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The Economics of Inflation provides a comprehensive analysis of
economic conditions in Germany under the Great Inflation and
discusses inflationary conditions in general. The analysis is
supported by extensive statistical material.
* For this translation the author thoroughly revised the original
work
* Includes an appendix on German economic conditions in the years
following the monetary reform, 1923-24.
The Economics of Inflation provides a comprehensive analysis of economic conditions in Germany under the Great Inflation and discusses inflationary conditions in general. The analysis is supported by extensive statistical material.
* For this translation the author thoroughly revised the original work * Includes an appendix on German economic conditions in the years following the monetary reform, 1923-24
This book features a broad range of thematic and national case
studies which explore the interrelations and confrontations between
conservatives and the radical Right in the European and global
contexts of the interwar years. It investigates the political,
social, cultural, and economic issues that conservatives and
radicals tried to address and solve in the aftermaths of the Great
War. Conservative forces ended up prevailing over far-right forces
in the 1920s, with the notable exception of the Fascist regime in
Italy. But over the course of the 1930s, and the ascent of the Nazi
regime in Germany, political radicalisation triggered both
competition and hybridisation between conservative and right-wing
radical forces, with increased power for far-right and fascist
movements. The book will be of great interest to students and
scholars of politics, history, fascism, and Nazism.
Encompassing photography, sculpture and installation - this career
spanning survey of Norwegian artist Per Barclay contextualises his
place within the Arte Povera movement. This publication is
published on the occasion of the exhibition 'Per Barclay: Soft
Sweet Vortex' at Henie Onstad Kuntsenter. The career survey
combines forty artworks made from 1979 up to this year, including a
new photographic series of Barclay’s ‘oil room’ at the former
Deichman Library in Oslo, produced in 2022. The exhibition
considers photography, sculpture and collage to create a total
installation, speaking to the magnetic and extensive character of
the artist’s international practice, which has spanned four
decades. 'Soft Sweet Vortex' seeks to highlight Barclay's interest
in the contrast between air and liquid, which creates tension and a
deep sense of the uncanny in his work. Barclay's use of solid
materials, such as steel and oil, and choice of extravagant sites
and repetitive formal exercises, reflect on industry and capital in
their mutual dependency and entwined logic.
This book features a broad range of thematic and national case
studies which explore the interrelations and confrontations between
conservatives and the radical Right in the European and global
contexts of the interwar years. It investigates the political,
social, cultural, and economic issues that conservatives and
radicals tried to address and solve in the aftermaths of the Great
War. Conservative forces ended up prevailing over far-right forces
in the 1920s, with the notable exception of the Fascist regime in
Italy. But over the course of the 1930s, and the ascent of the Nazi
regime in Germany, political radicalisation triggered both
competition and hybridisation between conservative and right-wing
radical forces, with increased power for far-right and fascist
movements. The book will be of great interest to students and
scholars of politics, history, fascism, and Nazism.
This book introduces the reader to the principles of assessment of
student learning outcomes in the context of program review, and
illustrates how to implement a sustainable outcomes-based
assessment program review process based on over 30 case studies of
exemplary practice across a range of institutional types. Since
publication of the first edition just over a decade ago, the
landscape of higher education has been transformed. With the
emergence of competency-based education, the questioning of the
value of a post-secondary degree, the explosion of neuroscientific
research, the emphasis on metacognition, as well as demographic
changes in who is going to college and why, new questions are being
asked and new methods of collecting data have multiplied. This new
edition retains the goals of the first, which is to inform
institutional self-reflection of how well the organization is
achieving its intended purpose, in a manner that is reflective,
adaptive, and collaborative, but which recognizes today's changed
environment. Among the new topics Marilee Bresciani Ludvik
introduces in this edition is how to appropriately connect
outcomes-based program review (OBPR) to performance indicators and
predictive analytics and develop meaningful new performance metrics
to inform our understanding of the student experience. She also
addresses the intersection of OBPR with competency-based
assessment, introduces the reader to new concepts and terminology,
and demonstrates the implications of neuroscientific research for
learning and development and how that influences OBPR design. All
the cases, a signature feature of the first edition to illustrate
best practice, have been replaced for this edition. Marilee
Bresciani Ludvik postulates the importance of developing
institutions as learning organizations where OBPR is designed
collaboratively between student services, academic services,
business services professionals, and faculty. Each chapter
concludes with key learning points as well as questions for
organizational leadership to promote ongoing professional
development as institutions implement OBPR practices that are
appropriate for their specific contexts.
This book introduces the reader to the principles of assessment of
student learning outcomes in the context of program review, and
illustrates how to implement a sustainable outcomes-based
assessment program review process based on over 30 case studies of
exemplary practice across a range of institutional types. Since
publication of the first edition just over a decade ago, the
landscape of higher education has been transformed. With the
emergence of competency-based education, the questioning of the
value of a post-secondary degree, the explosion of neuroscientific
research, the emphasis on metacognition, as well as demographic
changes in who is going to college and why, new questions are being
asked and new methods of collecting data have multiplied. This new
edition retains the goals of the first, which is to inform
institutional self-reflection of how well the organization is
achieving its intended purpose, in a manner that is reflective,
adaptive, and collaborative, but which recognizes today's changed
environment. Among the new topics Marilee Bresciani Ludvik
introduces in this edition is how to appropriately connect
outcomes-based program review (OBPR) to performance indicators and
predictive analytics and develop meaningful new performance metrics
to inform our understanding of the student experience. She also
addresses the intersection of OBPR with competency-based
assessment, introduces the reader to new concepts and terminology,
and demonstrates the implications of neuroscientific research for
learning and development and how that influences OBPR design. All
the cases, a signature feature of the first edition to illustrate
best practice, have been replaced for this edition. Marilee
Bresciani Ludvik postulates the importance of developing
institutions as learning organizations where OBPR is designed
collaboratively between student services, academic services,
business services professionals, and faculty. Each chapter
concludes with key learning points as well as questions for
organizational leadership to promote ongoing professional
development as institutions implement OBPR practices that are
appropriate for their specific contexts.
Is higher education preparing our students for a world that is
increasingly complex and volatile, and in which they will have to
contend with uncertainty and ambiguity? Are we addressing the
concerns of employers who complain that graduates do not possess
the creative, critical thinking and communication skills needed in
the workplace? In the face of the evidence that our colleges and
universities are failing to do so, this book harnesses what we have
learned from innovations in teaching and from neuroscience to
change how we deliver and create new knowledge, and indeed to
transform our students, and develop their capacities for boundary
spanning. Starting from the premise that our current linear,
course-based, educational practices are frequently at odds with how
our neurological system facilitates learning and personal
development, the authors set out an alternative model that
emphasizes a holistic approach to education that integrates
meditative inquiry practice with self-authorship and the regulation
of emotion as the cornerstones of learning, and demonstrates how
these align with the latest discoveries of brain science. This book
presents the science that informs the practice of compassion and
peace - the science that explains the very real benefits of an
intentional movement and meditative inquiry; and demonstrates its
application to the classroom, to the co-curriculum, and its
implications for administrative leaders who make the decisions that
impact student learning and development and the environment within
which faculty, administrators, and students reside. Experts in
neuroscience, learning and development theory, and health
practitioners outline their research and insights into how
providing seemingly unintellectual learning and development
opportunities for students actually stimulate portions of the brain
that are needed in order for them to become problem-solvers,
creators of knowledge, and effective social collaborators. The book
closes by offering practical ideas for implementation, showing how
simple refinements in classroom and out-of-classroom experiences
can create foundations for students to develop key skills that will
enhance critical thinking, creativity, overall wellbeing,
compassion, and ultimately world peace.
Is higher education preparing our students for a world that is
increasingly complex and volatile, and in which they will have to
contend with uncertainty and ambiguity? Are we addressing the
concerns of employers who complain that graduates do not possess
the creative, critical thinking and communication skills needed in
the workplace? In the face of the evidence that our colleges and
universities are failing to do so, this book harnesses what we have
learned from innovations in teaching and from neuroscience to
change how we deliver and create new knowledge, and indeed to
transform our students, and develop their capacities for boundary
spanning. Starting from the premise that our current linear,
course-based, educational practices are frequently at odds with how
our neurological system facilitates learning and personal
development, the authors set out an alternative model that
emphasizes a holistic approach to education that integrates
meditative inquiry practice with self-authorship and the regulation
of emotion as the cornerstones of learning, and demonstrates how
these align with the latest discoveries of brain science. This book
presents the science that informs the practice of compassion and
peace - the science that explains the very real benefits of an
intentional movement and meditative inquiry; and demonstrates its
application to the classroom, to the co-curriculum, and its
implications for administrative leaders who make the decisions that
impact student learning and development and the environment within
which faculty, administrators, and students reside. Experts in
neuroscience, learning and development theory, and health
practitioners outline their research and insights into how
providing seemingly unintellectual learning and development
opportunities for students actually stimulate portions of the brain
that are needed in order for them to become problem-solvers,
creators of knowledge, and effective social collaborators. The book
closes by offering practical ideas for implementation, showing how
simple refinements in classroom and out-of-classroom experiences
can create foundations for students to develop key skills that will
enhance critical thinking, creativity, overall wellbeing,
compassion, and ultimately world peace.
While both committed to providing effective programs and services
that help students succeed in college and beyond, and aware of the
increasing demands from internal and external stakeholders that
every dollar spent benefits students and contributes to the mission
of higher education, student affairs professionals have had little
guidance about how to create and sustain the culture of assessment
to achieve these goals. This book provides the practical directions
fore embedding assessment in the fabric of practice. The authors in
this volume - all experienced senior level leaders, who have
established programs that exemplify a culture of evidence-based
practice - identify and explicate ten tenets of practice for
leading and implementing a culture of change committed to student
learning and sound assessment methods.
While both committed to providing effective programs and services
that help students succeed in college and beyond, and aware of the
increasing demands from internal and external stakeholders that
every dollar spent benefits students and contributes to the mission
of higher education, student affairs professionals have had little
guidance about how to create and sustain the culture of assessment
to achieve these goals. This book provides the practical directions
fore embedding assessment in the fabric of practice. The authors in
this volume - all experienced senior level leaders, who have
established programs that exemplify a culture of evidence-based
practice - identify and explicate ten tenets of practice for
leading and implementing a culture of change committed to student
learning and sound assessment methods.
The importance of agricultural growth to poverty reduction is well
known, but the specific channels through which the poor can take
advantage of growth require further research. Beyond Food
Production takes on this challenge, investigating four important
channels: rural labor markets, farm incomes, food prices, and
linkages to other economic sectors. Using six developing country
cases, this study elucidates the mechanisms linking agriculture
growth to economic development and the wellbeing of the poor. The
evidence shows that governments should view the sector's
contribution in wider terms, recognizing both its interaction with
other economic sectors, and that labor markets and trade policies
can play a critical role in mediating agriculture's impact on poor
households' incomes. To achieve effective rural poverty strategies
the book calls for a broad economy-wide perspective on the role of
agriculture in the overall growth process. This book will be of
great interest to students of international agricultural
development as well as economists and professionals serving in
international development organizations.
This is a practical resource for community and two year college
professionals engaged at all levels of learning outcomes
assessment. It is designed as a guide both to inform the creation
of new assessment efforts and to enhance and strengthen assessment
programs already established, or in development. Each chapter
addresses a key component of the assessment process, beginning with
the creation of a learning-centered culture and the development and
articulation of shared outcomes goals and priorities. Subsequent
chapters lead the reader through the development of a plan, the
selection of assessment methods, and the analysis of results. The
book concludes by discussing the communication of results and their
use in decision making; integrating the conclusions in program
review as well as to inform budgeting; and, finally, evaluating the
process for continuous improvement, as well as engaging in
reflection.The book is illustrated by examples developed by faculty
and student affairs/services professionals at community and two
year colleges from across the country. Furthermore, to ensure its
relevance and applicability for its targeted readership, each
chapter has at least one author who is a community college or
two-year college professional.
This is a practical resource for community and two year college
professionals engaged at all levels of learning outcomes
assessment. It is designed as a guide both to inform the creation
of new assessment efforts and to enhance and strengthen assessment
programs already established, or in development. Each chapter
addresses a key component of the assessment process, beginning with
the creation of a learning-centered culture and the development and
articulation of shared outcomes goals and priorities. Subsequent
chapters lead the reader through the development of a plan, the
selection of assessment methods, and the analysis of results. The
book concludes by discussing the communication of results and their
use in decision making; integrating the conclusions in program
review as well as to inform budgeting; and, finally, evaluating the
process for continuous improvement, as well as engaging in
reflection.The book is illustrated by examples developed by faculty
and student affairs/services professionals at community and two
year colleges from across the country. Furthermore, to ensure its
relevance and applicability for its targeted readership, each
chapter has at least one author who is a community college or
two-year college professional.
This practical guide to outcomes-based assessment in student
affairs is designed to help readers meet the growing demand for
accountability, and for demonstrating student learning. The authors
offer a framework for implementing the assessment of student
learning and development and pragmatic advice on the strategies
most appropriate for the readers' particular circumstances.
Beginning with a brief history of assessment, the book explains how
to effectively engage in outcomes-based assessment, presents
strategies for addressing the range of challenges and barriers
student affairs practitioners are likely to face, addresses
institutional, divisional, and departmental collaboration, and
considers future developments in the assessment of student success.
One feature of the book is its use of real case studies that
illustrate current best practices in student affairs assessment
that illuminate theory, while providing examples of application.
The cases of this title allow the authors to demonstrate that there
are several approaches to evaluating student learning and
development within student affairs; illustrating how practice may
vary according to institutional type, institutional culture, and
available resources. The authors explain how to set goals, write
outcomes, describe the range of assessment methods available,
discuss criteria for evaluating outcomes-based assessment, and
provide steps and questions to consider in designing the reflection
and institutional assessment processes, as well as how to
effectively utilize and disseminate results. Their expert
knowledge, tips, and insights will enable readers to implement
outcomes-based assessment in ways that best meet the needs of their
own unique campus environments.
This practical guide to outcomes-based assessment in student
affairs is designed to help readers meet the growing demand for
accountability, and for demonstrating student learning. The authors
offer a framework for implementing the assessment of student
learning and development and pragmatic advice on the strategies
most appropriate for the readers' particular circumstances.
Beginning with a brief history of assessment, the book explains how
to effectively engage in outcomes-based assessment, presents
strategies for addressing the range of challenges and barriers
student affairs practitioners are likely to face, addresses
institutional, divisional, and departmental collaboration, and
considers future developments in the assessment of student success.
One feature of the book is its use of real case studies that
illustrate current best practices in student affairs assessment
that illuminate theory, while providing examples of application.
The cases of this title allow the authors to demonstrate that there
are several approaches to evaluating student learning and
development within student affairs; illustrating how practice may
vary according to institutional type, institutional culture, and
available resources. The authors explain how to set goals, write
outcomes, describe the range of assessment methods available,
discuss criteria for evaluating outcomes-based assessment, and
provide steps and questions to consider in designing the reflection
and institutional assessment processes, as well as how to
effectively utilize and disseminate results. Their expert
knowledge, tips, and insights will enable readers to implement
outcomes-based assessment in ways that best meet the needs of their
own unique campus environments.
Many of the earliest books, particularly those dating back to the
1900s and before, are now extremely scarce and increasingly
expensive. Hesperides Press are republishing these classic works in
affordable, high quality, modern editions, using the original text
and artwork.
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