Unit 3: Development

Introduction

One of the objectives of any government policy is to achieve the economic and social development of a country, and to this end national and sectoral development plans are drawn up. Planning seeks to accelerate the rate of growth of the Gross Geographic Product, redistribute income and property, and raise the standard of living of the people. It also seeks to achieve employment goals, facilitate social and geographic mobility of labor and capital, avoid inflationary pressures, and keep external indebtedness within manageable figures. In addition, the growing interest in the study of growth and development from an economic and sustainability perspective has stimulated several reflections on the importance of alternative models of development to face the depletion of resources and environmental degradation, and at the same time to respond to the prevailing needs of society, under conditions of globalization.

The scarcity of financial and human resources makes it impossible to implement a single plan simultaneously in a country; moreover, the level of development is generally not uniform; natural resources and population also vary in distribution; the public services available to population centres are disparate and are generally concentrated in the capital and/or in a few cities in the interior. The difficulties, therefore, call for regional planning as an instrument of development policy.

In this unit 3, I will explore aspirations, world population growth and the disparities between rich and poor. I will examine the economics of happiness and its relationship to our perception of success. It is important to reflect on these issues as they help us understand how chasing an economic giant can affect our happiness and how population growth influences the distribution of wealth.

Key words

Aspiration, priorities, altruistic, poverty, money, economy, health, transportation, trend and communication.

• Aspiration: a strong desire or ambition to achieve something.

• Priorities: the tasks, goals, or values that are considered more important or deserving of attention than others.

• Altruistic: showing a selfless concern for the well-being of others; being motivated by a desire to help and benefit others.

• Poverty: the state of being extremely poor, lacking basic necessities and resources for a decent standard of living.

• Money: a medium of exchange used for transactions, typically in the form of coins or banknotes, representing value and used for buying goods and services.

• Economy: the system of production, distribution, and consumption of goods and services in a particular region or country.

• Health: the state of physical, mental, and social well-being, free from illness or injury.

• Transportation: the act or process of moving people, goods, or materials from one place to another.

• Trend: a general direction or pattern of change over time, indicating the popular or prevailing course of action or behavior.

• Communication: the act of exchanging information, ideas, or thoughts between individuals or groups through various methods such as speech, writing, or non-verbal means.

Grammar patterns

• Present Perfect

The present perfect is a tense that is used in English to talk about actions or situations that occurred in the past, but that have a relevance or connection to the present. Generally, it focuses on the result or impact of past action on the present.

Form 

The present perfect in English is formed using the auxiliary verb "have" or "has", depending on the subject of the sentence, followed by the past participle of the main verb. Here are some examples:

• I have [I’ve] talked to my friend.
• You have [You’ve] learned a new skill.
• We have [We’ve] traveled to many countries.

In the case of the subjects "he", "she" and "it", the auxiliary verb "has" is used instead of "have". Here are some examples:

• He has [He’s] talked to his boss.
• She has [She’s] learned to play the piano.
• It has [It’s] traveled long distances.

Remember that to form the past participle of regular verbs in English, the ending "-ed" is usually added. However, some irregular verbs have different forms.

Structure 

1. Affirmative sentences: [Subject + auxiliary verb (to have) + past participle…]

Examples: 

• I have [I’ve] finished my homework
• She has [She’s] read that book.

2. Negative sentences: [Subject + auxiliary verb (to have) + “not” + past participle…]

Examples: 

• I have not [haven’t] eaten breakfast today.
• He has not [hasn’t] called his friend yet.

3. Interrogative sentences: [Auxiliary verb (to have) + subject + past participle…?]

Examples: 

• Have you finished your homework?
• Has she learned to play the guitar?

• Present Perfect Progressive

The Present Perfect Progressive is a tense in English that is used to express an action that started in the past, continues in the present, and possibly continues in the future.

Form 

The Present Perfect Progressive (Present Perfect Continuous) in English is formed using the auxiliary verb "have" or "has" (depending on the subject), followed by "been," and then the present participle of the main verb ("-ing" form). Here are some examples:

• I have [I’ve] been talking to my friend.
• You have [You’ve] been learning a new skill.
• We have [We’ve] been traveling to many countries.

For the subjects "he," "she," and "it," the auxiliary verb "has" is used. Here are some examples:

• He has [He’s] been talking to his boss.
• She has [She’s] been learning to play the piano.
• It has [It’s] been traveling long distances.

It's important to note that the present participle ("-ing" form) of the main verb is used in the Present Perfect Progressive. This form indicates ongoing or continuous action. Additionally, the auxiliary verb "have" or "has" is conjugated based on the subject of the sentence, while "been" remains constant.

Structure 

1. Affirmative sentences: [Subject + auxiliary verb (to have) + “been” + verb+ing.]

Examples:

• I have [I’ve] been studying English.
• They have [They’ve] been playing soccer.

2. Negative sentences: [Subject + auxiliary verb (to have) + “not” + “been” + verb+ing.]

Examples:

• She has not [hasn’t] been working late.
• We have not [haven’t] been watching TV all day.

3. Interrogative sentences: [Auxiliary verb (to have) + subject + “been” + verb+ing?]

Examples:

• Have you been practicing the guitar?
• Has he been playing video games all night?

Personal opinion about the unit

In the context of an ever-changing world, it is important to look at individual and collective aspirations, as well as their relationship to the economic juggernaut and the economics of happiness. In addition, the growth of the world's population and the disparities between rich and poor represent significant challenges that require deep reflection. In this essay, I will share my views on these issues and explore the learning outcomes obtained, as well as their usefulness in my life.

Aspirations are powerful engines that drive people to pursue goals and achievements. However, it is important to question the nature of these aspirations and their relationship to the economic giant. In many societies, material and financial success is valued as a measure of progress and happiness. However, the economics of happiness invites us to reconsider these perspectives, suggesting that other factors, such as personal relationships, emotional well-being and personal satisfaction, are fundamental to a full and meaningful life.

Global population growth poses significant challenges in terms of sustainability and equity. As the global population increases, pressures on natural resources and economic inequalities intensify. The unequal distribution of wealth and opportunities creates gaps between rich and poor, which in turn can lead to social and economic tensions. It is essential to address these inequalities and seek solutions that promote equitable and sustainable development.

Throughout my research on these issues, I have gained significant results in terms of awareness and perspective. I have learned to question conventional aspirations and to value aspects of life in pursuit of genuine happiness. In addition, I have understood the importance of addressing economic disparities and working toward a more just and equitable society. These learning outcomes have been useful in my life by allowing me to take a more critical view of the goals I pursue and encouraging me to seek a positive impact on my environment.

Aspirations, the economic giant, the economics of happiness, world population growth and the gap between rich and poor are related and relevant issues in today's world. It is essential to question our aspirations and consider what really brings us happiness and satisfaction in life. At the same time, we must address economic inequalities and promote sustainable and equitable development. This reflection enables us to make more conscious choices and work towards a more just and equitable society, where everyone has the opportunity to seek and find happiness in their own definition.