Here are a few key points that liberal economists would make based on this table:
- Centrally planned economies (CPEs) like the Soviet Union were able to achieve rapid growth for a period through mobilizing resources and catching up technologically. However, growth was not sustainable long-term.
- Without market signals to efficiently allocate resources, CPEs experienced declining productivity over time as shortages/surpluses arose and technological progress stalled.
- In contrast, market economies like Japan experienced steady, continued growth as market forces incentivized innovation, competition and efficient allocation of resources over the long run.
- The sudden drop-off for the Soviet Union in the 1970s reflects the unsustainability of central
Relations among states take place in the absence of a world government. For realists, this means that the international system is anarchical. International relations are best understood by focusing on the distribution of power among states. Despite their formal legal equality, the uneven distribution of power means that the arena of international relations is a form of ‘power politics’. Power is hard to measure; its distribution among states changes over time and there is no consensus among states about how it should be distributed. International relations is therefore a realm of necessity (states must seek power to survive in a competitive environment) and continuity over time. When realists contemplate change in the international system, they focus on changes in the balance of power among states, and tend to discount the possibility of fundamental change in the dynamics of the system itself.
The following key thinkers all subscribe to these basic assumptions in their explorations of the following questions:
(1) What are the main sources of stability and instability in the international system?
(2) What is the actual and preferred balance of power among states?
(3) How should the great powers behave toward one another and toward weaker states?
(4) What are the sources and dynamics of contemporary changes in the balance of power?
Despite some shared assumptions about the nature of international relations, realists are not all of one voice in answering these questions, and it would be wrong to believe that shared assumptions lead to similar conclusions among them. In fact, there is sharp disagreement over the relative merits of particular balances of power (unipolarity, bipolarity and multipolarity). There is also much debate over the causal relationship between states and the international pressures upon them, and the relative importance of different kinds of power in contemporary international relations.
Soraya Ghebleh - Selected Theories in International RelationsSoraya Ghebleh
This presentation describes some of the major theories in international relations and their subsets including liberalism, realism, constructivism, and critical issues theories.
Kenneth N. Waltz was an American political scientist who was a member of the faculty at both the University of California, Berkeley and Columbia University and one of the most prominent scholars in the field of international relations. He was a veteran of both World War II and the Korean War.
Waltz was a founder of neorealism, or structural realism, in international relations theory. Waltz's theories have been extensively debated within the field of international relations. In 1981, Waltz published a monograph arguing that in some cases the proliferation of nuclear weapons could increase the probability of international peace.
Relations among states take place in the absence of a world government. For realists, this means that the international system is anarchical. International relations are best understood by focusing on the distribution of power among states. Despite their formal legal equality, the uneven distribution of power means that the arena of international relations is a form of ‘power politics’. Power is hard to measure; its distribution among states changes over time and there is no consensus among states about how it should be distributed. International relations is therefore a realm of necessity (states must seek power to survive in a competitive environment) and continuity over time. When realists contemplate change in the international system, they focus on changes in the balance of power among states, and tend to discount the possibility of fundamental change in the dynamics of the system itself.
The following key thinkers all subscribe to these basic assumptions in their explorations of the following questions:
(1) What are the main sources of stability and instability in the international system?
(2) What is the actual and preferred balance of power among states?
(3) How should the great powers behave toward one another and toward weaker states?
(4) What are the sources and dynamics of contemporary changes in the balance of power?
Despite some shared assumptions about the nature of international relations, realists are not all of one voice in answering these questions, and it would be wrong to believe that shared assumptions lead to similar conclusions among them. In fact, there is sharp disagreement over the relative merits of particular balances of power (unipolarity, bipolarity and multipolarity). There is also much debate over the causal relationship between states and the international pressures upon them, and the relative importance of different kinds of power in contemporary international relations.
Soraya Ghebleh - Selected Theories in International RelationsSoraya Ghebleh
This presentation describes some of the major theories in international relations and their subsets including liberalism, realism, constructivism, and critical issues theories.
Kenneth N. Waltz was an American political scientist who was a member of the faculty at both the University of California, Berkeley and Columbia University and one of the most prominent scholars in the field of international relations. He was a veteran of both World War II and the Korean War.
Waltz was a founder of neorealism, or structural realism, in international relations theory. Waltz's theories have been extensively debated within the field of international relations. In 1981, Waltz published a monograph arguing that in some cases the proliferation of nuclear weapons could increase the probability of international peace.
Ashim Turgunzhanov from International Relations Department of International Ataturk Alatoo University is talking about the Constructivism in IR .Subject: History and Theory of International Relations Lecturer: Dr. Ibrahim Koncak
The term ‘critical theory’ describes the neo-Marxist philosophy of the Frankfurt School. Frankfurt theorists drew on the critical methods of Karl Marx and Sigmund Freud....
social science perspectives educational policy .pptxSamuelpetros1
I am samuel petros and aPhD candidate in educational leadership and policy studies in wolaita sodo university. This ppt was prepared for fr the assignment presentation of doctor Mittiku ,Jimma university.
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Name Date Memo NoTexts AnalyzedSummary of Text .docxroushhsiu
Name:
Date:
Memo No:
Texts Analyzed:
Summary of Text:
Main Assumptions:
Questions or comments for discussion (e.g. What was unclear/unconvincing/could be explored further? What seems unrealistic, given assumptions you mentioned?):
Chapter 2 Theories of Development.html
Introduction
In 2007, the former UK prime minister Gordon Brown made a speech at the University of Greenwich on the importance of education:
And I believe that … we must confront head on three assertions that I believe have held our country back for too long. The first is an assumption that there is only limited room at the top, that there is no point in educating everyone as far as their talents will take them because the economy simply needs only a few who are trained for the top. Now I think the fast changing global economy has decisively defeated that argument. Even if in the past there might have been national limited room at the top, now there is clearly global room at the top. Indeed there are millions more skilled jobs and opportunities in our country and round the world for people with skills and qualifications.
What we can observe here is an underpinning rationale for education: namely, that it provides individuals with the skills they need to succeed in work and by extension that economic growth is brought about by the investments that countries and individuals make in their skills. This view corresponds to that of human capital theory, one of the key frameworks that have driven international education practice over the past fifty years. That Gordon Brown did not cite human capital theory – or indeed whether he is even aware of it – is beside the point. This and many other theories orient practice and policy, whether or not they are invoked explicitly or used consciously.
This chapter outlines some of the major theories of international development that have influenced the work of supranational agencies, national governments and local actors since the end of the Second World War. It is not intended as a comprehensive overview of development theory but instead a treatment that focuses on the principal types of theory (by political and epistemological orientation) and those that have had most relevance for the field of education. In each case, the major characteristics of the theory are outlined, as well as some of its well-known proponents and its implications for education. (Some of the implications of these theories for research specifically are also drawn out in Chapter 5.)
Yet two questions need to be addressed before turning to the specific theories: first, what exactly is ‘theory’, and second, why – given the apparently practical nature of the task of development – should we be interested in theory at all? In relation to the first of these questions, we might distinguish between what might be called ‘big T’ theory and ‘little T’ theory. There are theories that present themselves as ‘theory X’, have a coherent body of literature – usua ...
BMIS 580Course Project Phase 2 Literature Review Assignment InsJeniceStuckeyoo
BMIS 580
Course Project Phase 2: Literature Review Assignment Instructions
Overview
Phase 1 was the Project Proposal – You already COMPLETED FOR ME
Phase 2 is the Literature Review
This phase of the course project requires you to write a Literature Review. The literature review must be at least 1,900 words of text (graphics, tables, etc. [non-textual items] can be inserted in an APA-formatted appendix), contain a minimum of 10 peer-reviewed sources (scholarly journal articles), follow current APA format, contain a title page, reference page, and an appendix section if needed for non-textual items.
Instructions
Ideally a literature review must contain 3 main sections; however, for this course you only need to focus on Section 1.
1. Tell what the research says (theory).
2. Tell how the research was carried out (methodology).
3. Tell what is missing, the “gap” that your research intends to fill.
Writing a literature review entails conducting research, but to be more specific it states the following information.
· Establishes a theoretical framework for your HCI problem/topic (subject area).
· Defines key terms, definitions and terminology.
· Identifies studies, models, case studies, etc. that support your problem/topic.
· Defines/establishes your problem or area of study.
To conduct your research you will need to review related literature to your HCI IS problem. The Jerry Falwell Library should be used to conduct your research along with this course textbook and previous course textbooks. Your peer reviewed research must lead to an appropriate IS solution to your problem and should answer the following question: what literature attempts to solve my problem? Your literature review must contain the following sections with supporting writing.
Introduction
· Establishes a theoretical framework for your problem/topic (subject area)
· Briefly state the importance of IS.
· Briefly re-state your Project Problem and Project Purpose that you wrote in Phase 1.
· Why do you need this?
· Define any key terms, definitions, and terminology that the reader may need to know before reading your literature review.
· It may be best to do this after writing the entire literature review.
Review of Literature
· Tell me what the research says (theory) about your problem.
· Finding research about your problem defines/establishes your problem or area of study (re-affirms that the problem does exist and why fixing this problem is important)
· Identify any studies, models, case studies, etc. that support your problem/topic.
Conclusion/Results
· State the literature that you found and why it attempts to solve your problem.
· How can you use this literature to help you solve your problem?
· Does the literature lead you to an appropriate IS solution for your problem?
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Submit your assignment to the Turnitin Draft link to check for potential issues with plagiarism. When you are ready ...
This paper sought to re-evaluate value systems for Kenyan youths in order to experience social transformation. This discourse takes a moralist perspective and believes that there is an ideal body of values, one that over-rides others. In this paper, it would be appropriate to ask pertinent questions such as; what forms societies’ value systems? What value systems are there for Kenyan youths? How can value systems of youths be useful for social transformation? The first two questions concern a present analysis of value basis of societies while the last question is a positivist futuristic question of building a gap. Using a qualitative approach, this study sought for relevant literature from other scholarly articles which formed the basis of conclusions and recommendations. In overall sense, value systems are good, and if re-evaluated, social transformation is bound to occur. This transformation is likely measured by the meaningful socio-eco-political input to the society and the acceptance thereof. Value systems of Kenyan youths have been influenced by; one, familial relations; two, peer pressure; and three, the external factors. This study recommends that for social transformation to occur, re-evaluation of such value systems ought to take place both horizontally and vertically.
Learning Activity #1Using the company you selected for the.docxsmile790243
Learning Activity #1
Using the company you selected for the Week 3 Learning Activity (Southwest Airlines or Subway), it is now time to evaluate the strengths, weaknesses, opportunities and threats you uncovered and determine what strategy is best suited based on the outcome of the IFE and EFE.
Discuss which generic business-level strategy is best suited to keep the company you selected competitive. Offer supporting rationale for your explanation and be sure to reference your statements using proper APA formatting
Southwest
The business-level strategies are based on competitive advantage (cost and uniqueness) and scope of operations (broad target and narrow target). These decisions occurred from: cost leadership, differentiation, focused cost leadership, and focused differentiation. Southwest is the focused cost leadership because of the cost and narrow target.
Southwest uses one type of aircraft the Boeing 737 and not only has rewards card, but also has low cost flights and include two bags free. Using only one type of aircraft is cost effective for maintenance costs and fuel. The routes that Southwest chooses to use are high consumer demand and they have quick turnaround time which allows them to be in the air more than their competitors. This allows them to keep the maintenance cost low and helps increase profit margin growth.
Reference
Pandora Group. (2006, April 12). Strategic report for Southwest Airlines. Retrieved March 16, 2017, from http://economics-files.pomona.edu/jlikens/SeniorSeminars/pandora/reports/southwest.pdf
Learning Activity #2
For the company chosen above, select one of the strategy formulation analytic tools and complete based on the information gathered in the Week 3 Learning Activities; the tools to select from are:
Space Matrix
Boston Consulting Group (BCG) Matrix
IE Matrix
Once you have completed the tool discuss the outcome in terms of what strategic direction the selected company should take and why. As always, offer supporting rationale for your explanation and be sure to reference your statement using proper APA formatting.
Southwest
I used the Internal-External Matrix (IE). The IE matrix is used to analyze strategic position of a business and working conditions. My EFE score was 1.33 and my IFE score was 1.49. The point falls under cell IX which is characterized with harvest or exit strategy. I thought it would fall under grow and build strategy. The harvest or exit strategy should have Southwest to revitalize their business. I thought Southwest would fall under grow and build because it has had strong growth over the last 35 years. They provide point-to-point operational strategy, low-cost, passenger friendly with great staff. Even though other airlines have flounder, Southwest has been able to continue to grow and remain profitable.
Reference
Pandora Group. (2006, April 12). Strategic report for Southwest Airlines. Retrieved March16, 2017, from http://economicsfiles.pomona.edu ...
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Topic: Dynamics of change: Concepts of change
The phrase "Dynamics of change" means the forces and processes that make things transform or evolve over time. It includes the different factors that cause shifts and developments in a specific situation.
"Dynamics" usually refers to the underlying mechanisms or driving forces, and "change" is about the shift or transition from one state to another. The term is commonly used to talk about the complexities and interactions that affect how things develop or adapt. This idea is important in various fields like managing organizations, social sciences, economics, and natural sciences. It helps in analyzing, planning, and making decisions effectively by understanding how things change over time.
Concepts of Change
Change is a big part of our lives. It's when things become different or shift from one way to another. This happens in many parts of life, like how we live, how society works, and even in nature. Change is just a natural part of how things are. People have looked into and talked about change in different fields like psychology, sociology, how organizations work, and philosophy. We're going to talk about some important ideas related to change.
In the context of educational change and development, several key concepts are crucial for understanding the dynamics of transformation and improvement. While I won't delve into specific change theories, I'll explore fundamental concepts that are often associated with educational change:
1. Innovation: Innovation refers to the introduction of new ideas, practices, or technologies in education. It can include changes in teaching methods, curriculum design, assessment techniques, or the integration of technology. Innovations are often central to educational change and development as they aim to improve learning outcomes and experiences.
2. Adaptability: The ability of educational systems, institutions, and educators to adapt to changing circumstances is essential. This includes being flexible in response to new educational challenges, societal shifts, or advancements in pedagogical research. Institutions that are adaptable can better navigate and implement changes effectively.
3. Professional Development: Ongoing professional development is crucial for educators to stay current with evolving educational practices. Providing opportunities for teachers to enhance their skills and knowledge ensures that they are well-equipped to implement changes in the classroom and contribute to the overall development of the educational system.
4. Leadership: Effective leadership is a critical factor in driving educational change. Educational leaders, whether at the school, district, or national level, play a key role in creating a vision for change, fostering a positive culture, and providing the necessary support and resources to implement and sustain transformations.
Cortney Cook DiscussionHello class,This week’s discussion on AlleneMcclendon878
Cortney Cook Discussion:
Hello class,
This week’s discussion on change theories is one that really made me think. This is something that is very new to me and I never really thought of theories as being a part of change. However, from what I grasped from a few readings is that one reason identification of change theories is important is because of the different approaches there are to change as it relates to theory. Each change theory has its own unique suggestions and agendas as it relates to change in organizations. Also, change theories not only assist in thinking about the actions that need to occur to create change but also the approach to change. According to Adrianna Kezar, “the theories highlight ways to analyze key questions such as what type of change is needed, or which aspects of an institution or state policy might shape a given change process”. (Kezar, 2018). With this, different theories may be more applicable to different types of changes and the understanding of these approaches gives opportunity for a more thorough analysis of changes. Three change theories in which I took a deeper look into this week were cultural, political, and Institutional and Neo-Institutional Theories.
Cultural theories “suggests that change occurs naturally as a response to alterations in the human environment” (Kezar, 2018). This implies that culture is something that is forever changing. With this said cultural theory suggests that “change within an organization entails the alteration of values, beliefs, myths, and rituals” with more emphasis on symbolism within organizations. Political theories give the assumption of competing or different agendas and interests that must be negotiated to come to a specific term. Kezar suggests, “political theories of change identify change as being a natural part of human interaction, occurring as different interests and agendas are negotiated” (Kezar, 2018). Lastly, Institutional and Neo-Institutional Theories takes a dive into “how higher education as a social institution might change in different ways from other types of organizations. The theory also examines the reasons change efforts might be difficult in long standing institutions.” (Kezar, 2018).
I hope that I can answer this question correctly. In my personal professional experience in higher education as an administrator, I have witnessed change theory in many different capacities unknowingly I believe. One example of this is the implementation of an initiative that was geared toward the inclusiveness and recruitment of underrepresented multi-cultural students to our institution. The initiative consists of various projects to back the initiative. In all, this new initiative was ultimately put into place to create a cultural shift at the institution due to the connection to the public school district located in the “backyard” of the institution.
References
Kezar, A. (2018). How Colleges Change . New York : Routledge.
Alize Discussion:
Change theories ...
Building Your Employer Brand with Social MediaLuanWise
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In the Adani-Hindenburg case, what is SEBI investigating.pptxAdani case
Adani SEBI investigation revealed that the latter had sought information from five foreign jurisdictions concerning the holdings of the firm’s foreign portfolio investors (FPIs) in relation to the alleged violations of the MPS Regulations. Nevertheless, the economic interest of the twelve FPIs based in tax haven jurisdictions still needs to be determined. The Adani Group firms classed these FPIs as public shareholders. According to Hindenburg, FPIs were used to get around regulatory standards.
Business Valuation Principles for EntrepreneursBen Wann
This insightful presentation is designed to equip entrepreneurs with the essential knowledge and tools needed to accurately value their businesses. Understanding business valuation is crucial for making informed decisions, whether you're seeking investment, planning to sell, or simply want to gauge your company's worth.
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LA HUG - Video Testimonials with Chynna Morgan - June 2024Lital Barkan
Have you ever heard that user-generated content or video testimonials can take your brand to the next level? We will explore how you can effectively use video testimonials to leverage and boost your sales, content strategy, and increase your CRM data.🤯
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Discover the innovative and creative projects that highlight my journey throu...dylandmeas
Discover the innovative and creative projects that highlight my journey through Full Sail University. Below, you’ll find a collection of my work showcasing my skills and expertise in digital marketing, event planning, and media production.
Putting the SPARK into Virtual Training.pptxCynthia Clay
This 60-minute webinar, sponsored by Adobe, was delivered for the Training Mag Network. It explored the five elements of SPARK: Storytelling, Purpose, Action, Relationships, and Kudos. Knowing how to tell a well-structured story is key to building long-term memory. Stating a clear purpose that doesn't take away from the discovery learning process is critical. Ensuring that people move from theory to practical application is imperative. Creating strong social learning is the key to commitment and engagement. Validating and affirming participants' comments is the way to create a positive learning environment.
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Cracking the Workplace Discipline Code Main.pptxWorkforce Group
Cultivating and maintaining discipline within teams is a critical differentiator for successful organisations.
Forward-thinking leaders and business managers understand the impact that discipline has on organisational success. A disciplined workforce operates with clarity, focus, and a shared understanding of expectations, ultimately driving better results, optimising productivity, and facilitating seamless collaboration.
Although discipline is not a one-size-fits-all approach, it can help create a work environment that encourages personal growth and accountability rather than solely relying on punitive measures.
In this deck, you will learn the significance of workplace discipline for organisational success. You’ll also learn
• Four (4) workplace discipline methods you should consider
• The best and most practical approach to implementing workplace discipline.
• Three (3) key tips to maintain a disciplined workplace.
Company Valuation webinar series - Tuesday, 4 June 2024FelixPerez547899
This session provided an update as to the latest valuation data in the UK and then delved into a discussion on the upcoming election and the impacts on valuation. We finished, as always with a Q&A
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459s13 lecture2 3
1. POLS 459
POLITICS OF EAST ASIA
Session 1 topic: Introduction to the course
Session 2 topic: From poverty to prosperity
Professor Timothy C. Lim
California State University, Los Angeles
2. how to study change and continuity
a question: how do we go about identifying, understanding !
and explaining those forces or factors most important to the !
processes of change and continuity in East Asia?
this is not a simple question, nor is it a question that we should take lightly, or
gloss over by making a few cursory comments and then moving on to the more
“important stuff” ... indeed, the question of “how to study” change and
continuity in East Asia is the essential starting point for this course
POLITICS OF EAST ASIA
introduction to the course
3. how to study change and continuity
to explain and understand economic, social, and political phenomena, !
we need a plan—a coherent and systematic way of organizing and
supporting our ideas and arguments
this requires us to deal head-on with two fundamental elements in any social
scientific analysis, which are ...
POLITICS OF EAST ASIA
introduction to the course
theory
method&
4. how to study change and continuity
first, a few words about theory
theory cannot be avoided. this is because, no matter pragmatic or
commonsensical we think we are, any time we make a claim or argument
about a social, political or economic phenomenon we are engaged in a
process of theorizing. consider, for a moment, the question we discussed
earlier, “What are the reasons for East Asia’s economic success?”
POLITICS OF EAST ASIA
introduction to the course
any answer you or anyone else advances is premised on a slew
of theoretical assumptions, propositions, and principles
5. how to study change and continuity
these assumptions, propositions, and principles revolve around questions
of “agency” and “structure” (e.g., are individuals mostly responsible for
strong economic growth, or is economic growth premised on factors
beyond an individual’s control?); they are premised on identifying the key
forces or processes of change (economic, political, cultural, social); they
are premised on assumptions about human nature (are we rational
actors?); and so on ... we will address all these issues in more detail as we
proceed throughout the quarter
POLITICS OF EAST ASIA
introduction to the course
any answer you or anyone else advances is premised on a slew
of theoretical assumptions, propositions, and principles
6. how to study change and continuity
second, we need to know what theory (in general) is ...
theory can be defined in a number of ways. For our purposes, we define
theory as a simplified representation of reality, and a framework of
analysis within which facts are not only selected but also interpreted,
organized, and fitted together so that they create a coherent whole
embedded in this definition are the following key points (some of
you may remember these from POLS 373) ...
POLITICS OF EAST ASIA
introduction to the course
7. how to study change and continuity
§ theory necessarily simplifies reality
§ theory helps us to determine what facts are important, "
meaningful, and relevant
§ theory guides our interpretation of the facts (what do the facts mean?)
§ fheory tells us how to organize the facts—how do different facts relate to
one another? Which are primary and which are secondary?
§ theory allows us to develop “whole arguments”
POLITICS OF EAST ASIA
introduction to the course
8. how to study change and continuity
third, we need to learn and understand specific theoretical "
models or approaches"
our main reading and this class is partly organized !
around a “competing perspectives” approach: simply !
put, this means that we will examine contrasting
arguments about major issues in East Asia: economic !
growth and industrialization, political continuity and !
change (i.e., democratization), and the dynamics of !
migration/immigration
POLITICS OF EAST ASIA
introduction to the course
9. how to study change and continuity
the competing perspectives approach
this course assumes that each provides indispensable !
insights into a proper understanding of continuity and !
change in East Asia, and thus each needs to be taken !
seriously. Moreover, we believe that the systematic !
juxtaposition of these competing viewpoints will !
allow for a more enriching and multidimensional !
understanding than any single perspective
POLITICS OF EAST ASIA
introduction to the course
10. how to study change and continuity
the competing perspectives approach—a caveat
at the same time, a competing perspectives approach!
is potentially very confusing: after all, why should !
there be so much disagreement? even more, how !
are students supposed to figure out which perspective!
is “right” and which are “wrong”?
POLITICS OF EAST ASIA
introduction to the course
in this course, we will try to cut through the
confusion by providing a path toward synthesis
or integration ...
11. how to study change and continuity
an integrative approach
the path we use will be based on the constructed actor model
the “constructed actor” is shorthand for a more!
elaborate notion articulated by Daniel Little, who !
used the phase, “the structured circumstances !
of choice of socially constructed actors”
POLITICS OF EAST ASIA
introduction to the course
12. how to study change and continuity
an integrative approach—the basics
the constructed actor model is partly premised on a micro-level
approach—i.e., a focus on individual actors
at the same time, actors are understood to be!
“socially constituted,” which means that they are !
shaped by a larger current of social facts, such as!
value systems, social structures, extended social!
networks, and the like: this also means that the!
constructed actor model is a multi-level approach
POLITICS OF EAST ASIA
introduction to the course
14. how to study change and continuity
an integrative approach—the basics
In the CAM, it is individuals who make decisions or choices and it is
through these choices that certain outcomes are produced (such as rapid
economic growth); yet, these choices are always !
conditioned or constrained by an array of other!
factors, some of which are extremely powerful
in the CAM, we need to identify and explain how "
individual choices interact with social, political, "
geostrategic, institutional, cultural, economic contexts
POLITICS OF EAST ASIA
introduction to the course
15. how to study change and continuity
What does all this mean at a more down-to-earth or practical !
level? It means, first and most simply, that ‘people matter.’ Thus,
we always need to stay focused on individual actors: again, it
matters what choices they make and what actions they take ....Yet,
it also means that we must take a step back from the actors; we
cannot, in other words, ignore all those factors and forces that go
into shaping an individual’s attitudes, perceptions, values, and
beliefs. The cultural and social milieu in which people interact also
matters. Nor can we ignore the institutional and structural context
within which individual decisions are made.
POLITICS OF EAST ASIA
introduction to the course
16. how to study change and continuity
an integrative approach—the basics
we will have much more to say about the constructed actor model as we
proceed throughout the quarter
for now, simply keep in mind that it an essential element of"
the heuristic approach we will use in this course;"
it is also a model that you must endeavor to master,"
as you will be required to “apply” the constructed"
actor model in your own analyses
POLITICS OF EAST ASIA
introduction to the course
17. how to study change and continuity
methodological issues
explaining change and continuity require more than just a discussion and
application of theory—we also need to be cognizant of what researchers
refer to as method or methodology
method is vital
POLITICS OF EAST ASIA
introduction to the course
18. how to study change and continuity
methodological issues
method is vital, in part, because it provides the means for supporting !
(and evaluating) theoretical claims and arguments, which also !
means that it provides a basis for evaluating competing !
theoretical perspectives as a whole
POLITICS OF EAST ASIA
introduction to the course
simple definition: method refers to the manner in which evidence is
gathered, analyzed, and interpreted in order to test a hypothesis or
theory. in the social sciences there are numerous methods, including
the statistical method and the comparative method
19. how to study change and continuity
methodological issues
there are many ways to discuss and analyze method; for now, keep this
simple point in mind: method is a tool
as tools, some methods are clearly better suited to certain "
tasks or objectives than others, but there are "
also basic tools (and techniques) that can be "
used effectively for a wide variety of tasks; "
in our class, we will primarily use three "
types of methodological tools ...
POLITICS OF EAST ASIA
introduction to the course
20. how to study change and continuity
methodological tools
§ descriptive statistics and other quantitative data
§ case-oriented comparisons
§ historical analysis
POLITICS OF EAST ASIA
introduction to the course
we will talk about each of these methods
shortly, but first a few cautionary
words about “bad method”
21. how to study change and continuity
bad method
too often, researchers may serious mistakes because the fail to consider
even the most basic methodological principles
the example used in the reading is a “direct comparison” of Japan, South
Korea, and Taiwan (like comparing three oranges) wherein "
the researchers first notes that all three countries achieved "
comparable economic success, and then finds another "
similarity among the three cases and concludes, “Aha! "
I have found the common reason for their economic success!”
POLITICS OF EAST ASIA
introduction to the course
22. how to study change and continuity
bad method
but what’s wrong with the foregoing example? what’s !
wrong with comparing three “oranges”?
POLITICS OF EAST ASIA
introduction to the course
basic problem: when comparing three
essentially similar cases, where there are
no significant differences, there is no way to
control for a range of variables // consider
the following table ...
24. flawed MSS design: comparing Japan, South Korea, and Taiwan
Questions: based on the information in the table, how are the countries similar? "
what conclusions, if any, can we draw from the similarities?
25. how to study change and continuity
bad method: ahistorical analysis
another example of “bad method” is !
ahistorical analysis: what does this mean, !
and why is it a problem?
POLITICS OF EAST ASIA
introduction to the course
hint: consider the example of Confucianism
cited in the readings
26. how to study change and continuity
back to methodological tools
§ descriptive statistics and other quantitative data
§ case-oriented comparisons
§ historical analysis
POLITICS OF EAST ASIA
introduction to the course
27. how to study change and continuity
methodological tools: descriptive statistics
descriptive statistics are typically statistics or figures that
summarize a data set for an entire population of subjects—
e.g. GDP, per capita GDP, export growth, fertility rate,
educational level, infant mortality, and so on: descriptive
statistics allow us to make broad and relative !
comparisons about countries, industries, !
whole societies, and so on
POLITICS OF EAST ASIA
introduction to the course
28. how to study change and continuity
methodological tools: descriptive statistics
descriptive statistics are very useful, but they are also very
limited—they can allow us, as noted in the previous slide, to
make relative comparisons between subjects, and they can
also allow us to see basic correlations. but they do not allow!
for causal conclusions to be drawn; in addition,!
descriptive statistics are reductionist and!
can be easily misused or misinterpreted
POLITICS OF EAST ASIA
introduction to the course
29. how to study change and continuity
methodological tools: case-oriented comparisons
case-oriented analyses are holistic comparisons of events,
decisions, institutions, policies, outcomes and the like; in a
case-oriented analysis, the researcher examines myriad
factors and their interactions in detail and depth. this is tool!
that allows researchers to deal with complex!
causality
POLITICS OF EAST ASIA
introduction to the course
30. how to study change and continuity
methodological tools: case-oriented comparisons
case-oriented comparisons add a comparative element:
this means that we examine our cases in relation to other
cases as way for us to better assess our arguments,
conclusions, or claims
POLITICS OF EAST ASIA
introduction to the course
31. how to study change and continuity
methodological tools: historical analysis
historical analysis begins with the premise that what
happened in the past continues to affect what happens
today. Even more, how and when things happened in the
past are often key to explaining contemporary outcomes and
processes. historical analysis is an important!
part of case-oriented analysis.
POLITICS OF EAST ASIA
introduction to the course
32. how to study change and continuity
summing up
the first chapter covers a lot of fairly abstract material, !
but it is also foundational material and an essential basis !
for the rest of this course—for now, though, just try to !
keep the basic theoretical and methodological issues !
in mind as we proceed
POLITICS OF EAST ASIA
introduction to the course
33. SESSION 2
From Poverty to Prosperity in One Generation:
Explaining the East Asian “Miracle”
34. explaining the East Asian miracle
in our first class meeting, we discussed the reasons for rapid
economic growth and industrialization in East Asia—we will
continue that discussion today, except now !
the focus will be on the dominant theoretical !
arguments (i.e., the competing !
perspectives) that have been !
advanced: the best place to !
begin, perhaps, is with liberal
explanations
POLITICS OF EAST ASIA
from poverty to prosperity
35. liberal explanations
all liberal explanations begin with a focus on individuals !
and on the ________________
some questions
what is the free market and what makes is"
so special? how does the market explain"
East Asia’s phenomenal record of "
economic growth? (just consider these"
questions for now)
POLITICS OF EAST ASIA
from poverty to prosperity
free market
36. Consider this defense of the free market by Milton Friedman, one of the strongest"
advocates of free markets until his death in 2006
37. liberal explanations
from the foregoing video, it is clear that the free market is a market
in which there is minimal interference by non-market !
actors, especially the state
a free market is premised on voluntary and unrestricted "
exchanges between buyers and sellers; when this "
happens, there is always mutual gain (that is, both "
buyers and sellers benefit), and in an economy in"
which a free market prevails, there is always"
strong and consistent economic growth
POLITICS OF EAST ASIA
from poverty to prosperity
38. liberal explanations
thus, for East Asia, the basic liberal explanation is very clear, and
very simple: East Asian productivity is primarily product !
of market forces and, at most, very limited
government intervention (designed to improve!
the macro-economic environment
to buttress this argument, liberal economists point"
to the former Soviet Union, and to all economies"
that relied on central (state) planning, including "
North Korea and China prior to 1979 ...
POLITICS OF EAST ASIA
from poverty to prosperity
39. liberal explanations
what is the story with centrally planned economies?
consider the following table ...
POLITICS OF EAST ASIA
from poverty to prosperity
40. questions"
what does this
table tell us about
the nature of
economic growth
in planned
economies? why
did the Soviet
Union do so well
for a while, and"
then suddenly
drop off? (we also
similar patterns in
other CPEs)
41. PaulKrugman
liberal explanations
interestingly, a one famous liberal economist, Paul Krugman, argued
that the East Asian miracle was no miracle at all. instead, !
he argued that Japan, South Korea, Taiwan (as well as !
Singapore and Hong Kong) were basically following !
the Soviet Model—his argument centered on the issue !
of total factor productivity (TFP), which refers to the !
portion of output or production in an economy not !
caused by inputs (such as labor, land, and capital)
POLITICS OF EAST ASIA
from poverty to prosperity
Krugman was skeptical because states in
East Asia were highly interventionist ...
42. liberal explanations
Krugman was, it turned out, wrong but his reasoning was impeccably
liberal, which brings us back to a key point: whatever their liberal stripe,
liberal economists agree that free markets and private enterprise—and
not non-market actors, such as the state—are the fulcrum of a growing
and dynamic economy
More specifically, the liberal view would posit that East Asia’s economic rise
was the product of a basic set of interconnected economic policies, including:
POLITICS OF EAST ASIA
from poverty to prosperity
43. summary of key factors
§ Integration of the domestic economies into international markets
§ Lowering or elimination of trade barriers "
and other forms of protectionism
§ Relatively limited state or government "
intervention in economic affairs)
§ Elimination of reduction of barriers to market entry
§ The creation of stable macroeconomic environment
POLITICS OF EAST ASIA
from poverty to prosperity
44. liberal explanations
despite broad agreement, is it the case "
that liberal economists agree on everything?
the short answer, of course, is “no”: but"
this raises the question ...
POLITICS OF EAST ASIA
from poverty to prosperity
45. liberal explanations
on what [major] points do liberal disagree?
POLITICS OF EAST ASIA
from poverty to prosperity
disagreements center on two issues: (1) whether
markets are self-correcting, and (2) whether
market failures exist
46. liberal disagreements: self-correction
for our purposes, self-correction is the less important of the two
disagreements, but it is still important to understand the issue
the basic issue revolves around the question: “what happens when a market
experiences difficulties, such as a downturn in consumption or investment?”
POLITICS OF EAST ASIA
from poverty to prosperity
Don’t do anything!
Just let the work
work on its own. In
time, equilibrium will
be restored
That’s not always the
case.—the market
sometimes needs a push
to restore equilibrium
more efficiently
47. the self-correction debate is represented in the debate between "
free marketers, such as Friedman, and followers of John Maynard"
Keynes. This video (indirectly) addresses the issue of "
self-correction
48. liberal disagreements: market failure
the more important issue is market failure: among economists, there is
some agreement that the free operation of the market cannot always
produce efficient outcomes; this is especially true in economies that are in
the early stages of capitalist industrialization
Types and examples of market failures: (1) negative externalities"
(pollution); (2) positive externalities (public education); (3)"
imperfect information/information asymmetry; (4) public"
goods; (5) monopolistic conditions; and (6) factor "
immobility
POLITICS OF EAST ASIA
from poverty to prosperity
49. liberal disagreements: market failure
the important is this: if market failures exist, then government or state
intervention in the economy is theoretically justified: this has led to the
emergence of what might be called “market-friendly” liberal arguments
interestingly, one of these market-friendly arguments comes from a bastion of
liberal economic theory, the World Bank • the Bank has recognized,"
in particular, that states can and do play important, even"
essential roles, in complementing markets in situations"
where the market alone is insufficient to create"
optimal results—the example used in the reading"
focuses on “information asymmetry”
POLITICS OF EAST ASIA
from poverty to prosperity
50. liberal disagreements: market failure
the Bank not only argued that states can step in to!
help correct market failures, but also that states!
could, to a limited (but important) extent, substitute!
for the invisible hand of the market by, for example,!
“creating contests”
in East Asia, states developed “institutional structures "
in which firms competed for valued economic prizes, "
such as access to credit”; the state also prohibited "
monopolies, and set up relatively transparent criteria "
for “winning”—such as meeting export targets.
POLITICS OF EAST ASIA
from poverty to prosperity
51. this short video provides an explanation of the invisible hand, which is strongly linked
to competition (competition in the market, in others words, creates the incentive for
producers to constantly improve their products and to sell them at relatively low costs
52. liberal disagreements: market failure
the World Bank’s argument was almost heresy to!
many (all?) staunch free-marketers, but in a sense,!
the Bank had no choice: the facts on the ground—!
the reality of state intervention combined with!
fantastic economic growth rates—made a mockery!
of the “aggressively deductive” free market (or !
“market-only) explanations
POLITICS OF EAST ASIA
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a method-check: what’s the methodological
problem with “market-only” explanations?
53. liberal disagreements: export-led growth
one more point: all liberal explanations put !
a great deal of emphasis on East Asia’s !
strategy of export-oriented industrialization!
(EOI) policy
but what’s the significance of an export-"
oriented industrialization policy? that is, why"
do liberals think EOI is so important?
POLITICS OF EAST ASIA
from poverty to prosperity
54. summing up: lessons learned
so what have we learned from our admittedly cursory "
discussion of the liberal argument?
one clear lesson ...
markets matter
POLITICS OF EAST ASIA
from poverty to prosperity
55. summing up: lessons learned
so what have we learned from our admittedly cursory "
discussion of the liberal argument?
we also learned that, to some liberals, the "
market and the state are not always in "
opposition, but can work in tandem with "
one another: this offers a nice segue to a"
discussion of our next competing"
perspective ...
POLITICS OF EAST ASIA
from poverty to prosperity
56. next up ...
statist or institutionalist "
arguments
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57. the state and economic growth
first, a quick note on terminology ...
when we discuss approaches that focus on the state, the
shorthand term “statist perspective” is used; in addition, scholars will
also refer to “institutionalism” or “rational institutionalism”; these are
not the same terms, but for our purposes, we can use them more or less
interchangeably (the latter two are more general—keep in mind that the
state is a type of institution)
POLITICS OF EAST ASIA
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58. the state and economic growth
and now a question ...
how does the statist and liberal perspectives overlap,"
and how do they differ from one another?
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from poverty to prosperity
59. the state and economic growth
points of agreement between liberal and statist approaches
§ markets are essential to sustained and dynamic economic growth
§ integration into international markets (i.e., export-oriented "
Industrialization) is important
§ economic autarchy, central planning, ISI (by itself) are all"
prescriptions for economic failure
POLITICS OF EAST ASIA
from poverty to prosperity
60. the state and economic growth
points of disagreement between liberal and statist
approaches
§ economics and politics are inseparable
§ state action is important even in fully industrialized economies
§ not all states are equally capable: the nature of states "
is a critical variable
§ understanding the nature of states requires "
historical analysis
POLITICS OF EAST ASIA
from poverty to prosperity
61. the state and economic growth
to get a more concrete sense of the statist argument, let’s !
take a video detour ...
the following documentary was produced in 1991 at the height of
Japan’s economic rise: it examines Japan’s state-led strategy of
economic development and argues that it has been the key to that
country’s success
things, of course, have changed "
since 1991, but the video’s main "
message remains instructive …
POLITICS OF EAST ASIA
from poverty to prosperity
62. losing the war with Japan
viewing questions
§ what assumptions does the film make !
about Japan’s economic success?
§ how does the film reflect the!
statist perspective?
§ with 20-20 hindsight, what can we say !
about the accuracy of the documentary?
POLITICS OF EAST ASIA
from poverty to prosperity
63.
64. the state and economic growth
a basic point
just as the liberal perspective shows us that markets matter, we can
begin our examination of the state by asserting, quite simply, that ...
POLITICS OF EAST ASIA
from poverty to prosperity
states matter*
* but not all states are created equal or are equally capable
65. liberal
developmental
authoritarian
Keynesian
the state and economic growth
the basic point from the preceding slide, !
raises another question ...
what type of state matters?
POLITICS OF EAST ASIA
from poverty to prosperity
this is a key question, and one that
differentiates the statist from the
liberal view ... how so?
66. liberal
developmental
authoritarian
Keynesian
the state and economic growth
what type of state matters?
for now, let’s just say that, in the statist"
perspective, differences among states"
are a focal point of analysis and"
theoretical attention
POLITICS OF EAST ASIA
from poverty to prosperity
67. the state and economic growth
to better understand statist arguments—particularly in terms
of how they differ from more “flexible” liberal arguments—it is
important to look to deep causes, rather than only proximate
and intermediate causes
what are the distinctions among these "
three types of causes?
POLITICS OF EAST ASIA
from poverty to prosperity