The Republic of Plato is one of the classic gateway texts into the study and practice of philosophy, and it is just the sort of book that has been able to arrest and redirect lives. How it has been able to do this, and whether or not it will be able to do this in your own case, is something you can only discover for yourself. The present guidebook aims to help a person get fairly deep, fairly quickly, into the project. It divides the dialogue into 96 sections and provides commentary on each section as well as questions for reflection and exploration. It is organized with a table of contents and is stitched together with a system of navigating bookmarks. Links to external sites such as the Perseus Classical Library are used throughout. This book is suitable for college courses or independent study.

The Interdisciplinary Journal of Problem-based Learning (IJPBL) publishes relevant, interesting, and challenging articles of research, analysis, or promising practice related to all aspects of implementing problem-based learning (PBL) in K–12 and post-secondary classrooms.

In this course, the student will build on and apply what you learned in the introductory macroeconomics course. The student will use the concepts of output, unemployment, inflation, consumption, and investment to study the dynamics of an economy at a more advanced level. As the course progresses, the student will gain a better appreciation for how policy shifts and changes in one sector impact the rest of the macroeconomy (whether the impacts are intended or unintended). The student will also examine the causes of inflation and depression, and discuss various approaches to responding to them. By the end of this course, the student should be able to think critically about the economy and develop your own unique perspective on various issues. Upon successful completion of this course, the student will be able to: Explain the standard theory in macroeconomics at an intermediate level; Explain and use the basic tools of macroeconomic theory, and apply them to help address problems in public policy; Analyze the role of government in allocating scarce resources; Explain how inflation affects entire economic systems; Synthesize the impact of employment and unemployment in a free market economy; Build macroeconomic models to describe changes over time in monetary and fiscal policy; Compare and contrast arguments concerning business, consumers and government, and make good conjectures regarding the possible solutions; Analyze the methods of computing and explaining how much is produced in an economy; Apply basic tools that are used in many fields of economics, including uncertainty, capital and investment, and economic growth. (Economics 202)

This course is designed to extend the student's knowledge of the basic microeconomic principles that will provide the foundation for their future work in economics and give them insight into how economic models can help us think about important real world phenomena. Topics include supply and demand interaction, utility maximization, profit maximization, elasticity, perfect competition, monopoly power, imperfect competition, and game theory. Upon successful completion of this course, the student will be able to: Explain the standard theory in microeconomics at an intermediate level; Explain and use the basic tools of microeconomic theory, and apply them to help address problems in public policy; Analyze the role of markets in allocating scarce resources; Explain both competitive markets, for which basic models of supply and demand are most appropriate, and markets in which agents act strategically, for which game theory is the more appropriate tool; Synthesize the impact of government intervention in the market; Develop quantitative skills in doing economic cost and consumer analysis using calculus; Compare and contrast arguments concerning business and politics, and make good conjectures regarding the possible solutions; Analyze the economic behavior of individuals and firms, and explore how they respond to changes in the opportunities and constraints that they face and how they interact in markets; Apply basic tools that are used in many fields of economics, including household economics, labor economics, production theory, international economics, natural resource economics, public finance, and capital markets. (Economics 201)

This is a quick one page reading about the topic of internal theft with eight multiple choice questions at the end of the reading.

This article discusses many options that students have to gain work experience and learn on the job.

This article by Coleman, McConnaughay, and Ackerly discusses how phenotypic variation (variation in observable traits) in plants is influenced by environment, genetics, and developmental stage. The authors stress that understanding the interplay of these factors is important for investigations that involve plant comparisons.

This December, 1930, edition of the League for Industrial Democracy's The Unemployed satirizes three common business perspectives on the unemployment problem." Diagnoses of the causes of the Great Depression varied

The Knights of Labor, a nineteenth-century labor union, employed elaborate rituals and symbols in their local assembly meetings. The initiation ceremony for new members, for example, relied heavily on religious imagery and language. It also drew on the rituals of other fraternal organizations like the Masons and the Odd Fellows, that had many working-class members. The ceremony emphasized that all that was valuable and worthy in society derived from human labor. New Knights agreed to commit themselves to improve the conditions of all working people. Hundreds of thousands of workers in the 1880s were "baptized" in a Knights of Labor initiation ceremony that required the following promises.

The violent labor struggles of the early 20th century engendered concern at all levels of society and led to the appointment of a federal Commission on Industrial Relations in early 1913. Headed by Kansas City lawyer-reformer Frank Walsh, the commission was in the midst of taking testimony from owners, workers, and reformers in dozens of industrial communities around the country when the southern Colorado coal strike erupted late in 1913. The killing of three women and eleven children at a mining encampment in Ludlow, Colorado, on Easter night, 1914, sent shock waves across the country. After the "Ludlow massacre," as it came to be known, the commission held public hearings in Colorado where they heard horror stories about the brutality and rapacity of the Rockefeller-owned Colorado Fuel and Iron Company, the region's largest operator of coal mines. These articles from the New York Times described the testimony of John D. Rockefeller, Jr., before the commission, where he denied any knowledge of his company's brutal actions against the Ludlow strikers.

In 1852-53, the popular British writer William Makepeace Thackeray toured the United States. While he lectured to enthralled American audiences, his secretary Eyre Crowe meticulously recorded the trip in words and pictures. Crowe, who studied painting in France, later published an illustrated memoir of the U.S. trip called With Thackeray in America. Crowe included in his account a visit to the Richmond, Virginia, slave market where he witnessed and sketched a slave auction. As this excerpt demonstrates, his simple act of drawing the harsh circumstances of the slave trade was viewed by the auctioneer and planters as a threat. After his return to England, Crowe turned his sketches into a series of paintings that starkly depicted the auction and the subsequent forced separation of family members and friends.

In the early 20th century, large-scale commercial agriculture displaced family farms, tenant farmers, and sharecroppers. Hand labor, however, remained more cost effective for harvesting certain fruits and vegetables. Farmworkers under this new system were hired only for seasonal work and had to travel frequently. The migratory experience left these workers--primarily Mexicans, Mexican Americans, African Americans, Puerto Ricans, and Filipinos÷permanent outsiders and vulnerable to exploitation, low wages, and wretched working and living conditions. The National Labor Relations Act of 1935 established rights of industrial workers to unionize. The Act omitted farmworkers, though, due in part to fears that the powerful farm growers' lobby would prevent passage. Organized efforts by unions and others to rescind the exemption failed in subsequent years. In the 1960s, the United Farm Workers of America (UFW), led by Cesar Chavez, started a strike and boycott of table grapes that gained nationwide support. Although California enacted the first state legislation to protect farm labor union organizing in 1975, other states did not follow, and many union gains in California have since been lost. In the following testimony from 1969, two migrant farmworkers from Florida and a UFW organizer from Washington State discussed their experiences and proposed legislative remedies to a Senate subcommittee. Since 1970, fresh fruit consumption in the U.S. has risen sharply increasing the demand for hand labor. Living and working conditions for migrants remain poor in much of the country.

Religious concepts and metaphors suffused the words and ideas of many late nineteenth-century American workers. The New and Old Testaments provided not only personal succor to many working people but also a set of allusions and parables they applied directly to their lives and struggles in industrial America. Working-class ideas and writing often were cast in stark millenarian terms, with prophesies of imminent doom predicted for capitalists who worshiped at Mammon's temple and imminent redemption for hard-working, long-suffering, and God-fearing laboring men and women. Christ was uniformly depicted in workers' writing as a poor workingman put on Earth to teach the simple principles of brotherhood and unionism. Indiana coal miner's wife Ettie West pined for the "good and religious" ways of her mother's time in this letter to the editor, published in 1900 in The United Mine Workers Journal.

Into the Book is a reading comprehension multimedia resource. Students learn to use reading comprehension strategies including: prior knowledge, making connections, questioning, visualizing, inferring, summarizing, evaluating and synthesizing. This resource includes educational videos, online activities, professional learning videos and teacher tools. Discover more at reading.ecb.org.

Many students begin to learn about metaphors well before entering high school. This lesson assumes that students will have a basic understanding of what metaphors are; however it is designed to help students begin to engage with metaphors on a deeper and more abstract level. The lesson will begin with a poem containing metaphors accessible at all levels, and with each poem the lesson will progress in difficulty, so that teachers will find material to suit their classes at all skill levels.

Religious concepts and metaphors suffused the words and ideas of many late nineteenth-century American workers. The New and Old Testaments provided not only personal succor to many working people but also a set of allusions and parables they applied directly to their lives and struggles in industrial America. Working-class ideas and writing often were cast in stark millenarian terms, with prophesies of imminent doom predicted for capitalists who worshiped at Mammon's temple and imminent redemption for hard-working, long-suffering, and God-fearing laboring men and women. Christ was uniformly depicted in workers' writing as a poor workingman put on Earth to teach the simple principles of brotherhood and unionism. The power loom weavers of Rhode Island were the intended audience of this "catechism" written by labor activists "Bobba Chuttle" and "Betty Reedhook" (pseudonyms evocative of the tools of the textile worker's trade) in 1887. Drawing on church traditions, the pair patterned their educational effort, published in The People, along the lines of a call-and-response format.

The Question Formulation Technique (QFT) is a simple, but rigorous, step-by-step process designed to help students produce, improve, and strategize on how to improve their questioning techniques. The QFT allows students to practice three thinking abilities in one process: divergent, convergent and metacognitive thinking.

This course provides an introduction to the universe beyond the Earth. We begin with a study of the night sky and the history of the science of astronomy. We then explore the various objects seen in the cosmos including the solar system, stars, galaxies, and the evolution of the universe itself. As an online course, it is equivalent to 6 lecture hours, and satisfies science requirements for the AA and AS degree. It is designed to be thorough enough to prepare you for more advanced work, while presenting the concepts to non-majors in a way that is meaningful and not overwhelming. We will consider the course a success if you have learned how to think about the universe critically in an organized, logical way, and to have enhanced your appreciation of the sky around us.

This course provides graduate students in the sciences with an intensive introduction to applied statistics. Topics include descriptive statistics, probability, non-parametric methods, estimation methods, hypothesis testing, correlation and linear regression, simulation, and robustness considerations. Calculations will be done using handheld calculators and the Minitab Statistical Computer Software.

This lesson provides an introduction to the language and poetics of the epic poem Beowulf. Although this lesson assumes students will read Beowulf in translation, it introduces students to the poem’s original Old English and explains the relationship between Old, Middle, and Modern English. Students are introduced to the five characters in the Old English alphabet that are no longer used in Modern English. As a class, they translate a short, simple phrase from Old English, and then listen to a passage from the poem being read in Old English. Next, students are introduced to some poetic devices important to Beowulf. They learn about alliteration by reading an excerpt from W. H. Auden’s modern English poem “The Age of Anxiety,” then listen for alliteration in the Old English version of a passage from Beowulf. Finally, students explore the poetic functions of kennings, compounds, and formulas in Beowulf.