Back to Search | Help | Tutorial Search Within Results | New Search | Save This Search | RSS Feed
Sort By: RelevancePublication Date (newest to oldest)Publication Date (oldest to newest)Title (A to Z)Title (Z to A)Author (A to Z)Author (Z to A)Source (A to Z)Source (Z to A)
Use My Clipboard to print, email, export, and save records. More Info: Help 0 items in My Clipboard
Now showing results 1-10 of 278. Next 10 >>
1. Teaching Undergraduate Money and Banking: T-Bill Auctions and Stock Market Models (EJ845955)
Author(s):
Saros, Daniel E.
Source:
Journal of Economic Education, v40 n3 p315-330 Sum 2009
Pub Date:
2009-00-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Economics Education; Banking; Monetary Systems; Course Content; Algebra; Mathematical Models; Problem Solving; Mathematical Applications; Corporations; Investment; Undergraduate Study
Abstract: The author offers innovative approaches to 3 topics that are typically only briefly mentioned (if at all) in money and banking courses. The first topic is a Treasury bill auction experiment in which students have an opportunity to participate directly. The results from a class of 14 money and banking students are used to explain how an instructor might conduct such an experiment in the classroom. Relatively simple algebraic models are also developed for 2 types of stock market transactions: short selling and margin buying. Three analytical exercises are presented with complete solutions to demonstrate how an instructor might assign related problems for students. These experiments and models give students a lasting understanding of a number of rarely discussed topics in money and banking courses. (Contains 3 figures, 2 tables, and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info: Help | Tutorial Help Finding Full Text | More Info: Help Find in a Library | Publisher's Web Site
2. A Better Budget Rule (EJ845044)
Dothan, Michael; Thompson, Fred
Journal of Policy Analysis and Management, v28 n3 p463-478 Sum 2009
Journal Articles; Reports - Research
Descriptors: Finance Reform; Financial Policy; Fiscal Capacity; Tax Effort; Expenditures; Budgeting; Tax Rates; Tax Credits; Monetary Systems; Economic Factors; Microeconomics; Debt (Financial); Policy Analysis; Mathematical Models
Abstract: Debt limits, interest coverage ratios, one-off balanced budget requirements, pay-as-you-go rules, and tax and expenditure limits are among the most important fiscal rules for constraining intertemporal transfers. There is considerable evidence that the least costly and most effective of such rules are those that focus directly on the rate of spending growth, even with their seemingly ad hoc nature and possibilities for circumvention. In this paper, we use optimal control theory and martingale methods to justify a transparent, nonarbitrary rule governing maximum sustainable rate of spending growth, treating the revenue structure of a jurisdiction as a given continuous-time stochastic process. Our results can be used to determine whether a proposed rate of spending growth is sustainable or not. (Contains 1 figure, 1 table, and 9 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. A Classroom Experiment on Exchange Rate Determination with Purchasing Power Parity (EJ836130)
Mitchell, David T.; Rebelein, Robert P.; Schneider, Patricia H.; Simpson, Nicole B.; Fisher, Eric
Journal of Economic Education, v40 n2 p150-165 Spr 2009
Descriptors: Economics Education; Experiments; Class Activities; Macroeconomics; Purchasing; Undergraduate Study; Monetary Systems; International Trade
Abstract: The authors developed a classroom experiment on exchange rate determination appropriate for undergraduate courses in macroeconomics and international economics. In the experiment, students represent citizens from different countries and need to obtain currency to purchase goods. By participating in an auction to buy currency, students gain a better understanding of currency markets and exchange rates. The implicit framework for exchange rate determination is one in which prices are perfectly flexible (in the long run) so that purchasing power parity (PPP) prevails. Additional treatments allow students to examine the effects of price changes, tariffs, and nontradable goods on the exchange rate and to explore the possible resulting deviations from PPP. The experiment is suitable for classes of 8 to 50 students and can be run in as short a period as 30 minutes. (Contains 17 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Keynesian, Monetarist and Supply-Side Policies: An Old Debate Gets New Life (EJ834641)
Niederjohn, M. Scott; Wood, William C.
Social Education, v73 n2 p68-70 Mar 2009
2009-03-00
Journal Articles; Opinion Papers
Descriptors: Economics Education; Banking; Financial Policy; Monetary Systems; Financial Exigency; Economic Climate; Private Sector
Abstract: Debates over how to promote a healthy economy are pervasive once more, after decades when it seemed such debates had been put to rest. The market meltdown of 2008 ended a long string of years in which monetary policy reigned supreme. Monetary policy is the regulation of money and the banking system to influence economic variables. Its adherents, the "monetarists," had faced little challenge as they de-emphasized the role of fiscal policy, defined as the control of taxes and spending to influence economic variables. In this article, the authors discuss how the Keynesian fiscal policy, inspired by the work of British economist John Maynard Keynes, is enjoying a stunning revival under President Obama's new economic policy team. They also contend that the failure of the monetary policy to swiftly cure the country's economic woes, as it has in recent downturns, provides some of the impetus to revisit these theories of the past. While the authors agree that there are weaknesses in any proposed cure to the economy's current troubles, they believe that Keynesian fiscal stimulus is likely to have a positive impact in the short run. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Teaching New Keynesian Open Economy Macroeconomics at the Intermediate Level (EJ827137)
Bofinger, Peter; Mayer, Eric; Wollmershauser, Timo
Journal of Economic Education, v40 n1 p80-101 Win 2009
Descriptors: Economics Education; Macroeconomics; Models; International Trade; Monetary Systems; Supply and Demand; Financial Policy; Comparative Analysis; Banking
Abstract: For the open economy, the workhorse model in intermediate textbooks still is the Mundell-Fleming model, which basically extends the investment and savings, liquidity preference and money supply (IS-LM) model to open economy problems. The authors present a simple New Keynesian model of the open economy that introduces open economy considerations into the closed economy consensus version and that still allows for a simple and comprehensible analytical and graphical treatment. Above all, their model provides an efficient tool kit for the discussion of the costs and benefits of fixed and flexible exchange rates, which also was at the core of the Mundell-Fleming model. (Contains 11 figures and 11 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. The Antieconomy Hypothesis (Part 1): From Wealth Creation to Wealth Extraction (EJ825551)
Vanderburg, Willem H.
Bulletin of Science, Technology & Society, v29 n1 p48-56 2009
Descriptors: Economics; Monetary Systems; Corporations; Financial Support; Free Enterprise System; Global Approach; Cultural Context; Economic Impact; Costs; Social Environment; Productivity
Abstract: This article attempts to make some sense of what is happening to the role of money and the economy in our lives and in our communities. It shows that the picture provided by the discipline of economics makes no sense at all. Corporations and national economies have become wealth extractors as opposed to wealth creators. Only about 3% of daily financial flows around the globe have any meaningful connection to the production and distribution of goods and services or to direct productive investments. Free trade is restricted to the flows of goods and services, but it is forced trade to people and communities. Such flows ought to serve them, but under free trade they are permitted to do more harm than good. These developments have transformed the role of money and the economy into wealth extraction or what may be regarded as antimoney and an antieconomy. The implications are far reaching, and require urgent attention if the present human, social, and environmental crises are not to be intensified. [For Part 2, see EJ825552. For Part 3, see EJ825553.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Attitudes towards the Euro: An Empirical Study Based on the German Socio-Economic Panel (SOEP) (EJ786886)
Isengard, Bettina; Schneider, Thorsten
Social Indicators Research, v82 n1 p35-56 May 2007
2007-05-00
Descriptors: Foreign Countries; Monetary Systems; Public Opinion; Anxiety; Economic Change; Social Psychology; Cost Indexes; Social Theories
Abstract: This paper investigates changing attitudes towards the euro over time in Germany using longitudinal micro-data from the German Socio Economic Panel Study. We observe that a large part of the German population was worried about the new currency both before and after its introduction. Social psychological theories provide insight into these attitudes. Concerns regarding the euro are apparently connected with problems in handling the new currency and with the press coverage of price rises. For these reasons, future EMU member states should prepare their populations better for these challenges. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. The Fable of the Allegory: The Wizard of Oz in Economics: Comment (EJ775126)
Dighe, Ranjit S.
Journal of Economic Education, v38 n3 p318-324 Sum 2007
2007-00-00
Descriptors: Novels; Economics Education; Political Attitudes; United States History; Macroeconomics; Figurative Language; United States Literature; Instructional Materials; Monetary Systems
Abstract: Although recent research strongly suggests that L. Frank Baum did not write "The Wonderful Wizard of Oz" as a monetary or political allegory, the Populist-parable interpretation of his book remains a tremendous teaching tool in economics classes. The author offers some background on the rise and fall of the Populist interpretation, in recognition of students' natural curiosity about Baum's intentions. He also offers a classroom-ready version of the parable that synthesizes several different versions of that interpretation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Financial Crisis, Capital Outflows, and Policy Responses: Examples from East Asia (EJ767237)
Rajan, Ramkishen S.
Journal of Economic Education, v38 n1 p92-108 Win 2007
Journal Articles; Reports - Evaluative
Descriptors: Foreign Countries; Financial Problems; Monetary Systems; Banking; Financial Policy; Economics Education; Macroeconomics; Undergraduate Study
Abstract: Financial crises seem to have become the norm rather than the exception since 1992. The author examines the impact of a crisis of confidence and resultant capital outflows from a small and open economy and the possible policy options in response to such outflows, using simple tools and definitions that will be familiar to any money and banking or intermediate macroeconomics student. Examples are drawn from the East Asian crisis of 1997-98 (Indonesia, Korea, Malaysia, and Thailand), although the analysis remains pertinent to emerging economies in general. (Contains 10 figures and 20 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. What Caused the Great Depression? (EJ766577)
Caldwell, Jean; O'Driscoll, Timothy G.
Social Education, v71 n2 p70-74 Mar 2007
2007-03-00
Guides - Classroom - Teacher; Journal Articles; Reports - Descriptive
Descriptors: Historians; Unemployment; Economics; United States History; History Instruction; Economics Education; Economic Climate; Historical Interpretation; Monetary Systems; Global Approach; Government Role; Public Agencies; Instructional Materials; Elementary Secondary Education
Abstract: Economists and historians have struggled for almost 80 years to account for the American Great Depression, which began in 1929 and lasted until the early years of World War II. In this article, the authors discuss three major schools of thought on the causes of the Great Depression and the long failure of the American economy to return to full employment: (1) "The Keynesian Explanation"; (2) "The Monetarist Explanation"; and (3) "The International Explanation". The authors believe that teachers will find that presenting the approaches described in this article is a useful way of encouraging students to review and analyze the causes and progression of the Great Depression. By examining the known historical facts and developing their own interpretations, students can further their understanding both of the history of the Great Depression and of some basic principles of economics. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Help
Help