|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
Fall 2007 or Spring 2008. JOHN M. FITZGERALD. Examines the causes and consequences of poverty and inequality in the United States and analyzes policy responses. Topics include: social welfare theory, poverty measurement, discrimination, rising wage inequality, the working poor, and consequences of poverty for families and subsequent generations. A substantial part of the course focuses on benefit-cost analysis and experimental and non-experimental evaluations of current policy, including welfare reform, education and training, and employment programs. Makes limited use of comparisons to other countries. Prerequisite: Economics 101.
-
3.00 Credits
Spring 2007. RACHEL EX CONNELLY. A study of labor market supply and demand, with special emphasis on human resource policies, human capital formation, and wage inequality. Prerequisite: Economics 101.
-
3.00 Credits
Fall 2007 or 2008. JOON-SUK LEE. A study of the organization of firms, their strategic interaction and the role of information in competitive markets, and related policy issues such as antitrust. Introduces basic gametheoretic tools commonly used in models of industrial organization. Features industry sector analyses and classroom applications. Prerequisite: Economics 101 or permission of the instructor.
-
3.00 Credits
Spring 2008. DAVID J. VAIL. An exploration of environmental degradation and public policy responses in industrial economies. Market failures, property rights, and materialistic values are investigated as causes of pollution and deteriorating ecosystem functions. Guidelines for equitable and costeffective environmental policy are explored, with an emphasis on the roles and limitations of cost-benefit analysis and techniques for estimating non-monetary values. Three core themes are the transition from "command and control" to incentive-based policies; the evolution frompiecemeal regulation to comprehensive "green plans" (as in the Netherlands); and theconnections among air pollution, energy systems, and global warming. (Same as Environmental Studies 218.) Prerequisite: Economics 101.
-
3.00 Credits
Fall 2007. DAVID J. VAIL. The major economic features of underdevelopment are investigated, with stress on uneven development and the interrelated problems of poverty, population growth, inequality, urban bias, and environmental degradation. The assessment of development strategies emphasizes key policy choices, such as export promotion versus import substitution, agriculture versus industry, plan versus market, and capital versus labor-intensive technologies. Topics include global economic integration and environmental sustainability. (Same as Environmental Studies 220.) Prerequisite: Economics 101 and 102, or permission of the instructor.
-
3.00 Credits
Fall 2007 or Spring 2008. JONATHAN P. GOLDSTEIN. An alternative (heterodox) analysis of a capitalist market economy rooted in Marx's methodological framework, which focuses on the interconnected role played by market relations, class/power relations, exploitation and internal tendencies towards growth, crisis, and qualitative change. Students are introduced to the Marxian method and economic theory through a reading of Volume I of Capital. Subsequently, the Marxian framework is applied to analyze the modern capitalist economy with an emphasis on the secular and cyclical instability of the economy, changing institutional structures and their ability to promote growth, labor market issues, globalization, and the decline of the Soviet Union. Prerequisite: Economics 100 or 101, or permission of the instructor.
-
3.00 Credits
Spring 2007. JOHN TODD. An examination of the factors that have affected Africa's recent economic development, including globalization, international aid institutions, and domestic governance. Particular attention is paid to the interests and the strategies of the many players in this field - both external (multinationals, NGOs, bilateral and multilateral aid agencies) and internal (governments, civil society, local business, and the poor). Competing explanations for Africa's relatively poor economic record are reviewed, including Africa's geography and history, the impact of globalization; the policies and practices of aid institutions; and Africa's political and economic management. Tools of economic analysis are used to help understand the potential roles of international trade, foreign investment, aid, and productivity growth in contributing to the achievement of broadly-shared and sustainable economic growth in Africa. Each student follows a particular country throughout the semester. Concludes with an exploration of alternative scenarios for the world economy and Africa's place in it over the next ten to fifteen years. Prerequisite: Economics 101 and 102, or permission of the instructor.
-
3.00 Credits
Fall 2006. DEBORAH S. DEGRAFF. An analysis of human resource issues in the context of developing countries. Topics include the composition of the labor force by age and gender, productivity of the labor force, unemployment and informal sector employment, child labor and the health and schooling of children, and the effects of structural adjustment policies and other policy interventions on the development and utilization of human resources. Examples from selected African, Asian, and Latin American countries are integrated throughout and the interaction of sociocultural environments with economic forces is considered. Not open to students who have completed Economics 319. Prerequisite: Economics 101.
-
3.00 Credits
Fall 2006. GUILLERMO HERRERA. A study of the economic issues surrounding the existence and use of renewable natural resources (e.g., forestry/land use, fisheries, water, ecosystems, and the effectiveness of antibiotics) and exhaustible resources (such as minerals, fossil fuels, and old growth forest). A basic framework is first developed for determining economically efficient use of resources over time, then extended to consider objectives other than efficiency, as well as the distinguishing biological, ecological, physical, political, and social attributes of each resource. Uncertainty, common property, and various regulatory instruments are discussed, as well as alternatives to government intervention and/or privatization. (Same as Environmental Studies 228.) Prerequisite: Economics 101.
-
3.00 Credits
Fall 2007 or Spring 2008. RACHEL EX CONNELLY. Considers economic issues that occur at each age as one moves through life, such as economics of education, career choice, marriage (and divorce), fertility, division of labor in the household, child care, glass ceilings, poverty and wealth, health care, elder care, and retirement. Considers samples from age-relevant economic models, the empirical work that informs understanding, and the policy questions that emerge at each age lifecycle stage. Differences in experience based on race, gender, sexuality, income level, and national origin are an important component for discussion. Not open to students who have taken Economics 301. (Same as Gender and Women's Studies 231.) Prerequisite: Economics 101.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2024 AcademyOne, Inc.
|
|
|