000			04048nam a2200709 i 4500
001			10978737
003			CaPaEBR
005			20240726104645.0
008			141116s2015 nyu foab 001 0 eng d
020			_a9781606495315 _q((electronic)l(electronic)ctronic)-book
040			_aCaBNVSL _beng _erda _cCaBNVSL _dCaBNVSL
050	0	4	_aHB172 _b.L437 2015
100	1		_aSnarr, Hal W., _e1
245	1	0	_aLearning macroeconomic principles using MAPLE /Hal W. Snarr.
250			_aFirst edition.
260			_aNew York, New York (222 East 46th Street, New York, NY 10017) : _bBusiness Expert Press, _c(c)2015.
300			_a1 online resource (xii, 137 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
490	1		_aEconomics collection,
500			_aPart of: 2014 digital library.
504			_a1 (pages 131-134) and index.
505	0	0	_a1. How to Use MAPLE -- _t2. Foundations of macroeconomics -- _t3. Aggregate expenditure -- _t4. The aggregate market model -- _t5. Fiscal policy -- _t6. Monetary policy -- _t7. What have we learned? -- _tAbout the author -- _tReferences -- _tIndex.
520	3		_aEconomics has been dubbed the "dismal science" since Thomas Carlyle coined the phrase in 1849. The 2008 presidential candidate who said, "Economics is something that I've really never understood," probably sides with this view. So, why is economics so dismal to so many? Is it because it has become too mathematical? Is it because traditional textbooks fail to connect topics and models in a concise, cohesive, and meaningful way? Is it because the computer simulations that are used to teach economic principles "stifle students' imagination, contribute to a dependent learning style, and fail to stimulate interest in the subject matter" (Wetzstein 1988)? Or, is it because economists from different schools of economic thought rarely agree on anything? This book uses MAPLE and the simulation models that I developed in Learning Basic Macroeconomics (2014) to make teaching or learning economics not so dismal. MAPLE is ideally suited for this because it allows users to assemble and systematically combine the various models that form the aggregate market model, frees users from doing tedious calculations and algebraic manipulations, and is as easy to use as Microsoft Word. Building and analyzing the macroeconomic model using MAPLE is a fun way to learn the dismal science.
530			_a2 _ub
530			_aAlso available in printing.
538			_aMode of access: World Wide Web.
538			_aSystem requirements: Adobe Acrobat reader.
588			_aTitle from PDF title page (viewed on November 16, 2014).
630	0	0	_aMaple (Computer file)
650		0	_aMacroeconomics _xComputer simulation.
653			_aaggregate demand
653			_aaggregate expenditure
653			_aAustrian economics
653			_acomputer simulation
653			_aconsumption function
653			_acrowding-out
653			_ademand and supply
653			_adiscount rate
653			_adismal science fiscal policy
653			_afiscal policy lags
653			_afiscal policy multipliers
653			_afractional reserve banking
653			_afree trade
653			_ainterest on reserves
653			_along run aggregate supply
653			_amaple 18
653			_amonetary policy
653			_aopen market operations
653			_arational expectations
653			_arequired reserves ratio
653			_ashort run aggregate supply
653			_asupply-side economics
653			_aChicago school
653			_aclassical school
653			_afederal funds market
653			_akeynesian school
856	4	1	_uhttps://go.openathens.net/redirector/ciu.edu?url=https://portal.igpublish.com/iglibrary/search/BEPB0000345.html _zClick here to access this RESOURCE ONLINE | Login using your my.ciu username & password
942			_c1 _D _eBEP _hHB172.5 _m(c)2015 _QOB _R _x _8NFIC _dCynthia Snell
999			_c73937 _d73937
902			_a1 _bCynthia Snell _c1 _dCynthia Snell