Bilan Scientifique Annexes
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Economics & Finance 2011
Economics & Finance 2011 press.princeton.edu Contents General Interest 1 Economic Theory & Research 15 Game Theory 18 Finance 19 Econometrics, Mathematical & Applied Economics 24 Innovation & Entrepreneurship 26 Political Economy, Trade & Development 27 Public Policy 30 Economic History & History of Economics 31 Economic Sociology & Related Interest 36 Economics of Education 42 Classic Textbooks 43 Index/Order Form 44 TEXT Professors who wish to consider a book from this catalog for course use may request an examination copy. For more information please visit: press.princeton.edu/class.html New Winner of the 2010 Business Book of the Year Award, Financial Times/Goldman Sachs Fault Lines How Hidden Fractures Still Threaten the World Economy Raghuram G. Rajan “What caused the crisis? . There is an embarrassment of causes— especially embarrassing when you recall how few people saw where they might lead. Raghuram Rajan . was one of the few to sound an alarm before 2007. That gives his novel and sometimes surprising thesis added authority. He argues in his excellent new book that the roots of the calamity go wider and deeper still.” —Clive Crook, Financial Times Raghuram G. Rajan is the Eric J. Gleacher Distinguished Service Profes- “Excellent . deserve[s] to sor of Finance at the University of Chicago Booth School of Business and be widely read.” former chief economist at the International Monetary Fund. —Economist 2010. 272 pages. Cl: 978-0-691-14683-6 $26.95 | £18.95 Not for sale in India ForthcominG Blind Spots Why We Fail to Do What’s Right and What to Do about It Max H. Bazerman & Ann E. -
PASA 2005 Final Report.Pdf
PAN AFRICAN SANCTUARY ALLIANCE 2005 MANAGEMENT WORKSHOP REPORT 4-8 June 2005 Mount Kenya Safari Lodge, Nanyuki, Kenya Hosted by Pan African Sanctuary Alliance / Sweetwaters Chimpanzee Sanctuary Photos provided by Tacugama Chimpanzee Sanctuary – Sierra Leone (cover), PASA member sanctuaries, and Doug Cress. A contribution of the World Conservation Union, Species Survival Commission, Conservation Breeding Specialist Group (CBSG) and Primate Specialist Group (PSG). © Copyright 2005 by CBSG IUCN encourages meetings, workshops and other fora for the consideration and analysis of issues related to conservation, and believes that reports of these meetings are most useful when broadly disseminated. The opinions and views expressed by the authors may not necessarily reflect the formal policies of IUCN, its Commissions, its Secretariat or its members. The designation of geographical entities in this book, and the presentation of the material, do not imply the expression of any opinion whatsoever on the part of IUCN concerning the legal status of any country, territory, or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. Prepared by participants in the PASA 2005 Management Workshop, Mount Kenya, Kenya, 4th – 8th June 2005 W. Mills, D. Cress, & N. Rosen (Editors). Conservation Breeding Specialist Group (SSC/IUCN). 2005. Pan African Sanctuary Alliance (PASA) 2005 Workshop Report. Additional copies of the Pan African Sanctuary Alliance (PASA) 2005 Workshop Report can be ordered through the IUCN/SSC Conservation -
World Bank Document
The views expressed in these papers are those of the authors SW P-1 96 and do not necessarily reflect those of the Wlorld Bank. Public Disclosure Authorized INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOP1INT Working Paper No. 196 Investment in Education; National Strategy Options for Developing Countries Public Disclosure Authorized John Simmons Mark Blaug Arnold Harberger Samuel Bowles Dean Jamison Martin Carnoy Ernesto Schiefelbein Remi Clignet Marcelo Selowsky Ronald Dore Michael Todaro Edgar Edwards Public Disclosure Authorized The papers review the main feature of educational systems in developing countries and the investment issues. Options for national educational strategies are proposed. They were discussed at a workshop jointly sponsored by the Development Economics Department and the Education Department of the IBRD held in Washington in October, 1973. Reports of rapporteurs suggest the nature of the discussion. Population and Human Resources Division Education Department Development Economics Department Central Projects Staff Development Policy Staff Public Disclosure Authorized February 1975 TABLE OF CONTENTS Page Contributors iii Summary Nutrition and Other Early Factors Marcelo Selowsky, Pre-School Age Investment in Human 4 Capital Rapporteur's Comments 21 Migration and Fertility Michael P.Todaro, Education, Migration and Fertility 21 Rapporteur's Comments 31 Internal Efficiency Dean Jamiaon, Radio and Television for Education in Developing Countries 7 Ronald Dore, Deschool? Try Using Schools for Education 50 First: The -
Activities 2010
Activities 2010 Activities - 2010 Table of contents General Information .........................................................................................................................4 Unit Description ....................................................................................................................4 General Objectives .............................................................................................................5 Main Achievements ............................................................................................................7 Integrative/multidisciplinary activities ..............................................................................8 Outreach activities ........................................................................................................... 10 Outreach/Science and Society ..................................................................................... 11 Networking Actions .......................................................................................................... 13 Training Activities ............................................................................................................... 14 Organization of International Events ............................................................................. 15 Internal Services and Resources .................................................................................... 16 External Services and Resources ................................................................................... -
Richard H. Thaler
RICHARD H. THALER Chicago Booth School of Business: 5807 South Woodlawn Avenue, Chicago, IL 60637 Phone: 773‐702‐5208 ▪ Fax: 773‐702‐0013 ▪ [email protected] Charles R. Walgreen Distinguished Service Professor of Behavioral Science and Economics, Booth Graduate School of Business, University of Chicago. Research Associate, National Bureau of Economic Research PERSONAL DATA Born: September 12, 1945; East Orange, New Jersey EDUCATION Ph.D. University of Rochester, 1974 M.A. University of Rochester, 1970 B.A. Case Western Reserve University, 1967 Dissertation Title: "The Value of Saving A Life: A Market Estimate" Supervisor: Sherwin Rosen HONORS Nobel Prize in Economic Science, 2017; Member, National Academy of Science, American Academy of Arts and Sciences; Fellow, American Finance Association; Fellow, Econometrica Society; Vice President, American Economics Association; President, American Economics Association; TIAA‐CREF Paul Samuelson Award; Keil Global Economy Prize; CFA Institute Nicholas Molodovsky Prize PhD Honoris Causa, Case Western University, University of Rochester, Erasmus University PRIOR EMPLOYMENT HISTORY Jan 1998 ‐ Jun 1998 Fellow Center for Advanced Study in the Behavioral Sciences Stanford, California Jan 1988 ‐ Jun 1995 Henrietta Johnson Louis Professor of Economics Johnson Graduate School of Management Cornell University and Director, Center for Behavioral Economics and Decision Research Sep 1994 ‐ Jun 1995 Visiting Professor Sloan School of Management, MIT Jan 1993 ‐ Jul 1993 Visiting Professor Sloan School -
Education and Subjective Well-Being. Observations from Madagascar
MISCELLANEA GEOGRAPHICA – REGIONAL STUDIES ON DEVELOPMENT Vol. 25 • No. 3 • 2021 • pp. 188-193 • ISSN: 2084-6118 • DOI: 10.2478/mgrsd-2020-0056 Education and subjective well-being. Observations from Madagascar Abstract This paper examines the association between education and subjective Małgorzata Klein well-being (SWB). To this end, the data collected during the My Baobab Foundation’s (FMB) operations in Madagascar in 2007–2020 are analyzed a posteriori. The paper offers some insight into what is required for a low- income country to follow the pathway to education, and examines how Faculty of Geography and Regional Studies, educational efforts can translate into an improvement in SWB. University of Warsaw, Warsaw, Poland e-mail: [email protected] Keywords Subjective well-being (SWB) • education • developing countries • Madagascar Received: 22 April 2020 © University of Warsaw – Faculty of Geography and Regional Studies Accepted: 2 March 2021 “Happiness can also be here.”1 education can influence happiness, and if so, in what way(s), and to what extent. The key to answering this question, according Introduction to the author, lies in using appropriate definitions for the basic This paper examines the impact of education on subjective terms “education,” “influences,” and “happiness.” Once this well-being (SWB) in developing countries. These regions have has been done, it is obvious, he claims, that education has attracted a paucity of research in this area, despite being most an enormous influence on SWB. The definition of “education” in need of it, and the results of what few studies have been needs to be expanded to include non-formal education, self- conducted are equivocal and inconclusive. -
The New Financial Order Shiller.Front 12/30/02 4:01 PM Page Ii Shiller.Front 12/30/02 4:01 PM Page Iii
Shiller.front 12/30/02 4:01 PM Page i The New Financial Order Shiller.front 12/30/02 4:01 PM Page ii Shiller.front 12/30/02 4:01 PM Page iii The New Financial Order risk in the 21st century Robert J. Shiller Princeton University Press . Shiller.front 12/30/02 4:01 PM Page iv Copyright © 2003 by Robert J. Shiller Published by Princeton University Press 41 William Street Princeton, New Jersey 08540 In the United Kingdom: Princeton University Press 3 Market Place Woodstock, Oxfordshire OX20 1SY All Rights Reserved Library of Congress Cataloging-in-Publication Data Shiller, Robert J. The new financial order : risk in the 21st century / Robert J. Shiller. p. cm. Includes bibliographical references and index. ISBN 0-691-09172-2 (alk. paper) 1. Risk management. 2. Information technology. I. Title. HD61 .S55 2003 368—dc21 2002042563 British Library Cataloging-in-Publication Data is available Book design by Dean Bornstein This book has been composed in Adobe Galliard and Formata by Princeton Editorial Associates, Inc., Scottsdale, Arizona Printed on acid-free paper. ∞ www.pupress.princeton.edu Printed in the United States of America 10987654321 Shiller.front 12/30/02 4:01 PM Page v I returned, and saw under the sun, that the race is not to the swift, nor the battle to the strong, neither yet bread to the wise, nor yet riches to men of understanding, nor yet favor to men of skill; but time and chance happeneth to them all. —Ecclesiastes 9:11 Shiller.front 12/30/02 4:01 PM Page vi Shiller.front 12/30/02 4:01 PM Page vii Contents Preface ix Acknowledgments -
Raoul Kone (Côte D'ivoire Ministry of Education)
From Evidence to Action PEC, le Programme d’Enseignement Ciblé in Côte d’Ivoire M. Raoul Kone Deputy Chief of Staff, MENET-FT 1 Outline 1. Challenge 2. TaRL Inspiration 3. Opportunity 4. The Model/s 5. Getting Started 6. Learning, iterating, adapting and growing 7. What’s next 2 Challenge: Most children enrolled in school, but learning levels remain low • In 2014, over 95% of Ivorian children between ages 6 to 16 were enrolled in school but learning levels remain low: • 88.3% of pupils can’t read at the end of 1st grade* • 47,3 % can’t read or write at the end of primary school ** • 73,1 % can’t do basic calculations at the end of primary school** Source: * Direction de la Veille et du Suivi des Programmes (DVSP) paru le 14 janvier 2016 ** PASEC 2014 Performances du Système Educatif Ivoirien – Compétences et Facteurs de Réussite au Primaire 3 Challenge: Performance gaps in rural areas Student performance in urban and rural • 66% of primary schools located in rural areas- end of primary school (grade 6) areas* 600 500 • End of primary school: 400 • lower reading skills compared to counterparts in urban areas 300 • Lower math skills** 200 100 0 Source: French Mathematics *MENET/DSPS/SDS&P/ANNUAIRE STATISTIQUE DU PRIMAIRE 2014-2015 Average score of students in urban areas **PASEC 2014, p. 145, Tableau B4.26 Average score of students in rural areas 4 TRECC: an opportunity to adapt, pilot and scale new approaches in Côte d’Ivoire • Jacobs Foundation launched the Transforming Education in Cocoa Communities (TRECC) initiative – TRECC works with cocoa and chocolate industry partners, the Ivorian government, researchers, local organizations and entrepreneurs to boost quality of education in Ivory Coast – The initiative will test in Côte d’Ivoire 10 models from around the world that have been proven effective on topics related to education and early child development and vocational training. -
Medium Term Plan 2016––2020 2
1 Improving Children’s Learning— Transforming Their World Our Medium Term Plan 2016––2020 2 Contents 3 The Jacobs Foundation—our vision for 2020 4 From excellent projects to systemic change 5 Jacobs Foundation 2020—our strategic goals 6 Understanding how children learn 7 … We are building a learning organization 8 Improving early childhood education and care 9 … We will share knowledge 10 Transforming children’s learning in Ivory Coast 11 … We will make our funding go further 12 People are the foundation of change … The Jacobs Talent Network … The Jacobs University 3 The Jacobs Foundation— our vision for 2020 The Jacobs Foundation was established in 1989 by Klaus J. Jacobs and his family. We seek to benefit future generations by providing children and young people with better opportunities for development, so that they can become productive and socially responsible members of society. By 2020, we aim to have become the key organization linking excellent research with improving, globally, the development of children and young people under the age of 12. That means focussing our efforts on effective implementation, dialogue and advocacy. As a research-informed organization, we will base our funding decisions on solid evidence and will use comprehensive approaches to secure systemic change. We are focussing on three big themes. Our first priority, “Science of Learning”, is to fund new research into how individual children can learn better. Our second priority theme is “Early Childhood Education and Care”. This focusses on developing exemplary best practice in the northern hemisphere, in Switzerland and Germany, with the learning disseminated to other European countries. -
Observing Violations of Transitivity by Experimental Methods Author(S): Graham Loomes, Chris Starmer and Robert Sugden Source: Econometrica, Vol
Observing Violations of Transitivity by Experimental Methods Author(s): Graham Loomes, Chris Starmer and Robert Sugden Source: Econometrica, Vol. 59, No. 2 (Mar., 1991), pp. 425-439 Published by: The Econometric Society Stable URL: http://www.jstor.org/stable/2938263 Accessed: 02-03-2015 09:13 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The Econometric Society is collaborating with JSTOR to digitize, preserve and extend access to Econometrica. http://www.jstor.org This content downloaded from 134.219.176.79 on Mon, 02 Mar 2015 09:13:51 UTC All use subject to JSTOR Terms and Conditions Econometrica, Vol. 59, No. 2 (March, 1991), 425-439 OBSERVING VIOLATIONS OF TRANSITIVITY BY EXPERIMENTAL METHODS BY GRAHAM LOOMES, CHRIS STARMER, AND ROBERT SUGDEN' The preference reversal phenomenon is usually interpreted as evidence of nontransitiv- ity of preference, but has also been explained as the result of: the difference between individuals' responses to choice and valuation problems; the devices used by experi- menters to elicit valuations; and the "random lottery selection" incentive system. This paper reports an experiment designed so that none of these factors could generate systematic nontransitivities; yet systematic violations of transitivity were still found. -
Cbr Policy Development and Implementation
CBR POLICY DEVELOPMENT AND IMPLEMENTATION Editors Sally Hartley Joan Okune Published by University of East Anglia Norwich 1 CBR POLICY DEVELOPMENT AND IMPLEMENTATION Foreword Foreword 2 3 CBR POLICY DEVELOPMENT AND IMPLEMENTATION Acronyms Used Editorial 4 5 CBR POLICY DEVELOPMENT AND IMPLEMENTATION CONTRIBUTORS Contributors PINDA AKOUA BOWESSIDAJAOU Pinda is an expert technician in Physiotherapy having undergone intensive training in Lomé at the National School of Medical ADEWALE ADEOYE Auxiliaries (ENAM) and the Clinikum University of Berlin and Freeburg in Germany. She heads the Disabilities and Trauma Adewale Adeoye is a PhD student at the Faculty of Health, Program on Prevention/Rehabilitation and has been Director of University of East Anglia, United Kingdom. His PhD thesis is on the National Centre of Orthopaedic Appliances & Physiotherapy “Developing an Evidence Base for Community-Based (CNAO) of Lomé-TOGO since March 2001. The CNAO Rehabilitation; an example from Uganda”. This revolves around programme covers the whole country with support from WHO, providing evidence to justify Community-Based Rehabilitation Handicap International, ICRC Special Fund for the Disabled; (CBR) programme as well as develop viable tool to measure Ministry of education, Social Affairs, Sports and Hobbies; Federation effectiveness of such programmes. He is also assists in research of Disabled Associations. and documentation for Community Based Rehabilitation Africa Network (CAN), He has an MPH degree from University of Dundee, U.K. He previously practiced medicine in Nigeria and was ALFRED ANGAMAN KADIO involved in various community health developmental projects Mr. Angaman is presently Head of the Rehabilitation services at relating to paediatric care such as immunisation, nutritional the Ministry of Social Welfare in Ivory Cost. -
Basic Education in Ivory Coast: from Education for All to Compulsory Education, Challenges and Perspectives
Journal of Education and Learning; Vol. 6, No. 2; 2017 ISSN 1927-5250 E-ISSN 1927-5269 Published by Canadian Center of Science and Education Basic Education in Ivory Coast: From Education for All to Compulsory Education, Challenges and Perspectives Rassidy Oyeniran1 1 Faculty of Education, International and Comparative Education Research Institution, Beijing Normal University, Beijing, China Correspondence: Rassidy Oyeniran, Faculty of Education, Beijing Normal University, Beijing, China. 19 Xin Jie Kou Wai Street, Beijing, 100875, China. Tel: 86-1881-130-7729. E-mail: [email protected] Received: December 28, 2016 Accepted: Janury 26, 2017 Online Published: March 1, 2017 doi:10.5539/jel.v6n2p283 URL: http://doi.org/10.5539/jel.v6n2p283 Abstract Ivorian authorities, for years, are employing various strategies as part of reforms to ensure universal education in Ivory Coast (Cote d’Ivoire). In this regard, great efforts are done each year through public funding and partnership development support to face the challenge of Education for All whose term of the implementation was 2015. The objective of this paper is to investigate the various facets of Education for All in Ivory Coast and the implications of the implementation of compulsory education, which is the new challenge of Ivorian education system. How to bridge the gap of schooling? What measures would be effective to ensure 100% enrolment as multiple factors constitution obstacle to the achievement of the Millennium Development Goals (MDGs). Using qualitative methods based on relevant data from books, articles and others secondary sources from reports as well as other information from the World Wide Web, this study examined the current issues of Education for All in the post-crisis context.