Ali Saedvandi; Hossein Sadeghi; Zahra Keshavarzi
Volume 18, Issue 56 , October 2013, , Pages 95-122
Abstract
Although depreciation is a crucial factor in economic growth models, little effort has been made to estimate depreciation rates. In this study, we attempt to estimate integrated fuzzy indicators for depreciation rates in 21 comparable developing countries. In the framework of fuzzy logic, first, we combine ...
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Although depreciation is a crucial factor in economic growth models, little effort has been made to estimate depreciation rates. In this study, we attempt to estimate integrated fuzzy indicators for depreciation rates in 21 comparable developing countries. In the framework of fuzzy logic, first, we combine ten related variables to obtain four depreciation indicators, namely human, social, physical, and natural capital. Then the four indicators are combined to obtain an overall depreciation rate. The results indicate that remarkable gap exists among developing countries. The overall depreciation rates are at the highest level in the CIS countries (circa 0/7) and at the lowest level in some of the developing European nations (circa 0/4). Due to lack of information, the exact estimation of a combined depreciation indicator seems impossible for Iran; nevertheless, we estimate a minimum boundary for this country, which indicates the dismal situation of capital preservation in Iran.
Batool Seyedi; Fariborz Dortaj; Seyed Abdolmajid Jalaee
Volume 16, Issue 49 , February 2012, , Pages 35-69
Abstract
As in the current centered educational system "text-book" represents educational goals at the national level. Thus, in this study attempt was made to answer this question based on content analyzing: "how much importance has been devoted to economic concepts in the primary education text-books". So, after ...
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As in the current centered educational system "text-book" represents educational goals at the national level. Thus, in this study attempt was made to answer this question based on content analyzing: "how much importance has been devoted to economic concepts in the primary education text-books". So, after some preliminary theoretical studies, content analyzing pattern was designed. Then the validity and reliability of this pattern calculated and analysis was begun. For this purpose, by using data collection bill, the content of the primary education text-books except mathematics were analyzed in academic year (1385-1386). Then, economic concepts and implications were identified and classified in five types: "microeconomics, macroeconomics, economic development, labor economic and international economics" and two presentation ways (direct & indirect). The results of investigation show that economic concepts in relation to economic development, microeconomics, labor economics, macroeconomics and international economics orderly have been devoted to themselves the most amplitudes. Also, the economic concepts presentation ways were different, for economic concepts in relation to microeconomics, macroeconomics, economic development and international economics; the direct presentation way has been used frequently and for labor economics indirect presentation way has been used. in general, the direct presentation way used more than indirect way. The analysis show that economic concepts presentation in various bases hadn’t special order and although, economic concepts has increased progressively from first primary grade to fifth primary grade, but this process hasn’t liner motion and has some inflections. Also, economic concepts have been presented in theoretical manner. At the end we suggest that more attention must be paid to some concepts of microeconomics and macroeconomics. Also, in addition to theoretical instruction of economic concepts, practical instruction by using more active methods must be considered.
