A revolution is underway in science classrooms. The demands of the new workplace and the ready access to information afforded by new technologies have radically changed the way we define a scientifically literate society.
More than ever teachers need professional development that provides them with the resources they need and empowers them to take the action required to build classrooms where the next generation of scientifically literate students will flourish.
Handheld systems, such as smartphones and tablets are now the most
common way for people to access and interact with computing services. The demand for application
development skills is therefore growing at a breathtaking pace. These skills, however, are multi-‐
faceted, requiring students to master computer science and engineering principles, to learn the
details of specific mobile application platforms, and to design artistic and engaging user interfaces
that respond to how, where and why handheld applications are used.
The last three or four decades have seen a remarkable evolution in the institutions that comprise the modern monetary system. The financial crisis of 2007-2009 is a wakeup call that we need a similar evolution in the analytical apparatus and theories that we use to understand that system. Produced and sponsored by the Institute for New Economic Thinking, this course is an attempt to begin the process of new economic thinking by reviving and updating some forgotten traditions in monetary thought that have become newly relevant.
Three features of the new system are central.