Will India's economy boom help the poor?

A rising tide lifts all boats. It will take time but India will continue to improve all around.

Economy is supposed to help all, poor or Rich, its inevitable. Economy boom creates jobs etc and thus helps the poor.

no ,it will make poor more poor

Proposed as a lower-level course. Suggested Pre-requisites Familiarity with high school-level linear algebra and geometry, as we will be using some basic mathematical economic modeling, and drawing and analyzing graphs that illustrate economic principles. COURSE DESCRIPTION This introductory course surveys the principles of macroeconomic theory and policy, utilizing our global journey and settings to explore topics such as aggregate supply and aggregate demand; Keynesian income-expenditure analysis; other theories of inflation, unemployment, and interest rates; and monetary and fiscal policy. Throughout the course, we'll draw on macroeconomic principles to consider questions of poverty and affluence, the contours and implications of national and international economic policies, and the implications and impacts of globalization. A primary goal of our course work will to demystify complex economic issues such as inflation, unemployment, and the macroeconomic effects of the global economy. Methods of evaluation include two semester exams (20%) and a final exam (15%), field reports (20%), homework problems (20%), in-class case study work (15%), and class participation and attendance (10%). COURSE OBJECTIVES 1)To develop an understanding of macroeconomic principles. 2)To understand and think critically about macroeconomic policy questions. 3)To develop comfort with expressing one's own perspectives on complex economic issues such as inflation, unemployment, and the macroeconomic effects of the global economy. TOPICAL OUTLINE OF COURSE I. Basic Concepts Class days 1-4 (Nassau to Brazil) A.The Economic Problem and Economic Reasoning B.Opportunity Cost and Production Possibilities C.Basic Market Principles: Market Supply and Demand Text: Chapters 1-3 [65 pages] Real World Macro: 1. J. Miller, "The Growth Consensus Unravels," pp. 10-13. 2. D. Fireside, "Burlington Busts the Affordable Housing Debate," pp. 44-46. 3. B. Sutcliff, "Rich and Poor in the Global Economy," pp. 32-35. Port of call case study: Opportunity Costs and Production Possibilities in Brazil: Policy Choices and Economic Outcomes All read: 1. K. Gallagher: "Brazil: Trading Away Industrial Development?" Global Development and Environment Institute 12/13/05: http://www.ase.tufts.edu/gdae/Pubs/news/WTO_0512brazil.pdf [1 page] (Available by Intranet) II. Measuring Macro Outcomes Class days 5-8 (Brazil to South Africa) D.National Income Accounts E.Unemployment F.Inflation Text: Chapters 5-7 [58 pages] Real World Macro: 1. L. Graber and J. Miller, "Wages for Housework" pp. 14-16. 2. R. Pollin, "The 'Natural Rate' of Unemployment," pp. 88-91. 3. B. Snyder, "What are the Real Costs of Inflation--and to Whom?" pp. 100-101. Port of call case study: Unemployment in South Africa: Causes and Policy Options All read: "Labor and Democracy in South Africa," by F. Barchiesi, pp. 153-158 in Real World Globalization, 8th ed., Dollars and Sense Collective. Cambridge, MA: Economic Affairs Bureau, 2005. (Available by Intranet) Exam #1: Class Day 8 III. Cyclical Instability Class days 9-10 (South Africa to Mauritius) G. The Business Cycle B. Aggregate Supply and Aggregate Demand C.The Keynesian Income-Expenditure Model Text: Chapters 8-10 [60 pages] Real World Macro: 1. W. Rodgers III, "Black Workers Need More than an Economic Boom," pp. 97-99. 2. J. Miller and G. Neff, "Revenge of the Classics," pp. 103-105. 3. E. Frank, "Life after Keynes," 109-112. IV. Government Finance and the Macroeconomy Class days 11-13 (Mauritius to India) A. Fiscal Policy Options and Outcomes B. Deficits and Debt Text: Chapters 11-12 [44 pages] Real World Macro: 1. J. Miller, "What Spending Boom?" and A. Scharf, "Tax Cut Time Bomb," pp. 50-52. 2. J. Miller, "$262 Billion: Case Closed?" pp. 53-54. 3. D. Orr, "Social Security Isn't Broken," and J. Miller, "The Social Security Administration's Cracked Crystal Ball," pp. 59-62. Port of call case study: The Quest for Economic Security in India All read: "Local Democracy and Development: The Kerala People's Campaign for Decentralized Planning," by T. Isaac and R. Franke, pp. 228-237 in Real World Globalization, 8th ed., Dollars and Sense Collective. Cambridge, MA: Economic Affairs Bureau, 2005. (Available by Intranet) Exam #2: Class Day 13 V. Monetary Theory and Policy Class days 14-17 (India to Hong Kong) H.Money and Banking I.The Federal Reserve and Central Banking J.Monetary Policy Options and Debates Text: Chapters 13-15 [64 pages] Real World Macro: 1. D. Orr, "What is Money?" pp. 74-75 2. D. Orr and E. Frank, "Focus on the Fed," pp. 77-80. 3. R. Pollin, "Transforming the Fed," pp. 84-86. Port of call case study: The Chinese Money Question All read: "China Tightens Monetary Policy Again," by Keith Bradsher. New York Times 6/16/2006 (Available by Intranet) VI. Applications, Global and Domestic Class days 18-22 (China to en route to Hawaii) K.Supply-Side Policy L.Macroeconomic Policy in an Open Economy M.Theory and Reality N.International Trade Text: Chapters 16 and 18-22 [92 pages] Real World Macro: 1. P. Krugman, "The Tax-Cut Con," pp. 56-59. 2. R. Pollin, "What's Wrong with Neoliberalism?" pp. 106-109. 3. T. Palley, "China and the Global Economy," pp. 146-149. 4. A. MacEwan, "The Gospel of Free Trade," pp. 129-132. Port of call case study: Japan and the U.S. as Economic Partners and Competitors All read: "Trade policy, open regionalism and NAFTA: the socio-economic context for Japanese automobile investments in North America." Tesshu Koshiba and Paul Parker. Environments 29.3 (Dec 2001): p35(20). (Available by Intranet) FINAL EXAM FIELD COMPONENT The field component is worth 20% of your grade. You will complete four field experiences chosen from options provided in class (individual self-designed options are possible if approved by me ahead of time). See below for examples. For each of these experiences, you will write a short report (about two - three pages) that connects the experience to macroeconomic concepts discussed in class -- such as employment and unemployment, savings and credit, economic development, and government policy efforts. While you will have several options for each of the four reports, they must be completed within the following schedule to get full credit for each report: Report I: Puerto Rico or Brazil. Due by arrival in South Africa. Report II: South Africa, Mauritius, or India. Due by arrival in Malaysia. Report III: Malaysia or Vietnam. Due by arrival in Qingdau. Report IV: Qingdau Hong Kong, or Japan. Due by arrival in Honolulu. Attendance at all Diplomatic Briefings is required. Appropriate Field Program Examples: You will be provided with a list of acceptable field programs that would satisfy this requirement. Many are "service visits," frequently associated with nongovernmental aid organizations or other service organizations dealing with problems of poverty and local economic development. Here, for example, is a sampling of what is available for this purpose in the Brazilian field program offerings: 1. SAL01 Bahia Street Visit 2. SAL02 City Orientation: Architecture and Urban Development 3. SAL04 Service Visit: Cortejo Afro 4. SAL05 Service Visit: The Beau Machado Kindergarten 5. SAL06 Service Visit: Cultural Mobilization Project for Children in Danger 6. SAL16 Service Visit: Alagados Neighborhood 7. SAL19 Cachoeira and Beyond 8. SAL21 Food Markets in Brazil 9. SAL25 Service Visit: Calabar Favela 10. SAL 26 Cachoeira If, for example, you had chosen to participate in the Calabar Favela service visit, you will have the opportunity to see Brazil's range of income inequality during the tour, in the contrast between the various neighborhoods. And you would have the opportunity to ask questions of community leaders about their hopes for economic development and improving the lives of the poor. See if you can find out how their efforts are financed (private or public aid, domestic or international), whether there is a role for microfinance (localized, very small business often used to help the poor establish small enterprises), and levels of unemployment and/or per capita income typical of the population they work with. What range of improvements do they hope for, what kind of constraints do they face within the current national/international economy, and what do they believe to be the best route for a brighter future for the people they work with? As you write your report, see what you can add from course materials or other resources on these topics available on the Intranet -- reference at least two. METHODS OF EVALUATION All exams are in-class, and are composed of four parts: multiple choice, problem (based on homeworks) short answer (brief answers to true-false questions: you must explain WHY the answer was true or false), and a prompted essay (based on Real World Macro readings). The final exam will be structured like the two midterms, covering primarily new material since the second midterm, but additional comprehensive questions (from earlier in the semester) will be added to the exam. Homeworks will be assigned on a roughly weekly basis, and will provide hands-on experience with the macroeconomic modeling analytics presented in the textbook. These will provide effective study guides for the exams. Students may form homework teams of up to four students to work collaboratively on homeworks, provided that they sign a contract with the instructor regarding expectations. No student will receive credit for a group homework assignment if he or she hasn't joined in the contract and hasn't individually signed the submitted completed homework. A homework problem may be redone ONCE for additional credit, if returned for re-grading within one week of its return by the instructor. These also must be signed for credit. Attendance and Class Participation 10% Field component reports 20% 2 Midterm Exams 20% 10 homeworks 20% Port of call case study participation 15% Final Exam 15% 100% ORDER FORM FOR REQUIRED TEXTBOOKS AUTHOR: Bradley Schiller TITLE: The Macro Economy Today PUBLISHER: McGraw-Hill ISBN #: 0072471883 DATE/EDITION: 2003/ Ninth edition (10th available by Spring 07?) COST: AUTHOR: Dollars and Sense TITLE: Real World Macroeconomics PUBLISHER: Economic Affairs Bureau, Inc. ISBN DATE/EDITION:2006/23rd COST: $26.95 RESERVE LIBRARY LIST UVA should place the following resources on Intranet reserve for this course: K. Gallagher: "Brazil: Trading Away Industrial Development?" Global Development and Environment Institute 12/13/05: http://www.ase.tufts.edu/gdae/Pubs/news/WTO_0512brazil.pdf [1 page] "Labor and Democracy in South Africa," by F. Barchiesi, pp. 153-158 in Real World Globalization, 8th ed., Dollars and Sense Collective. Cambridge, MA: Economic Affairs Bureau, 2005. "Local Democracy and Development: The Kerala People's Campaign for Decentralized Planning," by T. Isaac and R. Franke, pp. 228-237 in Real World Globalization, 8th ed., Dollars and Sense Collective. Cambridge, MA: Economic Affairs Bureau, 2005. "China Tightens Monetary Policy Again," by Keith Bradsher. New York Times 6/16/2006 "Trade policy, open regionalism and NAFTA: the socio-economic context for Japanese automobile investments in North America." Tesshu Koshiba and Paul Parker. Environments 29.3 (Dec 2001): p35(20). (Available Expanded Academic ASAP)

i believe no because no one is concern even our leaders.i believe that a change can be there if there is unity in nation but if our leaders are fighting among themselves how can one remove poverty. government does not have right policies .rich people are becoming richer whereas poor people are starving.i have witnessed some scenes which clearly justify my answer.i saw a boy and a dog eating from the same din.the people who are standing for elections are having criminal records.there are many villages where no one is educated .from my point of view education is one power by which one can remove poverty .

we can help the poor people bi giving good education and teaching them ettucacey we should provide them minimum tools towork for their livelywood working and earning. we should take middle men system.

DECREASE OF PRODUCT PRICES

Among all countries in the world, India has inherited the largest number of ancient manuscripts from time immemorial. They were written on the widest range of subjects known to humans. Indians were the originators of all higher knowledge in the ancient times. In about two decades from now, knowledge of these texts will be put to use to improve Indian economy. See my blog for more information: ProfPrasad's Blog http://blog.360.yahoo.com/ Topic:SCIENCE OF ANCIENT SCRIPTURES WIIL HELP INDIA TO RISE

india's economic boom is a miracle, yet we aren't able to help the poor in the country. this can only be possible if each constituency's representative is given a certain amount of money through which the poor of that area can be helped and thay should also be given jobs so gthat even they can take part in the economic boom in india.