Disparities+in+Wealth+and+Development

=Disparities in Wealth and Development=

Examine the progress made in meeting the Millennium Development Goals (MDGs) in poverty reduction, education and health. Evaluate the effectiveness of strategies designed to reduce disparities.
 * M **easurements of regional and global disparities** || Define indices of infant mortality, education, nutrition, income, marginalization, human development index (HDI). Explain the value of the indices in measuring disparities across the globe.
 * 3 hours ** ||
 * O **rigin of disparities** || Explain disparities and inequities that occur within countries resulting from ethnicity, residence, parental education, income, employment (formal and informal), and land ownership.
 * 3 hours ** ||
 * D **isparities and change** || Identify and explain the changing patterns and trends of regional and global disparities of life expectancy, education and income.
 * 5 hours ** ||
 * R **educing disparities** || Discuss the different ways in which disparities can be reduced with an emphasis on trade and market access, debt-relief, aid and remittances.
 * 5 hours ** ||

[|World Bank Stats Page]
 * 1 || M **easurements of regional and global disparities**

HDI. Global inequality. P28 Nagle and Cooke, **Planet Geo, Coddrington 59-65** Terminology, What are measures of development? Who measures them? Why do we measure them?

[|Gapminder World Online] Internet exploration in groups. Use Gapminder to investigate how countries differ from each other. || 2 || M **easurements of regional and global disparities**

An in depth comparison of Malawi with various countries. What can we see physically in Malawi that demonstrates some of these statistics?

Malawi, India, Japan, USA, Afghanistan, Brazil, Norway, South Africa, Saudi Arabia.
 * Planet Geography, Coddrington p65-**

[|Gapminder World Online] Internet exploration in groups. Use Gapminder to investigate how countries differ from each other. || Impacts of health disparities...
 * 3 || M **easurements of regional and global disparities**

Internal Disparities**.** Malawi, India [|Indian States differences] Saudi Arabia, USA, South Africa. Race, historical control, colonialisation, war. || 4 || O **rigin of disparities (Planet Geog, Cod and an Atlas/data bank)** Level of industrialisation.

Students Use graphical methods to identify how a wealthier and developed economy creates higher levels of human development. WHY?

film clip-Africa is poor and 5 other Myths. || Living conditions, land ownership (tenure), Parental Education and inequality, inequality of employment opportunities (formal/informal),
 * 5 || O **rigin of disparities**

[|Food supply] || 6 || O **rigin of disparities** Detailed Case Study Examples. What created Papua New Guinea's level of development? Why is Malawi an LEDC? Papua New Guinea (Planet Geog, Cod, p79) || **Identify** **and Explain** the changing patterns and trends of regional and global disparities of life expectancy, education and income. Trends.
 * 7 || D **isparities and change**
 * [|Rwanda reduction in Poverty]**

How has the level of disparity altered over time?

Link to the West -2 Theoretical models. Dependancy Theory (Andre Frank 1971), World Systems analysis (immanuel Wallerstein, 1974)

Stats - gini coefficient || 8 || D **isparities and change** **Identify and Explain** the changing patterns and trends of regional and global disparities of life expectancy, education and income.

Course companion, (Nagle and cooke) || What are they? Who created them? (what is the UNDP?) Why and when? Have they been met? Why and how?
 * 9 || D **isparities and change OUTSIDE SPEAKER.**
 * Millennium development GOALS [|UNDP website on MDG's]**

[|Websites - UN Declaration on MDG's] || 10 || D **isparities and change** Have they been met? Why and how?
 * Millennium development GOALS [|UNDP website on MDG's]**

film clip-HANS ROSLING MDG review

[|Website - African Child Mortality] [|Child Mortality.org] || Have they been met? Why and how?
 * 11 || D **isparities and change**
 * Millennium development GOALS [|UNDP website on MDG's]**

Student presentations on progress towards MDG's. || 12 || R **educing disparities** [|Website-Role of the World Trade Organisation]
 * Trade and investment**
 * How can trade improve HDI?**

China in Africa and Malawi **[|Chinese Global Investment]** || Types of aid to Malawi The role of DFID and NGO's in Malawi. Success? ||
 * 13 || R **educing disparities**
 * Trade**
 * Fair Trade - Ethics - Is trade working to improve development?** || 14 || R **educing disparities**
 * Aid and Debt Relief**
 * 15 || R **educing disparities**
 * Aid and Debt relief**
 * [|News clipping-Should NGO's make poverty history again?]**


 * Is Aid to Africa benefiting people. Evaluating sources - web blogs/articles**
 * [|Aid. A dirty word?]**
 * [|Aid Works. Sachs. Includes rebuttal.]**
 * [|Isolation. Eritrea President interview]**
 * [|UK aid to India]** || 16 || R **educing disparities**
 * Examples of success**
 * [|Rwanda reduction in Poverty]**


 * Remittences**
 * [|Map of remittences globally]**

Evaluate the effectiveness of strategies designed to reduce disparities. (10) ||
 * Essay.**
 * || [|TEST YOURSELF!] ||  ||   ||
 * || [|TEST YOURSELF!] ||  ||   ||

Examples: Somalia, Afghanistan, Pakistan, Haiti, D.R. of Congo, Zimbabwe, Iraq, etc ||
 * ~ Key Term ||~ Definition ||
 * GNI || Gross national income (now used in preference to GDP or GNP). The total value of goods and services produced within a country (= GDP) +/- balance of income and payments from or to other countries. It is often calculated at PPP (Purchasing Power Parity) for better comparison between different countries ||
 * HDI || Human Development Index (created in 1990), developed by the United Nations Development Program (UNDP) in 1990. Composite index ranging from 0.000 to 1.000 measuring development using the average achievements in a country in three basic dimensions of human development: a long and healthy life (life expectancy), access to knowledge (mea years of schooling + expected years of schooling) and a decent standard of living (GNI (PPP)/capita) ||
 * IHDI || Inequality-Adjusted HDI: under perfect equality the HDI and the IHDI are equal. When there is inequality in the distribution of health, education and income, the HDI of an average person in a society is less than the aggregate HDI; the lower the IHDI (and the greater the difference between it and the HDI), the greater the inequality ||
 * GII || Gender Inequality Index: measures gender inequality based on the HDI in the labor market (% female in labor market), female empowerment (parliamentary representation + females in high school and college) and reproductive health (maternal mortality + adolescent fertility) ||
 * GEM || The Gender Empowerment Measure (GEM) is a measure of inequalities between men's and women's opportunities in a country. It combines inequalities in three areas: political participation and decision making, economic participation and decision making, and power over economic resources. ||
 * MPI || Multidimensional Poverty Index (created in 2010): measures poverty looking at health (nutrition + child mortality), education (years of schooling + % of children in school) and living standards (cooking fuel, toilets, running water, electricity, floor, assets) ||
 * HPI || Human Poverty Index is calculated differently for developing countries (LEDCs) and developed countries (MEDCs):
 * HPI-1 (LEDCs): combines probability at birth of not surviving age 40 + adult illiteracy + % without access to safe water + % underweight children under 5
 * HPI-2 (MEDCs): combines probability at birth of not surviving age 60 + functional adult illiteracy + % below poverty line (< 50% of median income) + % long-term unemployment ||
 * Education Index || Combines adult literacy rate + enrolment in primary/secondary/tertiary education ||
 * Gini Coefficient || The Gini coefficient is a measure of the inequality of a distribution, comparing the ideal distribution of income with the Lorenz Curve (which plots the proportion of the total income of the population (y axis) that is cumulatively earned by the bottom x% of the population). A value of 0 expresses total equality and a value of 1 expresses maximal inequality. ||
 * LDC || 48 Least Developed Countries (see map), meeting the following 3 criteria:
 * Low-income (three-year average GNI per capita of less than US $905, which must exceed $1,086 to leave the list)
 * Human resource weakness (based on indicators of nutrition[|,]health[|,]education and adult literacy) and
 * Economic vulnerability (based on instability of agricultural production, instability of exports of goods and services, economic importance of non-traditional activities, merchandise export concentration, handicap of economic smallness, and the percentage of population displaced by natural disasters) ||
 * Failed State || The term failed state is often used by political commentators and journalists to describe a state perceived as having failed at some of the basic conditions and responsibilities of a sovereign government. In order to make this definition more precise, the following attributes, proposed by the Fund for Peace, are often used to characterize a failed state:
 * Loss of control of its territory, or of the monopoly on the legitimate use of physical force therein (e.g. D.R. of Congo)
 * Erosion of legitimate authority to make collective decisions (e.g. Iraq)
 * An inability to provide public services (e.g. Haiti)
 * An inability to interact with other states as a full member of the international community (e,g. Somalia)
 * Failed State || The term failed state is often used by political commentators and journalists to describe a state perceived as having failed at some of the basic conditions and responsibilities of a sovereign government. In order to make this definition more precise, the following attributes, proposed by the Fund for Peace, are often used to characterize a failed state:
 * Loss of control of its territory, or of the monopoly on the legitimate use of physical force therein (e.g. D.R. of Congo)
 * Erosion of legitimate authority to make collective decisions (e.g. Iraq)
 * An inability to provide public services (e.g. Haiti)
 * An inability to interact with other states as a full member of the international community (e,g. Somalia)
 * Millenium Development Goals || The 8 Millennium Development Goals (MDGs) – which range from halving extreme poverty to halting the spread of HIV/AIDS and providing universal primary education, all by the target date of 2015 – form a blueprint agreed to by all the world’s countries and all the world’s leading development institutions. They have galvanized unprecedented efforts to meet the needs of the world’s poorest. ||
 * Informal Economy || The informal economy is the part of an economy that is not taxed, monitored by any form of government, or included in any gross national product (GNP), unlike the formal economy. In developing countries, up to 70% of the potential working population earn their living in the informal sector, which can lead to an underestimated value of GNP ||
 * Informal Economy || The informal economy is the part of an economy that is not taxed, monitored by any form of government, or included in any gross national product (GNP), unlike the formal economy. In developing countries, up to 70% of the potential working population earn their living in the informal sector, which can lead to an underestimated value of GNP ||
 * Informal Economy || The informal economy is the part of an economy that is not taxed, monitored by any form of government, or included in any gross national product (GNP), unlike the formal economy. In developing countries, up to 70% of the potential working population earn their living in the informal sector, which can lead to an underestimated value of GNP ||