LEADER 03811nam 2200637 450 001 9910455019003321 005 20210824224747.0 010 $a0-231-50518-3 024 7 $a10.7312/hern11622 035 $a(CKB)111056485388042 035 $a(EBL)997391 035 $a(OCoLC)828303138 035 $a(SSID)ssj0000203842 035 $a(PQKBManifestationID)12057371 035 $a(PQKBTitleCode)TC0000203842 035 $a(PQKBWorkID)10175649 035 $a(PQKB)11401237 035 $a(MiAaPQ)EBC997391 035 $a(DE-B1597)458933 035 $a(OCoLC)51321151 035 $a(OCoLC)979574225 035 $a(DE-B1597)9780231505185 035 $a(Au-PeEL)EBL997391 035 $a(CaPaEBR)ebr10607193 035 $a(EXLCZ)99111056485388042 100 $a20140621h20022002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe mobility of workers under advanced capitalism $eDominican migration to the United States /$fRamona Herna?ndez 210 1$aNew York, New York ;$aWest Sussex, England :$cColumbia University Press,$d2002. 210 4$d©2002 215 $a1 online resource (249 p.) 300 $aDescription based upon print version of record. 311 $a0-231-11623-3 311 $a0-231-11622-5 320 $aIncludes bibliographical references and index. 327 $tFrontmatter --$tContents --$tTables --$tAcknowledgments --$tIntroduction --$tPART 1. Leaving the Land of the Few --$t1. The Great Exodus: Its Roots --$t2. Economic Growth and Surplus Population --$tPART 2. Settling in the Land of Dreams --$t3. The Perception of a Migratory Movement --$t4. Dominicans in the Labor Market --$t5. On the International Mobility of Labor --$t6. Conclusion: Assessing the Present and Auguring the Future --$tAppendix: Figures --$tNotes --$tWorks Cited --$tIndex 330 $aWhat explains the international mobility of workers from developing to advanced societies? Why do workers move from one region to another? Theoretically, the supply of workers in a given region and the demand for them in another account for the international mobility of laborers. Job seekers from less developed regions migrate to more advanced countries where technological and productive transformations have produced a shortage of laborers. Using the Dominican labor force in New York as a case study, Ramona Hernández challenges this presumption of a straightforward relationship between supply and demand in the job markets of the receiving society. She contends that the traditional correlation between migration and economic progress does not always hold true. Once transplanted in New York City, Hernández shows, Dominicans have faced economic hardship as the result of high levels of unemployment and underemployment and the reality of a changing labor market that increasingly requires workers with skills and training they do not have. Rather than responding to a demand in the labor market, emigration from the Dominican Republic was the result of a de facto government policy encouraging poor and jobless people to leave-a policy in which the United States was an accomplice because the policy suited its economic and political interests in the region. 606 $aForeign workers, Dominican$zUnited States 606 $aCapitalism$zUnited States 607 $aUnited States$xEmigration and immigration 608 $aElectronic books. 615 0$aForeign workers, Dominican 615 0$aCapitalism 676 $a331.12/791 700 $aHerna?ndez$b Ramona$0689391 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910455019003321 996 $aThe mobility of workers under advanced capitalism$92481811 997 $aUNINA LEADER 04272nam 2200493 450 001 996453550103316 005 20220711130317.0 010 $a90-485-5280-X 024 7 $a10.1515/9789048552801 035 $a(CKB)5590000000630192 035 $a(DE-B1597)617390 035 $a(DE-B1597)9789048552801 035 $a(MiAaPQ)EBC6808949 035 $a(Au-PeEL)EBL6808949 035 $a(OCoLC)1287133016 035 $a(EXLCZ)995590000000630192 100 $a20220110h20212021 fg 101 0 $aeng 135 $aur||#|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEconomy Studies $eA Guide to Rethinking Economics Education /$fSam Muijnck, Joris Tieleman 210 1$aAmsterdam :$cAmsterdam University Press,$d[2021] 210 4$d©2021 215 $a1 online resource (466 p.) 311 $a94-6372-604-7 327 $aIntro -- Summary -- Foreword by Martin Wolf -- Acknowledgements -- Introduction -- Part I: Foundations -- Introduction to the Foundations -- Foundation 1: The Philosophy of Economy Studies -- Foundation 2: Pluralism -- Foundation 3: Real-World -- Foundation 4: Values -- Foundation 5: Diversifying and Decolonising Economics -- Foundation 6: The Didactics of Economics Education -- Part II: Building Blocks -- Introduction to the Building Blocks -- Building Block 1: Introducing the Economy -- Building Block 2: Know Your Own Economy -- Building Block 3: Economic History -- Building Block 4: History of Economic Thought & -- Methods -- Building Block 5: Economic Organisations & -- Mechanisms -- Building Block 6: Political-Economic Systems -- Building Block 7: Research Methods & -- Philosophy of Science -- Building Block 8: Economic Theories -- Building Block 9: Problems & -- Proposals -- Building Block 10: Economics for a Better World -- Part III: Tools -- Introduction to Tools -- Tool 1: Pragmatic Pluralism -- Tool 2: Adapting Existing Courses -- Tool 3: Curriculum Review -- Tool 4: Example Courses -- Tool 5: Example Curricula -- Tool 6: Courses for Non-Economists -- Tool 7: Learning Objectives -- Conclusion -- References. 330 $aThe Economy Studies project emerged from the worldwide movement to modernise economics education, spurred on by the global financial crisis of 2008, the climate crisis, and the COVID-19 pandemic. It envisions a wide variety of economics graduates and specialists, equipped with a broad toolkit, enabling them to collectively understand and help tackle the issues the world faces today. This is a practical guide for (re-)designing economics courses and programs. Based on a clear conceptual framework and ten flexible building blocks, this handbook offers refreshing ideas and practical suggestions to stimulate student engagement and critical thinking across a wide range of courses. Key features Adapting Existing Courses: Plug-and-play suggestions to improve existing economics courses with attention to institutions, history, values and practical skills. Teaching materials: A guide through the rapidly growing range of innovative textbooks and other teaching materials. Example Courses and Curricula: How to design pluralist, real-world economics education within the practical limits of time and resources. The companion website, www.economystudies.com, contains a wealth of additional resources, such as tailor-made booklets for more specific audiences, additional teaching materials and links to plug-and-play syllabi and courses, and opportunities for workshops and exchange with other economics educators. 606 $aEconomics$xStudy and teaching 606 $aBUSINESS & ECONOMICS / Education$2bisacsh 610 $aeconomics education, pluralism, student movement. 615 0$aEconomics$xStudy and teaching. 615 7$aBUSINESS & ECONOMICS / Education. 676 $a330.071 700 $aMuijnck$b Sam$4aut$4http://id.loc.gov/vocabulary/relators/aut$01073722 702 $aTieleman$b Joris$4aut$4http://id.loc.gov/vocabulary/relators/aut 702 $aWolf$b Martin$4ctb$4https://id.loc.gov/vocabulary/relators/ctb 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a996453550103316 996 $aEconomy Studies$92569874 997 $aUNISA