As I rewrite my syllabus, I find a display error in lyx. In the attached document, the enumeration under "Course Methods and Learning" displays the first element as 5, continuing the count from the previous enumeration. The postscript output is correct.
-- Richard E. Hawkins, Asst. Prof. of Economics /"\ ASCII ribbon campaign [EMAIL PROTECTED] Smeal 178 (814) 375-4700 \ / against HTML mail These opinions will not be those of X and postings. Penn State until it pays my retainer. / \
#LyX 1.3 created this file. For more info see http://www.lyx.org/ \lyxformat 220 \textclass article \begin_preamble \newfont {\web}{phvr at 9.0pt} \newfont {\email}{pcrr at 10.0pt } \end_preamble \language english \inputencoding default \fontscheme default \graphics default \paperfontsize default \spacing single \papersize Default \paperpackage a4 \use_geometry 1 \use_amsmath 0 \use_natbib 0 \use_numerical_citations 0 \paperorientation portrait \leftmargin 1in \topmargin 1in \rightmargin 1in \bottommargin 1in \secnumdepth 3 \tocdepth 3 \paragraph_separation indent \defskip medskip \quotes_language english \quotes_times 2 \papercolumns 1 \papersides 1 \paperpagestyle default \layout Title Principles of Microeconomics \newline Economics 2 \layout Date Fall MMII \layout Standard \align center \series bold Syllabus \layout Standard \begin_inset ERT status Open \layout Standard \backslash setlength{ \backslash parskip}{0pt} \end_inset Professor Richard E. Hawkins \layout Standard 178 Smeal \layout Standard 375-4846 \layout Standard \begin_inset ERT status Open \layout Standard { \backslash email [EMAIL PROTECTED]} \end_inset Meeting Times: MWF 2:25-3:25, Auditorium \layout Standard Office hours: \layout Itemize MWF, 11:00-11:55, office (May be in Swift 103 on Wednesdays) \layout Itemize MW, 3:50-4:30, office \layout Itemize W, 9:00-9:55, office or Swift 103 \layout Itemize and by appointment \layout Section* Course Materials \layout Itemize Game theory and other handouts including lecture slides \layout Itemize Text: \emph on Principles of Microeconomics, Second Edition, \emph default N. Gregory Mankiw, ISBN \begin_inset Marginal collapsed false \layout Standard check isbn \end_inset \layout Itemize The bookstore has copies of the companion study guide. A copy is also on reserve. \layout Itemize Author's website \begin_inset Marginal collapsed false \layout Standard check \end_inset \begin_inset ERT status Open \layout Standard { \backslash web http://www.harcourtcollege.com/econ/mankiw} \end_inset \begin_deeper \layout Standard A wide variety of materials are available here, and the ambitious student will make use of them. \layout Standard The materials include interactive quizzes, which are a way for students to check comprehension of the material and determine which areas need more study. There are also tutorials on most topics, and sample-tests. Do not email the instructor copies of your interactive quizzes unless you have been personally told otherwise! \end_deeper \layout Itemize Instructor's website \begin_inset ERT status Open \layout Standard { \backslash web http://www.personal.psu.edu/reh18/micro} \end_inset . Copies of class materials can frequently be found here, as can the syllabus and a short description of each day's class. \layout Itemize A mailing list will be created for the class in the near future. Subscription to the list is mandatory, and student's will be responsible for information sent to the list by the instructor. \layout Itemize A copy of the text is on reserve, as well as other microeconomic texts and solution guides. \layout Standard Note that it is likely that test and homework questions will be drawn from the supplemental materials. \layout Standard \begin_inset ERT status Open \layout Standard \backslash pagebreak \end_inset \layout Section* Course Description and Goals \layout Standard Economics is the study of choices. Particularly, we study choices in the face of scarcity, where something else is given up as a consequence of a choice (such as lost income when going to school). We consider how consumers and producers make such choices, and how these determine price and quantity as seen in the market. We will also consider what happens when the government or other agents interfere with the normal process of making choices. \layout Standard By the time you finish this course, you will understand the processes that are commonly known as supply and demand, as well as common fallacies about them. You will be able to apply these to the real world, and understand what is going on behind the scenes when economic news is reported--and recognize that it is frequently misreported! \layout Section* Course Objectives \layout Standard A wide variety of topics will be covered, but you should be able to find common things throughout them. In particular, upon completing this course, students should understand and be able to explain the following questions, and comment on common arguments associated with them: \layout Enumerate What is a \begin_inset Quotes eld \end_inset competitive market, \begin_inset Quotes erd \end_inset and how are prices and quantity determined in such a market. Along this vein, why do such markets give economists a warm fuzzy feeling inside, and what advantages and disadvantages do they create for society? \layout Enumerate What possibilities exist for other types of markets, and and how are prices and quantity determined in these markets? What about these markets makes economists' hair bristle, and what advantages and disadvantages do they create for society? What conditions produce these markets rather than competiti ve markets, and is there a role for the government? \layout Enumerate How do consumers make their choices? For that matter, what kind of choices do consumers make, and what is the real cost of any choice? How do their choices interrelate? \layout Enumerate How do firms choose how much and whether or not to produce? How do firms interact with each other, and what does this mean for society? \layout Section* Course Methods and Learning \layout Standard The bottom line is that I want you to learn. I really don't care about your ability to recite data; you need to be able to think and apply the concepts, and translate these into results. High test grades will come not from recitation, but by showing an ability to analyze and apply economic theory. \layout Standard We have three hours a week together, and there are many different ways that we could use this time. I could stand in front of you and talk for the entire time, while writing things on the board that you scribble into your notes--without either one of us thinking about them in the process. This doesn't seem to be a particularly useful activity. \layout Standard Fortunately, you all can read. In fact, this is why you have a textbook. The traditional pure lecture system dates to a time long ago when books were rare and expensive, and lecture notes were the only practical way for students to get a copy of course materials. The printing press, photocopier, and internet have ended this time. \layout Standard It will be \emph on your \emph default responsibility to read the book. At times I may mention sections of chapters to skip, but unless otherwise notified, you should read the entire chapter. \emph on You, \emph default not I, am responsible for doing this. Furthermore, you will benefit most by reading before class. \layout Standard I will not entirely eliminate lecture; neither I nor most students would be comfortable with this. I will still lecture, at least briefly, on some of the core concepts and on the harder portions of the material. I will come to class with my own notions of what these are, but at times you will have a different notion. Tell me. I will be more than happy to cover other areas. Please do not hesitate to ask questions; these are not disruptive or rude, but the primary reason to have a live professor in front of the class instead of a videotape. \layout Standard We achieve three important goals by not spending the entire class time on lectures: \layout Enumerate We don't bore you. \layout Standard You will benefit most by reading the entire chapter first, attending class, and reading again. \layout Standard Portions of the course will be covered by traditional lecture methods. However, many times class time can be used more productively. As such, many of the group projects will be geared to designing formal games and other class activities. \layout Standard It is the student's responsibility to read the book. Some key points, but not all the material, will be covered in lecture. Nonetheless, students are responsible for all material, and should bring up any matters with which they still have questions. \begin_inset Marginal collapsed false \layout Standard ugh! \end_inset \layout Enumerate \begin_inset ERT status Open \layout Standard \backslash clearpage \end_inset \layout Section* Course Outline \layout Subsubsection* Part 0: Game Theory \layout Standard August 28 and 30. \layout Standard Game theory has become significant for many areas of microeconomics, both for theoretical and applied reasons. The first week of class will be spent discussing game theory and playing out of games. We will use this as a tool to build explanations of many other topics throughou t the semester. \layout Subsubsection* Part 1: Introduction \layout Standard September 4-16. \layout Standard Here we will discuss some basic principles that we will use through the course. We will also consider the scientific method and how it relates to economics, the difference between positive and normative economics, and take a first look at trade. \layout Subsubsection* Part 2: How Markets Work \layout Standard September 18-30 \layout Standard We will make an initial exploration of supply and demand, and how they interact. We will consider the concept of \begin_inset Quotes eld \end_inset elasticity, \begin_inset Quotes erd \end_inset which is an analytic method of measuring \emph on how much \emph default something changes in response to another change. Finally, we make an initial exploration of how government policies may help or harm the market, and consider why it is usually harm. \layout Subsubsection* Part 3: Markets and Welfare \layout Standard October 2-16 \layout Standard The various agents--consumers, producers, and the government--interact in various ways. Different choices by any of these agents change the amount that is produced, and who gets the goodies. Government taxation will often not have the expected effect, and may at times be counter productive. \layout Subsubsection* Part 7: Theory of Consume Choice \layout Standard October 18-23 \layout Standard We look at more advanced topics in how a consumer chooses, such as budget constraints and substitution and income effects. We then return to the regular sequence of chapters. \layout Subsubsection* Part 4: Public Sector Economics \layout Standard October 25-November 6 \layout Standard Not all markets function cleanly. If I raise pigs in my back yard, I get all the bacon, but you have to live with the smell. If we share a tree on our border, we're both likely to pick too much fruit. Can the government deal with this type of problem? We also consider side effects of the tax system on other activities. \layout Subsubsection* Part 5: Firm Behavior and Organization of Industry \layout Standard November 8-December 2 \layout Standard The core of firm behavior. After looking at firm costs, we look at what a firm will do in a competitive market. From there, we we consider what happens as various assumptions we made in evaluating the competitive market are broken. Winners and losers are evaluated, as well as the cost to society. Antitrust policy and enforcement is also discussed. \layout Subsubsection* Part 6: Labor Markets \layout Standard Dec. 4-Dec 20 \layout Standard Wages and working conditions don't exist in a vacuum; rather, there is a market for labor, in which the worker sells. Starting with a competitive market for labor and other factors of production, we consider the effects of labor unions, discrimination, and poverty, along with governmental attempts to deal with these issues. \layout Standard \begin_inset ERT status Open \layout Standard \backslash clearpage \end_inset \layout Section* Grading \layout Subsection* Quizzes and Final \layout Standard There will be approximately seven regular twenty point quizzes, and a cumulative final worth 100 points. The lowest regular quiz taken will be dropped (missed quizzes are not dropped). Quizzes will generally occur approximately every other week, be announced ahead of time, and cover two chapters for twenty points. Generally, Calculators are not permitted on quizzes or tests. Unannounced quizzes are possible. \layout Subsection* Group Assignments` \layout Standard There will be periodic group assignments. Students will work in groups of three or four, and maintain the same group all semester. \layout Subsection* Points in Class \layout Standard Student involvement in class discussion is critical to the learning process. This is not material that can simply be memorized; the student must be able to apply the concepts, and it is critical that students take an active role in doing so. Points will be regularly awarded in class, counting toward thirty points of the class grade. Additionally, there are an additional six points available from other means: one point each for a question or comment during office hours during September or October, and another for an office question or comment in November or December, along with one point each for participating in each of the four \begin_inset Quotes eld \end_inset feedback sessions \begin_inset Quotes erd \end_inset \begin_inset Marginal collapsed false \layout Standard what do we call these \end_inset throughout the semester. Additional points may be possible for participating in focus groups throughout the semester. \layout Standard The six outside points are sufficient for a \begin_inset Quotes eld \end_inset D \begin_inset Quotes erd \end_inset in this category. A total of sixteen points is necessary for an \begin_inset Quotes eld \end_inset A \begin_inset Quotes erd \end_inset . Points beyond that will cause the \begin_inset Quotes eld \end_inset A \begin_inset Quotes erd \end_inset to carry an increased weight in the student's grade, although the instructor reserves the right to limit the number of such points included. More specifically, this portion of the grade is calculated as \begin_inset Formula $47+3\times \textrm{points}$ \end_inset . \layout Subsection* Peer Evaluation \layout Standard At the end of the semester, each student will evaluate the other members of his group regarding contribution to the group and quality of work within the group. Each student will rank the other members, and assess relative values. Ranking the other members equally will not be permitted. The score will be a modified version of the student's laboratory average, and worth approximately the same amount as a large lab. Please not that since the point is to adjust all of the lab assignments based upon group contribution, this score is not limited by the normal 55 to 95 range. \layout Subsection* Raw and Scaled Scores \layout Standard Assignments will have both raw and scaled scores. The raw score is simply a total of the number of points answered correctly. The scaled score, which is used to compute the course grade, is based on this raw score and the overall quality of the assignment. Scaled scores are on a 55-95 scale, with a 55 representing an "F", while a 95 represents an "A". \begin_inset Quotes eld \end_inset + \begin_inset Quotes erd \end_inset and \begin_inset Quotes eld \end_inset - \begin_inset Quotes erd \end_inset are indicated by a change of 3; e.g., a \begin_inset Quotes eld \end_inset B- \begin_inset Quotes erd \end_inset is an 82. It is entirely possible, and indeed common, that an assignment or quiz which showed a better understanding of the material will receive a higher scaled score than another assignment with the same (or even slightly higher) raw score. Please note that this is almost always because the overall quality of work on the assignment showed a higher level of understanding than the raw score indicates, rather than that the students received different grades for similar work. \layout Subsection* Class Grade \layout Standard The class grade will be based upon a weighted average of the quiz grades (including bonus quizzes) and the final grade and any other graded activities. The quizzes will be worth approximately 60%, and the final approximately 40%, though other activities could change this distribution. \layout Standard Tentative grades will be posted from time to time throughout the semester. The lowest quiz will not be dropped from such calculations until five quizzes have been completed. These grades are advisory only. \layout Standard \begin_inset ERT status Open \layout Standard \backslash pagebreak \end_inset \layout Section* Preparation \layout Standard Students are required to be prepared for class. The class material should be read prior to class. As the pace of material will be approximately a chapter a week, at least the first two-thirds of the chapter should be read prior to the first class in which it will be discussed, and the rest prior to the second class. Students who read the chapter prior to class are likely to find that they learn substantially more from the lecture. Large numbers of unprepared students are likely to provoke unscheduled quizzes. \layout Subsection* Homework \layout Standard Homework questions will be distributed for most topics. The homework is not graded, but completion of the homework is likely to improve performance on tests. A portion of the homework questions will typically be worked out in class, and solutions will be distributed. \layout Section* Missing Classes and Tests \layout Standard It is the student's responsibility to be in class, \emph on on time, \emph default especially for all tests and quizzes. An excused absence requires notice \emph on at least \emph default one-half hour prior to the beginning of class, is at the instructor's discretio n, and will generally only be granted for serious illness and university sanctioned activities. Whether or not a make-up test will be used, or whether other testing will receive additional weight, will be at the discretion of the instructor. For unexcused absences, a grade of 0 will result in all cases. Traveling for a holiday is not an excused absence. \layout Standard Please note that by a single phone call to the registrar (375-4722) or school nurse (375-4765), it is possible to inform all of your instructors of your illness or other incapacity. As such, informing the instructor after the missed class of the need for an absence will not be accepted. \layout Section* Topics \layout Standard Chapters one through ten; eleven (pp. 243-251 only), twelve, and fourteen (pp. 316-324); and fifteen and seventeen will be covered. If time permits, other chapters will be covered, which will be determined by student interest. \layout Section* Tutors \layout Standard Students are strongly advised to use the Learning Center in the Swift building. \layout Section* Academic Integrity \layout Standard All students are expected to act with civility and personal integrity; respect other students' dignity, rights, and property; an to help create and maintain an environment in which all can succeed through the fruits of their own efforts. An environment of academic integrity is requisite to respect for self and others and a civil community. \layout Standard Academic integrity includes a commitment to not engage in or tolerate acts of falsification, misrepresentation or deception. Such acts of dishonesty include cheating or copying, plagiarizing, submitting another person's work as one's own, using Internet or other sources without citation, ghosting (taking an exam for another student or having another student take one's exam), stealing examinations, tampering with the academic work of another student, facilitating acts of academic dishonesty, etc. \layout Standard Academic dishonesty violates the fundamental ethical principles of the Universit y community and compromises the worth of work completed by others. A student should avoid academic dishonesty when preparing work for any class. If charged with academic dishonesty, students will receive written or oral notice of the charge by the instructor. Students who contest the charge should first seek resolution through discussion with the faculty member or the campus Director of Academic Affairs. If the matter is not resolved, the student may request a hearing with the Commonwealth College Committee on Academic Integrity at the Campus. \layout Standard Sanctions for breaches of academic integrity may range (depending on the severity of the offense) from F for the assignment to F for the course. In sever cases of academic dishonesty, including, but not limited to, stealing exams or \begin_inset Quotes eld \end_inset ghosting \begin_inset Quotes erd \end_inset an exam, students may receive a grade of a, a formal University disciplinary sanction that indicates on the student's transcript that failure in the course was due to a serious act of academic dishonesty. In this class, the XF sanction will be requested for \emph on any \emph default dishonesty during a test, including failure to cease working on a test when time is called. \layout Standard The University's statement on academic integrity from which the above statement was drawn is available at \begin_inset ERT status Open \layout Standard \backslash web{http://www.psu.edu/dept/oue/aappm/G-9.html} \end_inset . \layout Section* Email \layout Standard You are responsible for receiving any course information to your university account. It is your responsibility to receive this mail in a timely fashion. \layout Standard Please note that the \emph on only \emph default correct format for email is plain text, possibly with attachments. \begin_inset Quotes eld \end_inset HTML \begin_inset Quotes erd \end_inset formatting is not appropriate, nor is sending \begin_inset Quotes eld \end_inset MIME \begin_inset Quotes erd \end_inset email with both HTML and plain text. It is your responsibility to understand your mail client well enough to send properly. Sending HTML mail, or mail with non-standard characters is simply rude. \layout Standard Please note that the instructor's mail is filtered for mail of this sort--if you send it, it \emph on does not exist \emph default for purposes of this class, and will never end up anywhere where it will be read! \layout Section* Classroom Civility \layout Standard Respectful behavior in the classroom to both other students and the faculty is critical for a healthy learning environment. Chattering, cracking gum, turning to the person behind you for conversation, gentlemen wearing hats indoors (unless under arms or religiously mandated) and the like are rude, uncivil, and anti-social. \layout Standard Certainly no student would be so disrespectful of other students and the instructor as to possess a cellular phone or pager capable of making noise during class, short of emergencies such as organ transplants or hospitalized children. Even were someone to be that inconsiderate, the fact that the device would be confiscated, along with the student being barred from the classroom until such time as the student, the Director of Academic Affairs, and the instructor are able to meet in person and establish appropriate conditions for a probationary return to the classroom and possible return of the device, will certainly prevent such rudeness. \layout Standard By remaining enrolled in the class and present in the room, you consent to the instructor throwing erasers, chalk, pens, and other items in response to uncivil and/or inattentive behavior, the confiscation of electronic or other devices that disrupt the classroom, as well as the instructor and/or classmates knocking offending hats from your head. \layout Section* Syllabus Subject to Change \layout Standard In accordance with Penn State academic policies, this syllabus is subject to change. Changes will either be distributed in writing or posted on the class website. \layout Section* Important Dates \layout Itemize Wednesday, August 28: first day of class. \layout Itemize Sunday, August 30: add-drop deadline \layout Itemize Friday, September 13: first quiz \layout Itemize October 8-9: Fall Break \layout Itemize Wednesday, November 14: Late drop deadline \layout Itemize November 22-23: Thanksgiving Holiday \layout Itemize Thursday, April 26: last class \layout Itemize Friday, December 7: withdrawal deadline. \layout Itemize Wednesday, December 12: Final, 2:30-4:20 P.M. (tentative) \the_end
