The impact factor of education on the public sector : the case of the U.S.

Purpose: To this thesis is analyzed the impact factor of education to the public sector and tax system, through a procedure of theoretical and mathematical analysis, a quantification method, an econometric method and behavioral scrutiny by a real case scenario. This work compares the cycle of money, to the one case using the impact factor of education and to the other case without it. Then, this work aims to study if the taxes for the education don’t belong to the general approach that taxes make weaker the cycle of money, but have a positive effect on the economy, are a different case as the theory of the cycle of money provides. Design/methodology/approach: The analysis stands on the cycle of money and the impact factor of education. Therefore, the appropriate education to the economy supports the market and in general the economy. The impact factor of education enforces the economic dynamic of any economy. The study of cases when there is the factor of education and when this factor is omitted allows the extraction of the appropriate conclusions. Moreover, this analysis is used for the Q.E. method through R.B.Q. model. The use of simulations before the real application guarantees the significance of the results. To be able to understand the way that taxes for the education system, estimated to the one case how the economy interacts with these taxes and after this examination without these taxes, following the mathematical logic of the “reductio ad absurdum”. Finding: The education of the U.S. for the period of 2012-2017 shows that taxes for education return to the economy, enhancing it. The general approach of simulation complies with this real case scenario. Research limitations/implications: This paper shows that according to the theory of the cycle of money the education belongs to the case of factors that the taxes return to the economy, and robust the economic dynamic of a society. Originality/value: The findings of this study contribute to the existing knowledge regarding the concept of the cycle of money to the case of education. The taxes on education belong to the case that the money returns to the economy, on the contrary with most taxes that are not robust the economy and should be reduced. Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Challoumis, Constantinos [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2020

Rechteinformationen:	Open Access Namensnennung - Nicht-kommerziell 2.0 Generic ; CC BY-NC 2.0

Übergeordnetes Werk:	Enthalten in: International journal of business and economic sciences applied research - Kavala : [Verlag nicht ermittelbar], 2015, 13(2020), 1, Seite 69-78
Übergeordnetes Werk:	volume:13 ; year:2020 ; number:1 ; pages:69-78

Links:	Link aufrufen Link aufrufen Link aufrufen

DOI / URN:	10.25103/ijbesar.131.07

Katalog-ID:	1703829980

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allfields	10.25103/ijbesar.131.07 doi 10419/242225 hdl (DE-627)1703829980 (DE-599)KXP1703829980 DE-627 ger DE-627 rda eng F6 F40 F43 F62 F63 jelc Challoumis, Constantinos verfasserin aut The impact factor of education on the public sector the case of the U.S. Constantinos Challoumis 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier DE-206 Open Access Controlled Vocabulary for Access Rights http://purl.org/coar/access_right/c_abf2 Purpose: To this thesis is analyzed the impact factor of education to the public sector and tax system, through a procedure of theoretical and mathematical analysis, a quantification method, an econometric method and behavioral scrutiny by a real case scenario. This work compares the cycle of money, to the one case using the impact factor of education and to the other case without it. Then, this work aims to study if the taxes for the education don’t belong to the general approach that taxes make weaker the cycle of money, but have a positive effect on the economy, are a different case as the theory of the cycle of money provides. Design/methodology/approach: The analysis stands on the cycle of money and the impact factor of education. Therefore, the appropriate education to the economy supports the market and in general the economy. The impact factor of education enforces the economic dynamic of any economy. The study of cases when there is the factor of education and when this factor is omitted allows the extraction of the appropriate conclusions. Moreover, this analysis is used for the Q.E. method through R.B.Q. model. The use of simulations before the real application guarantees the significance of the results. To be able to understand the way that taxes for the education system, estimated to the one case how the economy interacts with these taxes and after this examination without these taxes, following the mathematical logic of the “reductio ad absurdum”. Finding: The education of the U.S. for the period of 2012-2017 shows that taxes for education return to the economy, enhancing it. The general approach of simulation complies with this real case scenario. Research limitations/implications: This paper shows that according to the theory of the cycle of money the education belongs to the case of factors that the taxes return to the economy, and robust the economic dynamic of a society. Originality/value: The findings of this study contribute to the existing knowledge regarding the concept of the cycle of money to the case of education. The taxes on education belong to the case that the money returns to the economy, on the contrary with most taxes that are not robust the economy and should be reduced. DE-206 Namensnennung - Nicht-kommerziell 2.0 Generic CC BY-NC 2.0 cc https://https://creativecommons.org/licenses/by-nc/2.0/ Enthalten in International journal of business and economic sciences applied research Kavala : [Verlag nicht ermittelbar], 2015 13(2020), 1, Seite 69-78 Online-Ressource (DE-627)836177622 (DE-600)2836461-2 (DE-576)446141399 2408-0101 nnns volume:13 year:2020 number:1 pages:69-78 http://ijbesar.teiemt.gr/docs/volume13_issue1/13_01_07.pdf Verlag kostenfrei https://doi.org/10.25103/ijbesar.131.07 Resolving-System kostenfrei http://hdl.handle.net/10419/242225 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_2006 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2055 GBV_ILN_2108 GBV_ILN_2111 GBV_ILN_2863 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 13 2020 1 69-78 26 01 0206 3696119504 x1z 07-07-20 2403 01 DE-LFER 3736170831 00 --%%-- --%%-- n --%%-- l01 07-08-20 2403 01 DE-LFER https://doi.org/10.25103/ijbesar.131.07 2403 01 DE-LFER http://ijbesar.teiemt.gr/docs/volume13_issue1/13_01_07.pdf 26 00 DE-206 56 Education 26 00 DE-206 56 Public Sector; U.S 26 00 DE-206 56 Education 26 00 DE-206 56 Theory of Cycle of Money 26 00 DE-206 56 R.B.Q 26 00 DE-206 56 methodology 26 00 DE-206 56 Q.E 26 00 DE-206 56 method
spelling	10.25103/ijbesar.131.07 doi 10419/242225 hdl (DE-627)1703829980 (DE-599)KXP1703829980 DE-627 ger DE-627 rda eng F6 F40 F43 F62 F63 jelc Challoumis, Constantinos verfasserin aut The impact factor of education on the public sector the case of the U.S. Constantinos Challoumis 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier DE-206 Open Access Controlled Vocabulary for Access Rights http://purl.org/coar/access_right/c_abf2 Purpose: To this thesis is analyzed the impact factor of education to the public sector and tax system, through a procedure of theoretical and mathematical analysis, a quantification method, an econometric method and behavioral scrutiny by a real case scenario. This work compares the cycle of money, to the one case using the impact factor of education and to the other case without it. Then, this work aims to study if the taxes for the education don’t belong to the general approach that taxes make weaker the cycle of money, but have a positive effect on the economy, are a different case as the theory of the cycle of money provides. Design/methodology/approach: The analysis stands on the cycle of money and the impact factor of education. Therefore, the appropriate education to the economy supports the market and in general the economy. The impact factor of education enforces the economic dynamic of any economy. The study of cases when there is the factor of education and when this factor is omitted allows the extraction of the appropriate conclusions. Moreover, this analysis is used for the Q.E. method through R.B.Q. model. The use of simulations before the real application guarantees the significance of the results. To be able to understand the way that taxes for the education system, estimated to the one case how the economy interacts with these taxes and after this examination without these taxes, following the mathematical logic of the “reductio ad absurdum”. Finding: The education of the U.S. for the period of 2012-2017 shows that taxes for education return to the economy, enhancing it. The general approach of simulation complies with this real case scenario. Research limitations/implications: This paper shows that according to the theory of the cycle of money the education belongs to the case of factors that the taxes return to the economy, and robust the economic dynamic of a society. Originality/value: The findings of this study contribute to the existing knowledge regarding the concept of the cycle of money to the case of education. The taxes on education belong to the case that the money returns to the economy, on the contrary with most taxes that are not robust the economy and should be reduced. DE-206 Namensnennung - Nicht-kommerziell 2.0 Generic CC BY-NC 2.0 cc https://https://creativecommons.org/licenses/by-nc/2.0/ Enthalten in International journal of business and economic sciences applied research Kavala : [Verlag nicht ermittelbar], 2015 13(2020), 1, Seite 69-78 Online-Ressource (DE-627)836177622 (DE-600)2836461-2 (DE-576)446141399 2408-0101 nnns volume:13 year:2020 number:1 pages:69-78 http://ijbesar.teiemt.gr/docs/volume13_issue1/13_01_07.pdf Verlag kostenfrei https://doi.org/10.25103/ijbesar.131.07 Resolving-System kostenfrei http://hdl.handle.net/10419/242225 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_2006 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2055 GBV_ILN_2108 GBV_ILN_2111 GBV_ILN_2863 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 13 2020 1 69-78 26 01 0206 3696119504 x1z 07-07-20 2403 01 DE-LFER 3736170831 00 --%%-- --%%-- n --%%-- l01 07-08-20 2403 01 DE-LFER https://doi.org/10.25103/ijbesar.131.07 2403 01 DE-LFER http://ijbesar.teiemt.gr/docs/volume13_issue1/13_01_07.pdf 26 00 DE-206 56 Education 26 00 DE-206 56 Public Sector; U.S 26 00 DE-206 56 Education 26 00 DE-206 56 Theory of Cycle of Money 26 00 DE-206 56 R.B.Q 26 00 DE-206 56 methodology 26 00 DE-206 56 Q.E 26 00 DE-206 56 method
allfields_unstemmed	10.25103/ijbesar.131.07 doi 10419/242225 hdl (DE-627)1703829980 (DE-599)KXP1703829980 DE-627 ger DE-627 rda eng F6 F40 F43 F62 F63 jelc Challoumis, Constantinos verfasserin aut The impact factor of education on the public sector the case of the U.S. Constantinos Challoumis 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier DE-206 Open Access Controlled Vocabulary for Access Rights http://purl.org/coar/access_right/c_abf2 Purpose: To this thesis is analyzed the impact factor of education to the public sector and tax system, through a procedure of theoretical and mathematical analysis, a quantification method, an econometric method and behavioral scrutiny by a real case scenario. This work compares the cycle of money, to the one case using the impact factor of education and to the other case without it. Then, this work aims to study if the taxes for the education don’t belong to the general approach that taxes make weaker the cycle of money, but have a positive effect on the economy, are a different case as the theory of the cycle of money provides. Design/methodology/approach: The analysis stands on the cycle of money and the impact factor of education. Therefore, the appropriate education to the economy supports the market and in general the economy. The impact factor of education enforces the economic dynamic of any economy. The study of cases when there is the factor of education and when this factor is omitted allows the extraction of the appropriate conclusions. Moreover, this analysis is used for the Q.E. method through R.B.Q. model. The use of simulations before the real application guarantees the significance of the results. To be able to understand the way that taxes for the education system, estimated to the one case how the economy interacts with these taxes and after this examination without these taxes, following the mathematical logic of the “reductio ad absurdum”. Finding: The education of the U.S. for the period of 2012-2017 shows that taxes for education return to the economy, enhancing it. The general approach of simulation complies with this real case scenario. Research limitations/implications: This paper shows that according to the theory of the cycle of money the education belongs to the case of factors that the taxes return to the economy, and robust the economic dynamic of a society. Originality/value: The findings of this study contribute to the existing knowledge regarding the concept of the cycle of money to the case of education. The taxes on education belong to the case that the money returns to the economy, on the contrary with most taxes that are not robust the economy and should be reduced. DE-206 Namensnennung - Nicht-kommerziell 2.0 Generic CC BY-NC 2.0 cc https://https://creativecommons.org/licenses/by-nc/2.0/ Enthalten in International journal of business and economic sciences applied research Kavala : [Verlag nicht ermittelbar], 2015 13(2020), 1, Seite 69-78 Online-Ressource (DE-627)836177622 (DE-600)2836461-2 (DE-576)446141399 2408-0101 nnns volume:13 year:2020 number:1 pages:69-78 http://ijbesar.teiemt.gr/docs/volume13_issue1/13_01_07.pdf Verlag kostenfrei https://doi.org/10.25103/ijbesar.131.07 Resolving-System kostenfrei http://hdl.handle.net/10419/242225 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_2006 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2055 GBV_ILN_2108 GBV_ILN_2111 GBV_ILN_2863 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 13 2020 1 69-78 26 01 0206 3696119504 x1z 07-07-20 2403 01 DE-LFER 3736170831 00 --%%-- --%%-- n --%%-- l01 07-08-20 2403 01 DE-LFER https://doi.org/10.25103/ijbesar.131.07 2403 01 DE-LFER http://ijbesar.teiemt.gr/docs/volume13_issue1/13_01_07.pdf 26 00 DE-206 56 Education 26 00 DE-206 56 Public Sector; U.S 26 00 DE-206 56 Education 26 00 DE-206 56 Theory of Cycle of Money 26 00 DE-206 56 R.B.Q 26 00 DE-206 56 methodology 26 00 DE-206 56 Q.E 26 00 DE-206 56 method
allfieldsGer	10.25103/ijbesar.131.07 doi 10419/242225 hdl (DE-627)1703829980 (DE-599)KXP1703829980 DE-627 ger DE-627 rda eng F6 F40 F43 F62 F63 jelc Challoumis, Constantinos verfasserin aut The impact factor of education on the public sector the case of the U.S. Constantinos Challoumis 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier DE-206 Open Access Controlled Vocabulary for Access Rights http://purl.org/coar/access_right/c_abf2 Purpose: To this thesis is analyzed the impact factor of education to the public sector and tax system, through a procedure of theoretical and mathematical analysis, a quantification method, an econometric method and behavioral scrutiny by a real case scenario. This work compares the cycle of money, to the one case using the impact factor of education and to the other case without it. Then, this work aims to study if the taxes for the education don’t belong to the general approach that taxes make weaker the cycle of money, but have a positive effect on the economy, are a different case as the theory of the cycle of money provides. Design/methodology/approach: The analysis stands on the cycle of money and the impact factor of education. Therefore, the appropriate education to the economy supports the market and in general the economy. The impact factor of education enforces the economic dynamic of any economy. The study of cases when there is the factor of education and when this factor is omitted allows the extraction of the appropriate conclusions. Moreover, this analysis is used for the Q.E. method through R.B.Q. model. The use of simulations before the real application guarantees the significance of the results. To be able to understand the way that taxes for the education system, estimated to the one case how the economy interacts with these taxes and after this examination without these taxes, following the mathematical logic of the “reductio ad absurdum”. Finding: The education of the U.S. for the period of 2012-2017 shows that taxes for education return to the economy, enhancing it. The general approach of simulation complies with this real case scenario. Research limitations/implications: This paper shows that according to the theory of the cycle of money the education belongs to the case of factors that the taxes return to the economy, and robust the economic dynamic of a society. Originality/value: The findings of this study contribute to the existing knowledge regarding the concept of the cycle of money to the case of education. The taxes on education belong to the case that the money returns to the economy, on the contrary with most taxes that are not robust the economy and should be reduced. DE-206 Namensnennung - Nicht-kommerziell 2.0 Generic CC BY-NC 2.0 cc https://https://creativecommons.org/licenses/by-nc/2.0/ Enthalten in International journal of business and economic sciences applied research Kavala : [Verlag nicht ermittelbar], 2015 13(2020), 1, Seite 69-78 Online-Ressource (DE-627)836177622 (DE-600)2836461-2 (DE-576)446141399 2408-0101 nnns volume:13 year:2020 number:1 pages:69-78 http://ijbesar.teiemt.gr/docs/volume13_issue1/13_01_07.pdf Verlag kostenfrei https://doi.org/10.25103/ijbesar.131.07 Resolving-System kostenfrei http://hdl.handle.net/10419/242225 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_2006 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2055 GBV_ILN_2108 GBV_ILN_2111 GBV_ILN_2863 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 13 2020 1 69-78 26 01 0206 3696119504 x1z 07-07-20 2403 01 DE-LFER 3736170831 00 --%%-- --%%-- n --%%-- l01 07-08-20 2403 01 DE-LFER https://doi.org/10.25103/ijbesar.131.07 2403 01 DE-LFER http://ijbesar.teiemt.gr/docs/volume13_issue1/13_01_07.pdf 26 00 DE-206 56 Education 26 00 DE-206 56 Public Sector; U.S 26 00 DE-206 56 Education 26 00 DE-206 56 Theory of Cycle of Money 26 00 DE-206 56 R.B.Q 26 00 DE-206 56 methodology 26 00 DE-206 56 Q.E 26 00 DE-206 56 method
allfieldsSound	10.25103/ijbesar.131.07 doi 10419/242225 hdl (DE-627)1703829980 (DE-599)KXP1703829980 DE-627 ger DE-627 rda eng F6 F40 F43 F62 F63 jelc Challoumis, Constantinos verfasserin aut The impact factor of education on the public sector the case of the U.S. Constantinos Challoumis 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier DE-206 Open Access Controlled Vocabulary for Access Rights http://purl.org/coar/access_right/c_abf2 Purpose: To this thesis is analyzed the impact factor of education to the public sector and tax system, through a procedure of theoretical and mathematical analysis, a quantification method, an econometric method and behavioral scrutiny by a real case scenario. This work compares the cycle of money, to the one case using the impact factor of education and to the other case without it. Then, this work aims to study if the taxes for the education don’t belong to the general approach that taxes make weaker the cycle of money, but have a positive effect on the economy, are a different case as the theory of the cycle of money provides. Design/methodology/approach: The analysis stands on the cycle of money and the impact factor of education. Therefore, the appropriate education to the economy supports the market and in general the economy. The impact factor of education enforces the economic dynamic of any economy. The study of cases when there is the factor of education and when this factor is omitted allows the extraction of the appropriate conclusions. Moreover, this analysis is used for the Q.E. method through R.B.Q. model. The use of simulations before the real application guarantees the significance of the results. To be able to understand the way that taxes for the education system, estimated to the one case how the economy interacts with these taxes and after this examination without these taxes, following the mathematical logic of the “reductio ad absurdum”. Finding: The education of the U.S. for the period of 2012-2017 shows that taxes for education return to the economy, enhancing it. The general approach of simulation complies with this real case scenario. Research limitations/implications: This paper shows that according to the theory of the cycle of money the education belongs to the case of factors that the taxes return to the economy, and robust the economic dynamic of a society. Originality/value: The findings of this study contribute to the existing knowledge regarding the concept of the cycle of money to the case of education. The taxes on education belong to the case that the money returns to the economy, on the contrary with most taxes that are not robust the economy and should be reduced. DE-206 Namensnennung - Nicht-kommerziell 2.0 Generic CC BY-NC 2.0 cc https://https://creativecommons.org/licenses/by-nc/2.0/ Enthalten in International journal of business and economic sciences applied research Kavala : [Verlag nicht ermittelbar], 2015 13(2020), 1, Seite 69-78 Online-Ressource (DE-627)836177622 (DE-600)2836461-2 (DE-576)446141399 2408-0101 nnns volume:13 year:2020 number:1 pages:69-78 http://ijbesar.teiemt.gr/docs/volume13_issue1/13_01_07.pdf Verlag kostenfrei https://doi.org/10.25103/ijbesar.131.07 Resolving-System kostenfrei http://hdl.handle.net/10419/242225 Resolving-System kostenfrei GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_2006 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2014 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2055 GBV_ILN_2108 GBV_ILN_2111 GBV_ILN_2863 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 GBV_ILN_2403 GBV_ILN_2403 ISIL_DE-LFER AR 13 2020 1 69-78 26 01 0206 3696119504 x1z 07-07-20 2403 01 DE-LFER 3736170831 00 --%%-- --%%-- n --%%-- l01 07-08-20 2403 01 DE-LFER https://doi.org/10.25103/ijbesar.131.07 2403 01 DE-LFER http://ijbesar.teiemt.gr/docs/volume13_issue1/13_01_07.pdf 26 00 DE-206 56 Education 26 00 DE-206 56 Public Sector; U.S 26 00 DE-206 56 Education 26 00 DE-206 56 Theory of Cycle of Money 26 00 DE-206 56 R.B.Q 26 00 DE-206 56 methodology 26 00 DE-206 56 Q.E 26 00 DE-206 56 method
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To be able to understand the way that taxes for the education system, estimated to the one case how the economy interacts with these taxes and after this examination without these taxes, following the mathematical logic of the “reductio ad absurdum”. Finding: The education of the U.S. for the period of 2012-2017 shows that taxes for education return to the economy, enhancing it. The general approach of simulation complies with this real case scenario. Research limitations/implications: This paper shows that according to the theory of the cycle of money the education belongs to the case of factors that the taxes return to the economy, and robust the economic dynamic of a society. Originality/value: The findings of this study contribute to the existing knowledge regarding the concept of the cycle of money to the case of education. 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spellingShingle	Challoumis, Constantinos jelc F6 26 Education 26 Public Sector; U.S 26 Theory of Cycle of Money 26 R.B.Q 26 methodology 26 Q.E 26 method The impact factor of education on the public sector the case of the U.S.
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topic_title	F6 F40 F43 F62 F63 jelc 26 00 DE-206 56 Education 26 00 DE-206 56 Public Sector; U.S 26 00 DE-206 56 Theory of Cycle of Money 26 00 DE-206 56 R.B.Q 26 00 DE-206 56 methodology 26 00 DE-206 56 Q.E 26 00 DE-206 56 method The impact factor of education on the public sector the case of the U.S. Constantinos Challoumis
topic	jelc F6 26 Education 26 Public Sector; U.S 26 Theory of Cycle of Money 26 R.B.Q 26 methodology 26 Q.E 26 method
topic_unstemmed	jelc F6 26 Education 26 Public Sector; U.S 26 Theory of Cycle of Money 26 R.B.Q 26 methodology 26 Q.E 26 method
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title_full	The impact factor of education on the public sector the case of the U.S. Constantinos Challoumis
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title_sort	impact factor of education on the public sectorthe case of the u.s.
title_auth	The impact factor of education on the public sector the case of the U.S.
abstract	Purpose: To this thesis is analyzed the impact factor of education to the public sector and tax system, through a procedure of theoretical and mathematical analysis, a quantification method, an econometric method and behavioral scrutiny by a real case scenario. This work compares the cycle of money, to the one case using the impact factor of education and to the other case without it. Then, this work aims to study if the taxes for the education don’t belong to the general approach that taxes make weaker the cycle of money, but have a positive effect on the economy, are a different case as the theory of the cycle of money provides. Design/methodology/approach: The analysis stands on the cycle of money and the impact factor of education. Therefore, the appropriate education to the economy supports the market and in general the economy. The impact factor of education enforces the economic dynamic of any economy. The study of cases when there is the factor of education and when this factor is omitted allows the extraction of the appropriate conclusions. Moreover, this analysis is used for the Q.E. method through R.B.Q. model. The use of simulations before the real application guarantees the significance of the results. To be able to understand the way that taxes for the education system, estimated to the one case how the economy interacts with these taxes and after this examination without these taxes, following the mathematical logic of the “reductio ad absurdum”. Finding: The education of the U.S. for the period of 2012-2017 shows that taxes for education return to the economy, enhancing it. The general approach of simulation complies with this real case scenario. Research limitations/implications: This paper shows that according to the theory of the cycle of money the education belongs to the case of factors that the taxes return to the economy, and robust the economic dynamic of a society. Originality/value: The findings of this study contribute to the existing knowledge regarding the concept of the cycle of money to the case of education. The taxes on education belong to the case that the money returns to the economy, on the contrary with most taxes that are not robust the economy and should be reduced.
abstractGer	Purpose: To this thesis is analyzed the impact factor of education to the public sector and tax system, through a procedure of theoretical and mathematical analysis, a quantification method, an econometric method and behavioral scrutiny by a real case scenario. This work compares the cycle of money, to the one case using the impact factor of education and to the other case without it. Then, this work aims to study if the taxes for the education don’t belong to the general approach that taxes make weaker the cycle of money, but have a positive effect on the economy, are a different case as the theory of the cycle of money provides. Design/methodology/approach: The analysis stands on the cycle of money and the impact factor of education. Therefore, the appropriate education to the economy supports the market and in general the economy. The impact factor of education enforces the economic dynamic of any economy. The study of cases when there is the factor of education and when this factor is omitted allows the extraction of the appropriate conclusions. Moreover, this analysis is used for the Q.E. method through R.B.Q. model. The use of simulations before the real application guarantees the significance of the results. To be able to understand the way that taxes for the education system, estimated to the one case how the economy interacts with these taxes and after this examination without these taxes, following the mathematical logic of the “reductio ad absurdum”. Finding: The education of the U.S. for the period of 2012-2017 shows that taxes for education return to the economy, enhancing it. The general approach of simulation complies with this real case scenario. Research limitations/implications: This paper shows that according to the theory of the cycle of money the education belongs to the case of factors that the taxes return to the economy, and robust the economic dynamic of a society. Originality/value: The findings of this study contribute to the existing knowledge regarding the concept of the cycle of money to the case of education. The taxes on education belong to the case that the money returns to the economy, on the contrary with most taxes that are not robust the economy and should be reduced.
abstract_unstemmed	Purpose: To this thesis is analyzed the impact factor of education to the public sector and tax system, through a procedure of theoretical and mathematical analysis, a quantification method, an econometric method and behavioral scrutiny by a real case scenario. This work compares the cycle of money, to the one case using the impact factor of education and to the other case without it. Then, this work aims to study if the taxes for the education don’t belong to the general approach that taxes make weaker the cycle of money, but have a positive effect on the economy, are a different case as the theory of the cycle of money provides. Design/methodology/approach: The analysis stands on the cycle of money and the impact factor of education. Therefore, the appropriate education to the economy supports the market and in general the economy. The impact factor of education enforces the economic dynamic of any economy. The study of cases when there is the factor of education and when this factor is omitted allows the extraction of the appropriate conclusions. Moreover, this analysis is used for the Q.E. method through R.B.Q. model. The use of simulations before the real application guarantees the significance of the results. To be able to understand the way that taxes for the education system, estimated to the one case how the economy interacts with these taxes and after this examination without these taxes, following the mathematical logic of the “reductio ad absurdum”. Finding: The education of the U.S. for the period of 2012-2017 shows that taxes for education return to the economy, enhancing it. The general approach of simulation complies with this real case scenario. Research limitations/implications: This paper shows that according to the theory of the cycle of money the education belongs to the case of factors that the taxes return to the economy, and robust the economic dynamic of a society. Originality/value: The findings of this study contribute to the existing knowledge regarding the concept of the cycle of money to the case of education. The taxes on education belong to the case that the money returns to the economy, on the contrary with most taxes that are not robust the economy and should be reduced.
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title_short	The impact factor of education on the public sector
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fullrecord_marcxml	<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a2200265 4500</leader><controlfield tag="001">1703829980</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20211001092232.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">200707s2020 xx \|\|\|\|\|o 00\| \|\|eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.25103/ijbesar.131.07</subfield><subfield code="2">doi</subfield></datafield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10419/242225</subfield><subfield code="2">hdl</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)1703829980</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)KXP1703829980</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rda</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">F6</subfield><subfield code="a">F40</subfield><subfield code="a">F43</subfield><subfield code="a">F62</subfield><subfield code="a">F63</subfield><subfield code="2">jelc</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Challoumis, Constantinos</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="4"><subfield code="a">The impact factor of education on the public sector</subfield><subfield code="b">the case of the U.S.</subfield><subfield code="c">Constantinos Challoumis</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2020</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="506" ind1="0" ind2=" "><subfield code="q">DE-206</subfield><subfield code="a">Open Access</subfield><subfield code="e">Controlled Vocabulary for Access Rights</subfield><subfield code="u">http://purl.org/coar/access_right/c_abf2</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Purpose: To this thesis is analyzed the impact factor of education to the public sector and tax system, through a procedure of theoretical and mathematical analysis, a quantification method, an econometric method and behavioral scrutiny by a real case scenario. This work compares the cycle of money, to the one case using the impact factor of education and to the other case without it. Then, this work aims to study if the taxes for the education don’t belong to the general approach that taxes make weaker the cycle of money, but have a positive effect on the economy, are a different case as the theory of the cycle of money provides. Design/methodology/approach: The analysis stands on the cycle of money and the impact factor of education. Therefore, the appropriate education to the economy supports the market and in general the economy. The impact factor of education enforces the economic dynamic of any economy. The study of cases when there is the factor of education and when this factor is omitted allows the extraction of the appropriate conclusions. Moreover, this analysis is used for the Q.E. method through R.B.Q. model. The use of simulations before the real application guarantees the significance of the results. To be able to understand the way that taxes for the education system, estimated to the one case how the economy interacts with these taxes and after this examination without these taxes, following the mathematical logic of the “reductio ad absurdum”. Finding: The education of the U.S. for the period of 2012-2017 shows that taxes for education return to the economy, enhancing it. The general approach of simulation complies with this real case scenario. Research limitations/implications: This paper shows that according to the theory of the cycle of money the education belongs to the case of factors that the taxes return to the economy, and robust the economic dynamic of a society. Originality/value: The findings of this study contribute to the existing knowledge regarding the concept of the cycle of money to the case of education. 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The impact factor of education on the public sector : the case of the U.S.

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