Monday, September 30, 2019

Concept of the Labor Force

Labor force Labor force is the total number of persons available to supply the labor for the production of economic goods and services. In other words, it is the total number of people of working age in a country who are able and willing by law to work. It is the active or working population and it comprises all persons who have jobs and those who are seeking for jobs in the labor market. They are normally found between the age bracket of 18 to 65 years. Working population varies from one country to another. To be a member of the labor force, one must be of working age (18-65 years), be able-bodied, ie, not handicapped either.Mentally or physically, and must be willing to work. Persons that are not members of the labor force include: †¢ Children of school age (0-17 years) †¢ Elderly (above 65 years) †¢ The handicapped (either physically or mental) †¢ Persons even though they are able-bodied but are unwilling to work. Demand for Labor Demand for labor is the total number of workers employers are willing and ready to employ or hire at a particular time and at a given wage rate. The demand for labor is a derived demand, because labor is not required for its own sake but for what it can help produce. Factors affecting the demand of labor are: . The size of market: The size of the market for goods and services produced determines the demand for labor. The larger the market, ie, the greater the production of goods and services, the higher the demand for labor to produce the required goods and services. 2. Number of industries: The higher the number of industries that produces the needed goods and services, the higher the demand for labor 3. Wage rate of price of labor: The demand for labor by employers depends on the price at which labor is offered for sale (by workers). If labor is willing to take a low wage rate, the demand for labor will be high. 4.Availability of other factors of production: If other factors of production such as land and capi tal are available in large quantity to produce the required goods and services, there will be a corresponding high demand for labor. 5. Efficiency of labor: If the efficiency of labor is high, there would be high propensity for employers to engage more labor and vice versa. 6. Demand for goods and services: The demand for goods and services in a country can stimulate an increase in the demand for labor. 7. Nature of Industries: The nature o industries- whether it is capital-intensive or labor-intensive will determine the demand for labor.The labor-intensive industries will lead to high demand for labor. 8. State of employment: The state of employment determines the demand for labor. If the economy has reached full employment, there will be little or no demand for labor but if it is under-employment, there will be need to demand for more labour. Supply of Labor Supply of labor is the total number of people of working age offered for employment at a particular time and at a given wage rate. In other words, supply of labor can be referred to as the services of labor available in the labor market. Factors affecting the supply of Labor or size of Labor force are as follows: 1.Size of population of a country: The larger the population, the greater the number of labour to be supplied. 2. Official school leaving age: If the school leaving age is low, the proportion of labour force will be high. 3. Retirement age: The age of exit in public employment will determine the labor force. The older the age, the more the supply of labor and vice versa. 4. Pursuit of higher education: Many people in their pursuit of higher education, go beyond the official entry age into the labor force. 5. Age structure of the population: The structure of a country's population is a significant determinant of the size of the labor force.The lower the dependent people, the higher the supply of labor force will increase in a country with a greater number of its people between the ages of 18 and 65 years. 6. Role of women in the society: In some societies, women are usually prevented from engaging in gainful employment because of religious belief, social and cultural factors and this affects the size of labor force. 7. Number of working hours and working days: The number of working hours per day and the number of working days in a week of year also helps to determine the supply of labor. 8.The number of disabled: When the number of disabled persons in high especially within the working population, the supply for labor will be low. 9. The number of people unwilling to work: There are certain number of able-bodied people who are also between the age bracket of 18 and 65 years but are unwilling to work. If their population is high, it will affect the size of supply of labor. 10. Migration: The rate of migration can also affect the size of labor force. If the rate at which the working population leaves a country is higher than rate at which people come in, it will lead to reduc tion in the supply of labor. 1. Trade union activities: The activities of trade union may also affect the supply of labor. For example, when a long period of training is imposed on a certain trade, this may discourage people from engaging in such trade or profession leading to a reduction in supply of labor. 12. Government Policies: Certain government policies can affect the supply of labor. E. g, specific laws are made to exclude children and women from working in ministries. This can reduce the supply of labor to that are or field. 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Sunday, September 29, 2019

Assessment criteria in the standards Essay

1. Define person-centred values (1.1.1) Person-centred values include: Treating people as individuals for example give the resident choice what they want to wear, to eat, where they want to be, if they want go shopping. Taking account choices, wishes and desires. Supporting people to access their rights by giving them information about choices that they have, and helping them to understand. Supporting people to exercise choice in every day live activity Treating people with dignity and respect in there decisions by involving as few staff member as possible during the personal hygiene, closing the doors and curtains, knocking on the door. Recognising that working with people is a partnership rather than a relationship controlled by professionals 2. Explain why it is important to work in a way that embeds person centred values (1.1.2) see more:explain factors that contribute to the wellbeing of an individual It is important to work in these ways, to meet the needs of the individual to improve self esteem and confidence. To provide the best possible quality care service by treating people as individual and respecting there choices. To ensure a good quality of life of the individual so they can feel like in there own homes, and take part or not in a activity, treat the individual as you would want to be treated 3. Describe how to find out the history, preferences, wishes and needs of an individual (2.2.1) Sources of information to find out the wishes and needs of an individual include asking: – the individual – family – friends – other carers – other professionals i.e. GP, social worker, nurse – referring to documents i.e. care plans, reports and other records. 4. Describe how to take into account the history, preferences, wishes and needs of an individual when planning care and support (2.2.2) When planning care and support we must appeal to documents i.e. care plans, reports and other records, involve person asking them, for example giving them choices about all aspects in there live eg: asking person hot or cold drinks, tea or coffee, ask every time. Also I can involve family and friends in decisions if needed, or take decision in the best interest of the individual. People wishes and choices may change so carers should be aware of that. 5. Explain how using an individual’s care plan contributes to working in a person-centred way (1.1.4) A Care Plan may be known by other names (e.g.: support plan, individual plan). It is the document where are detailed day to day requirements and preferences for care and support. It must included: Health, employment, education, social, religious and cultural. Using a individuals care plan means that I working towards the individuals choices and wishes because individuals should be involved in planning of there own care plan. 6. Define the term ‘consent’ (3.3.1) Consent is agreement to an action i.e. in social care agreeing to a bath or a shower, to medication, agreement to have details shared with others. 7. Explain the importance of gaining consent when providing care or support (3.3.2) It is important to gain consent so the person will feel comfortable and happy about the activity. If I gain the consent the individual will be more likely to co operate. Without consent the person may become distress and upset and this could provide dangerous situation when they can harm themselves or others Lack of consent could be construed as abuse i.e. forcing an individual to have a shower when they have not agreed. 8. Describe how to establish consent for an activity or action (3.3.3) Consent can be in different forms and includes: Verbal consent. This should involve the individual and language used mast be simple and recognisable by the individual. Communication should by checked be repeating the question. Any physical disease should be taken into account eg: deafness, vision problem. Written consent. The individual mast understand what are they signing for. Consent via a representative or advocate. 9. Explain what steps to take if consent cannot be readily established (3.3.3) Steps to take when consent cannot be established include: Not continuing with the task. Ask individual about the reason they not consenting. Find out if there is that can be solved straight away e.g. Person may not be ready, he may ask for another 5 minutes. Reporting to the supervisor or manager if the problem cannot be solved immediately. Recording the information in the daily care plan 10. Define what is meant by active participation (4.4.1) Active participation is a way of working that recognises an individual’s right to participate in the activities and relationships of everyday life as independently as possible; the individual is regarded as an active partner in their own care or support, rather than a passive recipient 11. Describe how active participation benefits an individual (4.4.1) Benefits include: Sense of well-being for the individual means that the person feel good about themselves. Sense of purpose on every day live. They can enjoy life Engagement in daily activity which give the person a sense of achievement an stimulation which can be physical and mental 12. Identify possible barriers  to active participation and describe ways of reducing them (4.4.2) †¢ Barriers include: †¢ issues over physical access †¢ lack of information in accessible formats †¢ emotional barriers such as lack of confidence †¢ professional support staff taking over †¢ family carers who find it hard to let go 13. Describe ways of encouraging active participation (4.4.4) Ways of encouraging participation include: – discussion and encouragement with the individual – providing useful information – using friends and family to encourage – ensuring appropriate activities – peer-group encouragement – persuasion techniques – highlighting the benefits of the activity 14. Identify ways of supporting an individual to make informed choices (5.5.1) Ways of supporting an individual to make informed choices include: – discussion with the individual or advocate – providing relevant information which is accessible and understandable e.g. It should be in a language that is understandable to that person. If the person that cannot read I may use pictures instead – guidance from friends or family – using an advocate or support service 15. Explain why risk taking can be part of an individual’s choices (5.5.2) Risk-taking means being aware of the potential hazards but still carrying on with the activity. I can reduce the risk so that person choice could by meet. For example when individual want make a cup of tea I will let him to take a cup, put a tea bag in cup, but I will fill the cup with hot water. 16. Explain how agreed risk assessment processes are used to support the right to make choices (5.5.2) Risk Assessment Processes include: Risk assessing in activity so that the potential risk can be identified, in this way we can look to reduce the risk. The person can make a choice about activity. In this way the person views and opinions are respected. All risk assessment should be recorded and reviewed 17. Explain why a worker’s personal views should not influence an individual’s choices (5.5.3) Personal views should not influence an individual’s choices because choices that other people make are not ours choices. Everyone needs to be able to make their own choice. 18. Describe how to support an individual to question or challenge decisions concerning them that are made by others (5.5.4) Support an individual to question or challenge decisions includes: Encourage questions and comments from the individual, making sure that they understand Give the individual time to speak and be prepared to listen what they want to say Assist the individual to ask for a second opinion, from somebody who can have more experience, information and advice(sign posting) Speak/refer the individual to a senior member of staff to discuss issues and way to solving them. If is necessary use the complaints procedure. 19. Explain how individual identity and self-esteem are linked with wellbeing (6.6.1) Individual identity is about who I am, my experiences, my beliefs, culture, religion. Self esteem is filing good about myself, being happy and content, having confidence. This two are linked to well being, because well being is about being happy with yourself and your life. 20. Describe attitudes and approaches that are likely to promote an individual’s wellbeing (6.6.2) Attitudes and approaches that are likely to promote an individual’s well-being include: Being treated as an individual so your choices are respected and acknowledged like some of the people don’t eat meat and we have to give them other choice which does not include meat. So it is treating people witch dignity and respect giving them choices. Good communication is needed so everybody understood each other. 21. Identify ways to contribute to an environment that promotes wellbeing (6.6.2) I have to be sure that environment is not to hot or not too cold. If it is too hot I can put a fan on. If it is too noisy I will look at ways to reduce the level of noise. If the individual does not like other person I will put him next to that person. They may be people that really like each other and I will encourage this friendship. Furnishing and decoration can be involved in a person wellbeing. I would ask the person what kind of decoration they like. I will make sure that chairs, bed are comfortable and what the person want. Once you have completed, your Learning Advisor will be able to cross reference the knowledge into UNIT 4222-207 of the diploma (EXCEPT 1.1.3)

Saturday, September 28, 2019

Role of Human Capital in Economic Development

CHAPTER ONE INTRODUCTION a)  Ã‚  Ã‚  Ã‚  Ã‚   BACKGROUND Kenya is one of the less Developed countries that are endowed with relatively good levels of resources and labor. However, there are still a lot to be done to tap those resources into viable productivity and industrialization levels. One way of achieving this is by maximizing the use of both physical and human capital. In or case we shall consider human capital. Human capital, according to Adam Smith refers to the acquired and useful abilities of all the inhabitants or members of the society. The acquisition of such talents by the maintenance of the acquirer, during his education, study or apprenticeship, always costs a real expense, which is a capital fixed and realized, as it were in his person. Those talents, as it makes a part of his fortune, so do they likewise to that of the society to which he belongs. The improved dexterity of a workman may be considered in the same light as the machine or instrument of trade which facilitates and bridges labor and which, though it costs a certain expense, repays that expense with a profit. Therefore, the greatest improvement in the productive power of labor and the greater part of the skill, dexterity and judgment with which it is anywhere directed or applied, seem to have been the effects of division of labor. Other types of capital being equally important, they can be provided with ease if the private sector and the government, through public expenditure can use the existing human capital to develop and widen the capital stock base, both in domestic production and production of industrial goods. Human capital is therefore a vital factor of production, seemingly the most prominent of all the other types of Capital. Owing to increasing population growth in Kenya, labor is not a hindrance to development. In fact, people export their workforce to the United States of America through the famous Green card lottery. There is more than this in economic development process. Explaining why less developed countries are poor, Robert L. Heil Broner, the author of the book, ‘The Economic Problem, 1970’, said that these are poor countries because they are traditional societies, that is, societies that have developed neither the mechanisms of command nor of the market by which they might launch into sustained process f economic growth. He stressed that as he examines the less Developed Countries he gets a feeling that he is encountering in the present the anachronistic counterparts of the static societies of antiquity. He considered agricultural and industrial capital not to be the only reason for low productivity and economic development. To him, an endemic cause of low par capita output and inc ome lies in the prevailing social attitudes that are vital determinant of human capital development. Typically, people of underdeveloped economy have not learned the economic attitudes that foster rapid industrialization. Instead of disciplined workers they are reluctant and untrained workers. Instead of product-minded businessmen, they are trading-oriented merchants. It’s therefore very necessary to inculcate human capital into the economy of less developed countries. b)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   STATEMENT OF THE PROBLEM What exactly is the role of human capital and other social variables in economic growth and development of an economy? In the traditional neoclassical growth models developed by Robert Solow and Trevor Swan in the 1950s, the output of an economy grows in response to larger inputs of capital and labor (all physical inputs). Non economic inputs such as human capital or human health variables have no function in these models. However, the endogenous growth models developed by Paul Romer (1980) broadened the concept of capital to include the human capital. The advent of endogenous growth models with human capital (providing externalities) is argued to have enhanced the understanding of the mysteries of rapid and long sustainable high growth performance of some developing countries. However, to establish the point whether healthy human capital was one of the important factors in explaining the economic development for east African countries including Kenya, it will be useful to analyze the actual data on these variables across the countries. This paper therefore seeks to determine if, indeed, human capital has been the factor that has caused a rise in economic growth and development in east Africa. c)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   RESEARCH QUESTIONS ?   What is the role of human capital in economic development in east African countries?    Is healthy human capital and other non economic inputs are part of the determinants of economic growth in east African countries? d)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   OBJECTIVES OF THE STUDY ?  To find out the role of human capital in economic development in east African countries. ?  To determine whether healthy human capital and other non economic inputs are part of the determinants of economic growth in east African countries. e)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   SIGNIFICANCE OF THE STUDY This study is seeking to establish the relationship between human capital and economic growth and development in east Africa. By so doing, we will be able to know with certainty whether human capital is actually one of the reasons for economic growth in east Africa, in which case the findings will be used to establish the right proportion of human capital needed to mix with other economic inputs so as to facilitate sustainable economic development in the region. It also gives an indication of the possible way to rate human capital against other inputs to the economic development of east African community. The findings of this study will help the implementation process of the east African development goals and objectives. This will be possible given the evidence of the role of human capital in economic development, as established in this study. Furthermore, this study will also shed light to east African states on whether to put much reliability on social amenities such as hospitals, schools and churches. If the study finds a positive relationship between human capital and economic development, then it is left with no much option but to improve on its social amenities and allocate more of its resources to the same. CHAPTER TWO LITERATURE REVIEW In this chapter, we will first consider past theories regarding the field of the study. This is to appreciate the various aspects that are of significance in our study as has been developed in theories. In the traditional neoclassical models developed by Robert Solow and Trevor Swan in the 1950s, the output of an economy grows in response to larger inputs of capital and labor (all physical inputs). Non economic variables such as human capital or human health variables have o function in these models. Furthermore, the economy under such a model conforms to the law of diminishing returns to scale. With these assumptions, the neoclassical growth models afford some implications to the economy; particularly that as capital stock increases, growth of economy slows down, and in order to keep the economy growing it must capitalize from the infusions of technological progress. It is well known that this type of mechanism is the neoclassical model is neither inherent nor does it strive to explain much. In economic lexicon, this simply means that the technological progress is exogenous to the system. Yet the reality is quite contrary to that, especially in East African countries which kept over the years. This implies that it is not only technology which is the main driving force accountable for maintaining such high growth performance in the economies but there are other factors which are outside the realm of neoclassical growth model. Addressing the above issues, in the mid 1980’s, a new paradigm was developed in literature, mostly due to the Paul Romer (1986), which is now commonly known as Endogenous growth models. By broadening the concept of capital to include human capital, the new endogenous growth model argues that the law of diminishing returns to scale phenomenon may not be true as is the case for developing countries. In simple terms, what this means is that if the firm which invests in capital also employs educated and skilled workers who are also healthy , then not only will the labor be productive but it will also be able to use capital and technology more efficiently. This will lead to the so-called ‘hicks neutral’ shift in the production function and thus there can be an increasing rather than decreasing returns to investment. In other words, technology and human capital are both endogenous to the system. Indeed, the advent of endogenous growth models with human capital (improving externalities) have certainly enhanced the understanding of the mysteries of rapid and long sustainable high growth performance of east African economies. Julie Turcotte & Lori Whelwel Reninson also studied on technology and human capital. They examined the effects of education, training and technology use on productivity and wages at firm level. They made innovative use of statistics in Canada’s orkplace and employee survey, which allows the linking of characteristics of workers in a firm to firm performance measures. They found that productivity is higher; the intensively the technology is used in the firm, the greater the proportion of university educated workers, the greater the participation of workers in training programs the greater the proportion of workers who get computer training the greater the firm’s ex port orientation. A key finding with important policy implications is that computer skills training can augment the qualifications of low skilled workers and consequently boost firm productivity. From the theories, therefore, we can correctly postulate that human capital has a role to play in economic development of any nation, especially the developing ones like the east African countries; Kenya Uganda and Tanzania. CHAPTER THREE METHODOLOGY OF THE RESEARCH CONCEPTUAL FRAMEWORK The methodology of carrying out this research is ideally dependent on the various aspects of human aspects such as human health, education and training. In regard to health, we shall consider the mortality rates of the three countries under study. This study will then seek to show the relationship between mortality rates and the level of economic development in the three countries. In respect to education and training, this study will use the level of education and other skills acquired through training. It will then determine the relationship between education and training and economic development for each of the three countries under study. Finally, this study will establish the overall impact of the different trends in education, training and health on economic development of each of the three countries. If we find that there is a positive relationship, then we shall be able to conclude that human capital has a role to play in economic growth and development. On the other hand, if there is a negative relationship, then we dismiss the possibility of human capital playing a role in economic development. RESEARCH MODEL The research model to be developed in this study is that which considers economic growth given by output (y) as a function of both labor and capital, but puts much emphasis on human rather than physical capital. We shall first consider the cob Douglass function given by; Q=Af (L, K): where Q is the level of output, K is the level of capital, L is labor and A is technology. Now, if we assume that the amount of labor is sufficiently provided and that technology is constant, then capital will be the determinant factor in production. If we break down capital into fixed Physical capital and human capital we get; Q=Af (L,Kp,Kh): where Kp refers to physical capital and Kh refers to human capital. Therefore, output is directly related to human capital, and we have to prove this in our study by using relevant variables. DESCRIPTION AND MEASUREMENTS OF VARIABLES The variables to be used in this model will be the two major determinants of human capital. In order t explain the point whether healthy human capital is one of the important factors in explaining the economic development for east African countries, it will be useful to analyze the actual data on these variables across the countries. Although there are many variables that can represent human capital and healthy conditions of the people of a nation, to keep the analysis simple while, at the same time, capturing the basic broad thrust of these two variables, this paper will focus on total literacy rate and life expectancy at birth. Total literacy rate will give us an overview of what we expect as the overall level of education and skill development, while life expectancy at birth will determine the level of health among the citizens of a nation. This gives the overall level of human capital which we shall relate to the level of output, growth and economic development. Life expectancy at birth refers to a measure of overall quality of life in a country and summarizes the mortality at all ages. It can also be thought of as indicating the potential return on investment in human capital and is necessary for the calculation of various actuarial measures. This entry contains the average number of years to be lived by a group of people born in the same year, if mortality at each age remains constant in the future. Literacy rate on the other hand includes a definition of literacy and census bureau percentages for the total populations; males and females. There are no universal definitions and standards of literacy. Unless otherwise stated, all rates are based on the most common definition – the ability to read and write at a specified age. Information on literacy, while not a perfect measure of educational results, is probably the most easily available and valid for international comparisons. Low levels of literacy and education in general can impede the economic development of a country in the current rapidly changing, technology-driven world. SOURCES AND TYPES OF DATA The sources of data in our study are basically the internet, lecture notes, library books and journals and magazines. We shall use available data relating to the life expectancy rates and literacy rates from the internet, government documentaries and articles. We shall also use lecture notes and library books to get the theories of scholars and adopt them in our study. The types of data will be of secondary nature. It will involve data of theories, findings by other individuals or groups, established models and empirical studies. It will also include government documentaries and public opinions as established in secondary data. DATA ANALYSIS In analyzing the data, we shall first quantify the value of each variable using the appropriate society preference schedule. We then tabulate the results, establish the graphs, evaluate the results, interpret and draw conclusions. In summary, the data analysis will involve a systematic process of putting the variables into quantifiable statistics, evaluating them, interpreting and making conclusions. This will include the use of both geometric and mathematical analysis. SCOPE AND LIMITATIONS OF THE STUDY This study will be carried out within Kenyatta university premises in a period not less than three months and not more than four. It will include visits to the library, use of Kenyatta university computers, discussions with Kenyatta university students especially from the school of economics and also consulting lecture notes, perhaps in the study room or in the hostels. There are some limitations to this study just like any other kind of study. First is the intermittent network failure in the school computers. There is also the problem of inadequate books in the library and the school policy not to allow undergraduate students to access research materials from the Africana section of the library. Worse still, is the problem of shallow coverage of the syllabus content by lecturers and the students’ tendency not to cooperate in discussions. CHAPTER FOUR INTRODUCTION The world today is very different from the one which experienced the two world wars. During the second half of the Twentieth century, considerable advancements in science and Technology, along with the establishment of broadly-based Governments and strengthening of institutions, have led to significant Socio-economic progress and improvement in the lives of a large number of people in many countries. However, there are still many others among us who are lagging behind. The current reality in the East African region is the existence of significant differences in the state of economic development among countries. For instance, when GNP per capita income is taken as an indicator of economic development (see figure 1. 1), the figures for Kenya, Uganda and Tanzania. Fig 1. 1 1999 | KENYA 1600 | UGANDA 1060 | TANZANIA 550 | 2000 | 1500 | 1100 | 710 | 2001 | 1000 | 1200 | 610 | 2002 | 1020 | 1260 | 630 | 003 | 1000 | 1400 | 600 | 2004 | 1100 | 1500 | 700 | 2005 | 1100 | 1800 | 700 | 2006 | 1200 | 1900 | 800 | 2007 | 1700 | 1000 | 1300 | 2008 | 1600 | 1300 | 1300 | 2009 | 1600 | 1200 | 1400 | 2010 | 1600 | 1300 | 1400 | Given the vastly divergent economic development among the three countries, it would be a common myth to presume that the discrepancy in development is somehow inherited by the respective groups of countries. Contrary to this general perception, it is quite an enigma to note that, this had not been the case in the past. In fact, figure 1. 1 distinctly shows that economic development measured in terms of GNP per capita in the early 2000 for these countries except Kenya was quite similar and comparable to the extent that they were below 1200 USD mark. In light of the above, the pertinent question is: what factors led to this exceptional economic development for some countries (i. e. , East African developing countries) in the last three decades? Obviously, the factors could be numerous, ranging from social to cultural, from economic policies to institution development, geographic location to opportune time. In this paper, however, rather than focusing on all these factors together, which of course is beyond the scope of this study, only the socio-economic factors, particularly the human capital dimensions, are briefly investigated across the group of countries to establish the possible role and linkage of human capital with economic development. HUMAN CAPITAL AND ECONOMIC DEVELOPMENT In inspecting the total literacy rate data for various East African countries in figure 1. 2, it is intriguing to note that even in the 1990s when most of these countries were at similar stages of economic development, Kenya was far ahead of both Uganda and Tanzania. In fact, the total literacy rates for Kenya in 1995 was as high as 78. 1 per cent, 67. 8 per cent for Tanzania and even Uganda had a rate of over 61. 8 per cent. After three decades, while Kenya and Tanzania have somewhat ameliorated their human capital, the total literacy rates are still far below 70 per cent in the case of Uganda as shown in figure 1. . During the same period, however, Kenya and Tanzania have more or less achieved the formidable task of educating most of their people. As a result, in the late 2003, the total literacy rate of the Republic of Kenya has reached 85. 1 per cent and Tanzania managed to achieve a rate of about 78. 2 per cent. Fig 1. 2 | KENYA | UGANDA | TANZANIA | 1995 | 78. 1 | 61. 8 | 67. 8 | 2000 | | 62. 7 | | 2002 | | 66. 8 | 69. 4 | 2003 | 85. 1 | 69. 9 | 78. 2 | Analyzing the health variable measured in terms of life expectancy at birth across the three groups of countries in the East African region, like the literacy rate, again a similar sort of pattern is evident among these countries. For instance, in 2000, all East African countries had a Life expectancy at birth below 50 years except Tanzania with Uganda having a figure of even much less than 45 years as shown in figure I. 3. On the other hand, during the same period, Tanzania had a life expectancy at birth well over 50 per cent with the Republic of Kenya having a figure almost 50 years (47. 98 years). In 2011, although East African countries enhanced their life expectancy to a level of over 50 years, Tanzania and Uganda, in this context, is far more stagnant, as shown in figure 1. 3. In the case of Kenya, the life expectancy rate is now in the order of over 55 years. Fig 1. 3 | KENYA | UGANDA | TANZANIA | 2000 | 47. 98 | 42. 93 | 52. 26 | 2001 | 47. 49 | 43. 37 | 51. 98 | 2002 | 47. 02 | 43. 81 | 51. 7 | 2003 | 45. 22 | 44. 88 | 44. 56 | 2004 | 44. 94 | 45. 28 | 44. 39 | 2005 | 47. 99 | 51. 59 | 45. 24 | 2006 | 48. 3 | 52. 67 | 45. 64 | 2007 | 55. 31 | 51. 75 | 50. 71 | 2008 | 56. 64 | 52. 34 | 51. 45 | 2009 | 57. 86 | 52. 72 | 52. 01 | 2010 | 58. 82 | 52. 98 | 52. 49 | 2011 | 59. 48 | 53. 24 | 52. 85 | What can one infer from the discussions so far? First of all, the empirical data overwhelmingly incarnate that, in the past decade, the three East African countries considered in this paper started with a similar state of economic development but now, in 2011, there is a marked dif ference among them on account of their per capita incomes. Kenya is now well beyond the reach of Uganda and Tanzania in 2011 in terms of economic development. Tanzania, on the other hand, is overtaking Uganda as depicted by the economic growth in terms of GDP per capita in 2011 in fig. 1. 2. Secondly, although in terms of per capita income all these countries were quite comparable in the early 2000, nevertheless, in the context of human capital and health sector development, there were huge differences among them; Kenya and Tanzania were, by far, ahead of Uganda. In the 1990s, most Kenya’s population were literate while Uganda and Tanzania still had a long way to go. Thirdly, based on the facts presented earlier, it is evident that the onslaught of East Africa developing countries’ rapid economic progress in the 1990s occurred along with their reasonably well developed and healthy human capital endowment which started to take momentum in the 1960s or even earlier. It is the view of the author that, for human capital to spawn a perceptible impact on economic development, a nation needs to have a minimum captious mass of at least 70 per cent or more literate population. What this means is that if an overwhelmingly large number of people in a country are literate, even with simple basic education as being able to read newspapers, this may open up the minds of the masses, possibly make them more enlightened workers and perhaps institute some element of discipline in them. These are, of course, some of the essential prerequisites for a large organized production to run efficiently and for leading to rapid growth. Through mass literacy, better prepared healthy workers and conducive investment friendly government policies, Kenya and Tanzania seem to have been able to furnish those essential elements of rapid growth at the very early stages of their development. And, therefore, at the dawn of globalization in the early 1980s, Kenya and Tanzania were befittingly prepared to attract large sums of foreign investments thus accomplishing rapid economic progress. On the other hand, during the same period, unfortunately Uganda was neither primed in terms of human capital endowments t large nor were its government investment policies responsive enough to allure foreign investors in sizeable quantities to trigger rapid economic growth. Thus, in a mere two decades, Uganda lagged far behind Tanzania and Kenya to the extent that any catching up in the near future by the former country to the level of the latter countries would be a very challenging onus. As shown by the GDPs per capita, Kenya still maintain s its High level of 1600 USD as it was in 1999 and Tanzania has rose fast to 1400 USD from 550 USD of 1999. On the other hand, Uganda seems to stagnate around 1300 USD. These results are due to the well developed human capital base depicted by literacy rates and life expectancies of Kenya and Tanzania in figures 1. 3 and 1. 4 respectively. What led to the divergence in human capital among nations? As demonstrated above, a well developed human capital base of a nation played an important role in economic development and, on this count, Kenya and Tanzania were far ahead of Uganda even at the early stages of economic development. A germane public policy question, in this context, is how Kenya and Tanzania managed to delude such a well developed human capital base as compared to Uganda even when the per capita incomes for all these countries were rather similar as shown earlier. In other words, for all practical purposes, in the 1990s, all these groups of nations could be contemplated as equally rich or equally poor, yet in terms of human capital development they were distant apart from each other. What led to this significant divergence in the human capital development among these groups of countries? This study argues that it is the direction of a nation’s priorities and commitments measured in terms of actual resources devoted towards the education sector that led to such differences in human capital among the groups of countries. Since independence and now in the new millennium, however, the disparities in per capita expenditure on both education and health between the three countries are staggering. For instance, data from CIA world fact book shows that the Kenya’s government spending on education as a percentage of GDP in 2006 was 7%. Uganda’s spending on education as a percentage of GDP was 3. 2% in 2009 while that of Tanzania in 2008 was 6. 8%. The world fact book’s data government’s spending on health in the last decade also shows that Kenya spends more as a percentage of GDP as compared to Tanzania and Uganda. Kenya’s spending was 12. 2%, Uganda’s spending was 8. % while that of Tanzania was 5. 1%. These data show that Kenya spends more of its GDP on health and education than any other east African country. Therefore, it is correct to say that a country which is committed to providing education and good health to its citizens is able to make use of its human development in an economically productive manner, hence raising its GDP per capita and its economic growth and development. CHAPTER FIVE GESTATION PERIOD FOR HUMAN CAPITAL INVES TMENT Given the acceptation of human capital investments towards Economic development, a pertinent question is whether the time taken or the gestation period of such investments to proliferate intended Impact in terms of literate skilled workers is comparable to that of physical infrastructure investments such as roads, highways and hydroelectric dams. It needs to be underscored that, while the physical infrastructure investments may ordinarily take a long time to be completed, however, the impact period for human capital investments could be even longer if it is to forge results. Not only that, while it may even be possible to abbreviate the gestation period of physical infrastructure investment by apportioning more resources through borrowing or foreign aid, the same cannot be said for human capital. Notwithstanding of the size and pace of human capital investments, it will necessitate a fixed number of years (say five years for a primary high school or eight years for secondary education) to shape a generation of educated and skilled labor force. Another important distinction between physical infrastructure and human capital investments is that the former type of investment customarily requires one-time capital expenditures while the latter category enjoins investments on an interminable basis. For instance, once a hydroelectric dam project is completed, it is expected to generate electricity for a long time without entailing future heavy capital expenses. On the other hand, to mould a generation of educated workers will entail investments in human capital on an incessant basis. Thus, the return of the social sector investment is a long term continuous proposition and, therefore, its affiliation with economic growth and development should be delved and analyzed within a framework which has a longer perspective. This proposition is also empirically substantiated by the author for Pakistan in two other earlier studies (Pasha, Hassan et al, 1996a, and 1996b). Based on a large, over 200 equations dynamic econometric model of Pakistan, the findings of these studies insinuated that a shift in the investment priority to social development (i. . , education sector) would entail enduring positive impact on economic growth but with long lags of about eight years. The results of the studies further suggested that, in the short to medium term, the impact of human capital investment on economic growth for the country may not be noticeable; however, after the critical time period of eight years the economic growth for the country will be substantial and long-lasting. CONC LUSION How relevant is this study to public policy? First of all, the study empirically found out that in the past decade, among other things, the east African nations broad based healthy human capital (such Kenya and Tanzania) grew faster than the ones with less human capital investment (such as Uganda), where the elements of human health were missing. Thus, the empirical results in this study corroborated the premise that there is an important link between healthy human capital and rapid economic development of any country. This link can be illustrated mathematically by deriving the cob Douglas function and modifying it to include the aspect of human capital. In this sense, we take a country’s GDP represented by its output Q as a function of labor, human capital and physical capital. The function is represented by the linear equation; Q=Af (L,Kp,Kh): where Kp refers to physical capital and Kh refers to human capital. Therefore, output is directly related to human capital, just as the results of our study have shown. Secondly, the study also found that, under similar economic Predicaments with comparable per capita, Kenya and Tanzania were investing far more in human capital and health sectors on a per capita basis than Uganda. This result substantiated the point that it is the commitment and priority of a nation rather than other economic factors alone that led to more economic growth and development in Kenya and Tanzania as compared to Uganda. Even when they were all equally endowed with resources, and in fact Uganda was doing better in earlier years than Tanzania in terms of GDP per capita, but is now lagging behind. Thirdly, it is important to acknowledge the fact that there is a distinction between investments in human capital versus physical capital. The finding of the study, in this context, upholds the view that, while it is possible to cut down the gestation period of physical infrastructure the same outcome, however, may not be possible for human capital investment. Unlike physical infrastructure investment, human capital development investment is a long term as well as continuous proposition. Commitment and public policy are very simple and unpretentious. In the 1990s, most countries in the east Africa were remarkably analogous in terms of their economic development. However, at the dawn of the new millennium, although Kenya and Tanzania have made some economic progress, these countries are still attributed to their earlier copious investments made in human capital. What policy options and choices are available to the Uganda under the prevailing circumstances to improve economic development and to catch up with the other east African countries? It is the view of the author that it will have to adopt similar policy options that Kenya and Tanzania did in the 1960s – that is, to deeply commit and heavily invest in human capital development. This study has shown that there is no shortcut procurable in terms of educating the masses of a nation and in the event these countries demonstrate any laxity in building up a broad human capital base sooner than later. This is likely to be a recipe of postponing the impending quagmire to a future date. REFERENCES Hafiz Pasha, M. Aynul Hasan, Aisha Ghaus and M. Ajaz Rasheed, Pakistan†, Pakistan Development Review – 579. , 1996b. â€Å"An integrated planning model and expenditure on social development: the case of Pakistan,† 2) Romer, Paul, 1986. Increasing returns and long-term capital†, Journal of Political Economy, Vol. 94, pp. 1002-1020. Wishart, M. D. , Principles of Microeconomics, 4e, 2005. Stamford, Thomson publishing. Robert, L. H. , The Economic Problem, 2e, 1970. New Jersey, Englewood. http//:www. ciafactbook. com http//:www. gisdevelopment. net Republic of Kenya (1965). African Socialism and its Application to Planning in Kenya, Nairobi. Governmen t press. Todaro, M. P. , Latest edition, Introduction to Economics for a Developing World. Oxford. Chapter 24. Role of Human Capital in Economic Development Introduction Our research topic is to analyze the relationship between human capital and economic growth. Economic growths important determinant are physical capital, labor and human capital. But from the recent trend of world economic growth, we found that human capital is playing a key role by taking the place of material capital and labor. Human capital is intimately related to growth as it increases the nation's capacity to produce goods and services. It also creates more Job opportunities and lifts the living standards of a country through increase in income levels.Human apital deals with individuals who learn special skills and knowledge trough education at school, training and experience in the labor market (Barro et al, 2000). However, Economic growth refers to the increase in the amount of the goods and services produced by an economy over time Cones, 1996). As a result of their skills and education, productivity level would increase because educated workers would work at a faster pace than less educated workers Human capital refers to the knowledge and skills embodied in people.It is widely recognized that some types of human capital are obtained through experience or nteractions with others and with formal education. Human capital is intimately related to the economic growth. Masses believe that capital means a bank account, stock or factory plants in the industrial area. These are also a type of capital that they are assets that increase income and other useful outputs over long periods of time. But such tangible forms of capital are not the only type of capital.There is another very important type of capital known as human capital. It implies to Schooling, a computer training course, expenditures on medical care, and lectures on the virtues f punctuality, expertise and honesty. It is because these factors are also contributing to raise earnings, improve health, or over all increasing the economic growth rate. Therefore, economists regard spending o n training, medical care, education and so on as investments in human capital.They are called human capital because people cannot be separated from their knowledge, skills, health, or values in the way they can be separated from their financial and physical assets. The notion of human capital arose out of the awareness that physical capital alone was not enough to explain long term growth. Many social indicators such as educational enrolments and life expectancy became combined in a common term: human capital. Often, human capital is implicitly referred to as formal and informal education.Yet, it can also contain factors such as the costs of raising children, health costs, and ability. Significance Economic gr n depends on many tactors such as the quantity and quality ot education, how education can impact on fertility rate, government policies to sustain incentives for human capital, a reduction in the cost of technology adoption and increase expenditure on education. Education and other aspects of human capital is important to economic growth because more educated individuals tend to have higher employment rate and earnings and produce more output relative to those who are less educated.Education is considered as a positive investment that allows individuals to be equipped with knowledge and skills that can improve their employability and productive capacities that would lead to higher earnings in the future and hence, economic growth. Moreover, it has shown that it is not only the amount of formal education that matters, but also that the type of knowledge ossessed by labor in a region also plays a key role in determining the level of economic activity.There are various type of education having there own effect on the economic growth such as skilled based education primary education specialized education higher education and education to develop entrepreneur skills, the more the entrepreneurs are in a country, more the business will flourish in that country . As a result, the countrys economy will rapidly grow. The continuing growth in per capita incomes of many countries during the nineteenth and twentieth centuries is partly due to the expansion of scientific and echnical knowledge that raises the productivity of labor and other inputs in production.And the increasing reliance of industry on sophisticated knowledge greatly enhances the value of education, technical schooling, on-the-Job training, and other human capital. New technological advances clearly are of little value to countries that have very few skilled workers who know how to use them. Investment in human capital is long term as compare to the investment on physical capital. It is also a continuous process unlike investment on physical capital. But the outcome of human capital is much greater than other investment. In past decades the healthy human capital countries grew faster than the one where these factors were missing.Economic growth closely depends on the synergies between new knowledge and human capital, which is why large increases in education and training have accompanied major advances in technological knowledge in all countries that have achieved significant economic growth. The outstanding economic records of Japan, Taiwan, and other Asian economies in recent decades dramatically illustrate the importance of human capital to growth. We are going to support the positive orrelation of human capital and economic development by reference on some previous conducted researches.Maudos, Pastor and Serrano aimed to find the role of human capital in the productivity gains of OECD countries form 1965-1990. There research supports the correlation of human capital and economic growth. Their findings suggest a positive the link between human capital and economic development. They concluded that human capital not only is an additional input in the production formula but also is a catalyst for technical change. Thus, the estimation of a stochastic tran slog production unction shows a statistically significant product elasticity of human capital, and non- parametric techniques confirm its significance as input.Xu, Qi came to conclusion in the research conducted in 2008 that human capital is contributing towards Total factor production (TFP), which is contributes directly to economic development. They concluded that human capital had lower impact in technologically strong provinces compared technologically backward provinces. We have seen that human capital have an impact on the growth rate. But there is various composition of human capital. Various composition of human capital has different impact on the economic growth. Role of Human Capital in Economic Development Our research topic is to analyze the relationship between human capital and economic growth. Economic growths important determinant are physical capital, labor and human capital. But from the recent trend of world economic growth, we found that human capital is playing a key role by taking the place of material capital and labor. Human capital is intimately related to growth as it increases the nation’s capacity to produce goods and services. It also creates more job opportunities and lifts the living standards of a country through increase in income levels.Human capital deals with individuals who learn special skills and knowledge trough education at school, training and experience in the labor market (Barro et al, 2000). However, Economic growth refers to the increase in the amount of the goods and services produced by an economy over time (Jones, 1996). As a result of their skills and education, productivity level would increase because educated workers would work at a fast er pace than less educated workersHuman capital refers to the knowledge and skills embodied in people. It is widely recognized that some types of human capital are obtained through experience or interactions with others and with formal education. Human capital is intimately related to the economic growth. Masses believe that capital means a bank account, stock or factory plants in the industrial area. These are also a type of capital that they are assets that increase income and other useful outputs over long periods of time. But such tangible forms of capital are not the only type of capital.There is another very important type of capital known as human capital. It implies to Schooling, a computer training course, expenditures on medical care, and lectures on the virtues of punctuality, expertise and honesty. It is because these factors are also contributing to raise earnings, improve health, or over all increasing the economic growth rate. Therefore, economists regard spending on training, medical care, education and so on as investments in human capital. They are called human capital because people cannot be separated from their knowledge, skills, health, or values in the way they can be  separated from their financial and physical assets.The notion of human capital arose out of the awareness that physical capital alone was not enough to explain long term growth. Many social indicators such as educational enrolments and life expectancy became combined in a common term: human capital. Often, human capital is implicitly referred to as formal and informal education. Yet, it can also contain factors such as the costs of raising children, health costs, and ability.SignificanceEconomic growth depends on many factors such as the quantity and quality of education, how education can impact on fertility rate, government policies to sustain incentives for human capital, a reduction in the cost of technology adoption and increase expenditure on education. Education a nd other aspects of human capital is important to economic growth because more educated individuals tend to have higher employment rate and earnings and produce more output relative to those who are less educated.Education is considered as a positive investment that allows individuals to be equipped with knowledge and skills that can improve their employability and productive capacities that would lead to higher earnings in the future and hence, economic growth. Moreover, it has shown that it is not only the amount of formal education that matters, but also that the type of knowledge possessed by labor in a region also plays a key role in determining the level of economic activity.There are various type of education having there own effect on the economic growth such as skilled based education primary education specialized education higher education and education to develop entrepreneur skills, the more the entrepreneurs are in a country, more the business will flourish in that coun try. As a result, the country’s economy will rapidly grow.The continuing growth in per capita incomes of many countries during the nineteenth and twentieth centuries is partly due to the expansion of scientific and technical knowledge that raises the productivity of labor and other inputs in production. And the increasing reliance of industry on sophisticated knowledge greatly enhances the value of education, technical  schooling, on-the-job training, and other human capital.New technological advances clearly are of little value to countries that have very few skilled workers who know how to use them. Investment in human capital is long term as compare to the investment on physical capital. It is also a continuous process unlike investment on physical capital. But the outcome of human capital is much greater than other investment. In past decades the healthy human capital countries grew faster than the one where these factors were missing. Economic growth closely depends on the synergies between new knowledge and human capital, which is why large increases in education and training have accompanied major advances in technological knowledge in all countries that have achieved significant economic growth.The outstanding economic records of Japan, Taiwan, and other Asian economies in recent decades dramatically illustrate the importance of human capital to growth. We are going to support the positive correlation of human capital and economic development by reference on some previous conducted researches.Maudos, Pastor and Serrano aimed to find the role of human capital in the productivity gains of OECD countries form 1965-1990. There research supports the correlation of human capital and economic growth. Their findings suggest a positive the link between human capital and economic development. They concluded that human capital not only is an additional input in the production formula but also is a catalyst for technical change.Thus, the estimation of a s tochastic translog production function shows a statistically significant product elasticity of human capital, and non-parametric techniques confirm its significance as input. Xu, Lai, and Qi came to conclusion in the research conducted in 2008 that human capital is contributing towards Total factor production (TFP), which is contributes directly to economic development. They concluded that human capital had lower impact in technologically strong provinces compared technologically backward provinces.We have seen that human capital have an impact on the growth rate. But there is various composition of human capital. Various composition of human capital has different impact on the economic growth. There can be different composition of human capital agriculture human capital (AGR); high-tech  human capital (TECH); business and service human capital (SERVICE); the humanities human capital (HUMAN); and health and welfare human capital (HEALTH). These divisions are done by Chun-li Tsai, Ming-Cheng Hung, and Kevin Harriott in their research conducted in 2010. They concluded that, secondary education is a large contributor to economic growth in developing countries than it is in developed countries.However, they find tertiary education also plays an important role in economic growth equally for both developing and developed countries. The findings also indicate high-tech human capital is positively correlated with economic growth. It indicates that a country should promote greater enrolment in high-tech fields of study, that is, the percentage of tertiary graduates in science, engineering, mathematics and computer science is an important indicator of high-quality labor-force. It provides skilled and specialized labor to work with hi technology.Daren A. Conrad conducted a research on four Caribbean countries; he divided them in two groups according to the nature of the development. he concluded that countries with high development status in Caribbean which are Barbado s and Trinidad & Tobago. The human capital contribution in these countries is high towards economic development in all sectors. However, in less developed countries which includes (Guyana and Jamaica), the human capital contribution is low in tertiary sector because in these countries the human capital is not very much developed because of lack of resources on education compared o developed countries. In the end this research paper does give concrete reasons of dependency of economic development on human capital.Teixeira and Fortuna (2004) in their research paper made a conclusion that the main estimation results emphasize that human capital stock and internal innovation capability (internal stock of knowledge) are important in explaining Portuguese productivity during the period of study which is from 1960 to 2000.Nazneen ahmed and Joseph French had shed light on the casual relationship between growth rate and human capital in developing countries such as Bangladesh. Their studied the Bangladesh economic growth in relation with its human capital. Bangladesh, like other developing nations, depends upon  production processes that are largely labor intensive. according to Nazneen Ahmad and Joseph French, These results indicates that increases in human capital have a propensity to follow increases in per capita GDP and at the current state of the economy, emphasis on secondary and higher secondary education should be a priority for Bangladesh.Secondary and higher secondary education are imperative because of the labor-intensive nature of the Bangladeshi economy. Again this research gives importance to the composition of human capital and type of education imparted to the labor. Skills acquired from secondary and higher secondary levels of education are in utmost demand and as their results show, contribute considerably to economic growth in Bangladesh.Musila Jacob and Belassi Walid in their research emphasized on the fact that government expenditure on the huma n capital can be an important determinant to analyze this relationship of human capital and economic growth. Government expenditure on education would also have an impact on the economic growth. Moreover investment on growth can be represented as the investment on the human capital. As government will spend more on educating the human capital, more will be the skilled labor to positively contribute towards the economic growth of the country. Author investigated that the increase the government expenditure on the education would increase the economic growth. That the average education expenditure per worker positively correlates with the economic growth.LR test indicate that education expenditure in the model are weakly exogenous, suggesting therefore, that they drive economic growth. Government expenditure on education in the long term investment to increases the economic growth of the country. This research clearly proves the point that how human capital contributes to economic gro wth.Ruth Judson in 1998 tried to find answers to two questions. First, does investment in education help growth; second, does the allocation of investment in education matter? He came to conclusion that if allocation is the done in organized manner in different levels of education, then countries can gain more from human capital.He is trying to make a point that that human capital speeds up the economic development so it is  necessary that one develops them in best possible manner by allocating appropriate investment in different levels of education. He says that basic education is most important as it lays foundation for further education, so it can be concluded that, countries should emphasis greatly on basic education in order to gain maximum for human capital as human capital is catalyst for economic growth.â€Å"Education is empowerment. It is the key to establishing and reinforcing democracy, and development, which is both sustainable and humane. It is also the only avenue for a lasting peace founded upon the mutual respect and social justice. Indeed, in a world in which creativity and knowledge play an ever-greater role, the right education is nothing less than the right to participate in the modern world.†(UNESCO, 1998).Vladmir tries to prove this relation by using two models. He uses Lucas model and Nelson-Phelps approach. The Lucas model establishes that the driving force behind economic growth is the rate of accumulation of human capital. On the other hand, the Nelson–Phelps approach considers that high levels of human capital increase the capacity of individuals to innovate (by discovering new technology) or to adopt new technology. Thus, again it can be said that human capital is one of the major pillar of economic development.Abel J.R and Todd M.Gabe in their research prove empirically the dependence of economic growth on human capital. By using educational attainment as an indicator of human capital, it is found that a 1 percenta ge point increase in the proportion of residents with a college degree is associated with about a 2% increase in US metropolitan area GDP per capita.ConclusionThrough above discussion it can be clearly claimed that there is a positive relationship between human capital and economic development. They both are directly proportional to each other; weak human capital would slow down the economic growth. On the other hand, strong human capital would accelerate  the economic growth. Human capital is very important to nation’s development and it cannot be neglected.Neglect of human capital would negatively impact the economic growth. Furthermore, it can be said that it is important to invest on basic education as it lays foundation for other important skills and further education. Human capital is a resource on which countries build and it should be polished as economic growth is dependent on skilled human capital.

Friday, September 27, 2019

British Television Comedy Essay Example | Topics and Well Written Essays - 1500 words

British Television Comedy - Essay Example Negative health effects can become evident if a person sits around the house all day watching TV. But is there anything positive that can be said about television? Educational programs are believed to be a positive element ÃŽ ¿f television, since those watching will learn from the show. Television is also viewed as being a way for anyone to connect to the world. Basically, television allows us to gain knowledge about events occurring in China, Brazil, and all around the world. Television allows us to communicate with each other. And ÃŽ ¿f course, the main positive aspect ÃŽ ¿f television is that it provides us with entertainment. Feeling bored with nothing to do? Turn on the TV for a half hour and enjoy your favourite television show. As you can see, there are both positive and negative effects associated with television. But no matter what anyone says, one thing is clear: television is here to stay. The technology keeps getting better, as more and more channels become available to us. Television ratings today are higher than ever. People are tuning in, and television is a part ÃŽ ¿f almost everyones life. Violence on TV effects people, especially children, in negative ways. Before the average American child leaves elementary school, researchers estimate that he or she will have witnessed more than 8,000 murders on television. Nearly 3,000 studies have found a connection between television violence and real violence. For example, studies involving children show that the more violence a child watches on TV, the more violent he or she will act. People that watch TV are influenced by what they watch. For example, a person might watch a man swearing on television, and then they use the same swear words as the person on television did. Or a young girl might watch a show in which all ÃŽ ¿f the main characters are skinny, and because ÃŽ ¿f this she might want to make herself thinner, endangering her health in the process. Some people become addicted to TV. They watch

Thursday, September 26, 2019

Health Policy Essay Example | Topics and Well Written Essays - 1000 words - 1

Health Policy - Essay Example According to the report  high blood pressure and cardiovascular disease are common health problems in the United States and other regions. High blood pressure is also a factor to cardiovascular disease and its prevention and management are therefore important. According to the Centre for Disease Control and Prevention, about 33 percent of adults in the United States suffer from high blood pressure, and only 47 percent of the fraction has manageable blood pressures. In addition, about 1000 people die daily in the United States because of high blood pressure.From this paper it is clear that  statistics by the Center for Disease Control and Prevention identifies severity of hypertension and cardiovascular disease. One in every three people suffers from hypertension and the number of deaths per day is high. In addition, having 67 million patients is a burden to the nation’s healthcare facilities as well as to the patients’ family and friends. The fact that the problem d oes not show symptoms and that it can damage other body organs also shows its severity. Similarly, high incidence rate and mortality rate of cardiovascular disease establishes its severity. The fact that one in every four deaths is attributable to the disease means that it is the most significant disease in the United States, and possible in the entire globe. High incidence and mortality due to cardiovascular disease also shows its significance.

Comparative genomics using myosin heavy chain gene of 3 related Essay

Comparative genomics using myosin heavy chain gene of 3 related species human,rat,rabbit and 3 unrelated human,fish,chicken just 3000 word introduction only - Essay Example The encoding of genes that isoforms Myosin Heavy Chains have been developed according to their transcriptional orientations and linear order within the set kb of 350 in human, rat, and rabbit. From the maps it is noted that transcriptional orientation, relative intragenic distances, and order of the genes are conserved between the species. Unlike other gene families that are clustered, the order does not portray the temporal patterns of those genes. Conversely, the gene organization, conservation from the divergence of the genes shows that the organization of the genes can be important for their function and regulation. Myosin Heavy Chains converts chemical energy from the hydrolysis of ATP to form a mechanical force that moves the motile processes like cytokines, cellular locomotion, and vesicular transport in eukaryotic cells. Myosin Heavy Chains are subdivided into class comprising of 9 to 11 classes. The conventional Myosin Heavy Chains include the sarcomere Myosin Heavy Chains that associates itself to form a function enzymatically and filaments in promoting contraction in striated muscles. Muscle myosin consists of double Myosin Heavy Chains and two associated dissimilar myosin light chains pairs. The seven Myosin Heavy Chains isoforms that dominate the mammalian skeletal muscles are 2 developmental isoforms, Myosin Heavy Chains embryonic and Myosin Heavy Chains perinatal; 3 adult skeletal muscles, Myosin Heavy Chains-Ha, Myosin Heavy Chains-IIb, Myosin Heavy Chains-IIx/d, and Myosin Heavy Chains-ß/slow which is outlined in the cardiac muscles. The Myosin Heavy Chains isoforms are regulate d differently in response to diverting stimuli that include mechanical, physiological, hormonal, and other signals. The activity of ATPase conferred by the Myosin Heavy Chains in a muscle correlated the contraction speed, thus Myosin Heavy Chains are the

Wednesday, September 25, 2019

The effects of healthy and unhealthy food Essay

The effects of healthy and unhealthy food - Essay Example In order to illustrate this, a local television company carried on an experiment in Moscow, Russia. There were two participants: one – who ate every day, starting with breakfast, the so-called â€Å"junk food†, and the second – a person who ate only healthy food. At the beginning of the experiment, both participants were examined by a doctor, who established their state of health. The â€Å"junk food† consumer was nervous, constantly tired, his blood analyses were bad, and his entire state of health was not very good. The second participant, a person who had an equilibrate nutrition, focusing on eating healthily, was in good shape and had no complaints regarding his health. The experiment consisted in switching the food habits between the two participants for one week: instead of eating junk food, the first person was going to adopt an equilibrate nutrition, and, vice versa, the person that was eating healthily, was going to consume only junk food. Beginni ng with the first day of the experiment, the second participant started to feel bad. He was constantly hungry, he felt tired although he did not have a rough day, and he felt his stomach heavy. After seven days, the doctor examined both participants again. To everybody’s surprise, the participant that at the beginning of the experiment had a state of health that could be envied by everybody, after having eaten for one week only unhealthy food, was feeling very bad at that moment and the results of the analyses confirmed it. Similar studies have been carried worldwide and all the results point out to a sole conclusion: unhealthy food can seriously affect our state of mind, health and almost every aspect of our lives. Therefore, it is worth pointing out the effects of unhealthy eating, which are multiple, and if somebody consumes it, he or she should be aware of the effects it has on his or her health. They call it â€Å"junk food† for a

Tuesday, September 24, 2019

(((p))) Essay Example | Topics and Well Written Essays - 750 words

(((p))) - Essay Example In my belief, DAP enables teachers to be free in making decisions about what children require developmentally to make the most out of their educational experiences. Hence, I really feel that DAP offers trained teachers with enough autonomy to teach young children in the best way possible not only to individual development but also to the general curriculum development as well. According to Copple (2006), teachers who utilize DAP to teach young children meet the young learners where they are and not necessarily where learners want to be hence promoting curriculum development. This makes the teachers consider all the curriculum development areas of child in the learning process which are physical, social cognitive and emotional. DAP makes teachers provide young children with learning opportunities that challenge the children and yet the challenges are achievable when working with Zone of Proximal Development (Arce, 2012). In terms of pedagogy, I feel the strength of DAP as a method and practice of teaching makes teachers identify learners as children who have individual differences, stores of experience and different backgrounds. More specifically, I believe that DAP as a method and practice of teaching makes it possible to teach children while making teaching decisions that adapt to experience, age, interest and the abilities of children of a certain age bracket. Hence, DAP makes it possible for teachers to focus on how young ones learn best. This implies that policy makers in the education sector need to be aware of DAP since if they ignore DAP; it will be counterproductive for them because it will be akin to ignoring the way children are wired to develop naturally (National Association for the Education of Young Children, 2009). Children will learn the best through following when using DAP as a method and practice of teaching. In my view, when using DAP,

Monday, September 23, 2019

Investigate the design of Lighting Systems, Electrical Energy Essay

Investigate the design of Lighting Systems, Electrical Energy Management and Tariffs - Essay Example This is done when the consumption is less and proper and no wastage of energy is there. The lamps and other devices should be of proper rating and proper standard. The design should be such that required illumination is obtained in a least possible cost. a) Fluorescent Lamp :- The basic construction of this type of lamp is that it has a discharge tube made up of glass. There are two electrodes at both the ends. This tube contains gases at certain pressure which on ionization emits light. The fluorescent powder is coated at both inside and outside the tube. The electrodes at both the ends are coated with some electron emitting material. A choke coil is connected in series with the lamp to stabilize current. One capacitor is also connected to compensate the power factor. This lamp emits white colour and widely used in homes, offices and shops. b) Electric Discharge Lamp :- These were the first type of lamps that were used. In these type of lamps there is a discharge tube in which two electrodes are connected to both ends and excited by electric source. The gas inside the tube gets ionized and emits light. There are various types of electric discharge lamps namely sodium vapour lamp and mercury vapour lamp. c) Filament Lamp :- In this lamp a fine filament is connected to the electrodes and excited which emits light. The construction of these kinds of lamps is very simple. Earlier fine carbon was used as element in these lamps later on tungsten was preferred in place of carbon. Principle of good lighting While designing lighting system following considerations should be done. 1) Proper illumination level :- This is the major factor because for proper vision the brightness of the object should be proper which depends on illumination level. Degree of illumination depends upon some factors like size of the object, distance from the observer, object background contrast. There are some standards made by ISI for illumination level in various parts of he building. For street lighting also some standards are made. Table below shows some average value of illumination level. Places Illumination level Heavy Traffic routes 30 Average traffic routes 15 Secondary roads with local traffic 8 Secondary roads with light traffic 4 2) Uniform Illusion :- The vision of eye depends on the brightness of the object. If the uniformity of light is there the eye has to adjust more. This will cause fatigue. The method to achieve uniform illumination Generalized light should also be employed with local light. 3) Colour of light :- The brightness of any object basically depends on colour of light falling on it. The composition of light should

Sunday, September 22, 2019

Best Celebration I Ever Had Essay Example for Free

Best Celebration I Ever Had Essay Graduation day, boy what a day. Man I’d have to say is that that was by far the most nerve-racking day ever. Up to this point in my lifeline of my history. Many thoughts were racing through my head. All the parties, family showering you with gifts. I couldn’t hardly sleep the night before because of the anixety of not having the choice of never having to go back to school again. Actually it was probably more of a relief for the faculty and staff because, I was the last Beckert running through the hallways. Of course out of the two of us in the family, my brother was a real angel. I was always the one who was made an example of in school and always into mischief all the time. Of course ,what do you expect when you come to school drunk and told to go home. As i got up for graduation day my palms were sweatty all day. I took three showers to keep cool , but then I realized I was only graduating. It wasn’t like I was winning a million dollars or going on the show, â€Å"Deal or No Deal†. When I arrived at the school, we gathered in the cafeteria and waited for the music to start so we could walk, for the last time, out of Tri-Valley High School as a student. I looked out of the corner of my eye and one of my teachers was waving his hand to tell me that I needed to come talk to him real quick. So, ran over and asked,† What’s going on Mr Rotella†. He replied ,noting I need to grace you with some information and you can take any way want to. At first I looked around and thought it was going to be something bad. So I listened. And it was advice on life from a teacher that had been through alot. He said, â€Å"Aaron remember, life is like a roll of tiolet paper†. Iwas dumbfounded by this statement. Then i said,† what do you mean by this Mr.Rotella†. He Replied, â€Å"you can mke your life short and wasteful, or you can make it long and useful†. I started to laugh inside to myself about it. He looked at me and said, â€Å"what is so funny†. I replied, â€Å" I’ve never thought that i would compare my life to roll of tiolet paper†. He looked at me and was telling to think about i t while. So I thought ,as I walked across the front yard of Tri-Vallley High School. It slowly started to sink in and I think it had hit me when I walked across the stage to receive the achievement that was worth the time invested. Right before I got ready to send my cap into the air, it finally dawn on me what he was trying to say. The simile hit me out of nowhere like as if Mike Tyson had blindsided me. Mr.Rotella was simply trying to lead me in the right direction. That’s why he was stating that it was up to me to make the choice. Just like the simile that he was portraying to me in the classroom. Needless to say, I took his advice. Oh yes i took his advice, and let me say I used that roll of toilet paper. But ,he never did state specifically that couldn’t have more than one roll. Meaning that I have had to â€Å"purchase† a few rolls, since the day I walked across the front lawn of Tri-Valley High School. I’m sorry no one can make one roll of toilet paper last ten years. I have though in the last ten years, educated that same thought on a lot of people and just like me they all did the same thing at first. They would giggle and then about twenty minutes later it would hit them. That look of â€Å"wow that’s an extremely deep thought†. My ten year reunion is coming up and I’m sure the rebutle to the teacher will be quite amusing. Hopefully since I have gained a few years. Maybe he will bestow another simile upon me to think about for another few years. At least I took one piece of information out with me when I hit them doors for the very last time.

Saturday, September 21, 2019

Research On The Importance Of Financial Planning Finance Essay

Research On The Importance Of Financial Planning Finance Essay The financial plan is an important part of both the business plan and of the entrepreneurs day-to-day management of operations. The financial planning puts the entrepreneur in touch with the realities of a financing request. This understanding will help clearly identify the amount of financing needed, the purpose for the funds, the length of time the funds are needed, and how the financing will be repaid. These issues are of key concern to the prospective financier Financial Plan The various operating plans prepared by the entrepreneur indicate where the firm is expected to go and how it will get there. The financial plan estimates and plans for the financial needed to implement these intentions. It, along with the market analysis and marketing plan, is the most critical component of the business plan. (Arthur and Stephanie, 1995) Some entrepreneurs might think of the financial plan as being strictly about the numbers, it is much more than that by providing a basis for making many decisions about the business. Decision such as how many employees to hire, what suppliers will be used, and what equipment will be purchased will be largely made while completing the financial plan. As is true with marketing and operations, one plan has to be streamlined with the other. The financial plan needs to reflect the marketing activities and the level of production that were outlined previously in the plan. (Arthur and Stephanie, 1995) Good financial planning helps a company maximize cash flow with pinpointed resource allocation and investment strategies. On the other hand, that means money can become tied up in long-term investments and investment strategies And if a companys strategic plan or financial plan ends up being woefully wrong, it may not have the money it needs to immediately rectify a problem. (Brian Boone, 2004) Its much harder to convince shareholders and stakeholders of a company how to properly execute the companys finances; its easier to get everyone behind a strategy, because its goal-oriented, not cash-oriented. But the two can be integrated. (Arthur and Stephanie, 1995) Financial plan calculation statements (shown in Appendixes) Business Plan A business plan is a document that is used to guide the new entity created by an acquisition or joint venture project. Business plans vary by project and are shaped by many considerations, but the basis of business plan is the development of the mission, goals, and objectives of the new entity consistent with the strategy, goals, and objectives of the acquiring or the parent company. The business plan includes a fairly detailed financial plan describing the timing and quantities of key financial variables with respect to revenues, expenses, capital outlays, and cash flows. However, providing performance targets and monitoring operational performance, linking management objectives and performance with operational performance, and describing a feedback and control mechanism to assess the new entity performance versus expectations and targets are value-added characteristics. The business plan is an important communication tool for delivering a consistent message concerning acquiring or parent firm expectations, goals and objectives, priorities, and operational targets of the new entity. Another useful function the business plan performs is to lay out requirements and issues that need to be addressed, coordinated, or resolved. Finally, as the environment and operating conditions change, the business plan provides the structure to evaluate the impact of changes on strengths and weaknesses of new entity. (John, 1999) A good business plan for a sound business concept can helps to achieve in business goals. It can saves the companys money and time by focusing on the business activities, and giving more control over the finances, marketing, and daily operating and helps to raise the capital of the company. (Rhonda, 2003) Bank loan Borrowed money is often the key to building and growing a successful small business. For independent business owners, however, courting lenders isnt always easy. Heres how to make a strong case and win over even the choosiest banks. By Matt Alderton. Small business owners can choose bank loan when they need to borrow money. But, if the owner having a bad credit record can be a big hindrance in terms of asking financial assistance in the future and this is a fact everyone should remember in making future loans. Messing up with the financial liabilities can land in with a bad credit record. It would be difficult to borrow money with bad record. Financial institutions like banks and even small lending organizations are strict with customers wanting to borrow money with bad record since it might be a bad investment for them. People in dire need of financial assistance with a bad credit record can just put them in the brink of bankruptcy. 5.0 Question 3.1 The companys projected sales are exceed the company objectives and the company accountant decides to advise the Board of Director later, therefore the companys financial plan may be ineffective because of the delaying release the information to the Board of Director. As there the demand is higher as the companys objective, the delaying to inform the Board of Director about the exceed sales, the director will unable to borrow loan from the bank because of the qualification may be failed. Mostly, bank wouldnt borrow loan to high-risk borrower due to the poor credit profile of the borrower, the bank would worried that the borrower might not affordable to payback for the loan if the company is almost facing a huge run out of funds. The financial plan will be ineffective and confused all the operating system of the production. Therefore, the company would face the problems like insufficient production resource and raw materials to produce goods to the customers, and the lack of fund to make payments like insufficiency to pay salary to workers or any other operating expenses. It will also cause the lack of confidential from the customer because of the lack of production material in the company. The poor financial planning might caused the company get into debts as well and it will lead to bankruptcy that failed of business. (1078 words)

Friday, September 20, 2019

Preparing Women for Public Leadership: Programs and Strategies Essay

Preparing Women for Public Leadership: Programs and Strategies While we know that women are underrepresented in all facets of public leadership – from political to corporate and local to global – we have a particularly compelling reason to explore this issue in our immediate regional context. Pennsylvania ranks 44th out of the 50 states (CAWP, 2003) in women’s political participation and serves as an excellent local example of the need to empower more women and to change the climate in which they attempt to practice leadership. The Pennsylvania Center for Women, Politics, and Public Policy (PCWPPP) was created in 1998, through a seed grant, to address this historic under-representation and to provide programs to increase the level of political participation of women in Pennsylvania through education, public service, and research. Over the past five years, hundreds of women have attended Center-sponsored programs and activities, including the NEW Leadership Institute, while others from across the state have participated in the e-MERGING Leaders electronic mentoring program. More specifically, current PCWPPP activities include public leadership and political training seminars for college women, candidate training, a fellow-in-residence program, topical lectures for the campus community and the public, data collection about women, sponsorship of Washington D.C. seminars on women and public policy for which students earn academic credit, the Conversations with Women in Politics and Public Policy lecture series, voting drives, and a variety of community partnerships. This paper sets the political and academic context for such programming, examines three programs that we believe meet the multiple of objectives of serving stude... ...cago Press. Tamerius, K. (1995). Sex, Gender, and Leadership in the Representation of Women. In G. Duerst-Lahti & R. M. Kelly (Eds.), Gender, Power, Leadership, and Governance. Ann Arbor: University of Michigan. Thomas, S. & Welch, S. (1991). The Impact of Gender on Activities and Priorities of State Legislators. Western Political Quarterly, 44, 445-456. Thomas, S. (1997). Why Gender Matters: The Perceptions of Women Officeholders. Women & Politics, 17, 27-54. Walker, T. (2000). The Service/Politics Split: Rethinking Service to Teach Political Engagement. PS: Political Science & Politics, 33, 647-649. Wolbrecht, C. (2000). The Politics of Women’s Rights. Princeton, NJ: Princeton University Press. Wolbrecht, C. (2002). The Politics of Women’s Rights. In K. O’Connor (Ed.), Women and Congress: Running, Winning, and Ruling. New York: New Haven Press.

Thursday, September 19, 2019

Analyzing Gallagher’s Oroonoko’s Blackness Essay -- Oroonoko’s Blackne

Analyzing Gallagher’s Oroonoko’s Blackness  Ã‚      Oroonoko is a fascinating text overflowing with descriptions of complex relations between and within the different races. The attitudes and actions of the Aphra Behn and her characters would make for a rich analysis from any number of behavioral approaches, but there are many more layers to this story than the dominant racial themes. In fact, in "Oroonoko’s Blackness" Catherine Gallagher argues that the main character’s unusually dark skin color actually represents kingship, commodification, and the degree to which he and the author are embodied in the work. Though Gallagher recognizes the significance of Oroonoko’s ethnicity in the conflict between the African and European groups, she writes that it is displaced by these three ideas when examined from other perspectives. At times her arguments for this are difficult to decipher and appear contradictory, especially in the explanations on textuality, embodiment and transcendence, but, overall, the claims of the cr iticism are strong and convincing.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In this essay the author makes a believable argument for her theories of kingship and commodification. These ideas are interrelated and dependent upon Oroonoko’s blackness symbolizing worth when it usually implies the opposite. Gallagher mentions the question of why Oroonoko’s skin is so much darker than the rest of his people when blackness is almost always associated with moral degeneracy and light colored complexion with nobleness. Her answer is that it actually improves his status as a hero. She explains that his accomplishments, which are comparable to the most famous Europeans, distinguishes him as a leader, but "it is in his blackness that his heroism partakes of t... ...works, it seems pointless to mention a view of The Unfortunate Bride that is contrary to the work she is critiquing without explaining the cause for the difference. By first connecting authorial obscurity to Mooria, the reader assumes that it will again be related to The Royal Slave. But the reverse occurs and causes confusion. If Gallagher does not know the reason for the difference, then she should stay with the original text and not refer to any outside sources that do not agree with her argument.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Though Gallagher’s critique may be somewhat lacking, there is no doubt of her superior understanding of Oroonoko and its implications. Her claims are original and calls the audience’s attention to subtle themes. The criticism may require several readings to capture all of its meanings, but its interpretation creates enough interest to make it worthwhile.  

Wednesday, September 18, 2019

Understanding Mathematics Essay -- Math History Learning Papers

Understanding Mathematics This paper is an attempt to explain the structure of the process of understanding mathematical objects such as notions, definitions, theorems, or mathematical theories. Understanding is an indirect process of cognition which consists in grasping the sense of what is to be understood, showing itself in the ability to apply what is understood in other circumstances and situations. Thus understanding should be treated functionally: as acquiring sense. We can distinguish three basic planes on which the process of understanding mathematics takes place. The first is the plane of understanding the meaning of notions and terms existing in mathematical considerations. A mathematician must have the knowledge of what the given symbols mean and what the corresponding notions denote. On the second plane, understanding concerns the structure of the object of understanding wherein it is the sense of the sequences of the applied notions and terms that is important. The third plane-understanding the 'role' of the object of understanding-consists in fixing the sense of the object of understanding in the context of a greater entity, i.e., it is an investigation of the background of the problem. Additionally, understanding mathematics, to be sufficiently comprehensive, should take into account (apart from the theoretical planes) at least three other connected considerations-historical, methodological and philosophical-as ignoring them results in a superficial and incomplete understanding of mathematics. In an outstanding book by P. J. Davis and R. Hersh, The Mathematical Experience, there is a small chapter devoted to the crisis of understanding mathematics. Alas, this fragment focuses only on the presentation of the d... ...an't learn mathematics without its thorough understanding. My postulate is that, in the process of teaching mathematics, we should take into account both the history and philosophy (with methodology) of mathematics, since neglecting them makes the understanding of mathematics superficial and incomplete. Bibliography 1. Philip J. Davis & Reuben Hersh, The Mathematical Experience, Birkhà ¤user Boston, 1981. 2. Izydora DÄ…mbska, W sprawie pojÄ™cia rozumienia, in: Ruch Filozoficzny 4, 1958. 3. John R.Searle, Minds, Brains and Programs, in: Behavioral and Brain Sciences 3, Cambridge University Press 1980, p.417-424. 4. Danuta Gierulanka, Zagadnienie swoistoÅ›ci poznania matematycznego, Warszawa 1962. 5. Roger Penrose, The Emperor's New Mind, Oxsford University Press 1989. 6. Andrzej Lubomirski, O uogà ³lnieniu w matematyce, WrocÅ‚aw 1983. Understanding Mathematics Essay -- Math History Learning Papers Understanding Mathematics This paper is an attempt to explain the structure of the process of understanding mathematical objects such as notions, definitions, theorems, or mathematical theories. Understanding is an indirect process of cognition which consists in grasping the sense of what is to be understood, showing itself in the ability to apply what is understood in other circumstances and situations. Thus understanding should be treated functionally: as acquiring sense. We can distinguish three basic planes on which the process of understanding mathematics takes place. The first is the plane of understanding the meaning of notions and terms existing in mathematical considerations. A mathematician must have the knowledge of what the given symbols mean and what the corresponding notions denote. On the second plane, understanding concerns the structure of the object of understanding wherein it is the sense of the sequences of the applied notions and terms that is important. The third plane-understanding the 'role' of the object of understanding-consists in fixing the sense of the object of understanding in the context of a greater entity, i.e., it is an investigation of the background of the problem. Additionally, understanding mathematics, to be sufficiently comprehensive, should take into account (apart from the theoretical planes) at least three other connected considerations-historical, methodological and philosophical-as ignoring them results in a superficial and incomplete understanding of mathematics. In an outstanding book by P. J. Davis and R. Hersh, The Mathematical Experience, there is a small chapter devoted to the crisis of understanding mathematics. Alas, this fragment focuses only on the presentation of the d... ...an't learn mathematics without its thorough understanding. My postulate is that, in the process of teaching mathematics, we should take into account both the history and philosophy (with methodology) of mathematics, since neglecting them makes the understanding of mathematics superficial and incomplete. Bibliography 1. Philip J. Davis & Reuben Hersh, The Mathematical Experience, Birkhà ¤user Boston, 1981. 2. Izydora DÄ…mbska, W sprawie pojÄ™cia rozumienia, in: Ruch Filozoficzny 4, 1958. 3. John R.Searle, Minds, Brains and Programs, in: Behavioral and Brain Sciences 3, Cambridge University Press 1980, p.417-424. 4. Danuta Gierulanka, Zagadnienie swoistoÅ›ci poznania matematycznego, Warszawa 1962. 5. Roger Penrose, The Emperor's New Mind, Oxsford University Press 1989. 6. Andrzej Lubomirski, O uogà ³lnieniu w matematyce, WrocÅ‚aw 1983.