This text prepares first-year graduate students and advanced undergraduates for empirical research in economics, and also equips them for specialization in econometric theory, business, and sociology.

A Course in Econometrics is likely to be the text most thoroughly attuned to the needs of your students. Derived from the course taught by Arthur S. Goldberger at the University of Wisconsin–Madison and at Stanford University, it is specifically designed for use over two semesters, offers students the most thorough grounding in introductory statistical inference, and offers a substantial amount of interpretive material. The text brims with insights, strikes a balance between rigor and intuition, and provokes students to form their own critical opinions.

A Course in Econometrics thoroughly covers the fundamentals—classical regression and simultaneous equations—and offers clear and logical explorations of asymptotic theory and nonlinear regression. To accommodate students with various levels of preparation, the text opens with a thorough review of statistical concepts and methods, then proceeds to the regression model and its variants. Bold subheadings introduce and highlight key concepts throughout each chapter.

Each chapter concludes with a set of exercises specifically designed to reinforce and extend the material covered. Many of the exercises include real microdata analyses, and all are ideally suited to use as homework and test questions.

Agard provides an historical comparison of the major Romance languages with a reconstruction of their common source and a chronological account of their development through changes and splits.

A strictly descriptive—or synchronic—approach to romance linguistics.

Recognition, though it figures profoundly in our understanding of objects and persons, identity and ideas, has never before been the subject of a single, sustained philosophical inquiry. This work, by one of contemporary philosophy’s most distinguished voices, pursues recognition through its various philosophical guises and meanings—and, through the “course of recognition,” seeks to develop nothing less than a proper hermeneutics of mutual recognition.

Originally delivered as lectures at the Institute for the Human Sciences at Vienna, the essays collected here consider recognition in three of its forms. The first chapter, focusing on knowledge of objects, points to the role of recognition in modern epistemology; the second, concerned with what might be called the recognition of responsibility, traces the understanding of agency and moral responsibility from the ancients up to the present day; and the third takes up the problem of recognition and identity, which extends from Hegel’s discussion of the struggle for recognition through contemporary arguments about identity and multiculturalism. Throughout, Paul Ricoeur probes the significance of our capacity to recognize people and objects, and of self-recognition and self-identity in relation to the gift of mutual recognition. Drawing inspiration from such literary texts as the Odyssey and Oedipus at Colonus, and engaging some of the classic writings of the Continental philosophical tradition—by Kant, Hobbes, Hegel, Augustine, Locke, and Bergson—The Course of Recognition ranges over vast expanses of time and subject matter and in the process suggests a number of highly insightful ways of thinking through the major questions of modern philosophy.

You go into teaching with high hopes: to inspire students, to motivate them to learn, to help them love your subject. Then you find yourself facing a crowd of expectant faces on the first day of the first semester, and you think “Now what do I do?”

Practical and lively, On Course is full of experience-tested, research-based advice for graduate students and new teaching faculty. It provides a range of innovative and traditional strategies that work well without requiring extensive preparation or long grading sessions when you’re trying to meet your own demanding research and service requirements. What do you put on the syllabus? How do you balance lectures with group assignments or discussions—and how do you get a dialogue going when the students won’t participate? What grading system is fairest and most efficient for your class? Should you post lecture notes on a website? How do you prevent cheating, and what do you do if it occurs? How can you help the student with serious personal problems without becoming overly involved? And what do you do about the student who won’t turn off his cell phone?

Packed with anecdotes and concrete suggestions, this book will keep both inexperienced and veteran teachers on course as they navigate the calms and storms of classroom life.

An invaluable text in language and linguistics because it has a unique scope: a one-volume description of the Spanish language and its differences from English, and ranges from pronunciation and grammar to word meaning, language use, and social and dialectical variation. Designed for survey courses in Spanish linguistics with technical concepts explained in context for beginners in the field, Spanish/English Contrasts brings out the ways in which insights into the two languages have evolved as scholars have built on the work and research of others in the field. A bilingual glossary of linguistic terms is provided to facilitate discussion in either language.

This second edition is thoroughly updated to incorporate insights and issues that have come to the fore from the explosion of research in the past twenty-five years in all of the areas covered by the book. It includes an expanded bibliography and index, and adds new exercises for student application and class discussion. Its approach remains broadly based however, in order to accommodate a range of areas and data rather than focusing narrowly on one single theory or research area, and it continues to emphasize implications for language teaching, translation, and other practical applications.