By Donald Trump
Here’s a topic that can be argued positively from both sides. My father, Fred C. Trump, didn’t have the advantage of a college education yet he became very successful. He was smart, focused and he worked hard every day. But he knew the advantages of having a good education. He put his younger brother through college, and my uncle went on to get his Ph.D. from M.I.T. and became a professor of physics. Education was stressed when I was growing up, and my father made sure we had the best education possible.
While I had the great advantage of attending Wharton, one of the great business schools in the world, I learned a great deal from my father. The combination of my education and his experience was a tremendous situation for me to be in when I started to work with him after college. I also watched him work hard while I was growing up and I visited construction sites with him often. (more)
Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts
Sunday, May 31, 2009
Monday, May 25, 2009
NYT: That Freshman Course Won’t Be Quite the Same
By N. Gregory Mankiw
MY day job is teaching introductory economics to about 700 Harvard undergraduates a year. Lately, when people hear that, they often ask how the economic crisis is changing what’s offered in a freshman course.
They’re usually disappointed with my first answer: not as much as you might think. Events have been changing so quickly that we teachers are having trouble keeping up. Syllabuses are often planned months in advance, and textbooks are revised only every few years.
But there is another, more fundamental reason: Despite the enormity of recent events, the principles of economics are largely unchanged. Students still need to learn about the gains from trade, supply and demand, the efficiency properties of market outcomes, and so on. These topics will remain the bread-and-butter of introductory courses.
Nonetheless, the teaching of basic economics will need to change in some subtle ways in response to recent events. Here are four: (more)
MY day job is teaching introductory economics to about 700 Harvard undergraduates a year. Lately, when people hear that, they often ask how the economic crisis is changing what’s offered in a freshman course.
They’re usually disappointed with my first answer: not as much as you might think. Events have been changing so quickly that we teachers are having trouble keeping up. Syllabuses are often planned months in advance, and textbooks are revised only every few years.
But there is another, more fundamental reason: Despite the enormity of recent events, the principles of economics are largely unchanged. Students still need to learn about the gains from trade, supply and demand, the efficiency properties of market outcomes, and so on. These topics will remain the bread-and-butter of introductory courses.
Nonetheless, the teaching of basic economics will need to change in some subtle ways in response to recent events. Here are four: (more)
Wednesday, May 13, 2009
HuffPo: Looking to Entrepreneurship Education During the Economic Crisis
by Steve Mariotti, Founder, The National Foundation for Teaching Entrepreneurship (NFTE)
As the whirlwind of news surrounding the vast global economic crisis continues, I stopped to reflect on why providing an entrepreneurship education to low-income youth matters so much, especially now. (more)
As the whirlwind of news surrounding the vast global economic crisis continues, I stopped to reflect on why providing an entrepreneurship education to low-income youth matters so much, especially now. (more)
Subscribe to:
Posts (Atom)
Posts
