The authors demonstrate that most textbooks are ambiguous at best in their treatment of cross price and income elasticity of demand. There is also no discussion of what initiates a price increase in discussions of substitutes and complements in the textbooks examined. The authors offer a remedy for these deficiencies.
This is the first edition of the open text book Building a Competitive Investment Climate on First Nation Lands. This textbook is for students who are First Nation and tribal government employees or students who would like to work for or with First Nation and tribal governments. The purpose of this textbook is to help interested First Nation and tribal governments build a competitive investment climate. Work began on this text book in early 2012 with a generous grant from the Donner Canadian Foundation. Financial support was also provided by the First Nations Tax Commission and the Tulo Centre.
Drawing upon images and texts, the article explores how religious diversity is erased in elementary school social science textbooks in Central America. It argues the politics of erasure is a product of nineteenth century narratives of a homogenous nation —with a single religion, language and culture. These narratives persist despite the emergence of multicultural discourses in the context of the fifth century of European colonization of the Americas and the transition towards more democratic regimes in the last decades that would promote intercultural relationships based on civic loyalty or constitutional patriotism opposed to homogenizing nationalisms. ; En el escrito se explora la invisibilización de la diversidad religiosa en textos e imágenes de los libros escolares de ciencias sociales para educación básica en los países de Centroamérica, la cual es producto de la decimonónica narrativa en torno a la nación homogénea —una religión, una lengua, una cultura—, que sigue dominando a pesar de la proliferación del discurso multicultural desde el quinto centenario del arribo europeo a América y la transición hacia regímenes más democráticos en las últimas décadas, que propugnarían por una convivencia intercultural basada en la lealtad cívica o el patriotismo constitucional.
This article focuses on Adam Smith's largely sympathetic response to the Rousseauian critique of the moral degeneracy of modern 'economic man'. It thus emphasises his philosophical ambivalence towards commercial society over the textbook IPE presentations which ascribe to him an almost wholly unreflexive market advocacy. In doing so it provides important methodological lessons for the study of Everyday IPE today. Arnaldo Momigliano has identified a decisive break in historical method in the eighteenth century, of which Smith and Rousseau were key exponents. However unwittingly, contemporary Everyday IPE scholars are the spiritual heirs of the eighteenth-century move from writing public histories of the state to writing private histories of unnamed individuals who embody the most recent phase of human sociability. The eighteenth-century economic man was conceptualised in relation to evolving forms of economic organisation, where the economy in turn was thought to reflect the prevailing system of 'manners'. Smith united with Rousseau in the belief that their society's bourgeois politeness allowed materialist ideologies to corrupt the moral autonomy of the individual. The historical method underpinning such concerns also allows Everyday IPE scholars to ground similarly-styled attempts to understand threats to moral autonomy arising from the struggle over economic surplus today. Adapted from the source document.
[spa] En Chile existen dos tipos de textos escolares, por un lado los que se distribuyen en el mercado privado, principalmente adquiridos por estudiantes de centros educativos particulares y por otro lado, los que son entregados por el Estado a los centros subvencionados por él (públicos y particulares subvencionados). Esta tesis aborda las actividades en los libros de texto de Historia, Geografía y Ciencias Sociales de educación básica de este último grupo, textos empleados el año 2014. Su objetivo principal es analizar la enseñanza de la Historia que estos promueven más allá de sus discursos. La gran mayoría de la literatura que ha estudiado estos materiales en Latinoamérica y España, ha puesto el foco en las narrativas que estos promueven y lo han hecho principalmente a partir de conceptos como Nación, identidad y presencia de grupos subalternos. Muy pocas son las que se han concentrado en sus cuestiones didácticas y más precisamente qué y cómo se enseña en ellos. Para analizar las actividades se ha empleado la metodología cuantitativa, puesto que permitía abordar la totalidad de las actividades. Así, se creó una matriz de vaciado de información de las tareas, la cual se estructuró en ocho dimensiones y cuarenta variables bajo criterios didácticos, pedagógicos e historiográficos. El análisis realizado fue principalmente descriptivo, aunque también inferencial. Considerando que los libros estudiados son promovidos por el Estado y el requisito mínimo para su construcción es la alineación con el currículum, se comenzó analizando el currículum. Lo anterior deriva de que Chile actualmente se encuentra en un proceso de reforma curricular y al momento de la redacción de la tesis se desconocen estudios que aborden éste en particular. En este caso puntual se optó por emplear estrategias cualitativas en el más amplio sentido del término, priorizando, al igual que en el caso de las actividades, cuestiones educativas y de la Ciencia Histórica. De esta manera fue posible abordar en una perspectiva más amplia que los materiales en sí, las actividades y la enseñanza de la Historia que promueven. Los resultados principales de esta investigación demuestran que tanto en el currículum como en las actividades coexisten dos tipos de Historia y su enseñanza. Respecto a la historiografía, por un lado está presente lo que se denomina Historia Tradicional y por otro, la Nueva Historia. En cuanto a la forma de enseñanza, esta división es también clara entre la enseñanza Tradicional basada en la repetición, así como otras correspondientes a las perspectivas contemporáneas promovidas por la Didáctica de la Historia. Esta dicotomía está relacionada entre sí. La Historia Tradicional se asocia a una didáctica del mismo tipo, así como la Nueva Historia a propuestas de enseñanza contemporáneas. Asimismo, la presencia de ambas formas de Historia e Historiografía tienen un vínculo directo con los contenidos tratados. Mientras la Historia Tradicional y su enseñanza se asocia a temas de Historia Patria, la Nueva Historia y la Didáctica contemporánea, a tópicos que escapan la relación de sucesos políticos del país. Estos resultados contribuyen a la comprensión de la didáctica presente en los libros de texto, al mismo tiempo que al campo de estudio de los libros de texto y a su elaboración. ; [eng] In Chile there are two types of textbooks. On the one hand the private market, which are textbooks mainly acquired by students from private schools. On the other hand, there are those provided by the State to schools receiving public subvention (public and semi private). This thesis focuses on those public textbook's activities on History, Geography and Social Sciences in primary education that were in use the on 2014. Its main objective is to analyze the teaching of History promoted beyond the text. Most of the literature about these materials in Latin America and Spain, center their attention on their narratives, mainly concepts such as nation, identity and the presence of subaltern groups. Very few of them have focused on the teaching and, more specifically what and how to teach them. To analyze all the activities it was used a quantitative methodology. A data dump matrix was created. It was structured into eight dimensions and forty variables on educational, pedagogical and historiographical criteria to dump off the information on every activity. The analysis was mainly descriptive, but also inferential. Whereas, the studied books are promoted by the State and the minimum requirement is to build them in alignment to the curriculum. Due to in Chile there is a current process of curricular reform and, at the time of the writing of this thesis, it wasn't found studies addressing it, was necessary to start analyzing the curriculum. In this specific case it was decided to use qualitative strategies in the broadest sense of the term, prioritizing, as in the case of activities, educational matters and historical science. The main results of this research show that in both, the curriculum and the activities, there are two types of history and teaching. Regarding historiography, we found two perspectives, the one called Traditional History and other, the New History. In the case of the didactics, this division is also clear within a traditional teaching based on repetition and, the other according to contemporary perspectives promoted for Teaching History. This dichotomy is related to each other. The traditional history is associated with traditional didactics focused on memorizing events, and the New History with contemporary education proposals, which promote an active place of the student. Also, the presence of both forms of History and historiography, have a direct link with the contents. Meanwhile traditional history and teaching issues are associated with patriotic History, New History and contemporary teaching perspectives, is linked to topics beyond the relationship of political events. These results contribute to understanding teaching in textbooks, as well as to the field of study of textbooks and its elaboration.
Ohne Kenntnisse über die Europäische Union lässt sich Politik heute nicht mehr verstehen und gestalten. Aber was lernen Schülerinnen und Schüler in Deutschland über die Europäische Union? Diese Studie verbindet auf innovative Weise zwei Ebenen der empirischen Schulbuchforschung: Zum einen wird die Darstellung der Europäischen Integration in Schulbüchern für allgemeinbildende Schulen untersucht, zum anderen werden die Verwendung und Bewertung der Schulbücher durch Lehrkräfte und Schülerinnen und Schüler an niedersächsischen Gymnasien und Gesamtschulen analysiert. Die Ergebnisse unterstreichen die hohe Relevanz des Schulbuchs für den Politikunterricht und geben Hinweise auf bestehende Probleme und Verbesserungsmöglichkeiten. It is no longer possible to truly understand or shape politics without knowledge of the European Union. But what do German pupils learn about the European Union in school? This study's innovative approach connects two levels of empiric textbook research: on one level it examines how the European Union is portrayed in secondary school textbooks and on the other level it analyses how textbooks are used and assessed by teachers and pupils at comprehensive and grammar schools in Lower Saxony. The findings emphasise the relevance of textbooks for civics lessons and offer recommendations to solve existing problems
Ohne Kenntnisse über die Europäische Union lässt sich Politik heute nicht mehr verstehen und gestalten. Aber was lernen Schülerinnen und Schüler in Deutschland über die Europäische Union? Diese Studie verbindet auf innovative Weise zwei Ebenen der empirischen Schulbuchforschung: Zum einen wird die Darstellung der Europäischen Integration in Schulbüchern für allgemeinbildende Schulen untersucht, zum anderen werden die Verwendung und Bewertung der Schulbücher durch Lehrkräfte und Schülerinnen und Schüler an niedersächsischen Gymnasien und Gesamtschulen analysiert. Die Ergebnisse unterstreichen die hohe Relevanz des Schulbuchs für den Politikunterricht und geben Hinweise auf bestehende Probleme und Verbesserungsmöglichkeiten. It is no longer possible to truly understand or shape politics without knowledge of the European Union. But what do German pupils learn about the European Union in school? This study's innovative approach connects two levels of empiric textbook research: on one level it examines how the European Union is portrayed in secondary school textbooks and on the other level it analyses how textbooks are used and assessed by teachers and pupils at comprehensive and grammar schools in Lower Saxony. The findings emphasise the relevance of textbooks for civics lessons and offer recommendations to solve existing problems.
In this rejoinder to "Let's Burn Them All," a librarian supports the author's case for eliminating textbooks in the teaching of management and organizational behavior. A move away from textbooks would free libraries from worrying about whether and to what extent to provide expensive textbook access to students, a long-standing dilemma. Students could be newly exposed to the rich array of resources that the library provides. Professors and librarians could work more closely together in creating collections that support classroom learning. And faculty could be inspired by and become involved in the Open Access movement, an outcome greatly desired by the academic library world.
An examination of the fundamentalists' efforts early this cent to prevent the teaching of evolutionary theories in the US. The particular focus is on the Oklahoma Baptists & the genesis (in 1923), passing, & repeal of the Oklahoma Anti-Darwin Law & the Free Textbook Law, as reflected in the press of those days. The pol'al forces at work are analyzed. On Nov 2, 1926, the electorate of Oklahoma overwhelmingly approved of the repeal of the Free Textbook Law, which left the state free of restrictions in the selection of future textbooks. Oklahoma was the 1st state in the Union to adopt & repeal such legislation. M. Maxfield.
Queer Studies is designed as an advanced undergraduate textbook in queer studies for this rapidly growing field. It is also appropriate as a required or recommended graduate textbook. The author uses the overarching concept of queering as a way of looking at the lives of queer people across a range of disciplines.
Zugriffsoptionen:
Die folgenden Links führen aus den jeweiligen lokalen Bibliotheken zum Volltext:
This study examines social media activity on Facebook, Twitter, and Blog during the 2015 South Korean protest movement against state history textbooks. The Thesis seeks to understand motives and implications of appropriation by activists. Appropriation refers to the transference of traditional media content into social media messaging. The findings suggest that there is greater appropriation on social media platforms than the theory of connective action suggests. Activists utilize traditional media content rather than personalized action frames in order to increase responsiveness in the volatile protest environment, be competitive amongst the large and rapid flows of information, and enhance their own credibility and legitimacy. The study uses a mixed method approach. Content analysis was used to analyze social media data produced between October 4th to November 7th, 2015, the peak of the civil protest against the South Korean government's textbook policy. Data were collected from three social media platforms: Twitter, Facebook and Blog. Twenty-eight in-depth interviews were conducted with activists who participated in the movement against the government. Trend analysis was used to compare changes in public opposition to the textbooks with the appropriation by activists. The findings suggest that activists appropriated traditional media contents more than their own personally devised original contents. Interviews suggest that a primary force behind the appropriation was activists' motivation to communicate credibility and legitimacy. However, platform type made a difference in how often they appropriated and what contents they used for the appropriation. The results suggest that the spirit of each platform, i.e. perceived features, was closely associated with appropriation choices. Content type also was related to the frequency of activists' involvement in appropriation. Activists' prior experiences and familiarity with appropriating the different content types mediated the frequency of appropriation. Trend analysis showed a generally positive relationship between negative public opinion and appropriation activities, most especially for younger activists.
This textbook addresses the core issues facing economists concerning price determination in commodity markets, especially food and agricultural commodities. This book hones in on the conceptual basis of the various relationships, with special emphasis on market interrelationships, both horizontally and vertically. This book covers key concepts such as consumer demand theory; quality, heterogeneous goods, and cross section demand; derived demand, marketing margins, and relationship between output and raw material prices; retail-to-farm demand linkages, imperfect competition, and short-run price determination; dynamic consumer demand; and dynamic models of the firm. What makes this textbook of particular use to students is its focus on bridging the gap between theory and empirical analysis. Going from theory to empirics requires that we have data - time series or cross section - that match the theoretical constructs. Often the data match is not perfect, either by definition or how the data are computed. In addition to problems of matching data with theoretical constructs, students and researchers need to know how to specify, estimate, and interpret results within the context of imperfect and often incomplete data. This textbook uses several data sets to illustrate how one might address problems in real-world settings. Furthermore, with exercises at the end of each chapter, students are able to test themselves on their ability to bring theory to life.
"With so much media and political criticism of their shortcomings and failures, it is easy to overlook the fact that many governments work pretty well much of the time. Great Policy Successes turns the spotlight on instances of public policy that are remarkably successful. It develops a framework for identifying and assessing policy successes, paying attention not just to their programmatic outcomes but also to the quality of the processes by which policies are designed and delivered, the level of support and legitimacy they attain, and the extent to which successful performance endures over time. The bulk of the book is then devoted to 15 detailed case studies of striking policy successes from around the world, including Singapore's public health system, Copenhagen and Melbourne's rise from stilted backwaters to the highly liveable and dynamic urban centres they are today, Brazil's Bolsa Familia poverty relief scheme, the US's GI Bill, and Germany's breakthrough labour market reforms of the 2000s. Each case is set in context, its main actors are introduced, key events and decisions are described, the assessment framework is applied to gauge the nature and level of its success, key contributing factors to success are identified, and potential lessons and future challenges are identified. Purposefully avoiding the kind of heavy theorizing that characterizes many accounts of public policy processes, each case is written in an accessible and narrative style ideally suited for classroom use in conjunction with mainstream textbooks on public policy design, implementation, and evaluation.
