Sectoral shift in antebellum Massachusetts: A reconsideration

But no man, who can have a piece of land of his own, sufficient by his labor to subsist his family in plenty, is poor enough to be a manufacturer, and work for a master. Hence, when there is land enough in America for our people, there can never be manufacturers to any amount of value. Benjamin Franklin, 1760¹     

Land fragmentation as an index of history in the Virginia Military District of Ohio

This paper investigates the process of land fragmentation for several counties and townships in the Virginia Military District of Ohio in the early part of the nineteenth century. It reports the ultimate patterns or configurations arising from individual decisions about properties, that is, conveyances of all or part of original large holdings to children by inheritance or to new settlers by sale. The distribution of land holdings rapidly stabilizes as lognormal with a Gini coefficient of about 0.6. An explanation for this result is offered based on breakage theory, the distribution of male offspring, and the behavior of the lognormal distribution with truncated inheritance distributions.     

建构主义和人本主义指导下的思政教学——以“概论”课程实践为例

如何使思政教学贴近大学生实际,符合教育规律和学习特点,需要教师进行理论性的反思和综合性的创新.建构主义与人本主义作为两种重要的教育理论可以给我们以启发.二者指导下的思政教学,可以将教师的建构辅助作用与大学生的建构主体角色和能动作用充分结合起来,通过层层递进的启发式教学、问题导向的情境化教学、以人为本的自主性学习等环节,在人本主义的课堂中实现教育对象新旧知识的交接与新旧思维方式的过渡,使“两课”课程获得创新性成果.