Анализ и моделирование мировой и страновой динамики
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.
The collection of papers includes the articles, which examine some of the most actual problems of the modern Chinese studies. Among these problems are the connections between our two contries in the period, when the Chinese Communist Party came to power, and on the modern stage, the problems of formation and development of Chinese "global cities", the development of the law in the PRC, the history of the Guomindang, history and modern condition of the Chinese armed forces.
In this exploratory study, we examined several interethnic ideologies held by individuals (assimilation, colorblindness, multiculturalism, and polyculturalism) from a social ecological perspective. We examined moderation effects of neighborhood ethnic density (ED) on relationships between interethnic ideologies and intergroup bias towards various minority ethnic groups in the Russian context. Intergroup bias was assessed as a composite score of bias toward four ethnic groups who have different cultural distances from the Russian mainstream population: Chechens, Belarusians, Uzbeks, and Chinese. We obtained a gender balanced sample of ethnic Russians from the Central Federal District of Russia (N = 359) comprising of 47% women and 53% men. The measures were used in a Russian translation by an adaptation using the back-translation and cognitive interviews. Multiple regression analysis was used to test the relationships. The results showed that high perceived neighborhood non-Russian ED weakened negative relations between intergroup bias and ideologies that purportedly accept cultural diversity (multiculturalism and polyculturalism). On the other hand, for interethnic ideologies those purportedly reject cultural diversity, high perceived neighborhood non-Russian ED weakened the positive relations between intergroup bias and assimilation and strengthened the negative relations between intergroup bias and colorblindness. The pattern of results suggests that the relationship between attitudes and intergroup bias may change based on the perceived ethnic composition of the local area and frequency of contacts. Although our findings are relatively novel they support the emerging view that attitudes and intergroup relations need to be studied from a social ecological context.
During the 14th and 15th October 2017, a conference organized by Ben Eklof (Indiana University), Igor Fedyukin (Higher School of Economics (Moscow), Tatiana Saburova (Higher School of Economics, Indiana University), Elena Vishlenkova (Higher School of Economics, Moscow) has been held at the Indiana University Europe Gateway at CIEE Global Institute (Berlin) with the aim to discuss new narratives about the history of Russian education, aroused by James C. Scott’s books, Seeking like a State. How Certain Schemes to Improve the Human Condition Have Failed (1998), in particular on the basis of the concept of “high modernism” in its effort to redesign society and of the role of knowledge in the context of social and economic changes.