Investment financing, inflation, risks, and stabilization

This paper discusses financial problems of stepping up the investment process in Russia, approaches to intensifying financial redistribution, opportunities for using government savings to boost and upgrade economic growth, and suggests financial support measures for the modernization of the Russian economy.     

An evolutionary theory of the convergence towards low inflation rates

This paper presents an evolutionary interpretation of Barro-Gordons monetary policy game. The model describes a multi-country setup where governments and private agents are boundedly rational players. The behavioral rule of players decisions leads to the imitation of the strategy giving the highest payoff. In this evolutionary monetary policy game, we show how a low inflation state is reached from an international context dominated by inflationary policies. The analysis explains the convergence towards low inflation rates observed during the past twenty years. Moreover, the low inflation state appears to be the long-run equilibrium of the game under some conditions featuring the observed macroeconomic context.JEL Classification: E5, C72, C73 Correspondence to: A. dArtigues     

Using the DEPTH model to facilitate learning in an integrated Science and Technology pre-service primary teacher course

The paper describes the development of an Integrated Curriculum Science and Technology subject offering as part of the Bachelor of Education (Teaching) degree for primary pre-service teachers at Massey University in New Zealand. The paper discusses some of the difficulties and concerns which arise when pursuing this type of endeavour. This paper also highlights differences from earlier studies carried out at the same institution using the DEPTH framework. The concept of teaching/learning via a project is not new. The innovation here is the integration of Problem Based Learning (PBL) and the DEPTH approach. The previous study (O’Sullivan, Proceedings of Second International Primary Design and Technology Conference—Quality in the Making, Birmingham, 2001) highlighted the usefulness of the DEPTH framework as an evaluation tool to focus students’ responses to critiquing school teaching practice experience and also informing their own personal constructs. This study again found the framework useful but as a diagnostic tool.