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Record Nr. |
UNINA9910791880603321 |
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Titolo |
Teaching economics in troubled times : theory and practice for secondary social studies / / edited by Mark C. Schug and William C. Wood |
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Pubbl/distr/stampa |
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New York : , : Routledge, , 2011 |
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ISBN |
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1-136-88067-4 |
1-136-88068-2 |
1-283-04327-0 |
9786613043276 |
0-203-83887-4 |
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Descrizione fisica |
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1 online resource (367 p.) |
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Altri autori (Persone) |
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SchugMark C |
WoodWilliam C. <1952-> |
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Disciplina |
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Soggetti |
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Economics - Study and teaching |
Social sciences - Study and teaching |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliiographical references and index. |
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Nota di contenuto |
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Contents; INTRODUCTION; Overview of the Chapters; Part I: The Changing Economic Scene; Part II: Making Economics Cool in School; Part III: Research Findings in Economic Education; PART I THE CHANGING ECONOMIC SCENE; 1 WHAT EVERY HIGH SCHOOL STUDENT AND TEACHER NEEDS TO KNOW ABOUT ECONOMICS; 1 Incentives Matter; 2 There Is No Such Thing as a Free Lunch; 3 Decisions Are Made at the Margin; 4 Trade Promotes Economic Progress; 5 Transaction Costs Are an Obstacle to Trade; 6 Profits Direct Businesses Toward Activities That Increase Wealth; 7 People Earn Income by Helping Others |
8 Economic Progress Comes Primarily Through Trade, Investment, Better Ways of Doing Things, and Sound Economic Institutions9 The "Invisible Hand" of Market Prices Directs Buyers and Sellers Toward Activities That Promote the General Welfare; 10 Too Often Long-Term Consequences, or the Secondary Effects, of an Action Are Ignored; Conclusion; Acknowledgements; References; 2 JOHN MAYNARD KEYNES; Introduction; Monetary Policy Defined; Open Market |
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Operations; Reserve Requirements; Discount Policy; The Fed and the Financial Crisis; The Fed and the Great Depression; Fiscal Policy Defined |
The Fiscal Policy Revival of 2008Fiscal Policy Challenges; The Supply Side; Conclusion; References; 3 FREE TRADE; The Economic Case for Free Trade; Two Implications of Scarcity; Opportunity Cost and Comparative Advantage; Some Unanswered Questions; Conclusion; References; 4 PUBLIC CHOICE AND BEHAVIORAL ECONOMICS; Public Choice; Behavioral Economics; Conclusion; References; 5 MORALITY OF MARKETS; Morality of Markets for the Classroom: Opportunity Cost and Marginal Analysis; Myths about Economics Values; The Absence of Markets and Immoral Behavior; Morality of Markets for the Conscience |
Private Property and ValuesImplications for Teaching Economics; Conclusion; References; PART II MAKING ECONOMICS COOL IN SCHOOL; 6 A CHALLENGING ASSIGNMENT IN TROUBLED TIMES; Twelve Suggestions for First-Year High School Economics Teachers; Conclusion; Acknowledgments; Note; References; Teaching the Content; Methodology for Teaching High School Economics; Materials for Teaching High School Economics; Professional Development, Formal and Informal; 7 A JEWEL FOR YOUR SCHOOL'S CURRICULUM IN UNCERTAIN ECONOMIC TIMES; What Exactly Is Advanced Placement Economics? |
Should Your School Offer AP Economics?1. AP Economics Prepares Students for College; 2. AP Students Learn the Subject at a Higher Level than Students in Regular Classes; 3. Students in Regular Economics Courses Might Benefit from the AP Economics Program; 4. AP Economics Provides Feedback on School Success; 5. AP Credit Saves Students Money and Makes College More Affordable; Getting Going: Preparing to Teach an Effective AP Economics Course; 1. Decide Whether to Teach Macroeconomics, Microeconomics, or Both; 2. Spend Time on The College Board's AP Central Website |
3. Write Your Syllabus and Submit It to The College Board for an Audit |
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Sommario/riassunto |
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In the Great Recession of 2007-2010, Americans watched their retirement savings erode and the value of their homes decline while the unemployment rate increased and GDP sank. New demands emerged for unprecedented government intervention into the economy. While these changes have a dramatic impact on society at large, they also have serious implications for the content and teaching of economics. Teaching Economics in a Time of Unprecedented Change is a one-stop collection that helps pre- and in-service social studies teachers to foster an understanding of classic conte |
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2. |
Record Nr. |
UNINA9910733720603321 |
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Titolo |
Borges, Language and Reality : The Transcendence of the Word / / edited by Alfonso J. García-Osuna |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2018 |
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ISBN |
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Edizione |
[1st ed. 2018.] |
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Descrizione fisica |
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1 online resource (xii, 143 pages) |
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Collana |
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Literatures of the Americas, , 2634-6028 |
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Disciplina |
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Soggetti |
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Literature, Modern - 20th century |
Language and languages - Style |
Twentieth-Century Literature |
Stylistics |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Introduction: Borges, or the Geography of Sentience Alfonso J. García-Osuna -- Borges and the Third Man: Toward an Interpretation of 'Unánime noche' in "The Circular Ruins" -- José Luis Fernández -- Borges and Nietzschean Ethics: Another Branch of Fantastic Literature? -- Cesar Rivera -- Ireneo Funes: Superman or Failure? A Husserlian Analysis -- Ethan Rubin Contradictory Rhetoric: Disassembling "Pierre Menard, autordel Quijote" -- Patricia Reagan -- Meetings of Anger: Borges on Metaphor David Ben-Merre -- Borges, Lorca and Jung as Labyrinth Makers Salvatore Poeta -- The Tlönian Cone -- Fredy R. Zypman Incomplete Works: Borges' Literary Idealism -- Alejandro Riberi -- Borges, Ethics, and Evil -- Donald Shaw -- Jorge Luis Borges Index. |
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Sommario/riassunto |
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This book brings together the work of several scholars to shed light on the Argentine author Jorge Luis Borges' complex relationship with language and reality. A critical assumption driving the work is that there is, as Jaime Alazraki has put it, 'a genuine effort to overcome the narrowness that Western tradition has imposed as a master and measure of reality' in Borges' writing. That narrowness is in large measure a consequence of the chronic influence of positivist |
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approaches to reality that rely on empirical evidence for any authentication of what is 'real'. This study shows that, in opposition to such restrictions, Borges saw in fiction, in literature, the most viable means of discussing reality in a pragmatic manner. Moreover, by scrutinising several of the author's works, it establishes signposts for considering the truly complicated relationship that Borges had with reality, one that intimately associates the 'real' with human perception, insight and language. |
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