This article presents a framework for use in applying supply and demand analysis to everyday economic problems. The five step procedure is presented and demonstrated on fictitious government proposals to place a tax on glue sales and fix a maximum legal price for bread. (JDH)

Considers what aims and objectives should be served by the study of "A" level economics in British schools and proceeds to suggest changes in the present syllabus in order to promote these objectives. (BSR)

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 the nature of spreadsheets and illustrates how they may be used by economics teachers. Provides advice on choosing a spreadsheet and reviews the British spreadsheets: Vu-Calc, Beebcalc, Quickcalc, Viewsheet, Ultracalc 2, and Intersheet. (Author/DH)

Discusses the Economics Education 16-19 Project in the United Kingdom. Explains that the purpose of the project is to create a flexible economics education framework for all 16-19 students. Describes project goals as a return to first principles, an attempt to secure necessary institutional changes, and enable economics teachers to access the…

Explains the economic concept of Rational Expectations (RE) and demonstrates how it can be introduced to British 'A' level students. Illustrates the implications of RE for the Cobweb and Augmented Phillips Curve market models. Outlines some attractions and limitations of rational expectations. (Author/DH)

Explains that the goal of this exercise is to encourage an understanding of the effects of exchange rate changes and the use of forward rates. Provides a role play that involves students working in groups to decide whether to export a consignment of golf trollies to Italy and shortbread to Canada. (BSR)

Provides an introduction to the content of economics syllabi and examination questions in the developing country of Ethiopia. (BSR)

Notes that economics courses use a model of perfect competition as a starting point for the analysis of competitive structures. Further notes this model does not work for an investigation of oligopolies. Presents a contestable markets model which can improve students' understanding of the imperfect competitive environment. (RKM)

Presents a classroom exercise which illustrates consumer equilibrium, the equimarginal principle, indifference curves, and income and substitution effects. States that students gain a better consumer equilibrium by linking together these elements of economic analysis. (GEA)

Discusses the content of the 'A' level (first year of college) economics course. Concludes that instructors must resist teaching more theory than students can absorb. Contends that greater depth on certain topics may be necessary, requiring other content to be shifted to later courses in the economics degree. (JDH)

A preview of a forthcoming series of economics television programs by Channel 4 in Great Britain is provided. The series will consist of 20 half-hour programs and is intended for adults. What the programs cover is described and educational back-up to be provided is discussed. (RM)

Notes introductory undergraduate economics textbooks have no formal analysis of the rationale for direct foreign investment by multinational firms. Examines this area in an attempt to develop more content information for undergraduate courses. (RKM)

Contends that a realistic approach to teaching economics requires learning about trade unions. Presents a role play of a trade union meeting that helps students think about how trade unions tackle problems. (BSR)

Highlights the special features of the language of economics which are likely to cause problems of understanding, and suggests ways to help students overcome them. (BSR)