7898 research outputs found
Sort by
Student Perspectives of the Value of General Education in Professional Studies: Investigating a Law School in Bangladesh
Full text linkLegal education in Bangladesh has undergone changes, but the integration of general education remains limited. Countries leading the global legal arena prioritize general education in their evolving education systems. However, stakeholders in Bangladeshi legal education have not advocated for significant curricular reforms, resulting in the absence of quality graduates. While some universities have implemented general education programmes, the lack of emphasis on student perspectives hinders progress. This research addresses this gap by investigating the value of undergraduate law students at BRAC University (a leading university in Bangladesh) on the general education curriculum. The study employs a mixed-methods approach, combining a literature review, quantitative online surveys with 138 students and extensive in-person interviews with students from 12 representative categories. The scope focuses on BRAC University but draws comparisons with other Bangladeshi and top global and Asian universities for context. Finding out how general education adds value to legal professional studies with the objective of assessing the effectiveness of general education curriculum in Bangladesh law schools, the research analyses results and interview findings to provide practical recommendations for the current educational landscape. This study focuses on and is limited to student perspectives, a crucial element often overlooked in curriculum development, and aims to influence positive change through effective, practical and visionary recommendations in Bangladeshi legal education. The research concludes that the importance of general education is immensely rising among the students and, consequently, the research meaningfully contributes to the existing literature shaped through experts’ and academicians’ perspectives by including a student-centric approach
ECO 208
Full text linkThis collection includes:
• Handwritten notes titled Points on Keynesian theory
• Handwritten notes titled Simple reprod is consumption by capitalists of that part of total value which is above the amount necessary for maintenance (December 10, 1979)
• Handwritten notes titled Prod/unprod labor, profit share & profit rate (April 1980)
• Handwritten notes titled Production and non-production activities
• Handwritten notes titled Savings and investment (May 1980)
• Handwritten notes with economic calculations including a table tracking variables across time periods
• Handwritten notes titled Paper on eff. DD
• Handwritten notes titled Simple reproduction and effective DD: Summary (December 1979)
• Reynolds, L. G. (1979). Macroeconomics: Analysis and policy (3rd rev. ed., pp. 126–137). Irwin Professional Publishing
• Handwritten notes titled Value seminar 309S spring 1978 referencing Garegnani (1977) and Eatwell (1974)
• Handwritten notes on Marx, Sraffa, and value theory
• Handwritten notes titled Value & distribution in Marx & the classical economists referencing Garegnani
• Handwritten notes titled Supply and demand, excess and normal profits (November 24, 1978)
• Handwritten notes titled Productive capacity and effective demand (August 8, 1977)
• Handwritten notes titled Business & NIP accounting (December 1979)
• Handwritten notes on accumulation effects and the Keynesian state
• Handwritten notes titled Simple reproduction & effective demand including calculations, summaries, algebra of transients, discussion of continual deficits, and taxes in simple reproduction (December 5, 1979; December 1979)
• Handwritten notes titled Expanded reproduction further points (December 1979)
• Handwritten notes titled Paper topics
• Handwritten notes titled Note: Marx & Keynes
• Handwritten notes on value, production, circulation and effective demand
• Handwritten notes titled Keynesian unemployment & accumulation (December 1979)
• Handwritten notes titled Eco. 208 1st class outlining course topics
• Handwritten notes outlining Keynesian theory and referencing Ricardo
• Handwritten notes titled Keynesian dynamics notes on Harrod-Domar theory (February 26, 1979)
• Handwritten notes titled Marxian theory, effective demand & accumulation (December 1979)
• Handwritten notes titled Eco. 208 II answering questions on Keynesian theory (September 24, 1980
Keynes Debt Model
Full text linkThis collection includes: Handwritten notes titled Per keynesian system discussing stability and finance (April 21, 1986) Handwritten notes titled Fully anticipated balanced growth: Keynes Handwritten notes titled Fully anticipated request with a yellow sticky note attached Handwritten notes titled Fully anticipated request (duplicate) Handwritten notes analyzing a balanced path and debt burden Handwritten notes titled Interest, money, multiplier rounds & finance (September 23, 1985) Handwritten notes titled Summary: keynesian process (September 23, 1985) Handwritten notes titled Multiplier effects on demand and debt (September 25, 1985) Handwritten notes titled Excess demand for loanable funds (October 6, 1985) Handwritten notes titled Eco 210 spring 1985 [3] discussing Marx on effective demand and comparing theories (September 26, 1985
Book Prospect ii
Full text linkThis collection includes:
A letter from Rene Olivieri at Basil Blackwell discussing the manuscript on Marxist political economy, potential publication strategy, and co-authored works (June 11, 1985).
A letter from Colin L. Day at Cambridge University Press discussing reader reports on the book proposal and requesting a response (November 3, 1983).
Reader report A evaluating the book proposals for Cambridge University Press.
Reader report B evaluating the two book proposals, Marxian categories and empirical evidence and Marxian economic analysis, for Cambridge University Press.
An outline for the proposed book Marxian economic analysis detailing sources and structure.
An outline for the proposed book Marxian categories and empirical evidence detailing its structure and sources.
Duplicate outlines for the proposed books Marxian economic analysis and Marxian categories and empirical evidence (multiple copies).
An outline page listing the chapter structure for the proposed book Marxian categories and empirical evidence.
A letter from Nicholas Brealey at George Allen & Unwin expressing interest in the book project and requesting a synopsis (October 5, 1982).
A letter from Rene Olivieri at Basil Blackwell Publisher discussing book projects and requesting outlines (June 23, 1983).
Handwritten notes titled Book prospectus outlining content for publisher letters
Sources of Creative Power Tape 03
Full text linkThis audio recording is the 3rd digitized cassette tape (sides A and B combined, transferred from the original open reel tapes) from Heinrich Blücher’s lecture series “Sources of Creative Power.” This lecture series was delivered between 1953-54. In this tape, he discusses philosophical approaches to understanding human existence and action. It explores mythical thinking, artistic creation, and the limitations of traditional metaphysical systems. The speaker advocates for a new line of inquiry focused on human potential and freedom, starting with self-examination.https://digitalcommons.bard.edu/blucher_scp/1002/thumbnail.jp
Common Course Lecture Tape 1.1
Full text linkThis lecture discusses Greek mythology and religion, comparing it to Indian beliefs. It explores concepts of transcendence, immortality, and human dignity in Greek thought, emphasizing the unique relationship between Greek gods and humans, and the artistic nature of Greek culture. Lecture taken from original reel-to-reel recording, digitized in-house.
Notes on the artifact: silver circular metal casing.https://digitalcommons.bard.edu/blucher_ccl/1007/thumbnail.jp
Sources of Creative Power Tape 13
Full text linkThis audio recording is the 13th digitized cassette tape (sides A and B combined, transferred from the original open reel tapes) from Heinrich Blücher’s lecture series “Sources of Creative Power.” This lecture series was delivered between 1953-54. In this tape, he discusses religious concepts, focusing on the Abrahamic God and creation stories. It explores philosophical ideas about divinity, human nature, and free will, contrasting different religious perspectives and examining their implications for human responsibility and morality.https://digitalcommons.bard.edu/blucher_scp/1013/thumbnail.jp
Writing for Connection: Lessons from a Course on War and Storytelling in a Divided Country
Full text linkInnovative Pedagogies for Social Science Thesis Writing: Enhancing Student Skills through Reflection, Storytelling, and Peer Collaboration
Full text linkWriting a senior thesis in the social sciences is a unique and challenging endeavor, requiring students to integrate complex theoretical frameworks with empirical research. Writing a senior thesis demands critical thinking, research proficiency, and clear communication. To support students through this process, instructors need to focus on teaching techniques that emphasize critical thinking, methodological rigor, and clarity of communication – skills that are essential in social science research. This capstone project was designed to address the persistent challenge of improving social science students’ writing skills, particularly within the context of a sociology senior thesis seminar. The focus was on creating a pedagogical framework that integrates reflective exercises, storytelling, peer feedback, and experiential writing techniques to improve students’ ability to communicate complex sociological ideas in senior thesis projects. In addition, tools from the Bard College Institute for Writing and Thinking (IWT) were incorporated to provide a structured approach to enhancing writing proficiency. The framework builds on existing literature and theories from scholars such as Burgess-Proctor et al., 1 Ciabattari, 2 Mannon and Camfield, 3 and Honan and Bright, 4 while addressing both traditional and non-traditional thesis writing challenges. The project sought to develop a series of innovative, collaborative strategies that align with the demands of senior thesis projects, emphasizing the creation of knowledge through participatory methods and the disruption of conventional academic writing norms. This paper presents the results of the capstone project, demonstrating the efficacy of these approaches in improving writing competencies, fostering creativity in the senior thesis writing process, and how tools from IWT facilitated this process
