For an introductory macroeconomics course, the discussion of historical relevance helps foster important learning connections. By comparing the Great Depression to the 2008-2009 recession, a macroeconomics instructor can provide students with connections to history. This paper discusses the major causes of each recession, major fiscal policy and monetary policy decisions of both recessions, and the respective relevance in teaching the relationship of each policy to gross domestic product. The teaching points addressed in this paper are directed towards an introductory college-level macroeconomics course, incorporating a variety of theories from historical and economic writers and data from government and central bank sources. A lesson plan is included in an appendix to assist the instructor in implementing the material.

The study of terrorism has been both broad in scope and varied in approach. Little work has been done, however, on the territorial aspects of terrorist groups. Most terrorist groups are revolutionary to one degree or another, seeking the control of a piece of territory; but for the supportive population of a terrorist group, how important is the issue of territory? Are the intangible qualities of territory more salient to a given population than other factors? Are territorially based terrorist groups more durable than their ideologically or religiously motivated cohorts? This paper aims to propose the validity of the territorial argument for the study of political terrorism.

In prior research focusing on teaching and learning science, a definitive trend toward a new approach for undergraduate non-major science courses has emerged. Instruction should be refocused from information-transfer to giving students experiences that allow them to explore and engage in their new knowledge and find ways to integrate it into their everyday lives. One technique is to focus class material on real issues of interest and relevance. Course development that allows for civic engagement and self discovery connects learning to the lives of students and their communities. This study used a quasi-experimental design to see if students who engaged in their learning had improved learning gains, increased motivation, and ability to relate it to their lives. The results showed that students were more motivated to connect the subject to their lives when they engaged through civic engagement projects. Techniques used in this research can be used in the future to develop science courses that focus on the needs of 21st century learners.

Modest Musorgsky is considered a composer of masterful vocal, symphonic, and piano works. His songs and song cycles distinguish themselves as evocative of the broad spectrum of Russian experience. However, Musorgsky's early songs have not received as much attention as his larger works, such as Boris Godunov or Pictures at an Exhibition. Musorgsky's early songs, from 1857-1867, show the composer's affinity for lyrical expression, be it brightly melodious, impassioned, or within a comical or satirical vein. He portrays Russian life through a mixture of different genres such as the Russian romance, the ballad, the operatic aria, and also vaudeville. This study focuses on Musorgsky's choice of texts, his penning of several of them, and the way he incorporates them within each song.