The Mapmaker’s Dilemma in Evaluating High-End Inequality

The last thirty years have witnessed rising income and wealth concentration among the top 0.1% of the population, leading to intense political debate regarding how, if at all, policymakers should respond. Often, this debate emphasizes the tools of public economics, and in particular optimal income taxation. However, while these tools can help us in evaluating the issues raised by high-end inequality, their extreme reductionism—which, in other settings, often offers significant analytic payoffs—here proves to have serious drawbacks. This Article addresses what we do and don’t learn from the optimal income tax literature regarding high-end inequality, and what other inputs might be needed to help one evaluate the relevant issues

Bulletin of the Center for Children's Books 44 (11) 1991

published or submitted for publicatio

REWRITING THE UPSIDE DOWN WORLD: A Reflective Curriculum to Provoke Perspective Transformation And Personal Development among EcuaExplora Participants

Rewriting the Upside Down World is a reflective curriculum designed to foster perspective transformation and personal development among EcuaExplora participants. EcuaExplora (EcEx) is a volunteer, intern and study abroad organization that places participants in sustainable projects within its portfolio of health, environment and socio-economic development partners throughout Ecuador. EcEx recently expanded from its base in Guayaquil to include a broader network of Ecuadorian NGO partners in Quito and across the country. The widespread location of its project sites, often in remote areas of the jungle, Sierra and coastal regions, precludes one-on-one gatherings for reflection on participants´ experiences in the field. Rewriting the Upside Down World redresses the inability to foster face-to- face reflective dialogues by employing a student-driven Learner Partner Model. This non-hierarchical teaching methodology validates participants as partners in scholarship, situates learning in context, and virtually supports them through reflective exercises to develop their capacity for self-authorship, the definition of their own ideals, values and beliefs. Mindful transformative learning theory is also used to challenge participants´ preconceptions and perspectives through the use of provocative questioning, problem-solving, creative exploration, mindful observation, exploration of feelings, processing of personal experiences, and assertion of opinions. The curriculum is a holistic, conscious reformation of transformative learning theory´s prior focus exclusively on the cognitive domain. The ultimate goal is to breed compassionate, self-aware and culturally competent global citizens. The guided, written journal exercises that are the core of the curriculum aim to engage participants in an attentive ¨reading of the world¨ at their project sites. It also implores them to envision a more just and equitable reality and ‘rewrite the world’ based on their transformed perspectives. By putting its ideal of education for transformation into action, the curriculum distinguishes EcEx from competitors as a vision-driven organization. The context-based, distance-learning format makes the curriculum design replicable and relevant for any international education professionals remotely managing participants in the field

Utilizing geographic education research to increase learning in a seventh grade geography course

The purpose of this paper is to review the current condition of geography education, to examine current research in geographic education, and to create a plan to improve student learning in my classroom. It outlines the re-emergence of geography education in the secondary setting and considers the quality of the national geography standards. A descriptive narrative of current geographic education research is used to determine best instructional practice and is aligned with Colorado\u27s Model Geography Standards to link the current research with curriculum. The results of the research are then used to evaluate and improve the curriculum, pedagogy, and assessment strategies that are part of a seventh grade geography course

What Archetypes of Representation Do Children between the Ages of Four and Seven Employ When Creating Route Maps of Familiar Interior Spaces?

This study investigated the symbols of representation young children choose to incorporate when they draw route maps of familiar interior spaces, based on the premise that development of map-making skills might unfold in much the same stage-like manner as the development of the ability to draw the human figure. In this investigation, children between the ages of 4 and 7 enrolled in a small independent elementary school were each asked to draw a map showing the route a person unfamiliar to the school would take to travel from the child\u27s classroom to the school gymnasium. Strategies during map-making were noted; completed maps were analyzed to identify archetypal representations of pathway, context, landmark, and figure. Statistically significant differences were found in archetypal use between the 4.5-5.0 and the 6.0-7.0 age groups, suggesting that archetypes of representation both appear and wane in a stage-like manner. The results imply further study is required to more closely identify archetypes and patterns of emergence and disappearance in the population at large. The results also suggest that offering more curricular opportunities in the earliest grades for young children to create maps may be warranted

Civic and Symbolic Space in Representation and Ritual in the Renaissance

PhDThis project examines the conception and imaging of the city in the late sixteenth and early seventeenth centuries. The thesis aims to chart the ways in which a spatialised reading of the metropolis most fully realised in ceremonial representations of the city informs representational strategies of the time. Chapter 1 looks at the transformations taking place during this period in the practice of land surveying, exploring the implications of the new techniques of geometrical survey for conceptions of civic space. Examining the parallels between the viewing of the estate and the reformation of the Rogationtide ceremonies of perambulating the bounds, the urban context for spatial description is analysed through a reading of John Stow's Survey of London. In Chapter 2 the resistance of the city to a strictly geometrical conception of space is traced through an analysis of early printed maps of the city and the texts of civic ceremonies. The shared interest of these cultural practices in the representation of civic space is interrogated to reveal an understanding of the city as comprising !oth built environment and social body which informs the deployment of the city as a subject of cartographic representation. The next chapter analyses the costume book in the context of a Europewide project of geographical description. The production of a clothed body capable of articulating spatial and hierarchical difference is examined in relation to the available ceremonial models for the negotiation of these intersecting axes of description and the tensions generated by this representational strategy The final chapter undertakes a reinvestigation of the Earl of Essex's rebellion, reading a wide range of materials to argue for the centrality of anxieties over the control of the civic sign to the understanding of this event