Search results
Results from the WOW.Com Content Network
In sociology, academic capital is the potential of an individual's education and other academic experience to be used to gain a place in society. Much like other forms of capital (social, economic, cultural), academic capital doesn't depend on one sole factor—the measured duration of schooling—but instead is made up of many different factors, including the individual's academic ...
Human capital or human assets is a concept used by economists to designate personal attributes considered useful in the production process. It encompasses employee knowledge, skills, know-how, good health, and education. [1] Human capital has a substantial impact on individual earnings. [2]
The factors of production are capital and labour only. There is neutral technical progress. There are only two classes: workers and capitalists, among whom the national income is distributed. Workers save nothing and spend their wage income on consumption. Capitalists consume nothing, but save and invest their entire income for capital formation.
Capital formation is notoriously difficult to measure statistically, mainly because of the valuation problems involved in establishing what the value of capital assets is. When a fixed asset or inventory is bought, it may be reasonably clear what its market value is, namely the purchaser's price.
Gross fixed capital formation (GFCF) is a component of the expenditure on gross domestic product (GDP) that indicates how much of the new value added in an economy is invested rather than consumed. It measures the value of acquisitions of new or existing fixed assets by the business sector , governments , and "pure" households (excluding their ...
Capital accumulation is the dynamic that motivates the pursuit of profit, involving the investment of money or any financial asset with the goal of increasing the initial monetary value of said asset as a financial return whether in the form of profit, rent, interest, royalties or capital gains.
Pierre Bourdieu and Basil Bernstein explore how the cultural capital of the dominant classes has been viewed throughout history as the "most legitimate knowledge." [ 2 ] How schools choose the content and organization of curriculum and instructional practices connects school knowledge (both commodified and lived) to dynamics of class, gender ...
To gain qualifications they must acquire legitimate cultural capital, by exchanging their own (usually working-class) cultural capital. [31] This exchange is not a straightforward one, due to the class ethos of the lower-class students. Class ethos is described as the particular dispositions towards, and subjective expectations of, school and ...