Types of Sampling Essay Example for Free

Types of Sampling Essay * How do we decide which to use? * How do we analyze the results differently depending on the type of sampling? Non-probability Sampling: Why dont we use non-probability sampling schemes? Two reasons: * We cant use the mathematics of probability to analyze the results. * In general, we cant count on a non-probability sampling scheme to produce representative samples. In mathematical statistics books (for courses that assume you have already taken a probability course): * Described as assumptions about random variables * Sampling with replacement versus sampling without replacement What are the main types of sampling and how is each done? Simple Random Sampling: A simple random sample (SRS) of size n is produced by a scheme which ensures that each subgroup of the population of size n has an equal probability of being chosen as the sample. Stratified Random Sampling: Divide the population into strata. There can be any number of these. Then choose a simple random sample from each stratum. Combine those into the overall sample. That is a stratified random sample. (Example: Church A has 600 women and 400 women as members. One way to get a stratified random sample of size 30 is to take a SRS of 18 women from the 600 women and another SRS of 12 men from the 400 men.) Multi-Stage Sampling: Sometimes the population is too large and scattered for it to be practical to make a list of the entire population from which to draw a SRS. For instance, when the a polling organization samples US voters, they do not do a SRS. Since voter lists are compiled by counties, they might first do a sample of the counties and then sample within the selected counties. This illustrates two stages. In some instances, they might use even more stages. At each stage, they might do a stratified random sample on sex, race, income level, or any other useful variable on which they could get information before sampling. How does one decide which type of sampling to use? The formulas in almost all statistics books assume simple random sampling. Unless you are willing to learn the more complex techniques to analyze the data after it is collected, it is appropriate to use simple random sampling. To learn the appropriate formulas for the more complex sampling schemes, look for a book or course on sampling. Stratified random sampling gives more precise information than simple random sampling for a given sample size. So, if information on all members of the population is available that divides them into strata that seem relevant, stratified sampling will usually be used. If the population is large and enough resources are available, usually one will use multi-stage sampling. In such situations, usually stratified sampling will be done at some stages. How do we analyze the results differently depending on the different type of sampling? The main difference is in the computation of the estimates of the variance (or standard deviation). An excellent book for self-study is A Sampler on Sampling, by Williams, Wiley. In this, you see a rather small population and then a complete derivation and description of the sampling distribution of the sample mean for a particular small sample size. I believe that is accessible for any student who has had an upper-division mathematical statistics course and for some strong students who have had a freshman introductory statistics course. A very simple statement of the conclusion is that the variance of the estimator is smaller if it came from a stratified random sample than from simple random sample of the same size. Since small variance means more precise information from the sample, we see that this is consistent with stratified random sampling giving better estimators for a given sample size. Return to the top. Non-probability sampling schemes These include voluntary response sampling, judgement sampling, convenience sampling, and maybe others. In the early part of the 20th century, many important samples were done that werent based on probability sampling schemes. They led to some memorable mistakes. Look in an introductory statistics text at the discussion of sampling for some interesting examples. The introductory statistics books I usually teach from are Basic Practice of Statistics by David Moore, Freeman, and Introduction to the Practice of  Statistics by Moore and McCabe, also from Freeman. A particularly good book for a discussion of the problems of non-probability sampling is Statistics by Freedman, Pisani, and Purves. The detail is fascinating. Or, ask a statistics teacher to lunch and have them tell you the stories they tell in class. Most of us like to talk about these! Someday when I have time, maybe Ill write some of them here. Mathematically, the important thing to recognize is that the discipline of statistics is based on the mathematics of probability. Thats about random variables. All of our formulas in statistics are based on probabilities in sampling distributions of estimators. To create a sampling distribution of an estimator for a sample size of 30, we must be able to consider all possible samples of size 30 and base our analysis on how likely each individual result is. Return to the top. In mathematical statistics books (for courses that assume you have already taken a probability course) the part of the problem relating to the sampling is described as assumptions about random variables. Mathematical statistics texts almost always says to consider the Xs (or Ys) to be independent with a common distribution. How does this correspond to some description of how to sample from a population? Answer: simple random sampling with replacement. Return to the top. Types of Graphs - Line Graphs Comparing various sets of data can be complicated, but line graphs make it easy. The plotted peaks and dips on the grid allow you to monitor and compare improvement and decline. Scientists use line graphs all the time, as do all types of professionals and students. Learn more about line graphsà ¢Ã¢â€š ¬Ã¢â‚¬ the most popular type of graph. - Bar Graphs Pleasing to the eyes, bar graphs compare data in a simple format consisting of rectangular bars. With a few varieties to choose from, settling on the right bar graph might be confusing. Should you go with a horizontal, vertical, double or group bar graph? Read on to find out. - Pictographs You first encounter pictographs during childhood and bump into them all through lifeà ¢Ã¢â€š ¬Ã¢â‚¬ at school, work, and all over magazines and on TV. These diagrams, which use small picture symbols to compare information, are a media favorite; statisticians, though, do not share the sentiment. Find out why, and learn more about the uses of pictographs. - Pie Charts Simple to make and simple to understand, a pie chart is a popular form of data comparison, consisting of a circle that is split into parts. When should you use pie charts, and when should you not? Learn about their advantages and disadvantages, and get some tips on making pie charts. - Cosmographs A cosmograph is a type of chart that shows comparisons. In doing so, it makes life and work easier. If you want to prepare an input-output model for your organization, or compare the features of a geographical region through a simple visual, cosmographs come in handy. Find out how a cosmograph can help you. - Organizational Charts These diagrams represent the relationships between the different positions and ranks of a company through a series of boxes that go from top to bottom and side to side. Not only does anorganizational chart add order and structure to an organization, but it also shows if changes are needed. Get more information on organizational charts. - Flow Charts When projects seem overbearing and processes seem complex, flow charts can save the day by break things down into smaller steps and giving you a clearer idea of the overall process. Shapes are typically used to represent the components of a flow chart. Find out what these shapes represent and learn more about flow charts.

U.S. and Educational Empowerment Essay Example for Free

U.S. and Educational Empowerment Essay With the increasing challenges and complexities the world universities are faced with a number of issues. However, the universities of the U. S. confront these issues in a graver manner. With globalization has come the ease of movement across nations of students, intellectual property, faculty members, and educational services; as such, according to Ruby (2005) , universities and especially of U. S. face major challenges which are as follows: 6. 1. 3. 1) Growing Global Demand The demand for higher education internationally will grow dramatically. It is estimated that in 2025 the number of students would reach to 263 million students as compared to 97 million in 2000. 400% more students will leave for abroad for higher education. Here the U. S. universities will see great competition on the international front and need to work in the smooth lines so that empowerment of future talent in globalized environment becomes a reality because such areas as culture of universities, size, teaching excellence, quality and so on would be at critical ends. 6. 1. 3. 2) Diverse Students The number of students would grow not only in quantity but also in diversity which would itself be a critical area in need of tactical handling for the U. S. to tackle. 6. 1. 3. 3) Private Sector’s Involvement In provision of education, the governments of many industrialized countries are now joining hands with the private sector so that expansion of educational institutions can be rightly observed; however, this is another area of debate which seems to rise globally in the coming times. For instance, research, quality of education, elasticity in the market, government monitoring, students finance, etc. are some issues being debated now. But these will appear to be complex in the more globalized times of the future. 6. 1. 3. 4) Delivery with Diversification Today, new technologies like tapes, video streaming, Internet provide students with ample liberty of where to learn. Distance learning is becoming more and more common. However, the handling of this area is critical as the number of students rises. Moreover, the delivery with diversification will need to be incorporated in education to empower the growing demands of global youth. 6. 1. 3. 5) Learning and Research There are a wide spectrum of question in relation to research, learning and globalization both in private and public sectors universities. For instance, rapidly changing social scenario has generated a lot of content that needs to be investigated for future incorporation in order to enhance learning. Moreover, changing demands for careers, new areas of knowledge and so on, raise thorny question as how research and learning will be incorporated in the complex air of globalization . With these issues at hand, the need to expand expertise, both technical and social, is the current area that can assure better empowerment of present and current generation. By meeting these challenges not only the U. S. universities but universities all over the world can make it a possibility to quip youth with required tools so the complexities of globalization are changed into fruitful gains for humanity on the whole. I would like to raise one point that the developing world seems to be struggling in the area of educational change in globalization. I have strong conviction, after going through all the discourse, that unless the developing world realizes the importance of education diversity and works for the empowerment of its youth, the brain drain, and hunt for talent would still be there. 7- Corporate Sector and Empowerment of Talent Now coming to the corporate world, the situation is all the more complex and great activity is being observed in the whole corporate world relative of globalization. Corporate world is an area where demands and requirements are different from governments because it has different ends to meet: generation of profit, to sum up. However, the concept of globalization has been welcomed by this fraction of the world internationally, yet the challenges are far and varied. According to Terry (2002), in the corporate world the meaning of globalization is crossing of technical, cultural, and financial boundaries causing international flow of goods, services, and information becomes possible. Henceforth, the corporate world also foresees the challenges and opportunities being carried by this wave. The biggest challenge present now and would continue to linger in the future is the lack of managerial staff and adapted training of managerial staff and professionals in other areas. As such training and development of human capital is something the entire corporate world is focusing on. In this context, needs of companies are changing. Today, companies are expanding worldwide and the customer is global customer. Additionally, competition of customization of product to meet individual consumers’ needs is another added complexity. All this needs staff that is sufficient in number and is equipped with enough capacity and skill to join in the production line. Education, in-house training, use of technologies, and development of human capital is all the companies regard as empowerment of their present and future talent. There is another concept that has taken roots in at the managerial level. This is the fresh concept of global leadership. This, according to Bill Gardner, director of corporate expansion and elevation for Advanced Micro Devices, is when managers can work in any unit of their parent company, anywhere in the world. This concept has sparked new lights of innovation and diversity in the corporate world. However, one point is also clear that this need is natural because according to a VP of a pharmaceutical company there are only a few people who are capable of dealing with our biggest problems which have been born out of the complexities of globalization. Hence, hunt for these people is not easy. What is required is the availability of these people at any cost and at any terms and condition. For this purpose any measures that are necessary would be taken. Moreover, it is highly imperative that through extensive training and development such talent is produced locally to meet the upcoming challenges. In a nutshell, then, empowerment of talent is possible via the road of development which must be up to the standards of present and future trends of international market . Moreover, intellectuals, the finest talent of the world, are now seen as one social group who are considered responsible for the solution of the entire world on the whole. As such empowerment of talent is now the issue of the whole globe as a community rather as fragments of countries and groups.

How has psychological well being been measured

How has psychological well being been measured Psychological well-being is an important concern for individuals, communities, and health services throughout the world, not only because of the costs associated with psychological ill-health, but also the loss of quality of life for those affected by and their relatives (Nilsson K W, Leppert J, Simonsson Bo, Starrin B., 2008). Kellam et al., (1975) believe that mental health is broadly perceived to consist of two conceptually independent dimensions. One dimension is the principal component of the traditional psychiatric view of mental health, which is known as psychological well-being, and the other is called social adaptational status (SAS). This dimension provides a societal view of the capability of the role functioning of the individual (Petersen A.C, and Kellam S.G., 1977). Psychological well-being focuses on the individuals feelings and other features of psychological functioning. Self-reports are a primary means of measuring this dimension for individuals who are able to evaluate their own psychological well-being. Many scholars have utilized the term psychological well-being for various aspects of mental health or psychological functioning. A number of researchers have also measured concepts related to our conception of psychological well-being, but have named them differently. Especially recently, scholars have frequently used psychological well-being to describe subjective self-reports about the quality of life (Bradburn and Caplovitz, 1965; Campbell et al., 1976 cited in Petersen et al., 1977). Petersen A.C, and et al., (1977) defined it as an internal, individual view of mental health. In the same line, Peteson et al., (1977) declared that psychological well-being is a multidimensional concept which consists of various aspects of psychopathology, self-esteem and other positive aspects of self. Although it may not be possible to define what Mental Health precisely is (Public Health Institute of Scotland 2003), but it seems necessary to realize the main factors which form a persons mental health or mental well-being. Mental health is generally described as, the ability to develop psychologically, socially, emotionally, intellectually and spiritually as well as the ability to, initiate, develop and sustain mutually satisfying relationships, use and enjoy solitude, become aware of others and empathise with them, play and learn, develop a sense of right and wrong and to face and resolve problems and setbacks satisfactorily and learn from them (Edwards 2003). Moreover, the measurement of health outcomes is essential to the development of health services (Hopton J L, Hunt S M, Shiels Ch, and Smith C. (1995). The Scales of Psychological Well-Being measure (SPWB) (Ryff, 1989) includes 84 items rated from 1 strongly disagree to 6 strongly agree. The SPWB consists of six subscales with 14 items in each. These are: (a) self-acceptance, (b) positive relations with others, (c) autonomy, (d) environmental mastery, (e) purpose in life, and (f) personal growth. Ryff has demonstrated the SPWB as a reliable and valid measure of well-being (1989b; Ryff Keyes, 1995). Cronbachs alpha for the 20-item scale ranged from .86 to .93 and there was excellent test-retest reliability over a six-week period (R: range from .81 to .88). The generic 22-item Psychological General Well-being Index (PGWB) has shown to be the most commonly employed questionnaire to assess psychological well-being in adult with a problem such as growth hormone deficiency (GHD) (Dupuy HJ, 1984). This questionnaire consists of six subscales (Anxiety, Depression, General Health, Positive Well-being, Self-control and Vitality), and a Total score. Yet, General Well-being Index (GWBI) is another generally used scale which is employed in problematic situation. This scale is known to be very similar to the PGWB with only some minor differences in vocabulary, for instance blue becomes sad on the British version, five response categories rather than the six, and also question order. In two samples of British patients with depression validation of the GWBI showed construct validity and high internal consistency reliability for the whole scale (in the range 0.92 0.96) (Hunt SM, McKenna SP., 1992). The GWBI contains 22 questions, each with five response options (scoring from 1 to 5). The options have been worded in a different way for each question, to define the intended meaning (e.g. During the past two weeks, have you been waking up feeling fresh and rested? Every day Most days Less than half the time Not often Not at all). As it is clear, half of the items are positively worded and the other half negatively. There are no reco mmended subscales. The GWBI Total score is the sum of all 22 items (after reversing the negatively-worded items), and ranges 22-110. Higher scores designate worse well-being (McMillan C V et al., 2006). McMillan C V et al., (2006) examined reliability, structure and other aspects of validity of GWBI in a cross-sectional study of 157 adolescents with treated or untreated growth hormone deficiency (GHD), and sensitivity to change in a randomised placebo-controlled study of three months growth hormone (GH) withdrawal from 12 of 21 GH-treated adults. The findings demonstrated that respondents found both questionnaires acceptable. Factor analyses did not show the existence of useful GWBI subscales, but confirmed the validity of measuring a GWBI Total score. The W-BQ12 is recommended more than the GWBI to assess well-being in adult GHD; it is to a great extent shorter, has three useful subscales, and has greater sensitivity to change. Another generic measure of psychological well-being is the Well-being Questionnaire (W-BQ). The 12-item version, the W-BQ12, is derived from the longer W-BQ22. W-BQ12 This has been employed in several studies to assess the effects of new treatments and interventions in diabetes (Bradley C, 1994), a condition for which it has good internal consistency and validity (Plowright R, Witthaus E, Bradley C., 1999). The W-BQ12, nevertheless, has less respondent burden than the W-BQ22, and redresses an imbalance between numbers of positively worded and negatively worded items in the longer questionnaire (Riazi A, Ishii H, Barendse S et al., 1999). Hopton J L, Hunt S M, Shiels Ch, and Smith C. (1995) also investigated the validity of a 22 item measure of psychological well-being and the adapted common well-being index (AGWBI) in 266 patients, who ranged about 16 or over years old, drawn from the computerized list of one general practice in UK. The findings are largely supportive of the validity of the AGWBI and propose that it may be suitable in the evaluation of several developing areas of primary care. In Barlow J. H, Cullen L. A, and Rowe. L. F study on 82 rheumatoid arthritis patients, the psychological well-being was evaluated employing the hospital anxiety and depression scale (HADS) (Zigmond A.S, and Sniaith R. P., 1983). The HADS contains 14 items (7 for anxiety and 7 for depression), which is quick and easy to complete, and posses established reliability and validity (35). The HADS was designed to identify the presence and severity of relatively mild degree of mood disorder in non- psychiatric, hospital out-patients. S cores range from 0 to 21, with the higher scores signifying greater anxiety and greater depression (Moorey Greer S, and Watsa M, et al., 1991). In a number of studies, scholars have utilized General Health Questionnaire (GHQ) for evaluating well-being over a whole lifetime (Nilsson K W, Leppert J, Simonsson Bo, Starrin B., 2008). Goldberg D.P et al. (1970) designed the GHQ to detect psychiatric disorder. This questionnaire evaluates the individual present functioning from his or her usual state. GHQ has several types such as 60, 32, 28, and 12 items but the most popular type of the GHQ is 28 items which has four subscales as follow: A. Somatic Symptoms (items 1-7) B. Anxiety/Insomnia (items 8-14) C. Social dysfunction (items 15-21) D. Severe depression (items 22-28) These individual subscales are merely used for diagnosis of information and identification purposes, while the total subscales score is used. Ryff (1989) developed a multidimensional model designed to capture the broad elements of eudemonia. And six dimensions of well-being are identified which include: self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth. The Scales of Psychological Well-Being (PWB; Ryff, 1989) indicates the ways in which people react to a range of specific experiences, such as community relocation (Ryff Essex, 1992). Ryffs measure of PWB is relevant to analysis of experience of either advantage or adversity over the lifetime (Ryff Singer, 1996 cited in Grossbaum M F, and Bates G W. (2002). The Scales of Psychological Well-Being measure (SPWB; Ryff, 1989b) contains 84 items rated from 1 strongly disagree to 6 strongly agree. This scale also consists of six subscales with 14 items in each. These are: (a) self-acceptance, (b) positive relations with others, (c) autonomy, (d) environmental mastery, (e) purpose in life, and (f) personal growth. Ryff (1989b; Ryff Keyes, 1995) established the SPWB to be a reliable and valid measure of well-being. Cronbachs alpha for the 20-item scale ranged from .86 to .93 and over a six-week period the reports showed excellent test-retest reliability (rs range from .81 to .88). Allardt (1981) suggested a model for evaluating well-being in academic setting. Allardts model of well-being is categorized in to four variables of (1) school condition (having), (2) social relationship (loving), (3) means for self-fulfilment (being) and (4) heath status. The School well-being model origins from Allardts sociological theory of welfare and is constructed to measure well-being in educational settling (Konu Rimpela, 2002). In this model, well-being is associated with teaching, education, learning activities and outcomes. Allardts model Means for self fulfilment contains situation for each student to act according to his/her own resources and capabilities. Health status is assessed based on students symptoms, diseases and illnesses. The main preference of this model is due to its diverse sub categories of well-being in students life in educational centre as well as considering the impact of pupils homes and neighbourhood. Allardth further in 1989 developed his model cross tabulating having, loving and being with the dichotomy of objective and subjective indication and obtained six cells of different types of indicators. According to the literature, Allardth model is employed in this relationship study to measure international students well-being.

Romeo And Juliet: From Play To Big Screen :: essays research papers fc

Romeo and Juliet: From Play to Big Screen In 1596, William Shakespeare published the tragic tale of two star-crossed lovers, Romeo and Juliet.  Ã‚  Ã‚  Ã‚  Ã‚  The origins of this story are uncertain but Shakespeare’s chief source for his adoption of the story was from â€Å"†¦The Tragicall Historye of Romeus and Juliet, a poem by Arthur Brooke (1562). He also knew the story from Palace of Pleasure, by William Painter, which appeared in several editions prior to 1580.†(Boyce 563) Shakespeare’s classic tale is about â€Å"two young lovers caught in the crossfire of a senseless family feud.†(Shakespeare 3) This feud between the two families ultimately is the cause of the two lovers untimely demise. In 1996, Baz Luhrmann produced a modern film of the classic tragedy entitled William Shakespeare’s Romeo + Juliet. Adding familiar images and common ideas, Luhrmann brought the classic story to modern times. Though Romeo + Juliet has many differences from the original version from Shakespear e, it supports the original characters, themes, dialogue, and key issues of the classic tale of the star-crossed lovers. There were many differences among the two stories, among these differences were setting, weapons, the classic â€Å"Balcony Scene,† other new adoptions to the film, the concentration on the main characters of Romeo and Juliet, and the implementation of imagery to the storyline. First, the setting of the story is probably one of the biggest differences between the two stories. The original version of the tale is set in Verona, Italy. The newer version is set in a fictitious Verona Beach, California, a city with the appearance of modern day Los Angeles after a riot. The new environment gives familiarity to the viewer, allowing them to relate to the situation at hand, bringing it to a modern time. Another change to the story was the weapons used within the story. The original story used daggers as weapons whereas the newer version uses guns (appropriately titled sword, dagger, etc.). The famed â€Å"Balcony Scene,† where Romeo and Juliet avow their love to each other was d ramatically changed in many aspects. In the original version, Juliet appears on the balcony and utters the famous words â€Å"O Romeo, Romeo! Wherefore art thou Romeo?† (Shakespeare 45) Juliet then goes into the speech about names, asking Romeo to deny his fathers name. Romeo is hiding in the shadows below and hears the words of Juliet. After hearing Juliet’s speech Romeo steps into the light. Romeo and Juliet profess their love for each other and they plan to get married in secrecy.

Man Against God in Nathaniel Hawthornes Rappaccinis Daughter Essay

Man Against God in Nathaniel Hawthorne's Rappaccini's Daughter In the introduction of the story, Nathaniel Hawthorne describes himself as a writer trapped between two worlds.   His alias, Aubepine, presents abstract concepts that would challenge the simple mind, but compensates for this by designing a dual meaning.   His works contain the literal meaning, and the implicated meaning.   Often, he would have to sacrifice his initial concept by injecting humor or other banal dimensions to the story in order to satisfy the lesser audience.   In this story, a young man from Southern Italy becomes implicated in a scientist's bizarre practice.   Rappaccini sacrifices his daughter's life in the name of science.   His means would resemble black magic in a different timeframe, which trespass the boundaries that man is ideally confined to.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Beatrice is the unfortunate and unwilling subject of her father's experiment.   The daughter's name is an allusion to Dante's guide in Heaven, and his wife in real life.   In the prelapsarian part of this story, the woman grows to know Giovanni ...

Homers Iliad :: essays research papers

General Plot Summary of Homer\'s Iliad The Iliad is a lengthy poem of some 15,693 lines, divided into 24 books (cantos) and has as its theme the anger (menis) of the Greek hero Achilles, the greatest of the heroes to sail to Troy. In the tenth year of the war, Achilles quarrels with the leader of the expedition, Agamemnon, over a slight to Achilles\' honor. In his anger, Achilles withdraws from the fighting and wins the aid of Zeus, the king of the gods, to see to it that the war turns against the Greeks. Eventually (Book 9) things begin to go so badly that Agamemnon sends a delegation to Achilles to offer him compensation and ask him to rejoin the fighting. In an effort to make good the slight to Achilles\' honor, Agamemnon promises an immense amount of treasure, but Achilles still refuses to help the Greeks. In the anger of the moment, he declares that he will only fight once the Trojans attack his own ships: at that point, he feels, he will be able to rejoin the battle as a point of personal honor rather than as Agamem non\'s hired lackey. In the course of Book 12 (the center of the poem) the Trojans bring the war right up to the fortifications surrounding the Greek ships. Under the leadership of the heroic Hector, they manage to breach the Greek defenses and are soon in a position to destroy the Greek fleet. At this point, Achilles sees the weakness of his plan: should the Trojans destroy the fleet, the Greek forces would be placed in a vulnerable position and could potentially be wiped out. Unable to rejoin the battle himself without losing face, he is persuaded to allow his loyal friend Patroclus to join the battle, disguised in Achilles\' armor, in order to win the Greeks some breathing room. Unfortunately, Patroclus gets caught up in the fighting and, contrary to Achilles\' instructions, attempts to take the city of Troy himself, only to be killed by Hector with the aid of the pro-Trojan god Apollo (Book 16). At this point, Achilles falls into an inhuman rage: his former anger at Agamemnon an d the Greeks is forgotten in his grief at the death of his friend and his desire to take revenge on Hector. In his anger, Achilles slaughters Trojans by the dozens and in a heartless manner that

Problem Analysis of India

The country of India has been faced with many problems. They have very important short-term problems, which means less time is spent on long term problems. Natural World disasters, wars, drought, and other major problems are more important to these people than such things as over population, pollution, literacy rate and their currency. In this essay I will state the major problems hassling this country. I will give as many statistics as possible, try to decide how to improve these problems, and how we as a developed country, can contribute and help this one billion-person country grow strong. India is the seventh largest country in the World. Approximately 14.5% of the Worlds population live in India. There are more people in India than there are in North and South America together. There is a great diversity in the people of India. Some have great wealth. Others have only a few cents a day to survive on, and a great percentage of the people are homeless. While some attend University and benefit from free education, many more sleep in the streets and have never gone to school. India has many natural resources. It was once thought of as a very wealthy country. There is farmland and ore. The standard of living is very low, partially because these resources have not been fully developed. Living conditions deteriorate yearly because of the huge population growth. A few statistics that give us some idea of the crowded living conditions and standard of living: Life expectancy in India in 1965 was 45 years and in 1883, 53 years. Compared to this Canada was 72 in 1965, and 75 in 1983. The Towards Tomorrow text book said, â€Å"China has 7% of the World's arable land. Canada has 3% but only.5% of the World's people. In China this equals 1/10 of a hector per person. This is 1/9 of the amount in the U.S.A. and  ½ the amount in India† (1987, pg. 42,) The birth rate of India in 1983 was 34 and the death rate was 14. The population growth of 2%, even with extensive birth control efforts has remained the same. It is difficult to exert pressure on the people due to the democratic political system. The population of India is second only to China. The population in 1901 was 238,396,000. The population in 2003 is projected to be 1,069,021,000. If this rate continues without enforcement of birth control, India's population will be more than China's by 2040. There are 777 people per square mile. This country cannot sustain its people. Education, a necessity for population control, is encouraged. There is free schooling for children 6-14 but because they do not have the money to build schools and train teachers, 70% of the population are illiterate. Most children drop out of school by age 11. India ranks fifth among the World's nations in total farm area. Large Indian farms belong to landlords who hire workers. New land reforms have come in giving farmers the right to own their own land. This seemed like a positive step but because of Hindu inheritance customs, the land must be divided among all a man's sons. The share has become too small to provide a living. As a result many families move to urban areas where many live on the streets. This introduces yet another problem. Because of lack of space people take turns sleeping, food is prepared on the floor, people bath and shave in public. There are no windows or chimneys for fresh air and the water supplies are limited. Disease and death run wild. Most Indian people do not eat well. Bread makes up most of their diet. The country has a high death rate because of poor living conditions and diet. Again, the government has taken great steps to fight disease, but as with education, they cannot keep up with the number of clinics and medical personnel needed. Even with its many exports of cotton, peanuts, rice, tea, tobacco, brass, silverware, iron, and leather goods, India is a very poor nation. The average income in India is less than eighty dollars a year. When India became independent from Great Britain, the government had plans to raise the standard of living. Industrial production increased, farm production increased, and even with the huge population explosion the standard of living improved. India pays for it's economic improvements but depends on grants and loans from other countries to buy goods and machinery. All these efforts however fall short of the countries needs. A solution put forth was to grow high yielding wheats. India had great success. It expanded its wheat output from 10 to 26 million tons from 1964 to 1992. In the early 1980's they achieved 35 million tons. This enabled them to dispense with wheat imports. The Towards Tomorrow textbook said, â€Å"Cities say the increase in grain production have been achieved at the expense of social justice. Rich farmers have gained the most. The gap between the rich and poor has widened as a result.† (1987, pg. 102) India's land is divided into four areas says the World Book Encyclopedia, â€Å"14% of the land is irrigated, 41% is non irrigated farmland, 19% is forest land and 26% is barren land.† (1999, vol.10, pg.124) The chief crops grown are rice, wheat, cotton, and nuts. Agriculture provides one half of India's national income. India does not grow enough food to give its people a proper diet. This is partially due to inefficient farming methods and poor equipment. The World Book Encyclopedia says, â€Å"India's foreign trade is over two billion dollars a year. The volume of the imports is much greater than that of the exports.† (1983, vol. 10, pg.106) India has one of the largest economies in the World in terms of its GDP. India is considered as a developing country, however, because it has such a large population that the GDP is very low per capita. It is considered one of the poorest countries in the World. In review there are several solutions that could help India deal with its population crisis and declining standard of living. They are, 1. Improved education, so people can move beyond a â€Å"peasant existence† with no understanding of self worth and life management. 2. Structure government control over birth control. (Similar to China's) 3. Improved understanding of agriculture techniques, technology, and land management. 4. Education of nutrition and sanitation. 5. Any aide from foreign countries must be directed at making India self supporting. India is a Country of great wealth and potential. It is also a country of intense poverty and ignorance. I see one of the biggest problems in India being the differences. There are many different languages, religions, races, and customs. There are also many differences in the country itself. The land includes desert, thick jungles, broad plains, mountains, and tropical low lands. All these differences within one country create different needs, and different standards of living. It is however; very evident none of these differences can be addressed until the population is controlled. It is and will become even more of a problem for all the people of India, the poorest of the poor and the richest of the rich. Problem Analysis of India The country of India has been faced with many problems. They have very important short-term problems, which means less time is spent on long term problems. Natural World disasters, wars, drought, and other major problems are more important to these people than such things as over population, pollution, literacy rate and their currency. In this essay I will state the major problems hassling this country. I will give as many statistics as possible, try to decide how to improve these problems, and how we as a developed country, can contribute and help this one billion-person country grow strong. India is the seventh largest country in the World. Approximately 14.5% of the Worlds population live in India. There are more people in India than there are in North and South America together. There is a great diversity in the people of India. Some have great wealth. Others have only a few cents a day to survive on, and a great percentage of the people are homeless. While some attend University and benefit from free education, many more sleep in the streets and have never gone to school. India has many natural resources. It was once thought of as a very wealthy country. There is farmland and ore. The standard of living is very low, partially because these resources have not been fully developed. Living conditions deteriorate yearly because of the huge population growth. A few statistics that give us some idea of the crowded living conditions and standard of living: Life expectancy in India in 1965 was 45 years and in 1883, 53 years. Compared to this Canada was 72 in 1965, and 75 in 1983. The Towards Tomorrow text book said, â€Å"China has 7% of the World's arable land. Canada has 3% but only.5% of the World's people. In China this equals 1/10 of a hector per person. This is 1/9 of the amount in the U.S.A. and  ½ the amount in India† (1987, pg. 42,) The birth rate of India in 1983 was 34 and the death rate was 14. The population growth of 2%, even with extensive birth control efforts has remained the same. It is difficult to exert pressure on the people due to the democratic political system. The population of India is second only to China. The population in 1901 was 238,396,000. The population in 2003 is projected to be 1,069,021,000. If this rate continues without enforcement of birth control, India's population will be more than China's by 2040. There are 777 people per square mile. This country cannot sustain its people. Education, a necessity for population control, is encouraged. There is free schooling for children 6-14 but because they do not have the money to build schools and train teachers, 70% of the population are illiterate. Most children drop out of school by age 11. India ranks fifth among the World's nations in total farm area. Large Indian farms belong to landlords who hire workers. New land reforms have come in giving farmers the right to own their own land. This seemed like a positive step but because of Hindu inheritance customs, the land must be divided among all a man's sons. The share has become too small to provide a living. As a result many families move to urban areas where many live on the streets. This introduces yet another problem. Because of lack of space people take turns sleeping, food is prepared on the floor, people bath and shave in public. There are no windows or chimneys for fresh air and the water supplies are limited. Disease and death run wild. Most Indian people do not eat well. Bread makes up most of their diet. The country has a high death rate because of poor living conditions and diet. Again, the government has taken great steps to fight disease, but as with education, they cannot keep up with the number of clinics and medical personnel needed. Even with its many exports of cotton, peanuts, rice, tea, tobacco, brass, silverware, iron, and leather goods, India is a very poor nation. The average income in India is less than eighty dollars a year. When India became independent from Great Britain, the government had plans to raise the standard of living. Industrial production increased, farm production increased, and even with the huge population explosion the standard of living improved. India pays for it's economic improvements but depends on grants and loans from other countries to buy goods and machinery. All these efforts however fall short of the countries needs. A solution put forth was to grow high yielding wheats. India had great success. It expanded its wheat output from 10 to 26 million tons from 1964 to 1992. In the early 1980's they achieved 35 million tons. This enabled them to dispense with wheat imports. The Towards Tomorrow textbook said, â€Å"Cities say the increase in grain production have been achieved at the expense of social justice. Rich farmers have gained the most. The gap between the rich and poor has widened as a result.† (1987, pg. 102) India's land is divided into four areas says the World Book Encyclopedia, â€Å"14% of the land is irrigated, 41% is non irrigated farmland, 19% is forest land and 26% is barren land.† (1999, vol.10, pg.124) The chief crops grown are rice, wheat, cotton, and nuts. Agriculture provides one half of India's national income. India does not grow enough food to give its people a proper diet. This is partially due to inefficient farming methods and poor equipment. The World Book Encyclopedia says, â€Å"India's foreign trade is over two billion dollars a year. The volume of the imports is much greater than that of the exports.† (1983, vol. 10, pg.106) India has one of the largest economies in the World in terms of its GDP. India is considered as a developing country, however, because it has such a large population that the GDP is very low per capita. It is considered one of the poorest countries in the World. In review there are several solutions that could help India deal with its population crisis and declining standard of living. They are, 1. Improved education, so people can move beyond a â€Å"peasant existence† with no understanding of self worth and life management. 2. Structure government control over birth control. (Similar to China's) 3. Improved understanding of agriculture techniques, technology, and land management. 4. Education of nutrition and sanitation. 5. Any aide from foreign countries must be directed at making India self supporting. India is a Country of great wealth and potential. It is also a country of intense poverty and ignorance. I see one of the biggest problems in India being the differences. There are many different languages, religions, races, and customs. There are also many differences in the country itself. The land includes desert, thick jungles, broad plains, mountains, and tropical low lands. All these differences within one country create different needs, and different standards of living. It is however; very evident none of these differences can be addressed until the population is controlled. It is and will become even more of a problem for all the people of India, the poorest of the poor and the richest of the rich.