Social Class in Classroom free essay sample

In contrast with these 20% of Americans a long with the other 80% are a lot of differences when it comes to learning in the classroom. According to Lee Warren of Harvard University, â€Å"In many parts of the country, class differences are sharply defined by accent: people talk like the neighborhood they came from†(Class in the Classroom, 2) where as someone from a more â€Å"run-down† neighborhood might have a less sophisticated vocabulary, just because they do not speak that way on a daily basis. However, that is all stereotypical. People â€Å"wrongly anticipate the knowledge or potential of specific classes of children† and as a result â€Å"children from high-class families are sometimes viewed as being more intelligent than those from lower social classes† (Social Class-Effects 1), which is not right at all. The amount of money one has, should not define how educated they are. â€Å"Education is based on learning specific skills, forming lifelong work habits and developing mature coping skills according to each students unique abilities† (FISD Career and Technical Education Center Handbook Addendum 4) not income and socioeconomic status. We will write a custom essay sample on Social Class in Classroom or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Not only is it stereotypical that students who come from a lower class family, have a weaker vocabulary, but some tend to believe that their level of academic readiness can not measure up to those from a higher social class. As quoted from Lee Warren, â€Å"differing levels of preparation and academic sophistication can sometimes be attributed to class background and the quality of previous schooling† (Class in the Classroom 2). While the type of previous schooling and preparation for school can demonstrate a student’s ocioeconomic class background; In contrast, author Richard Rothstein argues in his article, â€Å"The Social and Economic Realities That Challenge All Schools† that: â€Å"the success of some lower class students proves nothing about the power of schools †¦between low-income and middle-class children†¦on average, the achievement of low-income students is below that of middle-class students, but there are always some middle-class students who achieve below typical low-income levels; similarly, some low-income students achieve above typical middle-class levels. Which demonstrates that the type of school a student attends can be effective towards their education, however, it is up to the student to take advantage of the education they are receiving. Just because an upper class student attends a school that has very high academic standards does not mean that they are smart. It just represents the type of school he or she went to. The student can be failing every single class, because it is so hard, while a lower income class student can be a valedictorian of his/her school. To conclude, the type of school might display the student’s family income, however, grades are a different story. Anyone can be rich and quite blunt. Social class has a large effect on the students’ academic interests as well. In regards to that, it is also believed that those who come from the lower social class would have different academic interests in comparison to those of the upper class. In the article, â€Å"Class in the Classroom†, Warren interprets that â€Å"students from different class backgrounds can have very different reactions to material presented and very different interests in the material. † (3). When one goes off to college, they choose a major that best suits them and their interests, in some cases, â€Å"students from lower socioeconomic status families will disportionately select into majors with lower academic demands† (Siebens, Choice of Major and Continued Class Disadvantage in Higher Education 5);they are being pressured to do well in college and have to make sure that they will succeed because â€Å"disadvantaged students may be more sensitive to the risk of failure †¦students from low socioeconomic status families perceive their hazard of failure to be higher than others as well as†¦paying off tuition and fees, which are a large investment for these students†(Siebens, Choice of Major and Continued Class Disadvantage in Higher Education 4-5). Students of a lower socioeconomic status might choose what is portrayed as the â€Å"easiest major† just to get a degree, and most likely this person is probably the first out of his/her family to attend college, so the fact of getting a degree in any subject or field will be looked at as an accomplishment. These students also have more trouble paying for college, unless they receive financial aid, but the ones who do not receive it will go out of their way to pay for school. One will have to take out loans and pay them back, which is not easy without a well paying, stable job—thus pursuing a baccalaureate degree. In the lower social class of the United States, there are many factors that are being used to differentiate this small group from the middle and upper class students. A common reason found amongst most lower class students is the lack of confidence they all carry. According to James Rhem of NTLF, from the article â€Å"Social Class and Student Learning†: â€Å"Students from working-class backgrounds often lack confidence. They may have as much intelligence as students who come from wealth, but they see the world differently. They may, in fact, be more likely to lack academic skills and sophistication. They have less practice playing with ideas, conceptualizing and sometimes less practice in reading and writing. But even when they dont lack skills, they often remain uncertain of themselves, stay quiet in class, pick low-risk courses, and settle on very practical majors without allowing themselves to dream of more† (2). In other words, â€Å"these students are less able to work the system† (Warren, Class in the Classroom 1) and this means that they have more trouble finding out what to do, in terms of helping themselves. They are less exposed to ‘the college world† since there is no one these students can relate to—many other students from other socioeconomic status have some idea of what to do in college, because others who have attended college, such as siblings and parents, give proper advisement to these students, when help is neededas a result of â€Å"being able to work the system†. Middle class students (in contrast to the lower income students) are the ones who are â€Å"fairly† more prepared. The middle class students, â€Å"on average, receive more support at home and come to school more prepared for the work in class†(Kahlenberg, Middle Class Schools for All 2). Because they receive more support at home, they will have more people to be there for them in a sense of advisement. Middle class students are more prepared (as stated previously), these students have more exposure, in other words, being able what to expect in class, or being able to keep up with the work. Besides aving lower self esteem, â€Å"these students tend to have a higher level of motivation; based on their own clear idea of what an education can and will do for them† (Rhem, Social Class and Student Learning 2). These students have a higher level of motivation and strong work ethic since they â€Å"can manage hair-raising schedules of work, family, and college, pulling off demands of each with grit and a clear sense of purpose†(Warren, Class in the Classroom 2); thus giving these students the â€Å"psychological tools† they need to survive through out college. Although they might be more motivated, majority of the time, they are stressed out because of other factors that can get in the way of studying, such as work or helping out the family. Lower class students are usually depended on more, because of the many chores that boost their work ethic. In contrast to the middle and upper social class, the lower class students usually have larger priorities. Most of these students have to work while attending school, which can be a good and bad thing. On the bright side, students who work and go to college are more able to â€Å"value a higher education and know how to work hard† (Warren, Class in the Classroom 1) but on the other hand, â€Å"lower class students do drop out of college in higher rates then those of the middle and upper class† (Siebens, Choice of Major and Continued Class Disadvantage in Higher Education 4-5) because of the other priorities that become a burden on attending class and studying. Many lower income students do not have enough money to pay for college, so there’s a chance they can also qualify for financial aid. According to the article, â€Å"Simplifying Financial Aid Process Improves College Access for Low-Income Students,† there are nearly â€Å"17,000 low income students that were not aware of financial aid forms and higher education costs and prevented attending college† (LOOK UP WEBSITE CITATION). The students, who are aware of the forms to fill out to receive financial aid, are lucky since they do not have to invest as much money as the middle and upper class students do for a college education. Middle class families have had an even more difficult time paying for college because they are often declined of financial aid. While campaigning for office in 2000 and 2004, â€Å"President Bush promised to increase this assistance and give students â€Å"more access to and more choice in higher education† (The Middle Class Squeeze 8) although there has not been much change to increase the amount of financial aid given to lower and middle income class students. The advantage of getting the â€Å"governments money† to pay off college tuition is a huge factor in the amount of lower income class students who attend college. On the contrary, there are middle class students who also can not afford to pay $10,000+ tuition a year, but do not receive any aid. Students from upper class families usually have better advantages over those of the lower and middle class. These students tend to be more â€Å"confident in their place, and are more likely to speak up in class†(Warren, Class in the Classroom 2) and the studies of Turner and Sewell indicate that â€Å"upper class students generally have higher career aspirations that make college going imperative as the means of realizing their future ambitions† (The Social Context of Ambition). Because the upper class students have parents that earn an upper class salary, they tend to â€Å"be ambitious and value success, community responsibility, hard work and excellence (Warren, Class in the Classroom 2). † These students are ambitious, but they also succeed, as described by David H. Kamens of Northeastern University in the essay, â€Å"Social Class and College Dropout†: â€Å"With the exception of students from business families†¦academic success does tend to have more influence on students from high status families and less on those from lower class backgrounds. Perhaps this is because their aspirations are high, though are not contingent on superior academic performance. â€Å"(11). Upper class students also have more exposure to the world around them. Since majority of these students come from families of a large income, they can afford to Do we have to blame ones social class for the amount of education he or she receives? Absolutely not! One factor that can affect a person’s education attainment is the type of school they attended. According to the 2005 statistics in the National Assessment of Educational Progress, â€Å"given to fourth graders in math, for example, low-income students attending more affluent schools were almost two years ahead of low-income students in high-poverty schools. Indeed, low-income students given a chance to attend more-affluent schools performed more than half a year better, on average, than middle income students who attend high-poverty schools† (Kahlenberg, Middle Class Schools for All 2). From this data, it is clear to see that the type of school is what matters most, not income. Ones social income class should not be used to determine their intelligence, but to only advertise their yearly salary. Social class is a determinant used to define where a family stands in terms of salary and socioeconomic status. However, it is used to determine what will be offered to the family, for example, the type of school that each child will attend. But what it does not determine is the success of that student’s education attainment. Money can buy a college education yet, it will not buy literacy.

ACT Exam Time Management Handing in the Test Early

SAT / ACT Exam Time Management Handing in the Test Early SAT / ACT Prep Online Guides and Tips I recently received a question from one of my students that I believe highlights a very common mistake: "I find that on some sections I finish early and close the section ahead of time – does this mean I'm doing well on those sections?" Here, I'll break down why this sometimes happens, and what it means for you. Isn't Getting Done First a Great Thing? Many students are used to high school exams where the genius in the class finishes ahead of time and hands in the test early. These students then get the idea that handing in the test early is a sign of genius, and strive for the same on the ACT / SAT. But it turns out that closing a section early is almost always a huge mistake on the ACT / SAT due to time management. Read on to find out why. Why Finishing Early is a Huge Mistake The SAT / ACT are time-pressure tests. This means the creators of the tests on purpose give you much less time than you need to feel no time pressure on the tests. Few, if any, students are smart enough to really finish early. I personally received perfect scores on the SAT and know dozens of classmates who got perfect ACT / SAT scores, some of who are genius mathematicians, and none of these people ever finished early. Time is gold on the test, and you canalwaysconvert time to a higher expected score on these tests (I'll show you how). If you accept this, then it's obvious you shouldn't be handing in the test early: are you getting a perfect score in that section you're handing in early? If not, why aren't you using the techniques below to convert that extra time to a higher score? How to Convert Time To Score Okay, you're handing in your math section early, yet you're far from getting a 800. How do you convert that extra time into a higher score? Strategy #1: Have pacing checkpoints. Finishing early should never take you by surprise. You should be glancing at your watch every 5 minutes, and seeing whether you're "too ahead" or "too behind" in your section. Finishing early means you're "too ahead" – you'll realize this halfway through the section. In this case, slow down on the problems. Employ strategies that trade off time for points: read each question twice, write more neatly, think more about each question, double check your answer. This class of strategies "burns" your free time and harnesses it into extra points! Strategy #2: Double check each problem. Okay, say you employed the strategy above, and still have a few minutes left at the end. What do you do? Go back and check your problems. I don't mean glancing at them and mechanically saying to yourself "okay, yeah, that was right," but actually redoing the problem a different way. A very helpful trick is to actually mark "questionable problems" with a star while you're doing the test the first time around. Questionable problems are those you aren't sure about but don't want to waste time on the first time through. When you have time the second time around, go to the starred problems first. Oh, and what do you do if you finish a second check? Hand it in early? Nope, check it a third time. Take it from me – there are countless times I've found one serious mistake on a second or third check-through. That's 20-40 points right there, on a single section! To conclude, never hand in your test early. Manage your time during the first run-through so you never have too much time in the end. If you still end with too much time, check it over again! If you liked this article, you might enjoy: Why you need to prepare for the SAT / ACT How to get a perfect ACT / SAT score Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Consumer behavior Research Proposal Example | Topics and Well Written Essays - 1500 words

Consumer behavior - Research Proposal Example life easier and improve the accessibility of communication and social interaction, while ensuring that our lives are enjoyable and full of fun (IGI Global, 2015:121). In this respect, the state-of-the-art mobile phones to enable people keep in touch with friends and loved ones, portable game consoles to enable people have fun playing games whenever they want to, as well as portable internet access gadgets that ensure people are connected to the internet all the time, represent the 21st century technological inventions (Khosrow-Pour, 2014:77). Nevertheless, while this technological advancement seeks to make our lives easier and full of fun, our lives have inevitably become more complicated than ever (Arena & Quà ©rà ©, 2003:36). This is because, while it would have taken an individual just a few minutes to walk in an electronic shop and purchase a phone, a game console or any other technological device in the 1900s, it is increasingly difficult for consumers to make purchase decisions in the 21st century. Every new technological device that comes into the market promises the buyer increased and improved features, ease of use, enhanced internet accessibility and wider GPRS navigation reach (Khosrow-Pour, 2014:72). In the process, the basic cellular phone features such as the battery life and call-reception features have suffered, and thus the promises of efficiency, simplified and ease of use of technological products still remains elusive. The decision to purchase a product by any consumer is influenced by various factors. Therefore, the consumer purchase behavior comprises of a process of decision-making, which allows the consumer to reach the final decision in choice and selection of the product to purchase (Nielsen, 1993:102). The purpose of this research is to establish what informs the consumer choice of technological devices, in a world where there are numerous, duplicated and feature-enhancing technological devises and gadgets. What exactly do consumers look

ABSTRACT AND CONCLUSION for my critical communication event in recent Essay

ABSTRACT AND CONCLUSION for my critical communication event in recent history - Essay Example Critical communication encompasses several avenues, taking the simplest avenue at one point, and a complex one at another. These avenues include: the press, film, radio, television, internet and wireless communication. This paper will focus on individual critical communication avenues, and further define the interrelationship between and among these avenues in the context of an event in recent history. Emery Orto, a 6-foot 350-pounds suburban Chicago man, was denied flying with Southwest Airlines from Las Vegas to Midway because of his size (Netter, 2009; eTurboNews Inc., 2010). He was not ready to buy a second ticket nor did he communicate with the Airlines personnel properly so that they could see he was right by letting him board the plane and seeing for themselves (Monson, 2011). After the incident happened, there were a lot of people who were of the point of view that Orto should have been allowed to fly (Texas, 2009). But critically analyzing the situation, one comes to know that the Airlines personnel was only doing its duty by questioning Orto as by boarding him with only one seat booked would not only have made him uncomfortable but the comfort of other passengers sitting next to him was also at stake. The customer of size policy of South West Airlines (2011) states that, â€Å"Customers who are unable to lower both armrests and/or who compromise any portion of adjacent seating should proactively book the number of seats needed prior to travel†. This incident got media’s attention and became a hot topic just because of Orto’s ego and unwillingness to communicate with the Airlines personnel. I believe that Orto should have kept his ego aside. The personnel reports that Orto was offered to board the plane to show that he could fit in one seat without disturbing his seatmates, but he refused which shows irrational behavior and reluctance to

PBS Frontline Documentary, The Storm Research Paper

PBS Frontline Documentary, The Storm - Research Paper Example It is clear from the film that the natural disaster was broadly predicted and thus the government was provided with enough time to facilitate a timely and effective response. However, that was not the case as the highly bureaucratic structure of the government made it hard for decisions to be made. The author also reviews the changes that have taken place within the government response system since the occurrence of the disaster. It is important to note that Hurricane Katrina took place four years after the 9/11 attacks, and three years after the government created the Department of Homeland Security (DHS). This was also just a year after a National Response Plan was created by the DHS. Regardless of the increased attention that was directed towards homeland security after the 9/11 attacks, the government failed in its response towards Hurricane Katrina (Moynihan 14). The film by Marti Smith focused on the failures that were experienced on the side of the government after occurrence of the disaster. Nevertheless, it is important to note that as much as the film merely mentions them, the major failure of the government was lack of response to the risk factors of the storm prior its occurrence (Cooper and Block 89). Case in point, the risk of occurrence of a major hurricane in New Orleans had been established and various avenues of warnings were exploited, which even led to emergency declarations days before the landfall. However, the responders did not convert such information into the preparation level that is appropriate for the impending disaster’s scope. The weakened response of the intergovernmental response system in the US could also be attributed to the authority’s dispersed nature. As such, this led to poor recognition among the federal responders of the need to engage more actively in combating the disaster. The capacities of most of the major institutions in the management of the response at different levels of

Understanding Development Theory And Practice In Third World Politics Essay

Understanding Development Theory And Practice In Third World Politics Essay This book is a good synthesis and critique on the theory of development after Second World War. It takes historical perspective on analyzing development theory and its practice and tries to find the context-specific result of those development theories and policies in the third world. In doing so, Rapley has tried to be unaffected by any ideological orthodoxy but his left-alignment is clearly visible. John Rapley, who is a political scientist involved in the Department of Government, University of West Indies (Mora), has successfully captured the essence of development theories being applied in the third world after World War II, in this book. The book is lucidly written, well organized, and easy to understand. It includes elaborate endnotes, good index, and thoroughly assembled and categorized bibliography in accordance with their dominant theoretical fervor. The analytical approach of the book has been to follow historical comparison of mainstream development theory and practice, with related criticisms on them. For doing this he has measured the dominant debate between left critics and mainstream theorists from the perspective of dominant paradigms. He has presented the ebb and flow of neo-classical theory, and has done counter-criticism on neo-Marxists and developmental state theories. Though his arguments are balanced and analytical, people with capitalist mentality may find his argument on reemergence of neo-classical ideology immature and left-centered, while those with leftist gloss will find his insights illuminating and worthy. Nevertheless, his analysis of this wide area of development history is worthy read to students, practitioners and scholars. The book is organized into nine chapters. The first chapter, The Progress of Development, is an introduction to the argument presented in the book. The chapter two summarizes the dominant theoretical trend of immediate post-war period namely rise of Keynesianism and emergence of third world, followed by modernist, dependency and state centered theories. Rapley meticulously presents the influence of Keynesian thought on post war period of state centered development. Birth of third world and development economics as a separate sub-discipline were influenced by recognition of third world as a separate entity which demands different development policy design as opposed to the IBRD policy measures adopted for reconstructing Europe and other countries of First and Second World. Then, the book describes development economists of structuralist school who designed import substitution industrialization for the third world. This school of thought believed that international trade favours indus trialized North at the expense of developing South. But, soon the problems of structuralist schools were to be found in development world. Chapter 3 reflects on the performance of state-led development. The performance of state-led development in third world showed dismal performance. Import substitution industries were proved bad performer, license system of government increased corruption and bad governance, semi-public institutions increased the debt burden of state, and many SOEs were going bankrupt. All this led to poor export performance, inefficiency, underemployment, and poor agricultural performance. Although the central planning of statist model proved successful to increase output it couldnt ensure quality and efficiency in its performance which led to overall unproductive utilization of available means thus causing systemic failure. All these policy failures and theoretical disenchantment of state-led development model led to the clear decline of state socialism by 1980s enforcing many countries of Latin America and Africa to follow the conditionalities of their creditors with whom they have had large debt overdue. But, exception to these problems were the East Asian economies, who were able to overcome these problems by appropriately combining the effort of state with the efficiency of market competition and thus were able to catch up with the pace of international market competition. In chapter 4 and 5, basically talks about the neoclassical response to the failure of state-oriented development model of earlier period and its recommendation for reform. The neoclassical proponents reviewed the failure of import substitution and state-supported industrial policies by saying that there would be losers along with gainersà ¢Ã¢â€š ¬Ã‚ ¦ this was not necessarily bad (p. 83) and earlier development model did wrong by helping out the losers who were the main cause of inefficiency. They now advocated for promoting winners by focusing on creating environment for export industries, smaller firms, and export crop farmers. Policies for creating such environment were recommended under the framework of Washington Consensus which included: fiscal austerity, privatization of state owned enterprises (SOEs), trade liberalization, currency devaluation, and abolition of marketing boards, financial and labour market deregulation, and export promotion. Defined under an umbrella term of Structural Adjustment Program (SAP), these neo-classical prescriptions were openly supported and promoted by Bretton Woods Institutions which consequently were reflected in almost all of the third world countries where these institutions were working. Moreover, after some experience of reform initiatives and collapse of socialist economy led to the addition of accountability and transparency in governments operations as required variables for neoclassical development model thus both political and economic reform became elements of its reform agenda. The subsequent critique on the performance of neo-classical SAP framework is elaborately explained in chapter 5. Here, Rapley depicts the limitations of structural adjustment and emphasizes on how its application became successful by not due to its internal theoretical strength but due to seemingly no counter-force due to the fall of left because of long stagnation of socialism during early 1980s, historical exhaustion of dependency theory with no clear output, and loss of the Marxist self-confidence. Rapley writes: some evidence suggests that there is no reason to assume that less government leads to faster growthà ¢Ã¢â€š ¬Ã‚ ¦. if there is any relationship between the two, it may even be that in the aggregate, more government leads to more growth (p.119). His evaluation of the case of privatization, domestic market liberalization, retrenchment, financial and labour market deregulation demonstrates that there are flaws on the theoretical assumptions and practicalities of structural adjustment program. Its assumption of human beings as rational and self-interested actors is not supported. Many sociologist and anthropologists view human action as a part of collective action and some views like Jean Francois Bayart content that à ¢Ã¢â€š ¬Ã‚ ¦ just as we cannot expect other peoples to behave the way we do, we cannot apply the same principles to judge their behavior. Similarly, differences between first and third world discredited the apparently same principle of development propounded by structural adjustment program; flaws were seen in new political economy ideology of neo-classical writers. Moreover, the neoclassical logic of accepting the material inequality has been criticized by leftists on moral grounds, even if assuming material inequality to be morally neutral leftist theorists would still condemn it for its economic drawbacks (p.116) to poorer ones. Rapley has given emphasis on the birth of possible challenge to neoclassical theory. He clearly seems to be on the side of the left but is cautious enough to predict that the new paradigm wont be too much influenced by classical left or postmodernist hangover. In chapter 6, he asks for the new paradigm of development to be able to work with market and capitalism, while simultaneously opting for greater role for the state than allowed by structural adjustment program. The neo-institutionalist idea that market does not emerge spontaneously and that different cultural background require the creation of different types of institutions led to the reemergence of the need of state involvement in creating and developing economic institutions. The highly interventionist states of East Asia had selectively protected some strategic industries through tariffs and quota at the same time helped them grow through export subsidies and subsidized credit. They promoted firms towards new forms of produ ction and compelled them to increase their competitiveness. These successful policy measures of East Asian countries have been influential theoretical strands for the reemergence of the developmental state paradigm. Ultimately, in chapter 7 Rapley has returned to the Sub Saharan Africa to show that there are many challenges to follow state-supported development as seen in its successful version of East Asian case. The reasons allotted in the book are internal limitations of Africa (especially the weakness of African state) and international obstacles brought forwarded by international balance of power. His reasons for the seemingly low applicability of Asian developmental model in Africa are more political rather than economic. Some causal factors leading to the crisis of state in Africa like: authoritarianism in the third world, state capacity, concentration of power, class politics, etc. proves for Rapley that Africa is against the tide. Furthermore, he also sees obstacle in international systems to follow the strict state-led growth as enjoyed by East Asian countries in 60s through 80s. Rapley argues, à ¢Ã¢â€š ¬Ã‚ ¦ it is not only Africa that the emerging practice of development is running i n a direction contrary to that of the theory. The crisis of the state which sees fiscal constraints forcing public authorities to renounce many of their functions, is international in its scope (p.176). Meanwhile retrenchment of state during SAP implementation led to the development of many non-state actors like NGOs, private sector and other groups working as a state within state leading to the weakening of state functions. The chapter 8, entitled as The end of development or a new beginning? is focused on the idea of post-development thought. This thought challenges us to rethink the entire way we conceive development, and to consider the possibility of a paradigm shift (p.177). Presently the world is facing contested political order where there is resurgence of populist movements against globalization to restore control over space/country; while another strand which is closer to postmodern idea is shifting the focus from national to global level through some works like: UN MDGs or WTOs Doha Development Agenda negotiations. Rapley admits: A discipline that emerged in the early post-World War II periodà ¢Ã¢â€š ¬Ã‚ ¦ development studies always took for granted the existence of national economies and nation states. Much has changed since. Accordingly, those who take an interest in development are being challenged to conceive new strategies of development. Post-development challenged us to rethink development altogether. (p.200). The recent trend of giving focus on people after the publication of Development As Freedom written by Prof. Amartya Sen has shifted attention of Bretton Woods institutions and other scholars to the fact that development that doesnt improve the lives of the poor people will only provoke resistance and crisis (p.200). Rapley wraps-up the eighth chapter by arguing that the intellectual resistance from post-development ideas and political campaigns of anti-globalization forces has put the agenda of development in the centre stage which is awaiting for good implementation. Finally, in chapter 9 Rapley concludes main arguments presented in the book and also poses some relevant questions demanding serious consideration for leading the future of development. Some of his questions are thought provoking: can development models be universalized? What roles will environmental issues play in development theory? Is there a population time bomb, and how will it affect the third world? What will the new balance between state and society be? At last he has wrapped up his argument by discussing on all these questions in brief. Reviewing the whole book one can easily find that this book is highly comprehensive piece on development theory and practice spending fairly little space or pages. It is praiseworthy to say that this updated volume includes issues of latest debate of 21st century development studies. But, still it has some loopholes. While criticizing on the neoliberal ideas, he has overlooked at its overall performance in countries like India, China, and other high performer countries of 1990s and early 2000s. Similarly, his analysis of third world with high emphasis on African and Latin American countries has ignored poor blocks of South Asian countries and thus has left a large area of development experiment of these years untouched. The number of poor population in South Asian region doesnt justify writers neglect of the region as appropriate. Unlike previous editions of this book, the reviewed third edition has added more to the analysis of future of development. Its analysis of the latest thought of development, viz. post-development, is convincing enough to indicate on the future of development by working together with the questions raised in the concluding chapter. Reading this, readers can guess thatà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. Notwithstanding these criticisms, Rapleys work is able to present a comprehensive and succinct treatise on the history of development thoughts and practice in third world. His way of presenting the mainstream argument along with the main criticism propounded by left and others on each of these development theories is interesting and useful. This book is can be recommended as a must read for upper level undergraduate students, useful guide for graduate level students, and a common discourse with new insights for the scholars. Readers will not regret about their time and money spent for the book after completing the last sentence.

Locke and the Legitimacy of the State: Right vs. Good :: Essays Papers

Locke and the Legitimacy of the State: Right vs. Good John Locke’s conception of the â€Å"legitimate state† is surrounded by much controversy and debate over whether he emphasizes the right over the good or the good over the right. In the midst of such a profound and intriguing question, Locke’s Letter Concerning Toleration, provides strong evidence that it is ineffective to have a legitimate state â€Å"prioritize† the right over the good. Locke’s view of the pre-political state begins with his statement that â€Å"man is ‘naturally in,’ the state of ‘perfect freedom’ and equality,† (Christman 42). Locke believes that man naturally has the capacity for Reason which in turn allows man direct access to moral laws. Reason provides man with his own individual rights and obligations and moral rights and duties. Furthermore, Locke writes that â€Å"‘The State of Nature has a Law of Nature to govern it, which obliges everyone: And Reason, which is that Law, teaches all Mankind, who will consult it, that being all equal and independent, no one ought to harm another in his Life, Health, Liberty, or Possession,’† (43). Moreover, man needs an authority to protect and preserve these moral rights which can only executed when, as Locke states, when the â€Å" ‘power and jurisdiction is [are] reciprocal,’† (42). Therefore a social cont ract is created when human beings unite and the majority of a people agree upon a particular state which protects mans natural freedom and equality. Consequently, since all human beings have certain moral rights to health, liberty, and possessions; they also have the right to enforce the protection of those rights by way of punishing violators. And it is in this maintaining of ones own rights that it is necessary for man to initially come together and form a social contract. By forming a social contract they are agreeing to sustain from living purely in a state of nature. According to Locke, living in such a state of nature is ‘inconvienent’, for there is no common ground by which to appropriately judge an individual who infringes upon another person natural rights (Christman 43). Therefore, one can not ‘effectively enjoy’ their own rights until they join under a ‘common political authority’ (44).