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Gyeongsang University Turnitin Trash Files HUMAN CAPITAL NEXUS AND GROWTH OF NIGERIA ECONOMY CHAPTER ONE INTRODUCTION Background to the Study Government expenditure equally known as public spending simply refers to yearly expenditure by the public sector (government) in order to achieve some macroeconomic aims notably high literacy rate, skilled manpower, high standard of living, poverty alleviation, national productivity growth, and macro-economic stability. It is also expenditure by public authorities at various tiers of government to collectively cater for the social needs of the people. Generally, it has been revealed that public expenditure plays a key role in realizing economic growth. This is because providing good education to individuals is one of the principal avenues of improving human resource quality in any economy. From this perspective, advancing school enrolment may subsequently lead to economic growth. Therefore, education remains the effective way to subdue poverty, illiteracy, underfeeding and accelerate economic growth in the long-term. Much attention has been channeled towards clarifying the relationship between education and economic growth, and so, has led to series of studies by economists over the past 30 years. There is substantial literature to back the fact that correlation exists between the two. (Sylvie, 2018). In line with the views of Hadir and Lahrech (2015), the fact that humans are the most worthy assets remains undisputable in both developed and developing countries. Therefore efficiency in human resource management is pertinent if development must be realized. In this sense, the major gateway to development is adequate investment in human capital which may be described as an individual's potential economic value in terms of skills, knowledge, and other intangible assets. In order to realize the well-known macroeconomic objective of economic growth, Nigeria being a developing country embarked on some programs in the educational sector with the aim of boosting human capital ...

Sir Dugald Baird, in his Galton Lecture to this Society earlier in this Symposium, suggested that the obstetrician in society should no longer aim to acquire all the skills previously encompassed in obstetrics and gynaecology. Instead, he should develop some special interests, and then make his contribution to society by being part of a team of colleagues. One such special interest is the dissemination of factual knowledge and of an enlightened and enquiring attitude to sex and reproduction among the population at large.

This e-book offers readers insights into knowledge related to maternal habits or disorders that could affect fetal development and lead to disability later in childhood and adulthood. It is written in a multidisciplinary context and would be a handy reference to a wide spectrum of readers including students, clinicians (obstetricians, neonatologists, pediatricians) and basic scientists in gynecology

Text from van Zanten A., Legavre A. "Engineering access to higher education through higher education fairs", in Goastellec G., Picard F. (ed.) The Roles of Higher Education and Research in the Fabric of Societies, Leuven, Sense Publishers, 2014 (in press). Transition to higher education is a major social process. This transition has been mostly studied by French sociologists of education and higher education from perspectives focusing predominantly on the role of the socio-economic status, academic profiles and different tracks followed by secondary school students (Merle 1996, Duru-Bellat and Kieffer 2008, Convert 2010), and, to a lesser extent, on the types of secondary schools attended (Duru-Bellat and Mingat 1998, Nakhili 2005) and the local higher education provision (Berthet et al. 2010, Orange 2013). Although these structural determinants play a major role in explaining significant regularities, they provide more powerful explanations for individuals representing the extremes of the different variables considered, leaving room for the influence of other major factors for those students in intermediate situations. In addition, even in the case of students occupying extreme positions, structural perspectives better explain the distribution of students between different higher education tracks than they do between institutions and disciplines. In this chapter, we adopt a perspective that we see as complementary to and interacting with the perspective centred on structural determinants by focusing on the role of the devices that mediate the exchanges between students and higher education institutions, and more specifically on one device: higher education fairs. Our purpose in doing so is not only to document how these various devices frame, in ways that remain largely unexplored by researchers, exchanges between providers and consumers of higher education but also to point out - and further explore in future publications - how these devices, and the specific features of fairs, contribute to the reproduction and transformation of educational inequalities in access to higher education (Benninghoff et al. 2012).

The humanities are central in today's academic turbulence and in the cultural crisis of which it is a manifestation. The crisis, with its long genealogy and manifold issues in society and the academy, is real enough. The heritage of an age of individualism in which many traditional forms of authority had survived is passing through the ordeal of irrelevance. In exaggerated reaction to the communitarian requirements of society, not to mention industrial society, this heritage is not simply found wanting but is pronounced to be corrupting, misleading or irrelevant. The disparity between institutions, values and received ideas and the needs of society is so great that past experience may also be dismissed as irrelevant for what some will ponderously call "the end of the neolithic age." Ill-equipped and confused we face the problem of adaptation and innovation required by the encounter of civilizations in our world.

Education and Consecration of Neoliberal Elites: Introduction -- Business, Economics, and the Nobel Prize: History and Legacy -- Admission: Privilege, Values and Practices -- Consecration, Business Skills and Leadership: The Student Union -- Teaching Business: The Invisible Hand in Class -- Affinity: Pedagogics for a Future Elite -- Academic Freedom and the Business Community -- Business School Faculty and Neoliberal Thinking -- Lifelong Social Relationships and Networks: Business School Alumni -- Elitism and Masculinity: Business Schools and Elite Employers -- Business Schools and the Consecration of Elites: Conclusions.