Enslavement, Persisting Through Our Political Economy
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Redalyc.Theory of Money of David Ricardo
Lecturas de Economía ISSN: 0120-2596 [email protected] Universidad de Antioquia Colombia Takenaga, Susumu Theory of Money of David Ricardo: Quantity Theory and Theory of Value Lecturas de Economía, núm. 59, julio-diciembre, 2003, pp. 73-126 Universidad de Antioquia .png, Colombia Available in: http://www.redalyc.org/articulo.oa?id=155218004003 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative . El carro del heno, 1500 Hieronymus Bosch –El Bosco– Jerónimo, ¿vos cómo lo ves?, 2002 Theory of Money of David Ricardo: Quantity Theory and Theory of Value Susumu Takenaga Lecturas de Economía –Lect. Econ.– No. 59. Medellín, julio - diciembre 2003, pp. 73-126 Theory of Money of David Ricardo : Quantity Theory and Theory of Value Susumu Takenaga Lecturas de Economía, 59 (julio-diciembre, 2003), pp.73-126 Resumen: En lo que es necesario enfatizar, al caracterizar la teoría cuantitativa de David Ricardo, es en que ésta es una teoría de determinación del valor del dinero en una situación particular en la cual se impide que el dinero, sin importar cual sea su forma, entre y salga libremente de la circulación. Para Ricardo, la regulación del valor del dinero por su cantidad es un caso particular en el cual el ajuste del precio de mercado al precio natural requiere un largo periodo de tiempo. La determinación cuantitativa es completamente inadmisible, pero solo cuando el período de observación es más corto que el de ajuste. -
Tan Sierra Research 1
Running Head: Sierra Tan’s Research Paper #1 1 Education in India With a population of more than 1.2 billion, India has the second largest education system in the world (after China). According to a 2011 Census conducted by the United Nations Population Division, half of its population is under the age of 25, depicting an image of a youthful engine for economic growth. However, this growth can only be achieved if the many problems in its education system can be resolved. For example, India is one of the countries with a high illiteracy rate with a quarter of its population un-educated; there is a large gap between male and female literacy rate; and the teaching quality is very low, especially in public sectors. This research paper aims to help our readers understand education in India, and identify what factors have contributed to its current status. I will start with an overview of India’s education system and its major characteristics; then I will explore the causal factors from cultural, historical, and philosophical perspectives respectively; and conclude with some recommendations for its future development. Overview of India’s Education System Structure India is divided into 29 states and 7 “Union Territories”. Education in India is provided by the public as well as the private sector, with control and funding coming from three levels – central, state, and local, and it falls under the control of both the Union Government and the states, with some responsibilities lying with the Union and the states having autonomy for others. The apex body for curriculum related matters for school education in India is the National Council of Educational Research and Training (NCERT), which plays a central role in developing policies and programs. -
Bullionism, Specie-Point Mechanism and Bullion Flows in the Early 18Th-Century Europe
Bullionism, Specie-Point Mechanism and Bullion Flows in the Early 18th-century Europe Pilar Nogués Marco ADVERTIMENT. La consulta d’aquesta tesi queda condicionada a l’acceptació de les següents condicions d'ús: La difusió d’aquesta tesi per mitjà del servei TDX (www.tesisenxarxa.net) ha estat autoritzada pels titulars dels drets de propietat intel·lectual únicament per a usos privats emmarcats en activitats d’investigació i docència. No s’autoritza la seva reproducció amb finalitats de lucre ni la seva difusió i posada a disposició des d’un lloc aliè al servei TDX. No s’autoritza la presentació del seu contingut en una finestra o marc aliè a TDX (framing). Aquesta reserva de drets afecta tant al resum de presentació de la tesi com als seus continguts. En la utilització o cita de parts de la tesi és obligat indicar el nom de la persona autora. ADVERTENCIA. La consulta de esta tesis queda condicionada a la aceptación de las siguientes condiciones de uso: La difusión de esta tesis por medio del servicio TDR (www.tesisenred.net) ha sido autorizada por los titulares de los derechos de propiedad intelectual únicamente para usos privados enmarcados en actividades de investigación y docencia. No se autoriza su reproducción con finalidades de lucro ni su difusión y puesta a disposición desde un sitio ajeno al servicio TDR. No se autoriza la presentación de su contenido en una ventana o marco ajeno a TDR (framing). Esta reserva de derechos afecta tanto al resumen de presentación de la tesis como a sus contenidos. En la utilización o cita de partes de la tesis es obligado indicar el nombre de la persona autora. -
Language Planning and the British Empire: Comparing Pakistan, Malaysia and Kenya
Current Issues in Language Planning ISSN: 1466-4208 (Print) 1747-7506 (Online) Journal homepage: http://www.tandfonline.com/loi/rclp20 Language Planning and the British Empire: Comparing Pakistan, Malaysia and Kenya Richard Powell To cite this article: Richard Powell (2002) Language Planning and the British Empire: Comparing Pakistan, Malaysia and Kenya, Current Issues in Language Planning, 3:3, 205-279, DOI: 10.1080/14664200208668041 To link to this article: http://dx.doi.org/10.1080/14664200208668041 Published online: 26 Mar 2010. Submit your article to this journal Article views: 305 View related articles Citing articles: 6 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=rclp20 Download by: [University of Pennsylvania] Date: 02 December 2015, At: 15:06 Language Planning and the British Empire: Comparing Pakistan, Malaysia and Kenya1 Richard Powell College of Economics, Nihon University, Misaki-cho 1-3-2, Chiyoda-ku, Tokyo 101-8360 Japan Thispaper seeks to provide historicalcontext for discussions of languageplanning in postcolonialsocieties by focusing on policieswhich haveinfluenced language in three formerBritish colonies. If wemeasure between the convenient markers of John Cabot’s Newfoundland expeditionof 1497and the1997 return of Hong Kong toChinesesover- eignty,the British Empire spanned 500years, 2 and atitsgreatest extent in the1920s covereda fifthof theworld’ s landsurface. Together with the economic and military emergenceof theUnited -
1 Did Bullionism Matter?
1 DID BULLIONISM MATTER? : EVIDENCE FROM CADIZ SHADOW MARKET FOR SILVER, 1729-1742 • Pilar Nogués-Marco [email protected] Sciences-Po, Paris Chaire Finances internationales Draft 1-2 April 2008 (work in progress-please don’t quote without author permission) ABSTRACT........................................................................................................................................................... 2 INTRODUCTION................................................................................................................................................. 2 1. SPECIE POINT MECHANISM THEORY AND BULLION REGULATIONS......................................... 3 2. SPECIE POINT MECHANISM EVIDENCE IN MAISON ROUX ARCHIVE .......................................... 5 3. ARBITRATED PAR OF EXCHANGE ........................................................................................................ 10 3.1. MARKET PRICES FOR SILVER IN LONDON.................................................................................................... 10 3.2. MARKET PRICES FOR SILVER IN CADIZ ....................................................................................................... 12 3.3. ARBITRATED PAR OF EXCHANGE BETWEEN LONDON AND CADIZ............................................................... 13 3.4. PAR OF EXCHANGE BETWEEN LONDON AND CADIZ ................................................................................... 14 4. SPOT EXCHANGE RATES......................................................................................................................... -
The Construction of Muslim Women's Dissent in US Asylum
Westernized Women?: The Construction of Muslim Women’s EVIEW R Dissent in U.S. Asylum Law Taylor Markey ABSTRact UCLA LAW UCLA LAW This Comment examines a group of asylum cases in which the applicants, women of Muslim heritage, were portrayed or understood as Westernized because of their beliefs in gender equality. This Comment utilizes the work of female scholars of Muslim heritage, whose work on gender, Islam, and Orientalism has provided critical insights which can help us understand how women of Muslim heritage are constructed in U.S. asylum law. These scholars have described an imagined binary between the liberated Western woman and the oppressed Muslim woman which this Comment argues has been replicated and reinforced in asylum law. This Comment explores how intersectionality theory can provide a framework that helps explain how the asylum claims of women of Muslim heritage are often depoliticized along both gender and racialized lines. This Comment argues that rethinking the influence of gendered Orientalism on asylum law can help provide more accurate and fair decisions for female Muslim asylum-seekers. autHOR J.D., UCLA School of Law, Class of 2017; B.A., Philosophy & Neuroscience, University of Southern California, Class of 2014. I am very grateful to the following people for their contributions to this Comment: Tendayi Achiume, Asli Bâli, Kimberlé Crenshaw, Aryana Ghazi-Hessami, Hiroshi Motomura, and Sam Shpall. I would also like to thank Professors Karima Bennoune and Mariam Habibi for their encouragement and for sparking my interest in this topic. 64 UCLA L. REV. 1302 (2017) TABLE OF CONTENts Introduction...........................................................................................................1304 I. -
Money As 'Universal Equivalent' and Its Origins in Commodity Exchange
MONEY AS ‘UNIVERSAL EQUIVALENT’ AND ITS ORIGIN IN COMMODITY EXCHANGE COSTAS LAPAVITSAS DEPARTMENT OF ECONOMICS SCHOOL OF ORIENTAL AND AFRICAN STUDIES UNIVERSITY OF LONDON [email protected] MAY 2003 1 1.Introduction The debate between Zelizer (2000) and Fine and Lapavitsas (2000) in the pages of Economy and Society refers to the conceptualisation of money. Zelizer rejects the theorising of money by neoclassical economics (and some sociology), and claims that the concept of ‘money in general’ is invalid. Fine and Lapavitsas also criticise the neoclassical treatment of money but argue, from a Marxist perspective, that ‘money in general’ remains essential for social science. Intervening, Ingham (2001) finds both sides confused and in need of ‘untangling’. It is worth stressing that, despite appearing to be equally critical of both sides, Ingham (2001: 305) ‘strongly agrees’ with Fine and Lapavitsas on the main issue in contention, and defends the importance of a theory of ‘money in general’. However, he sharply criticises Fine and Lapavitsas for drawing on Marx’s work, which he considers incapable of supporting a theory of ‘money in general’. Complicating things further, Ingham (2001: 305) also declares himself ‘at odds with Fine and Lapavitsas’s interpretation of Marx’s conception of money’. For Ingham, in short, Fine and Lapavitsas are right to stress the importance of ‘money in general’ but wrong to rely on Marx, whom they misinterpret to boot. Responding to these charges is awkward since, on the one hand, Ingham concurs with the main thrust of Fine and Lapavitsas and, on the other, there is little to be gained from contesting what Marx ‘really said’ on the issue of money. -
Reimagining Indian Universities
About the Authors REIMAGINING INDIAN UNIVERSITIES About the Book Dr (Mrs) Pankaj Mittal, Secretary General, REIMAGINING The world is today undergoing rapid and concurrent Association of Indian Universities, is a notable economic, demographic, social and technological woman academic administrator in the country. In changes. The pace of change which is increasing her illustrious career spanning over three decades, exponentially day by day is outpacing the past and she served the Indian Higher Education System at INDIAN UNIVERSITIES high offices like Vice Chancellor of Bhagat Phool bringing us close to the future prematurely. In this Singh Mahila Vishwavidyalaya and Additional scenario, reimagining the universities is essential to Secretary, University Grants Commission. She is make them effective and future ready. also a Fulbright Scholar. Her areas of expertise Editors include Policy Planning and Management of Higher Reimagining Indian Universities is a collection Education and Human Resource Management. Dr Pankaj Mittal of essays by some of the greatest thinkers in the Mittal has made academic visits to USA, Canada, field of Indian higher education. Each essay in the United Kingdom, Australia, South Korea, Spain, Sistla Rama Devi Pani book examines one or more of the critical topics Germany, South Africa, Hong Kong, Malaysia, and provides solutions and methods to overcome Mauritius and Philippines. She had led a delegation of the issues involved in them. The book generates 15 Vice Chancellors to UK and Mexico for academic a corpus of new ideas that are significant for collaborations. She is the recipient of the prestigious President of India Award in 2017 for Digital Initiatives the reforming and reimagining the Indian higher in Higher Education; Honoris Causa from Karnataka education system. -
A Quantum Theory of Money and Value*
A quantum theory of money and value* David Orrell [email protected] Abstract The answer to the question ‘what is money?’ has changed throughout history. During the gold standard era, money was seen as gold or silver (the theory known as bullionism). In the early 20th century, the alternative theory known as chartalism proposed that money was a token chosen by the state for payment of taxes. Today, many economists take an agnostic line, and argue that money is best defined in terms of its function, e.g. as a neutral medium of exchange. This paper argues that none of these approaches adequately describe the nature of money, and proposes a new theory, inspired by non-Newtonian physics, which takes into account the dualistic real/virtual properties and complex nature of money. The theory is applied to the example of the emergence of cybercurrencies. Keywords: money, history, cybercurrencies 1. Introduction According to the definition used by most economists, money is anything that serves as a medium of exchange, a store of value, and a unit of account (Ragan & Lipsey, 2011, p. 609). But what special quality is it that gives money these properties? In other words, what makes money, money? Answers to the question are tied up with ideas about value, and have typically fallen into one of three camps. The first, known as metallism or bullionism, holds that the special ingredient is precious metal. Money should ideally be made of the stuff, or at least be backed by it. The second camp is chartalism (from the Latin charta for a record) which holds that coins and other money objects are just tokens, that the state agrees to accept as currency (Knapp, 1924, p. -
In ICT4D: Graduate Papers on Development, Globalisation, and ICT
Faculty of Economic Sciences, Communication and IT Department of Information Systems John Sören Pettersson Editor Defining the ‘D’ in ICT4D: Graduate Papers on Development, Globalisation, and ICT Working Papers August 2009 Defining the ‘D’ in ICT4D: Graduate Papers on Development, Globalisation, and ICT Edited by John Sören Pettersson, course examiner August 2009 1 © 2009 the authors Printed at Karlstad University 2 Foreword Development, Globalisation and ICT (Defining the ’D’ in ICT4D) IPID 1 – the International Network for Postgraduate students in ICT4 D – arranged this course in the academic year 2008/2009 as a response to several requests from IPID members for an introduction to development theories and for guidance in how to define the ‘D’ in the expression ICT4D . As Richard Heeks put it a few years ago: […] the explosion of work on ICTs for development (ICT4D) has (unconsciously) followed Marx’s dictum: “the philosophers have only interpreted the world differently; the point is, to change it.” There has been a bias to action, not a bias to knowledge. We are changing the world without interpreting or understanding it. Most of the ICT4D research being produced is therefore descriptive not analytical.” 2 The aim of the course “Development, Globalisation and ICT (Defining the ’D’ in ICT4D) – 7.5 ECTS” was thus to provide a sound foundation for advanced studies in ICT4D. The course was designed to provide insights into some of the most influential development theories. The selection was made on the basis of classical bodies of ideas with a strong impact on recent notions of development. The course moreover illuminated development theory from various angles, especially the perspectives of different social sciences, viz., anthropology, political sciences, and economics. -
Undoing Education – Learning: Decolonising the Mind Module
Undoing Education – Learning: Decolonising the Mind Role Name Affiliation National Coordinator Department of Sociology, Subject Coordinator Prof. Sujata Patel University of Hyderabad Department of Studies in Paper Coordinator Prof. R. Indira Sociology, University of Mysore Dr. Shalini Suryanarayan Hindu College, University of Content Writer Delhi Prof. R. Indira Department of Studies in Content Reviewer Sociology, University of Mysore Language Editor Prof. R. Indira Department of Studies in Sociology, University of Mysore Technical Conversion Module Structure Undoing Education – Learning: Introduction, Language and learning, The Indian situation, Decolonising the Mind Mahatma Gandhi on Education, Decolonising the mind: The Gandhian alternative, Rabindranath Tagore, The scenario in post-independence India, Theorizing the Language Debate, An alternate view, Evaluation, Conclusion. Description of the Module Items Description of the Module Subject Name Sociology Paper Name Education and Society Module Name/Title Undoing Education – Learning: Decolonising the Mind 10 Module ID Decolonising the mind is to do with establishing new Pre Requisites paradigms for knowledge production that are free from the biases of colonisers’ knowledge. The ultimate goal of decolonising the mind is the transformation of society; it is a discourse of freedom that is non-western and non-euro- centric. Objectives This module is designed to explain the fundaments of decolonisation of the mind. It shows the significance of language as the medium of education as the central category in the discourse of decolonisation. Key words Language, learning, decolonising the mind, freedom UNDOING EDUCATION – LEARNING: DECOLONISING THE MIND Key words: Language, learning, decolonising the mind, freedom A people which takes no pride in the noble achievements of remote ancestors will never achieve anything worthy to be remembered with pride by remote descendants. -
In Search of a “Crude Fancy of Childhood”: Deconstructing Mercantilism 1
Association for Heterodox Economics 9th Annual Conference 2007 In Search of a “Crude Fancy of Childhood”: Deconstructing Mercantilism 1 Jérôme Blanc2, Ludovic Desmedt3 Work in progress - Please do not quote It is widely held that in the pre-Smithian period, a coherent corpus of ideas dominated Europe. This presumed school of thought has been coined ‘mercantilism’ and has been opposed by a set of liberal propositions during the eighteenth century. « Mercantilism » is often used in order to characterize two sets of propositions: a theoretical and a political one, both being frequently mixed, the former presumably fuelling the latter. We don’t want to discuss the existence of a mercantile economy in the period ranging from 1500 to 1776: navigation acts, colbertism or Spanish bullionism are facts. We would rather like to discuss the idea according to which a coherent doctrine concerning money and wealth existed and was used as a justification for some practices. We are challenging the idea that « mercantilists » gave simplistic tools to policymakers, and that policymakers followed their advices. In short, as Judges already pointed some decades ago, the idea that mercantilism « had a creed » and « a priesthood dedicated to its service » (Judges, 1939, p.42) is highly doubtful. If each period constructs its interpretations of previous theories, the notion of « Mercantilism » is deeply rooted in the history of economic thought. Already in the middle of the twentieth century, J. A. Schumpeter criticized « […] that imaginary organon, ‘the mercantilist