Suchergebnisse

The application of Newton's law of gravity in explaining international trade proved to be very successful. The popularity of a gravity model for explaining trade flows has been due to the fact that the calculations require affordable data for every economy. The basic elements of the panel gravity model are mainly GDP, population and distance. This paper analyses Serbia's trade from 2001 to 2018 based on the experience of neighbouring countries of Croatia and Romania, using STATA software. The trade exchange with more distanced EU members is less realized. The country tends to trade much more with its neighbouring EU members, proving the basic assumption of a gravity model. There are exceptions regarding some parts of the trade with developed EU economies, regardless of their distance. These relations will help us to evaluate the trade pattern and direction of Serbian trade in the EU accession process using a gravity model.

Abstract
The paper shows how - using as an example the trade flows between eleven European countries and 31 OECD `reporting' countries - the result of a gravity model, in terms of potential trade, changes substantially when country heterogeneity and dynamics are taken into account.
Comparing the in-sample trade potential index derived from various estimators yields three different results: (a) the average trade potential index poorly represents the distribution of yearly trade potentials; (b) the index converges towards the demarcation value corresponding to the equality between observed and predicted trade flows when country heterogeneity and dynamics are taken into account; (c) the sign of its yearly average is not the right statistic with which to determine the (in)existence of unrealized trade potentials.
Finally, the index derived from a dynamic specification with multilateral fixed-effects is better able to reflect the role played by the time-variant country-specific unobservable element associated with the possible presence of positive or negative trade potentials.

This dissertation was prepared by Jasmin Gröschl and is a collection of five self-contained empirical essays. They aim at contributing to the understanding of non-standard determinants of trade and migration: historical and cultural characteristics in the United States (Chapter 1), policy-induced regulations in agricultural and food products (Chapter 2), and natural disasters (Chapter 3); and how international integration of countries shapes economic growth and helps to contain the costs of natural disasters: trade openness and income per capita (Chapter 4), and natural disasters, international integration, and economic growth (Chapter 5).

This dissertation was prepared by Jasmin Gröschl and is a collection of five self-contained empirical essays. They aim at contributing to the understanding of non-standard determinants of trade and migration: historical and cultural characteristics in the United States (Chapter 1), policy-induced regulations in agricultural and food products (Chapter 2), and natural disasters (Chapter 3); and how international integration of countries shapes economic growth and helps to contain the costs of natural disasters: trade openness and income per capita (Chapter 4), and natural disasters, international integration, and economic growth (Chapter 5).

Purpose: Trade in education has become one of the most important trades for many economies. Yet, studies of education as a trade are scant owing to the conventional view of it being non-tradable. The purpose of this paper is to econometrically investigate trade in education using a nexus of international trade theories and the gravity model, one of the most widely used models in international trade in goods that has been scantly investigated on in studies on trade in education. Design/methodology/approach: A panel data analysis is broken down for 21 exporting countries and 50 importing countries, covering 1050 observations using new UNESCO database. A number of determinants of international trade including wealth of exporter & importer, domestic capacity of exporter & importer, transport costs, common religion, common language and trade restrictiveness of the importer are empirically tested on bilateral trade flows in education. An econometric model is formulated to test determinants of trade in education using an augmented gravity model. Findings: The augmented gravity model used in this study explains with high significance the determinants of trade in education including wealth of exporter & importer, domestic capacity of exporter & importer, transport costs, common religion, common language and trade restrictiveness of the importer. Research limitations/implications: Taking a macroscopic view of education as a trade may give us a myopic view of the elements important to determine what students or parents of students as well as institutions are concerned with. Nevertheless, the nexus of international trade theories and the gravity model used in this study that are largely and traditionally used on trade in goods and services, but scantly used in trade in education have been found to be highly significant and relevant in trade in education. Future studies on macro-level of analysis involving trade in education could include other determinants of trade in education or trade in goods/services to test for their relevance and significance in this area of study. Practical implications: This paper aims to contribute to existing literature on trade in services and trade in education by borrowing some of the same assumptions on market structures usually made for services and international trade to show that the international trade theories can help explain the pattern of trade in education. The econometric model formulated enables governments to design policies that could facilitate, direct and promote the development and growth of education as a trade. It could also assist institutions to adjust and choose more efficient methods of structuring their policies and formulating their marketing strategies, targeted towards different country segments. Social implications: With the share of education services in world trade increasing, it becomes even more important to be able to accurately model trade in education services. Thus, my introduction of the augmented gravity model on trade in education provides new and interesting avenues for further macro research of trade in education on an international platform. Originality/value: I borrow the same assumptions on market structures usually made for services to show that international trade theories can help explain the pattern of trade in education. This paper proposes an effective econometric model using the gravity equation to help governments as well as institutions evaluate the importance of the various determinants of trade in education.

Analisamos soluções para cosmologias Friedmann-Robertson-Walker em teoria Brans-Dicke, onde um campo escalar é acoplado à gravidade. As soluções cosmológicas da teoria Brans-Dicke, são caracterizadas por uma densidade de energia do vácuo em decomposição e por uma densidade de matéria relativa constante, considerandas no universo de Robertson-Walker, soluções exatas foram obtidos em Brans-Dicke cosmologia na ausência do termo cosmológico ?. A matéria é governada pela ?-lei, por um fluido perfeito, incluindo a energia no vácuo como um caso especial. Através de uma mudança de variáveis, reduzimos as equações de campo de quarta ordem para a segunda ordem, e eles se tornam equivalente em um sistema dinâmico e com suluçoes. As propriedades de isotropia e homogeneidade, o princípio cosmológico exige que o conteúdo de matéria universal seja descrito como um fluido perfeito, para o qual se assume um tensor energia-momentum. Portanto, nosso objetivo é encontrar as equações que regem a dinâmica desse conteúdo em um universo inflacionário.

Purpose: Trade in education has become one of the most important trades for many economies. Yet, studies of education as a trade are scant owing to the conventional view of it being non-tradable. The purpose of this paper is to econometrically investigate trade in education using a nexus of international trade theories and the gravity model, one of the most widely used models in international trade in goods that has been scantly investigated on in studies on trade in education. Design/methodology/approach: A panel data analysis is broken down for 21 exporting countries and 50 importing countries, covering 1050 observations using new UNESCO database. A number of determinants of international trade including wealth of exporter & importer, domestic capacity of exporter & importer, transport costs, common religion, common language and trade restrictiveness of the importer are empirically tested on bilateral trade flows in education. An econometric model is formulated to test determinants of trade in education using an augmented gravity model. Findings: The augmented gravity model used in this study explains with high significance the determinants of trade in education including wealth of exporter & importer, domestic capacity of exporter & importer, transport costs, common religion, common language and trade restrictiveness of the importer. Research limitations/implications: Taking a macroscopic view of education as a trade may give us a myopic view of the elements important to determine what students or parents of students as well as institutions are concerned with. Nevertheless, the nexus of international trade theories and the gravity model used in this study that are largely and traditionally used on trade in goods and services, but scantly used in trade in education have been found to be highly significant and relevant in trade in education. Future studies on macro-level of analysis involving trade in education could include other determinants of trade in education or trade in goods/services to test for their relevance and significance in this area of study. Practical implications: This paper aims to contribute to existing literature on trade in services and trade in education by borrowing some of the same assumptions on market structures usually made for services and international trade to show that the international trade theories can help explain the pattern of trade in education. The econometric model formulated enables governments to design policies that could facilitate, direct and promote the development and growth of education as a trade. It could also assist institutions to adjust and choose more efficient methods of structuring their policies and formulating their marketing strategies, targeted towards different country segments. Social implications: With the share of education services in world trade increasing, it becomes even more important to be able to accurately model trade in education services. Thus, my introduction of the augmented gravity model on trade in education provides new and interesting avenues for further macro research of trade in education on an international platform. Originality/value: I borrow the same assumptions on market structures usually made for services to show that international trade theories can help explain the pattern of trade in education. This paper proposes an effective econometric model using the gravity equation to help governments as well as institutions evaluate the importance of the various determinants of trade in education. ; Peer Reviewed

Purpose: Trade in education has become one of the most important trades for many economies. Yet, studies of education as a trade are scant owing to the conventional view of it being non-tradable. The purpose of this paper is to econometrically investigate trade in education using a nexus of international trade theories and the gravity model, one of the most widely used models in international trade in goods that has been scantly investigated on in studies on trade in education. Design/methodology/approach: A panel data analysis is broken down for 21 exporting countries and 50 importing countries, covering 1050 observations using new UNESCO database. A number of determinants of international trade including wealth of exporter & importer, domestic capacity of exporter & importer, transport costs, common religion, common language and trade restrictiveness of the importer are empirically tested on bilateral trade flows in education. An econometric model is formulated to test determinants of trade in education using an augmented gravity model. Findings: The augmented gravity model used in this study explains with high significance the determinants of trade in education including wealth of exporter & importer, domestic capacity of exporter & importer, transport costs, common religion, common language and trade restrictiveness of the importer. Research limitations/implications: Taking a macroscopic view of education as a trade may give us a myopic view of the elements important to determine what students or parents of students as well as institutions are concerned with. Nevertheless, the nexus of international trade theories and the gravity model used in this study that are largely and traditionally used on trade in goods and services, but scantly used in trade in education have been found to be highly significant and relevant in trade in education. Future studies on macro-level of analysis involving trade in education could include other determinants of trade in education or trade in goods/services to test for their relevance and significance in this area of study. Practical implications: This paper aims to contribute to existing literature on trade in services and trade in education by borrowing some of the same assumptions on market structures usually made for services and international trade to show that the international trade theories can help explain the pattern of trade in education. The econometric model formulated enables governments to design policies that could facilitate, direct and promote the development and growth of education as a trade. It could also assist institutions to adjust and choose more efficient methods of structuring their policies and formulating their marketing strategies, targeted towards different country segments. Social implications: With the share of education services in world trade increasing, it becomes even more important to be able to accurately model trade in education services. Thus, my introduction of the augmented gravity model on trade in education provides new and interesting avenues for further macro research of trade in education on an international platform. Originality/value: I borrow the same assumptions on market structures usually made for services to show that international trade theories can help explain the pattern of trade in education. This paper proposes an effective econometric model using the gravity equation to help governments as well as institutions evaluate the importance of the various determinants of trade in education. ; Peer Reviewed