1 Economics 764 Gerald Friedman United States Economic History
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The Slowdown in Productivity Growth and Policies That Can Restore It
FRAMING PAPER | JUNE 2020 The Slowdown in Productivity Growth and Policies That Can Restore It Emily Moss, Ryan Nunn, and Jay Shambaugh i The Hamilton Project • Brookings ACKNOWLEDGMENTS The authors are grateful to Lauren Bauer, Barry Bosworth, David Dreyer, Joy Fox, and Kriston McIntosh for insightful comments. We would also like to thank Jimmy O’Donnell, Vincent Pancini, and Jana Parsons for excellent research assistance as well as Alexandra Contreras for superb layout design. The views expressed in this document are the authors’ alone and do not necessarily reflect those of the Federal Open Market Committee or anyone else in the Federal Reserve System. MISSION STATEMENT The Hamilton Project seeks to advance America’s promise of opportunity, prosperity, and growth. The Project’s economic strategy reflects a judgment that long-term prosperity is best achieved by fostering economic growth and broad participation in that growth, by enhancing individual economic security, and by embracing a role for effective government in making needed public investments. We believe that today’s increasingly competitive global economy requires public policy ideas commensurate with the challenges of the 21st century. Our strategy calls for combining increased public investments in key growth-enhancing areas, a secure social safety net, and fiscal discipline. In that framework, the Project puts forward innovative proposals from leading economic thinkers — based on credible evidence and experience, not ideology or doctrine — to introduce new and effective policy options into the national debate. The Project is named after Alexander Hamilton, the nation’s first treasury secretary, who laid the foundation for the modern American economy. -
Historians of Technology in the Real World: Reflections on the Pursuit of Policy-Oriented History
Historians of Technology in the Real World: Reflections on the Pursuit of Policy-Oriented History Richard F. Hirsh Technology and Culture, Volume 52, Number 1, January 2011, pp. 6-20 (Article) Published by The Johns Hopkins University Press DOI: 10.1353/tech.2011.0039 For additional information about this article http://muse.jhu.edu/journals/tech/summary/v052/52.1.hirsh.html Access provided by Virginia Polytechnic Inst. __ACCESS_STATEMENT__ St.University __ACCESS_STATEMENT__ (Viva) (6 Feb 2014 13:11 GMT) 02_52.1hirsh 6–20:03_49.3dobraszczyk 568– 1/22/11 7:49 AM Page 6 Historians of Technology in the Real World Reflections on the Pursuit of Policy-Oriented History RICHARDF.HIRSH Nearly all historians writing about their craft begin by explaining the value of studying the past. According to the authors of a popular primer, history represents a collective memory that provides an awareness of past events, helping us shape our present and future.1 History has great practical signif- icance, notes another academic, because “intelligent action” draws on past experience.2 As a consequence of the way pedagogues extol the relevance of their work, many high-school students can paraphrase Santayana’s dictum that “[t]hose who cannot remember the past are condemned to repeat it.”3 Despite widespread acceptance of the notion that history provides tan- gible benefits, historians usually remain reluctant to apply “lessons” to real- world situations, especially in the realms of public and business policy. Eager to be viewed as unbiased, dispassionate observers of events, most aca- demic historians seem happy to write primarily for their peers. -
Econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible
A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics National Bureau of Economic Research (NBER) (Ed.) Periodical Part NBER Reporter Online, Volume 2011 NBER Reporter Online Provided in Cooperation with: National Bureau of Economic Research (NBER), Cambridge, Mass. Suggested Citation: National Bureau of Economic Research (NBER) (Ed.) (2011) : NBER Reporter Online, Volume 2011, NBER Reporter Online, National Bureau of Economic Research (NBER), Cambridge, MA This Version is available at: http://hdl.handle.net/10419/61994 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative Commons Licences), -
Minutes of the January 25, 2010, Meeting of the Board of Regents
MINUTES OF THE JANUARY 25, 2010, MEETING OF THE BOARD OF REGENTS ATTENDANCE This scheduled meeting of the Board of Regents was held on Monday, January 25, 2010, in the Regents’ Room of the Smithsonian Institution Castle. The meeting included morning, afternoon, and executive sessions. Board Chair Patricia Q. Stonesifer called the meeting to order at 8:31 a.m. Also present were: The Chief Justice 1 Sam Johnson 4 John W. McCarter Jr. Christopher J. Dodd Shirley Ann Jackson David M. Rubenstein France Córdova 2 Robert P. Kogod Roger W. Sant Phillip Frost 3 Doris Matsui Alan G. Spoon 1 Paul Neely, Smithsonian National Board Chair David Silfen, Regents’ Investment Committee Chair 2 Vice President Joseph R. Biden, Senators Thad Cochran and Patrick J. Leahy, and Representative Xavier Becerra were unable to attend the meeting. Also present were: G. Wayne Clough, Secretary John Yahner, Speechwriter to the Secretary Patricia L. Bartlett, Chief of Staff to the Jeffrey P. Minear, Counselor to the Chief Justice Secretary T.A. Hawks, Assistant to Senator Cochran Amy Chen, Chief Investment Officer Colin McGinnis, Assistant to Senator Dodd Virginia B. Clark, Director of External Affairs Kevin McDonald, Assistant to Senator Leahy Barbara Feininger, Senior Writer‐Editor for the Melody Gonzales, Assistant to Congressman Office of the Regents Becerra Grace L. Jaeger, Program Officer for the Office David Heil, Assistant to Congressman Johnson of the Regents Julie Eddy, Assistant to Congresswoman Matsui Richard Kurin, Under Secretary for History, Francisco Dallmeier, Head of the National Art, and Culture Zoological Park’s Center for Conservation John K. -
Social History Would Be Termed ‘Social Geography’ There Has Been Too Jones E 1975 Readings in Social Geography
Social History would be termed ‘social geography’ there has been too Jones E 1975 Readings in Social Geography. Oxford University little interaction between those researchers working on Press, Oxford, UK developing and developed countries. There are, how- Johnston R J 1987 Theory and methodology in social geo- ever, some indications that this is changing with graphy. In: Pacione M (ed.) Social Geography: Progress and Prospect. Croom Helm, London greater appreciation of the implications of the globali- Johnston R L, Gregory D, Smith D M 1994 The Dictionary of zation of communication and economic relationships Human Geography, 3rd edn. Blackwell, Oxford, UK and the significance of diasporic cultures. Meinig D (ed.) 1979 The Interpretation of Ordinary Landscapes. For many social geographers the growth of cultural Oxford University Press, New York geography presents an opportunity to combine many Pahl R 1965 Trends in social geography. In: Chorley R J, of the themes of the two sub-disciplines in fruitful Haggett P (eds.) Frontiers in Geographical Teaching. Methuen, investigation of social inequality and difference and to London focus on and destabilize definitions of a wider range of Pahl 1975 Whose City? 2nd edn. Penguin, Harmondsworth, UK ‘social groups’—such as disabled people and gay and Rex J 1968 The sociology of a zone in transition. In: Pahl R E (ed.) Readings in Urban Sociology. Pergamon Press, Oxford, lesbian people. Social geographers’ tradition of pol- UK itical engagement and ethnographic research can Smith D 1977 Human Geography: A Welfare Approach. Edward combine positively with cultural geographers’ sen- Arnold, New York sitivity to discourse and symbolic expression of dif- Shevky E, Bell W 1955 Social Area Analysis. -
Ebook Download Lectures on Inequality, Poverty and Welfare 1St
LECTURES ON INEQUALITY, POVERTY AND WELFARE 1ST EDITION PDF, EPUB, EBOOK Antonio Villar | 9783319455617 | | | | | Lectures on Inequality, Poverty and Welfare 1st edition PDF Book Arthur Lewis Charles L. There is little doubt that good child care can help children succeed and that one way income support can help children succeed is by enabling their parents to purchase better child care. Cambridge, Massachusetts: Harvard University Press. Economic theory Political economy Applied economics. Presidents of the International Economic Association. Growing evidence shows that low income can have lasting adverse effects on children and that bolstering family income can help poor children catch up in a range of areas. Figure 5. In some ways people had got used to the idea that India was spiritual and religion-oriented. Retrieved 26 April The school had many progressive features, such as distaste for examinations or competitive testing. The key approach consists in linking inequality and poverty measurement with welfare evaluation. Resources, Values, and Development. His influential monograph Collective Choice and Social Welfare , which addressed problems related to individual rights including formulation of the liberal paradox , justice and equity, majority rule, and the availability of information about individual conditions, inspired researchers to turn their attention to issues of basic welfare. In the Bengal famine, rural laborers' negative freedom to buy food was not affected. In order for citizens to have a capacity to vote, they first must have "functionings". In addition to his important work on the causes of famines, Sen's work in the field of development economics has had considerable influence in the formulation of the " Human Development Report ", [15] published by the United Nations Development Programme. -
UC San Diego Electronic Theses and Dissertations
UC San Diego UC San Diego Electronic Theses and Dissertations Title Thin, white, and saved : fat stigma and the fear of the big black body Permalink https://escholarship.org/uc/item/55p6h2xt Author Strings, Sabrina A. Publication Date 2012 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA, SAN DIEGO Thin, White, and Saved: Fat Stigma and the Fear of the Big Black Body A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Sociology by Sabrina A. Strings Committee in charge: Professor Maria Charles, Co-Chair Professor Christena Turner, Co-Chair Professor Camille Forbes Professor Jeffrey Haydu Professor Lisa Park 2012 Copyright Sabrina A. Strings, 2012 All rights reserved The dissertation of Sabrina A. Strings is approved, and it is acceptable in quality and form for publication on microfilm and electronically: Co-Chair Co-Chair University of California, San Diego 2012 i i i DEDICATION This dissertation is dedicated to my grandmother, Alma Green, so that she might have an answer to her question. i v TABLE OF CONTENTS SIGNATURE PAGE …………………………………..…………………………….…. iii DEDICATION …...…....................................................................................................... iv TABLE OF CONTENTS ……………………………………………………....................v ACKNOWLEDGEMENTS …………………...…………………………………….…...vi VITA…………………………..…………………….……………………………….…..vii ABSTRACT OF THE DISSERTATION………………….……....................................viii -
Working Against Racism from White Subject Positions: White Anti-Racism, New Abolitionism & Intersectional Anti-White Irish Diasporic Nationalism
Working Against Racism from White Subject Positions: White Anti-Racism, New Abolitionism & Intersectional Anti-White Irish Diasporic Nationalism By Matthew W. Horton A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Education and the Designated Emphasis in Critical Theory in the Graduate Division of the University of California, Berkeley Committee in charge: Dr. Na’ilah Nasir, Chair Dr. Daniel Perlstein Dr. Keith Feldman Summer 2019 Working Against Racism from White Subject Positions Matthew W. Horton 2019 ABSTRACT Working Against Racism from White Subject Positions: White Anti-Racism, New Abolitionism & Intersectional Anti-White Irish Diasporic Nationalism by Matthew W. Horton Doctor of Philosophy in Education and the Designated Emphasis in Critical Theory University of California, Berkeley Professor Na’ilah Nasir, Chair This dissertation is an intervention into Critical Whiteness Studies, an ‘additional movement’ to Ethnic Studies and Critical Race Theory. It systematically analyzes key contradictions in working against racism from a white subject positions under post-Civil Rights Movement liberal color-blind white hegemony and "Black Power" counter-hegemony through a critical assessment of two major competing projects in theory and practice: white anti-racism [Part 1] and New Abolitionism [Part 2]. I argue that while white anti-racism is eminently practical, its efforts to hegemonically rearticulate white are overly optimistic, tend toward renaturalizing whiteness, and are problematically dependent on collaboration with people of color. I further argue that while New Abolitionism has popularized and advanced an alternative approach to whiteness which understands whiteness as ‘nothing but oppressive and false’ and seeks to ‘abolish the white race’, its ultimately class-centered conceptualization of race and idealization of militant nonconformity has failed to realize effective practice. -
Syllabus for ECON 8501 Fall 2012 Course Requirements Course
Fatih Guvenen University of Minnesota Syllabus for ECON 8501 Fall 2012 This course covers topics at the nexus of macro and labor economics. The main goals of this course are to expose students to research questions at the current frontier, discuss a variety of open questions in this area that can lead to research papers (or possibly to a dissertation), and equip with the tools necessary to tackle these questions. Course Requirements To get credit for this course you will need to (i) make in-class presentations of papers that I will assign (typically one lecture in advance), (ii) write a referee report on one of the papers indicated with a (#) sign, and (iii) write an original research proposal. The deadline for choosing a paper for referee report is October 8th, class time. If you haven’t chosen a paper by then I will assign you one in class that day. The due date for the referee report is October 22nd, class time. The homework assignments will develop various empirical and computational skills and will allow you to familiarize with commonly used data sets and software packages. The research proposal should outline a clear research question and describe how you intend to answer the question posed (which data set you would use, a description of the model, the algorithm for solving it, etc). The proposal will be judged based on the originality of the idea (or the importance of the contribution), the feasibility of the exercise and how specific and detailed the proposal is. An ideal proposal would be one where somebody else could take it and follow the steps you describe to answer the question. -
Testing Civics: State-Level Civic Education Requirements and Political Knowledge
Testing Civics: State-Level Civic Education Requirements and Political Knowledge Professor David E. Campbell Department of Political Science 217 O’Shaughnessy Hall University of Notre Dame Notre Dame, IN 46556 Phone: 574-631-7809/ Fax: 574-631-4405 [email protected] Professor Richard G. Niemi Department of Political Science University of Rochester Rochester, NY 14627 Phone: 585-275-5364/Fax: 585-271-1616 niemi@[email protected] Forthcoming, American Political Science Review Abstract Do state-level exams in civics have an impact on young people’s civic knowledge? We hypothesize that civics exams have the biggest effect in states where they matter most—i.e., where they are a requirement for high school graduation—the incentive hypothesis. We further hypothesize that civics requirements have the biggest effect on young people with less exposure to information about the U.S. political system at home, specifically Latinos and, especially, immigrants—the compensation hypothesis. We test these hypotheses with two sources of data—first, from high school students with the 2006 and 2010 National Assessment of Educational Progress (NAEP) civics test, and second, from a large national survey of 18-24 year-olds. Across the two datasets, we find modest support for the incentive hypothesis and strong support for the compensation hypothesis. 1 Policymakers and political scientists alike have long recognized the importance of formal civic education for youth.1 Currently, “each state’s constitution or public education establishment statutes and codes acknowledge the civic mission of schools” (Campaign for the Civic Mission of Schools 2015). Historically, schools have served as the key institution to educate immigrants about the nation’s system of governance and thus equip them for involvement in the nation’s political life (Gutmann 1999; Hochschild and Scovronick 2003; Macedo 2005). -
The Institutionalist Reaction to Keynesian Economics
Journal of the History of Economic Thought, Volume 30, Number 1, March 2008 THE INSTITUTIONALIST REACTION TO KEYNESIAN ECONOMICS BY MALCOLM RUTHERFORD AND C. TYLER DESROCHES I. INTRODUCTION It is a common argument that one of the factors contributing to the decline of institutionalism as a movement within American economics was the arrival of Keynesian ideas and policies. In the past, this was frequently presented as a matter of Keynesian economics being ‘‘welcomed with open arms by a younger generation of American economists desperate to understand the Great Depression, an event which inherited wisdom was utterly unable to explain, and for which it was equally unable to prescribe a cure’’ (Laidler 1999, p. 211).1 As work by William Barber (1985) and David Laidler (1999) has made clear, there is something very wrong with this story. In the 1920s there was, as Laidler puts it, ‘‘a vigorous, diverse, and dis- tinctly American literature dealing with monetary economics and the business cycle,’’ a literature that had a central concern with the operation of the monetary system, gave great attention to the accelerator relationship, and contained ‘‘widespread faith in the stabilizing powers of counter-cyclical public-works expenditures’’ (Laidler 1999, pp. 211-12). Contributions by institutionalists such as Wesley C. Mitchell, J. M. Clark, and others were an important part of this literature. The experience of the Great Depression led some institutionalists to place a greater emphasis on expenditure policies. As early as 1933, Mordecai Ezekiel was estimating that about twelve million people out of the forty million previously employed in the University of Victoria and Erasmus University. -
Curriculum Vitae (Updated August 1, 2021)
DAVID A. BELL SIDNEY AND RUTH LAPIDUS PROFESSOR IN THE ERA OF NORTH ATLANTIC REVOLUTIONS PRINCETON UNIVERSITY Curriculum Vitae (updated August 1, 2021) Department of History Phone: (609) 258-4159 129 Dickinson Hall [email protected] Princeton University www.davidavrombell.com Princeton, NJ 08544-1017 @DavidAvromBell EMPLOYMENT Princeton University, Director, Shelby Cullom Davis Center for Historical Studies (2020-24). Princeton University, Sidney and Ruth Lapidus Professor in the Era of North Atlantic Revolutions, Department of History (2010- ). Associated appointment in the Department of French and Italian. Johns Hopkins University, Dean of Faculty, School of Arts & Sciences (2007-10). Responsibilities included: Oversight of faculty hiring, promotion, and other employment matters; initiatives related to faculty development, and to teaching and research in the humanities and social sciences; chairing a university-wide working group for the Johns Hopkins 2008 Strategic Plan. Johns Hopkins University, Andrew W. Mellon Professor in the Humanities (2005-10). Principal appointment in Department of History, with joint appointment in German and Romance Languages and Literatures. Johns Hopkins University. Professor of History (2000-5). Johns Hopkins University. Associate Professor of History (1996-2000). Yale University. Assistant Professor of History (1991-96). Yale University. Lecturer in History (1990-91). The New Republic (Washington, DC). Magazine reporter (1984-85). VISITING POSITIONS École des Hautes Études en Sciences Sociales, Visiting Professor (June, 2018) Tokyo University, Visiting Fellow (June, 2017). École Normale Supérieure (Paris), Visiting Professor (March, 2005). David A. Bell, page 1 EDUCATION Princeton University. Ph.D. in History, 1991. Thesis advisor: Prof. Robert Darnton. Thesis title: "Lawyers and Politics in Eighteenth-Century Paris (1700-1790)." Princeton University.