Neoliberalism in Latin America Essay Example for Free

Neoliberalism in Latin America Essay From the 1930s until the 1980s state intervention and protection were key components of most Latin American economies. In these years many Latin American countries were used an Import-substitution industrialization based economy trying to reduce dependence on foreign imports and replacing them with domestic production. Due to the use of an Import-substitution industrialization based economy Latin American countries were forced to keep high tariffs to protect the private companies of their countries. This combined with many Latin America countries providing numerous government subsidized programs eventually led to the 1982 debt crisis. This debt crisis created a vacuum affect in Latin America with many of the countries taking on a new neoliberal economic model, and by the early 1990s John Charles Chasteen claims that almost every Latin American country was led by a president that was pro neoliberalism. This neoliberal economic model called for the slashing of tariffs as well as the reduction of removal of all nationalist-inspired subsides. Also following the neoliberal model, Latin American countries stopped the printing of money to slow inflation effectively undermining the functionality of their local markets. All of this was done so that a completely â€Å"free market† could be created. It was believed that this free market would not only help improve the economies of Latin American countries, but also create more personal freedoms for the people of Latin America. In the article â€Å"Neoliberalism, Neoclassicism and Economic Welfare†, John T. Harvey claims the complete opposite, arguing although a neoliberal economic model was created to produce conditions conducive to social provisioning or democratic problem solving, the exact opposite has occurred. Harvery states in his article, â€Å"Instead of growth, stability, and the narrowing of income gaps, we have seen stagnation, volatility, and increased inequality. † By researching neoliberalism a clear picture can be drawn. Neoliberalism created class stratification with the upper and middle class greatly benefiting from the new policies sanctioned by neoliberalism, while the poor continued to become more impoverished and unable to provide for themselves. Many historians argue that the neoliberal economic model was most beneficial for the small wealthy upper-class of Latin America as well as many upper-class business owners from other countries. The existence of a â€Å"free market† due to neoliberalism in Latin America created many opportunities for upper-class citizens to continue to become considerably wealthier. The upper-class benefit from neoliberalism in many ways but the two largest benefits come from the privatization of government subsidized programs and the lowering of tariffs. Not only did both of these policies line the pockets of the upper-class of Latin America but foreign investors as well. In order to balance their federal budget many Latin American governments privatized their government subsidized programs as well as cut federal jobs. First, the privatization of federal jobs allowed many upper-class citizens to take over these businesses and use them in their benefit to create capital. Former government projects such as constructing roads and government buildings were now being completed by companies that were owned by the upper-class. Prior to neoliberalism these jobs were paid out of the federal budget and were used as a way to lower unemployment by hiring more workers than were really needed. Now that private companies were doing the work efficiency was the most important thing leading to the loss of many jobs for the poor class of Latin America. In the article, â€Å"Neo-Liberalism in Latin America: Limits and Alternatives† Ian Roxborough argues that the immediate beneficiaries of the privatization of government subsidized programs and federal jobs, or what he calls real assets, were foreign investors and people with â€Å"flight cash†. This was because when these programs became privatized upper-class people from other countries as well as Latin America were able to come in and by penny cheap shares of these programs and soon to be private companies. This excrementally helped the upper-class because after they bought this stock at largely discounted prices it quickly grew in value. Clearly, lower classes that did not have extra cash could not benefit from this because they were unable to purchase any of the shares of these newly privatized commodities. This created two problems, not only did real assets of Latin America get lost to upper-class foreign investors, it also created a significantly larger wealth gap between the poor and upper-class because of the large amounts of money the upper-class made from the gains of the stock that they bought at such cheap prices. Another benefit the upper-class of Latin America and other foreign countries gained from neoliberalism was the reduction of tariffs. The reduction of Tariffs allowed foreign companies to come into Latin America and build maquiladoras. This was beneficial for the foreign investors because they could now come into Latin America where working wages were much cheaper and produce their goods at lower prices, which entail created more profit. Lower tariffs were beneficial for Latin American upper-class citizens because as the foreign companies came into Latin America they were able to invest in these companies. The ability to invest in these companies that wouldn’t have come to Latin America with the previous tariffs was just one more way people who already had money in Latin America were able to benefit even more from a neoliberal economic model. Neoliberalism also benefitted the middle class of Latin America. Chasteen argues the middle class benefited from a neoliberal economic model because of the cheap products that were produced due to the maquiladoras in Latin America as well as cheap products that were being imported to Latin America because of the newly reduced tariffs. This was very beneficial for the middle class for two reasons. First, under neoliberalism the middle class society who had money to spend, now had more choices because the large influx of items that were now being imported into Latin America. In his article, â€Å"Magical Neoliberalism†, Alberto Fuguet argues that neoliberalism was what led to amenities like large scale movies from Hollywood and other services, like fast food chains, to come to Latin America. Secondly, neoliberalism was beneficial to the middle class because with a larger selection of goods comes competition. With competition companies foreign and local now had to produce the best quality goods at the lowest price in order to continue to receive business from the middle class. Neoliberalism also benefited the middle class of Latin America because of the advancement in technology that occurred because of the privatization of water resource centers, electrical companies, and telecommunication companies. The privatization of these companies allowed them to modernize as well as make them more reliable. Some argue that neoliberalism was also beneficial for the women of Latin America. In her article â€Å"Love in the Time of Neo-Liberalism: Gender, Work, and Power in a Costa Rican Marriage†, Susan E. Mannon argues neoliberalism allowed women to gain more power and independence then they previously had. Mannon claims that neoliberalism, and the reduced tariffs that come with it, led to the creation of maquiladoras where women could seek employment. Latin American women’s new ability to gain employment in maquiladoras allowed them to earn a wage creating dual-income households. Not only did this give them more power and independence in their individual households, but the ability to buy goods also allowed them to participate in the local economy giving them more power as well. Those who stood to gain the least under a neoliberal economic model were the poor people of Latin America. This is because the privatization of state-run corporations and public service programs made them unaffordable for the poor working class, leaving many homeless and hungry. In the article, â€Å"From Democracy to Development: The Political Economy of Post-Neoliberal Reform in Latin America†, Alfred P. Montero states claims that neoliberalism leads to deepening levels of inequality, a growing percentage of people living below the poverty line, decaying infrastructure, poor access to even low-quality primary education, rising criminality, and inefficient productivity. All of these problems can be linked to privatization of government subsidized programs and the loss of government jobs. With neoliberalism the loss of jobs and government programs made unemployment skyrocket and education too expensive for much of the poor class of Latin America to afford. This lack of education is what many argue led to the problems that Montero claims such as a rise in criminal activity. Also, because neoliberalism privatizes companies that control commodities such as water, telecommunications, and electricity the poor class was unable to afford them, essentially leaving the poor of Latin America in the dark without water or electricity. Neoliberalism also led to the creation of Maquiladora’s which initially created what poor Latin American believed to be desirable jobs. Quickly the poor found out that many of these jobs did not pay a wage that was enough for a person to survive. With the poor pay of maquiladoras also came very poor working conditions that were conducive to creating injury. Omar Gil a former maquiladora worker stated in an interview that his first maquiladora job paid him a dismal forty dollars a week in working conditions that were less than safe. Omar attested that maquiladora workers were injured often because of the intense pressure of Forman’s to produce as much product as possible. Also with neoliberalism came the lack of available occupations. Due to the reduction of tariffs foreign companies were able to bring mass produced goods into Latin American countries at prices cheaper than local inhabitants were able to produce them. This created large scale unemployment and forced Latin American people into the unsafe and low paying maquiladoras. Chasteen argues that for the poor class the inability to produce goods far outweighed the benefits of being able to be a small-time consumer from the dismal wages that were earned in maquiladoras. It is clear that the neoliberal economic model is not beneficial for anyone but the wealthy elites and middle class of Latin American Countries. A neoliberal economic model became fashionably popular in Latin America because the people who were in charge were upper-class citizens and during a down turn in 1982 neoliberalism seemed like a solution due to its approach to better balance the budget of Latin American countries. Unfortunately, either the leadership of these countries assumed wrong, or just didn’t care about the wellbeing of its impoverished people, but clearly a neoliberal economic model does nothing but create a larger wealth gap, create more social stratification, and deplete living conditions for the poor even more. In the article, â€Å"Exploring the Impact of Neoliberal Economic Development on Poverty in Costa Rica: What Went Wrong? †, Paul B Lubliner argues that in order for economic prosperity to complement poverty reduction the state should have more control over the economy not less. I agree and argue by privatizing all state subsidized programs as well as depleting the amount of government jobs to almost zero Latin American countries actually went backwards in their pursuit to shorten the wealth gap as well as social stratification. Abusing your population to closer balance budget is in no way the solution to guarantee countries prosperity in the foreseeable future. Neoliberalism was clearly one sided only benefiting the rich and middle class, disfranchising each countries poor setting them back further then they were before.

Solomon vs. Socrates :: essays research papers

Solomon vs. Socrates: what they thought wisdom was, where it came from, and how it was taught. Solomon and Socrates are thought of as the wisest men in history. Solomon was a man of God who wrote Proverbs, Ecclesiastes, and Songs of Songs in the Bible. The great philosopher, Socrates, lived in the Classical Age of Greece. Their styles of teaching and perspectives on wisdom were very different, but they did have their similarities. While Solomon and Socrates had the same perspective on what wisdom was, they had contrasting understandings on where it came from. Solomon’s definition of wisdom was the knowledge of making wise choices. Proverbs 1:2-3 says, Wisdom is instruction in wise dealings with others. Wisdom is instruction in righteousness, knowing the difference between good and evil. Wisdom is instruction in justice, knowing how to do what is right. It is the simple learning shrewdness so that they are not taken advantage of. It is the young learning knowledge and prudence. For both the young and the old it is an increase in skill, understanding and knowledge. In Proverbs, he was trying to show his readers how to make wise choices. All of what Solomon wrote came straight from God, and he believed that the only way that anyone could get wisdom was if they got it from God. 1 Kings 3: 5-13 says, In Gibeon the LORD appeared to Solomon in a dream by night: and God said, Ask what I shall give thee. And Solomon said, Thou hast showed unto thy servant David my father great mercy, according as he walked before thee in truth, and in righteousness, and in uprightness of heart with thee; and thou has  Ã‚  Ã‚  Ã‚  Ã‚  t kept for him this great kindness, that thou hast given him a son to sit on his throne, as it is this day. And now, O LORD my God, thou hast made thy servant king instead of David my father: and I am but a little child: I know not how to go out or come in. And thy servant is in the midst of thy people which thou hast chosen, a great people, that cannot be numbered nor counted for multitude. Give therefore thy servant an understanding heart to judge thy people, that I may discern between good and bad: for who is able to judge this thy so great a people? And the speech pleased the Lord, that Solomon had asked this thing.

The history of special education

AbstractionThis essay will explicate how over the past 100 old ages particular instruction has become more diverse and invariably altering the manner handicapped pupils are being taught in public schools. How it views of the manner instructors are developing IEP programs for their pupils. I will explicate the different stages of particular instruction in its largest span of clip. It will discourse how the term† learned handicapped â€Å"was derived after it took the topographic point of phrase â€Å"brain injured† . And it will explicate the phases in which the IEP ‘s are developed and how a kid with particular demands should be taught to bring forth success. Additionally, this essay will discourse the tribunal instance of Brown v. Board of Education ‘s determination to demand that all particular demands kids be granted an chance to have a free and appropriate instruction. In past old ages people would lock their handicapped kids up in suites and insulate them from others because they were ashamed of them or because they were different and they did n't cognize how or what to make with them. This made affair worse, handicapped kids were left isolate and entirely, sometimes being abused physically and sexually, they were non considered human. This continued to go on until a few innovator, people who were advocators for kids with particular stood up for them and brought their instances to tribunal, but that ‘s something of the yesteryear now. The Torahs covering with particular instruction have changed for the better now. Particular instruction was one of the major country in instruction that was considered to be outraged and or considered to assist each other. Education for kids with acquisition jobs had emerged from no instruction for kids with particular demands to particular support for plans particularly for those persons with larning jobs. Mos tert, M. , & A ; Crokett, J. ( 2000, June ) The particular instruction for particular demands kids went through adult male Y phases before they were recognized by the tribunal systems. From 1800 ‘s to 1930 ‘s the first stage was called the foundation stage. This is when pupils who were identified and placed in particular instruction plans were treated and labeled as being brainsick, retarded, or encephalon dead. Some pupils were considered to hold some type of encephalon hurt because of the different research workers and surveies that have been performed on me. In the1930 ‘s to the 1960 ‘s. the passage stage began and this was considered to be the best clip of all time for these types of kids. They were taught were taught that they could n't truly assist these people. Researchers developed instruments for appraisals, analyzed specific types of larning jobs and besides presented a program for learning â€Å"brain injured† kids. At this phase the labeling of the kids with larning jobs was non every bit rough as â€Å"brain injured† . The pupils were called â€Å"children with minimum encephalon dysfunction† Then the turning stage for the instruction of pupils with larning jobs was subsequently called the Integration Phase which lasted from, 1960 ‘s to 1980 ‘s. Samuel Kirk, is responsible for the term â€Å"learning disabled† . He took those words and used it to replace the name of the first term â€Å"brain injury† . After this term took the topographic point of† encephalon injured† and minimum encephalon dysfunction† , it seemed like there was hope for kids with larning jobs. The U.S. legislative assembly began to acknowledge the rights of persons with disablements, which prevents schools from know aparting against particular needs pupils. The US legislative assembly Torahs demand that all of the rights be reserved for the rights of an person with particular demands to hold an appropriate instruction, even if the disablements are non covered under the particular needs jurisprudence. The instructors and pedagogues of particular needs pupils remain accountable for the appropriate instruction of these pupils, and they will be held accountable in the tribunal of jurisprudence even if it means losing their occup ation or locked up in gaol. Schools started set uping plans for the acquisition disabled. Support was provided for instructors to be trained in larning disablements. The most of import portion of the Integration Phase is the Education for All Handicapped Children Act ( PL 94-142 ) in 1975. This act was to guarantee that all pupils no affair what type of job they had would have a â€Å"free and appropriate public education.† ( IDEA, Individuals with Disabilities and Special Needs Act ) . The last stage is the Current Phase, from the 1980 ‘s to the present. One of the most of import stages in the plan is inclusion. Inclusion is when schools mainstream pupils into regular categories pupils with disablements in regular schoolrooms in their vicinity schools, with collaborative attempts and support services as needed for each single pupil. Another facet of the Current Phase is when the EMA of 1975 was written as IDEA in 1990. IDEA, persons with Disabilities Education Act, made it difficult to suspend or throw out pupil s with larning disablements because of their behaviour. IDEA besides required that each acquisition disabled kid have an IEP, Individual Education Plan. An IEP is a papers that must include current public presentation of the pupil, the one-year ends the pupils need to accomplish, particular instruction and related services. This Plan besides included the kid demands, engagement, if any, with nondisabled kids, alterations needed to take province trial, day of the months and topographic points of when and where particular services will be provided and the mensurating advancement of the kid, and any particular adjustments that the kid may necessitate. Before a pupil can hold an IEP, they foremost must be labeled as a pupil with a learning disablement. The parents, particular instruction instructors, the school counsel counsellor, regular instructor, the school ‘s psychologist, and the rule are ever notified and included in the programs for this meeting. There are phases to calculate out whether or non a kid has a learning disablement and need particular services. The first phase is detecting if a pupil is holding trouble in one or more capable countries. The following measure is to measure the kid ‘s suspected disablement country, but before this can take topographic point the school must have permission from the parents to measure the kid. The eligibility is decided by a group of qualified professionals along with the parent to find if the kid has a disablement defined in IDEA. If the kid is found eligible, the IEP squad will run into to discourse and compose and IEP for the handicapped kid within 30 yearss of the pupil being identified as handicapped. The IEP squad meeting is held and the IEP is written in collaborative attempts from all members of the IEP squad. ( U.S. Department of Education, 20, Feb, 2001 ) Services are so provided for the pupil. At the terminal of the twelvemonth, advancement is measured and the IEP is r eviewed. After this procedure takes topographic point, every three old ages the pupil is reevaluated. By jurisprudence certain persons must be involved in the authorship of a kid ‘s Individual Education Program. Parents must be involved because they know their kid and what their kid may necessitate. Regular instruction instructors, if the pupil will be mainstreamed into regular schoolrooms some clip during the twenty-four hours, are a demand on the squad, because they know the general course of study of the pupil. They besides have cognition of how to manage pupils with behavior jobs. The following member of the IEP squad should be a particular instruction instructor. This individual will be able to lend their cognition in how to modify general course of study and proving to assist the particular demands kid learn and demo what they have learned. The particular instruction instructor besides has the duty to learn the pupil and transport out the IEP procedure. The persons invol ved in the IEP squad are single who can construe ratings result ‘s, represent the school system, persons with cognition of particular expertness about the kid ‘s, representatives from transitional service bureaus and the pupil who the IEP is being written for. In decision, particular instruction has gone through many stages and phases of the manner a kid should be taught in the past decennary. The jurisprudence has made a way for those with larning jobs and now there is non halting them. Children with larning disablements eventually have a opportunity to stand out in school and the Torahs have made it possible for them to take advantage of the chances for them to hold normal life.

The Main Determinants Of Money Supply Essay - 1062 Words

The major determinants of money supply being the size of monetary base and the components that determines the money multipliers, such as income level, deposit rate, various interest rate, liquidity preferences of the people, the theory suggests that the NRB’s policy has been a steady growth money supply which is reflected in the publication, the Periodic Economic Planning, of the planning commission and the Economic Review published by NRB. According to Thapa (1997), the highest growth was recorded in 1960, and the lowest growth was recorded in 1971. In 1960, the M1 and M2 monetary aggregates grew by 40.9% and reserve money (monetary base) grew by 48.8%. In 1971, the growth of M1 was 3.9% while reserve money declined by almost 1%. 1.2 Conceptual Background of the Rational Expectations Hypothesis The policy effectiveness has been a continuing debate in macroeconomics between the Classical and the Keynesians. The introduction of the rational expectation hypothesis in macroeconomics elevated the debate by differentiating policies into anticipated and unanticipated. The rational expectation hypothesis suggests that economic agents use all available information to form the future expectation. Therefore, any expected policy change will not have any impact on real macro-variables as the economic agents fully incorporate the information into their expectation formation. The policy implication of this hypothesis is that the change in policy should be a surprise to have aShow MoreRelatedSoft Latte Demand At Starbucks1366 Words   |  6 Pageswith many variations of what people call coffee; from flavored lattes, and frozen frappuccinos, to herbal teas and smoothies. Many people visit Starbucks on a daily basis to ge t there caffeine fix to get them through their busy days. Two of the main determinants for demand include the income of their customers, and the changing habits of their customers. Flavored lattes are a normal good – as income rises, so does the demand for the product. But the reverse is also true – as income decreases, so doesRead MoreEconomics Question Bank772 Words   |  4 Pagesobjectives of firm? 11. What are the types of firms? 12. What is sole proprietorship? 13. What is partnership firm? 14. What is FOP? 15. What are the main areas of focus in managerial economics? 16. What is demand? 17. What is demand function? 18. What are related goods? 19. What are the determinants of demand? 20. State the law of demand. 21. Why does demand curve slope downwards? 22. What are the types of demand? 23. Define price demand. 24. DefineRead MoreEssay Keynesian Economics1662 Words   |  7 Pageseconomy. Macroeconomics deals with economic factors such as total national output and income, unemployment, balance of payments, and the rate of inflation. 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References. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ List of Figures: * Figure 1: Determinants Of Competitiveness. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.... * Figure 2: Determinants of Competitiveness (Sophistication of Company . Operations and Strategy). †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.... * Figure 3: Determinants Of Competitiveness (Quality of The National Business . Environment). †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 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