Injustice: Why social inequality persists
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1) The document summarizes Danny Dorling's claim that five new social injustices have replaced the five evils identified by Beveridge in 1942: elitism, exclusion, prejudice, greed, and despair. 2) It argues that social inequalities are now being recreated and supported by these unjust beliefs, and that we need to think differently to address this. 3) The document then provides examples to illustrate how each of the five new social injustices has replaced one of the original five evils through increased inequality in areas like education, employment, housing, and mental health.
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Health and other inequalities - why should they matter to you?
The kind of society we live in is said to effect who we are and what happens to us, helping even to determine how long on average we live. In this talk I'll make the case for the importance of inequalities and present some results comparing different countries. I'll talk quite a lot about health, but I think all these issues are closely connected. I'll end by mentioning racism and the theory that it is something akin to racism that divides us most deeply.
Issue Of Poverty In The World Essay
The document discusses several key points about poverty:
1) It provides definitions of poverty from the Irish Government and the UN, describing it as not having enough resources to participate in normal societal activities or have an acceptable standard of living.
2) Factors that increase the risk of poverty are discussed, including living in a disadvantaged community or area with few jobs.
3) The negative effects of poverty are outlined, such as lower education levels, unemployment, hunger, and higher infant mortality rates in developing countries. Debt is also identified as a severe problem for poor nations.
Injustice, a year on
The document provides an overview and analysis of injustice in Britain over the past year since the publication of Danny Dorling's book "Injustice". It discusses how each of the original five arguments from the book have played out or intensified in the past 12 months across areas like education, inequality, prejudice, greed, and mental health. It then considers what is likely to occur in Britain in the near future if current trends of increasing inequality, privatization, and austerity measures continue unchecked, looking at examples from other countries on possible paths Britain could take. The author maintains a hopeful note by also outlining alternative policies from other nations that have been more successful at reducing regional divides and inequality.
Poverty Around The World
The document discusses the causes and effects of global poverty. It outlines that poverty has direct economic impacts like increased bankruptcies and more people relying on food banks. Rising poverty is also linked to increased unemployment, hunger, and crime. Poverty hinders economic growth and prevents people from meeting basic needs. It disproportionately impacts developing nations through issues like debt burdens and lack of access to healthcare and education. Overall, the document examines how poverty is multidimensional and perpetuating, affecting individuals and societies around the world.
Ten reasons why migrants are not the problem
1. Migrants are not the cause of housing shortages in the UK. There is enough housing overall, but it is poorly distributed due to inequality. Recent migrants tend to live in poorer quality, overcrowded housing.
2. The NHS relies heavily on migrant workers. Without migrant staff, the health system would struggle to function. Recent policies have made healthcare access more difficult for some migrants.
3. Schools in Britain are generally becoming less segregated over time as neighborhoods integrate. However, inequality is causing more segregation based on wealth, as "better" schools are inaccessible to low-income families. Overall diversity in schools is a positive thing.
Singer, P. (2009). Americas shame. The Chronicle of Higher Educ.docx
Singer, P. (2009). America's shame. The Chronicle of Higher Education, 55(27), B6-B10. Retrieved from https://login.libproxy.edmc.edu/login?url=http://search.proquest.com.libproxy.edmc.edu/docview/214643086?accountid=34899
Reducing the number of people living in extreme poverty throughout the world is clearly one of the great moral challenges of our time. Although the issue is by no means absent from what we study and teach, as educators in the United States we appear to be falling short in the task of ensuring that our students are adequately informed about world poverty, its consequences, and the ways in which it can be reduced. Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have uncomfortable conclusions for our own lives?
If we take seriously the idea that the value of a human life does not diminish when we cross national boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a broad re-envisioning of what we teach.
We should not limit so important a topic to specialized courses on international development (valuable as they are). The issue should be prominent in anthropology, cultural studies, economics, ethics and sociology. In political-science courses, we should ask why we pay so little attention to people living in poverty outside our borders. Psychology courses could take up the factors that limit our willingness to give to distant strangers. Engineers might increase the amount of class time they devote to how their skills can be applied to assist the world's poorest people. Medical schools could focus more on the global burden of disease and how it might be reduced, and law students should be prompted to think about an international legal regime that allows American oil companies to buy oil from dictators who pocket most of the proceeds. Programs could also be produced to help to educate the broader public.
Nor should we shy away from reconsidering our emphasis on teaching in fields that have timeless artistic and cultural value. It is legitimate to ask: In a situation in which more people die each year from poverty-related causes than died in any one year during World War II, how much should we be spending on the refinement of our artistic sensitivities and those of our students?
I began to think about our obligations to the poor in 1971, when I was a graduate student in philosophy at the University of Oxford. A few years earlier, such a question would not have been considered one for philosophers to discuss. The prevailing view then was that the business of philosophy was to analyze the meanings of words. The linguistic analysis that preoccupied philosophers was supposed to be ethically neutral. We would discuss whether the statement "You ought to return the book you borrowed" expressed an attitude or stated a fact, but not whether it was always obligatory to return a borrowed book -- let alone to give to the poor.
The student mo.
Povertyin The World
The document discusses definitions of poverty and approaches to defining and measuring it. It notes that a clear definition supports measurement and determining development approaches. It then examines Oxfam Australia's Close the Gap campaign, which aims to close the life expectancy gap between Aboriginal Australians and non-Aboriginal Australians within a generation. The campaign takes a human rights approach, viewing poverty as an exclusion from fundamental freedoms and rights. Health is included as a dimension of poverty, as both a cause and result of human rights abuses.
Americas Shame Author Singer, Peter Abstract Th.docx
America's Shame
Author: Singer, Peter
Abstract:
The US has, for many years, been at or near the bottom of the list of industrialized countries in terms of
the proportion of national income given as foreign aid. The ignorance of Americans about their nation's
role in aiding the world's poorest people is widespread, and it has been shown in many surveys. Singer
discusses the ethical obligations of citizens of developed countries to those living in extreme poverty.
Full text:
Reducing the number of people living in extreme poverty throughout the world is clearly one of the great
moral challenges of our time. Although the issue is by no means absent from what we study and teach,
as educators in the United States we appear to be falling short in the task of ensuring that our students
are adequately informed about world poverty, its consequences, and the ways in which it can be reduced.
Is it possible that some of the reluctance to deal with the topic stems from the fact that it may have
uncomfortable conclusions for our own lives?
If we take seriously the idea that the value of a human life does not diminish when we cross national
boundaries, then we ought to be giving a much higher priority to reducing world poverty. I have in mind a
broad re-envisioning of what we teach.
We should not limit so important a topic to specialized courses on international development (valuable as
they are). The issue should be prominent in anthropology, cultural studies, economics, ethics and
sociology. In political-science courses, we should ask why we pay so little attention to people living in
poverty outside our borders. Psychology courses could take up the factors that limit our willingness to
give to distant strangers. Engineers might increase the amount of class time they devote to how their
skills can be applied to assist the world's poorest people. Medical schools could focus more on the global
burden of disease and how it might be reduced, and law students should be prompted to think about an
international legal regime that allows American oil companies to buy oil from dictators who pocket most of
the proceeds. Programs could also be produced to help to educate the broader public.
Nor should we shy away from reconsidering our emphasis on teaching in fields that have timeless artistic
and cultural value. It is legitimate to ask: In a situation in which more people die each year from poverty-
related causes than died in any one year during World War II, how much should we be spending on the
refinement of our artistic sensitivities and those of our students?
I began to think about our obligations to the poor in 1971, when I was a graduate student in philosophy at
the University of Oxford. A few years earlier, such a question would not have been considered one for
philosophers to discuss. The prevailing view then was that the business of philosophy was to analyze the
meanings of words. The linguistic analysis that preocc.
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Health and other inequalities - why should they matter to you?
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Singer, P. (2009). Americas shame. The Chronicle of Higher Educ.docx
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Americas Shame Author Singer, Peter Abstract Th.docx
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Cultural Geography
Opening keynote by Danny Dorling, Department for Digital, Culture, Media and Sport annual awayday, Wembley Stadium, London, May 8th 2018
Peak inequality
This document contains 14 figures from the book "Peak Inequality: Britain's ticking time bomb" by Danny Dorling. The figures show trends in topics like infant mortality rates, EU referendum voting patterns, UK general elections, housing prices, income inequality, and reasons for homelessness in Britain from 2008 to 2020. The figures are accompanied by source information and brief captions.
Social Inequalities
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Danny Dorling
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This lecture by Professor Danny Dorling (held at the British Library 28 Nov 2016) is about how British general elections have been mapped in the past, but with a concentration on the very recent past and especially in 2015. There will also be speculation about what the future may hold, not just in terms of new political mapping techniques but in the much wider range of possible electoral outcomes we should consider as being plausible. Rather like meteorologists, political scientists have a tendency to use recent events to predict the political weather. However, if and when the climate changes, what was once thought to be impossible becomes reality. From choosing which colours to use to depict a growing range of parties on the map, through to how we might depict uncertainly in our predictions, we have choices to make. Danny will ask how ready we are to entertain the possibility of rapid change. Eventually everything always changes. At some times change comes quickly.
- See more at: https://www.bl.uk/events/another-world-is-inevitable-mapping-uk-general-elections
The EU - Should we stay or should we go?
This document discusses several issues related to the UK's membership in the EU. It notes that inequality is higher in the UK than other EU countries. It also discusses polarization in the UK, differences in health and education outcomes compared to other developed nations, and issues related to the UK's declining global power and changing national identity. Overall, it argues that leaving the EU will not necessarily solve the UK's problems and that the EU is not responsible for many domestic issues like inequality and underfunding of healthcare.
The Geography of our Future: Understanding the consequences of the Anthropocene
This document discusses the concept of the Anthropocene and how humans have become a dominant geological force impacting the Earth. It outlines 5 potential stages of the Anthropocene from early agriculture to the current Great Acceleration period, noting key events like the Columbian Exchange and Industrial Revolutions that drove major environmental changes. While some impacts were small prior to the 1800s, the document argues that the scale of human influences has grown enormously in recent centuries through population growth, consumption, and the rise of neoliberal capitalism. It questions whether future trends could lead to severe environmental consequences like a 4°C rise in temperatures, and explores potential pathways to a more equitable and sustainable future geography.
Illustrations from the book 'Better Politics'
Illustrations by Ella Furness made for the book 'A Better Politics: How Government Can Make Us Happier' by Danny Dorling
Mapping the UK election(s) of 2015 - what was done and did it work?
Talk at the joint British Cartographic Society / Society of Cartographers Conference, York, September 10th 2015
Injustice - Why Social Inequality Still Persists
Slide deck showing the figures used in the book by Danny Dorling. View further details on the book companion website at http://www.dannydorling.org/books/injustice/
Theories of Potential and the Creation of Inequality
This document discusses theories of potential and how inequality is created. It touches on several topics:
- How individual characteristics like looks, sex, height can affect snap judgments and influence potential but societal factors matter most.
- Potential is influenced by many factors from early life through adulthood, including family circumstances, where one lives, and access to opportunities like internships.
- While some argue only a few have great potential, the document argues potential is collective and not realizing everyone's potential perpetuates inequality. Genes may provide small advantages but no "super genes"; environment and society are larger influences on one's path in life.
Inequality and Empathy
Slides from a talk by Danny Dorling at the Oxford Empathy Festival, Blackwell’s Bookshop, Oxford, June 8th 2015. See more information at http://www.dannydorling.org/?p=4742
The Population of the UK, Chapter 10
Accompanying slides for the book "The Population of the UK" by Danny Dorling, Cartography by Benjamin Hennig, published by Sage (2012)
http://www.uk.sagepub.com/books/Book238949
The Population of the UK, Chapter 9
Accompanying slides for the book "The Population of the UK" by Danny Dorling, Cartography by Benjamin Hennig, published by Sage (2012)
http://www.uk.sagepub.com/books/Book238949
The Population of the UK, Chapter 8
This document discusses trends in employment in the United Kingdom from 1991-2000 based on census data. It shows that there was a decline in manufacturing jobs and a rise in finance sector employment, contributing to a polarization of industries. Additionally, it found an increase in both high-paid professional occupations and low-paid elementary jobs, further segmenting society. A key trend was a rise in dual-income households and declining numbers of people who are permanently sick or disabled.
The Population of the UK, Chapter 7
Accompanying slides for the book "The Population of the UK" by Danny Dorling, Cartography by Benjamin Hennig, published by Sage (2012)
http://www.uk.sagepub.com/books/Book238949
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Accompanying slides for the book "The Population of the UK" by Danny Dorling, Cartography by Benjamin Hennig, published by Sage (2012)
http://www.uk.sagepub.com/books/Book238949
The Population of the UK, Chapter 5
Accompanying slides for the book "The Population of the UK" by Danny Dorling, Cartography by Benjamin Hennig, published by Sage (2012)
http://www.uk.sagepub.com/books/Book238949
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http://www.uk.sagepub.com/books/Book238949
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Chapter 2
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Chapter 3
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Chapter 5
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Chapter 6
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