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Publication date: 19 February 2020

Claire Silvant and Clément Coste

The year 1848 is considered by historians as a political and economic turning point in France: a major political crisis took place in the form of the February Revolution…

Abstract

The year 1848 is considered by historians as a political and economic turning point in France: a major political crisis took place in the form of the February Revolution, accompanied by extensive financial troubles for the French government. The economists of that time actively debated the economic causes and consequences of the crisis. This chapter is devoted to the analysis of these financial controversies in French economic thought around 1848. If the political and philosophical debates of 1848 between the liberals and the socialists are quite well known by historians of economic thought, their financial side has been relatively neglected. According to the authors of this chapter, it is nevertheless of great interest to examine the liberal and socialist ideas of that time. This chapter aims to investigate this little-studied question by raising three main issues: the first one consists of presenting the different diagnoses of the 1848 financial crisis from socialist and liberal viewpoints. Second, it proposes an analysis of the content of theoretical controversies about ways to overcome the financial troubles, particularly regarding the trade-off between taxation and debt. Lastly, it emphasizes the role of this period for the subsequent constitution of a financial orthodoxy in France.

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Research in the History of Economic Thought and Methodology: Including a Symposium on Public Finance in the History of Economic Thought
Type: Book
ISBN: 978-1-83867-699-5

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Book part
Publication date: 1 November 2012

Elisabeth Dunne, Jenny Wren and Alex Janes

This chapter presents two case studies to address the challenge of how students in large, diverse classes can become effectively engaged in their learning through the support of…

Abstract

This chapter presents two case studies to address the challenge of how students in large, diverse classes can become effectively engaged in their learning through the support of technology. Implementation of two modules in the University of Exeter Business School is explored: a first-year management module wherein students make use of camcorders and a master's module where students use wikis. Each has been important in coming to understand the inter-relationship of pedagogic processes and technology use, in particular in the context of group work. Data on student outcomes and perceptions have been collected through ongoing monitoring, individual and group reflective accounts, tutor and student-led surveys and informal verbal feedback. Overall, the use of both technologies is highly valued by most students and by the teachers, despite the many (and sometimes unexpected) difficulties associated with their management. The main benefits are in the way that they can be used to support attendance, group cohesion and quality of work, in an ethos where the importance of group work is central to learning and where individuals are recognised for what they can contribute despite the large cohort size and the many different nationalities.

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Increasing Student Engagement and Retention Using Online Learning Activities
Type: Book
ISBN: 978-1-78190-236-3

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