Friday, February 14, 2020

Economist Report Essay Example | Topics and Well Written Essays - 750 words

Economist Report - Essay Example Ricardo was elected to the British parliament in 1819 as an independent representative of a borough in Ireland, Portarlington, which he served till his death in 1823. David Ricardo, lived in the times just at the beginning of the Industrial revolution and this is what perhaps influences his thinking on 'Machinery' (discussed below). Ricardo took a keen interest in the study of economics and formulated the 'Classical' system of political economy. His interest in economics was sparked by a chance reading of Adam Smith's 'The Wealth of Nations' while on vacation in 1799, in which Adam Smith focuses most of his attention on the problem of economic growth and his belief that an evolving capitalist system could benefit society as a whole. According to Smith's analysis the economy possesses unlimited upward potential. Ricardo's first written comments on economics appear to be two essays written in 1810 and 1811 (The High Price of Bullion, a Proof of the Depreciation of Bank Notes) articulating his position in favour of the 'Bullionist' position. He argued in favour of a metallic currency, giving a fresh stimulus to the controversy about the policy of the Bank of England. This has since become known as the classical approach to the theory of money, which argued for the resumption of the convertibility of paper money into gold. The Bullion Committee appointed by the House of Commons in 1819 confirmed Ricardo's views and recommended the repeal of the Bank Restriction Act. Ricardo was a firm believer in Say's Law that states that there can be no demand without supply and that recession does not occur because of failure in demand or lack of money. In these tracts Ricardo also suggested the impossibility of a 'general glut', or an excess supply of all goods in an economy as proposed by Thomas Robert Malthus. This provoked a debate with Malthus that culminated in Ricardo writing a series of notes on Mathus's 1820 'principles'. These notes were published posthumously as Notes on Malthus. In 1815 he published his first complete work 'Essay on the Influence of a Low Price of Corn on the Profits of Stock' where he introduced the differential theory of rent and the "law of diminishing returns" to land cultivation. He argued that raising the duties on imported grain had the effect of increasing the price of corn and hence increasing the incomes of landowners and the aristocracy at the expense of the working classes and the rising industrial class. In Essay Ricardo formulated his theory of distribution in a one-commodity ("corn") economy. With wages at their "natural" level, Ricardo argued that rate of profit and rents were determined residually in the agricultural sector. He then used the concept of arbitrage to claim that the agricultural profit and wage rates would be equal to the counterparts in industrial sectors. With this theory, he could show that a rise in wages did not lead to higher prices, but merely lowered profits. Ricardo took economics to an unprecedented degree of theoretical sophistication by formalising the 'Classical' system more clearly and consistently than anyone before had done and what became known as the "Classical" or"Ricardian" School (of thought). In

Saturday, February 1, 2020

Education mis in East African countries - Tanzania Dissertation

Education mis in East African countries - Tanzania - Dissertation Example The creation of the MIS model will serve the purposes of empowering decision makers and the creation of capacity to deliver better education services across the sector. In the area of requirements analysis, the creation of the specification for the MIS model was executed through incorporation of national and international standards of education, regarding the needs of the users of the Tanzanian education sector. Communication with the users was executed through interviews, as this model offered unbiased information on the viewpoints of the user population. Feedback surveys were also helpful towards reaching the desired information base, as collected from social networking and other ICT-related data sites. Areas of constraints included the vague knowledge of the specifications desired by the user population, the unreasonable timelines of the end-users, and the communication gap between implementation teams and the end-user population. The rationales for the choices made were based on rationale capture and rationale representation, which were verified using argument-based choices. The software requirements specification was designed to emphasize on and foster the usage of management information systems throughout the creation, processing and consumption of information. Performance indicators revolved around the service delivery of service personnel to the documentation of students, and offering a complete picture of the educations sector. The features of the model under implementation include capturing baseline statistics like the demography of users to school performance capacities. Data flow across the sector was created to improve the practice and quality of management across the different user groups. The schedule for the implementation of the model will extend across 2011 and 2012, prior to expansion depending on the depicted implementation needs and uptake capacity. Under design specification, the model was split into two sub-phases: the top level design an d the detailed design level. The implementation of the model covered the development of the model, creation of data collection forms, data entry models and checking of the quality of the application. In the area of testing, the MIS model was tested on a number of areas, including the presence of bugs, model usability, and model compatibility. The model will offer a platform from which the education sector can run in a more effective manner, following the more effective transfer and communication of relevant information across the sector. INTRODUCTION AND DESCRIPTION OF THE FUNCTIONALITY OF THE MIS MODEL UNDER CREATION The education sector at Tanzania has historically faced numerous challenges, including the lack of basic infrastructure like electricity at local