Agrees, within limits, to the criticisms raised by Gilley, (see SO515763) but states that the same criticisms should apply to almost all rankings of economics departments. Introduces additional data to support the original paper. (JDH)

Maintains the status of economics is falling. Fewer students, low returns on econometric models, and over-certain economic predictions resulting from inappropriate scientific methodology are seen as indicators of the fall. More attention needs to be given in teaching the sources, use and abuse of economic data, and in social science methodology.…

Keynes's explanation of both the rationale underlying downwardly sticky money wages and the consequences this phenomenon has for macroeconomic theory are reviewed. An aggregate supply curve appropriate to today's economy is then interpreted. (Author/RM)

An externality is an activity on the part of one party that enters directly into another party's utility or production function. The distinction between genuine and pecuniary externalities should not be based on their differing impacts on relative prices, but rather on their impacts on third parties' utility and production functions. (Author/RM)

The author responds to a critique of his article "Secondary Economics Textbooks and Ideological Bias" (Theory and Research in Social Education, Spr 1983). Contention points include the question of consensus in economics education, the concern that texts lead students to conclusions about free enterprise, and a framework for evaluating bias. (RM)

Undergraduate home economics degree-granting programs are becoming more and more diverse. This movement has led to considerable debate about whether the specialized programs are home economics and whether the graduates are home economists. This article reviews some of these issues and makes recommendations for curriculum planning. (Author)

The idea that office educators should teach economic concepts and discuss economic issues should be seen as an opportunity to fulfill business education's responsibility to help office education students develop skills and understanding that will better prepare them for successful careers. (JOW)

Tips for taking economics tours abroad are provided and advantages and gains for students are illustrated through a tour of British economics students to Norway. (RM)

Describes "Pioneers of the '80s," a simulation exercise that can help people experience one of the worst possible outcomes of our economic problems and then devise creative ways of response and prevention. (JOW)

It is imperative that individuals understand the economic system in which they operate. Business educators should address people's needs by preparing them as consumers, producers, and citizens. (JOW)

Presents strategies for basic business writing activities based on a model that views writing as an art of discovery, that assumes topics are developed intuitively, and that views writing as recursive and not linear. The use of current economic events as a source of writing activities is encouraged. (SK)

Presents constructivist global education as the morally and ethically defensible position to hold and illustrates the need for continued research of a philosophical nature in home economics and home economics education. (Author)

Examines the educational ideals explicit in M. Brown's conception of home economics education and extends those dispositions and attributes in light of contemporary critiques in education. Discusses implications for practice and invites dialog. (Author/JOW)

In elementary economics courses students are often introduced to the basic concepts of macroeconomics through very simplified static models, and the concept of a macroeconomic equilibrium is generally explained with the help of an aggregate demand/aggregate supply (AD/AS) model and an income/expenditure model (via the Keynesian cross diagram).…

Reports research which indicates current economics curricula fail to significantly influence student commitment to the normative foundations of the free enterprise system. Demonstrates how schools have potential for teaching economic values to youth. Concludes economic education should include latent and manifest curricula to better develop…