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The Economic Effects of Copyright

20/03/2017

Georg von Graevenitz, Senior Lecturer at the School of Business and Management, Queen Mary University of London, writes about the First Asia-Pacific Workshop on Empirical Methods in Innovation, IP and Competition in a blog post titled ‘The Economic Effects of Copyright – Using CREATe & CORE Resources to Inform Regulators and Lawyers’, originally posted on his Business Analytics, Management and Economics website.   The First Asia-Pacific Workshop on Empirical Methods in Innovation, IP and Competition was held at National Law University in Delhi in early March 2017. The workshop brought together researchers and regulators from India and South East Asia. Sessions focussed on the economics of IP law, […]

CORE in high school?

16/03/2017

We know from our email inbox that a small but active group of CORE’s teachers are using it in schools, so we asked some of them how it fits alongside the school curriculum, how useful it has been – and the challenges they overcame. Andrew Sykes, St Paul’s School, UK Andrew, who is also a CORE contributor, uses our course to support “extension” activities for A-level teaching (years 12 and 13, the final two years of the English school system). “Unit 17, on The Great Depression, the Golden Age and the global financial crisis (GFC), provides a particularly good resource […]

The launch of CORE-USA

10/03/2017

We have had many enquiries from teachers in the US, but until now we have had limited resources to be able to help American institutions that want to adopt CORE. That is set to change, because The Teagle Foundation has awarded Rajiv Sethi and his colleagues Homa Zarghamee and Belinda Archibong at Barnard College for a three-year project worth $290,000 to launch CORE-USA. Rajiv explains in detail what CORE-USA hopes to achieve here in his blog but, in brief, it has the following objectives:   We will identify of a set of institutional partners in the US who share our commitment […]

Nuffield Foundation funds CORE

24/02/2017

The CORE Project, the open-access economics curriculum reform initiative based at University College London, has been granted £340,000 by the Nuffield Foundation to develop a new course in which social science students will learn economic methods by grappling with policy issues concerning inequality, climate change and innovation. The course, “Economy, Society, and Public Policy” will be delivered through a free-to-access online text. It will introduce students who do not intend to specialise in economics to the discipline as a method of social enquiry, and encourage the development of quantitative social science. It will build on the existing success of The […]

There’s more than one way to teach CORE

26/01/2017

“We see from our teaching workshops that the various  departments that use CORE are being very creative with the resources,” says Alvin Birdi of the teaching and learning committee. “We see different lengths and types of course, we see them using the resources selectively and we see very different approaches to delivering the material in class.” Most of CORE’s authors and volunteers are teachers themselves, and so we understand that not every teacher has the power, resources or the time to make radical changes to the way they teach. Also, we’re conscious that for techniques such as flipping the classroom, […]

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