Economics (3rd Revised Edition) LINK
Jim Taylor is Professor of Economics at the Lancaster University and has held visiting appointments at the Universities of Pennsylvania, British Columbia and Melbourne. His research includes work on the evaluation of regional policy and on various aspects of education economics. He has published many papers and several books on regional policy and has been the editor of Regional Studies, the journal of the Regional Studies Association.
Economics (3rd Revised edition)
"This is an excellent textbook on regional economic theory and policy. This edition has been comprehensively revised to take account of the recent revival of interest in regional issues and the consequent burgeoning literature in the field. The book presents recent developments in the context of earlier work and both are discussed in a succinct and masterly fashion. This book will continue to remain the definitive overview of the subject and will be widely consulted by all those interested in the regional aspects of economic activity." John McCombie, University of Cambridge
This publication contains complete instructions for teaching the lessons in Capstone. When combined with a textbook, Capstone provides activities for a complete high school economics course. 45 exemplary lessons help students learn to apply economic reasoning to a wide range of real-world subjects.
This 8-chapter guide for curriculum developers and teachers covers integrating economics across the K-12 curriculum; effective teaching strategies; models for active teaching and learning; basics in lesson writing; and classroom assessment.
Students use a comparative approach to explore concepts and materials that are frequently neglected in other economics courses. An introductory essay provides background information to the 12 classroom-ready lessons.
This text lays out the principles of macroeconomics in a manner that is thorough, up to date, and relevant to students. Like its counterpart, Microeconomics in Context, the book is uniquely attuned to economic realities. The Fourth Edition of Macroeconomics in Context delivers updated material on labor markets, recession and inflation, the global economy, deficits and debt, and global climate change. The text also covers the critical topics of economic and social inequality, financial instability, ecological sustainability, the quality of employment, the role of unpaid work, and the adequacy of living standards.
Preview the Fourth Edition The new edition has been extensively revised and refreshed in response to new macroeconomic developments. In addition to updating data in the text, tables, and figures, several new references have been added to include the most recent research and policy debates. A special focus in this edition is on the economic and social impacts of the pandemic. New material includes discussion on cryptocurrencies, global supply chains, emerging debt crisis in developing countries, and recent challenges related to inflation, global inequality, and environmental sustainability. A brief summary explains key features of the third edition.
Changes in the Third EditionThe Third Edition offers students an excellent guide to macroeconomics by combining real-world relevance with a thorough grounding in multiple economic paradigms. A brief summary explains key features of the third edition.
Jason Welker taught IB and Advanced Placement Economics for 13 years at schools in Thailand, China, and Switzerland. In 2017 he returned to the United States and took a position as an Economics Content Fellow at Khan Academy, before turning his attention to practical applications of his economics training in local politics and non-profit work in his hometown of Sandpoint, Idaho. Beyond teaching and authoring textbooks, Jason has developed many digital learning resources, including YouTube video lessons, which, with over 12 million views, have helped tens of thousands of students succeed in their studies over the last decade
This Common Sense Economics website, its accompanying textbook and its course package provide tools to help make economics fun. This site provides speedy electronic resource guidance, quality supplements, economic examples, quick links to cool stuff, information on a full multi-media course package and workshop announcements on how to get trained to teach a course using the package in a seated or online setting. Compared to other websites, the Common Sense Economics website offers a substantially larger quantity of field-tested economics materials that focus on experience-based learning. Common Sense Economics connects to many of the 20 Voluntary National Content Standards in Economics and National Standards for Financial Literacy. Most importantly, this website contains materials that will help instructors fashion exciting and informative courses.
The Journal of Financial Economics charges a submission fee of US$750 exclusive of VAT for unsolicited new manuscripts. Submissions will only be considered after payment of the submission fee during the submission process. Papers may be desk rejected without the editor sending them for review. In this case, the authors will receive a refund of US$300, unless the paper has been rejected previously by the journal, or unless any of the authors have received four desk rejections in the previous twelve months. Authors who have earned a submission right have a discounted submission fee of US$500, authors with two submission rights have a discounted fee of US$250, and authors with three submission rights do not have to pay a fee. Authors who are unsure of their submission rights are asked to contact the journal via email at email@example.com. Submission rights are earned by reviewing for the journal. In order to redeem the discount, we ask eligible authors to contact the editorial office at firstname.lastname@example.org to obtain a discount code. The code can be used during the submission process in Editorial Manager (EM). For more information about submission fees, please visit 'How do I pay for my Submission Fee charge?'.
Another factor to remember is that economic growth numbers are often subject to revisions. For example, the 2019 second quarter GDP report revised the first quarter 3.8 percent GDP down to a big, fat goose egg. While unlikely happen to again, this demonstrates the importance of looking at the larger picture rather than focusing on just one quarter.
 Ludwig von Mises, Human Action, third revised edition (Chicago: Henry Regnery, 1966), p. 871. For an acknowledgment of the difference between his own emphasis and that of Mises, see Kirzner, Competition and Entrepreneurship, p. 86.
Exogenous shocks are really useful for finding out how the economy works. They also help dear colleagues reveal themselves when their private interests conflict with those of other colleagues in particular or with departmental needs in general. The U.S. entry into the Second World War forced several adjustments in the graduate and undergraduate instructional staffing at the Harvard economics department.
It seems to me very important so to do. I have taken a great deal of pride in the distinction of the Department of Economics at Harvard and I have spoken in many circles boastfully of having what seems to me one of the very few remaining great departments of economics in the world. Certainly the responsibility of keeping that department great and of enabling it to develop continuing leadership should be the major loyalty to which every other consideration is subordinate. The awareness of this responsibility and the opportunities it presents will preoccupy your time and energies. Let me conclude by saying that I have always had and retain confidence in the intelligence, initiative, devotion. and cooperative spirit of your membership. I write this with all the more assurance because I know so many of you intimately and appreciate from personal friendship the qualities I have mentioned.
There have been few periods in modern history more difficult to interpret, yet the responsibility for interpretation seems foremost among the duties devolving upon educational institutions. For many years the keystone of the introductory course in economics has been that the community has the right to expect political and economic leadership from the graduates of its colleges. Our undergraduate courses are directed toward the attainment of this end. But the teaching of political economy is an art not easily mastered even by those who give abundant evidence of intellectual leadership. In the instruction of undergraduates and in the training of teachers and scholars in our graduate school, the difficulties inherent in our subject must not be overlooked. The presentation of the data of economics makes demands upon the staff not felt in many other departments of the University. Looking toward the strengthening of our undergraduate instruction, the Department is now associating a number of the junior members of the staff with the senior members who are now in charge of the large lecture courses. In Money and Banking, in the Relations of Government to Industry, and in Public Finance, this experiment is advanced sufficiently to indicate its desirability.
At the same time that our teaching problems have become intensified the need for the results of research is pressing. In periods of accelerated social evolution involving political and economic experimentation, the demand for accurate data is insistent. Relatively, economics is a young science. The foundations of fact are still being established. Investigations that may have an important bearing upon government policy should not be delayed. The economists of this University have contributed largely to their subject, but always with scant facilities in material equipment and in time. 041b061a72