This lesson is designed to get students to think critically about hot-button issues such as the "fiscal cliff," "sequestration," and the ongoing debate about the US budget. Two student readings examine the general debate about the budget and the human impact of budget cuts and sequestration. Questions for discussion follow each reading.

People say the government has a debt problem, but what causes federal government debt? In this video, Professor Antony Davies of Duquesne University traces the root cause of government debt to find out if the problem is too much spending or too little government tax revenue.

Spreadsheets Across the Curriculum module. Students build a spreadsheet to explore the trade-offs between "bargain-priced" gas vs. the extra mileage needed to get it. A modeling problem.

The Dynamic Integrated Climate Change (DICE) model assumes a single world producer must chose levels for three simultaneously determined variables: current consumption, investment, and greenhouse gases reduction. The model is freely available in both a GAMS and Excel version. DICE allows both science and economics instructors to integrate a sophisticated economic model of climate change into their courses. The simulation is for upper-division courses where students have some background in microeconomics. The principle developer is William Nordhaus at Yale University.

This course introduces the theory of relative prices in a market system, consumer choice, marginal analysis, and the allocation of productive resources among alternative uses in a market economy. Other topics may include market power and price discrimination, public finance, the labor market and environmental policy.

Course Outcomes:
1. Discuss the role scarcity plays in defining economic choices and how individuals, companies and nations resolve these issues.
2. Describe and apply marginal principle, principle of opportunity cost, principle of diminishing returns, comparative advantage, and elasticity.
3. Analyze the relationships between production costs and cost curves.
4. Explain the mechanics of supply and demand and apply the supply and demand model to evaluate markets.
5. Discuss the efficiency and equity of both competitive and noncompetitive markets and how both are impacted by government intervention.
6. Explain, compare and contrast, and apply in context each of the basic market structures - i.e. perfect competition, monopoly, oligopoly and monopolistic competition.

This course introduces the determination of levels of national income, employment and prices, and the basic causes of fluctuations in the business cycle, the banking system, monetary policy and financial intermediation. Other topics may include international trade and international finance.

Course Outcomes:
1. Discuss the role scarcity plays in defining economic choices and how individuals, companies and nations resolve these issues.
2. Describe and use economic data to evaluate the three basic macroeconomic problems: recession, unemployment, and inflation.
3. Discuss and apply the concepts of economic growth and business cycles to the macro economy.
4. Demonstrate how Gross Domestic Product (GDP) and Real GDP are calculated and explain the uses and limits of both.
5. Discuss and apply the aggregate-demand and aggregate-supply model to analyze short run and long run national economic conditions and the effectiveness of macroeconomic policy.
6. Apply the concepts of comparative and absolute advantage to explain the benefits of trade.

Application of economic theories to various aspects of professional and collegiate sports. Topics covered include the economic impact of sports on a local community, wage discrimination, the economics of publicly and privately funded stadiums, alumni giving, academics, broadcasting, and building a fan base.

Covers the study of the economic system as a whole, including the level of employment and diversity in income, fiscal and monetary policies, and the role of government in the economy. Also covers the economics of resource issues related to market failure and sustainability.

Covers the study of economic elements of supply and demand analysis. Also covers an examination of market structures, market allocation and externalities, labor markets and income distribution, and decision making by the individual firm.

In this Module, Students will learn the basis and differences between Social Economic Systems. They wil be to argues their point of view and whatsmore, give an essay opinion about the topic.Throught differents activities and material, student should create constructs of the topic and stablish a new knowledge. It is important to clarify any doubt before starting the activities.Ask your professor about any gap you may find in the way.

One of the many challenges facing the countries in the Asia-Pacific today is preparing their societies and governments for globalization and the information and communication revolution. Policy-makers, business executives, NGO activists, academics, and ordinary citizens are increasingly concerned with the need to make their societies competitive in the emergent information economy.

The e-ASEAN Task Force and the UNDP Asia Pacific Development Information Programme (UNDP-APDIP) share the belief that with enabling information and communication technologies (ICTs), countries can face the challenge of the information age. With ICTs they can leap forth to higher levels of social, economic and political development. We hope that in making this leap, policy and decision-makers, planners, researchers, development practitioners, opinion-makers, and others will find this series of e-primers on the information economy, society, and polity useful.

Short Description:
A collection of essays on current economic problems, created by students in SUNY Oswego's Eco 405 - Seminar in Economic Theory and Policy class during the spring 2021 semester.

Long Description:
This volume contains six essays written collaboratively by students in SUNY Oswego’s Eco 405 – Seminar in Economic Theory and Policy class during the spring 2021 semester.

Word Count: 65887

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Ebay is a parody of I Want it That Way by the Backstreet Boys a #1 hit from 1999. This song contains animated lyrics and an economic explanation that are synchronized to the music. The song explores a wide range of economic issues including: markets, supply and demand, and gains from trade.

This course provides a review of physical, chemical, ecological, and economic principles used to examine interactions between humans and the natural environment. Mass balance concepts are applied to ecology, chemical kinetics, hydrology, and transportation; energy balance concepts are applied to building design, ecology, and climate change; and economic and life cycle concepts are applied to resource evaluation and engineering design. Numerical models are used to integrate concepts and to assess environmental impacts of human activities. Problem sets involve development of MATLAB® models for particular engineering applications. Some experience with computer programming is helpful but not essential.

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

Economics can explain many of life’s big questions. Problem is, it can sometimes provide multiple, even conflicting, answers. So which answers are the “right” ones? There’s only one way to find out: Econ Duel! In this fun series from Marginal Revolution University, you’ll have a chance to hear from leading economic thinkers as they debate the big questions discussed in the news, in our schools, and around the dinner table.

When something is destroyed, does that actually help the economy by creating construction jobs? Do disasters like fires, floods, earthquakes, tornados, or tsunamis actually stimulate job growth? Only if people were planning to light their money on fire before having to spend it on reconstruction! This is what economists call the Broken Window Fallacy.

Two things we'd all like to see less of: climate change, and mass shootings. The direct way to address these would be to make fossil fuels more expensive, and restrict access to guns. But politically, neither of those policies will happen anytime soon. Fortunately, economists have another approach: change the prices of *related* goods. See how lowering the price of solar panels can change the use of coal, and how raising the price of bullets can reduce shootings.

When machines or computers are used to automate a task, does that mean that human workers will lose their jobs? As with most questions in economics, it depends. See how computers and toilet paper illustrate two different effects of technology on jobs. Overall, EconGuy shows that even when workers in one industry lose out, the economy as a whole benefits from automation and technology.

Many people assume that importing goods from other countries destroys jobs here in the U.S. Economists believe that trade doesn't destroy jobs, it just moves them around within the economy. This video explains how.