- In defining development to include more than just the growth of per capita income, there is an implicit assumption that the growth of per capita income alone is not sufficient to guarantee the reduction of poverty and the growth of self-esteem. Is it possible that there could be growth of per capita income without the achievement of these other objectives?
- Make a case that development economics might be merely a combination of all the other subfields of economics, only applied to low-income countries.
- Explain how low levels of living can turn into a vicious cycle in developing countries.
- Explain why purchasing power parity measures of income levels tend to show a smaller difference between poor and rich countries.
- If countries are first ranked by level of real GDP per capita, and then by the value of the Human Development Index, would you expect the ranking of countries to be similar or different? Explain.
- What are the main differences between the linear stages and international dependency modelsof development?
- Describe one important criticism of Rostowâs stages of economic growth theory.
- Why have poor nations invested so much money in education and health? Evaluate the soundness of these reasons.
- Explain some of the reasons why developing countries have not realized a greater positive development impact from their higher education programs.
- Is child labor a problem in developing countries? Explain.
- How can an increase in human capital lead to an increase in GDP? Why might it not lead to an increase in GDP?
Sample Solution
with specific deficits and actions in three categories: communication, restricted ideas and repetitive behaviors, and social interaction (American Psychiatric Association, 2013). The symptoms must be present in early childhood, which is eight years old or younger, and the symptoms together have to restrict and impair every day functioning for a child to be diagnosed with ASD (American Psychiatric Association, 2013). It is a spectrum disorder because there is a wide range of skills and different symptoms an individual with ASD can have (NIH: Autism Spectrum Disorder, 2015). The severity of the disorder also varies, so some individuals need more services than others, and different levels of treatment are used in the interventions based upon the individual (NIH: Autism Spectrum Disorder, 2015.) There are many different interventions and teaching procedures used to aid a child to learn and to progress developmentally. Incidental teaching is a method in which the child and adult interact in a natural environment that is not structured, such as free play, where the adult will teach a skill based on the childâs interests (Hart & Risley, 1975). It is a method in which children learn labeling and language in a naturally occurring setting (Hart &Risley, 1975). Incidental teaching is child-selected since the child initiates the interaction based on a request for help from the adult (Hart & Risley, 1975). The request can be either verbal or non verbal, and if the adult chooses so, he/she can partake in incidental teaching and decide the cue and what language behavior the goal is to be obtained, and the steps if the child responds to the cue, or if the child does not respond to it (Hart & Risley, 1975). Incidental teaching is a procedure that aims for the child to learn spontaneous responses to cues in the real world (Hart & Risley, 1975).>
with specific deficits and actions in three categories: communication, restricted ideas and repetitive behaviors, and social interaction (American Psychiatric Association, 2013). The symptoms must be present in early childhood, which is eight years old or younger, and the symptoms together have to restrict and impair every day functioning for a child to be diagnosed with ASD (American Psychiatric Association, 2013). It is a spectrum disorder because there is a wide range of skills and different symptoms an individual with ASD can have (NIH: Autism Spectrum Disorder, 2015). The severity of the disorder also varies, so some individuals need more services than others, and different levels of treatment are used in the interventions based upon the individual (NIH: Autism Spectrum Disorder, 2015.) There are many different interventions and teaching procedures used to aid a child to learn and to progress developmentally. Incidental teaching is a method in which the child and adult interact in a natural environment that is not structured, such as free play, where the adult will teach a skill based on the childâs interests (Hart & Risley, 1975). It is a method in which children learn labeling and language in a naturally occurring setting (Hart &Risley, 1975). Incidental teaching is child-selected since the child initiates the interaction based on a request for help from the adult (Hart & Risley, 1975). The request can be either verbal or non verbal, and if the adult chooses so, he/she can partake in incidental teaching and decide the cue and what language behavior the goal is to be obtained, and the steps if the child responds to the cue, or if the child does not respond to it (Hart & Risley, 1975). Incidental teaching is a procedure that aims for the child to learn spontaneous responses to cues in the real world (Hart & Risley, 1975).>
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