|
|
|
Item Details
Title:
|
TRANSFERRING WEALTH AND POWER FROM THE OLD TO THE NEW WORLD
MONETARY AND FISCAL INSTITUTIONS IN THE 17TH THROUGH THE 19TH CENTURIES |
By: |
Michael Bordo (Editor), Roberto Cortes-Conde (Editor), Michael Bordo |
Format: |
Paperback |
List price:
|
£43.99 |
Our price: |
£38.49 |
Discount: |
|
You save:
|
£5.50 |
|
|
|
|
ISBN 10: |
0521027276 |
ISBN 13: |
9780521027274 |
Availability: |
Usually dispatched within 1-3 weeks.
Delivery
rates
|
Stock: |
Currently 0 available |
Publisher: |
CAMBRIDGE UNIVERSITY PRESS |
Pub. date: |
15 May, 2006 |
Series: |
Studies in Macroeconomic History |
Pages: |
496 |
Description: |
This collection explores monetary institutions linking Europe and the Americas in the seventeenth to nineteenth centuries. |
Synopsis: |
This book contains a collection of essays comparing the evolution of the fiscal and monetary regimes of the Old World colonial powers - England, France, Spain, Portugal and the Netherlands - from the seventeenth to the nineteenth centuries with the experiences of several of their former colonies in the New World of the Americas: the United States, Canada, Mexico, Colombia, Brazil and Argentina. The objective is to see how such fiscal and monetary institutions were modified or replaced by new ones. The case studies in the collection consider the experience of the colonies after they became independent countries; they examine the factors that allowed efficient fiscal institutions to develop in some countries, while in others such development turned out to be unsuccessful; and they consider why some governments were able to live within their means and provide public goods, while for others expenditures frequently exceeded revenue, often leading to fiscal crises. |
Illustrations: |
26 b/w illus. 48 tables |
Publication: |
UK |
Imprint: |
Cambridge University Press |
Returns: |
Returnable |
|
|
|
|
Ramadan and Eid al-Fitr
A celebratory, inclusive and educational exploration of Ramadan and Eid al-Fitr for both children that celebrate and children who want to understand and appreciate their peers who do.
|
|
|
|
|
|
|
|
|
|
|