LEADER 03240nam 2200589 a 450 001 9910452761503321 005 20200520144314.0 010 $a0-674-06998-6 010 $a0-674-06503-4 024 7 $a10.4159/harvard.9780674065031 035 $a(CKB)2550000001038884 035 $a(EBL)3301225 035 $a(SSID)ssj0000836240 035 $a(PQKBManifestationID)11432723 035 $a(PQKBTitleCode)TC0000836240 035 $a(PQKBWorkID)11007783 035 $a(PQKB)10278544 035 $a(MiAaPQ)EBC3301225 035 $a(DE-B1597)178173 035 $a(OCoLC)806494623 035 $a(OCoLC)840442409 035 $a(DE-B1597)9780674065031 035 $a(Au-PeEL)EBL3301225 035 $a(CaPaEBR)ebr10661182 035 $a(EXLCZ)992550000001038884 100 $a20110902d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aThirteen ways to steal a bicycle$b[electronic resource] $etheft law in the information age /$fStuart P. Green 210 $aCambridge, Mass. $cHarvard University Press$d2012 215 $a1 online resource (400 p.) 300 $aDescription based upon print version of record. 311 $a0-674-04731-1 320 $aIncludes bibliographical references and index. 327 $aTheft law adrift -- The gist of theft -- Theft as a crime -- "Property" in theft law. 330 $aTheft claims more victims and causes greater economic injury than any other criminal offense. Yet theft law is enigmatic, and fundamental questions about what should count as stealing remain unresolved-especially misappropriations of intellectual property, information, ideas, identities, and virtual property. In Thirteen Ways to Steal a Bicycle, Stuart Green assesses our current legal framework at a time when our economy increasingly commodifies intangibles and when the means of committing theft and fraud grow ever more sophisticated. Was it theft for the editor of a technology blog to buy a prototype iPhone he allegedly knew had been lost by an Apple engineer in a Silicon Valley bar? Was it theft for doctors to use a patient's tissue without permission in order to harvest a valuable cell line? For an Internet "activist" to publish tens of thousands of State Department documents on his website?In this full-scale critique, Green reveals that the last major reforms in Anglophone theft law, which took place almost fifty years ago, flattened moral distinctions, so that the same punishments are now assigned to vastly different offenses. Unreflective of community attitudes toward theft, which favor gradations in blameworthiness according to what is stolen and under what circumstances, and uninfluenced by advancements in criminal law theory, theft law cries out for another reformation-and soon. 517 3 $a13 ways to steal a bicycle 606 $aTheft$zEnglish-speaking countries 608 $aElectronic books. 615 0$aTheft 676 $a345/.0262 700 $aGreen$b Stuart P$0603121 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910452761503321 996 $aThirteen ways to steal a bicycle$92492076 997 $aUNINA LEADER 05946nam 2201009 450 001 9910788093903321 005 20210421203524.0 010 $a0-520-28355-4 010 $a0-520-95938-8 024 7 $a10.1525/9780520959385 035 $a(CKB)2670000000572586 035 $a(EBL)1711034 035 $a(SSID)ssj0001368910 035 $a(PQKBManifestationID)12604857 035 $a(PQKBTitleCode)TC0001368910 035 $a(PQKBWorkID)11286058 035 $a(PQKB)10227078 035 $a(DE-B1597)519198 035 $a(OCoLC)894124012 035 $a(DE-B1597)9780520959385 035 $a(Au-PeEL)EBL1711034 035 $a(CaPaEBR)ebr10960872 035 $a(CaONFJC)MIL653753 035 $a(MiAaPQ)EBC1711034 035 $a(EXLCZ)992670000000572586 100 $a20141106h20152015 uy 0 101 0 $aeng 135 $aur|nu---|u||u 181 $ctxt 182 $cc 183 $acr 200 00$aTeaching big history /$fedited by Richard B. Simon, Mojgan Behmand, and Thomas Burke 210 1$aOakland, California :$cUniversity of California Press,$d2015. 210 4$dİ2015 215 $a1 online resource (443 p.) 300 $aDescription based upon print version of record. 311 $a0-520-28354-6 311 $a1-322-22473-0 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tIllustrations --$tTables --$tAcknowledgments --$tIntroduction --$tOne. What Is Big History? --$tTwo. Big History and the Goals of Liberal Education --$tThree. Summer Institutes: Collective Learning as Meta-Education --$tFour. Assessing Big History Outcomes: Or, How to Make Assessment Inspiring --$tFive. Big History at Other Institutions --$tSix. Teaching Complexity in a Big History Context --$tSeven. Teaching Threshold 1: The Big Bang --$tEight. Teaching Threshold 2: The Formation of Stars and Galaxies --$tNine. Teaching Threshold 3: Heavier Chemical Elements and the Life Cycle of Stars --$tTen. Teaching Threshold 4: The Formation of Our Solar System and Earth --$tEleven. Teaching Threshold 5: The Evolution of Life on Earth --$tTwelve. Teaching Threshold 6: The Rise of Homo Sapiens --$tThirteen. Teaching Threshold 7: The Agrarian Revolution --$tFourteen. Teaching Threshold 8: Modernity and Industrialization --$tFifteen. Threshold 9? Teaching Possible Futures --$tSixteen. Reflective Writing in the Big History Classroom --$tSeventeen. Activities for Multiple Thresholds --$tEighteen. Igniting Critical Curiosity: Fostering Information Literacy through Big History --$tNineteen. A Little Big History of Big History --$tTwenty. Big History at Dominican: An Origin Story --$tTwenty-One. Teaching Big History or Teaching about Big History? Big History and Religion --$tTwenty-Two. The Case for Awe --$tConclusion --$tAnnotated Bibliography of Big History Texts and Resources --$tContributors --$tIndex 330 $aBig History is a new field on a grand scale: it tells the story of the universe over time through a diverse range of disciplines that spans cosmology, physics, chemistry, astronomy, geology, evolutionary biology, anthropology, and archaeology, thereby reconciling traditional human history with environmental geography and natural history. Weaving the myriad threads of evidence-based human knowledge into a master narrative that stretches from the beginning of the universe to the present, the Big History framework helps students make sense of their studies in all disciplines by illuminating the structures that underlie the universe and the connections among them. Teaching Big History is a powerful analytic and pedagogical resource, and serves as a comprehensive guide for teaching Big History, as well for sharing ideas about the subject and planning a curriculum around it. Readers are also given helpful advice about the administrative and organizational challenges of instituting a general education program constructed around Big History. The book includes teaching materials, examples, and detailed sample exercises. This book is also an engaging first-hand account of how a group of professors built an entire Big History general education curriculum for first-year students, demonstrating how this thoughtful integration of disciplines exemplifies liberal education at its best and illustrating how teaching and learning this incredible story can be transformative for professors and students alike. 606 $aHistory$xStudy and teaching 606 $aPhysical sciences$xStudy and teaching 610 $aancient history. 610 $aanthropology. 610 $aarchaeology. 610 $aastronomy. 610 $abig history. 610 $abiology. 610 $achemistry. 610 $acosmology. 610 $aearth sciences. 610 $aeducation. 610 $aevolutionary biology. 610 $ageneral education. 610 $ageology. 610 $ahistory. 610 $ainterdisciplinary. 610 $aliberal education. 610 $amaking connections. 610 $anew approach to teaching history. 610 $anew approach to teaching science. 610 $apedagogy. 610 $aphysics. 610 $aplanning a curriculum. 610 $asample exercises. 610 $astory of the universe. 610 $ateaching guide. 610 $ateaching materials. 610 $ateaching. 610 $atraditional human history. 610 $aundergraduate professors. 610 $aundergraduate students. 610 $auniverse. 615 0$aHistory$xStudy and teaching. 615 0$aPhysical sciences$xStudy and teaching. 676 $a001 702 $aSimon$b Richard B. 702 $aBehmand$b Mojgan 702 $aBurke$b Thomas 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910788093903321 996 $aTeaching big history$93857944 997 $aUNINA