Learning Activity #7: Keynesian View Paper
\nOrder Description
\nObjective 4: Compare the Keynesian View to the U.S. fiscal policy.
\nThe Keynesian view focuses heavily on aggregate demand. Keynesian\u2019s view increased government spending as a way to directly increase aggregate demand. Keynesians argue that the correct use of an expansive or restrictive fiscal policy can control the economic conditions of a country.<\/p>\n
Learning Activity #7: Keynesian View Paper<\/p>\n
View What is Keynesian Economics at https:\/\/www.youtube.com\/watch v=btRWU_Q50QA<\/p>\n
Write a 2-3 page paper that addresses the following.<\/p>\n
To achieve maximum points for content and analysis, the following elements need thoroughly addressed.<\/p>\n
Compare and contrast the Keynesian View to current U.S. fiscal policy.
\n Discuss how the stimulus that was done in 2008-2010 relates to the Keynesian View.
\n Analyze if a stimulus approach helps the economic position of the country in the long term.
\n Provide at least three sources. Citations to the video, textbook, Bible, and dictionary should be provided on top of the required three sources.<\/p>\n
The Bible does not have to be listed in the References page, but does have to be cited in-text.
\n Use the Paper Writing rubric provided in the syllabus to ensure you have met all of the criteria.<\/p>\n
Ohio Christian University
\n1476 Lancaster Pike
\nCircleville, OH 43113
\nTelephone: 740.477.7700
\nFax: 740.477.7854
\nEconomics for Managers<\/p>\n
MG5030<\/p>\n
Syllabus
\nCopyright 2014 Ohio Christian University. All rights reserved.
\nNo part of this work may be reproduced or transmitted
\nin any form or by any means, electronic or mechanical,
\nincluding photocopying, or by any information storage or retrieval system
\nwithout the prior written permission of Ohio Christian University
\nunless such copying is expressly permitted by federal copyright law.<\/p>\n
Address inquiries to:
\nCollege of Adult and Graduate Studies,
\nOhio Christian University, 1476 Lancaster Pike, Circleville, OH 43113<\/p>\n
Economics for Managers
\nMG5030<\/p>\n
Syllabus<\/p>\n
Course Description 3
\nCourse Objectives 3
\nCourse Assessment 4
\nDue Dates and Late Penalties 6
\nAdult Learner Motivations 6
\nAssignment Rubrics 8
\nDiscussion Rubric 8
\nPaper Writing Rubric 10
\nCourse Materials 11
\nStudent Expectations 12
\nFacilitator Expectations 13<\/p>\n
Course Description
\nThis course is an overview of basic economic theory necessary for establishing, revising, and interpreting business policy. Students will identify and interpret appropriate economic indicators and macroeconomic and microeconomic phenomena that aid sound decision making for management. The course will also deal with political influences on the performance of markets, currency exchange, and economic growth.<\/p>\n
Course Objectives
\nUpon completion of this course, students should be able to:<\/p>\n
\u2022 Appraise the key economic decisions facing managers as they allocate a firm\u2019s scarce resources.
\n\u2022 Examine the concepts of supply and demand, elasticity, and market equilibrium to a firm\u2019s economic decisions.
\n\u2022 Valuate the concepts of production and cost functions and the law of diminishing returns.
\n\u2022 Compare economic and accounting costs.
\n\u2022 Inspect the different basic economic market types and the degree of price competition present in each.
\n\u2022 Research the concept of globalization and key arguments in favor of and in opposition to globalization.
\n\u2022 Critique the different views of key functions performed by government in a market economy.
\n\u2022 Apply Christian principles in critical thinking and decision making.
\nCourse Assessment
\nAssessment Type Value
\nDevotionals
\nWeeks 1-6 Devotional 5 points each
\n30 points total
\nDiscussions
\nWK1-U.S. Economy Discussion
\nWK1-Production Possibilities Discussion
\nWK2-Biblical Economic Discussion
\nWK2-GDP Discussion
\nWK3-Macroeconomics Discussion
\nWK3-Fiscal Borrowing Discussion
\nWK4-U.S. Banking System Discussion
\nWK4-Economic Growth Discussion
\nWK5-Consumer Choice Discussion
\nWK6-Productivity and Earnings Discussion
\nWK6-Poverty Rate Discussion<\/p>\n
20 points each
\n220 points total<\/p>\n
Research Papers
\nWK1-Price Control Paper
\nWK2-U.S. Government Economic Policy Paper
\nWK3-Keynesian View Paper
\nWK4-Federal Reserve Paper
\nWK5-Earnings in the Marketplace Paper
\nWK6-Income Inequality Paper
\n50 points each
\n300 points total<\/p>\n
Economic Journal
\nWeek #1 Economic Journal Discussion 10 points
\nWeek #1 Economic Journal 25 points
\nWeek #2 Economic Journal Discussion 10 points
\nWeek #2 Economic Journal 25 points
\nWeek #3 Economic Journal Discussion 10 points
\nWeek #3 Economic Journal 25 points
\nWeek #4 Economic Journal Discussion 10 points
\nWeek #4 Economic Journal 25 points
\nWeek #5 Economic Journal Discussion 10 points
\nWeek #5 Economic Journal 25 points
\nWeek #6 Economic Journal Discussion 10 points
\nWeek #6 Economic Journal 25 points
\nGroup Collaboration
\nWK4-Federal Reserve Collaboration
\nWK5-Earnings in the Marketplace Collaboration 20 points each
\n40 points total
\nExercise Activities
\nWK1-Price of Gas Response 35 points
\nWeek Two Final Project Milestone 10 points
\nWK3-Aggregate Graph Exercise 45 points
\nWeek Four Final Project Milestone 10 points
\nFinal Project 100 points
\nTotal 1000 points<\/p>\n
Percentile
\nPoints Letter Grade
\n94-100% 940-1000 A
\n91-93% 910-939 A-
\n88-90% 880-909 B+
\n84-87% 840-879 B
\n81-83% 810-839 B-
\n78-80% 780-809 C+
\n74-77% 740-779 C
\n73% and below 0-739 F<\/p>\n
To receive an \u201cA\u201d (EXCEPTIONAL) the student
\n\u2022 constantly exceeds minimum requirements
\n\u2022 is always prompt and thorough with assignments
\n\u2022 uses outside research for self-evaluation
\n\u2022 integrates learning with life goals
\nTo receive a \u201cB\u201d (EXCELLENT) the student
\n\u2022 frequently exceeds minimum requirements
\n\u2022 is always prompt with assignments and is generally thorough
\n\u2022 is eager to profit from instructor\u2019s evaluation
\n\u2022 integrates learning with peer values and relationships
\nTo receive a \u201cC\u201d (ACCEPTABLE) the student
\n\u2022 usually meets minimum requirements
\n\u2022 completes assignments reasonably well
\n\u2022 is willing to respond to evaluation
\n\u2022 integrates learning with course requirements
\nTo receive an \u201cF\u201d (UNACCEPTABLE) the student
\n\u2022 rarely meets minimum requirements
\n\u2022 usually does not complete assignments or does them inaccurately
\n\u2022 ignores or resists instruction
\n\u2022 is unable to integrate learning<\/p>\n
Due Dates and Late Penalties<\/p>\n
Due Dates
\nAll submitted assignments are due the last day of each school week; therefore, a Tuesday to Monday school week would require all submitted assignments to be due by midnight of each Monday.<\/p>\n
All initial posts within the Discussion forums are due the fourth day (see Discussions rubric for details), but students are encouraged to post sooner. This is in order to ensure quality interaction throughout the week.<\/p>\n
Late Penalties
\nAssignments submitted within 24 hours past the due date will have a 10% late penalty of the final assignment grade.<\/p>\n
Assignments submitted within 48 hours past the due date will have a 20% late penalty of the final assignment grade.<\/p>\n
Assignments submitted between 3-6 days late will receive a 50% late penalty of the final assignment grade.<\/p>\n
Assignments submitted beyond seven days past the due date are not accepted.
\nAdult Learner Motivations<\/p>\n
There are summaries for each objective that start with an overview of a particular objective, followed by an experiential learning activity. Every weekly objective will have a learning activity that ensures you successfully fulfill that objective.<\/p>\n
The goal of the adult learner is to find relevance in the learning activity on a personal level. The original four comparative assumptions differentiating pedagogy (teaching children) and andragogy (teaching adults) developed and published by Knowles (1980) are as follows:<\/p>\n
Adult learners have an intrinsic need to be self-directed, limiting dependency to specific situations.
\n Adult learners learn more effectively when connecting learning with the resources of their own experiences, such as discussions, case studies, simulations, and field experience.
\n Adult learners experience the need for learning based on experiences that identify the gaps in their knowledge and ability to handle social roles.
\n Adult learners have the need to experience learning as a competency that is immediately applicable.<\/p>\n
As a result, Knowles notes that \u201ctheir orientation toward learning shifts from one of subject-centeredness to one of performance-centeredness\u201d (1980, p. 45).<\/p>\n
Knowles, M. (1980). The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs, NJ: Prentice Hall.<\/p>\n
The curriculum developed at Ohio Christian University for the online platform used adult learning theory as the guiding principles to ensure that you will have an effective and relevant education.<\/p>\n
Assignment Rubrics
\nDiscussion Rubric<\/p>\n
Discussions promote enhanced comprehension and critical thinking. Your satisfaction and the overall quality of the class are highly dependent on the interactions arising from discussions.<\/p>\n
It is very helpful to your fellow students to include the previous statement when responding in the discussion forums; however, it is important to copy and paste only the piece of the message to which you are responding to clarify the context and to avoid the need to scroll though long messages.<\/p>\n
Only interactions that include quality analysis and development of the topic within the time allotted count towards the grade. Disagreement is permitted, but must done with complete respect and recognition of the other opinion. It is always the best scenario to provide textbook and\/or articles to support your statements. It should be noted that faculty in higher level courses may require it.<\/p>\n
This is essentially what is happening when students do not respond to questions that the facilitator or other students ask them in the discussions! Try and keep this image in mind as you engage with other students.<\/p>\n
See the Discussion rubric for more details about expectations.<\/p>\n
Discussion Rubric (20 points total)
\nInitial Post (10 points total \u2013 50%)
\n10-9 points 8 points 7-6 points 5-0 points
\nInitial responses are posted no later than the fourth day of each week. Initial responses are posted no later than the fifth day of each week. Initial responses are posted no later than the sixth day of each week. Initial responses are posted no later than the last day of each week.
\nThe following actions are considered substantive for initial posts:<\/p>\n
1. The response was well researched and involved thoughtful, detailed analysis.
\n2. While there may be some mechanical errors, the writing is professional.
\n3. Definitions and terms from the reading assigned were applied in the post.
\n4. The post should contain 200-300 words.
\n5. Proper grammar, spelling, punctuation, and standard English are used.
\n6. Resources are provided to support your opinions and may be required by a facilitator.
\nInteraction Posts (10 points total \u2013 25% for each interaction)
\n10-9 points 8 points 7-1 points 0 points
\nThere are at least two substantive interactions with other students posted on separate days. There is at least one substantive interaction with other students. There is no substantive interaction with other students. There is no interaction with other students.<\/p>\n
The following actions are considered substantive for interaction posts:<\/p>\n
1. The post should contain 50-150 words.
\n2. Proper grammar, spelling, punctuation, and standard English are used.
\n3. At least one of these options was clearly used in the interaction.<\/p>\n
a. A question that is probing.
\nb. An insight gained from reading a post.
\nc. An opinion on the conversation that is substantiated with an outside resource.
\nd. A personal experience that validates or disagrees with statement posted.
\ne. Submit a suggestion that assists a colleague.
\nf. An expansion on the post with more details about the subject matter.
\nPaper Writing Rubric
\nWriting is an essential part of the learning process and an academic paper is required almost every week. The Paper Writing rubric is a general rubric to follow for all papers required in this course. Resources counted towards your grade that support your writing should be scholarly. Dictionaries and non-peer reviewed sites such as Wikipedia are not considered scholarly.<\/p>\n
General Paper Writing Rubric (50 points total)
\nContent (20 points)
\n20-18 points 17-15 points 14-12 points 11-0 points
\nPlease select and utilize the appropriate checklist to assist with content quality.
\nAdapted from The Bedford Guide for Writing Tutors<\/p>\n
Research Paper \/ EssayRelevant content with analysis is developed. Relevant content exists, but needs more analysis.
\nContent is somewhat relevant, but lacks analysis. Information is provided.<\/p>\n
Analysis is excellent. Analysis is good. Analysis is average.
\nAnalysis is difficult to follow.
\nSupporting Resources (10 points)
\n10-9 points 8 points 7-6 points 5-0 points
\nThe required number of supporting resources is provided, if applicable. Relevant Resources are provided, but not the number required for the paper, if applicable. Resources are provided, but not relevant to the content and requirements of the paper, if applicable. The required number of supporting resources is not provided, if applicable.
\nPresentation (10 points)
\n10-9 points 8 points 7-6 points 5-0 points
\nOnce the paper is written, please apply the checklist for presentation points.
\nAdapted from The Bedford Guide for Writing TutorsWriting follows the presentation checklist.
\nWriting follows some of the presentation checklist.
\nWriting does not follow most of the presentation checklist.
\nWriting does not follow the presentation checklist.<\/p>\n
Presented in APA format very well.
\nPresented in APA format with minor errors.
\nPresented in APA format for the most part. Not presented in APA format well or not at all.
\nResources are correctly referenced to APA standard. Resources are referenced to APA standard. Resources incorrectly referenced to APA standard. Resources not referenced to APA standard.
\nMechanics (10 points)
\n10-9 points 8 points 7-6 points 5-0 points
\nNo grammatical errors. Some grammatical errors (1-3). Many grammatical errors (4-6). Many grammatical errors (7+).<\/p>\n
Course Materials<\/p>\n
TEXT
\nOpenStax College. (2014). Principles of economics. Retrieved from
\nhttp:\/\/cnx.org\/contents\/69619d2b-68f0-44b0-b074-a9b2bf90b2c6@11.10\/Principles_of_Economics
\nDownload for free at <http:\/\/cnx.org\/content\/col11613\/latest\/><\/p>\n
Additional resources are included under the weekly Reading area of the student guides.
\nStudent Expectations<\/p>\n
\u2022 Submit assignments on time. Discuss alternatives with your facilitator before the due date if it is known that the assignment cannot be submitted on time.
\n\u2022 Plagiarism is absolutely not permitted. All instances of plagiarism will be reported to the Dean\/Assistant Vice President of Academic Services.<\/p>\n
For a student\u2019s first offense, he or she will receive a zero grade on the assignment that was plagiarized.
\n For the second offense, the student will fail the course.
\n For the third offense, the student will be dismissed from Ohio Christian University.
\n A student who has been dismissed for academic reasons may petition for re-admission after six months.
\nAs a general guideline, plagiarism is defined by Lucas (2011) as \u201cto present another person\u2019s language or ideas as your own.\u201d He describes three types of plagiarism: global plagiarism, stealing a speech [or a paper] entirely from a single source and passing it off as your own; patchwork plagiarism, stealing ideas or language from two or three sources and passing them off as your own; and incremental plagiarism, failing to give credit for particular parts of a speech [or a paper] that are borrowed from other people (Lucas 2011). All definitions of plagiarism are taken from The Art of Public Speaking, 2011, by Stephen E. Lucas, McGraw-Hill, p. 37-38.
\n\u2022 Read your posts aloud to ensure that your intended message is conveyed. If a posting upsets you, do not immediately respond. Always think through responses to ensure professional dialogue. Disrespect, sarcasm, and rudeness in discussion forums will not be tolerated.
\n\u2022 Disagreement with a facilitator should be handled privately and respectfully. If it is felt that the facilitator is not being responsive or respectful, it is important to contact the OCU Answer Center.
\n\u2022 Participation is determined by activity in course discussions and submitted assignments according to the absence standards below. Please note that an absence is defined as a complete lack of involvement in discussions and submitted exercises.<\/p>\n
No absences are permitted for a course running three weeks or less.
\n One absence is permitted for a course running four weeks or more, although two absences still results in a withdrawal.
\nFacilitator Expectations<\/p>\n
\u2022 Instructor will respond to forum postings daily.
\n\u2022 Instructor will be available by phone and email to address any student inquiries. Responses to voicemail and email inquiries will occur within 24 hours unless otherwise notified via Announcements.
\n\u2022 Instructor will be engaged in the discussion forum throughout the week.
\n\u2022 Instructor will provide meaningful feedback for all drop box submissions.
\n\u2022 Instructor will provide track changes and the rubric indicating what was earned for all papers.
\n\u2022 All instances of plagiarism must be reported to the Dean\/Assistant Vice President of Academic Services with the plagiarized piece and the artifact demonstrating that it is plagiarized.
\n\u2022 Weekly grades and feedback for assignments submitted on time will be returned within 5-7 days of the due date.
\n\u2022 The Final Grade for the course will be provided to the registrar within 14 days of the course\u2019s last day.<\/p>\n","protected":false},"excerpt":{"rendered":"
Learning Activity #7: Keynesian View Paper Order Description Objective 4: Compare the Keynesian View to the U.S. fiscal policy. The Keynesian view focuses heavily on aggregate demand. Keynesian\u2019s view increased government spending as a way to directly increase aggregate demand. Read More …<\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-95266","post","type-post","status-publish","format-standard","hentry"],"_links":{"self":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts\/95266","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/comments?post=95266"}],"version-history":[{"count":0,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts\/95266\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/media?parent=95266"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/categories?post=95266"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/tags?post=95266"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}