A SAM-based Multiplier Model to Track Growth-Poverty-Inequality Nexus in Bangladesh

This paper offers a social accounting matrix (SAM) based analysis leading to a better understanding of the way various agents in the real economy interact, the way socio-economic groups make their living, the channels through which demand driven interventions may affect the poor, and the potential growth-poverty-inequality nexus. This is done in two steps. First, the paper reveals the economic structure of Bangladesh with a SAM framework where the macro (national accounts and input-output table) and micro (national surveys) data are juxtaposed under a unified data matrix to portray the meso level interactions of various economic agents, that is production sectors, factors of production, household groups, and other institutions. Subsequently, the SAM is used to develop a multiplier simulation model, which enables tracking and quantifying the nature and extent of the linkages among the demand driven shocks (stimuli), economic growth, income generation, and concomitant poverty and distribution implications from the perspective of different socio-economic groups in Bangladesh.Social Accounting Matrix (SAM); Multiplier Model; Growth-Poverty-Inequality;

Social Justice Matters: Making the Case and Development of a Business Proposal for the Center for Social Justice & Equity at Morehead State University

A capstone submitted in partial fulfillment of the requirements for the degree of Doctor of Education in the College of Education at Morehead State University by Jami M. Hornbuckle on April 9, 2018

Twenty-First Century Skill Building for Homeschooled Students With Special Needs

Although problem-based learning (PBL) is not new, the ways in which homeschool teachers use attributes of PBL with their students with special needs is unknown. Posts were collected from 20 homeschool teachers’ blogs. After I coded 87 blog posts, results showed that homeschool teachers provided a variety of opportunities for their students to practice 21st-century skills. Specifically, they developed lessons that encouraged students to share what they learned and developed cross-disciplinary content, most often with language arts. Results may provide insights for homeschool teachers interested in more purposefully implementing PBL experiences with the purpose of teaching 21st-century skills

Kriteria Pemilihan Pompa Untuk Mengalirkan Larutan Asam Fosfat Ke Mixer Settler Pada Proses Recovery Uranium Dari Asam Fosfat

PUMP SELECTION CRITERIA for flowing PHOSPHORIC ACID SOLUTION TO MIXER SETTLER in uranium recovery process from phosphoric acid. Mixer-settler plays important roles in uranium recovery process from phosphoric acid. To flow phosphoric acid from feeder tank to mixer settler, constant fluid flow rate is needed. Therefore, this program selects a pump with positive displacement of reciprocating type having specification of plunger single acting 5”x4” triplex, and power 2 HP, to flow phosphoric acid solution with flow rate of 20 kg/s (242 gpm), density of 1300 kg/m3, and viscosity of 4.5 cP, and suction static head of 2 m and discharge static head of 6.4 m. From cavitation evaluation, NPSHavailable of 8.9 m which was greater than NPSHrequired of 4.5 m (specification from pump maker) was obtained. Kriteria Pemilihan Pompa Untuk Mengalirkan Larutan Asam Fosfat ke Mixer Settler pada proses recovery uranium dari asam fosfat. Pesawat pengaduk pengenap atau mixer settler adalah alat yang memegang peranan penting dalam proses pengambilan uranium dari larutan asam fosfat. Untuk mengalirkan asam fosfat dari tangki umpan ke mixer settler membutuhkan laju alir fluida yang konstan. Metode yang digunakan dalam kegiatan perancangan ini adalah dengan membandingkan karakter pompa perpindahan positif dan pompa sentrifugal. Dari hasil perbandingan tersebut dipilih jenis pompa perpindahan positif tipe reciprocating dengan spesifikasi plunger single acting 5”x4” triplex, daya 2 Hp, untuk mengalirkan larutan asam fosfat dengan flow rate 20 kg/s (242 gpm), densitas 1300 kg/m3 dan viskositas 4.5 cP, dengan suction static head 2m dan discharge static head 6.4m. Dari cek kavitasi didapat NPSHa 8.9m lebih besar dari NPSHr 4.5m (spesifikasi dari pump maker)

School Violence

A safe school is a school where the educational climate fosters a spirit of acceptance for all children. It is a place where students can learn and teachers can teach in an environment free of intimidation and fear of violence. Over the past decade, school shootings have increased anxieties about the safety of our schools. As a result of highly publicized acts of school violence in the media, national attention has recently focused on violence in public schools. School violence is defined as any action or threat of action resulting in intimidation, coercion, physical harm, or personal injury. While estimates of school violence vary, acts of school violence range from bullying to violent deaths; including self-mutilation, suicide, and homicide. The most prevalent forms of school violence involve verbal and physical harassment, bullying, self-destructive behavior, systemic and structural oppression, and physical fighting. The entry also covers issues such as prevalence, risk factors, gender, the school climate, psychological consequences, and prevention and intervention

The Relationship between Organizational Justice and Organizational Citizenship Behavior

The paper focuses on determining whether organizational justice has impact on the organizational citizenship behavior in charity organization in Erbil/Iraq. Correlation analysis analyzed (r =0.795**) was found between organizational justice and OCB, (r =0.424**) was found between Distributive and OCB (r =0.768**) was found between Procedural and OCB, (r =0.784**) e was found between Interactional and OCB. Simple Analysis concluded supported that there is linkage between organizational justice as an independent variable and OCB as a dependent variable (Adjusted R2 = 0.630, p <0.01). Multiple Regression Analysis concluded supported that there is linkage between dimensions of organizational justice as an independent variable as listed as Distributive, Procedural and Interactional with OCB as a dependent variable (Adjusted R2 = 0.654, p <0.05). Rely of the study outcome all hypotheses which are H1, H2, H3 and H4 were confirmed