Suchergebnisse

Intro -- Book title -- Foreword -- Contents -- Introduction -- 1. Are too many people being born? -- 2. A brief history of population -- 3. Being alive, staying alive-and growing old -- 4. A woman's body -- 5. For richer, for poorer -- 6. On the move -- 7. Population and climate change -- 8. How can we feed nine billion? -- 9. Wild things -- 10. Conclusion -- Resources -- Index -- Back cover -- Spine.

Annotation

Intro -- Book title -- Contents -- Introduction -- The Age of Possibility -- Beyond the Crash-a Green New Deal -- Not As It Seems -- Public Revolt Builds Against Rip-Off Rescue Plans -- No More of the Same -- Goodbye Washington Consensus, Hello Global Social Democracy? -- Naked Emperors -- The Trouble with Interest -- Starting Afresh -- Making Money -- Can Pay, Won't Pay -- Rich Get Poorer, Poor Disappear -- Jobs First -- Equality is Better- For Everyone -- To Live Well -- How to Save the World, Life and Humanity -- How to Take Part in the Economy -- Open Source Anti-Capitalism -- Climate Choices -- Carbon Charade -- Now, a Real Chance to Tackle Global Poverty -- Action, contacts and resources -- Index -- About the New Internationalist.

Presents a collection of essays by such authors as Noam Chomsky, Naomi Klein, and Evo Morales discussing the economic policies and conditions of the world today.

Why do some people blame the political system for the problems in their lives? We explore the origins of these grievances and how people assign responsibility and blame for the challenges they face. We propose that individual differences in the personality traits of locus of control and self-esteem help explain why some blame the political system for their personal problems. Using responses from a module of the 2016 Cooperative Congressional Election Study, we show that those with low self-esteem and a weaker sense of control over their fates are more likely to blame the political system for the challenges they face in their lives. We also demonstrate that this assignment of blame is politically consequential, where those who intertwine the personal and the political are more likely to evaluate elected officials based on pocketbook economic conditions rather than sociotropic considerations.

AbstractWe propose that teaching critical thinking is the most important job
of teachers in the political science profession. Yet political
scientists rarely engage with one another about the specific
assignments used to teach critical thinking. This article is the
beginning of what we hope will become a dialogue on how to best
teach students to think critically. We make a few recommendations
for assignments that aim to make students think critically within
the various political science methodologies: normative,
interpretive, causal, and comparative analysis. We argue for a
particular strategy in teaching critical thinking that reinforces
students' abilities to recognize which kinds of arguments require
which kinds of evidence.