College essay topics to write about Ability - Free Essay Example

Sample details Pages: 6 Words: 1660 Downloads: 8 Date added: 2017/06/26 Category Economics Essay Type Analytical essay Did you like this example? This essay discusses the ability of the governments in developing countries to promote and manage economic development. In essence, the essay discusses the fact that the governments of developing economies understand the problems they face and have a set of priorities, and that the heads of government may have personnel educated and trained abroad who are familiar with recent economic thinking, plus the possibility of support from international institutions. However, they may lack the resources to implement policy, elements of the economy may be outside their control, they may have corrupt bureaucracies, may lack competence at different levels of government and may set anti-developmental priorities. In addition, the problems they face in managing their economic development may be the result of external factors beyond their control, and the narrow base of the economy may make them very susceptible to external shocks. In addition, policies once implemented may f ace conditions, either internal or external, which cause them to fail. In general, the essay considers that East Asian economies supply examples of competent economic management, while sub-Saharan Africa has a record of failed economic management. Africa has heard calls for democracy for many decades, both from internal and external sources, and due to external and internal factors (Darga, 1997), however, especially in this climate, where nations go to war in the name of fighting for democratization, it is important to realise that governance and democracy are not the same thing. Governance, i.e., governing the people in a responsible manner which leads to equal economic prosperity for all inhabitants, is not the same as democracy, which can be defined, in its simplest terms, as â€Å"rule by the people†, and these two ideas have very different practical applications and outcomes, although they are interrelated, and both have emphases which can be political or economical. The World Bank defines governance as â€Å"the manner in which power is exercised in the management of a countrys economic and social resources for development† and it is under the terms of this definition that the present essay shall move forwards, even though this definition does not specify that democracy is a pre-requisite for governance. As can be seen from any analyses of the present state of the economies of these two continents, Africa and East Asia are at very different developmental stages, in terms of social, economic and also political development, perhaps because, in Africa (for example, Zimbabwe), leaders have often failed to deliver on their promises for enhanced economic performance, with changes of regimes also failing to improve economic or social conditions; on the other hand, in East Asia, for example, in Japan, which came very late to industrialisation, under a Western framework, a market system was created which has led to sustained economic success f or this economy. Further examples from East Asia, such as Taiwan and Korea show that strong governance, in the formation of rent creating avenues, such as fiscal incentives and protection and promotion, can lead to the formation of an environment that is conducive to private investment, which propels the country to economic success (Darga, 1997). Thus, governance is of fundamental importance to the economic success of a nation, and nations without strong governments cannot promote and manage economic development, at least not in the long-term. Thus, the need for positive governance is fundamental, in terms of developing architectures which allow future economic prosperity, but it can be seen, across the less developed world, that even if the governments of developing economies understand the problems they face and have a set of priorities for tackling these problems, and even if those heads of government are assisted by personnel who have been educated and trained abroad and who are familiar with recent economic thinking, these governments may well lack the resources to implement policy, elements of their economy may be outside their control, they may have corrupt bureaucracies, they may lack competence at different levels of government and may set anti-developmental priorities. In addition, the problems they face in managing their economic development may be the result of external factors beyond their control, such as payments to impossible external debts, and, as such, the narrow base of the economy may make the country very susceptible to external shocks. A case in point here to illustrate this is Colombia. Colombia is very rich in natural resources, and indeed the government has just begun the process of privatizing its oil resources, through Ecopetrol, but the country has massive external debts, which cripples its economic structure (Solimano, 2000). In addition, the country is beset by other problems which do not allow progress in economic developm ent: it is in the middle of a civil war, between left-wing guerrillas (the FARC and ELN) and the right-wing paramilitaries, said to have been formed as counter-guerrilla movements by the current President, Alvaro Uribe (Solimano, 2000). On top of this, which does not allow the country to flourish, economically, as many people who are able to work cannot do so due to the fighting in large parts of the country, or due to the fact that working in the illegal drugs industry is more lucrative when you need to feed your family, the country is being coerced in to signing a free-trade (the TLC) agreement with the United States, which, under the guise of ‘free trade and ‘trade liberalization would basically mark the end of Colombian agricultural production in some sectors, due to the expected influx of massive amounts of highly subsidized goods from the United States (Solimano, 2000). This situation, however complicated it is by the conflict over drugs, is not unique to Colomb ia: many less developed countries find themselves run by competent governors but unable to forge ahead economic development due to many adverse external factors which cripple any economic progress they try to make (Smith, 2007). Thus, whilst many in the West can blame the problems of the less developed world on the lack of adequate governance, this simply is not the case on the ground in many of these less developed countries. For some of these countries, Argentina, for example, which just passed through one of the worst economic crises of recent times, due to a miscalculation of its foreign exchange system, crippling levels of external debt, which have yet to be forgiven, mean that interest payments make up the bulk of the countrys expenses, at the expense of urgent social development programs. This leads to further problems for less developed countries: as social programs are ignored and left aside, through lack of funds, the youth become more disillusioned still, making it diffic ult for them to be educated fully, making it difficult for them to find work, and thus making it easier for them to enter in to crime, posing far greater social problems for the country concerned (Smith, 2007). It has been suggested that this vicious circle can only be broken when the full extent of the contribution of external problems to the problems of less developed countries is acknowledged fully, and acted upon, by, for example, offering debt relief. Thus, the problems of governance and how these relate to the problems of less developed countries is an agenda to be taken seriously, but not as an agenda in itself, but rather as a means to an end, especially bearing in mind that good governance can only come about when the populace has a certain level of social coherence (Smith, 2007). It is a rather obscure form of negative cultural relativism that assumes that less developed countries cannot ‘manage themselves solely because of the problems of government. People in le ss developed countries, especially those who have been educated abroad, are as capable than people in developed countries, in terms of formulating solutions to the present problems and implementing these solutions. The ability of the governments in developing countries to promote and manage economic development is generally not a function of the personnel involved, although factors like corruption and lack of democracy are, often, present and highly negative, but rather a complex reaction to a range of factors, both internal and external, which usually mean that whatever government is in place in a less developed country cannot fully solve the problems present in that country at any particular time, due to the magnitude of those external and internal problems: the ability to solve those problems, to allow for the promotion and sustenance, of economic development simply is not possible, especially in those countries with no industrial development to speak of (i.e., many African count ries) and those countries with other problems (i.e., Colombia or Afghanistan, for example, where civil war, related to drugs, prevents true economic development) (Smith, 2007). There is no panacea for how to achieve sustained economic development in less developed countries, due to the myriad of inter-related problems facing each and every one of these countries, and the idea that the ability of the governments, alone, is responsible for promoting and managing economic development in less developed countries is naà ¯ve, to say the least. Developed countries have a responsibility to the less developed countries to offer fair aid to these countries, so that they might be allowed to govern themselves, from a level playing field, towards sustained economic development. References Cheema, G.S. (2005). Building democratic institutions: governance reform in developing countries. Kumarian Press. Darga, L.A. (1997). Governance and economic development in Africa. Available https://www.unpan1.un.org/intradoc/groups/ public/documents/CAFRAD/UNPAN008715.pdf [28th October 2007]. Jreist, J.E. (2001). Governance and developing countries. Brill. Pang, G. (2005). Efficiency of public spending in developing countries: an efficiency frontier approach. World Bank Policy Research Paper No. 3645. Pitt, A. (2005). New forms of governance: the role of the World Bank and civil society in Argentina. Thesis, Oxford Brookes University. Smith, B. (2007). Good governance and development. Palgrave Macmillan. Solimano, A. (2000). Essays on Conflict, Peace, and Development: Colombia (Conflict Prevention and Post-Conflict Reconstruction). World Bank Publications. Van de Sijpe, N. and Rayp, G. (2004). Measuring and explaining government inefficiency in developing countries. Working Paper of the University of Ghent. Don’t waste time! Our writers will create an original "College essay topics to write about Ability" essay for you Create order

Argumentative Essay On Christopher Columbus Day - 1630 Words

In 1492, Christopher Columbus sailed the ocean and discovered what we now know as the Americas†¦ or so it’s been taught. In all actuality, there were already Native people who had been living in the continents for thousands of years. Since 1937, the US has used this â€Å"discovery† as a holiday known as Columbus Day to celebrate a man who established the beginning of colonization of the New World. While Columbus did begin the colonization of the Americas, he was not the one who discovered them. History tends to be told from the privileged perspective which is why it’s taught that Columbus discovered these lands. The celebration of Columbus Day promotes the idea of colonization and the marginalization of Native Americans; people also believe it†¦show more content†¦In fact, he had reached the Taino island of Guanahani, which is now modern day San Salvador. Because Columbus believed he was in India, he named the Indigenous people, Native Indians. Wh ile he was not in India, the name of the Indigenous people remained. While some Natives today are okay with the term â€Å"American Indian†, some also believe that the term Indian is not okay because they are not from the country of India (Blackhorse, 2017). Whether or not the terminology is offensive, the moment Columbus landed, the establishment of marginalization and racism toward Indigenous people of the land began. Celebrating Columbus with Columbus day is essentially honoring racism. Racism is defined as prejudice, discrimination, or antagonism directed against someone of a different race based on the belief that ones own race is superior. While it may not be super obvious today, there are offensive, discriminatory stereotypes and terms used against Natives today. One example is the use of the racial slur ‘Redskin’ as the mascot of the Washington NFL team. The racial slur was used during a time when people would be paid to kill Native Americans (referred to as Redskins) and this is representation of how those terms can be present in today’s society. As a country, Columbus Day is celebrated to commemorate the discovery of America and to honor the relationship between the US and Italy, but at what cost? The truth of Columbus’ influence onShow MoreRelatedArgumentative Essay On Columbus Day1400 Words   |  6 Pages#8577424 Argumentative Essay AP English 4B/ Jenkins October 3rd, 2017 Columbus Day: Celebrating Genocide, Rape, and Enslavement Since 1492 Columbus Day! The second Monday in October. A day celebrating Christopher Columbus, which everyone rejoices because no work! A cherished day off. However, keep in mind what we are celebrating on this day. The man who this day honors, celebrates, glorifies, is no hero. He did not discover America. He was not, in any way, a person who should be respected orRead MoreJake Carlson. 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Learning Styles (3167 words) Essay Example For Students

Learning Styles (3167 words) Essay Learning StylesLearning Styles Throughout our lives, we are faced with many different learning experiences. Some of these experiences have made a better impact than others. We can attribute this to our learning style. A persons learning style is the method through which they gain information about their environment. Research is going on all over the world to help explain learning styles. As teachers, it is our responsibility to learn about these different learning styles so that we can appeal to every type of learner in our classrooms. Howard Gardner has elaborated on the concept of learning style through what he calls ?multiple intelligences? (Gardner 3). Understanding these intelligences will help us to design our classrooms and curriculum in a way that will appeal to all of our students. We may even be able to curb negative behavior by reaching students in a different way. If we implement activities that call upon the use of all these ?intelligences? (Gardner 2) we will get the best out of all of our students (Santrock 311). Their grades will improve and they will retain more information for a longer period of time. Learning styles can also help us to determine possible career paths so that we can help to steer children in the right direction. Discovering our own learning styles can potentially maximize our own information processing and teaching techniques. Howard Gardner is a professor at Harvard who has studied the idea of intelligence in a way that links research and personal experience (Traub 1). He began speaking about ?multiple intelligences? in 1983. Since then, he has won a MacArthur ?genius? grant, he has written books which have been translated into twenty languages, and he gives about seventy-five speeches a year (Truab 1). His ideas have been backed and popularized by many groups seeking to reform the current educational system. The idea is that we know a child who scores well on tests is smart, but that doesnt mean a child who does not score well is not getting the information or is incapable of getting it (Traub1). Gardners goal is to turn what we normally think of as intelligence into a mere aspect of a much wider range of aptitudes (Traub 1). Most of us believe that doing well in school requires a certain amount of intelligence. School work usually focuses on only two avenues of intelligence. Traditional teaching focuses on verbal and mathematical skills. A person who is weak in both of these will probably do poorly in school. Gardner suggests that their is eight different aptitudes or ?intelligences? (Gardner 3). Each individual has the ?eight intelligences? in various amounts. Our strengths and weaknesses in the ?intelligences? influence how we learn (Gardner 5). They may even affect how successful we are in life. ?Verbal- linguistic? is the first of Gardners proposed ?intelligences? (Gardner). A linguistic learner thinks in words. This person uses language to express and understand meaning (Gardner 24) Linguistic learners are sensitive to the meaning of words, their order, and their inflection (Gardner 24) This type of person uses writing to express themselves, often through poetry, stories, and letters. ?Verbal linguistic? (Gardner 24) learners are usually very skilled readers. Speaking is another strength that they possess. Oral communication is used often for persuasion and memorization (Gardner 133). They are often eloquent speakers and have wonderfully developed auditory skills. This type of intelligence tends to pick up foreign languages with ease. Identifying a ?verbal linguistic? (Gardner 24) learner in your classroom is not difficult. Because of their talents at expressing themselves their class work will stand out. They tend to do well at expressing themselves through writing. The will often speak their mind and can easily explain an event that happened through words, both speaking and writing. Planning lessons that appeal to the ?verbal linguistic? (Gardner 24) learner is very easy. The traditional curriculum appeals best to this kind of learner. They are very good at reading and writing which is already the main method of teaching in most classrooms. Some activities that appeal to this kind of learner are storytelling, writing essays, joking, debating, story problems, and crossword searches. These activities will allow the student to use words to learn material and express what they have learned through words. The ?visual spatial intelligence? has the ability to think in pictures (Gardner 65). They perceive the visual world accurately and are able to think in three dimensional terms. According to Gardner visual learners can easily recreate something that they have seen (Gardner 67). Art is usually a strong area for a student who learns this way. Constructing things is another activity that come easily to this type of learner. They have a knack for turning ideas into concrete examples (Gardner 67). An example of this type of student is some one who can bring an architectural design from their minds to paper and then into a model. A person strong in this type of ?intelligence? (Gardner 133) has a keen awareness between space and objects. The student who learns best visually will most often sit near the front of the class. They need to see the teachers body language and facial expressions to fully understand the content of a lesson. This type of learner learns best from visual display. Diagrams, illustrated text books, videos, flipcharts, and handouts are crucial to the learning of this type of ?intelligence? (Gardner 24) . Activities that this type of learner will excel at include: creating collages and posters, storyboarding, painting, and photographing. People who are strong in the ?visual spatial?(Gardner 17) type of intelligence are indispensable when it comes to professions. We rely on them to be aware of the big picture with the knowledge that each element relies on another. They seem to have an instinctual awareness of what is going on around them and are wonderful navigators, mechanics, engineers, architects, interior designers, and inventors. ?Body kinesthetic? (Gardner 88) learners have the ability to control body movements and handle objects skillfully (Gardner 88). These learners express themselves through movement. They have a good sense of balance and hand eye coordination. Interacting with the space around them is the way that the ?body kinesthetic?(Gardner 144) learner processes information. This learning style involves a sense of timing and coordination. Michael Jordan, for example would most likely have a well developed ?body kinesthetic intelligence? (Gardner 144). His ability to move quickly across a basketball court, while dribbling a ball, with a roaring crowd, while processing the whereabouts of five opponents and four teammates shows that there is a specific intelligence in his movement and perception of the basketball courts layout (Santrock 292). The Atomic Bomb in World War II Essay The ?naturalist? (Gardner 150) has an understanding of the natural world. This persons interest and understanding lies in plants, animals, and scientific studies (Gardner 155). They are able to recognize and classify individuals, species, and ecological relationships (Gardner 155). Interacting with living creatures comes easily to the naturalist. Gardner says that these types of learners have a certain skill for understanding animal behavior, their needs, and characteristics. The ?naturalist intelligence? (Gardner 156) will tend to have a green thumb and are able to grow plants with ease. In the classroom the ?naturalist learner? (Gardner 156) will often be an observer. They will enjoy field trips to places like the zoo and to farms. They will often have collections of insects and rocks which they could share with the class. They will benefit from activities such as collecting leaves, growing plants, doing experiments, and participating in field studies. Cooking and home economic related activities can also be a strength for the ?naturalist? (Gardner 156). One of the first interventions that can be used by the classroom teacher to accommodate individual learning style of students is changes in the classroom design. Many classrooms are formal in design with all students facing frontin rows. ..in desks. For the students whose preference is informal this often is a hindrance to learning. Offering optional seating in groups, pairs, and on couches can accommodate individual learning preferences and increase student success. Gardner believes that each of the intelligences can be destroyed by brain damage. According to Traubs article, Gardner studied brain damaged patients at Bostons Veterans Administration Hospital (Traub2). He found that patients who had profound damage to a main intellectual function, leaving them barely able to speak, could still recognize a metaphor or even tell a joke (Traub 2). I recently saw a news segment on the actor Dudley Moore who has a disease that is deteriorating his brain. He reported that he can no longer play the piano: ?I can not bring the sounds from my head out through the piano? (ABC News). This is perhaps an example of how brain damage or neurological diseases can affect intelligence. Each of the intelligences involve unique cognitive skills and shows up in exaggerated fashion in both the gifted and idiot savants (Gardner 168). Studies are being done concerning autism and learning styles. It appears that people with autism are more likely to rely on only one style of learning. Having worked with autistic children, I am able to say that each autistic child has his or her own way of interacting with the world. This can easily be translated into their primary learning style and can be very helpful for those who work with autistic children. By observing the autistic person, one may be able to determine his or her primary learning style. For example , if an autistic child enjoys looking at books, watching television, and tends to look carefully at people and objects, then he or she may be a visual learner (Santrock 433). Once a persons learning style is determined, then relying on this modality to teach can greatly increase the likelihood that the person will learn and possibly communicate. Some people have problems with Gardners theories about intelligence (Traub 3). Many say that there is no concrete research behind Gardners ideas (Traub 5). The problem may lie in the term ?intelligence? (Traub 3). Intelligence is not often viewed as a concept, but as a measurement, a term of value. (Traub 3). Gardner says that his use of the word ?intelligence? (Traub 3) is intentional. He chose to challenge the traditional view of the concept of intelligence. There are many different avenues available to help people discover their own learning style and assess their intelligence. Mainly there are questionnaires to help assess the way that people process information. Looking through a few of the assessment which can be found easily online, I found that they are pretty standard. They call for you to check statements that you find are true about yourself. These statements are then put into their appropriate ?intelligence? (Traub 3) category. The category with the most true statements is ranked as your strongest intelligence. Each of the other intelligences are put in order accordingly. As teachers, we can quickly assess our students at the beginning of the school year by performing a similar inventory. We can take the statements and re word them so that they appeal to a younger audience. We can also assign activities and let our children choose how they are going to present them. A fun activity that is often used is ?What I did over summer vacation?. The children are asked to present what they did over summer vacation. They are able to present this any way they like and are given suggestions such as ?Write a song about your summer vacation? for the musical learner; ?perform a skit about your Summer vacation? for the ?body kinesthetic? (Gardner 12) learner; and ?tell us what you learned about yourself over your Summer vacation? for the intrapersonal learner. Getting to know the learning styles of the children in your classroom at the beginning of the year will help you to plan your curriculum effectively for the rest of the year. Knowing about learning styles and multiple intelligence is helpful for everyone, especially for people with learning disabilities and attention deficit disorder. Although there is not concrete research to back up Gardners theories; we know that using learning styles in the classrooms is working. Knowing your own learning style and the learning styles of your students will help to develop coping strategies, compensate for weaknesses, and capitalize strengths. It is every teachers duty to make the learning process a pleasurable one for all students; becoming familiar with the different learning styles will help us to do just that. BibliographyGardner, Howard. Frames of Mind. New York: Basic Books, 1988 Santrock, John. Child Development. McGraw-Hill, 1998 Special Report on Dudley Moore. Channel Seven News, ABC Network. Nov. 1999 Traub, James. ?Multiple Intelligence Disorder?. The New Republic (1998). 5 pgs. 24 November 1999Psychology