No distinction is made between the marginal social cost of public funds (MCF) and the shadow value of government revenue in the public finance literature. Their separate roles are demonstrated in this paper, where the MCF is used as a scaling coefficient to account for changes in tax inefficiency on revenue transfers made to balance the government budget, while the shadow value of government revenue is used as a scaling coefficient to convert efficiency effects into actual changes in utility. We find a revenue effect identified by Atkinson and Stern (1974) and Dahlby (1998) in the shadow value of government revenue which is not present in the MCF. It is the reason why, in the presence of distorting taxes, the shadow value of government revenue can differ from unity, whereas the MCF is always unity, for a lump-sum tax.
This paper proves the Hatta (1977) coefficient is the shadow value of government revenue - it is a scaling coefficient that converts efficiency effects from marginal policy changes into dollar changes in utility. The decomposition is generalised to economies with heterogenous consumers and variable producer prices to show (a) the Foster and Sonnenschein (1970) effect, where extra income reduces consumer utility, makes the shadow value of government revenue negative; and (b) when Bruce and Harris (1982) and Diewert (1983) isolate Pareto improvements they choose patterns of revenue transfers to make the shadow value of government revenue positive for every consumer. We use the decomposition to extend the welfare test in Bruce-Harris by allowing revenue transfers with distorting taxes, and generalise the welfare decomposition of tax inefficiency in Diamond and Mirrlees (1971) by allowing variable producer prices.
When projects are evaluated using a conventional Harberger (1971) cost-benefit analysis the welfare effects are separated with lump-sum transfers. But this does not appear possible when governments raise revenue with distorting taxes. Evidence to support this view can be found in Mayshar (1990) and Wildasin (1984) who derive a marginal social cost of public funds (MCF) that depends on how the government spends the extra revenue raised. Ballard and Fullerton (1992) use this MCF in place of the conventional Harberger (1964) measure to amend the revised Samuelson condition obtained by Pigou (1947). We show that a conventional cost-benefit analysis is possible in this setting by decomposing their revised condition into conventional Harberger terms. The welfare effects of marginally increasing the public good are isolated by hypothetical lump-sum transfers that are offset separately with a distorting tax. We also demonstrate that when the marginal costs and benefits of providing the public good are measured by changes in utility (denominated in units of a chosen numeraire), the income effects are irrelevant because they impact equally on each dollar of cost and benefit. Consequently, projects can be evaluated correctly using uncompensated welfare changes.
http://www.networkedlearningconference.org.uk/index.htm ; Networked learning is part of an emergent networked society. As such networked learning forms part of a wider debate concerning the nature of social processes, power and culture and their relationships with technology. The literature surrounding networked learning still reflects a technological determinist view. This paper takes issue with this view of the relationship between technology and social forms. The context of higher education has been changing alongside the introduction of new technologies in education. The paper looks at the United Kingdom as an example of the way in which political issues impact on networked learning. The paper tries to establish what choices are being made at the level of national governments by examining two large policy initiatives as examples of current policy. (http://www.networkedlearningconference.org.uk/index.htm)
This paper makes a correction to the way the marginal social cost of public funds (MCF) is used in Sieper (1981) to obtain uncompensated shadow prices when transfers are made with distorting taxes. We derive a shadow value of government revenue to measure the change in utility from endowing an extra dollar of revenue on the government who transfers it to consumers. This, rather than the "conventional" Harberger" measure of the MCF, converts the compensated shadow price of any good into its uncompensated shadow price. We use it to prove that Ramsey optimal taxes, which minimize the compensated tax inefficiency for a given revenue requirement, have equal uncompensated marginal excess burdens per dollar change in government revenue.
http://www.networkedlearningconference.org.uk/index.htm ; Networked learning is part of an emergent networked society. As such networked learning forms part of a wider debate concerning the nature of social processes, power and culture and their relationships with technology. The literature surrounding networked learning still reflects a technological determinist view. This paper takes issue with this view of the relationship between technology and social forms. The context of higher education has been changing alongside the introduction of new technologies in education. The paper looks at the United Kingdom as an example of the way in which political issues impact on networked learning. The paper tries to establish what choices are being made at the level of national governments by examining two large policy initiatives as examples of current policy. (http://www.networkedlearningconference.org.uk/index.htm)
For several years a noticeable weakness in business games has been the absence of strong organizational and leadership functions. Organization often tends to be that of a democratic committee management, while leadership, if present, tends to that of an emerging informal leader1 (p. 183). Neither is very realistic measured by corporate activities.
The majority of African countries implemented import liberalisation in the 1990s. This paper explores factors that may explain the pattern of protection and of tariff reform. We consider political economy explanations, motivated specifically by the Grossman and Helpman (1994) model of protection in response to industry lobbies, and the possibility that reforms are technocratic. Using industry-level data for a sample of six African countries, we find limited evidence that political economy factors have influenced the pattern of tariffs or tariff reductions since the early 1990s. One result does appear frequently: relative sector size (measured by the number of employees or establishments) appears to be associated with the relative level of protection. We then explore various descriptive statistics for tariff changes in seven African countries. The analysis suggests that the pattern of tariff reductions was essentially technocratic in structure - across the board reduction in average tariffs and in the dispersion of rates, with larger proportional reductions for higher tariffs - consistent with policy reforms being guided by the World Bank. While political economy factors may have influenced the initial pattern of protection, the technocratic reforms since the early 1990s have diluted political economy influences on average and relative protection.
This paper evaluates the Common Consolidated Corporate Tax Base (CCCTB) recently proposed by the European Commission. We find that if the CCCTB is introduced as it is currently proposed (including loss consolidation), then it is likely to impose large tax revenue costs of about one fifth of the corporate tax base. Second, we show that an application of the CCCTB proposals at only the European Union (EU) level would overlook the extent of profit shifting out of the EU and could lock in further unnecessary revenue losses. Third, major EU profit-shifting countries such as Luxembourg, Ireland and the Netherlands may experience significant revenue losses.
Recent advances in computers and telecommunications have allowed networked learning to play a significant role to play across the complete spectrum of higher education teaching. One of the most significant UK government initiatives to date has been the development the Information Environment (IE) originally called as the Distributed National Electronic Resource (DNER), which is aiming to create a managed environment for accessing quality assured information resources on the Internet (IE, 2004). This paper draws on our formative evaluation of the IE and the investigation of the take up of digital resources produced by a number of projects selected for funding under JISC circular 5/99. Although we identified examples of good practice in using the IE to support learning and teaching and instances where digital resources were successful in addressing certain needs for the learners the benefits were less then anticipated. The digital resources produced by the projects seem to hold a potential to support teaching in higher education, however, the actual impact they had on learning was found to be less than anticipated. The findings suggest that the application and implementation of networked technologies is partly determined by the social context in which it operates. Finally, the paper advocates the need for action to influence educational practice and engage related parties in a genuine way in order to realise the transforming potential of networked learning. By exploring the implementation of information digital resources in teaching and learning under the framework of actor network theory, this paper makes a contribution to the development of theory and practice in the area of networked learning.
Recent advances in computers and telecommunications have allowed networked learning to play a significant role to play across the complete spectrum of higher education teaching. One of the most significant UK government initiatives to date has been the development the Information Environment (IE) originally called as the Distributed National Electronic Resource (DNER), which is aiming to create a managed environment for accessing quality assured information resources on the Internet (IE, 2004). This paper draws on our formative evaluation of the IE and the investigation of the take up of digital resources produced by a number of projects selected for funding under JISC circular 5/99. Although we identified examples of good practice in using the IE to support learning and teaching and instances where digital resources were successful in addressing certain needs for the learners the benefits were less then anticipated. The digital resources produced by the projects seem to hold a potential to support teaching in higher education, however, the actual impact they had on learning was found to be less than anticipated. The findings suggest that the application and implementation of networked technologies is partly determined by the social context in which it operates. Finally, the paper advocates the need for action to influence educational practice and engage related parties in a genuine way in order to realise the transforming potential of networked learning. By exploring the implementation of information digital resources in teaching and learning under the framework of actor network theory, this paper makes a contribution to the development of theory and practice in the area of networked learning.
Symposium Title: Challenges to social justice and collective wellbeing in a globalised education system Symposium Abstract: (Symposium consisted of 4 papers) Access to educational opportunity is undoubtedly extended by the availability of open learning materials, networked learning communities, and forms of open accreditation. Networked learning has, in that sense, fulfilled many of the promises of its early pioneers. The evidence is weak, however, that access to digital opportunity translates into educational success for those without other forms of educational, social and cultural capital. The distribution of functional access to digital opportunity in fact mirrors other kinds of inequality very closely, so the proliferation of networked learning opportunities can actually amplify inequalities of outcome. Beyond individual cases, an open digital landscape for learning favours globally successful institutions, as shown by the scramble to form 'gold standard' open course networks among leading universities. A global market in educational content risks amplifying the hegemony of the languages, educational cultures and knowledge practices of the English-speaking global north. A parallel global market in the most able and motivated students puts further pressure on the local education systems that are most able to support those currently disadvantaged. This symposium examines the globalised educational landscape from a radical, critical perspective. Some of us write from within schools of education with the experience of research and publishing behind us. From this perspective we assert the value of theory-informed research to highlight the contradictions, the political negotiations and the vulnerabilities of hegemonic discourses, to encourage scepticism and to challenge determinist views of our technological future. Some of us write from situations of responsibility in practice and policy settings. From this perspetive we assert that there are no technological solutions to inequality, only political and emancipatory educational actions. What tools of resistance are at our disposal within the academic labour force and in the 'world of work' adjacent to it? Our discussions and the links among our papers represent the hope that the divide can sometimes be bridged, and that theory-based interventions in education are always possible, on the side of social justice and collective wellbeing. Paper Abstract: Critical TEL: The Importance of theory and theorisation Madeleine Sclater and Vic Lally This paper explores the role of theory in Technology Enhanced Learning, and the research community. We consider Cultural Historical Activity Theory (CHAT) as an example, but we strongly feel that our argument has broader application to the use of theory as part of the intellectual 'self-defence toolkit' that researchers and practitioners in the critical TEL community need to consider if they are to 'resist' the crises arising from educational globalisation. Theory can offer us the language, history, scope, and power that we need to be reflexively aware of both our own interests and those of others who are actors in the settings in which we are working.
Many nations responded to the corona virus disease‐2019 (COVID‐19) pandemic by restricting travel and other activities during 2020, resulting in temporarily reduced emissions of CO2, other greenhouse gases and ozone and aerosol precursors. We present the initial results from a coordinated Intercomparison, CovidMIP, of Earth system model simulations which assess the impact on climate of these emissions reductions. 12 models performed multiple initial‐condition ensembles to produce over 300 simulations spanning both initial condition and model structural uncertainty. We find model consensus on reduced aerosol amounts (particularly over southern and eastern Asia) and associated increases in surface shortwave radiation levels. However, any impact on near‐surface temperature or rainfall during 2020–2024 is extremely small and is not detectable in this initial analysis. Regional analyses on a finer scale, and closer attention to extremes (especially linked to changes in atmospheric composition and air quality) are required to test the impact of COVID‐19‐related emission reductions on near‐term climate. ; C. D. Jones, P. Nabat, R. Séférian acknowledge support from the European Union's Horizon 2020 research and innovation program under grant agreement No 641816 (CRESCENDO). R. D. Lamboll, P. M. Forster, J. Rogelj, R. B. Skeie, P. Nolan, R. Séférian acknowledge support from the European Union's Horizon 2020 research and innovation program under grant agreement No 820829 (CONSTRAIN). E. Tourigny, T. Ilyina and H. Li acknowledge support from the European Union's Horizon 2020 research and innovation program under grant agreement No 821003 (4C). C. Timmreck is supported from the Deutsche Forschungsgemeinschaft DFG (FOR2820, TI 344/2–1). MPI‐ESM simulations were performed at the German Climate Computing Center (DKRZ). We acknowledge DKRZ colleague Martin Schupfner for cmorizing and publishing the MPI‐ESM model simulations. S. T. Rumbold was funded by the National Environmental Research Council (NERC) national capability grant for the UK Earth System Modeling project, grant NE/N017951/1. M. Wu, H. Wang and K. Calvin acknowledge support by the U.S. Department of Energy (DOE), Office of Science, Office of Biological and Environmental Research, Earth and Environmental System Modeling program as part of the Energy Exascale Earth System Model (E3SM) project. The Pacific Northwest National Laboratory (PNNL) is operated for DOE by Battelle Memorial Institute under contract DE‐AC05‐76RLO1830. N. Oshima, T. Koshiro, and M. Deushi were supported by the Japan Society for the Promotion of Science (grant numbers: JP18H03363, JP18H05292, JP19K12312, and JP20K04070), the Environment Research and Technology Development Fund (JPMEERF20202003 and JPMEERF20205001) of the Environmental Restoration and Conservation Agency of Japan, the Integrated Research Program for Advancing Climate Models (TOUGOU) grant number JPMXD0717935561 from the Ministry of Education, Culture, Sports, Science and Technology (MEXT), Japan, and the Arctic Challenge for Sustainability II (ArCS II), Program Grant Number JPMXD1420318865. S.F. acknowledges funding for the Hans‐Ertel‐Center for Weather Research "Climate Monitoring and Diagnostic" (ID: BMVI/DWD 4818DWDP5A, https://www.herz.uni-bonn.de) and the Collaborative Research Center "Earth, evolution at the dry limit" (ID: DFG 68236062, https://sfb1211.uni-koeln.de). D. Olivié and J. Tjiputra acknowledge the Research Council of Norway funded projects INES (270061) and KeyClim (295046). Simulations of MIROC‐ES2L are supported by the TOUGOU project "Integrated Research Program for Advancing Climate Models" (grant number: JPMXD0717935715) of the Ministry of Education, Culture, Sports, Science, and Technology of Japan (MEXT). MIROC‐team acknowledges JAMSTEC for use of the Earth Simulator supercomputer. Simulations of UKESM1 and analysis of data were supported by the Joint UK BEIS/Defra Met Office Hadley Center Climate Program (GA01101). We gratefully acknowledge help from Martine Michou for setting up the model configuration used in this work and for processing of data from CNRM‐ESM2‐1. P. Nabat, C. Cassout and R. Séférian, thank the support of the team in charge of the CNRM‐CM climate model. Supercomputing time was provided by the Meteo‐France/DSI supercomputing center. Simulations of GISS‐E2‐1‐G were supported by NASA's Rapid Response and Novel Research in Earth Science program. Resources supporting this work were provided by the NASA High‐End Computing (HEC) Program through the NASA Center for Climate Simulation (NCCS) at Goddard Space Flight Center. We gratefully acknowledge Susanne Bauer, Gregory Faluvegi, Kenneth Lo, and Reto Ruedy for their assistance in preparing simulations and processing output. Y. Yang acknowledges the National Key Research and Development Program of China (Grant 2019YFA0606800 and 2020YFA0607803). S. Yang acknowledges support from the Danish National Center for Climate Research (Nationalt Center for Klimaforskning, NCKF). ; Peer Reviewed ; "Article signat per 49 autors/es: Chris D. Jones, Jonathan E. Hickman, Steven T. Rumbold, Jeremy Walton, Robin D. Lamboll , Ragnhild B. Skeie, Stephanie Fiedler, Piers M. Forster, Joeri Rogelj, Manabu Abe, Michael Botzet, Katherine Calvin, Christophe Cassou, Jason N.S. Cole, Paolo Davini, Makoto Deushi, Martin Dix, John C. Fyfe, Nathan P. Gillett, Tatiana Ilyina, Michio Kawamiya, Maxwell Kelley, Slava Kharin, Tsuyoshi Koshiro, Hongmei Li, Chloe Mackallah, Wolfgang A. Müller, Pierre Nabat, Twan van Noije, Paul Nolan, Rumi Ohgaito, Dirk Olivié, Naga Oshima, Jose Parodi, Thomas J. Reerink, Lili Ren, Anastasia Romanou, Roland Séférian, Yongming Tang, Claudia Timmreck , Jerry Tjiputra, Etienne Tourigny , Kostas Tsigaridis, Hailong Wang, Mingxuan Wu, Klaus Wyse,r Shuting Yang, Yang Yang, Tilo Ziehn" ; Postprint (published version)
Report No. NRL/MR/7230--12-9404 ; This report describes the data collected during one of a series of NRL remote sensing and calibration and validation (Cal/Val) campaigns, providing data and information for the development of models of coast types and their associated environmental factors for use in rapidly processing hyperspectral imagery (HSI) and generating shallow water bathymetric charts and trafficability maps. This report documents data that was collected during a remote sensing campaign that was conducted from May 18 to 29, 2009 at the Shoalwater Bay Training Area (SWBTA) located in Australia along a tropical stretch of the Queensland coast. Airborne collections from the HyMap (trademark) sensor were used to build shallow water bathymetric charts and trafficability maps that were provided to military planners during Exercise Talisman-Saber 2009, which was conducted primarily in Australia and surrounding waters from July 13 to 16, 2009. This report details both the airborne HyMap imagery collected as well as the ground and water spectral and geotechnical data collected to calibrate and validate the products developed in support of the exercise. ; Office of Naval Research One Liberty Center 875 North Randolph Street, Suite 1425 Arlington, VA 22203 ; Approved for public release; distribution is unlimited.
Introduction (Networked Learning Editorial Collective): Since the turn of this century, much of the world has undergone a tectonic socio-technological change. Computers have left the isolated basements of research institutes and entered people's homes. Network connectivity has advanced from slow and unreliable modems to high-speed broadband. Devices have evolved: from stationary desktop computers to ever-present, always-connected smartphones. These developments have been accompanied by new digital practices, and changing expectations, not least in education, where enthusiasm for digital technologies has been kindled by quite contrasting sets of values. For example, some critical pedagogues working in the traditions of Freire and Illich have understood computers as novel tools for political and social emancipation, while opportunistic managers in cash-strapped universities have seen new opportunities for saving money and/or growing revenues. Irrespective of their ideological leanings, many of the early attempts at marrying technology and education had some features in common: instrumentalist understanding of human relationships with technologies, with a strong emphasis on practice and 'what works'. It is now clear that, in many countries, managerialist approaches have provided the framing, while local constraints and exigencies have shaped operational details, in fields such as e-learning, Technology Enhanced Learning, and others waving the 'Digital' banner. Too many emancipatory educational movements have ignored technology, burying their heads in the sand, or have wished it away, subscribing toa new form of Luddism, even as they sense themselves moving to the margins. But this situation is not set in stone. Our postdigital reality results from a complex interplay between centres and margins. Furthermore, the concepts of centres and margins 'have morphed into formations that we do not yet understand, and they have created (power) relationships which are still unsettled. The concepts … have not disappeared, but they have become somewhat marginal in their own right.' (Jandrić andHayes 2019) Social justice and emancipation are as important as ever, yet they require new theoretical reconfigurations and practices fit for our socio-technological moment. In the 1990s, networked learning (NL) emerged as a critical response to dominant discourses of the day. NL went against the grain in two main ways. First, it embarked on developing nuanced understandings of relationships between humans and technologies; understandings which reach beyond instrumentalism and various forms of determinism. Second, NL embraced the emancipatory agenda of the critical pedagogy movement and has, in various ways, politically committed to social justice (Beaty et al. 2002; Networked Learning Editorial Collective 2020). Gathered around the biennial Networked Learning Conference,1 the Research in NetworkedLearning book series,2 and a series of related projects and activities, the NL community has left a significant trace in educational transformations over the last few decades. Twenty years ago, founding members of the NL community offered a definition of NL which has strongly influenced the NL community's theoretical perspectives and research approaches (Goodyear et al. 2004).3 Since then, however, the world has radically changed. With this in mind, the Networked Learning Editorial Collective (NLEC) recently published a paper entitled 'Networked Learning: InvitingRedefinition' (2020). In line with NL's critical agenda, a core goal for the paper was to open up a broad discussion about the current meaning and understandings of NL and directions for its further development. The current collectively authored paper presents the responses to the NLEC's open call. With 40 contributors coming from six continents and working across many fields of education, the paper reflects the breadth and depth of current understandings of NL. The responses have been collated, classified into main themes, and lightly edited for clarity. One of the responders, Sarah Hayes, was asked to write aconclusion. The final draft paper has undergone double open review. The reviewers, Laura Czerniewicz and Jeremy Knox, are acknowledged as authors. Our intention, in taking this approach, has been to further stimulate democratic discussion about NL and to prompt some much-needed community-building. ; lict
