Comme le souligne Michàl Kalecki, la parution de la Théorie Générale a mis en exergue l’impact de la fiscalité sur la croissance économique. La théorie générale, notamment dans le chapitre XXXVI, a mis en lumière les effets bénéfiques que la fiscalité peut avoir sur la société mais sans en développer véritablement les aspects macroéconomiques importants. C’est Kalecki (1937 ; 1944) qui a véritablement mis en avant les propriétés macroéconomiques de la fiscalité à court terme, en étudiant comment les modifications de la structure fiscale influence la redistribution et la dynamique macroéconomique. Pour autant, la question de l’incidence fiscale a été surtout traitée par le courant standard où la fiscalité est observée du point de vue de ses effets désincitatifs sur les facteurs d’offre. Ce constat n’a rien d’exceptionnel si l’on tient compte de la posture académique prise par l’économie depuis la remise en cause de l’efficacité des politiques keynésienne et du développement des idées autour des questions d’incitation au début des années 1980, notamment celles qui touchent aux comportements d’activité des individus. Il faut remonter aux années 1920 pour trouver une description analytique d’une théorie de l’incidence fiscale. À cette époque Pigou se voit poser la question suivante par un jeune mathématicien nommé Ramsey : Quelle structure de la fiscalité des biens pourrait minimiser la perte de bien être à recettes données ? / No English summary available.

In this thesis I examine the question: how do Kazakhstan academics respond to the reforms of higher education (HE) carried out as part of Europeanisation? I study the local academics' accounts of the process of implementation of the Bologna Process and of wider Western education standards within local post-Soviet practice, since the beginning of the twenty-first century. This local policy implementation is examined within the framework of educational policy borrowing, grounded in works by Steiner-Khamsi, Silova, and Phillips. Thirty-eight interviews were conducted in four HE institutions in different regions of Kazakhstan and analysed through the application of Critical Discourse Analysis (CDA) based on work by van Dijk and Fairclough. Using the method of CDA, I explore how power relationships and abuses of power play out between the educational authority and the academics in the politically driven reform environment, and how academics respond to this in their views of the reforms. I found that participants overall are critical of the reform process. They respond with three discourses, identified as nostalgia and loss, progress and modernity and chaotic reform. While the discourse of nostalgia implicitly connects to the 'better' Soviet education, as an ideological belief inherited from the past, and the discourse of progress reflects the spread of the ideology of European modernity, they both appear in connection to the central discourse of chaotic reformation. I found that chaos, which is a prime characteristic of the reforms in Kazakhstan HE, is linked to clashes between political/educational motivations and Soviet/Western approaches. These findings support my main argument that the specific post-Soviet context should be taken into account in studies of education in the 'Second World'. These 'context models' are influential on how Western standards are implemented in the reality of post-Soviet education.

Orientador: Cristiano Amaral Garboggini Di Giorgi / Resumo: Esse trabalho destaca, nos contornos do novo panorama mundial, as reformas que as organizações internacionais propõem para a educação dos países do terceiro mundo. Elas foram decididas, exclusivamente, no plano de macropolíticas e destinam-se a fortalecer a produtividade, num contexto de economia mundializada. Grande parte da sociedade civil a tudo isso assiste sem participar minimamente das decisões, pois não tem projetos legitimamente consensuais para contrapor, não tem a prática da participação política e nem informações de que existem essas e outras possibilidades. Espaços institucionais para um determinado tipo de participação estão consignados nas normas e nos projetos da administração central e até nas propostas do Banco Mundial. Falta apenas aprender a participar e participar, tanto formalmente, apesar da burocratização dessa modalidade, quanto informalmente, que é a forma de participação que essa pesquisa prioriza pela sua potencialidade, capaz de melhorar o processo de interação das pessoas na sociedade. A teoria promissora para fundamentar a participação desejada é a teoria da ação comunicativa de Jurgen Habermas, e a escola, a instituição adequada para ensinar a participar politicamente. Através desse caminho é possível superar o entendimento e a dimensão restrita de participação dos organismos internacionais e fazê-la crescer quantitativa e qualitativamente para ampliar a voz da sociedade civil. / Abstract: This work emphasizes, in the configuration of the new worldwide scenery, the reforms that the International Organizations propose to the Education in the Third World Countries. They were decided exclusively in the plan of macropolitics and are destined to fortify the productivity in a worldwide economy context. A large part of the civil society watches everything not taking part of the decisions, because there are neither consensual projects legitimately to be interposed nor the politics participation practice and nor information about the existence of other possibilities. The Institutional Space to a determined kind of participation are consigned in the norms and in the projects of the central administration and even in the purposes of the World Bank. It needs to learn to participate and take part as much formally as informally despite the bureaucratism of this modality, that is the form of participation that is put in prominence by this survey through its able potentiality to improve the interaction process of the people in the society. The promising theory to establish the wish is the theory of communicative action. Through this way it is possible to get over the understanding and the restrict dimension of participation of the international institutions and do it to increase in quantity and in quality at the same time to enlarge the voice of the civil society. / Mestre

The thesis deals with the economic development of Ireland from the half of the 19th century till now. The main focus is on the development in 90's when Ireland experienced the economic boom. The main aim of the thesis is to find and analyse the causes of the boom. The favourable development passed with the end of the lending boom and the conjuncture on the real estate market. Now Ireland has to deal with the crisis which had a negative effect on the economy.

Thesis (M.Dev.) --University of Limpopo, 2013 / This research project unfolds within the Shigalo wa Muhunguti Communal Property Association farms at Tshitungulu, (Levubu) area, under Makhado Municipality in Vhembe District of the Limpopo Province, with the purposes to evaluating the sustainability of that Land Restituted farming project. This is a case study research project where both the qualitative and the quantitative research strategies were used. Data was collected through structured and semi-structured interviews. The analysis reveals that while the Land Reform programme has managed to restore land rights to the legitimate owners, the sustainability and continued productivity of such properties in the hands of the new owners remains a cause for major concern. The findings reveal among other things the low literacy level, lack of farming skills, low interest and passion for farming, and high level of dissatisfaction of employees. Poor marketing of produce is also a cause for great concern. Recommendations to address the above findings suggest that the Department of Agriculture should implement massive training programmes on beneficiaries, young farmers should be exposed to modern production system, regular meetings with employees could reduce their dissatisfaction, while the executive members could undergo vigorous training to get marketing skills to negotiate the sale of their produce.

This study arose from the desire to research the effectiveness of state building policies in Afghanistan. In order to address this topic, I review state building literature and find that state building literature focuses largely on the processes of democratization instead of institution building. In the second part of this dissertation I conduct a comparative case study of Afghanistan during the Soviet and Taliban eras to study the relationship between Pashtun `para-state' institutions (PSI's) and levels of political instability. I hypothesize that Pashtun PSI's compete with central state institutions for popular support thus increasing political instability and reducing state institutional effectiveness. I then conduct process-tracing to study hypothesized causal mechanisms that link Pashtun PSI's and political instability. I find that during the Soviet era, areas with Pashtun PSI's exhibited higher levels of political instability than areas without the presence of Pashtun PSI's. However, during the Taliban era, the results were negatively correlated and southern Afghanistan exhibited reduced levels of political instability. The causal mechanisms of `violence against the government' and `support to the local populace' were present in both cases although the introduction of the variables is different in both cases. This research is foundational in clarifying state building literature. Additionally, this study of Afghanistan moves academic literature towards establishing appropriate measures of effectiveness specific to institution building, which is imperative in assessing the success of future and past state building policies.

Abstract Carlsson, Lena (2006). ). Medborgarskap som demokratins praktiska uttryck i skolan. Diskursiva konstruktioner av gymnasieelever som medborgare. Citizenship as the practical expression of democracy at school. Discursive constructions of upper secondary pupils as citizens. School and education have a specific status owing to their task to educate young citizens and further their development. It is thus possible to regard schools as a type of public sphere, where individual and private matters are transcended. According to the curriculum for the secondary school system, the professional school staff´s task is two-fold insofar as they should mediate both knowledge and democracy. In this doctoral thesis the focus is placed on how and by what means education can contribute to young members of society finding their place and coping with their roles as citizens in a democratic society. The overall aim of this thesis is to present a deeper interpretation of the meanings and consequences of teachers´ speech concerning upper secondary pupils as citizens. More specifically, the aim is to empirically problematise and theoretically reconstruct pedagogical discourses on citizenship as practical expressions of demoracy in the context of education. Two central terms, which are thus highlighted are democracy and citizenship. Both Durkheim and Dewey provide significant theoretical points of departure, which are drawn upon in this thesis. Bourdieu contributes with perspectives on the ideological role, which institutions of education play in legitimising already existing societal orders. Foucault poses questions about power and knowledge. Habermas’ emphasis is placed on the discursive rationality expressed in verbal communication, which serves as an overall perspective for this thesis. Thus, in terms of methodology language constitutes the most central tool. Analyses are made in three stages. Reforms and policy are supposed to have been created within a central discursive framework and are therefore examined by way of analytical perusal of a) post-war education policy texts and b) current national policy documents concerning the Business and Administration Programme in upper secondary education. The third stage involves analysis of c) eight conversations from the professional school staff’s discursive practice by applying critical discourse analysis as a methodological tool. Four separate discourses have evolved, each pointing to different perspectives on human beings, knowledge and society: a discursive perception which is directed towards traditional values, a second perception which has communication and democracy as its superior ideal, and yet another discourse is directed towards trade and industry while, finally, one more discourse which is mainly characterised by a protective attitude towards pupils. Finally, how these contradictory as well as concordant discourses dictate the conditions and frameworks for the sort of citizenship which is constructed and constituted in the pedagogical practice is discussed, and thus how school as a public sphere may be understood in a more profound way. Key words: democracy, citizenship, critical discourse analysis, discursive constructions, reforms, policy, communication.

In the past century, there has been an increasing trend in American government toward opening government procedures to the general public. The intention of these reforms was to improve government accountability and responsiveness, increase public education and involvement in government, and prevent corruption and undue influence by special interests. Conventional wisdom about open government, however, does not take into consideration many of the repercussions of opening up congressional proceedings to the glare of public scrutiny. Reforms in the 1970’s opened the deliberative process and made members of Congress more vulnerable to constituent and interest group pressure. These effects have had many negative impacts, in both the House Appropriations Committee and the Ways and Means Committees, for deliberative democracy and responsible budgeting.

This paper analyzes the performance of Indian banks over the period of the last ten years. It uses the CAMEL Framework to determine the performance of public and private banks in India. The paper also conducts an empirical analysis to determine the share price performance of Indian banks relative to the share price performance of banks in Hong Kong, Europe and the US. This paper finds that private banks perform better than public banks overall based on the CAMEL Framework. In addition it also finds that the Indian banks share price performance is dependent on the share price performance of Hong Kong and European banks, and it has a significant positive relationship with the overall Hong Kong stock market, and this relationship strengthens after 2007. On the whole, this paper seeks to offer as comprehensive a perspective as possible upon the conduct, structure and performance of the banking industry of India.

Focusing on a community-policing pilot-project initiated in Kikuyu, a suburb of Nairobi, Kenya, the current paper seeks to create an understanding concerning local premises for community-policing implementation. It is based on a field study that combined participatory observations and semi-structured interviews to investigate how the management of the pilot-project on the one side and the local police officers on the other side perceives the latter’s professional duty in Kikuyu. These perceptions and their correlation were analyzed through an institutional approach, involving regulative, normative and culture-cognitive perspectives. Initially, the findings show that intentions held within the management about how to change police practice in Kikuyu correlated to a large degree with the understanding local police officers already posses concerning their professional duty. However, applying the institutional approach, possible discrepancies were found. Concerning this, while the regulative and normative aspects of how to police Kikuyu seem to correlate between the two groups, differences on the culture-cognitive level indicate that the management and the local police officers have differing perceptions concerning police practice. Conclusively, following a distinction between a proactive approach to policing, expressed by the management, and a reactive approach to policing, expressed by the local police officers, the paper issues a warning regarding how historical and current social structures might result in a misinterpretation and misuse of community-policing on the side of the local police officers, which could lead to contradictive and counterproductive end results following the continued implementation of community-policing.