American Government and Politics in the Information Age by Paletz, Owen, and Cook, is a comprehensive introduction to the vital subject of American government and politics.

It is a comprehensive introduction to American politics and government; it covers all the basics. The text: • introduces the intricacies of the Constitution, the complexities of federalism, the meanings of civil liberties, and the conflicts over civil rights; • explains how people are socialized to politics, acquire and express opinions, and participate in political life; • describes interest groups, political parties, and elections—the intermediaries that link people to government and politics; • details the branches of government and how they operate; • shows how policies are made and affect people’s lives.

However, American Government and Politics in the Information Age goes beyond the basics of American politics and government to explain how and why, in this information age, government and politics are most commonly depicted in the media.

Inspired by students’ familiarity with mass media and their fluent use of new communication technologies, such as YouTube, Facebook, Twitter, live streaming, and the Ipad, the authors have chosen an approach that connects our subject matter with these media and technologies.

Many students acquire political information from the dramatic and dynamic news cycle with its twenty-four-hours-a-day, seven-days-a-week coverage of events. More and more students obtain news online, including from the websites of mainstream news organizations such as the New York Times and CNN. But the web also provides them with information that repeats, amplifies, challenges, or even contradicts the news they get from the mainstream media.

Many students connect with government and politics through media entertainment. They watch The Daily Show with Jon Stewart, The Colbert Report, and the late-night television talk shows of Jay Leno, David Letterman, and Conan O’Brien. They tune in to television and radio commentators such as Glenn Beck, Bill O’Reilly, Rachel Maddow, and Rush Limbaugh. They watch television competitions, reality shows, dramas, and comedies, most of which have political aspects. They may have seen one or more of Michael Moore’s polemical documentaries (e.g., Fahrenheit 9/11), or a movie about social issues, such as Crash. They may have listened to music with political messages, for example Lee Greenwood’s Proud to be an American and Bruce Springsteen’s Born in the USA. They may read the satirical newspaper The Onion.

Paletz, Owen, and Cook have, therefore, organized the text to connect students’ media-saturated daily lives to the world of politics and government. They want students to learn how the media interact with and depict the American political system; to recognize the similarities and differences between these media depictions and the real world of government and politics; and to understand the consequences these interactions and depictions can have for the public, politics, government, and public policies. They also want students to learn how the media, including new media, can help them intervene productively in politics and get things done.

One of Paletz, Owen, and Cook’s goals in writing American Government and Politics in the Information Age is to encourage students to participate in civic life. In appropriate chapters, they add a “Civic Education” box showing how young people have become involved in politics, government, and the making of public policies, as well as how the media, old and new, can help and hinder civic work.

Request a desk copy or read the book online to see if this fresh approach to American Government is one that would fit with your course goals.

The Basics of General, Organic, and Biological Chemistry by David W. Ball, John W. Hill, and Rhonda J. Scott is a new textbook offering for the one-semester GOB Chemistry course. The authors designed this book from the ground up to meet the needs of a one-semester course. It is 20 chapters in length and approximately 350-400 pages; just the right breadth and depth for instructors to teach and students to grasp.

In addition, The Basics of General, Organic, and Biological Chemistry is written not by one chemist, but THREE chemistry professors with specific, complimentary research and teaching areas. David W. Ball’s specialty is physical chemistry, John W. Hill’s is organic chemistry, and finally, Rhonda J. Scott’s background is in enzyme and peptide chemistry. These three authors have the expertise to identify and present only the most important material for students to learn in the GOB Chemistry course.

These experienced authors have ensured their text has ample in-text examples, and “Test Yourself” questions following the examples so students can immediately check their comprehension. The end-of-chapter exercises will be paired, with one answered in the back of the text so homework can easily be assigned and self-checked.

The Basics of General, Organic, and Biological Chemistry by David W. Ball, John W. Hill, and Rhonda J. Scott is the right text for you and your students if you are looking for a GOB text with just the right amount of coverage without overdoing the concepts and overwhelming your students.

This book is suited for Business Communication and Business Oral Communication courses

Basics of Oral Business Communication presents basic business communication concepts, vocabulary, models, and exercises in a clear, practical, and engaging way. Scott McLean provides a set of core chapters intended to provide a highly focused introduction to the field. Then, he provides an optional series of modules that provide instructors with complete flexibility to emphasize additional topics of their choice. Each unit focuses on clear objectives and skill demonstrations that can be easily linked to your syllabus and state/federal requirements.

This book is suited for Business Writing, Business English or Business Research/Report Writing courses.

Basics of Written Business Communication presents basic business communication concepts, vocabulary, models, and exercises in a clear, practical, and engaging way. The author provides a set of core chapters intended to provide a highly focused introduction to the field. Then, he provides an optional series of modules that provide instructors with complete flexibility to emphasize additional topics of their choice.

On a good day in the business ethics classroom discussion charges forward; students have read the assigned case study, they’re engaged by the conflict and want to work through it. Then, there’s a bad day: students didn’t bother to do the reading and the hour sags listlessly. The key to going the first way is case studies that students want to read, and The Business Ethics Workshop by James Brusseau provides them with reality and engagement.

Reality: No stilted and contrived stories about Steve Smith and Jane Jones. Excerpts from blogs and newspapers bring the weight—and provocation—of the world as it’s actually happening to the classroom. Engagement: Students want to read pages touching on their own anxieties, desires and aspirations. Because the textbook responds on that level without sacrificing intellectual gravity, class gets powered by student interest while thoughtfully penetrating to the core of ethical issues.

Another key to a successful textbook is clarity in the expository sections. The Business Ethics Workshop offers: … Straight-ahead prose to help students stay with the book. … Clear sections and subsections that hold ideas and topics together. … Natural movement from one topic to the next; instead of a laundry list of definitions and concepts for rote memorization, the book strings together themes so that each chapter makes sense as a story about ethics applied to a particular a section of life in the world of jobs and money.
What separates this textbook from others is that the examples and case studies truly engage today’s college students; they do because they’re contemporary, and because they connect with real student lives. Many texts are burdened with staid discussions of problems faced by IBM executives in the 1980s and similar. These have nothing to do with your students’ experiences and interests.
James replaced those types of cases with episodes centering on: … Tom’s Shoes, the social cause juggernaut … Blogs written by young entrepreneurs in the fashion industry … The DNA testing of baseball prospects to predict future performance … The divergent career objectives of the rock band Nirvana’s members … The Miami police officer working part time as a drug dealer … The Bernie Madoff fraud … Chippendales as a career choice ‚Ä¢ Workplace ethics at youth trendsetter American Apparel ‚Ä¢ An internet message board discussion of CD pirating, both the techniques and the ethics ‚Ä¢ Eddy Lepp’s Rastafarian church and farm in California ‚Ä¢ The College Board and the economics of the SATs Because YOU are the source of excellence in the classroom, this textbook was created to fit into YOUR course plans.
Composed of stand-alone chapters, the book may be taken as originally written, or re-compiled online in any sequence the you wish. The actual published book will then fall into that new order. More, professors may do their own line editing inside the book and, again, have those changes automatically appear in the textbook version published uniquely for your class. You can try out your own customizations by clicking on the customize link on this page.
The Business Ethics Workshop by James Brusseau was designed to incite class discussion, clearly elaborate central concepts, and allow instructors to take control of their courses. The result is a smoother classroom and more student learning which translates into better student evaluations of professors and a more enjoyable—and productive—teaching day.

Students in introductory Management Information Systems (MIS) courses often ask what a career in MIS looks like. Lacking a clear vision, they make their own assumptions. Often they assume the career involves programming with little human interaction. That MIS is a technical field could not be further from the truth. MIS job descriptions typically require candidates to be able to collaborate, communicate, analyze needs and gather requirements. They also list the need for excellent written and communication skills. In other words, MIS workers are constantly interacting with other people both inside and outside the organization. They are coming up with creative solutions to business problems. Business Information Systems by Frost, Pike, Kenyo and Pels is designed to help students get a feel for what a career in MIS would be like. The authors' students report that they learn more about information systems from their internships than from their IS courses. Consequently, they designed a book that looks very much like an internship--an introduction to the field followed by a substantial project. The authors begin Unit 1 by introducing the information systems landscape. The unit kicks off with a discussion of all the usual suspects: the information systems triangle, the systems development life cycle, transaction systems (ERP, SCM, CRM), collaboration systems, and business intelligence systems. Other aspects of the landscape such as usability, outsourcing, database concepts and so forth are introduced throughout a chapter in unit 2 where they fit in naturally with the flow of the project. Unit 2 is the substantial project which runs over a number of chapters. Students will plan, build, and develop a proposal for an iPhone application. They will develop a very realistic mockup. They also build a website to help market and support the app. Students are engaged because the project is fun and feels real. However, they are simultaneously learning business concepts and MIS skills. With Designing Information Systems, even as freshmen, you can give your students an experience that emulates MIS in operation. Business Information Systems: Design an App for That by Frost, Pike, Kenyo and Pels is a text that will help students learn Information Systems by doing Management Information Systems. Request a desk copy or examine the book online now to see how this text might work in your course or department.

College Success takes a fresh look at what it means, in today’s world, with today’s students, to be successful in college.

Although many of the topics included—from study skills to personal health, from test-taking to managing time and money—will look familiar to those who have used student success texts that have been around for many editions, College Success takes a new approach. The focus is on realistic, practical tools for the students who need them. This is a book designed, frankly, for students who may have difficulty with traditional college texts. The style is direct and to the point. Information is presented concisely and as simply as possible. This is not a weighty tome that discusses student success—this is a manual for doing it.

College student demographics have changed considerably in recent decades. More than a third of all students enroll not directly from high school but after a delay of some years. More students are working and have families. More students come from varied ethnic and cultural backgrounds. More students are the first in their family to attend college. More students have grown up with electronic media and now read and think in ways different from the previous generation. With these and so many other cultural changes, more students are not well prepared for a college education with the study skills and life skills they need to become successful students.

For each student to get the most out of College Success and their college experience they must understand who they are as it relates to college. To that end, in every chapter students explore themselves, because success starts with recognizing your own strengths and weaknesses. Students make their own goals based on this self-assessment, determining what success in college really means for them as individuals. Interactive activities then help students learn the choices available to them and the possibilities for improving their skills. Skills are presented in step-by-step processes, tips for success in manageable highlighted displays. Most important, students always see the value of what they are reading—and how they can begin to apply it immediately in their own lives.

College Success is intended for use in Freshmen Orientation, Study Skills or Student Success courses. A 2009 study revealed that currently nationwide, 34% of college freshmen do not return to their college for their sophomore year. This book is designed to help change that.

It is essential to lay a solid foundation in mathematics if a student is to be competitive in today’s global market. The importance of algebra, in particular, cannot be overstated as it is the basis of all mathematical modeling used in applications found in all disciplines.

Traditionally, the study of algebra is separated into a two parts, Elementary and Intermediate Algebra. This textbook by John Redden, Elementary Algebra, is the first part written in a clear and concise manner, making no assumption of prior algebra experience. It carefully guides students from the basics to the more advanced techniques required to be successful in the next course.

John Redden's Elementary Algebra takes the best of the traditional, practice-driven algebra texts and combines it with modern amenities to influence learning, like online/inline video solutions, as well as, other media driven features that only a free online text can deliver. Using the online text in conjunction with a printed version of the text could promote greater understanding (at a lower cost than most algebra texts).

From the traditional standpoint, John employs an early and often approach to real world applications, laying the foundation for students to translate problems described in words into mathematical equations. It also clearly lays out the steps required to build the skills needed to solve these equations and interpret the results. With robust and diverse exercise sets, students have the opportunity to solve plenty of practice problems. Elementary Algebra has applications incorporated into each and every exercise set. To do this John makes use of the classic “translating English sentences into mathematical statements” subsections in chapter 1 and as the text introduces new key terms.

A more modernized element; embedded video examples, are present, but the importance of practice with pencil and paper is consistently stressed. This text respects the traditional approaches to algebra pedagogy while enhancing it with the technology available today.

In addition, textual notation is introduced as a means to communicate solutions electronically throughout the text. While it is important to obtain the skills to solve problems correctly, it is just as important to communicate those solutions with others effectively in the modern era of instant communications.

While algebra is one of the most diversely applied subjects, students often find it to be one of the more difficult hurdles in their education. With this in mind, John wrote Elementary Algebra from the ground up in an open and modular format, allowing the instructor to modify it and leverage their individual expertise as a means to maximize the student experience and success.

The author's goals in writing Exploring Business were simple: (1) introduce students to business in an exciting way and (2) provide faculty with a fully developed teaching package that allows them to do the former. Toward those ends, the following features are included in this text:

1- Integrated (Optional) Nike Case Study: A Nike case study is available for instructors who wish to introduce students to business using an exciting and integrated case. Through an in-depth study of a real company, students learn about the functional areas of business and how these areas fit together. Studying a dynamic organization on a real-time basis allows students to discover the challenges that it faces, and exposes them to critical issues affecting the business, such as globalization, ethics and social responsibility, product innovation, diversity, supply chain management, and e-business.

2- A Progressive (Optional) Business Plan: Having students develop a business plan in the course introduces students to the excitement and challenges of starting a business and helps them discover how the functional areas of business interact. This textbook package includes an optionalintegrated business plan project modeled after one refined by the author and her teaching team over the past ten years.

3- AACSB Emphasis: The text provides end-of-chapter questions, problems, and cases that ask students to do more than regurgitate information. Most require students to gather information, assess a situation, think about it critically, and reach a conclusion. Each chapter presents ten Questions and Problems as well as five cases on areas of skill and knowledge endorsed by AACSB: Learning on the Web, Career Opportunities, The Ethics Angle, Team-Building Skills, and The Global View. More than 70% of end-of-chapter items help students build skills in areas designated as critical by AACSB, including analytical skills, ethical awareness and reasoning abilities, multicultural understanding and globalization, use of information technology, and communications and team oriented skills. Each AACSB inspired exercise is identified by an AACSB tag and a note indicating the relevant skill area.

4- Author-Written Instructor Manual (IM): For the past eleven years, Karen Collins has been developing, coordinating and teaching (to over 3,500 students) an Introduction to Business course. Sections of the course have been taught by a mix of permanent faculty, graduate students, and adjuncts.

The reason why Randall Fallows wrote Exploring Perspectives: A Concise Guide to Analysis is simple; to help give students a better understanding of how to discover, develop, and revise an analytical essay. Here is how his 5 chapter book goes about doing just that:

The first two chapters focus on the nature of an analysis and what’s involved in writing an analytical essay.

First, Randall shows that analysis consists of a balance of assertions (statements which present their viewpoints or launch an exploration of their concerns), examples (specific passages/scenes/events which inspire these views), explanations (statements that reveal how the examples support the assertions), and significance (statements which reveal the importance of their study to personal and/or cultural issues).

After showing why each feature should be present throughout an essay, he reveals how to ”set the stage“ for producing one of their own.

He first helps students to evaluate their own views on a subject and to examine how these views emerge from their own experiences, values and judgments.
He, then, shows them how to research what others have said about the subject and provides suggestions for evaluating and incorporating this research into their own perspectives.

Finally, Randall discusses the nature of writing, not as a linear procedure, but as a recursive process where the discovery and clarification of a concept occur simultaneously.

The remaining three chapters reveal more specific advice on how to develop an analytical essay.

Exploring Perspectives: A Concise Guide to Analysis by Randall Fallows is a great text to prepare any student to write analytical essays for the argument and persuasion courses.

This book is suitable for an undergraduate or MBA level Financial Accounting course.

The authors bring their collective teaching wisdom to bear in this book not by changing "the message"(financial accounting content), but by changing "the messenger" (the way the content is presented). The approach centers around utilizing the Socratic method, or simply put, asking and answering questions. The reason that this approach continues to be glorified after thousands of years is simple - it engages students and stresses understanding over memorization. So this text covers standard topics in a standard sequence, but does so through asking a carefully constructed series of questions along with their individual answers.

Are you teaching freshman level students? Is this one of the first college level courses your students have ever taken? Probably. That is why this English Handbook is different (and we think better).

Miles McCrimmon’s, The Flat World Knowledge Handbook for Writers is based on the understanding that writing is at the center of the college experience, not just something students do on their way to “higher-level” coursework.

The Flat World Knowledge Handbook for Writers supports the goal of acculturating entering students to the demands of college-level thinking and writing, whether that goal is being met through coursework in Composition, Student Development, or some combination of the two.

Miles shows students how to use writing as a portal for thinking and learning and for communicating with the world. Its writing prompts and exercises encourage students to do a great deal of low-stakes, exploratory writing, but also to experience gradually the rhetorical considerations of going public in a variety of genres and media. Through it all, students are asked to reflect on their writing, exploring precisely how it functions depending on the rhetorical considerations of their voice, audience and purpose.

The Flat World Knowledge Handbook for Writers is both a guide to college-level writing and thinking and a comprehensive college-level writing handbook. In Part 1, students will identify and develop habits of mind they can use for success in college and life, and in Parts 2-4 and the Appendices, they will find the tools they need to become better and more polished writers.

Dig in deeper to the organization to see what we mean:

The driving energy of Part 1 (“Composing Habits of Mind”) is the reciprocal relationship between thinking and writing. Students will use low-stakes, personal writing to identify, develop, and activate the habits of mind they need for college-level thinking, then learn how to apply those habits to their high-stakes, public writing. The first three chapters each focus on a different cluster of four related “habits of mind”, while Chapter 4 focuses on the rhetorical demands of demonstrating those habits in the presence of others.

Chapter 1 (“Writing to Think and Writing to Learn”) activates the following habits of mind: examining the status quo; posing productive questions; slowing down your thinking; and withholding judgment. Students are exposed to a variety of ways to use low-stakes writing as a gateway to deeper thinking, not so much as a stepping stone toward producing more audience-centered texts, but more as a preliminary, meditative strategy to generate further questions. Habits of mind activated:

Chapter 2 (“Becoming a Reflective Practitioner”) activates the following habits of mind: developing a “meta” sense; attending to your own role in observation; reading texts carefully and critically; and nurturing curiosity, wonder, and humor. Students cultivate the “meta” sense as a crucial habit they must acquire and develop in order to succeed as college-level writers, readers, and thinkers. They are also exposed to a variety of methods they can use to reflect productively about themselves, as well as about the texts they encounter and produce.

Chapter 3 (“Thinking through the Disciplines”) activates the following habits of mind: seeing and making connections; sustaining two ideas simultaneously; articulating multiple sides of an issue; and finding your place and purpose in the world. Students come to understand that the disciplines they encounter in college, just as the occupations they will someday assume, are socially constructed and negotiated. These disciplines have developed distinct conventions for writing, speaking, and making meaning that are under constant interrogation and revision.

Chapter 4 (“Joining the Conversation”) introduces students to what’s involved when low-stakes writing of the type produced in the first three chapters goes public and finds a medium and genre. Systematically, students will explore the rhetorical stakes of writing for an instructor, small peer groups, larger units like an entire class, and still broader audiences outside the confines of the academic setting.

The rest of Miles’ handbook has the look and feel of a comprehensive handbook, but with a few crucial differences. Parts 2-4 and Appendix A and B are consistently infused with the principles and habits of mind introduced in Part 1, with exercises designed to reinforce becoming a reflective practitioner, writing to think and learn, thinking through the disciplines, and joining the conversation. The handbook portion also maintains the personable voice of a writing guide established in Part 1, rather than taking on the dry, pedantic tone of a manual. Textboxes, graphics, web links to text, audio and video files, and samples of student work further enliven the handbook portion. Frequent cross-indexing and internal linking between Part 1 and the rest of the book strengthens The Flat World Knowledge Handbook for Writers dual function as a both a writing guide and a comprehensive handbook.

We’ve rambled on enough about this handbook, it’s time for you to take a look. Check out the table of contents in the tab above, or request a desk copy and peruse The Flat World Knowledge Handbook for Writers at your leisure.

Information Systems: A Manager’s Guide to Harnessing Technology is intended for use in undergraduate and/or graduate courses in Management Information Systems and Information Technology.

One of BusinessWeek’s "Professors of the Year", John Gallaugher of Boston College, brings you a brand new Management Information Systems textbook that teaches students how he or she will experience IS from a Managers perspective first hand through interesting coverage and bleeding-edge cases.

Get involved with John's community by visiting and subscribing to his blog, The Week In Geek, where courseware, technology and strategy intersect and joining his Ning IT Community site where you can get more resources to teach Information Systems.

Shockingly, at a time when technology regularly appears on the cover of every major business publication, students find IS among the least appealing of management disciplines.

The teaching approach in Information Systems: A Manager’s Guide to Harnessing Technology can change this. The text offers a proven approach that has garnered student praise, increased IS enrollment, and engaged students to think deeper and more practically about the space where business and technology meet. Every topic is related to specific business examples, so students gain an immediate appreciation of its importance. Rather than lead with technical topics, the book starts with strategic thinking, focusing on big-picture issues that have confounded experts but will engage students. And while chapters introduce concepts, cases on approachable, exciting firms across industries further challenge students to apply what they've learned, asking questions like:

Why was NetFlix able to repel Blockbuster and WalMart?
How did Harrah's Casino's become twice as profitable as comparably-sized Caesar's, enabling the former to acquire the latter?
How does Spain's fashion giant Zara, a firm that shuns the sort of offshore manufacturing used by every other popular clothing chain, offer cheap fashions that fly off the shelves, all while achieving growth rates and profit margins that put Gap to shame?
Why do technology markets often evolve into winner-take-all or winner take-most scenarios? And how can managers compete when these dynamics are present?
Why is Google more profitable than Disney?
How much is Facebook really worth

The Information Systems course and discipline have never seemed more relevant, more interesting, and more exciting. Gallaugher's textbook can help teachers make students understand why.

Information Systems: A Manager’s Guide to Harnessing Technology V1.2 is intended for use in undergraduate and/or graduate courses in Management Information Systems and Information Technology.

Version 1.2 of John's book retains the same structure and theory of version 1.1, but refreshes key statistics, examples, and brings case material up to date (vital when covering firms that move as fast as Facebook, Google, and Netflix). Adopting version 1.2 guarantees your students will have the most current text on the market, drawing real and applicable lessons from material that will keep your class offerings current and accessible.

One of BusinessWeek’s "Professors of the Year", John Gallaugher of Boston College, brings you a brand new Management Information Systems textbook that teaches students how he or she will experience IS from a Managers perspective first hand through interesting coverage and bleeding-edge cases.

Get involved with John's community by visiting and subscribing to his blog, The Week In Geek, where courseware, technology and strategy intersect and joining his Ning IT Community site where you can get more resources to teach Information Systems.

Shockingly, at a time when technology regularly appears on the cover of every major business publication, students find IS among the least appealing of management disciplines.

The teaching approach in Information Systems: A Manager’s Guide to Harnessing Technology V 1.2 can change this. The text offers a proven approach that has garnered student praise, increased IS enrollment, and engaged students to think deeper and more practically about the space where business and technology meet. Every topic is related to specific business examples, so students gain an immediate appreciation of its importance. Rather than lead with technical topics, the book starts with strategic thinking, focusing on big-picture issues that have confounded experts but will engage students. And while chapters introduce concepts, cases on approachable, exciting firms across industries further challenge students to apply what they've learned, asking questions like:

Why was NetFlix able to repel Blockbuster and WalMart? How did Harrah's Casino's become twice as profitable as comparably-sized Caesar's, enabling the former to acquire the latter? How does Spain's fashion giant Zara, a firm that shuns the sort of offshore manufacturing used by every other popular clothing chain, offer cheap fashions that fly off the shelves, all while achieving growth rates and profit margins that put Gap to shame? Why do technology markets often evolve into winner-take-all or winner take-most scenarios? And how can managers compete when these dynamics are present? Why is Google more profitable than Disney? How much is Facebook really worth

The Information Systems course and discipline have never seemed more relevant, more interesting, and more exciting. Gallaugher's textbook can help teachers make students understand why.

International Business is one of the most challenging and exciting courses to teach in the Business School. To teach a current, dynamic and complete course you need a textbook by authors as passionate and informed about International Business as you are.

Carpenter and Dunung’s International Business: The Opportunities and Challenges of a Flat World provides exploration into building, leading, and thriving in global organizations in an increasingly flat world.

The authors define ”Flat world“ as one where (1) service industries that dwarf manufacturing industries in terms of scale and scope, (2) an Internet that pervades life and work, and (3) networks define modern businesses, whether service or manufacturing.

Carpenter and Dunung’s text is designed to speak to technologically-savvy students who see national borders as bridges and not barriers. The authors use the lexicon of international business, and additionally, develop students’ knowledge of international contexts with the aim that they may launch, run, and work in any organization that is global in scope (or is wrestling with global competition or other global threats).

The textbook is organized in 5 Sections:

Section 1 introduces the global business course and concludes with a chapter on seizing global opportunities. Section 2 develops student knowledge about key facets of the global business environment, while Section 3 develops knowledge about how a student or organization can exploit opportunities in that global environment. Section 4 is devoted to entrepreneurship in a flat world — this section will explore why the entrepreneurial context is changing, provide lenses for identifying and capitalizing on entrepreneurial opportunities, and Section 5 shows how key organizational activities can be managed for global effectiveness.

Every chapter has five enumerated learning objectives, each of these five sections concludes with a short summary (”Key Takeaways“) and five review questions. In addition, each chapter concludes with a mini case on a unique global business that encompasses the topics shown in the chapter. The authors even provide a set of end-of-chapter questions that are mapped to AACSB learning standards, so that you will be able to measure how well students are grasping course content that aligns with the AACSB guidelines.

Request a desk copy of Carpenter and Dunung’s International Business: The Opportunities and Challenges of a Flat World to experience its current and progressive look at International Business for yourself.

International Economics: Theory and Policy is built on Steve Suranovic’s belief that students need to learn the theory and models to understand how economics works and how economists understand the world. And, that these ideas are accessible to most students if they are explained thoroughly.

So, if you are looking for an International Economics text that will prepare your PhD students while promoting serious comprehension for the non-economics major, Steve Suranovic’s International Economics: Theory and Policy is for you.

International Economics: Theory and Policy presents numerous models in some detail; not by employing advanced mathematics, but rather by walking students through a detailed description of how a model’s assumptions influence its conclusions. Then, students learn how the models connect with the real world.

Steve’s book covers positive economics to help answer the normative questions; for example, what should a country do about trade policy, or about exchange rate policy? The results from models give students insights that help us answer these questions. Thus, this text strives to explain why each model is interesting by connecting its results to some aspect of a current policy issue.

This text eliminates some needlessly difficult material while adding and elaborating on other principles. For example, the development of the relative supply/demand structure, or the presentation of offer curves, are omitted as to not go too deeply into topics that tend to confuse many students at this level.

Steve developed new approaches in this text including a simple way to present the Jones’ magnification effects, a systematic method to teach the theory of the second best, and a unique description of valid reasons to worry about trade deficits. These new approaches help students learn the concepts and models and derive conclusions from them.

If you like to take a comprehensive look at trade policies, be sure to check out the chapter on Trade Policy (7). It provides a comprehensive look at many more trade policies than are found in many of the printed textbooks on the market today.

International Economics: Theory and Policy by Steve Suranovic is intended for use in a full semester trade course, a full semester finance course, or a one semester trade/finance course.

International Finance Theory and Policy is built on Steve Suranovic’s belief that to understand the international economy, students need to learn how economic models are applied to real world problems. It is true what they say, that “economists do it with models.” That’s because economic models provide insights about the world that are simply not obtainable solely by discussion of the issues.

International Finance Theory and Policy develops a unified model of the international macroeconomy. The text provides detailed descriptions of major macroeconomic variables, covers the interest rate parity and purchasing power parity theories of exchange rate determination, takes an exhaustive look at the pros and cons of trade imbalances and presents the well-known AA-DD model to explore the effects of fiscal and monetary policy under both fixed and flexible exchange rates.

The models are developed, not by employing advanced mathematics, but rather by walking students through a detailed description of how a model’s assumptions influence its conclusions. But more importantly, each model and theory is connected to real world policy issues.

The Finance Text has the following unique features:
o Begins with an historical overview of the international macroeconomy to provide context for the theory.
o Concludes with a detailed discussion of the pros and cons of fixed and floating exchange rate systems.
o Provides an extensive look at the issue of trade imbalances. Readers learn techniques to evaluate whether a country's trade deficit (or surplus) is dangerous, beneficial, or benign.
o Explains how purchasing power parity is used to make cross country income comparisons.
o Offers clear detailed explanations of the AA-DD model.
o Applies the AA-DD model to understand the effects of monetary and fiscal policy on GDP, the exchange rate, and the trade balance.

International Finance Theory and Policy by Steve Suranovic is intended for a one-semester course in International Finance.

International Trade: Theory and Policy is built on Steve Suranovic’s belief that to understand the international economy, students need to learn how economic models are applied to real world problems.

It is true what they say, that “economists do it with models.” That’s because economic models provide insights about the world that are simply not obtainable solely by discussion of the issues.

International Trade: Theory and Policy presents a variety of international trade models including the Ricardian model, the Heckscher-Ohlin model, and the monopolistic competition model. It includes trade policy analysis in both perfectly competitive and imperfectly competitive markets. The text also addresses current issues such as free trade area formation and administered protection policies.

The models are developed, not by employing advanced mathematics, but rather by walking students through a detailed description of how a model’s assumptions influence its conclusions. But more importantly, each model and theory is connected to real world policy issues. The main purpose of the text is to provide a thorough grounding in the arguments concerning the age-old debate about free trade versus protectionism.

This text has the following unique features:
o The text begins with an historical overview of trade policy issues to provide context for the theory.
o The text concludes with a detailed economic argument supporting free trade.
o The welfare analysis in the Ricardian, Heckscher-Ohlin and specific factors models emphasize the redistributive effects of free trade by calculating changes in real incomes.
o The trade policy chapter provides a comprehensive look at many more trade policies than are found in a printed textbook.
o A chapter about domestic policies contains an evaluation of domestic taxes and subsidies that are often ignored in traditional trade textbooks but are increasingly important as large countries complain more about each other's domestic agriculture policies and labor and environmental policies.
o The text uses the theory of the second-best to explain why protection can improve national welfare. This well-known theoretical result is rarely presented as methodically and consistently as it is in this text.

This book presents standard intermediate microeconomics material and some material that, in the authors' view, ought to be standard but is not. Introductory economics material is integrated. Standard mathematical tools, including calculus, are used throughout. The book easily serves as an intermediate microeconomics text, and can be used for a relatively sophisticated undergraduate who has not taken a basic university course in economics.

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