This course is a self-contained introduction to statistics with economic applications. Elements of probability theory, sampling theory, statistical estimation, regression analysis, and hypothesis testing. It uses elementary econometrics and other applications of statistical tools to economic data. It also provides a solid foundation in probability and statistics for economists and other social scientists. We will emphasize topics needed in the further study of econometrics and provide basic preparation for 14.32 Econometrics. No prior preparation in probability and statistics is required, but familiarity with basic algebra and calculus is assumed.

This course will provide a solid foundation in probability and statistics for economists and other social scientists. We will emphasize topics needed for further study of econometrics and provide basic preparation for 14.32 Econometrics. Topics include elements of probability theory, sampling theory, statistical estimation, and hypothesis testing.

This packet describes the structure of a single-semester introductory economics course with no prerequisites that uses no calculus. The content is primarily constituted of open educational resources (OER). The packet is organized as a 13-week, 26-lecture semester, with problem sets due at the end of each week, midterm exams after lectures 8 and 18, and a final exam at the end of the semester. The included materials correspond to an introductory course taught by the author at Haverford College in the Fall semester of 2020. Instructors may use all or any portion of the included materials that may help them in their own courses.

This is a module framework. It can be viewed online or downloaded as a zip file.

As taught Semester 1 2009/2010.

There are no pre-requisites to taking this module and in particular there is no assumption of any prior knowledge of economics. For those who have taken A-level economics or any other version of economics some of the module content will appear familiar to you. However, the methods of analysis and the approach to teaching will quite probably be very different to anything experienced before and thus it is very important that good lecture notes are made, essays are thoughtfully written and background reading is undertaken. If not, then a degree level of understanding of the material will not be achieved.

This module is suitable for study at undergraduate level 1

Dr Wyn Morgan

Dr Wyn Morgan has been a member of staff at Nottingham since 1990 and became Associate Professor in August 1999. His research interests lie in imperfect competition in vertically related markets; price transmission, and futures and commodity markets. Since 2005 he has been an Associate Director in the Centre for Excellence in Teaching and Learning for Integrative Learning at the University of Nottingham. In 2006 he was appointed to be the University's Director of e-Learning and in August 2007 he became the University's Director of Teaching and Learning.

He is also an Associate Director of the Economics Network of the Higher Education Academy and an Associate of the Learning Sciences Research Institute.

Spreadsheets Across the Curriculum module. Students use the Compound Interest Equation and an annuity equation to calculate the growth of investments over time.

"Human capital" may not be the first thing that comes to mind when we think about investments, but investing in education and training is an important economic decision. Learn about human capital and the return on such an investment in the February 2013 issue.

This flash animation for the song "Irreplaceable" demonstrates how the availability of substitutes affects the price elasticity of demand. Beyonce notes that her current boyfriend is not "irreplaceable," meaning that her demand for him is elastic.

Trade issues occasionally dominate and are a continuing theme of the international scene: the global market, sweatshops, child labor, trade deficits, the euro, sanctions, tariffs, embargoes, and the EU, NAFTA, WTO, the seemingly endless alphabet of interest groups, treaties, organizations, and trade agreements. As a classroom topic, international trade has the great advantage of providing ready-made material for teachers wanting to engage student interest in current events. On the other hand, the complexity of the issues surrounding trade is daunting. While economic reasoning doesn't guarantee resolution of the issues, it is a powerful tool of critical thinking that brings clarity to the discussion of current events. The ability to determine comparative advantage through opportunity cost, the ability to identify incentives and predict resulting behavior, and the ability to use supply and demand analysis of particular labor and resource markets, help students to set aside the emotion of international trade issues and cut through the rhetoric of media reports.

This is a JiTT exercise in which students apply introductory-level macroeconomic analysis to the question of how large the stimulus package put forward to Congress in early 2009 needed to be to close the recessionary gap facing the U.S. economy at that time. In particular, this exercise asks students to bring together the concepts of potential and actual GDP, recessionary gaps, fiscal policy, spending and taxing multipliers, and effects of changes in aggregate spending on employment and output.

This activity is a set of student-centered exercises that enable students to learn about the individual stories of Goldman environmental prize winners, the activism and organizing that grounds their work, and the underlying political and social contexts from which their struggles emerge. The lesson inspires critical reflection about justice, power, and democracy in green politics, and encourages ways to make personal connections to activism and environmental work.

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In this lab, students apply the concepts of earlier lessons to their own community. They begin by exploring economic, environmental, and social impacts of drought. Students then prepare for and stage a mock community meeting to draw up plans to face an upcoming drought.

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This course aims to acquaint students with traditional and contemporary topics in labor economics and to encourage the development of independent research interests. The class provides a systematic development of the theory of labor supply, labor demand, and human capital. Topics covered include wage and employment determination, immigration, unemployment, equalizing differences, among many others. There is a particular emphasis on the interaction between theoretical and empirical modeling.

This course studies the interaction between law, courts, and social movements in shaping domestic and global public policy. Examines how groups mobilize to use law to affect change and why they succeed and fail. The class uses case studies to explore the interplay between law, social movements, and public policy in current areas such as gender, race, labor, trade, environment, and human rights. Finally, it introduces the theories of public policy, social movements, law and society, and transnational studies.

An ILD to help demonstrate the Law of Diminishing Marginal Returns using an experiment.

Word Count: 88897

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In this service learning project, college students work in groups of three to prepare a 55-minute interactive lesson on one of the topics listed on the syllabus and team teach the lesson to students at a local high school.

In this service learning project, college students work in groups of three to prepare a 55-minute interactive lesson on one of the topics listed on the syllabus and team teach the lesson to students at a local high school.

This lesson examines the ways in which France challenged American sovereignty between 1796 and 1801.

This lesson examines the ways in which Great Britain and France countries challenged American neutrality during the Thomas Jefferson administration.