Search

As research must measure and precisely assess the effects of changes and advances in an area of endeavor, mathematics has played. It continues to play a key role in developing realms of science and technology. Academic performance is an important factor in determining an individual’s success or failure in mathematics. Mathematics is obligatory in Mauritius until students reach Grade 11, taking the Cambridge School Certificate Examination. However, in the case of Mauritius, the question of student success growth rate has not been properly explored. The aim of this research is to establish the rate of growth in student math performance for the Cambridge School Certificate Examination. The Verhulst logistic model is adapted for this purpose for the period 2012 to 2019. According to the findings, the predicted growth rate of student achievement in Mathematics Syllabus A, Mathematics Syllabus D, and Additional Mathematics are respectively lowered by about 2.42 percent, 1.86 percent, and 7.01 percent per year.

Desde que o neorrepublicanismo incluiu pensadores romanos e seus leitores modernos entre as fontes relevantes para o debate da Teoria Política, nota-se um interesse renovado pelas fontes romanas como elementos para enriquecer o debate contemporâneo da teoria política e também reavaliar a influência romana entre os modernos. Se de início seus autores enfatizavam a contribuição romana às tradições políticas modernas, defende-se que em anos recentes é possível verificar uma vasta produção voltada ao pensamento político dos romanos propriamente ditos, o que chamamos de “roman turn”. Este artigo tem por objetivo contextualizar e delinear as características metodológicas dessa “virada romana”. Para tal o texto está dividido em duas seções: a primeira analisa a historiografia do pensamento político propriamente dita, após o impulso do contextualismo da Escola de Cambridge; a segunda seção se dedica à história do direito e, mais especificamente, aos rumos recentes da historiografia institucional ou constitucional.

Explication of history from the point of view of the present, its interpretation in order aimed at presenting an argument for one's modern ideological positions is known as "presentism". On the one hand it is a destructive phenomenon because it distorts an understanding of the past and even provides the broader audience with false facts about events that never actually took place. However, on the other hand, as it is argued in this article, an ideologically neutral historiography of events, especially those related to international relations, is practically an utopian and unattainable ideal. Reconstructing history to legitimize or critique the ideological positions of the modern world order is a ubiquitous phenomenon, illustrated in this article by the example of Swedish-Finnish relations. Since presentism distorts the understanding of the past and also is inevitable, this article discusses two strategies for its application that can minimise its negative side effects. The first is the purposeful and open presentist position of a researcher who reinterprets the works or events of the past within his or her methodological framework to track those ideological components that led to the emergence of relevant ideologies or paradigms later. This position is also known as a new reading of the text. The second is the reinterpretation of events or texts through the practice of rethinking them from the standpoint of their actor or author, a kind of "living through" the role and context of the time, trying to understand how people thought and reacted in the past to what others wrote and why. This article points out that the second position agrees with the methodological requirement of the Cambridge School of Intellectual History. Promising for further research is the search and analysis of presentist positions in the interpretation of the modern role of Ukraine on the international arena and its place in the system of international relations.

The methodology of the Cambridge School of Intellectual History, the key approach of which was dubbed “contextualism”, draws particular attention to the analysis of political idioms (languages) in a given socio-political context in order to answer the key question: “what was doing the author when he uttered his statement?”, and the answer to this question is used to indicate the possibilities for the study of internal Ukrainian discourse about the role of Ukraine on international arena using the example of the thesis about the imaginary “external governance” of our country. The concept of “intellectual history” itself has been applied to a wide range of research objects, and this fact provides opportunities for the study of discussions about Ukraine’s foreign policy vector and Ukraine’s relations with other states and international actors. It can be studied and as an intellectual history, reconstructed by analysing different language forms of political communities and statements about Ukrainian politics. It will also provide a better understanding of how concepts are used in different political contexts. Rhetorical and practical vocabulary shapes the views of political actors, expands or limits their possibilities of discursive actions. From the perspective of the Cambridge School, the study of political idioms allows us to find out how descriptive paradigms are changing and how political “accents” are placed. The example of the discourse about the role of Ukraine in international relations demonstrates that political actors who put forward the thesis of “external governance” regarding our state, question its sovereignty and international subjectivity, but with this rhetorical approach they also separate Ukraine from the West ( which, among other things, actively insists on how important it is to fight corruption) and they open opportunities for Ukraine’s rapprochement with Russia by reformatting this country’s position within the domestic political discourse – from an aggressor country its status changes to a potential partner, creditor or even financial donor. With the help of such a technique, there is also a shift in attention from forces that have a negative impact on the country’s domestic and foreign policy (oligarchs) to imaginary external pressure. Further research into the processes of production and understanding of statements in Ukrainian politics, including its place and role in the international arena, using the methodology of the Cambridge School of Intellectual History may also contribute to an improvement in interdisciplinary links between humanities and social sciences.

Review of: Atnashev, T., and M. Velizhev, eds. 2018. Kembridzhskaya shkola [The Cambridge School]: teoriya i praktika intellektual’noy istorii [Theory and Practice of Intellectual History] [in Russian]. Moskva [Moscow]: Novoye lit. obozreniye.

In Ajit Sinha and Alex M. Thomas’ edited volume on Pluralistic Economics and Its History, the contributors “reflect on the historicity of their own research agendas.” (2) Their history of economic thought volume deals with a variety of subjects ranging from post-Keynesian, Marxian and institutional economics, to the Cambridge School, structuralist dynamics in economics and general equilibrium theory. Moreover, there are three chapters that deal specifically with the history of economics in In...

This article provides a brief analysis of the compilation “Rethinking the Foundations of Modern Political Thought”, which under the editorship of Annabel Brett and James Tully, represents an attempt to reconsider the original work of Quentin Skinner “The Foundations of Modern Political Thought”. The authors of the compilation examine such fundamental topics as the context of Q. Skinner’s “Foundations’, his “linguistic” philosophy, rhetoric, late scholastics; upon the questions on Hobbs and democracy. In conclusion, analysis is conducted on this attempt to “reconsider” the ideas and views of Skinner, as well as his response to the remarks. The goal of this article consists in examination of the main theses and criticism of the authors of the compilation. The need for such review is substantiated by the fact that the Cambridge School of Intellectual History gains more relevance for the Russian humanities. For the Russian political science, “Rethinking of the Foundations” remains an important and untranslated source for broader understanding of the Cambridge School of Intellectual History. The author of the article attempts to partially fulfill this gap.

Constitutions are products of an alien culture. Constitutions are also ‘instruments of government’ and must be relevant to serve the needs of modern society. How ought we to reconcile the competing pressures that arise from the nature of a document that is at one and the same time a historical artefact and an instrument of contemporary government? We propose an answer modelled on the ‘Cambridge method’ of textual interpretation, whereby a constitution must first be considered as a historical text, on its own terms, without regard to today’s controversies. We argue that the best way of understanding a constitution is to take account of its historical context, and that meaning derived in this way ought to be the starting point when considering the provisions of the constitution. However, we consider that the historical context need not be determinative of the contemporary meaning of the constitution, and so departures from that meaning may be appropriate in some situations.

Trainees were encouraged to tell a mythological story to the class, lasting about ten minutes. They could use props and other visual aids if they wished, but the emphasis was for them to practise speaking before the class, using prompt cards if necessary, and employing all the techniques of a professional oral ‘poet’ – such as gesture, eye contact, tone of voice and so on. There is obviously considerable general interest among younger students about mythology. Locally, interest is captured by the Cambridge School Classics project which puts on an annual Ovid Mythology competition and the website War with Troy is used by several of the schools where trainees are placed. Its use as a stimulus for learning has been well-documented by its author and past PGCE subject lecturer Bob Lister (2005, 2007) and by Walker (2018), a former teacher trainee from the faculty. Some of the Latin textbooks such as Minimus (Bell, 1999) and Suburani (Hands-Up Education, 2020) contain myth episodes and are familiar to the teacher trainees. The GCSE and A Level qualifications often contain mythological subject matter. Khan-Evans (2018) has shown how older students of Classics have retained deep-rooted affection for mythological stories in their earlier schooldays. Research into the power of mythological storytelling as a stimulus for learning, creative arts and even therapy is current, as the Our Mythical Childhood project (2020) has demonstrated. A book of the project's work is eagerly anticipated next year. The recent Troy exhibition at the British Museum has also awoken considerable interest.

This article considers the relationship between the uses and forms of history within international law and questions of method in the development of histories of international law. It focuses on the advantages of genealogy as an approach to the history of international law given its capacity to both explain the way in which the law itself makes use of the past and intervene in this.Elaborating on the compatibility between genealogy and elements of the contextual approach to history associated with the ‘Cambridge School’, this article challenges recent suggestions that anachronism is irrelevant, unavoidable, or even a ‘method’ that might be fruitfully embraced in studies of international law’s past directed towards explaining and potentially altering its present. It argues that historians of international law should take the dangers of anachronism seriously, particularly if the histories they develop are to operate as a form of critique and basis for change. Genealogy is a form of history that allows a particularly potent critique of international legal thought and practice. It opens up possibilities for more radical change by questioning and moving beyond the normative framework that usually structures (and limits) calls for reform in international law.

The present study compared cognitive abilities and academic achievement of adolescents studying in three different school systems namely Urdu medium schools, English medium schools, and Cambridge system schools. The sample comprised of 1001 secondary school student. Cognitive abilities were assessed by Raven’s Standard Progressive Matrices (1960) and marks obtained by the students in the last annual examination were used as an index of academic achievement. Results showed that cognitive abilities of the students were positively associated with academic achievement of the respondents. It was further found that cognitive abilities and academic achievement of students studying in Cambridge school system was better as compared to those studying in other systems. Post-hoc comparison revealed that level of academic achievement of Urdu medium schools was lower as compared to English medium and Cambridge system of schools. The findings suggest that difference in schooling system influenced cognitive abilities and academic achievement of the students. Results further demonstrated that gender was a significant predictor of academic achievement in both Urdu and English medium schools. Future implications of the study were also discussed.

Ian Colvin and Lisa Hay present the 'University of Cambridge School Classics' Project which has been developed to support school-level teaching. From humble beginnings like simple vocabulary testers, the program has since evolved to a large range of resources including schemes of work for civilisation topics, documentaries on aspects of ancient life, and support for reading authentic literature. By removing some of the 'performance' elements of a traditional classroom, these interactive resources can support positive learning habits, risk taking, and creativity. The core aim of the project remains to help make the classical world accessible to as many students as possible'.

The theory of the long-run perspective aims to explain how economies grow. On the other hand, Kaldor developed a theory that concerns not only this objective but to build a model also considering the implications in the income distribution. This paper consists of a rigorous review of the evolution of Kaldor’s Theory, treating with government activities, the financial market, and so on, to show the importance of the theme in our days. One contribution of this paper is to lead the researchers to a solid understanding of Growth and Income Distribution Models derivate from the Cambridge School and to present a new vision of the relevance of the heterodox scientific world. La teoría de la perspectiva de largo plazo tiene como objetivo explicar cómo crecen las economías. Kaldor desarrolló una teoría que no solo busca este objetivo sino construir un modelo considerando también las implicaciones en la distribución del ingreso. Este trabajo es una revisión rigurosa de la evolución de la Teoría de Kaldor, que trata las actividades gubernamentales, el mercado financiero, etc., para mostrar la importancia del tema en nuestros días. Una contribución del artículo es explica de manera sólida los Modelos de Crecimiento y Distribución de Ingresos derivados de la Escuela de Cambridge y muestra la relevancia del mundo científico heterodoxo. A teoria da perspectiva de longo prazo visa explicar como as economias crescem. Por outro lado, Kaldor desenvolveu uma teoria que diz respeito não apenas a esse objetivo, mas a construir um modelo considerando também as implicações na distribuição de renda. Este trabalho consiste em uma revisão rigorosa da evolução da Teoria de Kaldor, tratando da atuação do governo, do mercado financeiro, etc., para mostrar a importância do tema em nossos dias. Uma contribuição deste artigo é levar os pesquisadores a uma compreensão sólida dos Modelos de Distribuição de Renda e Crescimento derivados da Escola de Cambridge e apresentar uma nova visão da relevância do mundo científico heterodoxo.

This paper examines how ionospheric physics emerged as a research speciality in Britain, Germany, and the United States in the first four decades of the 20th century. It argues that the formation of this discipline can be viewed as the confluence of four deep-rooted traditions in which scientists and engineers transformed, from within, research areas connected to radio wave propagation and geomagnetism. These traditions include Cambridge school's mathematical physics, Göttingen's mathematical physics, laboratory-based experimental physics, and Humboldtian-style terrestrial physics. Although focused on ionospheric physics, the paper pursues the idea that a dynamic conception of scientific tradition will provide a new perspective for the study of geosciences history.

Resumen Desde el trabajo académico de Henry Joel Cadbury se viene utilizando la expresión Lucas-Hechos. En sí, el hablar de «doble obra» es algo relativamente novedoso, ya que la aceptación de este paradigma teológico solo se ha dado en los últimos 91 años de los 148 de historia de la investigación crítica lucana, tomándose a 1870 como la fecha de inicio de dicho estudio con el trabajo de la escuela de Tubinga. En estos 91 años se ha presentado una pluralidad de criterios para definir dicha unidad; también se han presentado objeciones, sostenidas por investigadores como Bird, Parsons, Pervo, Maddox, Marguerat y Walters. En el artículo se busca un acercamiento a los problemas teológicos que surgen del consenso sobre el concepto de «doble obra», señalando algunos hitos y autores representativos de dicha historia. Abstract With the work of the scholar Henry Joel Cadbury, the term Lucas-Acts came into use. Talking about "double work" is relatively novel, because this theological paradigm has only found acceptance during the last 91 years of the 148 of Lucan research, taking the work of the Tubingen School in 1870 as its starting point. During those 91 years, some criteria has been presented to define this unity as well as some objections, which have been raised by researchers such as Birds, Parsons, Pervo, Maddox, Marguerat and Walters. The article aims for an approach to the theological issues arising from the consensus over the concept of "double work", highlighting some landmarks and important authors of its history. Resumo A partir do trabalho acadêmico de Henry Joel Cadbury utiliza-se a expressão Lucas-Atos. De fato, falar de «dupla obra» é relativamente inovador, posto que a aceitação desse paradigma teológico só teve lugar nos últimos 91 anos dos 148 de história da pesquisa crítica lucana, sendo o ano de 1870 a data de início de tal estudo com o trabalho da escola de Tubinga. Nesses 91 anos apresentou-se uma pluralidade de critérios para definir tal unidade; também se apresentaram objeções, suportadas por pesquisadores como Bird, Parsons, Pervo, Maddox, Marguerat e Walters. Este artigo procura uma aproximação aos problemas teológicos que surgem do consenso sobre o conceito «dupla obra», sendo apontados alguns referentes e autores representativos de tal história.

The article discusses the main theoretical provisions of the republican tradition in modern political theory. The main attention is focused on the works of F. Pettit and Q. Skinner. The position of the republican tradition in the political theory of the second half of the twentieth century is presented and the popularity of this tradition is argued today, the theoretical background of the actualization of republican theory is highlighted. It is shown how the republican theory was updated by the Cambridge School of the History of Political Thought. The features of the republican theory, which consists of two points, are considered: the openness of the republican project to alternative political theories (projects), representatives of the republican theory focus not on political theory, but on the history of political thought, that is, they do not develop their own theoretical project, but actualize in political theory and adapt the republican tradition to modern political practices. The origins of the republican tradition in the history of Western political thought are traced, special attention is focused on the development of republican ideas during the civil war in England (1642-1651) and the political/ideological confrontation between parliamentarians and royalists, focuses on the concepts of «political body» and «king-in-parliament». The criticism of the republican understanding of liberty by T. Hobbes and the consequences of this criticism for the political theory of the Modern era is traced. It is shown how the republican understanding of freedom is supplanted by the negative concept of freedom in modern times, why the liberal theory begins to be based on the negative concept of freedom. The republican understanding of freedom as non-domonation and the relationship between the concepts of positive liberty, negative liberty and liberty as non-domination are considered. Criticism of the republican tradition of a liberal interpretation of liberty is presented. The significance of the theoretical developments of the republican tradition for modern political theory is highlighted and the fundamental difference between the republican approach and the liberal one is shown.

The article is devoted to the evolution of the concept of liberty in the political philosophy of Thomas Hobbes (1588–1679). The article shows the relation between the historical and ideological contexts of the appearance of the doctrine of the «Leviathan”. In particular, author connects the events of the English civil war, the ideological context of that time with the philosophy of Hobbes. A special emphasis is put on the evolution of argumentation of parliament proponents under the influence of Aristotelian philosophy perception, which created the ideological basis for the naturalistic and secular view on political life of the modernity, which came into being as a result of reconciliation of Aristotelian view on self-sufficient civil life with Augustinian concern about otherworldlylife. Thee author considers Hobbes’s philosophy through the lens of the methodology of Cambridge school of intellectual history, which discovered ideological disputes and argumentation of Hobbes’s contemporaries. Philosophy of freedom in this context becomes the sticking point between Hobbes’s understanding of liberty as absence of external obstacles for motion and his ideological adversaries, who were influenced by the neo-roman concept of liberty. The authorshows how the context was reflected in Hobbes’s doctrine of liberty, which was a response to the republican ideas of the Italian Renaissance, which brought a new theory of neo-roman liberty into the England of the XVII century, the central thesis of which was based on the idea that liberty within civil society is undermined by the simple presence of arbitrary will. The ideological dispute of Hobbes and his opponents formed basic elements of contemporary liberal vision of politics, the core of which directly relies on the doctrine of liberty which was initially formulated by Hobbes.

Mathematics and Science education is very important for any nation to realise meaningful economic development. Most studies looking at this important aspect of education focus on post primary to tertiary education leaving the primary level which is a foundation for those levels making the story incomplete. This study explored the dynamics of primary school teaching of Mathematics and Science with respect to the subject matter content knowledge for Mathematics and Science by the pre-service and in-service primary school teachers in Lesotho. The study assessed the Mathematics and Science subject content of 85 first-year pre-service teachers at the College of Education and 22 in-service as reflected in their scores in the national examinations at three levels: Primary School Leaving Education, Junior Certificate and Cambridge School Certificate. This was followed by a questionnaire to assess their views on subject specialisation as a remedy for poor performance. The results revealed that there are some teachers who have never passed Mathematics and Science at any level of education examined nationally, thus making it difficult and uncomfortable for these teachers to teach these subjects effectively as demonstrated by 14% of the in-service teachers. A large majority (77%) recommended the introduction of subject specialisation to commence at primary school level in order to improve Mathematics and Science performance. Key words: Mathematics and Science Education, primary school level, learner attainment, subject specialisation, Lesotho.

While the discipline of International Relations (IR) has a long tradition of celebrating ‘great thinkers’ and appropriating their ideas for contemporary theories, it has rarely accounted for how these authors came to be seen as ‘great’ in the first place. This is at least partly a corollary of the discipline’s long-standing aversion to methodological reflection in its engagement with intellectual history, and it echoes IR’s infamous tendency to misportray these great thinkers’ ideas more broadly. Drawing on existing attempts to import the methodological insights of historians of political thought into IR, this article puts forward a unified approach to the study of great thinkers in IR that combines the tenets of so-called ‘Cambridge School’ contextualism with those of what broadly falls under the label of reception theory. I make the case for the possibility of developing a coherent methodology through the combination of what is often seen as separate strands of intellectual history, and for the value of such an approach in IR. In doing so, the article ultimately offers a more rigorous methodology for engaging with the thought of great thinkers in IR, for analyzing the way a specific author’s ideas come to have an impact in practice, and for assessing the extent to which these ideas are distorted in the process.

This article offers a reinterpretation of the origins and character of the so-called ‘Cambridge School’ in the history of political thought by reconstructing the intellectual background to ...

This article provides a critical history of the Cambridge School of intellectual history. Laslett’s work on Locke appeared to vindicate modernist historicism. Laslett shunned the broad narratives of romantic developmental historicists. He relied on bibliographies, unpublished manuscripts, and other evidence to establish atomized facts and thus textual interpretations. Pocock and Skinner’s theories defended modernist historicism. They argued historians should situate texts in contexts and prove interpretations correct by using modernist methods to establish empirical facts. They attacked approaches that read authors as contributing to perennial debates or aiming at a coherent metaphysics. I argue we should reject modernist historicism with its methodological focus; we should adopt a post-analytic historicism focused on philosophical issues arising from analyses of the human sciences as studying actions by attributing meanings to actors and showing how these meanings fit into larger webs of belief.

We propose a two-step method for studying the history of political thought roughly in line with the contextualism of the Cambridge School. It reframes the early Cambridge School as a bug-detecting program for the outdated conceptual baggage we unknowingly accommodate with our political terminology. Such accommodation often entails propositions that are inconsistent with even our most cherished political opinions. These bugs can cause political arguments to crash. This reframing takes seriously the importance of theories of meaning in the formative methodological arguments of the Cambridge School and updates the argument in light of new developments. We argue the new orthodoxy of Saul Kripke's causal theory of meaning in the philosophy of language better demonstrates the importance of contextual analysis to modern political theory.

Intellectual history, and especially the branch sometimes identified as the Cambridge school, continues to be criticized for not being sufficiently global in outlook. This article does not defend intellectual history. Rather, it underscores the extent to which the well-known intellectual historian John Pocock has opened specific avenues for the study of past intellectual matters in distinctly non-Western contexts. The article suggests that these openings spring directly from basic features of Pocock's general and well-known conception of intellectual history. Pocock's work beyond the West amounts not simply to incidental sallies but is the formulation and application of an overall strategy that readily encompasses a globalizing agenda of widening the empirical basis as required by a given subject. Postprint

Recent work on the history of political thought, exploiting digital resources, is challenging the idea that empirically and hermeneutically minded political scientists must work independently in silos. Work by students of the Cambridge School and work by textual data miners are showing the way toward a new hermeneutical circle—one in which empirically and hermeneutically minded political scientists can use digital resources to analyze diverse texts and make groundbreaking discoveries on relationships between textual uses of language and political change. I analyze this new trend toward different sorts of political scientists using digital resources to study ideas, to outline underlying paradigms relating language and politics in these respective fields, and to consider how they could be brought into productive conversation. I then consider how such conversation would enrich subdisciplinary understandings of the role of language in politics. Ultimately, I use this analysis to generate a broader model for how empirically and hermeneutically inclined political scientists can benefit from collaboration in the age of digital humanities.

© The Author 2016. Published by Oxford University Press on behalf of the Cambridge Political Economy Society. All rights reserved. We draw on the seminal contribution to economics by Luigi Pasinetti, respond to his call to reverse what he saw as the 'original sin' of classical economists exacerbated by neoclassical economists, namely the assumption of non-increasing returns to scale, and move towards building a post-classical economics. We outline the contours of a post-classical framework that draws on key themes and contributions from Pasinetti on learning, technical progress, increasing returns, resource creation, trade and catching up, and contributions from within and without economics that are in line with, lend support to and challenge it. We advocate the pressing need and opportune timing for a concerted effort to revitalise ideas from the once vibrant 'Cambridge School' of economics and help develop a fresh, more pluralist and inclusive post-classical economics that cuts across divides and opens up opportunities for a less 'dismal science'.

Diverse conceptions of A.C. Pigou as a ‘Marshallian’ economist exist. Key areas are identified both where scholars have perceived a continuity between Pigou’s work and Marshallian thought, and where they have perceived a discontinuity. There are wider reflections on the major characteristics that scholars have attributed to the Cambridge School in its Marshallian form.

The article presents the life and methods of John G. Pocock, the famous representative of the Cambridge school of history of ideas. The introductory text sketches the development of his thoughts and explains in which ways he responded to the challenges of the present political world. Finally, Pocock's method is demonstrated by a commented excerpt from his recent article on the conservative Enlightenment.

Lisansüstü tezlerin elektronik ortamda toplanması, düzenlenmesi ve erişime açılması konusuna ilişkin yök'ün 18.06.2018 tarihli yönergesine istinaden artık bu tarihten sonra gizlilik şartı aranmayan bütün tezler erişime açılacaktır. Bu tez çalışmasında İtalyan iktisatçı Pierro Sraffa'nın hayatı, Alfred Marshall'a yönelik yaptığı eleştiriler, önemli yapıtlarından Malların Mallar Aracılığıyla Üretimi ve eski ile yeni Cambridge yaklaşmları incelenmiştir. Çalışma üç bölümden oluşmaktadır. Birinci bölümde Piero Sraffa'nın hayatına ve Alfred Marshall'a yönelik eleştirisine değinilmiştir. İkinci bölümde Piero Sraffa'nın en önemli eserlerinden biri olan Malların Mallar Aracılığıyla Üretimi incelenmiştir. Üçüncü bölümde ise yeni Cambridge yaklaşımına değinilmiştir. İktisadi düşünceler tarihine damgasını vuran iktisatçılardan biri olan Piero Sraffa, yaptığı çalışmalar kadar yaşadıklarıyla da dikkat çekmiş bir iktisatçıdır. İtalya'da hızla yükselen faşist iktidar yüzünden İngiltere'ye zorunlu göçü, Cambridge'de eğitmenlik yapması, iktisat tarihinde iz bırakan arkadaşlıkları; özellikle faşist yönetim tarafından tutuklanan arkadaşı Antonio Gramsci ile yazışmaları ve tutuklu arkadaşının ihtiyaçlarını karşılaması ve özgürlüğüne kavuşması için verdiği mücadeleler bu çalışmada önemli yer bulacaktır. In this thesis, the life of the Italian economist Piero Sraffa, his criticism against Alfred Marshall, one of the best work of his which is Production of Commodities by Means of Commodities and also old and new Cambridge approach have examined. The study have consist of three parts. In the first part, life of Piero Sraffa and his criticism against Alfred Marshall have examined. The second part is about analyzing of Production of Commodities by Means of Commodities which is one of the best work of Piero Sraffa. The third part is about new Cambrige approach. Piero Sraffa, who has struck the history of economic thought, is an economist who has drawn attention to his life as well as his work. In this study Piero Sraffa's compulsory immigration to England due to the rapid rise of fascism in Italy, to train in Cambridge, to establish friendships there and to make friends with Antonio Gramsci who is arrested by the fascist administration and Piero Sraffa's fight for Antonio Gramsci's freedom and needs will find a important place.

The paper considers some social and philosophical issues associated with how the interpretation methods in the history of social and political philosophy are used at the Cambridge school of intellectual history (Q. Skinner, J. Pocock, J. Dunn). The methodology of the Cambridge School differs from other methods of studying history of ideas as the researchers focus on the languages of political thought and its discourses. A general principle of the approach of the Cambridge School is that the language is regarded as an integral part of the reality it describes. The author explains the basic principles of Q. Skinner’s contextualism, who criticises the established methods of understanding the history of ideas while defending his own concept of the intentionality of the author's statements. The paper also describes the peculiarities of J. Pocock’s, J. Dunn’s and Q. Skinner’s approach within the framework of the general theoretical and methodological principles of the Cambridge School of Intellectual History. Skinner paid special attention to the language and the use of concepts and ideas. For Pocock the language conventions are important, which are the main study object of his historical analysis. Thus, the historians of the Cambridge School emphasise that authors not only theorise, but also produce their own speech utterance, transforming historical reality. Which is why it is of utter importance to consider the context. Even with certain differences in Skinner’s and Pocock’s method and terminology, the authors’ approaches are simultaneously complementary and polemical, and form the general methodology of the Cambridge School.

The reanalysis of existing GWAS data represents a powerful and cost-effective opportunity to gain insights into the genetics of complex diseases. By reanalyzing publicly available type 2 diabetes (T2D) genome-wide association studies (GWAS) data for 70,127 subjects, we identify seven novel associated regions, five driven by common variants (LYPLAL1, NEUROG3, CAMKK2, ABO, and GIP genes), one by a low-frequency (EHMT2), and one driven by a rare variant in chromosome Xq23, rs146662075, associated with a twofold increased risk for T2D in males. rs146662075 is located within an active enhancer associated with the expression of Angiotensin II Receptor type 2 gene (AGTR2), a modulator of insulin sensitivity, and exhibits allelic specific activity in muscle cells. Beyond providing insights into the genetics and pathophysiology of T2D, these results also underscore the value of reanalyzing publicly available data using novel genetic resources and analytical approaches., Genome-wide association studies have uncovered several loci associated with diabetes risk. Here, the authors reanalyse public type 2 diabetes GWAS data to fine map 50 known loci and identify seven new ones, including one near ATGR2 on the X-chromosome that doubles the risk of diabetes in men.

While in the early 1930s Keynes and Hayek were the major figures in a heated academic debate about money and capital, in which Keynes also and especially involved the Italian Piero Sraffa, it might seem at first sight that the Austrian economist set aside an organic demolition of the ideas expressed in 1936 by his rival in the General Theory . Hayek himself, in the future, would regret not having devoted an organic work to criticising the new Keynesian theories. However, as demonstrated in Sanz Bas (2011), although it is not possible to find a debate such as the one on the Treatise on Money , Hayek’s subsequent works do include timely and reasoned criticisms as regards the main conclusions of the new Cambridge macroeconomics. But the ‘Austrian knight’ of a new Vienna-Cambridge debate, in the subsequent decades, was the German economist Ludwig M. Lachmann (1906-1990), a student of Hayek at LSE during the 1930s and later a professor in Johannesburg and New York. Lachmann was one of the protagonists of the Austrian revival after 1974 and the founding leader of the ‘hermeneutic stream’, opposed by the Rothbardian stream. Lachmann, defending Keynes’s subjectivism and expectation theory, revived the Vienna-Cambridge controversy, criticising not Keynes but his followers, in particular the ‘new’ Cambridge School, developed by Joan Robinson and Piero Sraffa. Lachmann’s life sight was to build a new economics paradigm, centred on the idea of market process, expectations and kaleidic society (Shackle); in order to do so he developed a deep attack toward the new Cambridge macroeconomics mainstream, arising from World War II ashes during the 1950s and 1960s. His polemic toward the ‘modern’ macroeconomics can be read in all his books and papers, but it is particularly evident in Lachmann (1973, [1986a] 1994). His preferred targets were Sraffa and Joan Robinson, ‘guilty’, according to Lachmann, to overcome Keynes’s subjectivism and to develop a new Neo-Ricardian approach. The resulting macroeconomics is accused to be excessively formalist, ignoring the microfoundations that are at the very root of human action and choice. But Lachmann’s attack was not only an epistemological one. He intensively tried to demolish all the pillars of the Cambridge macroeconomics: capital as aggregate, long run equilibrium, the absence of innovation and technological change and the conception of rate of profit. His starting point was an economics based on human expectations as the only possible source of human actions. A source, however, never at rest, and continuously influenced by technological change and changing information.

C.B. Macpherson (1911–1987) was one of the most influential and controversial thinkers of his time, identified above all with the theses of “possessive individualism” and the “transfer of powers.” Although sometimes misidentified as a Marxist, and as such critiqued by proponents of the Cambridge School in the depths of the Cold War, Macpherson by his own description was attempting to use the resources of the Marxist tradition to clarify and revive liberalism. At a time when neo-liberalism has become hegemonic throughout western civil society, Macpherson is being revisited today. By treating property as a philosophical event, Macpherson transformed a commonsense of his time (and ours) into a politico-ethical problem, a proposition of great interest not only to historians but also to any emergent left seeking to define the outlines of a more rational future., C.B. Macpherson (1911-1987) a été l’un des penseurs les plus influents et les plus controversés de son temps. Il est le plus souvent associé aux thèses de « l’individualisme possessif » et du « transfert des pouvoirs ». Parfois considéré à tort comme étant marxiste, ce qui lui a attiré les foudres des partisans de l’École de Cambridge en pleine guerre froide, Macpherson a dit lui-même tenter d’utiliser les ressources de la tradition marxiste pour clarifier et ranimer le libéralisme. À une époque où le néolibéralisme est devenu hégémonique dans toute la société civile occidentale, un regard nouveau est aujourd’hui porté sur Macpherson. En faisant de la propriété un phénomène philosophique, Macpherson a transformé le bon sens de son époque (et de la nôtre) en un problème politico-éthique, ce qui revêt un grand intérêt non seulement pour les historiens, mais aussi pour toute gauche émergente qui cherche à baliser un avenir plus rationnel.