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Determining the Break-Even Point of Profit for a Campus Service part of Teaching Methods:Context-Rich Problems:Examples
Students are asked to determine the break even profit point for a service to be offered on campus, using an online break even calculator.
Select-A-City for Demographic and Economic Opportunities, Using an Online Database part of Teaching Methods:Context-Rich Problems:Examples
This activity asks students to review the demographic and lifestyle statistics available at ERsys.com, and determine which city or location would provide the best consumer market opportunity for the given problem.
Using PRIZM Look-up to Identify Consumer Markets part of Teaching Methods:Context-Rich Problems:Examples
This activity demonstrates geo-demographic consumer segment lifestyle consumption patterns. The information available on the site is relevant to segmentation and targeting strategies used by marketers.
Hemispheric Lateralization: Are You Left- or Right-Brained? part of Teaching Methods:Context-Rich Problems:Examples
An online brain dominance inventory provides students with information on their brain dominance and information processing style. This relates to perception and learning styles.
Discovering Economic Preconceptions using Clickers part of Teaching Methods:Classroom Response Systems:Examples
Student preconceptions in the economics classroom are an under-appreciated element of teaching. Here we describe how clickers can easily be used to determine student preconceptions and thus inform the instructor on the information that students bring to the classroom.
Clickers As an Alternative to Scantrons part of Teaching Methods:Classroom Response Systems:Examples
Clickers can be used to replace Scantron forms for exams. This can save considerable time and effort when it comes to recording scores.
Using Clickers to Inductively Construct Economic Concepts part of Teaching Methods:Classroom Response Systems:Examples
This technique reverses the usual order of definitions and examples used in class to one of presenting an example or examples first and then having students "discover" the concept when asked with carefully constructed clicker questions.
Using Clickers to Generate Supply and Demand Curves part of Teaching Methods:Classroom Response Systems:Examples
Use the clickers to generate data for demand and supply curves by asking students to give numerical values for their maximum willingness to pay for something and their minimum willingness to accept for something. Use the data generated to graph both the demand and supply curves.
Teaching Case: Scissors and Shears part of Teaching Methods:Teaching with the Case Method:Examples
This case is the transcript of the 1962 Congressional Testimony of BC Deuschle, President of the Scissors, Shears and Manicure Implement Manufacturers' Association, with regard to the Trade Expansion Act of ...
Teaching Case: Peanut Policy in the United States, 1996 part of Teaching Methods:Teaching with the Case Method:Examples
The text of this case is a transcript of a story broadcast on NPR's All Things Considered on January 22, 1996. The story concerns Congressional debate about agricultural programs, particularly the price ...