An Evaluation of the Vanderbilt-JCEE Experimental PSI Course in Elementary Economics

This is considerably longer than articles normally accepted by the JEE, but we considered it to be an important follow-up of our Special Issue No. 2, “The Vanderbilt-JCEE Experimental Course in Elementary Economics.” (Winter 1974.) The authors address a number of aspects of PSI, some of which have rarely been touched upon by other researchers interested in this method. This paper deals not only with student learning and student reactions to PSI, but with its effects on performance in higher level economics courses, its impact on the student proctors in terms of their learning of economics, and the costs of establishing and maintaining a PSI course. Siegfried and Strand have not answered all the questions pertaining to self-paced instruction but, along with Allison, Billings, Fels, Soper, Spector, Tietenberg and others, they have contributed significantly to our knowledge of the effectiveness of PSI.     

Quantum Theory and Social Economics:

A bstract . The holistic approach of quantum theory is investigated as a tool for social economists to analyze and to interpret socioeconomic reality and paradigms. The link between quantum theory and the social economist's approach to socioeconomic reality, i.e. , the "what is," rests on the premise that each element of the socioeconomic universe relates to the whole system and vice versa. In other words, the meaning of each part is to be found in its implicit reflection of the whole of reality; it has no meaning exclusive of the whole. In terms of quantum theory, investigations of microeconomic processes are interwoven with the macroeconomic frame of reference of the observer. The very act of observation is to be considered as an integral part of the observed system.     

The integration of Japan into the world economy and its meaning for Germany

Japan is currently still characterized by a low degree of import integration in the field of finished products. What are the reasons behind this? What can be done to remove the existing trade imbalances vis-à-vis Western industrialized countries? What, on the other hand, can be learned from the Japanese?     

Toward standardization in socioeconomic modeling: Concepts for the second generation of modeling tools

Standardization in modeling is understood here as a strategic process to improve the transfer of models and modeling know-how, to diminish the gap between model builders and model users, and to make the art of modeling an honorable science on a consolidated basis. Within the wide spectrum of standardization efforts, this paper reflects on a general approach for an improvement of model transfer, based on technical concepts for the next generation of software tools. These tools will be developed for large-scale modeling activities. Three formal software concepts to meet these needs are discussed: modularization, software interfaces, and integrated modeling systems. Although modularization is understood here as a concept characterizing the transferable good (the models), the other two concepts refer to output (or input) characteristics of the modeling tools and to their performance requirements. Some remarks on implementation of technical standards are added.     

Dekubitusprophylaxe: Zeit macht Druck

Dokumentation

Dekubitusberatung     

Preparing Graduate Students in Economics for Teaching: Survey Findings and Recommendations

Survey data from PhD-granting economics departments are used to assess the teaching preparation of graduate students in economics. The results show that relatively few departments require graduate student instructors to take a credit course in teaching before teaching their own course or leading a recitation section. Although more graduate student instructors are required to take a noncredit course in teaching before serving as an instructor or recitation leader, the value of such noncredit courses may be limited. The assessment of teaching preparation by department chairs shows mixed responses, with about three-fifths rating it as very good or good and about two-fifths considering it to be only adequate or poor. Recommendations are offered for improving the teaching preparation of graduate student instructors in economics.