Introduction: Imperfect Information and Rural Credit Markets—Puzzles and Policy Perspectives
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Journal Article Introduction: Imperfect Information and Rural Credit Markets—Puzzles and Policy Perspectives Get access Karla Hoff, Karla Hoff Karla Hoff is an assistant professor of economics at the University of Maryland, College Park. Joseph E. Stiglitz is a professor of economics at Stanford University, Stanford, California. The authors acknowledge their debt to Avishay Braverman for initiating and organizing the conference from which the articles in this symposium issue were selected. Search for other works by this author on: Oxford Academic Google Scholar Joseph E. Stiglitz Joseph E. Stiglitz Karla Hoff is an assistant professor of economics at the University of Maryland, College Park. Joseph E. Stiglitz is a professor of economics at Stanford University, Stanford, California. The authors acknowledge their debt to Avishay Braverman for initiating and organizing the conference from which the articles in this symposium issue were selected. Search for other works by this author on: Oxford Academic Google Scholar The World Bank Economic Review, Volume 4, Issue 3, September 1990, Pages 235–250, https://doi.org/10.1093/wber/4.3.235 Published: 01 September 1990The authors describe the present state of economic education in Japan. There is a larger number of undergraduate students who major in economics, but their purpose of studying economics and their economic literacy differ. Precollege economic education is regulated by the course of study and limited by the poor ability of teachers to teach the economics content.
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AbstractThis article represents a deviation from the JEE's typical item. It should prove stimulating to all economic educators, however, and provoke lively discussion. McKenzie sharply challenges a notion that many teachers of economics have accepted on faith—that a knowledge of economics will help people to make more intelligent decisions in their roles as citizens. He finds the “citizenship argument” to be questionable as a basis for supporting economic education, and raises questions about the research that economic education specialists are doing. McKenzie urges that economic educators “make greater use of the tools of analysis which they teach in the study of what they teach.”
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(1991). Research in Economic Education and the Teaching of Economics. The Journal of Economic Education: Vol. 22, No. 3, pp. 251-254.
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This paper argues that the rate of equilibrium unemployment depends on the objectives of the Central Bank. In a model where the Central Bank uses monetary policy to stabilise the economy, we show that unemployment and inflation will be lower with an inflation target than with targets for output, money or nominal GDP. The intuition for this is that the elasticities of demand in both the product and the labour markets are greater when there is an inflation target; we show that this leads to a lower mark‐up of price over marginal cost and makes wages more sensitive to unemployment.
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Ricardian behavior may increase the variance of consumption: A change in national income will change future tax liabilities endogenously; if consumers are Ricardian, consumption will change for this reason. This paper studies the effects of these changes on the stability of an economy with sticky prices. The analysis indicates that Ricardian tax discounting would tend to reduce macroeconomic stability.
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Бұл зерттеужұмысындaКaно моделітурaлы жәнеоғaн қaтыстытолықмәліметберілгенжәнеуниверситетстуденттерінебaғыттaлғaн қолдaнбaлы (кейстік)зерттеужүргізілген.АхметЯссaуи университетініңстуденттеріүшін Кaно моделіқолдaнылғaн, олaрдың жоғaры білімберусaпaсынa қоятынмaңыздытaлaптaры, яғнисaпaлық қaжеттіліктері,олaрдың мaңыздылығытурaлы жәнесaпaлық қaжеттіліктерінеқaтыстыөз университетінқaлaй бaғaлaйтындығытурaлы сұрaқтaр қойылғaн. Осы зерттеудіңмaқсaты АхметЯсaуи университетіндетуризмменеджментіжәнеқaржы бaкaлaвриaт бaғдaрлaмaлaрыныңсaпaсынa қaтыстыстуденттердіңқaжеттіліктерінaнықтaу, студенттердіңқaнaғaттaну, қaнaғaттaнбaу дәрежелерінбелгілеу,білімберусaпaсын aнықтaу мен жетілдіружолдaрын тaлдaу болыптaбылaды. Осы мaқсaтқaжетуүшін, ең aлдыменКaно сaуaлнaмaсы түзіліп,116 студенткеқолдaнылдыжәнебілімберугежәнеоның сaпaсынa қaтыстыстуденттердіңтaлaптaры мен қaжеттіліктерітоптықжұмыстaрaрқылыaнықтaлды. Екіншіден,бұл aнықтaлғaн тaлaптaр мен қaжеттіліктерКaно бaғaлaу кестесіменжіктелді.Осылaйшa, сaпa тaлaптaры төрт сaнaтқa бөлінді:болуытиіс, бір өлшемді,тaртымдыжәнебейтaрaп.Соңындa,қaнaғaттaну мен қaнaғaттaнбaудың мәндеріесептелдіжәнестуденттердіңқaнaғaттaну мен қaнaғaттaнбaу деңгейлерінжоғaрылaту мен төмендетудеосытaлaптaр мен қaжеттіліктердіңрөліaйқын aнықтaлды.Түйінсөздер:сaпa, сaпaлық қaжеттіліктер,білімберусaпaсы, Кaно моделі.
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