The Economic Impact Of The One-Child Policy

The Economic Impact Of The One-Child Policy The One-Child Policy helped China to raise its economic growth in the past decades. China was able to control the rate of the population growth lower than the rate of the GDP growth, and thus the GDP per capita increases dramatically in the past decades. In regression model 1, over 53% of the economic growth can be explained by the policy; in regression model 2, over 74% of the economic growth can be explained by the policy. Hence this paper has shown the change in the economic growth of China could be explained by the effects of the One-Child Policy. Although the crude birth rate is not shown to have long term or short term effect on the GDP per capita, the gross fixed capital formation has a significant positive impact on the GDP per capita. The gross fixed capital formation could not have increased that much without the presence of the One-Child Policy. While the population growth decreases, more resources are used to improve the living standard. The long term effect of the One-Child policy was also considered in the research. The results obtained in regression model 2 have indicated the graduate economic growth in China can be well explained by the effect of the One-Child Policy. The coefficients of the crude birth rate were negative in both regression models; it suggested that part of the Malthusian theory and the neo-Malthusian theory were support. The main criticism of the theories was the theories did not account the advance in the technology, and thereby the food supply has increased faster than arithmetic progress. The science and technology in China has evolved tremendously in the past thirty years since the One-Child Policy has implemented. Therefore, the Malthusian theory and the neo-Malthusian may not be applicable in the modern world today. This view has been support in the work of Galor and Weil (1999, pp.150-154). Moreover, part of the Revisionism theory was supported. The theory suggested that the population growth does not hinder the population growth in dense area and China is a densely populated country. In regression model 2, lagged crude birth rate was used. Since the population will enter the workforce at the aged of 16, the crude birth rate was tested for the impact on the GDP per capita. The variable was found insignificant to explain the changes in the GDP per capita. The results suggested that China was not facing the diminishing return of labour. Since the crude birth rate is not correlated with the growth of GDP per capita, there is no population theory which is totally supported in the analysis of China. Although China was not facing a Malthusian dynamic of overpopulation and diminishing return of labour dynamics, it is essential for the implementation of the One-Child Policy. If the population was not controlled and continued to increase, China would soon have to face the problems associated with overpopulation and diminishing return to labour. In conclusion, the decision of the implementation of the One-Child Policy in 1979 was supported in this research. Although the One-Child Policy has shown to have benefitted the economic growth of China in the short term and 16 years long term, it may have an adverse effect in the very long term. The one child now has to support his/her two parents and four grandparents. Therefore, the implementation of the One-Child Policy was supported in 1979 but the decision of the continuation of the One-Child Policy is to be remained uncertain. 6.2 Limitations of the Study The results obtained in the research only give a suggestion of the implementation of the One-Child Policy. There are certain limitations in the research. A number of measurement issues need to be addressed are stated below. As a proxy of the education level, it is better to use the average number of schooling as it gives a clearer picture of the education level of the population. Unfortunately, the National Bureau of Statistics of China has not recorded this variable for the period, 1979 2007. As a proxy of the living standard, it is better to use the gross fixed capital formation per capita as it accounts the fact that the living standard increases faster than the population growth. Unfortunately, the size labour force was also not recorded. (Gross fixed capital formation per capita = Gross fixed capital formation/ Workforce) There are several missing figures in the data. The missing figures usually occur in 1980 to 1985. Although interpolation has used to calculate the missing data in between, the lack of data may lead to inaccuracies in the results. There may be inaccuracies in the figures of the crude birth rate. Many illegal birth of baby girls occurred due to the traditional son preference in China. The actual crude birth rate should be higher as the illegal births were not recorded. The lack of the sample sizes may also lead to inaccuracies in the results which determine the long term effect of the One-Child Policy. There are only 13 observations after the adjustments, which may lead to no significant variable being detected even if there is a one present. Furthermore, only the labour market was accounted to determine the long term effect of the One-Child Policy in this study. The 4-2-1 problem can not accounted in the study, as the policy has only implemented for 31 years and it is not long enough for the analysis of this effect. Although the implementation of the One-Child Policy was generally supported in the results, it may not be supported in different areas of China. The average crude birth rate was used in the research, and thus the decision of the One-Child Policy may not be supported in individual cities. E.g. Urban areas The official numbers from the National Bureau of Statistics of China may have exaggerated the growth of GDP [The Economist: Chinas dismal statistics (Anon., 2009)], which will lead to the overestimation of the effect of the One-Child Policy. 6.3 Potential Areas of Study The research provides general study on the implementation of the One Child Policy in China. It can be further studied to achieve a deeper level of understanding of the policy. As mentioned in the previous section, the analysis of the implementation of the One-Child Policy may differ from cities. The number of births has been largely reduced, and the population started to age. Urban areas may have started to face the shortage of labour and problems related to demographic aging. This suggestion has been supported as the citizens in Shanghai were encouraged to have two children per family since 2009 (Xie Linli, 2009). Furthermore, the action taken in Shanghai has supported my conclusion in the research which China was not facing the diminishing return of labour. The relationship between the GDP per capita and the crude birth rate in different cities can be revised by cities. The population theories will possibly be supported by the analyses in different cities. Same methods and tests ca n be used and the data required can also be found in the official website of the National Bureau of Statistics of China. Since the One-Child Policy was criticised to have violated the human rights, the results obtained from this further research will aid the find suggestions to other family planning in China. If the crude birth rate was found positively correlated with the economic growth in different cities, some policy suggestions can be made. For example, more births can be allowed or only the spacing between births is controlled. Alteration of the policy will possibly bring advantages to China. The criticisms of the family planning may reduce; the number of female infanticides may also be reduced, and may lead to the further increase in the economic growth in China. The One-Child Policy has always been a source of controversy since its execution; there are many more potential studying areas. In the analysis chapter, the growth in the number of tertiary enrolment in China was found insignificant to explain the economic growth. Another independent variable such as the percentage of people that have finished secondary schools can be used as a proxy of the education level. More research can be done on the relationships between the One-Child Policy, education and crude birth rate. The relationship between the variables can also be found using the time series OLS regression. Although the education level of the people was increased by the One-Child Policy, there are other factors that affect the education level. As the education level of the people increased, the desire of improving the qualities of life may increase and the desire having children may decrease. As a result, the crude birth rate may not only be affected by the One-Child Policy, but also the increased level of education. The results obtained can help to notice if the effect of the One-Child Policy was overestimated in the present study, and at the same time help to gain a better understanding of the economic growth in China. Further study could include analysing the sex ratios in China. It has always been an active debating topic. The One-Child Policy has affected to the sex ratio due to the traditional son preference in China. The sex selective abortion has led to the excess births of males and the unbalance sex ratio in China. A research has been done on the unbalanced sex ratios, and the researcher, Hesketh states that, males under the age of 20 exceeded females by more than 32 million in China, and more than 1.1 million excess births of boys occurred. Since there are 32 million more males than females, some of the men will be unable to get married and have a family. Fewer births will be occurred as there are less married couples, and therefore the unbalanced sex ratios may also decrease the crude birth rate of the population. Moreover, the children may have to take care even more elderly rather than only their own 2 parents and 4 parents, but their relatives as well. The GDP per capita may be negativ ely affected by the sex ratios. Same as the suggested research in the previous paragraph, the results obtained can help to notice if the effect of the One-Child Policy was overestimated in the present study. The last suggestion of the potentials area of study is based on the past of the One-Child Policy effects on the economic growth, and to estimate the future effect on the economy. The changes in the variables which are affected by the One-Child Policy can be predicted. The least squares regression can be used to estimate the lines of best fit. Based on the predicted changes of the variables, the growth of GDP in the future can then be estimated. Further analysis on the implementation of the One-Child Policy can be done along with the results obtained. The Peoples Republic of China seems to have faith in the influences on the One-Child Policy. As to how deep the influence of the One-Child Policy, only time can tell.

Case Study: Not Just Another Outdoor Company

THE HONG KONG POLYTECHNIC UNIVERSITY MM2021: Management & Organization |Case Study: Not Just Another Outdoor Company | Case Scenario The company we are discussing this time, based in Portland, Oregon, was the brainchild of a small group of executives who left big-time jobs at Patagonia, Nike, and Adidas. These individuals shared a belief that â€Å"in addition to generating a profit, companies have an equal responsibility to create positive social and environmental change†.Putting their beliefs into action, the group formed Nau (which is Maori for â€Å"Welcome! Come in†). And Nau is not just another outdoor company! When deciding what Nau was going to be like and how it was going to do business, the founders know they did not want to do things the way they would always been done by traditional businesses. CEO Chris Van Dyke said, â€Å"We started with a clean whiteboard. We believed every single operational element in our business was an opportunity to turn traditiona l business notions inside out, integrating environmental, social, and economic factors†.From design to sales to finances, Nau is driven by these factors. Everything is Nau’s operation has been approached with a sustainability and social justice â€Å"Filter†. In the design area, the company, in partnership with suppliers, developed 24 of its 32 fabrics to be more sustainable and to combine performance and visual appeal. Each supplier, manufacturer, and even Nau itself is bound by a code of conduct. To ensure that all parties are living up to the standards, their actions are overseen by an independent, nonprofit auditing and research firm.In the sales area, the way the company retails its product is also unique. Using a concept it calls a â€Å"Web-front†, Nau has combined the efficiency of the Web with the intimacy of a gallery-like boutique. In the â€Å"store†, customers can try on clothes, but they use self-service kiosks to purchase from the Web . Because in-store inventory is greatly reduced, the stores are small (2,400 squares feet compared to the standard 4,000-plus-square-foot outdoor retail store). This approach saves operating expenses because less energy and fewer materials are used. Good for the planet†¦good for the business.Finally, Nau has a unique financial approach it calls â€Å"aggressive altruism†. The company has pledged 5 percent of sales to charitable organizations dedicated to solving crucial environmental and humanitarian problems. The â€Å"philanthropic gold standard† is 1 percent of sales, and the average among all corporations is . 047 percent. But although the amount it gives is unusual what happens with Nau’s dollars is really exceptional: Nau puts the giving decision in the hands of its customers. They are asked to indicate which â€Å"Partners for Change† they would like their 5 percent to go to.Using this â€Å"conscious choice† process, Nau is â€Å"call ing its customers out, daring them to connect the dots†. Discussions: 1. What do you think of Nau’s approach to doing business? Is it being ethical and responsible? Discuss. [pic] Sources: Nau Website, www. nau. com; and P. LaBarre, â€Å"Leap of Faith†, Fast Company, June, 2007, pp. 96-103. Robbins, S. P. and Coulter, M. (2009). Management. Pearson Prentice Hall. ———————– Each student is required to discuss Question 1 as short essay, i. e. 500 words (as 5% of your continuous assessment).

Earth Day

1 EARTH DAY SKIT: â€Å"How Earth Day Began† This skit can be performed at an Earth Day assembly for an entire school or a single class Scene 1: At Home A student returns home from school. While eating dinner, she discusses her day with her parents. The end of April is approaching and her school [insert your school name] is preparing for its Earth Week festivities. Teachers and students have been talking about the week’s event and she can’t wait – excitement is in the air! She tells her parents that Earth Week events begin tomorrow and that she will participate in a day of tree planting; bring a litterless lunch, and even wear something green! After helping her parents clean up after dinner, she heads off to bed. As she falls asleep she thinks of all that she has learned about Earth Day so far. Student: Hi Dad! Dad: You’re home a bit later than usual, how was your day? Student: Oh Dad, today was sooo exciting. Mrs. Ali taught us all about the history of Earth Day and she spoke about all the fun activities that we’re going to do for Earth Day. Dad: Really? Student: Yep! Our school is planning to have a week of festivities to celebrate how much we care about our earth. I’m so excited I can hardly wait! Dad: Let’s sit down and have some dinner. Your Mom and I prepared your favourite dish! Copyright © Reproduction permitted only with written permission of Earth Day Canada. All Rights Reserved. 2 Mom: And while we eat you can tell us all about the activities. They sit around the dinner table. Mom: So, what’s the plan for tomorrow? Are you going around the community and picking up garbage? Student: Nope, that’s Friday, along with an assembly and guest speaker. Tomorrow we are planting trees, bringing in litterless lunches and wearing green. Does anyone know wear my green overalls are? Dad: We’ll have a look for them; we’ll make sure that you are as ‘green’ as can be. Student: I’m so eager to plant trees; I’ve never done that before. This is my first Earth Day celebration†¦all my friends are so thrilled. The class that plants the most trees wins a prize, we’re going to win for sure! Mom: I bet you will, now help us clean up the dinner table and off to bed you go! Student: (pleadingly) Do I have to? Mom: Yes, dear. They clean up the table. Student: (She heads to her bed, already laid out in the middle of the stage) Good night! Parents (in unison): Copyright © Reproduction permitted only with written permission of Earth Day Canada. All Rights Reserved. 3 Sweet dreams! Parents exit. Narrator: As she falls asleep, she thinks only of tomorrow’s festivities. Curtains Close Scene 2: Her Dream_______________________________________________ The purpose of this scene is to provide students with a background of the history of Earth Day, to make them aware of the environmental degradation occurring then and now, and finally, ways in which students can act to help make our Earth healthier. Wisconsin Governor Gaylord Nelson (speaking to the history of Earth Day) will be in the middle of the stage, surrounded by the three groups (each representing a type of environmental degradation). Each group will be on stage at the same time as the governor. He will stand behind a podium discussing the creation/development/successes of Earth Day. As the governor speaks about each type of environmental degradation, the corresponding group will act out their part accordingly. Curtains Open Narrator: It’s 2005 and Wisconsin Governor Gaylord Nelson is making a speech about Earth Day. Governor: (in 1970s attire) Good afternoon and thank you for attending today’s event. How many of you are aware of the history of Earth Day? Pause] Well, here’s a bit of history that you might be interested in. In 1963, I began to worry about our planet, it was becoming more and more degraded, pollution was evident and plants and other species were disappearing. I began to talk with lawmakers in the US and to the president at the time, President Kennedy, about going around the country and telling people about these environmental concerns. However, while he did go around the countr y speaking of these concerns, this did not get the attention of enough of the country and Copyright © Reproduction permitted only with written permission of Earth Day Canada. All Rights Reserved. 4 environmental degradation continued. I worried that the affects would be detrimental to the health of our environment†¦Ã¢â‚¬ ¦. Pause†¦first group proceeds with their segment First Group: Air pollution group Without speaking, this group (wearing white and symbolizing air) will stand together in a group of 5 or more while 2 other students dressed in red will burst through the ‘wall’ of white representing holes in the ozone. The red will represent chlorofluorocarbons (CFCs), halons, carbon tetrachloride, and methyl chloroform (option: have students in red hold or paste a sign on themselves that reads: †CFCs†). Move to second group Second Group: Deforestation group Without speaking, this group of 5 (wearing green) will have their hands in the air, standing tall and swaying (resembling trees). After a few seconds most will eventually fall to the ground representing trees being cut down and the spoiling of natural wilderness. Move to third group Third Group: Water group Without speaking, this group of 5 (wearing blue) will all lay on the ground symbolizing a river, watershed. Pollution (those wearing brown) will come up from behind and will lie down beside them representing pollutants entering the water stream and remaining there for long periods of time. Back to the Governor’s speech Governor: In 1969, I was still very concerned so I came up with another idea. I decided to have one special day to teach everyone about all the things that had to change in our environment to make it healthier. That day was EARTH DAY. The first Earth Day was held on April 22, 1970, with the help of Harvard University Student Denis Hayes and it was a major success. Since then, Earth Day celebrations have spread all over the country, and especially in Canada. Today, more than 6 million Canadians join 500 million people in over 180 countries in staging events and projects to address local environmental issues. Nearly every Copyright © Reproduction permitted only with written permission of Earth Day Canada. All Rights Reserved. school child in Canada takes part in an Earth Day activity. [pause] So, you want to know how to make every day Earth Day? Make a promise to the Earth to stop environmental degradation by: Spreading the message to your family and friends that idling their vehicles causes air pollution. Try taking public transportation! First group (Air pollution group) walks of the stage†¦. You can adopt a â€Å"zero waste† frame of mind at school, home, in your everyday-liv es. All you have to do is remember the 3 R’s – reduce, reuse, recycle. Also, how about planting some trees? Second Group (Deforestation group) walks of the stage†¦ Also, let everyone know that dumping garbage, household cleaners, pesticides, or oil down a storm sewer drain is harmful to the watercourse. Paint a yellow fish on storm drains in your area to remind your community that what goes down the drains ends up in our water systems†¦ Third Group (Water) walks of the stage†¦ That’s not all you can do! I challenge you and your class to think of more ways to help our planet. It only takes a small group of people to make big changes in the world. I wish you all a wonderful Earth Day! Curtains Close Scene 3: Back in students room ____________________________________ Mum: Wake up, its time for school. How did you sleep? Student: I had a great sleep mom, I dreamt all about Earth Day. Thanks for getting my clothes ready, Dad! Copyright © Reproduction permitted only with written permission of Earth Day Canada. All Rights Reserved. 6 I have to run, I don’t want to be late for tree planting! All: Bye! Student exits off stage with her litterless lunch, dressed in green with a big smile on her face! THE END Copyright © Reproduction permitted only with written permission of Earth Day Canada. All Rights Reserved.

WWI Quiz The Homefront in the U.S. and Europe