Recent orders

Nothing Like Chocolate

Student’s Name

Course

Professor’s Name

Date

Film Review: Nothing Like Chocolate

Chocolate features among the few things in life that bring universal happiness. In its various forms, shapes, and presentations, chocolate is meant to bring pleasure. In fact, some studies indicate that chocolate consumption leads to the same pleasurable rewards in the human brain as sexual pleasures (Parker et al. 150). It is, thus, unexpected that the film Nothing Like Chocolate, directed by Kum-Kum Bhavnani, documents a journey of opposite ends from cocoa plantations where slavery and child labor are rampant to the factories and commercial centers where the end user has virtually no idea relating to how and where chocolate is sourced. The film looks at the way an immigrant from the United States, Mott Green, uses ethical and sustainable methods to process chocolate from bean to bar. Through an interaction with local organic farmers and by first fully understanding his role in the community, Mott Green shows the contrast between how larger commercial entities manufacture chocolate and how it is supposed to be in a way that the community is left better off than it was before. In Grenada, organic farming and paid labor are highlighted as key features of the film, indicating a diversion from the norm in Ivory Coast in West Africa where chemical farming and slave/child labor are used to produce cocoa. Bhavnani dwells a lot on the life, trials and triumphs of Mott Green, humanizing his actions and intentions in a way that depicts him as a protagonist, one that is not only inspiring but relatable to the audience. In a very informative and an interactive narrative style, Nothing Like Chocolate reveals how ethics are an important element of any society showing the evils and concerns that can be countered by being ethical practices.

Nothing Like Chocolate is a story of ethics, not just in the way chocolate is made but also in the little details from farming practices, regulations, labor, compensation, and the love that goes into every step. Mott Green, as the protagonists, subtly provides that no chocolate tastes better than that which is ethically manufactured, using organic methods, fair practices in labor compensation, and ensuring that everybody benefits right from the plantation owner to the end user. Ethics seems to be the hidden theme, the central idea behind Bhavnani’s documentary. Ethics highlight the plight of workers who get meagre earnings from the government in Grenada, tells of the horrifying story of kids and young men trafficked in West Africa to work in cocoa plantations, sheds light on the dangers of the trade when unregulated, and help the audience to understand just how their favorite indulgence can be as dangerous as crime-related products like cocaine. Ethically made chocolate is in competition with larger producers who are willing to cut corners, including using slave labor and unfair trade practices to cut on the costs of production. The introduction of cacao farmers and the locals of Grenada and their humble attitudes towards life adds on to the issue of ethics. Their struggles to make ends meet via selling their cacao to the government versus choosing to join Mott Green’s initiative shows the benefits of ethics. The greed of the commercial chocolate market is exposed through a highlight of Mott Green’s shareholder owned cooperative and the measures he takes to ensure that every stakeholder benefits from the crop and the finished product. Overall, in a story about people and chocolate, ethics plays a vital role in showing the audience how the industry can be changed to reflect the needs and issue of every stakeholder, including better regulation and a structure that provides benefits and incentives to everyone involved.

The opening scene is very important in highlighting what Bhavnani’s Nothing Like Chocolate is all about, starting with an introduction of how chocolate is made and the main issue of ethics and illegality in using child labor (00:01-00:30). The scene then introduces a chocolate “revolution” complete with a Caribbean-themed reggae tune that sings about a revolution (00:30-01:20). Then, Mott Green is introduced and thereafter follows a series of individual presentations about chocolate and their interpretation of what it is to them and others. A key feature of the film is how it often “breaks” from a first person narration in real-life to incorporate the third person narration that makes it a documentary. This is an important feature because Bhavnani uses the narration to introduce or emphasize facts about an issue. For example, minute 10:00 – 11:20 uses borrowed footage to emphasize on issues child labor and slavery in the cocoa plantations. In 11:30 – 12:18, the same strategy is applied to give the audience a glimpse of the injustices that inspired Mott Green to setup a company that follows ethical production practices from beans to bars. Importantly, the use of a narrator not only helps to break monotony but also provides important issues that are left out in the individual stories of different characters in the film. For instance, Mott Green’s tour of the office and the pressures that he faces in ensuring that his sales match the supply brought by local farmers shows the problems that ethical producers go through when competing with larger corporate entities that do not necessarily observe the same guidelines. Bhavnani provides an explanation based on verifiable facts to glorify Mott Green’s efforts and portray him as the much-needed change in the chocolate industry.

In almost every scene, Bhavnani uses an open-ended question structure to drive a point home, one that is left to the interpretation of the audience. I find this strategy very useful in allowing interaction with the audience. In 15:45, the CEO and Owner of Guittard Chocolate is asked about ethicality and the issue of slavery in the process of sourcing the cacao beans from West Africa. His response highlights why Bhavnani uses the open-ended question technique because Gary Guittard responds succinctly to reveal that nothing can be done about the situation in Ivory Coast regarding slavery and child labor. A white space then follows as the film allows the audience to digest the response including an assertion that some customers specifically want the quality from Ivory Coast and therefore “justifying” the company’s continued engagement with the raw materials from the region. The response forms a huge part of the film as it goes on to show how the big corporates continue to ignore issues relating to ethics and illegal practices, with fake commitments to quality and fair practices. The explanation provided by Gary Guittard allows the audience to fully grasp what is going on in the world of chocolate production. Therefore, the open-ended question style employed, followed by a brief narration that gives or emphasizes facts, is important in enabling one to draw conclusions and to fully participate in the film.

The narrative and open ended techniques are a major strength of the film, yet I felt that it fails significantly to get the audience fully immersed in the controversies and ethical issues at hand by using the same calm tone throughout the film. Even in an instance where the voice over should display rage over assertions, such as those made by Gary Guittard in 16:20 – 16:43, the film returns the audience to a calm state, which unfortunately takes away from the pain of the previous scene. The management of the atmosphere is a huge failure in my opinion. It takes away the emotions from an otherwise perfect documentary that tells the story of chocolate. It fails to factor in the progression of the film, whether through discussing the plight of Grenadian farmers or when highlighting the problem of slavery in a very lucrative industry. I think the film should be rearranged in a way that shows the chocolate production process getting darker as the film progresses, ironically in line with how chocolate gets darker and finer as it is refined from beans to bars.

In summary, the failure to get the audience fully participative through a continuous form of narration and the lack of timely voiceovers does not reduce the impact of the film. It clearly presents how ethical issues are largely neglected in the chocolate industry. Ethics is a central theme all through the documentary. The societal concerns of the Grenadian community and those of West African nations dealing with cocoa augment the argument that ethics from a business perspective dictates the culture of a society. From the documentary, even with the benefits of chocolate on being a great life pleasure, a perfect food, and a fuel to lift spirits, we see the issues that have plagued the international chocolate industry. Concerns including unsustainable farming practices, slave labor, child labor, and child trafficking are on the rise even with commitments from various stakeholders to address these issues. The film successfully brings these issues to light. The main strengths are that it is possible for the viewer to immediately identify the evils that chocolate brings to any given community, especially to those with cacao plantations. Another notable strength is that the film applies an open-ended question structure to let the interviewee present his or her own perspective on an issue. The result is that the viewers are able to make their own inferences regarding key issues in the film. Overall, the film is very well presented. It could benefit from a rearrangement of the suggested scenes in order to have fluency of emotions for the reader to be fully immersed in the issues affecting the people. That said, Bhavnani’s Nothing Like Chocolate successfully shares on ethical issues that should be addressed to ensure the welfare of stakeholders.

Works Cited

Nothing Like Chocolate. DVD. Directed by Kum-Kym Bhavnani. Reading: Bullfrog Films,

2012.

Parker, Gordon, Isabella Parker, and Heather Brotchie. “Mood state effects of

chocolate.” Journal of affective disorders 92.2-3 (2006): 149-159.

Gender Disparity in Colleges

Student’s Name

Professor’s Name

Course

Date of Submission

Gender Disparity in Colleges

This article seeks to summarize the trend in gender disparity in colleges in relation to the US college students. The effects of gender disparity in colleges are noted as well as the reasons behind the disparity. Finally, the measures put to address gender disparity in colleges are also highlighted.

Several decades ago, most Universities globally were a preserve of the male students. The students and faculties were male dominated and one would think that there was a rule that, “Male Only.” The colleges that admitted the female gender were few while others like Princeton and Yale barred them. However, the trend seems to have changed over time with the number of women in colleges equalizing that of Men in 1980 in the US. The number of women thus increased in colleges and by 2005, men only formed the 43% of undergraduates in US. The gender gap is quite evident across the cultural, ethnic and racial borders.

The effects of this gender disparity have been clear with women dominating discussions in classes. Additionally, there has been imbalance in social life. What could be the reason for the gender disparity in campuses? There is an increasing trend in men dropping out of schools to get jobs especially in the high technology areas. Additionally, there is the anti-intellectual culture in men who are apparently less drawn to studies as compared to their female counterparts. Stereotyping is a contributor of this gender imbalance as men are viewed to have less developed social skills and are not well behaved as females. Nevertheless, men tend to think that they can get jobs and invest without spending considerable time acquiring degrees.

Measures have been put to address the gender imbalance in colleges. Some of the measures include adoption of affirmative programs targeting the male students. During admissions, the colleges pay special attention to male students and thus emphasize on the science courses; an area that has been perceived as male dominated from time immemorial.

Jane Elliott’s Blue Eye Brown Eye experiment and the Functions of institutionalized racism

Student’s Name

Course

Professor

Date

Jane Elliott’s Blue Eye/ Brown Eye experiment and the Functions of institutionalized racism

Jane Elliot, a school teacher in the town of Riceville, Iowa, undertook the anti-racial experiment in her all-white third-grade classrooms after the killing of the civil rights leader. Eliot wanted to make the student understand the feelings of discrimination. As such, she split her students into two groups using eye color. Eliot told the students that individuals with brown eye color get characterized by superiority over those with blue eye colors (Bloom 3). Also, her conclusion was exhibited by telling the students how brown eye colors are more civilized and better thinkers than blue eye colored students. As such, the experiment was based on determining how institutionalized racism works in the United States of America. Eliot separated the students where the blue-eyed students could play, have lunch and interact differently with the brown-eyed students. As a result, a fight broke out between the students with brown eyes and blue eyes (Bloom 6). The fight that broke between the students with blue eyes and brown eyes depicts racial criticism due to Eliot’s explanation of the effect of melanin on darkening the color of the eye. The use of race to describe the color of the human eye led to criticism, creating a controversial argument between the supporters and the criticizers. Therefore, the paper tries to answer whether the Eliot Blue eye Brown Eye experiment deserves criticism. It also examines the virtues and flaws of the experiment to determine its merits in combating racism.

Does the Eliot Blue Eye Brown Eye Experiment Deserve Criticism?

Eliot’s Blue Eye and Brown Eye experiments do not deserve criticism. Eliot used the experiment to describe how institutionalized racism gets promoted by ideas that can never be true. As such, she used the kids in grade, thereby explaining their superiority based on their eye colors. She wanted the students to understand the feelings of discrimination based on color in society (Bloom 8). At first, Eliot describes how the brown-eyed students were superior to the blue-eyed students. Through his description, she had to split the students into two groups. The first group was the brown-eyed student, while the second group was the blue-eyed student. After explaining how the brown-eyed student is superior, and the blue-eyed students are less superior, the student asked about the parent’s superiority. To answer the question, Eliot responded how the parent with the blue eye kicked the child to create a notion in the student’s mind of the arrogant character of the parent.

Consequently, Eliot involved the teachers in the experiment by asking for assistance in the research. The combination of thoughts between the teachers and Eliot created the success of the research by determining how institutionalized racism is promoted by ideas that can never be real. Moreover, Eliot reversed her psychology by telling the students that blue-eyed individuals are superior. Reverse psychology uses collars of different colors to enable the teacher and the students to identify the students with varying eye colors effectively and quickly (Bloom 5). Also, Eliot separated the student into different lunch sessions based on their eye colors. As such, the students could abuse their fellows based on eye colors. Sharing of properties amongst the students, as observed by Eliot, should get conducted based on eye colors. Notably, the parents and most American society members disputed Eliot’s move to subject white students to racial bias. The dispute generated by the Americans never considered the discrimination experienced by the black Americans in the United States of America (Bloom 15). Back Americans experienced discrimination the same way a child with an eye or inferior eye color could experience discrimination.

Most importantly, the killing of Martin Luther King Junior made Eliot determine the experiment using white Students of different colors to show the public how institutionalized racism affects the community. As such, Eliot wanted to show the students how discrimination affects the community and its adverse effects on the students and the general society. The feeling of the brutality of racism could enable the student to determine and eradicate the essence of racism based on unconstructive ideologies. As a result, the student understood discrimination and the negative consequences like fights, lack of social interaction, and inability to share the ideas affecting the general society. Therefore, the Eliot experiment deserves no criticism because she informed the teachers to help monitor and examine the discriminatory moves of the students after subjection to the racial differences based on the blue eye and brown eye (Sader 3). Also, Eliot wanted the student to feel the punch of discriminating against fellow humans and later appreciate the individual differences in terms of color, nature, and societal characteristics. Furthermore, theirEliot’s use of the press to explain her findings provides a comprehensive clarity through which an individual can easily understand the context to stop discrimination.

Virtues and Flaws in the Experiments

Virtues

The virtues explain the moral standards which the students and the society should live t avoid discrimination in terms of race4, nature, and complexity of an individual. The blue eye and brown eye experiments exhibited by Eliot have created a systematic framework through which society can learn from the negative effect of racial discrimination. Through students’ segregate approaches, the students learned the negative consequences of segregation based on eye colors (Sader 3). Many of them could identify the importance of effective and moral treatment of their fellow regardless of their eye color characteristics. Morally, racial segregation in the united states of America adds no value to society; hence Americans should find ways of effectively eradicating institutionalized discrimination in terms of race after learning from the experiment (McGettigan 5).

Flaws of the Experiment

Eliot never informed the participants of the real purpose of the experiments beforehand. As such, there are chances where the students may continue with the discriminatory approaches against their fellow due to differences in eye colors (Bloom 4). Also, a student at earlier age learns quickly and tries to imitate adults and their fellow students; they feel superior. During imitation, the students may exhibit discriminatory character in their entire life.

Virtues and Flaws and their Merits of Combating Racism

Virtues in the experiment enable people to understand the importance of cohesion to eradicate the instances of racial bias and discrimination in American society. Also, the virtues will allow Americans to behave morally to avoid cases of institutionalized racism. However, every experiment has flaws (Bloom 3). Eliot never notified the participants but wanted to use them as an example to society on the need to eradicate racial bias.

Conclusion

Blue eye- Brown eye experiment by Eliot creates a discrimination example that may be triggered by ideas based on eye colors. Using and separating students into two groups based on their eye colors and subjecting them to the discriminatory statements of superiority and less superiority enabled Eliot to complete her study and effectively conclude the adverse effects of racism in society. As a result, students learned the negative impact of racism. Americans also understand the importance of equal treatment of fellow citizens regardless of physical nature and racial characteristics. Therefore, the experiment does not deserve criticism, according to my perception.

Works Cited

Bloom, Stephen G. “Blue Eyes, Brown Eyes.” Blue Eyes, Brown Eyes. University of California Press, 2021. https://www.degruyter.com/document/doi/10.1525/9780520382275/html?lang=en

Bloom, Stephen G. Blue eyes, brown eyes: a cautionary tale of race and brutality. Univ of California Press, 2021.

McGettigan, Timothy. “Anti-Racism: Building a Better Tomorrow.” Available at SSRN 3671003 (2020). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3671003

Sader, Eric Allen. “The handbook of race and adult education: A resource for dialogue on racism.” (2022): 1-4. https://link.springer.com/article/10.1007/s11159-022-09948-8