What Causes Economic Growth? Institutions or Human Capital?

What Causes Economic Growth? Institutions or Human Capital? Introduction An increasing amount of empirical research has been focused on measuring and approximating the effects of historical variables on the economies of today. There seems to be a chicken or the egg story in the literature: Do political institutions cause economic growth or does economic growth, through human capital, lead to better institutions? There seems to be a gap in the literature around the colonization period concerning human capital and institutions. We would like to add to this debate by researching the period before the colonization, using empirical research. We would like to add to this debate by researching the period beforearound the colonization period: Could it be possible that the human capital people broughtbrought by people to the colonies was gained due institutions in their native countries and that therefore institutions cause better human capital and therefore growth? In this essay we will bring across a simple message: you first need institutions to create human capital, in order to foster growth.? First we will lay the foundation of our theory by discussing empirical works that cover theperiod before the age of imperialism. Then we shall discuss the empirical proof that institutions do cause growth, after which we will analyze refute the human capital side argument. Finally, we will sum up our findings and provide suggestions for further research. Reversal of fortune and the importance of institutions Acemoglu et al. (2003) deliver a detailed analysis on different outcomes of today’s post-colonial countries. It was found that the divergence in economic development that is observable among former colonies is caused by the way the settlers established institutions in the area. Indeed, it is easily seen that regions like North America have shown to perform much better than countries located in Central and Southern America and in other parts of Africa colonized by roughly the same populations. Essentially, in the areas where resources were relatively scarce and population density was low, the pioneers established institutions pretty similar to the ones they had in their homeland, implementing systems of property rights protection that stimulated investments. In areas where resources and indigenous inhabitants were abundant, the settlers created â€Å"extracting institutions†, where their goal was not a long lasting development, but just a depletion of resources. These in stitutions were based on property rights restricted to an enclosed elite that consisted of the European settlers, in which the indigenous population was not included. not of indigenous people but that excluded the indigenous people., who The indigenous peopley were forced to work, mostly in conditions of slavery, in order to yield the highest profit possible. This explains why countries which were prosperous before the colonization, are today performing much significantly worse than countries where institutions were accessible to by all the inhabitants. Therefore, what these findings really show is that human capital is not the ultimate deep cause of eof better institutionsconomic development, but that instead it is the proximate cause., Indeed the true cause of why some colonies thrived and others haven’t ofare institutions and these institutions which supplied the legal foundations, including property rights  being the ultimate cause. More evidence on thisin favor of our thesis is given by Acemoglu et al. (2014), who gathered data about the literacy of the different settlers. They showed that the conquistadores that who colonized South and Central America where much moresubstantially better educated (at least speaking about literacyusing literacy as a proxy for the level of education) than the English settlers colonizing North America. Nevertheless, the latter turned out to be better developed in the future. Acemoglu et al. (2014) finds again that the primethe reason forof this difference is into the kind of institutions that were in place. Besides this explanation, there is another key variable missing; the education these settlers received in their homeland. Institutions and human capital did not come out of the blue, but most of the papers written supporting the human capital argument assume everyone starts off from square one, so to say, when they arrive in the colony. For example, a person educated as an engi neer does not lose his engineering knowledge, once s/he arrives in the colony, like the human capital argument suggest. Furthermore, Acemoglu et al. (2014) show that there is no significant support for the human capital argument that differences in the human capital endowments of colonists have been a crucial factor in the institutional development of these institutions. The way institutions were established by the colonists was deeply influenced by the institutions in their home countries. Especially before those colonies became independent they were legally dependent on their homeland, with roughly the same institutions, the difference being that these institutions were reshaped in order to comply with territorial needs. The new communities established would base their institutions on the ones they were used to in their native country. Of course with time some switched to different systems, but the so-called seed that let the tree grow was coming from somewhere else. And this â₠¬Å"somewhere else† is indeed their country of origin and its institutions. Considerations on the human capital theory In this section we are going to better explain why we consider the claim that human capital is the prime cause of economic development is wrongeconomic growth causes better institutions is inconsistent. In a prominent human capital argument article by Glaeser et al. (2004) the relation between human capital and growth is the point of discussion. The authors claim that countries possessing more human capital in the past performed better than others, independently by which institutions they were established before the introduction of human capital. They affirm that human capital is not caused by institutions, but that instead it causes themhuman capital causes growth and therefore better institutions. Granted, Glaeser et al. (2004) has the same requirement as we propose for growth; property rights. However,We strongly disagree with that view. A population can have as much human capital as they can accumulate, but if it is not pushed to its real potential, it fails to improve a societyà ¢â‚¬â„¢s economic situation. we then wonder how a society can gain human capital, without well-functioning institutions that provide property rights. If that society does not protect property rights or does not give to all its components roughly equal rights, growth will be slower, if not completely absent. people will not invest in human or physical capital, since the payoff of the investment is uncertain. Think about a generic example: if a society does not protect anyone’s property but just the property of a closed elite, outsiders who might have groundbreaking ideas, will probably not get to develop their ideas, given that in this way they might not have the means to do so or they might just not be given the incentive to fulfill their potential. This is exactly what we think has happened in the extracting societies: even if the conquistadores were better (according to the literacy measurements made by Acemoglu et al.) were pretty educated on average, the indigenous popula tion wereas not allowed to participate in the society improvement process or to hold property; instead they were forced to work in conditions of slavery. The opposite happened in North America and we can see how ithistory tells how it turned out: most of the population was composed by emigrants from the Old Continent, whom wereto whom were given the same rights, and even if there were some minorities like the African American who were granted less rights, there were still more people enjoying the benefits of the institutions than in the countriesthe countries where extracting institutions persisted. Further evidence in support of our argumenton this topic is given by Weil (2013): when comparing a country’s wealth with its amount of human capital seen as education, he shows that there is no direct correlation. The difference in wealth is not entirely explained by education. If this was the case, for example, Mozambique would have had 43% of the U.S. GDP (Gross Domestic Product) per worker, but in reality it produces only 1.9% of it. Weil explains this discrepancy using the quality of education, which changes the effect of education on wealth drastically. These differences in quality of schooling are directly related to the institutions present; the students of richer countries learn faster and more effectively, because they are provided better educational facilities and means of learning. Conclusion As we have shown in this brief essay, in order to foster growth potential in the first place, one needs institutions that create and protect property rights. Indeed, we have shown, using empirical research, that human capital is caused by institutions in the first place, which then indirectly causes growth. However, we do not say that human capital cannot feed into the quality of institutions at a later stage, the relation is far more elegant and complex than that, we simply wanted to show that the institutions are the beginning of the story. Furthermore, we think that institutions placed in colonial countries did not directly originate there, but that they were derived from the institutions that were present in the native countries. As a final remark, we strongly urge that more research should be done on the development of institutions and human capital and how they compare to their native country around the colonization period, which has only been treated superficially in the lite rature. References Acemoglu, D., Johnson, S. and Robinson, J. (2002). ‘Reversal of Fortune: Geography and Institutions in the Making of the Modern World Income Distribution’. The Quarterly Journal of Economics, 117(4), pp.1231-1294. Acemoglu, D., Gallego, F., and Robinson, J. A. (2014). ‘Institutions, human capital and development’. Unpublished working paper. University of Harvard, Cambridge. Glaeser, E., La Porta, R., Lopez-de-Silanes, F. and Shleifer, A. (2004). ‘Do Institutions Cause Growth?’. Journal of Economic Growth, 9(3), pp.271-303. Weil, D. (2013). Economic growth. Boston: Pearson, pp.170-197.

Exploration Of The Failure Of Feminism Essay -- Essays Papers

Exploration Of The Failure Of Femininism When looking through Newsweek, the article "The Failures of Feminism" grabbed my attention, and I reacted to it strongly. My immediate response was one of defensive disgust, but the more I realized that I might actually understand and argue with the author on some points. This essay is an exploration of my own beliefs and reflection of my growth as both a writer and a person. There are many women, like Kay Ebeling, that feel that feminism has failed them, that the promises of Gloria Steinem and others remain unfulfilled, or are false altogether. In an angry and discontented voice, Ebeling employs her personal experience to mold and create "The Failure of Feminism," a vote for return to traditional patterns of interaction between men and women in order to recapture the "American Dream" family of the 1950's. Feminism is multi-faceted, each face containing an important idea or plan that strives to empower all people. Examples of this empowerment are presenting improved opportunities and environments for both genders; distributing equal bargaining power; expanding the boundaries of sharing and expression; and placing value on the flexibility of choice. All of these are necessary to break with tradition in order to achieve the ideal of a happy, stable family, where both partners are satisfied. Feminism is neither a cure for societal ailments, nor a crystal ball for unexplainable phenomenon, nor a simple recipe that can easily result in a sensational masterpiece of the kitchen. It is a complexity, one that is explained by many people in many ways. It is a conglomeration of ideas that can serve as inspiration for change, but change requires investments of time, energy, and emotion by ind... ... and enlightens me. With every review of my beliefs, challenge to my present knowledge of myself, and experience of new environments, I grow emotionally, my commitment to feminism grows, and my acceptance of my own mistakes as building blocks for the future grows. If Kay Ebeling had been willingstagnation and encourages me to continuously grow, each day learning new ways to deal with my frustrations and improve my relationships. to invest in feminism, feminism would have given her a new way to deal with her experiences. Instead of disillusionment, she could have gained new, positive opportunities and understanding Ebeling's complete repudiation of feminism takes away her enthusiasm to achieve goals, while my commitment allows me to be continuously inspired toward mine. Feminism directs me away from personal The complexities of feminism have endless possibilities. Exploration Of The Failure Of Feminism Essay -- Essays Papers Exploration Of The Failure Of Femininism When looking through Newsweek, the article "The Failures of Feminism" grabbed my attention, and I reacted to it strongly. My immediate response was one of defensive disgust, but the more I realized that I might actually understand and argue with the author on some points. This essay is an exploration of my own beliefs and reflection of my growth as both a writer and a person. There are many women, like Kay Ebeling, that feel that feminism has failed them, that the promises of Gloria Steinem and others remain unfulfilled, or are false altogether. In an angry and discontented voice, Ebeling employs her personal experience to mold and create "The Failure of Feminism," a vote for return to traditional patterns of interaction between men and women in order to recapture the "American Dream" family of the 1950's. Feminism is multi-faceted, each face containing an important idea or plan that strives to empower all people. Examples of this empowerment are presenting improved opportunities and environments for both genders; distributing equal bargaining power; expanding the boundaries of sharing and expression; and placing value on the flexibility of choice. All of these are necessary to break with tradition in order to achieve the ideal of a happy, stable family, where both partners are satisfied. Feminism is neither a cure for societal ailments, nor a crystal ball for unexplainable phenomenon, nor a simple recipe that can easily result in a sensational masterpiece of the kitchen. It is a complexity, one that is explained by many people in many ways. It is a conglomeration of ideas that can serve as inspiration for change, but change requires investments of time, energy, and emotion by ind... ... and enlightens me. With every review of my beliefs, challenge to my present knowledge of myself, and experience of new environments, I grow emotionally, my commitment to feminism grows, and my acceptance of my own mistakes as building blocks for the future grows. If Kay Ebeling had been willingstagnation and encourages me to continuously grow, each day learning new ways to deal with my frustrations and improve my relationships. to invest in feminism, feminism would have given her a new way to deal with her experiences. Instead of disillusionment, she could have gained new, positive opportunities and understanding Ebeling's complete repudiation of feminism takes away her enthusiasm to achieve goals, while my commitment allows me to be continuously inspired toward mine. Feminism directs me away from personal The complexities of feminism have endless possibilities.

Themes, Symbolism, and Atmosphere in Dickens Hard Times Essay

When Charles Dickens was writing his commentary on a fast industrializing world, the thought that Hard Times would still be relevant over 150 years later is assumed to be far from the forefront of his mind. And yet at present, 158 years after its first publication, Charles Dickens’ tale of industrialization and its implications still holds a prominent place in today’s society. The following is one interpretation of Dickens’ story of an industrialized dystopia, and discussed are its ever-relevant theme, the symbols and motifs which reinforce it, and the effective atmosphere which it creates. Throughout the novel there are two very prominent themes: the notion that industrialization has a mechanizing effect on human beings and the recurring battle of fact versus fancy. However, the latter can be seen as subordinate to the first. Forthwith in the novel Dickens establishes the emphasis on facts and statistics (â€Å"The One Thing Needful†), using a monologue to introduce his novel: â€Å"Now, what I want is, Facts. [†¦]Facts alone are wanted in life. Plant nothing else, and root out everything else.† (Dickens 3). Immediately the stage is set, with Dickens creating a character whose sole belief could no doubt be proved using further statistics and facts. What Dickens has also done by the end of the first chapter is describe a character who possesses qualities common to many industrialists and of that era, a character who himself appears to represent a part of the industry, one who was â€Å"inflexible, dry, and dictatorial† (Dickens 3). Given the p revalence of utilitarianism in the time of writing, it is apparent why Dickens chose to embody the main theme in a character that is so â€Å"eminently practical† that he comes off as cold as the great hulking... ...simplicity which enabled readers of any kind to sympathize with the characters bound to a dystopia fueled by the ever-turning gears and wheels of the great industrial machine. Dickens created a novel that thoroughly detailed the effects which industry forced upon humanity, as well as the fight man took to overcome such mechanization, one saw a battle between utilitarianism and humanism play out with the turn of each page, and one saw humanity prevail in the novel’s conclusion. However, humanity, it seems, is not always the preponderate in reality, with this battle of â€Å"fact versus fancy† still playing out today. Hard Times will forever be relevant so long as mankind continues to engineer the evolution of industry and industry continues to engineer the end of mankind’s evolution. Works Cited Dickens, Charles. Hard Times. New York: W. W. Norton & Company, Inc. 1990

Motivating workers

Motivating workers is an integral policy of great companies. It has significant effect on the level of output of workers. It affects their disposition to work. Also, it increases company productivity. This can be done through an effective reward system designed in line with the vision and mission statement of the organization. Information needed include DEFINITION OF PURPOSE: It is important to start with a well-defined purpose. This is consistent with the Mission statement of the Company in writing and principle; it is communicated to employees and is also broken into smaller units called Goals. COMPANY INTERACTIONS/COMMUNICATION: this involves a medium through which the system is communicated to participants in clear and understandable terms. Suggestions and ideas are acknowledged on the plan IMPLEMENTATION STRUCTURE: This is the most important of all. If purpose is then and goals are made with effective communication and there is no credible and fair structure to implement the plans, then the result can be easily guessed: there would be no result at all. REWARDS: It is necessary to state method of rewards. It should be both significant and tangible. Announcement is not enough reward. Such tools that can be employed include by compensation, awards or increase in base line salary. The latter is widely appraised, and is best effective when the incentive is about 25% of the baseline pay. Such should also be done with a short period of time. REVIEW It is important to review the activities of program, it impact on the organization and its vivid dividends at regular intervals. This would sustain and strength awareness of and confidence in the program. WORKERS: Their current Level of productivity is considered. There is evaluation of the Effect of reward on their predisposition on them. Â   Â   Â  

The Assassin Strikes Again

Once there lived a man named Jack. Every day he woke up refreshed and renewed. Jack started the day by having a nice big stretch, and then he did 100 press-ups. He took a cold shower and brushed his teeth with Sensodyne Jack dressed him self in casual clothes and left for work. Jack has a usual profession. He is hired by rich and powerful people to murder the innocent and honest. Jack became an assassin when he was a teenager. During his childhood he had been kind, generous and helpful boy. One day he was walking home with his friends. Jack's friends suggested that they should go through the alley because it was a shortcut home. Jack agreed and so did the others. They walked through the dark, deep and frightening alley, then they saw a gang of bullies in the alley but they decided not to run. It was a bad decision. The biggest bully started straight away on Jack's smallest friend Mark. Jack consumed with anger, picked up a iron bar and whacked it down violently on the bully's head â€Å"Ahhhh† Jack yelled ferociously, the bullies terrified ran away as fast as they could Jack kept on hitting and hitting the bully until he could not move a muscle. His shocked friends knew he had killed him. They ran way in different directions. The police arrived. Jack ran as fast as he could, until he was out of breath, Even now he's still running and running away from the Police. News travelled fast and within months rich and powerful people were begging Jack to kill their enemies. During a few years Jack was responsible for 15 deaths of innocent people. He was there offered one million pounds to murderer a man called Tom Matthews by his former friend Reece Jones. Tom and Reece had been best friends. Tom was a kind, generous and an intelligent man. Tom had a beautiful wife names Angela. They had just got married three months ago; Tom had joined Reece's company shortly before. Every day he dressed in a black suit and went off early in the morning to work. He was on time every day and ready to go. Tom had a poor family back ground and was determined to make best of his chances. Reece had a wealthy back ground and was always wasting money on gambling. He was always late for work, Reece was very jealous of Tom. One day Tom got promoted to Assistant Manager, Reece was so furious he said â€Å"that's it! I will have Tom murdered!† When he finished work, he rushed home to call an assassin and arranged a meeting outside an abandoned house. He gave Tom's details and his picture to Jack. Reece paid à ¯Ã‚ ¿Ã‚ ½100, 000 in advance the rest to follow when the job was done. Jack researched Tom's lifestyle carefully and worked out when Tom would be alone. It was when he went through the junk yard as a shortcut to his home. Jack planned the murder methodically. He would use a rifle with a silencer to shoot him. On May 17th 2004 the plan took action. First he would pretend he was being attacked by a vicious gang He would run up to Tom and beg for his help and say â€Å"I am being attacked by a vicious gang who are trying to murder me.† Tom was driving on the way home from work, feeling tired and sleepy when he was driving through the junk yard, a man rushed in front of his car, Tom stepped as hard as he could on the brake Tom stormed out of his car and asked mysterious man â€Å"Are you Ok† the strange man replied â€Å"no I am not I am being chased by a vicious gang who want to murder me†. The stranger wore a black leather coat and a woollen knitted scarf covering him from the misty fog and cold. The man told Tom he was delivering a package and was shocked when he saw a gang of teenagers brutally murdering an innocent man. Tom went a few steps ahead to see whether he could locate the gang. Jack took out his rifle from his right coat pocket and pointed it at when Tom looked at Jack with astonishment and a fear of death, Jack shot Tom with no hesitation or any mercy the bullet tore through the muscles as it went for the heart of Tom. Tom could see the blood was red As a red paint. Tom could see the blood on Jacks shoes as he fell on to the ground as he was falling he repeatedly asked â€Å"why†, â€Å"why† When he fell on to the ground there was silence. Jack made Tom's murder seem like an accident he put Tom into the car and drove Tom off the cliff. The next day Jack received the full payment from Reece. As Jack was reading the news paper, he saw that Tom's death made the front page. Seeing Tom's wife's picture made him realise that Tom's wife was the girl he loved when he was in school. After thinking for several hours he came up with the decision that he should surrender to the police. The next day he stood in front of the police station thinking should I surrender to the police or not.

United States Cancer Society

The American Cancer Society is the nationwide community-based voluntary health organization dedicated to eliminating cancer as a major health problem by preventing cancer, saving lives, and diminishing suffering from cancer, through research, education, advocacy, and service. The Society is headquartered in Atlanta, Georgia, with state Divisions and more than 3,400 local Units. The Society is the largest source of private, nonprofit cancer research funds in the United States. The Society's prevention programs focus on tobacco control, sun protection, diet and nutrition, comprehensive school health education, early detection, and treatment. A variety of service and rehabilitation programs are available to patients and their families. Through its advocacy program, the Society educates policy makers about cancer and how it affects the individuals and families they represent. For more information contact the American Cancer Society at 1-800-ACS-2345 or visit www.cancer.org. The American Cancer Society is the nationwide community-based voluntary health organization dedicated to eliminating cancer as a major health problem by preventing cancer, saving lives, and diminishing suffering from cancer, through research, education, advocacy, and service. The American Cancer Society's international mission concentrates on capacity building in developing cancer societies and on collaboration with other cancer-related organizations throughout the world in carrying out the strategic directions of the American Cancer Society In 1947 the American Cancer Society also began its public education campaign about the signs and symptoms of cancer. They were termed â€Å"Cancer's Danger Signals†. The original 7 danger signals were: 2. A lump or thickening in the breast or elsewhere. 5. Persistent indigestion or difficult swallowing. 7. Any change in normal bowel habits. Ten years later, the order was rearranged putting the â€Å"unusual bleeding or discharge† in the first place. The signals were retitled and reworded slightly through the years, until the wording was changed in 1969 to the acronym CAUTION. The first letter of each sentence was lined up to spell CAUTION. Thickening or lump in the breast or elsewhere. Indigestion or difficulty in swallowing. The warning signals remained as above until their use was discontinued in the early 1980's. Some of the Society's patient service programs include: Transportation: Trained volunteers drive patients to and from treatment. This program is called Road to Recovery in some areas. Reach to Recovery: Trained volunteers who are breast cancer survivors visit women who have been recently diagnosed with breast cancer. The volunteers serve as positive role models, talk with women about their feelings and concerns, and provide written materials about breast cancer and related subjects. â€Å"TLC† is a â€Å"magalog† designed to provide information and special products, such as wigs, swimwear, turbans, hats, bras, and breast prostheses. Look Good†¦Feel Better: In partnership with the Cosmetic, Toiletry and Fragrance Association Foundation and the National Cosmetology Association, this free public service program is designed to teach women with cancer beauty techniques to help restore their appearance and self-image during chemotherapy and radiation treatment. Man to Man: This group program provides information about prostate cancer and related issues to men with prostate cancer and, in some areas, their spouse or significant other. Children's Camps: In some areas, the Society sponsors camps for children who have, or have had, cancer. These camps are equipped to handle the special needs of children undergoing treatment. Hope Lodge: Temporary accommodations are provided in some areas to cancer patients during their treatment. I Can Cope: This patient and family cancer education program consists of a series of classes. Doctors, nurses, social workers, and community representatives provide information about cancer diagnosis and treatment, as well as assistance in coping with the physical and emotional challenges of a cancer diagnosis.

Putting an End to Poverty

A young boy walks through the mud bare-footed towards his one room shack. He opens the waterlogged door to find his young mother feeding his eighteen month old sister cold beans. He walks towards the kitchen, which is really just a three-legged table, a lawn chair and a stove, and scoops the remaining beans from the stove onto a plate for himself. He gives his mother a kiss on the cheek and walks towards his corner of the room. His mother wipes a tear from her eye. Tonight she did not eat dinner with her children; she did not eat at all just as she had not eaten the night before. This scene did not happen in a third world country like one might have believed. It happens everyday here in America. With the Presidential Elections quickly approaching, the candidates should focus on certain issues such as poverty and welfare. To help put a stop to poverty, the candidates must focus on the children living in the destitution, the education of the families, and the monetary wages of the families that are often making less than $15,000 a year. Politicians believe these things to be true in order to cut down on the poverty level. Putting an end to poverty starts with the children of the families. Vice President Al Gore feels very strongly about this. If the government provides nutritional support programs and food stamps, the likelihood that the children will become mature and flourish increases. Galbraith feels the same was as Gore. â€Å"If the children, though badly fed at home, are well nourished at school†¦ then there is a chance that the children of the very poor will come to maturity without inhibiting disadvantage. † (Galbraith, 246) If the physical well being of the children is watched very closely, then this would decrease the probability of poverty when the children are adults. Programs that could help the poverty level include Gore†s idea to expand the Earned Income Tax Credit (EITC). By doing this, the EITC would reduce poverty and child poverty rates. The EITC has already lifted 4. 3 million people out of the poverty level, 2. 3 of which were children. â€Å"(If the) physical well-being of the children is vigilantly watched†¦ then there is a chance that the children†¦ will come to maturity†¦ (246). † Secondly, the Governor of Texas, and Republican candidate for the 2000 Presidential Election feels that education is an important way to end poverty. George W. Bush feels that giving federal funds towards school districts in poverty-stricken areas will help expand the number of children and families that will rise above the poverty level. â€Å"We will give schools new freedom to excel in exchange for proven results. When a school district receives federal funds to teach poor children, we expect those children to learn. And if they don†t, parents should get the money to make a different choice. † (George W. Bush www. vote-smart. org/speeches/mtv. phtml? func=speech=m00) Bush also feels that money should be given to those children that are pursuing secondary education. Providing a $1,000 grant to students who took Advanced Placement and college classes in high school is just one example to encourage students of all social classes to try their hardest. Bush also provided the idea that better and safer schools should be built in the impoverished areas. Like Bush, Galbraith feels that education is a very important issue in the fight to end poverty. â€Å"The effect of education and related investment in individuals is to help them overcome the restraints that are imposed by their environment. (246) If the government helps to make the schools more effective in teaching, then the schools will make the poverty level more effective in decreasing. Lastly, the government must help families learn how to manage their finances. The two major candidates for the Presidential Election did not cover this topic. Obviously Mr. Gore and Mr. Bush did not feel that this would have been a successful idea. Galbraith on the other hand, feels that this is very important to help rid the country of poverty. The only way to solve the problem of poverty is to help people help themselves. † (245) One might, however, realize that society would not want the government so closely involved in their lives. This issue would not be of concern towards the Presidential Candidates, but of the Internal Revenue Service (IRS). So in that sense, the government is involved with the finances of the people of America, whether they like it or not. The hopes of a nation are to get rid of all poverty. They want to feed and cloth and educate the little boy that lives in the one-roomed shack. They want to teach the parents of that little boy so that way, they can be hired at better paying jobs; they want to help the people with their finances. The man that wins this presidential election is going to have to understand that there is poverty out there, and that there are things that he can do about it. William Pitt once said â€Å"Poverty is no disgrace but it is damned annoying. † Galbraith answered that with â€Å"In the contemporary United States, it is not annoying but it is a disgrace† (247). The leaders of today should help diminish the poverty level from a disgrace to non-existent.