ECONOMICS 355: ECONOMIC DEVELOPMENT



ECONOMICS 355

ECONOMIC DEVELOPMENT OF THE THIRD WORLD

FALL 2010

Instructor: Dr. Rose-Marie Avin

Office: Schneider 473

Phone: 836-4513

E-mail: avinr@uwec.edu

Office Hours:

I will be available by email or phone during the following times:

Mondays: 11-1 pm

Wednesdays: 12-1 pm

Thursdays: 1-3 pm

And by appointment at any other time

Prerequisites: ECON 103 and 104

Welcome to Economics 355. This course focuses on the economies of countries in Africa, Asia, and Latin America, countries known collectively as the Third World or the South. More specifically, the purpose of this course is to provide you an institutional, international, and feminist framework for understanding the social and economic realities of people living in these regions. First, we will discuss the nature of the discipline of economics and the nature of economic development (concept, theories and historical aspects). Second, we will compare and contrast various development theories/models and the structures and characteristics of countries in the Third World. Third, we will discuss various development problems and policies: poverty and inequality, education and health, international trade and regional trade agreements such as NAFTA. These problems and policies will also be analyzed within the context of specific case studies.

I. UWEC: THE BACCALAUREATE GOALS

“The University seeks to foster the intellectual, personal, cultural, and social development of each student… The baccalaureate degree at UWEC provides students with the knowledge and abilities needed for lifelong learning. In designing the degree, the faculty expect that graduates will have achieved the following goals.

1. Knowledge of Human Culture and the Natural World

2. Creative and Critical Thinking

3. Effective Communication

4. Individual and Social Responsibility

5. Respect for Diversity among People

(University of Wisconsin-Eau Claire, 2009-2010 catalogue, p. 4)

II. THE COURSE: GOALS AND OBJECTIVES

In keeping with the 5 baccalaureate goals listed above, this course seeks to develop your intellectual, personal, cultural and social development within the context of Economics.

More specifically, in this course you will:

4 Develop some insights into the nature of the discipline of economics and the nature of economic development (baccalaureate goal #2). More specifically, you will:

5 explain the various assumptions underlying the economic models.

1. explain the various implications of each model.

2. critically evaluate each model.

A. Understand various economic theories/models/stories trying to explain the socio-economic reality of countries in Africa, Asia, and Latin America (baccalaureate goal #2). More specifically, you will:

1. explain the various assumptions underlying the models.

2. explain the policy implications of each model.

3. critically evaluate each model.

B. Compare and contrast the socio-economic realities of the people living in Africa, Asia, and Latin America through specific case studies (baccalaureate goals #1, 2 and 5).

C. Understand the role of the international economy in shaping/influencing the socio-economic features of many countries in the Third World (baccalaureate goal #2).

D. Gain some insights into the socio-economic realities of women in the Third World (baccalaureate goals #1, 2 and 5).

E. Relate the models/theories/stories to your personal experience. You may be from a developing country or may have traveled to one (baccalaureate goal #2).

F. Improve your writing skills. More specifically, you will write 3 essay exams and one book review (baccalaureate goals #1, 2, 3 and 5).

III. READINGS:

A. Required

1. Todaro, Michael P. and Stephen C. Smith. Economic Development, tenth edition, 2009.

2. The Economist. You are required to read The Economist magazine weekly. You can have access to the magazine either by getting a subscription for the semester or by going to the McIntire library. You will have weekly discussions and current event quizzes based on pertinent articles from the magazine.

 

3. Various handouts from newspapers and magazines.

B. Other resources

1. Angresano, James, Comparative Economics, 1996.

2. Belshaw, Deryke and Livingstone, Ian. Renewing Development in

Sub-Saharan Africa, 2002.

3. Brue, Stanley L., The Evolution of Economic Thought, sixth edition,

2000.

4. Feiner, Susan, editor, Race and Gender in the American Economy,

1994.

5. Ferber, Marianne A. and Nelson, Julie A., editors, Beyond Economic Man: Feminist Theory and Economics, 1993.

6. Gordon, April and Gordon, Donald, editors, Understanding Contemporary Africa, fourth edition, 2006.

7. Human Development Report 2007/2008, published annually by the United Nations.

8. Peterson, Janice and Lewis, Margaret. The Elgar Companion

To Feminist Economics,1999.

9. Sen, Armatya. Development as Freedom. New York: Anchor Books,

2000.

9. Stiglitz, Joseph E. Globalization and its Discontents, 2003.

10. The Economist, various issues.

11. World Development Report 2009, published annually by the World Bank.

IV. COURSE WORK

1. 3 essay examinations 300 points (100 points each)

2. One book review* 100 points

3. 10 current event quizzes** 100 points

4. 9 Online discussion of readings*** 180 points

5. Online discussion of novel* 40 points

6. Class participation (see section VII) 50 points

TOTAL POINTS 770 POINTS

*See handout. A detailed handout will be discussed in class.

**Note: There is NO make-up for missed current quizzes. Each student is allowed to miss ONE current quiz during the semester.

*** Note: There is NO make-up for missed online discussions. There are 10 online discussions of readings. Each student is allowed to miss ONE online discussion of the readings.

V. PERFORMANCE EVALUATION

Grades will be determined according to the following grading system:

A = 94-100% C = 73-76%

A- = 90-93 C- = 70-72

B+ = 87-89 D+ = 67-69

B = 83-86 D = 63-66

B- = 80-82 D- = 60-62

C+ = 77-79 F = below 60%

ATTENTION: Students will have an opportunity to earn a MAXIMUM of 10

EXTRA CREDITS in participating in an out-of-class activity.

(See page 9 of the syllabus for more details)

VI. POLICY ON MISSED EXAMS

Exams must be taken as scheduled. If you think that you have a

special case (that can be documented), you need to schedule an appointment to discuss it with me. A grade of zero will be given to all missed exams.

VII. ATTENDANCE POLICY AND CLASS PARTICIPATION

Students will receive a maximum of 50 points for class participation. Class participation is rewarded because it is a public good.

Attendance is taken at each class session and regular attendance is expected. Attendance will play a role in grade determination because it will affect your class participation grade. You are allowed three unexcused absences during the semester. Use them wisely because each additional absence will lower your class participation grade by 10 points.

Criteria for class participation: To receive 50 points for class participation, one needs to meet the following criteria:

• Have 3 absences or less

• And actively and consistently participate in class discussion.

VIII. ACADEMIC INTEGRITY

Academic misconduct in this course is a serious offense and I will pursue the strongest possible academic penalties for such behavior. The disciplinary procedures and penalties for academic misconduct are described in the UW- Eau Claire Student Services and Standards Handbook.

IX. NETIQUETE: DO’S AND DON’TS

DO 1. Take advantage of my office hours. Please feel free to see me for help.

2. Ask questions in class. We can learn from exchanging ideas.

3. Read assigned readings before class.

4. Turn off your cell phone before walking into the class room.

5. Respect the opinions and comments of each class member.

If disagreeing with other class members’ ideas, do state your disagreements clearly, yet politely.

DO NOT 1. Always be late for class. If you have difficulty being on time because of another class, please inform me.

2. Leave the classroom in the middle of a lecture. If you have to leave early because of circumstances beyond your control, please let me know.

3. Constantly chat with the person next to you.

X. ACCOMODATION FOR DISABILITY

If you have a disability and you are in need of classroom accommodations, please let me know and contact the Office of Services for Students with Disabilities (OL 2136, phone: 836-4542). You can also visit the website at uwec.edu/ssd.

COURSE OUTLINE AND READINGS

UNIT I. The Nature and Methodologies of Economics

1. Feiner: “Three Economic Paradigms,”chapter 2 (E-Reserve)

2. Angresano, James, “An Introduction to the Study of Comparative Economics,” chapter 1, pages 1-13. (E-Reserve)

3. Brue: “The Institutionalist School,” chapter 19, pages 387-400. (E-Reserve)

4. Video: “If Women Counted,” by Marilyn Waring, 52 minutes.

5. Strassman, chapter 3 of Ferber and Nelson: “Not a Free Market: The Rhetoric of Disciplinary Authority in Economics.” (E-Reserve)

UNIT II. The Nature of Economic Development

A. What is Economic Development?

1. Todaro, ch. 1 (pages 2-19)

2. Adelman, Irma, “Development Economics: A Reassessment of Goals,” American Economic Review, May 1975, (On E-Reserve).

3. Sen, Development as Freedom: Introduction and chapter 1 (On E-Reserve);

The Ends and the Means of Development (pages 35-43): chapter 2 of Sen’s book. (On E-Reserve)

B. Case Study: Brazil

1. Video: Brazil (The Americas series), 60 minutes

2. “Dreaming of Glory,” The Economist, April 2007(Handout)

3. Slides’ presentation

EXAM #1

UNIT III. Comparative Development and Theories

A. Comparative Economic Development

1. Todaro, ch. 2. (pages 39-50, pages 53-71).

2. World Development Report 2009 (Handout).

3. Human Development Report, 2007/2008 (Handout)

B. Case Study

Video: Slum Cities (Film on Demand), 45 minutes

C. Classic and Contemporary Models of Development

1. Todaro, ch. 3 (pages 109-111; 115-128)

2. Todaro, ch. 4 (pages 158-162; pages 167-168) AND handout (pages 484-485) of Price Theory and Application by J. Hirshleifer and D. Hirshleifer.

3. Dos Santos, T. “The Structure of Dependence.”

American Economic Review, 1970, vol. 60, no.2, pp. 231-236. (On E-Reserve)

D. Case Study: Sub-Saharan Africa

1. “The Economies of Africa,” in Understanding Contemporary Africa, fourth edition, 2006.

2. Video: “Africa: Who is to Blame?”, (Film on Demand), 2005, 60 minutes

EXAM #2

UNIT IV. International Institutions, Trade, Finance, and Globalization

A. International Institutions

1. Todaro, Appendix 13.1 (pages 704-713

2. Video: The World Bank Today: Challenges and Change (25 minutes)

3. Video: IMF: Financial Cure or Catastrophe (35 minutes)

B. International Trade Theory and Dev’t Strategy

Todaro, ch. 12 (pages 588-597; 615-648)

C. Case Study: The Global Textile Market

Video: Made in Asia: Fast, Cheap, and Fair?(Film on Demand), 2007, 45 minutes.

C. Case Study: Mexico

1. Time to Wake Up: A Survey of Mexico, "The Economist, November 18, 2006

2. Video: Mexico’s Nafta Problem

EXAM #3

GUIDELINES FOR EXTRA-CREDIT ACTIVITIES

During the semester, you will have the opportunity to earn a maximum of TEN Extra Credit points by PARTICIPATING in an out-of-class activity. The goal of the activity is twofold:

1. To enhance your cultural diversity (ideas, national, and international cultures);

2. To use the university as a learning environment.

The following guidelines must be followed or no full credit:

1. Information about the paper:

• Cover page: Write your name, section number, and the title of the activity;

• Length: a minimum of two full pages;

• Format:

a. Write an organized summary of the major points of the speaker (50 percent of paper) AND discuss what you have learned from the activity (50 percent of the paper).

b. Paper should have an introduction and a conclusion.

• Note: paper should be well-written and grammatically correct. Otherwise, points will be taken off.

2. The summary has to be typewritten or word-processed using Times New Roman (12) font and double-spaced with one-inch left margin.

3. Attach any ticket pertaining to the event to show PROOF OF ATTENDANCE. No credit given without proof of attendance.

4. Turn in the assignment one week after the event.

5. The activity needs to be approved by the instructor.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download