Makes and attempts to substantiate, the following claims: It wasMarshall′s objective to show how poverty could be ameliorated. Helocated the causes of poverty in the institutions…
Abstract
Makes and attempts to substantiate, the following claims: It was Marshall′s objective to show how poverty could be ameliorated. He located the causes of poverty in the institutions of the state, education, monopoloid business enterprise, and the working‐class family. He viewed institutions as structures and as organized social behaviour. He explained that the latter is conditioned by customs. Some of these are rooted in the legend‐enshrouded past and hence change‐resisting. Other customs are change‐promoting by virtue of being engendered in scientific, technological, and educational processes. Marshall recommended that the state be reformed through a strengthening of democratic processes and that this be followed by state‐engineered reform of monopoloid institutions and of educational institutions. These reforms would result in increased institutionalization of dynamic behaviour and accelerated deinstitutionalization of static behaviour. The outcome would be an increase in welfare. Because of his recommendations. Marshall considered himself a socialist.
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The sudden evaporation of Alfred Marshall's enormous prestige is a phenomenon that deserves more attention than it has received. During his lifetime, his pre‐eminence was greater…
Abstract
The sudden evaporation of Alfred Marshall's enormous prestige is a phenomenon that deserves more attention than it has received. During his lifetime, his pre‐eminence was greater than that of any other economist before his time or since. His careful statements were based on a wealth of knowledge and understanding. He was an able mathematician and read widely in history. He studied industry at first hand and had deep social sympathies. His position at Cambridge was a prominent one in a land long known for its able political economists.
Argues that Joan Robinson′s interest in teaching and her students wasinherently connected to her views on the nature, scope andmethodology of economics. More specifically, like…
Abstract
Argues that Joan Robinson′s interest in teaching and her students was inherently connected to her views on the nature, scope and methodology of economics. More specifically, like the classical economists, she defined economics broadly as the study of the causes of material wealth and growth rather than the more narrow science of allocation of scarce resources. Like J.S. Mill, A. Marshall and J.M. Keynes, she viewed economics as a moral science rather than excluding ethics and politics from economic considerations. Most ⊃4importantly, she believed in the central role of history and thus uncertainty in economic analysis. This emphasis on history in turn implied that she did not consider the tools of economic analysis to be universally applicable across time and space. It is argued here that these beliefs directly affected her views on teaching economics.
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Derek S. Brown, Christine Poulos, F. Reed Johnson, Linda Chamiec-Case and Mark L. Messonnier
To measure adolescent girls’ preferences over features of human papillomavirus (HPV) vaccines in order to provide quantitative estimates of the perceived benefits of vaccination…
Abstract
Purpose
To measure adolescent girls’ preferences over features of human papillomavirus (HPV) vaccines in order to provide quantitative estimates of the perceived benefits of vaccination and potential vaccine uptake.
Design/methodology/approach
A discrete choice experiment (DCE) survey was developed to measure adolescent girls’ preferences over features of HPV vaccines. The survey was fielded to a U.S. sample of 307 girls aged 13–17 years who had not yet received an HPV vaccine in June 2008.
Findings
In a latent class logit model, two distinct groups were identified – one with strong preferences against vaccination which largely did not differentiate between vaccine features, and another that was receptive to vaccination and had well-defined preferences over vaccine features. Based on the mean estimates over the entire sample, we estimate that girls’ valuation of bivalent and quadrivalent HPV vaccines ranged between $400 and $460 in 2008, measured as willingness-to-pay (WTP). The additional value of genital warts protection was $145, although cervical cancer efficacy was the most preferred feature. We estimate maximum uptake of 54–65%, close to the 53% reported for one dose in 2011 surveillance data, but higher than the 35% for three doses in surveillance data.
Research limitations/implications
We conclude that adolescent girls do form clear opinions and some place significant value on HPV vaccination, making research on their preferences vital to understanding the determinants of HPV vaccine demand.
Originality/value
DCE studies may be used to design more effective vaccine-promotion programs and for reassessing public health recommendations and guidelines as new vaccines are made available.
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“In the provision of terminology and apparatus to aid thought I do not think that Marshall did economists any greater service than by the explicit introduction of the idea of…