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Interaktion zwischen Fiskal- und Geldpolitik in EWU

Bachelorarbeit aus dem Jahr 2011 im Fachbereich VWL - Geldtheorie, Geldpolitik, Note: 2.0, Philipps-Universität Marburg, Sprache: Deutsch, Abstract: 1.1 Problemstellung Ab 1.1.1999 begann die dritte Stufe der Wirtschafts- und Währungsunion mit der Umsetzung eines einheitlichen Währungssystems in Europa. Dabei wurden die verschiedenen Währungen der Mitgliedstaaten in einer einzigen Währung umgestellt, und wird die Europäische Zentralbank auch gegründet, um die einheitliche Geldpolitik in EWU durchzuführen. Im Gegensatz dazu blieb die nationale Fiskalpolitik noch in den Staaten, die für Regulierung des nationalen Outputs verantwortlich sind. Weil die Europäische Währungsunion voll integriert ist, kann irgend Spillover von einem Staat anderen Staaten sogar ganze Union beeinflussen. Um daher eine expansive extreme Fiskalpolitik von einem Mitgliedstaat zu verhindern sowie die Stabilität der Union zu gewährleisten, ist der SGP 1997 in Kraft getreten. Dadurch darf das jährliche Haushaltdefizit 3% des Bruttoinlandsproduktes nicht überschreiten oder muss die Staatsschuld weniger als 60% des Bruttoinlandsproduktes sein. Jedoch ist in der Praxis der Überwachungs- und Sanktionsmechanismus von SGP nicht erfolgreich. Denn es gibt immer mehr Länder, die bereit sind, diese Grenze für das Haushaltsdefizit zu überschreiten. Dabei wird die Regel für die Staatsschuld von SGP nicht richtig eingehalten, was zur ernsten Staatsverschuldung führt, die gerade der Zukunft der EWU droht. Bei der EWU mit einer einheitlichen Geldpolitik und differenzierten Fiskalpolitiken besteht in der Tat immer ein Konflikt zwischen den nationalen und gemeinsamen Interessen. Um daher dieses Problem zu lösen, wird eine Frage hier gestellt, ob die Koordination zwischen den nationalen Fiskalpolitiken und der einheitlichen Geldpolitik nötig sei, und welcher Form der Koordination die angemessen ist. Im Kern dieser Arbeit wird dieses Problem untersucht, wobei die unterschieden Regime der Koordination der Geld- und Fiskalpolitiken präsentiert und ihre Ergebnisse miteinander verglichen werden.

Bachelorarbeit aus dem Jahr 2011 im Fachbereich VWL - Geldtheorie, Geldpolitik, Note: 2.0, Philipps-Universität Marburg, Sprache: Deutsch, Abstract: 1.1 Problemstellung Ab 1.1.1999 begann die dritte Stufe der Wirtschafts- und ...

Fiskal- und Geldpolitik der Ukraine: Gründe und Faktoren des Reformstaus

Studienarbeit aus dem Jahr 1998 im Fachbereich Politik - Internationale Politik - Region: Russland, Länder der ehemal. Sowjetunion, Note: 1,3, Ludwig-Maximilians-Universität München (Geschwister Scholl Institut für Politische Wissenschaft), Veranstaltung: Der Systemwechsel in Osteuropa, Sprache: Deutsch, Abstract: In einem Transformationsstaat wie der Ukraine ist die Ausgestaltung des Systems der öffentlichen Finanzwirtschaft von entscheidender Bedeutung für das Gelingen der Transformation. Es beeinflußt wichtige Reformziele, wie die makroökonomische Stabilisierung, die soziale Sicherheit und soll nicht zuletzt den Rahmen für eine marktwirtschaftliche Umstrukturierung geben. Das System der öffentlichen Haushalte muß eng verknüpft sein mit anderen marktorientierten Reformen, z.B. der Liberalisierung der Unternehmen, der Freigabe der Preisbindung oder der Aufgabe von Monopolen. In der Ukraine konnten wir allerdings beobachten, daß das Steuersystem nicht die gewünschten Einnahmen an den Staatshaushalt erbracht hat. Der Staat steckt mittlerweile in einem Schuldenberg und sieht sich vor der fast unlösbaren Aufgabe, die öffentlichen Haushalte ohne eine neuerliche Inflation zu finanzieren. Hinzu kommt noch, daß der IWF einen 1996 gewährten Kredit zur Bekämpfung der Inflation in Höhe von 2,5 Milliarden US$ gestoppt hat2 und die Ukraine die Mittel zur Refinanzierung der Haushalte quasi aus eigener Tasche zaubern muß. Sinn dieser Arbeit ist es, einmal kurz die Fiskal- und Geldpolitik der Ukraine zu durchleuchten, um vielleicht eine Antwort darauf zu bekommen, warum in der Ukraine altbewährte Mittel der staatlichen und monetären Stabilisierung nicht zum Tragen gekommen sind, sondern durch ihre einseitige Wirkung oft nur zur Verschlechterung der Situation beigetragen haben. Dafür ist es sinnvoll, am Anfang das Steuersystem der Ukraine, sowie die zwischenzeitlich getätigten Reformschritte im Steuersystem vorzustellen, um dann die Wechselwirkung mit den ökonomischen und institutionellen Rahmenbedingungen festzustellen.

Studienarbeit aus dem Jahr 1998 im Fachbereich Politik - Internationale Politik - Region: Russland, Länder der ehemal.

Second Language Learning Theories - The Behaviouristic Approach as the Initial Theory Towards Modern Researches

Seminar paper from the year 2006 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 2-3, University of Kassel, 15 entries in the bibliography, language: English, abstract: The way of teaching a Second Language is still subject of research and discussion today. Current studies on L2 teaching methodologies show the necessity of investigation. Long time, L2 teaching methodolgies were closely related to theories on L2 learning or Second Language Acquisition (SLA). Those theories became the most popular in World War II and the behaviouristic approach of the 1950's and 60's was influential and leading during a long period following. That is why this paper concentrates on the behaviouristic approach, considering B.F. Skinner especially. As other researchers found this approach insufficient, various studies have been initiated. They tried to find evidence for opposite theories or they enlarged and/or changed behaviourists views. The behaviourist approach still has some influence on L2 teaching today. However, modern investigations made clear that there is a need for distinction between L2 learning theories and teaching methodologies.

They found that the American entry into World War II was an initial starting point
for L2 learning in America because of the language learning programmes, which
were established in 1942. These programmes were designed to enable the
military personnel to speak languages like German, French, Italian, etc. fluently.
As the background of teaching a second language was a military one, there is no
need to figure out reasons for drill methods. Language learning was
characterized by ...

Is There a Sensitive Period in Second Language Learning?

Seminar paper from the year 2011 in the subject English Language and Literature Studies - Linguistics, grade: 1,0, University of Erfurt (Philosophische Fakultat - Fachbereich Anglistik), course: Second Language Acquisition, language: English, abstract: 'A tree must be bent while it is young.' (Proverb) Proverbs usually have an element of truth. The German speakers will certainly also know the German equivalent 'Was Hanschen nicht lernt, lernt Hans nimmermehr.' Do these proverbs also apply to the acquisition of a second language? Are young learners trees that 'must be bent' before they are too old to reach a certain language proficiency? In first and second language research, the concept of a 'critical period' respectively of a 'sensitive period' was developed to explain probable advantages of children in the process of language acquisition. The aim of this term paper is to find out whether there is a sensitive period for second language learning and to explore possible explanatory approaches. Within this research, the 'Critical Period Hypothesis' (CPH) represents the major focus. According to this hypothesis, "there is a period during which language acquisition is easy and complete (i.e. native-speaker ability is achieved) and beyond which it is difficult and typically incomplete" (ELLIS, 1997: 67). This means, it is assumed that language learners must begin at an early age to learn a language in order to reach native-like proficiency. Generally, empirical data from course books, handbook articles and journal articles as well as commentaries by different authors are used in order to follow the research question up. First, a framework concerning the origins of the idea of a sensitive period from first language acquisition, and the clarification of particular terms will be created. Then, the distinction between possible advantages of young learners in natural as well as instructional settings will be of interest. The findings on a critical or sensitive period have a

The onset is either defined by the beginning of primary language acquisition or
by points when there is a characteristic acceleration in linguistic development,
depending on the author cited. Then, the peak of this optimal period for second ...

Oral Error Treatment in the Second Language Classroom

Seminar paper from the year 2007 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,3, University of Cologne, language: English, abstract: "Should learner errors be corrected? If so, when should learner errors be corrected? Which learner errors should be corrected? Who should correct learner errors? And how should learner errors be corrected?" (Hendrickson 1978, p. 389). This series of questions, raised by Hendrickson, frame the diverse decisions a teacher has to make within only few seconds in his/her daily teaching according to a learner's error. To explore special parts of this extensive topic more precisely and to find out what role teacher and learner play exactly in the treatment of oral errors should be the aim of the following investigation. First of all the theoretical concept of error and correction itself will be dealt with to make clear from which perspective the subject of oral error treatment in the L2 classroom will be considered. Then the paper will have a practical orientation to the L2 classroom: in this connection the focus will lie on answering one of the questions raised above namely "Should learner errors be corrected?." With reference to this we try to find out on which factors the decision of correcting/not correcting students' errors depends. Answering the question how learners' errors should be corrected represents such a complex issue that it would be impossible to get a complete look at it in this research. Therefore recasts and elicitations, as special kinds of corrective feedback used in L2 classrooms, are considered in detail to get a deeper impact of possible ways students' errors are treated in oral work. Simultaneously it should be found out if recasts/elicitations are effective examples of oral error treatment and whether there are differences in terms of the effectiveness according to the type of error that is made.

This series of questions, raised by Hendrickson, frame the diverse decisions a teacher has to make within only few seconds in his/her daily teaching according to a learner's error.

The Contribution of Universal Grammar to Second Language Acquisition - Which Role is UG Likely to Play in SLA?

Seminar paper from the year 2006 in the subject English Language and Literature Studies - Linguistics, grade: 1,3, University of Cologne (Englisches Seminar), course: Research in Language Acquisition, 20 entries in the bibliography, language: English, abstract: If we take for granted that children acquire their first language with the help of an innate language acquisition device containing Universal Grammar, is it likely that the acquisition of a second language works in the same way? Is Universal Grammar still the driving force or did the prerequisites for the acquisition change in a way that learners need to consult other means and resources, like only their general cognitive abilities and learning strategies? There are many points in which first and second language acquisition differ...It is these differences that made linguists doubt that first and second language acquisition are entirely the same process. This paper is concerned with the question whether Universal Grammar is still available for second language learners and whether the mental grammar of L2 learners shows signs of impairment. After a short introduction to the concept of Universal Grammar in first language acquisition, it will turn to Universal Grammar in second language acquisition. In this context it will be considered whether the interlanguage grammar might be impaired and whether UG is probable to influence second language acquisition. Several theories of second language acquisition will be presented in advance to the discussion whether learners are likely to have full access, partial access or no access to Universal Grammar. Before being concluded it will take a short look at the problems that arise in second language research.

If we take for granted that children acquire their first language with the help of an
innate language acquisition device containing Universal Grammar, is it likely that
the acquisition of a second language works in the same way? Is Universal ...

Multiple Choice - a Useful Testing Method for Teaching English as a Foreign Language

Seminar paper from the year 2005 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,0, University of Heidelberg, 7 entries in the bibliography, language: English, abstract: Diese Arbeit untersucht, ob es sinnvoll ist, multiple-choice als Testmethode im Englischunterricht zu verwenden. Es wird aufgezeigt, unter welchen Bedingungen, multiple-choice erfolgreich im Englischunterricht angewandt werden kann.

Since it seems to me that multiple-choice tests are not very popular among
German English teachers (although they are quite common as a form of testing in
English-speaking countries), this paper is mainly about the construction and the
use ...

Writing English Language Tests - The Role of Testing in the Teaching and Leaning Process

Seminar paper from the year 2004 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 2 (B), Otto-von-Guericke-University Magdeburg, 11 entries in the bibliography, language: English, abstract: Writing English language tests is a topic very many students and of course also their teachers have to deal with. Often testing does not have a very good reputation, especially when regarding the students. Most of them are probably happy when a test is over and enjoy the time without them. But testing has much more functions than a superficial look at it will provide. Chapter 3.1 of this paper deals with the numerous purposes and is also supposed to show the important role that testing plays in the teaching process. This paper will concentrate on the writing skill and the evaluation of it. The other three skills reading, listening and speaking are not the centre of research. But it is not possible to exclude them because they are all interrelated to the writing skill as this paper wants to show. What is it that makes especially the writing skill and also the testing of it so sophisticating and complex? Writing at an advanced level is usually compositional writing or essay writing. Chapter 2.3 concentrates on that kind of writing and points out its often difficult prerequisites, even for writers in the native language. What are the necessary features of tests in general? It is supposed to become clear that certain conditions such as validity, reliability and practicality are extremely important for written assessment and for every other assessment too. Many people, even if they never actively scored a test, are able to imagine the difficulties of a fair and objective judgement. Especially when dealing with compositional writing, that assumption is true. But nevertheless there are ways to improve the objectivity of evaluation even if a rest of subjectivity can not be avoided. Chapter 3.5 focuses on ways to judge tests adequately. Writing English language te

2.1 Definition of Essential Terms Before being able to work with topic related
words as “English” and “test” it is necessary to briefly define them.1 There are
many ways to approach the meaning of the word English. For the purpose of this
paper ...

Main Currents of Categorization Theory: Psycholinguistic Perspectives within Semantics

Seminar paper from the year 2003 in the subject English Language and Literature Studies - Linguistics, grade: 1- (A-), Otto-von-Guericke-University Magdeburg (Institute for Foreign Language Philology), course: Perspectives in Semantic Theory, 9 entries in the bibliography, language: English, abstract: From the beginning of arts subject in the ancient Greece to modern cognitive science, scholars have been seeking to discover the nature of the relationship between language and thought. This relationship and the basic processes that underlie reason phenomena in general are today called cognitions. Modern cognitive science consists of an interdisciplinary ensemble of various subjects. Findings from the research for artificial intelligence, results of cognitive psychology, neurophysiology, philosophy, and finally linguistics contribute to a better understanding of any type of mental information processing. As language is said to be among the most characteristic human cognitive activities (see LAKOFF, 1987, p 113; see also BIRBAUMER, 1999, p 675), one aim of this work is to show in what respect linguistic findings are crucial to the aims of cognitive science. For this purpose I will discuss theories around the concept of categorization which is relevant for the traditional linguistic field of semantics, and also applicable to cognitive psychology and furthermore to psycholinguistics. The categorization approach seems to allow explanation for the communicative functions of language and how humans organize knowledge in general. It seems that: “Categorization is everywhere. Life is full of decisions and every choice involves a selection between a variety of competing options. These choices are guided by the category structure (...), both in language as elsewhere in cognition.” (CORRIGAN et al., 1989, p 195) The process of categorization means that we unconsciously group together every sensory input to meaningful categories. That is, we economically organize the mental representations of the outer world. From the beginning to the late 1970s and again during the 80s cognitive approaches of psychologists and linguists by the name of e.g. ELEANOR ROSCH, HILARY PUTNAM, and not too long ago GEORGE LAKOFF challenged the classical view of how humans organize knowledge while performing language. Whereas their ideas mainly provided a more integrated view of meaning within language at first, these scholars and especially LAKOFF contributed to a more detailed understanding of the fundamental human ability of categorization. Via the outline of the main currents in categorization theory, my argumentation will lead to emphasising psycholinguistic perspectives in semantic theory, as at least LAKOFF‘s approach may represent a theoretical basis for neuropsychological studies.

As language is said to be among the most characteristic human cognitive activities (see LAKOFF, 1987, p 113; see also BIRBAUMER, 1999, p 675), one aim of this work is to show in what respect linguistic findings are crucial to the aims of ...

Code-switching: grammatical, pragmatic and psycholinguistic aspects

An overview paper

Seminar paper from the year 2002 in the subject English Language and Literature Studies - Linguistics, grade: 1,5, Free University of Berlin, 56 entries in the bibliography, language: English, abstract: The aim of this paper is to provide a complete overview over the phenomenon of code-switching. In this paper, we will summarize the knowledge currently available on the discourse, linguistic and psycholinguistic aspects of code-switching. Such an overview can be used for different purposes: for seminar reports and papers, and for the preparation for exams in linguistics. The history of the research of code-switching has undergone various periods that have shown how complex the phenomenon of code-switching is. In the course of research of code-switching it has become clear that code-switching can be investigated from different perspectives. Researchers focussed on code-switching after they had realised that linguistic forms and practices are interrelated. And code-switching, in its turn, embodies not only variation, but the link between linguistic form and language use as social practice. Research from a linguistic and psycholinguistic perspective has focussed on understanding the nature of the systematicity of code-switching, as a way of revealing linguistic and potentially cognitive processes. Research on the psychological and social dimensions of code-switching has largely been devoted to answering the questions of why speakers code-switch and what the social meaning of code-switching is for them. The sociological perspective later goes on to attempt to use the answer to those questions to illuminate how language operates as a social process. Throughout the history of research on code-switching it has been proposed that it is necessary to link all these forms of analysis and that, indeed, it is that possibility that is one of the most compelling reasons for studying code-switching, since such a link would permit the development and verification of hypotheses regarding the relationship among linguistic, cognitive and social processes in a more general way (Heller, Pfaff 1996).[...]

Seminar paper from the year 2002 in the subject English Language and Literature Studies - Linguistics, grade: 1,5, Free University of Berlin, 56 entries in the bibliography, language: English, abstract: The aim of this paper is to provide a ...