世界経済・社会統計 = World development indicators

1. Introduction and Overview. 2. Detecting Influential Observations and Outliers. 3. Detecting and Assessing Collinearity. 4. Applications and Remedies. 5. Research Issues and Directions for Extensions. Bibliography. Author Index. Subject Index.

Regression Diagnostics: Identifying Influential Data and Sources of Collinearity

The 2008 crash has left all the established economic doctrines - equilibrium models, real business cycles, disequilibria models - in disarray. Part of the problem is due to Smith’s "veil of ignorance": individuals unknowingly pursue society’s interest and, as a result, have no clue as to the macroeconomic effects of their actions: witness the Keynes and Leontief multipliers, the concept of value added, fiat money, Engel’s law and technical progress, to name but a few of the macrofoundations of microeconomics. A good viewpoint to take bearings anew lies in comparing the post-Great Depression institutions with those emerging from Thatcher and Reagan’s economic policies: deregulation, exogenous vs. endoge- nous money, shadow banking vs. Volcker’s Rule. Very simply, the banks, whose lending determined deposits after Roosevelt, and were a public service became private enterprises whose deposits determine lending. These underlay the great moderation preceding 2006, and the subsequent crash.

The Economic Institutions of Capitalism

1. Interaction. The interactions learners have with each other build interpersonal skills, such as listening, politely interrupting, expressing ideas, raising questions, disagreeing, paraphrasing, negotiating, and asking for help. 2. Interdependence. Learners must depend on one another to accomplish a common objective. Each group member has specific tasks to complete, and successful completion of each member’s tasks results in attaining the overall group objective.

将“Cooperative Learning”融入课堂——浅谈英语素质教育

This paper sets out to explore contexts for entrepreneurship, illustrating how a contextualized view of entrepreneurship contributes to our understanding of the phenomenon. There is growing recognition in entrepreneurship research that economic behavior can be better understood within its historical, temporal, institutional, spatial, and social contexts, as these contexts provide individuals with opportunities and set boundaries for their actions. Context can be an asset and a liability for the nature and extent of entrepreneurship, but entrepreneurship can also impact contexts. The paper argues that context is important for understanding when, how, and why entrepreneurship happens and who becomes involved. Exploring the multiplicity of contexts and their impact on entrepreneurship, it identifies challenges researchers face in contextualizing entrepreneurship theory and offers possible ways forward.

https://papers.ssrn.com/sol3/Delivery.cfm/j_1540-6520_2010_00427_x_wml.pdf?abstractid=1784106&mirid=2

Contextualizing Entrepreneurship—Conceptual Challenges and Ways Forward:

Historians and economists often refer to the United States experience under the Articles of Confederation as evidence against decentralised government finance. While it is true that the US government had difficulty raising money from the states during this period, we argue that these facts are a benefit of the system, not a flaw. A ‘bottom-up’ system of finance, such as the one that existed under the Articles of Confederation, is an important check on Leviathan and has implications for United Nations fund-raising efforts and development economics.

The articles of confederation show the need for direct taxation? it just ain't so!

INTRODUCTIONScholars have long been interested in economic education at the high school level (Walstad and Soper 1988; Becker et al. 1990). In recent years a number of great background resources have been developed for high school teachers of economics. For example, the edited volume by Schug and Wood (2011) provide a number of ways to make economics "cool in school." Similarly, Schug et al. (2015) provide three important episodes in American economic history that secondary social studies teachers can use to teach costs, incentives, and the economic way of thinking. The availability of scholarship like this has allowed high school social studies teachers to enhance their economic instruction and provide students with a better contextual understanding of the historical development of the U.S. economy.Sometimes, however, it is better to teach economic concepts disengaged from real-world situations (Gillis and Hall 2010). While there are many pedagogical reasons for moving away from history or current events, an important reason is that student engagement is necessary for successful learning and one way to arouse engagement is by using references to culture and multimedia in the classroom. These references play a role of storytelling and storytelling has been recognized as a great tool for helping students connect the new material to what they already know (Salemi 2002; Barkley 2009; Heath and Heath 2007; Gottschall 2012; Brown and McDaniel 2014).There are additional benefits to using references to culture and multimedia. First, as shown by cognitive and neuroscience literature, using examples from creative arts facilitates activation of neurological pathways that support the transfer of information from short- to long-term memory (Davis 2015). In this regard, using The Simpsons in the economics classroom has been shown to have a positive impact on student learning, especially for students on the lower end of grade distribution (Chu 2014). Second, using multimedia in the classroom makes our profession more approachable, it helps "rectify the image of economics" (Geerling 2012) in the minds of students.In this brief educational note, we provide an overview of the scholarly literature on using popular culture to teach economics. While this literature has primarily been focused on the college level, we feel that it can be successfully employed at the secondary level to engage and teach students through active learning. We then provide several examples of directed or supported classroom activities utilizing examples from the long-running television show The Simpsons. We then conclude with some thoughts for secondary social studies teachers looking to enhance their economic instruction.POPULAR CULTURE AND ACTIVE LEARNINGAt first economists lagged in adopting new engagement techniques and instead relied heavily on conventional methods such as "chalk and talk" (Becker and Watts 1995; Becker and Watts 1996; Becker 1997; Becker and Watts 2001; Watts and Becker 2008). However, in the recent years, economists begun to design and experiment with a variety of diverse engagement techniques. For example, many suggest using various collections of TV and movie clips to illustrate basic economic concepts in principles classes (Leet and Houser 2003; Mateer 2004; Mateer, Ghent, and Stone 2011) and more advanced concepts in upper level courses (Dixit 2005; Diamond 2009; Mateer and Stephenson 2011). In contrast to relying on collections of illustrations from multiple sources, other authors suggest building the classroom experience around one source of examples. The Simpsons are among the most popular sources (Hall 2005; Gillis and Hall 2010; Luccasen and Thomas 2010; Hall 2014), followed by the Harry Potter movies and book series (Podemska-Mikluch and Deyo 2014; Podemska-Mikluch, Deyo, and Mitchell 2015), Seinfeld (Ghent, Grant, and Lesica 2011; Dixit 2012) and The Drew Carey Show (Holian 2011).While clips from popular movies and TV shows occupy a prominent place in the economic education literature, innovative engagement techniques are not limited to the usage of clips (Ferrarini 2012). …

Bringing Active Learning into High School Economics: Some Examples from the Simpsons

Exitability and Economic Freedom: Evidence from the US

This article examines the impact of the inaugurations of Barack Obama and Donald Trump on hotel occupancy in the Washington DC metro area. Using daily hotel data from 2010 to 2020 and controlling f...

Presidential inauguration tourism and hotel occupancy: Evidence from the Obama and Trump inaugurals:

Many young economists become bogged down in the first few years of teaching because they have had neither the time nor the experience nor the mentoring to think through and develop how best to structure their syllabus. By 'syllabus structure'the authors do not mean which readings are assigned, when they are assigned or what textbook will be used. Instead, they are concerned about how exactly a faculty member's expectations of the students are expressed to the students through the class syllabus. Young faculty members can encounter difficulties because of differences between their expectations and those of the students. The most obvious case of this is with respect to grading, but teaching is filled with other examples such as office hours, participation and so forth. In the chapter, the authors provide and discuss syllabus language that touches on three different areas of expectation management: managing out-of-class time, leading effective classroom discussion and setting and maintaining grading expectations.

Joshua C. Hall

Papers

The articles of confederation show the need for direct taxation? it just ain't so!

Bringing Active Learning into High School Economics: Some Examples from the Simpsons

Exitability and Economic Freedom: Evidence from the US

Presidential inauguration tourism and hotel occupancy: Evidence from the Obama and Trump inaugurals:

Some brief syllabus advice for the young economist