Chapter 10- Development• How does development vary amongst

regions?

• How can countries promote development?

• What are future challenges for development?

Development – process of improving the material conditions of people through diffusion of knowledge and technology

GOAL?

Health & prosperity of its citizens

Continuous, never-ending process

Closely linked to standard of living

Economic growth of a state

Are there opportunities for their citizens?

Can the citizens live a comfortable life?

Human Development Index (HDI)

10.1

DEVELOPED VERSUSDEVELOPING COUNTRIES• MDCs – More Developed Countries

– Highly developed economy

& advanced technological infrastructure

• I.E. North America, Australia, Europe & Japan

– More manufacturing & service jobs

– Higher income, literacy rates, television, & access to hospitals

– Jobs focus on services

• LDCs – Less Developed Countries

– Lower living standard, underdeveloped industrial base, & lack

technology or infrastructure developing• I.E. Sub-Saharan Africa, Middle East, Asia, &

Latin America

– Jobs focus on agriculture & mining

- WHAT IS THE DIFFERENCE? - DEVELOPED VERSUS DEVELOPING?

HUMAN DEVELOPMENT INDEX (HDI)

Measurement used by the UN that calculates development by

A decent standard of living,

Access to knowledge, and

A long as well as healthy life.

Indicator of level of development combines 3 factors:

Economic, social, and demographic variables

Highest possible HDI is 1.0 (100 percent)

Who would have high levels of HDI? Lowest?

Norway has highest (.963) - Niger has lowest (.281)

Western European countries (and Canada) higher level

Sub-Saharan African countries lowest level

Human Development Index, 2019

Fig. 9-1: Developed by the United Nations, the HDI combines several measures of

development: life expectancy at birth, adjusted GDP per capita, and

knowledge (schooling and literacy).

What patterns do you see? ___________________________________________________

Who has an HDI of 0.80 or higher? ____________________________________________

9 DEVELOPMENT REGIONS Very High Developed Regions (above 0.79)

North America (US & Canada)

Europe All but handful in Eastern Europe

High Developing Regions (0.70-0.79) Latin America

East Asia

Medium Developing Regions(0.52-0.69) Southwest Asia & Northern Africa

Central Asia (except Afghanistan)

Southeast Asia

South Asia

Less developing Regions (below 0.52) Sub-Saharan Africa

Japan & South Pacific are grouped with other developed regions

Russia is a developing state cause of limited progress (economic & ethnic tensions)

What is infrastructure?

• Basic structures & facilities needed in a society

• Access to communication networks, sanitation, & utilities

• Identify examples of infrastructure:

___________________________________

Is there a difference in infrastructure

between MDCs & LDCs?

GNI (Gross national income)– value of the output of

goods & services produced in a country in a year,

including money that leaves & enters the country

Cannot measure perfectly the level of a country’s development

Per capita GNI measures average (mean) wealth,

NOT the distribution of wealth

By dividing GNI by total population:

Measures the contribution made by the average individual toward

generating a country’s wealth in a year.

GDP (Gross Domestic Product)– value of the output of

goods & services produced in a country in a year.

per capita – per person

10.2 - UN Measures A Decent Standard of Living

• What regions would have the highest per capita income?

• What regions would have the lowest per capita income?

UN MEASURES THE STANDARD OF LIVING: PURCHASING POWER

Purchasing power parity (PPP)

An adjustment made to the GNI to account for differences

among countries in the cost of goods.

Primary economic activities _______________ Activities that directly extract from the Earth

EX. agriculture, mining, quarrying, fishing, & forestry

Found in low-income states

Secondary economic activities _______________ Manufacture raw materials into products = consumer goods

Grows quickly as societies industrialize

Tertiary economic activities _________________ Provide goods & services to people in exchange for payment

Service industry

Why & What will YOU do with a COLLEGE DEGREE?

What happens as a country industrializes? ________________________________

TECHNOLOGY plays in determining a country’s level of development

UN Measures the Standard of Living: Economic Structure

Found in ________ states

How does specialized

sectors contribute to

GLOBALIZATION?

CHINA – WEALTH VARIES BY REGION INSIDE A COUNTRY

GDP per capita, China provinces. The highest gross GDP per capita is

found along the eastern coast where manufacturing is

concentrated, while income in much of the interior is far lower.

• Where is there development

inside of China?

• Why is it there?

• What is that region known

for?

• What is going on between

GDP between developed &

developing?

• Hans Video

Are there lower income regions? States in the U.S.?

WHAT IF A STATE HAS TOO MUCH POVERTY?

IS IT DEVELOPED?

WHAT DOES THE WORLD SPEND THEIR MONEY ON?

How has the US

labor force changed

over time?

Productivity – value of a particular product

compared to the amount of labor needed to make it

Workers in developed countries produce more with less effort because

of more technology used for work!

Productivity can be measured by the value added per capita.

Value Added – (in manufacturing) value of the manufactured product

minus the costs of raw materials and energy

Developing states relies more on human & animal power.

UN Measures the Standard of Living: Productivity

URBAN AGRICULTURE

IN INDONESIA

CONSUMER GOODS –

Products people buy & don't use to make other things that are then sold.

Ex. Clothing, food, and jewelry

Is there a difference between how many consumer goods are

purchased between DEVELOPED & DEVELOPING states?

Where in DEVELOPING states would consumer goods be available?

By whom?

UN Measures the Standard of Living: Consumer Goods

WHAT ARE THE SOCIAL CLASSES INSIDE A STATE?

Upper class

Middle class

Poor = Lower class

Breakdown of social

classes in the U.S.

UN MEASURES: ACCESS TO KNOWLEDGE & HEALTH

UN considers nutrition & access to medical services important for long & healthy life

Life expectancy– at birth the average number of years a newborn infant can expect to live at current mortality levels.

@ current social, economic, & medical conditions

Developed – 80 life expectancy - Developing 68 Note: variation 75 in Latin America - 65 South Asia

- sub-Saharan Africa is 60

People are healthier in Developed than in Developing countries

MDCs spend $ on health care & protect those unable to work

More accessibility to hospitals, doctors, and nurses

Longer life expectancy, aging population, & lower infant mortality

Health of population influenced by diet

10.3

Difference

between Access

to Health?

LIFE EXPECTANCY AT BIRTH

SLUMS SAO PAULO, BRAZIL

Where are major slum settlements?____________________

Why can the government can’t keep up with adequate

sanitation during the massive urbanization migration?

__________________

__________________

__________________

How does this

influence life

expectancy? ________

___________________

WHAT TO DO FOR FUN IN JAKARTA?

HOW CAN THIS AFFECT A STATE’S DEVELOPMENT?

https://www.youtube.com/watch?v=A53N

K6DJzVw

UN MEASURES: ACCESS TO KNOWLEDGE

Higher the development, greater quantity & quality of an education education is ticket to better jobs & higher social status

Quantity of education

Years of schooling: # of years average person aged 25 or older been in school 11 years = Developed - 6 years in Developing

UN sees years of schooling as the most critical measure of an individual to gain access to KNOWLEDGE needed for DEVELOPMENT Why?

Expected years of schooling: # of years average 5-year old expected to be in school

16 years = Developed - 11 years in Developing

Quality of education

Pupil/Teacher Ratio- Primary school 24 globally

14 in developed - 26 developing (nearly twice as high)

Literacy Rate- % of country can read & write

99% in Developed less than 70% in South Asia & Africa

EDUCATION LITERACY

ACCESS TO . . .

MDCs / DEVELOPED LDCs / DEVELOPING

Health Care

Education

Utilities

(infrastructure)

Sanitation

(infrastructure)

10.5 Gender Inequality

GENDER INEQUALITY TRENDS

How do we learn about

gender roles?

"I'M GLAD I'M A BOY, I'M GLAD I'M A GIRL”

What decade was this book written?

1970

4 used from $99.95

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18 of 23 people found the following review helpful:

5.0 out of 5 stars I'm Glad That's In The Past!, April 28, 2006

By Silly Sister (South Carolina) - See all my reviews(VINE VOICE)

This review is from: I'm glad I'm a boy!: I'm glad I'm a girl! (Hardcover)

I was thrilled to get my hands on a copy of this very rare book so I could show

my daughter the sort of attitudes that were prevalent, not only when I

was a girl in the fifties and sixties, but when she was born in 1979.

In the months before I graduated from high school, we were barraged with

catalogs & pamphlets & flyers in our homeroom. The boys got enticements

from colleges & universities, and recruiting literature from various

branches of the military. The girls got unsolicited literature from the local

furniture stores showing the many styles of hope chests available, &

from jewelers selling engagement rings, china and silver. I kid you not.

When the subject comes up, and I try to tell women younger than 30 about

all the obstacles the women of my generation had to hurdle - obstacles

both real and perceived, both external and internal, both surmountable

and not - I usually get a "so-what" sort of a reaction. They just don't have any

idea what we were made to believe our limits were, what our goals

should be, and what were the lines we shouldn't try to cross.

The only reason you've come a long way, baby, is because the generation of

women, who are now probably looking a bit like the over-the-hill-gang to you,

battled it out over attitudes like the ones immortalized in this book. I'll never give

up my copy - it will forever remind me of just how far we've come!

WHAT ARE GENDER ROLES?

Culturally-bound beliefs

about males & females

Includes attitudes and

behaviors:

“masculine” and “feminine”

Socially created gender

traits / characteristics

Behavioral traits

Male example: “act like a man!”

Psychological traits

Female example: mindset that

“looking pretty”

is very important

GENDER ROLE STEREOTYPE

Culturally-bound beliefs about males & females

Example:

Stereotypical masculinity in the United States:

Dominance, assertiveness, strength, &

achievement-orientated

2017 Movies + Change

HOW DO GENDER ROLES DEVELOP?

A child’s gender role socialization can be influenced by many things… Types of toys a child plays with

Conscious or unconscious influence of the family

The type of literature the child reads

Gender role adoption is learned

Reinforcement, modeling, & developing concepts about what is appropriate for one’s sex

IS IT POSSIBLE TO TRANSCEND (EXIST BEYOND

THE NORM LEVEL) TRADITIONAL GENDER ROLES?

Yes - gender role transcendence is demonstrated by

someone who chooses behavior that is personally

meaningful, rather than typically feminine or

masculine.

Gender Equity – a measure of the opportunities given to women

compared to men within a given country

Why do some countries lag far behind others?

Cultural traditions have discouraged women’s achievement:

Education, government, & business

Gender Inequality

unequal treatment of individuals based on their gender

Societies structured GENDER ROLES Perceptions

Gender Development

Iceland Mandates Equal Pay

10.5

Gender-Inequality Index (GII) – United Nation’s

measurement of a country’s gender inequality

Compares the level of development of women with that of both sexes

Examines empowerment, labor, & reproductive health

Higher the GII, the greater the inequality between men & women

0 = men & women are fairly equal - score of 1.0 = inequality exists

How can gender inequality be shown in a society?

What type of countries would have a higher GII?

LDCs / developing countries why?

Sub-Saharan Africa, South Asia, Central Asia, & SW Asia – highest inequality

Note: 10 countries in Europe have GIIs less than 0.1

Greater aspect of gender equality

Gender Development

GENDER INEQUALITY INDEX

Where is Gender Inequality

high?______________________

HISTORY OF AMERICAN WOMEN’S RIGHTS

Compulsory education

US varied from Massachusetts in 1652 to Mississippi 1917

Federal Law in 1918 with attendance laws

Child labor laws

Suffrage movement

1848 in Seneca Falls, NY

1869 Susan B. Anthony & Elizabeth Cady Stanton National Woman Suffrage Association

1920 – August 26 – 19th Amendment “The right of citizens to vote shall not be denied because of sex”

Title IX

1972 - federal law prohibits discrimination on the basis of sex in any federally funded education program or activity

Family Planning

Varies according to culture

Women's suffragists parade down

Fifth Avenue, New York, October

1917, carrying the signatures of a

million women

Susan B.

Anthony +

Elizabeth

Cady

Stanton

HOW DOES A WOMEN’S EDUCATION AFFECT THE STATE? ESPN

Economic _________________________________________________

Social ____________________________________________________

Political ___________________________________________________

State would encourage what kind of population policy? ________________

Nature = Environment ____________________________________

Developing Countries – How to start this Process?

Microloans

TED – Loan

Sandra Day

O’Connor

1st Women on

Supreme Court - 1981

Hillary Rodham

Clinton

Only 1st Lady to

run for a public

office

REPRODUCTIVE HEALTH

Maternal mortality rate- number of women who die

giving birth per 100,000 births.

Adolescent fertility rate- number of births per 1,000

women ages 15–19.

Teenage pregnancy rate is below 10 per 1,000 in most European

countries, where most couples use some form of contraception.

Ability of women to achieve improvements in their own status

economic & political power

Every state (MDCs & LDCs) women hold fewer positions of economic &

political power

Empowerment measured by

Education (% of women who have completed high school)

Worldwide – 54% of women completed some high school vs. 64% men.

Developing countries – boys more likely to be high school graduates

10 boys / 6 females graduate

Gender Empowerment 10.6

Video

Video 2

Empowerment measured by

Political Power (% seats held by women in national legislatures)

More women vote

Few women hold positions of political power US 1/6 are in Congress

Rwanda majority of national parliament or congress is women

Europe highest region with members in national parliaments

Southwest Asia & Northern Africa lowest levels of females involved in

government

Gender Inequality Measures: GII –LABOR FORCE = Employment

• Female labor force participation rate = % of women

holding full-time jobs outside the home. • 100 males to X female

• Developed countries = 75% women

• Developing countries = 65% women

• Lowest rates are in SW Asia & North Africa = 35%

• Why? _________________________________

• Note: sub-Saharan Africa with lowest HDI & 77% women work in

______________ with the world’s highest _________ rate!

UN found Gender Inequality is on the DECLINE

Greatest improvement in SW Asia & North Africa

Why? _______________________ - Why decline? __________________

US GII increased rank 47 in GII versus HDI of 4

Reproductive rights are lower in US than other very high HDI states

Maternal mortality rate: US – 24 versus Canada – 12 Europe – 10

Percentage of women in National Legislature is much lower than other high HDI states

US – 17 women out of 100 senators - 74 of 435 representatives in 2012

Canada – 36 of 105 senators - 76 of 307 members of parliament/H of Commons

Gender Inequality Trends

WORLD TRADE: SELF-SUFFICIENCY VS. INTERNATIONAL TRADE

To promote development, most developing countries choose: SELF-SUFFICIENCY –

Encourage domestic production of goods, discourage foreign ownership of businesses & resources

Protect their businesses from international competition

What are the benefits with this approach? Drawbacks?

Shortcomings/Problems with Self-sufficiency Approach:

Self-sufficiency was rejected for a number of reasons: Inefficient industries. Businesses could sell all they made, at high

government-controlled prices.

Lack of competitiveness. Companies were not pressured to keep abreast of rapid technological changes.

Corruption. A large, complex bureaucracy administered rules and processed documents for permits.

Black market. Ambitious businessmen found that struggling to produce goods was less rewarding than illegally importing goods.

10.8

WORLD TRADE: SELF-SUFFICIENCY VS. INTERNATIONAL TRADE

To promote development, most developing countries choose:

INTERNATIONAL TRADE –

Countries open themselves to foreign investment & international markets

What are the benefits with this approach? Drawbacks?

Transition to International Trade

International trade attracted many developing countries during the late twentieth century.

Exposes a country’s people & businesses to the demands & needs of people and businesses in other countries.

Example: India

Dismantled many of its barriers to international trade through the following changes:

Liberal with permits

Reduced taxes and tariffs

Eliminated monopolies

Video – overview I.T. Video

Benefits of International Trade:

Improved competitiveness of products

Monopolies were eliminated

Improvement in quality of products

With competition, products became better with improvements

Less restrictions (no taxes or quotas)

Drawbacks of International Trade:

Large corporations do not promote interests to poor people

(ties to local communities)

Foreign governments make agreements with international

trade but forget local areas

More immigrants may be

permitted to enter & take away

jobs from natives

WORLD TRADE: SELF-SUFFICIENCY VS. INTERNATIONAL TRADE

FAIR TRADE

Fair Trade- international trade that protects workers & small businesses in developing countries.

Problems with International Trade:

Only a tiny percentage of the price a consumer pays for a good reaches the individual in the developing country who is responsible for making or growing it.

Fair trade 1/3 of the price goes back to the LDC producer

Fair Trade Producer Standards

Business practices designed for economic, social, & environmental goals: Paid fair wages to the worker (eliminated the middlemen)

Promote safe & sustainable farming methods

Promote safe working conditions

Increasing the entrepreneurial and management skills of the producers.

10.10 Video Longer

Reality

FAIR TRADE

Fair Trade Worker Standards

Paid fair wages: enough to cover food, shelter,

education, health care, & other basic needs.

Permitted to organize a union &

right to collective bargaining.

Protected by high environmental and safety standards.

FAIR TRADE

Fair Trade Consumers

Most fair trade sales are in food & crafts

Coffee, tea, banana, chocolate, cocoa, juice, sugar, & honey

products.

Buying fair trade products helps consumers connect

more directly with the producers of the food, clothing,

& household items that they buy.

Video

PROGRESS IN DEVELOPMENT

World Trade Organization

Overall HDI score has increased by about the same

level in developed countries & developing countries.

Therefore, the gap economically between MDCs &

LDCs seem to increase.

10.11

UN: SUSTAINABLE DEVELOPMENT GOALS

UN has set 17 goals to further reduce the gap in development

Sustainable Development Goals are the blueprint to

achieve a better and more sustainable future for all.

Address the global challenges:

Poverty - Gender Inequality - Climate Change - Peace

Empowerment - Environmental degradation - Hunger

10.11

RELATIONSHIP BETWEEN THE CORE & PERIPHERY

CORE = MDCs =

Developed

PERIPHERY = LDCs =

Developing

Involvement in

Colonialism

Economic Sector

- Majority of population

Economic Stability /

Poverty

Food distribution

Level of Education

Gender Equality,

Empowerment, &

Maternal Health

Health Care

- Life Expectancy

- Child mortality

Fair Trade

Environment treatment