An application of Solow\u27s growth model: Case of sub-Saharan Africa

This study is prompted by the growing concern over the poor economic performance of Sub-Saharan Africa (SSA) relative to the rest of the world over the past decade. The purpose of the study is to examine how a simple and predictable model like Solow\u27s model can explain per capita income in SSA. Our study consists of cross-sectional-cum-time-series regressions using 32 SSA countries. The time span considered is a 26-year period from 1960 to 1985. The model is based on the empirical framework developed by Mankiw et al. (1992). Our results show that saving has a significantly positive impact on per capita GDP in SSA, while population growth rate, though consistently negative, is significant only at higher levels of data disaggregation. Our findings are consistent with Mankiw et al.\u27s (1992) which confirm Solow\u27s predictions that saving has a positive effect on per capita income whereas population growth has a negative effect

Acid catalyzed rearrangements of carotane (daucane) sesquiterpenoids

Ph.D.Leon H. Zalko

Personal development planning in the first year

The approach to quality and standards in higher education (HE) in Scotland is enhancement led and learner centred. It was developed through a partnership of the Scottish Funding Council (SFC), Universities Scotland, the National Union of Students in Scotland (NUS Scotland) and the Quality Assurance Agency for Higher Education (QAA) Scotland. The Higher Education Academy has also joined that partnership. The Enhancement Themes are a key element of a five-part framework, which has been designed to provide an integrated approach to quality assurance and enhancement. The Enhancement Themes support learners and staff at all levels in further improving higher education in Scotland; they draw on developing innovative practice within the UK and internationally The five elements of the framework are: z a comprehensive programme of subject-level reviews undertaken by higher education institutions (HEIs) themselves; guidance is published by the SFC (www.sfc.ac.uk) z enhancement-led institutional review (ELIR), run by QAA Scotland (www.qaa.ac.uk/reviews/ELIR) z improved forms of public information about quality; guidance is provided by the SFC (www.sfc.ac.uk) z a greater voice for students in institutional quality systems, supported by a national development service - student participation in quality scotland (sparqs) (www.sparqs.org.uk) z a national programme of Enhancement Themes aimed at developing and sharing good practice to enhance the student learning experience, facilitated by QAA Scotland (www.enhancementthemes.ac.uk). The topics for the Enhancement Themes are identified through consultation with the sector and implemented by steering committees whose members are drawn from the sector and the student body. The steering committees have the task of establishing a programme of development activities, which draw on national and international good practice. Publications emerging from each Theme are intended to provide important reference points for HEIs in the ongoing strategic enhancement of their teaching and learning provision. Full details of each Theme, its steering committee, the range of research and development activities as well as the outcomes are published on the Enhancement Themes website (www.enhancementthemes.ac.uk). To further support the implementation and embedding of a quality enhancement culture within the sector - including taking forward the outcomes of the Enhancement Themes - an overarching committee, the Scottish Higher Education Enhancement Committee (SHEEC), chaired by Professor Kenneth Miller, Vice-Principal, University of Strathclyde, has the important dual role of supporting the overall approach of the Enhancement Themes, including the five-year rolling plan, as well as institutional enhancement strategies and management of quality. SHEEC, working with the individual topic-based Enhancement Themes' steering committees, will continue to provide a powerful vehicle for progressing the enhancement-led approach to quality and standards in Scottish higher education

Civil Rights Activities

The activities in this lesson support the students to investigate the development of Civil Rights initiatives leading to the Civil Rights Act of 1964. The lesson includes readings on Jim Crow laws, Brown vs Board of Education, Montgomery bus boycott, and the sit-in movements,

SSR— Silent Sustained Reading Activity

The SSR lesson outlines a strategy to incorporate literacy development in a Science or Social Studies classroom. There are short answer questions based on readings from the Hidden Figures Young Readers’ Edition, as well as open-ended journal questions. Questions are available for each chapter, so students can complete them at their own pace