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93.
The paper considers competition advantages and search for new theoretical-methodological approaches to the most efficient way to solve the problem of development of the agricultural-industrial complex (AIC) of Russia and its regions in the context of its accession to the WTO. It shows the basic characteristics of the technological systems in the AIC and the technological level of the AIC on the case of Kurgan oblast and reveals the WTO norms able to have a negative effect on the formation of the 6th technological system in AIC of Russia.  相似文献   
94.
The paper considers a potential improvement in the stability of the Russian government bond market by establishing a system of primary dealers. The existing world models of primary dealership are identified and their relations with national market peculiarities are determined based on the analysis of statistics and regulatory documents of 22 countries. The revealed regularities allow the authors to propose a private dealership model adapted to the specifics of the domestic economy.  相似文献   
95.
This paper investigates the effects of discretionary fiscal policy changes on economic activity and its subcomponents in Greece in the period 2000–2011. Changes in government spending and net taxes have Keynesian effects. An increase in government consumption has the most pronounced positive effects on output growth, private consumption and non-residential investment, while it reduces residential investment. Cuts in the public investment programme crowd in private investment, but are associated negatively with the net exports ratio. Both indirect and direct tax hikes lower private consumption, private investment and output growth. However, higher direct taxes by lowering disposable income they reduce import demand, thus, improving the trade balance.  相似文献   
96.
This research provides empirical support for the hypothesis that learning economics increases a student's critical thinking skills. Using the short form of the Watson-Glaser Critical Thinking Appraisal (WGCTA-S) as our measure of critical thinking skills, we find that students who gain a high level of economic understanding in their introductory economics class, as measured by the Test of Understanding College Economics (TUCE), have statistically significant gains in their WGCTA-S scores. Students who spend more time taking classes and are more fully engaged in the university experience also have greater gains in critical thinking. These results lend support to the idea that introductory economics courses can work in concert with other university level courses, especially within the context of a full-time curriculum, to enhance critical thinking skills. ( JEL A22)  相似文献   
97.
Urban growth is a major theme in economic development and a policy imperative for developed countries that seek to create sustainable cities. We argue that the past weighs heavily on the ability of societies to sustainably manage urban environments. The policy implications of urban history are revealed in comparisons of cities across times and between places. The special issue presents some of the best recent work on the economic and social history of Australian cities. We aim to encourage historians to incorporate urban variables into studies of historical processes and to persuade policymakers to consider historical trends in their analysis.  相似文献   
98.
The incipient process of intellectualization of global development is described and the role and behavior of intellectual (nonmaterial) services in the world economic relations is presented. Russia’s position on global nonmaterial service markets is analyzed in comparison with other countries. The scope for utilization of the Russian scientific, educational and other intellectual potential in its foreign economic activities is expounded.  相似文献   
99.
The paper analyzes the effect of the crisis on the economy and social sphere of a region and substantiates the essence of measures whose implementation will enable the escape from the crisis state to be accelerated.  相似文献   
100.
Ethical instruction is critical for trainee accountants. Various teaching methods, both active and passive, are normally utilised when teaching accounting ethics. However, students’ learning styles are rarely assessed. This study evaluates the learning styles of accounting students and assesses the interaction of teaching methods and learning styles in an ethics instruction environment. The ethical attitudes and preferred learning styles of a cohort (137) of final year accounting students were evaluated pre-instruction. They were then subject to three different teaching methods while studying ethics during an auditing course. When ethical attitudes and preferred learning styles were re-assessed post-instruction, the teaching methods were found to have influenced active learners more than passive ones. Furthermore, when learning styles matched teaching methods used, usefulness was assessed as high but when learning styles and teaching methods differed, usefulness deteriorated significantly. Students displayed a preference for passive learning styles, despite being so advanced in their education. The implications are that instructors should consider learning styles before deciding on appropriate teaching methods, in accounting ethics environments.  相似文献   
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