Suchergebnisse

In this case study, a framework to research economic development is presented. The framework was developed to better understand economic development in large U.S. cities. Because regional economies operate under a single macroeconomic climate, the research techniques applied in international comparisons of economic development can be modified to better evaluate the nuances of the economies being studied. The framework outlined in this case study can be used to guide data selection and the aggregation of said data into an economic development index. Correlation coefficients are discussed because of their merit in guiding the choice of which data to include. In addition, systematically excluding data series within an index is shown to allow the researcher to determine if the index is robust to the data it is comprised of. The advantages and disadvantages of using the arithmetic mean in aggregating data are also discussed. After reading this case study, you will be able to apply the framework outlined for your own research purposes.

This article sheds light on the role of foreign direct investment as an instrument for economic development and, in turn, for the advancement of U.S. foreign policy goals during the Cold War. From the earliest days of the Cold War, and especially after the U.S.-Soviet competition for influence in the developing world began in the 1950s, the United States sought to promote private enterprise on behalf of U.S. goals. In the late 1940s and early 1950s, U.S. officials believed that foreign investment would suffice to fuel international development, obviating the need for official development assistance. These hopes, however, were largely disappointed. On the one hand, U.S.-based multinational companies preferred to invest in the industrial world; on the other hand, some Third World governments were uninterested in promoting private enterprise rather than state-led development. In part because foreign investment did not meet expectations, the U.S. government ended up elaborating an official foreign aid program instead.

In recent years much research work has been done on the economy of Communist China. With respect to economic development in the pre-Communist period, however, although several writers have attempted to view contemporary developments in the light of past performance, the existing stock of knowledge does not permit exact statements.

ABSTRACTIn recent decades, indigenous populations have become the subjects and agents of development in national and international multicultural policy that acknowledges poverty among indigenous peoples and their historic marginalization from power over development. Although the impact of these legal and programmatic efforts is growing, one persistent axis of disadvantage, male–female difference,1 is rarely taken into account in ethno‐development policy and practice. This article argues that assumptions that inform policy related to indigenous women fail to engage with indigenous women's development concerns. The institutional separation between gender and development policy (GAD) and multiculturalism means that provisions for gender in multicultural policies are inadequate, and ethnic rights in GAD policies are invisible. Drawing on post‐colonial feminism, the paper examines ethnicity and gender as interlocking systems that structure indigenous women's development experiences. These arguments are illustrated in relation to the case of the Tsáchila ethno‐cultural group in the South American country of Ecuador.

Early childhood education is crucial for the development of young children's understanding of the natural world. Children have a role in sustaining a viable environmental and social future. This research interrogated key ideas concerning STEM education for sustainable development, drawing on seminal research and a range of government policy documents to formulate a futures-oriented approach to supporting children to build understandings in early childhood sustainability. Through the use of ethnography, a research methodology that uses both participation and observation of research participants, it became apparent that young children's play-based learning enabled agentic responses in aligning with early understanding of STEM and sustainability. Using accepted descriptors of international Sustainable Development Goals within an early childhood research study, the research highlights how the development of interactive, learner-centred STEM teaching not only enables investigative, action-adapted learning, but also fosters independent learners who are responsive to their natural environment. The implication of this research is that further development of children's environmental agency is suggested by the authors. The introduction of a whole-of-kindergarten approach that focuses on the systemic development of quality STEM education is posited as an avenue for educators to build young children's understandings of sustainable development.