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INDV 102 - INDV 102-092 Week#6 question It is okay for me...

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INDV 102-092 Week#6 question It is okay for me to send you grades over email. Mitsunobu Matsuzaki Question: Identify 5 key point from Chapter 3 in ‘Global Problems’ and illustrate these points with concrete examples from the video. When I watched the movie, it reminded me of “The Strange Case of Dr. Jekyll and Mr. Hyde.” This movie showed different aspects in the scenes. For example, the poor and the rich, developing countries and developed countries, a fast pace and a slow pace, and the like. There are many points that Chapter 3 in ‘Global Problems’ and this movie connect, but given the choice, there are five points: how time transforms, where factories are built, why we need to learn about history, why economic goals and social goals clash, and what environmental effects bring. In the transformation of time, the book explains what world trade structures happened in 1400, what changed after 1400, how a world situation changed when the Industrial Revolution happened in about 1800, and what changed after the industrial revolution. First, there were many the rich and the poor in 1400, but the income difference between them was not as big as the current world disparity. In 1400, as the sea routes of the Americas and the southern Africa were not discovered, Europeans had no choice except to trade with India and China though the Suez Canal. As a result, Islam countries, some cities in Italy, India, and China were thriving. After 1400, however, as there were discovery of the Americas and the new route that did not pass through the Suez Canal, Portugal was thriving because Portugal was located in the edge of the Mediterranean. Moreover, China decreased the world trade, instead of that, Japan increased it. Second, when the industrial revolution happened in England, England led the economy because of an increase in demand for goods, the increase in the supply of capital, and growth in population. When England traded with the Cherokee, the Cherokee economy changed from self-sufficient agricultural production to the production system in which merchant-employers put out materials to rural workers, who
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returned finished products to the employers for payment. As a result, Cherokee’s traditional
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