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Russell Cooper and Andrew John have written an economics text aimed directly at students from its very inception. You're thinking, ”Yeah, sure. I've heard that before.“ This textbook, Economics: Theory Through Applications, centers around student needs and expectations through two premises: … Students are motivated to study economics if they see that it relates to their own lives. … Students learn best from an inductive approach, in which they are first confronted with a problem, and then led through the process of solving that problem. Many books claim to present economics in a way that is digestible for students; Russell and Andrew have truly created one from scratch. This textbook will assist you in increasing students' economic literacy both by developing their aptitude for economic thinking and by presenting key insights about economics that every educated individual should know. How? Russell and Andrew have done three things in this text to accomplish that goal: Applications Ahead of Theory: They present all the theory that is standard in Principles books. But by beginning with applications, students get to learn why this theory is needed. Learning through Repetition: Important tools appear over and over again, allowing students to learn from repetition and to see how one framework can be useful in many different contexts. A Student's Table of Contents vs. An Instructor's Table of Contents: There is no further proof that Russell and Andrew have created a book aimed specifically at educating students about economics than their two tables of contents.
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e-book
The goal of this book is to teach you to think like a computer scientist. I like the way computer scientists think because they combine some of the best features of Mathematics, Engineering, and Natural Science. Like mathematicians,computer scientists use formal languages to denote ideas (specifically computations). Like engineers, they design things, assembling components into systems and evaluating trade offs among alternatives. Like scientists, they observe the behavior of complex systems, form hypotheses, and test predictions.The single most important skill for a computer scientist is problem-solving. By that I mean the ability to formulate problems, think creatively about solutions, and express a solution clearly and accurately. As it turns out, the process of learning to program is an excellent opportunity to practice problem-solving skills. That’s why this chapter is called “The way of the program.”
- Subjects:
- Computing
- Keywords:
- Computer programming C++ (Computer program language) Programming languages (Electronic computers) Textbooks
- Resource Type:
- e-book
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e-book
Russell Cooper and Andrew John have written an economics text aimed directly at students from its very inception. You're thinking, ”Yeah, sure. I've heard that before.“ This textbook, Macroeconomics: Theory Through Applications, centers around student needs and expectations through two premises: … Students are motivated to study economics if they see that it relates to their own lives. … Students learn best from an inductive approach, in which they are first confronted with a problem, and then led through the process of solving that problem. Many books claim to present economics in a way that is digestible for students; Russell and Andrew have truly created one from scratch. This textbook will assist you in increasing students' economic literacy both by developing their aptitude for economic thinking and by presenting key insights about economics that every educated individual should know. How? Russell and Andrew have done three things in this text to accomplish that goal: 1. Applications Ahead of Theory: They present all the theory that is standard in Principles books. But by beginning with applications, students get to learn why this theory is needed. The authors take the kind of material that other authors put in ”applications boxes“ and place it at the heart of their book. Each chapter is built around a particular business or policy application, such as social security, globalization, and the wealth and poverty of nations. Why take this approach? Traditional courses focus too much on abstract theory relative to the interests and capabilities of the average undergraduate. Students are rarely engaged and the formal theory is never integrated into the way students think about economic issues. And traditional books are organized around theoretical constructs that mean nothing to students. The authors' applications-first approach ensures that students will not see chapters with titles like ”Cost Functions“ or ”Short-Run Fluctuations“. They introduce tools and ideas as and when they are needed. Each chapter is designed with two goals. First, the application upon which the chapter is built provides a ”hook“ that gets students' attention. Second, the application is a suitable vehicle a vehicle for teaching the principles of economics. 2. Learning through Repetition: Important tools appear over and over again, allowing students to learn from repetition and to see how one framework can be useful in many different contexts. Each piece of economic theory in this text is first introduced and explained in the context of a specific application. Most are re-used in other chapters, so students see them in action on multiple occasions. As students progress through the book, they accumulate a set of techniques and ideas. These are collected separately in a ”toolkit“ that provides students with an easy reference and also gives them a condensed summary of economic principles for examination preparation. 3. A Student's Table of Contents vs. An Instructor's Table of Contents: There is no further proof that Russell and Andrew have created a book aimed specifically at educating students about economics than their two tables of contents. The Student's Table of Contents speaks to students, piquing their interest to involve them in the economics, and a Instructor's Table of Contents with the economics to better help you organize your teaching—and frankly, you don't need to get excited by economics, you already are.
- Subjects:
- Economics
- Keywords:
- Macroeconomics Textbooks
- Resource Type:
- e-book
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e-book
Collaborative Statistics was written by Barbara Illowsky and Susan Dean, faculty members at De Anza Collegein Cupertino, California. The textbook was developed over several years and has been used in regularand honors-level classroom settings and in distance learning classes. Courses using this textbook have beenarticulated by the University of California for transfer of credit. The textbook contains full materials forcourse offerings, including expository text, examples, labs, homework, and projects. A Teacher's Guide iscurrently available in print form and on the Connexions site at and supplemental course materials including additional problem sets and video lectures are available. The on-line text for each of these collections collections willmeet the Section 508 standards for accessibility. An on-line course based on the textbook was also developed by Illowsky and Dean. It has won an awardas the best on-line California community college course. The on-line course will be available at a later dateas a collection in Connexions, and each lesson in the on-line course will be linked to the on-line textbookchapter. The on-line course will include, in addition to expository text and examples, videos of courselectures in captioned and non-captioned format. The original preface to the book as written by professors Illowsky and Dean, now follows: This book is intended for introductory statistics courses being taken by students at two– and four–yearcolleges who are majoring in fields other than math or engineering. Intermediate algebra is the only prerequisite.The book focuses on applications of statistical knowledge rather than the theory behind it. Thetext is named Collaborative Statistics because students learn best by doing. In fact, they learn best byworking in small groups. The old saying “two heads are better than one” truly applies here. Our emphasis in this text is on four main concepts: thinking statistically incorporating technology working collaboratively writing thoughtfully These concepts are integral to our course. Students learn the best by actively participating, not by justwatching and listening. Teaching should be highly interactive. Students need to be thoroughly engagedin the learning process in order to make sense of statistical concepts. Collaborative Statistics providestechniques for students to write across the curriculum, to collaborate with their peers, to think statistically,and to incorporate technology. This book takes students step by step. The text is interactive. Therefore, students can immediately applywhat they read. Once students have completed the process of problem solving, they can tackle interestingand challenging problems relevant to today's world. The problems require the students to apply theirnewly found skills. In addition, technology (TI-83 graphing calculators are highlighted) is incorporatedthroughout the text and the problems, as well as in the special group activities and projects. The book alsocontains labs that use real data and practices that lead students step by step through the problem solvingprocess. At De Anza, along with hundreds of other colleges across the country, the college audience involves alarge number of ESL students as well as students from many disciplines. The ESL students, as well asthe non-ESL students, have been especially appreciative of this text. They find it extremely readable andunderstandable. Collaborative Statistics has been used in classes that range from 20 to 120 students, and inregular, honor, and distance learning classes.
- Subjects:
- Mathematics and Statistics
- Keywords:
- Statistics Textbooks
- Resource Type:
- e-book