The Informal Sector and Formal Competitiveness in Senegal

The purpose of this paper is to investigate the informal sector of the Senegalese economy with focus on the relationship with formal sector competitiveness. The paper is based on three research questions. 1. What are the characteristics of the informal sector in Senegal? 2. What are the linkages, similarities and differences between the formal and informal sector? 3. How can formal sector competitiveness be improved by actions in the informal sector? The answer to the first question makes it clear that informal sector businesses are small in size, number of employees, financial capital and thus output. It is also clear that the informal sector is rather heterogeneous. This knowledge enables the investigation of the second research question. These answers are related to the different components used when assessing competitiveness in an economy: (i) governmental performance and institutional quality, (ii) GDP and trade performance, (iii) the exchange rate, (iv) the labour force and production costs and (v) infrastructure. Finally, the third research question is addressed. There appear to be both synergetic and counteracting effects between the two sectors with respect to overall economic competitiveness. However, the counteracting effects seem to be dominating and, in the end, the informal sector needs to be diminished in order for formal sector competitiveness to be improved. Furthermore, the results obtained throughout the paper give clear indications why the informal sector is of such magnitude. It also becomes clear in what areas the main problems are to be found. Thus, the policy actions suggested in order for the informal sector to be diminished and formal competitiveness to be improved are (i) eased entry to the formal sector by re- and deregulations, (ii) a more encouraging taxation system in order to improve the quality and quantity of public goods, (iii) easier access to financial capital among small-scale producers, (iv) a labour market that makes education profitable and (v) proper wages rates

Технологическая подготовка производства деталей комплекса кормоуборочного высокопроизводительного КВК-800 «ПАЛЕССЕ FS80» с разработкой технологического процесса механической обработки детали корпус КВС-2-0111605 и анализом чистовых методов окончательной обработки связанным абразивом (суперфиниширование и притирка)

This study is aimed to deduce which ethical norms and considerations are implicitly present in the students answers when they are asked to define to what degree the presented actions in a questionnaire are acts of cheating. Data are analysed by factor analysis as well as qualitative analysis. The questions asked are: What characterises the items regarded as cheating? What characterises the items not regarded as cheating? The implicit logic in the students attitudes is: The lower the degree of effort and work, the lower degree of learning can be expected; the lower is the degree of learning, the higher will be the degree of academic dishonesty. If the academic dishonesty does promote learning, it can be morally justified by mixed arguments from three ethical theories, consequentialist, deontology and virtue ethics.This is an electronic version of an article published in:Gunnel Colnerud and Michael Rosander, Academic dishonesty, ethical norms and learning, 2009, ASSESSMENT and EVALUATION IN HIGHER EDUCATION, (34), 5, 505-517.ASSESSMENT and EVALUATION IN HIGHER EDUCATION is available online at informaworldTM: http://dx.doi.org/10.1080/02602930802155263Copyright: Taylor & Francishttp://www.tandf.co.uk/journals/default.as

Exploring Web-Based University Policy Statements on Plagiarism by Research-Intensive Higher Education Institutions

Plagiarism may distress universities in the US, but there is little agreement as to exactly what constitutes plagiarism. While there is ample research on plagiarism, there is scant literature on the content of university policies regarding it. Using a systematic sample, we qualitatively analyzed 20 Carnegie-classified universities that are “Very High in Research.” This included 15 public state universities and five high-profile private universities. We uncovered highly varied and even contradictory policies at these institutions. Notable policy variations existed for verbatim plagiarism, intentional plagiarism and unauthorized student collaboration at the studied institutions. We conclude by advising that the American Association of University Professors (AAUP), the American Association of Colleges and Universities (AACU) and others confer and come to accord on the disposition of these issues

The Development of a Code for Australian Psychologists

Section 35(1)(c) of the Health Practitioner Regulation National Law Act (200929. Health Practitioner Regulation National Law Act of 2009. (Queensland). View all references) requires the newly formed Psychology Board of Australia (PsyBA) “to develop or approve standards, codes and guidelines.” In 2010 the PsyBA decided to initially adopt the Australian Psychological Society\u27s (APS) Code of Ethics (200711. Australian Psychological Society . 2007 . Code of ethics , Melbourne, , Australia : Author . View all references) and develop a new code in the future with the involvement of key stakeholders without deciding what the nature of this code will be. The PsyBA now has to decide exactly how it will proceed in future. My aim in this article is to examine the options available to the PsyBA by exploring the definition and function of codes; presenting a history of the APS Code; and considering approaches that had been followed in Europe, Israel, New Zealand, and South Africa

The Ethical Problems of Reserach : An empirical study of ethics in research practice

Most accounts of the ethical problems facing researchers across a broad spectrum of research fields come from ethicists, ethics committees and specialists committed to the study of ethics in human research. In contrast, this study reports on the ethical questions that researchers, themselves, report facing in their everyday practice. Fifty-five Swedish researchers contributed 109 examples of ethical dilemmas, conflicts and problems in research. They were all researchers at the post-doctoral level in the fields of medicine, the humanities, education and social sciences, who devoted at least 50% of their working hours to research. They reported issues they face before, during, and after gathering data. Their range of issues is broader than generally discussed and point to the importance of researchers’ ethical sensitivity

The Ethical Problems of Reserach : An empirical study of ethics in research practice

Most accounts of the ethical problems facing researchers across a broad spectrum of research fields come from ethicists, ethics committees and specialists committed to the study of ethics in human research. In contrast, this study reports on the ethical questions that researchers, themselves, report facing in their everyday practice. Fifty-five Swedish researchers contributed 109 examples of ethical dilemmas, conflicts and problems in research. They were all researchers at the post-doctoral level in the fields of medicine, the humanities, education and social sciences, who devoted at least 50% of their working hours to research. They reported issues they face before, during, and after gathering data. Their range of issues is broader than generally discussed and point to the importance of researchers’ ethical sensitivity