101_01 - - Micro Studies Individuals within the Economy,...

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Outline **************************** 1- Introductory Remarks 2- Administrative Matters 3- Pedagogical Approach 4- My Expectations from You 5- A Brief Overview of the Course 6- Why Should You Study Economics
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Teaching Approach I- Objectives 1) Make learning last, examples 2) Help students get a good grade 3) Make coming to class enjoyable II-Implementation A- Lectures 1) Organization (go over syllabus) 2) Link lectures to current events 3) Student involvement in class 4) Muti-media (video, TV, etc) 5) Experimental Games 6) Fun topics (Stock Market) B- Grading 1) No Curving 2) Bonus points (Exercises, Quizzes, Experiments, participation); 5%-6% 3) Negative bonus (disruption, cell phone)
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III- What you need to do Follow syllabus Print notes for each class before we meet and bring the notes to class to fill in the blanks Be serious about the course Attend class regularly Do homework Regularly
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An Overview of the Course
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Unformatted text preview: - Micro Studies Individuals within the Economy, Macro Deals with the Economy-Free Enterprise System (Market Economy)-Importance of Price Goods (Product) Market Consumers : the Demand Side Producers: the Supply Side Equilibrium Inputs (Factor) Market Labor Market and Wages Capital Market; Stock Market- Applications: Environment, Public Goods Why Study Economics 1) Understand the Economy and View the World from an Economic Perspective Recessions & Booms, Central Bank & Interest Rate Stock Market Airline Prices vs. Theatre Prices, Salaries, Tuition, Rents Crime, Divorce 2) Become an Informed Citizen Major, Pensions, Investing your Savings Run a Business, Negotiate your Salary 3) Understand Policy Potentials & Limits Social Security Issues Effects of Various Taxes Government Deficits and Surpluses Environmental Policy, Health Care Policy...
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This note was uploaded on 04/02/2008 for the course ECON 101 taught by Professor Dezhbakhsh during the Fall '07 term at Emory.

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101_01 - - Micro Studies Individuals within the Economy,...

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