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Journal articles on the topic 'Drawing lessons'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Robertson, David Brian. "Political Conflict and Lesson-Drawing." Journal of Public Policy 11, no. 1 (January 1991): 55–78. http://dx.doi.org/10.1017/s0143814x00004931.

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ABSTRACTPolitical adversaries have reason and opportunity to use foreign lessons to gain advantage in political conflicts. Political factors strongly affect the way public policy lessons are drawn and transformed into public policy. Political opponents contest the value, practicality, and transferability of policy initiatives in order to bias the outcome. The paper hypothesizes that (i) the politicization of lesson-drawing induces issue experts to emphasize the descriptive and technical aspects of programs; (2) gives an incentive to advocates of change to use lessons to advance their position during the agenda-setting process; and (3) gives opponents of change an incentive to draw counterbalancing negative lessons from foreign experience when a proposed lesson reaches the point where adoption is entirely possible. The 1988 Congressional debate over mandatory plant closing prenotification provides evidence supporting hypotheses. The paper further hypothesizes: (4) most polities will not adopt both conservative and liberal programs even when theoretically they could do so; and (5) the degree to which a population of polities adopt a particular lesson will be a function of the program's economic and politicial feasibility. The diffusion of labor market and income maintenance policies across the American states supports both of these claims.

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2

Swanson, Julie Dingle. "Drawing Upon Lessons Learned." Gifted Child Quarterly 60, no. 3 (April 2016): 172–91. http://dx.doi.org/10.1177/0016986216642016.

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3

Uglu, Achilov Nurbek Norboy. "Methods of Using Game Technologies in the Development of Lesson Effectiveness and Creative Abilities in Drawing Lessons." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 4111–19. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020123.

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4

Rose, Richard. "What is Lesson-Drawing?" Journal of Public Policy 11, no. 1 (January 1991): 3–30. http://dx.doi.org/10.1017/s0143814x00004918.

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ABSTRACTLesson-drawing addresses the question: Under what circumstances and to what extent can a programme that is effective in one place transfer to another. Searching for fresh knowledge is not normal; the second section describes the stimulus to search as dissatisfaction with the status quo. Lessons can be sought by searching across time and/or across space; the choice depends upon a subjective definition of proximity, epistemic communities linking experts together, functional interdependence between governments, and the authority of intergovernmental institutions. The process of lesson-drawing starts with scanning programmes in effect elsewhere, and ends with the prospective evaluation of what would happen if a programme already in effect elsewhere were transferred here in future. Lesson-drwaing is part of a contested political process; there is no assurance that a lesson drawn will be both desirable and practical. The conclusion considers the uncertainty and instability of judgements about the practicality and desirability of transferring programmes.

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5

Irwin, Colin, and Alistair Morley. "Drawing lessons from the past." RUSI Journal 150, no. 1 (February 2005): 49–53. http://dx.doi.org/10.1080/03071840508522919.

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6

Sierp, Aline. "Drawing Lessons from the Past." East European Politics and Societies: and Cultures 30, no. 1 (January 15, 2016): 3–9. http://dx.doi.org/10.1177/0888325415605890.

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This introductory article to the special section on “Europe’s Changing Lessons from the Past” argues for a close analysis of acts of public remembrance in Central and Eastern European countries in order to uncover the link between the issue of public memory and long-term processes of democratisation. In countries facing a period of transition after the experience of war and dictatorship, the debate over its memory is usually as much a debate about a divisive past as it is about the future. While it is part of a sensitive political scrutiny that is related to different ideas on how to ensure sustainable peace, it also provides the basis for the recreation of a common sense of belonging and identity. The often resulting coexistence of different memory traditions creates two clearly identifiable levels of conflict: one on the national level and one on the supranational one. In mapping change in Central and Eastern Europe, this special section aims at making the connections between the two visible by on the one hand questioning the sociological turn in Memory and EU Studies and on the other, pinpointing the necessity to concentrate on processes and not only on their results.

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7

McCullagh, C. Behan. "Drawing Lessons from the Past." Historically Speaking 12, no. 2 (2011): 42–44. http://dx.doi.org/10.1353/hsp.2011.0025.

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8

Mazzone, Marian. "Drawing Conceptual Lessons from 1968." Third Text 23, no. 1 (January 2009): 79–84. http://dx.doi.org/10.1080/09528820902786701.

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9

Powell, Martin, and Sophie King–Hill. "Intra-crisis learning and prospective policy transfer in the COVID-19 pandemic." International Journal of Sociology and Social Policy 40, no. 9/10 (October 2, 2020): 877–92. http://dx.doi.org/10.1108/ijssp-07-2020-0339.

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PurposeThis article brings together the literatures on policy learning and lesson drawing with the intra-crisis learning literature in order to assess “learning lessons” in the COVID-19 pandemic.Design/methodology/approachIt carries out a structured review of articles that seek to provide lessons for the pandemic. It examines these articles using interpretative content analysis to apply the criteria of prospective policy transfer to the material.FindingsApplication of the criteria of prospective policy transfer suggests that lesson drawing was fairly limited. It is often not fully clear why nations were selected. Many articles were brief and provided limited detail, meaning that there was little depth on issues such as problems and goals and on policy performance or policy success or failure. There was limited discussion of transferability of lessons, and few clear lessons could be drawn. Finally, the extent to which it was possible to learn lessons in a “non-routine” or “less routine” crisis, under conditions of threat, uncertainty and urgency was generally not discussed.Practical implicationsThe criteria within the framework of prospective policy transfer provide a template for policy makers to assess lessons.Originality/valueThis article indicates the problems of attempting to draw lessons from the past or from other nations to an unprecedented crisis, where decision-making is characterized by elements of threat, urgency and uncertainty.

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10

Dotger, Sharon, and Deborah Walsh. "Elementary art & science: observational drawing in lesson study." International Journal for Lesson and Learning Studies 4, no. 1 (January 5, 2015): 26–38. http://dx.doi.org/10.1108/ijlls-05-2014-0013.

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Purpose – The purpose of this paper is to report on elementary students’ observational drawings, which were produced from two science lesson study cycles. Design/methodology/approach – The authors collaboratively studied student work from two science research lessons. The authors evaluated 50 students’ science notebook entries, paying specific attention to their observational sketches. The authors wanted to understand how fourth grade students approach observational drawing in science class to better inform science and art pedagogy. Findings – Students represented their observations in a variety of ways. The structure of the lessons might have influenced students’ drawings, as did students’ orientation when constructing their representations. Research limitations/implications – This research is limited in that it only analyzes observational drawing from two research lessons. Practical implications – Through cross-disciplinary collaboration between a science educator and an art teacher, the authors developed shared ideas that were applicable in both spaces. In the near term, the authors have each changed the instructional practices to include more observational drawing. Social implications – This paper could impact public attitudes about the inclusion of science and art in the elementary curriculum. The authors would expect that through articulating the purpose of observational drawing for the artist and the scientist, the public would be more supportive of teaching these skills in school. Originality/value – This paper documents teacher learning across two content areas which students have limited access to in the USA during elementary school. It explains how science and art share objectives and can thus advocate for each other’s inclusion in the school day.

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11

Mazur, Amy G. "DRAWING LESSONS FROM THE FRENCH PARITY MOVEMENT." Contemporary French Civilization 25, no. 2 (October 2001): 201–20. http://dx.doi.org/10.3828/cfc.2001.25.2.004.

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12

Robinson, Ray, and Andrea Steiner. "Managed Care: Drawing Lessons from the USA." Journal of Integrated Care 2, no. 1 (May 1998): 16–20. http://dx.doi.org/10.1177/146245679800200106.

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13

Ojiako, Udechukwu, Johnnie Johnson, Maxwell Chipulu, and Alasdair Marshall. "Unconventional competition – drawing lessons from the military." Prometheus 28, no. 4 (December 2010): 327–42. http://dx.doi.org/10.1080/08109028.2010.541756.

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14

Mazur, Amy G. "Drawing Comparative Lessons from France and Germany." Review of Policy Research 20, no. 3 (September 2003): 493–523. http://dx.doi.org/10.1111/1541-1338.00033.

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15

Koski, Chris, and Samuel Workman. "Drawing practical lessons from punctuated equilibrium theory." Policy & Politics 46, no. 2 (April 30, 2018): 293–308. http://dx.doi.org/10.1332/030557318x15230061413778.

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16

Bache, Ian, and Andrew Taylor. "The Politics of Policy Resistance: Reconstructing Higher Education in Kosovo." Journal of Public Policy 23, no. 3 (September 2003): 279–300. http://dx.doi.org/10.1017/s0143814x03003131.

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This article considers attempts to incorporate lessons and transfer policies from Britain in the reconstruction of Higher Education in Kosovo after 1999. In doing so, it employs aspects of the lesson-drawing framework developed by Rose (1991 and 2001) and the related concepts of policy transfer and policy diffusion. Drawing on contributions from anthropology and democratization studies, we suggest development of the public policy frameworks for lesson drawing and policy transfer in circumstances characterised by asymmetric interdependence, in which the tactics and strategies of policy resistance by ‘subordinate’ recipient actors can be crucial. This article details the nature of policy resistance and sets out hypotheses for future research.

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17

Markedonov, S. M. "Drawing Lessons from the Pandemic for International Relations." Journal of International Analytics 11, no. 1 (March 28, 2020): 7–9. http://dx.doi.org/10.46272/2587-8476-2020-11-1-7-9.

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18

Page, Don. "Drawing Lessons from a Policy Planning/Analysis Exercise." Public Historian 10, no. 2 (1988): 49–69. http://dx.doi.org/10.2307/3378668.

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19

Wilkin, Luc, and Ilaria Faccin. "Technologies in Action: Drawing Lessons from University Students." International Journal of Learning: Annual Review 12, no. 7 (2006): 235–44. http://dx.doi.org/10.18848/1447-9494/cgp/v12i07/47999.

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20

Ruzzene, Attilia. "Drawing Lessons from Case Studies by Enhancing Comparability." Philosophy of the Social Sciences 42, no. 1 (December 5, 2011): 99–120. http://dx.doi.org/10.1177/0048393111426683.

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21

Hines, Maude. "Drawing the Line: The Giving Tree's "Adult" Lessons." Children's Literature 47, no. 1 (2019): 120–48. http://dx.doi.org/10.1353/chl.2019.0007.

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22

Rose, Richard. "Introduction: Lesson-Drawing across Nations." Journal of Public Policy 11, no. 1 (January 1991): 1–2. http://dx.doi.org/10.1017/s0143814x00004906.

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Undertaking cross-national research in order to improve national policy is an idea that goes back centuries. Aristotle examined the constitutions of city-states for the sake of civic betterment. The American Founding Fathers studied the English Constitution to avoid its presumed defects. In turn, Tocqueville examined democracy in America because, as he explained to his French readers, ‘My wish has been to find there instruction by which we may ourselves profit’ (1954 ed.: vol. 1, 14). In the contemporary world, policymakers in every society constantly cite the lessons that they draw from their own past or from the experience of other nations – and in Eastern Europe and the Third World there are many governments anxious to learn from the practice of others how to improve their own policies.

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23

Roshchin, Sergey P., and Ludmila S. Filippova. "FINE ARTS LESSON IN A MODERN SCHOOL: MOSCOW ELECTRONIC SCHOOL AND TRADITIONS IN TEACHING DRAWING." Science and School, no. 5, 2020 (2020): 74–80. http://dx.doi.org/10.31862/1819-463x-2020-5-74-80.

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The article deals with the digital educational environment of the Moscow Electronic School in the context of its use in art lessons at school. The authors emphasize the positive impact of forming a single library of electronic resources in all academic subjects. The article analyzes the specific features of the scenario of the Moscow Electronic School lesson in fine arts, offers a universal model of such a scenario and describes its key aspects.

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24

Hermalin, Albert I. "Drawing policy lessons for Asia from research on ageing." Asia-Pacific Population Journal 12, no. 4 (December 4, 1997): 1–7. http://dx.doi.org/10.18356/3bb6142a-en.

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25

Bland, Derek. "Using drawing in research with children: lessons from practice." International Journal of Research & Method in Education 41, no. 3 (April 3, 2017): 342–52. http://dx.doi.org/10.1080/1743727x.2017.1307957.

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26

Poorthuis, Ate, and Matthew Zook. "Being Smarter about Space: Drawing Lessons from Spatial Science." Annals of the American Association of Geographers 110, no. 2 (November 11, 2019): 349–59. http://dx.doi.org/10.1080/24694452.2019.1674630.

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27

Dardour, Mohamed. "The literacy campaign in rural Morocco: Drawing some lessons." Prospects 30, no. 1 (March 2000): 125–42. http://dx.doi.org/10.1007/bf02754052.

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28

Korda, Andrea. "Object Lessons in Victorian Education: Text, Object, Image." Journal of Victorian Culture 25, no. 2 (January 8, 2020): 200–222. http://dx.doi.org/10.1093/jvcult/vcz064.

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Abstract Lessons on common objects, known as ‘object lessons’, were a customary occurrence in Victorian schoolrooms. This article looks at Victorian object lessons around mid-century as a means of examining the variety of meanings that common objects, and particularly manufactured objects, might have held both inside and outside Victorian schoolrooms. While model scripts for object lessons circulated widely and clarified the meaning of common objects in print, the objects themselves had the potential to complicate and challenge these meanings. Drawing primarily on publications by Elizabeth Mayo and the Home and Colonial School Society (established in 1836), this article outlines the theological, industrial and imperialist ways of looking that informed the model object lesson. Yet close study of the objects employed in object lessons – feathers, an object lesson specimen box, and a series of illustrations of animals – demonstrates how full sensory engagement with material objects can disrupt these disciplined ways of looking and learning. The final section of the article describes the decline of object lesson pedagogies once they were established within the official curriculum for England and Wales over the course of the 1880s and 1890s. Increasingly, pictures and nature study came to replace common objects in Victorian schoolrooms, and had their own implications for the ways that schoolchildren were taught to look at and learn from the world around them.

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29

Hess, Ingrid. "How drawing helps history remain present." Visual Inquiry 2, no. 1 (March 1, 2013): 77–86. http://dx.doi.org/10.1386/vi.2.1.77_1.

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In the class 'A history of graphic design' I use drawing as a tool to help students retain what they learn in the lectures and readings. I show examples of how this visual component aids my lessons regarding 'Egyptian books of the dead', 'Industrial Revolution broadsides', 'Modern symbol systems' and a final capstone museum project. My method is applied to more than one cohort of students in different art specialties and design areas. I conclude the article with a summary of my experience using drawing as a tool for retention of historical material and share students' reactions to this method of teaching history.

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30

Chen, Hongyi, Lars Jonung, and Olaf Unteroberdoerster. "Lessons for China from Financial Liberalization in Scandinavia." Asian Economic Papers 13, no. 1 (January 2014): 1–44. http://dx.doi.org/10.1162/asep_a_00246.

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This report identifies a set of policy lessons for China today drawn from the experience of financial deregulation, financial crisis, and recovery in Scandinavia during the period 1985–2000. Although there are considerable differences between the huge Chinese economy and the small Nordic countries, there are enough similarities to make lesson-drawing a worthwhile exercise. Based on the Scandinavian experience and the added complexity of China's status as a transition economy, financial reforms should strike a proper balance between being gradual (to avoid costly mistakes) and substantive (to secure efficiency gains in the longer term) with due consideration being given to initial conditions concerning regulation, taxes, and exchange rate arrangements. A well-managed process of financial deregulation requires that policymakers and market participants fully understand the linkages between financial reforms and the rest of the economy. In addition, the supervisory and management systems in the financial sector should move in step with the liberalization process.

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31

Romano, Roberta. "A Cautionary Note on Drawing Lessons from Comparative Corporate Law." Yale Law Journal 102, no. 8 (June 1993): 2021. http://dx.doi.org/10.2307/796858.

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32

Goudge, Jane, and Lucy Gilson. "How can trust be investigated? Drawing lessons from past experience." Social Science & Medicine 61, no. 7 (October 2005): 1439–51. http://dx.doi.org/10.1016/j.socscimed.2004.11.071.

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33

Ellis, Shmuel, and Inbar Davidi. "After-Event Reviews: Drawing Lessons From Successful and Failed Experience." Journal of Applied Psychology 90, no. 5 (2005): 857–71. http://dx.doi.org/10.1037/0021-9010.90.5.857.

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34

Hickey, Edward J., Fredrik Halvorsen, Peter C. Laussen, Guy Hirst, Steven Schwartz, and Glen S. Van Arsdell. "Chasing the 6-sigma: Drawing lessons from the cockpit culture." Journal of Thoracic and Cardiovascular Surgery 155, no. 2 (February 2018): 690–96. http://dx.doi.org/10.1016/j.jtcvs.2017.09.097.

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35

White, Joseph. "Drawing Lessons From Canada’s Experience With Single-Payer Health Insurance." JAMA Internal Medicine 178, no. 9 (September 1, 2018): 1255. http://dx.doi.org/10.1001/jamainternmed.2018.3707.

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36

Dolado, Juan J., Carlos García‐Serrano, and Juan F. Jimeno. "Drawing Lessons from the Boom of Temporary Jobs in Spain." Economic Journal 112, no. 480 (June 1, 2002): F270—F295. http://dx.doi.org/10.1111/1468-0297.00048.

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37

Duyck, Sebastien. "Drawing Lessons for Arctic Governance from the Antarctic Treaty System." Yearbook of Polar Law Online 3, no. 1 (2011): 683–713. http://dx.doi.org/10.1163/22116427-91000073.

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38

Baldwin, L. P., Z. Irani, and P. E. D. Love. "Outsourcing information systems: drawing lessons from a banking case study." European Journal of Information Systems 10, no. 1 (March 2001): 15–24. http://dx.doi.org/10.1057/palgrave.ejis.3000372.

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39

Boonyabancha, S. "Savings and loans; drawing lessons from some experiences in Asia." Environment and Urbanization 13, no. 2 (October 1, 2001): 9–21. http://dx.doi.org/10.1177/095624780101300202.

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40

Meyers, Marcia, and Janet Gornick. "Policies for Reconciling Parenthood and Employment: Drawing Lessons from Europe." Challenge 48, no. 5 (October 2005): 39–61. http://dx.doi.org/10.1080/05775132.2005.11034310.

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41

Lyon, Robert. "Drawing lessons from the clinical development of antibody-drug conjugates." Drug Discovery Today: Technologies 30 (December 2018): 105–9. http://dx.doi.org/10.1016/j.ddtec.2018.10.001.

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42

Bardak Denerel, Simge, and Gaye Anil. "Computer Aided Drawing Programs in Interior Architecture Education." Revista Amazonia Investiga 10, no. 39 (May 5, 2021): 28–39. http://dx.doi.org/10.34069/ai/2021.39.03.3.

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Interior architecture education has displayed much variability from the past to the present day. Additionally, computer-aided drawing systems have become an irreplaceable part of interior architecture education, as in all other design disciplines. The contribution of computers in education to the design process has created a process of, Hand drawing – Design – Design in computer environment – Product – Prototype. Currently, traditional drawing methods are used much less. Computer-aided drawing programs in universities display differences in terms of models and content. Additionally, the year and semester in which these lessons are taught are different in every university. In this context, this study deals with computer-aided drawing lessons in a total of 63 programs in 31 interior architecture departments and 32 interior architecture and environmental design departments in Turkey and the Turkish Republic of Northern Cyprus linked to the Council of Higher Education (YÖK) currently. This research was completed with the screening model. Data collection started in October 2020 and was completed at the end of 15 days. Screening was performed to learn which programs are taught in the programs in interior architecture and interior architecture and environmental design departments in different faculties. The software features of these programs were analyzed. The results of the study revealed the similarities of the different programs to each other.

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43

Sarmiento, Hugo, and Chris Tilly. "Governance Lessons from Urban Informality." Politics and Governance 6, no. 1 (April 3, 2018): 199–202. http://dx.doi.org/10.17645/pag.v6i1.1169.

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We locate this issue’s papers on a spectrum of radicalism. We then examine that spectrum, and the governance mechanisms described, through the lens of a significant arena of urban counter-planning: the urban informal economy. Drawing on our own research on self-organization by informal workers and settlers, as well as broader literatures, we suggest useful lessons for reinventing urban governance.

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44

Brier, David James, and Vickery Kaye Lebbin. "Learning information literacy through drawing." Reference Services Review 43, no. 1 (February 9, 2015): 45–67. http://dx.doi.org/10.1108/rsr-08-2014-0030.

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Purpose – The purpose of this paper is to explore drawing as an instructional method to teach information literacy. Design/methodology/approach – The authors describe their work using Collaborative Speed Drawing with students in a collection of information literacy workshops for students enrolled in English 100 (first-year composition). Examples of student drawings from the workshops are examined to demonstrate the benefits and problems of this teaching method. Findings – Drawing is an excellent low-tech teaching method that helps students demonstrate their competence (or ignorance) of information literacy concepts. This method enables librarians to clarify, reinforce, challenge or change the pictures in student’s heads that underpin their understandings of library instruction and information literacy. Practical implications – This article provides ideas on how to use drawing in information literacy sessions or credit courses. Many of the ideas shared can be copied, enhanced or tailored to meet the needs of diverse lessons and students taking face-to-face instruction sessions. Originality/value – This is the first paper in library literature that focuses on and promotes drawing as a teaching method. In doing so, it challenges the high-tech instruction imperative and invites librarians to explicitly consider the images behind the words and concepts used in information literacy and library instruction sessions.

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45

O’Connell, Damien. "The “Lessons Learned” Trap and How to Avoid It: Drawing from the Israeli Armoured Experience, 1948–1973." Journal on Baltic Security 2, no. 1 (June 1, 2016): 117–28. http://dx.doi.org/10.1515/jobs-2016-0033.

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Abstract The following essay explores some of the problems with “lessons learned.” It offers a few tentative observations on the limitations and dangers of lessons. To illustrate these (but not necessarily prove them), it then looks at the experiences of the Israel Defence Forces, particularly its armoured forces, from 1948 to 1973. Finally, three recommendations discuss how military organizations might reduce the danger of lessons leading them astray.

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46

Stiegel, Achim. "Berlin Furniture Drawings by Carl Wilhelm Marckwort (1798-1875)." Rijksmuseum Bulletin 68, no. 2 (June 15, 2020): 127–45. http://dx.doi.org/10.52476/trb.9683.

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The Rijksmuseum recently acquired eight furniture designs, drawn by the cabinet-maker from Braunschweig, Carl Wilhelm Marckwort (1798-1875), while working as a journeyman in Berlin, in the years 1820-23. Apart from another group by Marckwort, no similar drawings made in Berlin during the first half of the nineteenth century survive, although they must once have been common. They were not regarded as works of art, and those that may have been retained in Berlin were lost during the Second World War. Marckwort took his drawings with him when he returned to Braunschweig in 1824, where they have until recently been kept by a succession of local cabinet-makers. Marckwort’s drawings present much information on current Berlin furniture types, and they document the high level of draughtsmanship attained by a talented craftsman working there. In Berlin, as in Vienna and indeed also in Braunschweig, much attention was given from the late eighteenth century onwards to providing drawing lessons for apprentices and journeymen. This was seen as an important step in an effort to improve the quality of manufactured goods. Marckwort’s manner of drawing, linear rather than free, exemplifies the workings of the new educational system. Sadly, no documentation concerning his training has been found.

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47

Ruano Roldán, Manuel. "La Faceta de Kafka como Dibujante. La Casa del Jardín de Goethe: Un Dibujo de Franz Kafka." Barcelona Investigación Arte Creación 7, no. 3 (October 3, 2019): 236. http://dx.doi.org/10.17583/brac.2019.3000.

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This study is about Franz Kafka’s artistic facet. It explores the knowledge that the author possessed about this subject. For that purpose, this research focuses on the analysis of one of his drawings, Goethe’s Garden House, in The star, in Ilm Park, in Weimar. Before addressing the central point of the text, it is noted that Kafka knew about Art History, that he interacted with artists, that he had a huge inclination for the plastic arts and that he took drawing lessons. Goethe is mentioned (Italienische Reise) as the model present in Kafka in his Reisetagebücher. It is remarked in this study the emotional state in which Kafka was when making the previously mentioned drawing.

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48

Froonjian, John, and James L. Garnett. "Reaching the Hard to Reach: Drawing Lessons From Research and Practice." International Journal of Public Administration 36, no. 12 (October 2013): 831–39. http://dx.doi.org/10.1080/01900692.2013.795161.

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49

Halperin, Wendy Anderson, Marlene L. Smith, and Robert L. Smith. "Drawing Children into Reading: Studies of Art Lessons’ Effects on Literacy." Procedia - Social and Behavioral Sciences 106 (December 2013): 901–27. http://dx.doi.org/10.1016/j.sbspro.2013.12.103.

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50

Felix, David. "On Drawing General Policy Lessons from Recent Latin American Currency Crises." Journal of Post Keynesian Economics 20, no. 2 (December 1997): 191–221. http://dx.doi.org/10.1080/01603477.1997.11490148.

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