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In Homer Economicus a cast of lively contributors takes a field trip to Springfield, where the Simpsons reveal that economics is everywhere. By exploring the hometown of television's first family, this book provides readers with the economic tools and insights to guide them at work, at home, and at the ballot box. Since The Simpsons centers on the daily lives of the Simpson family and its colorful neighbors, three opening chapters focus on individual behavior and decision-making, introducing readers to the economic way of thinking about the world. Part II guides readers through six chapters on money, markets, and government. A third and final section discusses timely topics in applied microeconomics, including immigration, gambling, and health care as seen in The Simpsons. Reinforcing the nuts and bolts laid out in any principles text in an entertaining and culturally relevant way, this book is an excellent teaching resource that will also be at home on the bookshelf of an avid reader of pop economics

In recent public debates regarding higher education, considerable attention has been paid to the general accreditation of higher-education institutions. In this short article, the author briefly explores accreditation in higher education and the extent to which it represents market regulation or government regulation. He looks at the extent to which general accreditation of colleges and universities as practiced in the US has emerged from the needs of students, colleges, and universities or has been planned from the top down. If accreditation is an emergent phenomenon, like a marketplace, then as social scientists people should be extremely skeptical of attempts to "fix" what may not be broken. Adapted from the source document.

In many states school finance litigation has mandated the centralization of education funding in an attempt to improve educational adequacy. This study uses data on Ohio school districts to investigate the factors affecting school district performance and finds few aggregate variables that state education policymakers can change to improve student performance. The author argues that this presents a dilemma for state policymakers who are under a judicial order to improve educational opportunity through increased financing. Given the constraints imposed by the judiciary, the superior knowledge of local officials suggests that state policymakers should give local school district officials autonomy to craft local solutions. Adapted from the source document.

This volume contains a collection of papers by economists which examine the various strategies for cutting costs and improving productivity in higher education in the United States. The dramatic increase in the cost of attending most colleges and universities in recent years has led to increasing concerns regarding college affordability. In addition, with nearly 35 percent of full-time college students failing to receive a bachelor`s degree within six years of enrolling in an institution of higher education, the productivity of colleges and universities has also been called into question. Systematic reform of higher education has intensified as a result of the large amount of public and private dollars flowing into it. The chapters in this volume, while recognizing it may be the primary source of the problem, also understand that the political forces behind the subsidization of higher education are unlikely to wane. The contributors examine several areas of possible reform from an economic perspective, including financial aid systems, athletics, and the organization of universities and university systems with an emphasis on identifying the types of reforms that are most likely to result in improvements as well as those that may make things worse. This volume will be of interest to economists, education researchers and policymakers concerned with education reform. TOC:The American Higher Education Problem.- Financial Aid in Theory and Practice.- Price Discrimination and Rising College Costs: Is There Any Relationship?- Cost Inflation in Intercollegiate Athletics - And Some Modest Proposals for Controlling It.- The Academics Athletics Trade-Off.- For Profit Education in the United States: A Primer.- A Market Funded College`s Approach to Student Learning and Job Placement: An Insider`s View.- The Economics of For Profit Education.- Getting it Right: Where University Systems Lose Information in Designing Programs.- Managing the Internal Organization of Colleges and Universities.- Private It: Outsourcing and Privatization in Higher Education.- Improving Higher Education Using The Principles of Market-Based Management.- A Tale of Two Partners - How Specialization and Division of Labor are Reshaping the Academy

This article explores the history of Vodou from outlawed African dance to revolutionary magic to depoliticized national Haitian religion and popular dance, its present reduction to Diaspora interpersonal healing, and a possible future. My first section, on Kate Ramsey's The Spirits and the Law: Vodou and Power in Haiti, reveals Vodou as a sociopolitical construction of racist legal oppression of Africana dances rituals, and artistic-political resistance thereto. My second section, on Karen McCarthy Brown's Mama Lola: A Vodou Priestess in Brooklyn, a "postmodern ethnography" of intersectional oppressions and Black female Haitian resistance in the Diaspora, foregrounds the figure of Gedelia, a feminist variant on Papa Gede, central Vodou spirit ( lwa) of resurrection and healing. Finally, my last section, on the "observing participant" analyses of Black dance anthropologist Yvonne Daniel's Dancing Wisdom: Embodied Knowledge in Haitian Vodou, Cuban Yoruba, and Bahian Candomblé, finds a dancing Gedelia in her centering of Oyá, a warrior spirit of storms and death. On this basis, I propose the figure of tornadic black angels as a possible magical tool (in Vodou, a pwen, or "point") intended to re-spiritualize and thereby re-politicize the secularized and whitewashed social Latin dance called "salsa" for social justice.

Abstract
Perhaps owing to frictions between his Christological worldview and the dominant secularism of contemporary French thought as taken up in the U.S., and persistent worries about a seeming solipsism in his phenomenology, Michel Henry's innovative contributions to aesthetics have received unfortunately little attention in English. The present investigation addresses both issues simultaneously with a new interpretation of his recently-translated 1996 interview, "Art and Phenomenology." Inspired by this special issue's theme, "French Thought in Dialogue," it emphasizes four levels of dialogue in the interview, as follows: (1) the interview as such, with Jean-Marie Brohm; (2) its titular dialogue between art and phenomenology; (3) what I term a "trans-religious" dialogue between Christianity's Jesus and Friedrich Nietzsche's Dionysus; and (4) a related dialogue between painting (Henry's favored genre) and dance that is "Dionysian" (in Nietzsche's sense). It concludes with new phenomenological accounts of a literal and a figurative dance, namely the social Latin dance called bachata, and an improvised musical dialogue with the mockingbirds of my hometown. In sum, thanks to Henry's engagement with various forms of dialogue, including with Brohm, the arts, paganism, and dance, one can find room in his transcendental subjectivity of Life for others, dancingly transcending even humanity.

This article derives from a project attempting to show that Western formal logic, fromAristotle onward, has both been partially constituted by, and partially constitutive of, what hasbecome known as racism. In the present article, I first discuss, in light of Frege's honorary roleas founder of the philosophy of mathematics, Reuben Hersh's What is Mathematics, Really?Second, I explore how the infamous section of Frege's 1924 diary (specifically the entries fromMarch 10 to April 9) supports Hersh's claim regarding the link between political conservatismand the (historically and currently) dominant school of the philosophy of mathematics, to whichFrege undeniably belongs. Third, I examine Frege's attempt at a more reader-friendly introductionto his philosophy of mathematics, The Foundations of Arithmetic. And finally, I briefly analyzeFrege's Begriffsschrift to see how questions of race arise even at the heights of his logical abstraction.

Abstract
Twentieth-century Greco-French philosopher, economist, psychoanalyst and activist Cornelius Castoriadis offers a creative new conception of imagination that is uniquely promising for social justice. Though it has been argued that this conception has one fatal flaw, the latter has recently been resolved through a creative dialogue with dance. The present article fleshes out this philosophical-dancing dialogue further, revealing a deeper layer of creative dialogue therein, namely between Castoriadis' account of time and choreography. To wit, he reconceives time as the self-choreography of the sociohistorical, in which performance the sociohistorical plays two dancing roles simultaneously, both choreographer and choreographed dancer. More precisely, as interpreted by Castoriadis in a late essay, the creation and emergence of forms in time consists of a poetic "scansion" or "scanning" of time. Thus, the sociohistorical is both choreographer and dancer, poet and reader, reinterpreting the poetic text of time as the music for its evolving dance.

Purpose: The aim of the research was to determine the benefits of applying the new Figuration philosophy of dance, based in part on Plato, to civic education.Design/methodology: A close phenomenological reading of Plato's The Laws, with a strategic focus on its account of the concept of posture.Findings: Plato considers posture to be central to dance education, which in turn is central to civic education, as suggested by concrete analyses of dance based on posture.Research limitations: Further studies on this subject are required in order to achieve a more nuanced and balanced account of the concepts of posture articulated by other philosophers and theorists.Practical implications: More resources must be allocated to dance and dance education, in the interest of fostering civic education, and the political virtue that results therefrom.

This article explores Fanon's thought on dance, beginning with his explicit treatment of it in Black Skin, White Masks and The Wretched of the Earth. It then broadens to consider his theorization of Black embodiment in racist and colonized societies, considering how these analyses can be reformulated as a phenomenology of dance. This will suggest possibilities for fruitful encounters between the two domains in which (a) dance can be valorized while (b) opening up sites of resignification and resistance for Black persons and communities—including a revalorization of Black embodiment as a kind of empowering danced experience.