|
Showing 1 - 25 of
50 matches in All Departments
This fascinating sequel to the 1998 Teaching Economics to
Undergraduates provides more alternatives to the lecture and
chalkboard approach that dominates university economics teaching.
Distinguished contributing authors provide a wide range of
innovative teaching techniques and examples aimed at more
effectively engaging undergraduates in the learning of economics.
New topics covered in this volume include game theory, using active
learning techniques in large classes, a streamlined content agenda
for macroeconomic principles, distance learning, and assessment of
student learning. Other chapters revisit topics from the first
volume, though often from different perspectives or with new
approaches provided by different authors. Topics covered in these
chapters include cooperative learning techniques, using technology
in the classroom (including dozens of websites), bringing the work
of the Nobel Laureates into undergraduate classes, and teaching
with experimental economics, case studies, or team writing
assignments and presentations. Teaching Economics is an invaluable
and practical tool for teachers of economics, administrators
responsible for undergraduate instruction and graduate students who
are just beginning to teach. Each chapter includes specific
teaching tips for classroom implementation and summary lists of dos
and don'ts for instructors who are thinking of moving beyond the
lecture method of traditional chalk and talk.
Comprehensive analysis of global mental health training
requirements Provides a ready for implementation training
curriculum Integrates Mental Health within the larger Global Health
International contributors across mental health specialties
|
Breaking the Glass Box (Hardcover)
Jungja Joy Yu; Foreword by Rosemary Radford Ruether; Illustrated by Allison E. Becker
|
R863
Discovery Miles 8 630
|
Ships in 12 - 17 working days
|
Postsecondary educational institutions in the United States are
facing increasing financial stress and waning public support.
Unless these trends can be changed, higher education can be
expected to stagnate. What, if anything, can be done? As a starting
point, advocates of higher education need to more fully recognize
the issues associated with the economic mission of higher education
and how this mission gets translated into individual student gains,
regional growth, and social equity. This requires an understanding
of the relationship between the outcomes of higher education and
measures of economic productivity and well-being. This volume
addresses topics related to the role of postsecondary education in
microeconomic development within the United States. At tention is
given to the importance of colleges and universities 'in the
enhancement of individual students and in the advancement of the
com munities and states within which they work. Although several of
the chapters in this volume are aimed at research/teaching
universities, much of what is presented throughout can be
generalized to all of postsecondary education. Little attention,
however, is given to the role of higher education in the
macroeconomic development of the United States; this topic is
covered in our related book, American Higher Education and National
Growth."
This fascinating sequel to the 1998 Teaching Economics to
Undergraduates provides more alternatives to the lecture and
chalkboard approach that dominates university economics teaching.
Distinguished contributing authors provide a wide range of
innovative teaching techniques and examples aimed at more
effectively engaging undergraduates in the learning of economics.
New topics covered in this volume include game theory, using active
learning techniques in large classes, a streamlined content agenda
for macroeconomic principles, distance learning, and assessment of
student learning. Other chapters revisit topics from the first
volume, though often from different perspectives or with new
approaches provided by different authors. Topics covered in these
chapters include cooperative learning techniques, using technology
in the classroom (including dozens of websites), bringing the work
of the Nobel Laureates into undergraduate classes, and teaching
with experimental economics, case studies, or team writing
assignments and presentations. Teaching Economics is an invaluable
and practical tool for teachers of economics, administrators
responsible for undergraduate instruction and graduate students who
are just beginning to teach. Each chapter includes specific
teaching tips for classroom implementation and summary lists of dos
and don'ts for instructors who are thinking of moving beyond the
lecture method of traditional chalk and talk.
Comprehensive analysis of global mental health training
requirements Provides a ready for implementation training
curriculum Integrates Mental Health within the larger Global Health
International contributors across mental health specialties
After decades of effortless growth and prosperity, America's
postsecondary institutions of education have come under increasing
financial stress and waning public support. In part, this stress
reflects a slowdown in the real rate of national economic growth
and the loss of federal and state revenues for education generally.
It also reflects a trend of state legislatures simply giving higher
education an ever lower ranking on the list of funding priorities.
Postsecondary educational institutions in the United States will
continue to face increasing financial stress and waning public
support as critics question the contribution of higher education to
economic growth, which historically has been a major rationale for
funding. Unless the trends in education financing can be changed,
higher edu cation can be expected to stagnate. What, if anything,
can be done? As a starting point, advocates of higher education
need to more fully recognize the important ways in which higher
education influences technological change and also is influenced by
that change. As demonstrated by the chapters in this book, higher
education is not a neutral or passive player in economic growth.
This volume addresses topics related to the role of postsecondary
education in national economic development within the United
States."
Since its establishment in the 1950s the American Economic
Association's Committee on Economic Education has sought to promote
improved instruction in economics and to facilitate this objective
by stimulating research on the teaching of economics. These efforts
are most apparent in the sessions on economic education that the
Committee organizes at the Association's annual meetings. At these
sessions economists interested in economic education have
opportunities to present new ideas on teaching and research and
also to report the findings of their research. The record of this
activity can be found in the Proceedings of the American Eco nomic
Review. The Committee on Economic Education and its members have
been actively involved in a variety of other projects. In the early
1960s it organized the National Task Force on Economic Education
that spurred the development of economics teaching at the
precollege level. This in turn led to the development of a
standardized research instrument, a high school test of economic
understanding. This was followed later in the 1960s by the
preparation of a similar test of understanding college economics.
The development of these two instruments greatly facilitated
research on the impact of economics instruction, opened the way for
application of increasingly sophisticated statistical methods in
measuring the impact of economic education, and initiated a steady
stream of research papers on a subject that previously had not been
explored."
This book demonstrates alternatives to the lecture and chalkboard
approach that dominates the teaching of economics, providing a
range of innovative teaching techniques and examples aimed at
engaging undergraduates in the learning of economics. The editors
provide a brief history of the teaching of economics in higher
education, as well as a review of current undergraduate teaching
practices. Some of the field's leading educators then demonstrate
alternative practices in three main sections: 'Active and
Cooperative Learning', 'Writing, the Internet, and Discovery
Through Sampling', and 'Examples from the World Around Us'. The
topics in the twelve chapters of the book have been carefully
selected based on their high potential for adoption by other
instructors. Detailed, 'hands-on' examples are included within each
chapter, illustrating how suggested approaches can be used in
different courses and classroom situations at the undergraduate
level. Also included are lists of 'Dos' and 'Dont's' to guide
instructors through the successful implementation of activities.
This book will be of great practical value to teachers of economics
as well as administrators responsible for undergraduate
instruction.
This book demonstrates alternatives to the lecture and chalkboard
approach that dominates the teaching of economics, providing a
range of innovative teaching techniques and examples aimed at
engaging undergraduates in the learning of economics. The editors
provide a brief history of the teaching of economics in higher
education, as well as a review of current undergraduate teaching
practices. Some of the field's leading educators then demonstrate
alternative practices in three main sections: 'Active and
Cooperative Learning', 'Writing, the Internet, and Discovery
Through Sampling', and 'Examples from the World Around Us'. The
topics in the twelve chapters of the book have been carefully
selected based on their high potential for adoption by other
instructors. Detailed, 'hands-on' examples are included within each
chapter, illustrating how suggested approaches can be used in
different courses and classroom situations at the undergraduate
level. Also included are lists of 'Dos' and 'Dont's' to guide
instructors through the successful implementation of activities.
This book will be of great practical value to teachers of economics
as well as administrators responsible for undergraduate
instruction.
Commitment is one of the most researched concepts in organizational
behavior. This edited book in the SIOP Organizational Frontiers
series, with contributions from many scholars, attempts to
summarize current research and suggests new directions for studies
on commitment in organizations. Commitment is linked to other
concepts ie. satisfaction, involvement, motivation, and
identification and is studied across cultural lines. Both the
individual and group levels of building and maintaining commitment
are discussed.
Commitment is one of the most researched concepts in
organizational behavior. This edited book in the SIOP
Organizational Frontiers series, with contributions from many
scholars, attempts to summarize current research and suggests new
directions for studies on commitment in organizations.
Commitment is linked to other concepts ie. satisfaction,
involvement, motivation, and identification and is studied across
cultural lines. Both the individual and group levels of building
and maintaining commitment are discussed.
Do you think of your company's talent as an investment to be
managed like a portfolio? You should, according to authors Becker,
Huselid, and Beatty, if you're interested in strategy execution.
Many companies fall into the trap of spending too much time and
money on low performers, while high performers aren't getting the
necessary resources, development opportunities, or rewards. In "The
Differentiated Workforce," the authors expand on their previous
books, "The HR Scorecard" and "The Workforce Scorecard," and
recommend that you manage your workforce like a portfolio - with
disproportionate investments in the jobs that create the most
wealth. You'll learn to:
Rise above talent management "best practice" and instead create a
differentiated workforce that can't be easily copied by
competitors
Differentiate those capabilities in your company that are truly
strategic
Identify your wealth-creating "A" positions
Create a new relationship between HR and line managers, and
articulate the role each plays in a differentiated workforce
strategy
Develop the right measures for your organization
Based on two decades of academic research and experience working
with hundreds of executives, "The Differentiated Workforce" gives
you the tools to translate your talent into strategic impact.
Financial incentives play an important role in the behaviour of
public institutions of higher education. Incentive-Based Budgeting
Systems in Public Universities examines alternative uses of these
financial incentives, and reviews the consequences of their
implementation. The contributors to the book explore diverse areas
including: * faculty behaviour in an incentive-based environment *
effects on teaching, evaluation of decentralized approaches to
budgeting * efficiency implications at the state level * the
ramifications of revenue flux on institutional behaviour. Case
studies from the University of Toronto, the University of Michigan
and Indiana University are also presented, and the volume concludes
with recommendations regarding possible implementation strategies.
The first to analyse the implementation of various permutations of
incentive based budgeting in public institutions of higher
education, this book will be of enormous interest to policy makers,
trustees, administrators and faculty members of these institutions.
It will also appeal to those involved in higher education
programmes offering courses in the economics and finance of
colleges and universities.
Postsecondary educational institutions in the United States are
facing increasing financial stress and waning public support.
Unless these trends can be changed, higher education can be
expected to stagnate. What, if anything, can be done? As a starting
point, advocates of higher education need to more fully recognize
the issues associated with the economic mission of higher education
and how this mission gets translated into individual student gains,
regional growth, and social equity. This requires an understanding
of the relationship between the outcomes of higher education and
measures of economic productivity and well-being. This volume
addresses topics related to the role of postsecondary education in
microeconomic development within the United States. At tention is
given to the importance of colleges and universities 'in the
enhancement of individual students and in the advancement of the
com munities and states within which they work. Although several of
the chapters in this volume are aimed at research/teaching
universities, much of what is presented throughout can be
generalized to all of postsecondary education. Little attention,
however, is given to the role of higher education in the
macroeconomic development of the United States; this topic is
covered in our related book, American Higher Education and National
Growth."
Since the apoE4 allele is a risk factor or susceptibility gene in
late-onset familial and sporadic AD, the mechanism of disease
expression may involve metabolic effects that are isoform specific.
Isoform-specific interactions of apoE therefore become critical in
the mechanism of AD pathogenesis. Detailed characterization of the
binding of the apoE isoforms with proteins and peptides relevant to
the pathology of the disease may be critical in understanding
disease pathogenesis. These critical isoform-specific interactions
of apoE may involve interactions with proteins and pep tides in the
defining neuropathologic lesions of the disease, the
neurofibrillary tangle and senile plaque. Other possible critical
isoform-specific interactions include the mechanism of
internalization, intracellular trafficking, and subsequent
metabolism. In addition, differential post-translational
modifications of apoE isoforms may determine differences in
metabolism contributing to the pathogenesis of the disease.
Oxidation of apoE may confer several isoform-specific,
biochemically distinct properties. Since {3A peptide binds apoE in
the lipoprotein binding domain of the protein and not in the
receptor-binding domain, apoE could target bound {3A4 peptide to
neurons via the LRP receptor. Internalization of the apoEI {3A
peptide complex into the cell, by the same route as the
apoE-containing lipoproteins, would result in incorporation into
primary lysosomes and pH dependent dissociation. The demonstration
of apoE in the cytoplasm of neurons, with isoform-specific
interactions of apoE with the microtubule-binding protein tau
demonstrated in vitro, suggest additional, testable hypotheses of
disease pathogenesis.
The Thirteenth International Congress of Theoretical and Applied
Mechanics was held in Moscow from Monday, 21 August, to Saturday,
26 August 1972. About 2500 participants from 37 countries all over
the world attended the congress that was convened by the Congress
Committee of the International Union of Theoretical and Applied
Mechanics. The local or ganization lay in the hands of the
Organizing Committee, established by the USSR National Committee on
Theoretical and Applied Mechanics. The USSR Academy of Sciences
rendered partial financial help to the organization of th8
congress. The Organizing Committee was assisted by the Institute of
Problems of Mechanics of the USSR Academy of Sciences, by the
Research Institute for Mechanics of Moscow University, and by the
Computing Center and the Institute of Applied Mathematics of the
USSR Academy of Sciences. The Bureau of IUTAM had allocated a
considerable sum for partial financial support of young scientists
attending the congress. The Thirteenth Congress was officially
opened on Monday morning at the Kremlin Palace of Congresses by
Academician N. 1. Muskhelishvili, President of the Congress, and
Professor W. T. Koiter, President of IUTAM. Greeting addresses were
offered by: Mr. K. N. Rudnev, Minister, member of the Council of
Ministers of the USSR, Academician M. V. Keldysh, President of the
USSR Academy of Sciences, Mr. L. N."
Since its establishment in the 1950s the American Economic
Association's Committee on Economic Education has sought to promote
improved instruction in economics and to facilitate this objective
by stimulating research on the teaching of economics. These efforts
are most apparent in the sessions on economic education that the
Committee organizes at the Association's annual meetings. At these
sessions economists interested in economic education have
opportunities to present new ideas on teaching and research and
also to report the findings of their research. The record of this
activity can be found in the Proceedings of the American Eco nomic
Review. The Committee on Economic Education and its members have
been actively involved in a variety of other projects. In the early
1960s it organized the National Task Force on Economic Education
that spurred the development of economics teaching at the
precollege level. This in turn led to the development of a
standardized research instrument, a high school test of economic
understanding. This was followed later in the 1960s by the
preparation of a similar test of understanding college economics.
The development of these two instruments greatly facilitated
research on the impact of economics instruction, opened the way for
application of increasingly sophisticated statistical methods in
measuring the impact of economic education, and initiated a steady
stream of research papers on a subject that previously had not been
explored."
After decades of effortless growth and prosperity, America's
postsecondary institutions of education have come under increasing
financial stress and waning public support. In part, this stress
reflects a slowdown in the real rate of national economic growth
and the loss of federal and state revenues for education generally.
It also reflects a trend of state legislatures simply giving higher
education an ever lower ranking on the list of funding priorities.
Postsecondary educational institutions in the United States will
continue to face increasing financial stress and waning public
support as critics question the contribution of higher education to
economic growth, which historically has been a major rationale for
funding. Unless the trends in education financing can be changed,
higher edu cation can be expected to stagnate. What, if anything,
can be done? As a starting point, advocates of higher education
need to more fully recognize the important ways in which higher
education influences technological change and also is influenced by
that change. As demonstrated by the chapters in this book, higher
education is not a neutral or passive player in economic growth.
This volume addresses topics related to the role of postsecondary
education in national economic development within the United
States."
|
|