Fed power : how finance wins / / Lawrence R. Jacobs, Desmond King

• Record Nr.: UNINA9910465934203321
• Autore: Jacobs Lawrence R.
• Pubbl/distr/stampa: New York, New York : , : Oxford University Press, , 2016; ©2016
• ISBN: 0-19-938897-0
• Descrizione fisica: 1 online resource (263 p.)
• Disciplina: 332.1/10973
• Soggetti: Federal Reserve banks - History; Banks and banking, Central - United States - History; Monetary policy - United States - History; Government accountability - United States - History; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Includes index.
• Nota di contenuto: Cover; FED POWER: How Finance Wins; Copyright; Contents; Acknowledgments; 1: Why Fed Power Matters; DON'T BUY THE FED HYPE; The Catechism of the Fed; Reality Test; Fed Inaction; Generating Inequality; Expert Rule and the Anti-Democrats; FINANCIAL PATHOLOGY: FINDING THE FED'S BIAS; Favoritism 1, 2, and 3; Operational Favoritism; Selecting Winners; Missing in Action: Middle-Class Rescue; Motivated Favoritism; Revolving Doors; Capture; Fed Interests; What We Are Not Claiming; FINDING THE FED STATE; Fed Exceptionalism; The Takeoff; Concealed Advantage; Did You Know?; Strategies of Concealment; The Fed's Game PlanREFORMING THE FED; The Fed's Legitimacy Deficit; Why America Needs a Properly Designed Central Bank; Yes, We Need a Central Bank; Congress Ch annels the Distrust of the Fed; America's Path to Effective Financial Management; Concentrating Fed on Monetary Policy; Building Consolidated Financial Management; BREAKING THE SILENCE ON THE FED; How the Fed Tames Debate; Three Types of Evidence; Researching Favoritism; FROM FIERY POPULISM TO ACQUIESCENCE AND DOUBT; 2: The Rise of the Fed State; THE RAUCOUS POLITICS OF NINETEENTH-CENTURY MONETARY POLICY; ; Economic Calamity; Fiery Debates over Monetary PolicyThe Muting of Populist Opposition to Banks and Monetary Policy; REMOVING MONETARY POLICY FROM DEMOCRATIC POLITICS: THE FEDERAL RESERVE ACT OF 1913; The Ruling Banks Did Not Rule; The Compromise of 1913; Agreeing on the Big Plan; Tactical Disputes on Details; THE MAKING OF THE FED STATE; The Takeoff: Fed State-Building, 1913-1952; First Comes Centralization; Building National Administrative Capacity; Going Independent; The Trojan Horse of Emergency Powers; Organizing Finance, 1952-1979; Seizing the Opportunity of Crisis; Acting Independent; New Policy Frameworks for Fed ActivismInstitutional Independence and Advancing Finance; THE ERA OF FINANCE AND THE FED'S MONOPOLY OF MONETARY POLICY; The New World of Global Finance; Domesticating Modern Finance; PAST AND FUTURE; 3: Concealed Advantage; THE BREAKDOWN IN MODERN FINANCE; The New Brave World of Debt; The Problem with the Fed; Mistakes Instead of Mastery; The Fed Stands Up for Itself; Favoring Finance; DESIGNING BIAS; Engineering Dependence and Loyalty; The Fed Activates Finance; The Lehman Boomerang; Behind the Cover of TARP; Hiding America's Most Powerful Domestic Policymaker; Betting the Country's Nest EggShort-Circuiting Democracy; The Fed Helps Itself; FOLLOW THE MONEY; Finding Favoritism; Program-Building; Read the Fine Print; An Invitation to Being Taken Advantage Of; Four Features of the Fed's Facilities; A Pattern of Favoritism; Public Good or Favoritism?; THE FED'S ALTERNATIVES; Cram-Downs; Learning from the Bank of England; THE ERA OF BIG GOVERNMENT-FOR FINANCE AND THE CHOSEN; 4: The Fed's Legitimacy Problem; THE FED'S DEPLETED LEGITIMACY; THE FED ON THE RUN; The Public Backlash; The Elite Backlash; The Fed as Bullseye; Withering Criticisms; A Barrage of Proposals to Strip the Fed of Powers

Encounters with a radical Erasmus : Erasmus' work as a source of radical thought in Early modern Europe / / Peter G. Bietenholz

• Record Nr.: UNINA9910822038603321
• Autore: Bietenholz Peter G.
• Pubbl/distr/stampa: Toronto, [Ontario] ; ; Buffalo, [New York] ; ; London, [England] : , : University of Toronto Press, , 2009; ©2009
• ISBN: 1-4426-9317-7; 1-4426-8799-1
• Descrizione fisica: 1 online resource (333 p.)
• Collana: Erasmus studies
• Disciplina: 303.48/4094
• Soggetti: Radicalism - Europe - History - 16th century; Radicalism - Europe - History - 17th century; Authors and readers - Europe - History - 16th century; Authors and readers - Europe - History - 17th century; History; Criticism, interpretation, etc.; Electronic books.; Europe
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Introduction -- Sebastian Franck scrutinizes Erasmus' Annotationes to the New Testament -- Mining antitrinitarian ore from Erasmus' New Testament -- Peace and war according to Erasmus' New Testment -- The Castello circle : religious toleration and radical reasoning -- Erasmus, his mistress folly, and the garden of Epicurus -- Doctoring the truth : Cardano's Erasmian physic for the Libertins -- Epicureanism, scepticism, and libertinage in early modern France -- Radical echoes of Erasmus in seventeenth-century England -- The taste of Erasmian spice in some classics of early modern literature -- Conclusion.
• Sommario/riassunto: An engaging look at Erasmus' theological, philosophical and socio-political influence, Encounters with a Radical Erasmus will prove useful to scholars of humanism, theology, the Reformation and Renaissance.

Practice-based Learning in Higher Education : Jostling Cultures / / edited by Monica Kennedy, Stephen Billett, Silvia Gherardi, Laurie Grealish

• Record Nr.: UNINA9910483190903321
• Pubbl/distr/stampa: Dordrecht : , : Springer Netherlands : , : Imprint : Springer, , 2015
• ISBN: 9789401795029; 9401795029
• Edizione: [1st ed. 2015.]
• Descrizione fisica: 1 online resource (194 p.)
• Collana: Professional and Practice-based Learning, , 2210-5557 ; ; 10
• Disciplina: 370; 370113; 371.3; 378
• Soggetti: Professional education; Vocational education; Education, Higher; Learning, Psychology of; Professional and Vocational Education; Higher Education; Instructional Psychology
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references at the end of each chapters and index.
• Nota di contenuto: Series Editors' Foreword; Contents; Contributors; Chapter-1; Practice-Based Learning in Higher Education: Jostling Cultures; Practice-Based Learning and Higher Education; The Provision of Practice-Based Experiences in Higher Education; Negotiating Amongst and Jostling Cultures; Transforming Institutional and Teacher Practices; Contributions to These Arguments; References; Chapter-2; The Practices of Using and Integrating Practice-Based Learning in Higher Education; Practice Based Experiences and Higher Education; The Learning of Occupations Within Practice Settings; Constituting Effective Educational Provisions and PracticesTowards an Effective Integration of Practice Experiences; Providing Practice-Based ; Experiences; Pedagogic Practices for Integrating Practice Experiences Within Higher Education Courses; The Practices of Practice-Based Education; References; Chapter-3; Knowledge Claims and Values in Higher Education; Practice-Based Learning and Epistemological Difference; Knowledge Claims in the 'Practice Turn'; Traditions, Disciplines and Dissonance; Knowledge Claims and Confluence; Conclusions; References; Chapter-4; Developing Critical Moral Agency Through Workplace EngagementPower, Agency and Learning in the Workplace; The Agency of the Emerging Professional; An Exploration of Moral Agency in Engineering and Science Students; Evolving Agentic Practice; Educating for Critical Moral Agency; Conclusion; References; Chapter-5; Standards and Standardization; Introduction; Critical discourse analysis; Standards and standardization ; The Benefits and Challenges of Standardization; A critique of the standards; Addressing the Questions; Embracing the opportunities ; Summary; Reference; Chapter-6; Professional Standards in Curriculum Design: A Socio-Technical Analysis of Nursing Competency StandardsIntroduction; Literature Review; Professional Standards Can Work as a Boundary Object; Curriculum Design as Translation Work ; Legitimation of Nursing Knowledge Through Assemblages of Competence: A Theory-Methods Package; Discussion; Limitations; Conclusion; References; Chapter-7; The Role of Epistemology in Practice-Based Learning: The Case of Artifacts; The Artefact, the Discipline, the Academic and the Institution; Why Bourdieu and de Certeau? ; Field, Capital and Habitus; Field; Habitus; (Habitus X Capital) + Field = PracticeDe Certeau and Practice; Negotiating Fields and Habitus in Pursuit of Excellent Practice; References; Chapter-8; E-learning as Organizing Practice in Higher Education; Introduction; Education as Organization and Practice; Practice, Technology and Organizing Education; E-learning Practice and Organizing in Higher Education ; The Brazilian E-Learning Models in Higher Education; Analysing E-learning Models in Higher Education as Organizing Practices by Brazilian Experience; Learning the E-learning "Times" ; The Necessity of Planning; The Learning of VLE Logic and Functioning
• Sommario/riassunto: This book discusses and elaborates on how practice-based pedagogy can effectively co-exist with the practices and interests of academia. In doing so, it lays bare the tensions between learning in workplace practices and the cultures that contribute to the complex relationships required for successful implementation in higher education. It does so in an attempt to resolve an approach within which university students may enjoy the learning inherent in the practice of work whilst pursuing robust higher education qualifications. The contributions here variously explore the epistemologies, structures, politics, histories and rituals that both support and constrain opportunity and success in students’ experiences. They illuminate the issues, practices and factors that shape the processes and outcome of educational efforts to integrate experiences in both practice and educational settings, each of which has their own distinct cultures, practice within their communities.