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Aaron Palm

Draw Anywhere - easy online diagramming, flow chart - 5 views

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    draw anywhere online diagrams
Jason Welker

China's currency: A yuan-sided argument | The Economist - 4 views

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    Pressure is on China to revalue the RMB, but it's unlikely to happen anytime soon. Why? Read to find out...
gene hayward

Big Mac Index updated daily... - 4 views

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    A site where the The Economists "Big Mac Index" is updated daily with the current actual exchange rate. Real handy when teaching FOREX...
Jason Welker

So you want to be in charge of monetary policy? - 5 views

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    David Mayer sent this link through the AP Listserve. Looks great, I'm going to play it and see if it would work in my class
gene hayward

What does One Trillion Dollars look like??? - 4 views

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    Students LOVE this visual!! It puts it in perspective...I am assuming the person who put this together used the correct methodology and it is proportionally correct...
gene hayward

Modest website available... - 4 views

shared by gene hayward on 09 Nov 09 - No Cached
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    I would like to make any resources available to any AP Econ teacher who may need help...I maintain a modest website www.haywardecon.com with many ppts and other resources. I have created many things but also have liberally "borrowed" from GREAT econ teachers world-wide (I give credit on my Macro/Micro pages)...Use if it will help...:)
Jason Welker

400 Richest Americans Got Richer This Year, As Most Americans' Net Worth Tanked: Forbes - 3 views

  • The richest Americans got even richer this year, according to the new Forbes 400 list, even as the country's total net worth tanked during the second quarter. The top 400, all of whom are worth at least $1 billion, saw their combined wealth increase 8 percent this year, to the dizzying total of $1.37 trillion, according to analysis from CNN.
  • This means the 400 richest people in America account for about 2.6 percent of the nation's private wealth
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    What's happening to income distribution in America during the recession? 
DavidPrudente

Win As Much As You Can - 4 views

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    Great game for teaching about Game Theory, Cooperative Behavior, or Common Resources. I've linked a good version of the game, but you can find other versions by searching the title of the game.
Jason Welker

Knowledge Learning Corporation | Child Care & Education Services - 3 views

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    I've always thought about how great it would be to teach Economics from my ski cabin in the mountains of Northern Idaho... perhaps teaching AP Econ online would be the way to go! Here's the deal: "Are you looking for a great opportunity, a rewarding career, or the chance to make a difference? KC Distance Learning is hiring NCLB Highly Qualified High School certificated teachers to fill positions across the country. We currently have part-time and full-time positions available for qualified teachers who want to work from their home.  Working at KCDL you will enjoy a flexible work environment, utilize the latest distance learning and communications technology, and, best of all, you can help students from all walks of life achieve their individual potential."
gene hayward

Graphic on change in Market Capitalization of major companies in last 10 years.. - 2 views

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    Graphic on change in Market Capitalization of major companies in last 10 years AND where those companies are located...nice illustration of "Creative Destruction"...
Bret Willhoit

Podcast: In The Classroom - Planet Money Blog : NPR - 2 views

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    I love NPR's Planet Money. I try to listen to every episode, usually on my way to school in the morning. I is not at all unusual for me to use the very podcast I listened to on the way in during that day's class! All econ teachers should be listening to Planet Money (no, like economics, it is NOT only about money!)
Jason Welker

Economics of Disasters « Foundation for Teaching Economics - 4 views

  • This set of lessons looks at a variety of natural disasters – from the Black Death of the Middle Ages to Hurricane Katrina in our too-recent memory, to fears of avian flu pandemics that haunt the future – through the lens of economic analysis. The contexts were chosen to facilitate the teaching of economic reasoning principles not only in economics courses, but also in history and the other social studies disciplines. Each lesson addresses a question that reflects people’s compassionate reaction to news of disaster and develops one or two key tools of economic analysis in answering that question. Case studies of past disasters provide real-world illustrations.
  • disasters
  • This set of lessons looks at a variety of natural disasters – from the Black Death of the Middle Ages to Hurricane Katrina in our too-recent memory, to fears of avian flu pandemics that haunt the future – through the lens of economic analysis. The contexts were chosen to facilitate the teaching of economic reasoning principles not only in economics courses, but also in history and the other social studies disciplines. Each lesson addresses a question that reflects people’s compassionate reaction to news of disaster and develops one or two key tools of economic analysis in answering that question. Case studies of past disasters provide real-world illustrations.
  • ...2 more annotations...
  • This set of lessons looks at a variety of natural disasters – from the Black Death of the Middle Ages to Hurricane Katrina in our too-recent memory, to fears of avian flu pandemics that haunt the future – through the lens of economic analysis. The contexts were chosen to facilitate the teaching of economic reasoning principles not only in economics courses, but also in history and the other social studies disciplines. Each lesson addresses a question that reflects people’s compassionate reaction to news of disaster and develops one or two key tools of economic analysis in answering that question. Case studies of past disasters provide real-world illustrations. Program Topics Introduction Addendum to Introduction Lesson 1: Are Disasters Good for the Economy? Lesson 2: When Disaster Strikes, What Can Markets Do? Lesson 3: When Disaster Strikes, What Can Government Do? Lesson 4: When Disaster Strikes, What Can We Do? Lesson 5: Are Disasters “A Disaster” for Lesson Planning? Activities
  • This set of lessons looks at a variety of natural disasters – from the Black Death of the Middle Ages to Hurricane Katrina in our too-recent memory, to fears of avian flu pandemics that haunt the future – through the lens of economic analysis. The contexts were chosen to facilitate the teaching of economic reasoning principles not only in economics courses, but also in history and the other social studies disciplines. Each lesson addresses a question that reflects people’s compassionate reaction to news of disaster and develops one or two key tools of economic analysis in answering that question. Case studies of past disasters provide real-world illustrations.
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    Lesson plans for the Economics classroom for teaching the effects of natural disasters
Jason Welker

Nouriel Roubini - What America needs is a payroll tax cut - 2 views

  • The administration knows that it needs to fashion a revenue-neutral fiscal stimulus that increases labor demand and consumption. Its proposal to make permanent a research and development tax credit that dates to the 1980s, and then to enact a temporary investment tax credit allowing firms to write down capital investments at 100 percent of cost, are welcome -- but too modest a cure for what ails the economy. A much better option is for the administration to reduce the payroll tax for two years. The reduced labor costs would lead employers to hire more; for employees, the increased take-home pay would boost much-needed economic consumption and advance the still-crucial process of deleveraging households (paying down credit card debt and other legacies of the easy-credit years).
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    Roubini says cut payroll tax to relieve households and encourage hiring.
Jason Welker

Another Mankiw problem for the motivated Micro student! | Welker's Wikinomics Blog - 2 views

  • Harvard’s Greg Mankiw just keep them coming! Here’s another micro problem from the esteemed professor and textbook author’s blog. Several readers enjoyed challenging themselves with his last Micro problem, so I will re-publish Mankiw’s test question here to see if people can solve it in the comment section on this blog (sorry Professor Mankiw, you have comments turned off on your blog, so how are your readers to know if they have solved it correctly?)
  • The town of Wiknam has 5 residents whose only activity is producing and consuming fish. They produce fish in two ways. Each person who works on a fish farm raises 2 fish per day. Each person who goes fishing in the town lake catches X fish per day. X depends on N, the number of residents fishing in the lake. In particular, X = 6 – N. Each resident is attracted to the job that pays more fish. a. Why do you suppose that X, the productivity of each fisherman, falls as N, the number of fishermen, rises? What economic term would you use to describe the fish in the town lake? Would the same description apply to the fish from the farms? Explain. b. The town’s Freedom Party thinks every individual should have the right to choose between fishing in the lake and farming without government interference. Under its policy, how many of the residents would fish in the lake and how many would work on fish farms? How many fish are produced? c. The town’s Efficiency Party thinks Wiknam should produce as many fish as it can. To achieve this goal, how many of the residents should fish in the lake and how many should work on the farms? (Hint: Create a table that shows the number of fish produced—on farms, from the lake, and in total—for each N from 0 to 5.) d. The Efficiency Party proposes achieving its goal by taxing each person fishing in the lake by an amount equal to T fish per day and distributing the proceeds equally among all Wiknam residents. Calculate the value of T that would yield the outcome you derived in part (c).
  • e. Compared with the Freedom Party’s hands-off policy, who benefits and who loses from the imposition of the Efficiency Party’s fishing tax?
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    Okay, this time I want to get in on the action before all you smart people get this one right on your first try again! I will offer my answers, but withhold the explanations for further discussion once other people have had a chance to chime in. a) Productivity of additional fishermen falls on the lake due to the law of diminishing marginal returns. Fish farmers would not experience diminishing returns, since each farmer is given access to additional land (or in this case water) and capital, assuming each farmer has his own farm. On the lake, labor is the only variable resource. On farms, land and capital vary with labor, assuring marginal product remains constant as additional residents get into fish farming b) Without any government interference, 1 resident will farm fish, and four will fish on the lake. c) To maximize town's total output of fish, only two residents should fish on the lake, and three should farm fish. d) To yield the maximum output of fish for the town, the town should tax lake fisherman by 2 fish. T=2. e) The hands off policy would have yielded 2 fish per resident per day. The fishing tax will ultimately yield each resident 2.8 fish per day. Therefore everyone benefits. The two lake fisherman give up half their daily catch to the government, but get part of it back through the re-distributive plan. Who else has their own answers, or explanations of MY answers!!??
gene hayward

Indego Africa - Indego Africa - 2 views

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    Indego Africa Project is a non-profit dedicated to alleviating poverty in Africa through training and sustainable skills-building. This organization is a "pet project" for me. Indegoafrica puts into action most of the market principles I believe in to help a co-op of women in Rwanda make and sell handmade crafts in the US. Please consider going to the site and making a purchase if you so desire. I make nothing from this. Much info is availabel at the site and they have to be the MOST transparent non-profit on the planet (check out quantity of disclose on the site)...THANKS!!
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