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1
Cherrier, Beatrice. "Classifying Economics: A History of the JEL Codes." Journal of Economic Literature 55, no. 2 (June 1, 2017): 545–79. http://dx.doi.org/10.1257/jel.20151296.
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In this paper, I suggest that the history of the classification system used by the American Economic Association (AEA) to list economic literature and scholars is a relevant proxy to understand the transformation of economics science throughout the twentieth century. Successive classifications were fashioned through heated discussions on the status of theoretical and empirical work, data and measurement, and proper objects of analysis. They also reflected the contradictory demands of users, including economists but also civil servants, journalists, publishers, librarians, and the military, and reflected rapidly changing institutional and technological constraints. Until the late 1940s, disagreements on the general structure of the classification dominated AEA discussions. As the subject matters, methods, and definition of economics rapidly evolved after the war, methodological debates raged on the status of theoretical and empirical work and the degree of unification of the discipline. It was therefore the ordering and content of major categories that was closely discussed during the 1956 revision. The 1966 revision, in contrast, was fueled by institutional and technical transformations rather than intellectual ones. Classifiers essentially reacted to changes in the way economists' work was evaluated, the nature and size of the literature they produced, the publishing industry, and the use of computer facilities. The final 1988–90 revision was an attempt by the Journal of Economic Literature (JEL) editors to translate the mature core fields structure of their science into a set of codes and accommodate the new types of applied work economists identified themselves with. The 1990 classification system was only incrementally transformed in the next twenty years, but that the AEA is currently considering a new revision may signal more profound changes in the structure of economics. (JEL A14)
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Mohr, Barbara, and Annette Vogt. "German Women Paleobotanists From the 1920S to the 1970S—Or Why Did This Story Start So Late?" Earth Sciences History 20, no. 1 (January 1, 2001): 14–43. http://dx.doi.org/10.17704/eshi.20.1.q7643x2308728m56.
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This study documents women paleobotanists and their achievements from the late 1920s to the early 1970s in Germany. More than forty women were involved in paleobotanical research and related fields during this period. After they had finished their degrees, about two thirds of them left the field for private, political, and/or economic reasons. Several of them, however, had a successful career or were even leaders in their field. Compared with other disciplines and neighbouring countries, the unusually late entry of women students into this discipline from the 1930s on is explained by the close affiliation of the discipline with Paleozoic geology and mining in Germany before 1945. It is significant that of the thirteen women who finished a degree in the field before 1945, about two thirds studied Quaternary pollen analysis and vegetation history. Only a minority was involved in pre-Quaternary paleobotany. After World War II, the number of women scientists increased noticeably only when Tertiary palynology/paleobotany became more important sub-disciplines of paleobotany, a pattern which was similar in both parts of the newly divided country. During the period between 1945 and 1955, the number of women students in West Germany was significantly higher than in the East. This is partly explained by the policies of the East German communist party, which put restrictions on women students from a middle-class background. Between 1955 and 1973 the number of women students in East Germany exceeded those in the West. This was due to the East German party policy of activating the female working force, especially in fields which had been traditionally occupied by men, such as geology, mining, and engineering.
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Kachesova, S., and O. Frik. "Development and Application of a Workbook and a Reader on the Discipline «History of Russia» As Educational Means for Organizing Student’s Independent Work." Standards and Monitoring in Education 10, no. 6 (November 22, 2022): 22–28. http://dx.doi.org/10.12737/1998-1740-2022-10-6-22-28.
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The authors proceed from the fact that the implementation of the competency-based approach is a condition for the effective training of bachelors of an economic university. The purpose of the study was to theoretically substantiate and design a workbook and anthology as didactic tools for organizing student's independent work. The methodological basis of the study was the competence-based approach, and the theoretical basis is the concept of mental activity, which was formed in domestic science. The article analyzes the author's educational publications – a workbook and an anthology intended for practical exercises and independent work of students in the direction of bachelor's degree 09.03.03 «Applied Informatics» (all profiles) in the discipline «History of Russia». In this study, theoretical methods (analysis, comparison, concretization, generalization, modeling), empirical methods (pedagogical experiment, analysis of activity products) were used.
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Acheson, William. "Presidential Address: Doctoral Theses and the Discipline of History in Canada, 1967 and 1985." Historical Papers 21, no. 1 (April 26, 2006): 1–10. http://dx.doi.org/10.7202/030944ar.
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Abstract A comparison of doctoral theses in progress in 1967 and 1985 reveals a number of trends in historical studies in Canadian universities during the past two decades. In 1967, 58 per cent of all doctoral candidates chose topics in Canadian history and the largest number ― fully 36 per cent of all candidates ― were writing theses at the University of Toronto, which offered the broadest range of fields of any Canadian university. Much smaller programmes existed at McGill and the University of Western Ontario; aside from these three institutions, no other university in English-speaking Canada enrolled more than four students. Two-thirds of all francophone candidates were enrolled at Université Laval, where only five candidates were writing on topics other than Canadian history. The political process led the field of interest in all fields of study, while social history of the Annales school held little interest for either linguistic group. More than half the dissertations in Canadian fields were supervised by only eight senior scholars. By 1985, marked changes in this pattern were evident. The number of active doctoral candidates had increased from 236 in 1967 to 294, and Canadian history was the field of choice for 72 per cent. Doctoral programmes and hence supervision had decentralized in anglophone Canada, however, and the University of Toronto's dominance had been challenged by Queen's and York; specialized programmes of some size existed at a much larger number of institutions. Among francophone schools, enrollment had doubled and Laval had achieved a situation rivalling Toronto's in 1967. Laval and the Université de Montréal now had the largest doctoral programmes in the country. In terms of topic, policy and administration had replaced the political process as the subject of choice for both language groups; economic history experienced a modest degree of growth, while the history of ideas retained its traditional level of interest. Social history had become much more popular in both linguistic groups, while less European history was being studied. These developments pose both problems and possibilities for the profession as a whole. Doctoral studies have been enriched by the diversity of interests, but the potential for academic sectarian strife is troubling. The need now is for syntheses and paradigms which will permit the findings of subdisciplines to be integrated into a broader and more sensitive understanding of the past.
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Burns, E. Bradford. "The Intellectual Infrastructure of Modernization in El Salvador, 1870-1900." Americas 41, no. 3 (January 1985): 57–82. http://dx.doi.org/10.2307/1007100.
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The pursuit of economic and political progress engaged many of the Salvadoran elite during the last decades of the nineteenth century. The intellectuals were no less energetic in the chase. Travelers to El Salvador at the turn of the century commented favorably on the progress they perceived. Marie Robinson Wright, who visited the country in 1893, wrote euphorically of “modern improvement,” “progress,” and “development.” “Salvador flourishes,” she rhapsodized, “a glorious example of good discipline and government.” Percy F. Martin wrote in 1911 a long, sober account of his visit. He concluded, “The present condition of her civilization, of her arts and her commerce is eminently encouraging.” He also characterized the Salvadorans as “the most developed and most intellectual” of the Central Americans. These assessments inferred that the progress El Salvador demonstrated drew on North Atlantic models, and to the degree the Salvadorans adopted those models they were judged favorably by foreigners.
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Benlagha, Noureddine, and Wael Hemrit. "The inter and intra Relationship between Economics, Administrative sciences and Social sciences disciplines." Research in Social Sciences and Technology 3, no. 3 (October 19, 2018): 92–115. http://dx.doi.org/10.46303/ressat.03.03.6.
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The aim of this paper is to present a framework proposal for measuring the extent to which the six disciplines (Economic, Administrative sciences, Finance and investment, Accounting, Banking and Insurance and risk management) reach out to spaces shared with other disciplines at the College of Economic and Administrative sciences in the University of Al Imam Mohammad Ibn Saud Islamic University. First, in the Intraspecific Relationship measurement, our results indicate that these disciplines are far from having a dependence with History, Politics, Ethics and Sociology. Second, we find that the studies of the Sharia are flourishing and the economic and administrative sciences courses in the field are being defended. In the field study of Interspecific Relationships, our results indicate a deficiency of the relationship between the related disciplines in different manners. Economic and Administrative sciences disciplines have, especially, the lowest degree of openness, compared to the rest of disciplines.
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Botey-Sobrado, Ana María, Silvia Elena Molina-Vargas, Juan José Marín-Hernández, Ronny José Vailes-Hurtado, and Iliana María Araya-Ramírez. "DESAFÍOS DE LA INVESTIGACIÓN HISTÓRICA PARA LA FORMACIÓN DE HISTORIADORES PROFESIONALES EN LA ESCUELA DE HISTORIA, DE LA UNIVERSIDAD DE COSTA RICA." Revista Electrónica Calidad en la Educación Superior 1, no. 2 (July 8, 2011): 46–66. http://dx.doi.org/10.22458/caes.v1i2.407.
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HISTORICAL RESEARCH CHALLENGES FOR THE TRAINING OF PROFESSIONAL HISTORIANS IN THE SCHOOL OF HISTORY, UNIVERSITY OF COSTA RICAEl artículo reflexiona acerca del enfoque pedagógico del nuevo plan de estudio de Bachillerato y Licenciatura en Historia que convierte a la investigación en el eje articulador de la formación de los futuros profesionales en historia. Para esto fue necesario la discusión del objeto de estudio de la historia como disciplina de las Ciencias Sociales y las tendencias disciplinares actuales: Historia Política o la Historia del Poder, Historia Económica, Historia Social y Cultural y la Historia Ambiental y Ecológica como un área emergente. Las preguntas que orientaron la reflexión fueron ¿qué es la historia, para qué la enseñamos y cuál es la meta que pretendemos alcanzar en la formación de los y las futuros historiadores e historiadoras? La discusión del enfoque pedagógico en el nuevo plan de estudio apenas inicia y las respuestas a estas preguntas conducen a la transformación en la enseñanza de la profesión histórica en la Universidad de Costa Rica.Palabras clave: Enfoque pedagógico, Historia, autoevaluación, plan de estudio de Historia, investigación históricaAbstractThis article reflects the pedagogical approach of the new curriculum and Bachelor Degree in History that makes research in the backbone of the training of future professionals in history. For this was required the discussion of the subject matter of history as a discipline of Social Sciences and the current disciplinary trends: Political History or the History of Power, Economic History, Social and Cultural History and Environmental History and Ecology as an emerging area . The key question that oriented the reflection was “what history is? What we teach? And what is the goal we want to achieve in training and future historians and historians? The discussion of the pedagogical approach in the new curriculum has just begun and the answers to these questions lead to transformation in the teaching of the historical profession at the University of Costa Rica.Keywords: History pedagogical approach, self-assessment, curriculum history, history research
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Wnorowski, Henryk. "The Problem of Choosing Development Paths." Studies in Logic, Grammar and Rhetoric 59, no. 1 (September 1, 2019): 227–36. http://dx.doi.org/10.2478/slgr-2019-0039.
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Abstract We start from the assumption that the main problem, and at the same time the goal, is socio-economic development. We also assume that this pursuit is universal, development is the ambition of entities at all levels of aggregation, development is a desire of each country, as well as of business entities and individuals. From the other side, the governments create conditions for entities at the microeconomic level which generate additional value, that is, contribute to the creation of this development. Peculiar to them they are developmental paths. That’s why, the main hypothesis of this article, as stating that the choice of economic policy financed by excessive public debt does not, in the long run, serve well real socio-economic development. At the beginning of the 21st century, the vast majority of these countries had serious problems with public debt. These problems already had their history and were so serious that some efforts to discipline the forum of this group appeared. It is, in a sense, natural in the sense that integration itself is heading to a high degree of coordination and to the unification of all economic policies. The picture of public finances of the European Union does not look good despite the fact that this group can boast a long history of making efforts to control and monitor the budgets of its member states. Moreover, one can even talk about a certain intensification of this process, especially with respect to the euro area countries, but we still can not say that satisfactory results have been achieved.
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Walmsley, John. "The Early Abbesses, Nuns and Female Tenants of the Abbey of Holy Trinity, Caen." Journal of Ecclesiastical History 48, no. 3 (July 1997): 425–44. http://dx.doi.org/10.1017/s002204690001486x.
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A major problem for the student of a relatively new discipline or sub-discipline is the construction of a framework within which to operate. In the case of the economic, social and legal position of women in the Middle Ages the only clear thing is that the lines are slowly being redrawn, although more perhaps with respect to the central Middle Ages than to the earlier period. In fact, despite the paucity of evidence there has always been a surprising degree of agreement about the early Middle Ages. A wide range of authors from Lina Eckenstein to Eileen Power, Lady Stenton and Suzanne Wemple have regarded the period, from roughly the sixth to the ninth centuries, as one of ‘rough equality’ (to use Stenton's words) between men and women in general, and as a period of veneration, even elevation, of female religious. As for the later period, there is a much wider range of opinion, much of it conflicting. Speaking of the eleventh to thirteenth centuries, Brian Tierney and Sidney Painter, in a popular general work, conclude that: ‘Evidence of the general improvement in the status of women is fairly extensive.’ The elevation of marriage to sacrament status in the twelfth century is undoubtedly seen by some as part of this process: ‘C'est dans la réforme du mariage qu'il faut chercher les germes les plus vigoureux de l'amélioration dont bénéficie la condition féminine à partir du XIIe siècle, même si cette amélioration n'est ni continue ni générate.’ By contrast, other works suggest that an earlier golden age for women came to an end in the eleventh and twelfth centuries, as an even more male-dominated feudal society reached its zenith in terms of order and definition.
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DOYLE, BARRY M. "A decade of urban history: Ashgate's Historical Urban Studies series." Urban History 36, no. 3 (October 30, 2009): 498–512. http://dx.doi.org/10.1017/s0963926809990149.
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The first half of the 1990s was a pivotal period in the development and growth of urban history in Europe. In Britain the Urban History Group began to convene again after a decade in abeyance, work commenced on the three-volumeCambridge Urban History of Britain, theUrban History YearbookbecameUrban Historywhilst the European Association of Urban Historians organized their first conference. It was in this climate that Ashgate Publishing commissioned a new monograph series, Historical Urban Studies, under the editorship of Richard Rodger, editor ofUrban History, and Jean-Luc Pinol, the leading French urban historian and a key figure in the European Association of Urban Historians (EAUH). The aim of the series was and is to be comparative over both time and space, drawing on multiple locations to explore what is common and what distinctive about the urban experience of diverse towns and nations. The broad agenda for the series was shaped by an overarching concern with the administration and governance of the city which underpinned attempts to manage the social, economic and political challenges wrought by 300 years of urban change. In particular, the editors stress the importance of the comparative element which should allow historians to distinguish ‘which were systematic factors and which were of a purely local nature’. The editors set themselves an ambitious agenda and this essay aims to explore how the series has developed over the ten or so years since it commenced publication; the degree to which it has provided a platform for advancing the sub-discipline of urban history; and to consider some future directions which urban history might take.
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Fraunholtz, Peter. "Ruling the Soviet Countryside behind the Frontlines." Russian History 49, no. 1 (December 28, 2022): 1–24. http://dx.doi.org/10.30965/18763316-12340040.
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Abstract During the Russia civil war, weak rural organs justified outside intervention in the pursuit of centralization in the form of procurement agents and food brigades to implement state grain obligations and establish Soviet authority in the Russian countryside. This study of Penza province suggests that by late 1920 the types of resources available to provincial authorities to reinforce the procurement work of local officials had expanded well beyond agents and brigades. Procurement authorities in Penza engaged in a significant effort to raise the level of institutional discipline among volost and village officials. Provincial officials, in taking significant steps to strengthen the performance of the rural procurement machinery, were better positioned to use armed force more selectively rather than primarily. Their sense of caution about the use of armed coercion was heightened by the Antonov revolt and its potential for destroying or destabilizing the local procurement apparatus as it had in Tambov. Thus, when Penza reached 105% fulfillment of its rather modest procurement quota this was not a significant procurement success as much as a bureaucratic one; provincial officials managed to enforce expectations that subordinates work well beyond their previous capacity to accomplish institutional goals while peasant resistant was kept to a manageable level. Penza province’s procurement experience suggests a more complex picture of Civil War economic management and state-peasant relations and that stable provinces, strategically situated, allowed the Bolsheviks to avoid more widespread peasant violence, driven to a great degree by large-scale forced grain requisitions in 1920–21.
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Kalabikhina, Irina E., and Sofia M. Rebrey. "Economics of gender: A bibliometric analysis." Russian Journal of Economics 8, no. 3 (October 6, 2022): 295–314. http://dx.doi.org/10.32609/j.ruje.8.72689.
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This research aims to identify major fields and structures of economics of gender research based on bibliometric analysis between 1960 and 2020. The analysis of the journals in economics of gender captures major development stages of gender economics. The study of economics of gender is growing rapidly as seen in the increasing number of journals, articles and citations from the 1970s onwards. It grew faster than the pace of economic publications during the 1980–1990s. The economics of gender research disciplines largely replicates economics and can be viewed as part of economics of inequality. But its feminist philosophy and methodology distinguish the economics of gender as a separate branch of economic sciences which furnishes new findings. According to the Scimago and Web of Science databases, more than 90% of articles in economics of gender are published in English (fewer than in the field of economics in general). The structure of the analyzed countries reflects not only the sophistication of national research in economics of gender, but also the degree of their integration into international scientific discourse, including the presence of a language barrier. Gender economists are primarily focused on the problems of developing countries. Advanced economies account for less than a third of all publications.
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Jaffe, J. A. "The “Chiliasm of Despair” Reconsidered: Revivalism and Working-Class Agitation in County Durham." Journal of British Studies 28, no. 1 (January 1989): 23–42. http://dx.doi.org/10.1086/385924.
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The role of evangelical religion in the social history of the English working class has been an area of both bewildering theories and un-founded generalizations. The problem, of course, was given a degree of notoriety by Elie Halévy who, according to the received interpretation, claimed that the revolutionary fervor characteristic of the Continental working class in the first half of the nineteenth century was drained from its British counterpart because of the latter's acceptance of Evangelicalism, namely, Methodism.It was revived most notably by E. P. Thompson, who accepted the counterrevolutionary effect of Methodism but claimed that the evangelical message was really an agent of capitalist domination acting to subordinate the industrial working class to the dominion of factory time and work discipline. Furthermore, Thompson argued, the English working class only accepted Methodism reluctantly and in the aftermath of actual political defeats that marked their social and economic subordination to capital. This view has gained a wide acceptance among many of the most prominent labor historians, including E. J. Hobsbawm and George Rudé who believe that Evangelicalism was the working-class's “chiliasm of despair” that “offered the one-time labour militant … compensation for temporal defeats.”There could hardly be a starker contrast between the interpretation of these labor historians and the views of those who have examined the social and political history of religion in early industrial Britain. Among the most important of these, W. R. Ward has claimed that Methodism was popular among the laboring classes of the early nineteenth century precisely because it complemented political radicalism.
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Bulvinska, Oksana. "SYSTEM OF EDUCATIONAL SCIENCES: EXPIRIENCE OF EUROPEAN UNIVERSITIES." Continuing Professional Education: Theory and Practice, no. 1 (2020): 68–73. http://dx.doi.org/10.28925/1609-8595.2020.1.10.
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The article is devoted to the system of science of education in the European Universities. For analyzes were provided 16 European Universities from Finland, Belgium, Netherlands, Norway, which are in top 50 in QA World Rankings 2019, and also Humboldt-Universitat zu Berlin and Alma Mater Studiorum – University of Bologna. The main study is the analysis of the study programs about the education in the universities that are listed above. The conclusion, that in most European Universities offered educational programs «Educational studies», which are mainly not for professional, but academic level (especially the Master’s degree). The programs «Educational studies» focused on the study of educational systems and the practical studying in a wide social, cultural, political and economic areas. As usual, this educational program combines the ideas and the study of the educational systems, psychology, sociology, philosophy, history, politics, the management of education, history and culture of education, comparative educational studies, and also the critical analysis of different educational theories and innovative methods. The pedagogical science is one of the educational discipline, which is focused only on the pedagogical problems, which are learning, teaching and development: the educational programs, the measurement and evaluation in education and training, the special pedagogic, which is focused on prevention, research, diagnosis, development and education of children, teenagers or adults with behavioral and emotional problems and their psychosocial consequences. The pedagogical study programs also are focused on development and education of the kids and teenagers in a different social groups (families, schools, groups of friends etc.).
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Dorman, David C., and April A. Kedrowicz. "Survey of Diplomates of the American Board of Veterinary Toxicology Regarding Perceptions of the Value of This Certification." International Journal of Toxicology 36, no. 5 (August 17, 2017): 380–85. http://dx.doi.org/10.1177/1091581817726775.
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An anonymous, online questionnaire was sent to active diplomates of the American Board of Veterinary Toxicology (DABVTs; n = 95) to determine the attitudes of veterinary toxicologists toward their ABVT certification and the adequacy of the training programs in this discipline. We gathered information related to demographics, educational and work history, and other specialty board membership. Ten questions sought the respondent’s opinion related to the economic value of the specialty, whether workforce shortages for DABVT exist, and whether DABVTs should complete a residency or graduate program. Fifty-one (54%) DABVTs responded. Their mean age was 58 and most (88%) held a graduate degree. When respondents were asked to rate their level of agreement (strongly disagree = 1; strongly agree = 5), most (73%) agreed or strongly agreed (median = 4) that there was a shortage of DABVTs. Fourteen (27%) participants strongly disagreed that the ABVT certification was required for their position, while 15 (29%) strongly agreed with this statement (median = 3). Most respondents agreed that the ABVT certification has been critical to their career (median = 4), in addition to a financial benefit to being a DABVT (median = 4). Most (67%) participants strongly or somewhat disagreed that current training programs are adequate to meet the shortage of DABVT (median = 2). Our findings indicate there is concern about the number of DABVTs and the adequacy of training programs to meet this perceived need. These findings improve our understanding of current attitudes of DABVTs toward their specialty.
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Sysoiev, Oleksii. "PROFESSIONAL TRAINING OF SPECIALISTS FOR THE ECONOMIC FIELD AS AN OBJECT OF SCIENTIFIC RESEARCH IN UKRAINE." Continuing Professional Education: Theory and Practice, no. 2 (2020): 19–24. http://dx.doi.org/10.28925/1609-8595.2020.2.3.
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The article provides a theoretical analysis of the problems of scientific research dedicated to training of specialists for the economic industry. As a result of the theoretical analysis, the classification of modern researches on the problem of training of future economists has been carried out: 1) research that examines problems that are common not only for the training of future economists but also systemic problems for other specialists’ training; 2) research that analyzes the problems aimed at preparation of future economists for a certain type of activity necessary for their profession, or is related to the ways of improvement of the quality of future economists’ professional training as well as the formation of pedagogical competence among future specialists in the economic field, that is, the training of teachers of economic disciplines; 3) scientific research on comparative professional pedagogy related to training of specialists in economic specialties in other countries of the world. There has been presented the classification of scientific research related to the scientific degree for which the research was submitted: in doctoral dissertations there were raised the problems which are systemic for training of not only future economists but other specialists too. A candidate level research is more focused on individual problems of future economists’ professional training, improving the quality of professional training of future economists. It has been stressed that studies aimed at studying foreign experience of economists’ training are still not sufficient, although due attention is paid to such countries as the USA, Great Britain and Germany. The research aimed at studying the experience of the Republic of Poland, which is Ukraine’s neighbour and is close to it in culture and history, has been noted as insufficient.
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Zamyatina, N. Yu. "ANTHROPOLOGY OF ZONALITY: NATURE AND CULTURE IN THE SPATIAL DIFFERENTIATION OF HUMAN ACTIVITY." VESTNIK ARHEOLOGII, ANTROPOLOGII I ETNOGRAFII, no. 4(47) (December 30, 2019): 174–85. http://dx.doi.org/10.20874/2071-0437-2019-47-4-14.
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The article is theoretical in nature and does not cover any particular region; however, the phenomenon of zonality is of particular relevance to the northern part of Siberia. The article draws a fundamental analogy be-tween the classical theoretical zonal model of Thünen and zoning models of various regions of the world (South-east Asia, Africa and the Khanty-Mansi Autonomous Okrug — Ugra in Russia). Zonality is usually perceived as a natural phenomenon — regularly and naturally alternating natural zones (tundras, taigas, steppes, etc.). Under the influence of changing natural conditions, human activity also changes to one degree or another. However, there are many cultural and human factors under whose influence a similar picture of regularly and naturally dif-ferentiated zones emerges. For example, it could be the centre and periphery, previously and newly developed zones, etc. These zones are differentiated not only from an economic point of view but also as complex phenom-ena including holistic, imperious, behavioural and other aspects. The article is aimed at expanding the standard use of the concept ‘zonality’, reconsider zoning as not only and not so much a natural phenomenon as a broad theoretical approach effective for comparative studies in anthropology, economic and social geography, history, economics, as well as other disciplines. The technique used in this study consists in the identification of similar features when modelling the geographical differentiation of processes of different nature. As a result, the author proposes a general conceptualisation framework for the concept ‘zonality’ as a universal phenomenon of spatially differentiated conditions for activities and the understanding of these conditions by people. The phenomenon of zonality can be observed when the geographical differentiation of any studied process is determined by a regular difference in a certain basic condition from place to place, which has a definitive effect on the development of the studied process. In the case of natural zonality, this is the distribution of solar radiation; in the case of economic zoning, cost of transportation often serves as the differentiating factor; in the case of areas of new development, the differentiating factor is the age of development.
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Polishchuk, M. A., and A. V. Shishkina. "THE POSSIBILITIES OF SOCIOLOGICAL STUDY OF PHYSICAL CULTURE AS A MEANS OF FORMING A HEALTHY LIFESTYLE AMONG STUDENTS." Вестник Удмуртского университета. Социология. Политология. Международные отношения 6, no. 4 (December 24, 2022): 451–60. http://dx.doi.org/10.35634/2587-9030-2022-6-4-451-460.
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This article presents an attempt to determine a preferred way of forming a healthy lifestyle of university students within the discipline "Physical Culture". According to a number of researchers, the foundations of the principles of healthy lifestyle are laid long before entering the higher education system. But the system itself cannot stay away from the changes taking place in modern Russian society. An important tool through which it is possible to influence the healthy lifestyle of students is the training system within the discipline "Physical Culture" organized at a university. Thanks to this system, it is possible to change the shape and nature of the students' lifestyle to varying degrees. It turns out to be significant that in the modern world, young people, and students in particular, are influenced by two contradictory trends in the formation of their lifestyle. On the one hand, society requires students to think about the future, pay great attention to health and be able to keep it in good condition, and on the other hand, there are changes in the educational process of higher educational institutions, mainly in the direction of reducing the hours of classroom workload for students. The state also focuses on the problem of public health. In this regard, the Federal Law "On Physical Culture and Sports in the Russian Federation" dated December 4, 2007 (No. 329-FZ of December 4, 2007) appeared in Russian legislation. Also in the Federal Target Program "Development of Physical Culture and Sports in the Russian Federation for 2016-2020" (No. 464 of 05/25/2016) the need to popularize the standard of healthy lifestyle as one of the most important priorities of Russia's social and economic policy was emphasized. The basis for this article was a part of the study by A.V. Shishkina, a graduate of the Institute of History and Sociology, department of Sociology, UdSU, conducted in 2018-2020 and performed under the scientific supervision of Ph.D., Associate Professor M.A. Polishchuk. The results obtained can be useful to specialists in working with young people, contributing to improving the culture of serving visitors of different socio-demographic groups and more careful planning of their professional activities.
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Botoucharov, Nikola. "GEOLOGICAL EDUCATION IN SOFIA UNIVERSITY – INTEGRATION OF TRADITIONS AND KNOWLEDGE IN PRACTICE." Knowledge International Journal 28, no. 3 (December 10, 2018): 1093–98. http://dx.doi.org/10.35120/kij28031093n.
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Sofia University “St. Kliment Ohridski” is the first Bulgarian and the highest academic institution with more than a century long educational and scientific traditions. Geology is part of the university from the very beginning in the area of Natural sciences. It is an example of the effective interaction between the educational processes and implementation of science, technology and innovation. The scientific activities of Sofia University have been developing along with the research priorities, lecture courses, field work and their implementation into practice.The degree programs in Geology were set up at the end of the 19th century, just 3 years after foundation of the Sofia University. The first lectures in Geology and Mineralogy dates back to 1891 when the Department for Natural History at the Sofia University started. They both form the basis of education and research in the field of Geology in Bulgaria. The main contribution in the beginning for the development of teaching and research belongs to remarkable scientists like Prof. Georgi Zlatarski, Prof. Georgi Bonchev, Prof. Stefan Bonchev, Prof. Lazar Vankov, Prof. Dimitar Yaranov and so many others. Faculty of Biology, Geology and Geography inherits the Faculty of Natural History, but is later divided.Faculty of Geology and Geography in Sofia University was formed in 1963 and till now the geology is studied in a regular form of education. There are Bachelor, Master and PhD degrees with duration of 8, 3 and 6 semesters respectively. The Bachelor Degree provides fundamental knowledge in all geological disciplines. The Master Degree covers a wide range of educational and scientific research work carried out in specialized, well-equipped laboratories for investigation of geological objects. PhD Degree is a basic form of organized training for highly qualified graduates in all spheres of geological science and practice.The teaching process in the Faculty focuses on the lectures and seminars, as well as on the individual forms of education – tasks, course and diploma thesis works, laboratory and field practices. The educational practices - stationary and field trips to certain geological, mining or economic sites are regularly held after the end of the summer semesters. Modern profile of Geology means that students obtain detailed knowledge on structure, tectonics, geological features, underground and surface processes of the Earth as well as regularities for the accumulation and distribution of ores, non-metalliferous raw materials, coal, oil and gas.The implementation of geological education into practice is supported by student membership in various society and sections. The specific activities focus student interests in organized working groups, participation in field trips and applied research. These non-profit organizations integrate in the best way geological traditions from the industry and knowledge from university into the future career development of young people. The Sofia University SEG Student Chapter supports student field trips with the idea to provide understanding of main geological characteristics of the visited geological sites and obtain specific skills of investigation and mining exploration. The Sofia University Student Chapter of AAPG actively contributes to student community growth, enriching educational culture and expanding geological expertise of its members in the field of Petroleum geology.
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Bögenhold, Dieter. "Economics in the Social Science Spectrum: Evolution and Overlap with Different Academic Areas." Atlantic Economic Journal 49, no. 4 (December 2021): 335–47. http://dx.doi.org/10.1007/s11293-022-09739-4.
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AbstractCauses for the distinct and growing separation of the academic domains of economics and neighboring fields are ongoing processes of specialization, fragmentation, and evolution. Thanks to the proliferation of publications and knowledge in economics, degrees of specialization have emerged. One of the great paradoxes in economics is the existence of mainstream economics, which is taught to undergraduate students and dominates textbooks, alongside new contributions that enter the arena via other disciplines (e.g., psychology, history, and law). The paper delineates some developments in economics over the last 100 years oscillating between continuity and change. Especially, the interplay between different domains in the social sciences is discussed as fields of tension and cooperation between economics and other disciplines. The message of the article is that economics is not a homogeneous body of being, content, and learning. Economics has a diverse knowledge base on a theoretical and methodological level with different forms of economic capacity, conceptual sensitivity, and methodological rigor. Many different approaches coexist with corresponding camps of authors. A multiplicity of topics and discourses can be observed with an interesting division of economics with one branch focused on mathematics, econometric tools, and applications, and the other branch moving towards increasing social scientification with strong links to psychology, history, philosophy, and sociology. The Oxford credo of politics, philosophy, and economics (PPE) has undergone a revival in this respect.
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Riello, Giorgio. "Economic and Social History." Journal of Early Modern History 25, no. 6 (December 6, 2021): 488–505. http://dx.doi.org/10.1163/15700658-bja10047.
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Abstract The last quarter of a century has been one of great changes for the field of early modern economic history. My argument is that, in this period, early modern economic history has shown a remarkably innovative spirit. However, this is most apparent not at the core of the discipline, but in how economic history has interacted with other branches of early modern history, be they social, cultural, environmental, or material. This argument is supported by the analysis of quantitative evidence. I then move on to consider two important developments in early modern economic history since the late 1990s: global economic history and the history of consumption and trade. This article concludes with a reflection on recent developments in the so-called New History of Capitalism (NHC) and on studies of pre-modern inequality, sustainability, and the environment.
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HOHENBERG, PAUL M. "Toward a More Useful Economic History." Journal of Economic History 68, no. 2 (June 2008): 339–54. http://dx.doi.org/10.1017/s0022050708000338.
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Torn between divergent disciples, economic history needs to prove its usefulness as well as its scholarly virtuosity. Innovations in method and data have carried the field forward, but perhaps not fulfilled the claims of their champions. To economics in particular, economic history contributes a richer sense of space and time, and the importance of demographic factors. Three vignettes attempt to illustrate that useful economic history can result from confrontations of past and present that improve our understanding of both. Finally, emerging developments in the underlying fields may herald a more central future role for our discipline.
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Shanahan, M. "Discipline identity in economic history: Reflecting on an interdisciplinary community." Arts and Humanities in Higher Education 14, no. 2 (September 10, 2014): 181–93. http://dx.doi.org/10.1177/1474022214549437.
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LAM, LUI. "HISTOPHYSICS: A NEW DISCIPLINE." Modern Physics Letters B 16, no. 30 (December 30, 2002): 1163–76. http://dx.doi.org/10.1142/s0217984902004809.
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History is the most important discipline of study. The system investigated in history is a many-body system consisting of biological material bodies, Homo sapiens, and hence can be studied scientifically. The unique role physicists can play in advancing the science of human history is presented. We will discuss the methods of study in history; worldviews; modeling history as a complex, dynamical system; predicting the future and retrodicting the past; and artificial history. In particular, active walk is shown to provide the foundation for a new worldview, and found to be widely applicable in modeling history, as illustrated by three examples from economic, evolutionary and social histories, respectively.
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Pisano, Raffaele. "CURRICULA, HISTORY OF SCIENCE AND SCIENCE EDUCATION." Problems of Education in the 21st Century 40, no. 1 (March 20, 2012): 5–6. http://dx.doi.org/10.33225/pec/12.40.05.
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Generally speaking, current school science curricula have been constructed for the purpose of preparing students for university and college scientific degrees. Such education does not meet the needs of the majority of students who will not pursue tertiary studies in science or even science-related fields. These students require knowledge of the main ideas and methodologies of science. It seems that the didactics of scientific disciplines across Europe have failed to solve the “crisis” between scientific education and European social and economic development. This is generally recognized in the reports published concerning science education in Europe (Rocard report, etc.) which propose new strategies to be implemented in teaching through the identification and promotion of Inquiry based Science Education (IBSE) and other strategies. It is timely that there is a multi disciplinary dialogue exchanging new ideas and proposals between educational researchers, historians, philosophers and learning theorists.
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Simon, Josep. "Writing the Discipline." Historical Studies in the Natural Sciences 46, no. 3 (June 1, 2016): 392–427. http://dx.doi.org/10.1525/hsns.2016.46.3.392.
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The historiography of physics has reached a great degree of maturity and sophistication, providing many avenues to consider the making of science from a historical perspective. However, the big picture of the making of physics is characterized by a predominant narrative focused on a conception of disciplinary formation through leadership transfers in research among France, Germany, and Britain. This focus has provided the history of physics with a periodization, a geography, and a fundamental goal commonly considered to be conceptual and theoretical unification. In this paper, I suggest the interest of reassessing this picture by analyzing the temporal, national, and epistemological viewpoint from which it is written. I use for this purpose an exemplary case study: Adolphe Ganot’s physics textbooks in France and their translation by Edmund Atkinson in England. In this context, I suggest future avenues for the study of the making of physics as a discipline, which consider the canonical role of textbooks in disciplinary formation beyond the Kuhnian paradigm.
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Pamuk, Şevket. "Economic History, Institutions, and Institutional Change." International Journal of Middle East Studies 44, no. 3 (July 26, 2012): 532–35. http://dx.doi.org/10.1017/s0020743812000475.
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Until recently the discipline of economic history was concerned mostly with the Industrial Revolution and the period since. A large majority of the research and writing focused on Great Britain, western Europe, and the United States. There has been a striking change in the last three decades. Economic historians today are much more interested in the earlier periods: the early modern and medieval eras and even the ancient economies of the Old World. They have been gathering empirical materials and employing various theories to make sense of the evolution of these economies. Equally important, there has been a resurgence in the studies of developing regions of the world. Global economic history, focusing on all regions of the world and their interconnectedness since ancient times, is on its way to becoming a major field of study. Even the Industrial Revolution, the most central event of economic history, is being studied and reinterpreted today not as a British or even western European event but as a breakthrough resulting from many centuries of interaction between Europe and the rest of the world.
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Guizzo, Danielle. "Why does the history of economic thought neglect Post-Keynesian economics?" Review of Keynesian Economics 8, no. 1 (January 22, 2020): 119–37. http://dx.doi.org/10.4337/roke.2020.01.09.
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Despite receiving increased interest after the global financial crisis of 2007–2008 and consolidating itself as an established research program, Post-Keynesian economics remains under-represented within publications on the history of economics. When compared to other traditional heterodox approaches such as Marxist, Institutionalist, and Austrian economics, Post-Keynesian economics falls behind considerably, contradicting the Post-Keynesian appreciation for the history of the discipline. This article explores some reasons behind this detachment by considering two main factors: first, the recent disciplinary and institutional changes experienced by the history of economics in the last ten years; and, second, the recent ‘maturing state’ of Post-Keynesian economics and its unique treatment of the history of economic thought. The article concludes by suggesting a new research agenda for Post-Keynesianism, making use of the ‘applied’ turn proposed by the recent history of economic thought as one of the strategies for Post-Keynesians to engage with the economics discipline.
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backhouse, roger e. "History of economic thought as an intellectual discipline By Denis P. OBrien." Economic History Review 61, no. 3 (August 2008): 741–42. http://dx.doi.org/10.1111/j.1468-0289.2008.00436_13.x.
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VAN SITTERT, LANCE. "REPLY." Journal of African History 46, no. 1 (March 2005): 135–37. http://dx.doi.org/10.1017/s0021853704000398.
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‘THE discipline of history’, E. P. Thompson once said, ‘is, above all, the discipline of context; each fact can only be given meaning within an ensemble of other meanings’. By disputing points of detail Beinart elides the original review's central criticism that the book suffers from the omission of the political economic context. I will address the contested details before restating the gist of the original critique and by so doing suggest that it still stands unanswered.
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Nayak, Pulin B. "The Nature of Economic Development." Social Change 47, no. 3 (September 2017): 436–41. http://dx.doi.org/10.1177/0049085717715519.
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Social Change, a journal that has a publishing history of 47 years, has always strived to create a platform for scholars, researchers and practitioners to debate and discuss issues of pivotal importance to the social science discipline. As part of this initiative, we invited Professor Pulin B. Nayak, former Director of the Delhi School of Economics and Professor Vibhuti Patel associated with the Centre for Women's Studies, TISS Mumbai, to comment on the seminal paper presented by Professor M.A. Oommen, entitled ‘The Meaning of Development: Reflections of an Octogenarian Teacher of Economics’. Though the paper was published in Social Change in 2012 it still draws thoughtful comments from those connected with the discipline of Economics. The original paper can be accessed from the SAGE website through the following link http://journals.sagepub.com/doi/abs/10.1177/0049085712454051?journalCode=scha
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Zariņš, Kristaps. "Legal Doctrine of Max Weber’s Sociology of Religion." SOCRATES. Rīgas Stradiņa universitātes Juridiskās fakultātes elektroniskais juridisko zinātnisko rakstu žurnāls / SOCRATES. Rīga Stradiņš University Faculty of Law Electronic Scientific Journal of Law 3, no. 24 (2022): 119–39. http://dx.doi.org/10.25143/socr.24.2022.3.119-139.
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Belatedly, this work is dedicated to prof. Max Weber’s (hereinafter – Weber) commemoration day of the centenary and focuses on the sociological understanding of the state and canon law. In order to better examine Weber’s views on the economic ethics of religion, human rights will also be examined in comparison – as a factor of interaction between opposites and sets of views – as they better identify Weber’s asceticism about the spirit of norm Protestantism. On the other hand, in a conventional discourse and a review of the theory of social stratification, through the so-called theory of degrees and directions of rejection, the essence of Weber’s idea will be best understood by examining how religion influenced formation of contemporary law and approach to contemporary law comparing it with the constitutional system of Latvia, among others. The article has been designed with a view that, by observing peculiarities of the era of Weber’s lifetime, the work would have a more modern character. Wherever in this study it is referred to purely legal dogmatic problems, the author has relied on the literature on the history of the church and law and to some extent on the past of the dogmas formed by it. Furthermore, the author mostly relies on materials obtained from Weber’s law sociological argumentation and comparative perspective, which serves to clarify the typology of the sociology of religion. To the extent possible, the author also delves into the primary sources of the history of law; due to their linguistically specific style of expression and peculiarities, in accordance with the objective to study Weber’s views on the socio-historical genesis of the state and canon law and their nature, which includes looking into canonical norms for the sociological understanding of law, textual identification of primary sources is not examined in more detail. However, the most important ideas expressed in Weber’s works are compared with those of other prominent representatives of this field. Therefore, in the part of normative analysis of law codification, the author focuses on analysis of the social environment of law and church law, instead of their general scope, and the work is mainly based on the ideas of the outstanding sociologist Weber and theses of the concepts created by him, preserving the style of thought expressed in Weber’s main text and means of expression. For those who are familiar with the most important works of canon law, including church law, the part of the material analysis of the norms could be new precisely from the point of view of this work, and the specifics of the analysis included, namely, this legal discipline is examined through Weber’s studies, works of other researchers and novelties about law as well as the place of sociology of religion found in these works. Keywords: church, sociology of religion, canon law, sociology of law, religious law, legal norm, ideal norm, legal phenomenon, iure divinum, lex nature, conventional norms, commandment, Calvinism, Puritanism
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VINOKUROVA, NATALYA. "State Terror as a Management Practice." Enterprise & Society 19, no. 3 (September 2018): 546–60. http://dx.doi.org/10.1017/eso.2018.15.
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This comment, in response to Phil Scranton’s article, suggests that communist business practices differ from those adopted in the West along three dimensions: (1) the locus and degree of centralization of production decisions, (2) the mechanism for coordinating the producers’ actions, and (3) the use of state terror in shaping the workers’ and the managers’ incentives. My analysis focuses on the third dimension—state terror, which I define as workers and managers experiencing extreme penalties for failing to meet the state’s goals. I argue that business history and allied disciplines of management and economics would benefit from studying state terror as a management practice and outline several avenues for pursuing such research.
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Marcuzzo, Maria Cristina. "Is history of economic thought a "serious" subject?" Erasmus Journal for Philosophy and Economics 1, no. 1 (December 16, 2008): 107. http://dx.doi.org/10.23941/ejpe.v1i1.10.
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The purpose of this paper is to clarify the nature of research methods in the history of economic thought. In reviewing the "techniques" which are involved in the discipline, four broader categories are identified: a) textual exegesis; b) "rational reconstructions"; c) "contextual analysis"; and d) "historical narrative". After examining these different styles of doing history of economic thought, the paper addresses the question of its appraisal, namely what is good history of economic thought. Moreover, it is argued that there is a distinction to be made between doing economics and doing history of economic thought. The latter requires the greatest possible respect for contexts and texts, both published and unpublished; the former entails constructing a theoretical framework that is in some respects freer, not bound by derivation, from the authors. Finally, the paper draws upon Econlit records to assess what has been done in the subject in the last two decades in order to frame some considerations on how the past may impinge on the future.
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HOPPIT, JULIAN. "THE CONTEXTS AND CONTOURS OF BRITISH ECONOMIC LITERATURE, 1660–1760." Historical Journal 49, no. 1 (February 24, 2006): 79–110. http://dx.doi.org/10.1017/s0018246x05005066.
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This article explores some of the main bibliographical dimensions of economic literature at a time when there was much interest in economic matters but no discipline of economics. By looking at what was published in the round much economic literature is shown to be short, ephemeral, unacknowledged, polemical, and legislatively orientated. This fluidity is underscored by the uncertaintities about what constituted key works of economic literature and by the failure of attempts to make sense of that literature through dictionaries and histories. Economic literature in the period was, consequently, more unstable and uncertain than has often been acknowledged. It cannot, therefore, be simply characterized as either ‘mercantilist’ or nascent ‘political economy’.
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Ville, Simon, and Claire Wright. "Neither a Discipline nor a Colony: Renaissance and Re-imagination in Economic History." Australian Historical Studies 48, no. 2 (April 3, 2017): 152–68. http://dx.doi.org/10.1080/1031461x.2017.1279197.
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Rancan, Antonella. "Econometric modelling in Italy: From economic planning to academic research." HISTORY OF ECONOMIC THOUGHT AND POLICY, no. 1 (November 2021): 63–82. http://dx.doi.org/10.3280/spe2021-001003.
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The paper deals with the introduction and acceptance of econometric model-ling as a tool to conduct economic policy analysis in Italy in the Post War. A re-search practice first applied in public and private institutions other than universi-ties. It is argued that economic planning and policymakers' needs of empirical es-timations, simulations and forecasts played an important role in supporting quan-titative research, at the time when economics was still conceived as a theoretical discipline. Sylos Labini's (1967) econometric model, the Modellaccio (1970-75), the University of Bologna model (1976) were the first examples of econometric modelling activities within academia. Only since the late 1980s, also due to a gen-erational change, econometrics is fully accepted and introduced in economics cur-ricula with the discipline that aligned to international standards.
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Kossarik, Marina, and Dmitry Gurevich. "The Program of the Academic Discipline “History of the Portuguese Language” (for bachelor’s degree)”." Stephanos. Peer reviewed multilanguage scientific journal 43, no. 5 (September 30, 2020): 170–86. http://dx.doi.org/10.24249/2309-9917-2020-43-5-170-186.
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Sutch, Richard. "All Things Reconsidered: The Life-Cycle Perspective and the Third Task of Economic History." Journal of Economic History 51, no. 2 (June 1991): 271–88. http://dx.doi.org/10.1017/s0022050700038936.
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I suggest that converting economic history from a topic to a discipline requires three steps: economic theory and quantitative methodology must be relevant and required for writing and teaching good economic history; economic history and historical statistics must be relevant and necessary for writing and teaching good economic theory; and economic history must be relevant and required for writing and teaching good history. Over the past 50 years the first task has been accomplished and the second nearly so. The third task remains, but incorporating the life-cycle perspective into economic history would hasten its successsful completion.
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Christodoulou, G. "Cultural and Economic Factors in European Psychiatry Guidance." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)70502-4.
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Europe can hardly be considered as homogeneous. There are gross historical, climatological, cultural, developmental, religious, political and economic differences that render generalizations inappropriate and European “globalization” a mission impossible (and, by and large, undesirable).Psychiatry is no exception to the above and in the historical evolution of our discipline, psychiatric practice has varied. Because this evolution has followed a different course and has occurred at a different pace in the various parts of Europe, the present situation reflects all these developmental stages, thus rendering homogeneity questionable.In spite of these differences, however, there is a degree of consensus regarding the basic requirements for the practice of our discipline and the desired competencies of its practitioners. The development of a common language through the modern classification systems, the organizations of specialist psychiatrists (e.g. the UEMS) the WPA and the European Psychiatric Associations have played a useful role in the harmonization of psychiatric practices and are expected to play a more useful role in the future.In conclusion, what is required (and what can be realistically achieved) is consensus on some basic clinical, research, administrative and teaching requirements, in association with agreement on the basic ethical principles of our profession and, basically, the beneficence and non maleficence principles. European Psychiatry Guidance should involve these basic requirements that can be achieved by all European countries.
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Stowe, Noel J. "Public History Curriculum: Illustrating Reflective Practice." Public Historian 28, no. 1 (2006): 39–65. http://dx.doi.org/10.1525/tph.2006.28.1.39.
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Public history curricula must prepare students for a reflective approach to public historical practice and introduce students to different models of practice. By teaching reflective practice techniques through concrete components assembled in linked course assignments, internships, and capstone projects, programs educate students to become history practitioners. A distinct, robust body of public historical knowledge and reflective practice constitutes a public history degree. Public history programs, as professionally oriented programs, prepare students in the high-order practice of the discipline, grounded in reflective practice techniques appropriate to applied history.
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Sinykin, Daniel, Richard Jean So, and Jessica Young. "Economics, Race, and the Postwar US Novel: A Quantitative Literary History." American Literary History 31, no. 4 (2019): 775–804. http://dx.doi.org/10.1093/alh/ajz042.
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Abstract How has the language of economics, as codified by economics as a discipline, entered the US novel in the postwar period? Have economists influenced novelists at the level of language, and if so, how and how much? We begin with the belief, inferred from current scholarship on economics and culture, but never before empirically tested, that economic language became more prevalent around 1980, especially among white men—a belief that we strive to complicate and give nuance. Readers may detect an irony in the relationship between our method and case study. No academic discipline has valorized the use of quantification for social analysis more than economics. As a discipline, its language has become saturated with the language of modeling. Cultural and literary critics have long argued that economics has even harmed society by creating false accounts of how humans behave and think. Can we take their tools, however, and make them ours as a way to critique economics itself?
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Rockoff, Hugh. "History and Economics." Social Science History 15, no. 2 (1991): 239–64. http://dx.doi.org/10.1017/s0145553200021106.
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In a well-known paper published some years ago Donald McCloskey (1976) addressed his fellow economists on the importance of history to their discipline. He argued that greater emphasis on economic history would make for better economics and for better economists. It cannot be said that McCloskey’s arguments were taken to heart. The tendency for economists to expend their effort on (and award their honors for) the refinement of mathematical models and statistical techniques has continued unabated and perhaps has increased. This has led many scholars in related disciplines, social science historians in particular, to believe that economists are uninterested in history and unreceptive to arguments based on historical evidence.
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Goldin, Claudia. "Cliometrics and the Nobel." Journal of Economic Perspectives 9, no. 2 (May 1, 1995): 191–208. http://dx.doi.org/10.1257/jep.9.2.191.
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In October 1993, the Royal Swedish Academy of Sciences awarded the Nobel Prize in Economics to Robert William Fogel and Douglass Cecil North ‘for having renewed research in economic history.’ The Academy noted that ‘they were pioneers in the branch of economic history that has been called the ‘new economic history,’ or ‘cliometrics." In this paper, the author addresses what this cliometrics is and how these two Nobel Prize winners furthered the discipline of economics.
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Ali, Dhouha Haj. "Inequality in Early Childhood." International Journal of Applied Behavioral Economics 10, no. 3 (July 2021): 41–58. http://dx.doi.org/10.4018/ijabe.2021070103.
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This paper has a dual purpose. First, it aims to construct and evaluate parental investment in early childhood based on five indicators: mental development, discipline, nutrition, health, and leisure. Second, it aspires to establish a link between the education of mother and family well-being and the level of parental investment in early childhood with regard to the five indicators. The author tests the impact of family well-being and mother's education on investment in early childhood to find out if discrimination of gender and residence inequalities matter. Results indicate that the family's degree of wealth/socio-economic class and mother's education have a significant positive effect on all indicators of parental investment in early childhood except on discipline. The author also sees that households in rural areas invest more in the discipline of their children than urban ones. Moreover, they discriminate between gender in favor of boys.
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Puth, Gustav. "Kommunikasienavorsing in Suid-Afrika." Communicare: Journal for Communication Studies in Africa 4, no. 1 (November 21, 2022): 63–69. http://dx.doi.org/10.36615/jcsa.v4i1.2142.
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THE article represents an overview of com-munication research undertaken in South Africa during the period 1974-1984. Be- cause of the relatively short history of the discipline in this country, a penetrating ana- lysis is hardly possible. Some interesting trends with regard to the distribution pat- terns of the research purposes (degree/ non-degree) and the emphases within specific subdisciplines, could however be Identified.
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XIUQING, LONG. "Developing a Discipline: The Recent Study of Western Church History in the People's Republic of China." Journal of Ecclesiastical History 56, no. 3 (July 2005): 514–28. http://dx.doi.org/10.1017/s0022046905004318.
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The growth in the study of church history in China is one outcome of Deng Xiaoping's policy of ‘reform and opening’, as well as a result of increasing exchanges of scholars and ideas between China and the west during recent years. Since the 1980s Chinese scholars have to a great degree abandoned the Marxist interpretative framework, and gradually developed their own interpretations and methodologies for the study of church history. In consequence, academic studies in the 1990s displayed a fair, honest and objective character which marked the process of maturation in the development of church history as a discipline. In this process Professor Yu Ke played an important role, of inheriting the past and ushering in the future as the real founder of the discipline in China.
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Wang, Yike, and Lingling Zhang. "Analysis on the Influence of Urban and Rural Economic Differentiation on the Development of Art Design Teaching." Discrete Dynamics in Nature and Society 2022 (August 24, 2022): 1–9. http://dx.doi.org/10.1155/2022/8137994.
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Art design education in China has nearly 30 years of development history. Due to China’s vast territory, a large population, regional economic development, and social resources are extremely unbalanced, resulting in the uneven development of art design education in various regions. Art design is not only a practical and artistic comprehensive discipline, it also spans more majors. It contains almost all aspects of urban and rural construction, beautification, so its scientific and effective design scheme indirectly affects the future development process of urban and rural economy. First, this paper analyzes the impact of urban and rural economic development on art design teaching. The research results show that it has a great influence and a wide range of influence on art design teaching, including enhancing the naturalness of art discipline, promoting the creativity of art design discipline, and promoting the historicity of art discipline. Second, this paper also analyzes the role of art design in promoting regional economic development. For example, we should make full use of regional cultural differences, expand regional historical elements, pay attention to art design talents, and ensure the supply of funds.
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Kessler-Harris, Alice. "Vera Shlakman, Economic History of a Factory Town, A Study of Chicopee, Massachusetts (1935)." International Labor and Working-Class History 69, no. 1 (March 2006): 195–200. http://dx.doi.org/10.1017/s0147547906000111.
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Vera Shlakman had an extraordinary effect on my work and on that of a generation of labor historians. Quietly, unobtrusively her interpretive insights and the methodological innovations she introduced paved the way to a more eclectic and integrated discipline. A full seventy years after its publication in 1935, her Economic History of a Factory Town: A Study of Chicopee, Massachusetts still provides an intellectual and conceptual guide, not only to a changing field, but to the persistent questions it raises.
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Ergene, Boğaç A. "On the Use of Sources in Ottoman Economic History." International Journal of Middle East Studies 44, no. 3 (July 26, 2012): 546–48. http://dx.doi.org/10.1017/s0020743812000517.
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Economic history is an underdeveloped discipline in Middle Eastern historiography. Within our field, economic history articles are not published often, and books on economic history are rare. It is true that certain topics have been better explored than others, as Maya Shatzmiller's contribution to this roundtable on medieval economic history shows. Previous scholarship on Ottoman economic history has focused on land tenure, fiscal practices and institutions, artisanal production and organization (almost exclusively in urban areas), economic and charitable functions ofawqāf, and, especially for the 19th century, questions relevant to Ottoman incorporation into the capitalist world system. There also exist studies on urban and rural markets, regional and long-distance trade networks, and economic activities of specific individuals (primarily government officials and provincial notables), although these tend to be descriptive. But there are very limited numbers of studies on standards of living; levels, accumulation, and distribution of wealth; productivity in agricultural production and manufacture; demography (especially for the 17th and 18th centuries); credit relations and financial institutions; and economic development. As in the literature on medieval Islamic contexts, sophisticated quantitative research is particularly rare, which makes empirically based comparisons among different parts of the region and with other parts of the world very difficult.