When the Classroom Mimics Reality: A Simulation in International Trade and Relations
Students participate in an international trade simulation in which they are "born" into a country and must produce and sell goods to survive. Countries, ranging in economic power from the United States and Japan to Ethiopia and Somalia, are endowed with a level of raw materials commensurate with their national income, and must produce at a level sufficient to maintain both their population and environmental quality. As a result of this interaction, students discover that there is a reason why poor nations remain poor, and why international relations are so problematic. Students also see firsthand the economic effects of the production process, such as the declining use of labor and increased use of capital in producing a country's output.
Games Economists Play: Noncomputerized Classroom Games
This Web site is a resource for college instructors of economics who would like to use noncomputerized economic experiments (games) in their classrooms. The bulk of the Web site consists of an extensively annotated and hyperlinked compilation of more than 113 classroom games, most of which can be played within one class period. The purpose of the games is to help teach fundamental micro and macroeconomic concepts. The Web site is organized around three tables that classify the games according to subject matter, objectives, class size, game variations, and so forth. A bibliographic source and/or contact reference is provided for each game. Whenever possible, each game is hyperlinked to similar or related games, the author's email address, and a Web site where the full game description can be accessed (if available). A separate link to a complete games bibliography follows the tables. Experiments for the principles of microeconomics course are classified in one table. This table is divided into three sections covering the basic elements of economic analysis (supply and demand, perfect and imperfect markets, etc.), applying the basics (international trade and currency markets), and beyond the basics (market imperfections and government intervention). A second table provides games for the principles of macroeconomics course, which are not as plentiful as those in microeconomics. Experiments intended primarily for post-principles courses, including intermediate micro and macro, money and banking, and labor economics are classified in a third table.
The prospect of flooding and the motivation to prepare in contrasting urban communities : a qualitative exploration of Protection Motivation Theory
.............................................................................................................. i! Acknowledgements ........................................................................................... ii! Publications, Reports & Presentations ........................................................... v! Table of