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Course Criteria
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3.00 Credits
09S, 10S: 10A Economic analysis of property and land-use law, including zoning and environmental law. Covers such topics as the Coase theorem, property rules versus liability rules, eminent domain, regulatory takings, the efficiency of compensation, and the comparative advantage of the judiciary over legislatures. A paper based on case materials is required. Economics 72 may be substituted for Economics 38 in the Economics 28-38 sequence. Prerequisite: Economics 1. Dist: SOC. Snyder.
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3.00 Credits
08F, 09F: 10A This course has two goals: (1) To further develop techniques that test for and remedy common problems associated with linear and non-linear regression analysis, and (2) to develop a practical understanding of how regression analysis can be used to examine the empirical relevance of economic theory. Prerequisites: Economics 20 and 21 and 22 with a grade of A- or better or permission of instructor. Dist: SOC. Staiger.
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3.00 Credits
09S, 10S: 2A This is an advanced course on the economics of information. The focus of the course is a rigorous mathematical treatment of the value of information, moral hazard, learning, adverse selection, and signaling. Applications to labor markets, corporate governance, financial markets, and insurance will be discussed. Prerequisites: Economics 20, 21 and 22 with a grade of A- or better and Mathematics 8 or permission of instructor. Dist: SOC. Snyder.
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3.00 Credits
09W, 10W: 10 The purpose of this course is to study in depth selected topics in Macroeconomics. Topics will include consumption, savings and investment; dynamic inconsistency and the design of monetary and fiscal policies, multiple equilibria, bubbles and cycles, and economic growth. Prerequisites: Economics 20, 21 and 22 with a grade of A- or better or permission of instructor. Dist: SOC. Feyrer.
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3.00 Credits
All terms: Arrange This course offers an opportunity for a student to do independent work under the direction of a member of the Department. It is required of all majors in the Honors Program who do not initiate their honors work in their 40-level course; they will be expected to do the preliminary work on their Honors theses in this course For students who take this course in order to engage in independent study of a topic of interest rather than as a part of honors work, the prerequisite background will consist of all the regularly offered courses in the chosen field of study. Such a student will normally be expected to prepare, prior to the taking of Economics 85, a prospectus and a list of reading pertaining to the study he or she wishes to pursue. Prerequisite: permission of the Vice Chair and of the Department faculty member who will be advising the student.
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3.00 Credits
Arrange As explained above under 'Economics Honors Program', selected students will be invited to enroll in Economics 87 after they have completed their 40-level course. Alternatively, a student can initiate honors work in Economics 85 and then enroll in Economics 87 with the approval of the student's adviser and the Vice Chair. Honors students will normally take Economics 87 in the term following their enrollment in Economics 85, or alternatively, following their enrollment in a 40-level course in which a thesis has been started. Other majors who wish to write a non-Honors thesis for single course credit will be required to have as prerequisite background all regularly offered courses in the chosen field of study and may take the course in either the first or second terms of the senior yearPrerequisite: permission of the Vice Chair, permission of the Department faculty member who will be advising the student, and, in the case that the research was begun in a 40-level course, the permission of the faculty member who taught the 40-level course in which the thesis topic and the research were developed.
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3.00 Credits
08F, 09F: 10A How does a child's brain develop and learn How do the answers to this fundamental question impact the way we educate children This course will investigate these issues by exploring child development and its relationship to education from a number of perspectives, including developmental psychology, cognitive psychology, cognitive neuroscience, and education research. The course will investigate the development of a number of key cognitive, social, and emotional understandings from all these perspectives. The fields of child development and education are undergoing revolutions as our understanding of the mind and the brain are applied to the field of education. This course will serve as a building block to introduce you to and help you evaluate the exciting research coming out of this movement. Open to all classes. Dist: SOC. Temple.
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3.00 Credits
09W: 1109S: 10A In 09W at 11, Educating Citizens-The Formation of Civic Responsibility. Most Americans will assert that they live in a democratic society and would be surprised if that assumption were called into question. And yet a host of problems threaten the foundations of our democratic republic. What does it mean to be a citizen What are the responsibilities of citizenship In examining the linkages between our personal and public destinies, this course will focus on the role of education as a means of insuring the vitality of our common life. Open to all classes. Dist: SOC: WCult: W. Donovan. In 09S at 10A, History and Theory of Human Development and Learning. In this course we will learn about the major theories that have influenced the study of human development throughout history. Readings and discussions will provide an in-depth historical lens onto the major conceptual approaches to the study of human development and learning including Freud, Piaget, Vygotsky, Behaviorism, Connectionism, Nativism and Neuroconstructivism, and Mind, Brain and Education. The course aims to explain the historical origins of current trends in the study of human development, learning and education. Open to all classes.
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3.00 Credits
Not offered in the period from 08F through 09S If you had a question about what children know and how children learn, how would you go about answering that question This course introduces students to both traditional behavioral methods and new neuroscientific methods used to answer questions about developing infants and children. We discuss the strengths and weaknesses of various methodologies, the design of experiments, the interpretation of research results, and how data and theory interact. Students have the opportunity to pose a research question about children and to design a study to answer that question. Open to all classes. Dist: SOC.
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3.00 Credits
09W: 2 How do we learn How can modern educational settings harness recent innovations about the essence of human learning Educational psychology provides a foundation for applying the psychological principles that underlie learning in both formal and informal educational settings. In this course, we will explore the multitude of ways that people learn, the effects of different types of teaching strategies on learning, and the impact of individual differences on learning. We will also explore assessment, creativity and problem solving, as well as cultural and motivational influences on learning across diverse educational situations. Underlying the course will be an account of the way the human mind works, changes, and adapts in different settings. This includes the home, the school, the university and any context in which explicit or implicit education takes place. Open to all classes. Dist: SOC. Nelson.
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