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Günther Weinert 《Intereconomics》2004,39(5):280-284
Encouraged by a highly expansionary economic policy, the global economy is enjoying a rapid upturn. Utilisation of capacity is high in many sectors, particularly in the growth centres of the USA and East Asia, where China leads the field. With inflationary risks on the increase, most countries are now shifting the focus of economic policy. Fiscal policy in particular can be expected to provide little in the way of further stimulus. In addition, there has been a turnaround in interest rates in many countries. Yet how quickly can the monetary reins be tightened without jeopardising growth or endangering price stability? 相似文献
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Kathrin Berensmann 《Intereconomics》2004,39(6):321-330
In 1996 the Heavily Indebted Poor Countries (HIPC) Initiative was launched by the Bretton Woods institutions to reduce the
external debt burden of low-income countries (LICs) to sustainable levels in a reasonably short period of time because debt
constitutes an obstacle to sustainable economic growth and poverty reduction. In some HIPCs, however, debt sustainability
has been in danger despite debt relief under the HIPC Initiative. Debt relief is a necessary but not a sufficient condition
for development. It can do no more than play a catalytic role. The question, then, is how to achieve debt sustainability beyond
the HIPC Initiative. 相似文献
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Vassy Reddy Piet Ankiewicz Estelle de Swardt Elna Gross 《International Journal of Technology and Design Education》2003,13(1):27-45
It appears that programme development in technology education is emerging from an atheoretical perspective. This could be attributed to the absence/neglect of conceptual frameworks (philosophical underpinning) in the development of programmes in technology education. This article explores the role of the content dimension of the 'essential features' of technology and technology education in OBE (Outcomes Based Education) related programme development. An instructional programme was developed using criteria derived from the essential features of technology and technology education. In order to gauge learners' experience, in relation to these essential features, a qualitative case study involving 20 learners was undertaken at a College of Education. Engagement with theprogramme proved to be an empowering experience for the learners who had hitherto not had the opportunity to experience a formal programme in technology education. Although it could not be proved conclusively that cognitive development had occurred, positive inter-dependence,shared responsibility, social skills and enhanced learning were evident. The study has shown that criteria derived from the 'essential features' of technology and technology education could serve as a reliable yardstick to measure the extent of learning in relation to these essential features 相似文献