|Spring 2006||Professor Black|
|Jan 23||2||Scarcity, Choice and, Opportunity Cost|
|Jan 30||2||Opportunity Cost (continued)|
|3||Supply and Demand Overview|
|Feb 6||5||Introduction to the MacroEconomy|
|Feb 13||6||Measuring Domestic Output and National Income|
|Feb 20||7||Unemployment and Inflation|
|Feb 27||8||The Aggregate Expenditures Model|
|Mar 6||8||The Aggregate Expenditures Model (continued)|
|Mar 13||9||Fiscal Policy|
|Mar 20||10||Money and Banking|
|Mar 27||10||How Banks and Thrifts Create Money|
|Apr 3||11||The Money Market|
|Apr 10||Spring Break|
|Apr 17||12||Monetary Policy|
|Apr 24||13||Aggregate Demand and Supply|
|May 1||14||Labor Markets|
|May 9-15||Final Exam|
quizes: 30% - 3 in-class,
10 points each
|Attendance policy: used as borderline grading factor|
exams: 40% - 2 take-home, over the Net,
20 points each
final examination: 30% in-class
Students will be expected to understand the concepts and graphical applications. Some algebra will be used. Exams will be objective (multiple choice) and grading is done on the curve. Students will be allowed to create a one-page reference sheet for their use during exams and quizzes.
An optional paper or Netsite (using a topic of the students choice) may be written for a 20% supplement to the final grade. In general, this option is best exercised by students on the margin for the next higher grade. For example, a high "C" combined with the optional paper renders a final grade of "B".
The optional paper should be 10-15 pages in length. An acceptable format includes citation of research references and a bibliography. The best paper uses lots of graphs.
A Netsite may be developed instead of a paper. This option should be
viewed as a process by which the student prepares their paper as a
Netsite. Several options are available for students to develop
economic topics on their own Netsites.
This course is an introduction to the macro economy. Some basic concepts are introduced to explain prices and the market mechanism. Macro economic variables such as consumption, investment, government expenditure and taxes, national income and gross domestic product are defined and explained. A graphical model of the macro economy is developed to understand how the macro economic variables are related and to explain the impacts of public policy. The impacts of fiscal policy are explained using the model to show the effect of taxes and government expenditure.
Money and banking topics are explored as well. The institutional framework of the banking system is explained to show the roles of the federal reserve bank and the commerical banks. The deposit expansion process is defined to show how the fractional reserve banking system functions. The money markets are illustrated using a graphical model to explain the impacts of monetary policy.
CORE LEARNING OUTCOMES:
Upon successful completion of this course, the student should be able to:
|DISABILITY SUPPORT SERVICES|
|Students requesting academic accommodations are required to contact the Disability Support Services Office (M-1042) or call (301) 322-0838 (voice) or (301) 322-0122 (TTY) to establish eligibility for services and accommodations. Students with documented disabilities should discuss the matter privately with their instructors at the beginning of the semester and provide a copy of their Student/Faculty Accommodation Form.|
|CODE OF CONDUCT|
|The Prince George's Community College Code of Conduct defines the rights and responsibilities of students and establishes a system of procedures for dealing with students charged with violations of the code and other rules and regulations of the college. A student enrolling in the college assumes an obligation to conduct himself/herself in a manner compatible with the college's function as an educational institution. Refer to the 2004-2005 Student Handbook, beginning on page 39, for a complete explanation of the code of conduct, including the Code of Academic Integrity and the procedure for dealing with disruptive student behavior.|
|CODE OF ACADEMIC INTEGRITY|
|The college is an institution of higher learning that holds academic integrity as its highest principle. In the pursuit of knowledge, the college community expects that all students, faculty, and staff will share responsibility for adhering to the values of honesty and unquestionable integrity. To support a community committed to academic achievement and scholarship, the Code of Academic Integrity advances the principle of honest representation in the work that is produced by students seeking to engage fully in the learning process. The complete text of the Code of Academic Integrity is in the 2004-2005 Student Handbook (pages 41-43) and posted on the college's website.|
Students are expected to conduct themselves in a manner fitting for an
institution of higher learning. Unnecessary talking or
movement is distracting to other students and will be discouraged.
Cell-phones must be turned off.
Prof. Black's Netsite
page updated 20 Jan 06