Wirtschaftsuniv., Diss.--Wien, 2004.

Made available in DSpace on 2016-04-27T14:31:33Z (GMT). No. of bitstreams: 1 Moses Benadiba.pdf: 1052400 bytes, checksum: f2f36a08a2a27c5173217004c86d6d4e (MD5) Previous issue date: 2015-02-27 / What are the faculty conceptions about the knowledge and skills necessary for teaching Economics and the insertion of these skills in order to change the curriculum? This is the question that guides this study. The aim is to identify possible contributions to the Curriculum of Economics considering views of its faculty members, the way they teach, their knowledge and skills. The rationale of this research is the contributions of authors such as Freire (2000, 2003), Sacristán (2007), Gómez (2007), Schön (2000), Morin (2002, 2003), Masetto (1997, 2003, 2010), Brito (2009, 2011), Feldmann (2003), Veiga (2007), among others. Also, cite authors of methodological support, as Chizzotti (2008), Lüdke e André (1986), LaVille (2008). The study is based on a qualitative research with a grant from the quantitative method, involving documentary, bibliographical research and field analysis. Professors of Economics from a confessional University and two scholars at the fields of Education/Curriculum and Economics are the researched subjects of this study. These subjects were informed about the study objectives, and their rights to non-participation or withdrawal at any point of the study. The data collected through questionnaires with closed and open questions, interviews deepening, always accompanied by a document analysis, provide possible indicators for new choices to teacher's pedagogic practice and possible changes to the modification of the Course Curriculum of Economics / Quais são as concepções dos professores sobre os saberes e as competências necessários ao docente do Curso de Ciências Econômicas e a inserção destes (saberes e competências) para a transformação do Currículo? Esta é a questão que orienta este trabalho. O objetivo é identificar possíveis contribuições para o Currículo do Curso de Ciências Econômicas, considerando-se concepções de seus docentes, suas práticas pedagógicas, seus saberes e competências. A fundamentação desta investigação assume as contribuições de autores, como Freire (2000, 2003), Sacristán (2007), Gómez (2007), Schön (2000), Morin (2002, 2003), Masetto (1997, 2003, 2010), Brito (2009, 2011), Feldmann (2003), Veiga (2007) entre outros. Incluem-se também, autores de sustentação metodológica, como Chizzotti (2008), Lüdke e André (1986), LaVille (2008). O trabalho resulta de uma pesquisa qualitativa com subsídios da quantitativa. Para tanto, envolve três instâncias de investigação: a pesquisa documental, pesquisa bibliográfica e a pesquisa de campo. São sujeitos pesquisados professores do Curso de Ciências Econômicas de uma Universidade privada confessional e dois estudiosos nas duas áreas privilegiadas neste trabalho que são a Educação: Currículo e as Ciências Econômicas. Os sujeitos foram devidamente informados sobre os objetivos da pesquisa, assim como do seu direito de não participação ou desistência. Os dados coletados, por meio de questionários com questões fechadas e abertas, entrevistas de aprofundamento, acompanhados sempre por análise documental, oferecem possíveis indicadores à construção de alternativas para a prática pedagógica do professor e contribuições a possíveis alterações/atualizações no Currículo do Curso de Ciências Econômicas

This thesis deals with the monetary theory of business cycles as presented by the so called Austrian school of economics. It analyzes the different economic effects of investments financed by saving as opposed to investments financed by credit expansion. It shows that in the latter case an unsustainable situation results in which economic actors try both to invest and to consume more at the same time, which is physically impossible. The result is recession and liquidation of malinvestments made during the boom. The thesis also provides an answer to critiques of the Austrian business cycle theory by proponents of the rational expectations hypothesis. Furthermore, a critique of traditional national income accounting measures, namely GDP, is put forward. These measures fail to adequately show the described cyclical changes in the economy's productive structure, e.g. the artificial boom and subsequent correction. Gross domestic revenue (GDR) is proposed as an alternative measure that adds the expenditure on intermediate products back to GDP. In the last part of the thesis GDR is calculated for the Czech economy.

The purpose of this thesis is to examine the monetary policy of the Swedish central bank, Riksbanken, from the perspective of the Austrian School of Economics. The thesis starts with a description of the actions of Riksbanken, its objectives of the monetary policy and what tools are used to achieve those objectives. The thesis continues with an analysis of possible consequences for the Swedish business cycles that the monetary policy of Riksbanken may have caused. The theory that is used to answer the research question is Austrian economic theory and primarily Austrian Business Cycle Theory. A review of relevant theory is made, and an examination of relevant macroeconomic factors is produced. The examination shows that the factors have changed over time according to the prediction of the Austrian School of Economics. The Riksbank's monetary policy decisions have been affected by concerns about the household indebtedness. This concern is in line with the warnings of the Austrian school. The Riksbank has, on the other hand, not considered the Austrian schools' fears of malinvestment and artificial boom in its monetary policy decisions. The conclusion of the essay is that the monetary policy of Riksbanken may contribute to strengthening business cycles, according with the perspective of the Austrian School of Economics. If the inflation prognosis’s from Riksbanken would have been correct, they probably had exercised a more aggressive monetary policy, primary by lowering the interest rate. It would have increased the variations of the business cycles trough increasing the gap between the natural interest rate and the market rate. / Syftet med uppsatsen är att granska Riksbankens penningpolitik utifrån den österrikiska skolans synsätt. Uppsatsen redogör för Riksbankens mål för penningpolitiken och vilka verktyg de använder för att uppnå dessa. Granskningen av den förda penningpolitiken genomförs utifrån den österrikiska ekonomiska teorin, främst dess konjunkturcykelteori. En genomgång av denna teori genomförs, och en analys av bakomliggande faktorer utförs. Analysen slår fast att de flesta av de undersökta variablerna har förändrat i linje med vad som kan förväntas enligt den österrikiska teorin. Riksbankens penningpolitiska beslut har påverkats av oron för hushållen skuldsättning. Denna oro ligger i linje med vad österrikiska skolan varnar för. Den österrikiska skolans farhågor för felinvesteringar och konstlad högkonjunktur har Riksbanken däremot inte tagit hänsyn till i sina penningpolitiska beslut. Slutsatsen för uppsatsen blir att Riksbankens penningpolitik kan ha bidragit till att förstärka konjunktursvängningarna. I det fall att Riksbankens inflationsprognoser varit mer träffsäkra, skulle de under större delen av perioden enligt sina egna handlingsregler ha fört en mer aggressiv penningpolitik, främst genom lägre styrränta. Det skulle i så fall stärkt konjunktursvängningarna än mer enligt den österrikiska konjukturcykelteorin.

The theoretical part of the thesis introduces Austrian theory of business cycles and analyses equilibrium of savings and investments together with the transmission mechanism between savings, deposits, loans and investments. The practical part of the thesis explores business cycle and credit cycle. It analyses an excessive loan expansion of commercial banks together with a excessively expansive policy of central bank. The thesis deals with a procyclical action of commercial banks and contemporary tools of central bank with their limited effectiveness. Furthermore, the thesis analyses the possible adjustments of monetary policy with the emphasis on the macroprudential policy and its individual credit indicators. The end of the thesis deals with the method of credit rationing and with the imbalance between demand and supply at the credit market of non-financial corporations, which is modelled using the technique of disequilibrium model.

No description available.

Den utbildningsmarknad som utvecklats de senaste decennierna har alltmer inneburit att lärosäten strategiskt arbetar med relationsbyggande kommunikation för att sälja sina utbildningsutbud. Problemområdet omfattar därmed en komplexitet inom utbildningskommunikation hos högskolor. Med hjälp av ett teoretiskt ramverk omfattande Bourdieu, Mayhew, Carlbaum och Allelin analyserar vi webbaserade texter hos en statlig och en privat högskola, genom att tillämpa en kvalitativ textanalys. Syftet med studien är att bidra till en ökad uppmärksamhet beträffande hur högskolor aktivt arbetar med strategiskt kommunikationsarbete för att rekrytera studenter, samt att diskutera hur marknadsutvecklingen har influerat den strategiska kommunikationen inom högskolan. Med detta vill vi få en djupare inblick i vad som utmärker kommunikationen hos studiens utvalda högskolor. Vi genomför studien utifrån följande frågeställning: Hur skiljer sig det strategiska kommunikationsarbetet åt mellan Handelshögskolan i Stockholm och Handelshögskolan i Göteborg gällande rekrytering av studenter? Resultatet påvisar många likheter i texternas innehåll, men där skillnader uppstår i form av tonalitet och vad som lyfts fram. De båda högskolorna anspelar på ett socialt kapital och en trygg arbetsmarknad efter avslutade studier, dock på skilda sätt där tonaliteten är avgörande. Handelshögskolan i Göteborg anspelar på en gemenskap och valfrihet för studenten, och Handelshögskolan i Stockholm anspelar på ett starkt nätverk och en framgångsrik yrkeskarriär på stora bolag. Beroende på en presumtiv students preferenser tilltalas denne av olika former av strategisk kommunikation, och väljer således lärosäte utefter detta. / The education market that has developed in recent decades has meant that higher education institutions work strategically with relationship-communication in order to sell their education. The problem area targets therefore a complexity in educational communication in schools at university level. We use a theoretical framework that includes Bourdieu, Mayhew, Carlbaum and Allelin to analyze web-based texts at a state university and a private university, with the use of a qualitative text analysis. The purpose of this study is to contribute to increased attention regarding how schools actively work with strategic communication to recruit students, and to discuss how the market development has influenced strategic communication within the school area. We want to receive a deeper insight into what characterizes the communication of the selected universities of this study. The study is based on the following question: How does the strategic communication work differ between the Stockholm School of Economics and Gothenburg School of Business, Economics and Law regarding the recruitment of students? The result shows many similarities in the content of the texts, but we see differences in the form of tonality and what is highlighted. The two universities allude to social capital and a secure labor market after completing their studies, but in different ways where tonality is crucial. The Gothenburg School of Business, Economics and Law alludes to a community and freedom of choice for the student, and the Stockholm School of Economics alludes to a strong network and a successful professional career at large companies. Depending on a prospective student's preferences, he or she is attracted to various forms of strategic communication, and thus chooses a university according to this.

Since then, the modern technology and its achievements has served the nature of trade to begin with, the middle class asks, whose core forms the hand worker movement, as the center of interest for science and politics. A craftsman movement, which is since 1848 rolling along, is today still not ended and the movement still exists and is alive. The hand worker asks, who arose to 1848 to meet, the chronic suffers who became so for decades. The physician, who saw a chronic person, can usually indicate not alone by looking at on welfare. One must look at the developing story for Evil and his life story to know the patient, in order to point to a way to recovery.More over the craftsmen and the craftsmen movement spoken about daily, indicated, in order to find a symptom, which makes itself too faulty in the given instant to be disturbingly most valid, is written to cure and to leave. A detailed connection, an end representation of the craftsmen movement is, however, up to the hour still not finished.In the following still the attempt of such a representation is to be made, for the too the period of 1848/1869.Our sources are particularly purely beside from national commission collections and congresses, are from the Craftsman, who are the other persons, who wanted to take position in the problem of the Craftsman or had daily papers, magazines and books, which are dedicated partly to individual branches of industry, partly the entire Handwork industry of the individual country. In addition to the facts, which follow from flight writings and from one-sided combat literature, come one sided in the pursuit of religion and on politics.An important source in the history of the Handworker Movement must be the legislation. As soon as the craftsmen movement forms, they accepted the seriously public damage the government issuing a new law could bring, an order in such a way could pour Oil onto the waves. The relation between cause and effect between the particulars far the craftsman movement can never clearly completely be, when a factor this important is let out. But not only the finished industrial law, also its developing story and its motives must be regarded, in order that the movement of the German Handwork Movement be completely known.