| Nama Pengarang | : | David A. Martin, Donald M. Bellante, Robert Y. Awh, Robert J. Staff, Winston C. Bush, Richard A. Stanford, Abraham Resnick, Richard F. Newton, W.B. Cunningham, Russell Bellico, Walter Carter, Richard B. McKenzie, Dennis J. Weidenaar, Joe A. Dodson, David E. Ramsett, Kelley, Allen C. |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 50-52 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 374-390 |
| Abstraksi Narasi | : | Trade, the Internet, and product innovation have greatly enlarged the number of goods ( N ) in the consumer's choice set. The welfare effect of the growth in N has been extensively discussed in the specialized literature, but very little has filtered down to our textbook models of a competitive equilibrium. These focus on the Pareto-optimal allocation of resources for a given N, avoiding the problem of the optimum number of goods, or the welfare gains when the optimum number is increased through trade. This neglect stems from the limitations of our partial-equilibrium analytical tools-for example, indifference maps in which N is fixed. The authors fill this gap in the Hicksian ordinal revolution by developing new indifference curves that express N as a variable, thus allowing them to estimate the variety gains from trade and the real-income gains as new goods enlarge N and to use new pp curves to provide a graphic description of the optimum number of goods in a competitive economy. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 323-341 |
| Abstraksi Narasi | : | The authors present a simplified, "stripped-down" version of poker as an instructional classroom game. Although Stripped-Down Poker is extremely simple, it nevertheless provides an excellent illustration of a number of topics: signaling, bluffing, mixed strategies, the value of information, and Bayes's Rule. The authors begin with a description of Stripped-Down Poker: how to play it, what makes it an interesting classroom game, and how to teach its solution to students. They describe how signaling, bluffing, and so forth emerge naturally as important features of the game and then discuss possible applications of this game-theoretic model to real-world interactions, such as litigation, tax evasion, and domestic or international diplomacy. They also suggest modifications of the game either for use in class or as student exercises. For reference, they conclude with a brief history of game-theoretic treatments of poker. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 391-400 |
| Abstraksi Narasi | : | The author describes and elaborates on how to use his public-television reports on the costs of the war in Iraq to teach economics. He shows how the Iraq war can provide economics instructors with an example for discussing cost-benefit analysis and opportunity costs in class. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 342-356 |
| Abstraksi Narasi | : | The author describes a senior-level course designed to promote student skills in "acting like economists." Although most departments offer senior-level courses, this one is unique in that it was developed on the basis of learning as opposed to content objectives, assignments are designed to reinforce and further develop research skills through a project of the student's choosing, and it more closely models what it means to "act like an economist" (W. L. Hansen 2006). The author discusses the development of this course and its unique features, the research process followed by students and the outcomes generated, and some of the advantages and disadvantages associated with this form of senior research course. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 307-322 |
| Abstraksi Narasi | : | The author examines the relationship between research productivity and teaching effectiveness using data from the Erasmus School of Economics. The initial findings indicate a positive overall relationship between the variables. A more detailed analysis reveals a sharp reversal in the nature of the relationship. Although the relationship is negative in the first two years of the bachelor's programs, it becomes positive later on. This suggests that the applicability of the various models that have been advanced to explain either a negative or positive relationship may depend on course level. The result also has implications with respect to the most effective allocation of faculty in bachelor's and master's programs. |
| Nama Pengarang | : | Goeree, Michelle S., Hinloopen, Jeroen, Arnold, Ivo J. M., McGoldrick, Kimmarie, Solman, Paul, Walker, Mark, Reiley, David H., Urbancic, Michael B., Paglin, Morton, Paglin, Mark |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 257-373 |
| Abstraksi Narasi | : | The authors describe a classroom experiment that illustrates the research and development investment incentives facing firms when technological spillovers are present. The game involves two stages in which student "sellers" first make investment decisions and then production decisions. The classroom game can be used to motivate discussions of research joint ventures, the free-rider problem, collusion, and antitrust policy regarding research and development. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 287-296 |
| Abstraksi Narasi | : | In a review of the purpose and structure of the undergraduate economics major, J. Siegfried et al. (1991) suggested that every student should be required to "do economics" and specifically recommended the development of skills through writing requirements and research-oriented courses, as in a capstone experience. The author describes results of a survey of economics departments at U.S. institutions designed to determine the degree to which writing assignments are required and the existence and form of research-oriented opportunities, such as honors, capstone and senior experiences, and the senior thesis. Results indicate that, although a majority of departments (70 percent) require a writing component as part of the major, less than half offer research-intensive experiences consistent with capstone and senior experience courses (49 percent), honors programs (37 percent), or senior theses (17 percent). When institutions offer such research courses, however, respondents state overwhelmingly that such experiences are indeed designed to encourage students to develop skills associated with "doing economics" |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 297-301 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | The Journal of Economic Education |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 251-259 |
| Abstraksi Narasi | : | The author reports on various aspects of teaching economics in an interdisciplinary, team-taught course, including reflections on a unique experiment in teaching economics to nonmajors. By the incorporation of selected topics of gender economics into the interdisciplinary course about the changing economic statuses of women throughout history, the students are introduced to the fundamentals of economic thinking and encouraged to become economically literate. Faced with the constraints of no prerequisites and the presence of two instructors at all classes, the author implements pedagogical models of teaching adopted from the education field to achieve a desirable level of comprehension and integration. The author outlines the course design, the challenges, and suggestions about how to improve the course. |
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