Journal articles on the topic 'Classical school of economics – Congresses'
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1
Campagnolo, Gilles. "From Karl Menger to Charles Menger? How Austrian economics (hardly) spread in France." Russian Journal of Economics 4, no. 1 (April 20, 2018): 8–30. http://dx.doi.org/10.3897/j.ruje.4.26001.
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The father of the “Austrian” Marginalist revolution and founder of the so-called “Austrian School of economics”, Carl Menger, had a mixed reception during different periods of development of French economics. Somewhat welcomed in the early days, he was rather forgotten later on. Even his major works were not published in translation until recently. What is the reason for such a situation? Criticisms of classical political economy have to be understood in their French context. In comparison to other countries, this paper details the case of France, besides showing how later Austrians, such as Friedrich Hayek, found a limited audience. This comparative study of economic ideas in France must start with the reception of the views of the founder and the role and impact of adopting/adapting or rejecting his views by French scholars. What place did they find in French academia? From Carl Menger to a “Frenchified” Charles Menger, how was Austrian economic thought disseminated in France? This essay starts by recalling the Belle-Époque and an astonishing letter by Charles Rist for the Jubiläum of Menger, in which he deplored the lack of translation of the latter’s works. The Austrian School in France is then discussed as pure economics replaces political economy in the Interwar period, with the 1938 Paris Congress of “liberal thinkers,” as the Vienna Circle became known, also comparing issues in philosophy. The paper considers how Austrian theories of “pure science” were received in Paris from the Vienna of the 1900s, at a time of ”Crossroads,” to the present day, through the Postwar and Cold War, until a revival since the 1990s and a rethinking of economic ideas after 2008.
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Campagnolo, Gilles. "From Karl Menger to Charles Menger? How Austrian economics (hardly) spread in France." Russian Journal of Economics 4, no. 1 (April 19, 2018): 8–30. http://dx.doi.org/10.3897/j.ruje.92.23742.
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The father of the “Austrian” Marginalist revolution and founder of the so-called “Austrian School of economics”, Carl Menger, had a mixed reception during different periods of development of French economics. Somewhat welcomed in the early days, he was rather forgotten later on. Even his major works were not published in translation until recently. What is the reason for such a situation? Criticisms of classical political economy have to be understood in their French context. In comparison to other countries, this paper details the case of France, besides showing how later Austrians, such as Friedrich Hayek, found a limited audience. This comparative study of economic ideas in France must start with the reception of the views of the founder and the role and impact of adopting/adapting or rejecting his views by French scholars. What place did they find in French academia? From Carl Menger to a “Frenchified” Charles Menger, how was Austrian economic thought disseminated in France? This essay starts by recalling the Belle-Époque and an astonishing letter by Charles Rist for the Jubiläum of Menger, in which he deplored the lack of translation of the latter’s works. The Austrian School in France is then discussed as pure economics replaces political economy in the Interwar period, with the 1938 Paris Congress of “liberal thinkers,” as the Vienna Circle became known, also comparing issues in philosophy. The paper considers how Austrian theories of “pure science” were received in Paris from the Vienna of the 1900s, at a time of ”Crossroads,” to the present day, through the Postwar and Cold War, until a revival since the 1990s and a rethinking of economic ideas after 2008.
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Stolkov, Dmitriy S. "New trends in Russian diplomacy after February 24, 2022." Vestnik of Saint Petersburg University. International relations 17, no. 1 (2024): 27–42. http://dx.doi.org/10.21638/spbu06.2024.102.
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The article examines the new trends in Russian diplomacy, which emerged after February 24, 2022. The diplomatic war launched against Russia by "unfriendly States" leads to the "zeroing" of ties between the Russian Federation and the States of the collective West - the Anglo-Saxon and European countries. In the context of the degradation of relations with the Euro-Atlantic region, there is a shift in the regional focus in Russia's foreign policy. Moreover, in order to make the implementation of foreign policy goals more efficient Russian intensifies the use of "new tracks" in addition to classical diplomacy. The purpose of the article is to identify the prospects for using the potential of diplomacy of dialogue structures as an auxiliary tool for promoting national interests in the international arena, strengthening Russia's position as an independent center of power in international relations. The theory of a two-level game developed by R. Putnam in relation to the practice of negotiating facilitates the explanation of the diplomacy of dialogue structures specificity. The theory of securitization of the constructivist school served as a theoretical justification for diversifying the global priorities of Russia's foreign policy. In the course of the study, the author came to the conclusion that the diplomacy of the dialogue structures of the Russian Federation is not developing in isolation, but it takes into account the strategic goals and objectives formalized at the official level in the basic conceptual foreign policy document. In particular, the central topics of the St. Petersburg International Economic Forum include sovereignty of the economy and the formation of a multipolar world. A series of regional forums and congresses reflects the priority desire of the Russian Federation to build up ties with partners from the CIS and BRICS countries. The “Pivot to the East” raises the profile of the Eastern Economic Forum. Particular attention is paid to the development of relations with the states of the Islamic world, Africa, Latin America and the Caribbean. It is noteworthy that regional platforms serve not only for the exchange of views, but also for the adoption of practice-oriented agreements in the field of politics, economics, culture and sports. The very holding of events on the territory of the Russian Federation contributes to the growth of the investment attractiveness of Russian cities and regions, as well as the formation of a favorable image of the country abroad.
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Carnis, Laurent. "Pitfalls of the classical school of crime." Quarterly Journal of Austrian Economics 7, no. 4 (December 2004): 7–17. http://dx.doi.org/10.1007/s12113-004-1001-2.
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Ермаков, I. Ermakov, Аникин, Boris Anikin, Белова, and S. Belova. "State University of Management’s “Logistics” Scientific School." Administration 3, no. 2 (June 17, 2015): 5–15. http://dx.doi.org/10.12737/11504.
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The paper has been devoted to the history related to formation and development of “Logistics” scientific
school based on the first chair of logistics, which appeared in Russia at the State University of Management
in 1999. Various aspects of scientific school formation are considered: primary areas and the most significant
results related to fundamental and applied research of scientific school’s founder and followers; priority
directions of task staff training, implementation of continuing education programs; use of research results in
the educational process; talent pool of scientific school; scientific-pedagogical higher qualification personnel
(such as Ph.D. and Doctor of Economics) training; participation in all-Russian and international congresses,
conferences and seminars, as well as the organization of pedagogical and scientific-practical events. Have
been presented educational, methodical and scientific publications written by scientific school founder and
followers; authors’ publication activity characterization; chair’s strategic partners in Russia and abroad;
major industries and employers interested in our graduates; integration with other research, educational and
industrial enterprises.
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Salin, Pascal. "The Monetary Economics of the Austrian School and the Chicago School." Quarterly Journal of Austrian Economics 25, no. 3 (February 23, 2023): 281–96. http://dx.doi.org/10.35297/qjae.010143.
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To what extent is there complementarity or agreement between Austrian economics and the Chicago school on monetary issues? Both Austrians and Chicagoans would agree that monetary expansion has real effects in the short run, though they emphasize different variables. In the long run, Austrians argue that there is a lasting real effect of monetary expansion—money is not neutral—but Chicagoans too argue that economic activity is less efficient even if people correctly forecast the rate of inflation. Regarding the balance of payments, both the Austrian and Chicago school lead to the conclusion that there can be no balance-of-payments problem. Both are modern versions of the classical price specie flow theory. Perhaps the Austrian approach to monetary economics and the Chicago school approach are more compatible than is commonly thought.
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Alloush, Ibrahim. "A Historical Sketch of Profit Theories in Mainstream Economics." International Business Research 9, no. 4 (March 16, 2016): 148. http://dx.doi.org/10.5539/ibr.v9n4p148.
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<p>In this paper, the main contributions to the development of profit theories are delineated in a chronological order to provide a quick reference guide for the concept of profit and its origins. Relevant theories are cited in reference to their authors and the school of thought they are affiliated with. Profit is traced through its Classical and Marginalist origins into its mainstream form in the literature of the Neo-classical school. As will be seen, the book is still not closed on a concept which may still afford further theoretical refinement.</p>
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Rezsohazy, Rudolf. "Les débuts de la science politique dans les milieux chrétiens." Res Publica 27, no. 4 (December 31, 1985): 509–20. http://dx.doi.org/10.21825/rp.v27i4.19203.
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The social problem incites the Belgian catholics to study scientifically the human collectivity. As early as the nineteen-eighties learned societies are ouded, seminars, congresses, lectures are organized, a review is launched. At the Catholic University of Louvain the School of Political and Social Sciences is inaugurated in 1892. The sociological approach of the problems becomes wide-spread.All this movement is prepared by the work of a pioneer : Edouard Ducpétiaux (1804-1868) . He opens the way by his numerous publications and realizations in as various fields as the social inquiries, statistics, sociography, social economics, political science, criminology... The article analyses his methodology and shows place of E. Ducpétiaux among the main intellectual currents of the past century.
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Nenovsky, Nikolay. "Criticisms of Classical Political Economy. Menger, Austrian economics and the German Historical School." European Journal of the History of Economic Thought 18, no. 2 (May 2011): 290–93. http://dx.doi.org/10.1080/09672567.2011.564793.
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Hengstmengel, Joost W. "THE REFORMATION OF ECONOMIC THOUGHT DUTCH CALVINIST ECONOMICS, 1880–1948." Philosophia Reformata 78, no. 2 (November 17, 2013): 124–43. http://dx.doi.org/10.1163/22116117-90000548.
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The first decades of the twentieth century saw the emergence of Calvinist economics in the Netherlands. This clearly normative approach to economics was inspired by Abraham Kuyper and was criticized by mainstream economists from the outset. It would eventually disappear under pressure of positive economics, but survived until at least the middle of the century. Calvinist economics itself was highly critical of classical economics and, unlike the neo-classical school, strove after an entire reformation of economic thought. Calvinists writers like T. de Vries, P. A. Diepenhorst, J. A. Nederbragt and J. Ridder did not constitute a school of economic thought, but nevertheless shared some fundamental ideas such as the influence of world views on economics, the existence of divine ordinances for the economic domain, and the central place of man in God’s plan for the economy. In this article, I describe the rise, sources of inspiration, fundamentals, aim and methodology of Calvinist economics. Although the perspective of this article is historical, this episode from the history of economic thought may inform us about the relationship between Christianity and the science of economics as well as that between economics and the economic crisis.
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Carnis, Laurent. "Coase and the Economics of Crime." New Perspectives on Political Economy 1, no. 2 (November 30, 2005): 1–31. http://dx.doi.org/10.62374/6wp3xg22.
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'The problem of social cost' is a major piece of Coase’s legacy. It constitutes the foundation of the neo-institutionalism movement. This article tries to provide a solution to situations characterized by disputes on the use of resources. We propose a libertarian and Rothbardian re-examination. In the first section, the Coase theorem is the object of a personal appraisal. The second section stresses the common points between the Coasian approach and the classical school of the economics of crime. The third section examines approach the consequences of both of these theories for public policy.
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Devy C Yudihutomo. "Institutional Approach in Economics and Institutional Economic Thinking." Demagogi: Journal of Social Sciences, Economics and Education 2, no. 2 (May 19, 2024): 81–88. http://dx.doi.org/10.61166/demagogi.v2i2.19.
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Aspects of economic methodology contained in Institutional economics are often incorporated into orthodox economics. Orthodox economics means economic thoughts that use and continue classical economic views, such as free competition, perfect competition, consumer satisfaction. The person who was most influential and had a dominant role in the existence of the Institutional school was Thorstein Bunde Veblen. He criticized Classical and Neo-classical economic theories which ignored non-economic aspects such as institutions and the environment. In fact, Veblen considered that the influence of circumstances and the environment was very large on people's economic behavior. Unsupportive political and social structures can cause distortions in economic processes. For Veblen, society is an evolutionary phenomenon, everything is constantly changing. A person's behavioral patterns in society are adapted to current social conditions. If the behavior is suitable and accepted, then the behavior will continue. On the other hand, if a behavior is deemed unsuitable, the behavior will be adapted to the environment. These circumstances and environments are what Veblen called "institutions". In this case, it is explained that what Veblen means by institutions are things related to norms, values, habits and culture. Furthermore, everything is reflected in economic activities, both in production and consumption.
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Leathers, Charles G. "Veblen and Hayek on Instincts and Evolution." Journal of the History of Economic Thought 12, no. 2 (1990): 162–78. http://dx.doi.org/10.1017/s1053837200001711.
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In his 1898 article Why is Economics Not An Evolutionary Science ,Thorstein Veblen criticized the Austrian School (as represented by Carl Menger) for being unable to break with the classical tradition that economics is a taxonomic science(Veblen 1898, p. 73). The Austrian failure was attributed to a "faulty conception of human nature (ibid.).
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Bowman, Rhead S. "Population and Policy in Marshall's Economics." Journal of the History of Economic Thought 28, no. 2 (June 2006): 199–219. http://dx.doi.org/10.1080/10427710600676504.
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The Malthusian population doctrine formed an integral part of both theory and policy in classical economics: “[T]he Malthusian theory lent support to the subsistence theory of wages and prepared the way for the Ricardian preoccupation with the land-using bias of economic progress; by explaining poverty in terms of a simple race between population and the means of subsistence, it provided the touchstone for all classical thinking about economic policy” (Blaug 1997, p. 65). Among historians of economic thought there is probably little in this statement with which to disagree. A variety of interpretations, however, have been given to the subsequent career of the population doctrine, including its place in the economics of Alfred Marshall. Economists after John Stuart Mill, Joseph Schumpeter argued, found the population doctrine to be of little theoretical use to economics: many leading economists of the neoclassical school, including Alfred Marshall, “paid their respects to it, even though they no longer based upon it any part of their analytic structures” (1954, p. 890). Mark Blaug, by contrast, suggests that the analysis of population in Marshall's Principles of Economics indicates an “orthodox classical attitude to population problems” (1997, p. 385). Yet another perspective is offered by John Whitaker who remarks that early in his career Marshall resolved to transform the “old political economy into a new science of economics, open to the progressive intellectual and social movements of the day.” His intent was to leave behind the sterile controversies and pessimistic pronouncements of the old political economy, including those associated with the population doctrine (1996, vol. 1, pp. xvii, xx).
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Сорокин, А. И. "WEALTH, VALUE AND CAPITAL IN WORKS OF CLASSICAL SCHOOL REPRESENTATIVES." ЖУРНАЛ ПРАВОВЫХ И ЭКОНОМИЧЕСКИХ ИССЛЕДОВАНИЙ, no. 4 (December 26, 2023): 171–79. http://dx.doi.org/10.26163/gief.2023.54.14.026.
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В статье рассмотрена проблема поиска источника богатства и ценности в общественном производстве, а также связанная с ними роль капитала, нашедшая свое отражение в трудах представителей экономической науки в XVII–XIX вв. Данный период известен как господство взглядов представителей классической школы. Необходимо заметить, что понятие «классическая школа» не являет собой что-то монолитное, пронизанное какой-то единой идеей или одним методологическим основанием. Данный период становления экономической науки характеризуется как замечательными достижениями, и поныне входящими в арсенал базовых знаний по экономике, так и глубокими заблуждениями, повлекшими за собой грандиозные сдвиги в общественной жизни некоторых стран. В статье предпринимается попытка проследить взгляды видных представителей той эпохи на трактовку факторов, определяющих общественное богатство. Акцент делается на капитале как на важнейшем факторе этого богатства. Оказалось, что капитал – это очень сложное явление, трудно поддающееся линейному определению. Можно сказать, что достижения классической школы явили собой только самое начало процесса поиска адекватной трактовке этого понятия, на которое опирались следующие поколения экономистов в своих исследований проблемы. The article considers the problem of finding a source of wealth and value in social production, as well as the related role of capital reflected in the works of the representatives of economic science in the XVII – XIX centuries. This period is known as the dominance of the views of the classical school representatives. It should be noted that the concept of "classical school" is not something monolithic, permeated with a single idea or one methodological basis. The period in question is characterized by outstanding achievements still making up the basics of economics and considerable delusions resulting in dramatic changes in the social life of certain countries. The article attempts to trace the views of prominent representatives of that era on understanding the factors determining social wealth. The focus is on capital as the key factor of the wealth. We make a conclusion that capital is a sophisticated phenomenon difficult to define linearly; the achievements of the classical school were only the very beginning of the process of searching for an adequate interpretation of this concept, for the next generations of economists to rely on.
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Olbrich, Michael, Tobias Quill, and David J. Rapp. "Business Valuation Inspired by the Austrian School." Journal of Business Valuation and Economic Loss Analysis 10, no. 1 (January 1, 2015): 1–43. http://dx.doi.org/10.1515/jbvela-2014-0001.
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AbstractThe significant failure rates observed in mergers and acquisitions (M&A) indicate structural deficiencies in business transactions. This paper identifies serious weaknesses in common valuation methods that play a key role in poor transaction practice. Common valuation methods are in particular discounted cash flow (DCF) methods. DCF methods are usually based on neo-classical theories that assume the existence of a perfect and complete capital market. As will be demonstrated, the underlying theoretical patchwork is contradictory and lacks utility. Therefore, utilizing DCF methods to value a business and deduce economic decisions from such a valuation is decision-making built on sand. Following a normative-deductive methodology, this paper seeks an alternative theoretical concept to build a business valuation theory on solid ground. Such an alternative is found in the Austrian School of thought. The resulting valuation concept, subjective business valuation theory, is based on the theory of marginal utility proposed by Gossen, which was rediscovered and refined by the scholars of the early Austrian School. Contrary to highly restrictive neo-classical valuation, subjective business valuation approaches reality and is therefore well-suited for practical implementation.
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Orlyk, Mykhailo. "Evolution of economic thought in the context of the lending problem in the second half of 17th - middle 19th century." University Economic Bulletin, no. 47 (December 17, 2020): 121–26. http://dx.doi.org/10.31470/2306-546x-2020-47-121-126.
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The article analyzes the scientific achievements of the classical economic school representatives of the second half of the 17th - middle of the 19th century in the field of lending through the prism of modernity. The goal of research is to study the evolution of views on the nature and role of lending by the classical school representatives of economics in the second half of 17th - mid 19th centuries. Methods of research. Both general scientific and special methods of scientific cognition were used to solve the tasks, that were set for the goal. Systematic and structured approaches, methods of generalization, analysis, comparison, synthesis, and scientific abstraction were used in the process of writing the article. Results of work. In the article had been established and analyzed the evolution of the theoretical understanding of the lending problem in the classical school of economics from the time of its foundation to the beginning of the realization of its theoretical achievements in the financial and economic space of the Russian Empire. The field of application of results. The results of the held study can be used in teaching courses in the history of economics and economic thought, as well as other economic disciplines, in the training of specialists in banking, credit and economic theory. Conclusions. The held study of the views evolution of the classical economic school representatives on the problem of lending allows us to conclude that credit as a socio-economic phenomenon has aroused significant interest of researchers. Among the main questions, that were set by scientists, were questions related to the principles of reward formation for the credit and its role in the development of the country's economy. Many researchers have paid attention to the question of the state’s place in the credit relations of the borrower and the lender. Examining the process of transformation of economic theory, we can conclude that the role of the state as a strict regulator of credit relations had gradually changed to the role of guarantor of credit obligations. A significant impetus to the development of economics in the context of understanding credit in the Russian Empire was made by M. Bunge. He has not only theoretically justified the importance of the credit availability for the development of economic relations, but also put his own scientific ideas into practice.
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ARNON, ARIE. "BANKING BETWEEN THE INVISIBLE AND VISIBLE HANDS: A REINTERPRETATION OF RICARDO'S PLACE WITHIN THE CLASSICAL SCHOOL." Oxford Economic Papers 39, no. 2 (June 1987): 268–81. http://dx.doi.org/10.1093/oxfordjournals.oep.a041785.
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Williams, P. L. "Marshallian Applied Welfare Economies : the Decline and Fall." Économie appliquée 43, no. 1 (1990): 231–45. http://dx.doi.org/10.3406/ecoap.1990.2167.
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Marshall believed that theoretical welfare economics was too complicated to be translated into simple rules for public policy. Basing his reasoning on the classical notion of free competition, he developed tools that could be used to analyse particular policy problems. By way of contrast, the Paretian School (Walras, Pareto, Barone and Lemer) attempted to prove that a set of perfectly-competitive markets in equi¬ librium would maximise satisfaction. This produced a simple rule for micro-economic policy : make the economy more like perfect compe¬ tition. During the 1920s and 1930s the Paretian School -with the aid of the monopolistic-competition revolution -came to dominate applied welfare economics.
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Sala-i-Martin, Xavier, Gernot Doppelhofer, and Ronald I. Miller. "Determinants of Long-Term Growth: A Bayesian Averaging of Classical Estimates (BACE) Approach." American Economic Review 94, no. 4 (August 1, 2004): 813–35. http://dx.doi.org/10.1257/0002828042002570.
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This paper examines the robustness of explanatory variables in cross-country economic growth regressions. It introduces and employs a novel approach, Bayesian Averaging of Classical Estimates (BACE), which constructs estimates by averaging OLS coefficients across models. The weights given to individual regressions have a Bayesian justification similar to the Schwarz model selection criterion. Of 67 explanatory variables we find 18 to be significantly and robustly partially correlated with long-term growth and another three variables to be marginally related. The strongest evidence is for the relative price of investment, primary school enrollment, and the initial level of real GDP per capita.
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Zafirovski, Milan. "Orthodoxy and heterodoxy in analyzing institutions." International Journal of Social Economics 30, no. 7 (July 1, 2003): 798–826. http://dx.doi.org/10.1108/03068290310478757.
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The rediscovery and analytical reconstitution are present tendencies in much of social science, especially economics and sociology. The emergence and expansion of the so‐called new institutional economics exemplify these tendencies as do attempts at revival and rehabilitation of the old institutional economics. Analogous tendencies have been manifested in sociology by the further development of economic sociology, especially by various reformulations of its classical premise of institutional structuration and embeddedness of economic behavior. Nevertheless, much of mainstream economics tends to neglect or play down certain salient divergences between the latter's neoclassical or orthodox institutionalism, and heterodox or critical institutionalism advanced by the old institutional economics as well as by economic sociology. Identifies and elaborates such divergences between these seemingly homologous varieties of institutionalism. Since institutionalist varieties and tendencies in both economics and sociology are considered, represents a contribution to an interdisciplinary treatment of social institutions, a treatment originally proposed by the old institutional economics of Veblen et al., the German historical school as well as by Weberian‐Durkheimian classical economic sociology.
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Johnson, Marianne. "Where Economics Went Wrong: A Review Essay." Journal of Economic Literature 58, no. 3 (September 1, 2020): 749–76. http://dx.doi.org/10.1257/jel.20191583.
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In their recent book, Where Economics Went Wrong, David Colander and Craig Freedman (2019) argue that economics went wrong when it abandoned the Classical liberal firewall that demanded separation of scientific theory from the art of policy making. Colander has long advanced the idea that applied economics should be classified neither as positive nor as normative economics. Instead, it should be placed in a third category, “the art of economics”; art requires vision and acumen in addition to knowledge and technique, and is thus more akin to engineering than the natural sciences. The primary contribution of Where Economics Went Wrong is thus to advance Colander’s general argument through the specific story of Chicago economics. This essay make two interconnected claims. First, while I agree with Colander and Freedman that applied economics would benefit from more art and less calculation, the Chicago school is not the best vehicle by which to tell a convincing story. Second, a thicker history of the Chicago school reminds us of the importance of institutions and rules, not only for understanding the economy but also for thinking about how economists have constructed our discipline and how internal institutions and incentives affect our behavioral choices. ( JEL A11, B20, B41, B52)
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Holtfrerich, Carl-Ludwig. "Public Debt in Post-1850 German Economic Thought vis-à-vis the Pre-1850 British Classical School." German Economic Review 15, no. 1 (February 1, 2014): 62–83. http://dx.doi.org/10.1111/geer.12026.
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Abstract The positions of British and German economists on public debt in the long nineteenth century differed substantially from each other. Whereas British classical economists regarded any public debt as ruinous for the country, German economists promoted debt accumulation for productivity-enhancing public investment and current outlays with benefits for future fiscal years. This article summarizes the positions of the most prominent British economists before 1850, David Hume, Adam Smith, David Ricardo, Thomas R. Malthus and John Stuart Mill, and deals more extensively with those of their German colleagues Carl Dietzel, Lorenz von Stein and Adolph Wagner after 1855.
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Moss, L. S. "Playing Fast and Loose with the Facts about the Writings of Malthus and the Classical School." History of Political Economy 37, no. 2 (June 1, 2005): 211–18. http://dx.doi.org/10.1215/00182702-37-2-211.
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Martínez Hernández, Francisco A., and Víctor M. Isidro Luna. "CAPITALISM: COMPETITION, CONFLICT, CRISES, ANWAR SHAIKH." Investigación Económica 79, no. 311 (December 10, 2019): 137. http://dx.doi.org/10.22201/fe.01851667p.2020.311.72441.
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<p>In 1,024 pages, seventeen chapters, and divided in three books, plus seventeen appendixes, Anwar Shaikh, one of the leading scholars and a distinguished Professor of Economics at the New School for Social Research, presents a path breaking and monumental book which main objective is the unified study of the logic, history, dynamics, and crises of the capitalist system. Throughout this book, the author confronts his own perspective and method of the classical political economy with major schools of economic thought such as neoclassical, monetarist, and different branches of the post-Keynesian school...</p>
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Wojtyszyn, Radosław. "U źródeł leseferyzmu i subiektywizmu myśli Murraya Rothbarda. Arystoteles, Święty Tomasz, hiszpańscy scholastycy, John Locke i Fryderyk Bastiat jako źródła inspiracji." Ekonomia 22, no. 3 (November 21, 2016): 43–57. http://dx.doi.org/10.19195/2084-4093.22.3.3.
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Laissez — faire and subjective underpinnigs of Murray Rothbard’s thought. Aristotle, St. Thomas, Spanish scholastics, John Locke and Frederic Bastiat as an inspirationThe subject of this article are origins of the subjectivist view of the economic activity of man, and pre-classic themes of political economy, which are the inspirations for Murray Newton Rothbard and his thought of anarcho-capitalism. These issues, being so rarely subject to scientific interest, are crucial point of reference for classical and neoclassical economics, and laissez-faire in general. Specific influence of natural law on the sphere of economic activity and human condition also implies abroader view of the role of state institutions in the thought of Aristotle, Thomas Aquinas, the scholastics of the Salamanca, John Locke and Frederic Bastiat, who combined the above-mentioned laws of nature and tradition of classical economics with subjectivity, so important in Austrian School of Economics and in anarcho-capitalist thought of Murray Newton Rothbard.
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Mirdiyanova, Gulshan R. "Methodical Manuals in the System of the Tatar Educational Book of the Late 19th — Early 20th Centuries." Bibliotekovedenie [Library and Information Science (Russia)] 67, no. 5 (December 7, 2018): 532–43. http://dx.doi.org/10.25281/0869-608x-2018-67-5-532-543.
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The article deals with one of the aspects of development of the Tatar book of the second half of the 19th — early 20th centuries, associated with the reform of the national school. The relevance of the topic is driven by the increased interest in recent years to the creation of educational literature and formation of new educational methods. The use of methodical and educational publications as an object of research is one of the directions in the national historical science.In the education system of the Tatars in the second half of the 19th century in the process of transition from the classical, purely religious approach in education to the new method, which included teaching the basics of the secular sciences, there were developed new programs and teaching aids, which were composed by teachers — practical trainers. Educators and experts actively discussed that literature at the meetings of pedagogical congresses and in the Tatar periodicals. Special commissions responsible for the preparation of such educational books were organized in Kazan, Omsk, Ufa and Buguruslan. The purpose of the present study is to identify and analyse such manuals. There were analysed the manuals compiled by the leading educators I. Gasprinsky, F. Karimi, M. Kurbangaliyev, F. Saifi, G. Yausheva, etc. The article considers the materials on the organization of new-method school, presents the programs for elementary school with the list of the subjects studied there and gives comparison of educational programs of the new-method school with the old-method one. The author uses historical-bibliological, functional and analytical-thematic methods of book analysis. The article presents the collected data from the documents of the State Archive of the Republic of Tatarstan, early printed books from the holdings of the Scientific Library of the Kazan Federal University, the National Library of the Republic of Tatarstan, as well as the modern research works on this topic. Basing on the analysis, the author determines the role of educational literature and curricula in the development of national education of the Tatars. The presented material allows to supplement the repertoire of the Tatar pre-revolutionary book, what is the practical significance of the article.
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MORSELLI, Alessandro. "THE CLASSICAL POLITICAL ECONOMY: CRITICISM AND CONTROVERSY AROUND THE MID-NINETEENTH CENTURY." Theoretical and Practical Research in the Economic Fields 10, no. 1 (June 30, 2019): 5. http://dx.doi.org/10.14505/tpref.v10.1(19).01.
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The present work highlights the insufficiency of classical methodology to explain economic phenomena. The classical formulation left the notion of value unspecified, so there is room for the marginalist current, which abandons the classic value-work theory of the and replaces it with a theory of value based on marginal utility. The scenario changes and the attention is no longer paid to the classical social aggregates, but to individuals and economic subjects, passing from objectivity to the subjectivity of individual choices. From the marginalist principles, which still have an important influence today, the neoclassical school is constituted, which sets itself the objective of highlighting the advantages of economic liberalism, already highlighted by classical authors, but through different instruments compared to those used in the past. In this way we will have the opportunity to observe how the study of economics becomes more scientific, general and universal.
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Шишлянникова, Нина Петровна. "TO THE PROBLEM OF FORMATION OF MUSIC TASTE OF ADOLESCENTS IN SECONDARY SCHOOL." Pedagogical Review, no. 3(43) (June 7, 2022): 26–33. http://dx.doi.org/10.23951/2307-6127-2022-3-26-33.
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Проанализированы причины увлечения подростков и молодежи развлекательной шоу-продукцией и отторжения многими из них образцов серьезной классической музыки, формирующей истинный музыкальный вкус. Обосновано определение музыкального вкуса как способности слушать, слышать и наслаждаться ценной в художественном отношении музыкой, вкуса как одного из элементов триединой задачи занятий музыкой в школе – формирование интереса к жизни через увлеченность музыкой, творческого художественно-образного мышления. Рекомендовано слушать с подростками не только классическую музыку, но и более ценные в художественном отношении образцы поп-музыки, обсуждать их достоинства и недостатки, что позволит совершенствовать вкус и избегать противостояния учителя и детей, классической музыки и музыки современных направлений и жанров. Приведены количественные и качественные результаты изучения студентами музыкальных потребностей подростков как одного из показателей уровня сформированности музыкальных вкусов. Интерпретация результатов подтвердила зависимость уровня сформированности музыкального вкуса от систематических занятий музыкой, репертуара, на котором воспитывается музыкальный вкус детей, от уровня профессионализма педагога-музыканта. The reasons for the enthusiasm of teenagers and young people for entertainment show products and the rejection by many of them of samples of serious classical music, which forms a true musical taste, are analyzed. The definition of musical taste is substantiated as the ability to listen, hear and enjoy artistically valuable music, taste as one of the elements of the triune task of studying music at school - the formation of interest in life through passion for music, creative artistic and figurative thinking, taste. It is recommended to listen to not only classical music with schoolchildren, but the best examples of pop music, to discuss dignities and defects of them, that permit to improve the taste and avoid confrontation between the teacher and children, also classical music and music of modern genre and direction. Quantitative and qualitative results of studying the musical needs of adolescents by students as one of the indicators of the level of formation of musical tastes are given. The interpretation of the results confirmed the dependence of the level of formation of musical taste on systematic music lessons, the repertoire on which the musical taste of children is brought up, on the level of professionalism of the teacher-musician.
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Yamamori, Toru. "The intersubjective ontology of need in Carl Menger." Cambridge Journal of Economics 44, no. 5 (August 27, 2020): 1093–113. http://dx.doi.org/10.1093/cje/beaa028.
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Abstract As I have argued elsewhere, there is no room for the concept of need in the prevailing neoclassical school of economics—without reducing the need to a purely subjective construct. Not so, however, both in classical political economy and in the contemporary heterodox schools of economics. The main aim of this paper is, firstly, to show the existence of the concept of need as such in Carl Menger—widely acknowledged as one of the fathers of modern economics; and secondly, to trace the concept’s erasure in the orthodox school along with its rediscovery in the heterodox schools. With this exposition on the history of the idea, I hope to demonstrate how taking the concept seriously would urge us to engage ontological research and would mandate a significant change in economic analysis, regardless of whether this change is considered to reside within the orthodox tradition or be deemed a departure to heterodoxy.
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Boehm, Stephan, Israel M. Kirzner, Roger Koppl, Don Lavoie, Peter Lewin, and Christopher Torr. "Professor Ludwig M. Lachmann (1906‐1990): Scholar, Teacher, and Austrian School Critic of Late Classical Formalism in Economics." American Journal of Economics and Sociology 59, no. 3 (July 2000): 367–417. http://dx.doi.org/10.1111/1536-7150.00034.
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Frandsen, Brigham R., and Lars J. Lefgren. "Partial identification of the distribution of treatment effects with an application to the Knowledge is Power Program (KIPP)." Quantitative Economics 12, no. 1 (2021): 143–71. http://dx.doi.org/10.3982/qe1273.
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We bound the distribution of treatment effects under plausible and testable assumptions on the joint distribution of potential outcomes, namely that potential outcomes are mutually stochastically increasing. We show how to test the empirical restrictions implied by those assumptions. The resulting bounds substantially sharpen bounds based on classical inequalities. We apply our method to estimate bounds on the distribution of effects of attending a Knowledge is Power Program (KIPP) charter school on student achievement, and find that a substantial majority of students' math achievement benefited from attendance, especially those who would have fared poorly in a traditional classroom.
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Frandsen, Brigham R., and Lars J. Lefgren. "Partial identification of the distribution of treatment effects with an application to the Knowledge is Power Program (KIPP)." Quantitative Economics 12, no. 1 (2021): 143–71. http://dx.doi.org/10.3982/qe1273.
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We bound the distribution of treatment effects under plausible and testable assumptions on the joint distribution of potential outcomes, namely that potential outcomes are mutually stochastically increasing. We show how to test the empirical restrictions implied by those assumptions. The resulting bounds substantially sharpen bounds based on classical inequalities. We apply our method to estimate bounds on the distribution of effects of attending a Knowledge is Power Program (KIPP) charter school on student achievement, and find that a substantial majority of students' math achievement benefited from attendance, especially those who would have fared poorly in a traditional classroom.
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Ullmer, James H. "The Macroeconomic thought of Sir William Petty." Journal of the History of Economic Thought 26, no. 3 (September 2004): 401–13. http://dx.doi.org/10.1080/1042771042000263867.
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Sir William Petty (1623–1687) is generally known to historians of economic thought as an early contributor to classical political economy. In fact, Karl Marx claimed—rightly, I believe—that Petty was the founder of that school of thought (Marx 1867, p. 81). Frank Amati and Tony Aspromourgos echo the sentiment that Petty, and not Adam Smith, was “the founder of classical political economy, that school which had its culmination in the Ricardian economic theory” (Amati and Aspromourgos 1985, p. 127). Aspromourgos has also observed that Petty wrote A Treatise of Taxes and Contributions, as well as other works, in order to provide “an answer to the questions of how to maximize total employment and surplus labour, and how to best utilize surplus labour” (Aspromourgos 1996, p. 16, emphasis added).
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RADIONOV, Yurii. "INSTITUTIONAL THEORY IN THE DEVELOPMENT OF ECONOMICS." Economy of Ukraine 2021, no. 4 (April 24, 2021): 30–50. http://dx.doi.org/10.15407/economyukr.2021.04.030.
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Theoretical bases of establishment and development of institutional theory as a new direction of economic science are analyzed. The preconditions for the emergence of institutionalism are studied, the fundamental differences between the new economic trend and classical economic theory are considered. The weakness of economic theories on the role and importance of the state in economic development is noted, the need to synthesize the strengths of institutionalism with neoclassicism to link the social attitudes and interests of individuals is emphasized. The stages of development of institutional theory, different approaches of institutional scientists, the emergence of a new, modern direction – neo-institutionalism – are studied. Differences in the interpretation of the term “institution” between traditional institutionalists and neo-institutionalists are outlined, which indicates a different methodology of its perception. It is emphasized that the doctrine of the depth of nature of institutions and its interpretation divided institutionalism into old and new. If the old questioned the individualistic worldview inherent in the neoclassical paradigm, then the new institutionalists do not deny the individualistic approach. Economic institutions that operate within the social environment are the frameworks or constraints that govern the behavior of society in economic conditions. Emphasis is placed on the prospects for further development of institutional theory, which allows the emergence and development of other theories, social sciences, reveals hitherto unexplored or little-studied phenomena and processes. In modern conditions, the economic difficulties faced by the world economy convincingly confirm the relevance of institutional theory, and the construction of an efficient economy is not limited to an approach based solely on the methodology of the classical school of economic theory. The contradictions posed by modern globalization are becoming a large-scale source of social, political, economic and even military challenges for less developed countries in relation to the more prosperous ones, and international institutionalization is the mechanism designed to alleviate instability.
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Moss, Laurence S. "Playing Fast and Loose with the Facts About the Writings of Malthus and the Classical School." American Journal of Economics and Sociology 69, no. 1 (January 2010): 586–94. http://dx.doi.org/10.1111/j.1536-7150.2009.00679.x.
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Heine, Michael. "Wie Deflationen entstehen - und was (nicht nur) die SPD von Brüning gelernt hat." PROKLA. Zeitschrift für kritische Sozialwissenschaft 34, no. 134 (March 1, 2004): 105–22. http://dx.doi.org/10.32387/prokla.v34i134.643.
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During the years 1930 - 1932 the Bruning government tried to fight against the results of the Great Depression with wage cuts and liscal restraint. In this they followed the advice of the neo-classical school of economics. This article shows that the economic policy of both the SPD-Green Federal Government and the SPD-PDS coalition in Berlin is based on the same logic, but - compared to Bruning - with even weaker arguments. As a result the danger of a deflationary spiral will increase.
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He, Yinghua, Antonio Miralles, Marek Pycia, and Jianye Yan. "A Pseudo-Market Approach to Allocation with Priorities." American Economic Journal: Microeconomics 10, no. 3 (August 1, 2018): 272–314. http://dx.doi.org/10.1257/mic.20150259.
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We propose a pseudo-market mechanism for no-monetary-transfer allocation of indivisible objects based on priorities such as those in school choice. Agents are given token money, face priority-specific prices, and buy utility-maximizing random assignments. The mechanism is asymptotically incentive compatible, and the resulting assignments are fair and constrained Pareto efficient. Hylland and Zeckhauser’s (1979) position-allocation problem is a special case of our framework, and our results on incentives and fairness are also new in their classical setting. (JEL D63, D82, H75, I21, I28)
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Yeni, Yeni, and Santi Endriani. "Upaya Meningkatkan Hasil Belajar Ekonomi dengan Menggunakan Media Kongkrit pada Peserta Didik Kelas XI SMK YPSEI Palangka Raya Tahun Pelajaran 2014/2015." Neraca: Jurnal Pendidikan Ekonomi 4, no. 2 (April 25, 2019): 27–32. http://dx.doi.org/10.33084/neraca.v4i2.702.
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This study aims to: (1) To improve learning activities by using concrete media on economic subjects, (2) To improve the learning outcomes of Economics by using concrete media on students of class XI YPSEI Vocational School in Palangka Raya. The method used by researchers is to use a class action research design (CAR) that seeks to solve or answer the problems faced in the current situation. For data collection techniques used are tests and observations. While in this study using the percentage of classical and individual completeness formula. The results of the study show that: (1) Learning activities of students using concrete media money in learning is more active and applied. In the first cycle the score of learning activities was 3.4 with good categories, then in the second cycle 3.73 with good criteria, (2) There was an increase in student learning outcomes in economic lessons using concrete money media. The pre-action average value of 35.25 and completeness in classical 5%. The average value in cycle I 51.25 and completeness in classical 45%. The average value in cycle II 88 is 100% classical.
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Yulisharyasti, Luthfiah, Ansor Nurdin, Nanda Aulia, Fhahnul Aiman H. Arfa, and Fadjryani. "ANALYZING THE QUALITY OF MEASUREMENT INSTRUMENTS OF MULTIPLE CHOICE QUESTIONS ON CLASS XI ECONOMICS MATERIAL IN PUBLIC HIGH SCHOOL 3 GORONTALO THROUGH CLASSICAL TEST THEORY AND RASCH MODELS." Parameter: Journal of Statistics 3, no. 1 (June 30, 2023): 28–38. http://dx.doi.org/10.22487/27765660.2023.v3.i1.16417.
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One form of evaluation of student learning outcomes is the Final Semester Examination. This exam is designed to measure the extent of achievement of educational objectives. A good evaluation must meet several criteria, including good item validity and reliability, a variety of difficulty levels, and the power of differentiation. This study aims to describe the results of a comparative analysis of the quality of measurement instruments in the form of multiple-choice questions using the classical test theory approach and the Rasch model in terms of validity, reliability, difficulty level, and question differentiation. Data were obtained through a website that presents multiple choice exam results of grade XI students at SMA Negeri 3 Gorontalo, consisting of 26 female students and 10 male students. The results showed that in the instrument validity analysis, the Rasch model showed more valid items with a determination category of 0.4 < pt measure corr < 0.8. This means that the Rasch model provides a better analysis compared to the classical test theory analysis. In the reliability analysis, the reliability value of items in the Rasch model is higher but in almost the same category. In analyzing the difficulty level of the instrument, the classical test theory approach shows that the items are in the easy, medium, and difficult categories, so they are still considered capable of measuring students' abilities. However, in the Rasch model, items are only in the very easy, difficult, and extremely difficult categories. In analyzing the power of differentiation, the classical test theory method and the Rasch model have not provided good enough results to identify respondents in several groups based on their level of understanding
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Zuldin, Muhamad. "KETIMPANGAN SEBAGAI PENYEBAB KONFLIK: KAJIAN ATAS TEORI SOSIAL KONTEMPORER." TEMALI : Jurnal Pembangunan Sosial 2, no. 1 (February 4, 2019): 157–83. http://dx.doi.org/10.15575/jt.v2i1.4050.
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This article reviews the relationship between inequality and social conflict in society. This literature review finds that there are at least four schools of thought in contemporary conflict theory that examine the relationship of inequality to conflict. The first is the flow of positive thought which includes the theory of structural conflict. Second is the flow of humanism thinking which consists of symbolic interactions and social construction theory. The third is the school of thought which consists of the thoughts of Jurgen Habermas and Pierre Bourdieu. And the last is a multi-disciplinary school built by Johan Galtung and Anthony Giddens. The four schools of thought develop classical conflict theory, especially Marx's thought that argues that economics is the only factor of conflict in society.
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Marchionatti, Roberto, and Fiorenzo Mornati. "Economic theories in competition: A new narrative of the debate on the General Economic Equilibrium theory in the 1930s." Panoeconomicus 63, no. 5 (2016): 503–23. http://dx.doi.org/10.2298/pan141125022m.
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The paper deals with the debate on the General Economic Equilibrium (GEE) in the 1930s in Vienna and at the London School of Economics and offers an interpretation of it different from that of the traditional narratives. It interprets the debate as a renewed confrontation between the two different classical methodological paths of research in GEE, the Paretian and the Walrasian ones. What emerges from this examination is a picture of different approaches and theories in competition, in particular on the issue of the relationship between theory and the real world. This was the fundamental issue at stake. Herein lies also the interest in those distant controversies for the current debate in economics.
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Beltratti, Andrea. "L’economia dell’equilibrio." Journal of Public Finance and Public Choice 3, no. 2 (October 1, 1985): 97–108. http://dx.doi.org/10.1332/251569298x15668907117101.
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Abstract The new classical macroeconomists have widely criticized Keynesian economics during the last fifteen years; most of all, on the basis of a lack of microfoundations to Keynesian models and theories.The rational expectations hypothesis is necessary but not sufficient, by itself, to deny the policy effectiveness results advocated by Keynesian theorists; the most important hypothesis, and the most characteristic feature, of the new classical school is continuous market-clearing on each market. Rational expectations can be used also in disequilibrium models, and can even strengthen policy effectiveness results.This paper considers some interesting points made by the equilibrium theorists, such as the Lucas critique and the equilibrium business cycles, and also tries to show some limits of the models.The debate between Keynesians and New Classical Economists is very useful; both schools are able to benefit from the valuable insights of the last few years, which allow theorists to hope in a substantial improvement of macroeconomics as a science and as a tool to understand the working of today’s economic systems.
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King, John T., and Mark A. Yanochik. "John Stuart Mill and The Economic Rationale for Organized Labor." American Economist 56, no. 2 (November 2011): 28–34. http://dx.doi.org/10.1177/056943451105600205.
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The Classical School of economics is generally credited with providing the ideological foundation for the study of labor unions in the United States. In particular, one passage from Adam Smith's Wealth of Nations is believed to be the catalyst for the systematic study of organized labor. Smith and other classical economists wrote extensively of “labor's disadvantage” with capital, which allowed for unfair negotiations between workers and management. In this paper, we suggest that, although Adam Smith was the first economist to identify the problems that labor has in its dealings with management, he did not offer a truly theoretical explanation for these difficulties. The economist who first studied the labor/capital nexus from an economic perspective was John Stuart Mill. Mill's pioneering treatment of labor and capital provided an economic justification for the existence of labor unions.
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Denisova, I. V. "Late Antique Rhetoric and the Rhetorical School in R. Cribiore's Research." Izvestiya of Altai State University, no. 5(133) (December 9, 2023): 53–59. http://dx.doi.org/10.14258/izvasu(2023)5-08.
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The article discusses the scientific biography and the main directions of research of the American antiquarian and classical philologist Raffaella Cribiore, one of the world's leading specialists in the study of Late Antique rhetoric and school as the most important link in the cultural continuum between Antiquity and the Middle Ages. Among the personalities of most interest to the scholar is Libanius, the Antiochian rhetorician, the greatest representative of the Third Sophistic. Quite a few works by Libanius have been preserved, most of this corpus is still awaiting translation. The researcher's interests were territorially localized in Egypt. The third leading theme of Cribiore's narrative is gender (female epistolography of Late Antiquity). One of the leading directions in Cribiore's research is the study of the history of education and the higher rhetorical school, rhetoric and sophistry of Late Antiquity, especially 4th century Antioch, and rhetoric as a cultural phenomenon. It was possible to establish that R. Cribiore's particularly detailed study of Late Antique sophistry and epistolography, which was not only an academic discipline and a necessary skill, but also an important aspect of academic and, more importantly, social career in Late Antiquity. The analysis of the content and comparative comparison of the works of modern studies within the framework of the designated problems allows us to assert that R. Cribiore was a leading specialist in the field of ancient rhetorical education, and in general higher education in Late Antiquity, and on some positions — even before the 8th century.
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Adewuni, D. Adebayo, and Y. Taiwo Busari. "Analysis of Standard Error of Measurement (SEM) of 2019 West African Senior School Certificate Examination Multiple-Choice Objective Tests in Economics." Kashere Journal of Education 2, no. 2 (March 11, 2022): 25–33. http://dx.doi.org/10.4314/kje.v2i2.4.
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This study analyzed the Standard Error of Measurement (SEM) of 2019 May/June West African Senior School Certificate Examination Multiple-choice Objective Tests in Economics at three different confidence Interval (CI). A quantitative research design of the descriptive type was adopted for the study. The sample of the study was Three hundred and Two (302) Senior Secondary School Three (SSS.3) students that offered Economics selected from twelve (12) schools in the three senatorial districts in Osun State, Nigeria and Multi-stage sampling technique was adopted in this study. 2019 May/June and Nov/Dec (GCE/WASSCE) Multiple-Choice Objective Tests in Economics were adopted as instruments for the study. Data collected were analyzed using Descriptive statistics. The findings of this study revealed that the performance of students in WASSCE May/June Economics Multiple choice objective test of 2019 flagged the SEM of 4 (+ or -4). Also, the performance of students in 2019 GCE WASSCE Economics Multiple-choice objective test flagged the SEM of 12 (+ or - 12) both at 68% confidence interval. It was concluded that 2019 May/June WASSCE Economics Multiple-choice objective test is more precise, reliable and correct than 2019 GCE WASSCE Economics Multiple-choice objective test at all the confidence intervals. The study recommended that educators should consider the magnitude of SEMs for students across the achievement distribution. It was also recommended that test practitioners should adopted classical Test Theory (CTT) in test scoring and test precision.
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Fengze, Yu. "A theoretical and empirical study on the impact of local government debt on economic growth." International Journal of English Literature and Social Sciences 8, no. 1 (2023): 151–68. http://dx.doi.org/10.22161/ijels.81.19.
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Economists on the connotation and extension of government debt has been different debate, its impact on economic growth has not formed a consistent point of view and method, even some theories on government debt analysis conclusions are very different. The main representative theories are "the harmful theory of public debt" of classical economics school and "the beneficial theory of public debt" represented by Keynesianism. Marxist political economics from the perspective of production relations, the connotation and extension of government debt has been deeply studied and discussed, the government debt as a means of financing, accelerate the original accumulation of capital. Since the founding of The People's Republic of China, in order to meet the needs of economic construction and development in different historical stages, The financing behavior and methods of Local governments in China have been constantly changing and improving in the course of development. Through the method of combining theoretical research and empirical research, this paper studies the relationship between Local government debt and economic growth in China after reviewing the classical economic theories and the development history of local government debt in China, and gives relevant policy suggestions.
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Grigoryan, L. K., and E. V. Gorinova. "Factorial Survey: Benefits, Applications and Practical Guidelines." Social Psychology and Society 7, no. 2 (2016): 142–57. http://dx.doi.org/10.17759/sps.2016070210.
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The article focuses on the application of the factorial survey design to social- psychological studies. The factorial survey is an experimental technique that allows testing hypotheses about causal relations. The key advantages of factorial survey are (1) higher external validity compared to classical laboratory experiments, (2) lower susceptibility to social desirability effects compared to classical survey approach, and (3) its ability to detect implicit determinants of social perception. Nevertheless, facto- rial survey design is rarely used in psychology. This work gives an introduction to the factorial survey design, describes its benefits and areas of application. Moreover, it gives practical guidelines on how to plan, conduct, and analyze the results of a factorial survey study, accompanied by examples from our own research. The research was supported within the framework of the Program for Basic Research of National Research University Higher School of Economics (HSE) in 2014- 2015.
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Mislavskaya, N. "International Financial Reporting Standards: the Origins of Uncertainty and Probability." Auditor 6, no. 7 (August 7, 2020): 31–35. http://dx.doi.org/10.12737/1998-0701-2020-31-35.
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The article is devoted to identifying the causes of crisis situations that accompany modern economic reality. Despite the fact that the scientifi c community is discussing the issues of preventing the corresponding negative consequences, the research vector of the scientifi c community is aimed at the management system, at the state’s foreign and domestic policy. Th e author considers the problem from a classical perspective. It is proposed to look for answers to questions in economic theory, in philosophy, in accounting and accounting (fi nancial) statements. In support of the conclusions laid theoretical work of the English School of Economics.
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Magzhanov, Timur, and Anna Sagradyan. "Ambiguous high scores: The All-Russian Olympiad in economics during the COVID-19 pandemic." Applied Econometrics 70 (2023): 89–108. http://dx.doi.org/10.22394/1993-7601-2023-70-89-108.
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This paper evaluates the change in the contribution of factors to the probability of students’ success at the All‐Russian Olympiad in economics during the COVID‐19 pandemic using classical econometric models and binary quantile regression (BQR). No works were found in the Russian literature where BQR would be applied. However, in our opinion, it has great potential both for studying the effects’ heterogeneity and for solving probability prediction problems. Empirical results show that the contribution of school rating to success at the municipal stage decreased in the 2020/21 season compared to the 2019/20 season. High score at the municipal stage (winner status) became a weaker predictor of success at the regional stage in the 2020/21 season compared to the 2019/20 season. The reason for this change may lie in a decrease in the tasks’ complexity (due to a change in their structure), a higher opportunity for cheating (due to weak and non‐mandatory proctoring) or both.