Describes a classroom game that demonstrates to students that equilibria can occur naturally in order to encourage students to take unreasonable equilibria more seriously. Discusses the game, how to organize it in the classroom for a game theory course, and the results. (CMK)

Focuses on the IS-LM model providing a graphical analysis designed to clarify the confusion induced by misleading statements in several major macroeconomics textbooks concerning the connection between policy effectiveness and the slopes of the IS and LM curves. Includes references. (CMK)

Describes a Web site for college economics instructors that provides 113 noncomputerized economics experiments (games) to help teach fundamental micro and macroeconomic concepts. Explains that the games are annotated and hyperlinked and that the Web site is organized into three tables classifying the games. (CMK)

Presents a simple technique for teaching the Cournot model to first-year microeconomic students. Involves demonstrating, without the use of derivatives, that out of all rectangles with a common perimeter, the square has the greatest area. (RLH)

Models imports as a fixed proportion of spending rather than as a function of total or disposable income. Predicts the initial autonomous change in domestic spending by netting out spending shifts. Presents formulation which provides a clearer understanding of how leakages influence the multiplier process. (RLH)

Describes public education through the media to train government officials and journalists, undertaken as part of economic reform efforts in the Republic of Georgia. Focuses on six key topics. Concludes with a discussion of the necessary conditions for success of these broad-based educational efforts. (RLH)

Describes interest in the behavior of random processes with positive feedback. Explains that simulation of the law of large numbers with increasing amounts of feedback makes instruction of random processes with positive feedback possible for undergraduate students. (RLH)

Examines 12 recent editions of principles of economics textbooks to determine the quantity of race- and gender-related material. Finds, in general, that there has been an increase in the quantitative coverage of race- and gender-related material as measured by the number of pages, names, and tables in the textbooks. (RLH)

Discusses the use of active learning within economics focusing on moot courts. Explains how moot courts fit into economics and presents examples of how moot courts can be used within law and economics, history of economic thought, and environmental economics courses. Highlights student perceptions of moot courts. Includes a bibliography. (CMK)

Reiterating that students have become a potent market force, explains how teachers can introduce the concept of consumer law. Gives three examples of hypothetical situations in which contracts, warranties, and ethics are discussed. (GG)

As a followup to distribution of a promotional poster, survey responses from 39 (of 61) individuals who had inquired about home economics graduate studies found the following factors potential influences: enjoyment of field, financial assistance, university reputation, and employment opportunities. The lengthy decision-making process suggests that…

A brain laterality test and a creativity test were administered to 119 economics and accounting students and 65 creative arts students. No differences were found between the two types of students in brain dominance or creativity. Students who displayed right hemispheric superiority also excelled on the creativity tests. (JDD)

Reports on a study that explored the use of a scoring procedure called Modified Confidence Weighted-Admissible Probability Measurement (MCW-APM) to evaluate curriculum design and to assess students' knowledge of economic concepts. Concluded that the MCW-APM scoring method can help teachers develop curricula to meet specific student needs. (SLM)

Discusses "Economics Is FUN-damental," a collection of six musical skits designed to address economic concepts in a manner meaningful and relevant to elementary students. The skits, performed by fourth and fifth graders, are designed to relate economic concepts such as scarcity and supply and demand, to real life situations. (LS)

Conducted study of college administrators in home economics (N=115) and engineering (N=140) to gain insight into mentor relationships. All female respondents were in home economics. Significant differences were found between two fields in terms of mentoring relationships. Results suggest that home economics is one professional field where women…