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A detailed analysis of descriptions of Venice and the Venetian Terraferma in the Renaissance, when both the city of Venice and the mainland state were undergoing fundamental changes.
" 'In Describing the City, Describing the State' Sandra Toffolo presents a comprehensive analysis of descriptions of the city of Venice and the Venetian Terraferma in the Renaissance, when the Venetian mainland state was being created. Focusing on an extensive variety of descriptions, the book demonstrates that no one narrative of Venice prevailed in the early modern European imagination, and that authors continuously adapted geographical descriptions to changing political circumstances. In doing so, it shows the importance of studying geographical representation and early modern state formation together. Moreover, it challenges the long-standing concept of the myth of Venice, by showing that Renaissance observers never saw the city of Venice and the Venetian Terraferma in a monolithic way"--
An authoritative review of the long history of federal responses to state and local budget crises, from Alexander Hamilton through the COVID-19 pandemic, that reveals what is at stake when a state or city can't pay its debts and provides policy solutions to an intractable American problem. What should the federal government do if a state like Illinois or a city like Chicago can't pay its debts? From Alexander Hamilton's plan to assume state debts to Congress's efforts to respond to the COVID-19 pandemic, many of the most important political disputes in American history have involved federal government responses to state or local fiscal crises. In a Bad State provides the first comprehensive historical and theoretical analysis of how the federal government has addressed subnational debt crises. Tracing the long history of state and local borrowing, David Schleicher argues that federal officials want to achieve three things when a state or city nears default: prevent macroeconomic distress, encourage lending to states and cities to build infrastructure, and avoid creating incentives for reckless future state budgeting. But whether they demand state austerity, permit state defaults, or provide bailouts-and all have been tried-federal officials can only achieve two of these three goals, at best. Rather than imagining that there is a single easy federal solution, Schleicher suggests some ways the federal government could ameliorate the problem by conditioning federal aid on future state fiscal responsibility, spreading losses across governments and interests, and building resilience against crises into federal spending and tax policy. Authoritative and accessible, In a Bad State offers a guide to understanding the pressing fiscal problems that local, state, and federal officials face, and to the policy options they possess for responding to crises.
Some vols. include supplemental journals of "such proceedings of the sessions, as, during the time they were depending, were ordered to be kept secret, and respecting which the injunction of secrecy was afterwards taken off by the order of the House."
Education about living in society and in the world is a vital task of schools. Yet such civic education is not always critically examined, and few among us have been encouraged to reflect on our civic education experiences. Around the world, one’s civic education most often looks like a black box. How it works is unclear. When human harm, violence, and oppression can be seen in a wide variety of contexts, it is worth critically examining civic education. Could it be that civic education is not playing a helpful role in society? Can it be done differently and better? As one reflects on the contemporary social world, it is helpful to examine the assumptions surrounding education for living together, to think about current modes and possible alternatives. Otherwise, one might end up promoting allegiance to civic and partisan entities which are themselves black boxes (the ‘nation’, the ‘people’), failing to notice when and how what goes on in civic education is morally questionable. This book aims to elucidate some of the black box of civic education, and focuses on some of its main operations across contexts. Offering a new framework for students and academics, this book questions existing thinking and shifts the focus of attention from the right balance to strike between local, national, and global allegiances to the more fundamental question of what counts as ‘local’, ‘national’, and ‘global’, and what might be involved in cultivating allegiances to them. It looks at allegiance to not just transnational but also sub-global ‘civilisations’ and it problematises the notion of the ‘local community’ in new ways. This book is the 2020 AESA Critics' Choice Book Award Winner.