vaccines and medics in cities. Introduced medical treatment for people during the plaque. In addition, colonilization in africa had an impact on rwanda genoocide.
b)
Education: Walter Rodney, a scholar talks about education saying the French picked a small minority who would be educated and would only be educated on Fremch culture imperialism, no their own cultures history. The account according to the western style and ideas. c)
Transport: Colonializm had extreme intense rail road development. Railroads in Argentina allowed wheat, beet, and other products to be exported. Railroads were still dominated y the europeans even though the british founded them
. d)
Administrative, legal, and judicial systems: The British had so much control over the administrative, legal, and judical systems because of the countiries they took over so as a result all of these systems were heavly infuended by the British and favored the British wants.
e)
Economic activities: The bar graph shown in the presentation highlights Brazila export items from 1650-
1970. Starting at 1650, Brazil primarily sold sugar.when colonizers moved in from different countries, there was a transition into specialization into crops because of the sugar and cofee plantations in Brazil. After Brazil gained its independence in the later years they started to export other items like cotton, minerals & manufactrure goods and coffee while slowly moving away from the amount of sugar exported in the beginning. 5.
Summarize the main characteristics of the following eras (2 points each):
GEOG2400, MODULE 3 WORKSHEET
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a)
Mercantile colonialism: as of 1492 the European countries were on the map, then Spain and Portagul developing the brazilian posts. Many of these countires gained their independence. Triangular trade and human traficking were risen. b)
Industrial colonialism: by the late eighteenth and early ninteenth century capitalism became a world-scale process. Capitalism was concentrated in in Europe since colonization allowed Europeans to develop their own society preventing others around them from developing
. c)
Late colonialism: Trusteeship, was a major theme. The attitude of thinking progress was impossible for traditional societies to uphold social values, democracy or businesses. Therefore, Europe the “mother country” was responsible for making such decisions regarding these people. d)
Post-war colonialism and independence: The aftermath of WW1 and WW2, europe was not seen as all poerful anymore, they were bombed and heavily damaged. The eurpean countiees lacked political influence
to overtake these other countries which lead to the independenc of india and africa. e)
Neocolonialism: Using capitalism, globalism, amd cultural imperialism to influence a developing country instead of previous colonial processes like direct military control or indirect politcal control. f)
The New International Division of Labor (NIDL): followed by wave if independence. It is an ongoing geographic reorganization of production, which finds it origin in ideas about a global division of labor
. g)
The New International Economic Order (NIEO): Introducing development, trade and monetary reforms, development of technology and regional transfer overall looking to increase global economic system. h)
Neoliberalism: stabilize, liberalize, and prioritize freemarkets by the washington consensus via fiscal discipline, deregulation, tax reform, privatization, etc. 6.
How did colonization affect the cities in the developing world with respect to their sustainability? (7 points)
Colonization affected the cities in the developing world with respect to their sustainability by adopting a competitive
mindset still trying to gain control and capitalize on colonies. These impacts include individualism versus collectivism, consumption versus conservation, and competition versus cooperation. These systems look tog ive to the best, richest, and most influential people and countries. GEOG2400, MODULE 3 WORKSHEET
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SECTION 2: GLOBALIZATION & THE REDISTRIBUTION OF JOBS
(COVERING INSTRUCTOR PRESENTATION 3.2 (Q1-6, Q AND READINGS ON THE CREATIVE CLASS, AMENITY-
DRIVEN GROWTH (Q7 & 8) AND COMPETITIVE CITIES), TOTAL POINTS = 60
1.
Explain the following perspectives on economic globalization (2 points each), and identify where you stand (2 points): a)
Hyperglobalists: Globilization is inevitable, governments are powerless to intervene except to produce supportive business.
b)
Skeptics: Markets can be controlled and regulated. Government has a key role, need for new international institutions and renewed cooperation between nation states c)
Transformationalists: Believe globilization can be shaped and influenced by governments through new forms of policy and scales of intervention. 2.
What are the most important contemporary processes of economic globalization? (3 points)
The most important contemporary processes of economic globalization are 1.
increasing levels of trade
2.
rise of foregin direct inmvestment and the multinational corporation
3.
Global consumption patterns 4.
Global financial flows 5.
Neoliberalism 3.
In what ways can contemporary globalization be described as an uneven process? (3 points)
It is missleading because you tend to think the entire globe is being effected. An example is the Trade gap between the United States and China. The import good from china are much higher than the export to china. Uneven proces is more geographical than globally. 4.
Who are some of the winners and losers in the global economy? (3 points)
The winners in the global economy are the “big four” Google,Amazon, Facebook, and Apple. These massive companies replaced local companies in cities and towns global for distribution. Losers of the global economy is a abandoned factory in detriot that could not keep up with the evergrowing big four companies
.
5.
What is “deindustrialization” and how does it relate to economic globalization? (3 points)
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Deindrustrializaion is a decline in the output of manufactured goods. This relates to economic globalization because the decine in manufcrured goods is a result of in the decline in employment in industrial industries. 6.
How has employment in various economic sectors changed over time? (3 points)
Employment in various economic sectors suffered a decline in jobs. For example, the manufactring and mining industry as a result it was hard to find jobs. In addition, Agruculturem forest, and fishing suffered tremendous losses. 7.
How is globalization defined in the “Amenity-Driven Urban Growth” reading, and how has the process affected
cities? (3 points)
Globalization has three meanings according to “Amenity-Driven Urban Growth.” The First is the city as a global market participant which describes a push for economic production putting stress on global markets to increase capital and labor. The second is the city as an entertainment machine. This focuses on a city’s consumption rather than production. This describes a city that prioritizes cafes, art galleries, architectural layout, and aesthetic design of the city to draw in consumers. The second definition focuses heavily on tourism. Thirdly, globalization is described as the city as a global democracy. This describes the advocacy of 8.
Based on the “Amenity Driven Urban Growth” reading, how have amenities been defined, and how has this definition changed over time? (Hint: see top of page 497) (3 points)
Based on the readings, amenities have been defined as a non-produced public good, weather quality that has no explicit price such as education and public safety. It has changed overtime as there was a steady decline in manufacturing employment and growth in services. Also, workers who are in areas that are less adaptative to change tend will move into more stable occupations like high-tech and globalizing processes. Additionally, these cities had emerging workers proficient in finance, producer services, information technology, and media production.
9.
Who, according to Florida in the Creative Class readings, comprise the creative class? (3 points)
Florida described the creative class as members who engage in work where its primary function is to create meaningful new forms. This includes scientists and engineers, university professors, poets, and novelists, artists, entertainers, and actors, designers, and architects etc. Workers in these industries create new forms or designs that are readily transferable and can be used by anyone. GEOG2400, MODULE 3 WORKSHEET
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10.
What are the implications (in terms of sustainable cities) of Florida’s argument about the rise of the creative class? (3 points)
Florida’s argument about the rise of the creative class implies that creative cities are thriving not because of traditional economic processes or local governments that have gone bankrupt. However, creative cities are thriving because creative people want to live there. The creative people are the ones in the city who are creating and developing artistic, cultural, technological, and economic systems making them want to remain there as well as appealing to others wanting to live or work in these cities. Florida also states that economic creativity lies in the 3Ts of economic development. Technology, Talent, and Tolerance. Florida says creative members take root in places that have all three of these processes.
11.
What are some of the implications of organizing public policy around the needs of the creative class? (3 points)
Organizing public policy around the needs of the creative class relies on the needs that these individuals have that compose the creative class. There needs to be research done on factors that motivate creative people and how organizations and workplaces can adapt. Recently there was research that showed that financial incentives and extrinsic rewards may have been counterproductive to motivating creative work. This is an interesting point
because usually it would be that financial incentives are highly motivating among most employees. The motivators contributing to the creative class are different than those of regular people. To create public policies around the needs of the creative class would also have to be taken into consideration with individuals who aren’t that. Research needs to be done to find a nice balance between the two. 12.
From the reading on Competitive Cities, describe the concept of “competitive advantage”. (3 points)
Competitive advantage is the ability to produce the right goods and services at the right quality, the right price, and the right time meeting the customer’s needs more efficiently and more effectively. The reading says competitive advantage can be gained by paying yourself less, it is less likely to be self-defeating if it amounts to a reduced standard of living.
13.
What does a city need to do in order to be competitive? (Hint: see page 796 1/3 of way down right-hand column.) (3 points)
In order to be competitive a city needs to undercut rivals or offer better value for money. In this sense, competitiveness is essentially about securing and defending market share. Competitiveness is an attribute of companies.
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14.
What spaces of consumption emerged in cities, how have they been affected by technology, and what are the implications for sustainability? (5 points)
In cities the creation of malls, super centers, and other shopping outlets have been affected by technology because now you do not have to leave your house if you wanted to purchase something. With a click of a button anything one desires could be on its way the same day or the day after. This can impact sustainability if all of these goods ordered online would be manufactured in an industry emitting greenhouse gas emissions. Also, the addition of mobile shopping apps technology created would contribute to more greenhouse gas emissions.
15.
What is Adaptive Reuse and what are some examples that you can think of in neighborhoods that you know? (8 points)
Adaptive reuse is the process of reusing something for a purpose other than which it was intended to be used for. An
example that comes to mind is the reuse of buildings to create new homes. My city did something similar. The old Worcester courthouse was recently renovated within the last 5-7 years into new homes while the new Worcester courthouse was moved into a bigger and more expensive area in Downtown Worcester. Adaptive reuse allows individuals to preserve heritage while creating other opportunities of economic gain.
16.
How might technology affect spaces of production and consumption in cities in the future, and the people who live in them? (15 points)
Technology could affect spaces of production and consumption of cities in a positive way in the near future by allowing industries to become more productive in producing more output per input increasing a company’s efficiency decreasing production costs. The use of technology can engage with the people living in these cities and enhance a productions mobility. Technology can improve a cities quality of life by building automation, traffic management, smart energy used to light up the cities while reducing the overall environmental impact.
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SECTION 3: POVERTY (COVERING VIDEO WEALTH DISTRIBUTION IN THE UNITED STATES AND READINGS ON POVERTY
TOTAL POINTS = 50
Video: Wealth Distribution in the United States (see HuskyCT)
Complete these boxes to identify how you think wealth in the United States is distributed (4 points):
(If you think wealth is distributed evenly, you would put 20% in each box).
How I think wealth in the United States is
distributed
Bottom 20%
Second 20%
Middle 20%
Fourth 20%
Top 20%
How I think wealth in the United States should
be distributed
Bottom 20%
Second 20%
Middle 20%
Fourth 20%
Top 20%
Reading: American Attitudes about Poverty and the Poor
1.
Referring to Table 1, what was the top reason that people gave for poverty? (2 points)
Drug abuse.
2.
What was the second reason given? (2 points)
Medical bills.
3.
Where on the list does being a single-parent family rank? (2 points)
Third on the list. 4.
Where on the list does the reason of there being too many jobs that are part-time or low wage rank? (2 points)
Third on the list also. 5.
Why would the welfare system be a cause of poverty? (3 points)
The welfare system can be a cause of poverty because it can keep people from getting a job when these people rely on the state to provide for them. There is an overall lack of motivation to work. GEOG2400, MODULE 3 WORKSHEET
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6.
Are the perceptions surprising to you, why or why not? (8 points)
These perceptions are not surprising to me. There has been many people throughout my life that have been on state assistance programs like welfare and a common theme I’ve found is that these individuals will actually bash each other. While some abuse welfare, many people who are on welfare really need to be on it for whatever reasons. I do think there is an aspect of being on welfare that contributes to the lack of motivation to work especially since there is a range of money a family can get if they have lots of kids versus a family that doesn’t. Another contributing factor is many times the states check is more monthly than they’d get working a regular job so it makes sense they would want to stay on it. Reading: American Attitudes About Poverty and the Poor II Hard Work and Motivation
1. What is the most persistent stereotype about the poor (especially those on welfare)? (3 points)
The most persistent stereotype about the poor on welfare according to the reading is that people on welfare are unmotivated. They lack inspirations to get ahead or do not work hard enough to succeed. 2. What value do those who are poor place on education? (3 points)
The poor place high value on education stating education as “a source of personal pride, an example for their children, as well as a route to upward economic mobility.”
3. What reason(s) is/are given for people in poverty failing to translate educational values into concrete goals? (3 points)
The reason people in poverty are failing to translate educational values into concrete goals is because they do not know about or have access to local educational resources, or because those resources are limited and difficult to reach. 4. What are some other possible reasons you can think of that might impede people’s educational attainment? (3 points)
Other reasons that may impede people’s educational attainment is a supportive family that encourages education, mental disabilities that make learning hard and educational facilities that do not have the proper educators to aid students in succeeding. GEOG2400, MODULE 3 WORKSHEET
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6.
How do welfare mothers feel about receiving welfare and about other people’s perceptions of them?
(3 points)
Mothers on welfare often feel degraded and resent the public view that they are lazy and avoid work, they assert that they are maintaining a home and raising their children. Reading: Excerpt from Hand to Mouth: Living in Bootstrap America by Linda Tirado
1. Why did the author end up losing her truck? (3 points)
Linda Tirado lost her truck after she was towed over a few hundred dollars. She called the company and they said
she needed to pay the couple hundred dollars, or she would not get her truck back. 2. What were some of the reasons that the author had lost apartments? (3 points)
Linda lost her apartment because she could not cover her roommate’s portion of the rent after she was out with the flu. Another time it was because her car broke down and she missed work. A company she worked at left her with a week’s unpaid leave. Fridge broke down and landlord would not fix it. Gas bill was not paid in utilities included apartment for a week leaving her with no way to cook and showering with freezing water. 3. What is the basic underlying premise about the relationship between poverty and stability? (3 points)
The underlying premise about the relationship between poverty and stability is to save money you need to make money. It is assumed that poor people are incompetent at maintaining their lives making them unstable. Not because they have no financial cushion whatsoever contributing them to having unstable lives. 4. What criticism is given of the advice often given to people about money management? (3 points)
Buying in bulk, buying a lot when there is a sale, handwashing everything you can, as well as keeping up on vehicle maintenance an indoors filter maintenance are advice often given to people about money management. The author states that this advice is not good in practice during everyday life and in order to “prepare” you have to put up a good amount of money in the beginning which is something she does not have. 5. What is the overarching take home message of this short excerpt? (3 points)
The overarching take home message of this short excerpt is it cost money to save money and there are times where certain things happen that are out of one’s control impacting them personally much like she dealt with in losing her apartments.
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SECTION 4: CASE STUDY ON DETROIT
(BASED ON DOCUMENTARY: REQUIEM FOR DETROIT)
Sketch
: Create a timeline based on the documentary “Requiem for Detroit” that shows the dates of major events that shaped the rise and fall of the city. (55 points)
The timeline may consist of a drawing, a list of dates and events, and may be hand drawn or created using an app that generates timelines. Be as creative as you wish. The goal is to understand the wide array of factors that shape the health and well-being of a city and how these change over time.
1701- Antoine de la Mothe, Sieur de Cadillac founded Detroit
1846 – Henry Ford drives first car in Detroit 1903- Ford motors created with 12 investors and Henry Ford
1913- Henry Ford created first ever assembly line 1914- Henry Ford increased wages to $5 and increase in population est. 10,000 people looking to work at Ford. Mostly African Americans and Whites. 1918- Ford created highland park segregating black families and workers from the white families and worker
1920 – Clash between Ford and other General Motors, 75% illegal liquor from Canada, Huge buildings went up like the Fischer
1925- KKK had a rally on streets of Detroit for their hates of blacks. 1929- Recession occurred, Automobile companies suffered
1929-1932- 5.6 million cars and trucks went down to 1.4 million productions. Automobile workers fell below the poverty line. 1940- segregation between Woodward Ave and Black Bottom, Big Boom in Cars and Automobiles
1940-1945 – Detroit became the fourth largest city in the US, Creation of Davidson Freeway destroying Black Bottom and other wealthier parts of the black neighborhoods.
1945- After WWII – Huge decline in automobiles, Automobiles were a necessity. 1954- Southland mall created, Detroit was declining, increased fights between police and blacks 1967- 12
th
street riot, protest police violence, African Americans fighting for their rights. 1 week, 47 people killed, white families started to move leaving homes and neighborhoods behind. 1970-1973- Segregation line, suburbs and downtown were separated, highest crime rate in the US. Oil Crises, foreign cars in Detroit, improper care towards automobiles. 1980- Crack epidemic started, factories began to shut down, Detroit got worse and worse.
1990s- Schools started to shut down leaving families helpless. 47% of Detroit was illiterate. 2009- 29 schools shut down, no money available, no jobs, no one’s was interested in trying to repair streets, or reputation of Detroit. GEOG2400, MODULE 3 WORKSHEET
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