Essay Comparison of the Social Network and the Catcher in...

Extended Study – Comparative Texts Which techniques do J. D. Salinger and David Fincher use to explore the personal dilemmas of their protagonists, Holden Caulfield and Mark Zuckerberg, in The Catcher in the Rye and The Social Network? In David Fincher’s The Social Network and J. D. Salinger’s The Catcher in the Rye, a story of two young men, Holden Caulfield and Mark Zuckerberg face many difficulties and ultimately are very vulnerable souls. The dilemmas that Holden and Mark face are alienation, betrayal and identity. Fincher and Salinger both use many techniques in order to highlight these dilemmas, including setting, the theme of friendship/loyalty and symbolism. Fincher and Salinger both expose their protagonist’s dilemmas of†¦show more content†¦Mark, unlike Holden was the character in the narrative to betray a fellow character. Mark allowed or agreed with Sean Parker that Eduardo had to be ‘punished’ for freezing the account linked to the company but in the process betrayed the friendship between himself and Eduardo. Even though Mark may have not been on hundred percent on the decision of dropping Eduardo’s share, he still decided to betray his loyalty of Eduardo by choosing Sean instead, who in the end also betrays Mark. In this case, it seems that most friendships in The Social Network were never meant to survive; all were meant to crash and burn. For Holden, he basically expects most people to betray him, he expects most people to be ‘phoneys’ and expects all innocence to be lost in most children. Holden constantly feels betrayed with most of the other characters in the story, which coul d definitely be a main cause to his mental problems. Early in the novel, Mr Spencer betrays him. He was one of the few teachers at his school that Holden could relate with and trust. Spencer had told Holden of his expulsion, and Holden felt betrayed by his teacher. When Holden returns home to see Phoebe, his young sister, she is disappointed in him that he had failed to stay in Pency. He thinks that she should accept and be loyal to him unconditionally, so he feels betrayed. This shows that Holden really could not depend on anyone becauseShow MoreRelatedVideo Games: A Contemporary Scapegoat2374 Words   |  10 Pagesdisturbed backgrounds and mental illnesses, had video games as the first leading â€Å"cause† of their shootings. Only later on, when the stories all eventually died down, were the back stories of all the shooters were released. Harris and Klebold were anti-social and addicted to other forms of destructive media such as Marilyn Manson music and Mel Gibson films (Egendorf). DOOM, the game that was criticized, was originally about slaying aliens as a space marine while trying to escape Mars. The two shooters

The Poem The Sea Breeze - 1348 Words

The sea breeze was gentle, yet rough, striking me with a force that knocked me to the ground. My mother chuckled to herself and helped me back to my feet; she always has my entire life. â€Å"Oh Proserpina,† she proclaims jokingly, my mother is a goddess, one of many in the Greek Pantheon of Gods. I am her daughter, a demi-god some call me. But I don’t like to act like one; I play with the other kids in the village like any other kid; No one treats me differently. But my mom always wants me to embrace who I am and don it proudly, I already do but I don’t want to rub the fact that I am a 14-year-old Demi-goddess who is basically immortal and my mom could crush the village effortlessly. Regardless of that power, I just wish to remain humble†¦show more content†¦Ã¢â‚¬Å"You’re very scared for a goddess,† he exclaimed. I ran even faster. â€Å"You shouldn’t be so scared of me; I am here to help you.† At this point I could not run an ymore, I collapsed and he stood over me. â€Å"Proserpina,† he signed and paused. â€Å"I have been waiting for your arrival for so many years. You are the light to my world and people and we need you, more importantly, I need you.† I stood there and was in awe at what he had said, I was so confused one what he meant by his world and people. â€Å"Who are you?† I blurted out. His look gave me reassurance that he looked upset that I didn’t know. â€Å"I am Pluto, god of the underworld and keeper of the hell.† My eyes widened, Pluto was who my mother hated the most. He was evil and deceitful. But he didn’t seem too bad; I don’t know why my mother hates him. I stood up and looked up into his eyes; I was expecting fire and evil. But they were a beautiful green. His stood as if he was defeated, his head facing the ground. He seemed to almost genuinely care about me and wanted me to join him. I knew I could not; what was I to do? â€Å"Mr. Pluto, I cannot go with you to your world. This is my home and people would miss me and I have a duty to fulfill in this world.† I told him bowing. I look up to see him glaring at me so intensely to the point his eyes were so lifeless. With one swift swoop he grabbed me off my feet and carried me to the horse. I screamed and flailed around hoping anyone nearby could help me, but no one came. He put meShow MoreRelatedTo Helen by Edgar Allen Poe Analysis Essay1727 Word s   |  7 Pages oer a perfumed sea, The weary, way-worn wanderer bore To his own native shore. On desperate seas long wont to roam, Thy hyacinth hair, thy classic face, Thy Naiad airs have brought me home To the glory that was Greece, And the grandeur that was Rome. Lo, in yon brilliant window-niche How statue-like I see thee stand, The agate lamp within thy hand, Ah! 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A Study On Dialogue And Learning Education Essay Free Essays

string(45) " is profoundly related to one ‘s life\." Dialogue has been recognized as the most noteworthy illustration of Western literature by Plato since 428/427 BC – 348/347 BC ; . In Grecian and Indian literature, peculiarly the ancient art of rhetoric, it is historically beginnings as narrative, philosophical or educational device. The duologue has been used to learn a scope of topics, including doctrine, logic, rhetoric, and mathematics. We will write a custom essay sample on A Study On Dialogue And Learning Education Essay or any similar topic only for you Order Now Dialogue ( the Greek DIA for through and logos for word ) can be defined to include legion communicative Acts of the Apostless includes conversation, talk, communicating, interchange, discourse, statement, chat, chitchat, colloquy, every bit good as treatment, argument, exchange of positions, tete-a-tete, audience, conference, meeting, interview, inquiry and reply session, and dialogues ( New Oxford Thesaurus of English 2000 ) . Dialogic acquisition can happen in any educational state of affairs and contains an of import potency for societal transmutation.[ 2 ]Assorted parts to Dialogic acquisition has been developed on many positions and subjects such as, P. Freire, 1970 on the theory of Dialogic action, G. Wells, 1999 looking for the Dialogic enquiry attack, J. Habermas, 1984 with the theory of communicative action, M. Bakhtin, 1981, the impression of Dialogic imaginativeness, and Soler, 2004, the dialogical ego. Among those, there are many more modern-day writers on Dialogic constructs, J. Mezirow, 1990, 1991, 2000 transformative larning theory, M. Fielding 2001, pupils as extremist agents of alteration, T. Koschmann, 1999 emphasizes the possible advantages of following dialogicality as the footing of instruction, Anne C. Hargrave, 2000 shows that kids in Dialogic-learning in vocabulary. Specifically, the construct of Dialogic acquisition ( Flecha, 2000 )[ 3 ]evolved from the probe and observation of how people learn both outside and interior of schools, when moving and larning freely is allowed. The theory The construct of Dialogic acquisition is non new. In the book Mind and Society, 1962, Vygotsky argued that kids larn how to utilize be aftering map of their linguistic communication efficaciously and their psychological field alterations basically. He argued that a kid begins to get the hang his milieus with the aid of address prior to get the hanging his ain behaviour. He claimed that the creative activity of these alone homo signifiers of behaviour which finally produced the rational productive work with the usage of tools. This was described in his observations of kids in an experimental state of affairs showed that kids non merely move in trying to accomplish a end but besides speak. This address arose spontaneously and continued about without break throughout the experiment. He claimed that it seems that both natural and necessary for kids to talk while they act. Respectively, Vygotsky drew the same sort of differentiation between the ‘spontaneous ‘ construct of mund ane acquisition and the ‘scientific ‘ construct of the schoolroom.[ 4 ]Vygotsky, 1962 argues that the origin of a self-generated construct can normally be traced to a face-to-face meeting with a concrete state of affairs, while a scientific construct involves from the first a ‘mediated ‘ attitude towards it object. Paulo Reglus Neves Freire ( 1921-1997 ) , 1970 theory of Dialogic action 1921 -1997 was a Brazilian pedagogue and influential theoretician of critical teaching method.[ 5 ]He was an educationalist known for developing popular instruction ; he puts duologue as a type of teaching method.[ 6 ]Freire argued that duologue as a agency of democratising instruction ( Freire 1972, 1999 ) . Dialogue communicating allowed pupils and instructors to larn from one another in an environment characterized by regard and equality. He advocates himself to back up suppressed people with their public presentation or application of accomplishments that is informed and linked to their values, by executing and using their accomplishments in order to do teaching method for a more thickening apprehension and doing positive alterations to them. He states that human nature is Dialogic, and he believes that communicating has a prima function in people ‘s life. Dialogue is a claim in favour of the democrati c pick of pedagogues and scholars. The end of the Dialogic action is ever to uncover the truth interacting with others and the universe. He claimed that we are continually in duologue with others and it is in that procedure that we create and recreate ourselves. Besides, in order to advance free and critical acquisition, he insists that we should make the conditions for duologue that encourages the epistemic wonder of the scholar. The Russian philosopher, literary critic, semiotician and bookman who worked on literary theory, moralss, and the doctrine of linguistic communication, Mikhail M. Bakhtin, 1981, distinguishes the impression of Dialogic imaginativeness. He has theorized duologue in stressing the power of discourse to increase apprehension of multiple positions and make countless possibilities.[ 7 ]Bakhtin argued that duologue creates a new apprehension of a state of affairs that demands alteration as relationships and connexions exist among all living existences.[ 8 ]His construct of dialogism states a relation between linguistic communication, interaction, and societal transmutation. Holquist, 1990 described Bakhtin ‘s Hagiographas on dialogicality are profound and stand for a substantial displacement from predominating positions on the nature of linguistic communication and cognition[ 9 ]. Bakhtin established that there is a demand of making significances in a Dialogic manner with other people .[ 10 ]He believed that person does non be outside duologue. The construct of duologue itself establishes the being of the â€Å" other † individual. It is through duologue that the â€Å" other † can non be silenced or excluded. Bakhtin claimed that significances are created in the procedures of contemplation between people. He describes, we use the same significances subsequently in conversations with others, where those significances get better and even change as we obtain new significances. Therefore, when we talk, we learn something. In this sense, every clip that we talk about something that we have read about, seen or felt ; we are really reflecting the duologues we have had with others, demoing the significances that we have created in the old duologues with others. That said, duologue can non be separated from the positions of others: larning derives from here with the single address and the corporate 1 is profoundly related to one ‘s life. You read "A S tudy On Dialogue And Learning Education Essay" in category "Essay examples" Bakhtin asserts that negotiations is a concatenation of duologues, he points that every duologue consequences from a old one and, at the same clip, every new duologue are traveling to be presented in future 1s. Fitz Simons, G. ( 1994 )[ 11 ]the â€Å" learning communities † , an educational undertaking which seeks societal and cultural transmutation of educational centres and their milieus through Dialogic acquisition, stressing classless duologue among all community members, including learning staff, pupils, households, entities, and voluntaries. Fitz Simons points out: â€Å" The demand to set up an ambiance of common regard and a feeling of community in which grownup scholars are encouraged to be independent scholars and to portion their expertness † ( p. 24-25, 1994 ) Dialogic Learning Fletcher, 2000 looks at the construct of Dialogic larning evolved from the probe and observation of how people learn both outside and interior of schools, when larning and moving freely is allowed. She describes unfastened duologue which derived from the position of Freire, 1997 engagement of all members of the community the acquisition communities as research shows that larning procedure take topographic point in different infinites of the scholars ‘ life regardless of the scholars ‘ age, and including the instruction staff, depend more on the coordination among all the interactions and activities. The acknowledgment and regard of different types of cognition raise the consciousness that each individual has something to portion, something different and every bit of import. Therefore, the wider the diverseness of voices engaged in unfastened duologue, the better the cognition that can be dialogically constructed. Fletcha puts as†¦ â€Å" [ Dialogic larning ] lead to the transmutation of instruction centres into larning communities where all the people and groups involved enter into relationships with each other. In this manner, the environment is transformed, making new cognitive development and greater societal and educational equality. † ( p. 24 ) Edward and Mercer, 1987 emphasize that the ‘dialogue ‘ construct is ‘ground regulations of conversation ‘ because it operates as inexplicit sets of regulations for acting in peculiar sorts of state of affairs which participants normally take for granted[ 12 ]. ( Edward and Mercer, 1987 ) In 2007, Mercer and Littleton ‘s argues that ‘talk ‘ is non merely the mediating means for back uping single development, but instead that ways of thought are embedded in ways of utilizing linguistic communication. This ‘talk ‘ is more emphatic on as a valuable, societal manner of thought, non merely larning. They argue that scholars engage and interact with others may hold a profound and digesting impact on their accomplishment and rational development.[ 13 ]They further argue that ‘learning ‘ and ‘development ‘ are two footings that related and have both been used in a great trade. Learning is frequently in the company of ‘teaching ‘ . These two words are required to name upon the sorts of cognitive and rational alterations in kids ‘s acquisition. He asserts that ‘learning ‘ is usually associated with the gaining of cognition and the acquisition of some fact or accomplishment. It invokes thoughts of some kind of growing, the outgrowth of a new entity and the reaching of a new province of personal businesss. A subscriber to Mercer and Littleton, Chris Watkins, 2003 ( A bookman in instruction and acquisition ) has distinguished three influential constructs of acquisition: Learning is being taught, larning is the single sense devising, acquisition is constructing cognition with others.[ 14 ] Harry Daniel 2001 claims that schoolroom talk or duologue mediates non merely learning and larning but besides the wider civilization.[ 15 ]He claims that worlds are seen as animals who have a alone capacity for communicating and whose lives are usually led within groups, communities and societies based on shared ways of utilizing linguistic communication, ways of thought, societal patterns and tools for acquiring things done. Daniels emphasizes that such talk, must non be regarded as simple ‘interaction ‘ , but narrowly regarded and bounded by the immediateness of the larning undertaking in manus. Similarly, the Dialogic enquiry attack by Gordon Wells, 1999[ 16 ], Wells argues that schoolroom duologue has been proposed as a method of presenting critical instruction ( Wells 1999, Alro A ; Skovsmose 2002 ) â€Å" Dialogic enquiry † is an educational attack that acknowledges the dialectic relationship between the person and the society, and an attitude for geting cognition through communicative interactions. Wells points out that the sensitivity for â€Å" Dialogic enquiry † depends on the features of the acquisition environments, and that is why it is of import to reorganise them into contexts for collaborative action and interaction. Wells defines â€Å" enquiry † non as a method but as a sensitivity for oppugning, seeking to understand state of affairss join forcesing with others with the aim of happening replies. Wells farther argues that Dialogic enquiry non merely enriches persons ‘ cognition but besides transforms it, guaranting the endurance of different civilizations and their capacity to transform themselves harmonizing to the demands of every societal minute. Wells claims that Dialogic enquiry non merely enriches persons ‘ cognition but besides transforms it, guaranting the endurance of different civilizations and their capacity to transform themselves harmonizing to the demands of every societal minute. Education is seen as a Dialogic procedure, with pupils and instructors working together within scenes that reflect the values and societal patterns of schools as cultural establishments. Alro A ; Skovsmose, 2002 relate duologue to the larning procedure by property three indispensable belongingss to the impression of duologue ; doing an enquiry, running a hazard and keeping equality.[ 17 ]These indispensable belongingss must be characteristic of the scene of interaction in order for a â€Å" acquisition † duologue to happen. Making an enquiry means learner researching what he does non yet cognize and sharing the desire to derive new experiences. For an enquiry to be Dialogic it must be unfastened to participants conveying their ain positions rooted in their backgrounds into the enquiry. Learners must besides be willing to suspend their ain positions in order to see the positions of others and in jointing these positions new and more insightful positions might come into positio n. For that ground, Dialogic is running a hazard in the ambiguity and uncertainness of the duologue procedure. Learners to a duologue propose other people ‘s positions, nevertheless voyaging in a landscape of probe means that there are no pre-established replies to energetic inquiries. Therefore â€Å" duologue includes risk-taking both in an epistemic and an emotional sense † . In other words scholars to a duologue will be challenged on their cognition every bit good as their emotions. In order for participants to stay in the Dialogic procedure it must be ensured that the uncertainness ne’er appears excessively uncomfortable. They claim that duologue could so keep equality by proposing that scholars are engaged at a degree of para. Parity in this sense does non equal sameness but instead equity. Learners may come in the duologue in different capacities and being equal therefore comes to depend on the ability of scholars to encompass and accept diverseness ( Alro A ; Skovsmose, 2002 ) . After old ages of research conducted in several states ; India, USA, France, Italy and England with a squad of research workers, Robin Alexander 2004[ 18 ]has put talk as the outstanding component for effectual thought and learning demand for kids. He has distinguished talk for a typical pedagogical attack called ‘Dialogic learning ‘ . He argues that linguistic communication and idea are closely related, and the extent and mode of kids ‘s cognitive development depend to a considerable grade on the signifiers and contexts of linguistic communication which they have encountered and used. This new attack demands both pupil battle and instructor intercession by which students actively prosecute and instructors constructively intervene is through talk. Dialogue and Higher degree of Education For higher educational degree, Diana Laurillard, 2002 puts a Dialogic acquisition model as ‘Conversational Framework ‘ . This model supports assorted media signifiers such as narrative, synergistic, adaptative, communicative and productive. The thought of a colloquial model, is used to specify the acquisition procedure for higher instruction and so to construe the extent to which new engineering can back up and heighten high degree conceptual acquisition. She describes that larning must be dianoetic and the instructor should be tie ining learning and larning procedure with the universe. Laurillard asserts that larning engineerings must accomplish their full potency for transforming larning experience. Laurillard argues that the faculty members ; Universities, Institutions, colleges, schools etc. Should get down with an apprehension of how pupils learn, and they should plan and utilize the Conversational Framework and the acquisition engineerings from this point of view to familiarise a better acquisition scheme for university instruction. Laurillard ‘s thought is barely new as she quoted Paul Ramsden ‘s statement that instruction is a kind of conversation. Respectively, Kolb ‘s ‘learning rhythm ‘ ( Kolb, 1984 ) states that larning occurs through an iterative rhythm of experience followed by feedback, so reflected on to be used as revised action[ 19 ]. Gordon Pask, 1976 formalized the thought of larning as a conversation in conversation theory. This theory lays out the separation of ‘description ‘ and ‘model-building behaviours, and the definition of understanding as ‘determined by two degrees of understanding ‘ ( Ibid. 22 )[ 20 ]. This describes the feature of the learning – acquisition procedure is iterative ‘conversation ‘ . Besides schoolroom instruction, dialogue instruction is described as an attack to adult instruction by pedagogue, Jane Vella in the 1980 ‘s. This attack to education draws on assorted grownup larning theories, including those of Paulo Freire, Kurt Lewin, Malcolm Knowles and Benjamin Bloom ( Global Learning Partners, 2006b ; Vella, 2004 ) . It is a synthesis of these abstract theories into rules and patterns that can be applied in a concrete manner to larning design and facilitation. Dialogue instruction is a signifier of Constructivism and can be a agency for Transformative acquisition, ( Vella, 2004 ) . Dialogue instruction shifts the focal point of instruction from what the instructor says to what the scholar does, from learner passiveness to scholars as active participants in the duologue that leads to larning ( Global Learning Partners, 2006c ) . A duologue attack to education positions scholars as topics in their ain acquisition and awards cardinal rules such as common reg ard and unfastened communicating ( Vella, 2002 ) . Learners are invited to actively prosecute with the content being learned instead than being dependent on the pedagogue for larning. Ideas are presented to scholars as unfastened inquiries to be reflected on and integrated into the scholar ‘s ain context ( Vella, 2004 ) . The purpose is that this will ensue in more meaningful acquisition. Decision Significantly duologue and larning are two footings that ca n’t stand by its ain without the other ‘s presence. It is now that the duty of this survey to analyze duologue and acquisition to a farther class of current new media nomadic engineering. How does kids doing usage of nomadic devices in the universe of nomadic engineering in this transmutation age of environment? How does larning so develop from these engineerings? Why does a kid today communicate so much with engineering? That said my hypothesis that the new media nomadic engineering has potential in easing the procedure of kids ‘s acquisition development. Do these engineerings provide acquisition tools which are able to supply important cognition development? Besides, Vygotsky and Vygotskian theory claimed that the acquisition tools are some sort of kids ‘s higher psychological maps of doing his or her interactions to their societal and moral development. As we all knew, these duologues are being cr eated, learned and used by our kids enormously without our consciousness twenty-four hours to twenty-four hours in their universe of communications in synergistic nomadic engineerings. These duologues and larning are integrated with their hand-held appliances, computing machines and package, larning stuffs, playing the games in the practical universe. With the being of other characteristics ; design, sound and picture, picture taking, colourss, founts, information, and programming linguistic communication voyaging them throughout the lessons and plans. Our kids or scholars and members jointly produce Dialogic cognition and take part in the definition of actions that lead to societal and educational alteration. Therefore, this research sees duologue and larning associates to the impression of Bakhtin dialogicality as duologue represents this senses where it mediates the new media that our kids to listen and watch. These duologues can take legion other signifiers such as: lupus erythematosus structured, more informal and more participatory than interviews or treatment groups, e.g. By promoting participants to put the docket for treatment and for the research worker to take an active function in the treatment instead than merely the function as a hearer. This attack will allow participants to the duologue a sense of equality and the freedom to convey into the duologue whichever subject they deem relevant. Inviting research participants in the reading procedure at the same time embrace a Dialogic epistemology acknowledging the value of negociating, reflecting and construing with the end of common apprehension and relationship edifice. Therefore, in this survey we need to contract our apprehension of duologue and turn to the inquiry of the part of duologue in the synergistic Mobile engineerings in the kids ‘s psychological acquisition development. In the acquisition communities, it is basica lly the engagement of all members of the community because, as research shows, larning procedures, irrespective of the scholars ‘ age, and including the instruction staff, depend more on the coordination among all the interactions and activities that take topographic point in different infinites of the scholars ‘ life, like school, place, and workplace, so merely on interactions and activities developed in infinites of formal acquisition, such as schoolrooms. Along these lines, the â€Å" learning communities † undertaking aims at multiplying larning contexts and interactions with the aim of all participants making higher degrees of development ( Vygotsky, 1978 )[ 21 ]. How to cite A Study On Dialogue And Learning Education Essay, Essay examples

Economic Globalization Essay Example For Students

Economic Globalization Essay IntroductionGlobalization is the process by which a business or company becomes international or starts to operate on an international level. Globalization does not benefit the majority of the worlds population, including Canadians, and is slowly growing to increasingly deadly proportions. It benefits the wealthy, which are but a minority in comparison to the rest of the population, and leaves the impoverished ones out of the loop. The unsteady flow of invisible money running in and out of countries has our markets operating like roller coasters. Globalization renders our government powerless and leaves them at the mercy of foreign investors. The negative effects of globalization far outweigh and short term gains. Diminishing Middle ClassA diminishing middle class seems to be a recurring trend all over first nations, including Canada. The evening news and business reports are bombarded with news of a declining middle class and increase in the number of poor people. There seems to be a pattern of growing poverty that is in relation to a diminishing middle class. It seems as though the shrinking middle is on its way to extinction and the number of poor people is increasing tremendously. Our society shall soon be composed of two groups, the filthy rich and the filthy poor. This is a direct consequence of globalization. There seems to be a rule associated with globalization that states that a government has to do everything in its power to attract foreign investors regardless of any social problems. In an attempt to attract such foreign investors, governments have tried to maintain a low inflation rate. However, what they fail to mention is that unemployment is the sacrifice that has to be made in order that inflation rates remain low. The increase in unemployment is causing the decrease in the middle class. Another cause of this decline are the growing interest rates that are being driven up to combat the malevolent inflation. As stated in the 2000 Budjet report, major central banks started to raise interest rates earlier this year. These interest rates are driving families further into debt. Thus, people are losing their homes, cars, and so much more, all in the name of globalization. The governments priorities are becoming forgotten and replaced with the great game of monopoly. Volatile MarketsVolatile markets are yet another price we have to pay for globalization. Three trillion dollars are jumping in and out of countries daily worldwide. This three trillion dollars flows in and out of countries based on trade rumours or a sixth sense. It was this instability that caused the crisis in Mexico in 1994. As companies become more international in scope, they are free to move operations quickly from country to country based on local conditions, greatly improving their power against local governments, businesses and workers. This is turn severely reduces government regulation of trade, investment, labour, health and safety, and the environment. Government spending would indeed be slashed, especially in the areas of social services. Devalue the currency in order to make exports more attractive and weaken labour to make wages competitive. The pursuit of the almighty dollar has lead Mexico into ruins and whos to say it cannot have the same disastrous effects on Canada. Threat to EnvironmentOne Mexican president stated that globalization is healthy and positive as long as it benefits everyone. He states, Cest mon avis une occasion extraordinaire pour les Amriques de travailler ensemble. Mais il faut sassurer que tout le monde soit gagnant: en tout premier lieu, que cela respecte des valeurs universelles. However, this is not always the case, as globalization allows for first nations, such as Canada, to continue bullying developing nations in need of help. Due to lack of desirable resources such as skilled labour or advanced technology, a third worlds biggest resource ends up being their natural resources. .ud626cc5c298a9bdf6fb4271f3928cc85 , .ud626cc5c298a9bdf6fb4271f3928cc85 .postImageUrl , .ud626cc5c298a9bdf6fb4271f3928cc85 .centered-text-area { min-height: 80px; position: relative; } .ud626cc5c298a9bdf6fb4271f3928cc85 , .ud626cc5c298a9bdf6fb4271f3928cc85:hover , .ud626cc5c298a9bdf6fb4271f3928cc85:visited , .ud626cc5c298a9bdf6fb4271f3928cc85:active { border:0!important; } .ud626cc5c298a9bdf6fb4271f3928cc85 .clearfix:after { content: ""; display: table; clear: both; } .ud626cc5c298a9bdf6fb4271f3928cc85 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud626cc5c298a9bdf6fb4271f3928cc85:active , .ud626cc5c298a9bdf6fb4271f3928cc85:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud626cc5c298a9bdf6fb4271f3928cc85 .centered-text-area { width: 100%; position: relative ; } .ud626cc5c298a9bdf6fb4271f3928cc85 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud626cc5c298a9bdf6fb4271f3928cc85 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud626cc5c298a9bdf6fb4271f3928cc85 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud626cc5c298a9bdf6fb4271f3928cc85:hover .ctaButton { background-color: #34495E!important; } .ud626cc5c298a9bdf6fb4271f3928cc85 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud626cc5c298a9bdf6fb4271f3928cc85 .ud626cc5c298a9bdf6fb4271f3928cc85-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud626cc5c298a9bdf6fb4271f3928cc85:after { content: ""; display: block; clear: both; } READ: The Story Behind The Atomic Bomb Essay These counties are so deeply indebted to the countries of the G8(Canada, USA, Italy) that in order to survive they comply fully. Being a must that third world countries obey and stay competeive under globalization, countries are forced to make a profit on all possible resources. It forces them to destroy their natural resources. In order to aid these countries in the destruction of the land and