Economics stephen slavin 11th edition pdf

Economics stephen slavin 11th edition pdf
.
.
Download / Read Online Economics stephen slavin 11th edition pdf
.
.
.

.
Steve Slavinwalks you through concepts and graphs to help you think like aneconomist. Check out the exciting new material in the NinthEdition. Learning Objectives tied to the StudyGuide make studying more productive. On the Web feature directs youto interesting websites. Questions for Further Thought andDiscussion now includes a Practical Application question in eachchapter. Homework Manager for Economics makesassigning and grading homework more time eective. Coverage ofcurrent events enhances classroom discussion. Updated instructormaterials facilitate planning and minimize prep work. Slavin ninth editionninth edition Macroeconomics Stephen L. Macroeconomics NINTH EDITION Stephen L. Slavin Union County CollegeCranford, New Jersey The New School University New York City BostonBurr Ridge, IL Dubuque, IA New York San Francisco St. Avenue of the Americas, NewYork, NY, 10020. Some ancillaries, including electronic andprint components, may not be available to customers outside theUnited States. Publication Data Slavin, Stephen L. S554 2009 339dc22 2008010540 Preface to the Instructor A s an undergraduate economics student, Inever imagined writing a textbooklet alone one going into its ninthedition. While we certainly need to keep up with thetimes, not all change is for the good. Why not writea book that students would actually enjoy reading and sell it at aprice they can afford? Is it possibleto write a principles text that lowers the students anxiety levelwithout watering down the subject matter? To do this, one wouldneed to be an extremely good writer, have extensive teachingexperience, and have solid academic training in economics. In thiscase, two out of three is just not good enough. Then I asked, If you were rich, by what percentage were yourtaxes cut? The class sat there in complete silence. I told them to work it out themselves. Finally, someone said, Twenty percent? After waiting another two or three minutes, I sawone student with her hand up. One student knew that the answer wasalmost 29 percentone student in a class of 30. When do they teachstudents how to do percentage changes? Surely not in a college economics course. How much of yourtime do you spend going over simple arithmetic and algebra? Howmuch time do you spend going over simple graphs? Wouldnt you ratherbe spending that time discussing economics? Now youll be able to dojust that, because all the arithmetic and simple algebra that younormally spend time explaining are covered methodically in thisbook. All youll need to do is tell your students which pages tolook at. As an economics instructor for morethan 30 years at such fabled institutions as Brooklyn College, NewYork Institute of Technology, St. Union County College, I have used a variety of texts. The biggestproblem we have with just about any book we assign is that many ofour students dont bother to read it before coming to class. Untilnow, no one has written a principles text in plain English. Distinctive Qualities My book has sixqualities that no other principles text has. It reviews maththat students havent done since middle school and high school. Its an interactive text, encouraging active rather than passivereading. Students are expected to solve numerical problems, ll intables, draw graphs, and do economic analysis as they read thetext. Its a combined textbook and workbook. It costs substantiallyless than virtually every other text on the market. Its written in plain English withoutjargon. Open any page and compare my writingstyle with that of any other principles author. This book iswritten to communicate clearly and concisely with the studentsneeds in mind. It is written with empathy for students. TheGlobal Economy Until the early 1970s our economy was largelyinsulated from the rest of the world economy. As our trade decits grew, and asforeigners bought up more and more American assets, every Americanbecame quite aware of how integrated we had become within theglobal economy. In addition, we haveintegrated a great deal of material dealing specically with theglobal economy throughout the text. Extra Help Boxes Students taking the principles course have widelyvarying backgrounds. Some have no problem doing the math orunderstanding basic economic concepts. But many others are lostfrom day one. I have provided dozens of Extra Help boxes for thestudents who need them. Of coursethese boxes can be skipped by the better prepared students. Does Printing More Money Increase OurMoney Supply? Advanced Work Boxes Thereare some concepts in the principles course that many instructorswill want to skip. Of course, if theyre not included in principlestexts, this will make other instructors quite unhappy. These boxesare intended for the better prepared students who are willing totackle these relatively difcult concepts. Current Issues Studentsoften ask, How does any of this affect me? Or, Why do I have tostudy economics? The Current Issues provide answers to thosequestions. Each is a practical app filexlib.
.
Economics stephen slavin 11th edition pdf notice
Economics stephen slavin 11th edition pdf instruction
Economics stephen slavin 11th edition pdf met de hand
Economics stephen slavin 11th edition pdf prirucka
Economics stephen slavin 11th edition pdf manuel