Principles Textbooks Research Articles

Sports in principles of economics textbooks

PurposeThe purpose of this paper is to inform readers who are interested in textbooks, sports and sports economics, but especially professors who teach sports economics, about the coverage of sports in principles of economics textbooks.Design/methodology/approachThe data in the paper consist of the 130 sections on sports from twenty-one principles of economics textbooks. The paper illuminates the sections using numerous quotations and in-text references. The paper details the number of sections devoted to each sport, economic concepts they illuminate and how the text covers topics such as league rules, broadcast revenues and women in sports.FindingsThe paper finds that the 21 textbook authors devote an average of 934 words in an average of 6.2 sections of text to 11 sports. Sections of text vary from one sentence to lengthy discussions of topics such as increased salaries due to technological advances in broadcasting, antitrust cases, the gender pay gap and bargaining between leagues and players' unions. The authors refer to five published research papers on sports economics, two quantitative books, two quantitative articles in the popular press and one nonquantitative nonfiction book.Research limitations/implicationsThis paper provides data to researchers who study sports regarding topics that students are being taught in economics texts. It is a potential tool for connecting their areas of research to the university experience.Practical implicationsSports economics professors, and other professors, may enhance student interest by a choice of text for their principles classes.Social implicationsSports coverage in principles texts illuminates topics such as the effect of technology on income distribution, the morality of paying college athletes, the interaction of the legal system and markets and the gender gap.Originality/valueNo other publicly referenced paper details the use of sports in principles textbooks.

Changing perceptions about experimentation in economics: 50 years of evidence from principles textbooks

Traditionally, economists often argued experiments play little or no useful role in our science. This paper employs a novel approach to track the historical evolution of this doctrine from 1970 to 2019, by constructing a dataset of 278 introductory economics textbooks. Quantitative and qualitative analysis shows that anti-experimental views were dominant and largely unchanged until 2000, but there has since been a trend towards textbooks making positive statements about experimentation. However, remarks that economic experiments are impossible have been (almost) eliminated only in the last decade, evidencing a sluggish change in perceptions. Supplementary interviews with key textbook authors confirm the historical trend of increased enthusiasm towards experiments, and suggest they are now accepted within the economic mainstream. Our findings hold important implications for how the empirical methodology of economics is understood by practitioners and students.

Emerging from the chaos of Management Theory Jungle: a historical analysis of the development of the four principles of management

Purpose This paper aims to map the antecedents and precursory contexts regarding the four principles of management. Moreover, a description of its codification and coalescence as a unified teaching framework is provided, critically reviewing key theoretical underpinnings of management principles in academic research and management textbooks. Design/methodology/approach A historiographic approach reviewed seminal works for theory origins of the four principles of management, by analyzing 260 management textbooks from 1935 to 2013 to document their adoption in management education. This study used critical hermeneutics (Prasad, 2002) to explore the framework’s progression by providing the context of cultural, political and economic influences. Findings This research study tracked and mapped the creation of the four principles of management, as it became the commonly accepted teaching framework in management education. Today, every predominant management principles textbook uses the four principles of management – plan, lead, organize and control – as the basis for teaching students. Research limitations/implications There is limited research on the application of the four principles of management in contemporary management, despite its ubiquity in management education. The study’s historical account of its formation provides insights into its adoption and utilization in modern education context. The study’s primary limitation stems from the generalization of the representative sample of textbooks used in the study (1917–2013). However, data saturation was achieved for the scale of textbooks and writings which was reviewed. Originality/value Through a critical analysis into the formation of the four principles of management, this research not only provides a historical account of its construction but, as importantly, the influencing factors that led to its development. This research fills a gap in critical literature, as a post mortem exegesis has never been conducted on the four principles of management in the afteryears of its amalgamation.

Back to Bedlam: is mental health nursing going backwards?

Back to Bedlam: is mental health nursing going backwards?

The Plastic Surgery In-service Training Examination: An In-depth Reference Analysis

INTRODUCTION: The “core surgical principles” section was added to the Plastic Surgery In-Service Training Exam (PSITE) in 2016. To our knowledge, assessment of the “core surgical principles” references has not been performed previously. The main objective is to characterize the references provided as supporting evidence of the PSITE syllabi, including those on the novel “core surgical principles” section. In addition to analyzing the newly instituted “core principle section,” the secondary aims of this study are to determine (1) the most frequently referenced journal and textbooks, (2) the publication lag of journal and textbook references, and (3) the impact factors for referenced journal articles in five consecutive PSITE syllabi. It is our hope that such an analysis will allow for better preparation for the examination and more relevant focus of educational efforts on the part of residents, fellows, and program directors. METHODS: We analyzed the references from five consecutive PSITE syllabi (2016–2020). We collected the following information from each question: year of the examination, question section, the total number of references per question, source of publication of each reference, and year of publication of each reference. We assessed the top journals and textbooks that provided supporting references for the questions. Mean and median were used to summarize continuous variables, while percentages and proportions were used to present categorical data. To compare the JIF and publication lag among the sections and examination years, we used the Kruskal–Wallis one-way analysis of variance test. A P value of <0.05 was considered statistically significant. RESULTS: We analyzed 1250 questions and 3436 references. Plastic and Reconstruction Surgery (PRS) was overall the most frequently referenced journal followed by Journal of Hand Surgery (American Volume) and Annals of Plastic Surgery. The most commonly referenced textbooks were Plastic Surgery (by Neligan), Green’s Operative Hand Surgery, and Grabb and Smith’s Plastic Surgery. Regarding the “core surgical principles” section, PRS remained the most frequently cited journal, followed by the Journal of the American Medical Association (JAMA), New England Journal of Medicine (NEJM), Annals, and Aesthetic Surgery Journal. “Core surgical principles” contained the largest number of unique journals (n = 209) among all test sections. Within the “core” section, Statistics in Medicine was the most frequently referenced textbook followed by Grabb and Smith’s Plastic Surgery, Guyton and Hall Textbook of Medical Physiology, Plastic Surgery (by Neligan), Principles and Practice of Pediatric Plastic Surgery, and Essential Medical Statistics. There were significant differences in JIF between the sections (P < 0.0001) with references in “core surgical principles” having the highest mean JIF (9.6 ± 19.5). The median journal publication lag for the all references was 6 years (IQR, 3–10). CONCLUSIONS: The main plastic surgery texts and literature were used to support approximately half of the answers within the “core surgical principles” section. The references within this section originated from the largest number of different journals, thus highlighting the breadth and variety of this content and the challenges in preparing for this section.

Dr. Pedro T. Ramirez: the textbook of Principles of Gynecologic Oncology Surgery

With an emphasis on a practical, “how-to” approach, the textbook Principles of Gynecologic Oncology Surgery , 1st edition was released in 2018. It was written by leaders in the field, addressing the most important and commonly performed procedures in gynecologic oncology surgery today.

“At What Cost?”: Problematising the Achievement of ‘Health’ through Thinness – The Case of Bariatric Surgery

“At What Cost?”: Problematising the Achievement of ‘Health’ through Thinness – The Case of Bariatric Surgery

Economic Theory Has Nothing to Say about Policy (and Principles Textbooks Should Tell Students That)

The correct answer to each of these questions is false; economic theory, on its own, has nothing to say about policy. But, if you ask most economics majors, and many economists, the answer you would get to at least one of these questions would be true. That’s sad, and suggests that there is a problem with how economic policy is taught.

Public Choice, Market Failure, and Government Failure in Principles Textbooks

Public choice uses the tools of economics to analyze how the political process allocates resources and impacts economic activity. In this study, the authors examine twenty-three principles texts regarding coverage of public choice, market failure, and government failure. Approximately half the texts provide coverage of public choice and recognize the presence of both government and market failure. The coverage of market failure is nearly six times that of government failure. Given the size and scope of government, analysis of the strengths and weaknesses of both market and political allocation is important to student understanding of modern economies.

The art and science of mental health nursing: a textbook of principles and practiceThe art and science of mental health nursing: a textbook of principles and practice Ian Norman and IainRyrie Open University Press/McGraw-Hill Education744pp£32.9997803352229330335222935

THE DYNAMIC changes in the field of mental health nursing and the provision of mental health care in the UK are fully reflected in this new edition of this deservedly popular textbook. it builds on the 2004 first edition, incorporating changes to the legal and policy frameworks in the field and the 2006 chief nursing officer’s Review of mental health nursing, From Values to action. Recovery values are embedded and explored throughout the text.

The art and science of mental health nursing. A textbook of principles and practice. 2nd edition

The art and science of mental health nursing. A textbook of principles and practice. 2nd edition

The Art and Science of Mental Health Nursing – A Textbook of Principles and Practice: Second editionThe Art and Science of Mental Health Nursing – A Textbook of Principles and Practice: Second edition

The Art and Science of Mental Health Nursing – A Textbook of Principles and Practice: Second editionThe Art and Science of Mental Health Nursing – A Textbook of Principles and Practice: Second edition

The art and science of mental health nursing – a textbook of principles and practice Ian Norman and Iain Ryrie The art and science of mental health nursing – a textbook of principles and practice secondsecond edition Open University Press785pp£32.99978 0 335 22293 30335222935

The art and science of mental health nursing – a textbook of principles and practice Ian Norman and Iain Ryrie The art and science of mental health nursing – a textbook of principles and practice secondsecond edition Open University Press785pp£32.99978 0 335 22293 30335222935

The gold standard in contemporary economic principles textbooks: A survey

ful for comments from Jorg Guido Hulsmann, Jeffery Herbener, Mark Thornton, and Walter Block. An earlier version of this paper took second place in the ASSC symposium. 1Silver and other precious metals and commodities have also often served as common media-of-exchange, however, not nearly to the extent that gold did. 2The 65 texts were selected from the Auburn University Library. Auburn University had a Ph.D. program in economics until 1999. They still have a Ph.D. program in applied economics in their Agricultural Economics department. This survey is based on the assumption that this is a representative sample of what would be found in other contemporary U.S. research universities. All the texts were undergraduate level general economics or money and banking textbooks. In most cases, the most recent edition available of THE GOLD STANDARD IN CONTEMPORARY ECONOMIC PRINCIPLES TEXTBOOKS: A SURVEY

A Macro Approach to the Asset Price for Principles

Perhaps because of the prolonged stock market boom of the 1990's most macro principles textbooks have increased their coverage of the stock market, but there is very little analysis of how the economy affects the stock market. The present paper suggests a demand-side approach to predicting asset prices, which treats changes in GDP, the price level, money supply, and many other parameters, as comparative static exercises. The major conclusions are that (1) changes in asset prices may substitute for changes in GDP when the economy experiences shocks, (2) many Monday morning quarterback analyses of stock price trends are flawed because they assume an effect that works through GDP, and (3) normally asset prices increase because GDP increases.

The ongoing legacy of R.L. Katz

Robert L. Katz first called attention to the problem of identifying those skills necessary for successful performance in managerial roles. This paper identifies the impact of Katz's classic 1955 work on managerial skills and notes the continuing legacy of his work. Modifications and additions appearing in the management literature, particularly introductory or principles textbooks, are noted with a suggested expansion of Katz's work that would subsume the dominant ones of those. The importance of managerial skills to the carrying out of managerial functions is also discussed.

Teaching Economics at the Start of the 21st Century: Still Chalk and Talk

In spring 2000, we conducted a national survey of academic economists to determine how economics is taught in four different types of undergraduate courses (Principles, Intermediate Theory, Statistics and Econometrics, and other upper-division courses) at institutions in the five Carnegie classifications (research, doctoral, master’s, baccalaureate, and associate), as listed in A Classification of Institutions of Higher Education, 1994 Edition. This new survey replicates our 1995 survey (Becker and Watts, 1996). Therefore, we can compare the results from the two surveys to document changes in teaching methods, as well as the related academic issues that were addressed in the background information section of the surveys. A key reason for believing that teaching methods might have changed during this period was the sharp decrease in economics enrollments during the early 1990’s (Becker, 1997; John Siegfried and David K. Round, 2001). As we have documented elsewhere (Becker and Watts, 1998), there is evidence that economists are less likely to use non-lecture teaching methods than instructors in other fields, and that students rate economics instructors somewhat lower than they rate other instructors. Changing teaching methods and increasing the importance of teaching within economics departments, in response to falling enrollments, is therefore a plausible and endogenous response for faculty members and departments concerned about losing resources. Furthermore, there is at least circumstantial evidence that economists are devoting more attention to teaching than in the recent past (Becker, 2000). Since our 1995 survey, several books have been published to illustrate how economists can use a wide range of alternative teaching methods in undergraduate courses (e.g., Becker and Watts, 1998; William Walstad and Philip Saunders, 1998). Other books have appeared focusing on specific teaching methods, such as using classroom experiments, spreadsheet applications, or active-learning and cooperative-learning assignments (e.g., Diane Keenan and Mark H. Maier, 1995; Tod S. Porter and Teresa Riley, 1995; Theodore Bergstrom and John H. Miller, 1997; Denise Hazlett, 1999). Becker (2000) documents the increase in AEA sessions devoted to teaching economics at the annual meetings of the Allied Social Sciences Association during the mid-1990’s. At the 1998–2000 Allied Social Sciences Association (ASSA) meetings the number of sessions devoted to teaching economics ranged from 11 to 14, and presented sessions dealt with such topics as teaching economics in the transition economies (chaired by World Bank chief economist Joseph Stiglitz), a retrospective on Nobel laureate Paul Samuelson’s principles textbook, how faculty advisors can deal with student apprehensiveness about taking economics courses, and teaching business economics (chaired by Nobel laureate Ronald Coase). As recently as the 1996 ASSA meetings in San Francisco there were only six sessions on teaching economics, and at the 1994 meetings in Boston there were only four such sessions. Similarly small numbers of sessions were scheduled through the 1980’s. Here we ask whether any increased emphasis on teaching in economics departments has led to changes in how economics is taught. Do academic economists report that they are now * Becker: Department of Economics, Indiana University, Bloomington, IN 47405 (e-mail: beckerw@indiana.edu), and Adjunct Professor, School of International Business, University of South Australia; Watts: Department of Economics, Purdue University, West Lafayette, IN 47905 (e-mail: bfp@mgmt.purdue.edu). We thank Julia K. Huffer, Kevin M. Green, Siddhartha Kapoor, Chatchai Meteveravong, Alexandre Skiba, and Suzanne Becker for help in the mailing, data entry and tabulation, and preparing of this paper. Financial support from the Purdue University Center for International Business Education and Research, University of South Australia School of International Business, and the National Council on Economic Education through its sponsorship of the Journal of Economic Education is gratefully acknowledged.

Managed Care: What It is and How It Works

Managed Care: What It Is and How It Works, by Wendy Knight (Aspen Publishers Inc., 1998). As suggested by the title, Managed Care: What It Is and How It Works is an introductory tome designed for professionals unfamiliar with the managed care concept. As described in the preface, the book's intent is to give professionals, both in health care organizations and in nonhealth industries that are increasingly interfacing with managed care companies, a broad overview of managed care without excessive detail. This book would also be appropriate as supplemental reading in an undergraduate or graduate-level course that includes managed health care or health insurance among its covered topics. Because of space limitations that preclude comprehensive coverage of managed care in the typical principles textbook, Managed Care could be used to fill in any gaps in a principles course as well. An interactive learning process is facilitated through the use of exercises and discussion questions found in each chapter of the book. A health care consultant with 11 years of experience in managed care operations, health care communications, and health policy authors the 255-page paperback. Despite the author's affiliation with the managed care industry, I found the book to be fairly objective, with both criticisms and acclamations of managed care throughout its pages. The book opens with a surprisingly rich history of managed care and its evolution. For example, concepts such as managed care plans and prepaid medical care had their beginnings in the 1800s. The chapter continues with the birth of health maintenance organizations in the early 1970s, including the HMO Act of 1973. It continues with the development of the managed care market throughout the 1980s and 1990s and concludes with a brief description of the market as it existed at the end of the decade. Chapter Two is loaded with definitions and descriptions of the basic models of managed care. In addition, the principal participants in managed care arrangements are covered, along with the different products and services offered by managed care organizations (MCOs). A discussion of the differences between managed care and traditional insurance is also included in this chapter. Although most of the facts contained in Chapter Two can be found in a good principles of risk management and insurance textbook, Chapter Three is packed with distinct information on the infrastructure of managed care. After reading this chapter, one should have a basic understanding of how MCOs price, market, and sell their products. The operational functions of MCOs, along with an explanation of how they provide services to customers and members, are also included here. Rating, underwriting, and claims management decisions applicable to managed care can be found in this section and are amply illustrated via four tables and three exhibits. …

Market Failures and Efficiency in the Principles Course

Many policy debates revolve around the appropriate extent and form of government intervention in specific markets, or, more accurately, government alteration of the incentives or institutional rules in those mar kets, including the provision of certain goods. 1 To make sense of these debates, economics students must understand what “free” markets do well and, in particular, where they fail, and how governments may be able to improve their behavior. Toward this end, authors of principles textbooks generally discuss concepts including gains from trade, efficiency, the invisible hand, and various causes of market failures such as market power, externalities, and public goods. The current pedagogy fails to emphasize fully the common principles under lying the various categories of market failure. The examination of principles text books below demonstrates that each category of market failure is typically dis cussed separately. Furthermore, the textbooks do not always clearly show how an economist identifies the alternati ve, preferred outcome, nor do they emphasize that economists often apply an efficiency criterion in considering alternati ves. I argue instead for a unified consider ation of how markets fail, based on how an ef ficiency rule is violated . All market transactions can be characterized as “ef ficient”or “inefficient,”according to whether they satisfy the ef ficiency rule that marginal benefits to society equal or exceed marginal costs to society. Then, all explanations of individual market failures can refer to this rule and show ho w private-decision rules may sometimes deviate from it. Finally, one can show how government, by making alterations to individual markets (by changing rules or incentives or by providing goods directly), may be a ble to impr ove the efficiency of the economy. This unified consideration does not require rear rangement of topics within the course, other than introduction of the ef ficiency rule at some point before the first type of mar ket failure is taught. A unified treatment of mar ket failures and efficiency has two key benefits. First, consolidation enables reinforcement of the basic concepts through r epetition of the same analytical constructions and may also lessen the class time required to cover market failures. Second , consolidation conveys to students that economists often reference a common normative foundation, based on the con

Battling quackery: attitudes about micronutrient supplements in American academic medicine.

T H R O U G H O U T T H E 20th century American academic medicine has resisted the concept that supplementation with micronutrients might have health benefits. This resistance is evident in several ways: (1) by the uncritical acceptance of news of toxicity, such as the belief that vitamin C supplements cause kidney stones; (2) by the angry, scornful tone used in discussions of micronutrient supplementation in the leading textbooks of medicine; and (3) by ignoring evidence for possible efficacy of a micronutrient supplement, such as the use of vitamin E for intermittent claudication. Part of the resistance stems from the fact that the potential benefits of micronutrients were advanced by outsiders, who took their message directly to the public, and part from the fact that the concept of a deficiency disease did not fit in well with prevailing biomedical paradigms, particularly the germ theory. Similar factors might be expected to color the response of academic medicine to any alternative treatment. In The Crime of Galileo, historian Giorgio de Santillana presents a revisionist view of the great scientist’s struggle with the Catholic church. According to de Santillana, Galileo’s crime was not his propounding a heliocentric universe; it was that he wrote in Italian; he communicated his revolutionary ideas about astronomy directly to the public. Previous scientists wrote in Latin, limiting their audience to other scholars. Within this small community, controversial ideas could be entertained. Copernicus’ proposal of a heliocentric universe 70 years before Galileo’s treatises had elicited no attempts at suppression by the church. The 17th-century church represented the intellectual establishment, and Galileo’s persecutors included some of the finest minds of his time. Galileo was punished not for writing heresy, not for threatening paradigms, but for bypassing the intellectual establishment and taking his exciting ideas directly to the people. The establishment, threatened not so much by his ideas as by his methods, did what it could to destroy his credibility. In addition, Galileo did not respect professional boundaries. He was a mathematician, and yet his writings dealt with phenomena considered within the purview of philosophers, a profession of considerably higher status than mathematics. Thus, he was considered a usurper as well as a popularizer. In what follows we argue that the reaction of academic medicine to the concept of micronutrient supplementation can best be understood in light of the foregoing description of Galileo. Our thesis is that throughout much of the 20th century, American academic medicine was resistant to the concept that micronutrient supplementation might prove beneficial, and that the cause of this resistance was similar to that which faced Galileo. This resistance is evident in several ways: (1) by uncritical acceptance of bad news about micronutrient supplements; reports of toxic effects were rarely questioned and widely quoted; (2) by the scornful, dismissive tone of the discussions about micronutrient supplementation in textbooks of medicine, a tone avoided in most medical controversies; and (3) by the skeptical reaction greeting any claim of efficacy of a micronutrient, relative to other therapies; indeed, most claims were simply ignored. Note that in each of the areas mentioned above we examine the reaction to micronutrients relative to other therapies. It is not proof of bias to be concerned about toxicity or to be skeptical of claims of efficacy. Bias occurs when concern and skepticism are applied selectively. Also note that we are not proposing to prove that any particular micronutrient supplement is indeed efficacious. Some readers of earlier drafts of this article have concluded that we are apologists for megavitamins. We are not. Rather, the vitamin controversy is one of a series of examples we have used to discuss the forces that influence medical practice other than those stemming directly from scientific discovery. Herein we rely on the multiple editions of 2 major American medical textbooks: A Textbook of Medicine and Principles of Internal Medicine. Each has been published in 12 different editions between 1950 and 1992. They can be presumed to represent established opinions and can be used to sample how medical opinion changes over time. From the Center on Aging, The University of Texas Medical Branch, Galveston. COMMENTARY