Why Northern Ghana Lags Behind in Ghana's Growth and Poverty Reduction Success

Ghana's post adjustment growth and poverty reduction performance has been hailed as impressive, albeit with spatial disparities in the distribution of welfare, especially between the north and south of the country. Researchers generally agree that economic growth does not always reduce poverty. Indeed, the effectiveness of growth in reducing poverty depends on the level of inequality in the population. Growth that increases inequality may not reduce poverty; growth that does not change inequality (distribution-neutral growth) and growth that reduces inequality (pro-poor growth) result in poverty reduction. Policy makers can promote pro-poor growth by empowering the poor to participate in growth directly. Policy makers can focus on interventions that improve productivity in smallholder agriculture, particularly export crops, increasing employment of semi-skilled or unskilled labour, promoting technology adoption, increasing access to production assets, as well as effective participation in input and product markets. Also, increasing public spending on social services and infrastructure made possible by redistribution of the benefits of growth benefits the poor, indirectly

Arab consumer attitutes towards international marketing as a result of the ongoing Arab Spring : a systematic literature review

Paper from the International Conference on Contemporary Marketing Issues (ICCI), Thessaloniki, 13-15 June 2012 The Middle East has been recently and continues to be affected by a phenomenon referred to popularly as the ‘Arab Spring’. The phenomenon appears to have sparked a wave of candidness amongst Arab consumers in a way that hitherto was not apparent. A question as to whether the uprisings are about the pursuit of democracy, political reform or freedom of speech remains to be settled. The purpose of this discussion paper is to ask what effects the Arab Spring may have on marketing theory and practice. To that end, the paper presents the results of a systematic literature review pertaining to marketing in the Middle East. A quantitative bibliometric method of citation analysis is deployed to identify the range of themes that have been previously researched. From this review, the paper identifies the particular relevance of the Arab Spring phenomenon to international marketing theory and practice. Thus, this study makes the first attempt to conceptualize what the Arab Spring means for future international marketing theory and practice and marks the start of a first investigation, and potential beginning of a longitudinal study into the phenomenon as it continues to unfold, grounded firmly in the marketing discipline

What makes a good clinical student and teacher? An exploratory study

<b>Background</b> What makes a good clinical student is an area that has received little coverage in the literature and much of the available literature is based on essays and surveys. It is particularly relevant as recent curricular innovations have resulted in greater student autonomy. We also wished to look in depth at what makes a good clinical teacher. <p></p> <b>Methods</b> A qualitative approach using individual interviews with educational supervisors and focus groups with senior clinical students was used. Data was analysed using a “framework” technique. <p></p> <b>Results</b> Good clinical students were viewed as enthusiastic and motivated. They were considered to be proactive and were noted to be visible in the wards. They are confident, knowledgeable, able to prioritise information, flexible and competent in basic clinical skills by the time of graduation. They are fluent in medical terminology while retaining the ability to communicate effectively and are genuine when interacting with patients. They do not let exam pressure interfere with their performance during their attachments. <p></p> Good clinical teachers are effective role models. The importance of teachers’ non-cognitive characteristics such as inter-personal skills and relationship building was particularly emphasised. To be effective, teachers need to take into account individual differences among students, and the communicative nature of the learning process through which students learn and develop. Good teachers were noted to promote student participation in ward communities of practice. Other members of clinical communities of practice can be effective teachers, mentors and role models. <p></p> <b>Conclusions</b> Good clinical students are proactive in their learning; an important quality where students are expected to be active in managing their own learning. Good clinical students share similar characteristics with good clinical teachers. A teacher’s enthusiasm and non-cognitive abilities are as important as their cognitive abilities. Student learning in clinical settings is a collective responsibility. Our findings could be used in tutor training and for formative assessment of both clinical students and teachers. This may promote early recognition and intervention when problems arise