Muhlis Selman Sağlam

Global concerns regarding climate change and the necessity for sustainable economic pathways have sharpened the focus on the Environmental Kuznets Curve (EKC) hypothesis. For France, grasping the long-term dynamics between economic expansion, energy usage, and technological advancement is vital for creating effective low-carbon strategies. To explore this, we utilize an extensive dataset spanning 1890–2019 and employ sophisticated econometric methods. These include unit root tests incorporating Fourier functions, a cointegration test adept at handling both smooth and abrupt structural breaks, the Fourier Toda-Yamamoto causality procedure, and partial wavelet coherency analysis. Our goal is to rigorously probe the enduring connections among carbon dioxide (CO₂) emissions, energy consumption, economic freedom, and total factor productivity. The empirical analysis confirms a stable cointegrating link between these variables. Notably, both energy consumption and economic freedom show a significant positive correlation with CO₂ emissions. Evidence supporting the EKC hypothesis—specifically, an inverted U-shaped relationship between economic growth and emissions—appears only during distinct historical periods. Furthermore, time-varying coefficient estimates and causality tests reveal evolving dynamics influenced by structural transformations, economic occurrences, and technological progress. These outcomes suggest that decoupling economic growth from environmental harm in France hinges on policies that bolster energy efficiency, carefully integrate economic freedom with strong environmental rules, and actively promote green technological innovation. Graphical Abstract

This study investigates the potential impact of China’s dominant position in global tungsten production on its national economic growth, examining the applicability of the resource curse hypothesis. While prior research has extensively explored the resource curse in relation to oil and other resources, the role of tungsten remains largely unexplored. Utilizing annual data from 1994 to 2022, this study employs an autoregressive distributed lag (ARDL) bounds testing approach to analyze the long-run relationship between per capita income from tungsten production and per capita GDP. The results reveal a significant negative relationship, suggesting that the increased income from tungsten production may be associated with a decline in overall economic output, supporting the resource curse hypothesis. The study contributes to the growing body of the literature on the resource curse by investigating the unique case of tungsten and highlighting the importance of sustainable resource management, diversification, and effective governance in maximizing economic benefits while mitigating potential downsides.

İktisat tarihi yazımında yöntem tartışmaları temelde düşünce geleneklerinin kendi içinde farklılaşmasından kaynaklanmaktadır. Çağdaş dönem düşünce gelenekleri denildiği zaman Kıta Avrupa ve Anglo Sakson/Amerikan düşünce gelenekleri iki ana yola karşılık gelmektedir. Bu düşünce gelenekleri sahip oldukları temel varsayımlar itibariyle keskin sınırlarla birbirinden ayrılmaktadır. Kıta Avrupa geleneği tümevarımcı bir yöntem belirlerken, aynı zamanda rasyonalist ve rölatiftir. Bunun tarih yazımında etkileri disiplinlerarası bir perspektifle toplumsal dinamikleri dikkate almayı gerekli kılmaktadır. Alman ve Fransız geleneğinde görülen bu durum somut olarak Alman tarih yazımı, Marksist tarih yazımı ve Annales Okulu’nda karşımıza çıkmaktadır. Bunun karşısında konumlandırabileceğimiz Anglo Sakson/Amerikan düşünce geleneği tümdengelimci bir yöntemi benimserken, aynı zamanda empirist, pragmatist ve objektiftir. Bu düşünce geleneği tarih alanında analitik veya pozitivist tarih yazımı şeklinde karşımıza çıkmaktadır. Tarih yazımında ekoller kimi zaman sahip oldukları varsayımları üstü kapalı şekilde tutarak tarihsel bir anlatı gerçekleştirmektedir. Bu anlatıda diğer ekollere göre daha fazla kabul görmesi yaptığı retoriğin daha başarılı olmasıyla alakalıdır. Buna göre tarih, tarihçilerin geçmişi açıklamak sosyal teoriler ya da ideolojik tutumlardan, düşünce geleneklerinden hareketle kurulan anlatı olarak tanımlanabilir. Dolayısıyla tarihsel anlatı bir retorikten ibarettir denilebilir. Ancak günümüzde retoriği ne kadar başarılı uygulasa da genel-geçer açıklamalar yapan kuramsal çerçevelerin ya da üst anlatıların eskisi kadar kabul görmediği, bunun yerine söylem çeşitliliğin, bilginin doğası ve gerçekliğin sorgulanmasının ön plana çıktığı ifade edilebilir.

Purpose: This study aims to test the unemployment hysteresis hypothesis for Nordic countries by considering age and gender differentials at various frequencies.Design/methodology/approach: First, the authors test the linearity of the unemployment series and apply appropriate unit root tests based on the linearity test results. The authors use these tests for both original and wavelet-decomposed unemployment rates.Findings: The authors' findings indicate that the results obtained from the original and decomposed series differ. While the authors find evidence of unemployment hysteresis in the six unemployment rates in the short run, they observe supportive results for hysteresis in the three unemployment rates in the long run.Originality/value: The authors take into account different age and gender groups. Furthermore, the authors propose a testing strategy for unemployment hysteresis that considers the nonlinearity and structural breaks in unemployment rates. Finally, the authors determine whether the unemployment hysteresis is valid at various frequencies.

In postmodern reality, a critical approach is offered to education through the school institution. Our research has examined this approach by conceptualizing “deschooling of society” in the context of the relationship between educational and human inequality. In our study, the claims were tested by panel data. The relationship between education and inequality was tested with the data of 45 countries from 2010-2019. While the ratio of inequality in education to determine human inequality is high for developing countries, this effect decreases as the country's development increases. For developing and lower group developed countries, spending on education is meaningless in explaining human inequality. On the other hand, expenditures on the education sector in upper-group developed countries make sense to explain human inequality. While every 1-year increase in the average school year is more effective in reducing human inequality in developing countries, this effect gradually decreases in developed countries, especially in upper-group developed countries. In developing and lower group developed countries, the ratio of variables related to education to explain human inequality is very close. On the other hand, in the upper group of developed countries, this ratio is almost halved.