Suchergebnisse

This study proposes two hypotheses to identify the cause(s) behind the short‐term cyclical Japanese manufacturing foreign direct investment in the European Community (EC) in the late 1980s and early 1990s: (i) a catch‐up process of Japanese firms in anticipation of EC single market integration in 1993 and (ii) the so‐called bubble economic phenomenon caused by the overheated economy following expansionary monetary policy in Japan in the late 1980s. Applying multinomial logit models to the data on parent firms of 283 Japanese manufacturing subsidiaries established in the EC from 1988 to 1992 reveals strong support for the bubble economy hypothesis but not for the catch‐up hypothesis. Results also show that under a bubble economy situation, tax‐related incentive policies in host countries—e.g., an investment tax allowance for foreign direct investment—are quite important in attracting Japanese firms.

Introduction to Yoshihiko Uchida -- The Origin and Development of Uchida's Social Science -- Civil Society and the Metabolic Relationship Between Human Beings and Nature -- Science and Inquiry in Hajime Kawakami -- Invisible Hand and Manipulative Hand -- In Closing: How to Live in a Society Organized Around the Division of Labor.

This book is devoted to analyzing contemporary capitalism both in Japan and in the world economy by using the theoretical framework of the French régulation theory and by revisiting the theory of civil society in postwar Japan. The Japanese theory of civil society proposed unique thinking about "freedom and equality" and "human rights" in the postwar era but could not help to come up with effective concepts for an economic analysis of that capitalism of the period. On the other hand, the régulation theory born in the 1970s is well known by its definition of postwar capitalism as Fordism, based on the elaboration of a new conceptual framework, but it soon proved unable to directly explain Japan's experience by that central concept of Fordism. Inspired by consideration of Japanese civil society and also by the regulationist framework, the author has forged new analytical concepts such as "companyism" to understand Japanese capitalism including the recent "lost decades", and he elaborates more carefully the concepts of "growth regime" and "institutional change" to grasp the dynamics of the world economy including today's neoliberal trend. The original benefits of the book consist in 1) reviving a Japanese theory of civil society in the postwar period, 2) applying the régulation theory to the analysis of contemporary Japan, and 3) offering theoretical reflections on the conception of the world economy. Consequently, the author pays special attention to the relationship between the political and the economic as well as regulationist tools and the theory of civil society's perspective. The principal message of the book is that capitalism or the market economy must be supported by a sound civil society.--

"From 1910 to the 1930s, educating Africans was a major preoccupation in the metropole and in the colonies of imperial Britain. This richly researched book untangles the discourse on education for African leaders, which involved diverse actors such as colonial officials, missionaries, European and American educationists or ideologues in Africa and diaspora. The analysis is presented around two foci of decision-making: one is the Memorandum on Education Policy in British Tropical Africa, issued by the British Colonial Office in 1923; another is the Achimota School established on the Gold Coast Colony (present-day Ghana) as a model school in 1927. Ideas brought from different sources were mingled and converged on the areas where the motivations of actors have coincided. The local and the global was linked through the chains of discourse, interacting with global economic, political and social concerns. The book also vividly describes how the ideals of colonial education were realized in Achimota School."--Page 4 of cover

Broad-Based Participation and Oligopoly of High-Level DecisionsLegitimacy of Representation; Emergence and Convergence of Key Issues; Review of EFA Experience and Education Targets in SDGs; EFA Reviews; SDG Targets and Means of Implementation; The Pandora's Box Named 'Quality of Education': Key Issues; Achieving Meaningful and Visible Educational Changes: Learning Outcomes, Skills and Assessment; To Operationalize SDG 4 Education Targets: Country Process and Financing; Trends Found in the Large-Sample Quantitative Text Analysis; Conclusion; Notes; Acknowledgements; References.