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Davis, Leila E.; Gómez-Ramírez, Leopoldo – Journal of Economic Education, 2022
The 3-equation model by Carlin and Soskice (2014) introduces the current consensus in modern monetary macroeconomics to undergraduates through a static framework in which adjustment occurs via the monetary policy rule of an inflation-targeting central bank. In this article, the authors present a dynamic extension of this model and an Excel-based…
Descriptors: Economics Education, Macroeconomics, Teaching Methods, Undergraduate Students
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Bofinger, Peter; Mayer, Eric; Wollmershauser, Timo – Journal of Economic Education, 2009
For the open economy, the workhorse model in intermediate textbooks still is the Mundell-Fleming model, which basically extends the investment and savings, liquidity preference and money supply (IS-LM) model to open economy problems. The authors present a simple New Keynesian model of the open economy that introduces open economy considerations…
Descriptors: Economics Education, Macroeconomics, Models, International Trade
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Thornton, Mark; And Others – Journal of Economic Education, 1991
Presents a teaching model that is consistent with the traditional approach to demonstrating the expansion and contraction of the money supply. Suggests that the model provides a simple and convenient visual image of changes in the monetary system. Describes the model as juxtaposing the behavior of the moneyholding public with that of the…
Descriptors: Banking, Business Cycles, Economics, Economics Education
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Gamble, Ralph C., Jr. – Journal of Economic Education, 1991
Describes graphical techniques to help explain the multiple creation of deposits that accompany lending in a fractional reserve banking system. Presents a model that emphasizes the banking system, the interaction of total permitted, required, and excess reserves and deposits. Argues that the approach simplifies information to examining a slope…
Descriptors: Banking, Business Administration Education, Economics, Economics Education
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Findlay, David W. – Journal of Economic Education, 1999
Offers instructors a presentation of the IS (investment saving)-LM (liquidity preference-money supply) model, suggesting that a number of benefits emerge if the instructor focuses on what determines the size of both the horizontal and vertical distances between the IS curves and between the LM curves. (CMK)
Descriptors: Economics, Economics Education, Educational Strategies, Financial Policy