From jonbean at siu.edu Sat Feb 1 18:08:48 1997 From: jonbean at siu.edu (Jonathan Bean) Date: Tue Jul 25 21:32:29 2006 Subject: EH.T: films? Message-ID: <01IEWSU9ZIHE0004MU@UMBC2.UMBC.EDU> I posted a similar query last year on H-Business. Here were some of the suggested titles for use in an economic and/or business history class (I have used WALL STREET and HUDSUCKER PROXY): Days of Heaven (Richard Gere travels from late 19th c. factory to the plains) Modern Times Metropolis Dodsworth (1936) Grapes of Wrath Man in the Gray Flannel Suit (1950s) Executive Suite (1950s) The Apartment (1950s-1960s) Sabrina (1950s) Patterns (1950s) The Hudsucker Proxy Wall Street (1980s) Jonathan Bean Jonathan J. Bean Southern Illinois University Department of History Carbondale, IL 62901 (618) 453-7872 jonbean@siu.edu From emmer at Corelli.Augustana.AB.CA Sun Feb 2 15:09:14 1997 From: emmer at Corelli.Augustana.AB.CA (Ross B. Emmett) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: Virtual Exhibition: LoC -- Inside an American Factory Message-ID: <01IEY0UTNLZS0007RG@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= You may be interested to view the Library of Congress virtual exhibition Inside an American Factory: The Westinghouse Works, 1904 http://lcweb2.loc.gov/ammem/papr/west/westhome.html Ross Ross B. Emmett Editor, HES and CIRLA-L Augustana University College Camrose, Alberta CANADA T4V 2R3 voice: (403) 679-1517 fax: (403) 679-1129 e-mail: emmer@corelli.augustana.ab.ca or emmett@augustana.ab.ca URL: http://www.augustana.ab.ca/~emmer ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From MITCH at UMBC2.UMBC.EDU Sun Feb 2 16:29:13 1997 From: MITCH at UMBC2.UMBC.EDU (MITCH@UMBC2.UMBC.EDU) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: The Digital Classroom -- Educational Necessity or Silicon Snake Oil? Message-ID: <01IEY3LMJXGY0007RG@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= ***********eh.teach editor's Note************ The following are some excerpts from an article in the Sunday, Feb. 2, 1997 Washington Post article. Comments are invited. David Mitch Co-Editor, Eh.teach University of Maryland Baltimore County ********************************************** Excerpts from "Surfing A Tidal Wave" by Amy Virshup, The Washington Post Magazine for Sunday, Feb. 2, 1997. "Some Educators think the Internet's rise should change fundamentally how we think about teaching, learning, and testing. President Clinton wants to wire America's classrooms as fast as possible. Skeptics reply: Remember the Filmstrip." "The biggest cheerleader for the digital classroom has been the Clinton administration. In last year's State of the Union address, President Clinton pledged to have every school in the nation wired to the Internet by the year 2000. Clinton told a crowd at Ygnacio Valley High School in Concord, Calif. last year, "We know, purely and simply, that every child must have access to a computer...must have acess to good software and good teachers and, yes, to the Internet, so that every person will have the opportunity to make the most of his or her life." "Historians point out that this is not the first wave of supposedly transformative technology to hit the schools. 'Radio was supposed to 'open the closed door of the classroom to the world,' notes Larry Cuban, an education Professor at Stanford. 'Does that sound familiar.'" "Clifford Stoll, author of Silicon Snake Oil, says today's classroom computer is akin to the filmstrip of an earlier era: technologically cutting edge and educationally empty. 'What's most important in a classroom?' he asked in an essay published in the New York Times last year. 'A good teacher interacting with motivated students. Anything that separates them -- filmstrips, instructional videos, multimedia displays, email, TV sets, interactive computers -- is of questionable educational value.' In Stoll's vision, rather than giving children the world, the technophiles are isolating them at keyboards. Instead of helping students find their way in an increasingly chaotic environment, the techies are sending them out to get lost in Cyberspace." [A University of Virginia Web site called the Valley of the Shadow was recently used by Susan Ikenberry of Georgetown Day and Gary Kornblith of Oberlin in a conference on technology and history]. "The Valley is a remarkable site, a compendium of data culled from the 19th century archives of two towns on opposite sides of the Mason-Dixon line. With a click of the mouse a visitor can jump from census records to tax data, from letters to photographsand ownard to 10,000 of newspaper clippings, all chronicling life immediately before, during, and after the Civil War. When it works, the Valley seems a marvel. But 'this is the real world,' says Ikenberry, referring to her current frustration." "Ikenberry and Kornblith were supposed to be researching the topic of freed slaves. They started searching the Chambersburg,Pa. Valley Spirit. That turned up several promising leads but they all turned out to be blind alleys. Then the Virginia server started balking. So, after 10 minutes of watching the computer inch through a seemingly endless file, the pair has given up and moved to another machine...just as they start to dig in the hour-long lab period is over...." "It turns out that nobody else stayed on topic either-- and these are adults. 'I quickly lost track of what I was supposed to be looking for,' says one teacher from Brooklyn. The discussion quickly turns into a microcosm of a larger debate within education. How can we prepare students for the glut of information available on the Web? How can we steer kids to certain conclusions while also allowing them the freedom to explore? (The freedom part is simple says Ikenberry,' you won't stop kids from clicking stuff they're not supposed to') Will students be able to recognize the difference between a legitimately historical site like the Valley and decidely ahistorical junk floating in Cyberspace? Will there be any common ground if each student is off investigating his or her own topic? How are they going to be graded on this stuff?" "Historians have been slower to latch onto high-tech ed than their colleagues in science or English departments-- a certain conservatism may be embedded in their very discipline." >From Amy Virshup, "Surfing a Tidal Wave," The Washington Post Magazine, Feb. 2, 1997. ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From MITCH at UMBC2.UMBC.EDU Sun Feb 2 16:58:19 1997 From: MITCH at UMBC2.UMBC.EDU (MITCH@UMBC2.UMBC.EDU) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: Readings on Postwar China and Japan Message-ID: <01IEY4KQ8OKI00089M@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= For an undergraduate course I am teaching on Asian Economic History, I am looking for readings to assign overviewing Chinese economic history since 1949 and Japanese economic history since 1945. Any suggestions would be welcome. David Mitch Department of Economics University of Maryland Baltimore County Mitch@UMBC2.UMBC.EDU ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From MSmitka at liberty.uc.wlu.edu Mon Feb 3 09:37:13 1997 From: MSmitka at liberty.uc.wlu.edu (Michael Smitka) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: Re: EH.T: Readings on Postwar China and Japan Message-ID: <01IEZ3JOUUG2000BYV@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= >Chinese economic history since >1949 and Japanese economic history since 1945. >Any suggestions would be welcome. > >David Mitch >Department of Economics >University of Maryland Baltimore County For Japan, you can find a short list readings in the Japanese economic history lists available through my home page. (The address should be in my signature at the end.) In addition, there are a couple books by Takafusa Nakamura that are quite good. One is a (revised?) translation of his postwar Japanese economic history; another is a lecture series that is an easier read if what you want are supplemental items. The latter is: _Lectures on modern Japanese economic history, 1926-1994_ Tokyo: LTCB International Library Foundation, 1994. I used it as a text, ordering it through Kinokuniya Bookstore in New York (at least at the time they had a modest stock, and it's priced reasonably). For China, I use the readings on the postwar period in the Cambridge History of China for the Maoist period (both, if I recall correctly, by Nick Lardy), supplemented by chapters on "self-sufficiency" in Carl Riskin's book. For the more recent era, Barry Naughton's book is quite good. I don't have full cites offhand, but they're all easy enough to find. ============= Mike Smitka MSmitka@wlu.edu Visiting Professor, Intl University of Japan Yamato-machi, Minami Uonuma-gun Niigata, JAPAN 949-72 0257-79-1475 office 79-1873 home Fax 0257-79-1187 (from US: 011-81-257-79-1187) --Dept of Economics, Washington and Lee University-- --Lexington, VA 24450 USA (back c. April 1)-- -- http://liberty.uc.wlu.edu/~msmitka/Smitka.html -- SEND JAPANESE-LANGUAGE EMAIL TO: MSmitka@iuj.ac.jp ============= ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From tgrawski+ at pitt.edu Tue Feb 4 06:29:24 1997 From: tgrawski+ at pitt.edu (Thomas G Rawski) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: Re: EH.T: Readings on Postwar China and Japan Message-ID: <01IF0BA72TEQ000L2O@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= In addition to the works mentioned by M. Smitka, your China list could include the recent special issue of China Quarterly (Dec. 1995) no reprinted in book form as CHINA'S TRANSITIONAL ECONOMY, ed. Andrew Walder (OUP, paper). Naughton's book is called GROWING OUT OF THE PLAN. Unfortunately, there seems to be no good overview of China's economy that covers the entire period since 1945 or 1949. Another possibility (again focused on the recent reform era) - a sympoosium in the J. of Economic Perspectives (I believe 1994). Thomas G. Rawski Tel. (412) 648-7062 Department of Economics Fax (412) 648-1793 University of Pittsburgh email TGRAWSKI+@pitt.edu OR Pittsburgh PA 15260 TGRAWSKI@vms.cis.pitt.edu ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From MITCH at UMBC2.UMBC.EDU Thu Feb 6 10:55:44 1997 From: MITCH at UMBC2.UMBC.EDU (MITCH@UMBC2.UMBC.EDU) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: electronic reserves for course material Message-ID: <01IF3CQONYF60014QK@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= I recently saw mention in my university library's newsletter about a new electronic reserve system it has implemented. The idea is that text material for which hard copy versions would be placed on reserve is now digitized and made available on-line. Students no longer have to physically go to a library reserve room to get materials and then return them by some set date. The library has made copyright arrangements for copyright access. This sounds like an attractive solution to the dilemma economic historians often face in assigning readings from sources they don't want to make students purchase. The dilemma is either putting together a course packet for xeroxing and making all the arrangements in advance for copyright permissions, coming up with the right passage to excerpt for the packet, trying to keep costs to students down etc. OR putting materials on reserve with concerns that many students especially those commuting from off-campus will have difficulty accessing reserve materials. Have any eh.teach subscribers had experience with electronic reserves for course materials? Would anyone care to comment on what proportion of their students would currently have access to computers in such a way that this electronic system would be more convenient for them than a traditional reserve system? Some excerpts from my library's newsletter that describes a little more: "A total of 121 full-text reserves were digitized and made accessible through the world wide web, including 74 copyrighted documents. The increased accessibility of materials offers greater convenience to students, who can now download and review reserves 24 hours a day from almost any computer workstation, at home or on campus." "Copyright permissions are granted through the Copyright Clearance Center, and a passworded file access system allows only members of a given class to view copyright-protected materials." David Mitch co-editor, eh.teach Department of Economics University of Maryland Baltimore County Mitch@umbc2.umbc.edu ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From MSmitka at liberty.uc.wlu.edu Thu Feb 6 14:53:41 1997 From: MSmitka at liberty.uc.wlu.edu (Michael Smitka) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: Re: EH.T: Re: EH.T: Readings on Postwar China and Japan Message-ID: <01IF3LH3PUPE00176S@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= I guess I should bite the bullet and subscribe to CQ....but I get so many journals as it is, and budgets are painfully finite. Libraries do get CQ, but that's not nearly so convenient. ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From MITCH at UMBC2.UMBC.EDU Thu Feb 6 17:20:23 1997 From: MITCH at UMBC2.UMBC.EDU (MITCH@UMBC2.UMBC.EDU) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: web site awards Message-ID: <01IF3QKFEUIA0017VZ@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= ---------- Forwarded message ---------- Date: Thu, 6 Feb 1997 09:34:29 -0600 From: Charles Ansorge ============================================================ NWCET to Announce Top Ten Educational Web Site Awards ============================================================ Do you think your own Web site is tops in enhancing education, or do you know one that is? The Internet Consultancy for Educators (ICE), sponsored by the Northwest Center for Emerging Technologies (NWCET), will be making awards to Web sites in the following categories: 1. K-8 2. 9-12 3. Community College 4. Baccalaureate Institution 5. Best Use of New Technology 6. Best Information Technology Site 7. Best Science and/or Mathematics Site 8. Best Site Created by a Student 9. Best Site Created by a Faculty Member 10. Open Where to Find the Nomination Form The nomination form for the ICE educational top ten awards is available at: http://nwcet.bcc.ctc.edu/ICE/great/top.html Note: The deadline for nominations is February 14, 1997. Winners will be announced at NWCET's EduTech@Work-97 conference, May 8-9. For More Information * Want to know more about the Internet Consultancy for Educators (ICE)? Go to: http://nwcet.bcc.ctc.edu/ICE * Point your Internet browser to: http://nwcet.bcc.ctc.edu/itbconference/Edu97.stm for more information about the conference * Should you have any questions, email: Rhonda Davis, Web Site Specialist, Bellevue Community College, rdavis@bcc.ctc.edu -- Charles J. Ansorge Voice: (402) 472-1702 University of Nebraska-Lincoln Fax: (402) 472-4305 Lincoln, NE 68588-0229 Internet: cansorge@unlinfo.unl.edu ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From MITCH at UMBC2.UMBC.EDU Fri Feb 7 14:41:26 1997 From: MITCH at UMBC2.UMBC.EDU (MITCH@UMBC2.UMBC.EDU) Date: Tue Jul 25 21:32:30 2006 Subject: Electronic Reserves Message-ID: <01IF4Z998UOI0016UE@UMBC2.UMBC.EDU> Sender: "Gregory LaBlanc" Subject: EH.T: Re: EH.T: electronic reserves for course material ================= EH.TEACH POSTING ================= We use such a system at Duke. Since the copy center here has not adjusted their copyright policy to reflect the recent legal decision, they can charge well over a hundred dollars for an average course pack and take months to obtain clearance. In contrast the library will scan the articles into workstations almost immediately, which the students can then print out in hard copy. I do not believe however that the students can obtain the materials from a remote location. Although this involves more work on the part of the students than assembling a coursepack, it is far cheaper, and definitely superior to putting the course packs on reserve, especially when there are over 30 people in the course. G LaBlanc ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From JMURRAY at UOFT02.UTOLEDO.EDU Fri Feb 7 14:44:06 1997 From: JMURRAY at UOFT02.UTOLEDO.EDU (John Murray) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: Professional Note Takers (x H-TEACH, H-ASIA) Message-ID: <01IF4ZFLS9140016UE@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= This message was recently crossposted to H-TEACH. Have any eh.teach subscribers had experiences with such firms, and what were your opinions of their effects on student learning? It would seem to be more of an issue with larger classes. John Murray co-editor, eh.teach ******************** From: "Philip C. Brown" Subject: Instructional issue: Note-taking companies Colleagues: I would like to ask if any of you have experience, suggestions for how to handle the problem of commercial note-taking firms that either hire a student registered for a class or send their own agents, unregistered, into a class to "take notes" that they then copyright and sell to students--all without the permission of the instructor, department, division, or college/university. For several years there has been a firm at Ohio State University that works cooperatively with professors and will not perform this service without the permission of the professor; however, a new firm has recently entered the market and is not the least cooperative. Our department of history adopted a policy that we would not work with such note-taking services. We feel that part of the learning process involves the actual act of taking notes and learning to take them well. Good note-taking make ectually active (they have to make decisions about what to record) and writing provides a physical reinforcement for what they're supposed to be learning. We recognize some professors integrate such services into their teaching techniques and find them useful and have no desire to restrict an instructor's options to use these services. We do wish to stop their intrusions into our classes without our permission. I am interested in learning if any of you have found helpful ways to effectively combat note-taking businesses that will not act in accord with professor's wishes. Without getting into great detail, and recognizing that there differences be tween private and public institutions, it seems to me that this problem can be attacked in several possible areas: 1) Legal suits involving violation of copyright when clear plagiarism can be identified. 2) Enacting university policies that state that materials presented in lectures are for the private use of students and sale of notes based on lectures represents a violation of the Academic Misconduct code. 3) Work to enact state and local laws the make this practice illegal. 4) Dissuading students: through persuasion and restructuring class assignments to reward those who take their own notes and punish those who don't, etc. I would appreciate your suggestions in any of these areas. I am particularly interested in actions that can take effect quickly and that are based on your actual experiences. Thanks very much in advance. Phil Brown Associate Professor of History Ohio State University 230 W. 17th Avenue Columbus OH 43210 (614) 292-0904 brown.113@osu.edu ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From JMURRAY at UOFT02.UTOLEDO.EDU Fri Feb 7 17:19:27 1997 From: JMURRAY at UOFT02.UTOLEDO.EDU (John Murray) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: Re: Note-taking companies [X H-RURAL] Message-ID: <01IF54V53SSY001GNN@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= Here is a response from H-rural that suggests ways to keep your lectures yours. John Murray co-editor, eh.teach ********************** Date: Fri, 7 Feb 1997 11:50:06 -0600 (CST) From: Paul B. Thompson Although this is off the beam for h-rural, I think Rebekah Davis has two important issues: >1) How can a company copyright, under their name, the words and >ideas of someone else (the professor delivering the lecture)? If you do not claim your own intellectual property, someone else is free to claim it in your stead. The way to get around this is to place a notice on the syllabus (and ideally before every class) saying "Unless otherwise attributed, the ideas and content of this class lecture are the intellectual property of the instructor. They may not be [copied or] sold with the express [written] consent of the instructor. Students present during the lecture may transcribe and summarize this lecture for their own non-commercial purposes. Bracketed items are subject to interpretation. It's a sad day, but its true. >2) How can the professor restructure the class so that the students will >find it unhelpful to buy lecture notes? I don't think the problem is students exchanging notes so much as it is the substitution of a commercial activity for a learning activity. If you remove the profit incentive (see above), you eliminate the commercial activity. Of course, some of these services will have to be sued eventually, but it will play out in our favor, I believe. PAUL B. THOMPSON Center for Science & Technology Policy and Ethics Texas A&M University College Station, TX 77843-4355 e-mail: pault@tam2000.tamu.edu phone: (409) 845-5434 fax: (409) 847-9372 ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From whaples at wfu.edu Wed Feb 12 18:22:29 1997 From: whaples at wfu.edu (robert whaples) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: Teaching About the Great Depression Message-ID: <01IFC6IYTDS2002G1Y@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= EH.Res, the EH.Net discussion list which focuses on research in economic history, will begin a discussion of the Great Depression on February 24th. In conjunction with the discussion, we would like to learn how EH.Teach subscribers cover the Great Depression in the classroom. Can interested subscribers please answer the following questionnaire. We will tabulate the results and report them back to you in a couple of weeks. Hopefully, everyone on the list can discuss the results later this month. Please email your completed questionnaire to whaples@wfu.edu Thanks, Robert Whaples ************************************************************************** Questionnaire on Teaching about the Economic History of the Great Depression 1. How much coverage do give to the Great Depression in a typical economic history class? (You may want to give details about the type of course.) 2. What readings do you assign to students? a. Scholarly sources b. Contemporary sources c. Literary sources 3. What course assignments do you give that are related to the Great Depression? 4. What movies or other multimedia materials do you use? 5. Are there Great Depression web sites that you use or know about? 6. Which topics generate the most discussion, interest or controversy? 7. Are there important issues or questions that you would like to address in class but on which you haven't discovered enough information or research? Please send you responses to whaples@wfu.edu ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From holliday.a.j at fs.commerce.wlu.edu Mon Feb 17 10:46:43 1997 From: holliday.a.j at fs.commerce.wlu.edu (HOLLIDAY) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: Readings for students Message-ID: <01IFIQ2J1APA0034FP@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= Colleagues: In our short (six-week) spring semester, I teach a course on topics in American economic history. This is only my second time through it; the last time, the topics were the economics of slavery and the cotton dependence of the post-bellum South. This time, I would like to cover two topics: nineteenth century financial panics, and the opening of the western lands (mostly in a technological sense, railroads and reapers). For the nineteenth century financial panics, I plan to use Peter Temin's _The Jacksonian Economy_. Is there another text that would make a good complement or contrast? Or some articles that lead up to that era? How about later panics, especially 1857 or 1893? Or possibly even going as far as 1907? (not nineteenth century, of course, but a lead-in to the Federal Reserve Act). Olmstead is an obvious choice on the coming of the reaper, but I gathered at the New Orleans meetings last month that there has been a wave of scholarship on this technology adoption issue: threshold or not. What could I use (or should I read) to lead students along with me in this controversy? I would like to incorporate some of ideas from the path-dependence discussion on EH.Disc this winter, as well. On railroads and transportation, Fogel is a natural choice, if the books are available. Have you any recommendations for shorter pieces that could help on some of the issues (need for railroads or alternative transport, railroad financing and land grants, technological linkages to steel manufacturing or links to farm productivity)? As you might gather, this is not my primary field. I teach it because it is fun, and it's a chance for me to learn at the same time. I am up front with the students that it is as much an exploration for me as it is for them, and they seem to enjoy it. If you can help us in our explorations, any guidance would be appreciated. Thank you. Andrew J. Holliday Williams School of Commerce, Economics, and Politics Washington and Lee University Lexington, VA 24450, USA voice: (540)463-8628 fax: (540)463-8639 ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From rroehl at um-f1.umd.umich.edu Mon Feb 17 11:09:22 1997 From: rroehl at um-f1.umd.umich.edu (Richard Roehl) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: Re: EH.T: Readings for students Message-ID: <01IFIQUV38GY0034FP@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= Charlie Kindleberger's _Manias, Panics, and Crashes_. On 17 Feb 97 at 10:46, HOLLIDAY wrote: > ================= EH.TEACH POSTING ================= > For the nineteenth century financial panics, I plan to use Peter > Temin's _The Jacksonian Economy_. Is there another text that would > make a good complement or contrast? Or some articles that lead up > to that era? How about later panics, especially 1857 or 1893? Or > possibly even going as far as 1907? (not nineteenth century, of > course, but a lead-in to the Federal Reserve Act). ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From MITCH at UMBC2.UMBC.EDU Mon Feb 17 11:15:45 1997 From: MITCH at UMBC2.UMBC.EDU (MITCH@UMBC2.UMBC.EDU) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: Structure of Undergrad Econ. Major Message-ID: <01IFIQW2XJIW0034FP@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= Colleagues: In light of discussions my own department is currently having about the undergrad Economics major, I would like to know more about how other departments structure their curriculum for the undergrad major. The basic approach of my department, and one that I believe is standard, is to require a sequence of theory courses in micro and macro, as well as some math and statistics courses. The remainder of the requirements for the major consists of 7 courses of each student's own choosing from department offerings. I suppose the philosophy behind this approach is that education in Economics involves mastering the basic theory and then studying its application in various contexts. According to this view, it is presumably irrelevant what exact mix of applied courses majors end up choosing and it is best to simply let students exercise their preferences. My question is whether some departments try to impose some structure or coherence on further courses in Economics that majors take beyond the basic theory requirements. One approach that some other departments in my university use is to suggest various tracks within the major according to the student's future plans. For example our Math department has one track for those preparing for taking the actuarial exam, another for those planning to do graduate work in math, another in mathematical modelling etc. In Economics, tracks in business applications, public policy, preparation for graduate study might make sense. What sort of tracks within the Economics major have other departments out there set up? Does anyone know of other approaches that are used to introduce more coherence and sense of follow-through from one course to another within the major? I realize this question pertains to teaching Economics generally not just to Economic History. However, the query would have some relevance to how one conceives of economic history courses as fitting into the larger undergrad economics curriculum, so I am taking the liberty of posting it on eh.teach. Indeed, I would also be interested in hearing from those teaching in history departments on how their undergrad curricula is organized. Thank you, David Mitch co-editor eh.teach University of Maryland Baltimore County Mitch@UMBC2.UMBC.EDU ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From MITCH at UMBC2.UMBC.EDU Tue Feb 18 10:12:03 1997 From: MITCH at UMBC2.UMBC.EDU (MITCH@UMBC2.UMBC.EDU) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: Structure of Undergrad econ major Message-ID: <01IFK2VAGHFM002QFS@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= *********eh.teach editor's note********* Bill Marr sent along the following in response to my query about ways of structuring the undergrad Economics major. I found the course he describes interesting and with some potential for incorporating material from economic history. Other eh.teach subscribers may find it of interest as well. David Mitch co-editor, eh.teach University of Maryland Baltimore County Mitch@umbc2.umbc.edu ************************************************************** David: In reply to your message about other requirements besides theory and statistics-econometrics, in the third year of our four year Honours Economics programme we require students to take a course called Economic Research Methods. The course description reads: This course introduces the process of undertaking empirical research in economics leading to the formulation and preparation of a research proposal. I teach this course; it is a term course, or four months. It deals with how some economists undertake a piece of empirical research in the discipline of economics: selecting an economic problem, surveying the literature, developing a hypothesis from a model, developing the research design, selecting appropriate data. I also spend a bit of time on sampling methods, questionnaire construction, some non-traditional methods like content analysis and participant observation. This course is really integrative. Students learn their theory and statistics in other courses, but get to use both in my methods course. Bill Marr Department of Economics and Assistant Dean of Graduate Studies and Research Associate Director of Instructional Development Wilfrid Laurier University 75 University Ave., West Waterloo, Ontario, Canada N2L 3C5 (519) 884-1970 x2468 e-mail:bmarr@mach1.wlu.ca or x3126 >> ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From whaples at wfu.edu Thu Feb 20 06:30:41 1997 From: whaples at wfu.edu (robert whaples) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: Teaching About the Great Depression II Message-ID: <01IFMO0D0WTU003WF9@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= In conjunction with the upcoming Great Depression Forum on EH.Res (which begins Monday), we would like to learn how EH.Teach subscribers cover the Great Depression in the classroom. Can interested subscribers please answer the following questionnaire. I HAVEN'T RECEIVED VERY MANY REPLIES SO FAR. HERE'S A SECOND COPY OF THE QUESTIONNAIRE. We will tabulate the results and report them back to you soon. Hopefully, everyone on the list can discuss the results later this month. Please email your completed questionnaire to whaples@wfu.edu Thanks, Robert Whaples EH.Teach, Co-moderator ************************************************************************** Questionnaire on Teaching about the Economic History of the Great Depression 1. How much coverage do you give to the Great Depression in a typical economic history class? (You may want to give details about the type of course.) 2. What readings do you assign to students? a. Scholarly sources b. Contemporary sources c. Literary sources 3. What course assignments do you give that are related to the Great Depression? 4. What movies or other multimedia materials do you use? 5. Are there Great Depression web sites that you use or know about? 6. Which topics generate the most discussion, interest or controversy? 7. Are there important issues or questions that you would like to address in class but on which you haven't discovered enough information or research? Please send you responses to whaples@wfu.edu ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From lablanc at pc301.econ.duke.edu Sat Feb 22 11:03:49 1997 From: lablanc at pc301.econ.duke.edu (Gregory LaBlanc) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: Re: EH.T: Re: EH.T: Readings for students Message-ID: <01IFPQ4R83SY004D6P@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= There are lots of articles that are useful for teaching purposes. On bank panics in general: Calomiris and Gorton, "Origins of Banking Panics: Models, Facts and bank Regulation" in Hubbard, ed. Financial Markets and Financial Crises, u.chicago p. For 1857, Calomiris and Schweikert "Panic of 1857: Origins, transmission, and containment' jeh, 1991. > Date: Mon, 17 Feb 1997 11:09:22 -0500 (EST) > Reply-to: eh.teach@eh.net > From: "Richard Roehl" > To: eh.teach@cs.muohio.edu > Subject: EH.T: Re: EH.T: Readings for students > ================= EH.TEACH POSTING ================= > Charlie Kindleberger's _Manias, Panics, and Crashes_. > > On 17 Feb 97 at 10:46, HOLLIDAY wrote: > > > ================= EH.TEACH POSTING ================= > > For the nineteenth century financial panics, I plan to use Peter > > Temin's _The Jacksonian Economy_. Is there another text that would > > make a good complement or contrast? Or some articles that lead up > > to that era? How about later panics, especially 1857 or 1893? Or > > possibly even going as far as 1907? (not nineteenth century, of > > course, but a lead-in to the Federal Reserve Act). > ============ FOOTER TO EH.TEACH POSTING ============ > For information, send the message "info EH.TEACH" to lists@eh.net. > ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From MITCH at UMBC2.UMBC.EDU Sat Feb 22 11:06:41 1997 From: MITCH at UMBC2.UMBC.EDU (MITCH@UMBC2.UMBC.EDU) Date: Tue Jul 25 21:32:30 2006 Subject: Readings Message-ID: <01IFPQ5UK2XK004D6P@UMBC2.UMBC.EDU> Sender: "Gregory LaBlanc" Subject: EH.T: Re: EH.T: Readings for students ================= EH.TEACH POSTING ================= Other sources include J. Miron "Financial Panics...Founding of the Fed" AER 1986, Kindleberger has something on 1873 in the book Crashes and Panics, NYU Press. Also Ron Chernow has a readable description of Morgan's Role in 1907 in House of Morgan. I believe that there is an article in the Atlanta fed's Economic Review of 1990 on the role of Trust cos in the 1907 Panic. From MITCH at UMBC2.UMBC.EDU Sat Feb 22 11:12:13 1997 From: MITCH at UMBC2.UMBC.EDU (MITCH@UMBC2.UMBC.EDU) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: Internet fellowship Opportunity Message-ID: <01IFPQBAV0NI004D6P@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= **********eh.teach editor's Note ************ I just received the following announcement. It might be of interest to eh.teach subscribers thinking of pursuing educational development via the Internet ---------- Forwarded message ---------- Date: Fri, 21 Feb 1997 14:29:54 +0000 From: Jane Belenky To: ee-jobs@cep.yale.edu, hotline@peacecorps.gov, irexnet@info.irex.org, mszp@loc.gov *********************************************************************************** ANNOUNCING OPPORTUNITIES FOR INTERNET FELLOWSHIPS IN ARMENIA, AZERBAIJAN, BELARUS, GEORGIA, MOLDOVA, AND RUSSIA The International Research & Exchanges Board (IREX) is pleased to announce a call for applications from U.S. citizens who are interested in applying for year-long fellowships in the New Independent States to promote Internet access and training at universities, libraries, and NGOs through the U.S. - Eurasia Internet Access and Training Program (IATP). The IATP is a U.S.- NIS public private sector partnership which promotes academic and professional exchange by providing sustainable access to and training in e-mail, Internet, and the World Wide Web for alumni of U.S. government-sponsored exchange and training programs and their colleagues in the NIS. These programs include the Fulbright Program, Regional Scholar Exchange Program, Edmund S. M uskie Fellowship Program, and FREEDOM Support Act programs for university faculty, practitioners, research scholars, graduate students, undergraduates, and teachers. The Internet Access and Training Program (IATP) is sponsored by the United States Information Agency with funds allocated by the Congress of the United States. The program is administered through a grant awarded to IREX. USIA, IREX, the Carnegie Corporation of New York, and other U.S. and NIS public and private sector organizations, launched the IATP in December 1995. In 1996, the IATP established public access Internet sites at more than 25 universities and libraries in the Russian Federation, Kazakstan, Kyrgyzstan, Ukraine, and Uzbekistan, provided training and communications assistance to over 100 non-commerical organizations, and brought thousands of users on-line. Examples of recent IATP accomplishments include free and unlimited access to e-mail for alu mni of USIA-sponsored programs at public access Internet sites, creation of home pages at universities in Russia and Kazakstan, and support for online publications in Ukraine and Kyrgyzstan. In 1997, the IATP will begin to establish public access Internet sites and provide training to academic and non-commercial users in Armenia, Azerbaijan, Belarus, Georgia, Moldova, and Southern Russia . APPLICATION DEADLINES: The deadline for receipt of applications for Internet fellowships is March 15, 1997 for Azerbaijan, Belarus, and Georgia and April 15, 1997 for Armenia, Moldova, and Russia. IREX will begin to review applications immediately upon receipt and contact promising applicants for preliminary telephone interviews. Internet fellowships begin in spring and summer 1997. HOW TO APPLY: Inquiries or letter of interest with resume and two recommendations should be sent to: Jane Belenky Smith Program Officer IREX/Washington Fax: 202- 628-8189 E-mail: jbelenky@irex.org AND Bruce McClelland Director, Internet Access and Training Program IREX/Moscow Fax: 7-095-203-59-66 E-mail: bmcclell@irex.ru Program Goals and Objectvives and Responsibilities of Internet Fellows: The Internet Access and Training Program has five interrelated goals and objectives in the NIS. All Internet fellows 1) Facilitate the development of low-cost academic and non-commercial networks, including FreeNets, in order to promote educational and professional exchange; 2) Establish public access Internet sites and open-publishing Web sites at NIS universities, libraries, and NGOs; 3) Train Internet trainers and users (i.e., students, teachers, librarians, university professors, scholars, researchers, NGOs, etc.) in the technical and educational applications and potential of t he Internet (i.e, academic research, curriculum development, electronic publishing, distance learning); 4) Assist NIS institutions to establish their own on-line presence, including Web sites, electronic publications, and listservs in Russian, other local languages, and English; 5) Support seminars and conferences about the Internet and information revolution for alumni of USIA-sponsored academic exchange programs and their colleagues. Program Operations: Internet fellows, fluent in Russian and/or another language of the NIS, coordinate the Internet Access and Training Program in each country with guidance from the IATP director based at IREX Moscow a nd IREX Washington program staff. Internet fellows, along with NIS Internet trainers, work closely with the United States Information Service (USIS) posts, IREX, and USIA to prioritize program goals and objectives and manage the program budget and resouces in each country or region. In this way, the IATP addresses the specific needs and interests of diverse local communities, including students, teachers, and scholars in the social sciences and humanities. IATP activities are evaluated according to established benchmarks and are fine tuned through surveys and focus groups of users and train ers. Selection of Partner Institutions: Universities, libraries, and NGOs in the NIS that are interested in establishing IATP public access sites, public publishing Web sites, or receiving other IATP training and assistance are selected th rough open competitions. All NIS institutions selected to participate in the program are required to contribute computer equipment, staff, training facilities, and other resources to the effort, pub licize the IATP within their institutions, support free and open access to information resources, and operate and sustain the public access Internet site following IATP training. In each country, In ternet fellows, trainers, and IREX staff strive to maximize IATP resources and avoid duplication of efforts by working collaboratively with other organizations engaged in expanding Internet access fo r academic and non-commercial users. Internet Fellowship Provisions: Round-trip international travel to the fellowship site Program orientation and training in Washington, DC and/or Moscow Monthly living stipend/housing allowance Health insurance Emergency medical evacuation insurance Federal educational loan deferment Fellowship Qualifications: Broad computer skills, including training experience, strong Internet background and HTML. Experience with electronic publishing, curriculum development, and distance learning a plus. Strong Russian language ability and area studies background (B.A. or above); knowledge of other languages of the NIS helpful. Significant experience working, studying, or living in the NIS. Proven managerial/organizational talent, strong written and oral presentation skills, experience managing program budgets, and ability to work with diverse communities. Knowledge of USIA-sponsored academic exchange programs with the NIS helpful Ability to make a one-year commitment as an Internet fellow For additional information please contact: Jane Belenky Smith IREX/Washington, or Bruce McClelland IREX/Moscow at the addresses listed above ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From H_NET_DIR at APSU01.APSU.EDU Tue Feb 25 06:34:30 1997 From: H_NET_DIR at APSU01.APSU.EDU (H-Net Exec Director Richard Jensen) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: maps Message-ID: <01IFTNKY8MRM004MIW@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= From: IN%"H-WEST@h-net.msu.edu" "H-Net Western History List" 23-FEB-1997 22:27:22.15 To: IN%"H-WEST@H-NET.MSU.EDU" "Multiple recipients of list H-WEST" CC: Subj: FYI: Interactive & Viewable Atlases on WWW (x-SCOUT) Return-path: Received: from h-net.hst.msu.edu (h-net.hst.msu.edu) by APSU01.APSU.EDU (PMDF V5.0-4 #7156) id <01IFRSAL9RV40015R5@APSU01.APSU.EDU> for H_NET_DIR@APSU01.APSU.EDU; Sun, 23 Feb 1997 22:27:20 -0600 (CST) Received: from h-net (h-net.hst.msu.edu [35.8.2.57]) by h-net.msu.edu (8.7.1/8.7.1) with SMTP id XAA118706; Sun, 23 Feb 1997 23:22:03 -0500 Date: Sun, 23 Feb 1997 23:22:22 -0500 From: Catherine Lavender Subject: FYI: Interactive & Viewable Atlases on WWW (x-SCOUT) Sender: H-Net Western History List To: Multiple recipients of list H-WEST Reply-to: H-Net Western History List Message-id: <199702240422.XAA118706@h-net.msu.edu> Content-transfer-encoding: 7BIT [Thanks to H-WEST Co-Editor Elliott West for forwarding this post to H-WEST from the Scout Report for February 21, 1997] >Date: Fri, 21 Feb 1997 14:18:50 -0600 (CST) >From: Scout Project Interactive and Viewable Atlases Oregon State System of Higher Education Historical and Cultural Atlas Resource [Shockwave] http://darkwing.uoregon.edu/~atlas/ The Perry-Castaneda Library Map Collection http://www.lib.utexas.edu/Libs/PCL/Map_collection/Map_collection.html ftp://ftp.lib.utexas.edu/pub/Map_collection/ ftp to: ftp.lib.utexas.edu change directory to: pub/Map_collection/ Historical and cultural atlases usually portray their subject in a static manner. The University of Oregon History Department, Geography Department Infographics Lab, and New Media Center have collaborated to present one of the more innovative implementations of Macromedia Shockwave: an interactive atlas of culture and history. At the heart of the site are over 50 maps dealing with the Antebellum US and Ancient and Early Medieval Europe. Most of these have been created with Shockwave, allowing the user to follow Roman trade routes, the conquests of Philip and Alexander of Macedon, territorial expansion of the US to 1853, and the war with Mexico, to name just a few. Keys and help are provided with maps. The European section also contains a cultural image library of over 50 images in two resolutions. [JS] For those without Shockwave, a collection of over 1,900 non-copyrighted "electronic maps" are available for viewing and downloading (in JPEG and GIF formats) from the Perry-Castaneda Library (PCL) of the University of Texas at Austin. The maps are indexed by geographical region and country, and dates range from the early 1800s to as late as 1995. In addition to PCL's own collection there is a link to "other map-related web sites" which has hundreds of links to cartographic reference sources, weather maps, and US city and state maps, to name a few. [AG] Scout Project ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From H_NET_DIR at APSU01.APSU.EDU Tue Feb 25 06:39:38 1997 From: H_NET_DIR at APSU01.APSU.EDU (H-Net Exec Director Richard Jensen) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: review of LC's American Memory project [x H-URBAN] Message-ID: <01IFTNR5CL1K004MIW@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= From: IN%"H-URBAN@h-net.msu.edu" "H-NET Urban History Discussion List" 23-FEB-1997 23:08:02.28 Reviewed by Eric Schneider, University of Pennsylvania, For H-Urban (eschneid@sas.upenn.edu) Review of the American Memory Website of the Library of Congress (http://rs6.loc.gov/amhome.html) In an essay published recently in *The Chronicle of Higher Education*, Gertrude Himmelfarb argued that the internet exemplifies post-modernist technology. "Like postmodernism, the Internet does not distinguish between the true and the false, the important and the trivial, the enduring and the ephemeral."(1) One need not subscribe to Himmelfarb's politics of culture to appreciate her questions about modern technology. Anyone who has been web-surfing can attest to the enormous amount of unadulterated junk that will accumulate in a search of websites as well as to the internet's inordinate capacity to devour one's usually limited time. A visit to the Library of Congress's American Memory website will require time, but the trip will yield a multitude of documents, photographs, and films of interest to a historian of urban America. After briefly describing some of the sites most useful to urbanists, I would like to return to issues about the use of the internet that are raised in Himmelfarb's essay. At the American Memory homepage, the browse option provides an overview of seventeen on-line collections. These include documents, such as the African American pamphlets from the Daniel A. P. Murray Collection and books and tracts from the National American Woman Suffrage Association Collection, as well as daguerreotypes and the collections of several photography studios, and early films from the Edison and the American Mutascope and Biograph companies. I found the photographic collections best illustrate the potential use of this website. The photographs themselves are visually interesting, while the hypertext links take you to brief but informative essays based on recent scholarship. For example, a special presentation entitled "Architecture in America: From State Houses to Skyscrapers" introduces viewers to the Detroit Publishing Company collection, which includes 25,000 photographs of urban, rural, and small town life from the 1890s through the 1920s. The presentation features thirty-three images of main streets, city halls, stately residences, and tenements, with links to essays on architects and architectural styles. Browsing through the other photographs will not yield the same level and coherence of information, but the exhibit exemplifies the possibilities for creating photoessays out of the Detroit Publishing Company materials and other photographic collections. Urbanists, particularly those interested in architecture, will also want to visit the Theodor Horydczak Photographs and the Gottscho-Schleisner Collection. The Horydczak photographs consist of over 14,000 on-line images, dating from the mid-1920s to the 1950s, that document the architecture, suburban development, and social life of Washington, D. C. There is a presentation on "Discovering Theodor Horydczak's Washington" that functions as a brief preview of the collection. The Gottscho-Schleisner materials are more wide-ranging, with 29,000 images covering architecture and interior design, principally in New York City, Washington, D. C. (over 5,000 images each), Detroit (over 1,000), Chicago (nearly 900), and San Francisco (nearly 100). Smaller groups of photographs of non-U. S. cities, including London, Montreal, Mexico City, Paris and Toyko, are included in the collection. The Early Motion Pictures Homepage and the "American Variety Stage Collection" include short films on vaudeville, turn-of-the-century New York City, the 1901 Pan-American Exposition and William McKinley's funeral, the Westinghouse Works, and San Francisco before and after the 1906 earthquake. All of the films can be searched by a subject index and each film has a brief note and description. (Unfortunately, I could not download the films with my Mac IIci, but the stills reproduced with the descriptions convey a flavor of the films.) The documentary collections, although the least interesting visually, allow viewers to read (and print off) primary texts. Interviews from the Folklore Project of the WPA Federal Writers Project, for example, cover topics on tenement life in New York City, organized crime, and racial and ethnic relations. The Folklore Project represents less than one percent of the Federal Writers' 300,000 items and it is the only portion of the collection that is digitized currently. Since the American Memory Website provides only a small sampling of the Library of Congress collections, this raises questions about the intended use and audience for this website: Is the website intended for research purposes? Is it entertainment of the public television variety? Is it, like so much found on the web, simply an advertisement? The website has limited use for scholarly research. Certainly it is not as valuable as the opportunity to search manuscript and book holdings on line. However, images can be downloaded from the website, which also includes information on obtaining permission to reproduce photographs, and hard copies may be purchased from the Library of Congress. Moreover, the site will be useful for the research projects of undergraduates and high school students, who will have access to a wide range of primary textual and visual materials not available in local college or public libraries. Even if every urbanist on this list built research in the American Memory Website into their syllabi, it is likely that the largest audience will still be the general public. A site built and maintained by public money ought to engage the public, and the materials on popular culture, the built environment, Civil War photographs, and documents from the Continental Congress and the Constitutional Convention will do that. In addition, the Library of Congress has been attentive to issues of race, class, and gender in assembling a site that is broadly representative of the American people. Most importantly, the site demonstrates the potential of the internet to contribute to a democratic public culture. Will use of the internet, as Himmelfarb fears, exacerbate impatience with textual analysis and the careful labor required for research? Will our students go beyond the information readily available at their fingertips? I suspect that the internet is no more subversive of research and scholarship than any other technological innovation. If we are training our students to evaluate evidence and to make coherent arguments, they will perforce treat the items their web searches yield with the requisite skepticism. And if the American Memory website does serve as an advertisement for the Library of Congress and lures them from the virtual site to the real one, so much the better. 1. Gertrude Himmelfarb, "A Neo-Luddite Reflects on the Internet," The Chronicle of Higher Education vol. XLIII n. 10 (November 1 1996), p. A56. Eric Schneider Assistant Dean College of Arts and Sciences University of Pennsylvania 133 S. 36th Street-Mezzanine Philadelphia PA 19104-3246 eschneid@mail.sas.upenn.edu (215) 898-6341 ------------------------------ ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From H_NET_DIR at APSU01.APSU.EDU Tue Feb 25 06:43:23 1997 From: H_NET_DIR at APSU01.APSU.EDU (H-Net Exec Director Richard Jensen) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: On Course -- free www sites for teachers Message-ID: <01IFTNVUKKDQ004MIW@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= From: IN%"H-SURVEY@h-net.msu.edu" "H-NET List for Teaching U.S. Survey Courses" 23-FEB- 1997 10:02:18.29 To: IN%"H-SURVEY@H-NET.MSU.EDU" "Multiple recipients of list H-SURVEY" CC: Subj: Norton Publishers - Faculty Web Service Return-path: Received: from h-net.hst.msu.edu (h-net.hst.msu.edu) by APSU01.APSU.EDU (PMDF V5.0-4 #7156) id <01IFR29UQWZ4000ZHT@APSU01.APSU.EDU>; Sun, 23 Feb 1997 10:02:16 -0600 (CST) Received: from h-net (h-net.hst.msu.edu [35.8.2.57]) by h-net.msu.edu (8.7.1/8.7.1) with SMTP id LAA20920; Sun, 23 Feb 1997 11:03:49 -0500 Date: Sun, 23 Feb 1997 10:03:47 -0600 From: H-Survey Co-Editor Bill Cecil-Fronsman Subject: Norton Publishers - Faculty Web Service Sender: "H-NET List for Teaching U.S. Survey Courses" To: Multiple recipients of list H-SURVEY Reply-to: "H-NET List for Teaching U.S. Survey Courses" Message-id: <199702231603.LAA20920@h-net.msu.edu> Content-transfer-encoding: 7BIT Co-Editor's note: Steve Hoge, who works for WW Norton, has sent us some information his company's faculty web service. Although this is a bit like an ad, it's also a useful way for us to see what is being done out there. Bill Cecil-Fronsman Co-Editor, H-Survey *************************************************************************** Date: Fri, 21 Feb 1997 15:28:42 -0500 From: Steve Hoge BRIEFLY: W.W. Norton - Publishers provides custom faculty webpages -- no programming required. The service is called ON COURSE. http://www.wwnorton.com/college/oncourse.htm BACKGROUND: Last November I met with a group of graduate students in Political Science at the University of North Carolina, Chapel Hill. During our roundtable discussion on books and new media, one instructor commented, "I'd love to have a website for my course, but I don't have time to learn html programming or track down the network administrator to help me create a page." A week later I met a community college history professor at the League for Innovation conference in Phoenix who had a similar story -- his college is wired, and webbed, but he still lacked the resources to create his own web course. These were but echos of what I have regularly been hearing for the past couple of years during campus visits -- support cannot in all situations keep up with demand. It strikes me that as publishers press to develop new course materials we also must service them beyond mere promotion. Most of us know how to approach a book; it's familiarity is part of its elegance. Approaching webBOOKs is a bit different. The question for us has been rather fundamental: how can we assist instructors' efforts to more directly connect "traditional" review and research exercises with web-oriented study? Those of you with webpages for your course, through which students access assignments and direct links to meaningful resources, are likely to achieve a greater level of success in getting your students to incorporate the web into their study habits. What if you don't know html programming? What if you cannot wrangle the campus resources to establish a web-presence for your course? That was our approach in developing On Course. It's a very basic and simple service. If you used a word processor to create a syllabus for your course, what if that same content could be regenerated in html as a web-syllabus? On Course allows you to take that syllabus one step further on the web -- you can enter links directly to your syllabus assignments: ie, Read Chapter 7 of the text, and click [here] to access the review/research module on the web. On Course provides 5 page types: 1. Course Page - Greeting / Course Policies etc. Links to your school's homepage and/or department can also be activated, just by entering the URL into a form. 2. Syllabus Page - Your assignments with the option of linking to other web resources. 3. Updates/Handouts - This page can be used to enter late breaking information and permit students to download lecture notes, etc. 4. "On Reserve" - provides a systematic method for you to enter the links to your favorite sites and resources with your own description of the links. 5. Discussion Forums - this link accesses a generic Forum section for your discipline, or, in certain situations, Norton will design a forum specifically for your course. Model pages have been created to illustrate On Course, or you can go ahead and post your course now from that same address: http://www.wwnorton.com/college/oncourse.htm I guess if we keep rolling this stone up the hill, we might one day be pleasantly surprised to finally watch it roll down the other side.... Steve Hoge ============================= Steve Hoge, Field Editor 800/353-9909 x514 Electronic Media shoge@wwnorton.com W.W. Norton & Company, Inc http://www.wwnorton.com Independent - Employee-Owned --Public reply to list: h-survey@h-net.msu.edu --Private reply to sender: See e-mail address under "From" at top of message --To unsubscribe send e-mail to: listserv@h-net.msu.edu with UNSUB H-SURVEY as the only text in the body of your message --To temporarily suspend your account: send e-mail to listserv@h-net.msu.edu with SET H-SURVEY NOMAIL as the only text in the body of your message. --To reactivate your account, send e-mail to listserv@h-net.msu.edu with SET H-SURVEY MAIL as the only text in the body of your message --Personal help from list moderators: hsurvey@acc.wuacc.edu or ngsapper@actx.edu ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net. From MITCH at UMBC2.UMBC.EDU Wed Feb 26 07:08:30 1997 From: MITCH at UMBC2.UMBC.EDU (MITCH@UMBC2.UMBC.EDU) Date: Tue Jul 25 21:32:30 2006 Subject: EH.T: Undergraduate Paper Prize Message-ID: <01IFV315Q1W2005212@UMBC2.UMBC.EDU> ================= EH.TEACH POSTING ================= PLEASE POST AND FORWARD THIS ANNOUNCEMENT The Third Annual Cliometric Society Undergraduate Economic History Paper Prize The goals of this award are to provide undergraduate students with an opportunity to achieve recognition for excellence in research and writing, to enable their work to reach a wider audience, and to encourage economic history teachers to cultivate undergraduate writing and research. The Selection Committee will judge papers on significance of findings, soundness of method, originality, understanding of existing body of work, clarity of writing, and overall quality. The Prize winner will be announced at the annual meeting of the Economic History Association in September, 1997. The prize-winning paper will be published in The Newsletter of The Cliometric Society, and its author will receive a cash award and a complimentary membership for one year. Rules: Papers must be nominated by a member of The Cliometric Society. For membership information, please write to the address below or send an e-mail message to csociety@eh.net All types of papers will be accepted, e.g., archival research, statistical analysis, analysis and review of literature. Papers may cover any geographic area and any topic, as long as the primary focus is economic history. Papers must be written by a student who was an undergraduate during the 1996-97 academic year. 'Undergraduates' are defined as students in the first degree program of their higher education, e.g., US Bachelor's Degree. There are no age restrictions. Papers must be submitted by e-mail or on disk, using a commercial word-processing program. They should be one document, with graphs, charts, tables, etc., embedded in the text. Maximum length is 5,000 words, with an additional maximum of 5 pages of graphics. Papers must be in English. Author's name and address, nominating instructor, institution, and course title must appear only at the beginning of the document. Papers must be received by June 30, 1997. The Cliometric Society 109 Laws Hall Miami University 500 East High Street Oxford, OH 45056 USA prize@eh.net Submission of a paper is a grant permitting The Cliometric Society to publish the work in the Society's Newsletter and in the Economic History Services fileserver. Runners-up may be invited to submit abstracts of their papers for publication. ============ FOOTER TO EH.TEACH POSTING ============ For information, send the message "info EH.TEACH" to lists@eh.net.