The health system how to affect the personal economy in Africa
Introduction
Health is the most significant social capital of the continent of Africa, and any
other should boast of. Without a healthy and productive population, nations can never
be economically stable. Having a health base of citizen provide enormous benefits to
nations and continents at large.
A nation with a healthy population can grow and
develop economic wise than a country with the unhealthy population.
In this sense,
having a robust health system (organization of people, institutions, and resources that
deliver health care services to meet the health needs of people) is Paramount to the
development of a country's economy. Most of the countries in Africa have struggled
to grow and develop their economy. Africa is one of the improvised continents.
Consequently, the health system of most African countries is one of world's worst.
This, therefore, calls for research on whether the economic situation of the African
society has any relationship with weak health systems. It is therefore essential to
determine the relationship between the individual economy and the medical system and
how does the two promote each other.
Problem Statement
Health systems and personal economy of a nation are supposed to proportion
directly. This is to mean; a more developed health system of a country means that the
personal economy of such a country has to be developed as well. However, this has not
been the case in most African countries and particular Kenya, Eritrea, and Ethiopia.
The health system in Kenya is poorly developed. The low numbers of doctors and
registered nurses compared to the number of patients in healthcare facilities is an
example of how the health systems are poorly developed in this nation. The same
situation with poor infrastructure is witnessed in Ethiopia and Eritrea. These kinds of
health systems, in these three countries: Kenya Ethiopia and Eritrea promotes the
culture of unhealthy people who cannot engage in any economic development plans.
A need, therefore, arises to determine how health systems are interrelated with the
personal economy of Kenya, Ethiopia, and Eritrea. Besides, there is also need to analyze
the critical role of medical systems in the development of the personal economy, and
how an imperfect medical system consumes personal wealth and damages the growth
of the individual economy.
Justification of the study
The topic of the health system and how it is related to economic growth is
something that has been subjected to study in many parts of the world. However,
researchers of this topic have not explored the issue in Africa and in particular the three
countries; Kenya, Ethiopia, and Eritrea. In these three countries, poverty levels are very
high. People in this country have been subject to extreme poverty, living below the
poverty line as stated by the united nation.
After conducting a comprehensive
literature review, it is found that this topic has not been covered well in the three
countries. Even though there are some previous researches on the causes of poverty in
these countries, the effects of the increased poverty have not been established. This has
therefore called for research on the interrelation between the health system and the
economic development of these economies.
Studies on this topic conducted in other areas across Africa have produced
contradicting results. Research conducted by Sandefur, & Glassman (2015), on the
relationship between healthcare systems and economic development in South Africa
found that the link is minimal. Another study carried out in Nigeria found that health is
directly proportional to economic growth. This study is therefore conducted to obtain
more insights into the health care system and economic development and how they are
interrelated to each other in Africa. The three countries being a representation of the
African continent. This study will give the accurate picture about such a relationship in
Africa and can be used by other researchers to and stakeholders to implement some
strategies that will ensure the health care system is adequately developed to provide
economic development.
The topic is not only significant to the field study of the researcher but also to
different stakeholders. The findings from the survey will be of great importance to
government agencies, health care providers, investors and any other stakeholders who
are interested in the economic growth and development of these three countries. The
government of these countries and others in the continent will utilize the findings to put
measures to ensure the healthcare system stabilizes in due time. The results will also
act as a basis that the government will use to identify areas that need improvement, be
it research institutes or healthcare facilities.
Studying the concept of health care and how it is related to economic
development will add up to the knowledge base of the researcher. Carrying the study
will equip the researcher on the effectiveness of the healthcare sector in the three
countries and Africa in general. More insights on the economies of this nature will be
obtained. The researchers will, therefore, expand the knowledge base and the
information collected may be used to carry out a different study related to those
concepts.
References
Busse, H., Aboneh, E. A., & Tefera, G. (2014). Learning from developing countries in
strengthening health systems: an evaluation of personal and professional impact
among global health volunteers at Addis Ababa University’s Tikur Anbessa
Specialized Hospital (Ethiopia). Globalization and health, 10(1), 64.
Sandefur, J., & Glassman, A. (2015). The political economy of bad data: evidence from
African survey and administrative statistics. The Journal of Development Studies,
51(2), 116-132.
Preparing a Working Outline 1
Preparing a Working Outline
Without exception all working outlines must be driven by a well written research question or
statement of problem. If your Capstone Project or Thesis does not yet have a well written
research question or statement of problem this set of notes will not be that helpful. Also, to
prepare a working outline, one must have conducted at least a preliminary review of the literature
as it is essential to know something about the subject before one can truly organize an outline.
A working outline functions as a plan to help organize your ideas and present them in a logical
manner. If a good working outline can be created, students will not be aimless in their thinking
and writing which saves them time and effort. Think about being in a wide field with rabbits and
being asked to round them up. Lacking an outline, you will spend the semester chasing rabbits.
Fortunately, the Capstone Project and, to a large extent, the Thesis require students to follow a
fairly prescribed outline structure and format though some variation from what is about to be
presented may occur. If, given the research question or statement of problem, a student finds
that the prescribed structure and format does not work, they must discuss this with me.
A Prescribed Working Outline Model
Commonly, we think of the outline as being organized around topics or subject-specific
discussions of elements central to the paper. Outlines frequently use Roman numeral and
alphanumeric characters to denote level one, level two and level three discussions (there may be
more levels to an outline). It is vital that students understand that the levels of discussion bear
some conceptual relationship to each other. For example, let us imagine that we are conducting
research into the causes of academic success among college freshmen and we have identified
three important causal factors. We might express this via the following outline structure:
I. Identification of factors viewed as predictive of success among college freshmen
A. The role of family history in education
1. Mother’s level of educational attainment
2. Father’s level of educational attainment
3. Siblings and their educational attainment
B. The freshman student’s academic preparation
1. AP high school courses and college success
2. Extra-curricular high-school experiences and college success
C. The peer influence during the first year of college
Preparing a Working Outline 2
1. Students engaged in campus activities support each other’s success
2. Living on campus promotes friendship and a sense of belonging
From the above example, one can see how the level two points A, B, and C are causal factors and
conceptually relate to Roman number I and the level one topic identified there. Roman numeral
I clearly defines what will be discussed within Roman numeral I. Also note that the level two
points A, B, and C are considered of equal value. In addition, note that the level three points
(numbered 1, 2, and 3) under A, B, and C are all conceptually related to their respective level
two point. Finally, note how the description provided at each level informs one about what will
be discussed. It is recommended that students commit to a solidly descriptive discussion of each
point at each level of the outline structure. Your professor must know what you are thinking and
this cannot be accomplished in a word or two.
Hopefully the above has helped clarify outline structure. Now, let us turn our attention to the
prescribed outline structure for the Capstone Project. An outline structure for a Thesis is also
presented below.
The Prescribed Outline Structure for Capstone Projects
Your outline will begin with:
I. Introduction and Statement of Problem
(The objective in this section of your Project will be to introduce your topic and
guide the reader toward presentation of the research question or statement of
problem.)
Roman numeral I will be followed by:
II. Justifications for the Study.
(In the Justifications section, you will be required to develop no less than four
arguments that explain to your reader why your research question or statement of
problem is worth examining. It is worth repeating the purpose of this section.
You are to explain, using logical arguments supported by valid published
literature, why your research question or statement of problem is important, worth
examining and worth your reader’s time. Because you are to make no less than
four arguments, this section of your outline will have level two points A, B, C,
and D.)
A. Justification/Argument 1
B. Justification/Argument 2
C. Justification/Argument 3
Preparing a Working Outline 3
D. Justification/Argument 4
III. Literature Review
(The literature review is such an important component of the Capstone Project
because it is here that the student researcher [i.e., you] conveys to the reader what
the most important causes of the problem being examined are. Since the research
question or statement of problem reflects deterministic thinking
[http://www.britannica.com/topic/determinism], the literature review ideally
presents a discussion of what those causal factors/concepts/variables are, why
they are important and what the published literature has found out about them and
their relationship to the problem.
Students often ask how to organize a literature review. One thing they should not
do is simply discuss one article after another until they have hit some imposed
limit. Rather they should organize the presentation of the literature review around
issues central to their research question.
For example, let us imagine that we are researching the causes of identity theft
and let us assume that the literature has directed us toward four important causal
factors. The literature review may be organized as follows: Under III A, a
discussion of the variable of living arrangements may be presented and then,
under III A 1, I a discussion of how living alone contributes to identity theft may
be presented. Then, under III A 2, one might discuss what data from published
studies actually suggested about living alone and identity theft. In part III B, the
literature review might discuss how one’s age contributes to identity theft.
In short, the literature review is organized around ideas, factors, concepts, and
important variables. It is never organized around a simple consecutive ordering
of articles and resources one has read.)
A. Factor/Concept/Variable A
1. Why Factor/Concept/Variable A is important
2. What the published literature actually says about how Factor/Concept/Variable
A relates to the problem
B. Factor/Concept/Variable B
1. Why Factor/Concept/Variable B is important
2. What the published literature actually says about how Factor/Concept/Variable
B relates to the problem
C. Factor/Concept/Variable C
Preparing a Working Outline 4
1. Why Factor/Concept/Variable C is important
2. What the published literature actually says about how Factor/Concept/Variable
C relates to the problem
D. and further lettered points as needed
IV. Summation of the Literature Review
(The goal of this section of the outline is to reinforce to the reader the most
important lessons learned from the Literature Review section. When the student
writes the actual Project, this part of the Project will be relatively brief.)
V. Proposed Recommendations (or Solutions)
(As perhaps is implied with the level one heading, this part of the outline is where
the student conveys what recommendations will be made to address the problem.
Now, and this is very important, if the literature has suggested that factors A, B,
and C cause the problem, then it makes sense that the recommendations made, in
some way, address the mitigation of A, B, and C. It would make no logical sense
to recommend changes unrelated to anything you have read! Finally, and also of
great importance, the recommendations must be pragmatic and implementable
[see below]. Recommending that the problem of war can be solved by humanity
being committed to peace is not pragmatic and implementable. Do NOT make
such worthless recommendations in your Capstone Project.)
A. Recommendation 1
(It is possible that a recommendation might involve two or more
parts. If that is the case, then you would need two or more
numbered points below that recommendation.)
B. Recommendation 2
C. Recommendation 3
D. and further lettered recommendation points as needed
VI. Implementation of the Recommendations (or Solutions)
(This is a very important conceptual part of your Project! To improve the human
condition and address real problems, real recommendations or solutions have to
implementable. Concrete and pragmatic strategies to implement the
recommendation must be given.)
A. Implementation Strategy for Recommendation A
Preparing a Working Outline 5
B. Implementation Strategy for Recommendation B
C. Implementation Strategy for Recommendation B
D. and further lettered implementation points as needed
VII. Evaluation and Follow-Up
(It is not possible in a Capstone Project for students to actually implement their
recommendations. They must however be able to convey to the reader who they
might evaluate whether their implementation strategies are effective. Such a
discussion is required here.)
VIII. Conclusions
The Prescribed Outline Structure for a Thesis
Theses are generally organized around chapters. The Roman numerals represent chapters.
Your outline will begin with:
I. Introduction and Statement of Problem
(The objective in this section of your Project will be to introduce your topic and
guide the reader toward presentation of the research question or statement of
problem.)
Roman numeral I will be followed by:
II. Justifications for the Study.
(In the Justifications section, you will be required to develop no less than four
arguments that explain to your reader why your research question or statement of
problem is worth examining. It is worth repeating the purpose of this section.
You are to explain, using logical arguments supported by valid published
literature, why your research question or statement of problem is important, worth
examining and worth your reader’s time. Because you are to make no less than
four arguments, this section of your outline will have level two points A, B, C,
and D.)
A. Justification/Argument 1
B. Justification/Argument 2
C. Justification/Argument 3
Preparing a Working Outline 6
D. Justification/Argument 4
III. Literature Review
(The literature review is such an important component of the Thesis because it is
here that the student researcher [i.e., you] conveys to the reader what the most
important causes of the problem being examined are. Since the research question
or statement of problem reflects deterministic thinking
[http://www.britannica.com/topic/determinism], the literature review ideally
presents a discussion of what those causal factors/concepts/variables are, why
they are important and what the published literature has found out about them and
their relationship to the problem.
Students often ask how to organize a literature review. One thing they should not
do is simply discuss one article after another until they have hit some imposed
limit. Rather they should organize the presentation of the literature review around
issues central to their research question.
For example, let us imagine that we are researching the causes of identity theft
and let us assume that the literature has directed us toward four important causal
factors. The literature review may be organized as follows: Under III A, a
discussion of the variable of living arrangements may be presented and then,
under III A 1, I a discussion of how living alone contributes to identity theft may
be presented. Then, under III A 2, one might discuss what data from published
studies actually suggested about living alone and identity theft. In part III B, the
literature review might discuss how one’s age contributes to identity theft.
In short, the literature review is organized around ideas, factors, concepts, and
important variables. It is never organized around a simple consecutive ordering
of articles and resources one has read.)
A. Factor/Concept/Variable A
1. Why Factor/Concept/Variable A is important
2. What the published literature actually says about how Factor/Concept/Variable
A relates to the problem
B. Factor/Concept/Variable B
1. Why Factor/Concept/Variable B is important
2. What the published literature actually says about how Factor/Concept/Variable
B relates to the problem
C. Factor/Concept/Variable C
Preparing a Working Outline 7
1. Why Factor/Concept/Variable C is important
2. What the published literature actually says about how Factor/Concept/Variable
C relates to the problem
D. and further lettered points as needed
IV. Summation of the Literature Review
(The goal of this section of the outline is to reinforce to the reader the most
important lessons learned from the Literature Review section. When the student
writes the actual Project, this part of the Project will be relatively brief.)
V. Theoretical Section
(The goals of this section of the outline is to reinforce to the reader what specific
theory is actually being tested in the Thesis. The discussion of the theory is then
followed by a specific discussion of the research hypotheses that will actually be
tested.)
A. Theory
B. Research Hypotheses
VI. Method
(The goals of this section of the outline are to reinforce to the reader what data are
being used, how the data were collected, how the specific variables central to the
study are measured, and how the data will be statistically analyzed. As such, the
methods section is developed around the following structure:)
A. Data Collection (If one is collecting their own data that process is discussed
here. If one is using data collected by another researcher, that researcher’s data
collection process is discussed here.)
B. Operationalization of Variables (Here, one discusses exactly how the variables
central to the study and research hypotheses were measured.)
VII. Analysis or Results
(The goals of this section of the outline are to present statistics describing the variables
central to the research hypotheses and to present statistics reflecting the actual testing of
those hypotheses.)
A. Descriptive Statistics
Preparing a Working Outline 8
B. Tests of Research Hypotheses
1. outcome from hypothesis 1
2. outcome from hypothesis 2
3. outcome from additional hypotheses
VIII. Proposed Recommendations (or Solutions)
(As perhaps is implied with the level one heading, this part of the outline is where
the student conveys what recommendations will be made to address the problem
or issue given the outcome of the data analysis. Now, and this is very important,
if the literature has suggested that factors A, B, and C cause the problem and your
data analysis has perhaps confirmed that, then it makes sense that the
recommendations made, in some way, address the mitigation of A, B, and C. It
would make no logical sense to recommend changes unrelated to anything you
have read! Finally, and also of great importance, the recommendations must be
pragmatic and implementable [see below]. Recommending that the problem of
war can be solved by humanity being committed to peace is not pragmatic and
implementable. Do NOT make such worthless recommendations in your
Capstone Project.)
A. Recommendation 1
(It is possible that a recommendation might involve two or more
parts. If that is the case, then you would need two or more
numbered points below that recommendation.)
B. Recommendation 2
C. Recommendation 3
D. and further lettered recommendation points as needed
IX. Implementation of the Recommendations (or Solutions)
(This is a very important conceptual part of your Project! To improve the human
condition and address real problems, real recommendations or solutions have to
implementable. Concrete and pragmatic strategies to implement the
recommendation must be given.)
A. Implementation Strategy for Recommendation A
B. Implementation Strategy for Recommendation B
Preparing a Working Outline 9
C. Implementation Strategy for Recommendation B
D. and further lettered implementation points as needed
X. Evaluation and Follow-Up
(It is not possible in a Capstone Project for students to actually implement their
recommendations. They must however be able to convey to the reader who they
might evaluate whether their implementation strategies are effective. Such a
discussion is required here.)
XI. Conclusions
Summation
This handout has stressed the importance of creating a working outline to help organize one’s
ideas and present them in a logical manner. It is worth repeating that if a good working outline
can be created, students will not be aimless in their thinking and writing which saves them time
and effort. Again, do not chase rabbits! Following the prescribed outline structure suggested
above will really help and so you are encouraged to commit to the structure. In closing, students
are encouraged to meet with me if their research question or statement of problem does not lend
itself to the expected outline structure.
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