Contributions of Social Studies of Finance to understand Modern-day Complex Financial Markets

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Nitin Navin
Keyword(s):  
Social Studies ◽  
Financial Markets ◽  
Present Article ◽  
Financial Economics ◽  
Social Content ◽  
Economic Relations ◽  
The Social ◽  
Economic Process

Although finance traditionally has been the domain of economics, understanding the various forces shaping the performance of contemporary financial markets require the use of a variety of intellectual perspectives from across other disciplines. The present article attempts to discuss the contributions of ‘social studies of finance’ in studying and interpreting the modern financial markets and it’s widely spread effects. This becomes of immense importance when conventional economics failed to express the social content of economic relations, and consequently to interpret the forces and conflicts at work in the economic process. This way, they help financial economics in framing and reframing it’s theories to explain and forecast the market in a better way.

scholarly journals The aporetic financialisation of insurance liabilities: Reserving under Solvency II

2021 ◽  
Vol 7 (1) ◽  
pp. 20-39
Author(s):  
Charalampos Fytros
Keyword(s):  
Social Studies ◽  
Financial Economics ◽  
Solvency Ii ◽  
Regulatory Regime ◽  
Know How ◽  
Risk Sensitive ◽  
The Social ◽  
Market Consistent Valuation ◽  
Short Termism

The valuation of insurance liabilities has traditionally been dealt with by actuaries, who closely monitored underlying illiquid features, assumed a long-term perspective, and exercised their own subjective, expert judgment. However, the new EU regulatory regime of Solvency II (S2) has come to require market-consistent valuation supplemented by a risk-sensitive capital. This is considered an unwanted shift towards short-termism that is misaligned with the industry’s long term and countercyclical character. The new principles place the ‘technicalising’ logic of financial economics over ‘contextualising’ actuarial know-how. Following existing analytics of valuation from the ethnography of reinsurance markets and the social studies of finance, such requirements appear either as an alarming attack against the actuarial component of traditional valuation practice, or else as a preserver of it, through a process of enfolding at the heart of the financialisation project. This article holds that the case of S2 challenges both these analytics of valuation. S2’s financialisation project, precisely by attempting to construct itself, deconstructs itself into an actuarial project, in a recurring, aporetic process. In this respect, fair (or otherwise) valuation remains always undecidable, inconclusive, and thus responsible.

New Zealand Social Studies 1961–1995: A View of Curriculum Change

1996 ◽  
Vol 1 (1) ◽  
pp. 5-13
Author(s):  
Carol Mutch
Keyword(s):  
New Zealand ◽  
Social Studies ◽  
Curriculum Change ◽  
Immigrant Population ◽  
Social Content ◽  
Intermediate Schools ◽  
The Social ◽  
The Relationship ◽  
The Way

The development, nature and role of social studies within the curriculum of New Zealand's primary and intermediate schools between 1961 and 1995 is analysed to show the way in which the particular historical circumstances of the country and the broader changes in society have been formative factors. It is argued that changes in New Zealand's economic and political international relationships have led to a reorientation that has been reflected in the design of the curriculum, while changes in the perceptions of the relationship between the descendants of the original Maori population and the newer European immigrant population have led to a re-evaluation of both the social content of the curriculum and of its overall purposes.

On the Content of Banking in Contemporary Capitalism

2009 ◽  
Vol 17 (2) ◽  
pp. 180-213 ◽  
Author(s):  
Paulo dos Santos
Keyword(s):  
Financial Markets ◽  
Interest Rates ◽  
Capital Market ◽  
Mortgage Lending ◽  
Social Content ◽  
The Social ◽  
International Banks ◽  
The Difference ◽  
Wage Earners ◽  
Marxist Interpretation

AbstractThis paper considers the character and social content of banking in contemporary capitalism. Based on a survey of the operations of nine leading international banks, it documents the marked differences between contemporary banking and the traditional business of taking, making loans to enterprises, and making profits from the difference in interest-rates between them. Notably, the operations of the world's top banking organisations are shown to centre on various forms of credit to individual wage-earners and on mediating access to financial markets by corporations and, increasingly, individuals. In order to characterise the social content of such activities, the paper seeks to apply, and where necessary extend, existing Marxist analyses of banking, capital-markets, and their relationship to capitalist accumulation. This includes advancing a number of elements of a distinctive Marxist interpretation of capital-market operations to theorise financial-market mediation-relations between banks, corporations, and the mass of retail-savers. The analysis pursued helps identify the distinctive and exploitative content of the relations banks maintain with ordinary wage-earners through consumer- and mortgage-lending, as well as through the provision of pension-related saving services.

MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VC SD NEGERI 164 PEKANBARU DENGAN MENGGUNAKAN METODE PEMBELAJARAN KOOPERATIF NUMBERED HEADS TOGETHER (NHT)

2019 ◽  
Vol 3 (1) ◽  
pp. 197
Author(s):  
Rosita L. Tobing
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Learning Outcomes ◽  
Class Actions ◽  
Heterogeneous Groups ◽  
The Social ◽  
Classroom Action Research ◽  
Improved Learning ◽  
Academic Year

The problem of classroom action research is the low learning outcomes of VC grade 164 students in Pekanbaru. This study aims to improve social studies learning outcomes of VC grade 164 students in Pekanbaru by applying the cooperative method of numbered heads together (NHT). The results of the research and class actions of the Social Studies Course conducted at the VC class SDN 164 Pekanbaru students concluded; Learning outcomes in the first cycle have increased compared to conventional learning. Pre-cycle learning outcomes are an average of 50.25 or sufficient categories; in cycle I, learning outcomes reached an average of 71.75 or in the Good category; in cycle II it increased again by 80.25 or in the Good category; Prasiklus classical completeness is 10 students (25.00%.); the first cycle is 27 students (67.50%); and in the second cycle were 38 students (95.00%). Students who have not been completed are remedial. Observers observed that VC grade 164 students at Pekanbaru Pekanbaru seemed to understand the Numbered Heads Together (NHT) Cooperative Method. They learn and understand shared material in heterogeneous groups of 4-5 students. Based on the results of improved learning studies, the application of the cooperative method of numbered heads together (NHT) succeeded in correcting the problem of the low social studies learning outcomes in VC Class SDN 164 Pekanbaru 2017/2018 Academic Year.

Termin kandaulos/kandylos (κανδαυλοσ/ κανδυλοσ) na podstawie λεχεων συναγωγη Focjusza oraz "Commentari ad Homeri Iliadem" Eustacjusza z Tessaloniki

Vox Patrum ◽  
2010 ◽  
Vol 55 ◽  
pp. 361-373
Author(s):  
Maciej Kokoszko ◽  
Katarzyna Gibel-Buszewska
Keyword(s):  
Social Status ◽  
Present Article ◽  
The Other ◽  
Other Hand ◽  
The Social ◽  
Cooked Meat

The present article focuses on one of the Greek delicacies mentioned by Photius and Eustathius, i.e. a Lydian import called kandaulos/kandylos. The dish was developed before the mid. VI th c. BC and named after a Lydian king, Kandaules, who ruled in the VII th c. BC. The delicacy was (via the Ionians) borrowed by the Helens and established itself in Greece sometime in the V th c. It became popular in Hellenistic times. The information we possess allow us to reconstruct two varieties of kandaulos/ kandylos. The first was savoury and consisted of cooked meat, stock, Phrygian cheese, breadcrumbs and dill (or fennel). The other included milk, lard, cheese and honey. The dish is reported to have been costly, prestigious and indicating the social status of those who would eat it. Though there is much evidence suggesting its popularity in antiquity, we lack solid evidence proving that kaunaudlos/kandylos was eaten in Byzantine times. On the other hand, Byzantine authors preserved the most detailed literary data on the delicacy. If it had not been for the Byzantine interest, our competence in the field of Greek cuisine would be even faultier.

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