Suchergebnisse

Dickinson, Eliot. 2017: Globalization and Migration: A World in Motion. Lanham: Rowman & Littlefield. xiv + 181 pp., US$104 (Hardback). ISBN: 978-144-225-496-1.

Performance appraisal is very important in the army for rewards and promotions which consequently lead to professional and career development, to determine whether military personnel have the capability to accomplish their mission as per their rank and level of training. The main objective of the study was to assess the perception of employees on performance appraisal practice at MGHA Military Academy. The researcher used descriptive survey type the reason that the researchers used descriptive because it describes the nature and characteristics of the population. Census methods were used to collect and analyze data. The data collection tools were interview and questionnaire. Total of 163 questionnaires were distributed to all permanent employees and the response rate was 100%. The researcher mainly deployed mixed type of research approach. SPSS 20 version was used to process the primary data. Interview was also conducted with higher officers. Study found out that MGHA military academy uses PA to measure employees' job performance twice a year. However, MGHA military academy faces huge problems in its performance appraisal practice, mainly in areas such as deficiency of rater capacity to evaluate employee performance, rater bias in evaluating performance, lack of communicating performance standards and expectations to the employees. Moreover, there is absence of employee participation in setting performance evaluation criteria and performance review discussions. In addition to these problems the performance appraisal result of the staff members of the academy does not have any contribution in terms of rewards, incentives, training, promotion and positions. Overall the conclusion of the research confirmed that the performance appraisal practice at MGHA military academy has problems and weaknesses that need to be improved. Finally, recommendations are made based on the result of the study. It was recommended that Performance evaluation criteria should be revised in participation of the employees for they are the actual persons who do the job and evaluated. In order to inform employees who do not know why performance evaluation is conducted the MGHA military academy should create awareness on purpose of performance appraisal. The military academy management should give training to appraisers who are responsible for conducting performance evaluation. These will improvement raters' ability to evaluate and alleviate raters' bias

In the era of globalization, global macroeconomic crises and the changes in the international trade pattern have accentuated the need for clearer understanding of the factors underlying a country's balance of trade position. In this onset, this paper examines the short run and long run effect of real effective exchange rate on trade balance of Ethiopia together with other variables that assumed to have effect on trade balance such as real GDP, government consumption, money supply and trade openness. The Autoregressive Distributed Lag (ARDL) Approach is used for analysis time serious annual data of period 1979/80 to 2013/34. Different diagnostic tests are under taken to check this time series data consistency and stability of selected model. As econometrics result reveals that these macro economic variables have short run as well as long run positive and significant effect on trade balance of the country except money supply, which has negative effect in the short run. That is in the short run real GDP , real exchange rate, government expenditure and trade openness have positive effect on trade balance of the country, while money supply has negative effects. Where as in the long run: real GDP, real effective exchange rate, money supply, government consumption and trade openness have significant and positive effect on trade balance. Based on the result I conclude that real effective exchange rate has short as well as long run effect on trade balance. To handle this series effect and reduce this continual deficit on trade balance government have to formulate strong controlling mechanism on monitory policy and trade structure of the country.

INTRODUCTION: Skilled health professional assisted delivery is an effective strategy to reduce maternal and newborn mortality. Skilled assistant delivery can prevent about 16–33% of maternal and newborn mortality. Despite the commitments of the government to assure home free delivery, majority of the births in Sub-Saharan Africa are attended by traditional birth attendants. As to our search of the literature, there is limited evidence on the prevalence and determinants of skilled delivery in East African countries. Therefore, this study aimed to estimate the pooled prevalence and determinants of skilled birth attendant delivery in East Africa Countries. METHODS: Pooled analysis was done based on Demographic and Health Surveys conducted in the 12 East African countries from 2008 to 2017. A total weighted sample of 141,483 women who gave birth during the study period was included in the study. The pooled prevalence of skilled birth attendance was estimated using STATA version 14. Intra-class Correlation Coefficient, Median Odds Ratio, Proportional Change in Variance, and deviance were used for model fitness and comparison. The multilevel multivariable logistic regression model was fitted to identify determinants of skilled birth attendance in the region. Adjusted Odds Ratio with its 95% Confidence Interval was used to declare significant determinants of skilled birth attendants. RESULTS: The pooled prevalence of skilled birth attendant in East African countries were 67.18% (95% CI:66.98, 67.38) with highest skilled birth attendant in Rwanda (90.68%) and the lowest skilled birth attendant in Tanzania (11.91%). In the Multilevel multivariable logistic regression model; age 15–24 (Adjusted Odds Ratio (AOR) = 1.14, 95%CI:1.09, 1.18), age 25–49(AOR = 1.16, 95%CI:1.10,1.23), primary women education (AOR = 1.57, 95%CI:1.51,1.63), secondary and above women education (AOR = 2.85, 95%CI:1.73,3.01), primary husband education (AOR = 1.11, 95%CI = 1.07,1.15), secondary and above husband education (AOR = 1.46, 95%CI = ...