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008 160715s2015 nyu foab 001 0 eng d
020 _a9781606495315
_qe-book
020 _z9781606495308
_qpaperback
035 _a(OCoLC)895876185
035 _a(CaBNVSL)swl00404331
039 9 _a201607151122
_bstaff
_y201605041220
_zadmin
040 _aCaBNVSL
_beng
_erda
_cCaBNVSL
_dCaBNVSL
050 4 _aHB172.5
_b.S626 2015
082 0 4 _a339
_223
099 _aEbook
100 1 _aSnarr, Hal W.,
_eauthor.
_9114523
245 1 0 _aLearning macroeconomic principles using MAPLE /
_cHal W. Snarr.
250 _aFirst edition.
264 1 _aNew York, New York (222 East 46th Street, New York, NY 10017) :
_bBusiness Expert Press,
_c2015.
300 _a1 online resource (xii, 137 pages)
336 _atext
_2rdacontent
337 _acomputer
_2rdamedia
338 _aonline resource
_2rdacarrier
490 1 _aEconomics collection,
_x2163-7628
500 _aPart of: 2014 digital library.
504 _aIncludes bibliographical references (pages 131-134) and index.
505 0 _a1. How to Use MAPLE -- 2. Foundations of macroeconomics -- 3. Aggregate expenditure -- 4. The aggregate market model -- 5. Fiscal policy -- 6. Monetary policy -- 7. What have we learned? -- About the author -- References -- Index.
506 _aAccess restricted to authorized users and institutions.
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 _aAlso available in print.
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)
_9114524
650 0 _aMacroeconomics
_xComputer simulation.
_9114525
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
776 0 8 _iPrint version:
_z9781606495308
830 0 _a2014 digital library.
_9114507
830 0 _aEconomics collection.
_x2163-7628
_9114465
856 4 0 _uhttp://portal.igpublish.com/iglibrary/search/BEPB0000345.html
942 _c10
999 _c75346
_d75346