Public Finance PDF Download

Author: David Hyman
Publisher:
ISBN: 9781408094426
Category :
Languages : en
Pages :

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Author: Precarious Workers Brigade
Publisher:
ISBN: 9780615590110
Category :
Languages : en
Pages :

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"Power was trying to teach us individualism and profit... We were not good students." Compañera Ana Maria, Zapatista Education PromoterTraining for Exploitation? is a resource pack for educators teaching employability and work-based learning. It provides a pedagogical framework aimed at assisting students to deconstruct dominant narratives, develop their critical faculties and explore alternative ways of engaging with work and the economy.

Author: Libby Rittenberg
Publisher: Flat World Knowledge
ISBN: 0982043031
Category : Economics
Languages : en
Pages : 551

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Author: Libby Rittenberg
Publisher:
ISBN: 9781936126163
Category :
Languages : en
Pages : 893

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Author: Barbara Jacoby and Associates
Publisher: John Wiley & Sons
ISBN: 0470388463
Category : Education
Languages : en
Pages : 293

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Numerous studies have chronicled students lack of trust in large social institutions, declining interest in politics, and decreasing civic skills. This book is a comprehensive guide to developing high-quality civic engagement experiences for college students. The book defines civic engagement and explains why it is central to a college education. It describes the state of the art of education for civic engagement and provides guidelines for designing programs that encourage desired learning outcomes. In addition, the book guides leaders in organizing their institutions to create a campus-wide culture of civic engagement.

Author: Joseph J. Kockelmans
Publisher: Penn State Press
ISBN: 9780271023267
Category : Education
Languages : en
Pages : 392

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Clarification of the aims and problems of interdisciplinarity, as this book demonstrates, not only will help reveal the movement's probable impact on university teaching and research but also will shed light on the overall future of the university. This book therefore speaks to faculty members and administrators in general, as well as to teachers and students whose specialty is the study of higher education. A recurring theme is that every academic specialty can be justified for purposes of research, provided it does not lead to overspecialization in education. The proviso is a formidable one, challenging the intellect, the will, and the good faith of all concerned. Yet interdisciplinarity has a fundamental historical sanction: disciplinary domains are not immutable but rather are constantly evolving through fission and fusion. (Examples of fission are the division of medieval grammar and rhetoric into modern lingustic and literary studies, or of 19th-century biology into today's life sciences. Fusion is exemplified in a range of fields from astrophysics through biochemistry to psycholinguists and social psychology.) A general perspective on the continuing debate about interdisciplinary is presented in the first four chapters, followed by six chapters on specific problems and prospects. The introduction reviews well-founded as well as misdirected objections to interdisciplinarity, contrasting &"natural&" interactions as in geophysics (arising from intrinsic developments) with &"artificial&" ones as in general education courses (arising from curriculum design) &—but holding that the latter can be as legitimate as the former if responsive to genuine educational needs. Chapters 1 to 4 give the historical and philosophical background of interdisciplinarity from Plato's Academy to the Center for Educational Research and Innovation. Chapters 5 to 7 consider specific challenges in the respective domains of natural science, social science, and the humanities&—cautioning against incompetent borrowings of paradigms. Chapters 8 and 9 treat the methodological, institutional, and personal problems arising from boundary-crossing. Chapter 10 critically analyzes three cases of interdisciplinary innovation in the United States and gives summary descriptions of programs in a dozen countries.

Author: Robert H. Haworth
Publisher: PM Press
ISBN: 1604861169
Category : Political Science
Languages : en
Pages : 486

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Education is a challenging subject for anarchists. Many are critical about working within a state-run education system that is embedded in hierarchical, standardized, and authoritarian structures. Numerous individuals and collectives envision the creation of counterpublics or alternative educational sites as possible forms of resistance, while other anarchists see themselves as “saboteurs” within the public arena—believing that there is a need to contest dominant forms of power and educational practices from multiple fronts. Of course, if anarchists agree that there are no blueprints for education, the question remains, in what dynamic and creative ways can we construct nonhierarchical, anti-authoritarian, mutual, and voluntary educational spaces? Contributors to this edited volume engage readers in important and challenging issues in the area of anarchism and education. From Francisco Ferrer’s modern schools in Spain and the Work People’s College in the United States, to contemporary actions in developing “free skools” in the U.K. and Canada, to direct-action education such as learning to work as a “street medic” in the protests against neoliberalism, the contributors illustrate the importance of developing complex connections between educational theories and collective actions. Anarchists, activists, and critical educators should take these educational experiences seriously as they offer invaluable examples for potential teaching and learning environments outside of authoritarian and capitalist structures. Major themes in the volume include: learning from historical anarchist experiments in education, ways that contemporary anarchists create dynamic and situated learning spaces, and finally, critically reflecting on theoretical frameworks and educational practices. Contributors include: David Gabbard, Jeffery Shantz, Isabelle Fremeaux & John Jordan, Abraham P. DeLeon, Elsa Noterman, Andre Pusey, Matthew Weinstein, Alex Khasnabish, and many others.

Author: Rita Axelroth Hodges
Publisher:
ISBN: 9781611860467
Category : Community and college
Languages : en
Pages : 0

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Drawing on ten diverse universities as case studies, this eye-opening book explores practices and strategies that can be employed to improve conditions in low-income communities and emphasizes the critical roles of university leaders, philanthropy, and policy in this process. The Road Half Traveled provides a forward-thinking perspective on new horizons in university and community partnership.

Author: Nanpolitics Nanpolitics Group
Publisher:
ISBN: 9781570272684
Category : Collectivism
Languages : en
Pages : 0

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"The invention of new modes of sensibility is vital to enriching and sustaining political engagements, labours and lives in the situated contexts of urban collectivity. The nanopolitics handbook investigates the neoliberal city and workplace, the politics of crisis and austerity, precarious lives and modes of collaboration - through bodies and their encounters. Starting from the exploration of what bodies can do - with curiosity, courage and care - nanopolitics is a proposal for producing new collective subjectivations. Based on the experiments and experiences of the nanopolitics group, this book proposes exercises, concepts and ideas as little maps and machines for action. Drawing on social movements, grassroots organizing, dance, theatre and bodywork, the reflections and practices here present strategies for navigating and reconfiguring the playing field of 'nanopolitics', activating its entanglement with the major politics of our time"--Publisher's description

Author: Samuel H. Baker
Publisher: Delmar Thomson Learning
ISBN:
Category : Business & Economics
Languages : en
Pages : 564

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Book Description
This text serves as a useful supplement to public finance textbooks, helping students to build and weigh arguments, to identify strengths and weaknesses of opposing viewpoints, and ultimately to draw their own conclusions. Its two main objectives are to present policy issues, allowing students an opportunity to apply the theory discussed in class, and to show students how material is developed in the literature by having them read some of the classics and contemporary contributions. The readings in this book are not tied to any one text. The authors make certain, via a correlation guide in the front of the text, that each selection corresponds to at least one chapter in each of the major textbooks and that no text chapter is without a supplementary reading.