In the United States, broad study in an array of different disciplines â€"arts, humanities, science, mathematics, engineeringâ€" as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary "silos". These "silos" represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs.

Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.

Mastering Commercial Applications for Classes IX and X is written in accordance with the latest ICSE syllabus prescribed by the Council for the Indian School Certificate Examinations, New Delhi. The book is a New Age Text book which adopts a fresh and novel approach to the study of Commercial Applications.

The migrant selection literature concentrates primarily on spatial patterns. We integrate two workhorses of the labor literature, the Roy and search models, to illustrate the implications of migration duration for patterns of selection. Theory and empirics show that temporary migrants are intermediately selected on education, with weaker selection on cognitive ability. Longer migration episodes lead to stronger positive selection on both education and ability because the associated jobs involve finer employee-employer matching and offer greater returns to experience. Networks are more valuable for permanent migration, where search costs are higher. Labor market frictions explain observed complex network-skill interactions. When considering migrant selection, the economics literature has largely focused on patterns by area of origin. However, the duration of migration episodes–temporary versus permanent–is another important determinant of selection. We integrate two workhorses of the labor literature, the Roy model and a search model, to illustrate the implications of migration duration for patterns of self-selection. We provide theoretical and empirical evidence showing that, because short-term migration episodes have less scope for skill-based matching and greater need for screening, temporary migrants are more likely to display intermediate selection on education, with weaker selection on underlying cognitive ability. Longer term migration episodes, in contrast, allow for finer employee-employer matching and greater returns to experience, leading to stronger positive selection on both education and cognitive ability among permanent migrants. Networks are also found to be more valuable for permanent migration, where search costs tend to be higher. However, we also provide evidence of complex network-skill interactions, driven primarily by labor market frictions.