Learning Activity #7: Keynesian View Paper
Order Description
Objective 4: Compare the Keynesian View to the U.S. fiscal policy.
The Keynesian view focuses heavily on aggregate demand. Keynesian’s view increased government spending as a way to directly increase aggregate demand. Keynesians argue that the correct use of an expansive or restrictive fiscal policy can control the economic conditions of a country.

Learning Activity #7: Keynesian View Paper

View What is Keynesian Economics? at https://www.youtube.com/watch?v=btRWU_Q50QA

Write a 2-3 page paper that addresses the following.

To achieve maximum points for content and analysis, the following elements need thoroughly addressed.

? Compare and contrast the Keynesian View to current U.S. fiscal policy.
? Discuss how the stimulus that was done in 2008-2010 relates to the Keynesian View.
? Analyze if a stimulus approach helps the economic position of the country in the long term.
? Provide at least three sources. Citations to the video, textbook, Bible, and dictionary should be provided on top of the required three sources.

The Bible does not have to be listed in the References page, but does have to be cited in-text.
? Use the Paper Writing rubric provided in the syllabus to ensure you have met all of the criteria.

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Economics for Managers

MG5030

Syllabus
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Economics for Managers
MG5030

Syllabus

Course Description 3
Course Objectives 3
Course Assessment 4
Due Dates and Late Penalties 6
Adult Learner Motivations 6
Assignment Rubrics 8
Discussion Rubric 8
Paper Writing Rubric 10
Course Materials 11
Student Expectations 12
Facilitator Expectations 13

Course Description
This course is an overview of basic economic theory necessary for establishing, revising, and interpreting business policy. Students will identify and interpret appropriate economic indicators and macroeconomic and microeconomic phenomena that aid sound decision making for management. The course will also deal with political influences on the performance of markets, currency exchange, and economic growth.

Course Objectives
Upon completion of this course, students should be able to:

• Appraise the key economic decisions facing managers as they allocate a firm’s scarce resources.
• Examine the concepts of supply and demand, elasticity, and market equilibrium to a firm’s economic decisions.
• Valuate the concepts of production and cost functions and the law of diminishing returns.
• Compare economic and accounting costs.
• Inspect the different basic economic market types and the degree of price competition present in each.
• Research the concept of globalization and key arguments in favor of and in opposition to globalization.
• Critique the different views of key functions performed by government in a market economy.
• Apply Christian principles in critical thinking and decision making.
Course Assessment
Assessment Type Value
Devotionals
Weeks 1-6 Devotional 5 points each
30 points total
Discussions
WK1-U.S. Economy Discussion
WK1-Production Possibilities Discussion
WK2-Biblical Economic Discussion
WK2-GDP Discussion
WK3-Macroeconomics Discussion
WK3-Fiscal Borrowing Discussion
WK4-U.S. Banking System Discussion
WK4-Economic Growth Discussion
WK5-Consumer Choice Discussion
WK6-Productivity and Earnings Discussion
WK6-Poverty Rate Discussion

20 points each
220 points total

Research Papers
WK1-Price Control Paper
WK2-U.S. Government Economic Policy Paper
WK3-Keynesian View Paper
WK4-Federal Reserve Paper
WK5-Earnings in the Marketplace Paper
WK6-Income Inequality Paper
50 points each
300 points total

Economic Journal
Week #1 Economic Journal Discussion 10 points
Week #1 Economic Journal 25 points
Week #2 Economic Journal Discussion 10 points
Week #2 Economic Journal 25 points
Week #3 Economic Journal Discussion 10 points
Week #3 Economic Journal 25 points
Week #4 Economic Journal Discussion 10 points
Week #4 Economic Journal 25 points
Week #5 Economic Journal Discussion 10 points
Week #5 Economic Journal 25 points
Week #6 Economic Journal Discussion 10 points
Week #6 Economic Journal 25 points
Group Collaboration
WK4-Federal Reserve Collaboration
WK5-Earnings in the Marketplace Collaboration 20 points each
40 points total
Exercise Activities
WK1-Price of Gas Response 35 points
Week Two Final Project Milestone 10 points
WK3-Aggregate Graph Exercise 45 points
Week Four Final Project Milestone 10 points
Final Project 100 points
Total 1000 points

Percentile
Points Letter Grade
94-100% 940-1000 A
91-93% 910-939 A-
88-90% 880-909 B+
84-87% 840-879 B
81-83% 810-839 B-
78-80% 780-809 C+
74-77% 740-779 C
73% and below 0-739 F

To receive an “A” (EXCEPTIONAL) the student
• constantly exceeds minimum requirements
• is always prompt and thorough with assignments
• uses outside research for self-evaluation
• integrates learning with life goals
To receive a “B” (EXCELLENT) the student
• frequently exceeds minimum requirements
• is always prompt with assignments and is generally thorough
• is eager to profit from instructor’s evaluation
• integrates learning with peer values and relationships
To receive a “C” (ACCEPTABLE) the student
• usually meets minimum requirements
• completes assignments reasonably well
• is willing to respond to evaluation
• integrates learning with course requirements
To receive an “F” (UNACCEPTABLE) the student
• rarely meets minimum requirements
• usually does not complete assignments or does them inaccurately
• ignores or resists instruction
• is unable to integrate learning

Due Dates and Late Penalties

Due Dates
All submitted assignments are due the last day of each school week; therefore, a Tuesday to Monday school week would require all submitted assignments to be due by midnight of each Monday.

All initial posts within the Discussion forums are due the fourth day (see Discussions rubric for details), but students are encouraged to post sooner. This is in order to ensure quality interaction throughout the week.

Late Penalties
Assignments submitted within 24 hours past the due date will have a 10% late penalty of the final assignment grade.

Assignments submitted within 48 hours past the due date will have a 20% late penalty of the final assignment grade.

Assignments submitted between 3-6 days late will receive a 50% late penalty of the final assignment grade.

Assignments submitted beyond seven days past the due date are not accepted.
Adult Learner Motivations

There are summaries for each objective that start with an overview of a particular objective, followed by an experiential learning activity. Every weekly objective will have a learning activity that ensures you successfully fulfill that objective.

The goal of the adult learner is to find relevance in the learning activity on a personal level. The original four comparative assumptions differentiating pedagogy (teaching children) and andragogy (teaching adults) developed and published by Knowles (1980) are as follows:

? Adult learners have an intrinsic need to be self-directed, limiting dependency to specific situations.
? Adult learners learn more effectively when connecting learning with the resources of their own experiences, such as discussions, case studies, simulations, and field experience.
? Adult learners experience the need for learning based on experiences that identify the gaps in their knowledge and ability to handle social roles.
? Adult learners have the need to experience learning as a competency that is immediately applicable.

As a result, Knowles notes that “their orientation toward learning shifts from one of subject-centeredness to one of performance-centeredness” (1980, p. 45).

Knowles, M. (1980). The modern practice of adult education: From pedagogy to andragogy. Englewood Cliffs, NJ: Prentice Hall.

The curriculum developed at Ohio Christian University for the online platform used adult learning theory as the guiding principles to ensure that you will have an effective and relevant education.

Assignment Rubrics
Discussion Rubric

Discussions promote enhanced comprehension and critical thinking. Your satisfaction and the overall quality of the class are highly dependent on the interactions arising from discussions.

It is very helpful to your fellow students to include the previous statement when responding in the discussion forums; however, it is important to copy and paste only the piece of the message to which you are responding to clarify the context and to avoid the need to scroll though long messages.

Only interactions that include quality analysis and development of the topic within the time allotted count towards the grade. Disagreement is permitted, but must done with complete respect and recognition of the other opinion. It is always the best scenario to provide textbook and/or articles to support your statements. It should be noted that faculty in higher level courses may require it.

This is essentially what is happening when students do not respond to questions that the facilitator or other students ask them in the discussions! Try and keep this image in mind as you engage with other students.

See the Discussion rubric for more details about expectations.

Discussion Rubric (20 points total)
Initial Post (10 points total – 50%)
10-9 points 8 points 7-6 points 5-0 points
Initial responses are posted no later than the fourth day of each week. Initial responses are posted no later than the fifth day of each week. Initial responses are posted no later than the sixth day of each week. Initial responses are posted no later than the last day of each week.
The following actions are considered substantive for initial posts:

1. The response was well researched and involved thoughtful, detailed analysis.
2. While there may be some mechanical errors, the writing is professional.
3. Definitions and terms from the reading assigned were applied in the post.
4. The post should contain 200-300 words.
5. Proper grammar, spelling, punctuation, and standard English are used.
6. Resources are provided to support your opinions and may be required by a facilitator.
Interaction Posts (10 points total – 25% for each interaction)
10-9 points 8 points 7-1 points 0 points
There are at least two substantive interactions with other students posted on separate days. There is at least one substantive interaction with other students. There is no substantive interaction with other students. There is no interaction with other students.

The following actions are considered substantive for interaction posts:

1. The post should contain 50-150 words.
2. Proper grammar, spelling, punctuation, and standard English are used.
3. At least one of these options was clearly used in the interaction.

a. A question that is probing.
b. An insight gained from reading a post.
c. An opinion on the conversation that is substantiated with an outside resource.
d. A personal experience that validates or disagrees with statement posted.
e. Submit a suggestion that assists a colleague.
f. An expansion on the post with more details about the subject matter.
Paper Writing Rubric
Writing is an essential part of the learning process and an academic paper is required almost every week. The Paper Writing rubric is a general rubric to follow for all papers required in this course. Resources counted towards your grade that support your writing should be scholarly. Dictionaries and non-peer reviewed sites such as Wikipedia are not considered scholarly.

General Paper Writing Rubric (50 points total)
Content (20 points)
20-18 points 17-15 points 14-12 points 11-0 points
Please select and utilize the appropriate checklist to assist with content quality.
Adapted from The Bedford Guide for Writing Tutors

Research Paper / EssayRelevant content with analysis is developed. Relevant content exists, but needs more analysis.
Content is somewhat relevant, but lacks analysis. Information is provided.

Analysis is excellent. Analysis is good. Analysis is average.
Analysis is difficult to follow.
Supporting Resources (10 points)
10-9 points 8 points 7-6 points 5-0 points
The required number of supporting resources is provided, if applicable. Relevant Resources are provided, but not the number required for the paper, if applicable. Resources are provided, but not relevant to the content and requirements of the paper, if applicable. The required number of supporting resources is not provided, if applicable.
Presentation (10 points)
10-9 points 8 points 7-6 points 5-0 points
Once the paper is written, please apply the checklist for presentation points.
Adapted from The Bedford Guide for Writing TutorsWriting follows the presentation checklist.
Writing follows some of the presentation checklist.
Writing does not follow most of the presentation checklist.
Writing does not follow the presentation checklist.

Presented in APA format very well.
Presented in APA format with minor errors.
Presented in APA format for the most part. Not presented in APA format well or not at all.
Resources are correctly referenced to APA standard. Resources are referenced to APA standard. Resources incorrectly referenced to APA standard. Resources not referenced to APA standard.
Mechanics (10 points)
10-9 points 8 points 7-6 points 5-0 points
No grammatical errors. Some grammatical errors (1-3). Many grammatical errors (4-6). Many grammatical errors (7+).

Course Materials

TEXT
OpenStax College. (2014). Principles of economics. Retrieved from
http://cnx.org/contents/[email protected]/Principles_of_Economics
Download for free at <http://cnx.org/content/col11613/latest/>

Additional resources are included under the weekly Reading area of the student guides.
Student Expectations

• Submit assignments on time. Discuss alternatives with your facilitator before the due date if it is known that the assignment cannot be submitted on time.
• Plagiarism is absolutely not permitted. All instances of plagiarism will be reported to the Dean/Assistant Vice President of Academic Services.

? For a student’s first offense, he or she will receive a zero grade on the assignment that was plagiarized.
? For the second offense, the student will fail the course.
? For the third offense, the student will be dismissed from Ohio Christian University.
? A student who has been dismissed for academic reasons may petition for re-admission after six months.
As a general guideline, plagiarism is defined by Lucas (2011) as “to present another person’s language or ideas as your own.” He describes three types of plagiarism: global plagiarism, stealing a speech [or a paper] entirely from a single source and passing it off as your own; patchwork plagiarism, stealing ideas or language from two or three sources and passing them off as your own; and incremental plagiarism, failing to give credit for particular parts of a speech [or a paper] that are borrowed from other people (Lucas 2011). All definitions of plagiarism are taken from The Art of Public Speaking, 2011, by Stephen E. Lucas, McGraw-Hill, p. 37-38.
• Read your posts aloud to ensure that your intended message is conveyed. If a posting upsets you, do not immediately respond. Always think through responses to ensure professional dialogue. Disrespect, sarcasm, and rudeness in discussion forums will not be tolerated.
• Disagreement with a facilitator should be handled privately and respectfully. If it is felt that the facilitator is not being responsive or respectful, it is important to contact the OCU Answer Center.
• Participation is determined by activity in course discussions and submitted assignments according to the absence standards below. Please note that an absence is defined as a complete lack of involvement in discussions and submitted exercises.

? No absences are permitted for a course running three weeks or less.
? One absence is permitted for a course running four weeks or more, although two absences still results in a withdrawal.
Facilitator Expectations

• Instructor will respond to forum postings daily.
• Instructor will be available by phone and email to address any student inquiries. Responses to voicemail and email inquiries will occur within 24 hours unless otherwise notified via Announcements.
• Instructor will be engaged in the discussion forum throughout the week.
• Instructor will provide meaningful feedback for all drop box submissions.
• Instructor will provide track changes and the rubric indicating what was earned for all papers.
• All instances of plagiarism must be reported to the Dean/Assistant Vice President of Academic Services with the plagiarized piece and the artifact demonstrating that it is plagiarized.
• Weekly grades and feedback for assignments submitted on time will be returned within 5-7 days of the due date.
• The Final Grade for the course will be provided to the registrar within 14 days of the course’s last day.