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Teaching Economics Online
In the light of the Covid-19 pandemic, this book is not only timely but essential reading, providing valuable insight into teaching economics both online and in a blended online/in person format. Diverse in scope, Teaching Economics Online combines past experience with innovative ideas on how to design teaching and improve the overall learning experience whilst remaining inclusive, effective and resilient.
Evaluating Social Media and Its Impact on Engagement, Assessment, and Evaluation in Principles of Economics Courses
Ever since Becker and Watts (1996) and, more recently, Watts and Schaur (2011) found that economic educators rely heavily on “chalk and talk” as a primary teaching method, economic educators have been seeking new ways to engage students and improve learning outcomes. Recently, the use of social media as a pedagogical tool in economics has received increasing interest. Kassens (2014) and Al-Bahrani and Patel (2015) provide guides on how to incorporate social media into the classroom but, to our knowledge, no one has attempted to quantify the impact of social media on student learning outcomes in economics education. We attempt to fill this void by conducting a formal assessment of student...
Engaging Students Using Social Media
Social media access and usage has grown rapidly in the past several years. In academia, social media is a new pedagogical tool that may be used to engage students in and outside the economics classroom and impact their overall success. In this study we examine the students' view of incorporating social media in the classroom. The results are based on a survey administered to students in Principles of Economics courses. Students are more likely to have active Facebook accounts, but Twitter, YouTube, and Instagram are also popular. The results indicate that students are concerned with privacy but are willing to connect with faculty if the connection is “one-way”. Therefore Twitter, YouTube and Instagram, or Facebook “like” pages are better mediums for faculty to use in economic classrooms. The survey indicates students use social media accounts more frequently than email or Learning Management Services and therefore social media can be a more effective tool for spontaneous communication.
The Novels of Joseph Sheridan Le Fanu - Wylder's Hand
Reprint of the original, first published in 1838.
Wylder's Hand
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Wylder's Hand
Joseph Thomas Sheridan Le Fanu (1814 –1873) was an Irish writer of Gothic novels, one of the most infl uential ghost story writers of the nineteenth century. “Wylder’s Hand” tells the story of the Wilders and the Brandon, two families sharing a story of rivalry and intermarriage. The Wedding of Mark Wylder and his rich cousin Dorcas Brendon is about to happen. Although everyone understands, there is no love involved. However, everything changes when right before the wedding Mark suddenly disappears.
Dictionary of Fictional Characters
Identifies more than fifty thousand fictional characters and the nmovels, short stories, poems, plays, and operas in which they appear.
Short Vs. Long
University class structure is changing. To accommodate working students, programmes are increasing their offerings of long night classes - some lasting as long as six hours. While these long classes may be more convenient for students, they have unintended consequences as a result of cognitive load (Van Merrienboer and Sweller, 2005). Using a panel of 124 students (372 observations) and a differencing approach that controls for student characteristics, we show that long classes reduce student exam performance by approximately one-half letter grade (significant at the 5% level).
Austerity and Exports
Recent papers have focused attention on the potential for expansionary austerity (i.e. that cutting budget deficits may increase growth in the short run). In this paper we investigate the impact of fiscal consolidation on trade using bilateral trade data. The use of bilateral trade data allows us to demonstrate three novel empirical results. First, while fiscal consolidation is associated with an increase in own-country exports, it is also correlated to an equal extent with a decrease in foreign-country exports (i.e. imports); indeed, simultaneous austerity has no statistically significant impact on bilateral trade. Second, the positive effect of austerity on exports disappears when trading partners share a common currency. Third, the increase in exports as a result of austerity is associated entirely with an increase in the range of goods exported (the extensive margin), at the expense of trade volume among existing trade relationships (the intensive margin).
