477:'s puzzle of a missing link between growth rates in schooling and in economic output, Wößmann and Eric Hanushek find that cognitive skills, rather than mere schooling, are most strongly related to individual earnings, income inequality and economic growth, with important roles for both minimal and high-level skills as well as for complementarities between skills and economic institutions. Consequently, they conclude that measures of school enrollment and attainment tend to underestimate the very large gap between the skill levels of developing and developed countries' populations and that global economic convergence requires a closing of that gap, including through the restructuring of developing countries' educational institutions. Relatedly, Wößmann and Hanushek find that using educational attainment instead of school attainment as a measure of
445:
higher student performance, findings for which Wößmann and John Bishop provide theoretical foundations. As a consequence, Wößmann has argued in favour of policies promoting school accountability, school autonomy, and school choice, the latter including school choice through public funding for private schools as means to improve learning outcomes. However, while Wößmann emphasizes that school autonomy has positively affected student achievement in developed countries or countries with high-performing education systems, he also cautions that school autonomy may have the opposite effect in countries with low-performing education systems, including many developing countries. In other words, he emphasizes that educational reforms need to be applied with nuance.
146:
511:
on theories of the relationship between trade and growth, Wößmann investigates whether innovation in
Germany causes exports and suggests that innovation aimed at addressing specific challenges faced by manufacturing on average increases the export share of these firms by about 7%. Last, in their estimation of the effect of broadband infrastructure, a prerequisite for high-speed internet, Wößmann, Nina Czernich, Oliver Falck and Tobias Kretschmer find that a 10% increase in broadband penetration among OECD countries is associated with an increase in annual per capita growth of 0.9–1.5pp.
495:
largest returns being offered in the United States at 28%; generally, higher union density, stricter employment protection and larger public sectors are associated with lower returns to skills. Comparing the employment outcomes of general and vocational education, Wößmann, Hanushek and Lei Zhang identify a tradeoff between the gains in youth employment afforded by vocational education and the increased adaptability and higher prime-age employment associated with general education, especially in the context of technological change.
457:. In sum, however, Wößmann argues that education and training systems can advance efficiency and equity at the same time by exploiting complementarities between high returns to (public) educational investment concentrating during early childhood for poor families and high returns during later stages for wealthier families through a policy mix which effectively includes public early childhood education and lifelong training in addition to conventional
25:
534:. In another use of historical Prussian census data, Wößmann, Becker and Francesco Cinnirella present evidence for the existence of a trade-off between child quantity and child education prior to the beginning of Germany's demographic transition, with an endogenous relationship between fertility and education. Finally, in a study of the long-term impact of the
538:'s civil service on public attitudes, Wößmann, Becker, Katrin Boeckh and Christa Hainz find a positive "Habsburg effect" on current trust and bureaucratic integrity for individuals living in border communities that were narrowly within the Habsburg Empire relative to those that were narrowly without.
510:
argue that changes in the structure of employment will increase productivity more the higher the inequality between both sectors' marginal products of labour, suggesting that differences in labour reallocation may account for a substantial part of cross-country differences in economic growth. Drawing
494:
to be about a quarter higher than earlier estimates. Differences between countries' returns to skills estimates are considerable: 14 out of 23 countries display returns to skills in excess of 12% per standard deviation increase, with six countries sporting returns to skills in excess of 21%, the
452:
in developed and emerging countries and finds the organisational setup of the education system to have a substantial effect. In particular, he finds private financing of education (but not publicly funded private schools), early tracking and very short as well as very long preschool education to
444:
find central exams and control mechanisms, school autonomy in personnel and process decisions, individual teachers' influence over teaching methods, limits to teacher unions' influence on curriculum scope, scrutiny of students' achievements and competition from private schools to be related with
481:
enabled lower growth in Latin
American countries' human capital in the second half of the 20th century to largely solve the "Latin American growth puzzle" by explaining up to two-thirds of income differences between that region and the rest of the world. The initial conclusion of Wößmann and
453:
exacerbate educational inequality. Relatedly, Wößmann finds family background to strongly and similarly affect student performance in both
European countries and the United States, with the influence of family background being strongest in Germany and Britain and lowest in France and
346:'s Centre for Competitive Advantage in the Global Economy (CAGE), and Harvard University's Program on Education Policy and Governance (PEPG). Moreover, he is a fellow of the International Academy of Education, sits on the editorial boards of the
436:, on students' cognitive skills in developed countries and the substantial effects of educational institutions and systems as well as of the quality of teaching. In this context, Wößmann's analyses of students' performance using
485:
More recently, Wößmann's research has also investigated the international returns to skills as well as the labour market outcomes of different types of education. Criticizing again the use of school attainment as a measure of
564:
1333:
526:, they instead argue that Protestant economies prospered because Protestant society emphasized laypeople's Bible lecture, which in turn increased human capital and, by extension, economic prosperity, and find
482:
Hanushek's research of a strong positive relationship between countries' growth in cognitive skills and economic output has been robust to more sophisticated measures of cross-country educational achievement.
491:
315:, where he took over the leadership of the ifo Center for the Economics of Education one year later. Following his habilitation in 2006, he has worked as a professor of economics at the
674:
437:
490:
as well as previous studies' focus on early career earnings, Wößmann and
Hanushek (with Guido Schwerdt and Simon Wiederhold) find the lifetime returns to skills based on
523:
764:
663:
498:
In another part of his research on economic growth, Wößmann has studied the roles of innovation, trade, structural change, and the internet. Analysing the impact of
768:
361:
1338:
441:
42:
33:
1298:
365:
1353:
514:
Regarding long-term economic development, Wößmann has been investigating the roles of education, religion and culture in work with fellow economist
316:
228:
1348:
308:
243:. In 2014, Wößmann's empirical research on the effects of education and his corresponding contribution to public debate were awarded the
312:
311:(IfW) (1998–99), where he worked as a researcher before and after his PhD (1999–2003). In 2003, Wößmann became Senior Researcher at the
236:
100:
1343:
360:
and chairs its
Research Committee on the Economics of Education. Finally, he is also a member of the Academic Advisory Council of the
72:
119:
145:
49:
384:, Wößmann belongs to the 1% of most cited economists, with a leading position in rankings of education economists. Together with
339:
304:
79:
369:
292:
631:
Wößmann ranks 4th among ca. 1,340 economists listed in the field of education at IDEAS/RePEc. Retrieved
February 13th, 2018.
1318:
571:
448:
Moving beyond the efficiency of education, Wößmann (with
Gabriela Schütz and Heinrich Ursprung) has also investigated the
348:
86:
1328:
432:. Key themes that emerge from this research focus on the often small effect of quantitative educational inputs such as
473:
and short-run economic growth, including education, religion, culture, innovation, and economic structure. Addressing
380:
Wößmann's research has focused on educational achievement and long-term economic growth and development. According to
551:
357:
296:
68:
1043:"How Equal Are Educational Opportunities? Family Background and Student Achievement in Europe and the United States"
1002:"Does Educational Tracking Affect Performance and Inequality? Differences- in-Differences Evidence Across Countries"
1323:
1308:
38:
1313:
1193:
Does
Innovation Cause Exports? Evidence from Exogenous Innovation Impulses and Obstacles using German Micro Data"
530:
Protestants' higher literacy in the 19th century to account for most of the difference in economic prosperity to
429:
675:
News story about Wößmann winning the Gustav
Stolper Prize on the CESifo website. Retrieved February 13th, 2018.
578:
219:
408:
One major strand of Wößmann's research studies the determinants of student achievement, including the role of
1226:
Becker, S.O., Woessmann, L. (2009). Was Weber Wrong? A Human
Capital Theory of Protestant Economic History.
652:
619:
417:
338:
Wößmann maintains affiliations with several economic research institutions around the world, including the
1303:
1259:
The Empire Is Dead, Long Live the Empire! Long‐Run Persistence of Trust and Corruption in the Bureaucracy"
707:
449:
397:
328:
268:
248:
232:
180:
697:
Profile of Wößmann on the website of CESifo, including weblink to his CV. Retrieved February 13th, 2018.
686:
Profile of Wößmann on the website of CESifo, including weblink to his CV. Retrieved February 13th, 2018.
276:
747:"Class-size effects in school systems around the world: Evidence from between-grade variation in TIMSS"
664:
News story about Wößmann winning the Gossen Prize on the CESifo website. Retrieved February 13th, 2018.
838:"What accounts for international differences in student performance? A re-examination using PISA data"
93:
1293:
547:
470:
458:
425:
252:
319:. In parallel to his academic career in Germany, Wößmann has also held visiting appointments at the
1091:
1001:
807:"Schooling Resources, Educational Institutions and Student Performance: the International Evidence"
515:
1209:
1225:
343:
324:
320:
1258:
1061:
960:
837:
806:
57:
1241:
1192:
1158:
1141:
1124:
746:
1242:
The Trade-off Between Fertility and Education: Evidence from Before the Demographic Transition
1107:
868:
758:
499:
1175:
239:. Beyond the economics of education, his research interests also include economic growth and
1073:
1021:
1013:
980:
972:
941:
888:
880:
849:
818:
421:
385:
300:
240:
729:
1142:
Do Better Schools Lead to More Growth? Cognitive Skills, Economic Outcomes, and Causation"
535:
507:
413:
280:
718:
603:
474:
454:
389:
272:
151:
1176:
General Education, Vocational Education, and Labor-Market Outcomes over the Lifecycle"
1287:
1017:
976:
487:
478:
284:
1042:
469:
The other major strand of Wößmann's research addresses the determinants of long-run
630:
557:
503:
288:
244:
945:
909:
783:
884:
381:
264:
224:
176:
52:. Contentious material about living persons that is unsourced or poorly sourced
24:
610:
countries, the spelling of Wößmann as "Woessmann" is common in English sources.
524:
theory of Protestants' work ethic as the main cause for their higher prosperity
1077:
853:
607:
433:
409:
235:, he is the director of the ifo Center for the Economics of Education at the
822:
653:
Profile of Wößmann on the website of the LMU. Retrieved February 13th, 2018.
620:
Profile of Wößmann on the website of the LMU. Retrieved February 13th, 2018.
531:
519:
303:, with all degrees being in economics. Additionally, he also studied at the
1125:
Schooling, Educational Achievement, and the Latin American Growth Puzzle"
227:
on July 1, 1973) is a German economist and professor of economics at the
926:
1026:
985:
927:"Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA"
893:
784:"The Economics of International Differences in Educational Achievement"
565:
International Association for the Evaluation of Educational Achievement
527:
332:
184:
719:
Ranking of economists at IDEAS/RePEc. Retrieved February 13th, 2018.
203:
1278:
1062:"Efficiency and equity of European education and training policies"
925:
Eric A. Hanushek; Susanne Link; Ludger Woessmann (September 2013).
869:"Institutional Effects in a Simple Model of Educational Production"
959:
Schütz, Gabriela; Ursprung, Heinrich W.; Wößmann, Ludger (2008).
696:
685:
641:
599:
18:
1334:
Academic staff of the Ludwig Maximilian University of Munich
642:
Profile of Wößmann at CESifo. Retrieved February 13th, 2018.
911:
School Accountability, Autonomy and Choice Around the World
708:
Profile of Wößmann at IZA. Retrieved February 13th, 2018.
1159:
Returns to Skills Around the World: Evidence from PIAAC"
1108:
The Role of Cognitive Skills in Economic Development"
1279:
Webpage of Ludger Wößmann on the website of CESifo.
1240:
Becker, S., Cinnirella, F., Woessmann, L. (2010). "
231:(LMU). Moreover, being one of the world's foremost
199:
191:
159:
136:
745:Wo[ss]mann, Ludger; West, Martin (2006).
356:, is a member of the executive committee of the
362:Federal Ministry of Economic Affairs and Energy
961:"Education Policy and Equality of Opportunity"
396:, the main academic reference in the field of
1210:Broadband Infrastructure and Economic Growth"
782:Hanushek, Eric A.; Woessmann, Ludger (2011).
8:
1000:Hanushek, Eric A.; Wössmann, Ludger (2006).
763:: CS1 maint: multiple names: authors list (
811:Oxford Bulletin of Economics and Statistics
195:German economist and professor of economics
914:. Cheltenham, UK: Edward Elgar Publishing.
767:) CS1 maint: numeric names: authors list (
144:
133:
1025:
984:
892:
366:German Academy of Science and Engineering
120:Learn how and when to remove this message
1191:Lachenmaier, S., Woessmann, L. (2006). "
1140:Hanushek, E.A., Woessmann, L. (2012). "
1123:Hanushek, E.A., Woessmann, L. (2012). "
1106:Hanushek, E.A., Woessmann, L. (2008). "
867:Bishop, John; Wossmann, Ludger (2004).
836:Fuchs, Thomas; Wößmann, Ludger (2007).
591:
788:Handbook of the Economics of Education
756:
732:Handbook of the Economics of Education
394:Handbook of the Economics of Education
392:, Wößmann has been a co-editor of the
317:Ludwig Maximilian University of Munich
229:Ludwig Maximilian University of Munich
1339:Technical University of Munich alumni
450:inequality of educational opportunity
218:
7:
1066:International Tax and Public Finance
309:Kiel Institute for the World Economy
1092:"Where Has All the Education Gone?"
908:Woessmann, L.; et al. (2009).
279:in 1998, a PhD (Dr. sc. pol.) from
14:
563:Bruce H. Choppin Memorial Award (
204:https://www.ifo.de/en/woessmann-l
1299:People from Warendorf (district)
1129:Journal of Development Economics
1018:10.1111/j.1468-0297.2006.01076.x
977:10.1111/j.1467-6435.2008.00402.x
934:Journal of Development Economics
734:. Retrieved February 13th, 2018.
560:(Verein für Socialpolitik): 2014
340:IZA Institute of Labor Economics
305:University of Kent at Canterbury
23:
1354:University of Canterbury alumni
1174:Hanushek, E.A. et al. (2017). "
1157:Hanushek, E.A. et al. (2015). "
465:Economic growth and development
1228:Quarterly Journal of Economics
1112:Journal of Economic Literature
370:Academy of Sciences Leopoldina
293:Technical University of Munich
247:(the German equivalent of the
1:
1257:Becker, S.O. et al. (2016). "
1208:Czernich, N. et al. (2011). "
946:10.1016/j.jdeveco.2012.08.002
572:European Economic Association
349:Economics of Education Review
50:secondary or tertiary sources
1349:University of Marburg alumni
56:, especially if potentially
34:biography of a living person
885:10.1080/0964529042000193934
358:German Economic Association
271:), Ludger Wößmann earned a
54:must be removed immediately
1370:
1246:Journal of Economic Growth
1180:Journal of Human Resources
1146:Journal of Economic Growth
1095:World Bank Economic Review
1041:Woessmann, Ludger (2004).
492:PIAAC data on adult skills
1344:University of Kiel alumni
1078:10.1007/s10797-008-9064-1
854:10.1007/s00181-006-0087-0
430:early childhood education
364:(BMWi) as well as of the
220:[ˈluːtɡɛʁˈvœsman]
143:
1216:, 121(552), pp. 505–532.
1163:European Economic Review
1060:Wößmann, Ludger (2008).
805:Wößmann, Ludger (2003).
751:European Economic Review
579:European Investment Bank
552:Verein für Socialpolitik
418:educational institutions
297:Robert K. von Weizsäcker
823:10.1111/1468-0084.00045
598:Due to the absence of "
570:Young Economist Award (
506:on growth, Wößmann and
1265:, 126(590), pp. 40–74.
1230:, 124(2), pp. 531–596.
1197:Oxford Economic Papers
1090:Pritchett, L. (2001).
461:and higher education.
398:economics of education
329:Aarhus Business School
269:North Rhine-Westphalia
249:John Bates Clark Medal
181:North Rhine-Westphalia
48:Please help by adding
1248:, 15(3), pp. 177–204.
1199:, 58(2), pp. 317–350.
1165:, 73(C), pp. 103–130.
1148:, 17(4), pp. 267–321.
1131:, 99(2), pp. 497–512.
1114:, 46(3), pp. 607–668.
1097:, 15(3), pp. 367–391.
1047:IZA Discussion Papers
307:(1995–96) and at the
277:University of Marburg
1319:Education economists
548:Gustav Stolper Prize
471:economic development
323:(2007, 2014–15), at
253:Gustav Stolper Prize
233:education economists
1329:Economic historians
1182:, 52(1), pp. 48–87.
873:Education Economics
842:Empirical Economics
753:. pp. 695–736.
404:Student achievement
354:Education Economics
287:, and obtained his
251:), followed by the
37:relies too much on
325:Harvard University
321:Hoover Institution
150:Ludger Wößmann in
1324:Growth economists
1309:German economists
500:structural change
422:education systems
376:Academic research
209:
208:
130:
129:
122:
104:
1361:
1314:Labor economists
1266:
1263:Economic Journal
1255:
1249:
1238:
1232:
1223:
1217:
1214:Economic Journal
1206:
1200:
1189:
1183:
1172:
1166:
1155:
1149:
1138:
1132:
1121:
1115:
1104:
1098:
1088:
1082:
1081:
1057:
1051:
1050:
1038:
1032:
1031:
1029:
1006:Economic Journal
997:
991:
990:
988:
956:
950:
949:
931:
922:
916:
915:
905:
899:
898:
896:
864:
858:
857:
833:
827:
826:
802:
796:
795:
779:
773:
772:
762:
754:
742:
736:
727:
721:
716:
710:
705:
699:
694:
688:
683:
677:
672:
666:
661:
655:
650:
644:
639:
633:
628:
622:
617:
611:
596:
386:Eric A. Hanushek
301:Hans-Werner Sinn
241:economic history
222:
217:
173:
169:
167:
148:
134:
125:
118:
114:
111:
105:
103:
69:"Ludger Wößmann"
62:
27:
19:
16:German economist
1369:
1368:
1364:
1363:
1362:
1360:
1359:
1358:
1284:
1283:
1275:
1270:
1269:
1256:
1252:
1239:
1235:
1224:
1220:
1207:
1203:
1190:
1186:
1173:
1169:
1156:
1152:
1139:
1135:
1122:
1118:
1105:
1101:
1089:
1085:
1059:
1058:
1054:
1040:
1039:
1035:
999:
998:
994:
958:
957:
953:
929:
924:
923:
919:
907:
906:
902:
866:
865:
861:
835:
834:
830:
804:
803:
799:
781:
780:
776:
755:
744:
743:
739:
730:Profile of the
728:
724:
717:
713:
706:
702:
695:
691:
684:
680:
673:
669:
662:
658:
651:
647:
640:
636:
629:
625:
618:
614:
597:
593:
588:
544:
542:Selected awards
536:Habsburg Empire
508:Jonathan Temple
467:
455:Flemish Belgium
414:teacher quality
406:
378:
281:Kiel University
261:
215:
187:
174:
171:
165:
163:
155:
139:
126:
115:
109:
106:
63:
61:
47:
43:primary sources
28:
17:
12:
11:
5:
1367:
1365:
1357:
1356:
1351:
1346:
1341:
1336:
1331:
1326:
1321:
1316:
1311:
1306:
1301:
1296:
1286:
1285:
1282:
1281:
1274:
1273:External links
1271:
1268:
1267:
1250:
1233:
1218:
1201:
1184:
1167:
1150:
1133:
1116:
1099:
1083:
1072:(2): 199–230.
1052:
1033:
1012:(510): 63–76.
992:
971:(2): 279–308.
951:
940:(C): 212–232.
917:
900:
859:
848:(2): 433–464.
828:
817:(2): 117–170.
797:
774:
737:
722:
711:
700:
689:
678:
667:
656:
645:
634:
623:
612:
604:Latin alphabet
590:
589:
587:
584:
583:
582:
575:
568:
561:
555:
543:
540:
518:. Challenging
475:Lant Pritchett
466:
463:
405:
402:
400:, since 2011.
390:Stephen Machin
377:
374:
327:(2007) and at
295:in 2006 under
283:in 2001 under
260:
257:
212:Ludger Wößmann
207:
206:
201:
197:
196:
193:
189:
188:
175:
161:
157:
156:
152:Hart aber fair
149:
141:
140:
138:Ludger Wößmann
137:
128:
127:
31:
29:
22:
15:
13:
10:
9:
6:
4:
3:
2:
1366:
1355:
1352:
1350:
1347:
1345:
1342:
1340:
1337:
1335:
1332:
1330:
1327:
1325:
1322:
1320:
1317:
1315:
1312:
1310:
1307:
1305:
1304:Living people
1302:
1300:
1297:
1295:
1292:
1291:
1289:
1280:
1277:
1276:
1272:
1264:
1260:
1254:
1251:
1247:
1243:
1237:
1234:
1231:
1229:
1222:
1219:
1215:
1211:
1205:
1202:
1198:
1194:
1188:
1185:
1181:
1177:
1171:
1168:
1164:
1160:
1154:
1151:
1147:
1143:
1137:
1134:
1130:
1126:
1120:
1117:
1113:
1109:
1103:
1100:
1096:
1093:
1087:
1084:
1079:
1075:
1071:
1067:
1063:
1056:
1053:
1048:
1044:
1037:
1034:
1028:
1023:
1019:
1015:
1011:
1007:
1003:
996:
993:
987:
982:
978:
974:
970:
966:
962:
955:
952:
947:
943:
939:
935:
928:
921:
918:
913:
912:
904:
901:
895:
890:
886:
882:
878:
874:
870:
863:
860:
855:
851:
847:
843:
839:
832:
829:
824:
820:
816:
812:
808:
801:
798:
793:
789:
785:
778:
775:
770:
766:
760:
752:
748:
741:
738:
735:
733:
726:
723:
720:
715:
712:
709:
704:
701:
698:
693:
690:
687:
682:
679:
676:
671:
668:
665:
660:
657:
654:
649:
646:
643:
638:
635:
632:
627:
624:
621:
616:
613:
609:
606:used in most
605:
601:
595:
592:
585:
580:
576:
573:
569:
566:
562:
559:
556:
553:
549:
546:
545:
541:
539:
537:
533:
529:
525:
521:
517:
516:Sascha Becker
512:
509:
505:
501:
496:
493:
489:
488:human capital
483:
480:
479:human capital
476:
472:
464:
462:
460:
456:
451:
446:
443:
439:
435:
431:
427:
423:
419:
415:
411:
403:
401:
399:
395:
391:
387:
383:
375:
373:
371:
367:
363:
359:
355:
351:
350:
345:
341:
336:
334:
330:
326:
322:
318:
314:
313:ifo Institute
310:
306:
302:
298:
294:
290:
286:
285:Horst Siebert
282:
278:
274:
270:
266:
258:
256:
254:
250:
246:
242:
238:
237:ifo Institute
234:
230:
226:
221:
213:
205:
202:
198:
194:
192:Occupation(s)
190:
186:
182:
178:
172:(age 51)
162:
158:
153:
147:
142:
135:
132:
124:
121:
113:
102:
99:
95:
92:
88:
85:
81:
78:
74:
71: –
70:
66:
65:Find sources:
59:
55:
51:
45:
44:
40:
35:
30:
26:
21:
20:
1262:
1253:
1245:
1236:
1227:
1221:
1213:
1204:
1196:
1187:
1179:
1170:
1162:
1153:
1145:
1136:
1128:
1119:
1111:
1102:
1094:
1086:
1069:
1065:
1055:
1046:
1036:
1009:
1005:
995:
968:
964:
954:
937:
933:
920:
910:
903:
879:(1): 17–38.
876:
872:
862:
845:
841:
831:
814:
810:
800:
791:
787:
777:
750:
740:
731:
725:
714:
703:
692:
681:
670:
659:
648:
637:
626:
615:
594:
558:Gossen Prize
513:
504:dual economy
497:
484:
468:
447:
407:
393:
379:
353:
347:
337:
289:habilitation
263:A native of
262:
245:Gossen Prize
211:
210:
131:
116:
107:
97:
90:
83:
76:
64:
53:
36:
1294:1973 births
1027:10419/18779
986:10419/33448
894:10419/21473
577:EIB Prize (
382:IDEAS/RePEc
265:Sendenhorst
225:Sendenhorst
177:Sendenhorst
170:1 July 1973
60:or harmful.
1288:Categories
608:Anglosaxon
586:References
459:vocational
434:class size
410:class size
342:, CESifo,
223:; born in
166:1973-07-01
80:newspapers
39:references
794:: 89–200.
602:" in the
532:Catholics
520:Max Weber
442:PISA data
424:, and of
291:from the
275:from the
259:Biography
255:in 2017.
759:cite web
528:Prussian
426:tracking
368:and the
335:(2006).
110:May 2020
58:libelous
581:): 2001
574:): 2003
567:): 2005
554:): 2017
344:Warwick
333:Denmark
216:German:
200:Website
185:Germany
94:scholar
965:Kyklos
154:, 2016
96:
89:
82:
75:
67:
930:(PDF)
502:in a
438:TIMSS
416:, of
101:JSTOR
87:books
32:This
769:link
765:link
440:and
428:and
420:and
412:and
388:and
352:and
299:and
160:Born
73:news
1244:".
1074:doi
1022:hdl
1014:doi
1010:116
981:hdl
973:doi
942:doi
938:104
889:hdl
881:doi
850:doi
819:doi
522:'s
331:in
41:to
1290::
1261:.
1212:.
1195:.
1178:,
1161:.
1144:,
1127:,
1110:,
1070:15
1068:.
1064:.
1045:.
1020:.
1008:.
1004:.
979:.
969:61
967:.
963:.
936:.
932:.
887:.
877:12
875:.
871:.
846:32
844:.
840:.
815:65
813:.
809:.
790:.
786:.
761:}}
757:{{
749:.
372:.
273:MA
183:,
179:,
168:)
1080:.
1076::
1049:.
1030:.
1024::
1016::
989:.
983::
975::
948:.
944::
897:.
891::
883::
856:.
852::
825:.
821::
792:3
771:)
600:ß
550:(
267:(
214:(
164:(
123:)
117:(
112:)
108:(
98:·
91:·
84:·
77:·
46:.
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.
