In an effort to explain the growth stagnation that hampered the United States in the period from the mid-1970s to the mid-1990s, mainstream economists unwittingly and…
In an effort to explain the growth stagnation that hampered the United States in the period from the mid-1970s to the mid-1990s, mainstream economists unwittingly and incompletely reinvented the concept of unproductive labor that is rooted in classical and Marxian economics. The price to pay for having ignored this concept had been unexplained economic events, inappropriate policy, and relative national economic decline. The mainstream economists' attempt to adopt this concept came at a cost to their theoretical core. The abandonment of the concept came at a cost to the real economy represented by the financial crisis of 2008.
This paper describes the successful application of reflective learning journals to promote critical self‐awareness and improve both individual and team performance among…
This paper describes the successful application of reflective learning journals to promote critical self‐awareness and improve both individual and team performance among members in 11 management undergraduate teams conducting management research projects. Qualitative analyses of the journals revealed several major themes; for example, management skills development, leadership, team communications, stresses of team work, and individual versus team work. Analyses of the journaling evaluation data showed that participants found journaling a useful learning tool. Recommendations are presented for those interested in using reflective learning journals to improve individual and team performance.
The emergence and maturation of the social sciences is an important component of the expansion of institutions of higher learning in the 20th century. The discipline of Political Economy, increasingly institutionalized in various Canadian universities in the early decades of the century, secured a Chair at the University of Manitoba in 1909. After 1914, its title became “Political Economy and Political Science” and the department subsequently served “as the great mother department to which were attached newer social science disciplines until it was deemed appropriate to let them launch out on their own” (Pentland, 1977, p. 3). Political Science became independent in 1948, Geography in 1951, and Sociology and Anthropology in 1962 (p. 4). Agricultural Economics, which was taught in the Manitoba Agricultural College, became its own department when the college joined the university in 1924. In the 1930s, Agricultural Economics was absorbed into Department of Political Economy. However, according to Pentland (pp. 4–5) it was not until the late 1940s that agricultural economics became a significant “sub-department.” It subsequently separated itself from Political Economy and, in 1954, became an independent department in the Faculty of Agriculture (p. 5). The result of these disciplinary developments was that the faculty of the Department of Political Economy had, from time to time, members whose expertise lay outside the increasingly well-defined terrain of economics. Despite this, however, they did not seem to have any long-lasting direct impact on shaping and defining the curricula in Economics. Since these other disciplines left and became independent when they had reached a certain size or degree of influence, Economics was left to define and pursue its own agenda unencumbered by the needs of these former associates.
The lack of critical thinking in new graduates has been a concern to the nursing profession. The purpose of this study was to investigate the effects of an innovative…
The lack of critical thinking in new graduates has been a concern to the nursing profession. The purpose of this study was to investigate the effects of an innovative, evidence-based skills fair intervention on nursing students' achievements and perceptions of critical thinking skills development.
The explanatory sequential mixed-methods design was employed for this study.
The findings indicated participants perceived the intervention as a strategy for developing critical thinking.
The study provides educators helpful information in planning their own teaching practice in educating students.