Relevant bibliographies by topics / Historical school of economics

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Historical school of economics'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Historical school of economics"

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NEGISHI, Takashi. "Kojima and the Historical School of Economics." Transactions of the Japan Academy 67, no. 2 (2013): 61–74. http://dx.doi.org/10.2183/tja.67.2_61.

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Tribe, K. "The German Historical School: The Historical and Ethical Approach to Economics." History of Political Economy 35, no. 1 (March 1, 2003): 173–74. http://dx.doi.org/10.1215/00182702-35-1-173.

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Hultén, Staffan. "Historical school and institutionalism." Journal of Economic Studies 32, no. 2 (April 2005): 169–78. http://dx.doi.org/10.1108/01443580510600940.

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Kolm, Serge-Christophe. "History of public economics: The historical French school." European Journal of the History of Economic Thought 17, no. 4 (October 2010): 687–718. http://dx.doi.org/10.1080/09672567.2010.482994.

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Lindenfeld, David F. "The Myth of the Older Historical School of Economics." Central European History 26, no. 4 (December 1993): 405–16. http://dx.doi.org/10.1017/s0008938900009389.

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It is a commonplace of German historiography and the history of economic thought in particular that German economists pursued a Sonderweq in the second half of the nineteenth century, rejecting the theoretical bases of laissez-faire doctrines that were common in Britain and France in favor of a study of economic history. This is generally viewed as taking place in two stages: first, an “older German historical school” that began to question the accepted dogmas of Smithian economics beginning in the 1840s, with the work of Wilhelm Roscher, Bruno Hildebrand, and Karl Knies. This allegedly preceded the “younger historical school” of the 1870s and after, dominated by Gustav Schomoller, Lujo Brentano, and Georg Friedrich Knapp. In calling the existence of this older school a myth, I want to draw on the currently fashionable connotation of the word “myth”: to say, in other words, that this received notion contains some important elements of truth—but masked in such a way as to distort its significance.
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Kolev, Stefan. "Early Economic Sociology and Contextual Economics: The Weber-Wieser Connection." Journal of Contextual Economics 138, no. 1 (March 1, 2018): 1–30. http://dx.doi.org/10.3790/schm.138.1.1.

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Abstract This paper addresses the parallel emergence of economic sociology within the Younger Historical School and the Austrian School. It reconstructs biographically the relationship of two key economic sociologists: Max Weber (1864–1920) and Friedrich von Wieser (1851–1926). Reconstructing Weber’s interactions with the Austrian economists and the joint pursuit of the research program “Social Economics” is illuminating for Weber’s attitude to economics and helps to correct clichés about the irreconcilability between the schools. For contextual economics, understanding the “outsourcing” of contextualism into sociology initiated in the age of Weber and Wieser can be decisive for the future “re-import” into economics. JEL Codes: A11, B13, B15, B25, B31, P16, Z13
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Pearson, H. "Was There Really a German Historical School of Economics?" History of Political Economy 31, no. 3 (September 1, 1999): 547–62. http://dx.doi.org/10.1215/00182702-31-3-547.

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Zhuk, A. A., and A. A. Vaganov. "Competition and Competitive Environment in Historical Schools of Economics." AlterEconomics 21, no. 2 (2024): 253–67. http://dx.doi.org/10.31063/altereconomics/2024.21-2.5.

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This article seeks to identify and systematize interpretations of competition and competitive environment by representatives of the German historical school of economics. It traces the evolution of their views over generations, showing how these views were refined in response to economic development, scientific and technological progress, and doctrines in related disciplines. The German authors’ perspectives emerged as a critique of traditional English classical political economy, reflecting the challenges faced by less industria­lized and economically developed regions in competing with leading economies. Recognizing that the stron­gest would prevail under existing rules, historians focused on factors that could balance the economic dispa­rity. This includes F. List’s “infant industry protectionism” and the calls by W. Roscher and G. Schmoller to consider legal and social factors, as well as L. Brentano’s emphasis on the influence of Christianity. Despite this, early historians like W. Roscher and B. Hildebrand acknowledged the need for free competition as a fundamental driver of economic development, a view supported by later historians such as G. Schmoller, L. Brentano, W. Sombart, and M. Weber. This study aims to fill gaps in understanding the competitive environment, provi­ding scholars with a modern methodological approach to analyzing competition and opening avenues for further research and debate.
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Nedev, Bozhidar. "Historical roots of behavioural financial thought." Economic Thought journal 64, no. 3 (June 20, 2019): 33–50. http://dx.doi.org/10.56497/etj1964302.

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The rise of the first implicit ideas in the field of behavioural finance is examined from a historical point of view, taking into consideration the evolution of economic theories. The first documented manifestation of irrational behaviour on a market level, which took place during the 17th century, is presented. The foundations of Daniel Bernoulli’s Decision theory from the 18th century are systemized in regard to the implementation of behavioural aspects and the reference to the contemporary Prospect theory. The classical and early neoclassical schools of economic thought, where the idea that economic decisions are also being influenced by emotional stimulus can be found in the works of economists like Hermann Heinrich Gossen, Adam Smith, Jeremy Bentham, William Stanley Jevons, Léon Walras and Edgeworth, are examined. The neoclassical school of economics, where the representatives of marginalism limit the idea of the complexity of human nature, is also analysed. In conclusion, a short description of some of the contemporary aspects of the science of behavioural finance is made.
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Michaelides, P. G., and J. G. Milios. "Joseph Schumpeter and the German Historical School." Cambridge Journal of Economics 33, no. 3 (November 18, 2008): 495–516. http://dx.doi.org/10.1093/cje/ben052.

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Dissertations / Theses on the topic "Historical school of economics"

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Workman, Eric R. Sr. "Historical Study of Burke's Garden High School: 1915 to 1960." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/28484.

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Burke's Garden High School was a small school established in 1915 that was located in a fertile farming community in the Appalachian Mountains of Southwest Virginia. The uniqueness of the geography of the area promoted a communal-based society whose citizens worked together for educational prosperity. This historical study documents the establishment of public education in Virginia, the demand for a public school in Burke's Garden, the establishment, operation, and closing of the school, as well as identifies the two career and technical education programs offered at the school, agricultural and home economics education. The remoteness of the community presented challenges to operating a school. Issues such as maintaining student enrollment numbers as well as qualified teachers required the school system and the community to work with neighboring communities for the benefit of the school and community. The practice of boarding students and teachers was employed to increase the number of students as well as to provide additional support for teachers. Eventually, due to improved transportation methods, construction of a new high school in the neighboring community of Tazewell, Virginia, and the modernization of the farming industry, there were fewer children in Burke's Garden, which led to the closing of the high school in 1960. Burke's Garden High School was one of five high schools operated in Tazewell County Public Schools from 1915 to 1960. Tazewell County, Virginia, has two distinct areas of economic dominance, the mining of coal and the production of agricultural products. Two historical studies of public schools in Tazewell County outline the relationship between specific communities and their schools: A Historic Coal Mining Community and Its School: A Study of Pocahontas High School 1908-1991, by Thomas Brewster (2000) and A Coal Camp and Its Classroom: A Historical Study of a Virginia Coal Camp and Its School 1888-1987, by Terry Mullins (1996). The two schools in these studies were both located in coal mining communities compared to Burke's Garden High School that was located in the agricultural section of Tazewell County.
Ed. D.
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Cheix, Mathilde. "Jevons, Debreu and the foundations of mathematical economics : an historical and semiotic analysis." Thesis, University of St Andrews, 1997. http://hdl.handle.net/10023/15231.

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This thesis analyses whether the criticism that 20th c economic theory is too abstract, and lacking in economic meaning as a consequence of being mathematical, is justified, from a methodological perspective that is epistemological in character (cf ch2 and Cheix, 1996). Using, firstly the 'external' historical approach, that compares. Economics to the sciences (especially Mathematics chs 5, 6, 7, 8); and, secondly, the semiotic approach, that enquires into the contribution of notation to meaning, the thesis examines the historical and cognitive raison d'etre of mathematics in Economics. The thesis identifies (chs l, 2) 20th c mathematical-economics with model building and neoclassical theory. The main lines of argument are developed with reference to Jevons' Theory of Political Economy and Debreu's Theory of Value. This limitation is practical but not unnecessarily restrictive as the authors are major neo-classical writers, and mathematical economics has developed along the lines they envisaged. Further, neo-classical ideas have established themselves as paradigms of 20th c Economics, and have influenced theories in the social sciences and their mathematization. It is shown that Jevons (ch5) used the symbolism, and in particular, the linearity property of differentials to unify economic theory and the sciences on the pattern of Physics. For him however, the mathematization of economics involved also empirical and experimental inquiries using statistics. For the case of Debreu (ch6) it is shown how he used set-theoretic formalism and fixed point theorems to provide equilibrium theory with logico-mathematical content. This content is viewed as an axiomatic and deductive structure implying equilibrium. The definitions of mathematical economic models discussed in Part 3 show that economics was mathematized through influences not only from Physics, but also from Logic, and, more widely from the 20th c (socio-cultural) trend of model building in science. It is argued that this latter trend is not exclusively, or even necessarily, rooted in neo-classical economics. The semiotic analysis of chs 5 and 6 reveals how notations connect different interpretative levels ('isotopies') of mathematical theories, and how inconsistences may arise between these levels. The general conclusion of the thesis given certain methodological provisos, is that mathematization, in itself, is not a cause of, or explanation for, the emptiness of economic theories.
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Grimmer-Solem, Erik. "The science of progress : the rise of historical economics and social reform in Germany, 1864-1894." Thesis, University of Oxford, 1998. http://ora.ox.ac.uk/objects/uuid:cff7d27b-b020-46d4-b2e0-b98d686c1f3b.

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This thesis reassess the so-called 'Historical School of Economics' of Gustav Schmoller and his colleagues Lujo Brentano, Adolf Held and Georg Friedrich Knapp, analysing the close relationship between the development of historical economics and the rise of social reform in Germany. It reveals that there is little evidence for a cohesive 'Historical School' and suggests that it was not primarily an outgrowth of romantic and historicist currents of thought as is commonly believed. Schmoller and his colleagues were a pragmatic, empirically-inclined group of statistically-trained economists who drew inspiration from the advances made in the natural sciences. Having directly observed the effects of rapid urbanisation, industrialisation, and the rise of labour movements and socialism in Prussia and abroad, they became dissatisfied with classical economic doctrines and laissez-faire, subjecting these to empirical tests and criticism. Drawing inspiration from British reforms and developments throughout Europe, they devised alternative hypotheses and made innovative policy recommendations. They were also important professionalisers of economics, modifying the curriculum, organising professional bodies, and creating new monographs and journals, the latter substantially aided by the interest and generosity of a leading publisher. Using empirical studies, statistics and history as analytical and critical tools, they sought practical solutions to economic and social problems by disseminating information to both the public and government officials through publications, conferences and petitions. They became leading advocates of trade union rights, factory inspection, worker protection laws, education reforms, worker insurance, agricultural reforms, and the democratisation of industrial relations. Their influence on economic and social policy, while indirect, was considerable, especially through government officials. However, the close association of historical economics with reform and social policy also made them a conspicuous target of criticism within academia and politics. Despite this, by the early 1890s the research methods and social legislation they propounded were gaining wider currency not only in Germany but also in Austria.
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Urdziņa-Deruma, Mara. "HISTORICAL DEVELOPMENT OF HANDICRAFT EDUCATION IN GENERAL SCHOOLS IN LATVIA." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2006. http://hdl.handle.net/2237/12065.

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Kwame, Corkrum Ellen. "A historical view and proposal analysis of the strategic role of the transportation sector in the economic development of post-war Liberia." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59125.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2010.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 37).
This thesis examines the proposals for building and improving the transportation sector in Liberia, primarily the roads while providing immediate social opportunities and employment for many of the poor in Liberia. As Liberia emerges out of a protracted civil conflict and makes strives on a number of socio-economic fronts, the need to prioritize the transport sector is a critical part of the nation's rebuilding efforts. A large portion of the country lacks basic infrastructure. This has put an enormous strain on economic and social services, lead to an increase in poverty, marginal health care and lack of education. Improving the transport sector will help stimulate economic viability, expand public services and provide admission to and from urban centers. Connecting the rural areas with urban centers and markets means improved infrastructure at an affordable cost, taking into account the environmental challenges and decreasing its damaging effects. This will also help Liberia become a role model in the ever challenging global forum of nations and industries going green. Achieving this is not always an easy task, because although, Liberia has an enormous amount of good will from donor countries, road projects have remained a daunting undertaking. The stakeholders must come to terms with developing a comprehensive approach to rebuilding the country's transportation network. Studies must be conducted to understand the cost benefit of rebuilding road network throughout the country. Once these studies are completed, a diligent effort to execute a plan must be initiated. For each policy to serve its significance, the various modes of transportation in the country must be harmonized and directed under a governing body, such as the Ministry of Transportation. Within this governing body, there must be a system of checks and balances, ensuring that the interests of the citizens are at the forefront. Several recommendations have been examined: the logistics and talent makeup of the transportation team, authority within the team, tax and toll policies, unification of sectors, and contributions by private investment firms. As Liberians prepare for the next presidential election, the next five years should be used as a timeline to implement and measure success. Finally, a contingency plan outlines basic, yet productive approaches to improve roads immediately, while providing jobs for many of the unemployed.
by Ellen Kwame Corkrum.
M.B.A.
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Filip, Birsen. "Hayek’s Political Philosophy and Its Philosophical Sources." Thesis, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24390.

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This thesis aims to broaden the discussion about the origins of some of the fundamental theoretical sources for Hayek’s ideas regarding freedom and the state. It focuses on the debates between the Austrian School of Economics and the German Historical School of Economics, as well as the works of Popper, Mill, Humboldt and Hegel in order to identify their positive and negative influences on Hayek’s views of freedom and the state. The originality of the thesis relates to the examination of Humboldt’s political philosophy in terms of its influence over the formation of the components of Hayek’s account of freedom, such as spontaneous order, the rule of law, the role of the state, and the nature of human knowledge. These components have assisted in Hayek’s efforts to prove the superiority of open societies over totalitarian regimes. The thesis explains that Hayek’s intellectual collaboration with Popper played a significant role in identifying many enemies of open societies. Both theorists agreed that historicism was a method commonly used and promoted by the enemies of open society; specifically, they accused Hegel of promoting historicism and, as a result, of being an enemy of open societies. However, this thesis disputes these accusations and argues that Popper and Hayek did not possess adequate knowledge of Hegel’s theoretical work to make such claims. In actuality, Hegel was not an enemy of open societies, he recognized the potential devastating outcomes associated with them and sought solutions. The thesis also explores the idea that Mill was also worried about the detrimental features of industrial capitalism and, as a result, attributed a prominent role to “state activity” in securing the conditions of positive freedom. Hayek, meanwhile, viewed such forms of state interference as obstacles to attaining freedom. This thesis examines the topic whether or not Hayek actually sought to formulate a genuine form of freedom or if he merely valued freedom as a tool for the promotion of open societies over centrally planned economies.
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Aguilar, Bobadilla Silvia E. "ECONOMIC ASPECTS OF HISTORICAL CONTAMINATION." Doctoral thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-161826.

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The main scope of the work is to support a wider understanding of the achievements and limitations of economic analysis in historical contamination issues. The work describes how various schools of economics focus their study on environmental problems, specifically on Brownfields redevelopment. It presents the ideas of environmental economics, resource economics, free market environmentalism, institutional economics, political economy and ecological economics. The work includes a case study from the region of Ralsko in North Bohemia.
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Bruni, Luigino. "Economics, sociality and happiness : an historical perspective." Thesis, University of East Anglia, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429613.

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Wennerlind, Carl C. "The historical specificity of scarcity : historical and political investigations /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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Knippenberg, Ross William. "Spatial relationships in high-dimensional, international, and historical data." Thesis, University of Colorado at Boulder, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621355.

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My dissertation, "Spatial Relationships in High-Dimensional, International, and Historical Data" examines the effects of distance not only in a geographical sense, but also in a higher dimensional sense where statistical distance metrics are widely used. The first two chapters of my Ph.D. thesis are closely related, and together they represent an attempt to develop a new method for computing index numbers, which are applications of statistical distance metrics. I consider distance metrics on categorical shares data, for example the proportions of a consumer's income spent on food, clothing, entertainment, and housing. Distance metrics are frequently used on such data, although all suffer from an essential flaw, which is that they treat each category as a separate, orthogonal dimension. That is, each metric assumes that every category is equally different from every other one. That assumption would be like saying Fuji apples are equally as different from Gala apples as either are to oranges, and then the distance metric is like adding apples to apples as well as apples to oranges. Because of this, the policy conclusions reached through distance measures could be greatly distorted.

The third chapter of my dissertation looks at the effect of railroads on retail prices in the United States from 1851–1892. Consistent with the theory of comparative advantage, railroads in more remote areas caused the price of agricultural goods to increase and the price of manufactured and imported goods to decline.

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Books on the topic "Historical school of economics"

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Kindleberger, Charles Poor. Historical economics: Art or science? New York: Harvester Wheatsheaf, 1990.

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Wolfgang, Grassl, and Smith Barry 1952-, eds. Austrian economics: Historical and philosophical background. New York: New York University Press, 1986.

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1932-, Shionoya Yūichi, ed. The German historical school: The historical and ethical approach to economics. London: Routledge, 2001.

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McCloskey, Deirdre N. A bibliography of historical economics to 1980. Cambridge [England]: Cambridge University Press, 1990.

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D, Snooks G., ed. Historical analysis in economics. London: Routledge, 1993.

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Milonakis, Dimitris. From political economy to economics: Method, the social and the historical in the evolution of economic theory. London: Routledge, 2009.

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Ben, Fine, ed. From political economy to economics: Method, the social and the historical in the evolution of economic theory. New York: Routledge, 2008.

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Oakley, Allen. The foundations of Austrian economics from Menger to Mises: A critico-historical retrospective of subjectivism. Lyme, N.H: Edward Elgar Pub., 1997.

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Koslowski, Peter, ed. Methodology of the Social Sciences, Ethics, and Economics in the Newer Historical School. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/978-3-642-59095-5.

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D, Kurz Heinz, and Gioia Vitantonio, eds. Science, institutions and economic development: The contribution of German economists and the reception in Italy : 1860- 1930. Milano: A. Giuffrè, 2000.

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Book chapters on the topic "Historical school of economics"

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Pearson, Heath. "Historical School, German." In The New Palgrave Dictionary of Economics, 5870–74. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-349-95189-5_2344.

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Schinzinger, F. "German Historical School." In The New Palgrave Dictionary of Economics, 5240–43. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-349-95189-5_939.

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Pearson, Heath. "Historical School, German." In The New Palgrave Dictionary of Economics, 1–5. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/978-1-349-95121-5_2344-1.

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Maloney, J. "English Historical School." In The New Palgrave Dictionary of Economics, 1–5. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1057/978-1-349-95121-5_41-1.

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Schinzinger, F. "German Historical School." In The New Palgrave Dictionary of Economics, 1–4. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1057/978-1-349-95121-5_939-1.

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Krabbe, Jacob Jan. "Phenomenon “Historical School”." In Historicism and Organicism in Economics: The Evolution of Thought, 15–20. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1689-0_3.

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Krabbe, Jacob Jan. "The “Older” Historical School." In Historicism and Organicism in Economics: The Evolution of Thought, 21–35. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1689-0_4.

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Mátyás, Antal. "The Viewpoint of the German Historical School." In History of Modern Non-Marxian Economics, 303–4. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-18005-9_30.

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Schneider, Dieter. "Institutional Economics, Management Science and the Historical School." In The Theory of Ethical Economy in the Historical School, 173–205. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57801-4_9.

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Krabbe, Jacob Jan. "Schmoller, Founder of the “Younger” Historical School." In Historicism and Organicism in Economics: The Evolution of Thought, 59–72. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1689-0_7.

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Conference papers on the topic "Historical school of economics"

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Krameš, Jaroslav. "The Methodenstreit between the German historical school and the Austrian school and Czech economic thought in the Czechoslovak Republic." In International Days of Statistics and Economics 2019. Libuše Macáková, MELANDRIUM, 2019. http://dx.doi.org/10.18267/pr.2019.los.186.81.

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Kazarin, Victor. "History of East Transbaikalia in the Manual for the Higher School." In Irkutsk Historical and Economic Yearbook 2020. Baikal State University, 2020. http://dx.doi.org/10.17150/978-5-7253-3017-5.57.

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The review of the manual for students of the higher educational institutions training on a direction of preparation «Pedagogical formation (education)», a structure “History” is given. System consideration by the author of key problems of development of east Transbaikalia from middle XVII is marked in till now. The conclusion that materials of the grant can be used for studying as histories of Russia of the new and newest periods as a whole, and its strategically important region is made.
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Maklakova, Elena, and M. Sysoev. "COMPARISON OF VIEWS OF ADAM SMITH, ALFRED MARSHALL, DAVID RICARDO." In Manager of the Year. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2022. http://dx.doi.org/10.34220/my2021_157-161.

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The article presents the theoretical views of the founders of theoretical economics A. Smith, A. Marshall and D. Ricardo on basic economic concepts. These eminent scientists also laid the foundation for political economics and had a tremendous impact on the main directions of the further development of economic science. The economic ideas of the classical school have not lost their significance to this day. The doctrines of surplus value, profit, taxes, land rent are still relevant today. The study and analysis of this historical heritage is necessary not only for obtaining fundamental knowledge in the field of economic science, but also for its further development.
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Jiang, Yang. "Main Functions and Realization Paths of First Hand Historical Materials in History Teaching of High School." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.192.

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Kazarin, Victor. "Formation and Evolution of Economic Education at the Irkutsk State University. 1918 – Beginning of the 1930th." In Irkutsk Historical and Economic Yearbook 2021. Baikal State University, 2021. http://dx.doi.org/10.17150/978-5-7253-3040-3.07.

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Prerequisites of emergence of the higher economic education in Eastern Siberia are considered. On the basis of contemporary records and the published sources the author established the personal faculty and its changes for more than ten years, training programs in objects of business cycle, a technique of teaching subject matters. It is noted that economic disciplines began to be taught at the Irkutsk state university from the first day of its education. The conclusion is drawn that economic education passed various forms: from economic offices of humanitarian faculty and faculty of social sciences to independent faculty of the right and local economy. The settled model of financial and economic education finally was created at faculty of the right and local economy. There were personnel of teachers meeting the requirements of the higher school, scientific research was conducted, teaching was carried out on the approved programs, various methods of training were used, techniques were approved. The faculty made several releases of experts. As a result, to the reform of the higher education undertaken at a boundary of 1920-h–1930-h the faculty was closed. The Siberian financial and economic institute, nowadays Baikal state university became the successor of the higher economic education in the region for the long period.
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Simko, N. N., and M. P. Ogorodnikova. "Financial management in Russia and abroad." In VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0025.

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Development of financial management in each country occurs in a unique way It is due to historical traditions, administrative structure, internal and foreign policy of the state (aimed to improving the socio-economic situation in the country), the needs of various economic structures and organizations of the public administration system, including those aimed to centralizing (decentralizing) the management of financial flows of the country. In the paper, relevance of the research topic is due to strengthening the role of financial management under conditions of digitalization of the economy and searching the ways to improve the effectiveness of financial management in Russia including on the basis of domestic experience and the experience of developed foreign countries.
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Hiç, Özlen. "Keynesian System, Keynesian Policies and an Evaluation of What Keynes Might Have Advised Today." In International Conference on Eurasian Economies. Eurasian Economists Association, 2015. http://dx.doi.org/10.36880/c06.01178.

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We have surveyed in this article the development of the Keynesian macroeconomic system since 1936 up to the present. Our approach was, however, analytical rather than historical and descriptive. Keynesian System, hence Neo-Keynesians and modern Keynesian schools, such as New Keynesian Economics and Post-Keynesian Economics visualize that, if left by itself, the economy will give unemployment due to insufficiency of aggregate demand. In the article, the Keynesian policies are analysed with respect to their efficiency. Keynesian System was developed and modified in the face of criticisms by its opponents. We emphasize in our article that the Keynesian System was mainstream most of the time both in academic circles and in implementation. Presently again, basically Keynesian System has the upper hand, mostly New Keynesian Economics and also to some extent, Post-Keynesian Economics.The last section of the article covers an evaluation of what Keynes might have said for today’s economic problems.
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Pozzer, Lilian L. "A HUMAN RIGHTS CENTRED HISTORICAL APPROACH TO TEACHING SCIENCE FOR SOCIAL CHANGE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end012.

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"The COVID-19 pandemic brought to light uncomfortable realizations for science educators; it has become patently obvious how much confusion and misunderstanding there exist about basic scientific facts that could help one make informed decisions, from individual choices to policy making at all levels of government. The extreme polarity in public and private discourses related to COVID-19 might be augmented by political views, economic interests and social media algorithms, but at the bottom of it all there is a lack of understanding of scientific concepts and of the nature of science, as well as its sociocultural and historical contexts. There is also a lot of skepticism about science and scientists. This skepticism is not completely out of place; historically, there are embarrassing large numbers of cases in which human rights were infringed in the name of advancements of scientific knowledge. There are also incredible contributions of science to upholding and improving human rights. Whereas scientific discoveries are presented by the media as noteworthy and celebrated, there is a lack of intentional exploration and meaningful discussion of the “ups and downs” of science throughout its history and across cultures in the context of its relationship with human rights. To address this issue, I developed and implemented two courses designed for pre-service and in-service teachers, exploring the rather turbulent history of science and human rights from ancient times to the present day, from a perspective that considers both science and human rights within social, cultural and historical contexts, and highlights the contributions of science to human rights causes, from both negative and positive cases. Rather than promoting a naïve view of science as an a-cultural practice, detached from its sociocultural and historical context, and uncritical of the hegemonic Western, Judeo-Christian, White, male, heteronormative and colonial grounds on which rests the mainstream science presented in grade school textbooks, the courses pushed the boundaries of the very definition of science and its role in human rights causes, challenging students to consider the many implications of how we define, present and study science in schools, as well as how we promote and use scientific knowledge in our lives. Students in the courses were challenged to (re)envision science and human rights as they critically analyzed predominant Discourses from an eco-pedagogical social-cultural and historical perspective. A description of the courses and results evidencing the impact of the courses on students’ conceptualizations of science education for social change are reported in this conference presentation."
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Bal, Oğuz. "Theoretical Foundations of Privatization and Results in Turkey." In International Conference on Eurasian Economies. Eurasian Economists Association, 2013. http://dx.doi.org/10.36880/c04.00614.

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Liberal economic order, businesses efficiency, productivity and profitability, competition for work is present in accordance with the principles defended private property order. As sistematical the main foundations of economic liberalism created by Adam Smith. Then, his prenciples developed by evolving Classic School, continued to the sovereignty until the Great Depression of 1929. I.World War took place in an environment dominated by Classical Ekol During, and after the war, from the principles of Classical School had not doubt. In 1936, John Maynard Keynes, the basic assumptions of the classical school refused. Following the II. World War; the 1950s and 1960s,sounds of the proponents of the liberal principles, was not strong as much as Keynesians. In the 1970s, emerged the world's most developed economy ABD, the high unemployment and inflation. Until 1973, wasn’t confronted with a serious crisis. Content of the neo-liberal economic policies between 1975-1980 was adopted. Since the 1980s, heavily affecting the world economy started to implement neoliberal policies. Acceleration of privatization, taxes, discounts for large scale unemployment, increase monetary measures to keep inflation under control was applied. In this article, on eight chapters were created. In the chapters, concept, scope and content, historical background of privatization, investigated material causes that give rise to privatization, the basic bases of privatization, the ideological foundations of privatization. Privatization aims were discussed, and was given examples of countries is characterized by intense privatization. The general results and in Turkey latests cases were discussed.
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Salvado, Filipa, Nuno Almeida, and Alvaro Vale e Azevedo. "Aligning technical and financial management of public school buildings." In IABSE Symposium, Guimarães 2019: Towards a Resilient Built Environment Risk and Asset Management. Zurich, Switzerland: International Association for Bridge and Structural Engineering (IABSE), 2019. http://dx.doi.org/10.2749/guimaraes.2019.0138.

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<p>The Life Cycle Cost concept enables costs prediction throughout the life cycle of building projects. The scientific community and the practitioners of the Architecture, Engineering and Construction (AEC) sector have been developing this concept for the past decades and seeking the development of dedicated public databases with the adequate quantity and quality of economic information. These databases are needed to support both the technical and financial management of public construction projects.</p><p>Besides the present problems with these types of databases, such as those of inadequate data granularity, incompleteness and inaccuracy of the information, there is also the need to align the technical and financial perspectives throughout the entire lifecycle of the building project. A relevant example in this regard is the financial depreciation rates which are seldom aligned with the technical depreciation of the building and its assets and components.</p><p>In this paper, public school buildings constructed in Portugal since the 1940s are used as a case study to discuss the alignment of technical and financial management. Historical data show the relevance of considering technical and functional characteristics of the building portfolio, as well as the operation and maintenance requirements in the long-term, in order to establish depreciation rates.</p>
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Reports on the topic "Historical school of economics"

1

Monnet, Eric, and François R. Velde. Money, Banking, and Old-School Historical Economics. Federal Reserve Bank of Chicago, 2020. http://dx.doi.org/10.21033/wp-2020-28.

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Barnes, Katrina, Irene Guijt, Duncan Green, and Filippo Artuso. Emergent Agency in a Time of COVID-19: Key takeaways for donors, INGOs and the wider sector. Oxfam GB; Atlantic Fellows for Social and Economic Equity, LSE, February 2023. http://dx.doi.org/10.21201/2023.621489.

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The outbreak of the COVID-19 pandemic was an unprecedented event in the modern era. Earlier studies demonstrated how ‘critical junctures’, which comprise major historical events and emergencies, often play an essential role in social change. This paper seeks to explore whether the COVID-19 pandemic would prove to be a similar pivotal moment, and what lessons and insights we could gather for positive social change. The research set out to find key insights on how individuals, communities, and organizations in civil society were responding to the pandemic in low-income populations at the intersection of multiple inequalities. These lessons could inform how donors, governments and NGOs might reshape their efforts to reduce emerging or deepening inequalities, and how civil society organisations and community-based organisations could amplify their positive impacts. Over 18 months, from September 2020 to March 2022, the ‘Emergent Agency’ research convened a global conversation between activists, development practitioners, researchers, and academics to better understand the phenomena that were taking place in response to the pandemic. The research collected more than 200 case studies and held a series of webinars and conversations in thematic clusters to uncover what these responses could teach us. The research project was enabled with funding from The Atlantic Fellows for Social and Economic Equity programme (AFSEE) of the London School of Economics.
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Artuso, Filippo, Katrina Barnes, Duncan Green, and Irene Guijt. Emergent Agency in a Time of COVID-19: Research report. Oxfam GB; Atlantic Fellows for Social and Economic Equity, LSE, February 2023. http://dx.doi.org/10.21201/2022.8885.

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The outbreak of the COVID-19 pandemic was an unprecedented event in the modern era. Earlier studies demonstrated how ‘critical junctures’, which comprise major historical events and emergencies, often play an essential role in social change. This paper seeks to explore whether the COVID-19 pandemic would prove to be a similar pivotal moment, and what lessons and insights we could gather for positive social change. The research set out to find key insights on how individuals, communities, and organizations in civil society were responding to the pandemic in low-income populations at the intersection of multiple inequalities. These lessons could inform how donors, governments and NGOs might reshape their efforts to reduce emerging or deepening inequalities, and how civil society organisations and community-based organisations could amplify their positive impacts. Over 18 months, from September 2020 to March 2022, the ‘Emergent Agency’ research convened a global conversation between activists, development practitioners, researchers, and academics to better understand the phenomena that were taking place in response to the pandemic. The research collected more than 200 case studies and held a series of webinars and conversations in thematic clusters to uncover what these responses could teach us. The research project was enabled with funding from The Atlantic Fellows for Social and Economic Equity programme (AFSEE) of the London School of Economics.
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Sarafian, Iliana. Key Considerations: Tackling Structural Discrimination and COVID-19 Vaccine Barriers for Roma Communities in Italy. SSHAP, May 2022. http://dx.doi.org/10.19088/sshap.2022.014.

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This brief highlights how structural discrimination and social exclusion shape attitudes to COVID-19 vaccines among Roma communities in Italy, and the role trusted communal and public authorities can play in supporting vaccine uptake and tackling broader exclusions. Contradictions in the Italian state’s response to COVID-19, alongside ongoing forms of exclusion can increase Roma mistrust in state initiatives and prevent vaccine participation. This brief aims to aid and inform local government and public health authorities in Italy that serve populations inclusive of Roma communities. This brief is based on research conducted in-person and remotely from November 2021 to January 2022 with Roma and Sinti communities in Milan, Rome and Catania, Italy, which have distinct historical, linguistic, geographical, religious, and other forms of identification. Similarities in how the different Roma communities experience the COVID-19 pandemic, and in their vaccine decisions were identified. This brief was developed for SSHAP by Iliana Sarafian (LSE) with contributions and reviews from Elizabeth Storer (LSE), Tabitha Hrynick (IDS), Dr Marco Solimene (University of Iceland) and Dijana Pavlovic (Upre Roma). The research was funded through the British Academy COVID-19 Recovery: G7 Fund (COVG7210058). Research was based at the Firoz Lalji Institute for Africa, London School of Economics. The brief is the responsibility of SSHAP.
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Lowes, Sara. Ethnographic and Field Data in Historical Economics. Cambridge, MA: National Bureau of Economic Research, October 2020. http://dx.doi.org/10.3386/w27918.

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Cantoni, Davide, and Noam Yuchtman. Historical Natural Experiments: Bridging Economics and Economic History. Cambridge, MA: National Bureau of Economic Research, February 2020. http://dx.doi.org/10.3386/w26754.

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Gross, Daniel, and Bhaven Sampat. The Economics of Crisis Innovation Policy: A Historical Perspective. Cambridge, MA: National Bureau of Economic Research, January 2021. http://dx.doi.org/10.3386/w28335.

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Epple, Dennis, Richard Romano, and Miguel Urquiola. School Vouchers: A Survey of the Economics Literature. Cambridge, MA: National Bureau of Economic Research, September 2015. http://dx.doi.org/10.3386/w21523.

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Bisin, Alberto, and Giovanni Federico. Merger or Acquisition? Introduction to the Handbook of Historical Economics. Cambridge, MA: National Bureau of Economic Research, May 2021. http://dx.doi.org/10.3386/w28786.

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Nefodov, Dmytro. Local Studies in the System of School Historical Education. Intellectual Archive, December 2022. http://dx.doi.org/10.32370/ia_2022_12_8.

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The aim of the article is to comprehensively study the place and role of historical local studies in the system of historical education of general educational institutions in Ukraine. Being a component of national education, historical local studies contributes to the revival of regional traditions and nation’s consolidation. Nowadays historical local studies in Ukraine has become a powerful means of the Ukrainians’ national self-awareness awakening, their national-historical memory, without which the process of establishing independent Ukrainian statehood would be impossible.
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