This document provides an overview and resources for a high school economics unit on foundational economics concepts through the conceptual lens of influence. It includes an introduction to the presenter and subject, definitions and synonyms of influence, critical content such as macro and micro economics concepts, generalizations, guiding questions, learning experiences, performance tasks, and standards from the National Council of Economic Education. Resources for further exploration of economics topics and the conceptual lens of influence are also provided.
Central Problems of an economy studies the relation between scarcity & choice. Every economy deals with three basic problems-What, How & For Whom.
It is a very important topic for students of Economics in class XI-XII CBSE schools. But, it is equally important for anyone to understand how a production activity actually starts.
The ppt outlines the important aspects of the topic.
Global Climate Tax: Feasibility EvaluationSolAbility
The most effective way to reduce GHGs to Zero - a global climate tax. Starting at U$50 per ton of CO2 equivalent , increasing by U$50 every year. 50% of tax revenues are redistributed in cash to each individual, the other 50% used to buld a renewable energy infrastructure
This paper examine the impact of macroeconomic factors on firm level equity premium. Following
the concept of macro-based risk factor model, we consider macroeconomic variable set of equity premium
determinant. The macroeconomic variables include interest rate, money supply, industrial production, inflation
and foreign direct investment. The macroeconomic variables are not in control of the firm's management. These
are the external factors which affect the company as well as the overall market returns. The Macro-based
Multifactor Model is estimated for the whole sample. It is found that the market premium and the selected five
macroeconomic factors significantly affect the firm level equity premium of non-financial firms. Increase in
market premium, money supply, foreign direct investment and industrial production positively affect the firm
level equity premium while increase in interest rate and inflation negatively affects the firm level equity
premium. These findings are beneficial for the common shareholders, institutional investors and policy makers
to find more specific insight about the relationship between macroeconomic variables and equity premium of
non-financial sectors.
Quienes mejor aprovechan la vida son sin duda alguna los niños, mientras que nosotros estamos tan dentro de este mundo lleno de pesimismo y tristeza que olvidamos al niño que alguna vez fuimos y que aún llevamos dentro. Pero aún puedes ver este PPS y empezar a sacar a ese niño que es parte de ti y que cambiará tu vida por completo!
Central Problems of an economy studies the relation between scarcity & choice. Every economy deals with three basic problems-What, How & For Whom.
It is a very important topic for students of Economics in class XI-XII CBSE schools. But, it is equally important for anyone to understand how a production activity actually starts.
The ppt outlines the important aspects of the topic.
Global Climate Tax: Feasibility EvaluationSolAbility
The most effective way to reduce GHGs to Zero - a global climate tax. Starting at U$50 per ton of CO2 equivalent , increasing by U$50 every year. 50% of tax revenues are redistributed in cash to each individual, the other 50% used to buld a renewable energy infrastructure
This paper examine the impact of macroeconomic factors on firm level equity premium. Following
the concept of macro-based risk factor model, we consider macroeconomic variable set of equity premium
determinant. The macroeconomic variables include interest rate, money supply, industrial production, inflation
and foreign direct investment. The macroeconomic variables are not in control of the firm's management. These
are the external factors which affect the company as well as the overall market returns. The Macro-based
Multifactor Model is estimated for the whole sample. It is found that the market premium and the selected five
macroeconomic factors significantly affect the firm level equity premium of non-financial firms. Increase in
market premium, money supply, foreign direct investment and industrial production positively affect the firm
level equity premium while increase in interest rate and inflation negatively affects the firm level equity
premium. These findings are beneficial for the common shareholders, institutional investors and policy makers
to find more specific insight about the relationship between macroeconomic variables and equity premium of
non-financial sectors.
Quienes mejor aprovechan la vida son sin duda alguna los niños, mientras que nosotros estamos tan dentro de este mundo lleno de pesimismo y tristeza que olvidamos al niño que alguna vez fuimos y que aún llevamos dentro. Pero aún puedes ver este PPS y empezar a sacar a ese niño que es parte de ti y que cambiará tu vida por completo!
MGMK 4710INTERNATIONAL BUSINESSUNIT 1 GENERAL ENVIRONMENTDioneWang844
MGMK 4710
INTERNATIONAL BUSINESS
UNIT 1: GENERAL ENVIRONMENTS
ESSAY QUESTIONS 1.1.
JAPAN
Alyssa Parsley
Instructions for Essay Questions 1.1:
· Go to Essay Questions 1.1.
· Your answers must have a title that looks like the one above. Write your country’s name and your team members’ names. (ALREADY WRITTEN. COUNTRY IS JAPAN)
· Write question # (e.g., Question 1), delete all directions, then provide your answer.
· For each question, break your answer into two or more paragraphs. Single-space your answers.
· In your answers, provide specifics related to your country (that is, do not be generic)
· Each answer must show that you have read relevant concepts from the Study Guides.
· Provide references of your source(s).
QUESTION 1:
In Chapter 2, Hofstede has identified six dimensions of culture. In one sentence, give the name of the six dimensions of cultures. In one sentence each, define two dimensions of your choice. Using those two dimensions, describe your country’s culture. Provide specifics about your country.
QUESTION 2:
Chapter 3 identifies two political systems (democracy and totalitarianism). In one sentence, give the name of your country’s political system. In 7 to 10 sentences, explain your answer. Provide specifics about your country.
4
Cmit 425 week 6
200-400 words APA style
Your task: Develop an "intake" briefing for middle managers who will be assisting in the planning and execution of an internal audit of employee use of company owned laptops as part of the company's "Work From Home" arrangements. The purpose of an "intake" briefing is to get everyone "on the same page" with respect to what will be done, who will do it, and what the roles & responsibilities of the managers will be during the audit (e.g. assist with employee contacts and "smooth ruffled feathers" amongst their workers).
Background: The purpose of the audit is to determine how the laptops are being used by the employees working from home (what corporate and non corporate systems, services, networks, and websites are being accessed) and to uncover, if possible, any misuse (e.g. usage that is outside of the company's acceptable use policy). The audit should also look for evidence of laptops that are improperly configured or have vulnerable software installed.
Background: The company will follow the Information System Security Audit Process as defined by Harris & Maymi in the CISSP All-in-One Exam Guide, 8th edition. The steps are:
1. Determine Goals
2. Involve the right business unit leaders
3. Determine the scope
4. Choose the audit team
5. Plan the audit
6. Conduct the audit
7. Document the results
8. Communicate the results
Format: this week, your deliverable should be formatted as briefing paper (you will have a combination of paragraphs and bullet points). You should have an introduction, "analysis" section (explaining the ground rules and processes for how the audit will be conducted), and an appropriate summary section (including an ap ...
𐫱 This file is especially for engineering students.
This is 'economics for engineers'.
I hope it will help you in your studies as well as university exams.😃
Introduction to Economics, Basics of Managerial Economics, Introduction to Economics, Nature and Scope of Managerial Economics, Managerial Economics & Economics Related Disciplines Interrelationship with Other Subjects, Economics Tools.
ECON 301 Week 5 DiscussionsGroup 2 US Trade PolicySummaryFor.docxjack60216
ECON 301 Week 5 Discussions
Group 2 US Trade Policy
Summary
For our group project we have decided to research, analyze, and formulate an argument on the World Trade Organization (WTO) in regards to the US Trade Policy. In our paper we have discussed what WTO stands for and the goal of this organization. We have also addressed the latest form of trade negotiations among the WTO membership – Doha Development Round and the controversial topics of protectionism and free trade. Among the research we have performed, we as a group have come to a conclusion that we support this organization. Although there are incomplete developments that still need to be addressed, we continue to support this organization because of the fact that numerous nations come together in order to reform these conflicts.
Questions:
1. What makes free trade a better option than protectionism for the economic situation in the US?
2. What consequences would the WTO face if they acted unethically given their power?
Group 3 US Fiscal Policy
Fiscal Policy refers to the practice of monitoring spending levels and tax rates to try and influence our economy. Before the Great Depression, which started in the late twenties, our government had a hands off approach to the economy or a laissez-faire approach. After the Second World War it was deemed necessary for the government to become involved in our economy. (Heakal, Reem) They decided this would be necessary in order to attempt to influence unemployment, the business cycle and inflation. Of course there are many different ideas on the best approach and way to accomplish this.
The government takes initiative in trying to regulate unemployment, unemployment benefits, and taxation. They do this through the use of what is known as automatic stabilizers, which are programs and policies meant to balance fluctuations in the economy. During a recession, automatic stabilizers are expanded, and during an economic boom, the automatic stabilizers are reduced. An example of this would be unemployment benefits (David Weil). When there is a recession and unemployment is high, the government spends more money on unemployment benefits, whereas when the unemployment is low, the government spends less money on unemployment benefits. According to William J. Carrington, an analyst of the Congressional budget office, some of the fiscal policies used to reduce unemployment include household assistance (reducing employees’ taxes, increased unemployment insurance expenditures, and more refundable tax), business assistance, and financial aid to the states. Carrington also shows that to reduce unemployment, unemployment benefit policies must be modified such as an extension to the duration of benefits, reemployment bonuses, and offering wage insurance. Fiscal Policy can also be used to influence new ideas like those in alternative energies.
The United States government often tries to finds ways to stimulate the economy while looking towards its future. T ...
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
1. Economics Exploration
using a Global View
Presenter: Celisity Cadotte
Subject: HS Economics
Unit: Foundational
Economics
Conceptual Lens: Influence
2. Conceptual Lens: Influence
Influence is “the capacity or power of
persons or things to be a compelling force
on or produce effects on the
actions, behavior, opinions, etc., of
others.”
http://dictionary.reference.com/browse/influence?s=t&ld=1087
Influence synonyms:
power, consequence, control, effect, force, guidance,
impact, importance, imprint, leverage, pressure, pull,
repercussions, sway, weight
http://thesaurus.com/browse/influence?s=t
3. Critical Content
Intradisciplinary Web for Economics
Conceptual Lens – Influence
Scarcity Economic Systems
Opportunity Cost
Efficiency
Productivity
Equity
Freedom
Unit Title
stability
Economic Growth
Foundational Economic Development
Unemployment Economics
Inflation Economic Systems
Technological Change
Concepts Italicized
Gross Domestic Product
Supply / Demand
(GDP)
Market Value Elasticity
Exports Marginal Cost
Recession
5. Generalizations
1. A countries economic system is influenced by the government’s decisions on what goods
will be produced, how they will be produced, how much will be produced and how goods
will be distributed with the goal of economic growth in mind.
2. Resources are scarce for both nations and individuals. Individuals, communities and
nations have to make choices which involve an opportunity cost.
3. Fluctuations in unemployment are influenced by changes in Gross Domestic Product or
public policy on the labor market. Unemployment and GDP have an inverse relationship.
Lower DGP and higher unemployment can have a negative influence on individuals every
day lives.
4. Supply and demand influence each other and are interdependent upon
each other. When supply is low demand is high. When supply is high
demand tends to be lower.
5. “Nations that have a strong economic infrastructure wield greater political
power in international relations.” (Erickson, 2007, Ch. 4 Video)
6. Guiding Essential Questions - FACTUAL
1. What does opportunity cost actually mean?
2. What kind of economic system does the U.S.
have?
3. Explain the criteria used to calculate the
unemployment rate.
7. Guiding Essential Questions - CONCEPTUAL
1. Why (and which ones) are resources scarce?
2. Why should you, as an individual, be concerned
with the U.S. GDP?
8. Guiding Essential Questions - PROVOCATIVE
1. Debate the governments role in helping people that are unemployed.
Should the government provide unemployment compensation? Should
the government let individuals fend for themselves? Should the
government provide work programs or training? Justify your answer.
2. If GDP is an indicator of a nation’s standard of living, what decisions can
a government make that can influence an increase in GDP? … what
decisions can businesses make to increase GDP? … what decisions
can individuals make to increase GDP? Of the three, government,
businesses, individuals, which one influences GDP most? Which do you
believe should have the greatest role in influencing GDP and
ultimately your standard of living? Justify you answer.
9. Key Skills
• Compare and Contrast
• Graphing and Charting
• Estimating and Calculating
• Research and Information Fluency
10. Learning Experience 1
WHAT: Calculating Opportunity Cost
WHY: Establish the concept of opportunity cost
HOW: Students will work in groups of 2-3 to complete the following tasks. Conclusions will be shared for whole group
discussion.
1. Estimate the amount of money you can earn if you take a job immediately after you finish high school. Think
about this: Many high school students work part time jobs now. Would your hourly rate of pay remain about the
same after you graduate?
2. Now estimate the total amount you would earn in the following 5 years if you had a full time job.
3. Then estimate the costs of attending college (include tuition, fees, and books). You may need to do some online
research to find college costs.
4. Compute the expenses you will incur to earn a four-year college degree.
5. Within your group, discuss the opportunity costs you might pay if you decide not to attend college after high
school. You may have to research what your estimated income would be if you were to earn a college degree.
Compare your earnings if you go to work right after high school with just a diploma and your earnings if you earn
a four-year college degree.
6. Discuss the scenario if you were to go to work immediately after high school, what things
are you giving up?
7. On a piece of paper, draw some kind of graph, chart or table showing your conclusions.
Discuss your general conclusions with the whole group.
http://cepfe.nmsu.edu/?q=node/408
11. Learning Experience 2
WHAT: Learning about different economic systems
WHY: Establish a foundation of the U.S. economy and differences within the world
HOW: Students will work in groups of 3-4 to complete the following learning activity.
1. Each group will be assigned a different economic system (Tradition-based, Command, Market, or Mixed) to
research using textbooks, library reference, classroom materials or internet resources.
2. Each group will report to the class the characteristics of economic system they have researched.
3. Then whole group discussion on the influences that may have caused a country to change from the
tradition-based to a Command market economy or what influences caused a country to change from a
Market to Mixed market economy.
(During this discussion the concepts of limited or scarcity of resources, economic growth, economic
problems and the six broad social goals each country addresses as well as the influences and implications
those goal choices make)
12. Learning Experience 3
WHAT: Calculating GDP
WHY: Establish a the components that influence GDP and a nation’s standard of living.
HOW: 1. Whole group discussion on the factors that are used to calculate GDP using the expenditures
approach. Students will discover the following concepts:
• Household consumption
• Business purchases of capital goods
• Government purchases of goods and services
• Exports of goods and services
• Imports of goods and services
2. Students will work in pairs. Each pair will research using the website http://www.gpo.gov/ to find the last
years numbers of the above factors and calculate the U.S. GDP.
3. Return to whole group discussion on how GDP being a measure of economic
activity and level of wealth of the society therefore it determines a nation’s standard of
living. Class will calculate last year’s standard of living based on their calculated GDP
divided by the U.S. population.
13. Performance Task 1: Economic Systems
Students will compare and contrast the U.S. economic system
with another country of their choice. Students will identify
similarities, differences, scarcity of resources, and influences
and implications of government choices. Students will be
accessed using the checklist shown on the next page.
14. Economic Systems Project Checklist
Component Yes (1) No (0)
Researcher's Name
Other country & their economic system identified
Use of some type of graph, chart, table or graphic organizer
within project
Find similarities & differences between U.S. and other
country of the following characteristics:
Economic System
Polictical System
6 Broad social goals
Limited or Scarce resources
Current Unemployment Rate
Current GDP
Identify relationship between the U.S. and other country
(i.e. trade, international affairs, etc. )
Sources are cited properly. At least 2 online sources and 1
text source is used.
Spelling and grammer used correctly
*Double (2) Points* Find and explain an instance where one
country influenced the other.
TOTAL
15. Performance Task 2: GDP
1. Students will calculate U.S. GDP for 2011 and 15 year prior (1996) using the website
http://www.gpo.gov/. Students will chart out each component to help make observations
and comparisons. An example chart is shown here.
Component 1996 % of GDP 2011 % of GDP
Spending
Consumption
Investment
Net Exports
Government
Expenditures
TOTAL
2. Students will critically evaluate which component(s) have changed over
the 15 year period and hypothesize why (what influences) they may have
changed. http://cepfe.nmsu.edu/?q=node/408
PROJECT CONTINUED ON NEXT PAGE
16. Performance Task 2 Continued
3. Students will estimate the economic growth or decrease using the following equation,
((GDP 2011 – GDP 1996)-1) * 100.
4. Students will debate three positives and three negatives of such an increase or decrease then
determine how this influences or impacts their daily life now.
http://cepfe.nmsu.edu/?q=node/408
5. Students will research via online resources the 2011 GDP of two additional countries to
compare them to the U.S. 2011 GDP. Students will propose what economic conditions
influences the differences of the GDP between the countries.
6. Students will put findings and analysis in a Word document. Students will be accessed using
the checklist on the following page.
17. GDP Project Checklist
Component Yes (1) No (0)
Researcher's Name
Use of Word document with at least
1 table
15 year chart/table is complete with
accurate information
Evaluation of which component(s)
have changed over 15 year period
Hypothesis of what influences
caused component(s) to change
Economic growth or decrease is
calculated correctly
3 positives of economic
growth/decrease are listed
3 negatives of economic
growth/decrease are listed
A determination of how the 15 year
economic growth/decrease
influences personal life now
Evidence of a comparison between
the U.S. 2011 GDP and 2 other
countries is shown
Discussion on economic conditions
influencing the differences of the
GDP between each of the countries
TOTAL
18. Economic Standards from
National Council of Economic Education
NCEE Standard 1: SCARCITY; Productive resources are limited. Therefore, people cannot have all the goods
and services they want; as a result, they must choose some things and give up others.
NCEE Standard 3: ALLOCATION; Different methods can be used to allocated goods and services. People
acting individually or collectively must choose which methods to allocate different kinds of goods and services.
NCEE Standard 6: SPECIALIZATION; When individuals, regions, and nations specialize in what they can
produce at the lowest cost and then trade with others, both production and consumption increase.
NCEE Standard 10: INSTITUTIONS; Institutions evolve and are created to help individuals and groups
accomplish their goals. Banks, labor unions, markets, corporations, legal systems, and not-for-profit
organizations are examples of important institutions. A different kind of institution, clearly defined and enforced
property rights, is essential to a market economy.
NCEE Standard 13: INCOME; Income for most people is determined by the market
value of the productive resources they sell. What workers earn primarily depends on
the market value of what they produce.
19. NCEE Standards continued
NCEE Standard 15: ECONOMIC GROWTH; Investment in factories, machinery, new technology and in the
health, education, and training of people stimulates economic growth and can raise future standards of living.
NCEE Standard 16: ROLE OF GOVERNMENT AND MARKET FAILURE; There is an economic role for
government in a market economy whenever the benefits of a government policy outweigh its costs.
Governments often provide for national defense, address environmental concerns, define and protect property
rights, and attempt to make markets more competitive. Most government policies also have direct or indirect
effects on peoples’ incomes.
NCEE Standard 18: ECONOMIC FLUCTUATIONS; Fluctuations in a nation’s overall levels of income,
employment, and prices are determined by the interaction of spending and production decisions made by all
households, firms, government agencies, and others in the economy. Recessions occur when overall levels of
income and employment decline.
NCEE Standard 19: UNEMPLOYMENT AND INFLATION; Unemployment imposes
costs on individuals and the overall economy. Inflation, both expected and
unexpected, also imposes costs on individuals and the overall economy.
Unemployment increases during recessions and decreases during recoveries.
20. Other Standards
More Economics Technology
Framework for Teaching Economics
Key Concept Category 1: Fundamental Economics.
International Society for Technology
Fundamental Economics comprises of 13 key
Education
concepts: Decision Making and Cost-Benefit; Division
of Labor and Specialization; Economic Institutions; NET-S #3 Research and Information
Economic Systems; Incentives; Money; Opportunity Fluency. Students apply digital tools to
Costs; Productive Resources; Productivity; Property gather, evaluate, and use information.
Rights; Scarcity; Technology; Trade, Exchange and
Interdependence. NET-S #4 Critical Thinking, Problem
Solving, and Decision Making. Students
Key Concept Category 2: Macroeconomics. use critical thinking skills to plan and
Macroeconomics comprises of 11 key concepts: conduct research, manage projects, solve
Aggregate Demand; Aggregate Supply; Budget problems, and make informed decisions
Deficits and Public Debt; Business using appropriate digital tools and
Cycle; Economic Growth; resources.
Employment and Unemployment;
Fiscal Policy; GDP; Inflation;
Monetary Policy and the Federal
Reserve; Real vs. Nominal.
21. More Standards
SD Math Content SD Reading Content
9-12.M.1.2. Students are able to use 10.R.2.1 Students can formulate
suitable units when describing rate of associations between texts and
change. experiences.
9-12.N.3.1. Students are able to use 10.R.2.2 Students can read fluently to
estimation strategies in problem situations comprehend grade-level text.
to predict results and to check the
reasonableness of results.
9-12.S.1.3. Represent a set of data in a
variety of graphical forms
and draw conclusions.
22. Resources
Content Standards. (2012). South Dakota Department of Education. Retrieved on July 18, 2012, from
http://doe.sd.gov/ContentStandards/index.aspx
Economic Report of the President. U.S. Government Printing Office. Retrieved on August 1, 2012, from
http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=ERP&browsePath=2011&isCollapsed=fals
e&leafLevelBrowse=false&isDocumentResults=true&ycord=0
Erickson, H. L. (2007). Chapter 4- Designing Concept Based Units and Lessons [Video]. Available at
https://d2l.sdbor.edu/d2l/lms/content/viewer/main_frame.d2l?ou=375678&tId=1926994
High School Economics Topics. Library of Economics and Liberty. Retrieved on July 24, 2012, from
http://www.econlib.org/library/Topics/HighSchool/HighSchoolTopics.html
High School Economics Web-Based Curriculum. Center for Economics and Personal
Finance Education. Retrieved on July 27, 2012, from
http://cepfe.nmsu.edu/?q=node/408
23. Resources Continued
Influence. Dictionary.com. Retrieved on July 19, 2012, from
http://dictionary.reference.com/browse/Influence?s=t&ld=1087
Influence. Thesaurus.com. Retrieved on July 19, 2012, from
http://thesaurus.com/browse/influence?s=t
NETS for Students. International Society for Technology Education. Retrieved on July 19, 2012,
from http://www.iste.org/standards/nets-for-students.aspx
Voluntary National Content Standards in Economics Education, 2nd ed. National Council for
Economic Education. Retrieved on July 18, 2012, from http://www.councilforeconed.org/
Editor's Notes
CelisityCadotte, Summer 2012, BHSU, ED 744 Curriculum Development & InstructionAll pictures, clipart and the format used in this brochure are the property of Microsoft. Geography globe design template. Microsoft Office. Retrieved July 17, 2012, from http://office.microsoft.com/en-us/templates/results.aspx?qu=globe&queryid=7c313b64%2D2c31%2D402b%2D8169%2D47082488790e&av=zpp&AxInstalled=1&c=0#ai:TC010288565|
Influence. Dictionary.com. Retrieved on July 19, 2012, from http://dictionary.reference.com/browse/Influence?s=t&ld=1087Influence. Thesaurus.com. Retrieved on July 19, 2012, from http://thesaurus.com/browse/influence?s=t
High School Economics Web-Based Curriculum. Center for Economics and Personal Finance Education. Retrieved on July 27, 2012, from http://cepfe.nmsu.edu/?q=node/408Erickson, H. L. (2007). Chapter 4- Designing Concept Based Units and Lessons [Video]. Available at https://d2l.sdbor.edu/d2l/lms/content/viewer/main_frame.d2l?ou=375678&tId=1926994
High School Economics Web-Based Curriculum. Center for Economics and Personal Finance Education. Retrieved on July 27, 2012, from http://cepfe.nmsu.edu/?q=node/408
Economic Report of the President. U.S. Government Printing Office. Retrieved on August 1, 2012, from http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=ERP&browsePath=2011&isCollapsed=false&leafLevelBrowse=false&isDocumentResults=true&ycord=0
Economic Report of the President. U.S. Government Printing Office. Retrieved on August 1, 2012, from http://www.gpo.gov/fdsys/browse/collection.action?collectionCode=ERP&browsePath=2011&isCollapsed=false&leafLevelBrowse=false&isDocumentResults=true&ycord=0High School Economics Web-Based Curriculum. Center for Economics and Personal Finance Education. Retrieved on July 27, 2012, from http://cepfe.nmsu.edu/?q=node/408
High School Economics Web-Based Curriculum. Center for Economics and Personal Finance Education. Retrieved on July 27, 2012, from http://cepfe.nmsu.edu/?q=node/408
Voluntary National Content Standards in Economics Education, 2nd ed. National Council for Economic Education. Retrieved on July 18, 2012, from http://www.councilforeconed.org/
Voluntary National Content Standards in Economics Education, 2nd ed. National Council for Economic Education. Retrieved on July 18, 2012, from http://www.councilforeconed.org/
High School Economics Topics. Library of Economics and Liberty. Retrieved on July 24, 2012, from http://www.econlib.org/library/Topics/HighSchool/HighSchoolTopics.htmlNETS for Students. International Society for Technology Education. Retrieved on July 19, 2012, from http://www.iste.org/standards/nets-for-students.aspx
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