AP world Review sheet Essay Example for Free

AP world Review sheet Essay It is not possible to cram for an exam covering ALL OF WORLD HISTORY. In order to properly prepare for this exam, you will need several weeks to master the content as well as the skills. The following plan will help you to manage your time and get you ready for the test. It would be best if you worked in study groups of 3-4 classmates. Prepare to spend SEVERAL HOURS each weekend reviewing the content of this course. You should have a review book to help you. Suggested study steps: 1. Before you meet with your study group: a. Read and highlight review book section for assigned period of history b. Create note cards for important terms and people c. Gather old notes PERSIAN charts for each time period and review them 2. With your study group: a. Collected and graded each Monday Complete entire packet including charts and essay outlines b. Suggested: Discuss topics listed below with study group Complete multiple choice in review book and check over incorrect responses Write one complete essay while timing yourself Units of World History: 1. Technological and Environmental Transformations (8000 BCE – 600 BCE) 2. Organization and Reorganization of Human Societies (600 BCE – 600 CE) 3. Regional and Transregional Interactions (600 CE – 1450 CE) 4. Global Interactions (1450 – 1750 CE) 5. Industrialization and Global Integration (1750 – 1900 CE) 6. Accelerating Global Change and Realignment (1900 – Present) Discussion Topics for Study Groups: 1. What are the patterns and effects of interaction among societies at this time? (trade, wars, diplomacy, international relations) 2. Discuss the relationships of change and continuity across the world in this period. 3. What is the impact of technology during this period? What is the impact of demography during this period? (population growth, decline, disease, manufacturing capabilities, agriculture, weaponry, etc.) 4. Describe the systems of social structure and gender structure (compare across societies). 5. Describe the cultural, intellectual and religious developments during this period across the world. Discuss how these ideas spread from one group to another. 6. Describe changes in functions and structures of governments and attitudes towards states and political identities, including the emergence of the nation-state (political and cultural). 7. Which civilizations are on the rise during this period? Which are in decline? Why? **How do major civilizations during this time period compare? Directions: You are to answer the following question. You should spend 5 minutes organizing or outlining your essay. Write an essay that: Has a relevant thesis and supports that thesis with appropriate historical evidence. Addresses all parts of the question. Makes direct, relevant comparisons. Analyzes relevant reasons for similarities and differences. For the period from 3500 BCE to 600 BCE, compare the developments of two early societies from your studies (you must choose societies from two different geographic areas). *Hint: Think PERSIAN (not the empire) Week 2 Essay: DBQ FREE RESPONSE QUESTION Directions: The following question is based on the accompanying documents 1-8. (The documents have been edited for the purpose of this exercise). This question is designed to test your ability to work with and understand historical documents. Write an essay that: Has a relevant thesis and supports that thesis with evidence from the documents. Uses all of the documents. Analyzes the documents by grouping them in as many appropriate ways as possible. Does not simply summarize the documents individually. Takes into account the sources of the documents and analyzes the authors’ points of view. Identifies and explains the need for at least one additional type of document. You may refer to relevant historical information not mentioned in the documents. Using the documents, analyze Han and Roman attitudes toward technology. Identify one additional type document and explain briefly how it would help your analysis. Week 3 Essay: COMPARATIVE FREE RESPONSE QUESTION Directions: You are to answer the following question. You should spend 5 minutes organizing or outlining your essay. Write an essay that: Has a relevant thesis and supports that thesis with appropriate historical evidence. Addresses all parts of the question. Makes direct, relevant comparisons. Analyzes relevant reasons for similarities and differences. Analyze similarities and differences in the rise of TWO of the following empires: A West African Sudanic Empire (Ghana OR Mali OR Songhay) The Aztec Empire The Mongol Empire Week 4 Essay: CCOT FREE RESPONSE QUESTION Directions: You are to answer the following question. You should spend 5 minutes organizing or outlining your essay. Write an essay that: Has a relevant thesis and supports that thesis with appropriate historical evidence. Addresses all parts of the question. Uses world historical context to continuities and changes over time. Analyzes the process of continuity and change over time. Analyze the changes and continuities in commerce in the Indian Ocean region from 650 CE to 1750 CE. Week 5 Essay: CCOT FREE RESPONSE QUESTION Directions: You are to answer the following question. You should spend 5 minutes organizing or outlining your essay. Write an essay that: Has a relevant thesis and supports that thesis with appropriate historical evidence. Addresses all parts of the question. Uses world historical context to continuities and changes over time. Analyzes the process of continuity and change over time. Describe and explain continuities and changes in religious beliefs and practices in ONE of the following regions from 1450 to the present. Sub-Saharan Africa Latin America/Caribbean Week 6 Essay: DBQ FREE RESPONSE QUESTION Directions: The following question is based on the accompanying documents 1-10. (The documents have been edited for the purpose of this exercise). This question is designed to test your ability to work with and understand historical documents. Write an essay that: Has a relevant thesis and supports that thesis with evidence from the documents. Uses all of the documents. Analyzes the documents by grouping them in as many appropriate ways as possible. Does not simply summarize the documents individually. Takes into account the sources of the documents and analyzes the authors’ points of view. Identifies and explains the need for at least one additional type of document. You may refer to relevant historical information not mentioned in the documents. Using the following documents, analyze the causes and consequences of the Green Revolution in the period from 1945 to the present. Identify and explain one additional type of document and explain how it would help your analysis of the Green Revolution. Historical Background: The Green Revolution refers to the worldwide introduction of new, scientifically bred crop varieties and intensive use of new technologies

Beowulf and the Dragon :: Anglo Saxon Strength Poems Essays

Beowulf and the Dragon Beowulf is a poem about strength and courage. This is illustrated in the eighth section of the story called â€Å"Beowulf and the Dragon.† A slave, a hero and a dragon play a big role in this section. The characters are well developed, as is the setup for the conclusion of the poem. In the scene, â€Å"Beowulf and the Dragon,† a slave guilty of wrongdoing has to steal to earn his freedom and be forgiven for what he has done wrong. The slave decides to steal a beautiful cup to pay off his mistake, which was probably murder. The slave does not realize that he is stealing from the dragon until he actually sees the dragon. The slave immediately knows that it is an enormous mistake to anger the dragon, but he panics and leaves with the cup. When the dragon awakes after three hundred years of sleep, he discovers that his cup has been stolen. The dragon, also known as the worm, fills with anger and rage. Even though he is so angry, he does like the idea of battle: â€Å"Yet he took joy in the thought of war, in the work of fighting† (Donaldson 40). The dragon cannot wait to ravage the land of the people where one man has stolen from him: â€Å"The hoard-guard waited restless until evening came; then the barrow-keeper was in rage: he would requite that precious drinking cup with vengeful fire† (Donaldson 40). The dragon destroys the land and kills everyone around. The dragon even destroys Beowulf’s home. When Beowulf finds out about his home being destroyed, he decides that he is going to kill the dragon himself. Although Beowulf is very old at this point, he still has the confidence to slay the dragon. Beowulf has been king for fifty years, and he knows that all of his experiences in battle is enough for him to defeat the dragon. This is the first scene in where we see Beowulf as an old man. The poem skips fifty years between the first and second parts, and this scene picks up after the fifty-year gap. This scene also sets up Beowulf’s last great battle, which happens with the dragon. This scene also describes Anglo-Saxon beliefs. The scene shows how the people, and the dragon, love to fight. It is their way of life. It also shows a little bit of the law.

Developmental case study

It is important to know and understand the developmental milestones and be aware of the problems so children can be supported and offered the intervention if need. The bible provides a framework for Christian teacher's hereafter and actions that teachers can nature kindness, patience, humility and love of their own lives and the lives of their students (Galatians 5:22-26). By understanding children development is like a road map to explore the perspectives of children developmental theorists use to understand how children grow and change.The developmental case study is greatly improve the ability to interact with children with the better understanding of the stages of development, greater sight into how children behave, think and feel in certain ways which is a helpful way to gain and feel more comfortable in talking, playing and working with them. It is also important to realize that development is an ongoing process through out the lifespan and having a greater understand of how pe ople continue to grow and change can help appreciate and manage all stages of life.Participants Observation There are two participants in this developmental case study. First is a four years old boy, Monterey, who is a single child from African-American ethnicity. He attends NC Pre-K program, which provides high quality early educational experiences for four years old who are not attending preschool for various reasons and prepares children for kindergarten. Monterey is a very happy and high energetic child. He enjoys participate his friends in dramatic play center, running in the playground and eagerly to learn the new things during circle time.The second participant is ten years old girl, Kimberly, who is in fourth grade. Kimberly family are originally from Honduras, Kimberly is a bilingual student who speak fluently both English and Spanish. Her family moved to United States of America when she was three years old and she started to learn English when she attended preschool at th e age of four. Kimberly is very easy to get along and likes to play with younger children as she spends her late afternoon with mother, who is the reechoes assistant teacher. She likes to watch television, exercises with her older sister but not heavy active activities.She is a honor student, very bright and very curious about everything around her. The Whole Child Concept The â€Å"whole child† concept is based on the accepted principle that all areas of human growth and development are integrated. All areas of growth are knitted together in mutually supportive network creating the uniqueness of each child. Teachers learn what makes each child special, what they look like when the children move their bodies or change their expressions. The observant teachers read through the way they express the â€Å"whole child† (Gordon & Browne, 2013, p. 67).To define the â€Å"whole child†, observant teacher uses six developmental domains to express how children grow and de velop, which are developmental of social-emotional, physical, cognitive, language, cultural identity and creativity. In this development case study mainly focuses on three developmental domains in each participant, which are: Social-emotional development, includes children relationship with themselves and others, self-concept, self-esteem and ability to express their feeling. Physical placement, includes gross mother, fine motor and perceptual motor activities.Cognitive development, includes curiosity, ability to perceive and think, memory, attention span, general knowledge, problem solving, analytical thinking, beginning reading and computing skills. Developmental Case Study Monterey is four years old and according the social-emotional development during preschool years, a young child's social life evolved in relatively predictable way. The social network grows from the relationship with parents or other guardians and including family members. Social interactions extend from home t o child-care arrangement or preschool.Erick Erosion's theory of social development suggests that during the preschool year, children must resolve the personality crisis of initiative versus guilt. The child's successful solution in this stage results in a sense of initiative and ambition tempered by reasonable understanding of the permissive (Slaving, 2012, p. 62). Monotone's social-emotional development is age appropriated. He is learning what is acceptable and what is not. His emotional regulation skills expand and able to identify his feelings, as his language skill develop.Monterey enjoys being around his peers, during preschool years, peers begin to play the important roles. Peers conflict let children see that others have thoughts and feeling different from their own. Most of preschool interactions occur during play, which reflects the four levels of social interaction (solitary play, parallel play, associative play and cooperative play). Monterey spends most of the time in dr amatic play center and he achieves in the cooperative play level, which occurs when children Join together to reach common goals, sharing and taking turn.Play also allows boys to express themselves through dramatic play and to learn how to negotiate social-emotional challenges. It is through imaginary scenarios that young children work through family situations, pretend to be, negotiate role and problem-solve other real-life situations (Groper et al. , 2011, p. 36). Movement is a hallmark of early childhood and dramatic changes occur in both gross motor skills and fine motor skills (McDermott & Ramrod, 2013, p. 164). During preschool years, gross motor skills become smoother and better coordinated as a result of muscular control increasing.Young children infuse pretend role in into their physical play. In gender difference, boys have a larger proportion of muscle tissues Han girls, they are more physically active and participate in more rough-and-tumble play than girls (Gordon & Bro wne, 2013, p. 341). In this observation, even though Monotone's physical appearance is smaller than his friends in the classroom, he tends to play rough-and-tumble like other boys who are bigger than him, which in this case, size does not matter in his physical development.Monotone's fine motor skills make major strides in his age by dressing himself, eating with utensils, building blocks, putting small puzzles pieces together, writing his name legibly and cutting by using scissor to follow certain patterns. Level Weights believed that the adults in the society foster children's learning, engage children in meaningful and challenging activities and help them make sense of their experiences. Weights emphasized the importance of adult guidance in promoting cognitive achievements. Children's learning involves the acquisition of information from others and deliberate teaching.Development occurs as the child internalizes, be able to think and solve the problem without the help of others, this ability is called self-regulation. There are three key concepts in Weights theory, which are a zone of proximal development (ZAP), scaffolding and private speech or self-talk. As Monterey being observed, he clearly shows one of the key concepts of Weights theory, Private speech or self-talk. There are many times when he is working on play dough, puzzles and building blocks, he usually talks himself out loud about his plan in what to do next.When thought and language first merge, children often talk to themselves. Self-talk serves an important function in cognitive development. By talking to themselves, children learn how to guide their own behavior through complex maneuvers (McDermott & Ramrod, 2013, p. 17) and self-talk increases when children are performing more challenges task. Language development in children age three to seven years is tied with their thoughts, during these years, children talk aloud to themselves. After a while, self-talk becomes internalized so he child ren can act without talking out loud (Gordon & Browne, 2013, p. 09). Children talk to themselves for self-guidance, self-direction and help children think about their behavior and plan for their actions. ZAP and scaffolding are also important keys in helping children develop their cognitive skills. ZAP helps hillier master their skills with the assistance of another skilled person and scaffolding is a useful structure to support children's learning. Children who get advice to help them master the activities within their abilities tend to be more successful in their cognitive skills and development.Kimberly is ten years old girl, who is very curious about everything around her. By the time, children enter elementary school, they have developed skills for more complex thoughts, actions and social influence. The primary grade children will normally be spent working through Erosion's fourth stage, industry versus inferiority. They contribute to their sense of industry and accomplishment . During this stage, children start to prove that they are â€Å"grown up† or â€Å"l can do it myself† stage. This stage also includes the growth of independent action, cooperation with groups and performing socially acceptable ways.Most children make great strides in terms of their ability to recognize emotions in themselves and others, control their emotions and communicate about their emotion with language. As Kimberly was being observed, her emotional regulation continues to evolve. She can substitute one activity to another, change the way they think about troubling situation. Only one thing that she tends to do is keeping her feeling to herself. According to McDermott & Ramrod (2013), elementary and middle school students also tend to keep their feelings to themselves that suggest they are vulnerable (p. 37). Kimberly tends to move on to the new thing and does not like to be asked about the problem that bothers her. Throughout the school year, children have oppo rtunities to face many circumstances to develop their emotional regulations and how to properly express their social expressions. Most children have a similar appearance during middle childhood, the body size increases and their legs are longer in proportion to the body. This steady growth results in an increase in height and weight. Girls mature somewhat quickly than do boys.As children progress through middle childhood, they become increasingly sensitive about their physical appearance (McDermott & Ramrod, 2013, p. 165). This shows in Kimberly perspective of others in their appearances. She likes to ask why people wear certain types of outfit, hairstyles and the way people look. She was asked to explain about her ideas about her own curiosity, her answers give the result f what she wishes she could have or looks like. Self-conscious increases as children get close to puberty, which children start to notice the changes of their appearances.Many children exaggerate their own physica l flaws, the reality is that appearance is influential in social relationship and affect how they feel about themselves (McDermott & ramrod, 2013, p. 165). Jean Pigged referred the period of cognitive development of children age between seven to eleven years old is concrete operational stage. During this stage, children become increasingly skilled in the understanding of logical and concrete information. Even though, they still struggle with hypothetical or abstract concepts, they still be able to focus on multiple aspects of problem, thinking in different viewpoints and become less egocentric.They begin to have longer attention span and better able to remember information for longer period. Play still plays an important part in children during this age group. Middle childhood play fosters cognitive development. Children exercise their executive skills when planning pretense scripts. Using symbols in games, designing constructions and organizing games with rules (Bergen & Foregoer, 2009, p. 428). Play also shows the ability to use what they already know to construct new knowledge.During the observation, Kimberly shows how she relates her cognitive skills with play ideas by creating new games, rules and being adjust them to be appropriated to younger children in her mother's classroom. Play is the essence of creativity in children throughout the world, it is universal and reflects the children's growth, life and how they look at the world. Not only cognitive development, play promotes learning for the whole child, providing benefits for all developmental domains. Conclusion Once, everyone was a child. Learning about child development can provide additional insight of how a child becomes later in life.The better understand of the age process, the better prepare when the issues emerge. Teachers, educators, parents and educator are not only gained the process of understanding but will be able to recognize what is normal and not normal in the children development. Bible also makes clear that each person is unique. All are able to contribute to life in a special way, using their distinctive gifts (Romans 12:4-8). Study human development tends to follow remarkably predictable patterns, which indicate the typical placement of each ages and stages.

Conditionality And The International Monetary Fund Mandate Finance Essay - Free Essay Example

Sample details Pages: 8 Words: 2302 Downloads: 5 Date added: 2017/06/26 Category Finance Essay Type Narrative essay Did you like this example? In the primary Articles of the Agreement of the International Monetary Fund (IMF) which set up the Fund in July 1944 neither the term structural adjustment nor the term conditionality can be found[1]. Conditionality was explicitly incorporated into the IMF when the Articles of Agreement were amended in 1968[2]. Henceforward Article V Section 3 states that The Fund shall adopt policies on the use of its general resources, including policies on stand-by or similar arrangements, and may adopt special policies for special balance of payments problems, that will assist members to solve their balance of payments problemsÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ ¦. Don’t waste time! Our writers will create an original "Conditionality And The International Monetary Fund Mandate Finance Essay" essay for you Create order However, even before conditionality was explicit in the IMF mandate the Fund used to practice a sort of conditionality from its beginning. For instance, after the IMF made its first loan to France in 1947, they refused another loan for France in 1948 because the Fund did not accept the French exchange rate policies[3]. But also in the early years conditionality was officially announced and Stand-by Arrangements were introduced by the Fund[4]. On February 13th 1952 the Executive Board decided that Fund resources should be used to help members provided the policies the members will pursue will be adequate to overcome the problem[5]. However, in the early years conditions were fewer in number and less detailed whereby this policy has come to be called macro-conditionality. Usually these conditions included cutting the government budget deficit, reducing the money supply and sometimes the devaluation of the national currency[6]. Although the Fund configured the essential policy, governme nts had a lot of room in how they could achieve the macro-economic targets of IMF arrangements[7]. The rationality of conditionality is to prevent the possibility of what economists call a moral hazard[8]. Moral hazard occurs when a party insulated from risk may behave differently than it would behave if it were fully exposed to the risk. Because IMF loans can be seen as a sort of insurance against the risk of a balance of payments crisis a moral hazard could occur when governments know that the insurance entity here the IMF will pay in any event, even if they operate an irresponsible economic policy. As in 1982 a deep financial crisis arose in Latin America due to excessive public sector borrowing the IMF was faced with considerable critics because countries of this region had participated in more IMF programmes than any other in the world[9]. The official IMF response was that not the general policy was wrong but that the programs had not gone deep enough. Thus, the IMF began to enforce more detailed policies which not only include fiscal and monetary targets, but also targets for international reserves, limitations of foreign debt, a prohibition against import restrictions, further provisions for trade liberalization, as well as conditions calling for privatization and deregulation of labour laws[10]. Therefore the Fund not only said that the balance has to be restored but moreover, how the government has to react specifically. This level of detail of IMF programme conditions is also called structural adjustment or micro-conditionality[11]. Polak (1991) analyses that the averag e number of conditions increased from below six in the late 1960s, to seven in the late 1970s to over nine in the late 1980s[12]. Then, as Bird reports, the average number of conditions per IMF arrangements increased to 9.9 in 1993, 10.5 in 1994, 11 in 1995, 13.0 in 1996 and 16 in 1997[13]. So over time, the policy conditions contained in IMF arrangements became much more specific[14]. But also the micro-conditional policy came under attack in the aftermath of the East Asian financial crisis which started in 1997 and attached nearly every county in this region[15]. Commentators pointed out that IMF conditionality had gone too far in the opposite direction of macro-conditionality and were too specific[16]. Interestingly the response of the Fund this time was a reversal of the trend backwards to a reduced conditionality again. The IMF uses the term ownership which means that participating countries should take more part in elaborating and implementing the conditions[17]. Despite the changes the IMF has made in defining conditionality since its beginning the basic approach to economic problems has not changed. The Fund still includes conditions which intend to lower the consumption of imported goods and thus, the arrangements require governments to reduce public spending, raise interest rates and taxes or devaluing the domestic currency in order to raise the prices of imports and make exports more competitive[18]. Therefore conditionality is still controversial and the question is if the IMF policy of conditionality needs further changes. To answer this question it is essential to examine what the effects of IMF conditionality are. From this result a conclusion may be drawn to what extent IMF policy should be modified. 2. Effects of IMF programmes There is a huge amount of data about the IMF programme since the 1950s. In total the official data from the Fund covers 199 countries for a total of 1,132 observations to date[19]. In theory there should be a clear picture about the effectiveness of IMF programmes, but despite the wealth of data researchers have found different results. The reason is mainly that different statistical approaches were used in the studies and their choice is often contended[20]. Nevertheless, there exist remarkable studies about the impact of IMF programmes on various parameters. Important indicators are balance of payments, inflation, budget deficits economic growth, income distribution and social spending. a. Effects on the balance of payments According to the Articles of Agreement one of the most important tasks of the IMF is it to help members solving problems in their balance of payments[21]. Deficits in the balance of payment arise when a country is taking in more imports or fixed assets or capital than it is generating through exports[22]. The IMF tries with its conditional loan to cut the domestic demand for imports and foreign finance in order to adjust the balance of payments through the mechanisms previously discussed. Pastor (1987) examined the impact of IMF programmes in Latin American countries in the period from 1965 to 1981[23]. He found a statistically significant positive effect of IMF conditional loans on the balance of payments. Killick et al. (1992) also noticed in their study about the participation of Latin American countries in IMF programmes a statistically significant positive impact on the balance of payments[24]. In an extensive study of 69 countries from 1973 to 1987 Gylfason (1987) also found a statistically significant positive effect of IMF programmes on the balance of payments[25]. Khan came to the same result in his study from 1990[26]and Conway (1994) in his paper which observed 74 countries from 1976 to 1986[27]. The only study which actually found a negative impact was conducted by IMF economists Goldstein and Montiel (1986)[28]. So the majority of studies using various methods and data have found that IMF programmes have a positive effect on the balance of payments. b. Effects on inflation and budget deficits According to the IMF, fiscal adjustment and stable prices are one of the core elements of macroeconomic design in IMF programmes[29]. Killick et al. (1992) as well as Conway have found that IMF programmes have a statistically significant positive effect on the budget deficit. Steinwand and Stone (2008) reviewed 22 studies on the relationship between inflation and IMF programmes[30]. However, his review does not provide a clear picture. Six studies found no effect, ten studies report that inflation decreases but without a statistically significant effect. Three studies in the review noticed a statistically significant negative effect, and three studies report that inflation increases, even if the effect is not statistically significant. The result implies that either IMF conditionality does not effectively address inflation or governments fail to comply with the conditions of the IMF. Also a combination of both options seems possible. c. Effects on economic growth Although economic growth is not explicit stated in the IMF Agreement[31]the IMF regards economic growth as a key goal of its policy[32]. The First Annual Meeting of the Board of Governors in 1946 already defined growth as a function of the fund when they declared that the Fund should aid members in maintaining arrangements that promote the balanced expansion of international trade and investment and this way contribute to the maintenance of high levels of employment and real income[33]. But there is only weak evidence that the IMF has been successful in promoting the growth of the participating country. A review on early studies about the impact of IMF programmes on economic growth was published by the IMF in 2001[34]. Out of nine studies from 1978 to 1995 covering different countries, regions, and programme-lengths, only one reported a significant positive effect. Four studies have found no effect; two reported a statistically insignificant effect and one reported an insignificant e ffect. Recent studies even show that IMF conditionality programmes have a significant negative effect on economic growth. This is result is supported by studies from Kahn (1990)[35], Conway (1994)[36], Dicks-Mireaux et al. (2000)[37], Przeworski and Vreeland (2000)[38], Hutchison et al. (2003)[39]and Dreher (2006)[40]. Thus, the newly emerging scientific consensus is that IMF programmes hurt economic growth. d. Income distribution and social spending An Evaluation Report from 2003 published by the IMF Independent Evaluation Office (IEO) considered 146 countries from 1985 to 2000 and examined how IMF programmes impact the poor, such as spending on health and education[41]. One result of the study was that governments not only did not cut such spending but the paper also indicates that IMF programmes let governments decide to increase their education and health budget An IEO study from 2004 confirmed this conclusion[42]. However, Nooruddin and Simmons (2006) found that while the overall effect of IMF programmes on health and education spending is positive, the impact is not statistically significant[43]. Moreover, the authors actually pointed out that for democratic countries the impact on health and education expenditures were negative. Three studies deal with the question if IMF programmes increase income inequality. Despite using different methodologies and data they all came to the same result that IMF conditionality programmes have caused a rise in income inequality. In a study about the income in Latin America under IMF programmes between 1965 and 1981 Pastor (1987) concluded that the single most consistent effect the IMF seems to have is the redistribution of income away from workers[44]. In a cross country analysis also Garuda (2000) found that IMF programmes exacerbate income inequality[45]. To the same conclusion came Vreeland (2002) who looked at the earnings in the manufacturing sector of 110 participating countries from 1961 to 1993[46]. 3. Changes to IMF policies As the mentioned studies show IMF conditional programmes do not have the success they should have. Therefore it seems to be necessary to think about how the IMF can achieve better results. One well-known critic is Nobel Prize laureate and former chief economist and senior vice president at the World Bank Joseph Stiglitz. In his view the major problem that the IMF failed in so many cases is its conditionality policy. The IMF recipe of liberalisation, deregulation and fiscal austerity is counterproductive because under economic crisis such policy can increase unemployment and deepen the crisis[47]. Stiglitz also points out that an industrialised country which is faced with an economic crisis do exactly the opposite of the conditionality policy which the IMF claims from its supported countries. So for example when the United States faced an economic downturn in 2001, the debate was not whether there should be a stimulus package, but its design[48]. Siglitzs standpoint is supported by th e reaction of the G-8 states to the current financial and economic crisis. In order to soften the biggest recession in the world since the Great Depression nearly every country has set up an enormous stimulus programme and governments as well as central banks accepted a rapidly increasing budget as well as the danger of high inflation due to a monetary policy of quantitative easing which finally means printing money without an economic growth. Under IMF conditionality such programmes would be unimaginable. Stiglitz concludes that the IMF probably acts more on the behalf of foreign investors and domestic elites at the expense of the poor than following economic rationality[49]. Stiglitz argues the IMF conditionality should be reduced and the Fund should return to the mandate proposed by Keynes: providing funds to restore aggregate demand in countries facing economic recession[50]. However, others authors like Thomas Willet[51]argue that the reason for disappointing results of the IMF policy is not the conditionality itself but rather the problem has been one of compliance. If participating countries would comply more with the IMF conditions, the results would also improve. International governmental policies as well as the IMF itself should enforce the conditions set by the IMF more strictly. Vreeland points out that the US often prevents the IMF from enforcing conditionality if these countries are favoured by the US for political reasons[52]. Even the Fund reacts to critics of its policies and has adapted its policy accordingly over time. It seems like the IMF is stuck in a battle between opposing viewpoints on conditionality. Perhaps, such problems are unavoidable for a global financial institution like the IMF but nevertheless it is obvious that conditionality is abused either by countries which are not interested in enforcing it or by countries which are not interested in a stable economic and social policy because they rely on a guaranteed IMF bailout.