Public Display of the Ten Commandments Essay Example for Free

Public Display of the Ten Commandments Essay People often find memorization exhausting and more like tiresome. All those numerous words and lines to remember tend to tire and bore most of them. Moreover, most of the time, they tend to memorize just for the heck of it and not for the benefit of understanding and knowledge. The Ten Commandments are some of the most popular lines that Christians should memorize and know by heart. These lines have long served as Christians’ guiding passages and words towards the path to righteousness and morality. However, considering the generation today—when more and more people detest the idea of memorizing and reading very thick pages—will the Ten Commandments still possess their utmost effect? Will they be able to serve their purpose of guiding the people towards goodness when not all Christians nowadays are able to memorize them? In what ways can the Christian Church assure that people are still living up to the message presented by the Ten Commandments? These are just some of the uncertainties on the effectiveness of the Holy Bible in reminding people about the Ten Commandments. Is Reading Enough? Today, as the developments in the information technologies continue to rise, the usual activities like conversing, sending messages, and even reading can be done through the use of a computer and an internet connection. Considering this reality, doubts on whether people nowadays are still grasping the idea of the Ten Commandments by reading the Bible may arise. However, this can be possible if there are numerous electronic copies of the Holy Bible available for people to access anywhere, and such copies have plenty of attractive visual designs, as humans are inherently visual beings (Pahlavan 270). Human’s visual system is supported by other sensory organs which empower and strengthen its sensitivity to stimuli. Putting these facts in simpler terms, a person is said to have a natural tendency to prefer things which are more attractive to the sense of sight above other senses. Hence, it may be understandable why people tend to read more colorful and visually attractive materials compared to the intimidating and profound words of the Holy Bible. Knowing this, it can be inferred that putting a Bible beside a person who has the access to the internet and all its wonders would assure that that person would read it and understand what it says. Furthermore, people can no longer expect most children to prioritize the memorization of the Ten Commandments when they have all those tough and demanding homework and projects to do. Thus, is the Christian Church still assured that people read The Bible and the Ten Commandments everyday? If not, then how can the Ten Commandments be further promoted? Appealing to Human’s Visual Preference At present, the huge banners, billboards, posters, and different visual advertisements are typical scenery along roads, malls, and literally almost everywhere. Various creative, artistic, and innovative ways are now used just to disseminate information better. Nowadays, these methods are typically through very visual advertisements. The message of the Holy Bible, specifically the Ten Commandments, is considered as the most important and relevant teaching of the Christian faith. Compared to the public service announcements of the government, malls’ sales promotion, introduction of a new brand of soda, and all the other popular topics of ads today, it seems that the promotion of the Ten Commandments and all the other relevant messages of the Holy Bible has become a little unmerited. It is ironic that these messages are what appears to be the most significant and relevant messages for the people, yet why are there more ads for sodas, clothing lines, celebrities, and TV shows as compared to these important reminders? Also, if the Ten Commandments appear to be the greatest instructions and guidelines the people must comply with, why are there simpler and shorter road signs and traffic rules displayed compared to these profound yet very important words to follow and live by? This seems to be the greatest irony in today’s advertisements and visual display practices. The significance of the Ten Commandments has been an eternal and undying idea among Christians. People exactly know that the Ten Commandments are the written key for salvation and freedom for sin, yet these commandments are still left unadvertised and unannounced compared to how the big ad agencies promote different products which do not actually level to the significance of the Ten Commandments in people’s everyday lives. Looking at this truth, it may seem disturbing and appalling how people value information that modern advertisements promote while they leave the message of the Ten Commandments unnoticed or disregarded. It also seems depressing, considering how the attitude of people towards these commandments has changed over the generations. This change in attitude and interest might have been caused by the technological advancements that the intelligent and creative minds of people themselves have created. Thus, it may appear necessary for the advocates of the Holy Bible and the Ten Commandments to go and ride with the growing technology in order to assure that people are not forgetting the Ten Commandments. With this effort, it can also be assured that people will always be reminded about these commandments and what they really mean. The display of the Ten Commandments can be most typically seen in churches. People seldom see these messages displayed in billboards or in freedom walls and posters. However, knowing the importance of these commandments in the lives of people, will it be improper to publicly display this message, or is it more appropriate to leave these messages in the pages of the Bible, hence leaving the choice to people whether they will choose to read it or not. Considering the abovementioned claims about human beings as visual creatures, and about the growth of very powerful advertising techniques, it may indeed be necessary for the Ten Commandments to appeal to the human sense of sight in order to keep up with the powerful advertisements people see nowadays. There could be several ways on how this special message can be promoted in order not to violate other beliefs and culture. What matters most is to send the message and assure that Christians will always remember its significance wherever they go. A variety of learning theories attest that remembering does not usually happen in the blink of an eye. In reality, it actually takes most people a certain period of time to remember something and fully understand its meaning. Memorizing and remembering the Ten Commandment are not an easy task as well. It is not also everyday that a teacher asks their students to memorize the Ten Commandments. Thus, people are not really sure as to whether the Ten Commandments are still remembered and observed nowadays. With this, it only goes to show that proper endorsement, exposure, and promotion are what these commandments really need. If public displays make a brand of soda very popular worldwide, how much more help it could do if a list of simple messages would be displayed to remind the people about moral stability and righteousness of the world? If powerful advertisements can make a politician and a celebrity known globally, how much more can it remind people about God who should be the most influential and the most popular idol above anyone else? This is not a major impossibility; people are just being hesitant to make it happen. The Bottom Line The Ten Commandments, in reality, may not be the most popular set of phrases and commands there are for people to remember. Yet, these commandments must be the most popular and the most significant set of messages that people should remember to live by everyday. While most people nowadays tend to overlook and disregard the Ten Commandments, people can never deny or refute the fact that the commandments are the simplest and the most fundamental set of laws that Christians must follow each day of their lives in order to preserve their moral stability and their positive and open connection to the Lord. The Ten Commandments are even considered as the fence which, when broken, may let a sheep out in an open field without any direction and sense of security (Frederick 1). It does not actually take a Bible genius to understand and fully grasp the message of the Ten Commandments; what someone needs is a person who is ready and willing to embrace what the Ten Commandments say in order to understand it fully. Perhaps, having these commandments displayed publicly may not violate God’s will, for it might even give Him great help in disseminating the good news. If people are able to remember the many traffic rules there are on the roads. It may not be that hard to remember these simple commandments. If people are able to internalize popular phrases and quotes from politicians, it may not be that impossible as well for them to grasp what God is trying to teach people through the Ten Commandments. People are not always reminded everyday about the importance of the Ten Commandments and how these commandments should be lived out as well. Thus, displaying these special messages for public view may appear not just as a reminder but as an eternal and unchanging message as well of how the Lord wants His people to be always righteous and be on the right track. Works Cited Frederick, Allen. â€Å"Do the Ten Commandments Matter? †. Helium. com. 13 March 2009 http://www. helium. com/items/1206086-thou-shalt-not. Pahlavan, Kourosh. â€Å"Designing an Anthropomorphic Head-Eye System. † Visual Attention and Cognition. Eds. C. Freska, H. S. Stiehl, and W. H. Zangemeister. Amsterdam, The Netherlands: Elsevier Science, 1996. 269-292.

Seide :: essays research papers

„Seideâ€Å" von Alessandro Baricco Alessandro Baricco Geboren 1958 in Turin, studierte Philosophie und Musik. Er schrieb Musikkritiken und Essays à ¼ber Musik, bevor er mit seinen Roman „Seideâ€Å" (1997), „Land aus Glasâ€Å" (1998) und „Novecentoâ€Å" (1999) den großen Druchbruch erzielte. Mit seiner erfolgreichen Fernseh-Literatursendung „Pickwickâ€Å" und der Grà ¼ndung einer Kreatività ¤tsuniversità ¤t in Turin, der „Scuola Holdenâ€Å", ist Baricco endgà ¼ltig zum Kultautor avanciert. „Seideâ€Å", ist ein literarischer Bestseller, der in wunderschà ¶ner, poetischer Sprache eine leise Geschichte à ¼ber das Begehren erzà ¤hlt. Alessandro Baricco erzà ¤hlt in einer Parabel à ¼ber das Glà ¼ck und seine Unerreichbarkeit. Hauptperson des Buches ist Hervà © Joncour, der als Seidenhà ¤ndler arbeitet und ein ruhiger und ausgeglichener Mensch. Verheiratet ist er mit Hà ©là ¨ne, die als hà ¼bsche Frau mit einer wundervollen Stimme beschrieben wird. Obwohl Hervà © seine Frau liebt, sucht er doch nach Glà ¼ck und Leidenschaft, die er schließlich in Japan, verkà ¶rpert in einer mà ¤dchenhaften Frau, deren Augen nicht asiatisch geschnitten sind, findet. Dieser Frau begehrt er wie er noch keine andere Frau begehrt hat. Doch er sehnt sich nur nach ihr, weil sie fà ¼r ihn unerreichbar ist. Die Sehnsucht nach dieser Frau verfolgt ihn jahrelang, bis er endlich bemerkt, daß er das große Glà ¼ck und die Liebe bereits in seiner eigenen Frau gefunden, jedoch nie wahrgenommen hat. Doch erst als seine Frau stirbt, begreift er es. Um sich davor zu bewahren, unglà ¼cklich zu sein, verbringt er die Tage damit, seinen à ¼blichen Gewohnheiten nach zugehen. Doch manchmal ging er auch zu einem See hinunter, „... denn es schien ihm, als zeichne sich auf dem Wasser das unerklà ¤rliche, schwerelose Schauspiel dessen ab, was sein Leben gewesen war.â€Å" Nur zweimal in seinem Leben hat er sich so gefà ¼hlt. Beim ersten Mal, als ihm klar wurde, daß er die rà ¤tselhafte Frau, die er so sehr begehrte, nicht mehr wiedersehen wird und nach dem Tod seiner Frau, als er seine große Liebe verlor. Hervà © Joncour, ein Seidenhà ¤ndler, lebt mit seiner Frau Hà ©là ¨ne ein ruhiges Leben in Lavilledieu. Nur einmal im Jahr fà ¤hrt er durch die ganze Welt, um Larven von Seidenraupen einzukaufen. Và ¶llig unerwartet bricht eine Seuche unter den Seidenraupen in Afrika auf und Hervà © fà ¤hrt nach Japan, um seine Einkà ¤ufe zu erledigen. Dort begegnet er Hara Kei, einen reichen japanischen Aristokraten, mit den er fortan seine Geschà ¤fte fà ¼hrt und einer Frau, die sein Leben fà ¼r immer verà ¤ndern sollte. Er wechselt kein einziges Wort mit ihr und doch spà ¼rt der Gewissheit, sie wieder zu sehen. Ein Jahr spà ¤ter bricht Hervà © wieder auf, um nach Japan zu reisen.

Leaders After Ww1

After World War I, economies of countries all over the world collapsed causing the Great Depression. Italy adapted a fascism government under Benito Mussolini. During the Russian revolution, Russia turned to communism under Vladimir Lenin. After Lenin passed away Joseph Stalling took his place. To them, Democracy led to corruption and weakness and put individual or class interests above national goals because all democratic countries at that time were experiencing difficulties. When Adolf Hitler came into power he followed Mussolini rule by establishing a totalitarian government.Benito Mussolini was the son of a socialist blacksmith and a teacher. He promised to end corruption and replace turmoil with order. he rejected socialism for intense nationalism. He organized the Fascist party which consisted of veterans and discontented Italians. Fascist gangs used intimidation and terror to enforce order because they had lost faith in a constitutional government. He favored business leaders , wealthy landowners and the lower middle class. He brought the economy under state control to encourage economic growth.Under Mussolini loyalty to the state was significant and as for individual, they were considered less important. They were bombarded with propaganda glorifying the state. Joseph Stalin brought all economic activity under government control. The government owned all businesses and distributed all resources. Wages were low and workers were forbidden to strike. He also brought agriculture under government control where the state set all prices and controlled access to farm supplies. Stalin’s Communist party used the secret police torture, and violent purges to ensure obedience.Citizens knew what would happen if they were disloyal. He used propaganda to elevate the communist system by making him a godlike figure. The government censored the press and decided which books where published. If the book violated government expectations the writer was put to trial. S talin tried to strengthen its hold on the minds of the people by destroying their religious faith. Women gain access to a variety of jobs and allowed to attend schools. He destroyed the old social order and created one with the communist party members at the top.Germany drafted a Democratic government after World War I. It soon proved to be weak because of many small parties. Adolf Hitler and the Nazi party brought hope to Germans suffering from the Great Depression during the 1930s. He promised to solve the economic crisis and restore Germany’s former greatness. Like Mussolini, Hitler organized his supporters into fighting squads where they fought their political enemies in the streets. When he was elected he and his supported made Germany a one-party state. They suspended civil rights, destroyed the socialists and Communists.Hitler executed anyone that he felt was disloyal. People soon learned that Hitler demanded absolute obedience. To achieve his goals, Hitler organized t otalitarian rule. Nazis controlled all areas of German life which included government, religion and education. Elite, black-uniformed system of troops enforced the Hitler’s will. His secret police took care of all opposition. Like Fascists in Italy, Nazis sought to limit women’s roles. Women were not allowed to attend universities because they were meant to increase the birthrate.Economic problems and ethnic tensions contributed to instability, which in turn helped fascist and communist rulers gain power. These dictators promised order and won the backing of the military and wealthy. They used terror to enforce rules and flourished during economic hard times. In addition, they drew power from blind devotion of the state and needed a charismatic leader as a role model. While a fascist government worked for national goals, communist government worked for international changes.

Clinical Psychology Paper Essay

The great evangelist D.T. Niles once said, â€Å"Christianity is just one beggar telling another beggar where to find bread† (Niles, 2010). At its most basic level, clinical psychology is the enterprise of one educated, licensed person using his or her knowledge of human behavior to address, assuage, or otherwise moderate the troubles and concerns of another person’s life—whether they be relational, affective, or physiological. Strictly speaking, clinical psychology is, â€Å"the assessment, treatment, and understanding of psychological and behavioral problems and disorders† (Plante, 2011, p. 5). Clinical psychology is a scientific endeavor, utilizing the instrument of the scientific method to inform the practice, procedures, and treatments used to address human problems. There is an interplay that exists between treatment outcome research and psychotherapy in clinical psychology—the science informs the art and the art informs the science (Plante, 2011). The point of this paper is to catalogue and compare the history and evolving nature of clinical psychology as well as to consider the specific case of counseling within the framework of clinical psychology. History Hippocrates—the original author of the Hippocratic Oath—formed the first complete, if naà ¯ve, physiological explanation of disease and dysfunction (Plante, 2011). He proposed that imbalances in the mixture and quantity of four fluids: black bile, yellow bile, phlegm, and blood, caused several emotions and psychological maladjustment, such as sadness, irritability, and anger. It was not until the advents of Plato that it was conceived that the metaphysical realm of the soul could have an effect on the corporeal domain. However, it was to Galen that a holistic theory of medicine was formed that incorporated the physiological explanations of Hippocrates with the metaphysical explanations of Plato. Even though Galen’s ideas of bloodletting were flawed, it was a step in the direction of objective explanations of illness and disease. During the middle ages the work of Thomas Aquinas, Paracelsus, and Weyer shifted the discussion of psychology away from the metaphysical and toward physical explanations of mental illness, such as bodily causes, movements of the stars, and behavior. Furthermore, at the dawn of the Renaissance and into the nineteenth century the veil of shadow and secrecy behind the inner workings of the mind, body, and cell were ripped from his or her places and the mediums of scientific observation and laboratory investigation were instituted in the place of religion and mysticism as the sole explanation of illness. The works of Rush, Bernard, and Pinel during this period of history paved the way for more humane approaches to the abnormal and deviant—approaches that sought to alleviate psychological dysfunction rather than simply separate and restrain the dysfunctional. The birth of psychology proper came on the heels of the publishing of Wundt’s The Elements of Psychophysics in 1850 and James’ Principles of Psychology in 1890 (Plante, 2011). These publications, along with the institution of the first psychological laboratory by Wundt, culminated in the founding of the American Psychological Association (APA) in 1892. The main drive behind the fledgling field of psychology was to measure empirically behavior to the end of understanding the subsidiary components of the mind itself. Hence, when clinical psychology first got on its feet four years later (1896), through the opening of the first clinic by Witmer, many psychologists frowned upon the application of the principles of human behavior to clinical situations. This was seen as a step away from a general understanding of human behavior and toward abnormal or dysfunctional psychology. Despite the initial tension between clinical psychology and mainstream psychology, the first formal classes in clinical psychology began in 1904 at the University of Pennsylvania and the first edition of the Journal of Abnormal Psychology was published in 1907. Evolving Nature Despite the disinclination of the APA to embrace an applied approach to psychology, clinical psychology grew rapidly in the beginning of the twentieth century (Plante, 2011). Going back to Plato’s contention of the metaphysical affecting the corporeal, Sigmund Freud postulated that unconscious conflict and strife could have a direct outcome on mental and physical illness. The work of Freud shaped and molded the direction of clinical psychology for many decades after his death. Even though it was not until the Boulder Conference of 1949 that the training guidelines for clinical psychology were mapped out and etched in stone, so to speak. One of the main tenets of these guidelines was that clinical psychologists should have a firm understanding of both psychological research and psychotherapy. It was not until the 1950s and on that Freud’s ideas of human psychology were exchanged for the alternatives of humanism, cognitive-behaviorism, and family systems approaches (Plante, 2011). The changes in psychological perspective were precipitated by the establishment of community mental health facilities and the introduction of psychotropic drugs as a treatment of abnormal psychology. Even though these advancements in conception and treatment offered alternatives to the traditional ideas of psychodynamics and behaviorism, no one theory of human psychology proved to explain the entirety of behavior, dysfunction, and cognition. To that end, parsimoniously eclectic approaches to psychology were adopted—such as the biopsychosocial theory—that incorporated many of the ideas and practices from the abovementioned perspectives. Current Issues The last century of clinical psychology has been characterized by an illness ideology that emphasizes the treatment or preventions of disorders (Maddux, 2008). Even though this approach has utility in the realm of psychotherapy it lacks the ability to enhance the quality of life for people who do not suffer from some type of mental illness. Maddux (2008) proposes that a shift toward positive psychology—a perspective that stresses human strengths and mental health—should be pursued. Positive psychology aims to, â€Å"†¦promote health, happiness, physical fitness, and pleasure, and personal fulfillment through the free pursuit of chosen and valued goals† (Maddux, 2008, p. 68). By shifting toward positive psychology the strengths of people can be used to promote mental health preemptively as well as combat mental illness. At the forefront of the implementation of positive psychology is the innovation of virtual reality (VR) as a means to allow patients to manipulate problematic situations related to his or her mental illness without the use of psychotherapy (Riva, 2009). By creating a safe and comfortable virtual environment patients can explore proactive ways to adapt and mediate his or her mental health problems. Research and Statistics in Clinical Counseling Psychology Rather than approach this section from a structuralist approach (e.g. the ancillary parts of clinical counseling psychology), it seems prudent to offer a specific example of how research and statistics are used and effect clinical counseling psychology. Bakar, Jaafar, Mohamed & Tarmizi (2009) sought to establish a correlation between counseling self-efficacy and trainee counselor performance. Their research found that indeed there is a positive relationship (r(100)=.312p

Argumentative Essay on Banning Tobacco Is It Effective

Argumentative Essay on Banning Tobacco Is It Effective Free sample argumentative essay on Banning Tobacco: There are many ways to stop people from using drugs such as tobacco instead of prohibition there are infinite possibilities that you can do to stop people from drinking or smoking. Whether we like it or not we can not stop everyone from drinking or smoking and that’s the same as not being able to prevent what happens to innocent civilians like how a drunk driver can hit your child. Or you can’t stop the effects of drugs like tobacco which influence you in a really bad way which leads to poor judgments. So you really have no control over someone else’s life not to do drugs. Well, there are ways to help prevent it but it’s really not anyone’s choice if you can drink or smoke. One way to help prevent people from wanting to take tobacco is to make laws that prohibit if you abuse the ability to take drugs too much. Well I think there is a law like that but if you make it worse like making a longer prison period or a larger payment fee it may work. Some people think there is nothing left for them in this life or they got nothing to lose if they do drugs so we should help those people out and try to force help upon them even though we can’t. I really think no matter what we do people will continue to smoke or take drugs because no matter what happens people still took drugs we banned many illegal drugs on the street. Even if there is a law or chance to get arrested people take that chance and risk it all for a couple minutes of pleasure people think drugs are the answer if all else didn’t help so that is why they turn to drugs. So no matter what law we come up with or anything else we try to do to stop drugs there is no guarantee all of it will go away so no matter what drugs are here to stay. So have hope, maybe you can save one or two lives but not every ones. So one person can make all the difference for you so drugs are going to always be a problem no matter what anyone’s opinion is.

Catch Me If You Can

Focus: To emphasize the use of making inferences using all aspects of a book as a means of thinking about and comprehending texts. Introduction/Connection: To begin the lesson the teacher will begin with a discussion on review reading strategies the children already know and discuss how these strategies can help them as readers. Then the teacher will explain to students that when reading we have learned to infer what a character might be feeling based on the illustrations in the text. She will ask the children what they think the word infer means. After a few student responses she will explain that infer means to understand what is happening in the text without the author actually telling us. She will explain that inferring is about reading faces, reading body language, reading expressions, and reading tone as well as text. She will ask the children if they can think about the word inference, what it means, and any examples of inferring that they may know. After a few student responses she will explain that Inferring is a reading strategy to be used as a means of ensuring that we understand stories we read. We will then discuss inferring in our everyday lives (the weather, how our mom or teachers might be feeling). It will be emphasized that when we make infer we use our brain to really think about what we already know; in books when we infer using the pictures and text we can get a better understanding of what is happening in the story. Key Questions: * What are reading strategies? * Why do we have reading strategies? * Where can you find the reading strategies if you get stuck? * What reading strategies do you know and use already? * Why do you use them? What do you think the word infer means? * Can you think of examples of when you have made an inference? * Why might good readers make an inference? Whole Group Teaching/Active Engagement: The teacher will focus the children’s attention on the selected book, Bully. She will ask the children to look at the book and think about what they see depicted on the cover. She will t them what they can infer just by looking at the cover an d reading the title. Then ask the children to listen carefully as she reads the first two pages of the book. Once completed the teacher will ask the children to close their eyes and think about what they just heard in the first two pages of the text. After a few moments she will ask them to make an inference about what they think is happening in the story. She will ask the children to â€Å"turn and talk† to share their inference with their shoulder partner on the carpet. The teacher will listen to the partnerships and their responses and get a quick assessment of what the students’ inferences sound like (whether they are on target, missing key information, etc). After the share time, she will call upon several students to share their answers with the class. The teacher will then comment on the children’s abilities to infer the story parts based on their observations of the cover and listening to a few pages. She will then read a few pages of the story to give the children an idea of whether their inferences were on target or not and allow them to give â€Å"yes† or â€Å"no† signals to indicate if they were correct or not. Key Questions: * What do you see on the cover? * What can you infer from listening to the first few pages in the book? From what you saw on the cover and the pages, what can you infer will happen in this book? * Why did you make that inference? * What in the book made you think of that? * Were you correct? How do you know? Differentiation: * Depending on the student who is called on to respond during the whole class instruction, questioning will be scaffold in order to meet the child’s specific learning needs (IEP, ELL support). Children will also have been paired in reading partnerships based on current reading levels. There will be a variety of books available for the different reading levels * Students will be allowed to use pictures or words (preferably both) to show that they understand inference. * Students will be given the opportunity to â€Å"act out† their inferences/predictions. * Students will be given the option to work independently or in pairs during one of the assignments. Small Group Active Engagement/Link: To link the mini lesson to independent, and partner reading, and guided reading time, the teacher will remind tudents to make inferences as they read their books independently. She will ask the children to re-state what their focus is to ensure understanding and clarify any misconceptions. The children will return to their tables and groups to participate in independent, partner, or guided reading time. The teacher will meet with the group select ed for that day and continue to work on the use of inferencing to enhance comprehension of stories. Independent Reading Time: 10 minutes Partner Reading Time: 10 minutes Share: After independent and partner reading, a reading partnership that was observed using the inference strategy will be asked to come up at the end of the reading workshop time to share with the class what inferences they made while reading their book and explain how this helped them to better comprehend or understand the story. They will also be asked what they feel they can improve upon for share time the next day. Key Questions: * Did you make any inferences while you were reading? * How did you use this strategy? * Were your inferences correct? * How did you know? Closing: The teacher will commend the entire class on their reading stamina and employment of their first grade reading strategies! Everyone will give himself or herself a pat on the back! Resources: * Read Aloud – Bully, by Judith Caseley * Post-its * Leveled Books _____________________________________________________________ Observations / Comments: Next Teaching Points/Subsequent Lesson: * The subsequent strategy on the Reading Strategies – Comprehension: Retelling. Will be explored in the next day’s reading workshop lesson. Next Teaching Points Alterations (Based on Observations):

The Goal to Eliminate Economic Inequality Assignment

The Goal to Eliminate Economic Inequality - Assignment Example Although the focus of one country may vary from another, economists and government policymakers continue to work on policies to achieve these goals. The goal to eliminate economic inequality is one of the many established objectives focused not only within a single economy but also the whole world. Economic inequality is seen in both microeconomics and macroeconomic level. In a microeconomics perspective, it is evident through the occurrence of unemployment. Unemployment is perceived as a basic cause of inequitable distribution of income in an economy resulting in some group of citizens facing poverty while others enjoying abundance. On the other hand, inequality in a macroeconomics perspective is observed as nations differ in their endowment of economic resources. Some nations are endowed with abundant economic resources while others are left to suffer from their very minimal amount of resources. From both perspectives, we end up having two groups when we talk about our people or na tions of the world. Economic inequality results in poverty creating the divide between the rich and the poor. Poverty hinders economic growth and development. It is the root of the cause of problems such as health problems, economic distress, unemployment, and more importantly hunger. That is mainly the reason for economists and government policymakers all over the world to establish ways on alleviating if not completely eliminating poverty. With economic growth and development, there will be rising outputs and income; people are more able to meet their needs and wants. This also results in improved quality of life as greater opportunities are provided without sacrificing other opportunities and pleasures. A nation experiencing growth and development can resolve socioeconomic problems better and undertake new programs to alleviate poverty more readily without impairing existing levels of consumption, investment and public goods production (McConnell and Brue, 132). The level of econ omic growth and development of a country also reflects its position in the world economy. Countries are categorized as either developed or developing - the first being wealthy and the latter being poor. The wealthy group was composed of most of the Western European countries, Canada and the United States. Inhabitants of these regions lived (and still lived) in great affluence and consumed a large part of the world’s resources. The other group - Latin America, Asia, and Africa- was poor, underdeveloped and contained almost 75 percent of the world’s population (Appleyard and Field Jr, 381). World Bank characterized countries according to their incomes. In its annual World Development Indicators in 2000 and World Development Reports in 1999/2000, countries are grouped as low- income economies, lower-middle-income economies, upper-middle-income economies and high-income economies (World Bank, 251). Economists and government policymakers, especially those in developing coun tries began to look for reasons to explain this disparity and for ways to eliminate it. Poverty creates the disparity that is experienced by the people from developed and developing countries. There is a need to realize and address the issue of poverty especially in the continent of Africa. William Easterly worked on a paper entitled â€Å"Can the West Save Africa†